Reaching the Unreached We CAN make a difference
Introduction and overview to ‘Reaching the unreached’
These lessons and the assembly Power Point are aimed at a wide range of pupil groups, but are most suitable for pupils at KS2, KS3 and KS4.
The materials and activities have been designed and developed to support teachers in schools to engage pupils in developing a greater understanding of global citizenship. The activities and assembly can be used on their own or delivered as part of a project. They support, engage and develop pupils’ skills, knowledge and understanding in a highly participative way, which is one of the core principles of the education project in Gansu.
The online materials include:
An assembly PowerPoint to explain the project.
• This links well to ‘Thought for the Day’. Two lesson plans each designed to last up to an hour.
• A list of different extension ideas is also included. Supporting materials including downloadable
• resources, DVD clips, the DFID Gansu Project review book and other relevant documents and articles. Assessment outcomes grid for global citizenship and
• the PLTS framework (Pupil Learning and Thinking Skills for 11- 19 year olds)
For further information about Cambridge Education Foundation, please visit our website www.camb-ed.com/about-us/cef.asp
For more information about the work of DFID, please visit www.dfid.gov.uk/globalschools
Lesson Plan 1:
Understanding how change can happen
Introduction:
We are going to consider a situation/story through a series of pictures. It centres around a project started in 1999. The lesson is about developing your own thoughts and ideas.
Lesson outcomes:
Increased understanding of awareness of development issues in China and • other countries
Develop critical thinking skills through asking questions, discussions and • enquiry based learning.
Resources:
Large paper for each group– e.g. sugar paper/ • flipchart paper
Highlighter pens – e.g. red and green •
Photos A and B printed separately – sufficient in • number for each group of three pupils
Photo C – show using projector •
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Assessment outcomes grid and PLTS framework
Activity 1:
Starter activity (15 minutes) – small group work
Give each group a large piece of paper •
Give each group a copy of • Photo A (the picture of the old building)
Ask pupils what they think about the photo e.g. where is it and what is it?
Ask the groups to come up with three ideas about the picture and write these on their flipchart
The teacher can use the following suggested question as prompts.
Old building (Photo A)
Suggested question prompts:
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Where in the world is it?
What is used for?
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Do you know anywhere like this locally?
What is it made of?
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What time of year is it and what do you think the weather is like? •
When do you think this photo was taken? •
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Photo A
Activity 2
(5 minutes) – small group work
Give each group • Photo B (picture of the small child)
Ask pupils to think about some questions, e.g.
+ What is the child looking at?
+ What is he/she doing?
+ Why is he/she there?
+ What is he/she wearing and why is he/she wearing it?
+ Is the child a girl or boy? How do you know?
+ What is he/she feeling?
+ Does the first pic ture have anything to do with this child?
Get each group to write down three thoughts about the
picture on the flip chart paper.
Activity 3
(5 minutes) pair and share
Ask the pupils to take their flipchart sheet to the next group and to come up with some common themes/ ideas and highlight one area where ideas/thoughts do not agree - pair and share
Activity 4
(43 seconds) Show Clip 1.1
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Discuss what rote learning means
Demonstrate rote learning by getting the class to say out loud in unison an
• age-related chant, e g a nursery rhyme, times table, school song or national anthem
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Video Clip
Photo B
Activity 5
(6 minutes) – whole class
Show • Photo C to whole class and see whether pupils can identify where Photo B came from Suggest some questions for discussion, e.g.
+ How long ago could this photo have been taken?
+ Does it give any clues about Photo A?
+ Are there equal numbers of girls and boys? (6 out of 23)
+ Why might there be a difference?
Explanation:
As a result of funding by UKaid (DFID) the school in Photo A has now been transformed over a period of 6 years into a modern learning environment for all children.
Show Photo D – new school building – and compare with Photo A
Show Photos E and F – new classroom practices - and compare with Photo C.
Discuss any similarities and differences – e.g. how many children are wearing a red scarf? What is the significance of the red scarf/neckerchief?1 (The red scarf is the symbol of Young Pioneers, introduced from the former Soviet Union — see footnote overleaf).
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Photo C
Photo D
Photo E
Photo F
Activity 6
Plenary (10 minutes)
Review the three thoughts on the earlier flipcharts.
Ask the pupils to reflect on how close their ideas were with reality. What did they base their earlier
ideas on – for example information from newspapers, television, films or personal experiences? Get pupils to write down their reflections on how their learning from today’s lesson helped them to
challenge some of their earlier ideas. If time, ask the pupils to share their ideas with a partner. (This could be in the form of diary, posters, letter, etc).
Impact of the lesson can be evaluated using the pupils’ reflections.
Note: Some of the pupils are wearing a red scarf. The red scarf is the symbol of Young Pioneers introduced from the former Soviet Union. After the 1990s the role of Young Pioneers in China changed and normally every student will be a Young Pioneer when they go to primary school. However, before the 1990s, every year, only a certain percentage of ‘good students’ could join the organisation.
See: http://en.wikipedia.org/wiki/Young_Pioneer_organization_of_the_Soviet_Union
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Lesson Plan 2: Equity
Introduction
Equality of opportunity, developing greater understanding.
Lesson outcomes
Promoting the understanding of equity by exploring fair play.
• Develop critical thinking skills through asking questions, discussions
• and enquiry based learning.
The Gansu project
The project was based on three main principles –
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equity
• processes
participation and
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This lesson focuses on the principle of equity.
Review reflections from last lesson
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Resources:
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Story of Ma Haimei (1 per pupil)
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Diamond Nine activity cards (1 for each group)
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Chinese name writing guide (1 between two)
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A4 paper and pens for writing
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Assessment outcomes grid and PLTS framework PDF
Activity 1
(1.5 minutes) Show Clip 2.1
Equity: parent describing how difficult life is being illiterate and unable to write her name in Chinese
Video Clip
Activity 2
(5 minutes) – small group discussion
Ask pupils to discuss reasons why parents in Gansu province may not send their children to school
Activity 3
(10 minutes) – small group discussion about ways of getting more children into school
Give out the Diamond Nine cards
Ask pupils to spread out the cards and look at • them. Provide a short explanation of each card if necessary. Without picking up the cards each pupil should identify which they think is the most important one
Ask the pupils, as a group, to place them in order
of importance in a diamond shape (◊), with the most important at the top, and the least important at the bottom. They can move the cards about so long as they can give an explanation as to why they have done this
Once each group has agreed on the order, ask
• them to think up three points that would need to be considered in order to implement it – for example if they thought that providing posters was the best way of attracting more pupils into schools, how would the posters be protected from the weather? Which language would they be printed in? Where would they be placed?
Ask one pupil from each group to go to the
• next group to share their views on their most important approach
Have a whole class discussion on the outcomes
• from this activity and ensure the following is included:
+ Why is there such a focus on girls?
+ Why is hot water so important?2
As there is a shortage of drinking water, people collect rain water and then boil it to make it safer to drink. It is very expensive to buy drinking water which has to be transported considerable distances. As some children have a long journey to school they bring their lunch with them (normally a bread). Before the project started, children were very thirsty at school all day because there was no water supply. The project provided schools support to improve water supply and a solar heater so they could provide free boiled drinking water to children.
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Activity 4
Opportunities to study at school
Although the parent, Sun Minxiao, in the clip that you have just seen was keen to ensure her three daughters were educated, not all parents think their daughters should go to school.
Video Clip
Show Clip 2. • 2 – Introducing Ma Haimei
Have a whole class discussion about the clip using the statements below as prompts
+ What did the pupils feel/think about girls not going to school?
+ How would they like to be Ma Haimei ?
+ Is there anything similar to your experiences of school?
+ Ma Haimei says ‘I love going to school, and playing with my classmates. If my mother doesn’t let me go to school, I will be so sad. ’ Would you feel the same?
Activity 5
(10 minutes) – small group role play
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Divide class into groups of three pupils
Provide the
• story of Ma Haimei to each group
Each pupil to take a role: one as narrator, one as Ma Haimei and the other as Ma Haimei’s mother. Use • the script as a basis for role play activity and allow the pupils to develop the ending. Can Ma Haimei persuade her mother that she should be allowed to stay at school?
Show Clip 2.3 (after the discussion) – Ma Haimei in year 6 sharing her aspirations for the future.
Video Clip
Mai Haimei is from the Hui minority, which is Muslim. The project covered counties in which there were other Muslim minorities including Dongxiang, Bao’an, Sala and Hui. Ma Haimei’s home language is Chinese with strong local dialect. The Dongxiang minority have oral Dongxiang language but without written characters. So for these children it is very difficult to learn Mandarin and Chinese characters.
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Activity 6
(10 mintues)
Give out the sheets with Ma Haimei’s name in Chinese and A4 sheets
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Ask pupils to imagine that they are Ma Haimei and are having to learn to write their name in Chinese •
Ask pupils to copy Ma Haimei’s name in Chinese (using the guide as necessary) in the centre of their • A4 sheet
Ask pupils to put down their ideas about why Ma Haimei should be allowed to stay at school •
These sheets can be used for display and will provide some evidence of the impact of the lesson
Activity 7
(5 minutes) – summary of the project
Show Clip 2.4 – Summary
• listening. (Answers in brackets)
Use some of the following suggested questions to support scaffolded
+ In how many schools did the project raise standards? (700)
Video Clip
+ How many teachers were trained? (6000)
+ How much did the project cost? (£33m)
+ How many students did the project reach? (5 million)
+ How many students in the project’s four counties are still not attending schools? (12,000)
Summary or plenary activity:
Pose the question • ‘why do you want to stay at school?’
Pupils to write down their ideas and then share. Ensure through the sharing activity that the pupils • are able to demonstrate a clearer understanding of the principle of equity.
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Extension ideas and support materials for teachers
Additional resources:
The following DVD and other materials are available as background reading and support materials for teachers to use and to support further extension work including some ideas set out below.
- Reaching the Unreached (2007) DVD the full version
- Education Innovation (2010) DVD
- Ten Years, Ten Innovations: British Support to Basic Education in Gansu Province, China Book
- School Environment Review Extract, written by David Smawfield, an article on water supply
Extension ideas:
• – inclusion –teachers were afraid of pupils with disabilities
Overcoming discrimination
• – how do pupils think this will impact upon the pupils’ right to education and their daily lives?
Landscape
• – how do they differ from the games and activities our pupils participate in?
Games played by the pupils
Books as resources
• – what other resources did they see – were there lots of computers and hand held devices?
Scarves v ties
• and school uniform
Importance of water
• to the schools and the pupils
How did the project team involve and
• persuade members of the community to support the project? Does this happen in your local community?
