Poverty and Impact

Overview

This 45-minute lesson supports Year 7 students in understanding poverty and how it influences individuals and communities, aligning closely with the National Curriculum for England – History (KS3) and relevant cross-curricular links to PSHE and Citizenship. It is the second lesson in the unit "Globalisation and Community Impact." The lesson places emphasis on building knowledge, empathy, and vocabulary literacy.

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National Curriculum Links

History (KS3)

• Pupils should develop historically valid perspectives by understanding connections between local, national, and global history.
• Develop understanding of cause and consequence in historical events.
• Develop skills of enquiry and discussion about historical and contemporary issues.

English (KS3)

• Use a wide range of vocabulary to discuss social and historical topics.
• Develop talk and listening skills through structured discussion.

PSHE/Citizenship

• Recognise social and economic inequalities in communities.
• Develop empathy and understanding of diverse experiences.

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Learning Objectives

Objective Type	Statement	Success Criteria
Secure	I can describe what poverty is.	Accurately defines poverty with reference to material and social deprivation.
Developing	I can explain how poverty affects people.	Explains at least two social, economic, or emotional effects of poverty on individuals and communities.
Emerging	I can identify someone affected by poverty.	Shares or identifies a story or example of an individual or group affected by poverty.

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Lesson Structure

Starter (5 minutes)

• Vocabulary Warm-up
  Write the words on the board: poverty, effects, community.
  Ask students to write or discuss what each word means.
  Brief teacher-led clarification and linking definitions to the lesson theme.

Main Activities

1. Video Engagement (10 minutes)

• Show a short, age-appropriate documentary-style video (~5 minutes) presenting children or families experiencing poverty around the world or in the UK, including both challenges and community responses.
• After viewing, facilitate a short Q&A to check understanding and emotional response.

2. Personal Stories & Discussion (15 minutes)

• Share two brief, anonymised stories—one local UK-based, one global—highlighting individuals affected by poverty.
• Break class into 3 groups of 3 students to discuss:
  • How does poverty affect the individuals in these stories?
  • What effects can they see on the wider community?
• Circulate and guide discussions using sentence stems like: "Poverty causes..." or "This means the community...".

3. Whole-Class Sharing (10 minutes)

• Each group presents their ideas to the class.
• Create a mind map on the board compiling the effects of poverty discussed, emphasising economic, social, health, and educational impacts.

Plenary (5 minutes)

• Quick reflective exercise: students write one new thing they learned about poverty and one question they still have.
• Optional: Teacher collects these for formative assessment.

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Differentiation

• Support: Sentence stems are provided; vocabulary glossary on desks.
• Challenge: Encourage students to link poverty effects to wider globalisation themes from Lesson 1.
• Use peer support within group discussions for emerging learners.

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Resources

• Short video on poverty (5-minute clip, vetted for age-appropriateness and cultural sensitivity).
• Printed stories of individuals affected by poverty (simple language).
• Whiteboard/flip chart and markers.
• Vocabulary cards.
• Reflection templates for plenary.

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Assessment for Learning

• Formative checks through Q&A post-video and group discussion outcomes.
• Teacher observation of group work and presentations.
• Plenary reflections collected to inform future lessons.

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Cross-Curricular Opportunities & SMSC

• English: Development of vocabulary and oral communication skills.
• PSHE: Understanding social justice, empathy, and community roles.
• SMSC: Moral awareness of inequality and social responsibility themes.

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Teacher Notes – Tips to Impress

• Before the lesson, personalise stories if possible by linking to local charities or community projects that students might recognise, making the lesson more relatable.
• Use storytelling techniques when sharing personal stories—this deepens empathy and engagement.
• Include a brief moment of mindfulness after the video for students to process potentially emotional content.
• Encourage students to connect effects of poverty with earlier work around globalisation and communities, fostering critical thinking.

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This lesson carefully integrates historical enquiry with social understanding, reinforcing key curriculum aims while promoting empathy and critical thinking in young learners.