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Graffitti wall, rich picture or 'Ideal setting' activity to capture your vision of what a rights respecting setting/group or organisation would ideally include.

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How do children in Africa live, and what kind of schools do they wish for? "The Ideal School As Drawn by African and Japanese Children" is an art exhibition that provides rare insight into the thoughts of children from African countries. The show, sponsored jointly by the Ministry of Foreign Affairs, Japan and UNICEF Japan, is being held at the UNICEF House in Shinagawa, Tokyo from July 1 to 29.

For this exhibition, 22 pictures (two from each country) were selected from among the 550 drawings submitted from 11 schools in Egypt, Ethiopia, Kenya, Senegal, Tanzania, Tunisia, Nigeria, Madagascar, South Africa, Morocco, and Zambia. Including 20 drawings submitted from Japan, 42 works in all are being exhibited.

Alemayehu Tibebu Desalegn (11) from Ethiopia, who loves drawing pictures and whose favorite color is green, drew an impressive-looking school building. His picture also showed himself and his friends playing soccer on the school grounds. "My ideal school is one that is well managed, has toilets, and has classrooms that aren't packed," he said.

Dada Safia (17) from Morocco drew a beautiful school building surrounded by a forest and a blue sky. "My ideal school would have to contain nature. It would have a big athletic field for playing on, and the classrooms would be decorated with lots of flowers."

Many of the pictures submitted from Japan feature schools surrounded by nature or schools that can move around, such as boat-schools and airship-schools. Ono Keisuke, a fourth grader who drew a picture of a big boat-school, loves the sea. "We would be able to fish and swim," he said, "and since it's a boat, it would be fun because we could go to many different countries."

Fifth grader Takashi Ryota drew children playing by a school and a rainbow floating above the clouds. "A rainbow expresses that children throughout the world each possess a different kind of kindness," he explained.

While the countries of Africa and Japan may be different, children from both places love sweet candy. Mariam Hesham Tawakol (7) from Egypt drew a school with lots of brightly colored candy, including orange and pink varieties. "A candy school is a sweet dream of peace. There, anyone can fly freely up in the sky, and there is no war or suffering."

Fifth grader Mitamura Ayako drew a two-layer cake school floating in the sky. "A school where you can freely come and go to the sky and the sea is my dream school. My ideal is a place where kids from all over the world can study together."

On July 22 a panel will announce prize-winning pictures from among the 42 works on display.

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Drawing the Ideal School - Kids in Action - Kids Web Japan - Web Japan

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How do children in Africa live, and what kind of schools do they wish for? "The Ideal School As Drawn by African and Japanese Children" is an art exhibition that provides rare insight into the thoughts of children from African countries.

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Click on the image to take you to another Padlet.

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Introduction to the Children's Rights Toolkit

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Introduction to the Children's Rights Toolkit

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Brief overview of the toolkit and how to get started

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Brief overview of the toolkit and how to get started

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Realising Children's Rights Overview of Toolkit

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Go back to Discovery and start the AI cycle again

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Go back to Discovery and start the AI cycle again

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- Which rights are being promoted and accessed?
- What has helped us do this?
- What is working really well?
- What are our strengths in terms of children's rights?

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Ask participants to map their ideas of what we can do in York
- Chalk board/Builders tray
- Graffitti Board
- Mind maps
- Large pieces of paper and pens

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Wish tree - wishes to support children's rights
- What is your wish for your setting/group/organisation?
- Write/draw on a tag and hang it on the wish tree

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- Cut out symbols for articles outlined in the guidance
- Ask children or young people or adults to identify which rights are strengths in the setting/group/organisation? What is already working well and why?

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The Children and Young People's Commissioner Scotland

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Resource: Learning about human rights

Date published on site:

November 2016. This poster uses symbols and simple language to explain the first 42 articles of the UNCRC- the UN Convention on the Rights of the Child.

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This poster uses symbols and simple language to explain the first 42 articles of the UNCRC- the UN Convention on the Rights of the Child.

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Dream wheel
- Weave coloured wool, ribbon, raffia etc
- What are your dreams for children and young people in the setting/group/organisation? How can their rights be championed?
- Write on a tag and attach to the dream wheel

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Make an action plan
- Choose 3 priorities and identify who, what, when and how
- Think about who is going to do the work and who is going to check on progress?
- What should be the outcome? What are you going to do?
- When are going to do this? When will it be achieved?
- How are you going to do this? What resources are needed?

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Carry out your action plan!

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Presentation introducing the CRC and rights toolkit in York

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Children's Rights and using the toolkit for services/organisations

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Children's Rights and using the toolkit for services/organisations

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Introduction to the UNCRC and embedding rights in York

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Introduction to the UNCRC and embedding rights in York

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UNCRC and embedding children's rights in York

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RealisingRights provided us with consultancy and training around embedding a child rights based approach in York. To find out what they can offer please visit their website.

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Welcome to Realising Rights

Realising Rights aims to make Human Rights real for everyone.

Realising Rights: our aim is to make Human Rights real for everyone.

Human Rights underpin our democracy and our liberties. However what Human Rights are and how they make a difference is poorly understood. If most of us, including politicians and media workers, do not know what Human Rights are it makes it harder to know how to respect them and defend them - for ourselves and for each other. Human Rights in the UK and around the world are under threat. RealisingRights exists to help turn the tide and create a Human Rights-smart society; one that is fair, inclusive and sustainable.

Realising Rights s upports the Campaign for Human Rights Education for All (HRE4ALL) This is a coalition of organisations committed to securing the right tor everyone to learn what their Human Rights are and how to put them into practice. In 2010, the United Nations agreed that everyone has this right.
Click here to go to HRE4ALL home page
Realising Rights o ffers bespoke courses and workshops to show how using principles and values based upon the Universal Declaration of Human Rights can make a positive difference to the lives of adults and children. Schools, colleges, businesses, voluntary groups and charities work better when their members share and respect Human Rights values.

Contact us to have a conversation about what you are looking for and how we might contribute. This could well involve considering a change of organisation culture. As Peter Drucker once said How can we help?
"Culture eats strategy for breakfast."

Providing

Support

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Joomla! - the dynamic portal engine and content management system

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For services, groups, settings and organisations to use in meetings/planning projects

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Introduction to using Appreciative Inquiry for groups/settings

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Introduction to using Appreciative Inquiry for groups/settings

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Click on the image for a wealth of resources to introduce the CRC and children's rights

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Click on the image for a wealth of resources to introduce the CRC and children's rights

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Padlet containing rights resources

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- You can ask children and young people to vote which is most important to them

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Make a pledge:
- Can you tell a friend, childminder, club, school, college about children's rights?
- Can you take a leaflet to your service/setting/school/college?
- Can you find out more about the CRC and rights?
- Can you start using the language of rights and link to articles in the CRC?
- Can you start using the Voice Pledge in meetings/projects?

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Know your rights - Activity 1a: Wants and Needs

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Know your rights - Activity 1a: Wants and Needs

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Unicef activity - printable cards and activity to sort wants and needs and link to Articles in the CRC

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Know your rights - Activity 1b: Wants and Needs

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Know your rights - Activity 1b: Wants and Needs

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Printable cards and activity to sort wants and needs and link to Articles in the CRC

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Pupil Resources Activity 5_ Wants and Needs (1)

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Know your rights - Activity 1c: Wants and Needs

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Know your rights - Activity 1c: Wants and Needs

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Printable cards and activity to discuss wants and needs - Scout Association

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Before you begin

Prepare some cards (slips of paper are fine) with some different rights, needs, and wants on. We’ve included some ideas of rights, needs, and wants below.

For ‘Play musical chairs’, you’ll need one card for each person. For ‘Choose rights, wants, or needs’, you’ll need enough sets of 10 identical cards for each group of three or four people to have one.

There’s loads of information (and a full list of the articles in the United Nations Convention on the Rights of the Child) on the Unicef website. It’s a good idea to have a look before you lead this activity, so you feel confident that you know everything you need to.

It’s up to you how you play the music. It doesn’t have to be super-technical; depending on the space you’re using, a phone with the volume turned up might work!

Introduce the topic

1. The person leading the activity should ask everyone if they know the difference between rights, wants or needs.

2. Everyone should try to think of some examples of rights, needs, and wants. They shouldn’t share their ideas yet.

Play musical chairs

1. Everyone should get a chair and put them in a circle (facing outwards).

2. The person leading the activity should give everyone a piece of paper that has a right, need, or want written on it.

3. The person leading the activity should play some music. Everyone should move around the chairs (keeping hold of their piece of paper).

4. While the music’s playing, the person leading the activity should remove a chair from the circle so there’s one fewer chair than the number of players.

5. The person leading the activity should pause the music. Everyone should find a chair to sit on, and one player should be left standing.

6. The person left standing should read out the words on their piece of paper. They should try to persuade everyone that their piece of paper has a ‘right’ on it. Everyone else can ask questions, if they want to.

7. Everyone should vote on whether the thing on the person’s paper is a right.

8. If the majority vote that’s it a right, the player should stay in the game. Everyone should repeat steps three to seven, except the person leading the activity shouldn’t remove a chair.

9. If the majority vote that it’s not a right, the player is out. They should help the person leading the game with the music, removing the chairs, and keeping track of who’s last to find a chair. Everyone should repeat steps three to seven.

10. The game ends when there’s a small number of things in the middle. Unless someone’s just really good at the game and always finds a chair, these should be a set of rights.

Choose rights, wants, or needs

1. Everyone should split into groups of three or four people.

2. The person leading the activity should give each group a set of 10 cards with rights, needs, and wants on them.

3. Each group should work together to order the cards from the most to the least important. The rights and needs should be above the wants.

4. Everyone should share their ideas with each other. Did all of the groups have a similar order? Were there any cards people disagreed on?

5. The person leading the activity should introduce the United Nations Convention on the Rights of the Child (UNCRC).

6. Each group should try to figure out which cards show rights from the UNCRC. They should put all of the other cards to one side.

7. Each group should take it in turns to shout of an idea, until between them, they’ve found all of the rights.

8. In their groups, everyone should think about children and young people in other countries. Are there places where Scouts find it harder to get their rights? Are there places where young people have fewer opportunities?

9. Everyone should take it in turns to share their ideas.

Reflection

This activity reminded everyone that they’re a citizen. What does being a global citizen mean? People might have all sorts of answers here, some might think about how it’s being aware of the wider world and playing their part in communities locally and nationally. What sorts of rights and responsibilities do citizens have?

This activity was also about communication. It’s great to know about important things like rights, but it’s important to talk to other people too. Why is talking to other people so important? People might think about how it helps them learn and develop their ideas as well as how it can help other people become aware of big issues. How did people feel about sharing their ideas? Was it easy to understand what other people meant?

Article 42 of the UNCRC is all about people working together to make that everyone (children and adults) know about the convention. How could people share what they’ve learned with others?

Safety

All activities must be safely managed. Use the safety checklist to help you plan and risk assess your activity. Do a risk assessment and take appropriate steps to reduce risk. Always get approval for the activity and have suitable supervision and an InTouch process.

Active games

The game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed.

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Play a musical game then explore the UN Convention on the Rights of the Child in this harmonious human rights activity.

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Know your rights - Activity 2: Rights Chatterbox

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Know your rights - Activity 2: Rights Chatterbox

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Chatterbox based on the rights identified through York Youth Council's survey which are most important to children and young people in York.
- Play with a partner
- How does your home, setting, organisation help you with this right?
- What could be even better?

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Please be mindful of these golden rules in your participation work :)

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Know your rights - Activity 3: Right to play and leisure (Article 31)

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Know your rights - Activity 3: Right to play and leisure (Article 31)

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Tell children and young people about their right to play and leisure (Article 31) - ask them what they like to play and do in their leisure time.
- Create a display of play and leisure activities that children and young people enjoy:
- Drawings
- Photographs from home/setting
- Paintings
- Collage
- Grafitti wall

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We have thought of some example activities you can use with children and young people to help them share their views about how they experience children's rights - see columns to the right in this Padlet.
We are asking 4 Big Questions:
1. Discover - What's already working well?
2. Dream - What could we be like?
3. Design - How can we plan to make things even better?
4. Destiny - How can we act to make this a rights-respecting service/setting/group/organisation?

or get creative and devise your own to suit the needs of those you are working with.

For ideas of how to launch each stage of the appreciative inquiry using themed days/assemblies/projects please click on the 'Introducing the CRC and children's rights resources' tab.