'Rights of the Child' Teaching Resources

To accompany a performance of ‘Rights of the Child’, a TiE production by Hopscotch Theatre Company

Touring 24th August – 6th November 2015

Hopscotch Theatre Company, August 2015 7 water Row, Glasgow, G51 3UW. Registered Charity No. SC022633. Registered in Scotland No.151359

2

An Introduction to Hopscotch’s ‘Rights of the Child’ ‘Rights of the Child’ is Hopscotch’s 108th schools touring production since inception in 1988.

Written by Raymond Burke. This will be Raymond’s 50th script for Hopscotch!

Above image: Raymond Burke centre with cast of ‘Rights of the Child’. NOFUSSPHOTOGRAPHY

Synopsis of Hopscotch Theatre Company’s ‘Rights of the Child’

‘Rights of the Child’ is the story of young schoolboy Ryan, who has no idea he has any rights. In fact, he can’t even be bothered learning about them at school. However, after reading a large and very boring book for homework on the

history of children’s rights, he falls asleep and has a strange dream. In the dream he meets Rights campaigner Eglantyne Jebb and accompanies her to the United Nations to fight for the rights of all children. When he awakens, he

understands the value of rights and returns to school determined to share his newfound knowledge.

‘Rights of the Child’ will be on tour to primary schools across Scotland from Aberdeen to Auchinleck, between 24th August to 4th November 2015.

The production will reach on average of 28,800 pupils.


3

How to use these Teaching Resources

‘Rights of the Child’ Teaching Resources are to be used after Hopscotch’s visit, strengthening pupils learning from stage to classroom.

What’s in the Teaching Resources? Hopscotch has created a simple Resource Chart (page 4-6) which selects scenes in Hopscotch’s ‘Rights of the

Child’ and matches them to the UNCRC Articles.

Visit the following link for a Child Friendly PDF on UN Convention on the Rights of the Child Summary:

http://www.unicef.org.uk/Documents/Publications/Child_friendly_CRC_summary_final.pdf

A further resource is Education Scotland’s Handbook:

http://www.educationscotland.gov.uk/Images/ParticipantBookletNew_tcm4-815035.pdf

You can find more Resources for the Classroom (page 22)

You will find a Glossary of words used in the show ‘Rights of the Child’ at the end of pack (page 23).

About the Resource Chart In the ‘Activity suggestions’ column you will see a number of icons used to identify with what kind of activity is suggested. Below is defines each activity icon and their meaning:

DISCUSSION ACTIVITY CREATIVE ACTIVITY HOPSCOTCH ACTIVITY

DRAMA ACTIVITY GROUP & GAME ACTIVITY INDIVIDUAL ACTIVITY

http://www.unicef.org.uk/Documents/Publications/Child_friendly_CRC_summary_final.pdf



4

Hopscotch’s ‘Rights of the Child’ Resource Chart

Scene from show Articles of Children’s Rights

Activity suggestions

Scene 2 (School)

The teacher states that the UN’s

Rights of the Child means that

all children have rights in the

convention.

Article 1

Definition of the child

That everyone under 18 has these rights.

Activity 1

Definition of the Child Activity

Ice breaker activity

Page 7

Scene 2 (School)

The teacher says that in

Scotland five hundred years

ago, it was decided to have a

school in every parish so that all

boys and girls could learn.

Article 2

Right to protection against discrimination

All children have these rights, no matter who they are. No

child should be treated unfairly on any basis.

Activity 2

Non-discrimination

Differentiating between needs and wants.

Page 8 - 11

Scene 2 (School)

The pupils write their own social

contract with a list of rights and

responsibilities they have to

agree to sign

Social Contract

Universal Declaration of Human Rights

In 1948, the United Nations General Assembly adopted

the Universal Declaration of Human Rights. Go to:

http://www.humanium.org/en/childrens-rights-

history/references-on-child-rights/universal-declaration/

Activity 3

My Universe of Rights

To deepen understanding of the UN Charter.

Page 12 - 13

http://www.humanium.org/en/childrens-rights-history/references-on-child-rights/universal-declaration/

http://www.humanium.org/en/childrens-rights-history/references-on-child-rights/universal-declaration/


5

Scene 3 (Home)

Mum sends Ryan to bed but he

sits up and reads about the lady

who campaigned for Children’s

Right, Eglantyne Jebb.

A History of Rights

Historical Review

Precursors to human rights as noted in Education Scotland's

Participation Handbook.

http://www.educationscotland.gov.uk/Images/ParticipantBo

okletNew_tcm4-815035.pdf

Activity 4

The convention on Rights of the Child

A) Crossword

B) Simple colour it in chart

Page 14 - 15

Scene 4 (Home)

Ryan enters a dream sequence.

In the dream his Mum decides

to leave Ryan is left to fend for

himself as he has given up his

right to be cared for.

Article 3

Best interests of the Child

Article 5 & Article 18

Parental Guidance/ & responsibilities

Article 24

Health and Heath Services

Article 27

Adequate Standard of Living

Activity 5

Rabbits Rights

Have the right to be safe, happy and healthy

Page 16 – 17

Scene 7 (School)

Mr Shanarri tells Ryan that he

doesn’t have to teach him since

he has given up his right to an

education. Mr Shanarri no

longer has any duty to respect

Ryan’s rights.

Article 28

Right to Education

Article 29

Goals of Education

Activity 6

SHANARRI Wheel

Getting pupils to relate their rights in relation to

their wellbeing.

Page 18 – 19




6

Scene 9 (New York)

Ryan decides that he wants his

rights back and goes to find Mrs

Jebb.

Ryan visits the United Nation’s

building, to campaign for

children’s rights.

The Right to a Home and

Food

No Dangerous Work

The Right to Education

The Right to be Heard

A recap on Human Rights

Revising the Charter

Activity 8

Children’s Rights Worksheet

Recap of the Rights

Page 20 -21


7

Classroom Activities

Definition of the Child Activity

Activity 1 - Ice Breaker Activity

Objective: What are the important

issues for children today. What rights can they

identify already?

Time: 10 minutes

Materials:

• 1 coloured marker for each pupil.

• 1 scrap paper for each pupil.

Possible discussion

points: What are the connections between the

various groups.

ACTIVITY INSTRUCTIONS

• Ask the group: What is the most important issue facing the world today? Help your pupils by putting the following two questions on your classroom board:

What am I able to do? / What do I have? (Rights are things every child should have or be able to do.)

• Each person will write their answer down on paper in large font (1 or 2 mins)

• Ask everyone to stand up, walk around and read what everyone else has written. This is the SILENT section of the activity. (1 minute)

• Ask everyone to pair up and discuss what each had written and which is more important.

(30 seconds each)

• Stop everyone, and ask them to choose only one issue to go forward with and be prepared

to talk about with a larger group. Ask everyone to hold one piece of paper between them and walk around the room. They will then join into a larger, like-minded group (1 or 2

minutes)

• Once they are in groups ask them to discuss the commonalities in their group. (2-3 minutes). Then have each group present to the rest of the class.

Source http://www.unicef.ca/sites/default/files/imce_uploads/UTILITY%20NAV/TEACHERS/DOCS/GC/helpmake.pdf,

http://www.unicef.ca/sites/default/files/imce_uploads/UTILITY%20NAV/TEACHERS/DOCS/GC/helpmake.pdf



8

Non-discrimination

Activity 2 - Differentiating between needs and wants.

Objective:

Distinguishing between a NEED and a WANT.

Time: 30 minutes

Materials: • Photocopy the images

page 10 - 11


Print onto card the 20 images on the following pages and distribute to the class. Distinguish between a NEED and a WANT.

Discuss this with the class different NEEDS and WANTS. Draw a table similar to that on page

9 on your classroom board to record the class findings.

NEEDS: are protected as RIGHTS in the Convention on the Rights of the Child, indicated by

the corresponding article number below*.

*Some items may classified as ‘wants’ may be needs in certain circumstances. For example, access to

television or computer may be an important source of information gathering or sharing conducive to the protection of rights to healthy development and protection from violence

Source http://www.unicef.ca/sites/default/files/imce_uploads/UTILITY%20NAV/TEACHERS/DOCS/GC/helpmake.pdf




9

*Some items may classified as ‘wants’ may be needs in certain circumstances. For example, access

to television or computer may be an important source of information gathering or sharing conducive to the protection of rights to healthy development and protection from violence and abuse.


10


11


12

My Universe of Rights

Activity 3 - To help children develop a deeper understanding of the United Nations Charter

Objective:

• to become acquainted with the CRC

• to relate human needs to human rights

• to reflect on individual needs and compare them

with other’s

Time: 2 x 60 minute

sessions / Up to 24 children

Preparation

See page 11


Session 1:

Divide the children into pairs and ask them to make a list together of conditions they need a) to be healthy, b) to be happy and c) to achieve. Encourage them to have at least four

items in each category.

1. Distribute different shapes and colouring materials to each child. Ask the children to write their names and one condition from their list on each shape, and then to colour

or decorate the shapes. The partners should each write different conditions from their combined lists.

2. Collect the shapes by topic, i.e. all the conditions for health, for happiness, and for development. Then, divide the children into three groups and give each a category to

separate into clusters of similar or identical conditions (e.g. shapes related to leisure,

to health care, to education). Younger children may need help to identify the categories.

Explain that these clusters represent different categories of human rights and that in the

next session they will transform them into galaxies in the universe of rights.


13

Preparation

• Copy and cut out ‘outer space’ shapes,

approximately 6 shapes per child • Cut out approximately 30 large circles of light

blue paper, which will become the ‘galaxies’ of

rights, and about 10 large comet shapes,

which will be used for

general rights that cover the whole CRC.

• Copy the child-friendly CRC; cut out each article

as a strip. • Stick or hang the

circles, ‘the galaxies’, on the walls around the

room. Materials

• Sheets of Coloured paper and pens

• Scissors, sticky tape

and glue

Session 2:

1. Divide the children into small groups and give each group some blue circles and

‘rights’ clusters. Ask the children to glue each cluster to a blue circle, leaving an open place in the centre of each. Mount the circles on the wall or spread them on the floor

so that all the children can see them. 2. Introduce the CRC, explaining that it makes up the universe of rights. Their job is to

identify the different galaxies that make up this universe. As you read out a ‘right’,

ask the children to find the galaxy it belongs to and to glue the strip containing the article on it so that that ‘righ’t becomes the centre of each galaxy. Sometimes a

galaxy may relate to more than one human ‘right’. 3. Point out that some rights (e.g. Article 1, Definition of a child; Article 3, The child’s

best interest; Article 4, Enjoying the rights in the Convention) run through the whole universe of ‘rights’. Ask children to write these articles on comet shapes and to hang

them among the galaxies. 4. Make a wall display of these rights galaxies or hang them together from the ceiling.

Source http://www.eycb.coe.int/compasito/chapter_4/4_18.asp

http://www.eycb.coe.int/compasito/chapter_4/4_18.asp


14

The Convention on Rights of the Child

Activity 4 A) Crossword. Write the answers on the classroom board that pupils can fill out the crossword with.

View Source for large printable version/ Answers provided on right.

Source: http://teachunicef.org/sites/default/files/sites/default/files/documents/CRC_Activity_Sheet_FINAL.pdf

http://teachunicef.org/sites/default/files/sites/default/files/documents/CRC_Activity_Sheet_FINAL.pdf


15

Activity 4 B) Simple ‘colour it in chart’ for younger children.

For chart click source

On November 20, 2009, the United Nations Convention on the Rights of the

Child celebrated its 20th birthday. To help young children everywhere know more about their rights. The Simple ‘colour it in chart’ is designed for younger

pupils to be able to identify the history of the UN CRC and it’s articles.

For illustrations please visit the link below.

Source for ‘colour it in chart’:

http://teachunicef.org/sites/default/files/sites/default/files/documents/color_it_rights_coloring_book.pdf

For a child friendly summary on UN CRC please visit the link below:

http://www.phac-aspc.gc.ca/ncd-jne/pdf2010/bckUNch-eng.pdf

Above image: The character Ms.Eglantyne

Jebb from Hopscotch’s show ‘Rights of the

Child’ presenting the Declaration of Rights. NOFUSSPHOTOGRAPHY



http://www.phac-aspc.gc.ca/ncd-jne/pdf2010/bckUNch-eng.pdf


16

Rabbits Rights

Activity 5 Have the right to be safe, happy healthy

Objective:

Children imagine the care a pet rabbit needs and

extend that to the needs of children and their right

to survive and develop

Time: Duration 30 minutes /

Group size 5 – 20 children

Materials: Photocopy UNCRC

Articles.

Chart paper and markers


1. Ask the children to imagine that they have a pet rabbit to care for, and to give a name to

it. They need to think about all the things it needs to be happy, safe and healthy. Ask, “What are all the things the rabbit will need?” They may suggest things such as a hutch,

straw, food, water, exercise, attention, love or perhaps another rabbit for company. Write ‘RABBIT’ (or the given name) at the top of the left hand column on a chart such as the one

below, and record the children’s responses.

2. Then ask, “Who is responsible for ensuring that the rabbit gets all the things that it

needs?” Note down the children’s responses, which may be that they or whoever owns the rabbit is responsible.

3. Confirm the things the rabbit needs to survive and develop, such as food, water, and a

hutch. Then ask questions such as these:

a. If the rabbit really needs these things to survive, then should the rabbit have a right to

them?

b. Who is responsible for ensuring that the rabbit’s rights to these things are met?


17

(Activity instructions

continued right)

4. Then write ‘CHILDREN’ at the top of the right-hand column and ask the group to brainstorm: “What are the things that children need to develop and have for a happy, safe

and healthy life?”

List the children’s responses, helping to elicit such things as home, food, water, family, friends, toys, education, love and attention.

5. Ask, “Who is responsible for ensuring that children get all the things they need to be happy, safe and healthy?” Encourage answers such as adults, parents, family, and

caregivers.

6. Ask questions such as these to expand the focus of children’s rights, adding additional

needs to the chart:

a. What do children need to be protected, to survive, to develop and to participate?

b. If children need these things, then should children have a right to them?

c. Who is responsible for ensuring that children have these rights?

Source http://www.eycb.coe.int/compasito/chapter_4/pdf/4_24.pdf/

http://www.eycb.coe.int/compasito/chapter_4/pdf/4_24.pdf/


18

SHANARRI Wheel

Activity 6 – Getting pupils to relate their rights in relation to their wellbeing.

Objective:

To deepen pupils’

understanding of wants and needs, and to

increase their sense of empathy to young people

around the world.

Time: 20 mins

Materials: Print out the template of

the SHANARRI Wheel page 19, one for each

pupil


1. Have one pupil play the role of Mr SHANARRI, one pupil as Ryan.

2. Ask both characters to sit on a chair in the centre of the circle. The pupils can ask these characters what is happening in the scenario where Ryan has returned to school but Mr

SHANARRI refuses to teach him

3. Break out of this ‘in character role’ Us the SHANARRI wheel indicators to talk about what

the SHANARRI indicators mean. As a whole group.

(Use a classroom chart if you have one. Otherwise you can get a printed copy here http://www.gov.scot/Resource/0043/00438640.jpg

print and give out the following SHANARRI wheel and ask pupils, individually to fill out what they feel they need for their wellbeing.

Safe Healthy Achieving Nurtured

Active Respected Responsible Included

http://www.gov.scot/Resource/0043/00438640.jpg


19


20

Children’s rights worksheet

Activity 8 – Recap of Rights

Objective: Pupils will draw lines

between each word and the corresponding

picture.

Time: 20 mins

Materials:

Photocopy enough of the worksheet for all pupils

page 21


1. Give each pupil a copy of the Children’s Rights worksheet below.

2. Read what each letter in CHILDREN‟S RIGHTS stand for and discuss each word (e.g L is for leisure - Children have the right to leisure. Does anyone know what leisure means? It

means free time or rest. What do you like to do in your leisure time? Or, R is for respect – we all must respect the rights of others. For example, we put our rubbish in the rubbish bin

because we respect other children‟s right to a clean environment. Or, R is for responsibility

– Children have the right to go to school and so they have the responsibility to try their best in class) *Pictures are in the same order, from top to bottom, as the word they represent.

3. Point out the corresponding picture for each letter and word and ask pupils to draw a line

from the word to the picture.

4. Pupils can colour pictures and decorate the page.

Source ttp://www.eycb.coe.int/compasito/chapter_4/4_18.asp


21


22

Resources for the Classroom

Child friendly Wall Charts & images http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

http://www.sccyp.org.uk/rights/picture

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-

resources/find-the-rights/

Online learn your rights activities

http://www.uncrcletsgetitright.co.uk/index.php/right

http://www.uncrcletsgetitright.co.uk/index.php/training-materials/uncrc-e-learning-

package

Video

https://www.youtube.com/watch?v=J_0LhcSD_UA

https://www.youtube.com/playlist?list=PL63E6C344D807C536 (Each Article)

https://www.youtube.com/watch?v=5KQGz-toMnk

More teaching resources

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/primary-starter-pack/

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/first-steps-to-rights/

https://www.tes.co.uk/teaching-resource/rights-of-the-child-powerpoint-presentation-3005824

Above image: Hopscotch’s show ‘Rights of the Child’

NOFUSSPHOTOGRAPHY

http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

http://www.sccyp.org.uk/rights/picture

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/find-the-rights/

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/find-the-rights/

http://www.uncrcletsgetitright.co.uk/index.php/right

http://www.uncrcletsgetitright.co.uk/index.php/training-materials/uncrc-e-learning-package

http://www.uncrcletsgetitright.co.uk/index.php/training-materials/uncrc-e-learning-package

https://www.youtube.com/watch?v=J_0LhcSD_UA

https://www.youtube.com/playlist?list=PL63E6C344D807C536

https://www.youtube.com/watch?v=5KQGz-toMnk

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/primary-starter-pack/

http://www.unicef.org.uk/rights-respecting-schools/resources/rrsa-teaching-resources/first-steps-to-rights/

https://www.tes.co.uk/teaching-resource/rights-of-the-child-powerpoint-presentation-3005824


23

‘Rights of the Child’ Glossary

Words, phrases and topics brought up in Hopscotch’s production ‘Rights of the Child’

Convention: Binding agreement between states; used synonymously with treaty and Covenant. A convention is stronger than a declaration because it is legally binding for governments that have ratified it. When, for example, the

UN General Assembly adopts a convention, it creates international norms and standards. Once the UN General Assembly adopts a convention, Member States can then ratify the convention, turning it into international law.

Declaration: Document stating agreed upon principles and standards but which is not legally binding. UN conferences, like the 1993 UN Conference on Human Rights in Vienna and the 1995 World Conference for Women in Beijing, usually

produce two sets of declarations: one written by government representatives and one by nongovernmental organisations (NGOs). The UN General Assembly often issues influential but legally non-binding declarations.

Mr SHANARRI : SHANARRI basic requirements for all children and young people to grow and develop and reach their

full potential. These are being safe, healthy, achieving, nurtured, active, respected, responsible and included.

Mrs GIRFEC: The Getting it right for every child values and principles build from the Children’s Charter and reflect legislation, standards, procedures and professional expertise. Find out more here

Parish: Mr SHANARRI explains that five hundred years ago in Scotland, it was decided that we should have a

school in every parish or large town so that every boy and girl could learn. And now, the United Nations has said that every child has the right to education. And that’s just

one of their rights.

Ratify: sign or give formal consent to (a treaty, contract, or agreement), making it officially valid.

Bureaucracy: Bureaucracy is the structure and set of regulations in place to control activity, usually in large organizations and government.

Cacophony: This big word is used by Miss Eglantyne Jebb and means a oud confusing disagreeable sounds; a loud

harsh or strident noise

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Treaty-23096

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Covenant-16835

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Member-41146

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Ratification-28825

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Nongovernmental-25063

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Nongovernmental-25063

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-United-30959

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/6_glossary.htm#Anchor-Nonbinding-46360

http://www.scotland.gov.uk/Publications/2004/04/19082/34410

http://www.gov.scot/Topics/People/Young-People/gettingitright/background

https://en.wikipedia.org/wiki/Bureaucracy


24

Hopscotch Theatre Company, your leading TiE Company!

Touring across Scotland for over 25 years!

@HopscotchTiE

/hopscotchtheatre

wwww.hopscotchtheatre.com

We hope you enjoyed Hopscotch Theatre Company’s performance of ‘Rights of the

Child’ and that these Teaching Resources helped support your pupils learning back in the classroom. For further information on ‘Rights of the Child’ visit Hopscotch Theatre Company’s website by clicking

here.

Please send your feedback about Hopscotch’s resource pack to: [email protected]

Copyright disclaimer: This Teaching Resource Pack layout has been designed by Hopscotch Theatre Company. Hopscotch Theatre Company owns the copyright to any activities labelled ‘Hopscotch Activity’. All activities in this pack, except those labelled ‘Hopscotch activities’, have been referenced from other sources. Each source is referenced below the activity. Hopscotch Theatre Company isn’t endorsed by any of the referenced sources.

These activities are for classroom use only.

Above Image: Hopscotch’s show ‘Rights of the Child’ NOFUSSPHOTOGRAPHY

http://hopscotchtheatre.com/rights-of-the-child/

mailto:[email protected]

'Rights of the Child' Teaching Resources

Documents

Transcript of 'Rights of the Child' Teaching Resources