Improvements in environmental quality, health, life expectancy and human rights are seen by some (Hans Rosling) as more significant goals for development whilst economic growth is often the best means for achieving them. Economic growth is needed to build infrastructure, raise incomes to pay for medicine and education and develop journalism for human development to increase. Education is central to economic development (human capital) and to the understanding and assertion of human rights; this view, however, is not universally shared (e.g. attitudes to gender equality in education) as both access to education and standards of achievement vary greatly among countries. Education varies because of poverty, and gender inequality. UNESCO has found that education is still inaccessible to over 60 million children of primary school age with 32 million of these being from Sub-Saharan Africa and 20 million being found in Central Asia, East Asia and the Pacific. In this lesson, students will examine economic growth and quality of life and assess education and education inequality and impacts on economic development and quality of life. In addition, learners will consider Hans Rosling and the best development goals and briefly touch on UNESCO and Sustainable Development Goals (SDGs).

This Google Slides resource is a fully-digital product, containing worksheet-type ‘question & response’ pages which students can type on, directly, into text fields (students are unable to mess up the question formatting as each page is fixed as a template). This makes this resource perfect for homeschooling, distance learning and general Google Classroom assignments, whether In the school classroom or at home. The widescreen format also makes it perfect for students using Chromebooks, laptops, desktop computers, iPads or other tablet devices. This resource offers teachers the flexibility to use it however they choose without having to make any amendments.

This is a quality, ready-made lesson for the Google Classroom ecosystem, leaving the teacher with little to plan or prepare except choosing what is required for students.

The lesson includes:

• Lesson road-map: timing recommendations for teachers.
• Starter activity: designed to engage students immediately thereby increasing focus and managing behaviour in the classroom.
• Learning: student-centred learning tasks aimed at encouraging self responsibility for learning, developing study skills and learning.
• Application of Learning: a menu of classroom tasks, graded by challenge, based on the learning element of the class. Stretch & Challenge tasks are provided for gifted and talented students as well as a creative writing task with a language framework for students of all abilities.
• Final Plenary: This links back to the lesson objectives and ensures that the teacher is better able to carry out assessment for learning (AFL) and identify general student progress.
• Teacher Resources: classroom content and worksheets are filed under this section.
• Teacher Notes: Recommendations for teachers in the speaker notes sections of many Google Slides.

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