1. EVERYONE COUNTS Unit 1: Welcome to Young Lives

2. UNIT 1 SESSION 4 Challenging assumptions

3. WHAT DO YOU KNOW? What do you know about the four Young Lives countries already? What words would you associate with these countries? EthiopiaIndia PeruViet Nam

4. Compare your ideas for a country with others. Which words are the most common? Create a group or whole-class word cloud for each country. http://www.wordle.net/ WHAT DO WE KNOW?

5. WHICH COUNTRY? Have a look at the following images. Each photograph was taken in one of the four Young Lives countries. Which country do you think each photograph is from? Why do you think this?

6. Outline Pupils will learn what the Young Lives research project is. They will meet eight children from four countries: Ethiopia, India, Peru and Viet Nam. Pupils will then use secondary sources of information to introduce one of these featured children to the rest of the class. Finally they will identify and discuss any similarities and differences between the lives of these children and their own lives. Learning objectives  To develop broader knowledg e about the lives of children in the four Young Lives countries.  To recognise similaritie s and difference s between pupils’ own lives and the lives of the featured children.  To develop empathy for others. Learning outcomes  Pupils will use secondary sources of information to act in role as one the featured children.  Pupils will listen carefully and ask questions about the lives of others.  Pupils will write a list of similarities and differences between the life of one of the featured children and their own lives. Key questions  How would you introduce this young person to others?  What similaritie s and difference s are there between the life of this young person and your own life?  Can you think of any reasons for these similaritie s and difference s? Resources  Unit 1 Slideshow (Sessions 1 - 3): Slides 2 – 15.  Child profiles: Meet Afework; Meet Tufa; Meet Ravi; Meet Harika; Meet Luz; Meet Manuel; Meet Hung; Meet Lien.  Activity sheets: Interview questions; Similarities and differences. Curriculum links England P u p i l s s h o u l d b e t a u g h t t o : E n g l i s h S p o k e n l a n g u a g e  List en and res pon d app rop riat ely to adu lts and thei r pee rs.  Ask rele van t que stio ns to ext end thei r und erst and ing and kno wle dge.  Par tici pat e in dis cus sio ns, pre sen tati ons, perf or ma nce s, role pla y, imp rovi sati ons and deb ate s. Wales E n g l i s h O r a c y  I d e n t i f y k e y p o i n t s a n d f o l l o w u p i d e a s t h r o u g h q u e s t i o n a n d c o m m e n t, d e v e l o p i n g r e s p o n s e t o o t h e r s i n o r d e r t o l e a r n t h r o u g h t a l k.  E x p e r i e n c i n g a n d r e s p o n d i n g t o a v a r i e t y o f s t i m u l i a n d i d e a s : v i s u a l, a u d i o a n d w r i t t e n. Scotland Literacy and English: Listening and talking  As I listen or watch, I can make notes, organis e these under suitable heading s and use these to underst and ideas and informa tion and create new texts, using my own words as appropr iate. LIT 2-05a

26. UNIT 1 SESSION 5 What does it mean to be doing well in life?

27. WHAT DO WE NEED TO BE DOING WELL IN LIFE? Think Pair Share

28. RANKING YOUR IDEAS Most important Least important watershelter food

29. SEBLE ETHIOPIA Having cattle, sheep, chicken, donkey, horse and mules. Having a house with a corrugated iron/tin roof (rather than one made of grass/thatch). Having enough good- quality household furniture. Having good food, like meat, fish, injera*, shiro* and eggs. Having enough kitchen equipment. Being able to play with friends. Being able to get medical treatment if you’re sick. Having enough good- quality clothes.

30. LUZ PERU Receiving love from your parents. Father and mother are working. Having parents to take care of you. Having parents who don’t fight. Having friends. Having a nice home. Not having to work.Being able to study well.

31. TIME TO THINK… What similarities and differences are there? Do you think everyone in the world has the things they need to be ‘well’? Why not?

32. UNIT 1 SESSION 6 What does inequality mean?

33. WHAT DOES INEQUALITY MEAN? We can think of inequality as the difference between the things some groups of people have compared to other people. It is a bit like looking at how a big a slice of cake one person has compared to another.

34. EQUAL SHARING Imagine that you have a set of six pencils and three children. How would you share out the pencils equally?

35. UNEQUAL SHARING How would you share out the pencils so that they were unequally distributed?

36. SHARING OUT THE PENCILS What are all the possible ways in which the pencils could be shared out? What different combinations are there? How will you make sure that you find all the possible combinations? Is there a logical way to solve this problem?

37. INEQUALITY BETWEEN COUNTRIES There is inequality between countries in the world. This means things are not shared fairly between countries. For example, some countries are wealthy while others are extremely poor.

38. INEQUALITY WITHIN COUNTRIES There is also inequality within countries. This means things are not shared fairly within the same country. For example, some people may have more money than others.

39. THINKING ABOUT INEQUALITY Inequality is not just about how money is shared between and within countries. There can also be inequality in the kinds of opportunities people have in life.

40. THINKING ABOUT INEQUALITY INEQUALITY