Manor Primary SchoolPHSCE Year 5: Make Poverty History

Overview of the Learning:In this unit children will learn about their identities and communities and about different places in the world. They will explore sameness, difference and diversity and begin to understand that there is not economic equality across the planet. They will learn that, as humans, we are all equal, have basic needs and rights, and belong to a range of groups and communities, including school and family. Children learn about the reasons for poverty in developing countries and explore ways in which poverty can be eliminatedCore AimsProvide children with:

accurate and relevant knowledge opportunities to turn that knowledge into personal

understanding opportunities to explore, clarify and if necessary

challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities

the skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.

Pupils should be taughtHealth and Wellbeingwhat is meant by a healthy lifestylehow to maintain physical, mental and emotional health and wellbeinghow to manage risks to physical and emotional health and wellbeingways of keeping physically and emotionally safeabout managing change, such as puberty, transition and losshow to make informed choices about health and wellbeing and to recognise sources of help with thisto identify different influences on health and wellbeingRelationshipshow to develop and maintain a variety of healthy relationships, within a range of social/cultural contextshow to recognise and manage emotions within a range of relationshipshow to recognise risky or negative relationships including all forms of bullying and abusehow to respect equality and diversity in relationships.Living in the wider world – Economic wellbeing and being a responsible citizenabout respect for self and others and the importance of responsible behaviours and actionsabout rights and responsibilities as members of families, other groups and ultimately as citizens

Manor Primary School – Make Poverty History

about different groups and communitiesto respect equality and to be a productive member of a diverse communityabout the importance of respecting and protecting the environment

ExpectationsChildren can: explain how different things contribute to the identify of a country understand how countries with wealth can influence other countries and their actions identify where the worlds wealth in terms of power is held know that as humans we all have basic needs and rights, and give examples of these demonstrate respect for difference and communicate this to others develop a sense of empathy and commonality with people in other places consider the feelings and points of view of others, both in their own community and the wider world recognise and respect the similarities and differences between people in different places identify ways in which they are connected to people and places throughout the world review, evaluate and communicate what they have learnt about diversity and the interdependence of the places in the

world

Manor Primary School – Make Poverty History

Learning Objectives Suggested Learning Opportunities

to recognise and show respect for similarities and differences

to be aware of the wider world and has a sense of their own role as a world citizen

to show respect and value diversity to understand how the world works

economically, politically, socially, culturally, technologically and environmentally

Is there equality across the world?

Ask the children to think about the different countries they have learnt about around the world while they have been at school. Are the countries equal in terms of the standard of living of the people who live there, education and healthcare and life expectance? Discuss the meaning of these as a class.

Introduce the children to the terms ‘developed’ and ‘developing’ when talking about the countries of the world. What are they? Have we heard anything about it before? Which countries are developing? Which are developed?Allow children some time to research.Why are some developed and others are not?

Introduce the concept that all the countries in the world are not equal. Ask the children to think about the countries that make up Europe and South

Manor Primary School – Make Poverty History

America. Ask the children to considerWhat is the standard of living like Europe and South America? Do people have an equal standard of living?

Ask the children to find out about the different standards of living around the world, children to find information about income, quality and availability of work, poverty rate, quality and affordability of housing, hours of work. Children to share and compare findings to draw conclusions about developed and developing countriesPossible Resources: http://www.bbc.co.uk/bitesize/ks3/geography/places/contrasts_within_continent/revision/5/http://www.globalissues.org/article/26/poverty-facts-and-stats

Discuss economic wealth as an indicator of being a developed or a developing country. Discuss ways in which we can be rich – financial richness and quality of life.

Using the research can children plot on a map the location of the developing countries and the developed countries? What do the children notice from their maps? Is there a north south divide? Discuss.

to recognise and show respect for similarities and differences

to be aware of the wider world and has a sense of their own role as a world citizen

to show respect and value diversity to understand how the world works

economically, politically, socially, culturally, technologically and environmentally

Where does this wealth come from?

Ask the children to focus on the developed/affluent countries from their maps or research from last week.Look closely at the developed countries. What is the standard of life like?

Investigate sources of wealth – where does the wealth come from – oil, sales, production of goods etc. Where does America get its wealth from? Where do we get our wealth from?Ask the children to investigate how wealth then enables countries to become stronger. Who are the super powers in the world? What influence do they have over what happens in the world. Link to fair trade- how do the rich get

Manor Primary School – Make Poverty History

richer? What affect does this have on the economy? Encourage children to look at the UK and how much of a rich country we are. Do children appreciate what a privileged position we are in? DO we take it for granted? Why are we such a rich country?

Possible Resources: http://www.factmonster.com/countries.htmlClick on a country and then more facts and figures and it will give a breakdown of their wealth, employment, trade etc.

-Children could create fact files about specific developed countries showing what the standard of life is like and what it is like to live there. Which opportunities do the life chances give us?Do we appreciate these opportunities that we have?

-Children could present their findings about a countries source of wealth as an interview. Children to imagine they are interviewing the President or King or Queen of a country to find out where its wealth comes from and what it provides the country with. Ask the children to Identify pockets of wealth in southern hemisphere e.g. Dubai. Why is the country so wealthy? Is the wealth shared equally throughout the country?

to understand how the world works economically, politically, socially, culturally, technologically and environmentally

to know that there are similarities, as well as differences, between communities in other parts of the world and our own

to devise an enquiry into life in a developing country

What is the developing World like?

As a hook for the lesson show children some key statistics such as:How much so the richest and countries have?

Pose the question to them: What do you think it would be like to be in one of these poorer countries?

How are 20% of the world surviving on 1.5%?

Could do this really practically using notes for money or 100 beans and share Manor Primary School – Make Poverty History

them out in a way that represents this.What does this mean for the quality of life for these people?

Tell the children that many of the countries of the developing world live in Poverty. Research and define what Poverty is. Where do we find poverty? Why does it matter? Is poverty an issue in developed countries to?Discuss with the children where developing countries get their money from and then how money is spent in these countries- Could use http://www.factmonster.com/countries.html to support with this learning.

Ask the children to choose three countries from the developing world and research them using books and the internet and identify the key things that bring poverty to that country e.g. a world disaster (tsunami)

Discuss with the children one of the ways that people look to leave the poverty in their own country behind – immigration. What is immigration and how does it affect us?

Link to Fundamental British Values:An understanding of the importance of identifying and combatting discrimination.

to find evidence that they live in an interdependent world

to know that their actions affect themselves and others at a variety of levels, from a family/classroom level through to a global level

to reflect on what they have learnt about communities across the developing world and how places are interdependent

to listen to and reflect on the words of others in the class

How can we make poverty History?

HOOK: Videos to introduce the children to the campaign Make Poverty History.http://www.makepovertyhistory.org/video/

Why must we be more aware of the issues relating to poverty in our World?Are the children aware of the Make Poverty History Campaign – the White bands, Live aid etc? Introduce the children to the Politics behind the campaign – The G8 summit 2005 and discuss the outcomes of the meeting.

Manor Primary School – Make Poverty History

What does this look like now?The extreme poverty figure has dropped from 43% of the world’s people in 1990 to 21% in 2010.

Taken from: http://www.theguardian.com/global-development/2015/jul/06/make-poverty-history-campaign-gleneagles-sustainable-development-goals

Share with the children examples of people living in poverty and how charities such as Oxfam are helping them overcome this Where do they live? What is life like on a day to day basis? What is the outlook for the people living in poverty? Resources from Oxfam – lift Lives for Good

Children to imagine they work for the BBC and they must present a broadcast from a developing country to share what can be done about poverty. Children to use the iPads to create and present their report.

Teaching resources to be found athttp://www.makepovertyhistory.org/schools/http://www.oxfam.org.uk/education/resources/lift (Lift Lives for Good)

Introduce the children to the Millennium Development Goal.http://www.oxfam.org.uk/education/resources/change-the-world-in-eight-stepsTell the children they are eight Millennium Development Goals (MDGs) which are international targets for reducing global poverty. When and where they agreed and by whom. Were they successful? Why not?Move children on to look at our new targets: Sustainable Development Goalshttps://sustainabledevelopment.un.org/?menu=1300Look closely at these goals put in place by the United Nations

Children could create a fact file about the new Sustainable Development Goals

Children could compare them to the Millennium Development GoalsLink to Fundamental British Values: Understanding the Rule of

Law Manor Primary School – Make Poverty History

to find evidence that they live in an interdependent world

knows that their actions affect themselves and others at a variety of levels, from a family/classroom level through to a global level

to listen to and reflect on the words of others in the class

shows an understanding of social injustice

Is there poverty in the UK? What can we do about it?

Discuss what the children have learnt about Poverty in the Developing World. Ask the children if Poverty is just an issue for developing countries or do people live in poverty in the UK?Provide the children with statistics to show how many household in the UK live in poverty and discuss. What does it mean to live in poverty in the UK? How does poverty in the UK compare with that of other parts of the world?

Teaching resources to be found athttp://policy-practice.oxfam.org.uk/our-work/poverty-in-the-ukhttp://policy-practice.oxfam.org.uk/our-work/poverty-in-the-uk/food-povertyShare with the children the work done to support people in the UK who live in poverty. Introduce the children to agencies such as Oxfam, Christian aid and fundraising by groups such as Red Nose Day.Focus on the work of Oxfam. Investigate Oxfam’s campaign to provide people in the UK with… The right to be secure The right to be safe The right to be heard The right to be equal

Ask the children to imagine they are a produce for a TV company and they have to shoot a 2 and a half minute commercial for Oxfam entitled We all have a right…. The children are to use their learning about Poverty in the UK. Children to work in small write a script for the commercial. The script is to include possible characters, setting, dialogue etc.Children to use the school media suit to shoot their commercial.

As a class children to watch their commercials and evaluate their success in getting the message about Poverty in the UK across

Could children get involved with some of these ideas in school-Could get someone into school who is involved in running a food back for

Manor Primary School – Make Poverty History

children to interview and work alongside- Encourage them to bring in food for the food bank.

Manor Primary School – Make Poverty History