PANTS TO POVERTY! A GLOBAL CITIZENSHIP RESOURCE FOR PRIMARY SCHOOLS

This is a teaching and learning resource for primary schools and others interested in the work of the charity, Smalls for All. This resource aims to develop children’s awareness of their connections to and understanding of some of the issues affecting children living in poverty in countries such as Kenya and Malawi. In particular, the resource focusses on education, its importance and the impact it has on our life chances. The resource makes links to The UN Global Goals for Sustainable Development (SDGs) with a particular focus on SDG 1 No Poverty and SDG 4 Quality Education for All. Activities are also connected to the UNCRC with a focus on Articles 27 and 28. Finally the resource aims to inspire children to take action and make a difference to the lives of others.

There are 9 activities in total, which are differentiated for P1-3 and P4-7. While it is recommended that the activities are completed in the given order, it is not necessary to complete all of the 9 activities, rather teachers may pick and choose as many as time allows. Additionally, each activity can be adapted to suit age and stage, as well as to suit time available.

It would be beneficial if children have some prior knowledge of the UN Sustainable Development Goals and Children’s Rights before taking part in the activities. For ideas, see Useful Resources

ABOUT THE CHARITY Smalls for All is a Scottish charity which collects and distributes underwear to women and children in a number of countries in Africa where a need has been identified. They focus particularly on those living in orphanages, Internally Displaced People camps and schools, as well as providing underwear to hospitals to help those suffering from medical conditions such as obstetric fistula. It has been well documented that girls often miss school if they are unable to access sanitary protection and toilets once they reach puberty. Providing pants assists in enabling girls to attend school more regularly.

In addition, the charity supports a number of girls to access education. Poverty and death of parents can lead to children, in particular girls, not being able to attend school in parts of Kenya and Malawi where Smalls for All works. By providing these girls with an education their life chances are hugely improved. They also support a number of girls who have escaped FGM and early marriage.

‘...the resource aims to inspire children to take action and make a difference to the lives of others.’

USEFUL RESOURCES

1

The following links provide background information for teachers on Smalls for All, the UN Sustainable Development Goals, Global Citizenship and Children’s Rights, including activities for introducing these topics to children.

Smalls for All www.smallsforall.org

The Sustainable Development Goals (SDGs)Lots of classroom materials added regularly under each of the 17 SDGs plus some ideas for introducing the SDGs: http://worldslargestlesson.globalgoals.org

Short animation introducing the SDGs: https://vimeo.com/138852758

Short animation showing what young people have done to take action for the SDGs: https://vimeo.com/178464378

SDGs quiz, information and activities: www.smallsmurfsbiggoals.com

CURRICULUM FOR EXCELLENCE EXPERIENCES & OUTCOMES

Children’s RightsUNICEF's Rights Respecting Schools Award: www.unicef.org.uk/rights-respecting-schools

UNICEF teaching materials: www.unicef.org.uk/rights-respecting-schools/teaching-resources

Children’s Rights charter:www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

Global CitizenshipSignposts for Global Citizenship features the best Global Citizenship resources, tried and tested by teachers in Scotland: www.signpostsglobalcitizenship.org

Stride – a Global Citizenship magazine for teachers is full of ideas, resources and activities: www.stridemagazine.org.uk

Scotdec has produced some excellent resources on a variety of themes which are free to download: www.scotdec.org.uk/resources

USEFUL RESOURCES 2

This resource was written by Stephanie Brown and Jennifer McMillan from Williamston Primary School, Livingston. Thanks to all the staff and children who tried out the activities. The materials were edited by Charlotte Dwyer, Projects Co-ordinator with Scotdec and designed by Richard Nicodème from Creative Context.

With support from:

Social StudiesI can contribute to a discussion of the difference between my needs and wants and those of others around me. SOC 1-16a

By exploring the ways in which we use and need rules, I can consider the meaning of rights and responsibilities and discuss those relevant to me. SOC 1-17a

I have developed an understanding of the importance of local organisations in providing for the needs of my local community. SOC 1-20a

I have experienced the different jobs involved in running a business enterprise and understand the role each one plays in its success. SOC 1-22a

I can explain how the needs of a group in my local community are supported. SOC 2-16a

I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives. SOC 2-16b

I can describe the main features of a democracy and discuss the rights and responsibilities of citizens in Scotland. SOC 2-17a

By comparing the lifestyle & culture of citizens in another country with those of Scotland, I can discuss similarities & differences. SOC 2-19a

Through exploring ethical trading, I can under- stand how people’s basic needs are the same around the world, discussing why some societies are more able to meet these needs than others. SOC 2-20a

By experiencing the setting up and running of a business, I can collaborate in making choices relating to the different roles and responsibilities and have evaluated its success. SOC 2-22a

Literacy & EnglishWhen I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a

I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2-05a

I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a

CURRICULUM FOR EXCELLENCE

– EXPERIENCES AND OUTCOMES

The main curricular Experiences and Outcomes covered by this resource are the First & Second Level Social Studies and Literacy & English outcomes listed below:

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ACTIVITY 1

P1-3 Introduce and discuss the difference between a ‘want’ and a ‘need’.

In groups, give pupils a set of ‘Wants and Needs’ cards and ask them to sort the cards into two sets: ‘wants’ and ‘needs’. Gather feedback from the groups. Talk specifically about pants and if they are a ‘want’ or a ‘need’ and why?

Discuss: What would it be like if you didn’t have clean pants to wear? Why might some people not have clean pants to wear? What are the reasons for this?

Introduce the term ‘poverty’ and discuss what it means to be ‘poor’. For the children who Smalls for All supports, being poor can mean not having clean pants / clothes, not being able to attend school and not having enough nutritious meals. Some of their basic needs are not being met.

Link to children’s rights (UNCRC Article 27) and the SDG 1 No Poverty and SDG 3 Good Health and Wellbeing.

P4-7 Give each group a set of cards and set the ‘Island Challenge’.

Tell the pupils that they have been chosen to go and live on a new island. It is important that they have all the things they need to live a decent life, however space on the boat is limited so they can’t take everything with them. Explain that they have to give 6 items back. They must discuss and agree on the things that they will give back and the things that they will keep.

Discuss and compare the responses from each group. Ask pupils to explain and justify their decisions and why they prioritised certain items.

Now explain that they have to leave more items behind as space has become more limited. Each group must now decide what the most important things to keep are. Each group should make a ‘Diamond 9’ with their remaining cards, ordering the items with the most importance at the top and the least importance at the bottom, like this:

Exploring the difference between a ‘want’ and a ‘need’. 4

CONT.

LEARNING INTENTIONTo identify the difference between ‘wants’ and ‘needs’ and think about whether clean pants are a ‘want’ or a ‘need’.

WHAT YOU NEED‘Wants and Needs’ card set, per group (see pages 6 & 7)

PANTS! A WANT OR A NEED?ACTIVITY 1

P4-7 CONTINUED

Discuss and compare the answers from different groups. Ask pupils to explain and justify their decisions and why they prioritised certain items. Explore the difference between a ‘need’ and a ‘want’.

Focus specifically on pants. Where did they rank pants and why? Are these a ‘need’ or a ‘want’?

Discuss: What would it be like if you didn’t have clean pants to wear? Why do people not have pants?

Introduce the term ‘poverty’ and discuss in their groups what it means. Ask each group to write down on a small white board or piece of paper a definition of poverty. Share this across the groups. Can they suggest examples of poverty?

5

‘For the children who Smalls for All supports, being poor means not

having clean pants or clothes, not being able to attend school and not

having enough nutritious meals.’

WANTS AND NEEDS CARD SET

ACTIVITY 1 PANTS! A WANT OR A NEED?

Try to distinguish between having no money or food as ‘extreme poverty’ and not having as much as everyone else in the community as ‘relative poverty’. For the children who Smalls for All supports, being poor means not having clean pants or clothes, not being able to attend school and not having enough nutritious meals. Some of their basic needs are not being met (extreme poverty). There are also children in Scotland living in poverty (relative poverty).

Link to children’s rights (UNCRC Article 27) and the SDG 1 No Poverty and SDG 3 Good Health and Wellbeing.

6

CLEAN WATERMONEY

HEALTHY FOOD

BEDT.V.

BOOKSNICE CLOTHES

‘WANTS AND NEEDS’

CARD SET PART 1

WANTS AND NEEDS CARD SET PART 2

ACTIVITY 1 PANTS! A WANT OR A NEED?

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PANTSMOBILE PHONE

TOYS & GAMES

FIRST AID KITLAPTOP

SWEETS A SHELTER

‘WANTS

AND NEEDS’

CARD SET PART 2

TOOTHPASTE & TOOTHBRUSH

ACTIVITY 2

ACTIVITY 1 PANTS! A WANT OR A NEED?

8OUR LIFE, THEIR LIFE A photo activity exploring the lives of children in other countries and comparing them with our own.

SUGGESTED PHOTO ACTIVITIES

ACTIVITY 2

LEARNING INTENTIONTo identify similarities and differences between our lives and those of people in other countries.WHAT YOU NEEDPhoto set 1 – you will need a photo for each pair or group (see pages 9 & 10 or download PowerPoint file)

Give each pair or small group a photo from Set 1. Ask them to talk about what they can see in their photo.

Display each photo and ask the corresponding pair/group to feedback to class. Encourage pupils to focus on similarities with their own lives and to think about why there are some differences.

Pupils could then be asked to discuss what they would like to know more about, this might either be the situation or the people in the photo. If they could ask questions, what would they be? Pupils could write 3 questions they would like to ask about the photo. This could be done in pairs/groups or as a class as time allows.

Again display photos to class and feedback.

Highlight that all children have the same rights but not all children have these rights met.

Give each pair/group a photo from Set 1 to look at and discuss.

Select one or two of the photo activities from the list for pupils to complete in pairs or small groups.

Display each photo and ask the corresponding pair/group to feedback to class.

Encourage discussion on similarities as well as differences, challenge stereotypes and ensure that comments are based on what is actually in the picture rather than their perceptions of what they think is happening in the child’s life.

Suggested photo activitiesQuestioning: Look at the photo and discuss what you can see and then make a list of questions that you would like to ask about the image.

Links and connections: Look at the photo and write a list of the similarities and a list of the differences between the person/people in the image and your life.

Changing situations: Look at the photo and think about: What is happening? What happened before? What happened after? Put the photo in the middle of a piece of paper and label with ‘The Present’. Next record what you think may have happened before the photo was taken and label with ‘The Past’. Then record what you think may happen in the future and label with ‘The Future’.

Speech/thought bubbles: Look at the photo and discuss what you think is going on. Think about what the people in the image might be saying or thinking. Write on sticky notes and add to photo.

What is under the paper? (N.B. Before activity, teacher should cover part of the image with a piece of paper.)

Look at the photo and discuss what you think is under the paper. Draw or write what you think is under the paper. Remove paper and discuss. This is a good activity to challenge pupils’ perceptions and possible stereotypes of other places.

Carousel: Different photos displayed with paper. Look at each photo and add a comment or a question to the paper, then move on to the next.

ACTIVITY 2 OUR LIFE, THEIR LIFE

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MORE PHOTOS

PHOTO SET 1

ACTIVITY 2 OUR LIFE, THEIR LIFE

10

PHOTO SET 1

ACTIVITY 3

MORE PHOTOS

11OUR SCHOOL, THEIR SCHOOL A photo activity exploring similarities and differences between our school and schools in other countries.

Explore photos as before for Activity 2, repeat or select new activities from suggested list. This time focus on school and aspects of school life.

Discussion and feedback should focus on the similarities (school uniform, friends, playtime, learning) as well as differences (bigger classes, fewer resources, etc).

PHOTO SET 2

ACTIVITY 3

LEARNING INTENTIONTo identify similarities and differences between our experiences of school and those of children in other countries.

WHAT YOU NEEDPhoto set 2 – you will need 1 photo for each pair or group (see below & page 12 or download PowerPoint file)

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ACTIVITY 4

PHOTO SET 2

ACTIVITY 3 OUR SCHOOL, THEIR SCHOOL

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‘WHAT DO WE VALUE MOST?’ CARDS

SCHOOL, WHY GO?! Exploring the value of attending school and getting a good education.

Ask pupils: What is your favourite thing about school? Pupils could draw/write about this or use drama (create a freeze frame or act out and others guess) to share their ideas.

Play a circle game focussed on ‘What do you like about school?’ Once seated in a circle call out statements related to school and education.

Ask pupils to stand up and change places if they agree with the statement. Some possible statements are: I like P.E., I like meeting my friends, I like reading books, I like playtime. Last statement: I think school is important.

Discuss: Is school important? Why or why not?

Explore the right to education. Do all children have the right to go to school? (UNCRC Article 28) The next activity will go on to explore why some children don’t go to school.

Give each group a set of the ‘What do we value most?’ statement cards and ask them to place these on an imaginary line from most valuable to least valuable.

Feedback and discuss: Do groups agree on the order?

Make links between statements and identify the skills needed to carry these out and where these skills are learned.

Look at all of the statements and discuss: Do you think school is valuable and important, why or why not? Would you be able to do these activities if you didn’t go to school?

Link to UNCRC Article 28 and SDG 1 Poverty and SDG 4 Quality Education.

ACTIVITY 4

LEARNING INTENTIONTo identify that school and education are important and give reasons why.

WHAT YOU NEED‘What do we value most?’ cards – one set per group (P4-7 only) (see next page)

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ACTIVITY 5

ACTIVITY 4 SCHOOL, WHY GO?!

P4-7: ‘What do we value most?’ cards

Developing skills in sports

and hobbies

Reading books

Spending time with friends

Learning to drive a car

Eating dinner

Playing on an iPad/tablet/

PlayStation/Xbox/Laptop

Playing a board game with family

or friends

Going shopping

Talking or texting on a mobile

phone

Having a dishwasher

Going on a school trip

and/or to school camp

Spending time with family and friends

Sending a card to a family member or

friend

Learning maths strategies for

calculating mentally

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P1-3 CASE STUDY

WHY CAN’T I GO TO SCHOOL?Exploring why some children can’t go to school.

Discuss: Do all children have the right to go to school? Why might children not be able to go to school? Make a list of possible reasons, as a class or in groups. (Some suggestions might include: lack of money, children need to work, children need to do house or farm work, transport, boys prioritised more than girls).

Share the triplet’s case study with the class and discuss. Add any other reasons that these children had for not going to school to the class/group list.

Link to UNCRC Article 28 and SDG 1 No Poverty, SDG 4 Quality Education and SDG 5 Gender Equality.

This activity requires the pupils to work in groups to solve a mystery.

Display the photo of Sarah and ask: Why can she go to school now?

What information can be gathered from the question? The word ‘now’ is important as it implies she has not been to school before.

Discuss: Can you think of reasons why a child may not have been able to go to school before? List ideas in groups and then share with class.

Solve the mystery in groups. Give pupils the ‘Clue Cards’ and ask them to order them to make a story to answer the above question. Feedback and discuss stories as a class.

What have they learned about why some children do not go to school?

Link to UNCRC Article 28 and SDG 1 No Poverty, SDG 4 Quality Education and SDG 5 Gender Equality.

Taking it furtherTell children that all pupils with blue eyes will get extra play time.

Discuss: How does that make you feel? Is that fair?

Discuss: In some countries it is only the boys in the family that get to go to school and the girls have to stay home to help the family in the home. Is this fair? What impact would this have on the girls?

Look at and discuss Global Goals gender equality comic strip here

ACTIVITY 5

LEARNING INTENTIONTo understand why some children can’t go to school.

WHAT YOU NEEDP1-3: Triplets case study (see next page) P4-7: Clue cards (set per group) (see page 17) Photo of Sarah (see page 18)

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CLUE CARDS

A story of 3 girls Once upon a time there were three little girls who were triplets. They lived in a small village in the countryside in Kenya. Their names were Mateu, Naante and Sipilion. The triplet’s mother sadly died 3 weeks after they were born.

The girl’s ‘Shosho’ or grandmother was left to look after the babies. However, she was old and it was difficult for her to look after all 3 babies so the girls went to live at Kenya Children’s home.

The girls grew up happy and healthy in the home with other children.

Smalls for All heard about Mateu, Naante and Sipilion and wanted to make sure they had a good start in life. They also wanted to make sure the girls all stayed together. The charity pays for Mateu, Naante and Sipilion to have the school uniforms, books and equipment they need for school. They will pay for them to go to secondary school and they will also help them to find a job or go to university as they get older.

This information has been adapted from a case study by Smalls for All.

ACTIVITY 5 WHY CAN’T I GO TO SCHOOL?

P1-3 CASE STUDY

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PHOTO OF SARAH

Sarah’s parents died when she was little and her uncle was not able to take care of her and

her 3 sisters.

They live in St Monica’s Children’s

Home in Nairobi.

There are many orphans in Kenya and

often they have to leave school and work to

support themselves and their younger

brothers and sisters.

The girls help with chores like

cleaning, cooking and washing clothes.

Some children in Kenya do not go

to school. More girls than boys are not

in school.

Some girls in Kenya drop out

of school to look after younger brothers

and sisters or help around the house.

Primary education in Kenya is free. However

parents need to buy school uniforms, books and other equipment.

Sarah likes to read books and cook.

Sarah wanted to carry on going to school

as she got older but there was no one to pay

for her school fees.

In order to go to secondary school you

must pay school fees as well as for books and to

take exams.

Smalls for All pays for Sarah to attend Loreto

Kiambi Girls School.

Sarah is now at university studying for

a degree in business.

Clue cardsWhy can Sarah go to school now? (Pictured next page)

This information has been adapted from a case study by Smalls for All.

ACTIVITY 5 WHY CAN’T I GO TO SCHOOL?

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ACTIVITY 6

ACTIVITY 5 WHY CAN’T I GO TO SCHOOL?

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ACTIVITY 7

MY FUTURE, THEIR FUTURE?Exploring the impact that not going to school can have on children’s lives and futures.

Discuss as a class or in groups and feedback: If you didn’t go to school what impact would this have on your life, now and in the future?

Some suggestions might include: not able to play with friends, won’t get a good job, can’t go to university, can’t learn about the world, not able to read or write, etc.

Discuss: How do you think a child that can’t go to school feels?

Taking it furtherExplore: How has what you have learned at school helped you in other areas of your life?

Explore: What do you want to be when you grow up and what will help you achieve this?

In a circle, ask pupils to think about what they want to do when they are older. For example: What job do you want to do? Where do you want to travel to? What do you want to achieve in life?

The pupil in the middle of the circle says what they want to do, then throws a ball to another pupil and they swap into the middle for their turn.

Now discuss: If you couldn’t go to school what impact would that have on your life? How and why?

Discuss: What impact do you think not going to school has on children in other countries?

Taking it furtherExplore the story of Malala Yousafzai and gender equality using The World’s Largest Lesson resources here

ACTIVITY 6

LEARNING INTENTIONTo identify how not going to school may impact on a child’s life.

20

PICTURE CARDS

SMALLS FOR ALL Find out about a charitable organisation and how it helps others.

Show pupils the 2 picture cards of a pair of pants and a girl at school. Discuss: How are these two things linked?

Introduce the charity Smalls for All and explain that this charity provides children with pants and funds the education of some girls.

Show the pupils the Smalls for All PowerPoint presentation and discuss.

Look at The Smalls for All website (Please note: teachers should review first as not all parts are suitable for primary children).

Discuss: How does this charity help others? Answers include: By providing underwear for children and women in a number of different countries in Africa and by funding education programmes for a small number of girls in Kenya and Malawi.

Talk again about why some people don’t have pants and why some people don’t go to school. Link to SDG 1 No poverty.

Show children the 2 picture cards of a pair of pants and a girl at school. Discuss: How are these two things linked?

Introduce the charity Smalls for All and explain that this charity provides underwear for children and women in a number of different countries in Africa and funds education programmes for a small number of girls in Kenya and Malawi.

Give pupils a selection of information sources about the charity Smalls for All. The following materials are provided with this resource: a PowerPoint presentation, transcript and photos of interview with the charity’s founder Maria Macnamara MBE, Smalls for All Timeline.

In groups, pupils research and make notes on the charity and then share their learning with the class, school or other audience. They might choose to create a PowerPoint, poster, presentation, leaflet, film clip, newspaper report, Sway or any other format to do this.

ACTIVITY 7

LEARNING INTENTIONTo identify how the charity Smalls for All helps people in other countries.

WHAT YOU NEEDP1–3: Picture cards – pants & a girl at school (see next page), Smalls for All PowerPoint for primary schools (for download). P4–7: Picture cards – pants & a girl at school (see next page), Smalls for All PowerPoint for primary schools (for download), interview transcript & photo of Maria (see pages 22 to 24), Smalls for All Timeline (see pages 25 to 27)

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INTERVIEW TRANSCRIPT & PHOTO OF MARIA

P1-3 & P4-7 – picture cards: Pants & a girl at school

ACTIVITY 7 SMALLS FOR ALL

22

INTERVIEW CONT.

How long have you been running the charity for? Why did you start the charity?

I went to Ethiopia in 2009 for my 40th birthday and worked in an orphanage and saw the children didn’t have any nappies so they had to use rags and bin liners instead. I lived with a family, and so got to know what some of the problems were – and one problem was that they didn’t have any manufacturing of pants or bras there. So I decided to do a one-off collection of underwear to send. But people kept giving more so I realised I could send regular donations and the charity was formally set up in August 2010.

What is it like running the charity?

Lots of volunteers help, of all ages. It is very sociable and I get to meet lots of people.

Who helps you with the charity? Who is in your team of people?

Pam Peters – Pam does talks to schools and organisations, plus there are another two ladies that do talks as well. We also have volunteers who open parcels and sort the underwear every Tuesday, from 10am to 2pm and we have other volunteers that look after our social media.

What’s the poorest part of Africa?

The slums are very poor. There is lots of poverty and it is not safe for children and young people sometimes. There are no toilets or drains. But we visit wonderful schools with wonderful children – just like you!

How many pairs of pants do you collect in a year?

It goes up every year! Last year there were about 100,000. This year, there have been about 70,000 collected so far.

Do the donations of pants come from other countries too?

In July 2015 our Facebook page went from 900 likes to 50,000 likes in one week. People from countries all over the world, including Australia, Hong Kong, Philippines and America, were getting in touch and they started to send underwear but it cost us money as we had to pay customs charges. So, we changed our Facebook page to UK only so that now underwear donations just come from the UK.

ACTIVITY 7 SMALLS FOR ALL

Smalls for All Monday 12 June 2017

Interview with Maria Macnamara MBE by children from the International Group of Williamston Primary School, Livingston

P4-7

23

INTERVIEW CONT.

Does the charity just help countries in Africa?

Yes. There is a charity regulator that checks that charities spend money correctly. When we set up the charity, we stated in our constitution that the charity was just for African countries. We know that people in this country and other countries also need help with clean pants and access to education but legally we can’t help them at the moment.

How do you get all the pants to Africa?

I can only take two suitcases at a time when I visit but we are fortunate to partner with other organisations which ship underwear in containers for us free of charge.

Why do the children need the charity to give them pants?

There is a lack of clean, affordable pants in parts of Africa. A lot of the children I met didn’t even have one pair of pants.

How do the children feel when they get the new pants?

They feel happy and excited.

Why do children need help to go to school?

In most of Africa, primary education is free but parents can’t afford uniforms and books. Children want to go to school as they can get bored doing nothing but chores all day. In many schools there’s an added incentive to go because the children get a meal there, and that might be their only meal of the day. In Malawi we work with another Scottish charity called Mary’s Meals who provide phala (porridge) for the children’s school meals.

How many children have you helped to go to school this year?

We help educate 377 children in total – 350 pre-school children in Malawi and 27 girls in Kenya. 20 of the girls live in an outreach centre in the Rift Valley, 4 attend Mashimoni school in Kibera, and 3 girls are from St Monica’s Children’s Home.

How many times have you been to Africa with the donations of pants?

I have been 16 times.

How do you feel when you visit Africa? How do you feel about the children there?

It is great to go back and see the people that I know and see how well they are doing. I keep in touch with some of the children and get to hear how they are all doing through reports.

What’s the best thing about running the charity?

The best thing is getting to go to Africa. But it is not a holiday – the weather is not always good – there is lots of rain and when it rains I wear wellies. And I love meeting lots of different people and being able to help, even in a small way.

What’s the biggest challenge that you have overcome?

One of the biggest challenges is the premises that we use. We keep needing bigger and bigger places to store and sort the underwear.

ACTIVITY 7 SMALLS FOR ALL

Interview cont.

24

SMALLS FOR ALL TIMELINE

What do you like best about Africa?

I only planned to go once, but then I went three times in the first year! I like to go and help. When I go back, I see how the children have changed, that they are well fed and educated, they can do things and they look healthier. It is very rewarding.

What food do you like best in Africa?

I like chapatti which is a flatbread that is fried. Goat and rabbit are popular meats in Kenya but they laugh at me when I say I can’t eat rabbit. The children don’t believe me when I tell them people here in the UK keep rabbits as pets!

ACTIVITY 7 SMALLS FOR ALL

Interview cont.

Have you had any other Scottish schools do a project about the charity?

No, not like this yet. Some other schools have had collections of pants and bake sales to raise money for the education programme though. And pupils from a school in Edinburgh - George Watson’s College – take pants to Malawi every year when they visit.

How did you feel when you got your MBE?

I was shocked and incredibly honoured. Not for one minute did I think the work of Smalls would have been recognised like that.

Maria Macnamara MBE who founded Smalls for All

2009SeptemberOctoberDecember

2010JanuaryAprilAugustOctober

2011August

2012AprilSeptember

2013MarchNovember

2014AprilNov/December

Maria visited EthiopiaBegan collecting pants1st shipment of pants to Ethiopia

Maria visited KenyaMaria visited KenyaOfficially launched Smalls for All as a charityMaria visited Kenya & began sponsoring school fees for Ruth, Maureen & Sarah

Smalls first birthday! Maria visited Kenya

Maria visited Kenya & began sponsoring another 4 girls’ educationMaria visited Malawi

Maria visited KenyaSmalls HQ - ‘The Pantagon’ - officially opened

Maria visited Uganda & KenyaMaria visited Uganda & Kenya & began sponsoring the education of another 20 girls

TIMELINE CONT.

ACTIVITY 7 SMALLS FOR ALL

25OUR PANTASTIC TIMELINE

www.smallsforall.org – a Registered Charity (no. SC041689) and a Scottish Charitable Incorporated Organisation (SCIO)

2015MayAugustSeptember

October

December

2016FebruaryJuneSeptemberOctober

2017April

Maria visited MalawiSocial media frenzy! Followers rise from 900 to 50,000 in one week! Donations flood in Maria receives a letter from the Prime Minister, David Cameron, telling her she was being recognised as a Point of Light for the work that she does with Smalls. Due to social media donations Smalls moved to larger premises in Broxburn26,424 pairs of children’s pants were picked up by Operation Christmas Child to be put into their shoeboxes headed for Zambia in time for ChristmasMaria visited Kenya & Malawi. Education programme expanded to pay for approx. 350 pre-school children in Malawi

Moved storage & sorting operation into larger premisesMaria featured in Queens honours list and will be awarded with an MBEMaria visited ZambiaMaria visited Buckingham Palace to collect her MBE

Our biggest ever single shipment of underwear - 50,000 items - was picked up by the National Police Aid Convoy for distribution in Uganda, Malawi & Zambia

Watch this space!

TIMELINE CONT.

ACTIVITY 7 SMALLS FOR ALL

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OUR PANTASTIC TIMELINE CONT.

www.smallsforall.org – a Registered Charity (no. SC041689) and a Scottish Charitable Incorporated Organisation (SCIO)

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ACTIVITY 7 SMALLS FOR ALL

6,000 items of underwear collected1,000 distributed

2009

9,000 items of underwear collected9,000 distributed

2010

12,000 items of underwear collected10,000 distributed

2011

11,000 items of underwear collected12,000 distributed

2012

24,000 items of underwear collected20,000 distributed

2013

24,000 items of underwear collected18,000 distributed

2014

122,000 items of underwear collected

56,000 distributed

2015

157,000 items of underwear collected103,000 distributed

2016

226,000 items of underwear collected

267,000 distributed

2017 Watch this space!

OUR PANTOMETER END OF YEAR TOTALS

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www.smallsforall.org – a Registered Charity (no. SC041689) and a Scottish Charitable Incorporated Organisation (SCIO)

WATCH THIS SPACE!

ACTIVITY 8

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CASE STUDY & PHOTO

INSPIRATIONAL PEOPLE Learning more about people who have made a difference in the world.

Ask pupils to think of someone who has made a positive change to their life or to the lives of others. It could be someone they know or someone they have heard about. Draw and write about someone that has made a positive difference in the world. How have they made a difference?

Show a photo of the Smalls for All founder, Maria Macnamara MBE, and share her story through the case study.

Discuss: How has this one person made a difference to many lives? What helped her bring about change?

Ask pupils to think of someone who has made a positive change to their life or to the lives of others. It could be someone they know or someone they have heard about. In pairs they should share who the person is and what they did. Gather some examples from the class and record them.

Look again at the interview transcript and photos of the Smalls for All founder Maria Macnamara MBE.

Now working in small groups, give pupils the template of the body shape and ask them to think of the characteristics of Maria and the other inspiring people they thought of earlier. Get them to write these characteristics inside the body shape – e.g. active, caring and hardworking. Next ask them to think about other things which helped Maria and others to bring about change and write that outside their person template. This might be things like working with others, team work, resources, job.

Discuss: How has Maria made a difference to many young people’s lives? What helped her bring about change?

Discuss: Everyone is capable of making positive change. It is not about being famous or having lots of money but hard work, skills, team work and other things contribute.

ACTIVITY 8

LEARNING INTENTIONTo explore how people have had a positive impact on the lives of others.

WHAT YOU NEEDP1–3: Case study of Maria Macnamara and photo of Maria (see next page)P4–7: Interview transcript & photo of Maria (see pages 22 to 24), person template (see page 30)

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PERSON TEMPLATE

The story of Maria Macnamara Maria Macnamara set up the charity Smalls for All. Here is her story.

I went to Ethiopia for my 40th birthday and worked in an orphanage. I lived with a family and they told me about some of the problems people had. One problem was that many people didn’t have pants. So I decided to collect some underwear to send to people who needed them.

When others heard I was trying to help people by sending underwear to African countries, they wanted to help too. So many people sent me pairs of pants that I decided to set up a charity and send pants to people who need them in some African countries. Now I have lots of volunteers who help collect and sort the pants to send.

Every year we collect more and more pants. Last year we collected about 100,000 pairs of pants. Check the pantometer on our website to find out how many we have collected this year!

Smalls for All also helps some orphaned children to go to school by helping to pay for their uniforms and books.

I visit Malawi and Kenya every year and it is great to go back and see the people that I know and see how well they are doing.

ACTIVITY 8 INSPIRATIONAL PEOPLE

CASE STUDY

Maria has been awarded an MBE, a special award from the Queen because of all her work.

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ACTIVITY 9

ACTIVITY 8 INSPIRATIONAL PEOPLE

Person template

31ACTION! Taking action to support the charity Smalls for All.

Discuss: How have you/can you make a difference? Can you think of an example of an action you have taken that has helped others at home, school or out of school? Some ideas might include: helping younger brothers or sisters, telling people about something that is happening in the world, choices made when buying products such as buying Fairtrade.

Discuss: How can we as a school make a difference by getting involved with this charity?

Some ideas might include: tell people about it, organise a pants collection, raise awareness about the importance of education, make posters or art work. Try to encourage pupils to move away from only fundraising activities.

If the class decide they would like to lead a campaign to support the charity and involve the rest of the school and community, use the ‘Your Campaign for Change’ guide for advice and ideas.

Discuss: How have you/can you make a difference? Can you think of examples of any action you have taken – at home, school or out of school – that have helped others?

Some ideas might include: helping younger brothers or sisters, telling people about something that is happening in the world, choices made when buying products such as buying Fairtrade, taking part in a litter pick, taking part in a campaign, etc.

Share the ‘To Do List for the Planet’ poster here

If pupils want to take things further then you could introduce them to the Group Challenge: To support and campaign for the charity Smalls for All and raise awareness in the school and local community.

In small groups ask the pupils to brainstorm the ideas they have for taking action to support the work of Smalls for All. They should then pick out their top 3 ideas and write them onto large post-its. Gather the ideas and select the most popular one to take forward.

Pupils can use the ‘Your Campaign for Change’ guide on Scotdec’s website for advice and suggestions for taking their chosen idea forward. Download the PDF here

ACTIVITY 9

LEARNING INTENTIONTo identify ways that I can act which will have a positive impact on the world and the lives of others.

WHAT YOU NEED‘Your Campaign for Change’ PDF guide from Scotdec’s website

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