Children & Young People's Charter Launch What We Heard Report
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Children & Young People's Charter Launch Wednesday 9 June 2021, 9.30am - 2.30pm At The Sanctuary, Adelaide Zoo What We Heard - Summary Report
Transcript of Children & Young People's Charter Launch What We Heard Report
Children & Young People's Charter Launch
Wednesday 9 June 2021, 9.30am - 2.30pm At The Sanctuary, Adelaide Zoo
What We Heard - Summary Report
Contents
Introduction _______________________________________________________________ 4
Legislative context _____________________________________________________________________ 4
Engaging with Children & Young People via a Charter Summit __________________________________ 4
About the Charter Launch event __________________________________________________________ 5
1. Health ________________________________________________________________ 7
1.1 Children and young people have a good start in life, beginning before birth ___________________ 8
1.2 Children and young people live in healthy families and communities, free from poverty anddiscrimination ____________________________________________________________________ 9
1.3 Children and young people are empowered to make choices that benefit their health and happiness ___________________________________________________________________ 11
1.4 Children and young people experience physical and mental wellbeing, and have access to quality health care and support _____________________________________________________ 12
2. Safety ________________________________________________________________ 13
2.1 Children and young people live in safe and stable housing ________________________________ 14
2.2 Children and young people live without violence, abuse, and exploitation ____________________ 15
2.3 Children and young people have safe and supported digital access _________________________ 17
2.4 Children and young people make safe decisions about alcohol, drugs and relationships _________ 18
3. Wellbeing ____________________________________________________________ 19
3.1 Children and young people have opportunities to play, express themselves creatively andenjoy free time __________________________________________________________________ 20
3.2 Children and young people are connected to supportive and trusted adults and networks ______ 21
3.3 Children and young people have opportunities to establish and maintain friendships __________ 22
3.4 Children and young people have a say in matters that affect them directly ___________________ 23
4. Education ______________________________________________________________ 24
4.1 Children and young people have access to a quality education _____________________________ 25
4.2 Children and young people are supported to achieve their learning potential _________________ 26
4.3 Children and young people have pathways to economic participation and independent living ____ 27
4.4 Children and young people are supported to successfully transition through education into employment ____________________________________________________________________ 28
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5. Citizenship ____________________________________________________________ 29
5.1 Children and young people are supported to know, respect, and celebrate their abilities,beliefs, cultures, languages and communities __________________________________________ 30
5.2 Children and young people are portrayed positively _____________________________________ 31
5.3 Children and young people have opportunities to contribute to their communities ____________ 32
5.4 Children and young people have opportunities to influence matters of current and future significance _____________________________________________________________________ 33
Ideas to share the Charter ___________________________________________________ 34
Advocates ________________________________________________________________ 37
Roles & responsibilities of Advocates _____________________________________________________ 38
Advocate name ideas __________________________________________________________________ 40
Examples of ‘Advocate’ Character artwork _________________________________________________ 41
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Introduction
Legislative context
The Children and Young People (Oversight and Advocacy Bodies) Act 2016 is committed to the Minister for Education. The Act establishes four oversight and advocacy bodies for children and young people, from birth to 18 years in South Australia. These bodies include the Child Development Council, Commissioner for Children and Young People, Guardian for Children and Young People and Child Death and Serious Injury Review Committee.
The Act defines ‘rights’, ‘development’ and ‘wellbeing’ and states that ‘State authorities’ (all state and local government entities in South Australia) should ‘seek to give effect’ to the internationally recognised human rights instruments such as the United Nations Convention on the Rights of the Child.
The Child Development Council was established in 2018 and its mandate is to produce a whole-of- government (state and local government) Outcomes Framework for Children and Young People.
The Outcomes Framework for Children and Young People will be a way or means of telling how well our youngest South Australians are developing and progressing over time. The focus of the Outcomes Framework will be to track, monitor and report over time on the agreed outcomes for South Australia’s children and young people with indicators and measures that will allow longitudinal tracking and reporting.
The Charter for Children and Young People (Charter) is at the core of the framework and represents a shared commitment to 20 conditions to allow every child or young person to thrive.
The rights of children and young people are defined in the Act. The Charter is being developed in the context of the objectives of the Oversight and Advocacy Bodies Act and the 5 dimensions of the Outcomes Framework.
Engaging with Children & Young People via a Charter Summit
In developing the Outcomes Framework, the Child Development Council were required to consult with children and young people, their parents, families, carers and others.
Part of the consultation process was a Charter Summit, held in June 2019, which aimed to enable a substantial, representative group of children and young people, age 5 to 18 years old, to inform the writing of the Charter.
The process was about enabling children and young people to identify what’s important to them in terms of health, safety, wellbeing, education and citizenship.
Children and young people are the experts in their own lives and have a right to have a say about matter that impact on them.
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The Charter Summit was about them identifying what is important to them for a good life and although they were not writing the Charter, their views and contributions informed the writing of the Charter.
About the Charter Launch event
The Charter Launch event was held on Wednesday 9 June 2021 and was opened by the Hon John Gardner MP, Minister for Education. During his opening speech, the Minister also formally launched the Charter for Children and Young People (Charter).
The primary purpose of the launch was for a large group children and young people who were representative of South Australia’s communities, including some of those who participated in the Charter Summit, to:
• Be thanked by the Minister for their post cards and for informing the development of the Charter
• ‘Unpack’ the 20 Charter conditions in their own words• Advice regarding how to promote the Charter post-launch and make it more accessible to
children and young people in SA.
Through asking schools to complete a Lived Experience and Geographic Location Matrix prior to attendance, we know from the 6 schools that did this, the 108 children and young people in attendance included –
• 9 children or young people with known mental health issues• 9 children or young people with a disability• 5 Aboriginal children or young people• 4 children or young people who were a migrants/refugees/new arrivals/CALD• 2 children or young people with a chronic illness• 2 children or young people who identify as LGBTQI+• 1 child or young person attending alternative education (ie. flexible learning options)• 1 child or young person experiencing homeless/at risk of homelessness• 1 child or young person receiving out of home care• 1 young carer
Launch partners included (but weren’t limited to) -
• Association of Independent Schools (AIS) – attendance of 20 students (12-18 years) fromWalford Anglican School for Girls
• Catholic Education of SA (Catholic Ed) – attendance of 16 students (12-18 years) fromschools involved in the 2019 summit
• Five primary schools – attendance of 60 primary school students from public primary schoolsinvolved four that were involved in the 2019 summit
• Commissioner for Children and Young People (Commissioner)• Guardian for Children and Young People• Commissioner for Aboriginal Children and Young People• Youth Affairs Council of SA (YACSA) – attendance of 3 young people (12-18 years).
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At the Charter Launch event, the children and young people were given a selection of the 20 Charter conditions to ‘unpack’ in their own words, using some prompt questions of what each condition would feel like, look like or sound like. They worked at round tables in small groups to discuss and note their answers to these. The children and young people were also asked for their ideas on how best to let other South Australian children & young people know about the Charter, including giving ideas on the roles of potential charter advocates. This included naming the advocates – which many participants took quite literally! The written contributions from all children and young people at the Charter Launch event are found in this report.
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Health 1.
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1.1 Children and young people have a good start in life, beginning before birth
What does this feel like? What does this look like? What does this sound like? • Being opened to new
experiences. • Happy. • Healthy. • Kindness. • Everyone has their place in
the world.
• Care. • Calm people helping you. • Loving you. • People getting along even if it is
hard. • Healthy. • Live. • Healthy living (Mum). • Taking risks.
• Small kicking noises. • Nothing. • Laughter. • Asking questions. • Quiet, even when people
are around you.
• Joy. • People who love you. • Happiness. • Having good people who
care. • Having people excited to
have you in their life.
• People willing to give up their time to provide for you.
• People able to provide. • Having a home. • Having healthy parents. • People to support you.
• People having fun. • Mum’s heart beating. • Not having your parents
yelling at you.
• Good. • Nice. • Cosy. • Safe. • Peaceful. • Fulfilling. • Warmth.
• Having a good house. • Hospital/midwife. • Healthy family. • Supportive parents.
• Aaa! Waah!
• Fun. • Shy. • Rest. • Safe. • Love. • Joyful. • Playful. • Loveable. • Happy.
• Care. • Good parents. • Laughing. • Healthy food. • Hugs. • Happiness. • Kisses. • Eat. • Fit. • Sleep. • Investigating happy, healthy
parents. • Writing.
• Reading. • Spelling. • Laughter. • Smiles. • Cheerful. • Writing.
• Good. • A feeling like most things will
be good. • Happy. • Great. • Smile. • You want to do everything
that is happening. • Mum should feel happy.
• Always be happy. • Have fun at the start so you have
fun at the end. • Be prepared for the hard life
because it won’t always be easy. • Excited Mum and Dad.
• Laughing. • Happy. • Excited • Being social with others.
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1.2 Children and young people live in healthy families and communities, free from poverty and discrimination
What does this feel like? What does this look like? What does this sound like? • Comfortable. • Everyone gets along.
• Looks like a safe place.•
• Respect and responsibility.
• Being understood.• Being included.• Not being ignored all the
time.• Not being bullied or cyber
bullied.• Love.• Unity.• With peace.• Caring.• Being cared about.• All you need is love.
• Hugging.• Sharing words and love.• Not being hassled.• You’re not alone.• Happiness.• Smiling.• Teamwork.• Inclusive.• Welcoming people.
• With peace.• You’re not alone.• Compliments.• Family caring and loving each
other.• Talking• Respecting everyone.
• Happy.• Safe.• Nice.• Trusted.• Content.• Understanding.• Lovely.• Healthy.• Understand who you are.• Respected for your
culture.
• Family coming togetherwith all happy feelings.
• Loving one another in afamily.
• Treating everyone equallyno matter who they are.
• Talking about stuff andnot fighting about things.
• No arguing.• Always understanding one
another.• Living with their family in a
peaceful place.
• A calm household.• Peaceful.• Polite.• Parents and kids getting
along.• Free from all discrimination
(racism/sexism).
• Positive.• Happiness.• Warmth.• Kindness.• Cozy.• Safe environment.• Not worried.• Equality.• Happy.• Freedom.• Wanted.• Optimistic• Things get better.• Less sickness.• Joy.• Respectful.• Kind family dynamic.• Healthy eating.• Positivity.
• Beautiful.• Smiles.• Calm.• Clean.• Family.• Friends.• Not dirty.• Safe.• Happiness.• Sharing money and
resources.• Respected.• Fundraising.• Positive environment.• Open-minded.• Giving it a go.• Participation.• Trying your hardest.
• Encouragement.• Laughter.• Positive words.• Happiness.• Conversation.• Friendly conversation.• Children laughing.• People inquiring more in
class.• Encouraging words.• Buzzing conversation.
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• Belong.• Included.• Freedom from the world.• No weight on back.• Comfortable.• Useful.• Fuzzy.• Stress free.• Gratefulness.• Freedom.
• Safe.• Happy.• Okay.• Fun.• Tired.• Peaceful.• To have a break from each
other.• Quiet.• Calm.• Loud.• Crazy.• Warm.• Loved.
• Peaceful.• Dirty.• Healthy.• Silent.• Calm.• Chaotic.• Clean.• Fun.• Funny.• Quiet.• Cool.• Cozy.
• Loud.• Noisy.• Busy.• Whispering.• Cheering.• Quiet.• Normal.• Yelling/shouting.• Talking.• Whistles blowing.• Cars going down the road.
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1.3 Children and young people are empowered to make choices that benefit their health and happiness
What does this feel like? What does this look like? What does this sound like? • Support. • Asking for help when
needed.• More first aid training.
• Comfort.
• No parental pressure.• Independence.• Freedom.• Confidence.• Being in charge of your
life.
• Happy.• Enjoyment.• Responsibility.• Curious.• Healthy.• Clean.• Smiling.• Self-care.• Expressing yourself.
• Positive conversations.• My body, my choice.• Best choice I’ve ever made.• Encouragement.
• Students have a deeperunderstanding of theirplaces in like…
• Students have an outlet totalk about theirschoolwork and othermatters that might causestress.
• Students can feel proudabout places, plants, andbuildings that have cometo be because of theirvoice.
• Student leadership.• Having trusted adults to
talk to – more includedteachers.
• Teachers listening tostudents and taking theirthoughts intoconsideration.
• Being part of a designatedcommunity.
• Fresh, good quality foodfor student to have accessto.
• Multiple students conversingabout topics (linked tostudent leadership).
• A student talking to acounsellor.
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1.4 Children and young people experience physical and mental wellbeing, and have access to quality health care and support
What does this feel like? What does this look like? What does this sound like? • You are wanted. • Feeling care/loved for. • Supported. • Appreciated. • Feeling energised. • Feeling better about
yourself – confidence, balanced and good wellbeing.
• People volunteering to help others.
• People caring. • Helping. • Wanting to be helped. • Offering others a hand. • Mental help. • Physical help. • Health helpline. • Therapists.
• Are you OK? • Do you need any help? • What’s wrong?
• On your feet. • Healthy. • Opening up to others. • Pride. • Trust. • Good. • Confidence.
• People caring. • Validation. • Helping others.
• Are you OKAY? • Teachers helping. • People comforting you. • Helpful words. • What’s wrong?
• Comfort/safety in your surroundings.
• Accommodating to requirements of the individual: physical abilities; mental health; religious/cultural.
• Support staff. • Mental Health Support
Systems.
• Conversations. • Adults listening to children. • Checking in on your
mates/seeking help when needed.
• Happy. • Balanced. • Feel supported. • A community. • Loved. • Safety. • Comfort. • Sense of security. • Reassurance.
• Enough rest. • Trusted relationships. • Running. • Access. • Safe space. • Extra-curricular. • Balanced diet. • Smiles. • Walking. • Someone you can talk to.
• Supported words. • Being listened. • Laughter. • Participation.
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2. Safety
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2.1 Children and young people live in safe and stable housing
What does this feel like? What does this look like? What does this sound like? • Feeling safe. • Not have people who abuse
you. • Welcoming. • To feel warm. • Having people pick you up if
you feel down. • A place that feels like home.
• To have access to food and water.
• Have a bed to sleep in. • Sustainable. • Stable housing. • Not living in poverty. • Family with you.
• To have privacy, so you can’t hear other people.
• Family having fun.
• Healthy. • Safe. • Friends. • Pets. • Family. • Happy. • Siblings. • Cosy. • Careful. • Parents make you feel safe. • Own space. • Known.
• Steady pets. • Look balanced. • Looks secure. • Own space. • Playful. • Clean. • Good. • Happy. • Dog. • New twins – sister and
brother.
• Talking. • Peace. • Quiet. • No fighting. • Loud. • Calm. • Siblings. • Parents. • Barking.
• Private. • Warm. • Safe. • Relief. • Peaceful. • Cozy.
• Welcoming. • Home. • Solar panels. • Good neighbours. • Not a crumbling house.
• Quiet.
• The house is never going to break down.
• Secure. • Safe. • No trouble. • It will feel like nothing bad is
going to happen. • If I am inside no one can hurt
me. • That the house and the people
will always be there. • Warm.
• Happy and healthy family. • Everything in the home is
safe. • Good security. • The house is strong and the
people inside are strong. • Reasonable punishment for
the children that is fair. • Looks after pets and grows
things. • Keeping kids safe.
• Not much noise. • Quiet. • It sounds safe. • No screaming. • No anger. • The sounds of people
happy. • Peace.
• Safe place. • Loving. • It won’t come crashing down. • Belonging. • Being with your family. • Safe. • Living in a safe place.
• Responsible adults. • Everybody staying
together. • Everything in the right
place. • Being given what you need. • Safe surroundings. • Lockable doors.
• Peaceful like no guns shooting.
• Safe. • Laughter. • Calm and quiet. • Your family and friends
talking. • Nothing.
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2.2 Children and young people live without violence, abuse, and exploitation
What does this feel like? What does this look like? What does this sound like? • Safe.• Happy.• Nice.• Peaceful.• Enjoyable.• Calm.• Not having to worry about
safety.• Not neglected.• Fitting in.• Feels equal.• Feels contented.• Having parents/caregivers
that they trust.
• Treated equally.• Being with people whom
they trust.• Smiling.• Caring.• Access to important
needs.• A family talking with one
another.• Having the choice to make
friends.• Living in a peaceful place.
• No fights.• Calm.• Friendly conversations• Laughter.• Merry chatter.
• Doesn’t feel threatened.• Mindful.• Trustworthy.• Calm.• Relaxed.• No threats.• Okay.• Worthy.• Fine.• Friends.• Adult.• Nice.• Safe.• Fun.• Trust.• Family.• Happy.
• Calm.• Giving advice.• Peace.• Breathing in and out.• Friendly.• Quiet.• Fun.• Talking.• Relaxed.• Trust.• Talking to an
adult/someone you trust.• Hanging out with your
pets or maybe chill outwith your best friends.
• Silent.• Give advice.• Peaceful.• Quiet.• Calm.• Your breathing in and out.
• Not being bullied.• Safe.• Being respected.• Joyful.• Being able to trust people.• Relaxing.• Peace.
• Not being bullied.• Not getting harassed or
abused.• A healthy relationship
with your family.• Diversity and inclusivity.• Being kind.• Having respect for other
people’s boundaries.• Everyone included.
• Not getting sworn at.• Using language that makes
people feel safe.• Kind, respectful comments.
• Experience freedom.• Happy, not scared
something is going tohappen.
• Not much fighting.
• Everyone cares for eachother.
• A happy healthy family.• Not use children to gain
influence.
• We live in a good world.
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• Secure. • Safe. • Joy. • Fuzzy. • Warm. • Feels like you are free. • Peaceful. • Clear. • Being loved. • Cozy. • Comfortable. • Respected. • Fearless. • Confidence. • Not afraid. • Wanted. • Happy. • Supported. • Cared for. • Relief. • Safety. • Loved. • Sense of belonging.
• Respectful relationships. • Laughing. • Joy. • Equality. • Trustworthy relationships. • Kind family. • Family. • Stable family. • Openness. • Happiness. • Independence. • Friends. • Safe. • Good environment.
• Sharing options and ideas without any fear.
• Encouragement. • Caring. • Conversation. • Speaking up. • Standing proud while sharing
ideas. • Having fun. • Sharing affection. • Asking for help. • Respectful words. • Laughing.
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2.3 Children and young people have safe and supported digital access
What does this feel like? What does this look like? What does this sound like? • Knowing what to do. • Being safe. • Communicate with others
safely. • Comfortable. • Safety. • Understanding. • Empowered. • Reassurance to safety.
• No stalkers. • Safe. • Educational purposes
online (occasionally). • Private social media. • Parental support. • Password protection. • Safety with tech in public. • Happy with body image. • Being aware of online
possibilities.
• Being supported. • Fun. • Being on Facetime. • Knowing to ask for help. • Kind conversations. • Communication. • Not being pestered. • Safe.
• No comment. • Protection from cyber bullying.
• Having access to computers.
• No comment.
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2.4 Children and young people make safe decisions about alcohol, drugs and relationships
What does this feel like? What does this look like? What does this sound like?
• Unrestricted education regardless secular/non-secular education.
• Inclusive language non-censored.
• LGBTQ inclusive relationships and identity awareness (social belonging).
• Access to regular/comprehensive /practical/risk/ emergency training.
• Education starting from a younger age.
• Being informed about the risks involved with alcohol/drugs.
• Hearing real life experiences of affected individuals.
• Conversations regarding consent.
• Bad – not feeling good; regretting.
• Empowering. • Feel good. • Feel better about yourself.
• Dangerous. • Being able to say no. • Crazy. • Not abusing drugs and
alcohol. • Having a say. • Having support. • Being respected by
everyone and yourself.
• “No”. • “Don’t force me!” • “It’s not your choice.”
• Relief. • Comfortable. • Safe. • Sometimes pressured. • Nervous.
• Decisiveness. • Self-assurance. • Having information. • Confidence. • Responsible guardians. • Average; normal.
• Persuasive language. • Education. • Firm. • Confident. • Practice. • Certain. • Consent. • Assertive. • Charismatic.
• Comfortable. • Knowing what to do, and right
from wrong. • Healthy. • Safe.
• Being loved. • Listening to your
Mum/Doctor. • Getting accurate
information. • Friends supporting you. • Having support from
family. • Taking correct medicine. • Non-toxic relationships. • No overdose.
• “No”. • “Stop it, I don’t like it”. • Asking for help.
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3. Wellbeing
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3.1 Children and young people have opportunities to play, express themselves creatively and enjoy free time
What does this feel like? What does this look like? What does this sound like?
• Freedom. • Excited. • Enjoy expressing our-
selves. • Happy. • Joyful.
• Building a Wardli (Wardli Youth Centre).
• Talk. • Art. • Playing. • Drawing.
• Loud voices. • Wardli Youth centre.
• Joyful. • Happy. • Playful.
• Playing games with friends.
• Basketball. • Swimming. • Free shopping.
• Laughing.
• Enjoyable. • Deep. • Fun.
• You are having fun and happy.
• Playing. • You are smiling.
• Laughter. • Anything.
• Happy. • Free. • You can do anything. • Nothing is impossible.
• Having fun. • Happy. • Play with toys. • Experience nature. • Learning to be active. • Have safe expectations
and limits. • Freedom. • Reading.
• Laughter. • Happy. • Freedom. • Chatting. • Fun.
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3.2 Children and young people are connected to supportive and trusted adults and networks
What does this feel like? What does this look like? What does this sound like? • Safety and security. • Confidence. • Feel loved and cherished. • Comfortable. • Not having to worry about
hard times, situations. • Feels like open
conversations. • Happiness. • Trustworthy. • Care. • Safety. • Trust. • Hopeful. • Connected. • Safe. • A voice can be used
respectfully.
• Positive relationships. • No judgement. • Healthy environment. • Openness. • Global help. • Kid’s hotline. • Always having someone to
go to. • Welcoming faces or
people. • Engaging. • Trust. • Connections with different
people. • Being safe. • Teamwork. • Unity. • Positive environment. • Connection.
• Talking to an adult. • Laughter. • Deep conversations. • Having fun. • Asking for help. • Advice and guidance. • Phone calls.
• Supportive. • Caring. • A network of people
around you.
• Parents and care givers. • Older siblings. • School support. • Teachers/SSOS/ school
wellbeing leader. • Social workers. • Carers.
• Using services – kid’s helpline.
• Accepting. • Safe. • Understood. • Not alone. • Respected. • Comfortable. • Heard. • Supported. • Joyous. • Happiness. • Warm (metaphor).
• Being able to talk to their parents/caregivers.
• Have trusted friends and adults.
• Can rely on people. • Acceptance. • Able to reach out to
people. • No discrimination.
• Communicate. • “I am here to help you”. • Trusted adult/teacher. • Friendly conversations
between an adult and a child.
• Heard for whom they are.
• Safe. • Feeling tired.
• Kids able to talk to their parents and other people.
• Kids talking and parents listening.
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3.3 Children and young people have opportunities to establish and maintain friendships
What does this feel like? What does this look like? What does this sound like?
• Welcoming. • Overwhelming. • Nervous. • Happy. • Calming. • Supportive.
• Social media. • Parties. • Lunchtime clubs. • Concerts. • Interaction. • Group tasks. • Community Centres. • School. • Social interaction. • Group Councillors. • Social groups.
• Talking. • Happy. • Debates.
• Safe. • Trust. • Hugs. • Independence. • Important. • Happiness. • Empathy.
• Enjoyment. • Smiles. • Including everyone. • Connection. • Loyalty. • Friendly.
• Kind words. • Laughter. • Happy conversations. • Encouragement • Listening. • Communication.
• Feel like part of community.
• Part of a club. • Equality. • Part of a group. • To be known. • Feel to be independent
without good friendships but knowing there are people you can be able to depend on in rough times.
• Look like everyone belong together.
• Children look forward to going to school or other social settings.
• Look happy. • Look confident. • Comfortable.
• Able to speak freely. • Communication without
confusion. • Sound confident when
making choices/expressing ideas.
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3.4 Children and young people have a say in matters that affect them directly
What does this feel like? What does this look like? What does this sound like? • Frustrated. • Appreciated. • Important. • Responsible. • Respected. • Understood. • Included. • Listened-to.
• Inclusive. • Communication. • Happy. • Better. • Listening.
• Discussion. • Conversations. • Yelling. • Questions. • Independence. • Laughter. • Talking.
• Being comfortable enough in school environment to address issues with authorities when they arise.
• Action being taken by authorities when issues are addressed.
• Conversations with adults. • Leadership opportunities.
• Being taught: life skills beyond school; tax; filling up petrol tank; work rights; physical/mental health care; legal rights; insurance; how to access crisis support.
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4. Education
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4.1 Children and young people have access to a quality education
What does this feel like? What does this look like? What does this sound like?
• I am going to get a good job.
• Success. • Safe. • Smart. • Supported.
• Learning. • Stretching yourself. • Thinking. • Challenging. • Fun.
• Quiet. • Interesting. • Sounds like good teachers. • No violence.
• Nice teachers. • Having a safe learning
area.
• Having access to school supplies.
• People listening.
• Happy. • Excited.
• No comment. • Shouting.
• Fairness. • Happy. • Loved.
• Caring for others. • Everyone treated with
kindness. • Everyone treated the
same.
• Quietness. • Voices being heard. • Laughter. • Conversations.
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4.2 Children and young people are supported to achieve their learning potential
What does this feel like? What does this look like? What does this sound like?
• Helped and supported. • Happy. • Thankful. • Empowering – leadership.
• Chores/jobs. • Adults supporting you. • Homework and reading. • Sports/arts/fun and music. • Adults helping. • Using IT to help.
• Keep trying. • Don’t give up. • Use strategies. • “Good job!” • “Keep it up!”
• Challenging. • Confidence. • Understanding. • Supported. • Achievable. • Respectful. • Helping. • Crossing boundaries. • Useful. • Fun. • Education. • Step out of comfort zone. • Safe and secure. • You feel special. • Wanted. • Working hard.
• Best they can be. • Helping others. • Learning. • Engaging. • Helping friends. • Sharing knowledge and
resources. • Participation. • Teaching. • Listening. • Respectful learning. • No judgemental • Safe. • Opportunities to improve. • Try new things. • Resources to help. • Flexible learning. • Education.
• “I got this!” • Using a voice. • Self-encouragement. • Sharing knowledge. • Encouraging voices from
family and friends. • Un-Judgmental environment. • Laughing. • Not being afraid to ask. • Talking. • Asking for help. • Respect. • Encouragement.
• Rewarding. • Happy. • Supportive. • Progressive. • Worth it. • Successful. • Encouraging.
• Children getting encouraging sayings.
• Parents acknowledging what their kid or kids have done.
• Children getting 100% on their tests.
• Children getting accepted into a good university.
• Children getting an amazing job.
• “I am going to help you!” • Government. • “You are the smartest in the
class!” – Teacher. • “You are capable of
achieving more, keep trying!” – Adult.
• “I will try and do my best in everything and anything!” – Student.
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4.3 Children and young people have pathways to economic participation and independent living
What does this feel like? What does this look like? What does this sound like?
• Being open-minded. • Trust. • Maturity. • Feeling safe. • Different options. • Empathy. • Not being worried for
future. • Relief. • Other listening. • Happiness. • Security. • Safety. • Having the chance to do
something new.
• Having options. • Having savings. • Being taught about real
life issues. • Safe suburb to live in. • Inclusive communications. • Safe and practical money
choices. • Having rights. • Smiles.
• Being confident. • “I’ll do it myself!” • Assurance. • New ideas. • Conversations. • Friendly.
• Equal. • Everyone deserves a say. • Independent. • Participation. • Belong. • Opportunities. • Choices. • Contribution. • Life.
• Fair jobs. • Help. • Good pay. • Education. • Opportunities. • Healthy environment. • Equal rights. • Skills. • Management. • P.L.P. • Freedom.
• Confidence. • Support. • Speaking freely. • University. • Knowing which jobs you will
enjoy and earn you money. • Money related issues and
pathways.
• Confident. • Feels wealthy.
• Low unemployment; crime rates.
• Knowledge of self-care. • Job advertisements at
schools. • Vet Courses; diploma –
job. • Personnel learning0
resume. • Plan class – goal setting. • Versatility in subjects.
• Happy. • Sharing opinions. • Encouragement.
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4.4 Children and young people are supported to successfully transition through education into employment
What does this feel like? What does this look like? What does this sound like? • Accomplished. • Commitment. • Comfortable. • Supported. • Being scammed.
• Planning. • Wealthy. • Paying taxes. • Stable income. • Part-time job. • Books. • Money. • Items. • Tiers.
• Internal screaming. • Encouragement. • Pain. • Supportive words.
• Volunteering/ work experience from Year 8 +.
• Practice: mock interviews; phone calls; starting a business or enterprise.
• Longer ‘foundation’ courses.
• Clear pathways into career.
• Real life examples/lived experiences.
• Taught to research and evaluate education.
• Home economics (expanded).
• Come & Try days for different careers and education.
• Sounds like 6 months of trying different types of work after Year 12.
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5. Citizenship
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5.1 Children and young people are supported to know, respect, and celebrate their abilities, beliefs, cultures, languages and communities
What does this feel like? What does this look like? What does this sound like? • That you aren’t the only
person in the world. • Equality. • Being involved in things to
do with Civics and citizenship.
• Strong, deep and powerful emotions.
• Everybody thriving. • Not judging people for
appearance. • Celebrating others’
differences. • Every religion’s cultures
are treated equally. • Education. • Doing traditions with
pride. • Celebrating your culture. • Respecting other cultures. • Not being racist. Not being
ashamed of your culture.
• Everybody having a say. • Saying positive things. • Kindness. • Positivity. • Learning about others
cultures.
• Safe. • Care. • Proud. • Excited. • Helpful. • Happy. • Respect. • Good. • Kind. • Mind blown. • Comfortable. • Lucky.
• A lot of friends and family together.
• Respect.
• Excited. • Lucky. • Caring. • Taking.
• Others respecting your ability.
• People caring. • Respect. • Accepted.
• No abusing people for their beliefs.
• People having fun together.
• Not pushing people too hard.
• Celebrating peoples’ differences.
• People respecting each other.
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5.2 Children and young people are portrayed positively
What does this feel like? What does this look like? What does this sound like? • Brave. • Safe, secure and trust. • Feeling equal. • Warm. • Cozy. • Comfortable in your own
skin. • Peaceful. • Not stressed. • Confidence. • Encouraged. • Safe. • Valued. • No pressure to be or act a
certain way. • Relief. • No pressure.
• Happy. • Blame not on children. • Children speaking up. • Friends support. • Family support. • Smile. • Children’s rights.
• Media doesn’t paint children in a negative light.
• Children can voice opinions openly.
• Caring conversations. • Conversations. • New suggestions and ideas. • Talking up. • Speaking. • Positive words. • Varied options. • Fun. • Happy laughter. • Positive talking. • Voices. • Peoples voice being used. • Children talking.
• Nice. • Fair. • Being given a second
chance. • Everyone feels included.
• Not always the same but fair.
• Fair. • Unjust vs Just. • Opportunities.
• Adults say kind things towards you.
• Happy. • Nice. • Peace. • Relatable. • Truthful experiences. • Treat people how you
want to be treated. • Being looked at positively. • Feels satisfying. • Content. • Treated equally.
• Kids being helpful. • Children have a say in
matters involving them. • Kids being leaders. • Kids being caring. • Accepted for whom they
are. • Kids have a voice. • Having young role models. • Kids being kind. • Kids feeling safe and
trusting one another. • Portrayed well online and
in media. • Looked at in a positive
view.
• Good news stor4ies about kids.
• Student or young people’s voices.
• Laughing.
• Safe. • Calm. • Trusted. • Confident. • Positive. • Brave.
• Being confident to speak or talk about their own opinion.
• Encouraging each other to speak.
• No comment.
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5.3 Children and young people have opportunities to contribute to their communities
What does this feel like? What does this look like? What does this sound like? • Included. • Safety. • Empowered. • Freedom. • Acceptance. • You can be trusted/trust. • Comfortable. • You have a voice. • Taken seriously.
• Included. • Having opportunities. • Being listened to. • Taking action. • Healthy relationships
(within their community). • Educated on other
cultures. • Trying new things. • Working towards your
best self. • Equal rights.
• Talking. • Inclusive words. • Confidence. • Trust. • Expressing opinions. • Laughter. • Having a say in what
happens in their lives. • Encouraged to express
opinions.
• Happiness. • Appreciation. • Kindness ♥ • Compassion. • Dignity. • Leadership. • Teamwork.
• Campaigns. • Charities. • Student leaders. • Fundraisers. • School clubs. • School activities. • Inclusion. • Helping. • Positive relationships. • Characteristic
appreciation.
• Teamwork. • Discussions. • Sharing. • Clear communication. • Contributions from
everyone. • Listening skills.
• Empowerment. • Open to what they are
saying.
• Lots of club opportunities at school.
• Interact. • Part time work. • Volunteer work. • Implement ideas. • Community service. • Clubs – economics. • Rotary and Lions.
• Listening. • Ideas.
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5.4 Children and young people have opportunities to influence matters of current and future significance
What does this feel like? What does this look like? What does this sound like? • Having a voice. • What happens in the
world? • Having a say with choices
made.
• Funding for grass roots clubs. • Choice. • Safe places. • Free transport for underage. • Police brutalities have actual
trials that aren’t biased or corrupt.
• Having a say in climate change. • All children get to write some
things down they want to happen then the government reads and does it.
• Learning about other cultures. • Same pay for women and mean
and disabled people and more job opportunities for disabled/old people.
• Having a say about trade because the government is refusing to stop exporting coal and all the other countries are changing to electrical and we’ll go bankrupt.
• More funding for old people homes and having people visit them 1 – 2 times a week, sometimes they get really lonely.
• Not deporting people and they get a chance to say why they should stay.
• No Comment.
• In power of your own body.
• More choice power. • Having an option. • Having better treatment.
• Pollution. • Plastic. • Jobs. • Choice.
• Funding for non-traditional sports. Boxing clubs etc,
• Public transport. • Choice of vaccines and
the type you want (Pfizer etc.).
• Play a part in it. • Compliments. • Listen to others’
opinions and ideas so they have a part as well.
• Making someone better and gain confidence.
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Ideas on how to share the Charter
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The children and young people shared a variety of ideas of ways to share the Charter with other children and young people across South Australia. All written suggestions are below (including repeats), sorted into similar groupings – SCHOOL INVOLVEMENT • Mini copies – one for every
school. • School news. • An assembly at every school
with a few kids to talk about it. • School website, newsletter,
assembly. • Implemented into school
values. • School assembly. • Post on Seesaw. • Taught in class. • Activities at school. • Assembly – Principal – SLC &
SRC. • District Assembly and
Conference. • School assemblies. • Send information to other
schools. • Newsletter. • Student News. • Activities – classrooms. • Every school gets a copy. • Every school gets to participate. • Assembly presentations. • School newsletter. • Have students learn about it at
school. • Assembly. • Class teacher’s lessons.
VISUAL COMMS • Notice board. • Posters. • Sign. • Laminate them and give them
to other young people. • Billboard. • Laminate • Draw it. • A poster. • On a bus. • Bus shelter. • Cards. • Art. • A letter. • Postcard. • Posters. • Reading. • Books. • Billboards • Writing. • Visual appeal – wall art. • On a bus. • Advertisements. • Flyers across the area.
SOCIAL MEDIA • Youtube. • Social media – podcast. • ACARA website. • Kids Youtube ad. • Social media. • Kids Youtube ad and for the
parents. • Social media. • Make a video. • Post it on the internet. • Post it on Facebook,
Instagram, Twitter – social media.
• Social media – school videos. • Social media. • Tik Tok. • Social media • Social media.
BROADCAST MEDIA • TV. • Ad on TV. • The News. • News. • BTN. • BTN. • Advertise on TV, schools,
newspapers etc, • Radio. • The news. • News/radio stations. • Television advertisement. • Put on BTN.
GOVERNMENT/LEADERS • Government statement. • Have the Prime Minster
announce it? • A government statement. • Make the government know. • Put it on the news/radio. • Government statement. • Speeches from SA leaders.
ACCESSIBILITY • Accessible to remote
communities. • Different languages. • Make it accessible online. • Access to remote
communities. • Across the world. • Put it in local areas.
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• Get it on BTN. • The Voice. VERBAL COMMUNICATION • Thinking. • Talking. • Talk to them. • Word of mouth – have
conversations and report back to others,
• Talk to school kids. • Spread the word through
friends/family/classmates/peers • Spread the information.
PRINT MEDIA • Newspaper adverts. • Newspaper. • News. • Newspaper article.
OTHER • Proud Sally’s Chosen Ones –
Charter Champs. • Events – focus areas. • #youthcharter2021. • Moto and mascot.
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Advocates
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Roles & responsibilities of Advocates
The children and young people were invited to create ‘Advocate’ characters from a variety of art and craft resources on their tables. In addition to their creation, they were asked to write some words that described their Advocate and the work they would do.
Below are the ideas from the children and young people about the Advocate characters.
• Avo-cate Advocdo – likes the colour green, talks about child rights, talks on the radio, goesaround and shares the charter, likes avocados, protests for the Charter, is on the news,represents the voice of shy children, goes to school assemblies, encourages education
• Champion Clarke – Ambassador, Advocate, Hakuna Ma-Charter!
• Bitra the Great – a student leader, representing the Charter, modelling the Charter, usingthe Charter at school, involving students in the Charter. Characteristics are kind, supportive,a leader, friendly, approachable, responsible, efficient, ready to take action, fun!
• Kevin – Outspoken, openness, happiness
• Becky – Puts it on the radio, tells someone
• Rachel – shares anything, smiling, loving, hears people
• Bailey – Spread out the word, spread in the news and social media (Facebook, Instagram,Snapchat, TikTok), makes a poster (posts it in the public shopping mall), records a video andputs it on the internet, invites people to have a talk in different school, making ads (showingon tv, in magazines and on billboards).
• “The Education Minister” – He can talk to schools about it, he can share it with hiscolleagues, he can make a speech and present it, talk to centres that work with children.Why? It is part of the Ministers job.
• The Perfect Advocate is going to be… Serena (Charter Helper) – What do they do? Go toschool to inform about the Charter, help bring it into effect, ensure that it is followedeverywhere.
• Personality of a Perfect Advocate – Works hard and is always trying its best, confidentspeaker, lots of trust and integrity, goes to school assemblies to share ‘A Bottle of News’,reliable and trusted info, friendly, kind, caring, social media famous.
• Advocate AdvoCado – Spread the news, be respectful, goes to schools, talks to childcarecentres, be a responsible individual.
• AdvocaDO – Confident, good at modelling with products and campaigning, friendly.
• Cone the Peacock – each feather represents something to help children. A rainbow ofcolours each hex with meaning. Something bright and memorable.
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• I am Tweet and I am standing for the Charter. “This Charter is a group of rules to make kidslives better”
• This advocate is called Nick. Nick is confident, big hearted, respectful, proud, a newsreporter, brave, and kind. Nick can go around nursing homes, schools and orphanages.
• Tiffany – Proud, care, kind, respect, brave, fair, confident, share.
• Billy – Proud, working hard, happy, be brave, kind.
• Hakuna Ma-Charter – It means no worries
• Indi the Individual – an art teacher that captures what the Charter is all about in art
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Advocate name ideas
The children and young people put forward a selection of names for the Charter Advocates. Some provided titles, whereas others provided actual names.
• Superheroes.• Representors.• Helpers.• Ninja.• Flyers.• Messengers.• Governor.• Ambassadors.• Vicars.• Representatives – cool peeps.• Champion.• The Charter Children.• Advocate.• Ambassador.• Advacto.• Advo helpers.• Avo-cate.• Charter helpers.
• Help homeless people – Rose.• Rachel.• Mat.• Jacob.• John.• Doney.• Michael.• Moody.• Rose.• Jerry.• Cassandra.• Laila.• Chad.• Tiffany.
• Toshani.• Saanchi.• Lucas.• Abuzar.• Eliza.• Mihaela.• Ollie.• Phoebe.• Denise.• Cassandra.• Laila.• Chad.• Tiffany.• Timmy.• Stella.• Jo.
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Examples of ‘Advocate’ Character artwork
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Report prepared by
June 2021
