The document is a resource pack for primary schools preparing for the 2012 Olympics, containing lesson plans and case studies about heroes and heroines from sports and other fields who have overcome obstacles to work for equality and a fairer world. The pack aims to inspire students through these stories while teaching them about the Olympic values of respect, excellence and friendship and issues like gender equality, poverty, and child labor. The lessons and activities are designed to be used in citizenship, literacy, and other subjects for students aged 7-11 years old.
This document outlines the procedure for a Boy Scout investiture ceremony where new Scouts are inducted into a troop. The ceremony involves lighting candles to represent the Scout Law and Oath while the boys recite each part. The new Scouts promise to follow the Scout Law and Oath. They then pledge allegiance to the flag before receiving their badges and certificates and joining their patrols. The ceremony brings the Scouts from darkness into light to symbolize adopting the spirit of Scouting.
Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
Follow us on the following social media:
https://www.facebook.com/eliahsclassroom/
Sample Lesson Plan: Finding the Area of a Composite FigureCRISALDO CORDURA
This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that will be used for online class of Mathematics 6: Module 6
DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.
The document provides information about the End-of-School Year National Mathematics Program (EOSY-NMP) for grades 1 to 3 implemented by DepEd. The EOSY-NMP aims to support learning recovery through intensive math instruction focused on foundational skills. It involves a pre-and post- Rapid Mathematics Assessment, profiling of learners, provision of learning materials aligned to the curriculum, and 5 weeks of targeted lessons in schools during the summer. The document also outlines the scope of the Rapid Mathematics Assessment and Math Learning Experience Materials for grades 1 to 3 based on the Most Essential Learning Competencies in numbers, operations, measurement, geometry and patterns.
This document provides information about Mrs. Wilson's 4th grade homeroom class. It introduces Mrs. Wilson as the teacher and outlines her classroom rules, procedures for activities like lunch and recess, and a positive behavior reward system using points that students can earn and spend each day.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)LiGhT ArOhL
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
This document outlines the procedure for a Boy Scout investiture ceremony where new Scouts are inducted into a troop. The ceremony involves lighting candles to represent the Scout Law and Oath while the boys recite each part. The new Scouts promise to follow the Scout Law and Oath. They then pledge allegiance to the flag before receiving their badges and certificates and joining their patrols. The ceremony brings the Scouts from darkness into light to symbolize adopting the spirit of Scouting.
Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
Follow us on the following social media:
https://www.facebook.com/eliahsclassroom/
Sample Lesson Plan: Finding the Area of a Composite FigureCRISALDO CORDURA
This Learning Plan is open to be corrected or enhanced. This is just a sample of Lesson plan that will be used for online class of Mathematics 6: Module 6
DISCLAIMER: Some photos are not owned by the presenter. it was taken from various sites on Google.
The document provides information about the End-of-School Year National Mathematics Program (EOSY-NMP) for grades 1 to 3 implemented by DepEd. The EOSY-NMP aims to support learning recovery through intensive math instruction focused on foundational skills. It involves a pre-and post- Rapid Mathematics Assessment, profiling of learners, provision of learning materials aligned to the curriculum, and 5 weeks of targeted lessons in schools during the summer. The document also outlines the scope of the Rapid Mathematics Assessment and Math Learning Experience Materials for grades 1 to 3 based on the Most Essential Learning Competencies in numbers, operations, measurement, geometry and patterns.
This document provides information about Mrs. Wilson's 4th grade homeroom class. It introduces Mrs. Wilson as the teacher and outlines her classroom rules, procedures for activities like lunch and recess, and a positive behavior reward system using points that students can earn and spend each day.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)LiGhT ArOhL
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
This document contains an answer sheet for a Science 4 first quarter examination. The answer sheet includes instructions to shade the letter of the correct answer for questions 1 through 40. It also includes spaces to fill in the student's name, learner reference number, subject teacher, and grade/section. The answer sheet is repeated twice, presumably so the student has a backup copy.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
MATH 6 PPT Q3 – Translation Of Real-Life Verbal Expressions And Equations Int...MercedesTungpalan
This document discusses algebraic expressions and equations. It defines an algebraic expression as a mathematical phrase that uses variables, numerals, and operation symbols. It also explains how to translate real-life verbal expressions and equations into letters or symbols and vice versa by carefully reading context clues to determine the needed information. Finally, it emphasizes the importance of familiarity with words and phrases associated with symbols and operations for accurately translating between verbal and algebraic representations.
The document is a lesson feedback form that is used to evaluate a mentee's lesson performance. It contains sections to rate the mentee on preparation for the lesson, elements of the lesson, classroom management, communication skills, and questioning techniques. The mentor provides comments on strengths observed, recommendations, and the mentee reflects on their teaching experience.
Forms are essential tools for gathering information. The document discusses how to properly fill out forms by providing accurate information in the correct fields. It provides examples of forms like a borrower's card, learner information sheet, withdrawal slip, and deposit slip. Students are instructed to copy and fill out various forms in their notebooks as learning tasks to practice providing details accurately. Filling out forms correctly is important for record keeping and communicating necessary information.
Maths: Easy
This number bonds lessons covers number bonds of 10 and 20. With interactive questions and animation, pupils will be able to understand the lesson.
Here are the sums for the words in the evaluation:
1) CEBU
C = 11 425
E = 10 324
B = 21 354
U = 11 464
Total = 54 567
2) PASAY
P = 11 621
A = 1
S = 10 467
A = 1
Y = 11 521
Total = 33 611
3) TANAY
T = 10 467
A = 1
N = 21 565
A = 1
Y = 11 521
Total = 43 555
4) RIZAL
R = 10 434
I = 10 341
Z = 24 894
A = 1
work plan and accomplishment report of School HeadJUVYPONTILLAS
The work plan outlines the school principal's key responsibilities and targets for the month of January 2024. The principal aims to communicate the DepEd vision to stakeholders, implement school plans aligned with goals, utilize funds appropriately, conduct safety drills, provide technical assistance to teachers, and organize student and community organizations. The accomplishment report indicates the principal communicated with stakeholders, improved school facilities, utilized funds properly, conducted drills, provided technical assistance to teachers, and organized clubs in line with the work plan's objectives. The principal organized cleanliness programs and initiated partnerships with community groups to support learners and school involvement.
This document provides a teacher's guide for a 6th grade math lesson on adding and subtracting fractions. It includes sample word problems, step-by-step instructions for solving problems with and without regrouping, and assessments for students. The guide emphasizes changing fractions to similar forms before performing operations and reducing answers to lowest terms. It aims to teach students to accurately add and subtract fractions in a way that is clear and easy to understand.
This document provides instructions for reading an electric meter with dials. It explains that the dials should be read from right to left and the lowest number recorded if the pointer is between two numbers. It also notes that if the pointer is on a number to look at the dial to the right to determine if the recorded number is higher or lower. Finally, it indicates that to calculate electric usage the numbers from each dial should be read from left to right and the current reading should be subtracted from the previous reading.
The document discusses the four basic shapes - circles, triangles, squares, and rectangles. It defines each shape and provides examples of objects that correspond to each shape, such as circles including pizza slices and rims of glasses, triangles including doormats and flags, squares including iPads and cushions, and rectangles including books and folded umbrellas. Students are assigned to make a foldable with drawings of the four basic shapes on the cover and examples of corresponding objects written inside for each shape.
Changing improper fractions to mixed forms and viceMaylord Bonifaco
This document discusses converting between improper fractions and mixed numbers. It provides examples of identifying improper fractions, proper fractions, and mixed numbers. It also gives steps for changing between improper fractions and mixed numbers by multiplying the whole number by the denominator and adding the numerator. There are examples of solving word problems involving fractions and converting fractional amounts between mixed and improper forms.
Dividing by Chunking (4 digit by 2 digit)Chris James
1) The document explains how to divide a 4-digit number by a 2-digit number using a method called "chunking."
2) It works through dividing 1937 by 13 as an example, imagining distributing the sweets (1937) to children (13) in batches of 100, 40, and 9 each.
3) After subtracting the distributed sweets from the remaining sweets at each step, it determines that 1937 ÷ 13 is 149.
This emcee script summarizes the events of a graduation ceremony, including: welcoming guests and stakeholders; performing the national anthem; an invocation; a welcome address; presenting and confirming graduation candidates; a graduation message; awarding medals and certificates; a valedictory address; messages from local officials; a pledge of loyalty; a graduation song; and concluding remarks celebrating the graduates' achievement and new beginning.
The document outlines an action plan for Grade 1 at Macabacle Elementary School for the 2017-2018 school year. The plan includes 12 objectives with corresponding strategies and activities, timeframes, required resources, and expected outputs. The objectives are to: 1) elect new class officers and orient them; 2) achieve 75% mastery of grade 1 competencies; 3) identify strengths and weaknesses in English; 4) achieve 85% functional reading and writing; 5) reduce non-numerates; 6) prepare implementation reports; 7) maintain a clean classroom; 8) install new instructional materials; 9) supervise production of materials; 10) attend 95% of meetings and trainings; 11) coordinate projects and programs;
This document contains a lesson plan for a Grade 5 mathematics class on comparing fractions. The lesson plan has four main parts: objectives, content and materials, procedure, and evaluation. The objectives are for students to be able to compare fractions using illustrations, compare fractions with the same denominator, and apply fraction comparison to word problems. The procedure section provides examples for students to compare various fractions using illustrations and identify patterns. The evaluation section asks students to compare more fractions using illustrations and symbols, and solve word problems involving fraction comparisons.
This document provides divisibility rules for numbers that are divisible by 3, 6, and 9 without actual division. It gives examples of applying these rules such as determining if 45 is divisible by 9 by adding the digits 4 + 5 to get 9, which is divisible by 9. Students then participate in an activity where they list numbers using the digits 1, 3, 5, and 9 that are divisible by 3, 6, and 9 based on the rules. Their answers are then evaluated using checks under the correct columns to indicate which numbers follow the divisibility rules.
The electronic class record user manual for grades 4 6Wynner Elba
The document provides instructions for using an electronic class record (E-Class Record) to record grades for students in grades 4-6. The E-Class Record covers all core subject areas and uses a standardized grading system. Teachers are instructed to input student names and scores, and the E-Class Record automatically calculates quarterly grades. Teachers then provide the quarterly grade reports to advisors to consolidate into official records. The document emphasizes correctly following procedures for inputting student information and scores across grading periods.
ALGEBRAIC-EXPRESSIONS-AND-EQUATIONS ART grade 6.pptxARTURODELROSARIO1
This document provides examples and explanations of algebraic expressions and equations. It begins by defining variables in expressions and equations. Examples are then given of translating sentences to algebraic expressions and equations. The document also distinguishes between expressions and equations. Several word problems are presented and solved, writing the corresponding algebraic equations. The key steps are to understand the problem, plan by identifying the variables and mapping words to symbols, solve the resulting equation, and check the work.
INSET refers to in-service training for teachers aimed at professional development. It provides activities and practices to meet teacher needs based on self-assessments and helps improve teaching methods, classroom management, professional growth, and student-centered learning. The objectives of INSET include improving the teaching-learning situation, developing new skills and abilities, familiarizing with latest education approaches, creating effective learning environments, and supporting professional development. 21st century teachers play a key role in developing skills students need for the future like critical thinking, communication, and technology literacy. They must be learner-centered, multi-literate, multi-specialist, and life-long learners able to equip students with 21st century skills for new normal
The document contains a table of contents and lesson plans for teaching about the life and work of Amy Carmichael. It includes sections on popular idols, digging into Amy's story, adoption interviews, crafts, Bible verses, and activities. The lessons aim to engage students in learning about Carmichael's missionary work in India, helping children who were considered outcasts, and sharing the gospel despite facing obstacles.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
This document contains an answer sheet for a Science 4 first quarter examination. The answer sheet includes instructions to shade the letter of the correct answer for questions 1 through 40. It also includes spaces to fill in the student's name, learner reference number, subject teacher, and grade/section. The answer sheet is repeated twice, presumably so the student has a backup copy.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
MATH 6 PPT Q3 – Translation Of Real-Life Verbal Expressions And Equations Int...MercedesTungpalan
This document discusses algebraic expressions and equations. It defines an algebraic expression as a mathematical phrase that uses variables, numerals, and operation symbols. It also explains how to translate real-life verbal expressions and equations into letters or symbols and vice versa by carefully reading context clues to determine the needed information. Finally, it emphasizes the importance of familiarity with words and phrases associated with symbols and operations for accurately translating between verbal and algebraic representations.
The document is a lesson feedback form that is used to evaluate a mentee's lesson performance. It contains sections to rate the mentee on preparation for the lesson, elements of the lesson, classroom management, communication skills, and questioning techniques. The mentor provides comments on strengths observed, recommendations, and the mentee reflects on their teaching experience.
Forms are essential tools for gathering information. The document discusses how to properly fill out forms by providing accurate information in the correct fields. It provides examples of forms like a borrower's card, learner information sheet, withdrawal slip, and deposit slip. Students are instructed to copy and fill out various forms in their notebooks as learning tasks to practice providing details accurately. Filling out forms correctly is important for record keeping and communicating necessary information.
Maths: Easy
This number bonds lessons covers number bonds of 10 and 20. With interactive questions and animation, pupils will be able to understand the lesson.
Here are the sums for the words in the evaluation:
1) CEBU
C = 11 425
E = 10 324
B = 21 354
U = 11 464
Total = 54 567
2) PASAY
P = 11 621
A = 1
S = 10 467
A = 1
Y = 11 521
Total = 33 611
3) TANAY
T = 10 467
A = 1
N = 21 565
A = 1
Y = 11 521
Total = 43 555
4) RIZAL
R = 10 434
I = 10 341
Z = 24 894
A = 1
work plan and accomplishment report of School HeadJUVYPONTILLAS
The work plan outlines the school principal's key responsibilities and targets for the month of January 2024. The principal aims to communicate the DepEd vision to stakeholders, implement school plans aligned with goals, utilize funds appropriately, conduct safety drills, provide technical assistance to teachers, and organize student and community organizations. The accomplishment report indicates the principal communicated with stakeholders, improved school facilities, utilized funds properly, conducted drills, provided technical assistance to teachers, and organized clubs in line with the work plan's objectives. The principal organized cleanliness programs and initiated partnerships with community groups to support learners and school involvement.
This document provides a teacher's guide for a 6th grade math lesson on adding and subtracting fractions. It includes sample word problems, step-by-step instructions for solving problems with and without regrouping, and assessments for students. The guide emphasizes changing fractions to similar forms before performing operations and reducing answers to lowest terms. It aims to teach students to accurately add and subtract fractions in a way that is clear and easy to understand.
This document provides instructions for reading an electric meter with dials. It explains that the dials should be read from right to left and the lowest number recorded if the pointer is between two numbers. It also notes that if the pointer is on a number to look at the dial to the right to determine if the recorded number is higher or lower. Finally, it indicates that to calculate electric usage the numbers from each dial should be read from left to right and the current reading should be subtracted from the previous reading.
The document discusses the four basic shapes - circles, triangles, squares, and rectangles. It defines each shape and provides examples of objects that correspond to each shape, such as circles including pizza slices and rims of glasses, triangles including doormats and flags, squares including iPads and cushions, and rectangles including books and folded umbrellas. Students are assigned to make a foldable with drawings of the four basic shapes on the cover and examples of corresponding objects written inside for each shape.
Changing improper fractions to mixed forms and viceMaylord Bonifaco
This document discusses converting between improper fractions and mixed numbers. It provides examples of identifying improper fractions, proper fractions, and mixed numbers. It also gives steps for changing between improper fractions and mixed numbers by multiplying the whole number by the denominator and adding the numerator. There are examples of solving word problems involving fractions and converting fractional amounts between mixed and improper forms.
Dividing by Chunking (4 digit by 2 digit)Chris James
1) The document explains how to divide a 4-digit number by a 2-digit number using a method called "chunking."
2) It works through dividing 1937 by 13 as an example, imagining distributing the sweets (1937) to children (13) in batches of 100, 40, and 9 each.
3) After subtracting the distributed sweets from the remaining sweets at each step, it determines that 1937 ÷ 13 is 149.
This emcee script summarizes the events of a graduation ceremony, including: welcoming guests and stakeholders; performing the national anthem; an invocation; a welcome address; presenting and confirming graduation candidates; a graduation message; awarding medals and certificates; a valedictory address; messages from local officials; a pledge of loyalty; a graduation song; and concluding remarks celebrating the graduates' achievement and new beginning.
The document outlines an action plan for Grade 1 at Macabacle Elementary School for the 2017-2018 school year. The plan includes 12 objectives with corresponding strategies and activities, timeframes, required resources, and expected outputs. The objectives are to: 1) elect new class officers and orient them; 2) achieve 75% mastery of grade 1 competencies; 3) identify strengths and weaknesses in English; 4) achieve 85% functional reading and writing; 5) reduce non-numerates; 6) prepare implementation reports; 7) maintain a clean classroom; 8) install new instructional materials; 9) supervise production of materials; 10) attend 95% of meetings and trainings; 11) coordinate projects and programs;
This document contains a lesson plan for a Grade 5 mathematics class on comparing fractions. The lesson plan has four main parts: objectives, content and materials, procedure, and evaluation. The objectives are for students to be able to compare fractions using illustrations, compare fractions with the same denominator, and apply fraction comparison to word problems. The procedure section provides examples for students to compare various fractions using illustrations and identify patterns. The evaluation section asks students to compare more fractions using illustrations and symbols, and solve word problems involving fraction comparisons.
This document provides divisibility rules for numbers that are divisible by 3, 6, and 9 without actual division. It gives examples of applying these rules such as determining if 45 is divisible by 9 by adding the digits 4 + 5 to get 9, which is divisible by 9. Students then participate in an activity where they list numbers using the digits 1, 3, 5, and 9 that are divisible by 3, 6, and 9 based on the rules. Their answers are then evaluated using checks under the correct columns to indicate which numbers follow the divisibility rules.
The electronic class record user manual for grades 4 6Wynner Elba
The document provides instructions for using an electronic class record (E-Class Record) to record grades for students in grades 4-6. The E-Class Record covers all core subject areas and uses a standardized grading system. Teachers are instructed to input student names and scores, and the E-Class Record automatically calculates quarterly grades. Teachers then provide the quarterly grade reports to advisors to consolidate into official records. The document emphasizes correctly following procedures for inputting student information and scores across grading periods.
ALGEBRAIC-EXPRESSIONS-AND-EQUATIONS ART grade 6.pptxARTURODELROSARIO1
This document provides examples and explanations of algebraic expressions and equations. It begins by defining variables in expressions and equations. Examples are then given of translating sentences to algebraic expressions and equations. The document also distinguishes between expressions and equations. Several word problems are presented and solved, writing the corresponding algebraic equations. The key steps are to understand the problem, plan by identifying the variables and mapping words to symbols, solve the resulting equation, and check the work.
INSET refers to in-service training for teachers aimed at professional development. It provides activities and practices to meet teacher needs based on self-assessments and helps improve teaching methods, classroom management, professional growth, and student-centered learning. The objectives of INSET include improving the teaching-learning situation, developing new skills and abilities, familiarizing with latest education approaches, creating effective learning environments, and supporting professional development. 21st century teachers play a key role in developing skills students need for the future like critical thinking, communication, and technology literacy. They must be learner-centered, multi-literate, multi-specialist, and life-long learners able to equip students with 21st century skills for new normal
The document contains a table of contents and lesson plans for teaching about the life and work of Amy Carmichael. It includes sections on popular idols, digging into Amy's story, adoption interviews, crafts, Bible verses, and activities. The lessons aim to engage students in learning about Carmichael's missionary work in India, helping children who were considered outcasts, and sharing the gospel despite facing obstacles.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
This document outlines the course objectives, units, activities, and evaluation for a Leadership course. The course aims to enable students to reflect on socio-political issues in society and find practical solutions through teamwork. It includes 18 units covering topics like body language, inclusive education, persuasion, freedom, teamwork, and more. Many units involve activities like roleplays, debates, movies, and quizzes. Students are evaluated through exams, projects, and internal assessments to test their understanding and application of leadership skills.
The document discusses cultivating young people's potential through discovering their "Real You". It introduces the YES Project which aims to organize, plan, experience, evaluate and repeat experiences to help students operate their lives. Students are encouraged to know themselves by exploring their personality, talents and values in order to trust themselves and share their gifts. The Real You is described as students' talents, passions and stands. Students are challenged to discover and honor their sustainability to prevent "dying with their music still inside them".
This document provides 101 ideas for history teachers to use in their classrooms. The first idea discusses using a "spot the difference" game to introduce the concept of corroboration in historical sources. The second idea suggests discussing different perspectives on current or historical events to teach students about bias. The third idea presents an assessment activity where students rate the level of change between two time periods.
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
The document discusses challenges that teachers at different grade levels face in teaching students who they feel are unprepared from the previous grade level. It argues that instead of complaining about students' deficiencies, teachers should see students as complex individuals and focus on engaging their interests and talents. The author believes teaching requires adapting to different students and constantly learning and improving practices.
Using Storytelling to Communicate Your School's Vision and ImpactAnnie Escobar
The document provides guidance on using storytelling to communicate an organization's vision and impact, explaining that stories which feature specific people overcoming challenges, connecting across divides, or finding creative solutions can inspire audiences by appealing to human psychological needs and inviting others to join the organization's vision of creating positive change.
This document provides a teacher's resource guide for the novel The Giver by Lois Lowry. It includes an introduction to the book, its author, and context. The bulk of the document consists of lesson plans and activities for teaching the book in 5 reading sections. Each section includes activities to connect to the text, discussion questions, exercises to practice comprehension and analysis, and opportunities for creative expression. The goal is to explore how memories and history shape identity and society.
CASL - 2015 - Thinking is a Superpower!Paige Jaeger
Featured Speaker slidedeck. This does not convey the full message that was explained for all these pictures, of course. However, you may glean insights from these slides. My pleasure to meet you all! Thanks for the invite!
Stories: Your Secret Weapon For Building a MovementListenInPictures
This document provides guidance on crafting compelling stories to inspire audiences and further a cause or mission. It discusses how stories can influence perspectives and motivate action. Key points:
1) Stories allow sharing of values and lessons to encourage audiences to pursue higher goals. By expressing one's worldview through stories, audiences may be persuaded.
2) When choosing stories, consider the audience and desired action or perspective shift. Stories should facilitate an "aha moment" for audiences to realize how they can take the desired action.
3) Effective stories follow a challenge, connection, or creativity plot structure and track a character's journey of change from problem to resolution. Stories show audiences what is possible through relatable experiences.
The document reviews the book "Everyday Greatness: Inspiration for a Meaningful Life" compiled by David K. Hatch and commented on by Stephen R. Covey, which is an anthology of inspiring stories divided into chapters that each illustrate virtues like purpose, responsibility, integrity, and perseverance through adversity. The book aims to provide examples of ordinary people living principled lives and guidance on creating one's own dream and purpose through focusing on traits like teamwork, balance, and renewal. Overall the document evaluates that the book passes Francis Bacon's test of being a work that opens the mind and adds to one's growth while also having some stories and
This document outlines an assignment where students will research historical time periods, take on roles of people who lived during those times, write blog posts from their perspectives, and create a documentary photo story to share what they've learned. Students will be assigned to research the Underground Railroad, Ellis Island immigration, or traveling the Oregon Trail. They will write blog posts as a slave, immigrant, or pioneer and create a photo story documentary to present what they've learned about their era.
St. Cecilia Teaching Strategies that Work.pptxMilanWanderland
This document discusses various teaching strategies and perspectives on effective teaching. It begins by outlining the key components of teaching, including content knowledge, teaching skills, the ability to articulate ideas, enthusiasm, understanding students, adaptability, and openness. It then presents different teaching styles like formal lectures versus more discussion-based approaches. Overall, it advocates for student-centered, active learning strategies like discussions and discovery learning rather than purely teacher-centered lecture methods, noting that these types of involvement and participation can better contribute to lifelong learning. The document explores concepts like activating prior knowledge, building understanding, and culminating learning. It also contrasts traditional versus more modern, facilitating approaches to teaching.
This document outlines strategies for developing "S.M.A.R.T." or strategic, motivated, adaptive, reflective, and tenacious students. It discusses cultivating a growth mindset by monitoring one's attitude, being powerfully curious through asking questions, and taking risks. Specific techniques are provided like defining personal strengths and weaknesses, using success tools, and reframing failure as feedback. The document is presented by Angela Maiers and aimed at helping all students achieve high achievement.
Pedagoo SW presentation: Stretch and Challenge your Able, Gifted and Talente...DoctorMassey
The document provides advice on how to stretch and challenge bright students. It argues that there is no single set of activities that ensures this, and commercial pressures can encourage feeling guilty. Instead, it advocates approaches that enable all students to succeed through a teacher's expertise. It discusses using questioning, feedback, and high expectations consistently. Learning should be like a rollercoaster with difficult periods and reviewing concepts. Providing an open environment like Minecraft alongside rigorous critique can allow students to be remarkable. The key is understanding individual students and giving them tools to learn at their highest level.
Blue capes-global-game-changers-global-goals-lesson-finalLittle Daisy
This document provides an overview of a lesson plan called "Blue Capes: Global Game Changers" which teaches children ages 6-11 about the United Nations Sustainable Development Goals. The lesson plan contains 8 sessions that teach about topics like poverty, hunger, health, education, climate change, and more. Each session includes a discussion, activity, and reflection to help children understand different global issues and how they can take action to create positive change in the world. The goal is for students to learn how to use their "heart power" to help achieve the UN Sustainable Development Goals and make the world a better place.
FOSTERING STUDENT LEADERSHIP IN SCHOOLS 2ShifaSikri3
The document discusses the importance of student leadership in schools and some of the traits and qualities of effective leaders. It notes that while some people may be natural born leaders, leadership skills can also be developed through education, training, and experience. The document provides suggestions for how schools can foster student leadership through various roles, responsibilities, committees, and extracurricular activities.
The document discusses the importance of developing good habits through applying Stephen Covey's 7 Habits of Highly Effective People, which include being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then be understood, synergizing, and sharpening the saw. It provides an overview of each habit and asks questions to help the reader reflect on how to apply the habits to improve important areas of their life and achieve success.
Este documento presenta la introducción a la Santa Biblia Reina-Valera 2009 publicada por La Iglesia de Jesucristo de los Santos de los Últimos Días. Explica que es una revisión de la Biblia Reina-Valera de 1909, preservando su espíritu y lenguaje tradicional mientras actualiza la puntuación, ortografía y términos que han cambiado. También incluye notas, referencias cruzadas y selecciones de la traducción de José Smith para ayudar en el estudio.
Este documento presenta el índice del Catecismo de la Iglesia Católica. Incluye secciones sobre la profesión de fe, los sacramentos y la celebración del misterio cristiano. El índice detalla capítulos y artículos sobre temas como Dios, Jesucristo, el Espíritu Santo, la Iglesia, los sacramentos de iniciación cristiana como el bautismo y la eucaristía, y más. Proporciona una visión general de la estructura y contenido doctrinal del C
This document contains a list of one-word items starting with letters from the beginning of the alphabet. It includes the terms alligator, alphabet, ant, angel, apple, anchor and alien.
The document discusses symmetry in Olympic flags. Some flags have one line of symmetry, some have two lines, and others have more than two or no lines of symmetry at all. The reader is asked to observe patterns of symmetry in sample Olympic flags and group or classify the flags based on their symmetrical properties.
The document contains 4 questions about estimating angles related to throwing a javelin. Each question shows two angles - the angle before the javelin is released and the angle after it lands. It asks what the third angle of the triangle would be using the information that angles in a triangle must sum to 180 degrees.
This document contains instructions and coordinates for plotting the routes of Olympic cyclists on different sheets. It lists the names of cyclists from various countries and provides x and y coordinates to map out their paths on an Olympic cycling course in up to four quadrants. The purpose is to plot the cyclists and name the shapes formed by their routes.
The document contains 4 questions about estimating angles related to throwing a javelin. Each question shows two angles - the angle before the javelin is released and the angle after it lands. It asks what the third angle of the triangle would be using the information that angles in a triangle must sum to 180 degrees.
The document contains 4 questions about estimating angles related to throwing a javelin. Each question shows two angles - the angle before the javelin is released and the angle after it lands. It asks what the third angle of the triangle would be using the information that angles in a triangle must sum to 180 degrees.
The document provides a series of mental exercises related to scoring in Olympic archery competitions. It presents hypothetical scenarios where two archers each shoot 3 or 6 arrows and asks the reader to calculate their new scores, the total scores, and in some cases, the winning margin. The reader is positioned as the judge evaluating the archery rounds.
The Olympic games were a religious festival held in ancient Greece every four years to honor Zeus. Athletes from across Greece would compete in events like running, wrestling, boxing, and chariot racing. Only men were allowed to participate originally, though women held their own games honoring Hera. Winners received prizes like olive oil and laurel crowns rather than medals. The modern Olympics still feature many ancient sports but now include 26 total sports and allow both men and women from all countries to compete.
Greece is a small country located in southeast Europe with over 130,000 square kilometers of land and over 1,000 square kilometers of water. It has over 3,000 islands in the Aegean and Ionian Seas, with Crete being the largest island. Mount Olympus is Greece's highest mountain. Athens is the capital and largest city with over 3 million people. Ancient Greece included mainland Greece and Greek colonies around the Mediterranean, with Greeks living as far west as France.
The document displays images and names of flags from various countries around the world, including Afghanistan, Albania, Algeria, Argentina, Australia, Bahamas, Barbados, Bosnia-Herzegovina, Brazil, Burma, Canada, Czech Republic, Chile, China, Croatia, Cuba, Cyprus, Denmark, Ecuador, England, Ethiopia, European Union, Greece, Greenland, Iceland, India, Iran, Iraq, Israel, Jamaica, Japan, New Zealand, Northern Ireland, Pakistan, Poland, Portugal, Scotland, Serbia, Slovakia, Slovenia, Spain, South Africa, Sweden, Switzerland, Turkey, United Kingdom, United States of America, and Wales. Each flag is accompanied by the country name and a copyright statement
This document displays the flags of various countries from Afghanistan to Wales. Each flag is shown with the country name and a copyright statement at the bottom. It serves as a reference for the flags of different nations.
The document provides information about countries and sports athletes. It lists various countries and their most popular sports and famous athletes. However, most of the content is missing or incomplete. It introduces country-sport pairings but does not provide substantial details about the given topics.
The document provides instructions for a mapping activity related to the 2012 London Olympics. Students are asked to locate the Olympic Park on maps of different scales, and to draw and label a sketch map of the Olympic Park showing features from 2006 and planned developments for 2012.
The document provides instructions for a mapping activity related to the 2012 London Olympics. Students are asked to locate the Olympic Park on maps of different scales, and to draw and label a sketch map of the Olympic Park showing features from 2006 and planned developments for 2012.
Several people provided comments about hardworking individuals in their lives who served as role models and sources of inspiration. They described these people as having strong work ethics, trying their best even when facing health difficulties, giving good advice, and always supporting and believing in others. One woman said her best friend who is battling cancer has remained positive and determined.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Bridges – making global connections
Heroes and Heroines
Carrying the torch for a fairer world
A resource pack for primary schools
preparing for 2012 Olympics
Download copies of this pack from
www.bridgesglobal.org.uk
www.bridgesglobal.org.uk
2. Heroes and Heroines
Carrying the torch for a fairer world
About this pack
The Olympic Games feature men and women Sessions last approximately 60-75 mins
from around the world who have become
the best at their sport and succeeded, often Activities are aimed at 7 –11 year olds and the
against the odds. This pack features heroes and following curriculum areas:
heroines who have overcome great obstacles • Key Stage 2 – Literacy, PSHE, Citizenship, RE,
to make the world fairer. We use these inspiring Geography
people to explore the Olympic values of
respect, excellence and friendship and the • The Millennium Development Goals (MDGs)
Paralympic values of courage, determination, are a set of 8 goals for a fairer world, agreed
inspiration and equality. We use these to help by the UN in 2000 and to be achieved by
examine other types of equality, including 2015. Goal 3, to promote gender equality
gender. and empower women is just one of the goals
this pack addresses. The case studies also link
We hope these stories and the activities to issues about poverty, education and child
accompanying them will inspire pupils and labour.
students to undertake their own sporting or
non-sporting ‘heroic’ actions and gain the skills
they need to make the world fairer for all men
and women and children.
Find out more at:
• www.endpoverty2015.org
• www.dfid.gov.uk/Global-Issues/Millenni-
um-Development-Goals/
Contents
1st Lap – Igniting the flame: 2nd Lap – Raising the torch:
Learning together Developing skills and taking action
Before you start: Looking at the Olympic Bridges’ video on speaking out ......................... 25
values .................................................................... 4
Action hero: Andrew, 11 year old from
Lesson plan 1: What makes a hero or Ghana ................................................................... 25
heroine? ................................................................ 5
Choosing an action ............................................ 26
Lesson plan 2: Heroes and heroines why do we
need them............................................................ 7 A. Gender equality.............................................. 26
Lesson plan 3: Respect, fairplay and the B. Child labour ...................................................... 27
Olympics ............................................................... 11 Making a pledge – torch template .................. 28
Lesson plan 4: Respect and equality for all ..... 12 Further information .............................................. 29
Case studies: Sporting heroes and heroines.... 15 Other resources.................................................... 30
Case studies: Eight heroes and heroines from all Further support ..................................................... 31
walks of life ........................................................... 16
www.bridgesglobal.org.uk
2
3. Heroes and Heroines
1st lap
1st Lap – Igniting the flame:
Learning together
www.bridgesglobal.org.uk
3
4. Activity shee
t
1st Lap
Learning together
1st Lap – Learning together
Before you start
Before you use any of the lesson plans with your class, it is important that your pupils understand
the Olympic values and Paralympic values.
Give your class a homework sheet (see below) to explore the words for the values on their own
and by asking family and friends.
Discuss the definitions and make a display about the words and their definitions, with pictures of
famous people/religious characters and others to illustrate them.
Whole school activity
Each class could look at one of the values for a week.
Example: ‘Courage’ During circle time discuss examples of courage being shown by
members of the class e.g. Joshua went for an operation; Ella spoke in assembly for the
first time. In assembly there could be a celebration nominating people for medals for
demonstrating the value of courage. You could find a piece of music to suit as an anthem.
What do these words mean?
Can you think of an example of how they might be used?
Photocopy this page
Olympic value What does it mean?
Respect
Excellence
Friendship
Paralympic value What does it mean?
Courage
Determination
Inspiration
Equality
www.bridgesglobal.org.uk
4
5. 1st Lap
Lesson plan 1: What makes a heroine or hero?
Lesson plan 1:
What makes a heroine or hero?
Aim You will need
• To consider what qualities are needed for • Copies of adjectives below to describe
|heroes and heroines heroes and heroines (optional).
• To be inspired by real people’s lives. • Copies of the true or false statements (1 per
group of 4 -6) on p. 6.
• To develop speaking skills.
• Scissors.
• Copies of the sporting case studies on p. 15.
Some adjectives to describe heroes and heroines
brave inventive caring clever
different fair creative determined
resilient quick witted strong eloquent
patient inspiring modest unstoppable
1. Starter activity 4. Start a Wall of Fame
Can you name a hero or heroine? Who’s Have pupils write on post-its/A5 sheets ideas
your hero? They could be sports people, on what makes a hero/heroine. They could
historical people, people you know. stick up pictures and information on their
Brainstorm with your class. Can pupils choose favourite sporting/musical/historical heroes
one adjective (use the box above if you and heroines, as well as the ones in this pack
wish) or short phrase to describe each of and add them to a Wall of Fame. There
the heroes or heroines chosen? could be one section of ‘Hero/Heroine of the
Day/Week’ to include members of the class.
2. Discussion activity
What makes a hero? True or false statements 5. Plenary
on p. 6. Copy and cut out enough sets of What have they learned about what makes
statements for groups of 5 or 6 pupils. a hero/heroine? Has their opinion changed
at all?
Give out the statements and have the
groups make three piles of the statements
they think are true/false/sometimes true/
false. The groups must agree about where Taking it further
to put the statements. Imagine you are introducing one of your
Discuss together what everyone has agreed heroes/heroines for a lifetime achievement
on. Which statements were particularly award. What would you say?
difficult to decide about? Why? Older/more ‘The winner of this award has…’
able pupils could add more definitions for the
‘true’ pile using the blank boxes. ‘They have shown great courage etc…’
3. Learning from heroes and heroines
Read or have pupils read the Sporting case
studies on p. 15. Which of the Olympian and
Paralympian values do these people show?
(See ‘Before you start’ p. 4) Are they all
heroes/ heroines? With younger pupils
you may want to pick just 2 or 3 heroes
and heroines.
www.bridgesglobal.co.uk
5
6. Activity shee
t
1st Lap
Lesson plan 1: What makes a heroine or hero?
Lesson plan 1:
What makes a hero or heroine?
In pairs or small groups, cut out and divide the statements into true/false/sometimes true or false
piles. Are these statements always true or always false? There is not a fixed right or wrong answer
for this, but you need to have reasons for what you choose. Try to think of examples to back up
what you say.
TRUE PILE: FALSE PILE:
Cut out the statements below
es or
Sporting hero ount roine can
A hero or heroine is A hero or he
’t c country.
heroines don someone you respect. be from any
as proper heroes.
heroines A hero or he
You have to be old to Heroes and roine has
veryone overcome d
be a hero or heroine. are people e ifficulties.
likes.
e
A hero or heroin r Men do more heroic roine is
hing othe A hero or he
does somet things than women.
always famo
us.
people can’t do.
A hero or heroine There were m
Heroes or he makes the world a heroes or he ore
roines roines in
always cleve are better place. the past than
r. now.
www.bridgesglobal.org.uk
6
7. 1st Lap
Lesson plan 2: Heroes and heroines and why we need them
Lesson plan 2:
Heroes and heroines and why we need
them
Aim You will need
• To consider what issues make heroism • Photos of issues on p. 8.
necessary today and possible solutions
• Copies of case studies on pp. 16-20.
for these issues.
• Copies of ‘Why do we need heroes and
heroines’ (1 per group) on p. 9.
• Copies of hero template on p. 10.
Situations
• The council is not emptying bins in the poorer part of town as often as in the rich part.
• Some local children are being rude to old people in your area.
• Girls are not being allowed to join the local football club.
• The government has said that only people with blue eyes can go to school.
1. Starter activity
What needs to change? Look at the photos Taking it further
on p. 8. What problems do these photos
show? Who should be changing these Children could make a freeze frame
things? Can we change any of these things? animation about ‘saving the day’ with
their hero/heroine.
2. Why Do We Need Them?
Divide the class into groups of 4 or 5. Each Add to the ‘Wall of Fame’, including the
group reads the story of William Brookes. Give names and details of the stories from this
out copies of Eglantyne, Ibrahim, William lesson.
Kamkwamba and Donata’s stories pp. 16-20
Speak up. Help pupils work in groups to
(one story per group, plus Why Do We Need
build up a short speech or Powerpoint
Heroes and Heroines? on p. 9).
presentation on their hero or heroine from
Groups must decide what problems the the pack in order to convince others in the
hero/ heroine they have been given has class.
faced and the three best things that person
has done to improve the situation. Following Help them to structure it with:
the model of William Brookes on p. 16, they • A dramatic introduction.
then draw and fill in their own podium and
track with hurdles. • 3 main points.
3. Invent a superhero or heroine • A conclusion to inspire others to do
Pupils choose a situation from the list above something similar.
and invent a hero to deal with it, or they can Homework: Looking for the heroes and
choose their own situations to change. Draw heroines. In the coming week look or listen
your hero, label your drawing and describe to the news on radio, TV and internet. Talk
their special powers and what they would to family and friends about their concerns.
do. N.B. Your superhero is not allowed to be Make a list of issues that we need to act on
violent! See sheet on p. 10. at the moment. Who is helping? Have you
heard about anyone who is trying to help
a situation?
www.bridgesglobal.org.uk
7
8. Activity shee
t
1st Lap
Lesson plan 2: Activity A – Heroes and heroines and why we need them
Lesson plan 2: Activity A
Heroes and heroines and why we need
them
What are the problems?
Who should do something about this?
A D
Copyright Oxfam
B
Copyright Ami Vitale/Oxfam
C E
Copyright Tom Greenwood/Oxfam
Copyright Andy Hall/Oxfam Copyright Caroline Gluck/Oxfam
See ‘Further information’ for background to these photos on p. 29.
Images courtesy of Oxfam. You may use these photographs and associated information for educational purposes at your
educational institution. With each use, you must credit the photographer named for that image and Oxfam. You may not use
images and associated information for commercial purposes or outside your educational institution.
www.bridgesglobal.org.uk
8
9. Activity shee
t
1st Lap
Lesson plan 2: Activity B – Why do we need heroes and heroines?
Lesson plan 2: Activity B
Why do we need heroes and heroines?
Look at the diagram below. Choose another hero/heroine’s story and make your own race track
and podium for them.
Which actions you would give gold, silver and bronze medals to?
William Penny Brookes
GOLD ACTION
He worked for
rich and poor to
learn and play SILVER ACTION
sport together. He inspired
BRONZE ACTION the Modern
He opened a Olympics.
library for both
the rich and
poor.
Hurdles to get over:
1
2
Rich and
poor didn’t
3
mix.
FINISH
4
5
Education
for the poor
6
was limited. Competitive
sport was just
7
for the rich.
8
www.bridgesglobal.org.uk
9
10. Activity shee
t
1st Lap
Lesson 2 activity C: My superhero/heroine
Lesson 2 activity C:
My superhero/heroine
The problem is this:
Draw your hero/heroine here: Special qualities:
Special powers:
How my hero/heroine would save the day:
www.bridgesglobal.org.uk
10
11. 1st Lap
Lesson plan 3: Respect, fairplay and the Olympics
Lesson plan 3:
Respect, fairplay and the Olympics
Aim You will need
• To consider how • A bag of sports clothes and trainers with
adopting the labels citing country of production.
Olympic values
• Blank paper labels, clothes pegs.
could improve
people’s lives. • Washing line.
• To consider • Copies of Om’s Story p. 23.
child labour
• Video clip (see below).
and its effects.
1. Starter activity 3. How some clothing producers live
The London Olympics are hoped to be the Let’s have a look at this and think how
fairest Games ever. Will that really be true? things can be different. Show video clip
What might prevent that from being true? of Emma Watson going to Bangladesh for
What do athletes wear? People Tree (ethical clothing company)
and visiting garment workers in first bad then
Give out a few items from the bag to groups
good conditions – www.peopletree.co.uk/
of 4 or 5 pupils. Give blank labels and pegs.
press/100816ycew.php
Pupils fill in the country of origin on the labels
and peg them to each item of clothing. 4. Read Om’s story on p. 23.
These can then be collected and hung from Discuss. What would you think if a child like
a washing line. If time, older pupils could also Om had made your t-shirt or trainers? Or
write the countries of origin on post its and the trainers worn by an Olympic athlete?
stick to a world map to give an idea of the Fairtrade does not permit child labour. Can
spread of countries involved in sportswear. this support the Olympic/Paralympian values
What surprises you? of respect and equality?
2. Who produces sportswear? 5. Action If pupils feel this is unfair they could
Discuss with the class who is involved in take action
producing and selling a pair of cotton socks See Action section for ideas on p. 24.
before we buy them. Draw a chart of the
chain of people involved, starting at the
end with the person who buys the socks and Taking it further
working backwards to the cotton farmer.
(½ hour) Role play activity: A day in the
Life of a T-shirt on pp. 8-9. See ‘Further
Cotton farmer – factory worker – Resources’ on p. 30.
factory owner – shipper – wholesaler –
retailer e.g. supermarket – buyer (1 hour) Christian Aid’s Paper Bag Game:
a simulation game on child labour and
poverty. This is a free download –
(You could use colour photos of cotton http://learn.christianaid.org.uk/
producers from The Clothes Line by Oxfam TeachersResources/primary/pbag.aspx
www.oxfam.org.uk/education/resources/
clothes_line). Discuss how your community could be
more child friendly.
Who has the most power? Who do you think
gets the most money? Who gets the least?
What power does the buyer have? Photo courtesy of Oxfam
www.bridgesglobal.co.uk
11
12. 1st Lap
Lesson 4: Respect and equality for all
Lesson 4:
Respect and equality for all
Aim You will need
• To help pupils consider what equality is and • Hard boiled eggs or golf balls, spoons and
particularly how girls and boys/men and ladles.
women are affected by inequality.
• Bar of Fairtrade chocolate large enough for
whole class.
• Nura and Sandra’s stories on pp. 21-22.
• Copies of ‘Is it a boy or a girl’ on p. 14.
Deciding how to share
Who has the most difficult job Who needs it most
Who is the cleverest Who works hardest
Those with brown eyes Girls or boys
Who has biggest feet Who has the most friends on Facebook
1. Starter activity
Unfair games. Hold an unfair egg and spoon race with whole or part of class equipped with
eggs and spoons, but give one or more pupils ladles to carry their egg in. Discuss how pupils felt
about the race.
2. Making things fair
Ask pupils in single sex groups which factors they would use to decide how to divide the bar of
chocolate, with the most important thing at the top, using the list above to help them. Discuss
results. Repeat, considering the fairest way to share out the chocolate. Are things normally
shared out fairly? In real life whether you are a boy or girl often makes a difference to your
choices, your job opportunities, and what you might earn. (See ‘Further information’ on p. 29)
3. Nura and/or Sandra’s stories
Read out, or have the class read in pairs, Nura and/or Sandra’s stories on pp. 21-22. Why might
these women be seen as heroines? What unfairness have they experienced? Think back to
the race at the beginning. Who would have the equivalent of the ladles in Nura and Sandra’s
situations?
4. Same/equal exercise
Have pupils stand up and move to different sides of the room if they agree or disagree with the
following statements (see ‘Item 4’ on page 13)
5. Is it a boy or girl?
Explain the class is going to look at a number of statements from girls and boys from all over
the world. Give out copies of Is it a boy or girl? on p. 14 for small groups to cut out and place in
piles of ‘girl’, ‘boy’ or ‘boy or girl’ according to who they think would have most likely said each
statement. Discuss decisions. Who has the most choices in life? Why?
6. Reflect
Ask pupils to write on a post it anything they have learned or been surprised by through this
session.
7. Share chocolate
Give every child in the class a piece of the chocolate, explaining that you want the good
things of the world to be shared fairly.
www.bridgesglobal.org.uk
12
13. Item 4 – Same/equal – Statements
• Marmite is fantastic.
• Man Utd is the best football team ever.
• All people, men and women, are the same.
• All people are equal.
• Men and women should get the same pay if they do the same job.
• Women tennis players should get the same prize money as men.
• Boys should do the same amount of housework as girls.
• Girls should do the same jobs as boys do at home.
• Girls should be able to do the same jobs as boys when they grow up.
Discuss the results, including whether ‘same’ and ‘equal’ are different things.
Item 5 – Is it a boy or girl? – Facts
• In some developing countries girls may be married off very young.
• In Afghanistan under the Taliban, girls were not allowed to go to school.
• Boys as well as girls are affected by how women are treated. If they lose their mother young
they are much more likely to die themselves before they are 5 years old. If their mother is the
only earner, low earnings will be disastrous.
• Although in many countries women are not well represented in parliament, there are a
number of women prime ministers and presidents e.g. Angela Merkel (Germany); Ellen
Johnson Sirleaf (Liberia).
Taking it further
Shrink the world: Make a short film or drama using props and everyone in the class to show
some of the statistics on gender equality e.g. If our class represented the UK, 50% of the
population would be female, 100% of children could go to school, 3% of company directors
would be women, 12% of MPs would be women.
Then compare with China, Zambia or Rwanda.
See ‘If the world were a village’ by David Smith, which shrinks the world to 100 people.
ICT work: Research equality facts (see further resources) and make a presentation or leaflet on
equality or other aspects of their life.
Homework: Ask older friends and family if they have had any problems with jobs etc because
they are a man or woman.
www.bridgesglobal.org.uk
13
14. Activity shee
t
1st Lap
Lesson 4 activity: Is it a boy or a girl saying this?
Lesson 4 activity:
Is it a boy or a girl saying this?
Decide with your group which statements are most likely to have been said by a girl, a boy or
either.
cut out the statements below
ment will 2. I damage
1. The governto school. carrying wated my back
o
not let me g r every day.
3. When I wa
s
the best food little I got fed by brother
in m
which is very y family, 4. I lost a ba cause my
e
poor. to measles, b know about
’t
mother didn ations.
vaccin
r died in
5. My mothe re was no
the 6. I studie
childbirth as o I had to give secondary s d business at
,s
medical help look after my chool a
my own bus nd set up
up school to ers and sisters. iness.
th
younger bro
ied off at 14
7. I have just
b 8. I was marr arents were
as Member o een elected p
because my ebt.
f Parliament. in d
www.bridgesglobal.org.uk
14
15. Case studies
1st Lap
Case studies: Sporting heroes and heroines
Sporting heroes and heroines
cut out the statements below
Robina Jalali Oscar Pistorius
Robina Jalali, was born in Kabul, Oscar Pistorius from South Africa is an
Aghanistan in 1986. She represented her amazing young man. He is a world
country at the 2004 and 2008 Olympics champion sprinter who was born
competing in the 100 metre sprint. People without his lower legs. He is the first ever
all over the world noticed her for running Paralympian to win Gold in each of the
while wearing the hijab, the traditional 100m, 200m and 400m sprints (Beijing
Muslim woman’s head covering, and 2008), and has an international reputation
because she was one of the first women as the “fastest man on no legs”.
ever to represent Afghanistan at the At the World Athletics Championships in
Olympics. South Korea in August 2011, he made
Robina is one of nine children. She was history by qualifying for the semi-final
home schooled during the time of the of the 400m competing against non-
Taliban when schooling for girls was disabled athletes.
forbidden. She could not attend school He is known as ‘the Blade Runner’
until after she was 14. Describing life under because of the prosthetic feet he wears
the Taliban, she has said: “There was to run.
nothing for us girls to do under the Taliban.
You couldn’t go to school. You couldn’t
play, you couldn’t do anything. You were
just at home all the time.”
She is now hoping to get into parliament. Baroness Tanni Grey-
Thompson
Baroness Tanni Grey-Thompson was born
in 1969 in Wales and christened ‘Carys
Davina’. Her two-year-old sister Sian gave
her the name ‘Tanni’, thinking she was
Mo Farah ‘tiny.’
Mo Farah, born in Somalia, has just Tanni started to use a wheelchair from
become the first ever British man to the age of seven. From the outset, her
win the 10,000m at the World Athletics parents were supportive and encouraged
Championships in South Korea. He is her independent streak. Tanni tried many
the UK’s finest distance runner of his sports at primary school and particularly
generation. Who would have thought enjoyed swimming, archery and horse
this when he arrived in London with very riding.
little English as an 8 year old boy from the
Horn of Africa? Tanni first tried wheelchair racing at
school, aged 13. At 18, Tanni was
He is an inspiration to all young people selected for her first World Wheelchair
in Britain and around the world – he Games. Since then she has won 11
has achieved his success through Paralympic gold medals at 5 different
determination and a ‘never give up’ games and also won 6 London
attitude. He will now be training hard for Wheelchair Marathons.
London 2012.
Tanni has many awards for her Paralympic
and sporting achievements and most
recently she was chosen to be a member
of the House of Lords.
www.bridgesglobal.org.uk
15
16. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Dr. William Penny Brookes – sport and
learning for all
‘My hero is William Brookes
because he wanted everyone to
enjoy learning and playing sport
together. I think he worked for a
fairer world.’
Dr. William Penny Brookes was born in
1809 in Much Wenlock, Shropshire and is
credited with being the inspiration for the
modern Olympic Games.
He established a lending library in his
community and organised various classes
on subjects such as art, music and botany.
Both the library and the classes were open
to everyone – regardless of their education
or wealth. Did you know?
A few years later, Brookes started the • In the first Wenlock Olympian
Olympian Class. Its aim was for local Games the sports events were
people, especially the poor, to learn and only for men, but women were
have physical exercise. The first Wenlock allowed to enter competitions
Olympian Games were held in 1850 and such as painting and poetry.
included athletics, football and cricket.
There were also fun events, including a • 205 countries will compete in
wheelbarrow race! the London Olympic Games in
2012. 147 nations will take part
Some people wanted to exclude poorer in the Paralympic Games.
people, but Brookes insisted that everyone
• Most developing countries
could take part and the Games were a
are underrepresented at the
great success.
Olympics, due to a lack of
Photo: courtesy of Wenlock Olympian Society
After the Wenlock Games, Brookes money for training, coaching
dreamed of starting an International and sending athletes to the
Games. The first Modern Olympiad took Games.
place in Athens in 1896 after Dr. Brookes • At the Beijing Olympics in
death, but a lot of what happened in 2008, African countries won
Athens was based on his own ideas – 39 medals collectively –
including his belief that there should be no fewer than the total won by
class restrictions on who could compete. Germany. There are over 1
billion people in the continent
For more information: of Africa and 82 million in
www.wenlock-olympian-society.org.uk Germany.
www.bridgesglobal.org.uk
16
17. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Eglantyne’s story – saving children’s lives
‘My heroine is Eglantyne because
she helped so many starving
children survive and her work
carries on today.’
Eglantyne Jebb was born in Ellesmere,
Shropshire, in 1876. She saw many poor
children while working as a primary school
teacher and wanted to do something to
improve their lives.
After the First World War, she and her sister
Dorothy were very worried about children
living in Germany and Austria where there
were terrible food shortages and children
were dying.
In 1919, Eglantyne set up the Save the Did you know?
Children Fund and it quickly raised a lot
• One in three children in the UK
of money to help children in Germany
are currently living in poverty.
and Austria. Later, the Fund helped feed
thousands of Russians affected by famine. • Four million children live in
poverty in the UK; this is one
In 1923, Eglantyne wrote The Declaration of the highest rates in the
of the Rights of the Child. In this, Eglantyne industrialised world.
said that in difficult times children must
be helped first. Her Declaration was later • Nearly one third of children in
adopted by the United Nations and was a developing countries live on
very important step in protecting the rights less than 60p a day.
of children internationally. Eglantyne died
in 1928, having spent her life promoting
children’s welfare and human rights,
permanently changing the way the world
treats children.
Save the Children’s work continues all over
the world today.
For more information:
www.oxfam.org.uk/resources/ukpoverty/
www.savethechildren.org.uk/en/102.htm
www.endchildpoverty.org.uk
www.bridgesglobal.org.uk
17
18. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Ibrahim’s Story – young health volunteer
‘This young man, Ibrahim, is an
unsung hero – he cares about
other people and spends most of
his time helping them rather than
himself.’
Ibrahim Chernov Jalloh was born in Sierra
Leone in West Africa. Sierra Leone has very
high infant and maternal mortality rates
and access to safe drinking water and
healthcare is limited.
Ibrahim was a teenager during Sierra
Leone’s civil war. He lost many family
members because of the fighting and the
death of his father meant that Ibrahim was
not able to continue his education. Did you know?
Ibrahim was only 14 when he decided he • If a child is born in Sierra Leone,
wanted to help people in his community he or she has a one in four
after the war. For the last eight years, chance of not living to be 5
Ibrahim has been a Red Cross volunteer years old.
and has been helping to improve the
health and living conditions of people • Every year nearly 10 million
in Sierra Leone. He volunteers six days a children around the world
week. under the age of five die from
diseases that could easily be
Ibrahim teaches communities first prevented, such as malaria.
aid, how to eat healthily and ways to
prevent diseases like malaria. “I work in
15 communities, recruiting and training For more information:
volunteers in first aid. We also do house www.redcross.org.uk/What-
visits, giving people mosquito nets and we-do/Health-and-social-care/
teaching them how to use them properly.” Health-issues/Community-
healthcare/Healthcare-in-Sierra-
Ibrahim also works with groups of women, Leone/Ibrahims-story-passion-for-
helping them to set up gardens in their volunteering
backyards where they grow crops like nuts
and rice. The women then use the food Photo: Sarah Oughton/ British Red Cross
to feed their families and earn money by
selling surplus.
www.bridgesglobal.org.uk
18
19. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
William’s story – eco-friendly inventor
‘William’s my hero – he’s so smart
and has made something to really
help people using renewable
energy!’
William Kamkwamba was born in Malawi,
Africa and grew up without access to
electricity or running water. His family
struggled to grow enough food to eat.
When he was 14, William had to drop out
of school because his family could no
longer afford the fees, but William kept up
his education using a local library.
One day he saw a picture of a windmill
in an old textbook. He says: “I was very
interested when I saw the windmill could Did you know?
make electricity and pump water. I
thought: ‘Maybe I should build one for • Only 2% of people in Malawi
myself’.” can afford electricity.
Using wood, scrap metal and old tractor • In Sub-Saharan Africa, less than
parts, William built a windmill which was 1/3 of the population has ac-
able to power four light bulbs and two cess to electricity. This means
radios in his home. He also used bicycle that 585 million people do not
spokes and rubber flip-flops to make light have access to electricity.
switches. • Kenya is the world leader in the
Word immediately spread about William’s number of solar power systems
invention, first among his neighbours and per person.
then around the world. In 2007, he was
invited to speak at a prestigious Design Photo: With kind permission of William Kamkwamba
Conference in Tanzania.
William is now studying at university in
South Africa. He wants to bring electricity
to everyone in his country. He has taught
young people in his village how to make
windmills and repair water pumps.
He has written a book about his
experience called ‘The Boy who Harnessed
the Wind’.
For more information:
To see William speaking go to www.ted.
com/speakers/william_kamkwamba.html
www.bridgesglobal.org.uk
19
20. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Donata’s story – children with disabilities
matter
‘Donata’s my heroine – she’s
managed to do such a lot despite
her disability, starting a school
without much money and fighting
against prejudice.’
Donata Kalunga lives in Mkushi, Zambia,
has incredible vision and drive. Donata
is physically disabled, but has not let her
disability hold her back in improving the
lives of disabled children in her country.
Traditionally, in Zambian society, people
believe that disability is a misfortune
brought about by someone in the family
being involved with witchcraft. As a result,
children who are disabled are often Did you know?
outcasts or hidden by their families. They
may even be given less food. • According to World Health
Organisation estimates, in
Donata dreamed of establishing a school Zambia up to 10% of the
for the disabled and she finally did this in population have a disability.
2004 with help from local churches and a
few individuals. She now runs her school • Many people with disabilities
for children with all sorts of disabilities e.g. live in rural areas where it’s
deafness, learning difficulties. It is the only harder to go to school or have
school for over 100 miles for children with medical help.
disabilities. Recently Build It International • The majority of Zambians with
has helped build Donata a new school. disabilities live in poverty. Many
have to beg to survive.
Donata works hard to persuade parents
that children with special needs are just as • One in five of the world’s
worth supporting and encouraging as able poorest people are disabled.
bodied children. She has taught herself
sign language and teaches children to Photo: With kind permission of Build It International
sign too. She has inspired one of her four
children Demetria to become a teacher
too.
For more information:
www.builditinternational.org
www.bridgesglobal.org.uk
20
21. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Sandra’s story – from begging
to building
‘My heroine is Sandra because
she’s gutsy and didn’t give up
when it looked like there was no
hope.’
Sandra Ferreira Souza (27) grew up
begging for money in São Paulo, Brazil.
When she became pregnant life was
even harder and her family was unkind.
But Sandra now she lives with her three
children in a house she has built herself.
Sandra was supported by Lua
Nova, an organisation that provides
accommodation and support for pregnant
women in Brazil.
After giving birth, Sandra signed up for Did you know?
a construction class, although the male
• Women make up 70% of the
teachers from the training school argued
world’s poor.
that women could not become builders.
She learned plumbing, painting, wiring and • They are often paid less than
tiling with 19 other women. men for their work.
The women began to make bricks to use • Women’s work makes up two-
to build their own houses. Once they had thirds of the world’s working
enough, 16 women worked together to hours, yet they earn only a
build twenty houses. They also sell any tenth of the income.
bricks that are left over to make money to • Almost a third of the world’s
buy other materials they need. women are homeless or live in
Now she says to any men who think she poor housing.
can’t be a builder: ‘These hands work the
same as yours… sometimes better.’ Photo credit: Lilo Clareto/Panos, London
For more information:
www.guardian.co.uk/society/2011/jun/28/
brazil-women-construction-careers-arana
www.bridgesglobal.org.uk
21
22. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Nura’s story – a role model for a new
country
‘Nura is such a heroine because
she’s doing what hasn’t been
done before by girls in her country
and people have been against
her.’
Nura Koleji is 20 and lives in South Sudan, a
new independent country formed in July
2011, after a long civil war in the larger
country of Sudan. Many girls do not have
the opportunity to attend school and most
Sudanese women cannot read and write.
But when Nura finishes college next year
she and three other female classmates,
will become the first women mechanics in
South Sudan.
Did you know?
Nura chose to become a mechanic
because she loves cars. Her course has • Stereotypes such as ‘girls can’t
involved learning welding and cleaning a be mechanic’s, ‘boys can’t be
car engine. Nura wants to become the first nurses’ can be reinforced by
woman mechanic and inspire other girls the textbooks used in schools.
and young women. A study found that most of the
leading characters in school
Nura’s mother is absent and her father textbooks in 3 developing
does not have a job and so Nura has to countries were male.
earn money to pay her school fees. Before
her two-hour walk to school, Nura picks • In the UK male MPs outnumber
mangoes that she sells at the market after women MPs by 4 to 1.
her classes have finished for the day. She • Rwanda’s Parliament is the
also helps collect water and looks after her first in the world to have more
six younger siblings. women than men.
Some people in her country believe that
Nura and other women should not be
mechanics, but she is proud to wear
her mechanic’s overalls. She thinks that
women have a big role to play in her new
country: “We have a saying that one hand
is not enough to clap. It’s true. We need
both sexes, not just one.”
For more information:
www.guardian.co.uk/lifeandstyle/2011/
jul/15/women-mechanics-south-sudan
www.bridgesglobal.org.uk
22
23. Case study
1st Lap
Case studies: 8 heroes and heroines from all walks of life
Om’s story – protecting children’s rights
‘Om is my hero: he had a terrible
time when he was very small, but
he didn’t give up. He did such
a lot when he was just a child
– I can’t imagine doing all that
before I was 14!’
Om Prakash Gurjar was born in 1992 in
Rajasthan, India.
At the age of 5, Om was taken away from
his parents and was forced to work as a
farm labourer. He was not paid and was
regularly beaten. (India has more than 12
million child workers).
However, 3 years later, Om was rescued Did you know?
by a group working to end child labour
in India. After being rescued, Om began • India has the highest number
to campaign for children’s rights in his of child labourers under the
country. At the moment, a quarter of age of 14 in the world. They are
Indians are illiterate. Om wanted to often forced to work for low
change that and campaigned for free pay and for long hours. Many
education in Rajasthan. families rely on the extra money
that their children earn.
He then helped to set up a network of
‘child friendly villages’ where children’s • Many children work in cotton
rights are respected and child labourers fields in India, producing cotton
are not allowed. Om also worked to ensure for clothes worn in countries
that children are given birth certificates to such as the UK.
help them prove their age and so protect
themselves from forced labour.
In 2006, when he was just 14, Om was
awarded the International Children’s
Peace Prize for his campaign to protect
the rights of children.
For more information:
news.bbc.co.uk/1/hi/world/south_
asia/6164134.stm
www.bridgesglobal.org.uk
23
24. Heroes and Heroines
2nd lap
2nd Lap – Raising the Torch:
Developing skills and taking
action
www.bridgesglobal.org.uk
24
25. 2nd Lap
Developing skills and taking action
2nd Lap – Developing skills and taking
action
We’ve learned about fairness – now we want to encourage a fairer world based on the Olympic
and paralympic values.
This resource covers many issues. We hope your class will now take action for a fairer world as a
result of looking at heroes and heroines. Taking action can fit in with many areas of your school’s
life and develop pupils’ skills. It can also empower pupils and help them feel they can make a
difference.
Bridges’ video on speaking out
Encourage your pupils to speak out for a fairer world. Show pupils Bridges’ speak out video
– www.nickfoggdirector.co.uk/commissions/bridges-speak-out
In this video pupils and teachers talk about the benefits of speaking out and how to gain
confidence in speaking about important issues.
There are notes on the Speak Out video on our website www.bridgesglobal.org.uk
Action Hero: Andrew, 11
year old from Ghana
Andrew’s story: Helping the starving
By summer 2011 about 3.6 million people were at risk of
starvation in Somalia because of the worst drought for 60 years.
When 11 year old Ghanaian boy Andrew Andasi saw footage
on TV of Somali people walking miles in search of food, he
decided to do something about it. He raised more than £300
in one week and decided to try to raise £9 million in his school
holidays. To discuss
Andrew got advice from the United Nations and was told • What surprises you
to raise money rather than food for his Save Somali Children about this story?
from Hunger campaign, as this would be quicker and more Why?
effective. Andrew, printed flyers and stickers for his campaign.
• What can we learn
Ghanaians were very impressed by Andrew’s determination from what Andrew
and he appeared as a guest on many TV and radio shows. has done?
For more information:
www.bbc.co.uk/news/world-africa-14474860
www.bridgesglobal.org.uk
25
26. 2nd Lap
Being heroes and heroines: Choosing an action
Being heroes and heroines:
Choosing an action
A. Gender equality
1. Brainstorm possible action to make things fairer for everyone in your school, community
and wider world. Below are a few ideas:
Action Skills developed
Carry out an audit of how jobs at home are shared between boys Decision making
and girls. Hold a debate on your findings and decide action to or speaking with
make things fairer. confidence
Write a class charter for how boys and girls will be treated equally. Listening and
debating skills
Support Send My Friend To School, which helps ensure that boys Literacy, working
and girls everywhere receive an education – at present there are collaboratively
more girls than boys missing out on going to school –
www.sendmyfriend.org
Review your school council to see how it could truly represent Working
everyone and everyone could have their say e.g. everyone could collaboratively,
be part of a school council subgroup during the course of the listening, speaking
year, the school council could be appointed by secret ballot.
Become a Fairtrade school. Fairtrade ensures that workers get Working
a fair price for their work. A large proportion of clothing workers collaboratively,
and small farmers are women and getting a fair wage has a big literacy, organisational
impact on their children, girls and boys. Poor wages make it more skills
likely that children are unhealthy and uneducated.
2. As a whole class ask each group to report back and talk about the actions they would
prefer to do including any they have thought of as a group.
3. Vote for an action to do as a group. Give each pupil 6 coloured dot stickers. They can
vote for 3 options by sticking dots next to their preferences – 3 dots for 1st choice, 2 dots
for 2nd and 1 dot for 3rd choice. Counting these up takes a while but is important to get
all pupils involved.
De
4. Carry it through, then discuss in small groups: m
oc
• Which would be the easiest to do?
ra
tic
vo
• Which action would be the most effective?
ting
with d
• Which could we do on our own?
ots
• Which would we learn most from?
• Which do we most want to do?
• How many actions do we want to take?
www.bridgesglobal.org.uk
26
27. Activity shee
t
Or B. Child Labour/Equal pay
1. Brainstorm with whole class possible action on child labour. Below are a few ideas to
discuss and vote on as with A:
Action Skills developed
Join the Play Fair 2012 campaign for a sweatshop free Olympics Literacy, persuasive
and sign petition, send action cards to Adidas, Nike and Speedo writing
asking them to continue to work harder at guaranteeing a living
wage for workers in their supply chain – www.playfair2012.org.uk
Send sports clothing companies class poems or videoed drama to Literacy, persuasive
illustrate what you mean. writing, speaking
Write to your MP calling for the government to ensure that the Literacy, working
Olympics do not involve child labour; this could include a frieze or collaboratively
handmade item involving all the class to show solidarity with child
labourers.
Hold a ‘stunt’ event e.g. at a sports day, with pupils dressed as Organisational
child labourers sewing clothes and others holding slogans to skills, working co-
encourage parents to join the PlayFair campaign. Invite your MP, operatively, research
mayor, local football team. skills, literacy
Hold an event for parents and the community to make people Organising an event,
aware of children working in sweatshops and encourage persuasion, money
Fairtrade; raise money for Fairtrade Foundation. skills
Persuade the PTA that school sports tops should be Fairtrade and Negotiating and
have a competition to design these. influencing
Send unusual thank you cards to Fairtrade clothing companies or Literacy, persuasive
companies who have a Fairtrade range to encourage them to writing
expand their range.
C. Make a pledge
Decide what you want to do to make the world fairer
A. As an individual
B. As a group
C. When you want to have done it by
Cut out a copy of the torch on p. 28. Write in the flame what you pledge to do and the date
you want to do it by in the handle. The torches could be copied onto card and coloured/
decorated and used as a photo opportunity for a press release about your action.
www.bridgesglobal.co.uk
27
28. 2nd Lap
Action sheet : Pledging to take action
Carrying the torch for a fairer world
Write down what you pledge to do on your own and with others and when.
Cut out the torch
The action I want to take is:
I want to have it finished by (date):
www.bridgesglobal.org.uk
28
29. 2nd Lap
Further information
Further information
Equality and the Olympic Games Child Labour
The two countries who won the most medals in According to UNICEF, there are an estimated
the 2008 Olympic Games were China and the 250 million children aged between 5 – 14 years
USA. They are both very large countries and engaged in work, including factory work,
this might appear to account for their success. agriculture, mining and quarrying. Whilst their
However, in the same Games Pakistan and work can be an important source of income
Bangladesh won no medals, despite having for poor families, this work is regarded by the
very large populations. United Nations as exploitative and can be
detrimental to children’s health and education.
Gender Equality
Children’s Rights
Women perform 66% of the world’s work,
produce 50% of the food and earn 10% of the Eglantyne Jebb’s Declaration of the Rights of
income and own 1% of the property. the Child was a precursor to the United Nations
Convention of the Rights of the Child in 1989.
Nearly 40 years since the UK’s Equal Pay Act It was the first legally binding international
in 1970, women here working full time earn on convention protecting children’s rights.
average 15.5% less than men.
The Convention has impacted greatly on the
In the UK, men are more likely than women to way countries treat children.
be managers. In India, 11% of chief executives
of large companies are female, compared with Eritrea, for example, issued a new code,
3% of FTSE 100 bosses in the UK. with penalties for parents or guardians who
neglected or abandoned their children.
In 2006, only 2% of engineering apprentices in
the UK were women. Photos on p. 8 courtesy of Oxfam:
In May 2011 men outnumbered women in A. A refugee camp in Mogadishu, Somalia.
Westminster by 4 to 1, with only 4 out of 23
B. Children carrying water in Burkina Faso, West
cabinet ministers being women.
Africa.
67 million children around the world still don’t C. Ester Juwa with her sick daughter Lucy
go to primary school. More than half of them (3 months old) South Sudan.
are girls. Girls miss out on school for various
reasons including household tasks, sexual D. Deforestation in Indonesia.
harassment and lack of toilet facilities. E. Children in the slums of Nairobi, Kenya.
www.bridgesglobal.org.uk
29
30. 2nd Lap
Further resources and organisations
Other resources and organisations
Gender equality Child labour, sweatshops and
Gender equality Fairtrade
www.weareequals.org Play Fair 2012
Includes 60 second competition on How will we www.playfair2012.org.uk
know we are equal? Campaign for a sweat shop free Olympics inc.
Oxfam educational resource ‘Step into Her Trainers’
www.oxfam.org.uk/oxfam_in_action/issues/ for KS4 easily adaptable for KS2 & 3. Includes A
gender.html day in the Life of a T-shirt role play activity and
Women and health, education, livelihoods, quiz about sportswear pp. 8-9.
conflicts. War on Want
Womankind Worldwide www.waronwant.org
www.womankind.org.uk Campaigns against poverty and sweatshops.
Women’s rights issues, in Africa, Asia and South Fairtrade Foundation
America. www.fairtrade.org.uk
Action Aid All the latest news about Fairtrade inc. women
www.actionaid.org.uk/index.asp?page_ producers’ stories, films.
id=100011
Women’s Rights – education, hunger, violence. Other organisations
Send My Friend Woodford Foundation
www.sendmyfriend.org www.woodfordfoundation.org.uk
Send my friend to school. Organisation working for deaf and young
people in poorer countries.
GAP Project
www.ungei.org/gapproject/index_370.html Self Help Africa
A multimedia project supporting work on www.selfhelpafrica.org
gender equality inc. girls’ education. Working with farmers in Africa and helping
women farmers to gain training to increase
Millennium Development Goals their income.
United Nations
www.un.org/millenniumgoals/ Build IT International
www.builditinternational.org
Unicef Training African men and women to build
www.unicef.org/mdgl sustainable schools and health centres.
MDG Montior Plan International
www.mdgmonitor.org www.plan-uk.org/what-we-do/campaigns/
because-i-am-a-girl
Supports girls’ education and rights.
www.bridgesglobal.org.uk
30
31. 2nd Lap
Further support
Further support
Get in touch
Telephone 01952 255526 or email us at
info@bridgesglobal.org.uk for guidance or
to talk through any ideas you might have
relating to this resource.
Bridges’ School Services
Bridges delivers staff training and pupil
workshops on a wide range of global issues.
Below are some particularly linked with this
resource.
1. CPD : Global learning for the Olympics
session for KS1 & 2
Half day or twilight session to kick off your
planning for London 2012 in school. Good
value, inspiring session to enable staff
to make the most of the global learning
opportunities of the Olympics.
2. CPD: Diversity in our school and beyond for
KS1 & 2
A session to explore how to celebrate
diversity across your school and appreciate
local and national communities. Staff gain
understanding of local and national diversity
and a clearer focus for work on diversity in
their school. Lots of ideas for activities and
projects.
3. Workshops on Fairtrade for KS1 & 2
We run popular, highly interactive workshops
on Fairtrade to help pupils understand the
issues in trade. Workshops focus on food
or clothing and encourage pupils to take
action. Workshops support work towards
Fairtrade Schools Status.
For more details of our school services, check
our website www.bridgesglobal.org.uk
www.bridgesglobal.org.uk
31
32. Bridges, The Studios, Mansell Road
Wellington Telford, TF1 1QQ
T. 01952 255526
Email. info@bridgesglobal.org.uk
www.bridgesglobal.org.uk
Bridges 2011. Registered Charity No. 1112128.
Company Limited by Guarantee No. 5486119
Download copies of this pack from
www.bridgesglobal.org.uk
V7-26/09/11