POVERTY WORKSHOP

for volunteer teachers

POVERTY: CAUSES
AND SOLUTIONS
Introductory notes for school speakers
This workshop contains facts and the most recent stories from Christian Aid’s partners
around the world, as well as ideas for interactive activities for older and younger pupils.
You can adapt the material and the activities to suit the needs of the school you are
visiting, the age and ability of the pupils, the timings and format of the session, and your
own preferences. The age group appropriate for each activity is indicated, and suggestions
are given for how activities can be adapted and extended.

The issue: poverty

Fighting poverty is at the core of Christian Aid’s PowerPoint presentation
work and vision. But what does that actually There is an optional Poverty Over PowerPoint
mean? Poverty is about much more than not having presentation to accompany this workshop, but
enough money; poverty robs people of dignity, it is not essential to use it – most of the stories
freedom and hope. Christian Aid has a vision – an and activities can be adapted to leave out the
end to poverty – and we believe that vision can PowerPoint elements. The PowerPoint presentation
become a reality. We must understand that poverty is available to download from the volunteer
is about inequality, not just in terms of wealth, but teachers’ Dropbox.
in terms of power, rights and freedom. Poverty
denies opportunity and takes away the power of Film
people to shape their own lives and provide for This workshop makes use of film footage, which
their families. People should have the power to live can be downloaded in advance. All the suggested
life in all its fullness – and everyone should be able films are available to download from the volunteer
to thrive, not just survive. teachers’ Dropbox, or you can ask your local
Christian Aid office for help with this. If there are
Key facts no facilities available for playing films (check with
• Almost half the world – over 3 billion people – live the teacher first), or if you prefer not to use them,
on less than £2 a day.* you can adapt the activities to leave them out, or in
• 22,000 children die each day because of some cases show PowerPoint slides instead.
poverty.**
Session planner
• This is the wealthiest era in human history – but it The table overleaf provides an overview of
is also the most unequal.*** suggested activities and approximate timings. It
also lists materials, worksheets and films required
Countries featured in this workshop: Kenya,
for each activity. You can tailor your own session
Zambia, Sierra Leone, Bolivia, India.
plan from this list, and add or adapt activities to suit
your needs.

*World Bank, 2008, Human Development Report.

**UNICEF
***Christian Aid

UK registered charity no. 1105851 Company no. 5171525 Scot charity no. SC039150 NI charity no. XR94639 Company no. NI059154 ROI charity no. CHY 6998
Company no. 426928 The Christian Aid name and logo are trademarks of Christian Aid. This material has been written for educational purposes.
For wider distribution or commercial gain, permission must be sought from Christian Aid. © Christian Aid February 2014 14-781-J2281
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 POVERTY WORKSHOP

Age group Activity Approx. timing Materials Worksheet PowerPoint Film

(mins) (available to slides
photocopy
at end of this
pack)
Primary Warm up 10 – 15 Ball, pen, board/ x x x
paper.
Primary Cake 10 Cake x ✔ (optional) x
consumption Slide 2
Primary Living a full life 15 ‘Living a full life’ ‘Living a full life’ x x
sorting cards worksheet (six
(six sets) copies)
Primary Overcoming 15 - 20 x ‘Overcoming ✔ (optional if Jeremiah’s story
challenges challenges’ films are used) Patricia’s story
worksheet (one Slides 3 - 5 Ivana’s story
per pupil)
Primary Reality check 20 Signs listing: x ✔ (optional) Transformers
Alcohol* Slide 6
Cigarettes*
Pet foods
Perfumes
Ice cream
Make-up
Basic education
Safe water
Basic nutrition
Health services
for mothers
and babies
(*optional)
Secondary Warm up 10 Five breadsticks x x x
Secondary Important global 25 Dot stickers x x Power to
issues (approx. 70 end poverty
for a class of
30 students),
whiteboard/
blackboard
Secondary Hope for the 10 x x x Emmanuel’s
future story
Secondary People power v 10 x x ✔ (optional) Inequality
poverty Slide 7 in India
Secondary What can you 10 x ‘What can you ✔ (optional)
do? do?’ worksheet Slide 8
(one per student)
Primary Concluding 5 -10 Paper and pens ‘What can you x Emmanuel’s
activity do?’ worksheet story
(one per pupil)
Secondary Concluding 5 -10 x x ✔ (optional) Poverty Over
activity Slide 9 animation

Aims of the workshop

For younger pupils:
To understand issues relating to poverty and what is being done to tackle them around the globe.

For older students:

To understand that poverty can be ended and to identify opportunities for their own involvement.

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Learning outcomes
By the end of this session, younger pupils should a) negative
be able to: b) positive
c) a mix of both?
– understand that the world’s wealth and
resources are distributed unequally Explain:
– reflect on the things essential to living Nearly half of all people living in the world are living
a full life in poverty. That is a shocking fact. But what does
– relate to some stories of people living ‘poverty’ really mean – and where do the 3 billion
in poverty and use these to identify and poor people on this planet live?
challenge stereotypes
It’s important to understand that poverty is
– understand that extreme poverty can complicated; it is not just about having too little
be overcome. food, or medicine, or clothes – though it can be
partly about all those things. Above all, it’s about
By the end of this session, older students should
not having the options to live your life to the full.
be able to:
Because if you live in poverty, then it is likely that
– define poverty in terms beyond income, you do not have much choice over the sort of work
understanding poverty as a lack of power that you do, or where you live. It’s likely that getting
and opportunity hold of the things that many other people take
– understand that inequality underpins poverty for granted – like clean water, food and medicines
– is a major worry and a drain on your time and
– comprehend the challenges that poverty
energy. It means that if a disaster, like a flood or an
represents for some people around the world
earthquake, strikes the place where you live, then
– identify and challenge stereotypes relating to you are much more likely to be injured or killed,
poverty and development. because your home will probably not be very safe.
Warm-up activity for younger pupils It means that you are much more likely to get ill,
and be hungry and tired and badly-treated by other
Ask pupils to arrange themselves in a circle and to
people. Basically, it means that life is difficult.
throw a ball between them. Whoever catches the
ball should shout out a word that they associate And where might these poor people live? It is too
with poverty. As they do this, you should write simplistic to say that some countries are ‘poor’
the words up on a board/sheet of paper. Once and some countries are ‘rich’. Very often, there
everyone has had a chance to shout out a word, are communities of very poor people living in
ask them to sit down and talk through the kinds countries that are not so poor at all. For example,
of words that were mentioned. You should gently India has more billionaires than the UK, and yet it
lead them to identify some of the stereotypes that also has more hungry children than the whole of
they might hold about other countries/people living sub-Saharan Africa. In many countries – including
in poverty and to consider where these come from our own – poorer people live alongside much richer
and whether they are accurate. people, so we need to remember that it is not
as simple as ‘poor countries’ and ‘rich countries’.
Questions:
Today, it makes more sense to talk about ‘poor
• Where do pupils’ ideas about people in other communities’, rather than poor countries.
countries come from?
And we must also remember that, even when
• How many people do pupils think live in poverty
most people in a country are poor, that does not
in the world – and where do they think they live?
mean that there is something ‘wrong’ with that
• Are pupils’ ideas about life in other countries country. Often the causes of, and solutions to,
mainly: poverty lie closer to home than we might realise.

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Activity: Cake consumption

(For younger pupils)

Ask for 10 pupils to come up to the front of the Three-quarters should go to the pair who represent
class and present them with a cake. Ask them the richest 20 per cent of people in the world.
how they would divide it fairly between them.
Explain that these 10 people represent the whole Just under one-quarter (22 per cent) should go to
population of the world. Now split them into two the middle 60 per cent.
groups of two and one of six, and get them to The remainder (about 1.5 per cent of the whole
stand in their groups – the two pairs on either side cake) should go to the pair who represent the
of the middle group of six. One pair represent poorest 20 per cent.
the richest 20 per cent of the world’s people, the
middle six represent the middle 60 per cent of the The diagram below shows how the world’s
world’s people, and the other pair represent the consumption is divided. This will give you a rough
poorest 20 per cent of the world’s people. Then cut guide as to how to divide up your cake! (This
the cake and hand it out on plates, roughly diagram is also shown on slide 2 of the Poverty:
as follows: causes and solutions PowerPoint presentation.)

Share of world’s private The world’s poorest 20%

consumption consume 1.5%

The world’s
middle 60%
consume 21.9%

The world’s
richest 20%
consume 76.6%

Source: World
Bank Development
Indicators 2008

Questions:
• How did this make the different groups feel?
• Was it fair?

Explain:
This really does represent how things are divided between rich and poor in this world: The world’s richest
20 per cent consume over three-quarters of the world’s goods and services, and most of the rest is
consumed by the middle 60 per cent. The very poorest 20 per cent consume a tiny bit, just 1.5 per cent.

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Activity: Living a full life Questions:

(For younger pupils) • Which things are absolutely essential (things
humans couldn’t live without)?
Split the class into six groups (around five per
group) and hand each group a set of ‘Living a • Which are not vital for survival, but pupils feel are
full life’ sorting cards and the ‘Living a full life’ still very important for human existence?
worksheet. • Which are less important?
Ask pupils to discuss, in groups, which of the things • Are there any that might be very important for
listed are essential to living a full life. Encourage some people but less so for others?
them to think, beyond the things that are important • Which of the things are common needs of all
to them, and to consider instead what all people people, regardless of whether they are rich or
need, irrespective of where they live, how old they poor?
are, or what their own interests are. Ask them to
organise the cards into groups on the diamond • Which of the things they identified might be a
diagram on the ‘Living a full life’ worksheet: real challenge for people living in poverty?

Activity: Overcoming challenges in Sierra Leone, and how people in Gbap are now
(For younger pupils) being helped to farm more food, with seeds, tools
and a new food-processing centre. Patricia explains
Show the films featuring the stories of Patricia, why she thinks education is important, and talks of
Jeremiah and Ivana (or you could choose to focus her excitement about the new school building that
on just one of these). If you prefer not to show is being built by a Christian Aid partner.
films, or facilities are not available, there are images
of these young people on slides 3-5 of the Poverty: (Slide 5) Ivana lives in a remote community, deep
Causes and Solutions PowerPoint presentation. in the Bolivian rainforest. In this film she takes you
around her local community, sharing how Christian
(Slide 3) Jeremiah lives in Matopeni, a slum Aid partner CIPCA has helped people here to rear
settlement in Kenya. In the film, he explains how woolless sheep and also chickens, ensuring the
sanitation issues make his life difficult, as he has people have food all year round.
to carry clean water a long distance and avoid the
risk of Matopeni’s ‘flying toilets’. He looks forward Hand out the ‘Overcoming challenges’ worksheet,
to the building of a new toilet block, provided by his which features pictures of Jeremiah, Patricia and
local council, and drains and taps with clean water, Ivana. Ask pupils, as they watch and/or listen, to jot
provided by Christian Aid partner Maji Na Ufanisi. down anything of interest that they notice in the
films, or in your descriptions, in the space around
(Slide 4) Patricia lives in the town of Gbap, in Sierra the pictures.
Leone. This film explains how war led to hunger

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 POVERTY WORKSHOP

Questions: comparing their stereotypes to the messages

• Where do Patricia, Jeremiah and Ivana live? (You communicated by the children in the films.) Their
could get pupils to find Sierra Leone, Kenya and communities are working as hard as possible to
Bolivia on a map.) come up with ways to improve their situation and
to overcome the challenges they face.
• What were the main challenges faced by the
different communities in the places that they live? Christian Aid supports people living in the very
poorest communities around the world, such as
• What has happened to make things better for the
those where Jeremiah, Patricia and Ivana live,
communities?
finding ways to help people use all their skills,
• What questions might you like to ask them if you ideas and hard work to escape poverty for good.
had the chance? It works through partners (organisations whose
staff are already living and working alongside the
Explain:
communities they are trying to help), because
Patricia, Jeremiah and Ivana all live in communities it understands that local people have the best
that are affected by poverty – they are poor. But understanding of the problems affecting their own
as we can see from the films, that doesn’t mean communities – and will have the best ideas about
that they are helpless or miserable. (If pupils came what they need to do to fix those problems.
up with very negative stereotypes in the warm-
up activity, you could gently challenge those by

Activity: Reality check Ask the six pupils to organise themselves

(For younger pupils) according to how much money they think was
spent on each of the items on their signs by people
Get all pupils to stand up. Explain that one side of in America and Europe – they should arrange
the room is ‘high’ and the other side of the room is themselves from ‘most spent’ to ‘least spent’.
‘low’.
Reveal that the correct order was (from highest to
Ask six students to come forward. Hand each one lowest):
a sign, with one of the following written on it:
Alcohol*
Alcohol , Make-up, Perfume, Ice cream, Pet food,
*
Cigarettes*
Cigarettes* Pet foods
*Please note: the aim of this activity is to highlight injustice and to Perfumes
demonstrate that huge amounts of money are spent on luxury items Ice cream
and things that are bad for human health, like alcohol and cigarettes. Make-up
The intention is that this should reinforce the work that schools do to
promote healthy choices – as well as put expenditure in context, to Now ask another four pupils to come up to the
highlight the relatively low cost of fighting poverty. However, if you
feel unsure about talking about cigarettes and alcohol with under-18s,
front and hand each of them a sign, each with one
do feel free to leave these figures out, or to seek advice from of the following statements written on it: Basic
a teacher first. education for all; Safe water for all; Health services
to keep women and babies safe; Basic nutrition.

Ask these pupils to think about how much extra

money it might have cost to provide these things
for everyone in the world, and then to arrange
themselves around the other pupils and their signs
(for example, would it have cost more to provide

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 POVERTY WORKSHOP

basic education for all than the amount spent on Warm-up activity for older students
ice cream?). Ask five students to come up to the front of the
Once the pupils have arranged themselves, reveal class, and present them with five breadsticks.
that this was the true order (from highest to Explain that the five people represent all of the
lowest): people in the world and the breadsticks represent
all of the money in the world. Ask how they think
Amount spent on alcohol: £67bn the breadsticks should therefore be divided up.
Amount spent on cigarettes: £32bn Then give out the breadsticks like this:
Amount spent on pet food: £11bn
Give the first person (the richest 20 per cent)
Amount it would have cost to provide basic health four breadsticks.
and nutrition for everyone in the world: £8bn
Give the second person two-thirds of the
Amount spent on perfume: £7.5bn remaining breadstick.
Amount it would have cost to provide
Give the third person two-thirds of what’s
health services to keep women and
left of the breadstick.
babies safe: £7.5bn
Amount spent on ice cream: £7bn Give the next person a little over half of
what you have left.
Amount it would have cost to provide clean
water for everyone in the world: £6bn And to the last person, representing the
poorest 20 per cent of the world’s population,
Amount spent on make-up: £5bn
give about 20 per cent of a breadstick, or the
Amount it would have cost to provide basic crumbs you have left.*
education for everyone in the world: £4bn*
Explain
(This information is also shown on slide 6 of This is roughly how the world’s wealth is currently
the Poverty: Causes and Solutions PowerPoint divided: the poorest 20 per cent of the world’s
presentation.) people, many of whom live on less than US$1 a
*Note: these figures are from the UNDP Human Development Report, 1998 day, account for just 1.5 per cent of world income.**
([Link] and may not reflect
current spending levels. The exercise is helpful to demonstrate the disparity Questions:
between spending priorities in the past and to highlight how under-resourced
the fight against poverty has been. Please note that figures represent the • How did the students feel about the amount they
estimated additional annual spending (rather than total spending), required to were given?
provide these things (obviously, there is already investment in these areas).
• Can they explain any reasons why the world is
Show the Transformers film. This film provides an so unequal?
overview of the way that Christian Aid works and
some of the issues that it works on. Please note
that this film was produced in 2008, and some
information should be updated. For example, there
are now 7 billion people in the world, not 6 billion.

*[Link]/socialpolicy/files/Global_Inequality.pdf
**[Link] p269

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 POVERTY WORKSHOP

Activity: Important global issues reasons to be hopeful. According to Christian Aid,

(For older students) since 1950:
– child mortality has halved
Walk around the class and hand out dot stickers.
Most of the students should receive just one – the number of children getting primary education
sticker, but make sure that three students receive has grown to just under 90 per cent
two stickers each, three students receive four – life expectancy in developing countries has risen
stickers each, and three students receive 10 by an average of twenty years.
stickers each. Ask the students to hang on to their
stickers for a while. Largely, these successes are down to the
determination of people to make the world
Write ‘Important global issues’ up on the board, better. The very fact that issues are so interlinked
and ask students to shout out the issues that means that tackling one issue can have a positive
they think are most important in the world today. impact on another issue. For example, tackling
Explain that there are no right or wrong answers, the problem of hunger will make people less
and make them feel comfortable about making vulnerable to disease, because people are much
suggestions. stronger when they are well-nourished. And
As they suggest things, write them up around the dealing with the energy crisis has the potential to
edge of the board. (For reference, the following limit climate change, as the world adapts to a more
issues have been suggested in previous sessions efficient and less-polluting future. We live in a very
with Key Stage 3 groups: water, poverty, climate challenging – but also extremely exciting – era of
change, animal rights, human rights, disease, war, change, and advances in medicine, science and
drought, oil, energy, corruption, education, HIV, technology are changing the picture all the time.
sanitation, pollution, power, governments, money, For this reason, we have the greatest chance ever
big companies, globalisation, hunger, food, famine, of ending poverty.
trade, waste.) Then, ask them if they noticed anything about the
Next, ask students to think about which issue they way that the stickers were distributed.
think is most important. Then ask them to come Explain:
up to the front and place their sticker on that issue.
Of course, the stickers were not distributed
Explain that if they have more than one sticker they
evenly. A few people got many more stickers than
can choose to stick them all on one issue, or they
the others, and so their choices have had much
can spread them around different issues.
more influence on the results. This is reflective of
Once they have voted, comment on the results the way that wealth is distributed, resources are
and note which issues they thought were most consumed and power is held in our world:
important. Ask students which issues have a direct
• Wealth: the richest one per cent of people
relation to poverty – either as a cause or effect?
control more than 75 per cent of the world’s
Circle these as students identify them.
wealth.*
Ask students if they can see any links between
• Resources: the richest 20 per cent of people
any of the issues and, as they shout them out,
in the world consume over 75 per cent of the
draw lines between the issues. As you draw in the
world’s goods and services – more than 10
links, the picture will become increasingly messy.
times what the poorest 50 per cent of people
Ask students how this big mess makes them feel.
consume.**
The answer will probably be something like: ‘a bit
depressed’. • Power: nearly a billion people entered the
21st century unable to read a book or sign
Explain:
their names. This puts people at an obvious
Although the world is complicated, and the disadvantage when it comes to finding work
situation can seem very messy, there are plenty of and accessing information, but it also means
*World Bank Development Indicators 2008
**World Bank Development Indicators 2008

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 POVERTY WORKSHOP

that many people are unable to engage fully in Questions:

decision-making, which limits their power to • What do you think about this film?
control their own situations. Women face particular
obstacles to achieving positions of power – • What do you notice about the types of images
less than 20 per cent of government positions that are shown?
worldwide are held by women.* • Name three things that Christian Aid is doing to
overcome poverty.
People in poverty tend not to benefit from
advances in medicine, science, engineering and Explain:
technology; they are often locked out of decision- Christian Aid believes that poverty is an outrage
making processes; they are more likely to miss against humanity. It also believes that poverty
out on education and therefore be denied the can be ended – and that this must happen soon.
opportunity to live their lives to the full. These Christian Aid recognises that people living in
people are also most likely to be women or girls, as poverty are often at the mercy of systems – like
the majority of people living in poverty are female. the trade system and the tax system – that are
Christian Aid doesn’t think this is fair. In an age of keeping them poor by pushing money away from
immense wealth and opportunity, no one should poor people and keeping it in the hands of the rich
have to struggle to survive – everyone should be and powerful. It wants those systems changed to
able to thrive. make them fairer and to enable millions of people
to lift themselves out of poverty.
Play The Power to End Poverty film.
Christian Aid doesn’t want people to pity people
living in poverty, it wants them to recognise
how unfair it is and to challenge and change the
systems that keep people poor.

Activity: Hope for the future Explain:

(For older students) Emmanuel Kalunga’s mother died when he was
nine, and after that he was brought up by his
Play Emmanuel’s Story, about Emmanuel Kalunga grandmother. ‘I remember most of all the good
from Zambia. This film will help students consider times with my mother, laughing with her,’ he says.
the impact of poverty on the life of an individual. ‘I miss my mother’s smile most of all.’
This film was made over five years ago, so it is
important to make it clear that Emmanuel would Christian Aid worked with a Zambian partner
be older now. organisation to support the family. Emmanuel
showed promise at school, but his grandmother
Questions: was aware that, even so, his future was far from
• In what ways are the hopes that Emmanuel certain. Life for children like Emmanuel can be
expresses in this film the same as our own? tough without lots of family around to support
• Which of his needs were not being met? them – many of Emmanuel’s friends hung out on
the streets because there was no one at home
• Which of the important global issues that were to encourage them to go to school. His granny’s
mentioned in the first activity have affected ultimate wish was for Emmanuel to finish his
Emmanuel’s life so far? education: ‘If he gets an education, he can choose
• What do you think life might be like for him now, his future. I don’t know if I will be around when he
over five years later? is big,’ she said.
• In what ways might poverty have affected this?

*UNICEF [Link] UNWomen [Link]

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 POVERTY WORKSHOP

Activity: People power v poverty people. And as India’s wealth grows, so do the
(For older students) business interests – and many poorer people have
found that their land and livelihoods are threatened
Show the Inequality in India film. as large areas of land are sold off to big business.
This film will help students consider the impact of Christian Aid’s partner Ekta Parishad fought back
poverty on the life of a whole community of poor with a mass movement to demand land rights. In
people. 2012, having spent several years travelling around
India drumming up support, hundreds of thousands
Questions:
of poor people joined a march towards the capital
• Why are so many people in India poor, in spite of city, Delhi, to demand rights to their land. It was
the country’s growing wealth? one of the biggest non-violent campaigns the
• Why are land rights so important? world has ever witnessed – and it worked!
• What is being done about it? Before the marchers reached the capital, the Indian
government agreed to meet their demands and
Explain:
bring about a change that would guarantee access
(There is an image of the marchers on slide 7 of to land and livelihood-resources for all, regardless
the PowerPoint presentation.) of wealth or caste. This amazing victory has the
Many people in India are subsistence farmers, potential to lift millions of people out of poverty –
who live off the land that they farm. The wealth and shows what can be achieved if enough people
that has been generated by India’s rapidly growing stand up to injustice.
economy has not trickled down to the poorest

Activity: What can you do? For example, Christian Aid currently campaigns to
(For older students) change tax laws, so that companies who make a
lot of money in poor countries pay their fair share
Explain: of tax money back to those countries.
Christian Aid works in many different ways to
Share the ‘What can you do?’ worksheet, which
fight poverty. It supports people living in the
has space for students to list their ideas under the
very poorest communities around the world,
headings Give, Act and Pray/Wish/Hope. This is
finding ways to help people escape poverty for
a good time to hear their ideas about what they
good. It works through partners, which are local
might be able to contribute to the fight against
organisations whose staff are already living and
poverty, and also to provide information about the
working alongside the communities they are trying
latest appeals and campaigns. If you are in any
to help. It works through these partners because
doubt about what these are, then you can look at
it understands that local people have the best
the website ([Link]) or contact your
understanding of the problems affecting their own
local Christian Aid office.
communities – and will have much better, and
more workable, ideas about what they need to do Remind students that Christian Aid is an
to fix those problems. organisation founded on Christian principles, but
that you don’t have to be a Christian to support
Christian Aid also works by campaigning to change
Christian Aid – the charity works with people of all
the systems that keep people poor. This means
faiths and none, wherever the need is greatest,
asking people in power – like governments and
irrespective of religion or nationality.
big corporations – to change the rules, and the
way they do things, so that the needs of poor
people are considered. (There is an image of
tax campaigners on slide 8 of the PowerPoint
presentation.)

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 POVERTY WORKSHOP

Concluding activity for younger pupils Concluding activity for older pupils
Think about/draw the images that came into your Show the Poverty Over animation and ask pupils
mind when you first thought about poverty today. to suggest ways in which they think they could
Now think about/draw the images that come into help to end poverty. (Possible suggestions might
your mind when you think about poverty. What has include: prayer, campaigning, fundraising, helping
changed? to challenge stereotypes.)

You could show the Emmanuel film, which has a There is an image of the Poverty Over logo on slide
nice, reflective tone, and ask pupils to reflect on 9 of the PowerPoint presentation.
the ways in which Emmanuel’s hopes and dreams
are the same as their own. You could leave pupils
with the ‘What can you do?’ worksheet.

Other resources you could use to explore issues of poverty with younger pupils:

Global Explorers ‘Forest foods forever’ game

This interactive whiteboard resource is a great This simulation game explores the challenges
tool for volunteer teachers. Most schools will facing a remote community in the Bolivian
have an interactive whiteboard, so check with rainforest, where Ivana lives, as they work
the teacher prior to a visit. The films of Jeremiah, together to overcome hunger.
Patricia and Ivana are also available within this
resource (just click on Kenya, Sierra Leone and ‘IF’ campaign resources for schools
Bolivia to view these films). Where this facility These resources are produced by the IF
is not available, you can access the resource campaign to end hunger and include a
through the internet. PowerPoint, teaching resource, and school
campaign action. They are available from:
[Link]/if-assembly

Assemblies
Our assemblies all touch on issues relating to poverty.

Please note: all these resources can be downloaded from [Link]/learn

Other resources you could use to explore issues of poverty with older students:

‘IF’ campaign resources for schools ‘Poverty Over’ sixth form workshop
These resources are produced by the IF This workshop for sixth formers will help you
campaign and include a PowerPoint, teaching to explore issues relating to poverty at a more
resource, and school campaign action. They are advanced level.
available from: [Link]/if-assembly
The Poverty Challenge
This simulation game can now be downloaded in
full from the Learn website.

Assemblies
Our assemblies all touch on issues relating to poverty.
Please note: all these resources can be downloaded from [Link]/learn

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 POVERTY WORKSHOP

Living a full life

SORTING CARDS
Photocopy this sheet so that you will have one set of cards per group (you will probably have around six
groups of five in an average class) and cut the cards out.
✃

✃
Music Shoes Friendship Family
✃

✃
Love Fun Sport Food
✃

✃
Time to play/
Television School Water
socialise
✃

✃
Football Medicine Rights Internet access
✃

✃
Bicycle Clothes DVDs Shelter
✃

Toys Mobile phone Jewellery Pets

✃

Perfumes Ice cream Make-up

 POVERTY WORKSHOP

Living a full life

WORKSHEET

essential

important

less important
 POVERTY WORKSHOP

Overcoming challenges
WORKSHEET
Watch the films about Jeremiah, Patricia and Ivana, or listen to their stories, and note down any important
information about their lives and the places where they live.

Jeremiah, Kenya Patricia, Sierra Leone

Christian Aid/Antoinette Powell

Christian Aid/Heidi Bradner

Ivana, Bolivia
Christian Aid/Rachel Stevens
 SCHOOL SPEAKER WORKSHOP

What can you do?

WORKSHEET
Christian Aid encourages its supporters to Give, Act and Pray to end poverty. What could you do to help be part of the generation that ends poverty?
Draw or write your ideas in the boxes below.

Give Act Pray/hope/wish

What could you give to help How could you act to make the What are your hopes for the future and
fight poverty? world a better place? what are your wishes for the world?
Note: be imaginative! This could mean fundraising, but it doesn’t Note: this could mean actions that change the whole world, but it Note: this could take the form of a prayer or it could be a poem or
have to. It could mean your time/your thoughts/ could also mean actions closer to home. another expression of your hopes and dreams.
your ideas/your consumer choices.