EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Students will read two short informational texts about SDG 1: No Poverty from the perspective of education, skills and future work, complete B1-level reading comprehension tasks, practise key vocabulary, reorder words to make correct sentences, and work in groups to design a simple “pathway to opportunity” for a young person facing barriers to learning or employment.

GOALS ACCORDING TO THE GENERAL CURRICULUM (2008)

General competences

1. Learning to learn: students set a reading purpose, use skimming and scanning, infer the meaning of unfamiliar words from context, check answers with evidence from the text, and improve accuracy through vocabulary and word-order tasks.
2. Cognitive: they identify barriers to education and employment, connect causes with possible solutions, and explain how learning opportunities and practical skills can widen future choices.
3. Social: they cooperate in pairs and groups, listen respectfully to different ideas, and share responsibility when creating a realistic pathway from a barrier to a learning or work opportunity.
4. Personal: they reflect on effort, fairness and equal access to learning, and consider how education and skills can support independence without blaming people who experience poverty.

Subject competences

5. Understand the main idea and specific information in short B1-level texts about barriers to education, access to learning, skills, training and employment.
6. Use topic vocabulary (e.g., cycle of poverty, barrier, access, skills, scholarship, vocational training, employment) in speaking and writing.
7. Ask and answer questions, give reasons, and discuss how education and training can create opportunities while recognising that people may face different barriers.
8. Reorder words to form grammatically correct B1-level sentences and use information from the texts to create a simple “pathway to opportunity” proposal.
9. Show awareness of SDG 1 by connecting poverty reduction with fair access to education, practical skills, training opportunities and pathways to employment.

Integration with other subjects

Civic education (equal opportunities and social inclusion), Career education (skills, training and employment), Economics (work and household stability), Ethics (fairness and dignity), ICT (digital access to learning).

MATERIALS / EQUIPMENT

Projector/board, SDG 1 icon or picture prompts, printed student worksheet (Appendix 2), reading texts (Appendix 1) or digital copies, pens/highlighters, mini-dictionaries or phones (if allowed), sticky notes for exit ticket.

LEARNING ACTIVITIES

(The lesson is not split into separate parts; timing is suggested.)

10. Warm-up (5 min): picture/word prompt – What can help a young person build more choices for the future? What can make learning or finding work difficult? Collect neutral examples such as cost, transport, internet access, family responsibilities, skills and training.
11. Vocabulary focus (7 min): match key SDG 1 words to simple meanings (Appendix 1 table) and predict how they may connect to education, training and work.
12. Reading (15 min): students read Text A and Text B, then complete B1-level comprehension tasks (Appendix 2).
13. Language practice (8 min): complete vocabulary tasks and reorder words to form correct sentences using the lesson ideas (Appendix 2).
14. Speaking/Writing (10 min): groups complete the “Pathway to opportunity” table and present a 30–60 sec mini proposal showing how one barrier could be reduced.

REFLECTION. ASSESSMENT

Reflection: students complete an exit ticket (sticky note) by finishing the sentences:

• In this lesson I learned that education or training can…
• One new word or phrase I can use is…
• One barrier that can reduce opportunities is… and one possible solution is…
• My participation today was… (1–5) because…

APPENDIX 1

Reading texts: No Poverty (SDG 1) – Education and skills: pathways out of poverty

Read Text A and Text B. Underline words you do not know. Try to guess their meaning from the context. After reading, complete the tasks in Appendix 2.

TEXT A – Education can widen future choices
Poverty can make education more difficult even when a student wants to learn. The cost of transport, school materials, internet access or extra courses can become a barrier. Some young people may also have responsibilities at home that reduce the time they can spend studying. When these difficulties continue for a long time, they can contribute to a cycle of poverty, where limited opportunities in one generation can affect the next.

Fair access to education can help change this pattern. At school, students develop knowledge, confidence and useful skills. A scholarship can help with education costs, while device loans, free learning materials or transport support can make participation easier. Education does not automatically remove poverty, but it can give young people more choices and a stronger chance to continue learning, enter training or prepare for future employment.

TEXT B – From learning to practical skills and work
There is more than one route from education to employment. Some people continue academic studies, while others choose vocational training, where they learn practical skills for a specific type of work. Training can include areas such as construction, technology, care services, hospitality or green energy. Work experience, career guidance and mentoring can also help people understand what employers expect.

Stable employment can make it easier for a person or family to plan regular costs and become more independent. However, people need fair access to training and job opportunities. Communities can help by offering career information, digital access, short courses, apprenticeships or places where people can practise useful skills. Reducing poverty therefore includes not only helping people in a difficult moment, but also creating realistic routes to learning, skills and employment.

Tip: Use the vocabulary table below to support your reading, comprehension, grammar and speaking tasks.

APPENDIX 2

Tasks (student worksheet)

15. Reading comprehension
16. 1) Skim both texts. Write ONE sentence for each: What is the main idea of Text A? What is the main idea of Text B?
17. 2) True (T) or False (F). Correct the false sentences.
18. 3) Answer the questions in full sentences.

T/F statements:

• The cost of transport or learning materials can sometimes be a barrier to education.
• A cycle of poverty means that every family will always stay poor.
• A scholarship may help a student continue education when costs are difficult to manage.
• Vocational training focuses only on academic theory and does not teach practical skills.
• Fair access to training and employment opportunities can help people build more stable futures.

Questions:

• What barriers to education are mentioned in Text A?
• How can education help widen a young person’s future choices?
• What is a scholarship, and how can it help a learner?
• What is vocational training, according to Text B?
• Why are both skills and fair access to employment important when reducing poverty?

1. Vocabulary and word-order practice

4) Match the words to the definitions (write the letter):

1. a) cycle of poverty b) barrier c) access    d) scholarship    e) vocational training
2. ______ : the ability or opportunity to use, enter or take part in something
3. ______ : something that makes progress or participation more difficult
4. ______ : financial support that helps a student pay for education
5. ______ : practical education that prepares people for a type of work
6. ______ : a pattern in which poverty can continue across time or generations

5) Complete the sentences with the correct word/phrase:

1. Learning digital and communication __________ can improve a person’s future choices.
2. Career guidance and training can help young people prepare for __________.
3. A lack of reliable internet can become a __________ to online learning.

6) Put the words in the correct order to make B1-level sentences.

1. fair / education / access / can / create / more / opportunities
   2. vocational training / practical / helps / people / develop / skills
   3. stable / can / employment / families / help / plan / their future
2. Speaking/Writing (group task)

7) In groups, complete the table below. Choose one real or imaginary situation in which a young person faces a barrier to learning, training or work. Then present your mini proposal (30–60 seconds).

Table. Pathway to opportunity

APPENDIX 3

Assessment criteria

Explain the criteria to students before starting. Suggested total: 10 points.

19. Participation and teamwork (2 points).
20. Reading comprehension tasks (4 points).
21. Vocabulary, word-order accuracy and mini pathway proposal (4 points).