Citizenship: Nothing's Wrong With Rights: Learning For Life and Work (MLD)

My Changing World:
Thematic Unit
Citizenship:
Nothing’s Wrong With Rights
Learning for Life and Work (MLD)
Writers’ Group
Nora O Baoil, Fleming Fulton School, Belfast (Editor)

Mura Kennedy, Fleming Fulton School, Belfast (Editor)
Avril Fryer, Rostulla School, Newtownabbey
Ruth McCreadie, Longstone School, Belfast
June Richardson, Cedar Lodge School, Belfast
Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast
Pauline Brady, Rathmore Guidance Centre, Antrim
Colm Hassan, Belmont School, Londonderry
Mary Connolly, Erne School, Enniskillen
Eileen McKeown, Erne School, Enniskillen
Mary McKendry, Castle Tower School (Loughan Campus), Ballymena
Associate Teachers
Denise Maguire, Newtownabbey Educational Guidance Centre
Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Getty Images - Alex Bloch

Unit Title: My Changing World
Sub Theme: Citizenship: Nothing’s Wrong With Rights
Thinking Skills and Personal Capabilities: Working with Others
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical
awareness, cultural understanding
Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity/moral courage,
respect, community spirit
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive
environment, ongoing reflection, enquiry based, challenging and engaging
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
1 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Citizenship Citizenship
Human Rights and Social Human Rights and Social
Responsibility Responsibility
Investigate key human Investigate why different rights
rights principles must be limited or balanced in
our society
Citizenship Citizenship
Equality and Social Justice Democracy and Active
Explore the work of inter- Participation
governmental, governmental Investigate the basic
and non-governmental characteristics of democracy
(NGO) organisations which
aim to promote equality and
social justice
My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Listen actively and

What are my ... distinguish between a want Establish with your learners what is meant by a ‘need’. Distribute one of the five
share opinions
and a need. bingo cards at random to each learner. Introduce the game by discussing together
needs? the rules printed on the sheet. Following these instructions, call the bingo game.
When a learner gets a line, they call out ‘Bingo!’ and justify how each element they Communication -
have marked off is a need. Play on until all the learners have a line and/or you have Communicate
called out all twenty-five items. information, ideas,
opinions, feelings
Resource 1: Needs Bingo and imaginings,
using an expanding
After some further discussion among the class about the difference between a need vocabulary
and a want, challenge the learners to come up with their own definition of a need.
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in orange are Cross Curricular Skills
Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

4
Develop routines
What are my ... understand the relationship In preparation for the ‘needs runaround’ game presented in the PowerPoint, make
of turn-taking,
between a need and a right. cards from the four labels in Resource 2 and display them in the four corners of
rights? the room.
sharing and
co-operating
Resource 2: Four Corners

Communication -
Listen to and take
As a follow-on from Needs Bingo (Resource 1), show the PowerPoint. Use the blank
part in discussions,
space around the image on Slide 1 to write up the words the learners call out in
explanations,
response to the prompt. This should lead the class to agree on aspects of the
role plays and
definition of ‘need’ on Slide 2.
presentations
Slide 6 prompts the learners to play ‘needs runaround’. For this game, have all the
learners go to the centre of the room. As you call out (in random order) the needs
identified on Slide 6, the learners run to the corner of the room which they think
displays that category of need: survival, protection, participation or development.
Slide 7 introduces the concept of how needs became rights in the Universal
Declaration of Human Rights (UDHR) and The United Nations Convention on the
Rights of the Child (UNCRC).
PP: What Is A Need?
Use the second PowerPoint to inform a circle time discussion with the focused
question ‘Can you tell me, in your own words, what this means in real life?’ Bring
up each article of the UDHR one at a time, and have the learners take turns to
interpret what they mean. If they get stuck, allow them to ask each other for help
(‘phone a friend’ or ‘ask the audience’, if appropriate).

What are my ... understand the relationship As a further development, your learners could each select one of the rights from the
between a need and a right. UDHR and create a poster with the article as the title (possible links to Art and
rights? Design). You could then display these posters as an exhibition in the school foyer to
raise awareness about human rights.
PP: Universal Declaration Of Human Rights
Remind the learners that another list of rights was developed specifically with
children in mind. Explain that they are going to discuss these in more detail. Read
through the articles on the relevant PowerPoint for the class and ask some focused
questions, such as:
• These are YOUR rights: what do you think of them?
• Are there any important things missing?
• Are they realistic?
• What might grown-ups say about them?
PP: United Nations Convention On The Rights Of The Child
Allow each learner to use the Resource 3 worksheets to prioritise their own
personal needs and the significance of their rights (as enshrined in the UNCRC) at
this point in their lives.
Resource 3: Your ‘Spiral Of Needs’

6
What are my ... understand the relationship Then have the learners participate in a ‘think, pair and share’ exercise. Divide the
between a need and a right. group into pairs and set them the task of choosing an article from the UNCRC and
rights? considering the following questions:
− Can you think of an example of a child whose needs are not being met?
− What is the possible outcome for a child when this need is not met?
When the pair have had time to discuss these questions, have them report back to
the class.
Note that there are cards with the UNCRC articles printed on them available in the
CCEA citizenship mainstream pack.

Understand how
How do my rights ... investigate the need to Encourage the learners to choose a different article of the UNCRC each and say what
actions and words
balance their rights with the it means to them. Use the following structure (the text in italics is an example):
affect others? responsibility to respect the ‘I have the right to …an education ... and for me this means ... I attend Oaktree School...’
affect others
rights of others.
Communication -
This is a chance for the whole group to get clarification on the broad range of rights
Find, select and use
contained in the UNCRC. Once the learners are confident about the meaning of their
information from a
chosen article, show them Resource 4 as an example and have them complete
range of sources
Resource 5.
Communication -
Resource 4: How Do My Rights Affect Others? (Example)
Develop, express
and present ideas
Resource 5: How Do My Rights Affect Others?
in a variety of
forms for different
audiences and
purposes

8
Take personal
What is social ... investigate the concept of The purpose of Resources 6 and 7 is for the learners to recognise their own
responsibility for
social responsibility. potential to improve the society in which they live.
responsibility? work with others
and evaluate
Discuss together the concept of ‘society’. Highlight its meanings, including:
own contribution
− a group of people who live in a community; and
to the group
− an organisation or club where people interact with each other regularly or take
part in an activity.
Communication -
Use evidence
Ask for examples of what forms part of the learners’ society, such as their street,
from texts to
their village, their school, their youth club, the Scouts, and so on. Discuss the
explain opinions
concept that ‘social responsibility’ is about what we can do for each other to make
our society a better place, about getting together to solve problems for each other,
and about how we can be responsible and consider the needs of others in our daily
lives. Then complete the matching activity in Resource 6 together.
Resource 6: What Is Social Responsibility?

Suggest ways
What can I do? ... identify how they can Read through Resource 7 together as a class before completing it. The learners
of improving
contribute in promoting social should be forming a picture of how the individual, the community and the
their approach
responsibility. Government can work together in partnership to improve both local and
to working
international society.
collaboratively
Give them time to complete Resource 7 individually and then share their answers
Using ICT -
with the group. You could develop the discussion further by asking focused questions
Research, select,
based on the following:
process and
− Do you have any additional suggestions, aside from those on the sheet, about
interpret information
what communities or governments could do to address the problems?
− Can you think of any other problems in your own society where this collaborative
Using ICT -
approach between the individual, the community and the Government has worked
Investigate, make
or could work in the future?
predictions and
solve problems
Resource 7: What Can I Do?
through interaction
with digital tools
Many non-governmental organisations (NGOs) are interested in promoting and
supporting social responsibility. Give the learners an opportunity to conduct some
Using ICT -
basic research, using the internet and the template sheet in Resource 8, to
Access and
investigate the objectives of some of these NGOs and how the individual can
manage data
contribute.
and information
Your learners may initially need some guidance in establishing from a website
what the objective of a particular organisation is. You could model opening any
organisation’s website and looking for a button or section entitled ‘About us’. Many of
the NGO websites also have helpful areas entitled ‘What you can do’. The learners
will be able to transfer these web research skills to all other curricular areas.
Resource 8: NGO Research Sheet

10
What can I do? ... identify how they can You could develop this research further as a ‘jigsaw’ exercise. Have the learners
contribute in promoting social move around from group to group, sharing what they have learned with each other.
responsibility. This will develop their communication skills and give them an introduction to the
work of a wide range of NGOs. Alternatively, the learners could make a group
display of their research sheets and then take time to view each other’s findings.
To consolidate the theme of using our rights responsibly, allow the learners to play
the game in Resource 9 about shopping. Organise them into small groups (four to
six), and provide each group with dice and some counters to play the game.
Resource 9: Are You A Responsible Shopper?

Resources
12
Needs Bingo (1 of 5) Resource 1
You will hear some things called out; some will be needs and some will be wants. If you think a person NEEDS these things to live, circle them on your Bingo
card. When you think you have a line of five (horizontal, vertical or diagonal), shout BINGO and explain why you think each item in the line is a need.
information own computer clean water a home/shelter fast food
Do you have any other

needs that are not
included in this game?
nutritious food new trainers ice cream a bicycle medical care
if you need it
to be able to cinema trip an MP3 player education play area or
communicate
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
In your own words

recreation area try to explain what a
freedom to equal treatment to be kept safe protection from a parent/carer NEED is. A need is
think & believe under the law from abuse or neglect unfair imprisonment
freedom to a television own bedroom holidays lots of pocket
practise your religion overseas money

freedom to protection from clean water a home/shelter medical care

needs that are not
think & believe unfair imprisonment if you need it
nutritious food new trainers ice cream a bicycle freedom to
practise your religion

a television to be able to an MP3 player education play area or
communicate
In your own words

lots of pocket own bedroom to be kept safe fast food information NEED is. A need is
money from abuse or neglect

cinema trip own computer equal treatment holidays a parent/carer
under the law overseas

14
a parent/carer freedom to clean water a home/shelter to be able to

communicate
needs that are not
practise your religion
nutritious food new trainers to be kept safe a bicycle medical care
from abuse or neglect if you need it

a television fast food an MP3 player education play area or
In your own words

freedom to own bedroom ice cream protection from information NEED is. A need is
think & believe unfair imprisonment

cinema trip own computer fast food holidays equal treatment
overseas under the law

a parent/carer own computer clean water a home/shelter fast food

needs that are not
nutritious food new trainers ice cream a bicycle lots of pocket
money
to be able to a television an MP3 player cinema trip play area or
communicate
In your own words

freedom to own bedroom holidays protection from information NEED is. A need is
think & believe overseas unfair imprisonment

to be kept safe from freedom to equal treatment education medical care
abuse or neglect practise your religion under the law if you need it

16
a bicycle own computer clean water a home/shelter fast food

needs that are not
nutritious food new trainers medical care a parent/carer an MP3 player
if you need it
a television lots of pocket money to be able to education play area or
In your own words

communicate recreation area try to explain what a
freedom to freedom to practise to be kept safe from protection from information NEED is. A need is
think & believe your religion abuse or neglect unfair imprisonment

cinema trip own bedroom equal treatment holidays ice cream
under the law overseas

Four Corners (1 of 4) Resource 2
Survival
to stay alive

18
Development
to grow and learn

Protection
to be safe from harm

20
Participation
to be involved in
things around me
Your ‘Spiral Of Needs’ (1 of 2) Resource 3
Our needs change as we go through life depending on our age and our circumstances. We are going to take a
snapshot today of our needs and their order of importance.
In the centre of the spiral, draw a little cartoon picture of yourself. Beginning in the space closest to the picture
of yourself, place the need that is most urgent for you today. In the next space place the need which is next most
important to you. Continue in this way until you have placed all the needs on the spiral.
You can write in the needs yourself by copying them from the table below, or you can cut and paste them onto
the spiral.
to be able to practise my to have my own name and to be able to attend

own religion national identity peaceful meetings
to be able to voice my to be treated fairly
to be kept safe from harm
own opinions and equally
to be listened to to have privacy to have medical care
to have contact with to have food, water

to have shelter
my parent or carer and clothes
to be able to play and to be able to make and
to rest
enjoy leisure meet friends
to have free education, to be able to get
to play
special education information

22
Your ‘Spiral Of Needs’ (2 of 2) Resource 3
Name

How Do My Rights Affect Others? (Example) Resource 4
Mary Jane
I, (name) .................................................., have the
following right, and it affects other people.
Some people are responsible for making sure I have my

rights met. In this case the people responsible are
my parents and my teachers.
.............................................................................................
To protect my rights, these people have to ........................ make sure I

attend school and make sure I am being taught in a way
.............................................................................................
that helps me to learn.
.........................................................................................
My rights can affect others and other people’s rights can
affect me. The articles of the UNCRC are not just for me:
they are for EVERYBODY.
As well as having my rights protected, I need to be a
responsible person. This means I have to think carefully
about the rights of others, and make sure I am not stopping
other people getting their rights by what I say or do.
If another person has the above right, it would be

behave in such a way that they can
responsible of me to ...........................................................
go to school and attend class without being interfered
.............................................................................................
with or upset.
.............................................................................................
24
How Do My Rights Affect Others? Resource 5
Choose one of the rights from the UNCRC (see PowerPoint) and write about it below.
See the example in Resource 4 for ideas.
I, (name) .................................................., have the following

right, and it affects other people.
Some people are responsible for making sure I have my rights

met. In this case the people responsible are
...................................................................................................
To protect my rights, these people have to ..............................

...................................................................................................
.................................................................................
My rights can affect others and other people’s rights can

affect me. The articles of the UNCRC are not just for me: they
are for EVERYBODY.
As well as having my rights protected, I need to be a

responsible person. This means I have to think carefully about
the rights of others, and make sure I am not stopping other
people getting their rights by what I say or do.
If another person has the above right, it would be responsible

of me to .....................................................................................
...................................................................................................
...................................................................................................

What Is Social Responsibility? Resource 6
Social responsibility is about doing whatever we can to make our world a better place. It is about behaving
in our daily lives in a way which shows consideration for the needs and rights of others. It is also about
taking action with the people who live around us to solve our shared problems.
Sometimes we can take action ourselves.
Sometimes we can act as a society (our local community).
Sometimes the Government can take the action.
Look at the problem below and draw a line to match each solution with the people responsible for taking
the action.
Problem: The street in your town is full of litter and looks untidy.
Solution 1: I could make sure that I ALWAYS put my rubbish in a bin

and encourage my friends to do the same.
Solution 2: We could form a voluntary group to make sure that all

the shops in our town which sell sweets and takeaway foods have
a bin outside them.
Solution 3: We could make a law which tells people that if they throw
litter they will be fined £50.

26
What Can I Do? Resource 7
Read through the worksheet and complete the empty spaces. Compare your answers with a partner, then give feedback to the class.
Problem for society Action by ... Possible Solutions

My community could ...
make sure that vending machines in schools only stock healthy options.
More and more children in our
society are becoming obese The Government could ...
(dangerously overweight). make it law that all foods have to be labelled in a way that lets the shoppers know
This will affect their health exactly what the ingredients are and whether the food is healthy.
and well-being. I could ...

Many children in our world make sure we support shops that stock Fair Trade goods which pay the workers a
live in poverty and die of fair wage.
starvation. This is because The Government could ...

workers in the developing make sure that it does not have unfair laws which stop workers in other countries
world are paid very little for getting a fair price for their goods.
the food they grow and the I could ...
clothes they make.
make sure there are plenty of fun, healthy activities for young people to become
Many of the people in our involved in.
hospitals are sick because
The Government could ...
they have damaged their make laws to protect children from being sold cigarettes and alcohol, or make
health by drinking too much laws which protect children from harm caused by smoking and alcohol.
alcohol or smoking. Some of I could ...
these people are children.

NGO Research Sheet Resource 8
Non-Governmental Organisations (NGOs) often try to promote social responsibility. Choose one from the following list of
organisations, and do some research on the internet.
Save the Children www.savethechildren.org.uk Fairtrade Foundation www.fairtrade.org.uk

Oxfam www.oxfam.org.uk Tools for Self Reliance www.tfsr.org
Greenpeace www.greenpeace.org.uk Amnesty International www.amnesty.org
Soil Association www.soilassociation.org Disability Action www.disabilityaction.org
Cookstown Textile Recyclers www.c-t-r.co.uk/cashforclobber.php Age Concern www.ageconcernni.org
Write in the box below the name of the Draw (or copy and paste) the logo of the
organisation you have researched. organisation from the website.
Write in the box below how this organisation is trying to Write at least one action you could take (other than giving money) to
make the world a better place. support the work of this organisation and help society.

28
Are You A Responsible Shopper? Resource 9
Rules: Each group needs a die and counters. Take turns to throw the dice and follow the plus or minus instructions.
1 2 3 4 5 6
You remember to You drive to the shop You buy one bar of
Start bring your bag for when you could have Fair Trade chocolate
life into the shop, so walked. instead of two
you don’t need to use cheaper bars.
plastic bags.
+1 -3 +4
7
13 12 11 10 9 8
You say ‘yes’ when When you bring You go to the local You remind your dad
your younger sister your shopping home farmers’ market to not to park in the
asks you to buy her you recycle all the buy local produce disabled parking bay
cigarettes. packaging. that is in season as he is not disabled.
rather than flown in.
-5 +6 +1 +2
14
15 16 17 18 19 20
You buy free range
You check the You eat some items You pestered your
ingredients on your from a shop and don’t meat when you can mum to buy you an You
afford to, because
food labels to make
sure you are eating a
pay for them.
these animals are
expensive item which
you don’t look after.
have
balanced diet. well cared for. won!!
-5 +2
+3 -10

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My Changing World:

Nora O Baoil, Fleming Fulton School, Belfast (Editor)

A CCEA Publication ©2009

Cover Photograph: Getty Images - Alex Bloch

Thinking Skills and Personal Capabilities: Working with Others

Curriculum Objective: To develop the young person as a contributor to society

1 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Statements of Minimum Requirement

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Listen actively and

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in orange are Cross Curricular Skills

3 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Resource 2: Four Corners

PP: What Is A Need?

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

PP: Universal Declaration Of Human Rights

PP: United Nations Convention On The Rights Of The Child

Resource 3: Your ‘Spiral Of Needs’

5 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

7 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Resource 6: What Is Social Responsibility?

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Resource 8: NGO Research Sheet

9 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Resource 9: Are You A Responsible Shopper?

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Needs Bingo (1 of 5) Resource 1

information own computer clean water a home/shelter fast food

Do you have any other

In your own words

practise your religion overseas money

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

freedom to protection from clean water a home/shelter medical care

Do you have any other

practise your religion

In your own words

money from abuse or neglect

under the law overseas

13 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Needs Bingo (3 of 5) Resource 1

a parent/carer freedom to clean water a home/shelter to be able to

from abuse or neglect if you need it

In your own words

think & believe unfair imprisonment

overseas under the law

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

a parent/carer own computer clean water a home/shelter fast food

Do you have any other

In your own words

think & believe overseas unfair imprisonment

15 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

Needs Bingo (5 of 5) Resource 1

a bicycle own computer clean water a home/shelter fast food

Do you have any other

In your own words

think & believe your religion abuse or neglect unfair imprisonment

under the law overseas

My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights

17 My Changing World Thematic Unit Citizenship: Nothing’s Wrong With Rights