At the end of the lesson the learner should be able to;
1. Define cooperation.
2. Define sustainable cooperation.
3. Define common goal.
4. Identify requirements needed towards achieving a common goal.
Starter activity - the students exchange cards representing the basic needs to demonstrate the poverty cycle.PowerPoint to explain microfinance including a link to a video clip and some case studies.Full lesson plan with suggested timings.
Poverty Workbooklet includes a learning circle, marking decoder, homework takeaway task bank, literacy placemat, topics covering the Short and Long Term Poverty, Homelessness, Salvation Army, Mother Teresa, Oscar Romero, Refugees, Parable of the Rich Fool, Parable of the Sheep and the Goats, Biblical Teachings on Money, Fairtrade, Christians Aid and also an assessment on religious charities.
This is a great field work topic with several different aspects; however, each areas comes under the umbrella of sustainability. Students will need to visit 2 different supermarkets (we visited a small M&S and a large Tesco within walking distance of the school) and find the countries of origin of several fruits and vegetables. As a class we then: labelled these on a blank map of the world (for a display), calculated the distance travelled and created graphs (Excel, cross-curricular with ICT!) based on food miles/carbon emissions. Another aspect was packaging and recycled products. Students had to fill in a survey of the products in the supermarkets; we also interview customers and members of staff for their shopping habits. This all culminated in a huge display on sustainability.
This resource can be adapted for any KS3 class and can be used as a stand alone topic or as part of ecosystems/sustainability topics. It would be great for PSHE too!
This lesson is designed to meet the standards of the new Higher RMPS exam (valid from August 2016). It helps pupils to to explain the meaning of Samsara, to describe the wheel of life, to interpret possible implications of Samsara for the lives of Buddhists, to identify one key belief and one key practice related to Samsara and to analyse the significance of it. It requires 1-2 periods to be completed.
It contains a PowerPoint to give structure to lessons and provide a visual aid when needed, a flip chart with activities for the pupils, the lesson plan and two worksheets.
The principles and strategies of formative assessment are embedded in the lesson (for example, opinion line and the self-evaluation activity allows for profound reflection on learning and helps the pupils to take more responsibility for their own learning). There are opportunities for collaborative and independent learning and group work is encouraged.
The resource ensures pace and challenge for learners of different ability levels in order to promote the highest possible achievement for all.