|
Lesson plan: "It's not fair!"
From the Developing Rights online resource
Age group: 11 - 14
Aims:
To raise pupils’ awareness of their right to an equal, non-racist,
and non-sexist education.
To draw out similarities and differences in education between the
UK and South Africa.
What to do:
Preparation: for each pair of pupils, photocopy and cut up the ‘It’s Not Fair!" cards. Put each set of statements
in an envelope. Also give each pair six blank pieces of paper the
same size as the statements. Each pair needs a photocopy of the
poem Ibali Ngesikolo and a large sheet of blank paper. You may
also wish to photocopy the Global
Charter for Basic Rights, and to read the background
information on South Africa.
In pairs, ask pupils to brainstorm ideas about what is not fair
in their school. Ask them to write five of their ideas on the small
blank pieces of paper, leaving the sixth blank at this stage.
They then copy the diagram below on their large sheet of paper
making sure that each column is large enough for plenty of statements.
Pupils should then place their statements on the left hand column
entitled ‘Our School’.
Now introduce the Khayelitsha township in South Africa using the
background information. Give out the envelopes containing the ‘It’s
not fair!’ statements and ask pupils to read them and place
them on the right hand column entitled ‘A school attended by
children from Khayelitsha’.
Explain that some of the statements come from poems and pieces
of writing by children in Khayelitsha. Now give each pair of pupils
the poem. Explain that this was originally written in Xhosa and
the title means ‘Education is the key to success’.
Ask pupils to read the poem and try to find one more statement
about what is not fair in school. This should be written on the
sixth blank piece of paper and added to the diagram. Each pair should
now look at all the statements on the large sheet of paper and move
those that could be true of both schools to the middle column, ‘Both
Schools’. As a whole class, discuss some of the choices made
by pupils and their reasons for them.
Finally ask pupils to look at the statements in the middle column
and write down which rights are being denied in each case. You may
also wish to refer pupils to the rights lists from previous activities
or the Global Charter for Basic Rights. As a class, discuss whose
responsibility it might be to make sure that everyone enjoys these
rights.
Extension work:
Use the poem Ibali Ngesikolo
as a stimulus for children to write their own poems on education.
Curriculum links:
| England |
Scotland |
Wales |
| English:
- Group discussion and interaction - different contributions;
different views into account; sift, summarise and use the
most important points.
- Reading - extract meaning; analyse and discuss.
Citizenship/PSHE:
- Effects of stereotyping, prejudice, bullying and discrimination;
how to empathise with people different from themselves; to
communicate confidently with peers and adults; consider social
and moral dilemmas. |
English:
- Listening in groups; talking in groups; talking about experiences,
feelings and opinions; reading for information.
Religious and Moral Education:
- Relationships and moral values.
PSD:
- Social development. |
English:
- Group discussion and interaction - different contributions;
different views into account ; sift, summarise and use the
most important points.
- Reading - extract meaning; analyse and discuss.
PSE:
- Value cultural diversity and equal opportunity and respect
the dignity of all; be moved by injustice, exploitation and
denial of human rights; communicate confidently one's feelings
and views. |
|
Cool Planet for Teachers has moved
