PSHE/Citizenship KS3/4/5
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 and opportunities for children living
in the Kibera.
Aim higher: As a group set priorities for change and justify decisions.
Resource 1: BRICK Video Reflection
Resource 2: Kibera Fact Sheet *
Resource 3: Shanty Town Points*

Resource 4: Priorities for Change*
Activities
Starter:
Snowball
Video:
Though the
Eyes of a
Child
Reflection
Shanty Town
Game
Plenary:
Students
Feedback
Lesson 2: Explore
Explanation
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.
Watch “Through the Eyes of a Child” video clip and complete
BRICK video sheet, Resource 1: BRICK Video 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.
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.
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.
Differentiation
Ext. Two extension
questions on sheet.
Use S2 sheet for EAL/lower
ability learners.
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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 groups each 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 www.TES.co.uk
Lesson 2: Explore
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