Lesson 2: Explore

Overview

Students will consider how those in other parts of the world (Case study Kibera), who do not have access to the food we have in Britain, may experience life and learning. They will look at how some factors affecting learning may be different /exacerbated in other countries. Through the Shanty Town Game students will explore solutions to problems in an African slum and identify priorities for development over time.

Learning Objectives Resources

All will: Explore context of Kibera Through the Eyes of a Child (on DVD)

Aim for: Understand challenges andopportunities for children living Resource 1: BRICK Video Reflection

in the Kibera. Resource 2: Kibera Fact Sheet*

Aim higher: As a group set priorities for change and justify decisions. Resource 3: Shanty Town Points*

Resource 4: Priorities for Change*

Activities

Explanation / Differentiation
Starter: Snowball / Students to have 30secs to come up with as many different ideas about what life would be like in an African slum that they can think of. Then in pairs have 1 minute to add lists together and add more ideas. In 4s have 1 more minute to add all ideas together and add any further ideas.
Video: Though the Eyes of a Child / Watch “Through the Eyes of a Child” video clip and complete BRICK video sheet, Resource 1: BRICK Video Reflection. / Ext. Two extension questions on sheet.
Reflection / Students to go over factors affecting learning from last lesson and choose which 3 will have greatest impact in Kibera and why? Also to consider if reasons for hunger/skipping meal are same in Kibera as those that we experience here.
Shanty Town Game / In groups of 3/4 students to read Resource 2: Kibera Fact Sheet and to identify priorities for change in Kibera. Each group has 250 points to spend. They must decide using Resouce 3: Shanty Town Points how to spend their money for their first year and second year to have the greatest impact on the Kibera. They can fill in their decision on Resource 4: Priorities for Change. / Use S2 sheet for EAL/lower ability learners.
Plenary: Students Feedback / Students to feedback to class how they would spend their Shanty Town Points and their priorities for change, justifying their decision to the class. Other students to question each group.

Adaptations

The Shanty Town Game could be adapted in the following ways:
For year 8:For Shanty Town Game. Have them focus on priorities of change for year 1. Then write a persuasive speech to persuade the class that their ideas are the best. Students to give speeches to class and vote on best plan of action.
For year 12-13:Students could in groupseach choose an area to research: Food/ Health/ Education/Sanitation/Crime and present to the class a more in depth analysis of the challenges faced in the Kibera before students play the game. Also could research some of the real costing involved.
* Based on a resource adapted by SJMAC from Thinking through Geography and published on /

Materials

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Other Resources

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Lesson 2: Explore / 1