Australian Curriculum links
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- Critical and creative thinking
- Personal and social capability
- Ethical behavior
- Intercultural understanding
- Asia and Australia’s engagement with Asia
Students reflect on what all children need to be healthy, safe and able to realise their potential, and learn about the Convention on the Rights of the Child.
Resources about children’s lives in different parts of the world:
- A Life Like Mine: How Children Live Around the World, Amanda Rayner (ed) 2006, produced in association with UNICEF, Dorling Kindersley, London.
- UNICEF photo essays about the rights of the child, available from www.unicef.org/crc/index.html.
- What does the term ‘human rights’ mean to you? Why might human rights need to be protected?
- Why might ‘children’s rights’ be a special category of human rights?
Work in groups to brainstorm and list the needs of children under the headings of:
- Basic needs
- Full development
Discuss your lists as a class:
- Are all the lists similar? Why or why not?
- How do you have these needs met?
- What are the consequences if you do not have these needs met?
- Who should assist in meeting these needs?
- Would all children have these experiences? Why or why not?
- What responsibilities do we have to help all children achieve their rights?
Compare your ideas with information about the Convention on the Rights of the Child at www.unicef.org/crc/index_30177.html.
Research what life is like for children in different parts of the world.
- different ways in which children’s needs are met
- examples of problems that children experience which mean that their rights are not being met.
Write about the problems the children experience.
List what support they might need to change their situation.
Discuss what you have learnt from this activity and what it makes you think about.
Learn more about the history of the Convention on the Rights of the Child and children’s rights at the UNICEF websites:
You could also view and discuss animations available from the UNICEF cartoons website at www.unicef.org/crcartoons.
Students examine the reasons why some children, especially girls, miss out on an education and what is being done to address this problem.
Discuss in small groups:
- why education is important
- what helps students learn
- what stops students from learning
- why girls sometimes have more limited educational opportunities than boys
- how these barriers to learning can be overcome.
Read one or both of the following case studies:
Create a two-column table. In the left column list reasons students do not attend school and, in the right, list activities being undertaken to address these issues.
Highlight activities that are aimed at improving opportunities for girls and discuss how effective these might be.
Imagine your small group is advising the Minister for Education about providing education in a rural area in the country.
- how you will encourage parents to send their daughters to school
- how to involve the community in supporting the school
- how to ensure students are learning
- what size the classes will be.
Prepare a budget to provide a free, quality education for all the 1,000 school-aged students (500 girls and 500 boys) in your area. Currently there are 20 one-teacher schools educating 250 girls and 450 boys. The remaining 300 are unable to attend school because they live in remote villages, and parents are reluctant to educate their daughters. Use a spreadsheet to plan some different ways to construct your budget of $10,000 for one year, based on the following figures.
|Curriculum writer to improve school program||$300 per subject|
|Training current teachers||$25 per teacher|
|Training new teachers||$250 per teacher|
|Teacher salaries||$200 per teacher per year|
|Building new school||$75 per classroom|
|Textbooks||$5 per student|
|Uniforms||$20 per student|
Share your spreadsheets with another group.
Imagine you are a teacher in a rural area.
Write a letter or prepare some points to discuss with parents who are not sending their daughters to your school.
Students explore the meaning and significance of participation rights (eg the right to express opinions and be heard) and how attitudes to children affect the lives of young people.
Discuss the following statement: Children are entitled to the freedom to express opinions and to have a say in matters affecting their social, economic, religious, cultural and political life.
How strongly do you agree or disagree with this? Why?
Collect or list information about ways people your age can be involved in making decisions about their communities. You may like to choose a particular theme, for example, the environment, social justice, sport.
Analyse the ‘what, how and why’ of this information.
Make a statement about the information available to help young people participate in decision-making about activities that involve them.
List the skills you need to be involved in the activities you have information about (eg decision-making, reporting, promoting, letter writing, public speaking).
Select one activity from the information and participate as well as you can. (Groups may organise an activity.)
Learn about the involvement of young people in other countries and reflect on what you can learn from them. For example, explore Child’s view – do you see my world? (a photo essay and related story about a project in Bangladesh). You might also like to view a video of young people speaking on the issue of participation, at www.youtube.com/user/unicef#p/search/0/KAwslIZR3mQ.
Imagine you are expected to follow an adult's way of doing things, but you do not agree with this way. How would you go about convincing this adult that young people need to participate in developing a better way?
Reflect on the consequences for society when young people do not participate in the decisions that affect them.
Write a report on what you have learnt about involvement, and how societies can improve the participation of young people.
Students investigate the consequences of unequal treatment based on gender, race, religion, disability or poverty in relation to the Universal Declaration of Human Rights.
Reflect on what you have learnt about children’s rights and why they need to be protected.
Brainstorm and list key ideas.
Predict some key messages that you would expect to be included in a declaration covering the rights of all human beings.
Read the Universal Declaration of Human Rights, either the complete or ‘plain language’ version at www.un.org/cyberschoolbus/humanrights/declaration/index.asp.
Think of an example of how each one of these rights could be violated (share the rights among the class to cover them all).
Create a consequence chart based on your example, showing the effect of having this right violated. You might use the following situations:
- An unemployed person is unable to afford food for her or his family.
- A group of people concerned about a new government law are forcefully moved from gathering in the street and blocking traffic.
- A worker is fired from his or her job after complaining to the employer about working conditions.
- A person who is identifiably following a particular religious belief is abused while walking along the street or riding on public transport.
- What rights have been violated? Why have these rights been violated?
- What are the consequences of this violation?
- What can individual people and governments do to address this situation?
Debate: Some people should not be treated equally.
Create a story, play, multimedia presentation or display to express your understandings about key aspects of human rights. For example, write a short story using imaginary people or creatures which highlights the impact of discrimination on the basis of a personal characteristic such as gender, race, religion, disability or poverty.