Growing Up in Northern Ireland

What is it like growing up in Northern Ireland?

Learning Intentions
Pupils are learning…

Possible Learning, Teaching and Assessment Activities

…to develop an awareness of the changing society in which they live

Pupils reflect on what it is like growing up in Northern Ireland. Pupils communicate their feelings or ideas in a creative way using the Arts Spiral* activity. Allow time for pupils to reflect on their own and others’ work.

…to classify, compare and make connections with information.
Managing Information

Pupils could organise the ideas generated in the activity into different categories, for example:

• What’s good about living in Northern Ireland ?
• What’s getting better?
• What’s getting worse?
• What’s staying the same?

…to recognise that children can play a part in building a Northern Ireland for the future.

Display the statement: ‘Children’s rights are central to the rebirth of societies emerging from conflict’. Pupils write their initial thoughts on Post-Its and stick them around the quotation.

…to explore the United Nations Convention on the Rights of the Child (UNCRC) and develop an understanding of some of the rights in the UNCRC.

…to select and prioritise information.
Managing Information

…to make judgements and be able to back them up with an argument.
Thinking, Problem Solving and Decision Making

Divide the class into groups and provide each group with a set of cards/paper strips based on the United Nations Convention on the Rights of the Child (UNCRC).

Ask each group to build a three or four-storey house with the cards. Each group, through discussion, selects and agrees on four or five ‘Rights’ cards which represent the building bricks for each storey – the foundation level being the most important.

Each group presents their ‘Rights House’ to the class and explains how they arrived at their decisions of the positioning of the rights/bricks.

…to review their learning and identify aspects that could be improved.
Self Management

Pupils debrief on the activity. Prompt questions could include:

• Did they like the activity?
• Did they find it difficult?
• Was the task too easy or boring?
• Did the activity increase their understanding of children’s rights?
• Did they like the idea of using the house analogy or would they have used something different? If so, what and why?

Refer back to the quotation on children’s rights. Allow pupils time to read their initial comments and reflect on the activity they have just completed. Do they think the Human Rights expert is correct in saying that children’s rights are the foundation for rebuilding societies like Northern Ireland ?

Why is it important for young people to participate in society today?

 …to generate ideas and suggestions.
…to use their imagination and be open to ideas.
Being Creative

Carousel Activity*

Pupils think about what society would look like if young people in Northern Ireland were given the opportunity to be in charge.

On flipchart sheets write the following headings:

• Education : What would our schools be like?
• Criminal justice system : Would they have a police service, courts?
• Leisure facilities : What type of leisure facilities would they have?
• Political parties : Would they allow young people to vote for each other?
• Health service : Would they open more hospitals? Would they have more specific help for children?

Pupils’ suggestions on other areas that they would like to discuss should be added to the list.

 …to contribute to group discussion and appreciate the different views/ideas of others.
Working with Others

…to present ideas clearly to suit audience and purpose.

Divide the class into groups and give each group a flipchart page. Ask them to brainstorm ideas and record them on the page. They should then move around each table and add their ideas/suggestions to the list.

When each group has returned to their original position, allow some time for the group to read and discuss the comments which have been added to their list.

Ask each group to give a summary report to the rest of the class. They choose how they would like to present this, for example, a young person’s charter, poster, PowerPoint, speech etc.

Each group listens to and debriefs on the presentations of the other groups. Two Stars and a Wish* could be used as a means of assessing each group’s summary report.
Opportunity to assess Communication

…to think openly about an idea or issue.

…to recognise good, bad and interesting features of a particular issue/idea.
Thinking, Problem Solving and Decision Making

…to appreciate the value of young people and society.

Pupils choose three or four of the main points (maybe some of the more controversial points) made from all of the presentations.

Pupils carry out a PMI* to help generate and sort their ideas. Give pupils time to share and build on each other’s ideas and record them.

Discuss with pupils:

• What positive contributions could they see young people making to Northern Ireland if they had the opportunity?
• Do young people need adults making decisions on their behalf?
• Is there any time when you think decisions should be left up to adults?

How do I participate in school?

…to appreciate that young people have a right to participate in society.

…to select and evaluate information.
Managing Information

Remind pupils of the ‘Rights House’ that they designed. Pupils now explore participation rights from the UNCRC in greater detail. Place pupils in groups and give out the rights cards they used earlier.

Examine the rights cards and identify articles/rights from the UNCRC that are linked to participation.

Each group feeds back and makes suggestions as to why they think the participation of young people is important in a democracy.

Useful resource:
‘Picturing Participation’, Activity 8.1, CCEA Local and Global Citizenship resource file.

…to develop an awareness of the range of ways in which they can participate in school.

…to recognise and list the ways in which they participate in school life.

Provide pupils with five Post–It notes. Ask them to write on each note, one example of a way in which they participate in school. Encourage pupils to think about as wide a range of ways as possible, for example, from reading in assembly or contributing to class discussion to electing members of the school council.

In pairs, pupils play ‘Participation Snap’ with their Post-Its. The winner is the pupil left with the most notes that cannot be ‘snapped’.

Select the best five examples from each game to use to play again with a different pair. Each group could select the best five from their games and stick these on the board. Alternatively, pupils could carry out a class participation audit.

 …to contribute to class discussion.
…to share views and listen to the opinions of others.
Self-Management

Discuss and debrief young people’s participation in school life. Some discussion points could include:

• Could they do more to participate in school life?
• Why is it that some young people do not bother getting involved?
• What is stopping them getting involved?
• Is it OK not to be involved?
• Did you participate more when you were younger?

How could I participate more in school?

…to recognise the various ways in which decisions are made in their school.

…to weigh up situations and make a decision/judgement.
Thinking, Problem Solving and Decision Making

Pupils carry out an activity to help them focus on how they could become more actively involved and share in the decision-making process in their school.

Useful Resource

‘Have Your Say!’, Activity 8.3, CCEA Local and Global Citizenship resource file.

What skills do I need to help me participate more actively in society?

…to identify various ways in which people can participate in society.

Pupils generate a list of at least ten examples of the different methods of participating in society. For example:

• Voting;
• Text voting;
• E –discussion forums;
• Joining a pressure group;
• Signing a petition;
• Protesting against an issue;
• Writing a letter etc.

…to develop an awareness of the skills necessary for participation.

…to make informed decisions and justify their position.
Thinking, Problem Solving and Decision Making

At opposite ends of the classroom place two labels: ‘Now’ and ‘Future’. Display in prominent places around the classroom a ‘Skills of Participation’ checklist for pupil reference. When a method of participation is called out, they must place themselves along the Now – Future spectrum depending on whether they have the skill now or if not, how long they think it will take to develop.

Stop at various stages during the activity to ask pupils to justify their position along the spectrum.

…to develop greater self-awareness of their skills and capabilities.
Self-Management

• What did the exercise reveal in relation to young people’s ability to participate?
• Allow pupils time to discuss what they feel they can do now and what they could do, as they grow older. Why? Is it because they need further skills development – or is it something they have no control over, for example, not being able to vote until the age of 18?

Provide pupils with an individual copy of the ‘Skills of Participation’ checklist. Ask pupils to match the skills required for each type of participation.

Ask pupils to carry out their own ‘skills inventory’ using the skills checklist for reference.

How have some children made a difference to their society?

…to research appropriate examples of young people making a difference in their society.

 …to access and select appropriate information. Managing Information

…to present findings to raise awareness.

Research activity

In groups, pupils research and present examples of young people who made or are making a valuable contribution to their societies through active participation. Encourage pupils to research a range of examples (both local and global).

Pupils could showcase their work in a prominent place in the school and present their findings in an assembly or to a local feeder primary school in order to raise awareness of children’s participation.
Opportunity to assess Communication

Useful Resources

Local examples:

• Fermanagh Shadow Youth Council www.fsyc.net
• The Northern Ireland Human Rights Commission -Bill of Rights in School Project www.nihrc.org
• WIMPS (Where is My Public Servant) www.wimps.org.uk
• Northern Ireland Youth Forum www.NIYF.ORG
• Southern Area Children and Young People’s Committee www.southernareacsp.n-i.nhs.uk
• Enabling Young Voices www.enablingyoungvoices.org

Global examples:

• UNICEF www.unicef.org.uk
• Save the Children www.savethechildren.org.uk
• BBC Newsround news.bbc.co.uk/cbbc/

What can I do? How can I make a difference for other children growing up in Northern Ireland?

…to apply learning and develop an awareness of opportunities for active participation in their society.  

…to demonstrate effective project planning skills.
Managing information

... to recognise the benefits of the action project to themselves/class/school/wider community.

Citizenship Action Project Opportunity

Pupils carry out an action project on an issue/concern that is facing young people today in Northern Ireland .

Various activities could be used to reach consensus on an issue and promote active participation within the classroom, for example, dot-voting, papers and advocates activity, bidding for ideas etc.

How can we carry out a Citizenship action project? Record all ideas and suggestions offered.

Pupils make sense of their suggestions by sequencing/prioritising the activities which will form the basis of their Action Plan for their project.

Steps to Action could be:
Step 1 : Find and decide on an issue;
Step 2 : Form groups with areas of responsibility;
Step 3 : Plan group tasks;
Step 4 : Do the action;
Step 5 : Report the action;
Step 6: Evaluate the action;
Step 7: Review the learning.

Pupils then carry out the action project following the steps they have created.

Useful Website:

Northern Ireland Commissioner for Children and Young People www.niccy.org.

This site provides information on issues and concerns that young people face in Northern Ireland.

What have I learned and how?

…to reflect on what they have learned and how.

…to identify aspects of learning that might be improved.
Self-Management

Pupils reflect on their learning throughout the unit and the activities which they have been involved in.

Pupils record their thoughts in their citizenship portfolio or learning journals. The following prompts could help pupils to focus:

• What I now can do … (skills)
• What I now know …(knowledge/awareness)
• What I now think … (attitudes/values)
• What I would like to find out more about…
• What activity I liked best …..and why…
• What I enjoyed least …and why…
• What I would do differently next time …

Development of Learning Outcomes

• Research and manage information to investigate citizenship issues, using Mathematics and ICT where appropriate.
• Show deeper understanding by thinking critically and flexibly, exploring problems and making informed decisions; using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance.
• Communicate effectively in visual, oral, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

Links with Key Elements

Links with Learning for Life and Work

Citizenship

Personal Understanding

Media Awareness

Employability

Personal Development
Key Concept - Self-awareness
Develop skills and strategies to improve their own learning