education - we · · 2016-11-01all five pillars of impact of the we villages model are owned and...

EDUCATION: PRIMARY LESSON PACKAGE

A N I N I T I A T I V E O F

EDUCATIONPRIMARY LESSON PACKAGE



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ORGANISATION

INFORMATION LITERACYRESEARCH AND WRITINGCRITICAL THINKING

REFLECTIONLEADERSHIP SKILLS

ARGUMENT FORMATION

ACTION PLANNING

Look for these icons at the top of each lesson. The icons identify the most relevant core skills being developed. Learn more about the WE Schools Learning Framework at WE.org/weschools.

Core Skill Sets

DETAILS

Key stage: 2 Themes: Community mapping, global action, global issues, health, human rights, international development, poverty, social action, and values.

Curriculum links: English, Computing, Geography, and Citizenship.

UNCRC: Each lesson is linked to the United Nations Convention on the Rights of a Child articles, and can be used as evidence for schools working towards UNICEF’s Rights Respecting Schools Award.

RATIONALE

Education is more than reading, writing and arithmetic. It is a powerful tool that can empower and improve livelihood. When children are educated, they are armed with the courage and self-confidence to better themselves, their families, their communities, and ultimately the next generation. Education may provide the highest return of any social investment by reducing poverty, reducing gender inequality and creating opportunities for economic growth.

Free The Children’s WE Villages is an international development model that provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower a community with the means to forever lift itself from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation.

Since the creation of the Education Pillar, more than 1,000 schools and school rooms have been built in WE Villages communities, giving 200,000 children the opportunity to gain an education and realise their true potential.

In this lesson package, pupils will be introduced to the Education Pillar, explore how education can serve as a tool for change, investigate the local and global barriers that prevent access to education, and discover the journey children around the world take to receive an education.

The lessons are grounded in the WE Schools Learning Framework, ensuring pupils develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen.

Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives with success criteria following Bloom’s Taxonomy of Learning, ensure progression within each lesson and the package as a whole.

These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

http://www.freethechildren.co.uk/we-schools/learning-framework/


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INTRODUCTORY LESSON:

A TOOL FOR CHANGE

Learning objective:To explore how education can affect the overall development of an individual and serve as a tool for change around the world.

Success criteria:o I can discuss how education affects the development of an

individual.o I can identify how education has helped individuals make

significant changes around the world.o I can examine the positive effect of education, and infer the

consequences of poor access to education.

Differentiation:o Support less able pupils by allowing them to think about all

the things they have learned in their life before applying it to others.

o Encourage more able pupils to include how others’ education helped their chosen person (e.g. in the case of Malala, the doctors who treated her needed education in order to save her).

Resources required: Origami Boat Instructions (Appendix 1), paper, and Malala Yousafzai Biography (Appendix 2).

Duration: 60 minutes

Starter:

Teacher’s note: Use the Origami Boat Instructions (Appendix 1) to make a boat for use in the starter. Do not let the pupils see you make it.

1. Show the origami boat you made to the class and give each pupil a sheet of paper. Instruct the pupils that they have five minutes to create their own boat. Give one group of pupils copies of the instructions, but not anyone else.

2. After five minutes, reflect on the activity as a class:o Were you able to make the boat? Why/why not?o Why was one group more successful? (They were

educated in the correct method.)

3. Ask each member of the group who were given instructions to teach another group how to correctly make the boat. Give them five minutes to have a second attempt.o Were you more successful this time? Why/why not?o How can this activity serve as an example for children

who do not have access to education?

4. Write the following quote from Nelson Mandela on the board: “Education is the most powerful weapon which you can use to change the world.”

5. Ask the pupils what they think this quote means, asking one or two pupils to explain their reasoning.

Main:

Teacher’s note: Model the activity using Malala Yousafzai Biography (Appendix 2), show an image of her on the board, and mind map all the things she needed to learn in order to make a difference (e.g., public speaking, blogging, charitable outreach etc.).

6. Ask the pupils to think of someone they feel has made a significant positive change in the world, and consider how education has helped them achieve this.

7. Pupils can draw a picture of their chosen person, and write

their ideas around the picture, using key words and sentences.

8. When they have finished, ask the pupils to share their work with a partner and discuss the positive change that person has made in the world, and how education helped them do that.

Plenary:9. Discuss with the class how Malala’s life, and the world, would

have been different if she had been denied education.

10. In pairs, ask the pupils to discuss how the life of their chosen individual would have been different if they did not have education. Encourage pupils to consider the effect this would then have on the wider community and the world as a whole.o What opportunities did education offer?o How would your life be different without education?

Links to the UNCRC:Article 28Article 29


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CORE LESSON:

BREAKING BARRIERS

Learning objective:To explore the barriers to education and how they can be overcome.

Success criteria:o I can explain articles 28 and 29 of the United Nations

Convention on the Rights of a Child.o I can describe some local and global barriers to education.o I can dramatise barriers to education in the form of a poem.

Differentiation:o Support less able pupils by giving them a sheet of A4 paper

split in half, and ask them to draw on one side, a picture that represents a world where everyone has access to education and on the other side, draw a picture that represents a world where education is not accessible to all. Encourage pupils to tell a story with their pictures.

o Encourage more able pupils to reference ways to break down barriers in their poem.

Resources required: Poverty and Education (Appendix 3), and sticky notes.


Starter:1. Introduce pupils to the United Nations Convention on the Rights

of a Child using the video created by The Regis School: https://blogs.unicef.org.uk/2014/03/01/uncrc-video-regis-school-bognor-regis/.

2. Ask the pupils the questions below:o What are some basic human rights?o Which articles make reference to children’s rights to

education?

3. Share articles 28 and 29 with the class:o Article 28: Right to Education: Every child has the

right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s dignity. Richer countries must help poorer countries achieve this.

o Article 29: Goals of Education: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

4. Have a brief discussion about their understanding of the UNCRC and articles 28 and 29.o Do all children in the world have these rights?o Are all the children in the world able to enjoy these

rights?o What sort of barriers do you think prevent children from

having the right to education?o Why do you think these barriers exist?

5. Display the following statistics on the board:o Worldwide, 774 million adults (15 years or older) cannot

read or write.o 64% of them are women and 36% are men.o Worldwide, 57 million primary-aged children are

currently not enrolled in school. 31 million of those children are girls.

o The highest portion of girls out of school is found in Sub-Saharan Africa and South Asia.

o An estimated 215 million children are engaged in child labour.

o Worldwide, only one in five working children are in paid employment.

o Poverty, child marriage, and violence are some of the barriers to education that children face around the world.

Teacher’s note: Below are examples of global and local barriers to education:o Lack of funding for educationo Lack of funds to attend schoolo Being the “wrong” gendero Hunger or poor nutritiono Living in a country where there is conflicto Homelessnesso No classroomo Having no teacher or an untrained teachero Distance from home to schoolo Physical inaccessibility such as lack of ramps and/or

lifts in multi-levelled school buildings.

https://blogs.unicef.org.uk/2014/03/01/uncrc-video-regis-school-bognor-regis/

https://blogs.unicef.org.uk/2014/03/01/uncrc-video-regis-school-bognor-regis/


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Main:6. Ask the pupils to discuss and create a mind map of local

and global barriers that prevent children from accessing quality education.

7. Share Poverty and Education (Appendix 3) with the pupils, and discuss what their responses to it are.

8. Pupils will create their own poem about the barriers to education. They may choose just one barrier to focus on, or may choose to write about barriers as a whole.

9. If pupils would like to perform their poems, set aside time to do this.

Plenary:10. Give a sticky note to each pupil and ask them to write down a

barrier to education.

11. Show the word “education” on the board and ask pupils to come and stick their barrier over the word.

12. Ask pupils to think of ways in which we can break down these barriers. One by one, ask volunteers to share their idea, then remove a barrier from the board. Repeat this process until the class have broken down the whole barrier and revealed “education” again.



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CONCLUDING LESSON:

THE EFFECT OF EDUCATION

Learning objective:To explore Free The Children’s WE Villages sustainable development model, focusing on the importance of education as a tool for change.

Success criteria:o I can describe the WE Villages model.o I can create a presentation about a WE Villages community.o I can reflect on the importance of education.

Differentiation:o Support less able pupils by organising the class into mixed

ability groups to allow for peer support.o Encourage more able pupils to supplement their information

from WE.org with research from other trusted sites they can find.

Resources required: Computers


Starter:1. Using the Think-Pair-Share format, ask pupils to consider what

they have learned about the importance of education. Use the following video to prompt discussion: https://www.youtube.com/watch?v=MxBfqd639BE&feature=youtu.be.

Teacher’s note: The link shares images from a photo exhibition that was launched by SIPA Press, UNESCO and Veolia Transdev. Tell pupils that the images tell an inspiring story of the journey children around the world take to go to school. They illustrate the obstacles faced by millions of children on their way to school including poverty, lack of transportation, political and religious conflict, dangerous urban environments, natural disasters and gender inequality and the children’s willingness to face these obstacles in order to get to school and receive an education.

2. Inform pupils that WE Villages is a holistic development model designed to eliminate the obstacles preventing children from accessing education and break the cycle of poverty. WE Villages has five core Pillars of Impact that provide the crucial support an entire community needs for long-term sustainability and development. The five core Pillars of Impact are:o Educationo Water o Healtho Foodo Opportunity

3. Display a map of the world and identify each of the below countries. Tell pupils that these are the eight countries where WE Villages is implemented:o Kenyao Sierra Leoneo Ecuadoro Haitio Indiao Nicaraguao Rural Chinao Tanzania

4. Show the following video to help pupils better understand the WE Villages model: http://player.vimeo.com/video/71444171.

Main:5. Organise the class into eight groups and assign each group a

WE Villages country. Pupils will use WE.org to research their assigned country and create a presentation about it. They will need to include information about a community helped by WE Villages, examining what it was like before and the differences the WE Villages model has made. They should focus on how education has had a positive impact on the community they are studying.

6. Groups can choose how they would like to present their information (e.g., posters, drama, PowerPoint presentations, art etc.) and may use a combination of methods.

7. Organise a time for the groups to present their research to the wider school community. This could be after school, or as part of a class assembly.

http://www.WE.org

https://www.youtube.com/watch?v=MxBfqd639BE&feature=youtu.be

https://www.youtube.com/watch?v=MxBfqd639BE&feature=youtu.be

http://player.vimeo.com/video/71444171

http://www.we.org


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Plenary:8. Ask the pupils to sit comfortably in their seats and close

their eyes. Use the following points to carry out a guided mindfulness activity:o Sit in a comfortable position. Allow both soles of your

feet to connect to the floor.o Rest your hands on your thighs and let your

shoulders drop.o Gently close your eyes or look for a reference point

somewhere on the floor where you can return your eyes when they get distracted.

o Let your spine grow tall and noble like the trunk of a tall tree.

o Take a moment to notice how your body feels as you bring your attention to the flow of your breath. You don’t need to breathe in a special way. Your body knows how to breathe.

o Simply notice each breath coming into the body with an in-breath, and leaving the body with an out-breath.

o If you notice your mind is caught up in thoughts, concerns, emotions or body sensations, know that this is normal.

o Notice what is distracting you and gently let it go without judgment, by redirecting your attention back to the breath.

o Keep directing your attention back to the experience of breathing.

o When you are ready, slowly bring your attention back to your surroundings and let how you feel now guide you.

Source: Mindful Teachers

9. Give the pupils two minutes to finish the sentence, “Education is…” then go round the class and ask each pupil to share their response.


http://www.mindfulteachers.org/2015/04/time-to-breathe-awareness-of-present.html


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APPENDIX 1:

ORIGAMI BOAT INSTRUCTIONS

1. Start with a rectangular pieceof paper, coloured side up.

2. Fold in half downwards.

Fold in half, then open.

7. Pull the sides apart and flatten.

8. Gently pull the top parts of the model outwards, making a boat shape.

3. Bring corners into centre line. 4. Fold uppermost layer upwards and do the same to the back. Crease well.

5. Pull the sides out and flatten.

6. Fold front layer up to top,then do the same at the back.

9. Flatten well to crease all folds.

10. Then open out slightly, forming a boat shape. Finished boat.


















































































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APPENDIX 2:

MALALA YOUSAFZAI BIOGRAPHY Malala Yousafzai first came to public attention through that heartfelt diary, published on BBC Urdu, which chronicled her desire to remain in education and for girls to have the chance to be educated.

When she was shot in the head in October 2012 by a Taliban gunman, she was already well known in Pakistan, but that one shocking act catapulted her to international fame.

She survived the dramatic assault, in which a militant boarded her school bus in Pakistan’s north-western Swat valley and opened fire, wounding two of her school friends as well.

The story of her recovery - from delicate surgery at a Pakistani military hospital to further operations and rehabilitation in the UK, and afterwards as she took her campaign global - has been closely tracked by the world’s media.

She was discharged from hospital in January 2013 and her life now is unimaginably different to anything she may have envisaged when she was an anonymous voice chronicling the fears of schoolgirls under the shadow of the Taliban.

She was named one of TIME magazine’s most influential people in 2013, put forward for the Nobel Peace Prize in 2013, won the European Parliament’s Sakharov price for Freedom of Thought and her autobiography “I Am Malala” was released last year, and reversioned for younger audiences.

Malala was only 11 years old when her anonymous diary captivated audiences. She wrote under a pseudonym - Gul Makai, the name of a heroine from a Pashtun folk tale.

Militants destroyed scores of girls schools in the time the Taliban wielded power over the valley. They had an implacable attitude to female education and this was Malala’s primary concern.

In January 2009, as the school was closing for the winter holiday she wrote: “The girls were not too excited about vacations because they knew if the Taliban implemented their edict [banning girls’ education] they would not be able to come to school again. I am of the view that the school will one day reopen but while leaving I looked at the building as if I would not come here again.”

She documented the anxiety she and her friends felt as they saw students dropping away from class for fear of being targeted by militants, and as the girls began to attend school in plain clothes not uniform, so as not to draw attention to themselves.

Eventually, Malala and her family, like many thousands of other Swat residents, fled the valley when a government military operation attempted to clear the region of militancy.

Malala consistently received support and encouragement in her activism from her parents. The idea for the blog was even that of her father Ziauddin, who ran a local private school.

In a lengthy profile published in Vanity Fair magazine, one teacher from Swat said that her father “encouraged Malala to speak freely and learn everything she could”.

And her identity as the girl blogger from Swat eventually became known as she became more vocal on the subject of the right of girls to education. It is a subject she never ceased to be passionate about even after she returned home once the militants had been run out of Swat.


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In 2009 a documentary film was even made about her. Many more honours followed: in 2011 she was nominated for the International Children’s Peace Prize by The KidsRights Foundation and in 2012 the Pakistani government awarded her the National Peace Award - subsequently renamed the National Malala Peace Prize - for those under 18 years old. She even confronted then U.S. special envoy to the region, Richard Holbrooke, urging him to do something about the state of affairs for women who want an education.

When she finally returned to Swat, Malala took advantage of the improved security and went back to school. Malala and her family were the subject of threats and it was on 9 October 2012 that these were borne out.

The Taliban said that they targeted her for “promoting secular education” and threatened to attack her again.

The bullet hit Malala’s left brow and instead of penetrating her skull it travelled underneath the skin, the length of the side of her head and into her shoulder.

Amid the outpouring of global support she was flown to the UK and at the Queen Elizabeth Hospital in the city of Birmingham she received specialist treatment and had a titanium plate fitted as well as a cochlear implant in her skull to help her hear.

She began attending Edgbaston High School in March 2013 and her father has been given a job with the Pakistani consulate in Birmingham for three years.

But she has continued her campaign and taken it around the world.

A fund set up in her name helps children in education around the world. Among other trips, she has travelled to Nigeria, meeting President Goodluck Jonathan to press for action to free the 200 girls held by Boko Haram Islamist militants.

It is all a far cry from the girl who wrote in her diary only four years ago: “Today, I also read my diary written for the BBC in Urdu. My mother liked my pen name Gul Makai. I also like the name because my real name means ‘grief stricken’.”

Source: BBC - http://www.bbc.co.uk/news/world-asia-23241937

http://www.bbc.co.uk/news/world-asia-23241937


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APPENDIX 3:

POVERTY AND EDUCATION, BY KALLE O. HAAS Poverty breeds illiteracyIlliteracy breeds arrogantArrogant breeds destructionDestruction breeds disasterDisaster breeds tears Tears breeds sorrowSorrow breeds painsPains breeds death

Education brings hopeHope brings happinessHappiness brings hard workHard work brings resultResult brings developmentDevelopment brings employmentEmployment creates wealth

Source: Voices Net

http://www.voicesnet.com/displayonedoc.aspx?docid=196179


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USEFUL WEBSITES:

In addition to the lesson plans, share these resources with your pupils:

� Free The Children’s WE Villages story: www.freethechildren.co.uk/our-development-model/

� WE Villages’ Education Pillar: www.freethechildren.co.uk/international-programming/education/

� UNESCO Institute for Statistics: www.uis.unesco.org/

� UNESCO: Out of School: www.uis.unesco.org/Education/Pages/out-of-school-children.aspx

� United Nations Girls’ Education Initiative: www.ungei.org

� UN Global Issues: www.un.org/en/globalissues/

� World Inequality Database on Education: www.education-inequalities.org

http://www.freethechildren.co.uk/our-development-model/

http://www.freethechildren.co.uk/international-programming/education/

http://www.uis.unesco.org/

http://www.uis.unesco.org/Education/Pages/out-of-school-children.aspx

http://www.ungei.org

http://www.un.org/en/globalissues/

http://www.education-inequalities.org

http://www.who.int/en/

education - we · · 2016-11-01all five pillars of impact of the we villages model are owned and...

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