Ideas for topics and themesThe activities below link the rights-based agenda to themes and topics you may wish to develop further.
For further support, advice and training see Hampshire’s own safeguarding procedures:
See also www.bullying.co.uk, for teaching and learning around Article 19 of the Convention, and by extension Articles 38 and 39, this section provides introductory ideas.
Elsewhere, for KS2 the Transact! section of Coming unstuck provides a simple way of identifying motives and checking types of behaviour. To order Coming unstuck please visit the RADE Centre website.
The NSPCC website has several resources for teachers: Resources, training and activities for schools
- Lesson plan to enhance visual literacy and explore issues of child protection by using illustration to introduce protection from violence, cruelty and abuse. - Using an illustration to introduce protection from violence, cruelty and abuse 40kb
- Lesson plan aimed at KS1 to introduce ideas of protection with younger learners to encourage rights-respecting behaviours - Hands are not for hitting: introducing ideas of protection with younger learners 38kb
- Lesson plan aimed at KS1 (with assistance) and KS2 to address violence between parents – children who witness abuse at home are themselves being abused. - Violence at home 50kb
The suggested stimuli and possible responses in this section are intended to reflect the notion of the ladder of hate. That is to say there is a continuum which starts with aggressive or prejudiced language, and can move on to physical aggression. These can intensify into campaigns of bullying, persistent abuse and even, on a macro scale, armed conflict.
According to War Child International and UNICEF, some 10 million children have been traumatised by war in the last decade. That number is not falling. Yet the idea of armed conflict can still be treated as glamorous or inevitable, or treated matter of factly in news and films, for instance.
In fact, it serves the purpose of the aggressor-governments to sanitise war by hiding its impacts on children. The colour of home by Mary Hoffman (Frances Lincoln Children's Books, ISBN: 978-0711219915, 2003) is the best stimulus we know of for KS1. It is also excellent for work on refugees. The Using drama to introduce an Article lesson plan fits well as an introduction for KS2. Playing war by Kathy Beckwith (Tilbury House Publishers, ISBN: 978-0884482673, 2005) brings us closer to home in making connections about conflict.
There are more useful resources available through the Rights and Diversity Education (RADE) Centre. You can contact them on:
Tel: 023 8061 3304
- The lesson plan for KS2 aims to highlight the gap between some portrayals of armed conflict and its reality: The gap between ideas of war and real experience 36kb
- This picture can be used as stimulus: - For every child illustration 107kb
- The lesson plan for Yr2 and KS2 aims to encourage an initial consideration of the nature of autism and considers some possible implications for siblings and carers: Asperger's Syndrome 43kb
- The lesson plan for KS2 encourage an initial consideration of stammering (stuttering) and its likely impacts on children who stammer and consider how people who do not stammer might respond to people who do: Considering st 177kbammering 177kb
Rights, freedoms and tobacco
These materials are aimed at Year 6 pupils or, more accurately, at children who have a strong awareness of rights and responsibilities, and who are ready for a more challenging and sophisticated learning experience in this area. (Introduction 45kb)
There are seven suggested lessons with accompanying files of textual and visual evidence which can be downloaded. Beyond these materials, there are plenty of examples to be found of press articles, adverts, quotes, web research and so on, which might be included. Some teachers may prefer to draw solely upon the sources to stimulate their own styles and techniques, others will stick more closely to the suggested plans.
The issues on offer for investigation by pupils are:
- a smoking ban – what people say and how they say it
- a right to smoke or a freedom to smoke?
- are any rights under threat when someone lights up in company?
- what’s the wider picture? Tobacco growing, rights and resources
- how can this impact on ordinary people? What are their rights worth?
- so what have we learnt about the wider implications of smoking?
- how might we respond to what we’ve learnt?
This diagram can be used as an example of starting to investigate consequences - 'The right to light?' - advantages and disadvantages 82kb