Child Rights Launchpad GUIDANCE FOR ADULTS unicef.org.uk/rights-launchpad

Contents 1. Introduction to children’s rights

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2. About Child Rights Launchpad

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3. Promoting Child Rights Launchpad

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4. Delivering Child Rights Launchpad

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5. Completing Child Rights Launchpad

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6. Useful resources and organisations

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7. References

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8. Appendices – Other human rights treaties that support children’s rights

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Child Rights Launchpad Guidance for adults

Welcome Thank you for visiting UNICEF UK’s Child Rights Launchpad and for downloading this guidance for adults. The Launchpad is an exciting new resource for children and young people in Scotland, aged three to 18. It is made possible by UNICEF’s partnership with Glasgow 2014 and the Commonwealth Games Federation (CGF) and forms part of the Games’ legacy. It will help children and young people to explore and express their rights, empowering them to lead happier and safer lives, and build a better understanding of the challenges facing children across the Commonwealth. It is provided free to schools, community and sports groups and youth clubs in Scotland, as part of the ambition of UNICEF, Glasgow 2014 and the Commonwealth Games Federation to reach every child in Scotland before the start of the next Games in 2018. This guidance document sets out some information on child rights, as well as how to introduce and deliver Child Rights Launchpad in schools and other settings.

Development of the Launchpad This resource has been developed with careful thought and extensive input from teachers, child rights experts and organisations working for children in Scotland. Nevertheless, it is brand new and over the lifetime of the initiative we plan to develop and improve the content and implementation model based on input from those who use it. Look out for the ‘Development’ boxes throughout this guidance, outlining the immediate plans to expand and develop the resource. Your feedback on using the Launchpad is welcome.

About UNICEF UNICEF works for children in more than 190 countries. Every child, no matter who they are or where they live, has the right to grow up safe, happy and healthy. As champion of the UN Convention on the Rights of the Child, we advocate for governments to protect and promote the rights of every child. We believe that children’s rights should never be compromised by their circumstances. UNICEF UK raises funds for UNICEF’s development and emergency work to improve the lives of children everywhere. We work for lasting change for children through our advocacy work and through our UK programmes – Rights Respecting Schools, the Baby Friendly Initiative and Child Rights Partners as well as through initiatives like Child Rights Launchpad. We are a UK registered charity, supported entirely by donations. We do not receive any money from the UN. For more information, please visit unicef.org.uk

Child Rights Launchpad supporters The Launchpad has been developed alongside key organisations working for children in Scotland, including Scotland’s Commissioner for Children and Young People, and is designed to bring Curriculum for Excellence to life in a wide range of settings, from the classroom to the youth club. It is being funded by the Scottish Government, International Inspiration (IN), the sport for development charity, and the Hugh Fraser Foundation, as well as through the donations taken during the Games.

If you have questions or feedback about this resource, please contact us at: ( 020 7375 6039 8 [email protected]

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Child Rights Launchpad Guidance for adults

Introduction to children’s rights The term ‘children’s rights’ is commonly used to refer to: • Internationally agreed laws setting out what children need (and are entitled to) to have a happy, safe and fulfilled life. The principal treaty for children’s rights is the United Nations Convention on the Rights of the Child (the Convention). • Nationally agreed laws setting out what children need (and are entitled to) to have a happy, safe and fulfilled life. There are a multitude of Scottish laws concerned with the rights of children, the latest being the Children and Young People (Scotland) Act 2014, described on page 49. The Human Rights Act 1998 protects the civil rights of children and young people in Scotland (more information about this law is provided below). • Ideas and action based on a belief in children’s worth and humanity. Everyday, individuals and organisations show their commitment to children’s rights. This does not always come from detailed knowledge of international or domestic law, but rather is borne out of deep respect and compassion for children and young people. Child Rights Launchpad focuses on the Convention – the international human rights treaty described in 1989 by James P. Grant, UNICEF’s then Executive Director, as the ‘Children’s Magna Carta’.1 The Convention is the basis of all of UNICEF’s work. UNICEF is the only organisation working for children recognised by the Convention. It is the most complete statement of children’s rights ever produced and is the most widely-ratified international human rights treaty in history. Reference is made to Scottish legislation when this is a useful way of showing children’s rights in practice. Launchpad is underpinned by children’s rights values that promote the dignity and worth of children – these are, of course, consistently reflected in the provisions of the Convention. Below we sum up the principles and provisions of the Convention. The full text of the treaty can be found here: unicef.org.uk/UNICEFs-Work/Ourmission/UN-Convention/

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The UN Convention on the Rights of the Child: a summary Children’s rights aim to ensure every child and young person has the best possible childhood. The Convention is the world’s most important document on children’s rights. As an international human rights treaty, it must be implemented fully in every country that has made an agreement with the United Nations. The UK made such an agreement in 1991. The Convention describes the necessary conditions for a safe, happy and fulfilled childhood for every child and young person up to the age of 18. It expects the maximum survival and development of every child and young person, with requirements for an adequate standard of living; the highest attainable health; and rest, leisure, play and recreation. It demands adults always make children’s best interests a top priority. It values the family as the best place for children and young people to grow up ‘in an atmosphere of happiness, love and understanding’. It places duties on governments to support families. It says the views of children and young people must always be heard and treated with importance – at home, in school, in their neighbourhoods and in wider society. It grants children and young people other civil rights such as freedom of expression, freedom to choose and practise a religion (and the freedom not to follow a religion) and the freedom to meet together in public. It has a zero-tolerance of violence against children and young people, and requires that care and assistance for those subject to abuse, neglect or exploitation promotes health, self-respect and dignity. It expects education to be aimed at developing children and young people’s personality, talents and abilities, with school discipline reflecting their human dignity. It gives additional protection and assistance to children and young people who are at risk of their rights being violated – disabled children and young people, those unable to live with their families, children in conflict with the law and child refugees for example. It states that all of the rights in the treaty belong to every child / young person without any form of discrimination (including that connected to the status of

For information on other human rights treaties that support children’s rights see Appendix 1.

Child Rights Launchpad Guidance for adults

About Child Rights Launchpad What is it? Child Rights Launchpad is an award and resource that empowers children and young people to explore and take action for children’s rights, including through sports and arts and cultural activities. Its approach is international, with children’s rights information and stories of real children and young people from across the world. It is intended to introduce children to their rights and empower them to understand rights and go out and enjoy them. We hope it will provide a ‘launchpad’ from which children and young people will be inspired to learn more about their rights and to enjoy them to the full. The journey takes place online through content that includes short, accessible chunks of information, case studies, film and photographs. Development While the journey is currently online only, we will be developing offline Launchpad resources for children and young people for settings in which use of an online resource is not possible or appropriate.

Who it is for? The Launchpad is for all children aged three to 18. The resource is designed at three different levels, broadly aimed at three separate age bands: • Level 1: three to seven-year-olds • Level 2: eight to 12-year-olds • Level 3: 13 to 18-year-olds Each level has six missions and corresponding activities. However, some children may wish to explore the level below or above as appropriate to their stage of development .They can do this by selecting a higher or lower age for themselves that is within the age band of the level.

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Development We are developing the mechanism for adult guides to set the level at which children and young people enter the Launchpad. This will avoid the scenario in which children who wish to explore a higher or lower level than their age have to enter an imaginary age. We recognise this could cause confusion for children and young people.

Getting started Adults interested in leading children and young people through the Launchpad should register at unicef.org.uk/rights-launchpad Your registration will then be validated by UNICEF UK within 48 hours. Once validated, you will receive a ‘Secret key’, that you should pass on to the children and young people you will be leading through the journey. This will enable them to sign up, create an account and start playing the game. Their account will be linked to yours through the key, so that you can view their progress through the game and award them a certificate once they have completed their rights journey. Children and young people can also sign up using an adult’s email address. The adult will be notified that a child has nominated them as their Child Rights Launchpad guide and will be asked to log in or sign up to activate the child’s account. No data on children or young people will be stored by UNICEF UK, other than for use in the Child Rights Launchpad game.

How does it work? Once they have signed up and their account is activated, children and young people choose a character type (‘Super You’). This character stays with them throughout their journey. Each child must take on six rights missions to complete their Launchpad journey. Their character receives a reward when they complete a mission.

Child Rights Launchpad Guidance for adults

About Child Rights Launchpad Each mission explores one right contained in the Convention. The child moves through information, images and videos that explores what that right means to them in Scotland. They then do an activity that requires them to leave the online game. They will be locked out of the game for 30 minutes, though the activity could take longer. The aim of the activity is to encourage and empower children to enjoy the right that they have been learning about. After completing the activity they come back to the game, confirm they have finished the task and go on to explore how that right works for children in one or more country. Once they have completed all six missions, you will be able to download and print a personalised certificate for each child or young person, to recognise their achievement. See page 52 for more details. Development Currently each mission explores just one right in the Convention, meaning that each child explores six rights to complete their Launchpad journey. Over the initial four-years of the initiative we will be expanding the content to cover all 42 articles that give rights to children and young people (the rest concern national and international arrangements for protecting children’s rights) and allowing children a more indepth exploration of rights. We will also look to incorporate activities that relate to the exploration of rights around the world, as well as interactive elements that encourage children to confirm and consolidate their understanding of rights.

What are the benefits for you and for children? Two factors make this an excellent time to launch this new resource: • November 2014 marks the 25th anniversary of the Convention. • The Children and Young People (Scotland) Act 2014 was passed in the Scottish Parliament on 19 February 2014 and received Royal Assent on 27 March. This new Scottish legislation requires government ministers to promote public awareness and understanding of children’s rights. We anticipate many positive outcomes from this resource for individual children and young people and more widely. Our learning from other children’s rights programmes tells us that when children understand they have rights and what these rights mean they grow in confidence and are likely to be inspired to take part in other related activities. Encouraging and supporting children and young people to use the Launchpad is a brilliant demonstration of your organisation’s commitment to children’s rights. The Launchpad also gives considerable support to the experiences and outcomes of Curriculum for Excellence, whatever context you are working within. Detailed references are provided on pages 14-50.

Principles Four principles have directed decisions about content and writing style throughout the development of Launchpad. These were that the resource should: • Recognise and respect what children and young people know and have experienced about their rights already, while not assuming prior knowledge. • Be engaging and relevant, making connections with children and young people’s own lives and concerns. • Offer a combination of fun and challenge, not patronising children and young people by omitting or sanitising information – though always communicating in accessible and ageappropriate language.

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Child Rights Launchpad Guidance for adults

About Child Rights Launchpad • Set activities that are meaningful and that could positively contribute to, and enhance, other children’s rights initiatives and forms of citizenship.

Ethical considerations Our ambition is that children across Scotland will experience and enjoy this resource. Fundamental to its success is that children and young people feel motivated to find out about and experience children’s rights, and that they are in control of their own learning and actions. We therefore ask that you do not introduce the Launchpad as a compulsory activity, or mark or grade children’s ‘work’.

Launchpad lingo A reminder of the key terms for Child Rights Launchpad. •  Level – the Launchpad has three levels, which broadly correlate to three age ranges: three to seven; eight to 12; and 13 to 18. •  Mission – each level has six missions that a child will need to complete to finish their journey through the Launchpad. Each mission looks at one Article of the Convention in detail. •  Activity – each mission challenges the child to complete an activity related to the Article, to help them explore and enjoy that right.

While the tone is upbeat and positive, the Launchpad features some case studies and stories of children and young people whose rights are not respected and upheld. Many of these illustrate children and young people (and adults) seeking to make changes. We do not analyse in any depth the reasons behind persistent violations of children’s rights, such as national and global inequalities in income and wealth and traditional attitudes towards girls and disabled children and young people. There is much scope for teachers and other supporting adults to explore why children’s rights violations take place, as appropriate. We have been careful to avoid representing children and young people who suffer infringements of their rights as having identifiable characteristics, or living in only some countries and continents. Children and young people in every part of the world – and in every community, village, town and city – can experience violations of their rights irrespective of their background and circumstance. For more information see our guidance on handling difficult conversations, page 51.

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Child Rights Launchpad Guidance for adults

Promoting Child Rights Launchpad Although this is a learning resource, the Launchpad is designed to be different in style and tone from more traditional resources. It is intended to be fun and engaging for children and young people of all ages, with meaningful activities that introduce them to the real world of children’s rights.

We have provided some information in the form of questions and answers, which you can use to promote and introduce the Launchpad to: • Children and young people • Parents • Your colleagues

The Launchpad is a resource for children and young people aged between three to 18 years. Younger users will require close help from adults. Regardless of age, adult support will maximise all children and young people’s learning, so we hope you will widely promote Launchpad and support children and young people to get the most out of their experience.

Introducing the Launchpad to children and young people What is Child Rights Launchpad? Child Rights Launchpad is a fantastic new way for children and young people to find out about and take action for children’s rights. There are six missions, which you complete online. Each mission helps you explore one of your rights (such as your right to be safe), then asks you to do something creative about that right that takes you away from your computer. The mission ends with an exploration of that right for other children across the world. This is the world’s first children’s rights interactive website, designed for children and young people who want to have fun whilst learning serious stuff. Who made it? UNICEF UK made Child Rights Launchpad with help from many other people and organisations, such and Scotland’s Commissioner for Children and Young People. UNICEF protects children’s rights all over the world. How old do I have to be? Launchpad is designed for three different age groups: three to seven-year-olds; eight to 12-year-olds; and 13 to 18-year-olds. When you type in your age, the computer works out the group you belong to. What knowledge or skills do I need? Launchpad is for all children and young people aged between three and 18 years, whatever you already know or don’t know about children’s rights. All we ask is that you are curious.

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Why should I take part? You probably don’t need persuading to find out about your rights, but here’s three massive reasons we hope you’ll take part: • 25 years ago the United Nations agreed more than 40 rights for children and young people all over the world. One of these rights is that you are told about your rights! Be informed. • Child Rights Launchpad brings rights to life so you get to do missions that could make a difference. Be active. • Children and young people who successfully complete six missions receive an award certificate and information about more children’s rights activities and opportunities. Be recognised. How much time will it take? There’s no time limit. You can work at your own pace to complete all six missions. How do I get started? To take part in Launchpad you will need to have adult Guide, who will be able to answer questions and help you with the activities, if you need it. This Guide could be a teacher, coach, youth worker or other adult. You can sign up at Unicef.org.uk/rights-launchpad and then play the game at home or, more likely, at school or college as part of a class session, or at a club you attend out of school.

Child Rights Launchpad Guidance for adults

Promoting Child Rights Launchpad Introducing the Launchpad to parents What is Child Rights Launchpad? Child Rights Launchpad is a fantastic new online resource for children and young people to learn about and take action for children’s rights.

• This is a really fun way of getting to know children’s rights. • Children find out about children’s rights in Scotland and across the world.

There are six missions to complete online. Each mission has an activity that takes your child away from the computer and invites them to do something for children’s rights at home or in your locality.

• Each mission empowers children and young people to apply their learning to real-life situations. There is great emphasis upon children and young people having self-belief, while also thinking about others.

Missions are age-appropriate, with most activities for younger children located indoors.

• Each mission links directly with the Curriculum for Excellence.

This groundbreaking interactive website about rights is designed especially for children and young people in Scotland.

Using the Launchpad might raise questions for you and your child about whether their rights are being respected. The school or organisation running Launchpad can put you in contact with organisations that can give you advice and assistance. In this way, Launchpad could be a catalyst for getting help for you and your family if you need it.

Parliament passed a law in 2014 requiring Scottish ministers to promote awareness of children’s rights. This knowledge will help children and young people to get what they are entitled to and lead happier, more confident lives. Who made it? UNICEF UK made Child Rights Launchpad with help from many other people and organisations. UNICEF protects children’s rights all over the world. Can all children use it? Launchpad is designed for three to 18-year-olds. No prior knowledge of children’s rights is necessary or assumed. There are several accessibility features that make the resource accessible to children with disabilities: – the website is compatible with screen readers – transcripts of the video content are included in the site Why should my child take part? There are many reasons for children and young people to use the Launchpad, including:

What will my child learn? This resource tells children and young people about the rights in the Convention. The United Nations agreed this international human rights treaty in 1989, and the UK Government agreed to abide by it in 1991. The Convention has 54 parts (called articles). More than 40 of these give rights to children and young people (the rest concern national and international arrangements for protecting children’s rights). The Launchpad explores six articles in depth for each age range. Where can my child use Launchpad? To take part in Launchpad children and young people will need an adult Guide, who will be able to answer questions and help them with the activities. This Guide should be a teacher, coach, youth worker or other adult, rather than a parent. Children can sign up at unicef.org.uk/rights-launchpad and then play the game at home or, more likely, at school or college as part of a class session, or at a club they attend out of school.

• Your child has the right to know about their rights. The UK Government agreed to follow the United Nations Convention on the Rights of the Child (the Convention) in 1991. In signing this legal agreement, the UK promised to let all children know about their rights.

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Child Rights Launchpad Guidance for adults

Promoting Child Rights Launchpad Introducing the Launchpad to colleagues and managers What is Child Rights Launchpad? Child Rights Launchpad is a fantastic new way for children and young people to find out about the United Nations Convention on the Rights of the Child (the Convention) and to take action for children’s rights. There are six missions that users complete online. Each mission has an activity that takes children and young people away from their computers and invites them to do something for children’s rights. These activities are age-appropriate, with most activities for younger children being located indoors. This groundbreaking interactive website about rights is designed especially for children and young people in Scotland. Parliament passed a law in 2014 requiring Scottish ministers to promote awareness of the rights of children. This gives legal effect to article 42 of the Convention, which requires awareness-raising of the principles and provisions of the treaty – to adults and children alike. Who made it? UNICEF UK made Child Rights Launchpad. It was developed alongside organisations working for children in Scotland, including Scotland’s Commissioner for Children and Young People. It has been funded by the Scottish Government, the sport for development charity International Inspiration and the Hugh Fraser Foundation.

• Uses missions and activities to empower children and young people to apply their learning to real-life situations. There is great emphasis upon children and young people having self-belief, while also thinking about others. • The content and writing style has been adapted for three different age groups so it can be used in a variety of settings and contexts. • Each mission links directly with the Curriculum for Excellence. What will children and young people learn? This resource informs children and young people of the rights in the Convention in an accessible way. The UN agreed this international human rights treaty in 1989, and the UK Government agreed to abide by it in 1991. The Convention has 54 parts (called articles). More than 40 of these give rights to children and young people (the rest concern national and international arrangements for protecting children’s rights). The Launchpad explores six articles in depth for each age range. For more information on the rights, content and activities in each level and mission, see pages 14-50. How can I show support? There are a number of ways your organisation could support the Launchpad. For example you could:

UNICEF promotes and protects children’s rights in 190 countries. Launchpad is its latest UK initiative to promote and celebrate children’s rights, adding to the Rights Respecting Schools Award, the Baby Friendly Initiative and Child Rights Partners.

• Nominate individual staff to co-ordinate and / or lead the delivery of the resource across your organisation.

Visit www.unicef.org.uk/UNICEFs-Work to find out more.

• Promote the resource in regular communications with children, young people and families.

Why should this organisation support Launchpad? It is crucial that children and young people are affirmed as rights holders and get help to ensure their rights are respected and upheld.

• Make available computers and Internet access to children and young people’s groups in your area who want to use the Launchpad but do not have their own facilities.

Informing children and young people about their rights is one of the obligations of the Convention and is now enshrined in Scottish law. We hope you can support the Launchpad because of the positive impact it will have on children and young people’s lives. More specifically, the Launchpad: • Is a fun and respectful way of learning about children’s rights. • Has a broad perspective, with children’s rights in Scotland at the centre and a wide selection of engaging case studies from across the world.

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• Encourage all staff in your organisation to consider integrating the Launchpad into their routine work with children and young people.

• Ensure the Convention is included as a mandatory feature of staff training and development, and consider running short courses and workshops for parents and caregivers. As the Committee on the Rights of the Child observes: “If the adults around children, their parents and other family members, teachers and carers do not understand the implications of the Convention, and above all its confirmation of the equal status of children as subjects of rights, it is most unlikely that the rights set out in the Convention will be realized for many children.”2 Education Scotland has published a children’s rights resource for professionals working with children and young people in Scotland (see page 53).

Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad It is up to you how and when you introduce children and young people to the Launchpad, and how you decide on a delivery model that works for you. This section includes information on: • Implementation models for the Launchpad. • Descriptions of the content for each level and mission, along with mapping to the Curriculum for Excellence and suggestions for introducing and extending each activity. • Advice on difficult conversations. • The relevance of the rights explored at each level to Scottish law.

Implementation models As an online resource, Launchpad requires access to a computer and the Internet. It is suited to both individual and group learning, with adult support.

Below we suggest four models of implementing the Launchpad though the resource is adaptable to many other styles of delivery. In making these suggestions, we hope not to discourage creativity in making the resource work best in your individual setting. We also recognise that many children and young people will complete the Launchpad in a different way to their peers. The models we propose are: 1. Six-week children’s rights course delivered by teachers and other supporting adults 2. One-week holiday project delivered by community groups, including those run by and for young people 3. Child / young person directed learning (pairs and small groups) 4. Child / adult working together

We anticipate that users will benefit from practical support, particularly when the activities involve communication with decision-makers and others, although some users will complete all six missions without significant input from an adult.

1. Six-week course Each week children and young people explore a different mission of their Launchpad, and complete their activity. Individual missions should take up to 60 minutes to complete, though additional time can be allowed for the activities.

The activities have been designed to reflect, as far as possible, authentic processes and activities undertaken by children’s rights advocates. They encompass situation analysis, information collection, agreeing goals and solutions and presentation of views and ideas. These are adapted for each age group.

Further activities (see pages 14-50) could extend the time commitment to a half or full day’s workshop for community groups, though each level could also be delivered as a weekly classroom activity.

Launchpad lingo A reminder of the key terms for Child Rights Launchpad. •  Level – the Launchpad has three levels, which broadly correlate to three age ranges: three to seven; eight to 12; and 13 to 18. •  Mission – each level has six missions that a child will need to complete to finish their journey through the Launchpad. Each mission looks at one Article of the Convention in detail. •  Activity – each mission challenges the child to complete an activity related to the Article, to help them explore and enjoy that right.

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Spacing the experience over six weeks gives children and young people time to reflect on what they have learned. It enables parents and caregivers to assist in the activities, and for any queries and concerns to be addressed. A six-week course requires a regular investment of time and commitment to the journey – these positive aspects can be highlighted and celebrated in any event or ceremony organised to mark the completion of the journey (see page 52). This model requires a commitment of adult time over a period of six weeks, and at least weekly access to computers. As well as being delivered by teachers and group leaders, the Launchpad is an ideal resource for parenting groups/children’s centres, after school

Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad clubs and pre-school groups. Young people who have completed the Launchpad themselves may be supported to volunteer to co-deliver with younger children in their community (either this sixweek or the one-week model set out below).

different schools, colleges and clubs and groups in a variety of settings. Small teams of four to six young people (with half the members coming from each setting) could be assembled to work together as part of exchange visits and shared activities.

2. Holiday project Children and young people spend an intensive period working through each level of the Launchpad, and have adult assistance to complete their next activity.

Young people’s collaboration with people they didn’t know previously would be particularly commended in any awards ceremony (whilst not detracting from everyone else’s success).

Individual missions should take up to 60 minutes, though additional time can be allowed for the activities. This makes it ideally suited for a holiday scheme for younger children and for project-based youth work and community activism. Young people who have completed the Launchpad themselves may be supported to volunteer to codeliver with younger children in their community (either the six-week course or this concentrated model).

4. Child / adult working together The Launchpad is ideally suited as a joint experience between adults and children, particularly young children. While giving assistance to their children, adults themselves are remembering and learning about children’s rights. The child is still in control of the levels and missions, but the adult Guide provides encouragement and help as necessary. This makes it an ideal resource for pre-school groups, children’s centres and parenting courses.

Compressing the experience into one or two weeks means children and young people can focus their learning and immerse themselves in children’s rights. If completed within a group setting, we expect the experience will inspire other learning and activism.

Development

This approach requires an intensive commitment of facilitator time, and continued access to computers and learning space.

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We are interested in collecting examples and case studies of how Child Rights Launchpad is introduced and delivered in different ways and settings. If you would like to work with us to develop these case study implementation models please contact us:

3. Child/young person-directed learning (pairs and small groups) Children and young people are informed about the Launchpad as above but are encouraged to pair up with another child or young person or join a small team to complete the resource, with the support of an adult. This could be a great opportunity for collaboration between children and young people who have not previously worked together – and thereby putting into practice two of the core human rights values of co-operation and friendship. For older users, this model could also be an ideal means of facilitating partnerships between

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad The game at each level Here we provide an overview of the Launchpad content at each level, covering: – The Article and how it is explained and then examined in a global context

The content for children and young people emphasises the indivisibility and complementary nature of all rights in the Convention in order to help children and young people understand that rights are interlinked.

– The activity – The links with Curriculum for Excellence – Some introductory and summary activities The activity in each mission is covered in links with Curriculum for Excellence. However, the introductory and summary suggestions have not been incorporated. These would inevitably enrich and expand the learning and impact. Outcome descriptions have been paraphrased when necessary to clarify the relationship with the Launchpad. They are not listed in order of relevance: for ease of reference, they follow the structure of Curriculum for Excellence experiences and outcomes for all curriculum areas.3 The introductory and summary ideas can be used to introduce a mission to a group of children and young people, and to summarise the learning at the end of a session you may have other activities. Please use them however you feel is most appropriate for the setting in which you work and the children you work with. The six missions in each level of the Launchpad are broadly associated with of the Scottish Government’s eight areas of well-being in which children and young people need to progress in order to do well now and in the future. – Mission 1: Safe – Mission 2: Included – Mission 3: Healthy and active – Mission 4: Nurtured and respected – Mission 5: Achieving – Mission 6: Responsible The Articles of the Convention have been categorised into these six mission headings in order to structure the game and provide a coherent experience for children. The mission headings are not visible to children playing the game but are instead intended to help adult Guides to structure learning and map the resource to the Curriculum.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Level 1 Level 1 of Child Rights Launchpad is intended primarily for three to seven-year-olds, or children of that level of ability. Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community Article 18 Article 18 of the Convention affirms both parents as the primary caregivers of children and sets out their responsibilities, including to always give priority to the best interests of the child. Description for children: mums and dads have the job of making sure you have the best possible childhood. Explaining Article 18

This content invites children to think about what parents do for them, using the book Five Minutes Peace after Minutes by Jill Murphy as an example. It asks them to think about different family structures and uses this video as an example: www.youtube.com/watch?v=_NnQsv10mfw It explains the help parents are entitled to.

Activity

Choose a doll, teddy or toy. Ask a friend to choose one too. Tell your friend a short story about the kind of family your toy lives in. – Why is your toy special? – You can ask an adult to help you. This is a gentle exploration of attachment and relationships, putting the child in the role of caregiver. It is a great introduction to learning about the responsibilities of parents (article 18).

Article 18 global context

Children are given examples of this right in Ethiopia, looking at family structure there and the sort of help that is provided for parents.

Links to Curriculum for Excellence

HWB 0-01a HWB 1-01a HWB 2-01a

Child is aware of his/her feelings and is developing the ability to talk about them.

LIT 0-02a / ENG 0-03a

Child learns to take turns in listening and talking.

LIT 1-02a

Child knows when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.

LIT 2-02a

Child can engage with others appropriately. Child shows he/she values the contribution of others and uses these to develop his or her own thinking.

LIT 1-09a

When listening and talking, child can exchange information, experiences, explanations, ideas and opinions.

RME 0-02a RME 0-05a RME 0-09a

Child is developing their understanding of what is fair and unfair and the importance of caring for, sharing and co-operating with others.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community Introducing this mission This mission could be introduced by reading your class or group (Article 18) the story Five Minutes’ Peace. Facilitate a discussion afterwards about why Mrs Large wanted some time alone and why she did not achieve this. Then inform the children they will now learn about what the Convention says about human (not elephant!) parents. You could facilitate an arts activity whereby children create a wall display of different types of families. They could make representations of their own family or you could allocate different family arrangements to pairs or small groups who then work together. This would include children who are in adoptive families, foster care and living in children’s homes. Once the artwork is complete, add key information to the display about the importance of the family and the role of parents and other caregivers in promoting and protecting the rights of children. Parents and caregivers could be invited to view the display as part of recognising children’s work (see pages 52). Summarising this mission (Article 18)

You could take this opportunity to reiterate that there are people who can help families, and signpost the support available within your school / group for children and young people to approach if they are ever worried about anything at home or elsewhere. Parents should have been advised previously about these kinds of conversations – see page 9.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Article 12 Article 12 of the Convention grants every child the right to express his or her views freely and to have these views given due weight. Description for children: adults must always listen to you, and treat what you say as important. Explaining Article 12

The content invites children to consider the story Not Now, Bernard by David McKee and think about what happens when a child is not listened to. They can watch a video of the story at: www.youtube.com/watch?v=F8dZhQAM_hs It is explained that they can express themselves in lots of different ways and there is information on who will listen to them and why it matters.

Activity

Make up a new Not Now, Bernard story. But this time Bernard gets listened to! What happens? Write it down or draw some pictures. If you don’t have the book at home, your local library or school should have it. Or you can watch it. You can make up your story with a friend, and ask an adult to help you. Read your new story to friends and family. This activity invites children to creatively adapt the classic children’s book Not Now, Bernard – so that Bernard is listened to. Children are likely to identify with Bernard but the exercise requires them to think also about the motivations and actions of Bernard’s parents. No direction is given to the children about the response of the monster when Bernard is listened to. This is deliberate, given them the freedom to explore and control all of the characters and events in the story. The activity is intended to give practical effect to article 12, putting children in the role of helper and problem-solver.

Article 12 global context

The example of Brazil’s Children’s Participatory Budget Council is given to demonstrate this article in another country. Children are also taken to Namibia, which was the first country in Africa to start a helpline for children. This is used as an example of children being listened to.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Links to Curriculum for LIT 0-01c Child enjoys exploring events and characters Excellence and sharing his/ her thoughts. LIT 0-04a

Child listens or watches for interesting information and uses this to make choices.

LIT 1-04a

Child can identify and discuss the main ideas of a story, and can use this understanding for a specific purpose.

LIT 0-09b / LIT 0-31a Child enjoys exploring events and characters in stories and can use this learning to invent and share his/her own story.

Introducing the mission (Article 12)

LIT 1-09a

When listening and talking, child can exchange information, experiences, explanations, ideas and opinions.

LIT 1-16a

Child can identify and consider the purpose and main ideas of a text.

This mission could be introduced by you reading the story Not Now, Bernard to children in your class or group. Explain the next part of the Launchpad is all about children being listened to and adults treating what they say as important. Bernard is a child who wasn’t listened to and look what happened to him! You could have a classroom / group discussion about why children are not always listened to. In Not Now, Bernard it seemed like the parents had lots of jobs to do, and didn’t have time to listen. Why else would children not be listened to? Ask the children to compose some golden rules for adults to follow which would keep this right strong.

Summarising the mission (Article 12)

If your school or group has mechanisms for children and young people being involved collectively in decision-making – such as a student council or a children’s advisory group – you could take this opportunity to promote these among the Launchpad users. You might also research opportunities in the local area for children and young people to express their views, and disseminate relevant information in a newsletter and on your organisation’s website for example.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 3: Healthy and active Well-being indicators: Children have the highest attainable standards of physical and mental health, access to suitable healthcare and support in learning to make healthy and safe choices. Children have opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, both at home and in the community. Article 6 Article 6 of the Convention grants every child the right to maximum survival and development. Description for children: you have the right to live and to have the best possible life. Explaining Article 6

The content explains that this right is about protecting children’s lives and helping them to develop. It gives a road safety campaign as an example of something governments do to protect children. www.youtube.com/watch?v=KnwxN24E2yY

Activity

Make a ‘Welcome to the World’ card for a new baby. Decorate the card with drawings and words that show all the things that will help the baby grow. If you have a new baby in your family you could give the card to them. If not, display it at home or school. You’ll have to leave your computer to do this. Come back when you’re done.

Article 6 global context

Children look at this right in Sweden, where new parents get lots of help to raise and develop their children, and where the road safety record is the best in the world.

Links to Curriculum for Excellence

HWB 0-8a HWB 1-08a HWB 2-08a

Child understands that others can feel excluded.

HWB 0-51a HWB 1-51a

Child shows an awareness of the tasks required in looking after a baby.

RME 0-02a RME 0-05a RME 0-09a

Child is developing his/her understanding of what is fair and unfair and the importance of caring for, sharing and co-operating with others.

SOC 1-16a

Child can contribute to discussions about the needs and wants of others

Summarising the mission (Article 6)

Child learns how to support others who feel excluded.

A group trip to a museum or theatre where children have autonomy over how they enjoy the experience could be a valuable way of confirming their right to enjoy cultural activities and to develop.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Article 3 Article 3 of the Convention requires that the child’s best interests be treated as a primary consideration in all actions concerning the child. This applies to actions and decisions about individual children, particular groups of children and all children. Description for children: When adults do or decide things that affect children, what is best for the child must be a top priority. Explaining Article 3

The content explains that all adults, from parents to doctors and social workers, should always think about what is best for children. This applies to one child, a few children or many children. The example of a ban on smoking in public places, and a possible ban on smoking in cars carrying children, is used to encourage children to think about how adults make decisions that are in children’s best interests.

Activity

There is only one of you in the whole world! What is best for another child might not be best for you. Find a friend and agree five differences that make each of you special. It’s a bit like spot the difference!

Article 3 global context

Children explore this right in South Africa, where the constitution says that children’s best interests must be a top priority and where President Nelson Mandela is a great supporter of children’s rights

Links to Curriculum for Excellence

HWB 0-8a HWB 1-08a

Child understands that others can feel excluded.

HWB 2-08a SOC 1-16a

Child can contribute to discussions about the needs and wants of others.

SOC 2-16b

Child can gather and use information about discrimination. Child can consider how discrimination affects others.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Introducing the mission The Sun Always Shines On is a fun game for gently exploring (Article 3) similarities and differences within a group. It can be played with all ages. Players are seated in a circle. You will not be seated yourself. Start the game by calling out something that applies to you, like “The Sun Always Shines On people who had porridge for breakfast” or “The Sun Always Shines On people who like reading” or “The Sun Always Shines On people who were not born in this country”. Everyone in the circle who that applies to must exchange chairs with someone who also moved. The person who does not have a chair (you will have sat down) then gets to shout out something. As the game progresses, make positive comments about the similarities and differences between players. You may need to take positive action to include players who have not yet left their seats. Being slow to leave your own seat, and therefore being the next caller, will enable you to do this.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 5: Achieving Well-being indicator: Children are supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. Article 13 Article 13 of the Convention grants every child the right to freedom of expression, with some restrictions to protect the rights of others. Description for children: You have the right to express your ideas and thoughts in lots of different ways. You should be free to find out facts and ideas, and to share facts and ideas of your own. Explaining Article 13

Children are invited to watch this cartoon: www.youtube.com/watch?v=mV8L9xC0ZYA The difference between facts and ideas is explained and some ideas are given about ways to share your own ideas and find out other ideas and facts. This film is given as an example of one way a group of children expressed themselves: www.youtube.com/watch?v=LN_70HXxd5Y There is some discussion of the limitations on what children can see, say and share.

Activity

Are you ready to express yourself? Draw four big circles on a large sheet of paper. • In circle 1, draw something you really enjoy doing. • In circle 2, draw a person you love. • In circle 3, draw something very precious to you. • In circle 4, draw a favourite place. Your drawings are a way to express yourself and enjoy this right. Share them with someone – a parent, teacher or friend. This activity is focused on children’s right to freedom of expression. It invites children to reflect on positive aspects of their own life. It encourages mutual exploration with an adult or peer to identify similarities and differences in their preferences. This process affirms children’s right to be themselves and to express their own preferences.

Article 13 global context

We travel to Tuvalu, in the Pacific Ocean, to hear about the radio station there. Every day it broadcasts 15 minute interviews with children about their lives, giving them a chance to express themselves. The programme is called ‘What do you have to say?’

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 5: Achieving Well-being indicator: Children are supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. Links to Curriculum for HWB 0-01a Child is aware of his/her feelings and is developing the Excellence HWB 1-01a ability to talk about them. HWB 2-01a HWB 0-47a HWB 1-47a

Child recognises everyone is unique.

LIT 0-02a / ENG 0-03a

Child learns to take turns in listening and talking.

LIT 1-02a

Child can contribute to discussions about the needs and wants of others

LIT 2-02a

Child can engage with others appropriately.

Child recognises that people have similarities and differences.

Child shows he/she values the contribution of others and uses these to develop his/her own thinking. Introducing the mission (Article 13)

Children could be asked in a group activity to think about the different ways babies and adults express their thoughts and feelings – tapping into their own experiences and observations. Examples should be lighthearted and safe, deliberately avoiding scenarios when adults are angry or agitated for example. Ask children to stand in a space where they are not touching anyone. They are going to show in their actions how different people might express their thoughts and feelings. As a preliminary, you could invite the children to point to where in their body thoughts live, and to point to where feelings live. Moving into the activity, stress you would like to see them moving around and making a noise (they mustn’t touch anyone else). You call out: • How might a baby express he/she is hungry? • How might an adult show excitement? • How might a baby express he/she is happy? • How might an adult show he/she is bored? • How might a baby express he/she likes someone? • How might an adult express he/she is happy? Wrap up by stressing there are many different ways in which people of all ages express themselves – in the privacy of their own home and in public places.

Summarising the mission (Article 13)

If your school or group has a set of rules about expected behaviour, which includes freedom of expression, you could take this opportunity to check children and young people’s awareness and understanding of the rules. Do the rules need revising to give greater emphasis to your school / group’s commitment to children’s right to freedom of expression? This connects particularly with articles 29 (the aims of education) and 12 (the child’s right to have his or her views treated with importance).

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Article 14 Article 14 of the UNCRC grants every child the right to freedom of thought, conscience and religion, with some restrictions to protect the rights of others. Parents have the right to provide direction to the child about the exercise of this right, consistent with the child’s evolving capacities. Description for children: You have the right to your own thoughts, beliefs and religion. Explaining Article 14

The differences between thoughts, beliefs and religion are explained and we look at some examples, such as vegetarian people having a choice not to eat meat. We also talk about rules that protect rights, but should not stop children having their thoughts, beliefs and religion.

Activity

Your challenge is to think about your right to lots of different thoughts and beliefs. Find a friend or ask an adult to work with you. Ask each other these questions and give reasons for your answer. • Are computers good for children? • Why do people read books? • Is it always wrong to tell a lie? Listen to and respect each other’s views, even if you disagree with the answers.

Article 14 global context

This exploration does not take children far – just south of the border to England and Wales. This makes an important point that rights are relevant everywhere, not just at home and at far off places around the world. It is explained that in England and Wales it is a crime to treat someone badly because of their religion or because they do not have religion, using Diwali as an example of a religious festival that is celebrated in England and Wales.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Links to Curriculum for As child explores his/her own rights, and the rights HWB 0-09a Excellence HWB 1-09a of others, he/she is able to exercise those rights HWB 2-09a appropriately and with respect for others. HWB 0-19a

Child explores and makes choices to develop their learning and interests. He/she is encouraged to use and share his/her experiences.

RME 0-02a RME 0-05a RME 0-09a

Child is developing his/her understanding of what is fair and unfair and the importance of caring for, sharing and co-operating with others.

SOC 1-16a

Child can contribute to a discussion of the difference between his/her own needs and wants and those of others.

SOC 0-17a

Child makes decisions and takes responsibility in his/her everyday experiences and play, showing consideration for others.

SOC 1-17a

By exploring rules, the child can consider the meaning of rights and responsibilities and discuss those relevant to him/her.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Level 2 Level 2 of Child Rights Launchpad is intended primarily for eight to 12-year-olds, or children of that level of ability. Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community. Article 19 Article 19 of the Convention grants every child protection from all forms of violence, injury, neglect and exploitation. Description for children: You have the right to feel safe. This means that you should be cared for, supported and protected from harm. Explaining Article 19

The right to be safe, and government’s responsibility to protect children, is explained. As an example, we look at the issues around a ban on smacking. The mission includes a signpost to ChildLine.

Activity

Do something to let children know about their right to be protected from all forms of violence, including smacking. You could make a poster, write a poem or produce a short film. Or anything else you can think of! Team up with friends and ask adults to help you. Your three main messages are: • All children have equal rights to be safe. • There are people to talk to and places for children to go if they are being treated badly. • No-one ever has the right to hit or hurt a child. This activity is intended to deepen children and young people’s awareness of their own and others’ right to be safe. Aware that the Launchpad users could themselves be living in very difficult circumstances, we have avoided asking children and young people to reflect on their own lives or situations. However, the reference to ChildLine, and the proposed extension activities (see below), should encourage individual follow-up where this is necessary.

Article 19 global context

Children explore this right in New Zealand, looking at the example of the town of Ngongotaha, which ran a campaign to become a smacking-free community. They also explore this right in Brazil, which in 2014 became the 38th country in the world to ban corporal punishment.

Links to Curriculum for Excellence

HWB 2-01a HWB 3-01a HWB 2-03a

Child is aware of his/her feelings and is developing the ability to talk about them.

HWB 3-03a

Child understands there are people he/she can talk to and support he/she can access.

HWB 2-16a

Child is learning self-protection.

HWB 3-16a

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community. Introducing the mission You could introduce this mission by telling children and young (Article 19) people about the story of Mary Ellen and the history of Children 1st. Key points: • Mary Ellen was born in New York City in 1864. • She was adopted after her father died and her mother struggled to work and look after her young child at the same time. • Mary’s adoptive mother seriously mistreated her. • Neighbours were very concerned and contacted Etta Wheeler, who worked for the Methodist Church. • Etta Wheeler discovered Mary was being mistreated but the law at that time gave greater protection to animals than children. • So Etta approached Henry Bergh, who had set up the American Society for the Protection of Cruelty to Animals. • Etta and Henry went to court to protect Mary as ‘an animal of human species’. Mary was 10 years old at the time. • Mary’s adoptive mother was sent to prison. • Mary was given protection and placed with new caregivers. She lived to the age of 92 and named her daughter Etta, after Etta Wheeler. The New York Society for the Prevention of Cruelty to Children was set up the year after Mary Ellen’s case went to court (in 1875). Then in 1882, Britain’s first Society was set up – in Liverpool. In 1889, the Scottish Society for the Prevention of Cruelty to Children was set up (called Children 1st since 1995). This was the same year the first law was passed by the British Parliament to protect children from cruelty. You could have a discussion with children and young people about who and what helped Mary Ellen, and whether anything surprised or shocked them about her case. Summarising the mission (Article 19)

You could take this opportunity to reiterate that there are people who can help families, and signpost the support available within your school / group for children and young people to approach if they are ever worried about anything at home or elsewhere. Parents should have been advised previously about these kinds of conversations – see page 9.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Article 12 Article 12 of the Convention grants every child the right to express his or her views freely and to have these views given due weight. Description for children: You have the right to say what you think and feel about anything that affects you. What you say should be treated with importance. Explaining Article 12

Children are encouraged to think about how many decisions they make each day, and who makes decisions that affect them. We explain that they have the right to be heard on all these issues and look at who should listen. We look at the example of the UN Committee on the Rights of the Child, and how it listens to the views of children when it looks at how children’s rights are respected around the world.

Activity

Working in a group, come up with ideas for improving how well children are listened to, either: • At school; or • At a club or group you go to. Talk about what works well now and what could work better to help you have your say. Be creative in how you get your message across. You could do a drawing, write a poem or create a poster. Present your ideas to your teachers or the people who run your group. This activity asks children to consider how well children and young people are listened to and their views taken into account in a place of education or a club or group they attend. Children and young people are directed to communicate their ideas for strengthening children’s right to be heard to people who can make a difference, so this activity requires action as well as analysis. Your help as an adult Guide is likely to be required in organising this element of the activity. Children and young people may have chosen your organisation to review and report to, in which case we hope you can galvanise support and interest from colleagues.

Article 12 global context The Children’s Participatory Budget Council, in the city of Barra Mansa, Brazil, provides the first example of this right being enjoyed around the world. Children in this group have a say in decisions that affect the city and are given their own budget to spend on things that matter to children. We also stay close to home, looking at the story of Argyll schoolgirl Martha Payne, who exercise her right to be heard by blogging about her school meals, and raising money to help children in Malawi in the process. This film of Martha’s story is shown: www.youtube.com/watch?v=B2INwynf3kI

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Links to Curriculum HWB 2-10a Child contributes to making his/her school community for Excellence a welcoming place for all. (This only applies if the child HWB 3-10a has selected his/her school for this mission). HWB 2-13a HWB 3-13a

Child plays a part in bringing about positive change in his/her school or wider community.

LIT 2-02a

Child can engage with others appropriately. Child shows he/she values the contribution of others and uses these to develop his/her own thinking.

LIT 3-02a

Child can engage with others appropriately, and encourage others to contribute. Child able to acknowledge the right of others to hold different opinions. Child is able to reflect and adapt thinking as appropriate.

LIT 2-08a Introducing the mission (Article 12)

Child can distinguish between fact and opinion.

You could introduce this mission by facilitating role-play of situations when children and young people might be listened to or not listened to. Ask children to work in pairs or small groups. Then invite them in turn to role-play a short scenario that shows a child either being listened to or not being listened to. You want them to be as imaginative as possible. To protect privacy, none of the scenarios should be something that has exactly happened to anyone in the class / group. However, give children permission to role-play scenarios that could happen in your school or group. As each short role-play is progressing, the rest of the class / group indicate whether they think the scenario is of a child being listened to or not being listened to by listening attentively or covering their ears respectively. Ask for volunteers to intervene in the role-play to show how the scenario could be made more positive for the child.

Summarising the mission (Article 12)

• A month or so after the completion of the mission, you could make contact with managers of the places to see whether children and young people’s ideas have led to any changes. You could persuade the individuals concerned to feedback directly to the children and young people, if this has not happened already. • If your school or group has mechanisms for children and young people being involved collectively in decision-making – such as a student council or a children’s advisory group – you could take this opportunity to promote these among the Launchpad users. You might also research opportunities in the local area for children and young people to express their views, and disseminate relevant information in a newsletter and on your organisation’s website for example.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 3: Healthy and active Well-being indicators: Children have the highest attainable standards of physical and mental health, access to suitable healthcare and support in learning to make healthy and safe choices. Children have opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, both at home and in the community. Article 31 Article 31 of the convention grants every child the right to rest, leisure and play as well as participation in the arts and cultural activities. Description for children: You have the right to rest, play and have fun. Explaining Article 31

We consider what rest means, and what play means as well as how governments, local councils and adults must help children to experience fun, joy and laughter through play, no matter where they live, their age or their ability. We also look at children’s right to be involved in cultural and artistic activities.

Activity

Your challenge is to find a new sport and play it! • Find your sport. You could check out these traditional games from around the world. Bet you haven’t heard of Three Tins, or Ki-o-Rahi? Or it might be a sport you’ve heard of but never played. • Learn the rules. • Organise a game with your friends or in your class or group. Remember to have fun!

Article 31 global context First we visit Zambia, where the Go Sisters programme helps girls to get involved in sport, building their confidence and helping them stand up for themselves. Then we travel to Bangladesh, where swimming lessons are helping children to have fun and stay safe, as this short film demonstrates: Links to Curriculum for Excellence

RME 3-02b

Child can demonstrate his/her developing understanding of moral values through participating in events and projects which make a positive difference to others.

SOC 2-16a

Child can explain the needs of a group in his/her community.

SOC 3-16a

Child can explain why a group might experience inequality and can suggest ways this can be addressed.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Article 2 Article 2 of the Convention guarantees all children all of the rights in the treaty. Description for children: You have all of the rights in the Convention, no matter what you do, who you are or where you live. Your rights must never be taken away or weakened. The convention has 54 articles in total. The first 42 articles are specifically for you and 43-54 are about how adults and governments work together to make sure you all get your rights. Explaining Article 2

First we look at this short cartoon, explaining that all children have equal rights: www.youtube.com/watch?v=LK5a-DYzBWk We look at some of the things that governments do to protect children’s rights, including free dental and health care and accessibility features in buildings. This film reminds children of the importance of treating every child as equal: www.youtube.com/watch?v=McVO_8Z1JE8

Activity

Working in a pair or small group, do a ‘rights check’ of a place you know well. This could be your school, library, GP surgery, place of worship or a sports club. Or any other public place. • Does this place welcome everyone? • Can all children take part equally? • How can this place become even better for everyone? Share your ideas with the people in charge of the place you have been checking. Try to persuade them to make the changes. Children are invited to think critically about a place they know well. They have three questions to consider, encouraging them to move beyond analysis of problems to finding solutions. Children are urged to share their ideas with the people who manage the place they have chosen – you could offer to assist by inviting a representative from a relevant group or organisation to come and hear children’s views; or organise site visits for children who have been ‘rights checking’ the same place. It is likely the organisation under review would be aware of its obligations under the Equality Act 2010 (see page 49), so we expect positive interest in children’s work and ideas.

Article 2 global context

We visit Nepal and hear the story of Vabendra Kumar Yadav, who has put on plays with his local children’s club highlighting where children do not always enjoy their rights. Next it’s Australia, where it’s illegal to discriminate against young people.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Links to Curriculum HWB 2-08a Child understands that others can feel excluded. for Excellence HWB 3-08a Child learns how to support others who feel excluded. HWB 2-10a

Child contributes to making his/her school community a welcoming place for all. (This only applies if the child has selected his/her school for this mission).

HWB 3-10a HWB 2-13a HWB 3-13a

Child plays a part in bringing about positive change in his/her school or wider community.

LIT 2-02a

Child can engage with others appropriately. Child shows he/she values the contribution of others and uses these to develop his/her own thinking.

LIT 3-02a

Child can engage with others appropriately, and encourage others to contribute. Child able to acknowledge the right of others to hold different opinions. Child is able to reflect and adapt thinking as appropriate.

LIT 2-08a

Child can distinguish between fact and opinion.

SOC 2-16a

Child can explain the needs of a group in his/her community.

SOC 3-16a

Child can explain why a group might experience inequality and can suggest ways this can be addressed.

SOC 2-16b

Child can gather and use information about discrimination. Child can consider how discrimination affects others.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Introducing the mission • The Sun Always Shines On is a fun game for gently exploring similarities (Article 2) and differences within a group. It can be played with all ages. Players are seated in a circle. You will not be seated yourself. Start the game by calling out something that applies to you, like “The Sun Always Shines On people who had porridge for breakfast” or “The Sun Always Shines On people who like reading” or “The Sun Always Shines On people who were not born in this country”. Everyone in the circle who that applies to must exchange chairs with someone who also moved. The person who does not have a chair (you will have sat down) then gets to shout out something. As the game progresses, make positive comments about the similarities and differences between players. You may need to take positive action to include players who have not yet left their seats. Being slow to leave your own seat, and therefore being the next caller, will enable you to do this. • Human Bingo is another fun game for exploring similarities and differences within a group, though it allows more direction from teachers and group leaders. Children and young people can work alone or in pairs. They are given a sheet with nine characteristics set out separately (example below). Their challenge is to find others in the group that fit each box. Once they have completed all nine (inserting as many different names as possible – you could disallow use of the same name twice) they shout “Bingo”. This person likes knitting This person has heard of the Convention on the Rights of the Child This person watches the news Summarising the mission (Article 2)

This person has a younger sibling This person was not born in Scotland

This person has been in hospital This person plays an instrument

This person is in a sports team

This person believes everyone is equal

A month or so later, you could make contact with the individuals who met or received information from children and young people in your class / group to establish whether their work has had any impact. You might persuade the individuals concerned to feedback directly to the children and young people, if this has not happened already.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 5: Achieving Well-being indicator: Children are supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community Article 29 Article 29 of the Convention sets out the aims of education – to develop the child’s personality and mental and physical abilities to their fullest potential as well as respect for human rights; to encourage respect for parents, others and the natural environment; and to nurture peace, tolerance, equality of the sexes and friendship between people of all races and backgrounds. Description for children: your education should help you develop fully as a person. This means your talents and abilities should be helped to grow as much as possible. Explaining Article 29

We look at the meanings of talents and abilities. We explain that all children have them and discuss what they might be; playing sport, doing practical things or having empathy, for example. We ask children to think about their own personalities and how education might help their personality to develop.

Activity

Imagine you are being asked to give your views on the design for a new school. Working in a group, come up with five ideas for the new school that will: • Help every child’s personality, talents and abilities grow. • Encourage respect for rights, other people and nature. Your ideas could be about the building design and layout, what’s inside and outside the building, the kind of learning that takes place and even the opening hours! Draw or write about your ideas. You could even make a poster and display it.

Article 29 global context A theatre group in Ecuador provides our first example. The group gave a performance as part of a project that helps children to learn without fear. Next week look at child friendly classrooms in China and how these help children to learn. Links to Curriculum for Excellence

HWB 2-01a

Child is aware of his/her feelings and is developing the ability to talk about them.

HWB 3-01a HWB 2-13a HWB 3-13a

Child plays a part in bringing about positive change in his/her school or wider community.

LIT 2-02a

Child can engage with others appropriately. Child shows he/she values the contribution of others and uses these to develop his/her own thinking.

LIT 3-02a

Child can engage with others appropriately, and encourage others to contribute. Child able to acknowledge the right of others to hold different opinions. Child is able to reflect and adapt thinking as appropriate.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Article 15 Article 15 of the Convention grants every child the rights to freedom of association and peaceful assembly, with some restrictions to protect the rights of others. Description for children: you have the right to be out in public and to meet friends and others. Explaining Article 15

We look at what this right means for children, why it matters and what sort of restrictions might be placed on the right, such as curfew laws. We also explore whether these restrictions are always fair on children. Protest marches are used as an example of when people might be out in public expressing their opinion, but when restrictions are also sometimes applied.

Activity

Take a tour of your neighbourhood and spot five groups of people meeting in public. At least two of these must be groups of children. Back indoors, write a short story or report about each group, answering three questions: • why do you think people were meeting? • do you think they were enjoying their right to meet friends? • do you think they were having any impact on other people’s rights?

Article 15 global context Links to Curriculum for Excellence

HWB 2-01a

Child is aware of his/her feelings and is developing the ability to talk about them.

HWB 3-01a HWB 2-13a HWB 3-13a

Child plays a part in bringing about positive change in his/her school or wider community.

LIT 2-02a

Child can engage with others appropriately. Child shows he/she values the contribution of others and uses these to develop his/her own thinking.

LIT 3-02a

Child can engage with others appropriately, and encourage others to contribute. Child able to acknowledge the right of others to hold different opinions. Child is able to reflect and adapt thinking as appropriate.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Level 3 Level 3 of Child Rights Launchpad is intended primarily for 13 to 18-year-olds, or young people of that level of ability. Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community. Article 40 Article 40 of the Convention sets out a variety of protections for children in conflict with the law, including access to a lawyer, to be treated as innocent until proven guilty and the avoidance of delay. Children must be treated in an age-appropriate way, with dignity and worth and in a way that encourages their positive reintegration into society. Description for young people: children who are accused of being involved in crime should be treated with care and respect. Explaining Article 40

We look at the age of criminal responsibility and what this means for young people in Scotland. The role of the Children’s Reporter and Children’s Hearings is explained. We emphasise that children who are in trouble with the police have all the same rights as other children, and that this can be a scary time for young people. This short film is shown: www.youtube.com/watch?v=JUEwp3jjCLQ

Activity

Imagine that you are in charge of policing in your area. You want the police officers who work for you to protect the rights of children and young people involved with the law. Make a list of five dos and five don’ts for police officers, so that they: • Treat children fairly and with respect. • Let children know about their rights. • Help children to have a positive contribution to society.

Article 40 global context

England is the first stop on our tour of what this right means for children around the world. We look at a campaign by the group U R Boss to ban strip searches for young people entering prison. Next up is Sierra Leone, where the charity Defence for Children International helped a boy who was living on the streets and got into trouble with the police.

Links to Curriculum for Excellence

HWB 3-01a HWB 4-01a HWB 3-03a

Young person is aware of his/her feelings and is developing the ability to talk about them.

HWB 4-03a

Young person understands there are people he/ she can talk to and support he/she can access.

HWB 3-16a

Young person is learning self-protection.

HWB 4-16a

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 1: Safe and secure Well-being indicator: Children are protected from abuse, neglect or harm at home, at school and in the community. Introducing this mission You could introduce this mission by telling children and young (Article 40) people about the story of Mary Ellen and the history of Children 1st. Key points: • Mary Ellen was born in New York City in 1864. • She was adopted after her father died and her mother struggled to work and look after her young child at the same time. • Mary’s adoptive mother seriously mistreated her. • Neighbours were very concerned and contacted Etta Wheeler, who worked for the Methodist Church. • Etta Wheeler discovered Mary was being mistreated but the law at that time gave greater protection to animals than children. • So Etta approached Henry Bergh, who had set up the American Society for the Protection of Cruelty to Animals. • Etta and Henry went to court to protect Mary as ‘an animal of human species’. Mary was 10 years old at the time. • Mary’s adoptive mother was sent to prison. • Mary was given protection and placed with new caregivers. She lived to the age of 92 and named her daughter Etta, after Etta Wheeler. The New York Society for the Prevention of Cruelty to Children was set up the year after Mary Ellen’s case went to court (in 1875). Then in 1882, Britain’s first Society was set up – in Liverpool. In 1889, the Scottish Society for the Prevention of Cruelty to Children was set up (called Children 1st since 1995). This was the same year the first law was passed by the British Parliament to protect children from cruelty. You could have a discussion with children and young people about who and what helped Mary Ellen, and whether anything surprised or shocked them about her case. Summarising this mission (Article 40)

You could take this opportunity to reiterate that there are people who can help families, and signpost the support available within your school / group for children and young people to approach if they are ever worried about anything at home or elsewhere. Parents should have been advised previously about these kinds of conversations – see page 9.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Article 12 Article 12 of the Convention grants every child the right to express his or her views freely and to have these views given due weight. Description for children: you have the right to say what you think and feel about anything that affects you. Explaining Article 12

The content invites young people to think about the decisions they make. It explains that adults should listen to young people and take their views seriously when making decisions. The Scottish Youth Parliament is given as an example of a way in which young people’s voices are heard. We look at why it matters to be listened to and how some discussions, such as if there are problems in the home, sometimes have to follow legal procedures. We look at how this right affects other rights. Finally we talk about the role of the UN Committee on the Rights of the Child, and how it hears from young people about things that matter in their country. The mission includes this short film of Scotland’s Commissioner for Children and Young People, Tam Baillie, talking about rights: www.youtube.com/watch?v=f2ZmOtkFKp4

Activity

Your challenge is to come up with ideas for improving how well young people’s voices are heard, either: • At school or college; or • At a club or group you go to. Find out what works well and what could work better to help you and other children have your say. Be creative! Ask other young people about what might need to change. You could do a survey or run a focus group. Then write up your findings and arrange to discuss them with the adults who are in charge. This activity asks young people to consider how well they are listened to and their views taken into account in a place of education or a club or group they attend. Children and young people are directed to communicate their ideas for strengthening children’s right to be heard to people who can make a difference, so this mission requires action as well as analysis. Your help is likely to be required in organising this element of the mission. Children and young people may have chosen your organisation to review and report to, in which case we hope you can galvanise support and interest from colleagues.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Article 12 global context We explore this right in Namibia, which was the first country in Africa to get a helpline for children, ensuring there was someone to listen to their concerns. Next we travel to Brazil. The Children’s Participatory Budget Council, in the city of Barra Mansa, provides the first example of this right being enjoyed around the world. Children in this group have a say in decisions that affect the city and are given their own budget to spend on things that matter to children. Links to Curriculum for Excellence

HWB 3-10a HWB 4-10a HWB 3-13a HWB 4-13a LIT 3-02a

Young person contributes to making his/her school community a welcoming place for all. (This only applies if the young person has selected his/her school for this mission). Young person plays a part in bringing about positive change in his/her school or wider community. Young person can engage with others appropriately, and encourage others to contribute. Young person is able to acknowledge the right of others to hold different opinions. Young person is able to reflect and adapt his/her thinking as appropriate.

LIT 4-02a

Young person can engage with others appropriately, and encourage others to take account of others’ point of view and alternative solutions. Young person is able to reflect and adapt thinking as appropriate.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 2: Included Well-being indicator: Children get help to overcome social, educational, physical and economic inequalities and are accepted as part of the community in which they live and learn. Introducing the mission • You could introduce this activity by facilitating role-play of (Article 12) situations when children and young people might be listened to or not listened to. Ask children to work in pairs or small groups. Then invite them in turn to role-play a short scenario that shows a child either being listened to or not being listened to. You want them to be as imaginative as possible. To protect privacy, none of the scenarios should be something that has exactly happened to anyone in the class / group. However, give children permission to role-play scenarios that could happen in your school or group. As each short role-play is progressing, the rest of the class / group indicate whether they think the scenario is of a child being listened to or not being listened to by listening attentively or covering their ears respectively. Ask for volunteers to intervene in the role-play to show how the scenario could be made more positive for the child. • You could introduce this activity by asking young people to give advice to your school or group on making an assessment of an individual’s ability to listen to children and young people. This could be used in your own staff and volunteer recruitment, making it a meaningful exercise that will have an impact. Give small groups a large piece of flipchart paper or wallpaper. Ask them to draw a large outline of an adult – and then label how group members can tell if that adult is able to listen well to children and young people, for example that they look at a child when he/she is talking. Compare and discuss.  ummarising the mission S (Article 12)

If your school or group has mechanisms for children and young people being involved collectively in decision-making – such as a student council or a children’s advisory group – you could take this opportunity to promote these among the Launchpad users. You might also research opportunities in the local area for children and young people to express their views, and disseminate relevant information in a newsletter and on your organisation’s website for example.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 3: Healthy and active Well-being indicators: Children have the highest attainable standards of physical and mental health, access to suitable healthcare and support in learning to make healthy and safe choices. Children have opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, both at home and in the community. Article 6 Article 6 of the Convention grants every child the right to maximum survival and development. Description for children: you have the right to life and to grow up to be the best you can be. Explaining Article 6

We explain that governments must protect children’s lives and help them to develop fully. We look at what this means, including the Scottish Government’s commitment to Getting it right for every child (GIRFEC) and the eight well-being indicators. We also look at what the government is doing to reduce the number of preventable child deaths in Scotland each year. This short film explains how this right is linked to all other rights in the Convention: www.youtube.com/watch?v=aBVYA-3ASt0

Activity

You are the First Minister of Scotland. You are delivering a short speech on the rights of teenagers. • Describe what helps teenagers to grow up and develop fully in Scotland; and what holds them back. • Use facts and quotes to make your speech more powerful. • End your speech with three things you would do as First Minister to improve the lives of teenagers in Scotland. Hold an event for people who have the power to make a difference. You and other young people can make your speeches and press for change. This activity invites the young person to take the role of First Minister of Scotland and write a speech about what helps children to develop fully, and what holds them back. Young people are asked to make three proposals for improving the lives of children in Scotland. Adult assistance will be required to get the most from this activity, as young people are urged to hold an event at which to deliver their speeches.

Article 6 global context

We look at this right for children in Indonesia, where there is a high rate of child mortality due to diarrhoea. Community hand-washing programmes are helping to change this, as this short film explains: www.youtube.com/watch?v=HPhrBBiutXI We also look at Germany, where children gave their views for a report on child rights and suggested some changes to help them develop and grow to be the best they can be.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 3: Healthy and active Well-being indicators: Children have the highest attainable standards of physical and mental health, access to suitable healthcare and support in learning to make healthy and safe choices. Children have opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, both at home and in the community. Links to Curriculum for HWB 3-13a Young person plays a part in bringing about positive Excellence change in his/her school or wider community. HWB 4-13a

Introducing the mission (Article 6)

LIT 3-08a

To develop an informed view, young person is learning about the techniques used to influence opinion and how to assess the value of his/her sources.

LIT 4-08a

To develop an informed view, young person can identify some of the techniques used to influence opinion and how to assess the value of his/her sources.

RME 3-02b

Young person can demonstrate his/her developing understanding of moral values through participating in events and projects which make a positive difference to others.

RME 4-02b

Young person can apply his/her developing understanding of morality to consider a range of moral dilemmas in order to find ways that could promote a more just and compassionate society.

SOC 3-16a

Child can explain why a group might experience inequality and can suggest ways this can be addressed.

SOC 4-16a

Young person can contribute to a discussion on the extent to which people’s needs should be met by the state.

As the activity for this level is writing and delivering a speech, you could offer a public speaking workshop once children have started their mission but not yet completed their activity.

Summarising the mission The activity will be most meaningful if young people are given the (Article 6) opportunity to deliver their speeches to an audience of parents, decisionmakers and others concerned with children’s rights. There may be other local events that would be delighted to welcome young people to speak to audiences about children’s rights (speeches could be adapted as necessary).

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Article 3 Article 3 of the Convention requires that the child’s best interests be treated as a primary consideration in all actions concerning the child. This applies to actions and decisions about individual children, particular groups of children and all children. Description for young people: when adults do or decide things that affect children, what is best for the child must be a top priority. Explaining Article 3

We look at what sorts of decisions might be made about a child or young person, who might make them and who they might affect. This film provides an example of a decision that adults are making that will affect children – whether to ban smoking in cars with children: www.youtube.com/watch?v=ii5qshuQGu0

Activity

Do a simple survey of your friends and other young people about whether they think banning smoking in cars would be in the best interests of children. You will need to: • Explain this right and the best interests of the child. • Briefly explain the evidence about the dangers of second hand smoke. When you’ve done your survey, show the results in a report or presentation.

Article 3 global context

First we look at this right in Sweden, where in 1999 the Swedish Parliament passed a Bill that said the government must always consider the impact its decisions and actions have on children. In 2010, the Swedish Parliament agreed a new plan for children’s rights. This says people in government must always have ‘a children’s perspective’ whenever deciding or doing things affecting children. Next it’s South Africa, where the Constitution says the child’s best interests are of greatest importance in every matter affecting the child. We watch this short film of Nelson Mandela talking about the importance of children’s rights: www.youtube.com/watch?v=JpqLjlPSRyg Finally we travel to The Netherlands, where a court gave 14-year-old Laura Dekker permission to sail around the world alone. We ask: was this in her best interests?

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 4: Nurtured and respected Well-being indicators: Children have a nurturing place to live, in a family setting with additional help if needed or, where this is not possible, in a suitable care setting. Children have the opportunity, along with carers, to be heard and involved in decisions which affect them. Links to Curriculum LIT 3-02a Young person can engage with others appropriately, for Excellence and encourage others to contribute. Young person is able to acknowledge the right of others to hold different opinions. Young person is able to reflect and adapt his/her thinking as appropriate. LIT 4-02a

Young person can engage with others appropriately, and encourage others to take account of others’ point of view and alternative solutions. Young person is able to reflect and adapt thinking as appropriate.

SOC 3-16a

Young person can explain why a group might experience inequality and can suggest ways this can be addressed.

SOC 4-16a

Young person can contribute to a discussion on the extent to which people’s needs should be met by the state.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 5: Achieving Well-being indicator: Children are supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. Article 13 Article 13 of the Convention grants every child the right to freedom of expression, with some restrictions to protect the rights of others. Description for young people: You have the right to freedom of expression. This means you should be free to express your ideas and opinions through speech, writing, art, music and other forms of communication. Explaining Article 13

The story of Chris Whitehead, who wore a skirt to school in protest over his school’s no shorts uniform policy, provides an example of a young person expressing themselves. We also look at other ways to enjoy this right, and some of the limitations that are in place to protect children and their rights. However, none of these limitations should prevent children and young people from being themselves; a point made by this amusing film: www.youtube.com/watch?v=Oaq3gzswei0

Activity

Give your support to a person, group or place in your area. Your local newspaper could give you ideas. Someone’s rights might be under attack; a group might be looking for volunteers; or a place could be under threat of closure. When you’ve chosen, show your support in whatever way feels best – by sending a letter, attending a meeting or volunteering, for example. Go with what feels right to you (don’t forget to discuss it with your parents or carers). This activity invites young people to give active support to a person, group or place. The nature of the support is left to the young person to determine. This activity involves the practical application of both Article 13 and Article 29.

Article 13 global context

We stay close to home at first, looking at the story of the ‘Glasgow Girls’ from Drumchapel High School, who stood up for their friend Agnesa Mursela and her family, who were seeking asylum in the UK. Next we travel to Bangladesh to hear the story of a young person who is campaigning against child marriage there. Finally we look at this right in Iceland, where 15-year-old Blaer Bjarkardottir went to court to protect her name. Iceland has laws about what names can be given to babies. Blaer’s name was said to be too masculine and the authorities refused to include it on her passport.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 5: Achieving Well-being indicator: Children are supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. Links to Curriculum for HWB 3-01a Young person is aware of his/her feelings and is Excellence developing the ability to talk about them. HWB 4-01a HWB 3-13a HWB 4-13a LIT 3-02a

Young person plays a part in bringing about positive change in his/her school or wider community. Young person can engage with others appropriately, and encourage others to contribute. Young person is able to acknowledge the right of others to hold different opinions. Young person is able to reflect and adapt his/her thinking as appropriate.

LIT 4-02a

Young person can engage with others appropriately, and encourage others to take account of others’ point of view and alternative solutions. Young person is able to reflect and adapt thinking as appropriate.

Introducing the mission (Article 13)

SOC 3-16a

Young person can explain why a group might experience inequality and can suggest ways this can be addressed.

SOC 4-16a

Young person can contribute to a discussion on the extent to which people’s needs should be met by the state.

You could display a range of items (or photographs of items) that represent and enable freedom of expression in Scotland – books, newspapers, public notice-boards, radio, television, computers, leaflets, posters and so on. If you have enough items for small groups to be given the same selection, you could ask them to work together to identify one way in which each item supports freedom of expression (for children and/or adults) and to rank the items in order of importance to members of their group. Compare and discuss in the large group.

Summarising the mission • If your school or group has a set of rules about expected behaviour, (Article 13) which includes freedom of expression, you could take this opportunity to check children and young people’s awareness and understanding of the rules. Do the rules need revising to give greater emphasis to your school or group’s commitment to children’s right to freedom of expression? This connects particularly with Articles 29 (the aims of education) and 12 (the child’s right to have his or her views treated with importance). • You could organise visits to locations which epitomise the right to freedom of expression – council chambers, or the Scottish Parliament, for example.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Article 14 Article 14 of the UNCRC grants every child the right to freedom of thought, conscience and religion, with some restrictions to protect the rights of others. Parents have the right to provide direction to the child about the exercise of this right, consistent with the child’s evolving capacities. Description for young people: you have the right to freedom of thought, conscience and religion. This means you should be free to choose your own thoughts, beliefs and religion. Your parents can influence your thoughts, beliefs and religion. But this should be appropriate to your age and development. Explaining Article 14

First we consider the three parts of this right – thought, conscience and religion – and what these mean. We look at some examples of public places where people are free to follow their beliefs, such as choosing Halal meat or wearing certain clothes. The case of Shabina Begum, who went to court to defend her right to wear the jilbab at school, provides an example. Finally we look at some of the different religions followed in Scotland.

Activity

Design a poster, or a TV or online advert, informing young people about their right to freedom of thought, conscience and religion. You should explain: • the right • what this right means in practice (give everyday examples) • why this right is important • any restrictions there might be You could even organise a poster exhibition, or produce your advert as a short film.

Article 14 global context

First we look at this right in Tajikistan, central Asia, where in 2011 the Parliament passed a law that says parents must stop their children from taking part in religious activities, unless they attend religious schools. Next up is Nigeria. In 2008 a law was passed in the state of Akwa Ibom in Nigeria making it a crime to treat a child as a witch. A belief in witchcraft can lead to children being abused, thrown out of their homes and even killed. The United Nations Committee on the Rights of the Child welcomed this new law when it last checked Nigeria’s children’s rights record. But it urged the government to take lots more action.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Links to Curriculum for HWB 3-09a As young person explores his/her own rights, and the Excellence rights of others, he/she is able to exercise those rights HWB 4-09a appropriately and with respect for others.

Introducing the mission (Article 14)

TCH 3-13a

Young person has gained confidence and dexterity in the use of materials, tools, equipment, software or control technology and can apply specialist skills to make quality products.

TCH 4-13a

Young person can confidently apply preparation techniques and processes to manufacture items using specialist skills, materials, tools and software in his/her place of learning, at home or in the world of work.

You could introduce this mission by exploring stereotypes and prejudice towards young people in public places. How do misconceptions about teenagers affect their freedom to be together in public places? You could ask small groups to come up with short sketches that show teenagers doing everyday things in a public place. Each sketch has a narrator who, at the end of the performance, dispels negative assumptions about what young people are doing, for example: ‘You may think these young people are about to break into a car, but they’ve actually seen a dog in there that is looking distressed and needs help.’

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Mission 6: Responsible Well-being indicators: Children have opportunities and encouragement to play active and responsible roles in their schools and communities, where necessary having appropriate guidance and supervision and being involved in decisions that affect them. Summarising the mission • As this activity invites children and young people to creatively inform (Article 14) other children / young people of their right to freedom of thought, conscience and belief, it would be great if you could help organise a public exhibition – either a standalone event or integrated into a separate event hosted by a supportive organisation. • You could ask children and young people to help review your organisation’s policies and practices in relation to freedom of thought, conscience and religion. Is there anything that could be added, removed or revised to give further effect to this right within your setting? • Young people may be interested in studying some of the cases taken to the European Court of Human Rights in relation to the right to freedom of thought, conscience and religion. You could bring the cases to life by creating mock courtroom situations with young people taking on the role of lawyer for one or other side of the argument. The following cases provide useful examples: •

UK case (2013)

Nadia Eweida – the European Court of Human Rights found that British Airways had been wrong in stopping Nadia from wearing a cross at work. •

France case (2014)

France’s ban on Muslim women wearing the veil in public – the European Court of Human Rights did not find a violation of the right to freedom of thought, conscience and religion. •

Romania case (2013)

The European Court of Human Rights found there had been a violation of Ghennadii Vartic’s right to practise his Buddhist religion when he was refused vegetarian food in prison •

Poland case (2010)

Mateusz Grzelak started school at the age of seven and did not attend religious instruction in line with his parents’ wishes. However, there was no alternative ethics class for him so the European Court of Human Rights found there had been a violation of his right not to practise a religion.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Relevance to domestic law SAFE AND SECURE The articles explored in this category across the levels are given effect in the Children and Young Persons (Scotland) Act 1937 and the Children (Scotland) Act 1995. The Children and Young Persons (Scotland) Act 1937 makes it a criminal offence for anyone 16 years or over to wilfully assault, ill-treat, neglect, abandon or cause other unnecessary suffering or injury to health a child aged under 16. The Children (Scotland) Act 1995 sets out the responsibilities of parents: (a) To safeguard and promote the child’s health, development and welfare. (b) To provide direction and guidance to the child, in a manner appropriate to the stage of development of the child. (c) If the child is not living with the parent, to maintain personal relations and direct contact with the child on a regular basis. (d) To act as the child’s legal representative. These requirements are subject to two conditions – that they are practicable for the parents and in the interests of children. The 1995 Act also sets out the circumstances in which the state intervenes to supervise a child, including that the child is suffering unnecessarily or his/her health or development is seriously impaired due to a lack of parental care. INCLUDED The articles explored in this category across all levels are given effect in the Children (Scotland) Act 1995 and the Human Rights Act 1998. The Children (Scotland) Act 1995 requires parents to have regard to the child’s views. There is no minimum age for this, though the Act states children from the age of 12 must be presumed to be able to form views. The same Act requires children’s hearings and courts to have regard to the child’s views, and local authorities also have duties to have regard to the views of children they are looking after. The Human Rights Act 1998 places a duty on public authorities to act compatibly with the rights in the ECHR. Article 8 of the ECHR grants children (and adults) the right to respect for private and family life. This incorporates the right to meaningfully participate in legal proceedings affecting them. HEALTHY AND ACTIVE The articles explored in this category across all levels are given effect in the Local Government in Scotland Act 2003, the Local Government and Planning (Scotland) Act 1982 and the Equality Act 2010. The Local Government in Scotland Act 2003 gives local authorities the power to take action to advance the well being of people in their area. Play and leisure facilities are an obvious means of promoting the well being of children. The Local Government and Planning (Scotland) Act 1982 requires local authorities to ensure there is adequate provision of facilities for people in their area for recreational, sporting, cultural and social activities. The Equality Act 2010 prohibits direct and indirect discrimination. It introduced the ‘public sector equality duty’, which requires public authorities to have due regard to the need to eliminate discrimination.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad NURTURED AND RESPECTED The articles explored in this category across the levels are given effect in the Equality Act 2010 and the Human Rights Act 1998. The Equality Act 2010 prohibits direct and indirect discrimination. It introduced the ‘public sector equality duty’, which requires public authorities to have due regard to the need to eliminate discrimination. The Human Rights Act 1998 places a duty on public authorities to act compatibly with the rights in the European Convention on Human Rights (ECHR). Article 14 of the ECHR protects individuals from discrimination in the enjoyment of their Convention rights. ACHIEVING The articles explored in this category across all levels are given effect in the Human Rights Act 1998. The Human Rights Act 1998 places a duty on public authorities to act compatibly with the rights in the ECHR. Article 10 of the ECHR grants children (and adults) the right to freedom of expression (with some restrictions to protect the rights of others). RESPONSIBLE The articles explored in this category across all levels are given effect in the Human Rights Act 1998 and the Equality Act 2010. The Human Rights Act 1998 places a duty on public authorities to act compatibly with the rights in the ECHR. Article 11 of the ECHR grants children (and adults) the right to freedom of assembly and association with others (with some restrictions to protect the rights of others). The Equality Act 2010 prohibits direct and indirect discrimination. It introduced the ‘public sector equality duty’, which requires public authorities to have due regard to the need to eliminate discrimination.

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Child Rights Launchpad Guidance for adults

Delivering Child Rights Launchpad Difficult conversations Human rights have implications for, and raise questions about, all aspects of human life, from individual to group living to how society is organised. Thinking about the ways in which rights are implemented or violated, in their own or other people’s lives, can evoke strong feelings in both adults and children. It is our experience that children and young people are invigorated and empowered by learning about their rights. But learning about children’s rights is not a passive activity: it necessarily invites children and young people to consider the extent to which their own rights, and the rights of people they care about, are respected. One of the outcomes of our Rights Respecting Schools programme, for example, has been children feeling able to disclose child protection concerns. Not all Scottish children and young people enjoy all of their rights all of the time. The personal circumstances of the Launchpad users will vary widely and, whilst the material has been designed to be fun and does not probe personal circumstances, we recognise some of the material may stir up difficult feelings. This may be the first time a child or young person has received the very strong message that they have rights and can expect to be treated well in all settings.

anticipate with accuracy which individual children may need follow-up and when. We therefore ask that you regularly remind all children and young people of the people and places, within and outside your organisation, they can talk to about any worries or questions – about their own rights and the rights of others. It will also be helpful to have information about ChildLine and key agencies in the room/area in which children and young people complete their Launchpad journey If you have been through the material yourself, and have good knowledge of the personalities and circumstances of children and young people using the Launchpad, you may decide to proactively offer particular individuals reassurance and space to talk. Sharing how you found some of the information – for example, that it made you feel sad or surprised – might be all that is needed to initiate a supportive conversation.

Children and young people are individuals and they will respond to the material in their own way. While the part of the Launchpad dealing with the right to protection from all forms of violence, abuse and neglect, obviously has the potential for children and young people to question their own situations, there may be other elements that equally provoke a powerful response. A child recently bereaved may find information about the right to life upsetting; a child who is disabled or has a disabled sibling may recall painful experiences of exclusion; and content relating to the right to freedom of thought, conscience and religion may raise difficult dilemmas for children and young people who have contrasting beliefs to parents or peers. Given the range of topics covered by the material, and the individual responses of children and young people, we do not believe it will be possible to

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Child Rights Launchpad Guidance for adults

Completing Child Rights Launchpad Once children and young people have completed all six missions, you as their Launchpad adult Guide will be able to log in to your account and download a personalised certificate for the child or young person. This is designed to be printed in colour and presented to the child to recognise their achievement. We hope you can celebrate children’s and young people’s awards through community events and ceremonies. These could showcase photographs and other evidence from their missions and activities. For example, children and young people who wrote and delivered speeches as First Minister for one of their missions (see page 40) could be encouraged to adapt and present them again at these celebratory events. Holding awards ceremonies as part of wider children’s rights events could be the perfect occasion for bringing together groups and organisations working locally to promote and protect children’s rights. We suggest you frame these very widely to reflect the broad reach of the Convention – so organisations concerned with health and fitness, as well as education, social care, parent advice and support and dedicated children’s rights services and campaign groups would all have much to contribute. Children and young people, and parents and other supporting adults, could be informed about the many other local opportunities for protecting their own and others’

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Useful resources and organisations There are many other organisations besides UNICEF UK promoting and protecting the rights of children and young people in Scotland. Below we set out some key programmes and organisations. Article 12 in Scotland An organisation committed to human rights and equality for all young people; it takes its name from article 12 of the Convention (children and young people’s right to have their views treated with importance): www.article12.org

Rights Respecting Schools Award UNICEF UK’s programme to make a reality of the Convention in all aspects of school life and decision-making: www.unicef.org.uk/rrsa

Baby Friendly Initiative UNICEF’s global programme to support breastfeeding and positive infant-parent relationships: www.unicef.org.uk/BabyFriendly

Scotland’s Commissioner for Children and Young People The legal body set up by Parliament to promote and protect the rights of children and young people in Scotland: www.sccyp.org.uk

Children’s Parliament An organisation implementing children’s rights through supporting children to be heard and helping to adults listen better. www.childrensparliament.org.uk

Scottish Youth Parliament Up to 200 Members of the Scottish Youth Parliament (aged between 14 and 25 years) are elected to campaign on behalf of young people: www.syp.org.uk

Curriculum for Excellence Scotland’s approach to education for all children and young people aged 3-18 years. The Convention aims of education are reflected in Scottish education law and therefore this curriculum: www.educationscotland.gov.uk/thecurriculum/ whatiscurriculumforexcellence/

Speakers Trust in Scotland Provides public speaking courses for young people (and adults): www.speakerstrust.org/where-wework/speakers-trust-in-scotland/

Education Scotland The public body set up by government to support the best education for Scotland’s learners: www.educationscotland.gov.uk Recognising and Realising Children’s Rights A professional development resource for all adults working with children and young people in Scotland: www.educationscotland.gov.uk/ resources/r/childrensrightsresource.asp

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Together (Scottish Alliance for Children’s Rights) The umbrella organisation for children’s rights in Scotland: www.togetherscotland.org.uk Who Cares? Scotland Promotes the rights of children and young people in care in Scotland. www.whocaresscotland.org

Child Rights Launchpad Guidance for adults

References 1. New York Times, 21 November 1989, ‘U.N. Assembly Adopts Doctrine Outlining Children’s Basic Rights’. 2. Committee on the Rights of the Child (2003) General comment no. 5. General measures of implementation of the Convention on the Rights of the Child, United Nations, para. 66. 3. Available at: http://www.educationscotland.gov.uk/thecurriculum/ howisthecurriculumorganised/experiencesandoutcomes/index.asp

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Appendix 1 Other human rights treaties that support children’s rights The Human Rights Act 1998 requires public authorities like schools, social services, public leisure facilities, the police and the courts to act compatibly with the rights in the European Convention on Human Rights (ECHR). The ECHR’s focus is civil and political rights – such as freedom of expression, protection from degrading and inhuman treatment and the right to mental and physical integrity. The Council of Europe agreed the ECHR in 1950, four decades before the comprehensive rights of children and young people were agreed by the United Nations. This inevitably means the treaty does not protect children and young people as fully as the Convention.

Furthermore, many significant children’s rights cases have gone to the European Court of Human Rights in Strasbourg (the highest court for deciding ECHR cases), resulting in very positive changes to UK law and policy. Subjects include corporal punishment in school and the home; access to social services files; protection from abuse in the family; and children’s meaningful participation in criminal proceedings. There are other international treaties that expand and protect children’s rights. For example, the UN Convention on the Elimination of All Forms of Discrimination against Women protects girls as well as women. It was agreed by the UK in 1986. The UN Convention on the Rights of Persons with Disabilities is the latest international human rights treaty, accepted by the UK in 2009. Disabled children and young people are granted distinct rights, though the whole treaty applies to them also.

However, because the ECHR is part of UK law it means that children and young people who have suffered breaches of that Convention can challenge this through our courts. They may be entitled to compensation, and domestic laws and policies could be changed as a result. Although cases cannot be taken to court solely linked to the Convention, that treaty should still be used in proceedings to give the fullest interpretation of children’s civil rights.

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UNICEF UK Registered Office 30a Great Sutton Street, London EC1V 0DU, Registered Charity No. 1072612 (England and Wales) SC043677 (Scotland).

unicef.org.uk/rights-launchpad