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2. Title: What is Article 27?Learning Objective: To explore how poverty can be hidden and the impact it has on young people. Learning outcomes: Level 9: I can examine what living below the poverty line in the UK can mean for a child. Level 7-8: I can consider the impact of poverty on emotional well-being. Grade 5-6: I can explain some causes and consequences of poverty. Grade 4: I can describe what relative and absolute poverty is. Today's key terms Rights Respect Convention Freedoms Equality

3. BRITISHVALUES Remembering Tolerance: WE ALL HAVE THE RIGHT TO BE OURSELVES Remembering Respect: WE ARE STRONGER TOGETHER Remembering Democracy: WE EXPERIENCE DIFFERENT PERSPECTIVES WHEN WE LISTEN Remembering Law: FAIRNESS MEANS THAT OUR RULES APPLY TO US ALL Remembering Liberty: PIONEERS, FROM A RANGE OF CULTURES, CHAMPIONED THEIR VALUES SO WE CAN ENJOY OUR LIVES TODAY How does today’s lesson relate to these British values?

4. Starter • Defining and measuring child poverty There are different definitions of poverty and much debate about how to measure it. It’s generally agreed, however, that measuring child poverty in the UK must take account of income and child deprivation, so both family income and a child’s ability to enjoy the things considered to be ‘normal’ in society. Relative income poverty The most commonly-used approach to measure poverty is relative income poverty. Each household’s income, adjusted for family size, is compared to the median income. The median is the ‘middle’ income: half of people have more than the median and half have less. Absolute poverty This is a term used in different ways to denote a poverty level that does not change over time. It stays the same even if society is becoming more prosperous. An absolute poverty line represents a certain basic level of goods and services, and only rises with inflation to show how much it would cost to buy those things. Task: Read through “Child poverty in the UK”. Write down what poverty means and the different types of poverty.

5. Task 1 • Defining and measuring child poverty There are different definitions of poverty and much debate about how to measure it. It’s generally agreed, however, that measuring child poverty in the UK must take account of income and child deprivation, so both family income and a child’s ability to enjoy the things considered to be ‘normal’ in society. Relative income poverty The most commonly-used approach to measure poverty is relative income poverty. Each household’s income, adjusted for family size, is compared to the median income. The median is the ‘middle’ income: half of people have more than the median and half have less. Absolute poverty This is a term used in different ways to denote a poverty level that does not change over time. It stays the same even if society is becoming more prosperous. An absolute poverty line represents a certain basic level of goods and services, and only rises with inflation to show how much it would cost to buy those things. Task: Read through “Child poverty in the UK”. Write down what poverty means and the different types of poverty.

6. Information Diamond 9 - Causes and consequences Task: On the worksheet, write down why these would lead to poverty. Write down the effects. Challenge: Give an example of your own in the box below.

7. Task 2 David’s story- living below the poverty line Watch clip and answer questions below: How did that make you feel? What rights have been denied? What is Article 27? What do students need to have a decent standard of living? How did David feel about his poverty?

8. Information Task: Look at your case study quotes sheet. These are things that have been said by young people living below the poverty line. Annotate the case study quotes about what UN rights have been denied.

9. Write out 2/3 of the following… Plenary 1 thing I have learnt today is… 1 thing I am unsure about is… 1 thing I would like to know more about…