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This document has been produced with the financial assistance of the European Union.
The contents of this document are the sole responsibility of the project partners, led by CDEC,
and can under no way circumstances be regarded as reflecng the posion of the European Union.
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Preface
Introducon 6
About the partners 6
Pupil Audit 7
Why these materials are needed 7
Concepts Explored 8
Social & Emoonal Aspects of Learning (SEAL) 9
Literacy Links 11
Philosophy for Children 13
Introductory Activities 15
Global Thinking
Quick on the Draw 16
Stories Behind the Stascs 21
String Connecons 25
Crical Thinking
Fact or OpinionWhich is Which? 29
Fact or OpinionHow do we Know? 31
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Concepts Explored
Concepts Explored
fairness
rights wants
change
power
interdependence
stereotypes
sustainability
responsibility
trade
poverty
values
influence
preconceptions
diversity
This Challenge & Enquiry Pack explores many concepts, encouraging deeper, more meaningful thinking
around the&issues
This Challenge thatPack
Enquiry are presented through
explores many the themes
concepts, of Food & Trade,
encouraging Poverty
deeper, more&meaningful
Interdependence, and
thinking
Educaon & Development. Pupils are encouraged to unpack these concepts, explore their meaning and
around the issues that are presented through the themes of Food & Trade, Poverty & Interdependence, and
think about their own interpretaon of them.
think Many
aboutconcepts
their own
areinterpretation of them.
explored through the use of Philosophy for Children smuli or concept explorers or
concept stretchers. For example, many lessons use concept lines and sorng hoops in which pupils can
engage crically with word meanings, definions and begin thinking on a deeper level.
engage critically with word meanings, definitions and begin thinking on a deeper level.
TheThe
following
The tables
following
following show
tables
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show
show specific
which
which SEAL
SEALskills
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specific skills are
SEAL used
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each lesson.
lesson.
Introductory
IntroductoryActivities
Activities
Introductory Activities
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Social skillsskills
awareness
awareness feelings
feelings
GlobalGlobal Thinking
Thinking
Quick
Quick on theon the draw
draw
Stories behind the statistics
Stories behind the statistics
String Connections
String Connections
Critical Thinking
Critical Thinking
Perspectives on the news
Perspectives on the news
Fact or opinion: how do we know?1
Fact orFact
opinion: how do
or opinion: we
how doknow?1
we know?2
Fact orHow
opinion: how
to take do we know?2
action
How toPupils
take take
action
action: global citizens
Pupils take action:
We Can global
All Make citizens
a Difference
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Socialskills
skills
Lesson Self
awareness
awareness Managing
feelings
feelings Motivation Empathy Social skills
awareness feelings
Messy
MessyMaps
Maps
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Pods,
Pods,People
People&&Production
Production
Pods, People & Production
Sharing
Sharingthe
theChocolate
Chocolate
Sharing the Chocolate
The
TheFairest
FairestTeacher
Teacher
The Fairest Teacher
Fairtrade
FairtradeMeans
Meanssomething
somethingtotome
me
Fairtrade Means something to me
Fairtrade
FairtradeAlphabet
Alphabet
Fairtrade Alphabet
Cocoa
CocoaClues
CluesMystery
Mystery
Cocoa Clues Mystery
Alien
AlienHeadlines
Headlines11
Alien Headlines 1
Alien
AlienHeadlines
Headlines22
Alien Headlines 2
10
10Myths
Mythsabout
aboutHunger
Hunger
10 Myths about Hunger
Part2:2:Poverty
Part
Part Poverty&&Interdependence
Interdependence
Part2:2: Poverty
Poverty &&Interdependence
Interdependence
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Social
Socialskills
skills
Lesson Self
awareness
awareness Managing
feelings
feelings Motivation Empathy Social skills
awareness feelings
Mary
Mary&&John
John- -Sustainability
Sustainability
Mary & John - Sustainability
Mary
Mary&&John
John- -Emotions
Emotions&&Empathy
Empathy
Mary & John - Emotions & Empathy
Mary
Mary&&John
John- -People
People&&Environment
Environment
Mary & John - People & Environment
Mary
Mary&&John
John- -AAHappy
HappyEnding?
Ending?
Mary & John - A Happy Ending?
Ghana
GhanaFact
Factfiles
files
Ghana Fact files
Sorting
Sortingout
outGhana
Ghana
Sorting out Ghana
What
WhatWould
WouldI Isee?
see?
What Would I see?
Money
MoneyTalks
Talks
Money Talks
What
WhatIsIsPoverty?
Poverty?Definitions
Definitions
What Is Poverty? Definitions
What
WhatIsIsPoverty?
Poverty?Life
LifeStories
Stories
What Is Poverty? Life Stories
AAproject
projectfunded
fundedby
bythe
theEuropean
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14
Introductory Activities
Global Thinking
Quick on the Draw
Stories Behind the Stascs
String Connecons
Crical Thinking
Fact or OpinionWhich is Which?
Fact or OpinionHow do we Know?
D r a w
To consider
Tothe
To
inequalities
consider
Togain
between the
the inequalities
gainaaadeeper
globalthe
between north andnorth
global
understanding of
south.and south.
global issues.
Geography
Literacy Geography
Literacy
Geography
e To gain
ThTo be ableofTotogTolobeToscan
To consider
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e
deeper
deeper
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no inequalities
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outhbetween
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the
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between the globalnorth
the global north and
northand
and south.
south.
south.
Literacy
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P4C
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ng gl able bascan
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de rs tandi ween the P4C
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scan
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key information.
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nequ i
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rm at
key in fo equality equality w needs
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hp://www.dosomething.org/psandtools/11-facts-
secondary
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school.
aboutwater-developing-world; hp://www.wfp.org/hunger/stats
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Curriculum Links
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Split the class into groups ... Youoflive
around in a house5/6 and explain they...are Yougoing
go to to have a competition
swimming lessons in which they will need to scan
Change
some key places if ...
information
some key information...for
for the ... You
answers have an
and older
try brother
to be the first to report ... You thehave a
answerssister
back to the teacher. Hand out the fact
Youthehaveanswers a pet dog and try to be the first ... Youtolike
report
doingthe answers back to the teacher. Hand out the fact
maths
... You live in a house ... You go to swimming lessons
... Your mum has a job ... You do the washing up ETC
... You have a pet dog ... You like doing maths
Big
Big Ideas
Ideas ... Your mum has a job ... You do the washing up ETC
Big
Remain Ideas
in a circle. Explain now we have thought about our own home lives and personal
Big
AskIdeas
the groups, what do you feel about these statistics? How do they affect you?situations
Which factwe stands
are goingoutto most
look atto you and
Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and
Remain
why? When in a circle.
do youExplain now any
hear about we have thought
of these facts?about
(as they ourare own home lives
happening andsingle
EVERY personal
day).situaons we are
why? When do you hear about any of these facts? (as they are happening EVERY single day).
going to look at other children and their home lives and situaons. Hand out each pupil a character identy
card
sentences.and What
ask them are someto read thethings
of the informaon quietly
your character andisindependently.
profile making you thinkAsk pupils
about? Aretothere
turnany
to big
a partner and a
ideas? Create
Activity
Activity
tell
list their
onteacher partner
the board. about their new identy in 2 sentences. What are some of the things your character
The
profile is making remains at theabout?
you think front of thethere class withbig a pile of questions
Create afor listeach group. One member of each group then
The teacher remains at the front ofAre the class anywith a pileideas?
of questions for on the
each board.
group. One member of each group then
Activity
comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
Activity
possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
Atpossible.
tables, handOnce out theythehave the answer
identy sheet they
andwrite it on the
ask pupils to slip of paper
complete andfilling
this, take in
it back to the teacher.
the informaon If the
using .
answer
their is
correct the teacher then hands them the second question, if incorrect they must return to their group to find out the
new identy.
correct Then perform
the teacher then hands an inward/outward
them the second interview question, ifgame, incorrect in which half the
they must pupils
return sit ingroup
to their a circle
tofacing
find out the
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a
outwards (the inner
correct answer. Thiscircle)
strategyandisthen repeatedthe other half sit
until each in anhas
group outer
receivedcircleall facing inwards (the
10 questions. Placeouter circle). The
an emphasis on it being a
competition
pupils on the so innerthe pupilsremain
are scanning the fact and
sheetthe and taking inin theouter
information quickly. Reward theare
winning group with
competition so thecirclepupils are scanning in character
the fact sheet andpupils
taking the
in circle are
the information themselves
quickly. Reward andthe winning r group with
a prize!
interviewing the pupil sing opposite. The interviewer may only ask 3 quesons to find out more about the
a prize!
other
the outer characters.
circle moveAer 3 quesons,
in a clockwise directionthe teacher shouts
to interview change
the next and the
character. outer
Repeat andcircle movethe
then swap in inner
a clockwise
and outer
direcon
Plenary to interview the next character. Repeat and then swap the inner and outer circle so everyone has a
circle so everyone has a turn of being in character and being an interviewer.
Plenary
turn of being in character and being an interviewer.
Take
Plenary away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again
Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again
Plenary
reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could
reflect on some of the statistics by asking groups to think about what concepts it makes them think about. Thisy part could
Then
then play used
steppinga out. The pupils standenquiry.
in a long line and must use their character informaon and
then be be used as as a stimulus
stimulus for for aa P4C P4C enquiry.
answer in role (if they dont know the answer then they can make it up). If they agree with a statement
they shouldtotake
Statements readaaloud step forward.... I am a girl ... I am a boy
Statements
... I am 10 years tooldread aloud ......I Ilive aminaagirl country in Africa ... Iplay
... I can am with
a boy my brother & sister
... I am 10 years
... I can go to school old ... I live in a
... I live in a town/city country in Africa ... I sleep in a bed with my brother & sister
... I can play
... I can go to school ... I live in a town/city ... I sleep in a bed
... I live in a house made of brick or stone ... I can play PC games at home
... I live in a house made of brick or stone ... I can play PC games at home
...
... IIhave
haveDid
my
Did myown you
you
own room know?
know?.........
room ...I Ihelp
helpmymy parents
parents withwith
theirtheir
workwork ... I have free time
... I have free me
... I wear shoes
... I wear shoes ... I can buy what
... I can buy what I want I want ... I can watch TV at home
... I can watch TV at home
ReflectThereon the are 2.2
stepping
There are 2.2 billion billion
out game as you go along, taking me to consider how the pupils feel, look at where
they are
standing instanding
relation in
children inrelaon
to the world
others. to others.
Were there... Were there anybetween
any similarities similariestheirbetween
own and the their own andlives?
characters the characters lives?
children in the world ...
11 billion
billion of
of them
them are
are Quick
Quick on the
on the draw
living
living in poverty
in poverty
Extension
Extension ideas ...
ideas...Thinking about the stascs used
drain
wthe Quick On the Draw lesson,
can we link any of the characters lives to the stascs? You could look at the Unequal world
sheet and link them directly.
Stimulus // Resources
Stimulus Resources
Resources // Worksheets
Worksheets
Stimulus
Stimulus // Resources // Worksheets
Worksheets
Character
Questionsprofile-
- 1 perslips
on separate pupil, Identy
of paper sheet1
(questions per pupil.
1 per should
pupil. be in order from 1-10 with one set of questions per group).
Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
Unequal World Fact sheet
A projectAfunded
A project byfunded
project
funded
A project the European
by the
funded
by the Union
European and
European
Union
by the European led
and in in
Union
led
Union England
and ledby
England
and
inbyCDEC
led in
England
CDEC by
England
CDEC
by CDEC
20
Stories behind Statistics
Character Profile
Omar is eight. He lives with his family near the town of Cancn in southeastern Mexico.
Omars father works in the tourist industry, he drives tourists to their hotels. His mother is
at home. She bakes and sells cakes. Omar has got one brother called Octavio, he is 14.
Omar oen helps at home, he goes shopping and helps father with building their house.
The house has got one big room with areas for cooking, eang and sleeping. Omar has got
a pet a turtle. He plays with her in the garden. And he oen goes to the beach and dives
in the sea. Omar goes to school. His favourite subject is Maths and his favourite sport is
football. But some children in Cancn dont go to school and have to work in streets.
When Omar grows up, he wants to help them.
Celina is nine years old. She lives in the rainforests in Brazil. She is an Indian, her
father is a chief of the Indian tribe Temb. Celinas parents grow plants for a living.
Celina has got four sisters and one brother. They live in a house made of mud and
wood. Theres no electricity in the house. The house has got two rooms, Celina
sleeps in one of them together with her sisters. They dont have any beds, they sleep
in hammocks. Every day Celina goes to the village well to bring water. She doesnt go
to school because theres no teacher in the village. She likes bathing in the river. She
is not afraid of alligators and snakes in the river!
Bakang is eight years old. She lives in the village of Tshabong in Botswana in the
south of Africa. The village is in the desert. Bakangs father is a shepherd. Her
mother keeps the fire and goes for water. Bakang helps her. Bakang has two sisters.
Her family lives in a house made of clay with a thatched roof. Theres no electricity in
the house. Bakang likes going to school because all her friends are there. She walks about
2 kms to school. Bakang wants to be a nurse. When she grows up, she wants to live in a big
house with water and electricity.
Daisuke is ten years old. He lives in the town of Ogawa in Japan. His parents are
farmers. They grow vegetables and rice. They also breed animals. Daisuke has got
one brother and one sister. Hes got three dogs. His family lives in a typical Japanese
house made of wood. There are two bedrooms, a living room and a kitchen in the
house. Daisuke goes to school six days a week. He likes Biology and he doesnt like
Maths. In his free me he rides a bike and plays computer games. He oen goes
shopping to Tokyo, the capital city of Japan. When he grows up, he wants to be a
scienst and study fosils of dinosaurs.
Esta is twelve years old. She lives in the tribe of Maasai in Tanzania, eastern Africa.
Origially they were Nomads people who travel from place to place. Today Estas
family lives in huts made of wood and dried grass. Estas father has got two wives.
Esta has got two brothers, one sister and a few step-brothers and step-sisters. Estas
family has got ten cows, some goats, donkeys and sheep. Her father looks aer the
animals. Her mother keeps the fire and brings water. Esta goes with her every day.
She doesnt like it, its about 6 kms away. She also walks to school. She makes her
own toys from clay or grass. When she grows up, she wants to be a teacher.
Mina is nine years old and she lives in New Delhi, the capital of India. She was born in a
village but her family (mother, father, two younger brothers and a sister) had to move
from the village because there was no work. They live and work on a building site in the
city. Her father is a bricklayer and her mother helps to build houses as well. Minas house
is made of brick, with a n roof. They have no electricity, no water and no toilet in the
house. There is a school on the building site. Mina learns Hindu and Maths. Aer school
she helps her Mum on the site. She hates it because there are no trees and there is a lot of
dust everywhere. When she grows up, she wants to move back to her village.
Muhammad is ten years old. He lives in Cairo, the capital of Egypt. His father works
in an oce and his mother is at home with the children. Muhammad has got a
brother and a sister. He goes to school and his favourite subjects are PE and Maths.
He likes football very much.
Cairo is a very dirty city with a lot of trac, so he doesnt oen go out. He stays at home,
watches football on TV or plays PC games. When he grows up, he wants to be a policeman
and protect his country. He also wants to travel around the world.
Sabah is ten. She comes from Jordan. There are 28 people in Sabahs family her father,
his two wives, her grandma and 23 brothers and sisters. There are so many children in the
family that somemes they dont have enough food for everybody. They live in a desert.
They all are nomads. That means they oen move to dierent part of the country. They
search for pastures for their animals.
In winter they live in two houses made of stone one is for women and the other one for
men. In summers they live in a big tent made of goatskin. In winter Sabah goes to school.
They start school at seven and finish at 12 oclock. When Sabah grows up, she wants to be
a teacher.
Sucart is 12. His mother died and his father and two sisters live in a dierent place.
His father is a farmer. He grows pineapples. Sucart lives in a temple, Wat Tanot, in
Thailand. He wants to be a monk when he grows up. He lives in a small hut made of
bamboo and palm leaves. He has got many books there and a lamp so he can read
when its dark. He gets up at 5 in the morning. He has breakfast at 7 and lunch at 11.
He cant eat aer 12 oclock. He goes to school but he learns only languages there.
He doesnt mind that because he likes languages and reading. He can watch TV in
the temple but he doesnt oen do it. He likes reading.
Rosita is 10 years old. She lives in Western Australia. Her family belongs to Australian
Aborigines the people who have lived in Australia for more than 40000 years. She
lives with her mother, grandma and lile brother, but there are many cousins in their
house, too. They havent got a kitchen. They cook their meals on the fireplace in
front of the house. Her mother works as a cook in a fast food restaurant. She cant
go to school because the nearest town is about 150 km from her village. She learns
at home with her friends and cousins. When she grows up she wants to work in an
oce and she wants to see a big city.
Rachel is 11. She comes from France. She lives in a chateau which her family has had
since 1715. There are vineyards around the chateau. Her parents make wine. Tourists
oen visit their house. They stay there and drink wine. She somemes helps to set
the tables and pour wine. The chateau has 16 rooms, she has her own room with a
lot of posters of cats. Cats are her favourite animal. She has got a brother. Rachel and her
brother go to school every day. She likes History and Maths. In her free me she likes
painng pictures.
........................................................................... ...........................................................................
any people do.........................................................
housework not have a safe water supply?
housework .........................................................
........................................................................... ...........................................................................
........................................................................... ...........................................................................
Banana plantaon worker I take care of the banana crop by keeping bugs o
them.
Van driver I make sure there is no rubbish and transport boxes of bananas
around.
Banana packer I collect the banana hands, wash them, and pack them into
boxes.
Shipper I work on the container ships that bring bananas over from The
Windward Isles to the UK.
Shelf stacker I make sure the supermarket shelves are full of fresh food for
people to buy.
Market stall trader I sell fruit and veg in the local market.
Caf owner I run a coee and cake shop. We sell lots of banana muns!
School teacher our children love to have bananas as their morning snack.
Canteen worker I make fruit salad for people to have for a healthy breakfast.
Cocoa plantaon worker I look aer the cocoa tree crop and make sure they
are growing well.
Cocoa pod picker I cut the cocoa pods from the trees and cut open the pods
to collect the beans.
Cocoa fermenter I collect all of the cocoa beans and wrap them in leaves to
ferment and then dry them out on large tables.
Weigher I collect and weigh the dried beans to make sure they are good quality.
Trader I buy sacks of cocoa beans and send them to be turned into chocolate
bars.
Shipper - I work on the ships that transport cocoa beans from Ghana, Africa to
Europe.
Factory worker I work the machines that roast the cocoa beans and grind
them into powder and buer.
Factory worker I work the machines that add sugar and milk to make a
chocolate mixture that is srred and then cooled and poured into moulds to
make chocolate bars.
Factory worker I work the machines that wrap the chocolate bars and pack
them into boxes.
Lorry driver - I drive lorries around the UK to deliver chocolate bars, Easter eggs,
hot chocolate powder and other things to shops.
Supermarket worker I stock the shelves with lots of dierent chocolate bars.
Newsagents I stock the shelves with chocolate bars for hungry drivers.
Caf owner we make yummy hot chocolate in the winter and chocolate milk
shakes in the summer.
Hotel worker we always give people a free chocolate when they arrive.
Grandma I buy my grand children chocolates as a treat when they visit.
Girl I love chocolate ice cream for my pudding.
Coon plantaon worker I prepare the ground ready for planng. The
bullocks plough the fields.
Coon planter I plant the seeds and tend to them as they grow (I have to use
some chemicals).
Coon worker I pick the bolls, which are the balls of coon and put them
into sacks.
Transporter I li the sacks of coon bolls that have been picked and
transport them by cart to traders.
Trader I buy sacks of coon bolls so I can make cloth and sell this as clothes.
Ginning machine worker I work the machines that separate the fluy lint
from the seeds. This is called ginning.
Pala house worker I sort out the lint and check that it has no brown bits in it.
Spinning machine worker I work on the machines that spin the coon into
thread and then into cloth.
Cloth worker I use the cloth and make it into items of clothing.
Shipper I work on the ships that import coon products from India.
Shop worker I fold all of the t-shirts and hang shirts on hangers on the shop
floor.
Hotel worker I make sure all of the bedrooms look nice by using fresh, white
sheets on the beds.
Teacher we sell school uniforms for the children to wear with our school logo
on.
Mum I have just been shopping and used my new re-usable cloth bag.
A projectAAfunded
projectbyfunded
the European
project funded
by the Union and led
European
by the European in England
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
29
Fact or opinion -
which is which? sorting cards
Stimulus
Stimulus // Resources
Resources // Worksheets
Worksheets
Stimulus
Sample news
Stimulus
Sample news
/ Resources
article (provided)
/ Resources
arcle and //and
(provided)
Worksheets
a selection of news
Worksheets
a selecon of articles which the
news arcles teacher
which the must source
teacher must(see above for more details).
source
Highlighter
(see above pens
for more details). Highlighter pens
Questions
How on
do weon separate
know? slips of paper (questions should be in order from 1-10 with one set of questions per group).
Worksheet
Questions separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
A projectAAfunded
projectbyfunded
the European
project funded
by the Union and led
European
by the European in England
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
A project funded by the European Union and led in England by CDEC
31
Fact or opinion - sample news article
Habiba Rage, 38 years old, from Alago Alba in Kenya's North Eastern region works
as a trader. In her work she uses a mobile phone on a daily basis, for example to
keep track of stock arriving from Isiolo, the nearest urban centre.
Habiba's village doesn't have electricity but her mobile uses solar energy it is
fied with a charger that absorbs and stores energy directy from the sun. Such a
type of a mobile is quite cheap. It costs 1,500 Kenyan shillings (18 US dollars),
which is about half the cost of the cheapest convenonal mobile phone. What's
more, it is environmentally friendly as it is manufactured from recycled electronic
waste. The phone is produced by telecommunicaons company Safaricom
(owned by the UK's Vodafone) and Mobitelea Ventures.
This is a brilliant innovaon, says Michael Odera, director if the climate change
oce in Kenya's Ministry of Environment and Mineral Resources. It meets
environmental goals and also deals with problems linked to power cuts in the
country.
It is esmated that only 5% of Kenya's rural areas and 51% of the urban
populaon have access to electricity.
List the sentences which present facts. List the sentences which present
opinions.
brilliant innovaon
I am as
important as
everyone else
I try to Everyone
understand what else is equal to
other people are me but different
feeling from me
I want to
I think I can
learn more change things in
about the
the world
world
I have my
own ideas but
can alter them if
I realise they Ideas from http://
Ideas from hp://
www.mylearning.org/global-
are wrong www.mylearning.org/global-
citizens--make-an-impact/p-2015/
cizens--make-an-impact/p-2015/
and http://www.teachers.org.uk/
and hp://www.teachers.org.uk/
files/Intro-to-being-a-global-
files/Intro-to-being-a-global-
citizen.pdf
cizen.pdf
Stimulus // Resources // Worksheets A project funded by the European Union and led in England by CDEC
Stimulus
Stimulus/ Resources / Worksheets
Resources Worksheets
Large roll of paper, felt-p pens
Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
A projectAAfunded
projectbyfunded
the European
project funded
by the Union and led
European
by the European in England
Union
Union
and ledby
and led inCDEC
in England by CDEC
England by CDEC
37
Curriculum
Curriculum Links
Links Links
QuickTake
Pupils On Action:
The Drawspheres of influence Curriculum
Citizenship
Geography
To gain
ToTo
gain aa deeper
deeper
recognise
understanding
understanding
what
of global
global issues.
aributes areofrequired issues.
to be an acve global cizen. To begin
Geography
To consider
Tothinking the inequalities between the global north
north and south. Literacy
consider about what aconsbetween
the inequalities could be the
taken to address
global aand
parcular
south. problem. Literacy
P4C
P4C
ToTobe
To beable
be ableto
able toscan
to follow
scan a set of instrucons
aa document
document for
for key to take part in eecve team work.
key information.
information.
rights responsibility
equality change
needs
equality needs &
& wants
wants
Intro
Intro
Intro
NB this session is best delivered AFTER children have been learning about the Global Literacy project
Split
Split the class into groups of
of around 5/6 and
and explain
explain they
they are going
going to
to have a competition in
in which they will need to scan
themes,theso thatinto
class theygroups
understand about
around 5/6interdependence, inequalies,
are and apoverty,
have and can
competition beginthey
which to will need to scan
some
some keykey information for
for the answers and try to
to be
be the
the first to
to report the answers back
back to
to the teacher. Hand
Hand out
out the
the fact
understand ways in which
information theiranswers
the aconsandcantry
help address these
first issues.the
report Revisit the previous
answers session
the on Global
teacher. fact
Cizens and review learning outcomes. Refer to group posters of the skills, knowledge and aributes of an
excellent global cizen. Explain that in this session the class will be thinking about how THEY can take acon
Big
and Ideas
Bigmake a dierence that will start to address global issues.
Ideas
Ask
Ask the groups, what
the groups, what do
do you
you feel
feel about
about these
these statistics?
statistics? How
How do do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to
to you
you and
and
Activity
why? When do you hear about any of these facts? (as they are happening EVERY single day).
why? When do you hear about any of these facts? (as they are happening EVERY single day).
Split the class into four groups. Explain that for this acvity they will need to nominate the following roles: a
scribe, a spokesperson, a facilitator, a me keeper. Read the role cards out loud, and give one set to each
Activity
Activity
team, and explain that this will help them learn how to work as an eecve team.
Give
Theeach
The team
teacher
teacher threeat
remains
remains pieces
at the of A3of
the front
front ofpaper,
the andwith
the class
class explain
with pilethat
aa pile of they will for
of questions
questions be
forgiven
each 5 minutes
each group.
group. Oneto
One brainstorm
member
member of eachtheir
of each group
group then
then
answers,
comes as a
the group,
teacher tofora series
the of
first quesons.
question andRemind
goes the
back children
to their that
own in
group brainstorming,
comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
to to try and findthere
out are
the no right
answer as quickly as
orpossible.
wrong answers,
Once theythat
haveit isthe
an acvity
answer to help
they them
write it think
on the creavely
slip of and and
paper come up it
take with lots
back to of ideas.
the ShowIf the
teacher. the answer is
possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
following
correct three quesons one at athem
merevealing the queson and thenthey giving 5-10 minutestheir
for discussion:
correct the
the teacher
teacher then
then hands
hands them the the second
second question,
question, ifif incorrect
incorrect they must must return
return to
to their group
group to
to find
find out
out the
the
What answer.
lcorrect does it mean to be a Global Cizen?
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa
This strategy is repeated until
l What issues or problems are you parcularly interested in?
each group has received all 10 questions. Place an emphasis on it being
competition so the pupils are scanning the
the fact
fact sheet
sheet andand taking
taking in in the
the information
information quickly.
quickly. Reward
Reward thethe winning
winning group
group with
lcompetition
What ideassodo theyoupupils
haveare forscanning
taking acon? with
aa prize!
The scribe should write the queson in the middle of a page and then record peoples answers.
prize!
Create large concentric circles (see What Can I Change diagram). You can do this on a massive poster, using
ropes
Plenaryto make rings on the floor, or by projecng the page onto a screen onto which you can then sck post-
Plenary
itTake
notes. Askthe
away the children toand
circulate around
of theeach othersagain
What ideas do you have for takingtheacon? sheet,
andTake away
read the fact
other fact sheets
groupssheetsideas,
ask
ask some
andtaking some
noteofofthe
questions
questions
ideas which again
to
to see
are similar
ifif anyone
seeto anyoneor
theirs,
can
can remember
remember
new the answers.
ideas which answers.
they
Once
Once again
again
reflect
reflect on
on some
some of
of the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts it
it makes
makes them
them think
think about.
about. This
This part
part could
could
would like to add to their brainstorming (the scribe should bring paper and pens with them). Back in their
then
then be used
be used as a stimulus for a P4C enquiry.
own groups, askas thea stimulus
children tofor a P4Ctheir
choose enquiry.
favourite 5 ideas for acon, and write these onto a large post-it
note (or piece of paper which can be stuck to the whiteboard with blu-tack). Then ask each group to bring
their ideas to the front, placing them into the relevant circle to show whether the change is aimed to impact
on their own behaviour, their community, their country or the whole world.
Plenary
First review
Did the
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potenal
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arethey
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2.2 billion
2.2 can
billion
have, looking at the acons suggested to start with themselves, through widening
children
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we can
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billion the
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them areCizenship Quotes with the children.
1 billion of them are Quick
Q
Keep the large circle of influence diagram with childrens ko n ttideas
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uic on
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paper and pens. Three Global Cizenship quesons on powerpoint or
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Questions
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on separate
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What
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can I change?
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Team Roles
Roles
Facilitator
Facilitator Scribe
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It is your role to make sure that your group It is your role to keep a record of what is
completes the task, and that the quality of said during the task. If you are asked to
the work you do represents your groups write anything down as part of the activity,
highest quality thinking. make sure it represents the groups shared
ideas (not just your own!)
You must make sure that everyone has the
opportunity to contribute their ideas. Make sure your writing is clear.
Time keeper
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It is your role to make sure that the group It is your role to speak on behalf of your
complete their task within the time that team when you are asked to report back to
they are given. the whole class.
AA project
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led led in England
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What
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Photocopy ontoonto
Photocopy A3 A3
A project
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by CDEC
40
Quotes about Global Citizenship
All that is needed for evil to triumph, is for good men to do nothing.-
Edmund Burke
Before you finish eang breakfast this morning, youve depended on more
than half the world. - Marn Luther King, Jr.
"...we all have an obligaon as cizens of this earth to leave the world a
healthier, cleaner, and beer place for our children and future generaons.
- Blythe Danner
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Powerful People cards
Headteacher MP
Councillor Parents
Local
Teacher
shopkeepers
Young person
Police Ocer
7-11
School councillor
My top 3 contacts:
1. __________________________________________________________________________
My top 3 contacts:
2. __________________________________________________________________________
1. __________________________________________________________________
2.3.___________________________________________________________________
__________________________________________________________________________
3.___________________________________________________________________
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46
Making the World a Better Place... Issues
climate carbon
change footprints
unfair food
energy use
trading systems
child
polluon
labour
human access to
rights educaon
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A project funded by the European Union and led in England by CDEC
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Making the World a Better Place... graph
centuries
decades
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weeks
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years
days
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country
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work.
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Pods, Planning & Producon
Sharing the Chocolate
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Fairtrade Means something to me
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10 Myths About Hunger
interdependence interd
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produ look on the
in ,are packa ging
grown into,haveto
product of ). Sort out the products
Present the pupils
Split the
the class
class into
into groups
groups ofof around
around 5/6 and and explain
explain they
they are going
going to have aa competition
competition in in which
which they
they will
will need
need to
Split thscan
to scan
into
someconnents;
key Africa,for
information South
the America,
answers North
and try America,
to be the Asia,
first Australia,
to report theEurope,
answers Antarcca;
back to and
the stand them
teacher. Hand out
Intro
some key information for the answers and try to be the first to report the answers backThen to thestart
teacher.
lookinHand
g moreout the fact
the fact
on
Intro the
North Ameri large map. Then start
Asia,aAustra
ca, with looking
lia,Fairtrademore closely
Antarctica;
Europe,products for parcular
stand countries
them on the within
large those
map. connents.
andon the packaging to find out the country of origin (this may
America,Present the pupils range of and look
the pupils with a range of Fairtrade products and look on the packaging to find out the country of origin (this may th
Present Ideas
particular countries within those continents.
closely forBig th
Ask
Bigthe
America,
Big pupilsAmerica,
Ideas
North
Ideas what trends they canEurope,
Asia, Australia, see. Why are products
Antarctica; and standgrown
themhere?
on the(i.e.
largemainly in thestart
map. Then global south,
looking moredue
Idea
Big America, s
toAsk
weather America,
North condions), Asia, Australia,
who buys Europe,
these Antarctica;
products? and stand
(mainly
them
people
on
from
the large
theyou?
map. Then start looking more
closely
Ask the groups,
for particular
the groups, what
what
they
do
countries
do
can
you
you feel
within
see.feel
Why
about
those
about
those are
these
these statistics?
cts grownHow
continents.
produstatistics?
continents. How do they
do (i.e.
here? they affect
mainly
affect inglobal
you? north)
theWhich
global
Which fact How
stands
south
fact ,do
standsduethese
outtomost
out weath
most toer
to you
you and
and
Ask theclosely
pupils for
why? what
products When trends
particular
travel?
do countries
(mainly
you hear within
by ship
about as
any they
of are
these travelling
facts? (as over
they sea).
are Introduce
happening the
EVERY terms
single import
day). and export if
Ideas
Bigwhy? When do you hear cts? about any of these facts? (as they are happening EVERY
do produ
single
these day).cts travel ? (main ly by ship
Bigthis
conditions), has buys
who
Ideas not been produ yet.
theseaddressed (mainly people from the global north) How
Ask the pupils what trends they can see. Why are products grown here? (i.e. mainly in the global south, due to weather
the pupils what trends they can see. Why are products grown here? (i.e. mainly
AskActivity
Activity in the global south, due to weather
Activity
conditions), who buys these products? (mainly people from the global north) How do these products travel? (mainly by ship
conditions), who buys these products? (mainly people from the global north) How do these products travel? (mainly by ship
Activity
The Use the actual ingredients to create a mul sensory map by illustrang where each product comes from, for
The teacher
teacher remains
remains at
at the
the front
front of
of the
the class
class with
with aa pile
pile of
of questions
questions for
for each
each group.
group. One
One member
member of
of each
each group
group then
then by
example
comes tobythegluing tocoee
teacher for onto
the Ethiopia,
a multi
first sensococoa
question mappowder
ry and goesby illustra
backonto
to Ghana,
ting where
their own tea leaves
each
group produ
to onto
try ct
andIndia
comes
find etc.
from,
out There
the
for will
examp
answer beaslequickly as
Activity
actual
Use theActivity
comes ingred
to ients
the teacher create
for the first question and goes back to their own group to try and find out the answer as quickly as
crossovers and ittheywillhave
be messy! , tea leaves onto India etc. There will be crosso vers and it will be
possible.
gluing coffee
Use onto
the actual
possible. Once
Ethiop ia, cocoa
ingredients
Once they have the
powde
to create
the answerr ontothey
a multithey
answer Ghanawrite
sensory map
write itit on
on the slip of
illustrating
by the slip of paper
where
paper and
each
and take
take it
product
it back
back to
comesto the
from,
the teacher.
for example
teacher. If
If the
the answer
byanswer is is
UseOnce finished
the actual
correct the
cover the
ingredients
teacher
wholeamap
to create
then hands multiin
them
scky map
sensory
the
backed
second
plasc and
by illustrating use each
where as a brilliant
product comesdisplayfrom,
whichfor will
examplehaveby
gluing coffee onto Ethiopia, cocoa powder onto Ghana,question,
tea leaves ifif incorrect
onto India etc.they must
There willreturn to their
be crossovers group
and to find
it will be out the
many
messy!gluingcorrecttextures
the and
teacher aromas.
then hands them the second
coffee onto Ethiopia, cocoa powder onto Ghana, tea leaves onto
question, incorrect they
India etc. tThere must
will return to
be crossovers
will
their group
andmany
have it willtotextur
find
be outand
es the
correct answer. and use as a brillian displa y which
messy!
Once finishe
messy! d cover
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa
the This
whole strategy
map in is repeated
sticky backe until
d each
plastic group has received all 10 questions. Place an emphasis on it being
Plenary
competition so the wholeare
thepupils in sticky backed
mapscanning the plastic anduse
and brilliant
as a in display which will have many textures and group with
aromas.
Once
Look
Once
finished
competition
at the
finished
cover
sothe
map
cover the
and pupils
talk
whole are
about
map scanning
in which the fact
fact
connents
sticky backed
sheet
sheet
plastic andand
the
taking
usetaking
Fairtrade in the
the information
products
as a brilliant information
display
come whichfrom
quickly.
quickly.
will have
and if
Reward
Reward
many textures
anyone
the
the
can
winning
winning
and group with
aromas.
aa prize!
prize! any parcular countries. Ask the pupils what might happen if it was too rainy or if there was
remember
aromas.
Plenary Plenary
not enough sunshine for
Plenary the crops
contintoents grow the Fairtra
consider de how
produ dependent
cts come from we are and onifimported
anyone can food and how
remem ber any
the
Look at Look at theand
map talk about which the Fairtrade products come from and if anyone can remember any
Plenary
dependent
LookPlenary
mapproducers
and talk aboutare on
about which
us
which buying
continents
continents
it. too rainy
if it wasproducts
the nFairtrade come there
or iffrom andwas not enoug
if anyone h sunshine
can remember anyfor the crops
particular count
particular
mapAsk
at theries.
countries.
talk pupils
and the
Ask the pupilswhatwhat mightmight happe
happen if it was too rainy or if there was not enough sunshine for the crops
Take away the fact
Ask sheets and ask some
might of
of the
happentedquestions
it was
iffood again
too rainyto orsee
depen if
if anyone
dent
if there produ
was notcan remember
cers
enough on usthe
aresunshine buying theit.
answers.
for cropsOnce
Once again
particular
Take
consid
to growto reflect
countries.
grow awayer howthe depen
consider fact thedent
howsheets
dependent wewhat
pupils
and askare
are
we some
on impor
on the
imported foodand
questions how
andagain to see
how dependent anyone
producerscan remember
are the
on us buying answers.
it. again
on some of the statistics by asking groups to think about what concepts it makes them think about. This part
on some
reflectconsider
to grow howof the statistics
dependent we by
areasking
on groups
imported to
food think
and about
how what
dependent concepts
producersit makes
are on them
us think
buying it.about. This part could
could
then be used as a stimulus
then be used as a stimulus for a P4C enquiry.for a P4C enquiry.
Extension
Extension ideas ideas
Pupils Action
Pupils Action Ideas
Ideas Extension ideas
Extension ideas
Ideas Collect
Collec
Collect Fairtrade
t Fairtra
Fairtradepackaging de packaand
packaging
packaging gingadd
and and add
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PupilsPupils o n the
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of string to the map and
to showadd
lines
map
Showtooff other classes,
the messy multi
add
lines lines
lines of string
of string to theto
string tomapthe
the tomap
map showto show
to
where additional products arects are
teachers
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messymulti multiin an show whereadditi
where addional products
onal produ
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to make
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and s, know?
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more
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ts in in
an an Research weather
rch
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er condit
conditions ininions
a a in a
rs and paren
teacheassembly to make them particular country (area of country).
products are available
make them and parcular country (area of country).
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ryof of count
country).
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products are available and Research
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how long take
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cts
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ry of origin
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living in
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poverty ...... ra
aww
Workers
Workers keep
keep the
Workers keep the
the
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seedlings
Workers
seedlings keep
well
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well the
the
watered
seedlings well
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seedlings watere
they watered
seedlings
and
arethey
and they wellprotecte
are
protected
are watered
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and
from
and they
the
they
from theare
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are protecte
sun.
protecte
direct sun.
from the
from the direct
direct sun.
sun.
from the direct sun.
Cocoa
Cocoa
Cocoapodspods
grow ingrow in
pods grow in
in
Cocoa
about 4-5
Cocoa4-5
about pods
months
pods grow
grow in
on the4-5
about trunkmonths on
months o
about
about
the and
4-5
4-5and
branches
trunk months
months on
on
branch
the
the trunk
trunk
of the and branch
and
trees. branch
the trunk and branch
of the trees.
of the
of the trees.
trees.
of the trees.
A project funded by the European Union and led in England by CDEC
A project funded
54 by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
Cocoa
Cocoa production
production -- 22
Cocoa
Cocoa production
Cocoaproduction
production- 2-- 2
2
A mature pod
A mature pod isis usual
usua
A mature
A mature
Ayellow,
mature
yellow, red pod
pod
pod is
red or is
is usual
usual
or purple
purpl
usually
yellow,yellow,
red red
or purple
yellow,
and is red
cut cut purple
or
open
or purple and isopen 7-10
7-10
and
openis
and is cut
7-10
cut open
days
open 7-10
7-10
days after harvesting
harvesting
aer harvesng.
days
days after
after harvesting
harvesting
The
The beansareare
beans are placed
placed und
placed und
The
The beans
beans are
are placed
placed und
und
under banana
banana leaves
leavesleaves
or in boxe
or in box
banana
or in boxes
banana leaves
to ferment
leaves or
or in boxe
to ferment for 7-10boxe
in
for 7-10 days
day
for
to7-10 days, allowing
ferment for 7-10 days
to ferment
allowing
the flavourthe
thefor
and
7-10
flavour
flavour days
and
an
allowing
allowing the
the flavour and
flavour and
colour to develop.
colour to
to develop.
develop.
colour
colour toto develop.
develop.
The beans
The beans needneed
to
need to
to bb
The
The beans
be dried need
out under
beans need to
to b
b
dried
dried out
out
the sun,out under the
under the
which the
dried
dried out under
under the
takes
sun,
sun, around
which
which takes
takes
sun, which
2 weeks.
sun, which takes
takes
around 2 weeks.
around 22 weeks.
weeks.
around
around 2 weeks.
A project funded by the European Union and led in England by CDEC
55
A project funded by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
Cocoa Production - 3
Cocoa
Cocoaproduction
Cocoa Production
Production- 3-- 33
They are turned
They
They are
are turned
They are turned
turned
regularly
regularly
and
and
carefull
regularly
regularly and
and carefull
carefull
carefully checked
checked so they do no
checked
so they doso
checked notthey
so go
they do
do no
no
go mouldy.
mouldy.
go
go mouldy.
mouldy.
TheThe
cocoa beansbeans
cocoa are are
The
The cocoa
scooped beans
into sacks
cocoa beans are
are
scooped
and stored into
ready sacks
to an
scooped
scooped into
into sacks an
go to theready
stored to go toanth
processingsacks
stored ready
ready to
storedplant. to gogo to
to th
th
processing plant.
processing
processing plant.
plant.
The sacks
The sacks ofofcocoa
cocoa bea
The
beans
The sacks of
of cocoa
are piled
sacks up
cocoa bea
bea
are piled
inpiled up
a storage in a storag
are
are piled up in
in aa storag
upready storag
house ready
house for for
house
transportaon.
house ready
ready for
for
transportation.
transportation.
transportation.
A project funded by the European Union and led in England by CDEC
A
A project 56
project funded
funded by
by the
the European
European Union
Union and
and led
led in
in England
England by
by CDEC
CDEC
Cocoaproduction
Cocoa Production- 4-4
Cocoa Production - 4
The cocoa
The cocoa
The beans
cocoa beans are
beans are
are transported toto
transported a a coco
transported
cocoa processingto a coco
processing company
company. company
processing
First
First
First of
of allall
the the beans
beans
of alltothe a
beans a
are cleaned
cleaned to make
to make
make sur
sur
cleaned
sure there are no
there
wood, are
there sand no wood,
are no wood,
or stones.
sand or stones.
sand or stones.
The beans
Thebeans
The beans are are roaste
are roaste
roasted
to to bring out
bring out the
to bring
the chocolate out the
flavour
chocolate
and flavour an
colour further.
chocolate flavour an
colour further.
colour further.
A project funded by the European Union and led in England by CDEC
57
A project funded by the European Union and led in England by CDEC
Cocoaproduction
Cocoa
Cocoa Production
Production- 5- 55
-
Cocoa Production - 5
A winnowing
is
is usedisto
used
machine to remove
remove
used to th
th
is used
removefrom
to remove
the shells
th
shells
shells from the bean
the bean
shells from
from the beans,the bean
just
just
just leaving
leaving
leaving the nibs
the
the nibs. nibs
just leaving the nibs
The
Thenibsnibsare are
grinded
grinded
The
The nibs are
nibs stages
in several
grinded
are grinded
several stages
to createstages
several cocoa toto crea
crea
several stages to crea
liquor.
cocoa liquor.
cocoa liquor.
cocoa liquor.
Theliquor
The
The liquor isis
liquor isthen
then press
then press
The liquor
pressed is then press
to extract
tococoa
to
the extract
extractbuerthe cocoa
the cocoa
to extract the cocoa
butter (which
(which is(which
butter then is is then
then
butter
used to (which
make is then
used to
used to make chocolate
chocolat
to make
usedchocolate).
make chocolate
Cocoa buer is
Cocoa
Cocoa
cleaned
butter
butter
using
is cleane
is
filters
cleane
Cocoa butter is cleane
using
using filters
andfilters and store
stored and store
using filters
in huge tanks.and store
in huge
in huge tanks.
tanks.
in huge tanks.
A project funded by the European Union and led in England by CDEC
58
A project funded by the European Union and led in England by CDEC
Cocoa
Cocoa production
Production- 6- 6
Cocoa Production - 6
The cocoa
The buer butter
cocoa is is
The cocoa
then poured into
butter is
then
then poured
poured into
25kg cardboard into 25k
25k
boxes with boxes wit
cardboard
cardboard
plasc liners.boxes wit
plastic
plastic liners.
liners.
Several checks
Several
Several
are checks
checks are
carried out are
to check
carried outforto check f
carried out
contaminaon.
to check f
contamination.
contamination.
The
Thecardboard
The boxesboxes
cardboard
cardboard boxes aa
are stored unl they
stored
arestored
until
until
completely
they
they are
solid are
completely
and ready for solid
completely solid and
and
transportaon.
ready for transportatio
ready for transportatio
Boxes
Boxes
Boxes areare transported
transported
are transported
toother
other factories
factoriesso so tha
other factories
that other ingredients
so tha
other
can beingredients
other ingredients
added to can
can b
b
make chocolate.
added
added to
to make
make chocola
chocola
Some factual information hasAbeen taken
project from
funded www.thechocolatereview.com
by the European Union and led in England by CDEC
Some factual information has been taken from www.thechocolatereview.com
And the International Cocoa Organization www.icco.org
And the International Cocoa Organization www.icco.org
59
Curriculum
Links Links
Curriculum Links
Sharing
Quick Onthe
TheChocolate
Draw Literacy
Curriculum
To Geography
Geography
To gain
gain aa deeper
deeper understanding
understanding ofof global
global issues.
issues. Citizenship
To consider the concept ofbetween
fairness inthe
relaon tonorth
the childrens own lives. Curriculum
Curriculum Links
Links
Sharingthe
Sharing
Sharing theChocolate
the Chocolate
To
To consider the inequalities between the global
consider
Chocolate the inequalities global north and
and south.
south.
Curriculum Links
Literacy
P4CLiteracy
To To write a narrave using a given structure LiteracyP4C
(to write a story based on fairness). Literacy
Literacy P4C
To be
be able
able to
to scan
scan aa document
document forfor key
key information.
information.
Citizenship
Citizenship
Citizenship
fairness equality equality rightsneeds & wants P4CP4C
P4C
equality needs & wants
Intro
Intro
Children are seated around a table in groups of 9 (you can adapt story characters depending on your group
Intro
size). Warm-up
fairness equality
fairness equality
fairness equality rights rights
rights
Split
Split the
the class intoacvity:
class into groups
groups of Put plate of
of around
around 5/6
5/6 10andpieces
and explain
explainof Fair
theyTrade
they are chocolate
are going
going to
to have
have in athe middle of in
a competition
competition table
in which
which andtheyaskwill
they children
will need
need to to scan
scan
to
some share what feelings
information forand
the thoughts
answers they
and have
try to about
be the the
first chocolate
to report in
the front
some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
key answersof them
back without
to the touching!
teacher. Hand Seeout if the fact
any
Intro
Intro
Intro of them noce there are more than enough to share equally. It's good to break the chocolate up so all
theare
Children
Children
Children
pieces
are
seated arearound
areseated
seated aaround
dierent
around a table size.
aatable
table
in ininGet
groups
groups groups
groups 9of(you
of of to
99(you
(you decide
can can
can which
adapt
adapt
adapt story character
story characters
characters
story characters they will be
depending
depending
depending onon(mum,
on
youryour
your dad,
group
group
group grandma,
size).
size).
size).
granddad,
Warm-up
Big
Warm-up
Warm-up Ideas aunt,
activity:
activity:
activity:
Put
PutPut uncle,
plate
plate
plate of of3
of children
101010 pieces
pieces
pieces aged
of
of of
Fair Fair
Fair 5,
Trade 7
Trade
Trade and 9).
chocolate
chocolate
chocolate Ask addional
in inin the middle
middle
thethe middle adults
of of of
table
tableto
table
and take
and
andaskaskon
ask extra
children
children
children role
to
share
to to if required.
share
share what
what
what
Big
feelings
Make
Ideas
sure
and the
thoughts plate
they of chocolate
have about is
the next to
chocolate the in Mum
front character.
of them Explain
without that
touching! they
See will
if any all
of have
them a piece
notice ofareare
there are
feelings
feelings
Ask andand
the thoughts
thoughts
groups, they
they
what have
do have about
about
you feel the the chocolate
chocolate
about these in front
front
instatistics?of of them
them
How dowithout
without
they touching!
touching!
affect See
you? Seeif any
if any
Which them
offact
of them notice
stands notice there
out there
most to you
Ask
more the
than
chocolate groups,
enough
by what
to do
share you feel
equally. about
It's good these
to breakstatistics?
the How
chocolate do they affect you? Which fact stands out most to you and
and
more
more than
than
why? enough
enough
When dotothe
to end
share
share
you of theIt's
equally.
equally.
hear about acvity.
It's
any good
goodof to to break
break
these thethe
facts? chocolate
chocolate
(as they
up
so
upup
are
so
so all
thethe
allall
happening
the pieces
pieces
pieces
EVERY
are
areare a different
a different
a different
single day).
size.
size.
size.
Get
Getwhy?groups
groupsWhen to decide
do you which
hear about
character any of
they these
will be facts?
(mum, (as
dad,they are
grandma, happening
granddad, EVERY
aunt,aunt, single
uncle,
uncle, day).
3 children
3 children agedaged 5, 7
7 and
5, 5, and 9).
9).9).
Get groups to to decide
decide which
which character
character they theywillwill
bebe (mum,
(mum, dad,dad, grandma,
grandma, granddad,
granddad, aunt, uncle, 3 children aged 7 and
AskBig
Ask
Ideasadults
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Stimulus
Sharing /Chocolate
thedad,Resources story / Worksheets
(adapted from John Fishers Sharing the Fish story), bar of chocolate, character
labels (mum, grandma, grandad, aunt, uncle, 3 children
children aged 5,
7 77 and 9), post-it
post-it notes,
notes, flip
flip chart/large
chart/large paper,
labels
labels (mum,
(mum, dad,
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Questions cardsslips of paper (questions should be in order from 1-10 with one set of questions per group).
on separate slips of paper (questions should be in order from 1-10 with one set of questions per group).
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CDEC
60
Sharing the Chocolate - Story
Once there lived a family who had gathered together to celebrate Grandma's 75th birthday. Seated around
the table were Mum, Dad and three children aged 5, 7 and 9. Mum's sister was there too with her husband
and most importantly, Grandma and Grandad. It was a very special celebraon indeed. Aer a lovely meal,
Mum brought out a plate of chocolates and put them in the middle of the table.
We beer give Grandma the first piece. said Mum It is her birthday.
Mum gave the plate to Grandma who then passed it around the table. Each person took a piece of
chocolate and passed it on. When it got back to Grandma there was just one piece le on the plate.
Oh. said Mum. Just one piece le. I wonder who should have that?
I think Grandma should have it because it's her birthday. said the youngest child.
Yes but Mum cooked us the lovely meal, maybe she should have it. said Dad.
Maybe the youngest person should have it. said the Uncle.
Well Aune and Uncle are guests here today, I think one of them should have it. said Mum.
But Dad earns the money to buy the chocolate, he should have it. said the oldest child.
But it is my birthday next, said the 7 year old child. I think I should have it.
What a discussion they had. It went on for over 10 minutes, each person giving more and more reasons why
they or someone else should have the last piece of chocolate.
And all the me the piece of chocolate sat on the plate in the middle of the table.
* stop here to discuss reasons (see lesson plan)
Wait! said Dad. I know how to sele this. Let us carry on with our celebraon, and whoever doesn't
speak for the longest will get the last piece of chocolate. They all looked around at each other and agreed
this was a very good idea.
We will start from now then. said Dad. And don't forget the person who remains silent for the longest
will get the last piece of chocolate.
At first it seemed fun to sit around the table and say nothing. They smiled at each other, but nobody said
anything. Five minutes went past, then ten and sll nobody said anything at all. But soon their smiles began
to wear o. They missed the happy chaer of everyone together for this important celebraon.
Who would like a cup of tea and some birthday cake? said Mum. She was red of the silence.
Yes please. said Grandma.
That would be nice. added Grandpa and Dad, both at the same me.
Oh dear. said Mum. Looks like we won't be geng the last piece of chocolate.
I'd rather have a piece of cake anyway. said the Aune.
Me too. said the Uncle.
Soon all the adults were talking together happily again, having broken their silence. Only the three children
sat there saying nothing.
Mum brought in a tray of tea and birthday cake. It was a lovely cake with the number 75 on it and lots of
candles.
Quick, we beer sing Happy Birthday before all the candles go out, said Mum.
The oldest and the youngest children looked at each other and smiled. As the adults began to sing Happy
Birthday, they too joined in singing. Only the 7 year old sat there silently. When they finished singing, the 7
year old reached towards the plate and took the last piece of chocolate.
Yessss. they said. I got the last piece.
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Afia is 8 years old. She has 3 older brothers and a sister. She lives
with her mum and dad.
Afia is good at cooking. She helps her mum at home.
Afias brothers walk a long way to school. They dont go every day
because their dad cannot aord to pay.
Somemes Afias brothers have to help out on the cocoa farm if it
is busy.
Afia doesnt go to school because it is too expensive for her father
to pay.
Many girls do not have the opportunity to go to school.
Afias mum, Esther, sells the vegetables the family grow at the
market on Friday.
Afias dad, Kwesi, works on a small cocoa farm growing cocoa
beans.
Afias family lives in the countryside in Western Region in Ghana.
The roads are bad for travelling.
The village they live in has one water well that is dirty and busy.
People oen get ill.
It costs money to go to the local Government school.
Parents must help pay for books and towards the
teachers pay.
The school is in the nearest town but it is a long way for Afia to
travel on the bad roads.
Kwesi oen doesnt have enough money to buy enough food or
clothing for his family.
Kwesi cannot aord for Afia and her sister Abena, who is 6, to go to school
so they stay at home to help their mum. They need to sell vegetables in
the local market to try and make some extra money.
Kwesi and his friends at the cocoa farm are fed up of not knowing what
they will get paid and even if they will get paid at all.
The world price of cocoa goes up and down so the price farmers and
workers get paid goes up and down too.
Aer a year, the first Fairtrade premium arrives. The workers all vote on
how to use this money so that it benefits their community.
The Fairtrade premium is spent on improving the roads and water well.
Kwesi is much happier now that he has more money each week to buy
food and that his family has clean, safer drinking water.
The roads to the nearest town are built with the Fairtrade premium so
that people can travel beer.
Members of the cocoa farm decide to buy a bus with the Fairtrade
premium so that their children can safely get to school and back.
Kwesi likes being part of the Fairtrade market. He now knows he will get
paid in me.
Kwesi and the other cocoa workers have been trained so they now know
more about looking aer their farms and the environment. They also
formed a cocoa producers cooperave.
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80
Alien Headlines Planning Sheet
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Alien Headlines Planning
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ALIEN TIMES
ALIEN TIMES
Headline for your news article
Headline for your news
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82
CurriculumCurriculum Links
Links Links
1010Myths
Quick
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th The
A bout Draw
2 HuHunger
nger
Curriculum
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GeogCurog
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GeogLiteracy
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10 Myths
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gain
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and understanding of global issues.
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understand theunderstanding
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mythsand reaof
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litie of
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understand
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own the
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around rld.world.
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tha t our ow whylife there
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in the world. Citizenship
Num Num P4C Literacy
Cit
To begin to understand that our own lifestyle choices can impact on others.
act on others. CitizensCit
Citizenship hip
Tobeform
To opinions
opi nions based on evidence and be able
able to give reasons to support them. PSHEP4CP4P4C
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to scan
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ed on evid for
of writing
document ekey
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a newspaper.
be
information.
to give reasons to support them. PSHE P4C C
To form opinions based on evidence and be able to give reasons to support them. PSHE P4C
perceptions needs
percepti
rights on s &newants
responsibility equality
& wneeds
perceptionsequality
needs &sneeds &tswants
equality ed needs an& & wants
wants
equality
wants equality
Intro
Intro
Intro
Intro
Intro
Intro
Using the 10 Myths about hunger statement cards sheet give one statement out as a smulus to each
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ger -
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83
10 Myths About Hunger -
statement cards
Hunger is just a
There isnt enough food
queson of not having
to feed the world
enough to eat
6. Too many people go hungry in my home country for me to respond to hunger abroad.
One in seven people in the world are hungry, which means one in seven people cant create,
study, or reach their full potenal because they are hungry. That aects all of us. Hunger slows
progress on other important areas that connect naons.
7. Hunger and famine are not easy to predict and can't be prepared for.
Tools exist to monitor and predict trends in food producon as well as food prices. For
example, the Famine Early Warning System Network (FEWS NET) analyzes meteorological and
economic factors to alert the world to the possibility of hunger hotspots and famine.
sustainability sustainability
values poverty values poverty
sustainability values
equality poverty
needs & wants
Intro
Using
Introthe classroom
Intro
Using the classroom as
as aa starting
starting point,
point, ask
ask the
the pupils
pupils to
to think
think about
about what
what would
would happen
happen if
if we
we used
used up
up all
all of
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Using
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Split theclass
resources
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the classroom
class today
today as
into groups
into groups a starng
... For
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example,
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of around
around point,
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about
about
and
and pupils
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of pupils?
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Big Ideas
recycle,
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Ask the
Ask the groups,
groups, what what do do you
you feel
feel aboutabout these
these statistics?
statistics? How How do do they
they affect
affect you?
you? Which
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When or you
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facts? (as sustainable
sustainable
they are development
development
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or sustainable
single day). living. Think
living. Think
why? When do you hear about any of these facts? (as they are happening EVERY single day).
Now these
about
about introduce
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terms orin
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to of the term
to yourself,
yourself, othersustainable,
other people (those
people (those sustainable now development
living now
living and in
and in the
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future) and the
and living.
the environment
environment
Think about
around
around thatthese
us that
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supports terms us.in relaon to yourself, other people (those living now and in the future) and the
us.
Activity around us that supports us.
environment
Activity
The teacher
The teacher remains
remains at at the
the front
front of of the
the class
class with
with aa pile
pile of of questions
questions for for each
each group.
group. One One member
member of of each
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Activity
Read
Read The Story
The Story of of Mary
Mary & & John
John
comes to
comes to the
the teacher
teacher for for the first
first question
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their own
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find outout the answer
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Read The Story of Mary &the John. Ask pupils to make their inial reflecons and trynote down any thebig ideas as quickly as
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they comeOnce
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collaboratively. Once
up with.they
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into groups write it on
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on thegroup slip of paper
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Mary and and
& Johntake it
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it back toSheet teacher.
that they
the teacher. IfIf the
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can answer isis
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Share
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andthen hands to
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them
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elaborate second question,
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and reflect ifif incorrect
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Share
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quickly. group
Reward to then
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We
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suggest a
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story can be used over one, two or three P4C
suggest that the story can be used over one, two or three P4C sessions. Please read the whole story and sessions. Please read the whole story and
NB:what
see
see We suggest
what you think,
you think, that the story
adapting
adapting the
thecan be used
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group overas
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activity asone, two orSuggestions
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for where Please
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are shown.
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Plenary
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Take away
Take away
Following the fact
the fact sheets
sheets andto
and ask
ask some
some of the
of the questions
questions again
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to see ifif anyone
anyone can
can remember
for remember the
the answers.
answers. Once again
whoOnce again
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could toafind
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ask P4C
find enquiry
the
the refer
answers.
answers. any quesons classed as quesons experts and discuss
reflect
reflect on
on some
some of
of the
the statistics
statistics
we could ask to find the answers. by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts it
it makes
makes them
them think
think about.
about. This
This part
part could
could
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Example P4C
P4C Questions What is
What
What isissustainable
sustainable development?
sustainable
development?
Example
Example P4C
Questions
Questions development?
"... development that meets the
"... development that meets the needs
needs
Who
Who are
Who arewe
are weresponsible
we responsible
responsible "...
of development
of the
the that meets
present without
present without the needs
compromising
compromising
for?
for? of
the the present
the ability
ability of without
of future compromising
future generations
generations to
to
for?
What and who should the ability of future generaons to
we
Did
have in
you
mind
know? ...
when we
meet their own needs."
meet their own needs."
meet their own needs."
What and
What and who
who should
should we This
This is
is the mostcommonly
the most
most commonlyand
commonly andwidely
and widely
widely used
used definion
definition of
we
haveareinmaking
mind choices?
when we
This
of
is the
sustainable development, taken
used
fromfrom
definition
Our Common
of
haveThere are when
in mind 2.2 billion
we sustainable
sustainable development,
development, taken
taken from Our Common
Our Common Fu-
Fu-
Thhin Future
ture / Brundtland
ture // Brundtland
Brundtland Report,
Report,
Report, from
fromfrom
the the
the United
United
United Naons
Nations
Nations World
World
are making
are making choices?
choices? k g ga
T inkin
World Commission on Environment and Development
children in the world ... ssuussttaain ab bo Commission on Environment
Environment and Development
Development (WCED),
ouutt Commission on and (WCED),
ina
in ab
bil
ilit (WCED),
1987. 1987.
1987.
ityy
1 billion of them are Qu
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living in poverty ...
Stimulus / Resources / Worksheets
Stimulus / Resources / Worksheets
Story of
Story of Mary
Mary && John
John
Stimulus
Mary & John / Resources
John Questions
Questions sheet / Worksheets
Mary & sheet
Story of Mary & John
Mary & John Quesons
Stimulus sheet / Worksheets
/ Resources A project
A project funded
funded by
by the
the European
European Union
Union and
and led
led in
in England
England by
by CDEC
CDEC
Questions on
Questions on separate
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).
At the start of the story, what do we learn about Johns land that made him fortunate?
What did all the neighbours value about their way of life (before things changed)?
How did things change and what brought about the changes?
Could the money that John earned (from selling his crops) have been used dierently? How?
Were John and his family happy? Why do you say that?
sustainability poverty
sustainability change
poverty
equalitypoverty
sustainability change
needs &change
wants
Intro
Intro
Intro
Intro
Remind the pupils about the
the discussions had around
aroundthe theterms
termssustainable,
sustainable,sustainable
sustainable development and
Remind
Remind the
Split
Split the
the the
pupils pupils
class
class intoabout
about
into groups
groups the
of discussions
discussions
of around
around had hadexplain
5/6 and
5/6 and around
explain the are
they
they terms
are sustainable,
going
going to have
to development
sustainable
have aa competition
competition in
in whichand
development
which and
they will
they will need to
need to scan
scan
sustainable living in the previous lesson. Remind the pupils of The Story of Mary & & John,
John, reading
reading it it through
through once
once
sustainable
sustainable
some key
some living living in the
in
key informationthe
information previous
previous
for
for lesson.
the answers
the lesson.
answers andRemind
Remind
and the
try to
try to bethe
pupils
be the
thepupils
of The ofreport
first to
first to The Story
Story of
report Mary of Mary back
the answers
the answers & John,
back reading
to the
to the it through
teacher.
teacher. Hand out
Hand out the
the fact
fact
more but
butasking the pupils
pupils to
to note the different
different partsto tothe
thestory,
story, inwhich
whichthe
the characters experience changes to to
moreonce more
askingbut theasking the pupils
note theto note theparts
dierent parts tointhe story, incharacters characters changes
which theexperience experience
their lives.
lives.(You
theirchanges may
may need to stop after each
each sectionto to discussand andnote
notedown
down whatchanges
changes have
have happened
happened to to
(Youto their lives.to
need (You
stopmay need tosection
after stop aerdiscuss
each secon to discusswhat
and note down what changes
the characters).
have
Bighappened
Ideas to the characters).
the characters).
Big
BigIdeas
Ideas
Big
AskIdeas
Ask the groups,
the groups, what
what do
do you
you feel
feel about
about these
these statistics?
statistics? How
How do
do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to
to you
you and
and
Explain that for
foreach section of the story pupils
pupilsare aregoing
goingto tomake
makeaadrawingdrawingtotorepresent
represent what
what is happening
happening
iswhat andand
Explain
Explainwhy? that
thatWhen
why? When for
doeach
each
do section
you
you secon
hear
hear theofstory
ofabout
about the
any of
any story
of thesepupils
these facts?
facts?are(as going
(as theyto
they are
are make a drawing
happening
happening to represent
EVERY
EVERY single
single day).
day). is happening
and that expresses the characters feelings and emoons at that me. Using the emoons graph sheet plot
each characters emoon during each dierent stage of the story. Use a dierent coloured dot or line for
Activity
character to
tocreate
create the graph together.
each character
character to create
the graph the graph together.
together.
Activity The teacher
The teacher remains
remains at at the
the front
front of of the
the class
class with
with aa pile
pile ofof questions
questions for for each
each group.
group. OneOne member
member of of each
each group
group then
then
Activity
Activity
InIngroupscomes
ask to
thethe teacher
pupils to for the
the first question
question and goes
goes back to their
their own group togive
trythem
and find outofthe answer as quickly
quickly as as
comes
In groups
groups askto the teacher
askpupils
the to draw
the pupils
for pictures
first
pictures
to draw
draw to illustrate
to
pictures
illustrate
and parts
parts
to illustrate ofofthe
back
parts
the
to
of
story.
story. ownYou
You
the story.
could
group
could to
give
You could
try them
and finda copy
out
copy
give athem
of
the
a copy
part
answer
part of
of the
theas
ofpart
story possible.
text Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
storyof the(either
possible.
text story
(either the
Once
text beginning,
thethey havethe
(either
beginning, themiddle
answer
beginning,
middle orthey
or end)
middle
end) andor
write
and ask
it end)
ask on them
the
them and
totosplit
slip split
of paper
ask themthatinto
that into
and
to smaller
take
split it back
that
smaller sections,
intoto the
smaller
sections, drawing
teacher. anIfanthe answer is
secons,
drawing
correct
correct the
the teacher
teacher then
then hands
hands them
them the
the second
second question,
question, if
if incorrect
incorrect they
they
drawing an illustraon for each part, paying close aenon to the characters feelings (facial expressions, must
must return
return to
to their
their group
group to find
to find out
out thethe
correct
body answer.
language) This strategy isenvironment
repeated untilaround
each group has received alllabel
10 questions.
questions. Place an emphasis on itit being
being aa
well
wellas correct
as what
what they
they areas
answer.
are wellstrategy
This
doing
doing as what
and
and the they are doing
theisenvironment
repeated until and the
each
around group environment
them.
them. hasAsk
Ask received
themto
them around
toall 10
label them. Ask Place
thepictures
the them
pictures with
with to
an label the on
emphasis
descriptive
descriptive
words
wordspictures
aroundwith
competition
competition
around theso
the descripve
so the
theto
edge
edge
pupils
pupils
to focuswords
focus
are
are around
scanning
scanning
their
their thinking.
thinking. thefact
the
the edge
fact sheetto focus
sheet and their thinking.
taking
and taking in the information quickly. Reward the
in the information quickly. Reward the winning group winning group with
with
Plenary aa prize!
Plenary prize!
Plenary
UsingUsing a large space on the floor or wall,
on a wall, ask pupilsputto put their illustraons in sequence showing thestory
Usingaalarge
largespace
spaceon on the
the floor
floor or
or on
on aa wall, ask pupils
ask pupils toput
to their
their illustrations
illustrations ininsequence
sequence showing
showing thethe
fullfull
story
from full story
Plenary
beginning from
to beginning
end, so that to
a end, so
timeline that
is a meline
created. Ask is created.
each group Askto each
explain group
theirto explain
drawings their
and drawings
encourage
beginning
fromand to end, so that a timeline created.
is the Ask each group to explain their drawings and encourage
deeperTake encourage
thinking the deeper
awayabout fact
the
thinking
sheets
logic and
of the
about
ask some
changes of logic
the of the
questions
(causes and
changes
again
effects).
(causes
to see
Also if
refer
and
anyone eects).
back can
tothe
Also referthe
remember
the emotions
back to the
answers.
graph, Once again
linking again
Take
deeper away
thinking the fact
about sheets
the logicand
of ask
the some
changes of the questions
(causes and again
effects). to see
Also if
refer anyone
back tocan remember
emotions the answers.
graph, linking Once
emoons
reflect
graph,
ontosome
some
linking
of the
events closely
the highlighting
statistics by
by asking
to emoons,
asking groups
highlighng
to think
think about
the link
what concepts
between
concepts
physical
it makes
makeschanges.
changes
them think
and
think about. This
about. This part could
events closely
reflect on emotions,
of statistics the link between
groups to physical
about changes
what and emotional
it them part could
emoonal
events closely tochanges.
emotions, highlighting the link between physical changes and emotional changes.
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Extension
Extensionideas ideas
ideas
Extension
In small groups, pupils will act
act out,
out, as
as aa role
role play,
play, the
the same
same
InInsmall
smallgroups,
groups,pupils
pupilswill
will
act out,each role play,
as a choose the same
short secon
shortsection of the
sectionofofthe story.
thestory. They
story.They
Theyeach
each choose a character
a character
short
(if there arent enough characters choose
they character
canamake (if (if
one up
Did you know? ... to add
add to
thethe
tothe scene).
scene). Before
Before they
they carry
carry out
out
out
their
their
their
role
role
role
play,
play,
play,
theytoshould
add scene). Before
discuss eachcarry
againthey characters feelings, what
happens during the scene
scene toto change
changetheir
theirfeelings,
feelings,andandthen
There are 2.2 billion happensduring
happens
then think
duringthe
about
thescene
how to change
they will convey feelings,
theirthose and then
feelings to an
thinkabout
abouthowhowthey
theywill
willconvey
conveythose
those feelings
feelings to to
anan audi-
audi-
children in the world ...
Crea
Creattin
think
audience,
ence,eg eg
egthroughthrough
throughthe the
thewords words
wordsthey they
theyuse,
use, use,
the the
tone tone
of their their
of
inggaanneemotion ence,
voice, their facial expression and the
other tone
body of their
language.
1 billion mof
otiothem
nss g
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voice,their
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ickko
theirfacial
facialexpression
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other body
body language.
language.
n tth
on hee d
drra
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living in poverty ...
Stimulus
Stimulus// Resources
Resources // Worksheets
Worksheets
Story Stimulus / Resources
of Mary & John
Story of Mary & John
/ Worksheets
Storygraph
Emotions of Mary & John
Emotions graph(enlarge
(enlargethe
thesheet
sheet provided or draw
provided or draw your
your own
ownon
onthe
theboard)
board)
Stimulus
Emoons graph
Stimulus / Resources
(enlarge the sheet
/ Resources / Worksheets
provided or draw your own on the board)
/ Worksheets
A project funded
A project fundedby
bythe
theEuropean
EuropeanUnion
Unionand
andled
ledininEngland
Englandbyby CDEC
CDEC
Questions on
Questions on separate
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).
Mischievous
Surprised
Shocked
Sick / ill
relaxed
Excited
Calm /
happy
Angry
Very
Sad
Beginning
Middle
End
Models
Models of of Development
Development
Nature
Notes for teachers
Notes for teachers ... ...
Natural
This is about the environment - the
land, the sea, living things, and
their relaonship to each other. It
is about the built as well as the
Natural environment
Who (political)
This is about power, Economic
who makes choices and This is about money,
decides what is to trading and ownership,
happen; who benefits buying and selling
or loses as a result of
these decisions;
and at what cost
Social
This is about people, their
relaonships, their tradions,
culture and the way they live.
About how, for example, gender,
race, disability, class and age aect
social relaons
96
C. D.
The Earth is a system with many dierent parts. The The Earth is robust and can survive people's acons.
body of the Earth is called Gaia and all people are
part of her. Gaia and her parts (animals, plants, When the Earth's resources end one day, people will
rocks, soil) have rights that need to be protected. start looking for other, new resources and technologies
so that our civilisaon keeps developing. In order to
People need to live in small self-sucient communies, do so, people who are rich will invest their money in
in the rythym of nature. reserach and development of new technologies.
Curriculum Links
Mary
Quick & JohnOn The - ADraw Happy Ending? Curriculum Links Links
Curriculum
Literacy
Curriculum Links
Mary
To gain a&
To gain John
a deeper
deeper -A
understanding
understanding Happy
of global
of issues.Ending?
global issues. Geography
To understand links between people and the environment in relaon to development.
To consider the inequalities between the global north and south.
To consider the inequalities between the global north and south. Literacy
Literacy
To understand links between people and the environment in relation to development.
To be
To be able to
to write
able to scan aaalternave
documentstory endings.
for key
key information.
P4C
To scan document for information.
To be able to write alternative story endings.
sustainability development
equality change
needs & wants
sustainability development change
Intro
Intro
Intro
Split the
Split the class
class into
into groups
groups of
of around
around 5/6
5/6 and
and explain
explain they
they are
are going
going to
to have
have aa competition
competition in
in which
which they
they will
will need
need to
to scan
scan
Refer
someback
some key to the Maryfor
key information
information & the
for John
the - - Emoons
answers
answers and & Empathy
and try
try to be
to be the lesson
the first
first to by looking
to report
report at the large
the answers
the answers backstory
back board
to the
to the created
teacher.
teacher. Handtoout
Hand out the
the fact
fact
illustrate the story, reminding thepupils
illustrate the story, reminding the pupilsofofthe
thekey
keypoints
pointsof of
thethe
story. Point
story. to the
Point place
to the in the
place in story where
the story John
where
decides
John to selltohis
decides produce
sell and say
his produce that
and from
say thatthis point
from thiswepoint
are going
we are to going
re-think
to what happens
re-think what next and create
happens next an
alternative
and ending.
Bigcreate
Ideas an alternave ending.
Big
AskIdeas
Ask the groups,
the groups, what
what do
do you
you feel
feel about
about these
these statistics?
statistics? How
How do
do they
they affect
affect you?
you? Which
Which fact
fact stands
stands out
out most
most to
to you
you and
and
Big Ideas
Ask
why?theWhen
why? pupils,
When doas
do youthehear
you story
hear stands
about
about anynow
any is thefacts?
of these
of these ending
facts? (ashappy
(as they are
they or happening
are sad? For who?
happening EVERY
EVERYAsk them
single
single to think quietly for
day).
day).
Ask the pupils, as the story stands now is the ending happy or sad? For who? Ask them to think quietly for 30
30 seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc
seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc and
and think about what factors make them feel that way. Then take some ideas and list possibilies on the
Activity
think about what factors make them feel that way. Then take some ideas and list possibilities on the board,
board, elaborang on ideas to encourage creave thinking.
elaborating
The teacher
teacher on ideas to
remains at encourage
thethefront creative
of the thinking.
class with
The
Think remains
of the big ideasat the
that front of
story the class
explores and aasay
with pile
pile of questions
of
that questions
their alternavefor each
for eachending
group.may
group. Oneexplore
One memberany
member of each
of each group then
group
of these then
Think of
comes to the
to the big ideas
the teacher that
teacher for the
for the story
the first explores
first question
question and and say
and goes that
goes back their
back to to theiralternative
their own ending
own group
group to may
to try
try andexplore
and find any
find out of
out the these
the answer
answer as as quickly
quickly as as
concepts.
comes
concepts.
possible. Once they have the answer they write it on the slip of paper and take it back
possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is to the teacher. If the answer is
Activity
correct
correct
Ask pupilsthe
the teacher
toteacher athen
create then hands
hands
story board them
them the second
the
or story second question,
question,
map using ifif incorrect
the same incorrect they must
story they must return
beginning return to their
to
and story their groupbut
group
middle to find
to find out the
thenout the
Activity
correct their
creang
correct answer.
answer. This
ownThis strategy
story ending.
strategy isis repeated
repeated
It is up to until
them
until each
each group
what
group has
thishas received
is but it must
received all follow
all 10 questions.
10 questions. Place
on fromPlace an emphasis
the an emphasis on
previously on itit being
being aa
discussed
competition
competition themes
so theinpupils
so the the story.
pupils are Pupils use
scanning
are scanning thetheir
the fact story
fact sheet board/map
sheet and taking intothe
and taking in help
the write theirquickly.
information
information alternave
quickly. Reward
Rewardstory
theending.
the winning
winning groupgroup with
with
aa prize!
prize!
Plenary
themes in the story. Pupils use their story board/map to help write their alternative story ending.
As pupils to volunteer to share some of their alternave endings. Highlight what concepts they have
explored,
Plenary whether pupils have decided to focus on dierent models of development etc.
Plenary
Take away
Take away the
the fact
fact sheets
sheets and
and ask
ask some
some of
of the
the questions
questions again
again to
to see
see ifif anyone
anyone can
can remember
remember the
the answers.
answers. Once
Once again
again
As pupils to volunteer to share some of their alternative endings. Highlight what concepts they have explored,
reflect on
reflect on some
some ofof the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts itit makes
makes them
them think
think about. This part
about. This part could
could
whether pupils have decided to focus on different models of development etc.
then be
then be used
used as
as aa stimulus
stimulus for
for aa P4C
P4C enquiry.
enquiry.
Extension
Extension ideas
ideas
Pupils can write a diary
from the characters
perspecves
focussing focussing
on the changes onin the
Did you know? ... the changes
characters in theas the story
feelings
characters feelings as
progresses.
There are 2.2 billion the story progresses.
OR pupils could write letters,
children in the world ... OR pupils could write leers,
from Mary to John and vice
1 billion of them are from
versa.
Mary to John and vice
Qu
Q uic
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n tth
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living in poverty ...
Stimulus / Resources / Worksheets
Stimulus / Resources / Worksheets
Large story board
Stimulus created in Emoons
/ Resources & Empathy lesson to refer back to
/ Worksheets
A project funded by the European Union and led in England by CDEC
Questions on
Questions on separate
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).
During
Extension
During the expert
the ideasgroup
expert group work
work children
children
mayThere
want
During
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to 2.2out
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the find billion
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Stimulus swers for in / Worksheets
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Ghana Fact files - grouping cards
H G P I
H G P I
H G P I
H G P I
H G P I
H G P I
H G P I
H G P I
H - Ghanas History
G - Ghanas Geography
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Ghana Fact
Ghana Fact files
files --Expert
ExpertInformation
Information
Ghana Fact files - Expert Information
Ghana Fact files - Expert Information
Ghanas History
th
In the In
13the century when the
13th century whenGhanatheEmpire
Ghanafell apart,fell
Empire its inhabitants moved to the
apart, its inhabitants fertiletoareas
moved of what
the ferle is today
areas of what is
In the
northern Ghana.13th The
century when thesettlers
first European Ghana to Empire
arrive fell apart,were
in Ghana its inhabitants moved
the Portuguese. to arrived
They the fertile areasand
in 1470, of what is today
today northern Ghana. The first European selers to arrive in Ghana were the Portuguese. th Theytharrived in
begannorthern
a settlement Ghana. The first European settlers to arrive in Ghana were the Portuguese.
on the coast, and constructed the first of many fortresses. Between the 17 and late 19 in 1470, and They arrived
In the1470,
13 th and began a selement on the coast, and constructed the first of many fortresses. Between
century when the Ghana th the 17th
began
centuries, theaAshanti
settlement Empireon the coast,Empire fell apart, its
and constructed theinhabitants
first of many moved to the Between
fortresses. fertile areas theof17what andislate
today
19th
and
northern late
Ghana.19th centuries, the Ashan Empire was one of the most powerful black peoples states which
and northern
centuries, parttheofThe
the first European
country.
Ashanti In 1695settlers
Empire Osai Tutu to arrive
of the in Ghana
Ashanti were
tribe the Portuguese.
became the ruler of They
a newlyarrived in 1470, and
established
began existed in
a northern
settlementthe central
on of and
thethe northern
coast, part
and constructedof the country.
the first In 1695 Osai Tutu of the Ashan tribeth became theth
empire.and Thanks to hispart
leadership and military
country. skills,Osai
In 1695 he conquered
Tutu of of many
the
the fortresses.
neighbouring
Ashanti Between
tribe
tribe became the the
of Denkyira.
ruler17At and
of that late established
a newly 19
time, ruler
centuries,
the ofthe
coast awas
newly
Ashanti established
Empire
controlled by empire.settlers.
European Thanks The to his leadership
Ashanti people and
had military
gold, skills,along
which he conquered
with ivory, the
they
empire. Thanks to his leadership and military skills, he conquered the neighbouring tribe of Denkyira. At that
traded neighbouring
with the
and time,
northern parttribe
the Europeans. theof
ofwas Denkyira.
For most of
country. At
the
Inby that
169519th me,
Osai thethe
century,
Tutu coast
of the was
Ashanti
Ashanti controlled
Empire was
tribe by European
able
became tothehold selers.
off
ruler the The Ashan
British
of aalong
newly (who
established
people had coast
gold, controlled
which along with European
ivory, theysettlers.
traded The
with Ashanti
the
th
people
Europeans. had
For gold,
most which
of the 19th with
century,ivory,
thethey
atempire.
thattraded
time were
Thanks
with occupying
to his
the was the
leadership
Europeans. Gold Coast).
and
For most There
military was
skills,
of Brish th
the 19 (whoa
hewar (the
conquered
century, 7 Anglo-Ashanti
theme the War)
neighbouring
Ashanti Empire and the
tribe
wasthe of
ableGoldBritish
Denkyira.
to hold Army At
off There that
the British
held Ashan
the biggest Empire
resources ablethe
and toby
hold
most o the
soldiers. After this at that
war, the Ashanti were occupying
Empire eventually Coast). was (who
time,at the
that coast
time was
were controlled
occupying European
the Gold settlers.
Coast). ThereThe Ashanti
was a war people
(the 7 had
th gold, whichcame
Anglo-Ashanti along
War)
to belong
with
and ivory,
the theyArmy
British
the aBritish
totraded war (the
withinthe
7th Anglo-Ashan War) and the thBrish Army held the biggest resources and the most soldiers.
1896.
Europeans. For most of the 19 century, the Ashanti Empire was able to hold off the British (who
held
Aerthethisbiggest resources
war, the and theeventually
Ashan Empire most soldiers.
cameAfter this war,
to belong to thethe Ashanti Empire eventually came to belong
th Brish in 1896.
at that time were occupying
to the British in 1896. the Gold Coast). There was a war (the 7 Anglo-Ashanti War) and the British Army
held the biggest resources and the most soldiers.Until 1957 when they became independent, Ghana was part
After this war, the Ashanti Empire eventually came to belong
of Great Britain, and1957
was called the Gold Coast.independent,
It was the
to the British in 1896. UntilUnl
first sub-Saharan 1957 when
colony
when
to theythey
become
became
became independent,
independent, andwasGhana was part
Ghana
of Greatbecamewas part
Britain,the of
andfirstGreat
was Britain,
called the and called
Kwame Nkrumah President. HeGold
was aCoast.
very It was the
Untilfirstthe
1957 Gold they
when
sub-SaharanCoast. It wastothe
became
colony first sub-Saharan
independent,
become Ghana colony
independent, was part
and
of Great to become independent, and Kwame Nkrumah
the founders ofBritain,
Kwame and Unity
theNkrumah
African was called
became thethefirst
Organisation Gold Coast.
wasIt He
President.
which waswas
thea very
first became the
sub-Saharan first to
colony President.
become He was a very and
independent,
succeeded by the African Union in 2002.
Kwame importantbecameperson in Africas recent history, and
the Nkrumah
founders of the
the African first
UnityPresident. He was
Organisation a very
which was
was one of the founders of the African Unity
succeeded by the African Union in 2002.
Organisaon
the founders which Unity
of the African was succeeded
Organisationby the
whichAfrican
was
The new government that was elected in 1969 was not able Union in 2002.
succeeded by the African Union in 2002.
to bring the country out of the economic problem that was
growing and after several years of this hundreds of
The new government that was elected in 1969 was not able
thousands of people migrated to neighbouring countries
The
to newthe
bring government
country outthat
ofwas
the elected
economic in 1969 wasthat was
problem
looking for jobs. Since thethat
1990s the political system has not able
not able
The growing
new to bring
government
and the country
was out
electedof the
in economic
1969 was
after several years of this hundreds of
been muchthemore stable.out of the economic problem
problem that
to bring
thousandscountrywas growing
of people and to
migrated aer several years
neighbouring that was
countries
of this
growing and
looking hundreds
after
for jobs. of thousands
several
Since years of of
the 1990s people
this
the migrated
hundreds
political of
system has
to neighbouring
thousands of people countries
migrated
been much more stable. looking
to for jobs.
neighbouring Since
countries
the for
looking 1990s the
jobs. polical
Since systemthe
the 1990s haspolitical
been much
system has
beenmore
muchstable.
more stable.
Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5%
A1e)
A Aproject
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100
Ghana Fact files
Ghana Fact files--Expert
ExpertInformation
Information
Ghana Fact files - Expert Information
Ghanas Geography
Ghana is a tropical country in West African, on the Gulf
ofGhana Fact files - Expert Information
Guinea.
Ghana
Ghana is aisItacovers
tropical
tropical ancountry
country areainofin nearly
WestWest 240,000
African,
African, square
ononthe theGulfGulf
kilometres,
of Guinea.
of Guinea. Itwhich
covers a an
It covers similar
anareaarea size
ofof to
nearly Great
nearly 240,000Britain
240,000 and
square
square
more than three
kilometres,
kilometres, whichwhichtimes
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a similar sizesizetoto
than Great
the
Great Britain
Czech
Britain and
Republic.
and
more
Most morethan
of the
thanthree
country
three mes larger
is lowland,
times larger than with
than the
the Czech
the Volta
Czech Republic.
River
Republic.
MostMost
flowing ofthrough
the
of the country the is
country lowland,
is lowland,
country. Inwith withthe
total, theVolta
Volta
Volta River
River
is 1819
Ghanathrough
flowing is a tropicalthe country in
country. In West
total, African, onisthe Gulf
flowing
km long
of through
and its Itbasin
Guinea. the country.
covers
covers
an area
aInhuge
total,
of
area
nearly
the
the240,000
Volta
Volta issquare
of 388,000 1819
1819sq.
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basin
which where covers
covers
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similarBlack
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size to
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area
Greatof
andof388,000
388,000
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and
sq.
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km.km.
Volta The The
meet.
more riverriver
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upper
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stream
times Black
largerflows than
Volta
Volta
mostly
the
and
and thetheWhite
through
Czech
White a
Republic.
Volta
Volta meet.meet. Its Its
upperupper stream
stream flows
flows mostlythrough
mostly througha a
wide valley,
Most of and
the its lower
country is stream
lowland, flows
with through
the Volta the
River
wide valley, and its lower stream flows through the
wide
Akwapim valley,
flowing and
Mountains,
throughits lowerwhere
the stream
country. you flows
Incan through
find
total, rapids.
the Voltatheis
In
Akwapim Mountains, where you can find rapids. In1819
Akwapim
these Mountains,
mountains,
km long and near
its where
basin the coversyou
village acanof
huge find rapids.
Akosombo,
area of In
a
388,000 dam sq.
these mountains, near the village of Akosombo, a dam
these
was mountains,
km.
built, The
and river
the near
begins
Volta thewhere
Lake village
wasBlackof Akosombo,
Volta
created. and
It the
is a White
the damlargest reservoirininthe
theworld,
world, measured by water
was built, and the Volta Lake was created. It is the largest reservoir measured by water area,area,
was
andand built,
Volta
stretches and
meet. the Its
520520 Volta
upper
kmkm fromLakestream
fromthe
was created.
flows
theAkosombo mostly
AkosomboDam
It is the
through largest
a reservoir in the world, measured by water area,
stretches Dam in the the south
southtotoYapei
Yapeiininthe
the north.
north. The
The VoltaVolta River
River flowsflows
into into
and
the thestretches
wide
GulfGulf valley,
of Guinea, 520
of Guinea,andkmnearfrom
its
nearlower
the the Akosombo
stream
thecity flows
cityofofAda.
Ada.The Dam
through in
The highest the
the south to
point,883
highest point, Yapei in
883mmabove the
abovethe north.
the sea
sea The
level,
level, Volta
is inistheRiver
in the
TogoTogo into
flows
theMountains
Gulf
Mountains of at
Akwapim Guinea,
at
the the near
Mountains,border
border thewhere
of city
ofTogo.
Togo.of Ada.
you can findThe rapids.
highestInpoint, 883 m above the sea level, is in the Togo
Mountains at the border of Togo.
these mountains, near the village of Akosombo, a dam
was built, and the Volta Lake was created. It is In
thethelargest
northreservoir
of Ghana inthere
the world,
is is measured
a tropical by water
climate, area,
andand
in the
and stretches 520 km from the Akosombo DamIn inthe
souththe north
south
there is
of
to
a
Ghana
Yapei
more inthere
the
humid
a tropical
north.
equatorialThe Voltaclimate,
River
climate. flows
You will
in the
into
find find
south
the Gulf of Guinea, near the city of Ada. The highest there
point, is a
883ofmmore
above humid
the seaequatorial climate. You will
In the
mostly north
savannas Ghana
and there
rainforests. is level,
In theissouth
in the
a tropical ofTogo
climate,
Ghanaandthere
in
Mountains at the border of Togo. mostly savannas and rainforests. In the south of Ghana there
arethe
twosouth
rainythere is aeach
seasons moreyear
humid (May equatorial
June andclimate.
August You
are two
will findrainy seasons
mostly eachand
savannas year (May
rainforests.Juneseason,
and
the August
September); but the north only has one rainy In south
in theof
September);
In the north
the but
of the
Ghana
calendar north
there
year. only
is
Hota has
tropical
winds one rainy
climate,
Ghana there are two rainy seasons each year (MayJune
middle of from the season,
and in
Sahara thein the
called
south
middle there is a more
of the calendar humid equatorial
year.butHot winds climate. You will find
and
the August
Harmattan September);
come in January the
and northfrom
February.only the
Thehas Sahara
one called
average
mostly
the savannas
Harmattan and
come rainforests.
in January In
andthe south
February. of Ghana
The there
average
rainy rainfall
annual season,ininthe thecoastal
middleareaof the
is 83calendar
cm. year. Hot
are two
annual rainy seasons each year (May June and August
windsrainfall
from the in the
Saharacoastal
calledarea
theisHarmaan
83 cm. come in
September); but the north only has one rainy season, in the
January
middle of and February.year.
the calendar TheHotaverage
windsannual
from therainfall
Sahara in called
the
coastal area is 83 cm.
the Harmattan come in January and February. The average
Area: 238,539 sq. km annual rainfall in the coastal area is 83 cm.
Total population: 24.79 million (July 2011)
Area: 238,539 sq. km
Population density: 103.9 inhabitants per sq. km
Area:
Total 238,539 sq. km
population: 24.79 million (July 2011)
Working population: approx. 11.2 million
Total populaon:
Population
Population age 24.79
density: million
103.9
structure: (July 2011)
inhabitants per sq. km
Populaon
WorkingArea: density:
238,539
population:
0 14 years: 36.4% 103.9
sq. km inhabitants
approx. 11.2 per
million sq. km
Working
Total
Population populaon:
population:
15 64 years:age structure:
60.0% approx.
24.79 11.2
million million
(July 2011)
0Populaon
14
65+years:
years:age
Population
36.4% structure:
density: 103.9
3.6% 014inhabitants
years: 36.4%per sq. km
1564
15 years:
Working
64 years:
Official 60.0% 65+
population:
60.0%
language: years: 3.6%
approx.
English 11.2 million
OcialPopulation
language: age structure:
English
65+Other
years:large
3.6%cities: Kumasi, Tamale, Takoradi, Tema,
Other 0 large
14 years:
Teshie, cies:
Sekondi, 36.4%
Kumasi,
Cape Coast.Tamale, Takoradi,
Official
15
language:
64 years:
English
60.0%
Tema,
Other large cities: Kumasi, Tamale, Takoradi, Tema,
Source:
65+ Wikipedia
years: 3.6%(http://cs.wikipedia.org/wiki/Ghana)
Teshie,
Teshie, Sekondi,
Sekondi, Cape
Cape Coast.
Coast.
Official
Czech Radiolanguage: English
(http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
trade-2-dil-ghana-a-kakao--459361)
Other large(http://cs.wikipedia.org/wiki/Ghana)
cities: Kumasi, Tamale, Takoradi, Tema,
Source:Wikipedia
Source: Wikipedia (hp://cs.wikipedia.org/wiki/Ghana)
Czech Teshie,
Czech Sekondi, Cape
Ministry of Foreign
Radio Coast.
Affairs (http://www.mzv.cz/jnp/cz/
Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
encyklopedie_statu/afrika/ghana/index.html)
(hp://www.rozhlas.cz/leonardo/svet/_zprava/fair-
Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)
trade-2-dil-ghana-a-kakao--459361)
trade-2-dil-ghana-a-kakao--459361)
Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-
Czech
CzechMinistry
MinistryofofForeign Affairs
Foreign Aairs(http://www.mzv.cz/jnp/cz/
trade-2-dil-ghana-a-kakao--459361)
encyklopedie_statu/afrika/ghana/index.html)
(hp://www.mzv.cz/jnp/cz/ A project funded by the European Union and led in England by CDEC
Czech Ministry of Foreign Affairs (http://www.mzv.cz/jnp/cz/
encyklopedie_statu/afrika/ghana/index.html)
encyklopedie_statu/afrika/ghana/index.html)
A project funded
A project by the
funded European
by the Union
European and
Union ledled
and in in
England bybyCDEC
England CDEC
102
Ghana FactFact
Ghana files - Experts
files - Expert Information
Information
Ghana Fact files - Experts Information
Ghana Fact files - Experts Information
In the WestGhanas Industry
African context, Ghana & Agriculture
has alot of different resources but most workers are
Ghana
InInagriculture.
employed in theWest
the Fact
WestAfrican
African
Cocoa files
context,
is the
context, Ghana
mainhas
Ghana -
has
crop,
alot Experts
alot
of of dierent
together with
different cocoaInformation
resources
resources but most
products
but most workers
and semi-
workers are
products, and arebrings
employed
employed in agriculture.
ininagriculture.
two- CocoaCocoa is thecrop,
is the main maintogether
crop, together withproducts
with cocoa cocoa products
and semi-
In
andthebrings
products, Westand African
in context,
two-thirds
brings in two-of Ghana
the has alotexport
countrys of different
income. resources
Other but most
exports workers are
include
wood, coconuts and other palm products, shea nuts for butter, and coffee. Ghana also
employed in agriculture. Cocoa is the mainshea crop, together with and
cocoa products andalso
semi-
wood,
successfullywood,
exports coconuts
coconuts
less andother
and
traditionalother palm
palm products,
products,
agricultural shea
productsnuts nuts
for
suchfor buer,
butter,
as and coee.
coffee.
pineapples, Ghana Ghana
cashews
products, and
successfully bringsless
exports in two-
traditional agricultural products such as such
pineapples, cashews
and pepper. also
In and
theBasicsuccessfully
West food
African crops exports
include
context, lessmanioc,
Ghana tradional
has manioc,
alot ofagricultural
sweet potatoes,
different products
bananas,
resources but as pineapples,
maize, rice,are
wood, coconuts
pepper. Basic and
food other
crops palm products,
include shea nutspotatoes,
sweet for butter, andmost
bananas,coffee.workers
Ghana
maize, rice,also
cashews
peanuts, millet
employed and in and
sorghum.pepper.
agriculture. Basic
Ghana
Cocoa food
also
is the crops
extracts
main include
crop,(and manioc,
exports)
together sweet
with gold,
cocoapotatoes,
diamonds,
products bananas,
and
successfully
peanuts,
maize, millet
rice,
exports
peanuts,
less
and sorghum. traditional
millet Ghana
and
agricultural
also extracts
sorghum. Ghana
products
(and
also
such
exports)
extracts
as
gold,
(and diamonds, semi-
pineapples, cashews
products,
manganesemanganese
and and ore,
ore,pepper.
bauxite brings and
Basic in two-
recently
food
bauxite crops also petroleum.
include
andmanganese
recently manioc,
also Thepotatoes,
sweet
petroleum. economy
The economy is vulnerable
bananas, maize, rice,
is vulnerable to
exports) gold,and diamonds, ore, bauxite and recently also petroleum. toThe
wood, coconuts
peanuts,
weather (agricultural millet and
production)
weather (agricultural other
sorghum.palm products,
Ghana
and energy
production) also
and energyshea nuts
extracts
shortages for
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shortages butter, and
exports)
(industrial coffee.
gold,
production
(industrial Ghana
diamonds,
productionan an also
economyexports
successfully
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vulnerable
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lessresources).
andweather
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also producon)
products
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The and energy
as pineapples,
economy shortages
cashews
isalthough
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mineral Timber Timber
extractionextraction
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important, although thisto
this has
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Basic food
(agricultural crops andinclude
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energy sweet resources).
potatoes,
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production an is
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in important,
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years, years,
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Ghana
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alsomaking
important, diamonds, dueillegal
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felling and felling
continued and continued
deforestation. deforestation.
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governmentgovernment are are
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and especiallygovernment
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energy and especially
shortages
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are making exports.
production
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stop felling
extraction of mineral
and especially resources).
illegal exports. Timber extraction is also important, although this has
slowed down in recent years, mainly due to poor protection of forests against
The was built illegal
by British colonial administration
felling and continued deforestation. The government are making The countrys
efforts to stop rail network is underdeveloped.
felling
Themostly
was builtjust tobyconnect
Britishmines colonial administration
at those times with
and especially illegal exports. Thewas
The wasbuiltbuiltby byBritish
Brishcolonial
colonialadministration
administraon
the
mostly port of
justjust Takoradi
to connect for easier
mines transport
at those of gold,with
times
mostly
mostly just to toconnect
connect minesat
mines atthose
thosetimes
mes with
timber,
the with
port the ivory
of Takoradiand other products
for easier out
transportof Ghana.
of gold,
the port
Only operational port
of of
Takoradi Takoradi
for for
easier
railwayproducts
easier
transport
today connects
transport
of gold,
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mber, other
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plant, a hydroelectricity
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by the Kpong Takoradi.
hydroelectricity plant, a thermal plant in Tema and a
thermal plant in Takoradi.
Which naon (empire) managed to resist Brish expansion and when were they
defeated?
Which part of Ghanaian history would you call as least posive for original
people and why?
What is the capital of Ghana? Do you know any other important cies in
Ghana or geographic features? (rivers, lakes, dams, seas)?
In which Ghanaian city (except the capital) you could study at university?
How does cocoa farming in Ghana cause problems and how can these problems
be solved?
What are the educaon levels and literacy in Ghana? Which language do
Ghanaians speak?
Try to explain what deforestaon is. How do they try to prevent it in Ghana?
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Ghana
Curriculum Links
Geog Lit
perceptions
Sorting Outsimilarities
Ghana
equality & differences preconceptions
needs & wants equality needs & wants
Literacy
Intro Num Cit
Intro
To challenge preconceptions about Ghana (and Africa).
Put the photos in the middle of a circle (or hand out 1 each). Say that your photos are in aGeography
muddle and you
Split
need the
the class
Split help sorng
class into groups
intothem
groups of
out. around
of Ask
around the 5/6pupils
5/6 and
andtoexplain
sort them
explain they
theyintoare
are going
groups
going to
tohave
havefirstaaofcompetition
all sort them
competition in
in which
into
which 2 they
they will
groups willneed
need to to scan
scan
some
happy
some key
Tokey
writeinformation
or sad (use 2for
information
captions for
hoopsthe answers
thewith
forphotographs
answers labels).
forand
and try
a Ask to
try to be
pupils
specific be the first
to first
the
purpose. explainto report
why they
to report the answers
have chosen
the answers back to
back that PSHE
the
to the teacher.
group P4C
Hand
facialout the fact
(is itHand
teacher. out the fact
expression, a feeling of the photo, colours?). Then mix all the photos together again and say you would like
them re-sorng into dierent groups work or play. Queson the pupils reasons as above.
Repeat
perceptions
Big Ideas
similarities & differences
for things we understand and things we dont understand. Queson the pupils reasons as above.
preconceptions
Ask the
the groups,
AskIdeas
Big groups, what what do do you
you feel
feel about
about thesethese statistics?
statistics? How How do do they
they affect
affect you? you? Which Which factfact stands
stands outout most
most toto you
you and
and
Intro
why?
Focus When do you hear about any of these facts? (as they are happening EVERY single day).
Put the on
why? Whenthings
photos do
in the wemiddle
you understand
hear of a circleand
about any of things
(or handthese out we
facts? dontSayunderstand
1 each). (as they are and are
happening
that your photos write
in adown
EVERY muddleany
single andquesons
day).you need help the sorting
pupils
may have
them out. Askabout the photos
the pupils (explain
to sort them we might
into groups not
first of find
all sortoutthemall of
intothe answers today but should do over the
2 groups
course
Activity of our work). Ask the pupils, do you think these photos are all taken of the same place? What makes
you
Then
The think
mix allthat?
the photosExplain thatfront
together they
againare and allsaytaken
you would in Ghana,
like them Africa.
re-sorting into different groups
The teacher
teacher remains
remains at at the
the front of of the
the class
class with
with aa pilepile ofof questions
questions for for eacheach group.
group. One One member
member of of each
each group
group thenthen
Activity
comes
comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as
Split
Big the pupils
Ideas
possible. Once into
they groups.
have the Give
answer them 3 photos
they write itper
on group
the slipand
of explain
paper and that
taketheirit job to
back is tothe write capons
teacher. If the for
answer is
possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
the photos (words
correct that give some sortthe of explanaon about the photo). Hand each grouptheira dierentto capon
correct thethe teacher
teacher then then hands
hands them them the second second question,
question, ifif incorrect
incorrect they they mustmust return return to to their group
group to findfind out
out the
the
instrucons
the sheetwe might
photos (explain the groups
not findare outthenall of wring
the answers capons
today for but dierent
should do over purposes;
the course 1. Travel
of our markeng
work). make
correct
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a
people
Ask goanswer.
the pupils,ondo holiday
youThis
thinkstrategy
to Ghana!,
these is repeated
photos2. Charity until
appeal
are all taken each
of the group
make has
people
same place? received
givemakes
What all 10you
money questions.
tothink
Ghana,
that? Place
3. an that
Trader
Explain emphasis
makeareon it being a
they
competition
people
taken buy
competition
all so
so the
products
in Ghana, the pupils
madeare
pupils
Africa. in scanning
are Ghana.
scanning(Repeat the
the fact sheet
sheet and
factgroups where
and taking in
in the
necessary
taking the information
but dont tell
information quickly.
them Reward
quickly. others have
Reward the
the winning
the
winning group
group with
with
aa prize!
same
Activity instrucons). There is also a blank opon if you would like to add you own. Pupils leave their photos
prize!
withthe
Split capons on groups.
pupils into their tables and 3the
Give them all groups
photos per group rotate round that
and explain to readtheireach
job is others
write captionscapons. They
for the should
photos (words
decide
that give
Plenary which purpose the capon is wrien for. They can then vote by placing a scker on the capon, for
some sort of explanation about the photo). Hand each group a different caption instructions sheet the groups are
then writing captions for different purposes; 1. Travel marketing make people go on holiday to Ghana!, 2. Charity appeal
example they could place a GREEN scker for travel markeng, RED scker for charity appeal, BLUE scker
make people give money to Ghana, 3. Trader make
Take
for away
trader
Take away the
the fact
campaign. fact sheets
sheets and
and askask some
some of of thepeople
the questions
questions buy products
again
again to tomade
see ififinanyone
see Ghana. can
anyone (Repeat groups where
can remember
remember the necessaryOnce again
the answers.
answers. Once again
reflect
reflect on
on some
some of
of the
the statistics
statistics by
by asking
asking groups
groups to
to think
think about
about what
what concepts
concepts itit makes
makes them
them think
think about.
about. This
This part
part could
could
Pupils
Plenary leave their photos with captions on their tables and the all groups rotate round to read each others captions. They
then be
thendecide
should used
be used which as a stimulus
aspurpose
a stimulus for a P4C
for a isP4C
the caption enquiry.
enquiry.
written for. They can then vote by placing a sticker on the caption, for example
Reflect on the sckers, nong many colours the same but also asking why someone thought it was
they could place a GREEN sticker for travel marketing, RED sticker for charity appeal, BLUE sticker for trader campaign.
something else. Reveal what the actual capons were for. Think about how our opinions change depending
Plenary
on what informaon we are given, for example compare how a charity appeal makes us feel compared to
Reflect on the stickers, noting many colours the same but also asking why someone thought it was something else. Reveal
how the
what a holiday advert were
actual captions makes for.usThink
feel.about
Did this
howmake anyone
our opinions thinkdepending
change of any big onideas/concepts/quesons?
what information we are given,(for for
examplecompare
example did thehow pupils thinkappeal
a charity that people
makes us would go on holiday
feel compared to how to Ghana?
a holiday Did makes
advert the pupils realise
us feel. that
Did this make things
that wethink
anyone eat ofmight
any big come from Ghana?)
ideas/concepts/questions? (for example did the pupils think that people would go on holiday to
Did you know? ...
Ghana? Did the pupils realise that things that we eat might come from Ghana?)
There are
Extension
Extension 2.2 billion
ideas
ideas
Ask pupils
children
Ask to carry outworld
in the
pupils to carry out research...
research into
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holidays in Ghana by getting travel
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Stimulus / Resources
Stimulus / Worksheets
Stimulus // Resources
Resources // Worksheets
Worksheets
Ghana
Ghana photos,
photos, 22hoops,
hoops,sorting
sorng labels forfor
labels hoops.
hoops.should be in order from 1-10 with one set of questions per group).
Questions
Questions
Caption on
on separate
separate
instructions sheetslips
slips of
of paper (questions
paper sets
( 3 different (questions should be1inper
of instructions order from 1-10 with one set of questions per group).
group)
Capon instrucons sheet ( 3 dierent sets of instrucons 1 per group)
A projectAAfunded byfunded
project
project the European
funded by theUnion
by the and led
European
European in England
Union
Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
A project funded by the European Union and led in England by CDEC
110
Sorting out Ghana - hoop sorting labels
happy sad
work play
Things we
Things we
dont
understand
understand
3. An electrician at work
6. Fish vendors
10. Children and their teacher hearing more about Global Literacy
22
A project fundedfunded
A project by theby
European Union Union
the European and ledand
in England by CDEC
led in England by CDEC
A project funded by the European Union and led in England by CDEC
114
Sorting
Sortingout
outGhana - Photographs
Ghana - Photographs
3
Sorting out Ghana - Photographs
3
44
A project
A project funded
funded byby the
the EuropeanUnion
European Unionand
and led
led in
in England
Englandby
byCDEC
CDEC
115
Sorting
Sorting out
out Ghana
Ghana - Photographs
- Photographs
Sorting out Ghana - Photographs
5
5
6
6
8
8
10
10
12
12
14
14
16 16
16
18 18
18
A projectAAfunded byfunded
project
project the European
funded by theUnion
by the and led
European
European in England
Union
Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
A project funded
by the European
125 Union and led in
England by CDEC
Money Talks
Money Talks -- jobs
jobs and
and pay
pay
Money Talks - jobs and pay
Money TalksTalks
Money - jobs
- andand
jobs pay
pay
Money
Money Talks
Talks -- jobs
jobs and
and pay
pay
Prime Minister
Prime Minister
PrimeCameron
David Minister
Prime
David Minister
Cameron
Prime
David
Prime Minister
Prime Minister
Cameron
Minister
David Cameron
DavidDavid
David Cameron
Cameron
Cameron
Lionel Messi
Lionel Messi
Lionel footballer
Barcelona Messi
Lionel
Barcelona Messi
footballer
Lionel Messi
Lionel
Barcelona
Lionel Messi
footballer
Messi
Barcelona footballer
Barcelona footballer
Barcelona footballer
Barcelona footballer
Ant &
Ant & Dec
Dec
TVAnt & Dec
presenters
Ant & Dec
Ant
TVAnt & Dec
presenters
TVAnt TV&
& Dec
presenters
presenters
Dec
TV presenters
TV
TV presenters
presenters
Alex Ferguson,
Alex Ferguson,
Alex Alex
Manchester Ferguson,
Ferguson,
United Manager
AlexFootball
ManchesterFerguson,
UnitedManager
Manager
Alex
Alex Ferguson,
Manchester United Manager
Ferguson,
Manchester United Manager
Manchester
Manchester United
United Manager
Manager
CookCook
Cook
Cook
Cook
Cook
Cook
PilotPilot
Pilot
Pilot
Pilot
Pilot
Pilot A project funded by the European Union and led in England by CDEC
A project funded
A project by the
funded byEuropean Union
the European andand
Union ledled
in in
England
Englandby
byCDEC
CDEC
A project funded by the European
126
Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
Money
Money Talks
Money
Talks - jobs
- jobs
Talks and
- jobs
and pay
and pay
pay
Money
Money Talks
Talks -
- jobs
jobs and
and pay
pay
Money Talks - jobs and pay
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Waiter/Waitress
Farmer
Farmer
Farmer
Farmer
Farmer
Farmer
Police
Police officer
officer
Police
Police
Police ocer
officer
officer
Police officer
Bank
Bank clerk
BankBank clerk
clerk
clerk
Bank
Bank clerk
clerk
Van
Van driver
Van Van driver
driver
driver
Van
Van driver
driver
Teacher
Teacher
Teacher
Teacher
Teacher
TeacherA project funded by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
A project funded by the European Union and led in England by CDEC
127
A project funded by the European Union and led in England by CDEC
Money Talks - jobs and pay - actual
Hairdresser
Hairdresser
Hairdresser
Vet
Vet
Vet
AVERAGE JOBS
AVERAGE JOBS && PAY
PAY IN
IN ORDER
ORDER (annual
(annual salary)
salary)
Lionel Messi,
Lionel Messi, Barcelona footballer
footballer 10.22 million
million
AVERAGE Barcelona 10.22
JOBS & PAY IN ORDER (annual salary)
Lionel
Alex Messi, Football
Alex Ferguson,
Ferguson, Player
Manchester
Manchester 10.22 million
United Manager6.5
United Manager6.5 million
million
Approximately
Ant &
Ant Dec, thats
& Dec, TV 850,000/month, 210,000/week,
TV Presenters
Presenters 5 million
5 million each
each30,000/day
(approx)
(approx)
Alex Ferguson,
Prime
Prime MinisterFootball
Minister Manager142,
David Cameron
David Cameron 500 6.5 million
142, 500
Ant & Dec, TV Presenters
Pilot
Pilot 000 5 million each
78, 000
78,
Police officer
officer 40, 000
000 (approx)
Police 40,
Prime
Vet Minister David Cameron
Vet 35, 000
35, 000 142, 500
Pilot
Teacher
Teacher 34, 000
34, 000 78, 000
Police ocer
Farmer
Farmer 24, 000
24, 000 40, 000
Vet
Bank clerk
Bank clerk 20, 000
20, 000 35, 000
Teacher
Van driver
Van driver 19, 000
19, 000 34, 000
Farmer
Cook
Cook 16, 000
16, 000 24, 000
Bank clerk
Hairdresser
Hairdresser 14, 000
14, 000 20, 000
Waitress
Van driver
Waitress 12, 000
12, 000 19, 000
Cook 16, 000
A project funded by the European Union and led in England by CDEC
Hairdresser 14, 000
A project funded by the European Union and led in England by CDEC
Working
hard
Extension
Extension
Did
Extension
Extension
ideas
youideas
ideasideas
know? ... Example P4C questions
Example
Example
Example
P4C P4C
questions
P4C
questions
questions
Look Look
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theother
at the
other other definions
thedefinitions
other
definitions
definitions
of of of of Is there the poverty in our country?
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there
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on on
what poverty really means ... Look Does Does
everyone
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Stimulus
Stimulus
Stimulus
/ /Resources
Resources
/ Resources
/ /Worksheets
Worksheets
/ Worksheets
Stimulus / Resources / Worksheets
Small Stimulus
Six sets
Smallwhite
white
Smallboards
white
boards to /record
boards Resources
of needs/wants
torecord cards,
to group
record
group /definitions
Worksheets
six printed
definitions
group
definitions needs/wants
on.on. on. tables, definions of relave, absolute and extreme poverty,
Small white boards to record group definions on.
Questions
Questions on on separate
separate slips
slips of
of paper
paper (questions
(questions should
should be
be in
in order
order from
from 1-10
1-10 with
with one
one set
set of
of questions
questions per
per group).
group).
A project
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funded
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by the
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by European
the European
Union
Union
and
Union
and
led and
in
ledEngland
led
in England
in England
by CDEC
by by
CDEC
CDEC
A projectAAfunded byfunded
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funded by theUnion
by the and led
European
European in England
Union
Union and ledby
and led inCDEC
in England
England by
by CDEC
CDEC
131
Needs & Wants
Needs & Wants
Poverty
Source: http://en.wikipedia.org/wiki/Poverty
Source: http://en.wikipedia.org/wiki/Poverty
Unl then she lived happily with her father and her six younger siblings - she helped her father
with household chores, but also went to primary school. When her father died, she no longer had
the she
Until then me lived
or the happily
money to with
go to school. Severaland
her father mes
hera month Kalpana gets
six younger work -asshe
siblings a porter for a her father
helped
local merchant. On those days, she will be away from home for several days. The load that she
with household
carries in achores, butheavy
basket is too also for
went to primary
her ny figure andschool. When
age, so there is noher father
wonder thatdied, she no longer ha
her back,
the timewhich
or the
she money to go
also recently to school.
injured by fallingSeveral times
on the way, hurtsa amonth Kalpana
lots. Falling gets
is not the onlywork as a porter for
danger
that threatens
local merchant. On the porter
those there
days, sheiswill
also the
be danger of snake
away from bites or
home foraacks
severalby wild
days.animal.
The load that she
carries in a basket is too heavy for her tiny figure and age, so there is no wonder that her back,
hp://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
which she also recently injured by falling on the way, hurts a lots. Falling is not the only danger
that threatens the porter there is also the danger of snake bites or attacks by wild animal.
http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
A project funded
137by the European Union and led in England by CDEC
What is poverty? Stories
What is poverty? Stories
Laxmis story
Laxmis
house. Laxmi life has
went to recently
a nearby changed
school dramacally.
with other Herchildren,
father died where
before she
shewas born, andinduring
excelled last
her classes. She
year's extensive floods she lost also her mother. Unl then, they lived
would help her mother in the home, but she always found the time to play and have fun. together in a small village
house. Laxmi went to a nearby school with other children, where she excelled in her classes. She
After the tragic death of her mother, Laxmi lives with her very loving but old and very poor
would help her mother in the home, but she always found the me to play and have fun.
Grandparents. They
Aer the live
tragic in aofsmall
death village
her mother, in the
Laxmi liveslowland area
with her very close
loving butto
oldthe
andtown of Nepalganj, near
very poor
Grandparents. They live in a small village in the lowland area close to the town of Nepalganj, in
Nepal near the border with India. Laxmis day starts early in the morning, helping her grandparents
household work, and also in the fields with the cattle. There is no time nor money for school.
with household work, and also in the fields with the cale. There is no me nor money for school.
Laxmi is a small twelve year old girl, with a serious face and sad eyes. She's always happy when
she can pay a visit her aunt's family. Like all children, Laxmi likes to spend me with others, and
her aunt has two young daughters and a son with whom she can play. But she cannot live here
permanently
and her aunt has twobecause
youngher aunts family
daughters is very
and a sonpoorwith
and their
whom house
sheis too
cansmall.
play. But she cannot live here
Laxmi's grandfather, a very wise and kind man, feels a strong connecon with nature, and firmly
believes in the goodness of humankind. Everyday he starts the day early in the morning, before
dawn. He culvates a small vegetable garden and takes care of his cale to feed his family. He sells
believes inthethe
surplus in the market
goodness and saves theEveryday
of humankind. money so that one daythe
he starts he can
dayfulfil
earlyLaxmi's dream
in the going before
morning,
back to school.
dawn. He cultivates a small vegetable garden and takes care of his cattle to feed his family. He sell
hp://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
back to school.
http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180
A project funded by the European Union and led in England by CDEC
138
What is poverty? Stories
What is poverty? Stories
hnom Penh, the capital of Cambodia, several small boys are sitting on the ground. A pile of
stic bottles is towering in front of them, and they are quickly and skillfully removing the tops.
Poj Pats
ne of the boys story
is more than 14 years old. "Children are cheaper. I pay them about half a dollar a
In Phnom Penh, the capital of Cambodia, several small boys are sing on the ground. A pile of
."says the plasc
businessman. None of the boys go to school. "I was going there for a year, but I had
boles is towering in front of them, and they are quickly and skillfully removing the tops.
None of the boys is more than 14 years old. "Children are cheaper. I pay them about half a dollar a
day."says the businessman. None of the boys go to school. "I was going there for a year, but I had
e" he says,towithout
get back to work. My dad is very ill and can't work. My mom works at the landfill, and I have to
stopping to unscrew the cap from the bottles. The pile in front of him,
help her, because I have four siblings" says ten year old Poj Pat. "We're a group, there's lots of fun
wever, does nothediminish.
here" Once
says, without the pile
stopping decrease
to unscrew a bit,
the cap fromanother pile
the boles. Theof bottles
pile in frontin
of all
him,shapes and
s appearshowever,
in frontdoes
of him.
not diminish. Once the pile decrease a bit, another pile of boles in all shapes
and sizes appears in front of him.
"We start work at half past six in the morning and finish at five" said the oldest of the bunch,
fourteen years old Sung. Poj Pat has never seen the city centre, and he doesn't even know that
e start work at are
there halfbeauful
past six in palaces
royal the morning
in Phnom and finish
Penh. at five"
"We came heresaid
fromthe oldest
a village ofnorth,
in the the bunch,
for a
beer life, our parents told us. They told us that by sorng through the waste in a rubbish site they
can get royal
re are beautiful a lot ofpalaces
money. Inially it was Penh.
in Phnom good, when
"Wemycame
dad was working.
here fromBut he fell illinsoon
a village the- henorth, for a
can't breathe well enough. Mum earns just a lile - up to two dollars a day, so I have to help her.
ter life, our parents told us. They told us that by sorting through the waste in a rubbish site they
My brother works with her in a dump site. They look for glass, paper and cans and then they sell all
get a lot of money.
of it. We haveInitially it wasbut
a small house, good, when
it is not my dadwe
our property, was
haveworking. But
to pay rent. It'she fell
right ill there"
over soon - he
He points to a colony of workers' houses constructed- up toouttwo
of every possible
dollars material.
a day, so I have to help her.
brother works with her in a dump site. They look for glass, paper and cans and then they sell
hp://www.stopdetskepraci.cz/index.php?id=174&idp=183
//www.stopdetskepraci.cz/index.php?id=174&idp=183
A project funded by the European Union and led in England by CDEC
139
What is poverty? Stories
What is poverty? Stories
Jack is eleven. His father has been unemployed for a year. His mother is a housewife. Jack has
Jacks story
decide what
Jack iswill happen.
eleven, Jack
and lives is really
in eastern goodHis
Europe. atfather
sports,
hashe is average
been in mathematics,
unemployed but is not very
for a year. His mother
good at isreading
a housewife. Jack has three
and writing. siblings.
He loves The family
nature haven'toutdoors,
and being been able to payistheir
and veryrent for last and lively.
inquisitive
year, so now a Court will decide what will happen. Jack is really good at sports, he is average in
mathemacs, but is not very good at reading and wring. He loves nature and being outdoors,
away, he has to join another class, where he sometimes gets into arguments with the other
and is very inquisive and lively. He never gets to go on school trips, because his parents cant aord
children.it. While the rest of his class is away, he has to join another class, where he somemes gets into
arguments with the other children.
Jack is oen not well prepared for classes and his homework isnt very good quality. Hes
somemes late for school, and when he does arrive he doesnt have the equipment he needs.
is often He is oen in is
in trouble, trouble, is restless
restless and distracts
and distracts otherother children
children ininclass.
class. He
He lives
livesinina asmall
smallflatflat
withwith his
his family of six people. They all live crowded into a single room, which is also
family of six people. They all live crowded into a single room, which is also a kitchen, laundry a kitchen, laundry
room, drying room, living room and children's room. It's very dicult to find a suitable place for
storing his school kit. Lots of people visit regularly, it is noisy, and so it is praccally impossible for
storing his
Jackschool kit. Lotsonoflearning
to concentrate peopleorvisit
to doregularly, it is noisy, and so it is practically impossible for
his homework.
Jack to concentrate on learning or to do his homework.
hp://www.clovekvsni.cz/index2.php?parent=&sid=&id=253&idArt=1659
http://www.clovekvtisni.cz/index2.php?parent=&sid=&id=253&idArt=1659
Farhads story
Farhad
depending on ishow
eleven yearsorders
many old andhegoes a school
has. in Mazar-e-Sharif,
Usually he helps to cut in Afghanistan. Everyfor
out the fabrics morning he
traditional
goes to school, where he studies unl one o'clock in the aernoon. In the aernoon he helps out in his
clothes.father's tailor shop. He works from two o'clock unl evening, somemes late at night, depending on
how many orders he has. Usually he helps to cut out the fabrics for tradional clothes.
He does a lot of other things too. He goes round the fellow tailors who embroider elegant
He does a lot of other things too. He goes round the fellow tailors who embroider elegant paerns
onto fabric to make tradional pirhan-tumban- (a tradional tunic and wide trousers worn in the
worn in Middle
the Middle East usually
East usually by Muslims).
by Muslims). He goes
He goes to buy to buy
yarn and yarn
needles forand needles
sewing, for sewing,
and carries water and
for drinking
carries water and cleaning
for drinking andincleaning
the shop.in
Hethe
likesshop.
going He
to school, because
likes going to he knowsbecause
school, it is important
he knows it is
importantthatthat
he learns to readtoand
he learns write.
read and"Farhad
write.will be a good
"Farhad willtailor,
be ahe is very
good handy.
tailor, heBut he must
is very learn But he
handy.
to count well too, so that he will not be robbed on rates nor prices," his father says. There are
must learn to count well too, so that he will not be robbed on rates nor prices," his father says.
thousands of children working like Farhad, but many of them are not as fortunate as he is - they
There are thousands
cannot of children working like Farhad, but many of them are not as fortunate as he
go to school.
is - they cannot go to school.
hp://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf
http://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf
At the market Jonas does not have simple life. "I used to sell on the street, but now they said it's
illegal, so we had to move onto the market. But they want us to pay fees over here. And we do not
llegal, so we
havehad
money to for
move
that,onto thethemarket.
so when But they
market ocer comes, want
I haveustoto pay
pack upfees over and
my baskets here.runAnd we do not
have money away,"
forJonas
that,says. His normal
so when thework day starts
market at seven
officer comes, o'clock in theto
I have morning
pack up and my
endsbaskets
at six in the
and run
evening. "I have a day o on Sundays when I go to church with my mother," says Jonas, who earns
around one dollar a day, to give to his mother. He has never been to school, but is proud that he
evening. "Ican have
count,a day off on
and even Sundays
read. "I had to when I go tobychurch
learn counng myself, with
and my my mother,"
older says Jonas,
brother taught me to who earns
around one dollar
read. a day,
He now workstoasgive to hisguard
a security mother.
and is He
like has never
my dad," saysbeen
Jonas.to school,
" I'd but
like to go is proud that he
to school,
I want to become a doctor, but I can't, my mother is sick," says Jonas.
can count, and even read. "I had to learn counting by myself, and my older brother taught me to
hp://www.stopdetskepraci.cz/index.php?id=174&idp=183
http://www.stopdetskepraci.cz/index.php?id=174&idp=183
A project funded by the European Union and led in England by CDEC
142
Part 3
Education & Development
My school in a box 1
My school in a box 2
My school in a box 3
Ghanaian School in a Box
A Day In the Life
Super School
I Want to Be
Daniels Classical School 1
Daniels Classical School 2
Daniels Classical School 3
s in o rd er of importance. Citizenship
PSHE
Geography
To create To
a
To gain
list p
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items in order of
of global issues.
importance.
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gain a deeper understanding global issues.
To create a list an To consider the inequalities
Literacy
celebratebetween the global
global north
north and
and south.
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consider theand
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d
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eequality
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ow th clas at ty p e o
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and ask th the
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Split the class
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and
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Then introduce
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person that would
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surprised at any of the objects? single day).
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Big Id Ideas sActivity
Big eaBig Ideas
Talk about the items you selected and the reasons why, for example, I chose to put an apron ingmy
n e havwe in oftheachbox
ei r own opinions
because
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The teacher I loveremains
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the is important
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teacher remains at front class
ei r b o x
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comes to the
comes to the teachersomething.
teacher for the first
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ple to to try
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Ask if the pupils p ils would
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take everyone
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write it on the slip of paper and take it back to the teacher. If the answer is to having
the teacher. If the answer is
about what isisimportant
opinions imthe ortanwhat
pabout ttotothem is em
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important to themsecond and dierent make things different make people
dierent happy.people happy. k ab out
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correct the teacher
teacher then then handshands them them the the second question, question, ifif incorrect
incorrect they they mustmust return
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d find
find out the
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Activity iden allti ty b o x ranaak
ActivitActivity correct
correct answer.
y answer. This This strategy
strategy isis repeated
repeated gs
until
until
yo u each
each
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ld
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has received
received all 10
10 questions.
questions. ei r
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ouinformation
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quickly.
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group
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ca n th Pupils
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resents yoyou (favourite colours, pictures of favourite football
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ra the
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In class, deco
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etc). Plenary Take
Take away away the the fact
fact sheets
sheets and and ask ask somesome of of the
the questions
questions again again to to see
see ifif anyone
anyone can can remember
th
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the answers.
ok careOnce
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Plenary Explain
reflect that
reflect on
on some as homework
of
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by asking has groups
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to think items
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some statistics asking groups
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esin. class ak to look
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list of 10f and decide on on up,
e the 5 emost
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list o 10 themesan ecid
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aboMake utabout
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this this
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evaluate the boxes in class once they
in k m o
arere completed. links for similar themes
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that come up, such as as phoof
chphotos to family/friends/pets and think more deeply about why this is.
that come up, su
Extension
Extension ideas ideas
Present
Extension ideasto to
Present the
the findings
findings thethe
restrest of school
of the the school in an
in an assembly.
Did you know? ... assembly.
Create Create a display (and/or Powerpoint presentaon)
Pre senat the
showing
display
the
(and/or Powerpoint presentation) showing
find ings to the res
quesonnaires, survey
t of results and actual
the
boxbly
so.
questionnaires, survey results and the
actual sch
box ool
so that in an ass
parents em
and
Cre
that ate a displa
parents and visitors
y (an can
d/or Pow see.
erp Label each item chosen
oin t pre sen tatofion
There are 2.2 billion visitors
que stiocan
showing nna see. Label each item chosen showing all
allires
of the
, surreasons theyandwere
the) sho wing the
reasons
vey results actvoted
ual box toso betha
in the
t parents and
children in the world ... visi tors can
school in a see
box.. Label each item chosen showin
g all of the reasons
Extend this process further by creang a county/region in a
1 billion of themn aare gumen
t
Qbox
u and then a country in a box (see the Yola website for
t ing a r nt Q uic
ickk o
on n tth
senan argume the Powerpoint hee ddrrcreated by teachers, All about England).
living in epoverty
Prin
resent
g ... a
aww
P
AAfunded
A projectA project
project
projectfunded
by by the
funded
funded by European
the European
theUnion
by the Union
European
European andinledEngland
and led
Union
Union in England
and
and ledby
led inby
in CDEC by
CDEC
England
England by CDEC
CDEC
A project funded by the Europe
146 an Union and led in England by
CDEC
To challenge assumptions about other people and places. Curriculum Links
Ghanaian School In a Box Liter
To write a letterassumptions
To challenge to a child in other
about Ghana.
people and places.
Citizenship
Curriculum
Curriculum Links
Links Links
Quick On The Draw
Ghanaian School in a Box
To formulate questions to find out more information. Curriculum
Literacy
Curriculum Links
Ghanai To an
gain
ToTo To
a Sc
write
deeper ho
a letter child inIn
to aol
understanding
challenge assumpons
gain a deeper understanding Ghana.
of a Bo
global x
issues.
about other people and places.
of global issues.
Citizenship
Geography
To consider
ToTo make the
preconceptions
To formulate questions
the inequalities
comparisons to find
about outown
between
their morethe
information.
and global
other
similarities
north
north and south.
& differences
Citi zen Literacy
ship
consider inequalities between the
place s. peoples
global school
and life.
south. Literacy
To challenge assumptions about other people and Literacy
IntroToTobewrite a leer to a child in Ghana.
able to scanpreconceptions
a document for key information. similarities & differences P4C
ToTobe
formulate quesons
able to scan to find out
a document for more informaon.
key information.
To write a letter to a child in Ghana.
questions to find out more information.
formulateIntro
To preconceptions similarities & differences
equality needs & wants
preconceptions similarities & differences
Intro
Intro
might be important
Reflecng on the workto thesoGhanaian
done far creangchildren as aatway
and looking otherofschool
representing their
boxes, either school
show (theyahave
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show the class
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them
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into
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groups
image
process as you). of
of
of
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around
around
box (see
5/6
5/6 and
and
below),
explain
explain
and
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ask them
are
are going
going
to try
to
to
and
have
have aa competition
guess competition
what is in
in
it.in which
which
Explain
they
they
that
will
will
it is
need to scan
aneed to scan
some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
some
my key information
school for thebyanswers
in a box created and try
a Ghanaian to beIndividually
school. the first to report the answers
or in pairs back to
record down the teacher. Hand out the fact
ideas/guesses/ideas
Big Ideasmight be important to the Ghanaian children as a way of representing their school (they have gone through the
about what might be inside the box on the Whats in the box? sheet. Remind the pupils to think carefully
same process as you).
about what might be important to the Ghanaian children as a way of represenng their school (they have
gone
Big through
things Ideas
are
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the same process
expecting? Are as there
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things? the pupils to give rea
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groups, what
what do
do youyou feel
feel about
about these
these ofstatistics?
the top How
statistics? Howmost do
do they
they affect
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Which fact fact stands
stands out out most
most to to you
you and
and
same their
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as things and
areby you
begin
expecting?
creating
Are there
a list
any common things?
10
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similar things?
answers.
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give reasons for What
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why?
why? the
When
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you scking
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hear the
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any of
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facts?
facts? (assheets
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they
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are the
happening
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EVERY everyone
single
single day). can see.
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their choices andexpecng?
begin creatingAre a listthere
of theany top 10 common
most common things? Are there similar things? Ask pupils to give
answers.
comparisons
reasons for and highlighting the similarities andtop differences between them. reasons for
Activity Withtheir choices
the children and on
reflect begin
the listcreang
created
on thing
a list
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compare
Are to
there the 10 most
contents
similar thing ofcommon
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box, making
With
are
thingsActivity youthe children
expe cting ? reflect
Are thereon any
the comm
list created and compare to the contents of your own school in a box,
The comparisons and athighlighting the similarities and comm
differenceson between
answ ers.them.
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making
their choic esteacher
teacher remains
remains
comparisons
and begin creatand at
ing the
the front
list of the
front
ahighlighng of
of thetop
thetheclass
class with
most
10similaries
with aa pile
pile of
andof questions
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dierences for
for each
each group.
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own
group.
scho them. One
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member of
ol in a box, making
of each
each group
group then
then
to the conte nts of your
With the comes
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children toActivity
to the
the teacher
ct on the
refleteacher for the
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first question and goes back to their own group to try and find out the answer as quickly as
question and goes back to their own group to try and find out the answer as quickly as
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ns
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ightin closely
g
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and take it back toto your
the own
teacher. school
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answer a box.
is
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Ghanaian school write in aitboxon the oneslip byofone. paper Keep andreferring
take it back backtotothe theteacher.
guessesIf the answer is
Did
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correct
correct the
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the guess
teacher
children.
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then
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hands at Are
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the second
and
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created by the children. Look closely at the contents and again make comparisons to your own surprises?
question,
make
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if Has
incorrect
incorrect anyone's
to they
your
they ownmust
must views
school return
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return a about
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their the
group school
school
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out the
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anyone
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answer. an guess
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atpupils assumpon
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anyo
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ol quickly.
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with
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prize!
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s children
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activity the
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any
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write school
ises?
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children on
from thethe contents
Ghanaian of
school their
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reflect onin a
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abeen
box. The letter needs to explain their initial expectations and why they thou
anyoneleermakeneeds explain theirhas expectaons
assum
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those, a reflection of their school in a box. The letter needs to explain their initial expectations
aian scho andol why
and they
refle ct on
thought of
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that the and whether
activ ity is now oronnot what
to writethey
their found
expectaons
a lette r to theand childwhether
were ren from the
challenged orornot
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confirmed. Ask the pupils were to think challenged
of any
of
or confirm
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initiaexpectations
l expe were
ctatio ns and
challengedwhyorthey thought
confirmed. Ask
quesons
contethe pupils they
to thinkwould
ol in aof likeany to ask
Thequestions the Ghanaian s to school
expla in children
their and
they would like to ask the Ghanaian school incorporate these into their leer
children as a
. Askand incorporate
nts of their scho box. lette r need
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way
thosetheir
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pupils
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way
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think
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some would
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of the to
questions ask
their the
expe
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to seeschool
if children
anyone can incorporate
remember the into
answers.
refle
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away on sheets and ask some questions again toscho
aian
see ol if anyone
childrencan andremember
incorporate thethese into Once
answers. Once again
again
reflect on their
someletter
of any of as a
ques
the way of
tions
statisticsfinding
they by out
woul more
asking d groupsto ask
information.
like to the
think Ghanabout what concepts itit makes them think about. This part could
s to think
Plenary
the pupilreflect on some of the statistics by asking groups to think about what concepts makes them think about. This part could
Plenary a way of findin g out more infor matio n.
Ask
then
their lette
then r as bePlenary
pupils
be to read
used
used as out
as a their leer
stimulus
a stimulus for to
for a a person
P4C
a P4C enquiry.
enquiry. sing next to them as a way of sharing their ideas. Then as a
Plenaryclass discuss the dierent ways of communicang with a Ghanaian school - post/Skype/email etc.
Extension ideas
Did you know? ... Look at the map to remind the class how
far their leers would have to travel.
Work out how many miles away Ghana
There are 2.2 billion is from your school and which other
children in the world ... countries it would pass over in an
all from one thefrom one the aeroplane, or pass by in a ship.
A footb
1 billion
A football fromof one
A football themtheare Q
Quuic r let
ters
ick
koon
n tth w ill ou
hee d
dr fa r
ervse l?
living in poverty ... ra
aww How rta
eutrolett
alvo
hil
ar w vel?
How f to tra ar wil
have How f to
have
Stimulus / Resources / Worksheets
Stimulus
Whats in the /box
Resources
sheets / Worksheets
Ghanaian school in a box lists (NB: you may want to recreate the Ghanaian school in a box by sourcing the items
the schools suggested toslips
makeof nd byofCDEC
Questions
Questions on
on separate
separate slips ofthe experience
paper
paper (questionsmore
ct funde
(questions
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order fromand
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with one
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set of questions
questions per
per group).
group).
A project funded by the European Union and led in England by CDEC
A project
A projectAAfunded
project
project the funded
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by
by the
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in England
and ledby
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in England England
England by CDEC
CDEC
by CDEC
147
Ghanaian School - Whats in the box?
A feather A football
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Signs for concept line really valuable-literacy.yolasite.com
and not valuable. Aspects of life cards.
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with one
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A project funded by the European Union and led in England by CDEC
152
Super School - Aspects of Life cards
Learning to swim
Reading my books
Learning to add up
Playing with friends
Driving in a car
Eang our tea
Playing on a computer
A project funded by the European Union and led in England by CDEC
153
Super School - Aspects of Life cards
Going Shopping
Talking on a mobile phone
Having a dishwasher
Going on school trips
Spending me with family
Curriculu
Geog Links
mLinks
Lit
Geography
Curriculum
To gain aa deeper understanding of global issues. Geog Lit
II want
want to be...
to be... ToTo
To
compare
gain
consider
ToToconsider
the value
deeper
the
begin tothe
understand
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understanding
inequalities
offor
between
the link
inequalities between
between
children
global
the
in dierent parts of the world.
issues.
global
global north
educaon
the and
and south.
and development.
north south.
Geography
Curriculum Literacy
Geog Links
Lity
A Day in the Life
To
Tocompare the
To think
compare value
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ofeducation
valuepersonal for
aspiraonschildren
forchildren
and what different
inindifferent parts
parts
we might need the
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the world.them.
world.
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P4C
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phy
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To show
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To think about
about personaltowards
personal other
aspiration
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and what
what lifestyles.
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might need
need to
to achieve
achieve them.
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P4C
PSHE P4C P4C
rights values equality PSHE
To
Towrite
writeaareport
report about
aboutthe equality
value
thevalue ofofeducation, needs
presenting
education,presenting personal
aapersonal &point
wants
point view.
ofofview. Citizenship
PSHE P4C
To write a fictional diary/narrative based on factual information.
Intro
Intro rights
rights values
values equality
equality
Circle
Split acvity
Split the classinto
class askgroups
pupils to
of think
of aroundabout
5/6 what
5/6 and they want
explain they to be
are ableto
going toto do when
have they arein
aa competition older,
whichwhere
they do need
they will need to
to scan
values
they
some
Intro
the
want to
into
travel
perceptions
groups
to, what
around
do they want
and
to
try
explain
see,
to and
be the
similarities
they
what
are
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report
have
want
the to
&
be,
answers
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their
back
in which
aspiraons/dreams.
will
some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
key information for the answers and to the teacher. Hand out the
scan
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they wantof totothebeable circle
abletoto and say
dowhenwhen something
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activity ask askpupils
pupils totothink
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they throw
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to
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pupilaspirations/dreams.
their which indicates
aspiration s/dreams. it isAfter
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wanttototraveltravel to,what what dothey theywant see, do
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an aspiraon.
shared reading
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ask the
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andeach each).
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One member
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comes to the teacher for the first question and goes back to their own group to try and find out the answer as
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quickly as as
Share
Activity
possible. some Onceof the
they most
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write itare
on at
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and and
take any
it which
back to pupils
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teacher. Ifnot
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possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is
elements decide
that arebetween
the same (e.g.as thatyourthey haveDo
lives? putyou sideknowby side).
anyone Askthat how certain
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to find
find out
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them everything?
think about? Demonstrate by drawing links between
are linked.cards. Is Now
there ask
one the
thingpupils
that they
seems to
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answer.
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each howgroup certain
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emphasis seems to
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think that you could educaon awayuntil fromeach thegroup
list of has cards received
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the achieve Place
if their
they
anaspiraons?
think that you could
link with everything? Demonstrate by drawing links between
between cards.
cards. NowNow ask
ask the pupils if they
with everything
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competition
competition not? so the
soHow?
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pupils are
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pupils by drawing
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to think
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educaon ininthe information
a wider
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the winning
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with
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they still
still achieve
achieve their
their aspiration
aspirations? s? Why/why
Why/why not?
not? How?
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lessons,
prize!football pracse, fitness clubs, music lessons etc.
practise, fitness
Explain that now
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Encourage the we
the havetothe
pupils
pupils tothinkgiven
think information
ofofeducation
education ininwe can
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wider use
sense; thisschool,
sense; to write
school, a story orlessons,
swimming
swimming alessons,
personal football
footballdiary. In groups,
practise, fitness
Re-share/remind pupils of the Daniels Classical School film and ask pupils to think about what the pupils
thinkclubs,
of something
music
musiclessons really exciting, scary or interesting that might happen as part of their daily lives. It might be a
clubs,
aspiraons
Plenary mightetc.
lessons etc.
be in the film. At this point you could raise quesons and run a P4C session.
happyRe-
Re-success
Write astory, reportorabout it might the bevaluea sad story. Make
of educaon a shared
entled I wantlist of to possible
be ... in which thingsthe that might
pupils canhappen.
write aboutPupils
writeaspirations
their
Take own might
away be
story/diary
the factin the
entry.
sheets film.
and At this
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some of you
the could
questions raise
raise
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questions
to see and
if and
anyonerunrun a
can a
P4C P4C session.
session.
remember the answers.
their
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aspiration s might
away dreams,
the fact the film.
be insheets
ambions and At askthis
and point
aspiraons
some you could
referring to
of the questions againhowtoeducaon
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can remember them. Once
the answers. Once again
again
reflect
reflect on on some
some of of the
the statistics
statistics by by asking
asking groups
groups to to think
think aboutabout what what concepts
concepts itit makes makes them them think about. This
think about. This part
part could
could
goals,Plenary
thendreams,
be ambitions
used as a and
stimulus aspirations
for
aspirationa P4C referring
s enquiry.
referring to tohow
how education
education willwill help
help them
them achieve
achieve them.
them.
Plenary then
goals, dreams,
be used ambitions and
as a stimulus for a P4C enquiry.
Share some of the reports. Ask pupils to comment on how they think the children and their families lives in
Plenary
SharePlenary
some of thecould
the video writing. Think about
be improved? How who else educaon
would you could help ask to them provide improve similar information so you can learn
things?
video
videocould
couldbebeimproved? How
improved? would
How education
would help
education them
help improve
them things?
things?
improve
Stimulus
Stimulus / Resources
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Stimulus
Stimulus // Resourc
Resources
/ Resources / es Worksheets
/ Worksheets
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Film Daniels Classical School www.global-literacy.yolasite.com
-literacy.yolasite.com
-literacy.yolasite.com
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- Map
Daniels Classical School of of
- Map Africa
Africa
CHARACTER US
1. What does he/she usually do in the morning of a 1. What do we usually do in the morning of a
normal day? normal day?
2. What does he/she usually do in the aernoon? 2. What do we usually do in the aernoon?
3. How does he/she help his/her parents? What does 3. How do we help our parents? What do we have
he/she have to do? to do?
4. Can he/she or does he/she have to aend the 4. Can we or do we have to aend the school?
school? Why? Why?
5. What do the parents of Ghanaian children have to 5. What do our parents have to pay for us to aend
pay if they want send their children to school? school?
6. How many mes a day does our character eat? 6. How many mes a day do we eat?
7. What does he/she like to play with and do? 7. What do we like to play with and do?
8. How would you describe his/her standard of living? 8. How would you describe your standard of living?
Q2. Does everyone pay the same amount to aend Daniels Classical School?
Q3. Have you seen any pets in the film? If so, which ones? Does anyone own any pets in the film?
Q4. How do people help and support each other in the film?
Q7. What do you think the biggest desire of Ghanaian children is?
Q10. Where does the money come from to run Daniels Classical school?
www.cdec.org.uk
015394 31602