Co mm on we al th SC HO OL RE SO UR CE S » Lesson 4 » Development and the Commonwealth: Education continued... Resources needed
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» Activity 1 (starter): Education Bingo Definitions (4r1) (one for teacher) » Activity 2: Millennium Development Goal Progress Briefing Sheets (4r2) (one per group of students – groups of any size), Large paper and pens to draw posters, Audio-visual equipment (e.g. internet connection, computer, projector and audio). » Activity 3: Bell or whistle, if available. » Activity 4: Blank postcards (one per student)
» Suggested time allowance for activities
» Activity 1 (starter): Education Bingo
0-10m
Ask students to each draw a grid with six squares. Display the following key words, and ask them to pick six, and write them into their grid, one word per box.
Read out the definitions (listed on resource 4r1) one at a time, at random, without stating the term itself. If students have listed the word you describe in their grid, they should cross it out. The winner is the first person to have crossed out all six words in their grid – they should shout out ‘bingo’! Check the winner knows the definition of each of the words and if they do, they have won the game! (If not, you can carry on until the next person shouts ‘bingo!’.) » Development; Education; Empowerment; Enrolment; Gender; Indicator; Inequality; Literacy rate; Ratio; Universal
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» MDGs 2 and 3: Choice of Tasks
10-30m
If you have audio-visual equipment available (e.g. internet connection, computer, projector and audio) available, tell students they have a choice of tasks. If you have a big enough space and/or can physically divide the students without the groups disturbing each other, you could have both tasks going on at the same time. If not, you could get the students to come to a consensus on which activity they would like to do. Task A » Hans Rosling Millennium Development Goal Progress Online Talk Get students sitting comfortably in front of the film, which can be accessed directly at: www.ted.com/talks/hans_rosling_the_good_news_of_the_decade.html or by typing in: “Hans Rosling: The good news of the decade?” into the search box at TED Talks: www.ted.com/talks The online talk is around 15 minutes long and it is best to watch it in one sitting if possible, although it can be stopped and started to check students understand specific terms if necessary. Ask students to take particular note of Hans Rosling’s references to education and gender. In the talk he uses statistics to illustrate how child mortality can be effectively reduced through the education of girls and other social factors. He also challenges the prevailing notions of the ‘developing’ and ‘Western’ worlds, showing how different two or three countries within an area of the world such as Sub-Saharan Africa can be.
When they have watched the talk, get students to note down their initial thoughts, then have a brief discussion about what they found out from the talk. How do they think different countries are progressing on Millennium Development Goals 2, 3 and 4? Is it helpful to categorise countries into regions or levels of development? Task B » MDG Progress posters Divide the rest of the class into groups. There are four topics to cover, and so there should be at least 4 groups – but you could have more and give more than one group the same topic. Distribute poster paper, pens, and a briefing sheet (from 4r2) to each group (see below for the briefing material needed by each group): 1 » What is MDG 2 and why is it important? (MDG 2 Briefing sheet* (4r2a)) 2 » Where do we stand in achieving MDG 2? (Goal 2 Factsheet* (4r2b)) 3 » What is working in achieving MDG 2? (Goal 2 Factsheet *(4r2b)) 4 » Where do we stand and what is working in achieving gender equality in education? (Goal 3 Factsheet* (4r2c)) Each group has 15 minutes to create a clear, eye-catching poster which answers the question they have been given. If you have time available, students could then present their posters to the class. * with thanks to the UN Department of Public Information © Royal Commonwealth Society | www.thercs.org/youth
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LESSON 4 PAGE 2 OF 3
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