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Challenge and Enquiry Pack

Edited by Rebecca Cosh, Cumbria Development Educaon Centre

A project funded by the European


Union and led in England by CDEC
This Challenge & Enquiry Pack was developed as part of the project
Global Literacy for a Fairer World!, funded by the European Union.
The project was led in England by CDEC, and included partners IGO (Poland),
SEVER (Czech Republic), and ICED (Ghana).
We would like to acknowledge the hard work and contribuons made by
teachers in England, Poland, Czech Republic and Ghana who helped develop
and trial some of these acvies and lesson plans. This pack was edited by
Rebecca Cosh, Global Educaon Ocer, CDEC.
The contents of this pack are the property of the project team. Enquiries can
be directed to CDEC, Low Nook, Rydal Road, Ambleside, UK, or
oce@cdec.org.uk

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.

A project funded by the European Union and led in England by CDEC


Howtotouse
How use this
this pack
pack
ThisThis Challenge
Challenge & Enquiry
& Enquiry Pack
Pack is is accessible
easy and easytotouse.
and accessible use.Each
Eachchapter
chapterisiscolour
colour coded
coded and
and each
each lesson
lesson plan
plan follows the same format. There is an introductory chapter which has 10 generic global
follows the same format. There is an introductory chapter which has 10 generic global activities based acvies based
on 3
on 3 broad themes; global thinking, crical thinking and how to take acon. We suggest that you
broad themes; global thinking, critical thinking and how to take action. We suggest that you do these activities do these
acvies first but it is not essenal. There are then 3 chapters, each containing 10 lessons each, based on
first but it is not essential. There are then 3 chapters, each containing 10 lessons each, based on sessions that
sessions that are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they
are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they are a
are a connuaon from a previous lesson, this is noted in the introductory acvies. We hope this resource
continuation from a previous lesson, this is noted in the introductory activities. We hope this resource provides
provides you with a years worth of work to think about the global issues presented and for your pupils to
youbecome
with a years worth
engaged in aoflifework
mes toworth
think of
about theacve
global global issues presented and for your pupils to become
cizenship.
engaged in a life times worth of global active citizenship.
Introductory Acvies have a red background
Introductory
Part 1 FoodActivities have a have
& Trade acvies red background
a green background
Part
Part 1 2Food
Poverty & Interdependence
& Trade activities haveacvies
a greenhave a blue background
background
Part
Part 2 3 Poverty
Educaon & Development acvies
& Interdependence havehave
activities an orange
a bluebackground
background
Part 3 Education & Development activities have an orange background
Lesson title Main curriculum links

Global theme lesson objective

Literacy lesson objective Concepts explored in this


lesson

Introduction to the lesson


(warm up / starter activity)

the lesson

The main activity


(individual, group or whole
class work)
This may include a suggested Plenary to the lesson
point for starting an additional
P4C session

Photos showing pupils at work,


examples of work or displays
An example of extension
activities that you might like
to use A list of all of the stimuli,
resources and accompanying
worksheets needed
All worksheets are supplied and
follow the lesson plan

e
trad
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rt gs
Adve ls
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tenin
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Speak

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
3
Contents Page

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

How to Take Acon Pupils


Take Acon: Global Cizens 35
We Can All Make a Dierence 37
Pupils Take Acon: spheres of influence 38
People and Power 42
Making the world a beer place 46
Rights & Responsibilies 49

A project funded by the European Union and led in England by CDEC


4
Contents Page

Part 1 Food & Trade 51


Messy maps 52
Pods, Planning & Producon 53
Sharing the Chocolate 60
The Fairest Teacher 63
Fairtrade Means something to me 70
Fairtrade Alphabet 74
Cocoa Clues Mystery 75
Alien Headlines 1 78
Alien headlines 2 82
10 Myths about Hunger 83

Part 2 Poverty & Interdependence 87


Mary and John - Sustainability 88
Mary and John - Emoons & Empathy 92
Mary and John - People & Environment 94
Mary and John - A Happy Ending? 97
Ghana Fact files 98
Sorng Out Ghana 110
What would I see? 123
Money Talks 125
What is poverty? Definions 131
What is poverty? Life Stories 136

Part 3 Education & Development 143


My school in a box 1 144
My school in a box 2 145
My school in a box 3 146
Ghanaian School in a Box 147
A Day In the Life 150
Super School 151
I Want to Be 155
Daniels Classical School 1 158
Daniels Classical School 2 159
Daniels Classical School 3 160

A project funded by the European Union and led in England by CDEC


5
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educ for children as never before. Almost 9 in 10
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co m pl ex is su es e u r ro
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challeng in g an d er eina g
n pu
U le d in En gl
for empow nion and akinan g d by CDEC
er ia ls pr o vi de an opportunity be co m e ac ti ve towle arddsinm E n g la n
mat it ie they need to
sproject d by CDE
C
d o pp o rt un A funded by the European Union and led in England by CDEC
the skills an
.
the world fairer 7
gland by CDEC
nion and led in En
Concepts Explored
Concepts Explored

similarities & differences


development perceptions
needs
equality

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.

A project funded by the European Union and led in England by CDEC


8
Social
Socialand
andEmotional
EmotionalAspects
Aspects of
of Learning
Learning
The acvies in this Challenge and Enquiry Pack have clear links to the 5 broad social and emoonal aspects
Social and Emotional Aspects of Learning
The activities in this Challenge and Enquiry Pack have clear links to the 5 broad social and emotional aspects of learning.
of learning. As many lessons oer the opportunity to hold a P4C Enquiry, the lessons naturally build a sense
As many lessons
of community, offer thesome
oer opportunity
form of to hold aand
smulus P4Cwill
Enquiry, the lessons
encourage naturally
quesoning frombuild a sense
children. Anyoflesson
community,
based offer
someonform of stimulus and will encourage questioning from children. Clearly, any lesson
a P4C methodology provides a sound basis for work involving the social and emoonal aspects of based on a P4C methodology
Theaactivities
provides sound in thisfor
basis Challenge
workself and Enquiry
involving Pack have
andclear links to aspects
the 5 broad social andChildren
emotional aspects very
of learning.
learning. Children become aware,the social
learn emotional
to recognise feelings of theirofown
learning.
and of others, become
and self aware,
As many
learndevelop lessons
to recognise offer
feelings the
of opportunity
their own to
and hold
of a P4C
others, Enquiry,
and the
develop lessons naturally
empathy and build
sociala sense
skills of community,
during an offerAs the
enquiry.
empathy and social skills during an enquiry. As the methodology is collaborave and child centred
some form
methodology of stimulus andand
is collaborative will encourage questioning
they are from children. Clearly,
aboutany lesson
ownbased on a P4C methodology
they are also movated aboutchild theircentred
own learning. also motivated their learning.
provides a sound basis for work involving the social and emotional aspects of learning. Children become very self aware,
learn to recognise feelings
Self awareness of their
children ownsome
have and understanding
of others, and develop empathy and social skills during an enquiry. As the
of themselves
methodology is collaborative
children take responsibility for their own actionsabout their own learning.
and child centred they are also motivated
children know that feelings, thoughts and behaviours are linked
Self awareness children have some understanding of themselves
children accept themselves for what and who they are
children take responsibility for their own actions
Managing feelings children manage
children know how they express
that feelings, theirand
thoughts feelings
behaviours are linked
children canaccept
children manage the wayfor
themselves they areand
what feeling
who they are
Managing feelings children canmanage
children reflect how
and review on experiences
they express their feelingsto change the way they feel
children cancan
children adapt the way
manage theythey
the way express feelings to suit particular situations
are feeling
Motivation children
children cancan
setreflect
goals and
and review
plan toonmeet
experiences
them to change the way they feel
children
children cancan adapt the
consider theway they expressfor
consequences feelings
othersto suit particular situations
Motivation children
children cancan
putset
longgoals
termandplans
plan to meet
into them
achievable steps
children
children cancan consider
evaluate the own
their consequences
learning forandothers
use this to improve in the future
children can put long term plans into achievable steps
Empathy children can understand the feelings of others
children can evaluate their own learning and use this to improve in the future
Empathy
children understand other peoples points of view
children can understand the feelings of others
children value
children and respect
understand otherthe thoughts,
peoples pointsfeelings,
of view values and beliefs of others
children can offer support to others
children value and respect the thoughts, feelings, values and beliefs of others
Social skills children know
children canthat
offerthey belong
support to a community and are valued
to others
Social skills children canknow
children cooperate
that theyandbelong
achieveto aacommunity
shared outcomeand are valued
children
children cancan cooperate
make and achieve a shared outcome
wise choices
children
children cancan make
solve wise choices
problems in a logical manner
children can solve problems in a logical manner
Information
Informaon taken
taken fromfrom Key document:Excellence
Excellenceand
and Enjoyment: Social and Emotional Aspects of of
Learning (SEAL),
Information takenKey document:
from Key document: Excellence andEnjoyment: Socialand
Enjoyment: Social and Emoonal
Emotional Aspects
Aspects Learning
of Learning (SEAL),
05-2005, DfESW
(SEAL), 05-2005, 1378-2005
DfESW1378-2005 G
1378-2005
05-2005, DfESW G G

TheThe
following
The tables
following
following show
tables
tables which
show
show specific
which
which SEAL
SEALskills
specific
specific skills are
SEAL used
skills
are within
are
used each
usedeach
within withinlesson.
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

We CanPupils takea action:


All Make spheres of influence
Difference
People
Pupils take and Power
action: spheres of influence
Making the world a better place
People and Power
Rights & Responsibilities
Making the world a better place
Rights & Responsibilities
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
9
Social
Social and
Social
Social and Emotional
EmotionalAspects
& Emotional
and Emotional Aspects
Aspects of
Aspects of Learning
of Learning
Learning
Learning
Part
Part1:1:Food
Part Food&&
&Trade
Trade
Part1:1: Food
Food & Trade
Trade

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
Messy Maps
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

Part 3: Education & Development


Part3:3:Education
Part Education&&Development
Development
Part 3: Education & Development
Lesson
Lesson Self
Self Managing
Managing Motivation
Motivation Empathy
Empathy Socialskills
Social skills
Lesson Self
awareness
awareness Managing
feelings
feelings Motivation Empathy Social skills
awareness feelings
MyMySchool
SchoolInInaaBox
Box11
My School In a Box 1
MyMySchool
SchoolInInaaBox
Box22
My School In a Box 2
MyMySchool
SchoolInInaaBox
Box33
My School In a Box 3
Ghanaian
GhanaianSchool
SchoolInInaaBox
Box
Ghanaian School In a Box
AADay
Dayininthe
theLife
Life
A Day in the Life
Super
SuperSchool
School
Super School
I IWant
Wantto toBe
Be
I Want to Be
Daniels
DanielsClassical
ClassicalSchool
School11
Daniels Classical School 1
Daniels
DanielsClassical
ClassicalSchool
School22
Daniels Classical School 2
Daniels
DanielsClassical
ClassicalSchool
School33
Daniels Classical School 3

AAproject
projectfunded
fundedby
bythe
theEuropean
EuropeanUnion
Unionand
andled
ledininEngland
EnglandbybyCDEC
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


10
Literacy Links
Literacy Links
Literacy Links
All lessons have links to developing and using literacy skills, from reading for informaon to wring reports
All lessons have links to developing and using literacy skills, from reading for information to writing reports and
and creang diary entries. Lessons oer clear opportunies for using speaking and listening as they
creating diary
All lessons haveentries.
links toLessons offerand
developing clearusing
opportunities for using
literacy skills, from speaking and
reading for listening astothey
information encourage
writing reports and
encourage collaborave learning through paired and group work. There are also ample opportunies to
collaborative
creating diarylearning
entries. through pairedclear
Lessons offer andopportunities
group work. There are also
for using ample
speaking andopportunities to useencourage
listening as they activities as a
use acvies as a smulus for P4C sessions.
stimulus for P4C
collaborative sessions.
learning through paired and group work. There are also ample opportunities to use activities as a
stimulus for P4CActivities
Introductory
Introductory sessions.
Activities
Introductory Activities
Lesson Fiction Non-fiction Drama Speaking & P4C
Lesson Fiction Non-fiction Role Play
Drama Listening&
Speaking P4C
Global Thinking Role Play Listening
Quick
Globalon the draw
Thinking Read & scan Team work
Quick on the draw information
Read & scan Team work
Stories behind the statistics information Act in role Interview
Stories behind the statistics Act in role Q&A
Interview
String Connections Write an Role play Full
Q&Aclass Stimulus
String Connections overview
Write an Role play work
Full class Stimulus
Critical Thinking overview work
Critical Thinkingwhich is which?
Fact or opinion: Distinguish fact
from opinion
Fact or opinion: which is which? Distinguish fact
Fact or opinion: how do we know? Readopinion
from news Present
Fact or opinion: how do we know? articles
Read news findings
Present
How to take action articles findings
How totake
Pupils takeaction:
actionglobal citizens Poster
Pupils take action: global citizens Illustrations
Poster
We Can All Make a Difference Illustrations Small group
We Can All Make a Difference discussion
Small group
Pupils take action: spheres of influ- Following Team work
discussion
ence
Pupils take action: spheres of influ- instructions
Following Critical
Team workskills
People and Power
ence instructions
Evaluate ideas Critical skills
Group work Drama
People and Power Evaluate ideas Group work Drama
Making the World a Better Place Team work Stimulus
Making the World a Better Place Reasoning
Team work Stimulus
Rights & Responsibilities Create a list Reasoning
Rights1:&Food
Part Responsibilities
& Trade Create a list
Part
Part 1: Food &
1: Food & Trade
Trade
Lesson Fiction Non-fiction Drama Speaking & P4C
Lesson Fiction Non-fiction Drama Listening&
Speaking P4C
Messy Maps Read for Listening
Messy Maps information
Read for
Pods, People & Production Sequence
information Stimulus
Pods, People & Production events
Sequence Stimulus
Sharing the Chocolate Write a events Role play Listen & Stimulus
Sharing the Chocolate narrative
Write a Role play reflect&
Listen Stimulus
The Fairest Teacher narrative Writing word Dialogue story Listen
reflect& Stimulus
The Fairest Teacher definitions
Writing word Dialogue story reflect
Listen & Stimulus
Fairtrade Means something to me Summarise
definitions reflect Stimulus
Fairtrade Means something to me key info
Summarise Stimulus
Fairtrade Alphabet Poetry Create a word
key info Critical skills
Fairtrade Alphabet Poetry Createbank
a word carousel
Critical skills
Cocoa Clues Mystery Read fictional Write
bank carousel Stimulus
Cocoa Clues Mystery information
Read fictional summary
Write Stimulus
Alien Headlines 1 information Collect
summary Stimulus
Alien Headlines 1 information
Collect Stimulus
Alien Headlines 2 Write journal-
information
Alien Headlines 2 istic article
Write journal-
10 Myths about Hunger istic article Presenting Stimulus
10 Myths about Hunger Reasoning
Presenting Stimulus
Reasoning

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
11
Literacy
LiteracyLinks Links
Literacy
Part
Part 2: Poverty
2:
Links
Poverty&&Interdependence
Interdependence
Part 2: Poverty
Lesson & Interdependence
Fiction Non-fiction Drama Speaking & P4C
Listening
Lesson Fiction Non-fiction Drama Listen and&
Speaking P4C
Stimulus
Mary & John - Sustainability
Listening
reflect
Mary&&John
John- -Emotions
Sustainability Illustrations Role play Listen and Stimulus
Mary & Empathy
reflect
Mary & John - People & Environment Construct an
Mary & John - Emotions & Empathy Illustrations Role play
argument
Mary&&John
John- -APeople Construct an
Mary Happy&Ending?
Environment Alternative
story ending argument
Mary & John - A Happy Ending? Alternative Read & listen
Ghana fact files
story ending
Ghana out
factGhana
files Write Read & listen
Research
Sorting
captions project
SortingTalks
out Ghana Write Research
Write a report Concept line Stimulus
Money
captions project discussion
Money TalksI see? Illustrations Write a report Concept line Stimulus
What Would
discussion
WhatIsWould I see? Illustrations Word Stimulus
What Poverty? Definitions
definitions
WhatIsIsPoverty?
Poverty?Life
Definitions Word
Reading real Freeze frames Stimulus
What Stories
definitions
life stories
What Is Poverty? Life Stories Reading real Freeze frames
life stories
Part 3: Education & Development
Part 3: Education & Development
Part 3: Education
Lesson
& Development
Fiction Non-fiction Drama Speaking & P4C
Listening
Lesson Fiction Non-fiction
Creating lists Drama Speaking & P4C
My School In a Box 1
Listening
My Formulate
MySchool
SchoolInInaaBox
Box21 Creating lists
questions
My School In a Box 2 Formulate
Gather data
questions Construct an
My School In a Box 3
Gather data argument
My SchoolSchool
In a Box Construct an
Ghanaian In a3Box Write a letter
argument
AGhanaian
Day in theSchool
Life In a Box Write a diary Reading
Write a letter
or narrative chronological
A Day in the Life Write a diary Reading
reports
or narrative chronological
Write a Stimulus
Super School
reports
chronological
Super School report a
Write Stimulus
chronological
Write a report Stimulus
I Want to Be
report
Daniels
I Want Classical
to Be School 1 Answering
Write a report Stimulus
questions
DanielsClassical
ClassicalSchool
School21 Answering Freeze frames Listening for
Daniels
questions information
DanielsClassical
ClassicalSchool
School32 Write a diary Freeze frames Listeningfor
Listening for Stimulus
Daniels
information
information
Daniels Classical School 3 Write a diary Listening for Stimulus
information

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
12
Philosophy
Philosophy
Philoso phyfor for Children
forChildren
Childre(P4C) (P4C)
n (P4C)
Philosophy can be used to improve teaching and learning, for the lasng benefit of
individuals and communies
SAPERE (Society for Advancing Philosophical Enquiry
SAPERE (Society for Advancing Philosophical Enquiry and
and Reflection
Reflecon in
in Education)
Educaon)
SAPERE (Society for Advancing Philosophical Enquiry and Reflection in Education)
Philosophy
Philosophy for Childrenforis Children is a wayand
a way of learning of learning
teaching,and teaching,
where childrenwhere children
become become
more
Philosophy for more thoughul
thoughtful
Children and way ofand
is areflective reflecve
and and and
go beyond
learning go beyond
information
teaching, wheretoinformaon
children to
seek
seek
understanding. understanding.
Children learn howChildren
to learn
participate
become more thoughtful and reflective and go beyond how
in to parcipate
meaningful in meaningful
discussions,
information to seek
discussions,
where their where
ideas and those of their ideas
others are and
valuedthose
and of others
listened are
to.
understanding. Children learn how to participate in meaningful discussions, valued
Children askand
listened
and discuss to. Children
philosophical ask in
questions and discuss philosophical
a structured context.
where their ideas and those of others are valued and listened quesons in a ask
to. Children
structured context. questions in a structured context.
What follows philosophical
and discuss is a brief outline of a basic P4C session.
Whatbuilding
Community
What follows isfollows
a briefisactivity
a brief of
outline outline
(5- ofP4C
a basic
15mins)
a basic P4C session.
session.
Sessions start with a community
Community building
building activity.(5- 15mins)
activity P4C in
actio
Community building activity (5- 15mins) n
Sessions start with a community building acvity. P4C in
Stimulus (15- with
Sessions start 30 mins)
a community building activity. actio
n
Stimulus
This can be (15-
a story, case 30 mins)
study, photograph, artefact or anything else that will engage the children in
This(15-
philosophical
Stimulus can 30
be amins)
story, case study, photograph, artefact or anything else
questioning.
This canthat
be awill engage
story, case the children
study, in philosophical
photograph, quesoning.
artefact or anything else that will engage the children in
Thinking as individuals, discussion in pairs (5 mins)
philosophical questioning.
The pupilsThinking
are asked toastake
individuals,
30 seconds todiscussion
think individually in about
pairswhat(5 mins)
the stimulus made them think and feel which
might leadThe pupils
them are of
to think asked todiscussion
takethey
a question 30 seconds
wouldin pairs (5 mins) askabout
to
like think
to ask. individually
You might themwhat thetheir
to close smulus
eyes. made them then
They should think and
Thinking as individuals,
turn to thefeel which
person nextmight
to them lead
andthem
swapto think
their of athoughts
initial queson for they would
about 2 - like tostimulus
ask.This
3 minutes. Youmade
mightthem
should aska them
be
think and feeltheir
to close
noisy time! which
The pupils are asked to take 30 seconds to think individually about what the
eyes.toThey
It is important giveshould thentoturn
pupils time thinktoasthe person next
individuals, to them
before andfrom
they hear swapothers.
their inial thoughts
Speaking in pairsgives
close their for about
eyes. 2 should
even the
They -3 then
might lead them to think of a question they would like to ask. You might ask them to
quietest minutes.
pupil This should
the chance be atheir
to express noisythoughts.
me! It is important to give pupils me to think as individuals, before they
them and swap their initial thoughts for about 2 - 3 minutes. This should be a noisy time!
next toSpeaking
hearperson
turn to the from others. in pairs gives even the quietest pupil the chance to express their thoughts.
It is important
Question setting groupstime
in pupils
to give to think as individuals, before they hear from others. Speaking in pairs gives even the
(5 mins)
areQuestion
quietest
Pupils then setting
the chance
pupilasked to formto in groups
groups (saytheir
express (5The
mins)
of 4).thoughts.
teacher should ensure that there is a competent writer in each group.
Pupilsthey
In their groups, are then
discussasked to form
and agree on groups
a question(sayarising
of 4).fromThe teacher should
the stimulus thatensure thatgroup
the whole there(class)
is a competent
might discuss writer
Question
together. in each
It is group.
setting
to be In their
in groups
a philosophical groups, theyone
(5 mins)
question discuss
that isand agree onand
interesting a queson arising
will lead to deep from
thinkingthe(and
smulus
perhaps that the
other
questions).
Pupils arewholethengroup
Over time
asked (class)
(and withmight
to form discuss
additional
groups together.
activities)
(say of 4). The Itteacher
pupils islearn
to bewhat
a philosophical
is aensure
should queson
philosophical
that is aone
question
there (as that
competent is interesng
opposed writer
to a closedand group.
in each
In their will
question or one
groups,leadthey
thatto deep
requires thinking
discussfactual (and perhaps
research).
and agree other quesons).
on a question arising fromOver me (andthat
the stimulus with addional
the whole group acvies)
(class)pupils
might discuss
learn what is a philosophical
together. It is to be a philosophical queson
question (as
oneopposed
that is to a closed
interesting queson
and will or
lead one
to that
deep requires
thinking factual
(and perhaps other
Voting for one question (5 mins)
research). question (as opposed to a closed
questions). Over time (and with additional activities) pupils learn what is a philosophical
Each group is asked to read out their question and to clarify it where needed. Pupils (as individuals) now have to vote for
or one that
questionVoting for requires factual research).
one question (5 mins)
one question. Some dialogue can take place pupils can be asked to volunteer reasons for their choices differing views
Each can
(with reasons) group is askedSometimes
be sought. to read out theirquestions
similar quesoncan
andbe
tomerged
clarify it where
(with needed. Pupils
agreement). If there(as
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fortoone
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asked to their question
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and tocan needed. Pupils (as individuals) now have
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Everyone sits in a circle. To start the dialogue, the chosen question is read out and the group that wrote it is asked to
provide
ways of Dialogue
some (30 mins)
of the thinking
voting. behind it. Then the job of the facilitator is to encourage all the pupils to contribute thoughts
Everyone
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ofTo start at
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is usefulprobing
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eecve all
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on how far the question has been answered). A facilitator will try to anticipate where the stimulus
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to contribute thoughts
the thinking behind Then of the
but is alsoprovided
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might lead
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unancipated areas.
reflection on how far the question has been answered). A facilitator will try to anticipate where the stimulus might lead,
but is also flexible as it might lead into unanticipated areas.

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


13
P ho il
p oh s y o pf o
h r
y C h il d r e n (P 4C)
Philo s f or Children (P4
Reflection/deb )
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pu pi ls /debrief (5 mins) ep ts tha t ne ed fur the r exor ploth rateyion le,arpe if th ey ch ng the
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CDEC
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A project funde
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A projectbyfunded
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peanEuropean Union and led in England by CDEC
Union an d led in England
by CDEC
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?

How to Take Acon Pupils


Take Acon: Global Cizens
We Can All Make a Dierence
Pupils Take Acon: spheres of influence
People and Power
Myths about making the world a beer place
Rights & Responsibilies

A project funded by the European Union and led in England by CDEC


15
cul
Curri

r aphy Curriculum Links


Curriculum Links
Quick Quick On The On The Draw Draw Ge o g
y
Quick On erac Curriculum Curriculum Links
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Quick On
To gain a deeper
To gain understanding On The The Draw
of global issues.
a deeper understanding of global issues. Li t
P 4C
Curriculum
Geography Links
Geography

D r a w
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inequalities
consider
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between the
the inequalities
gainaaadeeper
globalthe
between north andnorth
global
understanding of
south.and south.
global issues.
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e To gain
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between the globalnorth
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alities To
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be able toto scan
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scan
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key information.
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16
An Unequal World...
Facts about Hunger... Facts about Water...
An An Unequal
870 Unequal
million World...
people in the World...
world 884 million people in the world lack access to
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do not have enough to eat.
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There are 2.2 billion children
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Sub-Saharan Africa,this
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years. them1are living inthem
poverty.
Africa left out of living in
living in poverty.poverty.
Twosecondary
Two outoutofofthree three childreninin
children
school.
Africa Sources:
Africa areareleft What
left out outofisof Development? Teaching About Development Issues at KS3 (TIDE);
hp://www.globalissues.org/arcle/26/poverty-facts-and-stats; A project funded by the European Union and led in England by CDEC
hp://www.dosomething.org/psandtools/11-facts-
secondary
secondary school.
school.
aboutwater-developing-world; hp://www.wfp.org/hunger/stats

AA project
project funded
fundedby
bythe
theEuropean
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and in England by CDEC
in England by CDEC

A Aproject
projectfunded
fundedbybythe 17
theEuropean
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andled
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CDEC
Quick On The Draw - Questions

Q1. How many people do not have enough food to eat?

Q2. What does the Global South mean?

Q3. How many people do not have a safe water supply?

Q4. How many children in Africa go to secondary school?

Q5. How many children live in the world?

Q6. How many children are living in poverty?

Q7. How far might a women or girl walk to get water each day?

Q8. How many children die every minute of a water-related


disease? How many per hour?

Q9. What percentage of people live on OVER $10 a day?

Q10. How many people live in the Global North?


What are their carbon emissions?

A project funded by the European Union and led in England by CDEC


18
st i on s & An swers
Th e D ra w - Que
Quic k On
Quick On The Draw - Questions
en o ug h foo d to
& at?
eAnswers
e ople do not h av e
Q1 . How ma ny p
870 million
Q1. How many people do not have enough food to eat?
870ou
million
ntries ?
Developing c av e a
not hSouth mean?s afe w a te r supply
H Q2.
o w mWhat
a n y does
p eo p le doGlobal
the
Q3.
Developing countries
884 million go to s e co n d a ry school?
Q3. How n ymany
c h ild re n in do
people ica have a safe water supply?
Afrnot
Q4. H ow m a
884 million
1 out of 3 v e in th e w orld?
manymany ren li
childchildren in Africa go to secondary school?
Q5. HQ4.
ow How
2.2 billion1 out of 3 re liv ing in poverty?
y child
manmany re n a
Q6. HQ5.
owHow children live in the world?
1 billion 2.2 billion w a lk to g e t w a te r each day?
fa r m ig h t a w o m en or girl
HowHow many children are living in poverty?
Q7. Q6.
3.5 miles1 billion in u te o f a w a te r -related
m a ny c h ild re n die every m
HowHow far might a women or girl walk to get water each day?
Q8.Q7.
disease?3.5 miles
inutemany children die every minute of a water-related
er mHow
3 pQ8.
ny per hour?
How madisease?
ourminute
180 per3hper liv e o n O V E R $ 10 a day?
h at
How p erc
manye n ta
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ehour?
Q9. W
20% 180 per hour
Q9. What percentage of people live on OVER $10 a day?
20% 20% s?
are th eir ca rb on emission
hat How many people live in the
WQ10.
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e
62% Global North? Re m e m
show the p
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20% Do not Just check e f
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What are their carbon emissions? e r t o you be stion.
p ap next qu
e
62% them t h e

CDEC
rope an Un io n and led in England by
A pr funded by the Eu
ojectby
A project funded the European Union and led in England by CDEC
19
Curriculum Links
Stories Behind the Statistics Geography
Curriculum Links
Quick
Stories
Quick On
On The
The Draw
Behind Drawthe Statistics Curriculum
Curriculum
Literacy
Links Links
To be able to relate real life situations with global statistics. Geography
Geography
ToTogain
To gain aa deeper
understand
deeper understanding
more about otherof
understanding global
global issues.
childrens
of lives from around the world.
issues. Geography
Citizenship
Literacy
To
ToTo
Toconsider
actconsider
in able
be role asthe
tothe inequalities
another
relate between
character,
real life showing
situaons the global
inequalities between the global and
empathy
with global north and
and south.
understanding
stascs.
north south. for their Literacy
situation. To interview other pupils and listen to their answers. P4C Literacy
Citizenship
To act in role as another character, showing empathy and understanding for P4C P4C P4C
To be able
able to
to scan aa document for key
key information.
their
To besituaon. To interview
scan document otherforpupils and listen to their answers.
information.
similarities & differences
similarities & differences
equality
equality needs
needs &
& wants
wants
Intro
Intro
Intro
Intro
Change places if ... ... You have an older brother ... You have a sister
InSplit
a circle,
the classplayintothe groups
changeofplaces
aroundgame, 5/6 andfocussing
explain onthey personal
are going and to family
have ainformaon.
competition in which they will need to scan
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.

A project funded by the European Union and led in England by CDEC


21
Stories behind Statistics
Character Profile

Oscar is eleven. He lives in a village in the Andes mountains in Bolivia. He is a Red


Indian. His mother is a farmer. He and his brother and sister help her on the farm,
because their father died.
They live in a small house. They havent got TV but they listen to radio. Oscar loves
football. When he grows up, he wants to be a footballer. He goes to school on his
bike. He doesnt like school because its very dicult, especially Maths, but he likes
his teacher.

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.

A project funded by the European Union and led in England by CDEC


22
Stories behind Statistics
Character Profile

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.

A project funded by the European Union and led in England by CDEC


23
Stories behind Statistics
n The Draw - Questions
Identity Sheets

any people do not have enough food


name .................................................................. to eat?
name ..................................................................

age ..................................................................... age .....................................................................

country ............................................................... country ...............................................................

town/village ....................................................... town/village .......................................................

living .................................................................. living ..................................................................

brothers or sisters .............................................. brothers or sisters ..............................................

parents job ........................................................ parents job ........................................................

........................................................................... ...........................................................................
any people do.........................................................
housework not have a safe water supply?
housework .........................................................

school/favourite subject .................................... school/favourite subject ....................................

........................................................................... ...........................................................................

free me ............................................................ free me ............................................................


any children in........................................................
wants to be Africa go to secondary wants to beschool?
........................................................

name .................................................................. name ..................................................................

age ..................................................................... age .....................................................................


any children live in the world?
country ............................................................... country ...............................................................

town/village ....................................................... town/village .......................................................

living .................................................................. living ..................................................................

brothers or sisters .............................................. brothers or sisters ..............................................


any children are living in poverty?
parents job ........................................................ parents job ........................................................

........................................................................... ...........................................................................

housework ......................................................... housework .........................................................

school/favourite subject ....................................


might aschool/favourite
women subject ....................................
or girl walk to
...........................................................................
get water each day?
...........................................................................

free me ............................................................ free me ............................................................

wants to be ........................................................ wants to be ........................................................


any children die every minute of a water-related
w many per hour?
A project funded by the European Union and led in England by CDEC
24
Curriculum
Curriculum Links Links
Quick
String
String On The
The Draw
Connections
Connections
Quick On Draw Curriculum
Links
Curriculum
Curriculum Links
Geography
Links
Geography
Geography
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A proct fund A proje ject funded by the European Union and led
in England by CDEC
AAprojectAfunded
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by CDEC
25
String Connections
Banana Production Line

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.

Banana plantaon owner I am in charge of lots of workers and lots of banana


plants!

Shipper I work on the container ships that bring bananas over from The
Windward Isles to the UK.

Distributor I decide which bananas are going to which shops.

Lorry driver I drive lorries around the UK to deliver bananas to shops.

Buyer I decide what products our shops sell.

Shelf stacker I make sure the supermarket shelves are full of fresh food for
people to buy.

Checkout ll operator I scan through peoples food shopping and pack it in


bags.

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.

Dad I like a banana aer my sandwiches at lunch me.

Canteen worker I make fruit salad for people to have for a healthy breakfast.

Child I eat bananas for a healthy snack!

A project funded by the European Union and led in England by CDEC


26
String Connections
Cocoa Production Line

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.

A project funded by the European Union and led in England by CDEC


27
String Connections
Cotton Production Line

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.

Factory owner I sell our clothing to be sold overseas.

Shipper I work on the ships that import coon products from India.

Lorry driver - I drive lorries around the UK to deliver items to shops.

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 project funded by the European Union and led in England by CDEC


28
Curriculum Links
Quick
Fact orOn
Quick The
The Draw
Opinion
On - which is which?
Draw
Curriculum
Curriculum Links Links
Literacy
Geography
To
Togain
To gain aa deeper
understand understanding
the
deeper importance ofof
understanding global
global issues.
thinking
of crically
issues. about what is fact and what is Geography
Citizenship
To consider the inequalities between the global north
To consider
opinion. the inequalities between the global north and
and south.
south. Literacy
Literacy
To understand what a fact is, and what an opinion is. P4C
To
To be
To be able
able to
to scan
scan aa document
to disnguish for
facts from
document key
key information.
for opinion.
information.
P4C

perceptions equality needs


equality needs &
& wants
wants
Intro
Intro
Stand
Intro in a circle and play ups and downs. Pupils stand up if they totally agree, crouch in the middle if they
half
Splitagree and into
the class kneel downoforaround
groups sit if they5/6 dont agree.they
and explain Quesons:
are going Who readsa newspapers?
to have competition inWho
Split the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scan
which reads
they will need to scan
magazines? Who watches
some key information news
for the on TV?and
answers Who trygets
to benews fromtothe
the first Internet?
report Who gets
the answers backnews from
to the Facebook
teacher. Hand out the fact
some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact
etc.? Who is not interested in news?
Now focus on news about other countries: Where do you learn about what happens in other countries?
(Europe and other connents) Do you get the news from the TV? Radio? Newspapers?
Big
Big Ideas
Internet?IdeasFirst hand account from a person? Do you always believe what you read and hear? Do you think
everything reported
Ask the groups,
Ask the groups,
whaton/in
do you
what do you thefeel
news
feel is true?
about
about
these statistics? How do they affect you? Which fact stands out most to you and
these statistics? How do they affect you? Which fact stands out most to you and
Then
why?discuss
When do these
youideas further
hear about anyas
why? When do you hear about any of these facts? a
of whole group(as
these facts? by they
(as asking arequesons
they are
happening
happening such
EVERY
EVERYas How
singlecan you tell what is true
day).
single day).
and what is not? How can we form a balanced opinion?
How can we find informaon on the same topic but coming from dierent perspecves?
Activity
Activity
Write down their main ideas and conclusions on the board or a flipchart to use as reference in further
acvies
The teacher
The teacherdevoted
remains
remainsto media
at the literacy.
at the front Explain
of the
front of the
classto pupils
with
class with that
a pile
a pile of later
of questions
questionstheyforwilleach
for be looking
each group. at
group. One excerpts
One
memberofofarcles
each group then
member of each group then
from
comes thetomedia but first
the teacher forthey will question
the first invesgate andthe dierences
goes back to their between facts and
own group to tryopinions.
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
possible.
Big Ideas Once they have the answer they write it on the slip of paper and take it back to the teacher. If 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
Ask pupils
correct what
the they then
teacher
correct the teacher already know
hands
then hands
themabout
them
thedierences between
second question,
the second question, if aincorrect
fact and
if incorrect theyanmust
they opinion.
must
returnDiscuss
return to theirtheir
to their group
groupideas as a out
to find
to find
the
out the
whole
correctclass and write
answer. Thisthem down
strategy on the board
is repeated untilor on the
each groupflipchart, they will
has received alluse them in thePlace
10 questions. nextanstage of the on it being a
emphasis
correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a
acvity. Then ask
competition thepupils
so the pupilsarewhyscanning
it is so important to beand
the fact sheet abletaking
to make a disncon
in the information between
quickly.facts and opinions?
Reward the winning group with
competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with
Important
a prize! points to be included are the following:
a prize!
- a fact is something that cannot be challenged, it exists or occurred in the reality,
- a fact is the same regardless of who looks at it,
- Plenary
you can check the fact, there is evidence for it,
Plenary
- Take
when the the
away phrases I believe...
fact sheets and askorsome I think...
of the are used inagain
questions a statement, they indicate
to see if anyone that a person
can remember is
the answers. Once again
Take away the
presenng herfact
or sheets
his and ask
opinion, not some
a of but
fact, the opinions
questionscan again
be to see if anyone
disguised as canif remember
facts they are notthepreceded
answers.byOnce again
reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could
reflect
In myon some of the
opinion..., statistics by asking groups to think about what concepts it makes them think about. This part could
I think...,
then be used as a stimulus for
for aasubjecve
P4C
P4C enquiry.
- then
adjecves
be usedthatassignal a personal
a stimulus judgement about the quality of things are oen clues to an
enquiry.
opinion masked as a fact eg. wonderful, good, bad, the best, the worst etc.
- using generalising words like everybody, all, always is more common in relaon to opinions and
presumpons rather than facts.
- you cannot challenge facts, they exist regardless of our opinion on them. However, you can interpret facts
and thus form your opinions. People may have dierent opinions, it also depends on their values on
what they believe is important in life.
Did
- however,Didwhenyou
youthey know?
know? present ...
...their opinion as a fact, they may manipulate you and persuade you to think
as they do if you don't know facts yourself.
There are 2.2 billion
There are 2.2 billion
Activity
Put thechildren
pupils intoin
children the
the world
inpairs/threes.
worldHand...... out the Fact or opinion - which is which? sorng cards. Pupils must
decide1which statements are facts and which are opinions and sort them into 2 groups.
1 billion
billion of of them
them areare Quick
Quick on the
on the draw
Plenaryliving in poverty
living in poverty ... ... draw
Discuss their answers as a whole class. Ask them what has helped them in each case tell the facts from the
opinions. Ask volunteers to give their examples of statements about facts and opinions regarding other
countries. Discuss and verify these.
Stimulus
Stimulus // Resources
Resources // Worksheets
Worksheets
Stimulus / Resources / Worksheets
Fact or opinion
Questions - whichslips
on separate is which?
of paper sorng cards.should be in order from 1-10 with one set of questions per group).
(questions
NB: The statements
Questions included
on separate inpaper
slips of it can(questions
be modified or replaced
should depending
be in order on pupils'
from 1-10 with oneinterests and knowledge.
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
29
Fact or opinion -
which is which? sorting cards

NOW WE ARE IN SCHOOL. FRENCH IS DIFFICULT.

RICH PEOPLE SHOULD SHARE


I THINK THAT MOST PEOPLE IN
WHAT THEY HAVE WITH
POLAND HAVE ACCESS TO
POORER PEOPLE EG PAY
INTERNET.
HIGHER TAXES.

SENEGAL IN AFRICA HAS ACCESS IN POLAND YOU CAN VOTE


TO THE ATLANTIC OCEAN. WHEN YOU ARE 18.

SPAIN IS MORE BEAUTFUL


MICHAEL JACKSON IS DEAD.
THAN GREECE.

THE GOVERNMENT BEHAVED


EARTH IS A PLANET,
DISGRACEFULLY OVER THIS
NOT A STAR.
ISSUE.

A project funded by the European Union and led in England by CDEC


30
Curriculum Links
Quick
Fact
Quick or On Opinion
On The
The Draw - how do we know?
Draw
Curriculum
Curriculum Links Links
Curriculum Links
Fact or Opinion - how do we know?
To gain a deeper understanding of global issues.
Literacy
Geography
Geography
Togain
To understand
a deeperthe importance ofof
understanding thinking
global crically
issues. about what is fact and opinion. Citizenship
Toconsider
ToTo
understand
challengethe
the inequalities
importance
stereotypes by between
of showing
thinking the global
critically
development north
about and
what is and south.
fact and
success opinion.
stories in the South. Literacy
To consider the inequalities between the global north and south. Literacy
Literacy
Geography
To assess the reliability of informaon presented in the media by disnguishing
To be able to
P4C
Citizenship
P4C
fact
ToTo befrom
assess able to scan
the opinion.
scanTo
reliability
aof
a document
document
information
for
for key
be able to detect
information.
keyuse
presented inofthe
persuasive
media by language.
information. distinguishing fact from
opinion. Geography
perceptio