Imagine if getting a drink of water wasn’t as simple as turning on your tap. Clean water isn’t a luxury—it’s a basic human right. But millions of people around the world don’t live near a reliable, clean water source, or have access to sanitary washing facilities, leaving them at risk of illness and deadly disease. Improving access to clean water is one of the most crucial and quickest ways to lift a community out of poverty. It reduces illness, allows girls to go to school instead of retrieving their family’s water and leads to better agriculture and access to food. Free The Children’s WE Villages is an international development model that provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower a community with the means to forever lift itself from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation. Since the creation of the Water Pillar, one million people have gained improved access to clean water, health care and sanitation. In this lesson package, pupils will be introduced to the Water Pillar, measure the amount of water they use on average, explore the issue of clean water as a universal human right, and discover how clean water and sanitation can improve the overall health and livelihood of a person. The lessons are grounded in the WE Schools Learning Framework, ensuring pupils develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

WE Volunteer Now is a package of lessons that teaches students that no matter what their gifts and talents are, they can use them to take action in their local community. By linking students’ gifts to issues that they feel passionately about, they can be empowered to make a positive change in the world around them. From reducing litter to helping to combat local hunger, students will see how different people have used their gifts to bring about change and how they can do the same. This lesson package has been designed to meet the Experiences and Outcomes set out in Curriculum for Excellence. It follows the principles of “Getting it Right for Every Child” (GIRFEC) by developing the promotion and support of the eight Well-being Indicators. Where possible, Scottish resources and references have been used to ensure it is relevant to young people in Scotland today. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Clean water isn’t a luxury, it’s a basic human right. But millions of people around the world don’t live near a reliable, clean water source, or have access to sanitary washing facilities, leaving them at risk of illness and deadly disease. Improving access to clean water is one of the quickest and most crucial ways to lift a community out of poverty. It reduces illness, allows girls to go to school (girls are generally tasked with retrieving the family’s water) and leads to better agriculture and access to food. These lessons will introduce pupils to the issue of clean water and sanitation in developing communities in Free The Children’s WE Villages countries. By looking at the value of clean, safe water around the world, pupils will learn about the importance of access to clean water, and how they can take action and collect coins through WE Create Change. These lessons are grounded in the WE Schools Learning Framework, ensuring pupils develop the core skill sets they need to become young leaders and help build a better global community. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

WE Volunteer Now is a package of lessons that teaches students that no matter what their gifts and talents are, they can use them to take action in their local community. By linking students’ gifts to issues that they feel passionately about, they can be empowered to make a positive change in the world around them. From reducing litter to helping to combat local hunger, students will see how different people have used their gifts to bring about change and how they can do the same. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

The United Nations Convention on the Rights of the Child (UNCRC) outlines under Article 24, that every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food, and a clean environment so that children can stay healthy. Article 27 notes that every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. In order to ensure that young people across the UK understand the importance of these rights and the responsibilities associated with them, food poverty and hunger are issues that cannot go undiscussed. Hunger hides on city streets, in our local communities, and in school corridors, often invisible to most around it. It is thought of as a world problem, plaguing far away countries and faceless individuals, overlooked and under-acknowledged where we live. Young people around the world take action to fight local hunger and poverty by participating in WE’s WE Scare Hunger campaign. In the UK today, almost one in six children lives below the poverty line—that’s more than two million children. This shocking figure reveals that families go hungry every day, and for many, the local foodbank is their only support. Foodbanks offer emergency, short-term food supplies to people (the majority of whom are working) who find themselves struggling to feed their families. This could be because of sudden illness, a reduction in working hours, or simply an unexpected bill. Food is often donated to foodbanks by local people and businesses. The Trussell Trust, which runs foodbanks across the UK, provided 1,109,309 three-day emergency food packages in 2015-16, of which over 400,000 went to children. The demand for donations to these foodbanks is higher than ever. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

The United Nations Convention on the Rights of the Child (UNCRC) outlines under Article 24, that every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food, and a clean environment so that children can stay healthy. Article 27 notes that every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. In order to ensure that young people across the UK understand the importance of these rights and the responsibilities associated with them, food poverty and hunger are issues that cannot go undiscussed. Hunger hides on city streets, in our local communities, and in school corridors, often invisible to most around it. It is thought of as a world problem, plaguing far away countries and faceless individuals, overlooked and under-acknowledged where we live. Young people around the world take action to fight local hunger and poverty by participating in WE's WE Scare Hunger campaign. In the UK today, almost one in six children lives below the poverty line—that’s more than two million children. This shocking figure reveals that families go hungry every day, and for many, the local foodbank is their only support. Foodbanks offer emergency, short-term food supplies to people (the majority of whom are working) who find themselves struggling to feed their families. This could be because of sudden illness, a reduction in working hours, or simply an unexpected bill. Food is often donated to foodbanks by local people and businesses. The Trussell Trust, which runs foodbanks across the UK, provided 1,109,309 three-day emergency food packages in 2015-16, of which over 400,000 went to children. The demand for donations to these foodbanks is higher than ever. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empower young people to make positive changes in the world around them.

The Universal Declaration of Human Rights (UDHR) was created in 1948 by the United Nations General Assembly. This document lists the fundamental rights for all human beings and sets the standard for how we should behave towards one another so that everyone’s dignity and basic needs are respected. In 1989, governments worldwide adopted the United Nations Convention on the Rights of the Child (UNCRC). These rights are based on what a child needs to survive, grow, participate, and fulfil their potential. They apply equally to every child, regardless of their nationality or socio-economic status. Through WE’s WE Are Silent campaign, young people around the world stay silent in solidarity with children whose voices are not heard and whose rights are not upheld. In preparation for this important campaign, this lesson package is designed to support teachers as they explore children’s rights and the causes of the denial of those rights. Each lesson in this package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and this package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empower young people to make positive changes in the world around them. Using dynamic, student-centred activities, students are encouraged to learn the facts and engage with the issues. After participating in this package, your students will emerge as children’s rights advocates, ready to take action with WE Are Silent. Together, let’s vow to break the silence for the voiceless.

The United Nations Convention on the Rights of the Child (UNCRC) outlines under Article 24, that every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food, and a clean environment so that children can stay healthy. Article 27 notes that every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. In order to ensure that young people across Scotland understand the importance of these rights and the responsibilities associated with them, food poverty and hunger are issues that cannot go undiscussed. Hunger hides on city streets, in our local communities, and in school corridors, often invisible to most around it. It is thought of as a world problem, plaguing far away countries and faceless individuals, overlooked and under-acknowledged where we live. Young people around the world take action to fight local hunger and poverty by participating in WE’s WE Scare Hunger campaign. In Scotland today, almost one in five children are officially recognised as living in poverty—that’s more than 200,000 children. This shocking figure reveals that families go hungry every day, and for many, the local foodbank is their only support. Foodbanks offer emergency, short-term food supplies to people (the majority of whom are working) who find themselves struggling to feed their families. This could be because of sudden illness, a reduction in working hours, or simply an unexpected bill. Food is often donated to foodbanks by local people and businesses. The Trussell Trust, which runs foodbanks across the UK, provided 133,726 three-day emergency food packages to people in Scotland in 2015-16, of which over 40,000 went to children. The demand for donations to these foodbanks is higher than ever. This lesson package has been designed to meet the Experiences and Outcomes set out in Curriculum for Excellence. It follows the principles of “Getting it Right for Every Child” (GIRFEC) by developing the promotion and support of the eight Well-being Indicators. Where possible, Scottish resources and references have been used to ensure it is relevant to young people in Scotland today. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Homelessness is a problem that affects people all over the UK each year. It takes many forms and affects people of all ages. People find themselves homeless for any number of reasons—if they lose their job, their health deteriorates, they are fleeing domestic violence or are young runaways. Women and children in particular are often part of the “hidden homeless”—people living in friends’ homes and temporary accommodations. Homelessness exists all over the world, in our cities and communities, often hidden in plain sight. With this resource, students will have the opportunity to look below the surface and spread the word about the causes and realities of homelessness. Students will learn about the realities of homelessness in the UK and how they can use their voices to bust the myths surrounding the issue. These lessons are grounded in the WE Schools Learning Framework ensuring students develop the core skill sets they need to become young leaders and help build a better global community. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Free from poverty and exploitation, free from disease, thirst, and hunger. These five freedoms are the driving force of Free The Children’s WE Villages, a holistic and sustainable development model, which unlocks the basis for change in the international communities we partner with. One of the most pressing issues directly affecting poverty alleviation today is the growing challenge of food security, the availability of and access to an adequate amount of healthy, nutritious food that meets populations’ dietary needs and food preferences. That’s why, thanks to PotashCorp, the Food Pillar of Impact has been added to WE Villages. WE Villages provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower a community with the means to forever lift itself from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation. The Food Pillar focuses on innovative farming techniques and water management projects to help ensure developing communities have access to self-sustaining food sources, directly improving health, access to education and life outcomes. This lesson package was created to provide teachers with a comprehensive lesson on the purpose and inner workings of the Food Pillar. With this knowledge, students will learn the value of their participation and understand how their contribution can address the problem of global hunger. The lessons are grounded in the WE Schools Learning Framework, ensuring students develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Imagine if getting a drink of water wasn’t as simple as turning on your tap. Clean water isn’t a luxury—it’s a basic human right. But millions of people around the world don’t live near a reliable, clean water source, or have access to sanitary washing facilities, leaving them at risk of illness and deadly disease. Improving access to clean water is one of the most crucial and quickest ways to lift a community out of poverty. It reduces illness, allows girls to go to school instead of retrieving their family’s water and leads to better agriculture and access to food. Free The Children’s WE Villages is an international development model that provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower a community with the means to forever lift itself from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation. Since the creation of the Water Pillar, one million people have gained improved access to clean water, health care and sanitation. In this lesson package, students will be introduced to the Water Pillar, measure the amount of water they use on average, explore the issue of clean water as a universal human right, and discover how clean water and sanitation can improve the overall health and livelihood of a person. The lessons are grounded in the WE Schools Learning Framework, ensuring students develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Introduce students to the issue of sustainability, help them understand specific matters of sustainability by examining them from a new perspective, and challenge them to live more sustainably every day. Together, let’s help young people make the changes today that will create a better tomorrow, preserving the world for future generations. WE Take Charge is a package of lessons that brings the issue of sustainability into the classroom and engages students in learning about the importance of living sustainably every day so future generations have the same opportunities that they have. Students will look at the issue of sustainability from a new perspective in order to better understand the topic. Consisting of lessons founded in the WE Schools Learning Framework, the programme will educate young people and help them find the role they play in the global sustainability movement. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

WE Volunteer Now is a package of lessons that teaches pupils that no matter what their gifts and talents are, they can use them to take action in their local community. By linking pupils’ gifts to issues that they feel passionately about, they can be empowered to make a positive change in the world around them. From reducing litter to helping to combat local hunger, pupils will see how different people have used their gifts to bring about change and how they can do the same. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Free from poverty and exploitation, free from disease, thirst, and hunger. These five freedoms are the driving force of Free The Children’s WE Villages, a holistic and sustainable development model, which unlocks the basis for change in the international communities we partner with. One of the most pressing issues directly affecting poverty alleviation today is the growing challenge of food security, the availability of and access to an adequate amount of healthy, nutritious food that meets populations’ dietary needs and food preferences. That’s why, thanks to PotashCorp, the Food Pillar of Impact has been added to WE Villages. WE Villages provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower a community with the means to forever lift itself from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation. The Food Pillar focuses on innovative farming techniques and water management projects to help ensure developing communities have access to self-sustaining food sources, directly improving health, access to education and life outcomes. This lesson package was created to provide teachers with a comprehensive lesson on the purpose and inner workings of the Food Pillar. With this knowledge, pupils will learn the value of their participation and understand how their contribution can address the problem of global hunger. The lessons are grounded in the WE Schools Learning Framework, ensuring pupils develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Changing the world? It’s a piece of cake. Raise awareness in your school with our WE Bake for Change lesson plans. Look beyond the supermarket shelves and ask pupils to map out the field to shelf journey of chocolate. Students can spread the word and apply their knowledge by holding a WE Bake for Change cake sale that will boost their impact as world changers by fundraising to support Free The Children’s WE Villages' communities through our Food Pillar. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom's Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Introduce pupils to the issue of sustainability, help them understand specific matters of sustainability by examining them from a new perspective, and challenge them to live more sustainably every day. Together, let’s help young people make the changes today that will create a better tomorrow, preserving the world for future generations. WE Take Charge is a package of lessons that brings the issue of sustainability into the classroom and engages pupils in learning about the importance of living sustainably every day so future generations have the same opportunities that they have. Pupils will look at the issue of sustainability from a new perspective in order to better understand the topic. Consisting of lessons founded in the WE Schools Learning Framework, the programme will educate young people and help them find the role they play in the global sustainability movement. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Health is rooted in everyday life. When a community has health resources to prevent or overcome disease, families can find the stability to grow and prosper. Simple, preventative health measures, like vaccinations for newborns, and check-ups and vitamins for expecting mothers, could save millions of lives. Yet in so many regions around the world, families go without even the most basic health care. Free The Children’s WE Villages is an international development model that provides access to five key Pillars of Impact—Education, Water, Health, Food, and Opportunity—to empower communities with the means to forever lift themselves from poverty. Why these five Pillars of Impact? Because together they can create powerful change. All five Pillars of Impact of the WE Villages model are owned and maintained by the community, and designed to be self-sustaining after the initial project implementation. Since initiating the Health Pillar, tens of thousands of rural community members have been empowered with the knowledge to prevent disease, seek medical attention and improve their families’ well-being through healthy habits. In this lesson package, students will be introduced to the Health Pillar, explore global health issues, discuss health care as a human right and investigate whether access to health care can serve as a tool for change. The lessons are grounded in the WE Schools Learning Framework ensuring students develop the core skill sets that help them achieve the learning goals that contribute to the outcomes of creating a global citizen. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education and SMSC, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

The Universal Declaration of Human Rights (UDHR) was created in 1948 by the United Nations General Assembly. This document lists the fundamental rights for all human beings and sets the standard for how we should behave towards one another so that everyone’s dignity and basic needs are respected. In 1989, governments worldwide adopted the United Nations Convention on the Rights of the Child (UNCRC). These rights are based on what a child needs to survive, grow, participate, and fulfil their potential. They apply equally to every child, regardless of their nationality or socio-economic status. Through WE’s WE Are Silent campaign, young people around the world stay silent in solidarity with children whose voices are not heard and whose rights are not upheld. In preparation for this important campaign, this lesson package is designed to support teachers as they explore children’s rights and the causes of the denial of those rights. This lesson package has been designed to meet the requirements set out in the Northern Ireland curriculum. Where possible, Northern Irish resources and references have been used to ensure it is relevant to young people in Northern Ireland today. Each lesson in this package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and this package as a whole. These lessons develop many aspects of character education, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them. Using dynamic, student-centred activities, students are encouraged to learn the facts and engage with the issues. After participating in this package, your students will emerge as children’s rights advocates, ready to take action with WE Are Silent. Together, let’s vow to break the silence for the voiceless.

Together, let’s help young people make the changes today that will create a better tomorrow, preserving the world for future generations. Introduce pupils to the issue of sustainability, help them understand specific matters of sustainability by examining them from a new perspective, and challenge them to live more sustainably every day. WE Take Charge is a package of lessons that brings the issue of sustainability into the classroom and engages pupils in learning about the importance of living sustainably every day so future generations have the same opportunities that they have. Pupils will look at the matters within the issue of sustainability from a new perspective in order to better understand the topic. Consisting of lessons founded in the WE Schools Learning Framework, the programme will educate young people and help them find the role they play in the global sustainability movement. This lesson package has been designed to meet the Experiences and Outcomes set out in Curriculum for Excellence. It follows the principles of “Getting it Right for Every Child” (GIRFEC) by developing the promotion and support of the eight Well-being Indicators. Where possible, Scottish resources and references have been used to ensure it is relevant to young people in Scotland today. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

Together, let’s help young people make the changes today that will create a better tomorrow, preserving the world for future generations. Introduce students to the issue of sustainability, help them understand specific matters of sustainability by examining them from a new perspective, and challenge them to live more sustainably every day. WE Take Charge is a package of lessons that brings the issue of sustainability into the classroom and engages students in learning about the importance of living sustainably every day so future generations have the same opportunities that they have. Students will look at the issue of sustainability from a new perspective in order to better understand the topic. Consisting of lessons founded in the WE Schools Learning Framework, the programme will educate young people and help them find the role they play in the global sustainability movement. This lesson package has been designed to meet the Experiences and Outcomes set out in Curriculum for Excellence. It follows the principles of “Getting it Right for Every Child” (GIRFEC) by developing the promotion and support of the eight Well-being Indicators. Where possible, Scottish resources and references have been used to ensure it is relevant to young people in Scotland today. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.

The United Nations Convention on the Rights of the Child (UNCRC) outlines under Article 24, that every child has the right to the best possible health. Governments must work to provide good quality health care, clean water, nutritious food, and a clean environment so that children can stay healthy. Article 27 notes that every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. In order to ensure that young people across Scotland understand the importance of these rights and the responsibilities associated with them, food poverty and hunger are issues that cannot go undiscussed. Hunger hides on city streets, in our local communities, and in school corridors, often invisible to most around it. It is thought of as a world problem, plaguing far away countries and faceless individuals, overlooked and under-acknowledged where we live. Young people around the world take action to fight local hunger and poverty by participating in WE's WE Scare Hunger campaign. In Scotland today, almost one in five children are officially recognised as living in poverty—that’s more than 200,000 children. This shocking figure reveals that families go hungry every day, and for many, the local foodbank is their only support. Foodbanks offer emergency, short-term food supplies to people (the majority of whom are working) who find themselves struggling to feed their families. This could be because of sudden illness, a reduction in working hours, or simply an unexpected bill. Food is often donated to foodbanks by local people and businesses. The Trussell Trust, which runs foodbanks across the UK, provided 133,726 three-day emergency food packages to people in Scotland in 2015-16, of which over 40,000 went to children. The demand for donations to these foodbanks is higher than ever. This lesson package has been designed to meet the Experiences and Outcomes set out in Curriculum for Excellence. It follows the principles of "Getting it Right for Every Child" (GIRFEC) by developing the promotion and support of the eight Well-being Indicators. Where possible, Scottish resources and references have been used to ensure it is relevant to young people in Scotland today. Each lesson in the package is organised into starters, main activities and plenaries, with suggestions for differentiation. Clear learning objectives and success criteria following Bloom’s Taxonomy of Learning ensure progression within each lesson and the package as a whole. These lessons develop many aspects of character education, with a holistic and tangible approach, encompassing local and global social awareness and action, and empowering young people to make positive changes in the world around them.