1. Playground Challenge Primary Classroom Lesson
Teachers’ notes
You can customise slide 7 of this presentation with your school name.

2. Teachers’ notes
Ask:
What can you remember about Raheema?
Raheema is from the Rohingya, a group of people in Myanmar (Burma) – a country also in Asia.
She is one of nearly 400,000 Rohingya children who have recently had to leave their home because it was not safe
Raheema didn’t choose to leave her home in Myanmar – she had to.
Her dad was left behind. They don’t know where he is or what has happened to him.
It took about 7 days for Raheema and her family to travel from Myanmar to Bangladesh. The journey was difficult and dangerous – they even had to hide in the jungle along the way.

3. Teachers’ notes
Play the film (at full volume)
Explain:
Unicef made sure Raheema’s had a place to learn. They supplied Raheema with text books and a classroom kit so she could continue her education.
Unicef made sure she had a safe space to play and some emotional support.
They did this buy setting up a Unicef Child Friendly Space in the refugee camp so Raheema and lots of other children had a safe space to learn, play and experience a little bit of normality away from the crowded conditions of the camp.

4. Teachers’ notes
This slide can be printed to use with pupils. Instructions on how to structure the activity can be found below.
Explain:
The journey from Bangladesh to Myanmar is about 825 miles. That’s the same distance as walking from London to Paris…3 times.
Ask:
If you were going on a trip for 7 days to another country and you had to travel through the middle of the night – What would you take? Who would you want to go with you?
How would you feel if you didn’t have any of those things, you had to leave some of your family behind and the only thing you have is the school uniform you’re wearing right now?
Task:
Under each picture, write some words that describe how you might feel at each stage of the journey that Raheema took (e.g. scared, excited, lonely, upset, grateful, bored, happy, sad, strange, adventurous, unsure, grown up, empty, lucky, worried)
What sorts of things would you miss? Family, tv, books etc.
Do you remember what Raheema misses the most? “At home I had a big table to study on, there were a lot of books on the table, that’s what I miss the most.”
Why do you think she misses her books? These books were a really important part of Raheema’s education. When children flee their countries, their right to an education can be put at risk because they aren’t able to go to school anymore.

5. Teachers’ notes
This slide can be printed to use with pupils. Instructions on how to structure the activity can be found below.
Ask:
Is there a place you can go to relax, play and feel safe? Allow time for discussion e.g. Playground, bedroom, home, friend’s house, school
How would you feel if you didn’t have this space? e.g. Sad, bored, unsafe
Task:
Draw or describe your safe space in the box (Print slide or display this slide on the board while pupils can draw on plain paper)
Explain that Child Friendly Spaces aim to:
support children’s resilience and well-being
provide them with a safe place to play and develop life-skills
continue children’s education
provide emotional support
Explain:
Usually Child Friendly Spaces are set up in tents. Unicef have used spaces like this to help children in lots of different countries – including Syria, Ethiopia and Bangladesh.
When children visit a Child Friendly Space, they will be looked after by a trained helper, get to meet other children, and play with education materials and toys. This may not sound that exciting – but remember, many of these children left their homes with nothing. Lots of them have experienced trauma and had some incredibly difficult experiences, like seeing violence or losing someone they love.
The adults at the centre help them to talk about what they have been through and get a little bit of normality back in their lives.
Unicef Child Friendly Spaces are used to support and protect children in emergencies - like when lots of people have to move from one place to another place, very urgently.
Inside the special Unicef 'Child Friendly Spaces' there are lots of things to help children learn, and toys to play with.

6. Teachers’ notes
This slide can be printed to use with pupils. Instructions on how to structure the activity can be found below.
Explain:
The United Nations Convention on the Rights of the Child says that all children, like Raheema, have the right to an education.
Task:
Ask children to cut around the pictures and labels and match them up / draw arrows between them on the sheet. Alternatively, display the pictures on the board and ask pupils to discuss which label matches which picture.
Ask:
How might these items help Raheema to continue learning?
Discuss the pupils’ ideas and encourage them to reflect on the following uses for the items shown:
Child friendly space: provides a safe place for children to attend school, play and relax. While the children visit the Child Friendly Space, their carers can take time to do important tasks such as collecting medicines and clean water or earning money.
Solar powered radio: Children can listen to education programmes on these radios. Because they are solar powered, the radios do not need electricity – they use energy from the sun to work. Radios like this can also provide children with life-saving information in an emergency situation by spreading vital messages about health and nutrition. Ask pupils: Why might the use of solar power be particularly helpful in the Bangladesh refugee camp? Explain that there wouldn’t be plugs or easy access to mains electricity like we have in school.
Exercise books: These are just like pupils’ own maths or English books – these simple school supplies are really important to provide a quality education for their young students. Unicef also provide children with rucksacks, pencils and text books.
Maths classroom kit: this special kit has all the learning, equipment and materials teachers need to deliver a maths class so that children do not fall behind with their numbers.
Ask pupils to put themselves in Raheema’s shoes.
If they could only have one of the items shown once they reached the refugee camp in Bangladesh – which would they choose?
Can they explain why they chose that item?
Extension idea:
Ask pupils to work in groups or pairs to order the items from most to least important to ensure good education in an emergency.
Explain that all of these items are provided by the Unicef to help protect children’s right to a good education in an emergency.
Education is every child’s right. It gives children the power to earn a living and to escape poverty. But when emergencies take place, children’s education suffers.
In an emergency, lots of children will not go to school at all. There are many reasons for this; it may be because (like Raheema) they have had to flee their homes, because the journey to school is too dangerous, or because their family doesn’t have enough money for them to go.
Those children who do do manage to attend school during emergencies often get a poor education. Classes might have as many as 70 pupils with just one teacher who will often not be trained. Learning spaces may e dangerous and under resourced.

7. [INSERT NAME OF SCHOOL]?
Teacher’s notes
Before using this slide, you may want to customise [INSERT NAME OF SCHOOL] to your own school name
Ask pupils to think about what the school can do to help the many children like Raheema
Pupils may think back to the Playground Challenge assembly (see next slide)

8. Teachers’ notes
Explain:
Remind pupils that they are going to be designing and raising money at their own playground challenge right here in school.
Children like Raheema have travelled across countries and overcome many obstacles to find a safe place to live.
Now it’s our turn to build our own obstacle course and raise money to help them!
Their task: to design a football-themed obstacle course in the playground/hall/field and make it as creative and as challenging as they can.
The rule: is that the obstacle course must be completed with a football – whether that ball is bounced, dribbled, kicked, carried or thrown through the course.
Through sponsorship, they can raise money to support Unicef and every £1 they raise will be matched by the government – doubling their money!
In recent years UK aid has helped to halve the number of people living in extreme poverty.

9. Teachers’ notes
Explain:
There will be a competitive edge to the obstacle course.
Ask:
How can you make your obstacle course challenging?
They should think about the different moves they want competitors to do to make it through the course – maybe they will need to hop on one leg, shoot a goal, dribble backwards or do kick ups…the more creative the better!
How they can use the equipment you have creatively?
Pupils can think about what is already in the playground and PE cupboard. Maybe they will challenge competitors to get the ball through a basketball net, carry it across the climbing frame, or dribble it through the markings on the floor of the playground.
Are there any other activities they could do to raise money?
Such as a bake sale, or an own clothes day or creating posters for them to display.

10. Teachers’ notes
Use this slide to inspire pupils; discuss the different equipment they could use or which parts of the school might work best for their course.
Some students might find this more accessible using ICT rather than drawing, or by providing a list of obstacles, or pre-printed images to cut out and stick down, to choose from

11. Teachers’ notes
This slide can be printed for pupils or displayed on the board while they plan their Playground Challenge obstacle course
Some students might find this more accessible using ICT rather than drawing, or by providing a list of obstacles, or pre-printed images to cut out and stick down, to choose from