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MODULETITLE
Children’s rights andcitizenship
By Rotaract Club of Universityof St. La Salle
Module SummaryAIM
The purpose of the training session is to find outabout the United Nations Convention on the Rightsof the Child, and how children’s learning about theirrights is integral to citizenship education within awhole school context.ACTION
Introductory activity: Amazing Race‘Wants’ and ‘needs’ activity – participants find apartner.Main activity 1 – Getting to know the UNCRCParticipants become familiar with the United NationsConvention on the Rights of the Child through a
d ti ti it
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d ti ti it
framework for citizenship education as part of awhole school rights respecting ethos
- be able to apply all of these learnings to theircorresponding Puroks that whenever they will beseeing such incidents violating Child’s Rights, theywouldn’t doubt bringing this to proper authorities
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Module overview The purpose of the training session is to find out about the UnitedNations Convention on the Rights of the Child, the Rights RespectingSchool Award and how children’s learning about their rights isintegral to citizenship education within a whole school context. Thistraining session outlines the history and articles of the UnitedNations Convention on the Rights of the Child. It argues that theUNCRC should form the framework for a values based approach tobuilding a culture of rights, respect and responsibilities. It then
explains how this can benefit school communities and lead toschools considering working towards the UNICEF Rights RespectingSchools Award. Teachers are encouraged to think through how thislinks with citizenship education and how they might put children’srights at the heart of their citizenship teaching and learning. Thereare a number of activities to help participants consolidate theirunderstanding.
Recommended module delivery plan (2 hours)Each element is supported by information on the PowerPointpresentation.
5mins: Introductory slides supplied by ACT
15 mins: Tell me what you want
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(Article 30)Protection from abuse and neglect(Article 19)
Protection from discrimination (Article 2)
around privacy (Article16)
5mins: Briefly outline the purpose and structure of thesession
20mins: Introduce the United Nations Convention on theRights of the Child
Using the PowerPoint presentation, look at the brief history andmain five groups of the UNCRC articles. Go through the slides anddiscuss what is meant by children’s rights, what it means for the UK government to have ratified the convention and the consequentresponsibilities. Further information is given in the notes section of the PowerPoint presentation.
20mins: Activity: Getting to know the UNCRC
Give groups of participants the five focus areas ready cut up fromthe Five focus areas of the UNCRC resource and cut up copies of the sixteen cards from the UNCRC Sort cards for Activity resource. Participants should cluster the Articles into groupsrelating to five main areas - some discussion will be needed and aconsensus formed as some articles could fit with more than onefocus area.
There is not a definitive correct answer it is the process and the
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have equal access to their rights – discuss how this works. Discussthe roles of children and adults. Discuss Harry Shier’s levels of participation and note the point at which the United Nations
Convention on the Rights of the Child is mentioned on the pathway.Further information is given in the notes section of the PowerPointpresentation.
15mins: Activity: Rights ‘r’ usParticipants work in groups to decide on the features of a rightsrespecting school. What would a school that put the United Nations Convention on theRights of the Child at its heart look and feel like – how would visitorsknow that the United Nations Convention on the Rights of the Childprovided a framework? Each group will need a large sheet of paper,felt tips etc and should produce a poster/visual representation. Askgroups to feed back three main points. Lead a discussion onpeople’s views. Refer back to the UNCRC, rights andresponsibilities, the role of children and adults discussed earlier in
the session and clarify issues. See also the notes with the slides andresource sheets.
15mins: Rights and respect in action: Watch the casestudies on Teachers’ TV.Choose either the primary school or secondary school case study asappropriate (both 14 minutes in length).
Primar http // teachers t / ideo/38166
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children's rights into citizenship as an A3 to fill in. Planning learningin citizenship may also be helpful. Leave some time for feedbackand discussion at the end. Summarise. Check back with original
purpose of session. Lead into completion of evaluation forms.
10mins: Completion of ACT evaluation forms
Resources required• Projector and computer
• Large sheets of paper
• Felt tips
• Case studies videos
• Cut up cards from Wants and Needs Cards
• Cut up five focus areas from Five focus areas of the UNCRC
• Cut up cards from UNCRC Sort cards for activity
• A3 copies of Putting children's rights into citizenship sheet
•
A3 copies Planning learning in citizenship sheet• Teachers’ TV case studies
Primary: http://www.teachers.tv/video/38166 Secondary: http://www.teachers.tv/video/2842
Useful links and resources
UNICEF UK
nicef org k
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Resources for global citizenshipwww.globaldimension.org.uk
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Five focus areas of the
United Nations Convention on the Rights of the
Child
The right to a childhood
The right to an education
The right to be healthy
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Summary of the UN Convention on the Rights of theChild
Articles 1 and 2
• All childrenthroughout the worldhave these rights.
Article 12
• Children should belistened to and beable to say what they
think about things.
Article 6
• Children have a
right to live.
Article 13
• Children should be
able to find outthings.
Articles 7 & 8
• Children should
h
Article 14
• Children should be
bl t hi
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Article 19
• Children should besafe from harm. Nochild should be hurtby a grown-up or achild.
Article 31
• Children should beallowed to play.
Article 23
• Children in need of special care should
get it.
Article 32
• Children should notbe allowed to do
dangerous work.
Article 24
• Children should haveclean water, food that
i d f th
Article 36
• Children should beprotected from
ti iti hi h t
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My first step would be...
Action... Rights...Citizenship teachingand learning...
Scale...
Globalcommunity
Nationalcommunity
Localcommunity
Schoolcommuni
ty
Getting active – putting children’s rights intocitizenshi
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