Eng teachers guide 2017 18 eng

TEACHER’S GUIDE S ’ D L R O Th e W s ’ N E R D L CHI PR IZ EP ro g r a m !

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INTRODUCTION

Education for a bet ter world Every year, the World’s Children’s Prize Program (WCP) educates and empowers children to become changemakers for a better world.

It is the world’s biggest annual educational initiative for children, championing the equal worth of every individual, the rights of the child, democracy and sustainable development. Since its launch in 2000, 40.6 million children have taken part.

Experience program

Local and g lobal

The WCP Program is based on the experiences that children gain through the stories in The Globe magazine and in digital WCP media.

They get to know the Child Rights Heroes and children from around the world through their life stories.

This generates empathy, engagement and identification, and a sense of global unity.

The Convention on the Rights of the Child applies to all children everywhere. Therefore the WCP Program begins by having students examine and discuss their own everyday lives before going on to look at how children are treated around the world. Once everyone has gained sufficient knowledge about rights and democracy, and about the work of the three Child Rights Heroes, the students organise their own Vote Day in school and vote in the Global Vote. Throughout the world children are also educated as WCP Child Rights Ambassadors, so that they in turn can empower and educate their classmates about the rights of the child, especially the equal rights of girls, and democracy.

Through WCP, students can make their voices heard and have an influence on life in their local communities, in their country and in the world, now and in the future. Together with millions of other young people, most of them vulnerable children in poor countries, they can get involved in building a more compassionate world where everyone is treated equally, where children’s rights are respected and where humans and the environment are healthy.

Tips and advice This Teacher’s Guide describes the steps of the World’s Children’s Prize Program (WCP) and guides you through practical, engaging classroom exercises and activities. As a teacher you play an essential role in supporting and guiding your students’ work and contributing to increasing their knowledge about and commitment to: ✲ The equal worth of every individual ✲ The UN’s Convention on the Rights of the Child ✲ The UN’s Universal Declaration of Human Rights ✲ How democracy functions and must constantly be defended ✲ How we can all fight against injustice, poverty, racism and oppression ✲ The UN’s Global Sustainable Development Goals and Agenda 2030

WHAT IS THE WORLD’S CHILDREN’S PRIZE? The non-profit World’s Children’s Prize Foundation (WCPF), based in Sweden, is independent of all political and religious affiliation. Its work is carried out with support

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No lit ter generation This year, the WCP Program is incorporating a new initiative to further strengthen scope for working on the UN’s Global Sustainable Development Goals through WCP. Children are committing to being a No Litter Generation, and on 16 May 2018, or any day of that week, we will be celebrating the newly-instigated No Litter Day. Children throughout the world will show that they belong to the No Litter Generation by collecting litter and spreading information in their local communities about the right of all children to a clean and healthy environment. Read more on pages 20-23.

The World’s Children’s Prize Program runs from 15 November 2017 to 16 May 2018.

Report the results of your Global Vote at the latest by midnight on 16 April 2018.

from bodies including the Swedish Postcode Lottery, Sida, the Swedish International Develop­ment Cooperation Agency and HRM Queen Silvia’s Care About the Chil­dren Foundation. In addition, more than 750 organisations as well as 70,000 schools in 116 countries have got behind the WCP as Global Friend Schools, since the year 2000.

WCP PROGRAM IN THE CL ASSROOM

WCP PrOgram in the classroom

L ang uages & Art The program gives lots of opportunities for reading, writing, speaking and listening and developing critical thinking. Learners can create essays and plays, fictional stories, presentations and posters, building on the stories in The Globe and online.'

Social sciences

Every year teachers around the world use the WCP Program in their teaching plan, in many different subjects from maths to social sciences to music and art. They use practical, engaging activities that lets the students gain knowledge and skills and develop awareness and values.

Learn through experiences The stories about children and Child Rights Heroes in The Globe magazine and online are the key to your students’ enthusiasm and willingness to learn and grow. It’s important to give the students time and space to read and absorb the stories. They let your students imagine and identify with other children’s lives. You can also read aloud in class and let your students discuss and reflect on

the stories. Teachers say that even children who don’t usually manage to read long texts often become engrossed in the stories in The Globe.

AGE LIMIT The WCP Program is open to children from the age of 10 until the year they turn 18 (the UNCRC says that you are a child until you turn 18). There are several reasons for the lower age limit.

To vote in the Global Vote, students must learn all about the candidates’ work. The children they fight for have often suffered terrible violations of their rights. Younger children may find their stories frightening.

Even older children can find them upsetting. That’s why it is important that they have support from adults throughout the program. As the teacher, you decide what is suitable for your students to read, and what support they need. Read together and give your students space to reflect and ask questions. Also inform the parents about the WCP Program.

WCP iN many subjects The WCP Program is often used for interdisciplinary projects, but it is also possible to use the program in individual subjects. Using real-life contexts from The Globe’s stories make the lessons feel more meaningful.

Explore the geography, nature, history, culture and society of the Child Rights Heroes’ countries. Also look at positive and interesting aspects of the areas and cultures you are studying, so that learners gain a balanced and respectful view of each country and its people.

Mathematics Use the actual stories behind the figures to capture your student’s attention when working on measurements, percentages, probability exercises, estimates, tables and diagrams. This helps learners to understand the role mathematics plays in the real world.

SCIENCE Explore how science impacts both positively and negatively on some of the world’s most pressing challenges, for example access to food and clean water, climate change, energy, health and health.

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THE WCP PROGRAM IN 7 STEPS

S te p 1

S te p 3 S te p 2

S te p 4

The WCP Program in 7 steps

S te p 5

S te p 6

S te p 7

where the students reveal the voting results and demand changes to the rights of the child, locally and globally. | p. 106 of The Globe

S TEP 3: Get to know the Child Rights HEROES Learn about the three Child Rights Heroes who are nominated for the WCP, and the children they fight for, through their life stories. | p. 46–105 of The Globe.

S TEP 6: CELEBRATE S TEP 1: The Rights of the Child in your cou ntry Your students gain knowledge about their rights and about how democracy works. They explore and discuss the respect for children’s rights in their own communities and countries. | p. 10–11, 14–16 of The Globe and the fact sheet on your country.

S TEP 2: The Rights of the Child in the world Study facts and statistics on the situation for the world’s children, and let your students experience other children’s life stories, for example, the WCP Jury Children and WCP Child Rights Ambassadors, in The Globe and online. | p. 6-9, 12–13, 17–45 of The Globe

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S TEP 4: The G lobal Vote

The WCP Program ends with a big awards ceremony at Gripsholm Castle in Mariefred, Sweden. All candidates are honoured as Child Rights Heroes and receive prize money to be used in their work for children. Many schools also organise their own festive ceremony at a later date. | p. 108 of The Globe

Support your students in organising their own democratic election, creating everything from posters and ballot boxes to appointing vote counters and election officials. On your school’s Global Vote Day, the children vote for their Child Rights Heroes! Report the number of votes for each candidate to the WCP, in the online ballot box at worldschildrensprize.org or direct to the WCP office. | p. 17–45 of The Globe.

S TEP 5: The big annou ncement!

S TEP 7: NO LIT TER DAY

Once millions of children’s votes have been counted, it is announced which of the Child Rights Heroes has received the most votes and is named recipient of The World’s Children’s Prize for the Rights of the Child, and which two will receive World’s Children’s Prize Honorary Awards.

You can hold a school assembly and announce the results or set up a World’s Children’s Press Conference,

On 16 May, children throughout the world will be celebrating No Litter Day. The children in your school can show that they are part of the No Litter Generation by collecting litter in the community, in the school grounds and on the streets. They can also talk with others about the right to a clean and healthy environment for them and all other children in the world. | p. 109–116 of The Globe.

THE WCP PROGRAM IN 7 STEPS

STEP 1: The Rights of the Child & Democracy in your country It is important to know one’s own rights in order to be able and willing to respect the human dignity and rights of others. The aim of this step is for students to learn about democracy and the UN Convention for the Rights of the Child (UNCRC) and how it is connected to their everyday lives, their communities and countries.

Explore everyday life Let the students explore and discuss how children are treated in your local community and in your country. Are some children treated worse than others? Perhaps some are discrimina­ ted against because of a disability, because they belong to a particular ethnic group or simply because they are girls? Are children bullied in your school, or mistreated at home? Use the basic principles of the UNCRC as your starting point: ✲ All

children are equal and have the same rights. ✲ Every child has the right to have his or her basic needs fulfilled. ✲ Every child has the right to protection from abuse and exploitation. ✲ Every child has the right to express his or her opinion and to be respected.

Let the students work in pairs or small groups. Discuss their own lives in terms or their rights: ✲ To

safety and a good home.

✲ To get to be themselves. ✲ To

express themselves. play and rest. ✲ To education. ✲ To good health. ✲ To equal opportunities. ✲ To

Have the groups present their findings in class. If they think that their rights are being violated, ask them to suggest possible solutions.

... c ould generate interest in the rights of the child, for example, by organising public debates and contacting local media.

Rights & responsibilities With rights come responsibilities.

Some of those are: ✲ To

listen to and respect other people’s points of view. ✲ To stand up for our rights and the rights of others. ✲ To think about our actions and that they can have consequences for others. ✲ To care about people who need more support and care than ourselves.

Can the students think of other responsibilities that they might have?

What happens if people don’t take responsibility? Let them work in pairs or small groups.

S tu dy the basics of democracy Let your students study the history of democracy, and discuss how it works in practice in their everyday lives and in your country. Can they make their voices heard?

Imagine if your s tu dents... ... c ould book a meeting with local leaders and ask whether they always put children first when they make decisions that concern them, as the UNCRC says they should.

RESOURCES ✲ Information

on the UNCRC on p. 10–11 of The Globe and online ✲ Find the whole text of the UNCRC as well as child rights facts for your country and other parts of the world on worldschildrensprize.org/ childright

Initial ques tions When getting children to think about the rights of the child in their own lives and their country it can be useful to start with some of the questions below, for them to consider individually and discuss with others.

• What is the best thing about being a child?

• What is the worst thing about being a child?

• What are you most afraid of?

• What would you like to change about your life right now?

• What is the best thing about being a child in your community?

• What is the worst thing about being a child in your community?

• Do you think it is particularly difficult for some groups of children?

If so, how? Why do you think that is?

• What do you think is the most important thing to change for children in your country?

• Do you think that you have enough say about your life? Do you get to be involved in decisions that affect you?

• Do adults listen to you enough, for example, teachers, politicians and/ or parents?

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THE WCP PROGRAM IN 7 STEPS

Step 2: The Rights of the Child & democracy in the world

Once learners understand the role that child rights and democratic values play in their own lives, they can look further afield. Through facts about the situation for the world’s children, and the life stories of children around the world, your students explore and discuss global child rights issues.

The aim of this step is for learners to understand the importance of the UNCRC from a global perspective.

They explore differences and similarities between different groups, countries and cultures and develop their sensitivity to the needs and rights of others.

Learn through other children Let your students learn through expe­ riencing other children’s situations, for example of brave Child Rights Ambassadors and of The World’s Children’s Prize Jury Children. The WCP Child Jury consists of children from around 15 countries. They represent other children and child rights issues around the world through their own life experiences. Let your students

work in pairs or individually and link the Jury children’s stories to different articles in the UN Convention on the Right of the Child. The jury includes children from disadvantaged groups, like children who have been forced to become soldiers or sex slaves, who have been affected by environmental destruction and refugee children.

The U N G lobal G OALS Study the United Nations Global Goals – a 17-point plan to end poverty, combat climate change and fight injustice and inequality. How are they connected to the juror’s lives and the lives of WCP Ambassadors? How can your students take small actions in their everyday lives that will also contribute to the world reaching the goals?

‘ The WCP Program offers a unique safe space for the child to speak up, encouraged by the knowledge that she is within her legal rights to object to abuse, and protected by the knowledge that other child­ ren across the globe are stan­ding up for themselves.’

WCP FO C A L P O INT, SO UTH A FRIC A

‘I am so glad that there is something called Children’s Rights. Before I didn’t know this.’

It is the WCP Child Jury’s task to select three prize candidates every year, out of all those who have been nominated for the WCP.

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Y VONNE , 12 , ZIMBABWE

RESOURCES ✲ Facts

& figures on the world’s children on p. 12–13 of The Globe. ✲ The jury children’s stories on: worldschildrensprize.org and p. 6–9 of The Globe. ✲ Children’s stories from around the world on: worldschildrensprize.org and in WCP social media [see p. 19]. ✲ The UN Global Goals on worldschildrensprize.org/ globalgoals

Focus on girls’ rights Throughout the world children are educated as WCP Child Rights Ambassadors, so that they in turn can empower and educate their classmates about children’s rights, especially the equal rights of girls, and democracy. Let your students meet WCP Child Rights Ambassador (and jury member) Kim from Zimbabwe on page 9 of The Globe, and on pages 18–45 the Child Rights Ambassadors from Burma, Cameroon, Mozambique and South Africa.

You can also read about Myra in DR Congo, who, after having become a WCP Child Rights Ambassador in 2013, gained so much from her experience of educating about children’s rights in schools that she has now become an administrator for the WCP Program at one of the WCP partner organisations in DR Congo.

THE WCP PROGRAM IN 7 STEPS

STEP 3: Meet the Child Rights Heroes

gabriel montoya

Students meet the three nominated Child Rights Heroes, and the children they fight for. Learning about the nominees and their organisations, and about the children who’s lives have been changed through rights based work, engages and inspires your students.

The aim of this step is for the students to develop an understanding of global issues and how one can bring about change. They discover that things can get better and that people can make a difference.

Explore which of the United Nations’ 17 Global Sustainable Development Goals can be linked to the nominated Child Rights Heroes. Are some issues perhaps connected to several of the goals? In what way? What action are the Child Rights Heroes taking to help the world achieve these goals? What can the students themselves do?

On pages 11–17 you will find exercises to use when discussing the Child Rights Heroes.

valeriu nicol ae

Explore the issues The Child Rights Heroes deal with many important issues, including: ✲ Children

who grow up in war

✲ Children

forced or tricked into becoming soldiers

‘They are great people of the world who have fought for the truth... brave enough to fight for the rights of children. It encourages others to stand for what they believe in.’

ENANGA , 16, C A MEROON

✲ Children

who are homeless or growing up in an orphanage

✲ Girls exploited in the child sex trade ✲ Children

from minority groups/ marginalised groups

Let your students explore and discuss these issues through the stories in The Globe and online, and try to identify causes, effects and solutions for different issues.

RESOURCES ✲ Stories

about the nominees and the children they fight for on: worldschildrensprize.org and on p. 46–105 in The Globe ✲ Film clips about the nominees on: youtube.com/ worldschildrensprize

rachel lloyd ‘It makes me incredibly happy to read about people who are fighting for children’s rights and believe in what they are doing’ LINA 13, SWEDEN

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THE WCP PROGRAM IN 7 STEPS

STEP 4: THE Global Vote Step 4 of the WCP Program is a Global Vote. In each school, students organise their own election days – creating posters, ballot boxes and appointing election officials. By taking part, and organising their own Global Vote Days, they learn how democracy works in practice.

The aim of this step is for students to learn about democratic principles and values through an experience.

The Global Vote also creates a sense of global unity with other children around the world who take part in the WCP Program and the Global Vote.

Ballot papers Photocopy the ballot papers on the back of the teachers’ guide and cut them out, or make your own. An advantage of using the pre-printed ballot papers is that schools around the world use them. This strengthens the feeling of sharing in the Global Vote with a worldwide community of young people.

Remember!

Students should only vote once they know all the facts on the candidates they are choosing between. And nobody should be able to influence your students’ votes – neither friends nor anyone else.

Prepare for election day Just like national elections, your school’s Global Vote Day requires careful preparation. The preparations help the students to understand how democratic elections work.

Voting regis ter The voting register should include all children at the school who have a right to vote. On voting day, every student’s name should be ticked off as they cast their vote. The students are allowed to vote until the year they turn 18.

Appoint key people! ✲

Voting booth A voting booth is necessary to make sure voting is secret. They can look very different. In Pakistan, the desert schools make a voting booth by putting two beds up on their ends and hanging fabric over them. In the Brazilian rainforest, students make a bamboo frame and cover it with leaves. You can also contact your local electoral authority and borrow voting booths from them.

Resources ✲ Be inspired by other children organising their Global Votes on p. 17–45 in The Globe, on: worldschildrensprize.org and in social media. ✲ Watch children voting all over the world on: youtube.com/ worldschildrensprize ✲ Download ballot papers at: worldschildrensprize.org/ ballots

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Prevent cheating Prepare ink or paint that the presiding officers can use to mark the students’ fingers or nails once they have cast their votes. Examples of inks that are hard to wash off include juice from cactus fruit, ink from an inkpad, or marker pen.

Ballot boxES Have the students make ballot boxes from cardboard boxes, tin cans, jars, woven palm leaves or anything that could hold ballot papers. The ballot boxes can be covered and decorated with, for example, the WCP ‘rainbow children’ symbol, pictures from The Globe, colourful drawings or fabric.

Presiding Officers. Tick off voters

on the voting register and give out ballot papers. ✲ Election Supervisors. Oversee the voting and vote count, and check that all who have voted get a paint or ink mark. ✲ Vote Counters. Count the votes and send in the result.

What if... ... the students invite their families and local politicians to experience their Global Vote Day. It’s educational, fun and exciting for adults to join in and experience the children’s voting day. ... the students invite the local media to their Global Vote Day (with plenty of advance warning). This gives the chil­dren a chance to make their voi­ces heard on rights and democracy. (Only the children should talk to the journa­lists, but they may need some support from their teachers.)

THE WCP PROGRAM IN 7 STEPS

G l obal Vo t e d a Y !

Presiding officers manage the voting regis ter The students join the voting queue.

One by one, they go up to the presiding officers, who give out ballot papers and tick off each name on the voting register.

Cou nting the votes

ELECTION SU PERVISORS Children who have been appointed as election supervisors keep an eye to make sure everyone is ticked off on the voting register, so that nobody tries to vote twice and no false ballot papers end up in the ballot boxes!

Once everyone has voted, the vote counters and election supervisors begin their work. Finally, the result of the school’s Global Vote can be announced. Sometimes this happens on the same day, sometimes a day or two later.

Time to celebrate!

Voting booth for secrecy The children step into the voting booth alone, one at a time, with their ballot paper in hand. Once they’ve marked their choice, they fold the ballot paper so that nobody can see how they voted. Then they leave the voting booth and place their vote in the ballot box.

End the day with a big party for the rights of the child and democracy!

All over the world, children and young people look forward to their own Global Vote Day with joy and excitement. Some schools begin with a ceremony in the schoolyard with music, singing and dancing, and speeches demanding respect for the rights of the child.

NOT A COM PETITION! Please emphasise to the children that the WCP Program is not a competition. All candidates have made fantastic contributions to the rights of the child. Whoever gets the most votes in total will receive the World’s Children’s Prize for the Rights of the Child. The other two nominees receive the World’s Children’s Honorary Award. All nominees are honoured at the WCP Ceremony and receive prize money towards their work for the Rights of the Child.

REPORT THE RESU LT of YOUR VOTE Submit the result of your vote to the WCP office. All votes from around the world are added together, so don’t just tell us which candidate received the most votes at your school.

We must know the results for all three candidates! If you have a WCP Coordinator in your country, report to them [see p. 19]. Otherwise, use the ballot box at: worldschildrensprize.org or email to: info@worldschildrens­prize.org.

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THE WCP PROGRAM IN 7 STEPS

STEp 5: The big announcement Do you want to join in?

The big announcement is made soon after all the votes have been reported, in the second half of April 2018. If your students are planning to invite the media, parents and local leaders to a child-led Press Conference, let the WCP Coordinator in your country know, or contact the WCP Office, so that we can provide you with press materials and secret information ahead of time [see p. 19 for more information].

On the same day all over the world the children thhemselves reveal the big news about the World’s Children’s Prize Child Rights Heroes and demand respect for the Rights of the Child.

Your students can hold a school assembly and/or invite local media and leaders to a World’s Children’s Press conference, to announce the results of

the Global Vote and demand respect for the Rights of the Child. The aim of this step is to give children a platform from which they can make their voices heard, express their opinions as well as demand respect for their rights.

The media attention raises awareness of children’s issues and puts pressure on decision makers.

Resources ✲ P.

106 in The Globe scheets and everything else you need on: worldschildrensprize.org/wcpc ✲ Film clips on youtube.com/ worldschildrensprize ✲ Fact

STEP 6: Celebrate with a part y All three Child Rights Heroes are honoured at a ceremony at Gripsholm Castle in Mariefred, Sweden. The ceremony is led by the jury children with help from H.M. Queen Silvia of Sweden. Many schools also hold their own celebrations at a later date.

The aim of this step is to share the children’s decision with the world, through the media, and create a sense of global unity amongst all the participa­ting children.

Closing ceremonies in schools are often held in the evening, in order to be able to invite parents and siblings, as well as others in the local community. Make it into a festive occasion for the rights of the child, with a host to lead the proceedings, speeches and performances. The common thread will be the rights of the child and what the students have experienced through the WCP Program.

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Perhaps the students can create an exhibition displaying the work they have done over the course of the program. If possible show the video from the WCP Ceremony. It is a great experience for all the children who have participated in the program, and it gives parents and other adults a good overview of what their children have been involved in, and of the rights of the child.

Resources ✲ P.

106 in The Globe scheets and everything else you need on: worldschildrensprize.org/wcpc ✲ Film clips on youtube.com/ worldschildrensprize ✲ Fact

THE WCP PROGRAM IN 7 STEPS

wcp child rights ambassadors Any youngster can become a World’s Children’s Prize Child Rights Ambassador and start a WCP Child Rights Club. The WCP Ambassadors can use the WCP Program and hold a Global Vote, a World’s Children’s Press Conference and carry out other activities to promote the rights of the child and democracy.

Support your students to get started and help them along the way. As well as basic knowledge of the rights of the child and the WCP Program, you can help them to decide what their club should do and how they can reach out to other children, their parents, teachers, and the school management.

They may also want to reach out to local and national politicians, the media and organisations like the UN.

Activities can inclu de: ✲ Organising

parties and rallies. more friends to join. ✲ Visiting local leaders and demanding respect for your rights. ✲ Putting on plays or writing stories. ✲ Holding competitions and debates. ✲ Getting

‘I have gained the courage to tell my story after reading in the Globe about brave girls who teach and help others. That inspired me – I will fight for girl’ rights until I die.’

M ASIK A , 16, CHILD RIGHTS AMBASSADOR

Focus: Corporal Punishment

‘ It’s common here for the students to be beaten with the teacher’s pointer, I think that is terrible!

After reading The Globe, I know that beating children is a violation of our rights!’

EME LDA , 12 , MOZ A MBIQUE

Every year, children in The Globe tell stories of being beaten at school and at home. In this year's The Globe magazine a WCP Child Rights Ambassador from DR Congo explains, in an interview with UN radio Radio Okapi, about why corporal punishment in schools is wrong.

Despite the fact that corporal punishment is a violation of children’s rights, and all countries except the USA have promised to follow the UN Convention on the Rights of the Child, only 53 countries in the world have banned all forms of physical punishment of children.

Article 19 of the Convention says that all children have the right to protection from all forms of violence, neglect, mistreatment and abuse.

Despite this, every year 40 million children are beaten so badly that they need medical care. Many more are subjected to corporal punishment in school. But Nigerian teacher Gabriel

has stopped beating students: ‘Since I came into contact with The Globe magazine and the WCP program I’ve learned that it is a crime to bully and beat children. I have stopped beating children, at home and at school, although our tradition allows adults to beat children to make sure they behave better.’

Cl assroom activities Ask your students to discuss corporal punishment, taking the children’s stories in The Globe and your students’ experiences as your starting point. Discuss as a class or in small groups. Talk about how things are in your country. Is there a law against beating children? Ask the students to think about how they will treat children once they are adults.

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EXERCISES AND AC TIVITIES

EXERCISES AND ACTIVITIES You and your students can decide for yourselves how you want to work on the WCP Program. Some schools work on it over several week or months in a variety of subjects. Others work in a more condensed way over a shorter period. You can

make use of the program in your ordinary teaching, with The Globe magazine and various digital WCP channels as your starting point. We give some examples of exercises and activities below.

The Opinion line Ag r e

EXPERT GROUPS 1. Divide the class into groups of four that we call “home groups”.

Each group receives four different assignment cards and four texts to read, such as texts from The Globe. All students read through their respective assignments and texts.

2. Now “expert groups" are formed with the students who have received the same assignments and texts. Each group discusses what they have read and how best to pass on what they have learned. They help one another to summarise the most important points in a new text, so that the friends in the “home group” can share the newly-acquired knowledge.

3. The students assemble in their “home groups” again and report in turn about their assignment and text. Ready with pens and notepaper!

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e

1. Mark a line on the classroom floor using paper or string. Ask all the students to stand on the line.

Explain that one end means YES and the other means NO. Read a statement out loud and let the students choose where to stand on the line based on how much or how little they agree.

2. Start with simple statements to help the students understand the method, like ‘Buses travel faster than bicycles’.

3. Move on to statements about a particular child rights issue, for example, some of the issues raised in this year’s WCP Program: • Girls have the same value as boys.

Create a journal of experiences

Why not get your students to write, take photographs and reflect on the work involving the WCP Program

Don ’ t ag r e e

• Children who are differently abled should have the same opportunities as other children.

• Girls are a burden on their families.

4. Ask the students to briefly eplain why they have chosen their positions. Students can change their positions on the line if someone or something causes them to change their minds.

This activity gives everyone, even shy students, a chance to take a stand and express an opinion. The conversations after taking a stand are an important part of the activity. The role of the teacher is to make sure everyone is included, and that nobody is insulted or teased by their classmates.

over a period of time? They can do this with paper and pen, by cutting and pasting, or using their mobile phone. Ongoing reflection allows time to process the often tough stories from The Globe. If it is possible for you to use the internet and social media, you can also share your experiences with others. And why not tag us #worldschildrensprize, or e-mail drawings, photos, films and ideas to WCP, so we can share them with other children and teachers!

Read more on page 19!

EXERCISES AND AC TIVITIES

ACTION CARDS Make the most of the commitment awakened among students by the WCP Program. Get them to choose an issue that they feel strongly about, and then consider how they themselves can make a difference, and what action would be most effective. Use these action cards, or make your own.

1. Get the students to consider what issues they want to work on. It can be something they have come across through the WCP Program, or a local issue.

3. Get the students to rank the actions based on which they believe are the most effective. They can also add their own actions or rewrite/amend the existing ones.

2. Copy and cut out the action cards. Give each pair/group one set, or make your own “action cards”. They can work in pairs, in groups or individually.

4. Bring the class back together and ask the learners to talk through their thought processes.

TRY TO INFLUENCE SOMEONE IN POWER – WRITE A LETTER, MAKE A PHONE CALL OR PAY A VISIT TO A POLITICIAN OR TOP MANAGER.

CONTACT AN ORGANISATION THAT DEALS WITH THE ISSUE AND ASK FOR MORE INFORMATION, OR TO LEND A HAND.

SET UP YOUR OWN ORGANISATION.

RAISE MONEY.

CONTACT THE MEDIA AND TRY TO GET THEM TO REPORT ON THE ISSUE.

CREATE A PLAY AND PERFORM IT IN SCHOOL, OR AS STREET THEATRE.

COLLECT SIGNATURES AND THEN HAND IN THE LIST TO SOMEONE INFLUENTIAL.

START A CAMPAIGN ON SOCIAL MEDIA.

CONTACT AN EXPERT IN THE FIELD AND ASK FOR ADVICE. PERHAPS YOU CAN ASK THE EXPERT TO COME TO YOUR SCHOOL AND GIVE A TALK.

TRY TO HAVE AN INFLUENCE IN YOUR OWN EVERYDAY LIFE, FOR EXAMPLE, WITH WHAT YOU BUY OR HOW YOU TREAT OTHERS.

TALK TO YOUR PARENTS AND TRY TO GET THEM TO LEND A HAND.

MAKE POSTERS AND FLYERS AND DISTRIBUTE THEM AT SCHOOL AND IN TOWN.

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EXERCISES AND AC TIVITIES

PROBLEM TREE Let the learners work in small groups or individually to find causes, effects and solutions to a problem.

1. Let learners draw a tree and write a problem, for example ‘Child Labour’ on the trunk.

2. Write down causes for the problem on post-its or scrap paper and place them on the tree’s roots.

4. Take a step back and see if any of the causes and effects should change place?

5. Try to come up with ideas for solutions. Draw fruit and write the ideas on them. Then ‘hang’ the fruit from the branches.

effects (Branches)

Pro b l e m s

3. Write effects on post-its or scrap paper and place on the branches.

solutions (FRUITS) causes (ROOTS)

This activity helps learners visualise their thinking and see the connections between causes, effects (symptoms) and solutions of an issue.

Chains of cause and effect Get the students to consider and discuss the causes of, for example, children growing up in an orphanage, on the streets or in an institution.

1. Explain in brief that some children cannot live with their parents, using factual texts and reports in The Globe as a starting point 2. Write “children who cannot grow up with their family” on the board or on a large sheet of paper.

3. Ask the students to suggest reasons why some children end up forced to live on the streets or in an institution. They might say “abuse”, “they are

14

orphans” or “war”. Write up all the suggestions.

4. Once you have enough suggestions you can collectively begin drawing lines and arrows between them, to see the chains of cause and effect. The students may identify that some things should be removed, while others are missing, such as some of the most important causes of children being separated from their families: poverty and lack of respect for the rights of the child.

5. Conclude with collective reflection and give some positive examples from The Globe, where children have received support and been helped in attaining a dignified life, in order to show that there is hope.

EXERCISES AND AC TIVITIES

WINDOW WITH VIEWS 1. Divide the class up into groups of four. Each group receives a large sheet of paper on which they draw a window with five panes (see picture). Everyone must have space to write on the paper.

2. Share out individual questions to the groups, and a text to read/film clip to watch from this year’s WCP Program. This could be: • Shaquana in the USA was sold on the street by a pimp. How can the child sex trade be stopped? | p.72 of The Globe • Brayan began stealing when he was 13 and finally ended up in prison.

How can we prevent children committing crimes and going to prison?| p.84 of The Globe

• Dario in Romania could not remain living with his mother. How can more children get to stay and grow up with their families?| p.104 3. Everyone has a set length of time for reading the text and individual reflection. Then everyone writes at least three suggested problem solutions in “their” pane.

4. The students explain to one another about their respective suggestions, and their reasoning.

5. Finally, the students select the suggestions that they think work best and write them in the middle.

6. The groups present their ideas to the whole class.

RECOUNT AND LISTEN

1. Recount the content from a Globe text to the students, in your own words. Explain that the text describes one or more problems that have a solution. Also discuss the fact that some texts may relate something about a country’s history or culture, what the children like, their dreams and interests. The fact that all the stories have a core and a message. Ask the students to consider what they think that is in the text you have just read.

2. Pair up the students, who can choose, or be assigned, a text from The Globe.

3. The pairs of students first read the text themselves. Then they talk to their partner about what they thought were the most important events and what the message of the story is.

5. The pairs split up and form new groups with four students in each.

They then relate their stories to one another.

6. Assemble the class and get the students to report their conclusions to one another.

4. The students take it in turns to practise retelling their text in their own words to their friend.

15

EXERCISES AND AC TIVITIES – THE GLOBAL TRIP

different world views U SA

Drawing a world map is problematic. The map is flat but the earth is round. When you try to depict the round earth on a flat map, you have to distort the picture so that it fits the paper.

A representation of the earth on a flat surface is called a projection.

On the most common world map, called the Mercator projection, the areas nearest the poles become much bigger than they are in reality. On the Mercator projection Europe seems much bigger than it is in reality, and Greenland looks almost as big as Africa. In reality, Africa is more than 14 times larger!

Every world map is good at showing some aspects and bad at others. We have chosen to use the Peters Projection for our world map. As you can see,

it makes all land masses look long and narrow. But the good thing about this map is that it gives a fair portrayal of the size of countries and continents, allowing you to make comparisons.

Where do you live?

Let the students find your country, capi­tal city and any other places you want to show. Find all the jury children’s countries too, and the countries where the other children in The Globe live. Use the world map in The Globe, an atlas or the internet.

The little town of Mariefred in Sweden, where the World’s Children’s Prize is awarded, is already marked.

COLOM BIA

the global trip an imaginary journey Take your students on an imaginary journey to the Child Rights Heroes’ countries. They travel as reporters working for The Globe magazine and their mission is to collect material for stories when they arrive at their destinations, with help from stories in The Globe.

You can use the Global Trip in many different subjects. The following ele­ ments could form part of the learners’ Global Trip:

1. Make preparations Prepare in the same way that you would for a real journey: apply for passports and visas, buy plane tickets, plan their travel budget and study the destination. The learners can

16

also to make their own documents, from passports to press passes. This will make these lessons exciting and true-to-life.

2. Learn l ang uages Make your own phrase books with words like ticket, airport, luggage, passport, bus stop, train station and hotel in languages used at their destination, and useful sentences such as ‘I am lost’, or ‘I fight for children’s rights’.

3. GET G OING Arrange the seats in the classroom like a train, bus or airplane, and pretend that you are taking off. Some of the students can role play as drivers or

cabin crew. During the journey, the students can read The Globe and plan their projects. You can prepare assignments for the students or let them make up their own.

4. Reporters on a mission Once the learners have ‘landed’ and ‘checked in’ at their hotels, the teams of reporters should complete their assignments.

The students can visit famous places, or do role play interviews as candidates and journalists. They can pretend ‘mee­­t­ing’ some of the children that they have read about and write texts and interviews about their lives.

The ‘repor­­­ters’ can take (or draw) pictures of the ‘laureates’, write a

EXERCISES AND AC TIVITIES – THE GLOBAL TRIP

S WE DE N M ARI E FR E D

VALERIU NICOL AE ROM ANIA

R ACHEL LLOYD

GABRIEL MON TOYA

Eq u ator

travel journal and send postcards home.

5. Coming home & reporting back Once their ‘trip’ is over, the students produce stories for the WCP and The Globe. They can make their own magazine pages or front covers, with text and images (photos or drawings) and exciting headlines. They can also broadcast reports on ‘TV’ or ‘radio’.

The results can be displayed as an exhibition for the whole school!

Passport control!

17

EXERCISES AND AC TIVITIES

RUN AN ELECTION CAMPAIGN Ask the students to run their own election campaign.

more media exposure or force electoral workers to cheat.

They can work individually or in groups and make things like flyers and election posters. This project can include writing, drawing and painting, speeches, discussions and reflecting on important issues.

Let your students study good and bad examples of elections from the adult world. Discuss how they could run a fair election campaign, where all candidates have the same amount of exposure and where everyone knows enough about the candidates to be able to make an informed choice.

Begin the activities by explaining that the outcome of political elections in a country is sometimes influenced by corruption and abuse of power. Some candidates, who have money and power, can buy

Role-playing

2. Once the students have chosen a scenario, they will work on preparations, such as writing lines, questions or “crib sheets”.

They can use the Window with views method [see p. 15], where all four first write their own suggestions and then compare and compile.

3. Give the students time to practise.

Do they want to have props or perhaps dress up? Provide support, put forward suggestions and give encouragement if a group gets stuck.

4. Let the groups act out their scenarios for the class, or perhaps for an audience of invited parents.

Use role-playing as a way to let the students express what they have experienced through stories. Before the exercise therefore, the students need to have read about the Child Rights Heroes and the children they are fighting for.

1. Divide the class up into groups of four. They can choose between the scenarios or come up with their own.

18

Des affiches électorales.

The results can be shared in, for example, an exhibition, a school magazine or on social media.

The exercise gives the opportunity to practise expressing themselves and communicating in speech and writing, reading and analysing texts for a variety of purposes and adapting language to suit differing audiences and contexts. They can also practise arguing their case in different dialogue situations and decision processes.

SCENARIO 1: PRESS CONFERENCE/ INTERVIEW

Two students play journalists, one is a Child Rights Hero and one is one of the children they have supported.

During a simulated press conference or interview, the journalists pose questions to the Child Rights Hero and child. The students can agree on the questions and answers and what the Child Rights Hero and child will answer, or they can work in individual pairs and have the questions and answers be a surprise.

SCENARIO 2: A CHILD’S STORY

The group focuses on one of the children who has received support from one of the Child Rights Heroes and formulates a situation in their life, where they play a variety of roles. In addition to the child, perhaps a parent, a teacher or a Child Rights Hero. Using the child’s story as the starting point, they can write a scene or simply improvise based on the situation they have chosen. Naturally, a similar exercise can be done based on a jury child or a WCP Child Rights Ambassador.

EXERCISES AND AC TIVITIES

REPORT YOUR VOTING RESULTS Please submit your voting results for all three candidates to the WCP Coordinator in your country.

If there is no local coordinator, report your votes to the ballot box on: www.worldschild­rensprize.org or to: info@worldschild­rensprize.org Benin: Francois Ablefonlin (Juriste Echos Consult), ablefonce@yahoo. fr, tel. 97887622, 94149672.

Burkina Faso: Tiemtoré Delwendé Prisée (Afrique Seconde Famille), afriquesecondefamillea@yahoo.fr, 72135758, 76262991, 78402431.

Burundi: Evariste Nimubona (DAJBU), ninaburundi@yahoo.fr, 79921935, 78921935.

Cameroun: Mofeme Nangolo (KOSA), kosa.cam@googlemail. com, tel. 97101820, 75062151.

Congo (Brazzaville): Lysias Yoane Mylandou (CDECU), mylandou. lysias@gmail.com, tel. 069513955.

Hervé-Yves-Ulrich Mandilou (C.F. Gothia), hervyvesulrichmandilou@ yahoo.fr, tel. 055316946.

DR Congo (Kinshasa): Tuzza Alonda (FORDESK), fordesk.rdc@ live.fr, tel. 0990038624, Vincent Bikaya Rwabashosi (BVES Bukavu/ South Kivu)/Lomingo Kabugi Léon (BVES Goma)/Murhabazi Namegabe (BVES) vincentbikaya@ gmail.com, lomingokab25@gmail. com, murhabazinamegabe@yahoo. fr, 0853716525, 0853491251, 081318185450.

Ghana: Ekua Ansah Eshon (ATCWAR), attwwar@yahoo.com, Tel: 201655595, 262342515.

Guinea Bissau: Fernando Cá (AMIC), ferca7562@gmail.com, tel: 5370440, 6670688, 3212193.

India: Shishir Srivastiva (City Montessori School, Lucknow),

shishir.india2015@gmail.com, tel. 09839182184.

Ivory Coast: Caroll Miloky (International Cocoa Initiative), c.miloky@ cocoainitiative.org, tel. 022527097, 056283626.

Mozambique: Amelia Mabecuane, (SANTAC), Santac.wcprc@gmail. com, tel. 0844895451, 828490110.

Uganda: Gertrude Rose Gamwera (ULGA), rose.gamwera@ulga.org, tel. 414 347575.

Zimbabwe: Ekenia Chifamba (Shamwari Yemwanasikana), shamwariyemwanasikana@gmail. com, tel. 772607384, 717395754.

Nepal: Janeit Gurung (Maiti Nepal), janeit@maitinepal.org, tel. 9841509729.

Nigeria: Southern States: Rotimi Aladetu (Royaltimi Talents Network), presidentroyaltimi@ gmail.com, tel: 08052140295, 08024281745.

Northern States: Moses Adedeji (CHRINET), moses.adedeji@ gmail.com, tel. 08030415288, 08076286288.

Pakistan: Liaqat Javed (BRIC), bricpakistan@yahoo.com, tel.

0423-5341070, 0300-4646112.

Philippines: Veronica Santiago (Visayan Forum), nica.santiago@ visayanforum.org, tel: 709011, 9113986. Camarines Sur: Lowel Bisenio, lbisenio@yahoo.com, tel. 9064554679, 9288718497.

Connect with us!

We want to hear from you and your stu­dents. Send your pictures and stories to: info@worldschildrensprize.org, or share and comment on our social media accounts.

Senegal: Hervé Bangar, heltba@ gmail.com, 774353186.

Sierra Leone: Anita Koroma (Girl Child Network), girlchildnetworksl@gmail.com, tel: 78781444, 77289430.

South Africa: Marlene Winberg, marlene.winberg@worldschildrensprize.org, Tel: 083-3925153, Fax 088-0217820927, World’s Children’s Prize, PO Box 130, Kalk Bay 7990.

Togo: Yawo Sunuvi Dzagba (Enfant Avenir Nation), yawosunuvi@ yahoo.fr, tel. 90024360, 99487424.

worldschildrensprize

@worldschildrensprize

@wcpfoundation

www.worldschildrenprize.org

19

S T E P S E V E N : N O L IT T E R G E N E R AT I O N

Everyone can be part of the On 16 May, children at schools throughout the world will be celebrating No Litter Day. Children, who are part of the No Litter Generation, will collect litter, sort and weigh it. At the same time they will spread the message that all children everywhere should be able to live in a clean and healthy environment.

We have collected together some exercises here that will help students to explore the issue of littering and solutions that are required for a cleaner, more sustainable world.

Talking lit ter Begin by getting the students to watch the No Litter film (worldschildrensprize.org/nolittergeneration).

If you don't have access to the Internet, you can go straight to the next step.

1. Discuss the film in groups and as a class. Ask questions such as: How do you feel after seeing the film? What is it trying to tell us?

What were you thinking when you watched it?

2. Question: Can we learn something from what we have just seen? What role do we have?

3. Perhaps watch the film a second time after the students have discussed what they have experienced.

In the next step, let the students read texts about litter and waste. Explore and discuss the content. Use the following questions as support.

• What is litter actually? Can you give examples of common litter where you live?

• What can littering lead to? How does it affect marine life?

• How does littering affect us humans?

• What is littering like where you live? Is it a big problem? Is there a lot of litter on the ground?

• Are there good systems where you live for handling waste?

• How could littering be reduced where you live? What solutions can you think of?

• How can global littering be

generation Spread the word, not lit ter Get the students to use No Litter Day to spread knowledge about the consequences of littering and to encourage other people to get involved. Choose the method that best suits your class or school. For example: ✲ Write

and give speeches about the consequences of littering, and about the available solutions.

✲ Write

articles, reviews, stories or scripts for a film or play.

reduced? What is the responsibility of each individual and what is down to municipalities, government and parliament, other countries, companies and the UN? Are there more parties who play a role?

In-depth exploration The students can work individually, in pairs or groups on identifying suggested solutions. How can littering be reduced where you live? What solutions can you think of? This exercise can also be used for other issues. Method: 1. Begin individually: Each student has a few minutes to write down their thoughts, at least three points.

2. Get the students to sit in pairs: Each pair discuss and compare their thoughts.

3. Pair + pair: Two pairs share their thoughts with one another. The group jointly selects which three points they want to present to the class.

4. Each group presents their thoughts and ideas to the whole class.

5. Finish by debating what you can do collectively at school to draw attention to the problems of littering and the solutions.

✲ Create

news reports, and employ a humorous, shock or dramatic angle to attract attention.

✲ Produce

an exhibition or theatrical performance at school and invite an audience. Relatives, neighbours, local politicians and local media may want to come along.

✲ Post

about #NoLitterDay on your own and/or the school's social media.

Resources ✲ p.

109–116 of The Globe.

Litter film as well as films and 360-images from Pakistan at worldschildrensprize.org/ nolitterpakistan. ✲ Data, in-depth information and documentation for copying about the Global Sustainable Development Goals at worldschildrensprize. org/globalgoals ✲ No

*16 May is No Litter Day, but you can choose to go litter-picking at any time during that week.

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S T E P S E V E N : N O L IT T E R G E N E R AT I O N

Lit ter survey Go out and conduct a litter survey with your students. You will need: Sticks and two-metre lengths of string. Ideally gloves and/or picking tools. Agree on any litter the students will not pick up, e.g. because it is hazardous.

1. Divide the students up into groups, each with their own area to survey.

2. Each group sets up the stick in the centre of their area and ties the string securely to the stick.

3. The groups collect all the litter they find outward from the stick within a two-metre radius in all directions.

Both large and small pieces of litter should be collected.

4. Once all litter has been collected, it’s time to count and sort. Decide on the process together, so that all groups use the same method.

For example, count the number of cigarette butts, plastic bags and food and drink packages.

Or sort by material: metal, plastic, paper, etc.

Scrap creations It is possible to create beautiful, fun and useful items using scrap. Working with colours and shades, recycling, decorating and reusing!

Use the litter the students have collected to make something new, a picture, a sculpture or perhaps a new invention? Perhaps you can create a large work of art, write the school name, decorate containers for waste, or design a magazine from scraps of paper? The only limit is your imagination!

Begin by sorting the items you have found by colour, like a rainbow or paint palette.

Then create mosaic pictures using the litter, perhaps a landscape or a portrait.

Ask the students to consider: • What type of litter did you find?

• What litter was most common?

• Who do you think dropped the litter – can you tell where it comes from? For example, is it litter from industry or from individual people?

Children or adults?

• Compare the different areas of the groups. Was there different litter in the different locations? Was there more litter in a certain location?

If so, what might be the reason?

Lit ter s tatis tics & quantities Use the results from the litter survey for exercises in maths lessons. Adjust the level of difficulty to suit the prior knowledge of the students.

PL ASTIC

PAPER

OTHER GL ASS

METAL

Get the students to create tables and pie charts showing the results of the litter surveys.

• What was the most common type of litter? What was least common?

• How much litter did the class find in total?

• How much litter was found per m²?

Produce litter statistics relating to: • Different materials. How much was made of metal, plastic or card?

• What percentage was plastic bags, food tins, sweet wrappers or cigarette butts?

Save the resu lts!

Timeline

place the litter along the timeline according to how long they believe it takes for each item to decompose so that it is no longer visible.

3. Go along the timeline with the class and discuss it. Have they got it right? Work through various points; for instance, how is it that certain items disappear quicker than others? Also talk about, for example, the fact that plastic can cause harm even when it is no longer visible.

4. Discuss what we can do to save the earth’s resources and reduce the quantity of litter by reusing more, recycling and making smarter choices when we shop, etc.

Does litter that ends up on the ground disappear by itself, or does it hang around for 1 year or maybe 100 years?

Use litter collected by the students and/ or ask them to bring waste from home, so that you get an assorted collection of everything from glass to plastic, metal, newspapers and fruit peel.

1. Lay out a long rope as a timeline in the classroom, or draw a chalk line in the playground. Mark out several points of time along the line, showing years or centuries.

2. Get the students to work together, ideally in pairs or groups. They should

When you do litter surveys again, next year or at different times of year, you can compare and calculate the percentage increase or decrease over time.

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S T E P S E V E N : N O L IT T E R G E N E R AT I O N

You and the Global Sustainable Development G oals Through the UN, the world’s leaders have agreed that everyone must work on many fronts to achieve a better world. They have committed to 17 global goals in order to achieve fantastic things by 2030, including eradicating extreme poverty, reducing inequality and injustice and resolving the climate crisis.

1 Talk about the Global Sustainable Development Goals. Explain that the goals are all interlinked.

They impact on one another and it is difficult to achieve one goal without achieving another. If we focus too narrowly on one goal, it can be difficult to achieve others.

Consequently, it is important to take a holistic approach.

2. Get the students to read about litter and waste in rich and poor countries, and about debt slave Nisha and garbage picker Sidra in Pakistan.

3. Get the students to work in pairs or groups. They begin by exploring issues relating to one of the global goals, based on the life situations of Nisha and Sidra.

4. The students go on and explore in the same way how other goals are interlinked with the girls’ situation and how the goals impact on one another. They could draw a mind map or cut and paste to illustrate the connections.

Support Use the table as a basis for the work.

It contains questions relating to some of the goals. On the WCP website you can download a table with questions relating to all the goals.

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NO POVERTY How does being poor affect Nisha and Sidra and what impact does poverty have on waste management or the amount of litter on the ground? What other Global Goals can more easily be achieved if poverty is reduced? How? Link to, for example, Goals 3, 6, 10, 11, 12

GOOD HEALTH AND WELL-BEING Nisha and Sidra live in an environment filled with litter. In what way do you think this affects their health and well-being, for example, when playing outdoors, or when disease is spread by rubbish? How can people’s health affect/be affected by the other goals?

Link to, for example, Goals 1, 4, 5, 6, 10, 11 QUALITY EDUCATION How can schools help Nisha, Sidra and their contemporaries around the world become a No Litter Generation?

What is important to learn in school so that we can achieve the Global Goals by 2030?

Link to, for example, Goals 1, 3, 5, 6, 10

GENDER EQUALITY Nisha and Sidra are learning about the equal rights of girls through World’s Children’s Prize and fighting as the No Litter Generation for a cleaner and healthier environment. How can increased gender equality contribute to factors such as more peaceful communities, reduced poverty and littering?

Link to, for example, Goals 3, 4, 6, 10, 16

CLEAN WATER AND SANITATION How is the right to clean water and sanitation affected by littering and poor waste management?

How can girls like Nisha and Sidra obtain more knowledge about the dangers of dirty water, for example?

Link to, for example, Goals 1, 3, 4, 5, 8, 10, 12

DECENT LIVING CONDITIONS AND ECONOMIC GROWTH What is meant by decent living conditions? Do Nisha and Sidra have decent living conditions? How could things be better? Do you think that people would litter less where they live if they had better living conditions?

Link to, for example, Goals 1, 3, 4, 5, 6, 10 REDUCED INEQUALITIES Nisha and Sidra’s lives show how circumstances differ for children around the world. And that poor countries can find it difficult to manage litter and waste. Sometimes they also handle hazardous waste from rich countries. How can this be changed?

Link to, for example, Goals 1, 4, 5, 11, 12 SUSTAINABLE CITIES AND COMMUNITIES Nisha and Sidra live on the outskirts of a big city. By 2030, 6 out of every 10 people in the world will be living in cities. Many people are forced to move away from rural areas due to poverty. How can cities become more sustainable?

Link to, for example, Goals 1, 4, 5, 8, 12, 13, 14, 15 RESPONSIBLE CONSUMPTION AND PRODUCTION Consumption and production of goods often has a major environmental impact and can lead to increased littering. What differences are to be found in methods of consumption and production in different parts of the world? Why? And can your consumption have an impact on companies’ production?

Link to, for example, Goals 4, 8, 11, 13 CLIMATE ACTION Our way of life and how we use energy has an impact on the climate. Do you, Nisha and Sidra have very different impacts? Do different countries have different levels of impact on the climate? What can you or your school do to help achieve the goal?

Link to, for example, Goals 1, 6, 7, 11, 12 LIFE BELOW WATER A large percentage of the litter we generate ultimately ends up in the oceans, and is hazardous to all aquatic life.

What can you do to reduce the amount of litter that ends up in the oceans? In what other ways is the marine environment affected by humans?

Link to, for example, Goals 6, 8, 12, 15

S T E P S E V E N : N O L IT T E R G E N E R AT I O N

Sort, weigh & report No Litter Day involves picking litter, sorting and weighing it all. Then report the results to World’s Children’s Prize, so that we can calculate how many tons of litter the children from the No Litter Generation have jointly collected.

Report it to the WCP contact person in your country or on the website: worldschildrensprize.org/nolittergeneration

REPORT THE TOTAL WEIGHT We have collected

­kg of litter.

IF YOU WANT TO! Indicate the number of different types of litter you have found.

ANTAL

ANTAL

PET bottles

Food packaging

Plastic bags

Glass bottles & glass jars

Food tins

Aluminium cans

Cigarette butts

A cooperation between

Supported by

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