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SO3 B2 Citz Lesson 02 TN

The document discusses barriers to education and achieving quality education for all. It talks about groups that still face discrimination in accessing education in some parts of the world like women, people with disabilities, and indigenous peoples. Natural disasters can also destroy schools and force students to leave or study outside. Education and poverty are also connected as children from poor families may need to leave school to work instead of gaining skills. The document encourages proposing ways to tackle barriers to education locally.

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Sirena Sypl
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23 views

SO3 B2 Citz Lesson 02 TN

The document discusses barriers to education and achieving quality education for all. It talks about groups that still face discrimination in accessing education in some parts of the world like women, people with disabilities, and indigenous peoples. Natural disasters can also destroy schools and force students to leave or study outside. Education and poverty are also connected as children from poor families may need to leave school to work instead of gaining skills. The document encourages proposing ways to tackle barriers to education locally.

Uploaded by

Sirena Sypl
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Citizenship Lessons Teacher’s Notes

B Focus Ss on the title of the article (Barriers to education)


and ask them to make a list of reasons that might prevent
B2 LESSON 2 a child from regularly attending school. Elicit ideas but do
not confirm any; this is intended to get Ss thinking.
C Allow time for Ss to read the article in silence. When they
Education for All have finished, ask them to check their ideas from Ex 2B.
Write on the IWB a list of possible reasons why children
Introduction do not attend school regularly.
Ss find out more about SDGs/Global Goals and about
SUGGESTED ANSWERS:
SDG 4 ‘Quality education’. They read a list of obstacles
to accessing quality education in the world and reflect on lack of funding
the connections between education and poverty. Ss are no teacher or untrained teachers
encouraged to make proposals for possible ways to tackle no classroom
the problem locally, within their communities. This is a good overcrowded classroom
way for them to reflect on the responsibility given to all of lack of learning/teaching materials; lack of basic facilities
us, not only to institutions and governments, by the SDGs. gender
schools within areas affected by conflict
disability
STEP 1 RAISING AWARENESS poverty

1 A Point to the two photos and ask Ss to describe them. Ask: D Ask Ss to answer the question individually, then compare
What/Who can you see? What is happening in each photo? ideas with a partner.
What looks the same/different in the photos? The purpose
of this initial activity is to make Ss reflect on the fact that 3 Read Question 1 aloud and give Ss time to find the
going to school is not something which should be taken information in the article. Allow time for Ss to write their
for granted. There are places in the world where the right own answers to Questions 2 and 3. Encourage them to
to education is limited. Then ask Ss to reflect on their rephrase the information from the text and to use their
own experience and ask them to complete the sentences. own words as much as possible. Ss compare their answers
Compare ideas around the class. in small groups. In feedback, elicit Ss’ ideas as a class.

B Put Ss into pairs and allow time for them to read and ANSWERS:
discuss the questions. Monitor and help with vocabulary
1 Women and people with disabilities are groups of
if asked to. Briefly check answers as a class. Through
people who are still denied their right to education in
these two questions, Ss will consider the importance of some parts of the world. Other forms of discrimination
being able to access education. If possible, the following include, for example, indigenous peoples and children
factors should be highlighted during the class discussion. in vulnerable situations.
Education: 2 Schools may be destroyed by some natural disasters,
which force students to leave their homes or to study
• gives us tools to understand the world around us.
outside.
• helps to develop personal skills.
3 Education and poverty are connected. Children from
• provides the opportunity for access to better jobs. poor families are obliged to leave school and find a
• allows young people to form friendships/relationships job, which leaves them without the necessary skills to
with people their own age. further their careers. If education is a huge cost for a
family, a child may be obliged to stay at home and find
• allows discovering talents and interests. work instead of going to school.

STEP 2 GOING AHEAD Language for citizenship


2 A A short text introduces Ss to Sustainable Development 4 Explain that the Global Goals are not the first example of
when leaders and nations around the world have agreed
Goals (SDGs/Global Goals) and to the role of education
on the importance of the right to education for everyone.
for world leaders and countries around the world. Allow
The UN Convention on the Rights of the Child has been
Ss time to read the text in silence. When they have
ratified by 196 countries. Focus Ss on the titles of Articles
finished, ask them to answer the two questions.
28 and 29.

ANSWERS: ANSWERS:
1 The UN/193 countries around the world agreed on
1 be free
the Goals. The plan aims to eradicate poverty, ensure
global growth and tackle climate change by 2030. 2 be encouraged to go to school
2 Global Goal 4 aims to ensure quality education for all 3 respect children’s rights
by 2030. 4 develop their personalities, talents and abilities
5 respect other people’s rights, cultures and differences
6 protect the environment

PHOTOCOPIABLE © Pearson Education Limited 2023


Citizenship Lessons Teacher’s Notes

CRITICAL THINKING
The Italian Constitution
5 Give Ss time to read Article 34 of the Constitution
and, either in L1 or in English, ask for comments.
Ss should notice that the Constitution covers the
same topics as the article they have read. The
principle ‘education for all’ excludes all forms of
discrimination. Hence the need for the State to
remove all the obstacles which prevent schools
from being accessible to everyone. You can ask Ss:
What kind of obstacles or barriers does the Italian
Constitution seem to anticipate? Explain that in
2005, Legislative Decree No 76 modified and
extended the duration of compulsory education
to ‘at least twelve years or, in any case, until the
attainment of a three-year qualification by the age
of eighteen’.

ANSWERS:
1 c 2 e 3 d 4 b 5 a

STEP 3 TAKING ACTION


Digital literacies
6 A As preparation for the final task, encourage Ss to read
more about SDG 4 and its targets. They can use the
internet, in class or at home, to do individual research.
B In class, allow Ss time to prepare a draft proposal with
possible initiatives they could take to tackle some of the
barriers to quality education in the place where they live.
In feedback, elicit Ss’ ideas as a class discussion.

PHOTOCOPIABLE © Pearson Education Limited 2023

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