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ACTIVITY PACK Ages 4-7UNICEF and the WORLD EDUCATION GAMES “Helping students have access to quality learning”

www.worldeducationgames.com

IN THIS BOOK YOU WILL FIND: Part 1 - About WEG and UNICEF

Part 2 - Going to school around the world

Part 3 - WEG video competition

Contact us

WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Part 1 - About WEG and UNICEF

Dear Teachers,We invite all schools participating in the World Education Games taking place over 13-15 OCTOBER 2015, to unite together in support of UNICEF’s School-In-A-Box program.

A donation of US$261 to UNICEF, is enough to purchase a School-In-A-Box – a learning kit which gives around 80 children the opportunity to start school. This has an immediate, tangible impact in poor communities, and can be replenished year after year.

The World Education Games brings together World Literacy Day (Tuesday 13 October), World Maths Day (Wednesday 14 October) and World Science Day (Thursday 15 October).

What should your school do?

It’s easy:

TIM POWER Global CEO World Education Games, 3P Learning

On the opening day of the Games (13 October 2015), ask each of your students to bring in to school a small amount, for example $2.

Donate the money to UNICEF either by credit card online, direct deposit, telegraphic transfer, or cheque.

Create and share a short video encouraging schools around the world to participate in WEG and raise money for UNICEF education programs, for the opportunity to join us on a once in a lifetime trip to a UNICEF project in Zimbabwe. Find out more on page 31 or visit www.3plearning.com/worldeducationgames/videochallenge/.

How easy is it?

Very easy. On the next few pages, we have included:

A sample letter to parents.

A page with all the ways to donate which suit your school.

A summary on UNICEF’s School-in-a-Box program.

Do all the funds go to UNICEF’s program?

Yes, 100%. For more information, please visit WWW.WORLDEDUCATIONGAMES.COM/UNICEF We hope you and your students have a tremendously exciting WORLD EDUCATION GAMES.


Brought to you by:

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SCHOOLS FOR SCHOOL-IN-A-BOX



Brought to you by:

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Dear Parents,Our school is taking part in the World Education Games which take place across 13-15 October. More than 5 million students from 200 countries and territories will register for the games in 2015. The games are an exciting online challenge open to all our school’s students who will be going up against students from all around the world. The event format is:

Good luck to all students representing our school during this year’s event! For more details about the event visit WWW.WORLDEDUCATIONGAMES.COM

Warm up - 1 - 12 October.

Competition period - 13 - 15 October.

Warm down - 16 - 31 October.

Your child has been registered for this event through the school and can start warm up from 1 October. In order to practice and compete in this event, students must use their username and password below to sign into WWW.WORLDEDUCATIONGAMES.COM

Just by participating through the answering of questions, students will be earning UNICEF Points which are converted into money which will go directly to supporting UNICEF education programs where class and school resources are desperately needed. More information can be found at WWW.WORLDEDUCATIONGAMES.COM/UNICEF

Your child’s username and password:

Username:

Password:

SCHOOLS FOR SCHOOL-IN-A-BOX Education breaks the cycle of poverty All children have the right to an education Access to textbooks, books and pencils are crucial for learning

UNICEF’s School-in-a-Box contains all the essentials a teacher needs to provide an education. The kit can be used to supplement the minimal resources of a school that is already operating or quickly after a disaster, the kit can quickly get children learning again which is crucial to minimising the long term trauma they may suffer.

The cost to supply this resource to a school in a poverty/emergency stricken area is only US$220.

Join schools around the world and take action for school children in

vulnerable areas.

Contents and Use of the School-in-a-BoxPortable and stacked with ready to use basic learning resources, the School-in-a-Box is specially designed for a teacher and up to 80 students when taught in double shifts. The contents are also developed to be used anywhere, regardless of language or ethnicity.

Here is a list of just some of the contents that one School-in-a-Box contains:

Blackboard paint and brush

Alphabet and times table poster

World map poster

Tape-measure and rolls of tape

Wooden cubes

A teaching clock

Safety scissors

Crayons, pens, pencils

Pencil sharpeners and erasers

Slates and slate pencils

Exercise books


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IMPORTANCE OF EDUCATION

WHAT IS THE REALITY?

HOW DOES UNICEF HELP?

WHAT ARE THE BENEFITS OF A QUALITY EDUCATION?

Education is a fundamental human right. Every child is entitled to it. It is critical to our development as individualsand as societies, and it helps pave the way to a successful and productive future. When we ensure that childrenhave access to a rights-based, quality education that is rooted in gender equality, we create a ripple effect ofopportunity that impacts generations to come.

In 2015, 57 million children of primary school age were out of school (Source: http://www.un.org/millenniumgoals/education.shtml). Two thirds of the 759 million illiterate people in the world are women, making them markedly more disadvantaged than men (Source: https://www.oxfam.org.au/what-we-do/womens-rights/). Without a quality education, a child is not likely to reach their full potential or be able to follow their dreams.

UNICEF aims to bring quality education to the world’s most disadvantaged children. It has a focus on genderequality to ensure that girls have the same opportunities as boys. The UNICEF programmes are innovative andtailored to vulnerable communities.

UNICEF works with a broad range of local, national and international partners to realise the educational andgender-equality goals established in the Millennium Declaration 6 and the Declaration on Education for All, andto bring about essential structural changes that are necessary to achieve social justice and equality for all.

Whether in times of crisis or periods of peace, in cities or remote villages, UNICEF is committed to providingquality education for all.

Source: UNICEF, http://www.unicef.org/education/, accessed December 2011.

It:

reduces poverty and disease

provides a foundation for sustainable development

increases gender equality

opens up employment opportunities

increases rights and involvement in decision making.

People who are educated are better able to protect themselves from HIV and other sexually transmitted diseases.They have fewer children and they are more likely to send their children to school, creating generational change.They earn more; every extra year of primary education boosts earnings by up to 10%. This in turn assists theeconomic growth of countries.


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FACT SHEET: A SUMMARY OF THE RIGHTS UNDER THE CONVENTION ON THE RIGHTS OF THE CHILDARTICLE 1 (DEFINITION OF THE CHILD): The Convention defines a ‘child’ as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18.

ARTICLE 2 (NON-DISCRIMINATION): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.

ARTICLE 3 (BEST INTERESTS OF THE CHILD): The best interests of children must be the primary concern in making decisions that may affect them. All adults should do what is best for children. When adults make decisions, they should think about how their decisions will affect children. This particularly applies to budget, policy and law makers.

ARTICLE 4 (PROTECTION OF RIGHTS): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to review their laws relating to children. This involves assessing their social services, legal, health and educational systems, as well as levels of funding for these services. Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. In some instances, this may involve changing existing laws or creating new ones. Such legislative changes are not imposed, but come about through the same process by which any law is created or reformed within a country. Article 41 of the Convention points out the when a country already has higher legal standards than those seen in the Convention, the higher standards always prevail.

ARTICLE 5 (PARENTAL GUIDANCE): Governments should respect the rights and responsibilities of families to direct and guide their children so that, as they grow, they learn to use their rights properly. Helping children to understand their rights does not mean pushing them to make choices with consequences that they are too young to handle. Article 5 encourages parents to deal with rights issues “in a manner consistent with the evolving capacities of the child”. The Convention does not take responsibility for children away from their parents and give more authority to governments. It does place on governments the responsibility to protect and assist families in fulfilling their essential role as nurturers of children.

ARTICLE 6 (SURVIVAL AND DEVELOPMENT): Children have the right to live. Governments should ensure that children survive and develop healthily.

ARTICLE 7 (REGISTRATION, NAME, NATIONALITY, CARE): All children have the right to a legally registered name, officially recognised by the government. Children have the right to a nationality (to belong to a country). Children also have the right to know and, as far as possible, to be cared for by their parents.

ARTICLE 8 (PRESERVATION OF IDENTITY): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties.

ARTICLE 9 (SEPARATION FROM PARENTS): Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.

ARTICLE 10 (FAMILY REUNIFICATION): Families whose members live in different countries should be allowed to move between those countries so that parents and children can stay in contact, or get back together as a family.

ARTICLE 11 (KIDNAPPING): Governments should take steps to stop children being taken out of their own country illegally. This article is particularly concerned with parental abductions. The Convention’s Optional Protocol on the sale of children, child prostitution and child pornography has a provision that concerns abduction for financial gain.


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ARTICLE 12 (RESPECT FOR THE VIEWS OF THE CHILD): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. This does not mean that children can now tell their parents what to do. This Convention encourages adults to listen to the opinions of children and involve them in decision-making -- not give children authority over adults. Article 12 does not interfere with parents’ right and responsibility to express their views on matters affecting their children. Moreover, the Convention recognizes that the level of a child’s participation in decisions must be appropriate to the child’s level of maturity. Children’s ability to form and express their opinions develops with age and most adults will naturally give the views of teenagers greater weight than those of a preschooler, whether in family, legal or administrative decisions.

ARTICLE 12 (RESPECT FOR THE VIEWS OF THE CHILD): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.

ARTICLE 13 (FREEDOM OF EXPRESSION): Children have the right to get and share information, as long as the information is not damaging to them or others. In exercising the right to freedom of expression, children have the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression includes the right to share information in any way they choose, including by talking, drawing or writing.

ARTICLE 14 (FREEDOM OF THOUGHT, CONSCIENCE AND RELIGION): Children have the right to think and believe what they want and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should help guide their children in these matters. The Convention respects the rights and duties of parents in providing religious and moral guidance to their children. Religious groups around the world have expressed support for the Convention, which indicates that it in no way prevents parents from bringing their children up within a religious tradition. At the same time, the Convention recognizes that as children mature and are able to form their own views, some may question certain religious practices or cultural traditions. The Convention supports children’s right to examine their beliefs, but it also states that their right to express their beliefs implies respect for the rights and freedoms of others.

ARTICLE 15 (FREEDOM OF ASSOCIATION): Children have the right to meet together and to join groups and organisations, as long as it does not stop other people from enjoying their rights. In exercising their rights, children have the responsibility to respect the rights, freedoms and reputations of others.

ARTICLE 16 (RIGHT TO PRIVACY): Children have a right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes.

ARTICLE 17 (ACCESS TO INFORMATION; MASS MEDIA): Children have the right to get information that is important to their health and well-being. Governments should encourage mass media – radio, television, newspapers and Internet content sources – to provide information that children can understand and to not promote materials that could harm children. Mass media should particularly be encouraged to supply information in languages that minority and indigenous children can understand. Children should also have access to children’s books.

ARTICLE 18 (PARENTAL RESPONSIBILITIES; STATE ASSISTANCE): Both parents share responsibility for bringing up their children, and should always consider what is best for each child. Governments must respect the responsibility of parents for providing appropriate guidance to their children – the Convention does not take responsibility for children away from their parents and give more authority to governments. It places a responsibility on governments to provide support services to parents, especially if both parents work outside the home.

ARTICLE 19 (PROTECTION FROM ALL FORMS OF VIOLENCE): Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. In terms of discipline, the Convention does not specify what forms of punishment parents should use. However any form of discipline involving violence is unacceptable. There are ways to discipline children that are effective in helping children learn about family and social expectations for their behaviour – ones that are non-violent, are appropriate to the child’s level of development and take the best interests of the child into consideration. In most countries, laws already define what sorts of punishments are considered excessive or abusive. It is up to each government to review these laws in light of the Convention.

ARTICLE 20 (CHILDREN DEPRIVED OF FAMILY ENVIRONMENT): Children who cannot be looked after by their own family have a right to special care and must be looked after properly, by people who respect their ethnic group, religion, culture and language.


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ARTICLE 21 (ADOPTION): Children have the right to care and protection if they are adopted or in foster care. The first concern must be what is best for them. The same rules should apply whether they are adopted in the country where they were born, or if they are taken to live in another country.

ARTICLE 22 (REFUGEE CHILDREN): Children have the right to special protection and help if they are refugees (if they have been forced to leave their home and live in another country), as well as all the rights in this Convention.

ARTICLE 23 (CHILDREN WITH DISABILITIES): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives.

ARTICLE 24 (HEALTH AND HEALTH SERVICES): Children have the right to good quality health care – the best health care possible – to safe drinking water, nutritious food, a clean and safe environment, and information to help them stay healthy. Rich countries should help poorer countries achieve this.

ARTICLE 25 (REVIEW OF TREATMENT IN CARE): Children who are looked after by their local authorities, rather than their parents, have the right to have these living arrangements looked at regularly to see if they are the most appropriate. Their care and treatment should always be based on “the best interests of the child”. (see Guiding Principles, Article 3)

ARTICLE 26 (SOCIAL SECURITY): Children – either through their guardians or directly – have the right to help from the government if they are poor or in need.

ARTICLE 27 (ADEQUATE STANDARD OF LIVING): Children have the right to a standard of living that is good enough to meet their physical and mental needs. Governments should help families and guardians who cannot afford to provide this, particularly with regard to food, clothing and housing.

ARTICLE 28: (RIGHT TO EDUCATION): All children have the right to a primary education, which should be free. Wealthy countries should help poorer countries achieve this right. Discipline in schools should respect children’s dignity. For children to benefit from education, schools must be run in an orderly way – without the use of violence. Any form of school discipline should take into account the child’s human dignity. Therefore, governments must ensure that school administrators review their discipline policies and eliminate any discipline practices involving physical or mental violence, abuse or neglect. The Convention places a high value on education. Young people should be encouraged to reach the highest level of education of which they are capable.

ARTICLE 29 (GOALS OF EDUCATION): Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people. Children have a particular responsibility to respect the rights their parents, and education should aim to develop respect for the values and culture of their parents. The Convention does not address such issues as school uniforms, dress codes, the singing of the national anthem or prayer in schools. It is up to governments and school officials in each country to determine whether, in the context of their society and existing laws, such matters infringe upon other rights protected by the Convention.

ARTICLE 30 (CHILDREN OF MINORITIES/INDIGENOUS GROUPS): Minority or indigenous children have the right to learn about and practice their own culture, language and religion. The right to practice one’s own culture, language and religion applies to everyone; the Convention here highlights this right in instances where the practices are not shared by the majority of people in the country.

ARTICLE 31 (LEISURE, PLAY AND CULTURE): Children have the right to relax and play, and to join in a wide range of cultural, artistic and other recreational activities.

ARTICLE 32 (CHILD LABOUR): The government should protect children from work that is dangerous or might harm their health or their education. While the Convention protects children from harmful and exploitative work, there is nothing in it that prohibits parents from expecting their children to help out at home in ways that are safe and appropriate to their age. If children help out in a family farm or business, the tasks they do be safe and suited to their level of development and comply with national labour laws. Children’s work should not jeopardize any of their other rights, including the right to education, or the right to relaxation and play.

ARTICLE 33 (DRUG ABUSE): Governments should use all means possible to protect children from the use of harmful drugs and from being used in the drug trade.


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ARTICLE 34 (SEXUAL EXPLOITATION): Governments should protect children from all forms of sexual exploitation and abuse. This provision in the Convention is augmented by the Optional Protocol on the sale of children, child prostitution and child pornography.

ARTICLE 35 (ABDUCTION, SALE AND TRAFFICKING): The government should take all measures possible to make sure that children are not abducted, sold or trafficked. This provision in the Convention is augmented by the Optional Protocol on the sale of children, child prostitution and child pornography.

ARTICLE 36 (OTHER FORMS OF EXPLOITATION): Children should be protected from any activity that takes advantage of them or could harm their welfare and development.

ARTICLE 37 (DETENTION AND PUNISHMENT): No one is allowed to punish children in a cruel or harmful way. Children who break the law should not be treated cruelly. They should not be put in prison with adults, should be able to keep in contact with their families, and should not be sentenced to death or life imprisonment without possibility of release.

ARTICLE 38 (WAR AND ARMED CONFLICTS): Governments must do everything they can to protect and care for children affected by war. Children under 15 should not be forced or recruited to take part in a war or join the armed forces. The Convention’s Optional Protocol on the involvement of children in armed conflict further develops this right, raising the age for direct participation in armed conflict to 18 and establishing a ban on compulsory recruitment for children under 18.

ARTICLE 39 (REHABILITATION OF CHILD VICTIMS): Children who have been neglected, abused or exploited should receive special help to physically and psychologically recover and reintegrate into society. Particular attention should be paid to restoring the health, self-respect and dignity of the child.

ARTICLE 40 (JUVENILE JUSTICE): Children who are accused of breaking the law have the right to legal help and fair treatment in a justice system that respects their rights. Governments are required to set a minimum age below which children cannot be held criminally responsible and to provide minimum guarantees for the fairness and quick resolution of judicial or alternative proceedings.

ARTICLE 41 (RESPECT FOR SUPERIOR NATIONAL STANDARDS): If the laws of a country provide better protection of children’s rights than the articles in this Convention, those laws should apply.

ARTICLE 42 (KNOWLEDGE OF RIGHTS): Governments should make the Convention known to adults and children. Adults should help children learn about their rights, too. (See also article 4.)

ARTICLES 43-54 (IMPLEMENTATION MEASURES): These articles discuss how governments and international organizations like UNICEF should work to ensure children are protected in their rights.


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HOW MY MONEY CAN HELPTo support UNICEF’s life saving work for children around the world, UNICEF acquires and distributes supplies that are critical in providing for children’s health, education and protecting them from abuse, exploitation and neglect.

To help give you an idea of what the money you raise could help UNICEF provide, below is a list of items that UNICEF distributes to vulnerable children around the world.

Buys 500 pencils opening up a world of learning for children.

Buys 8 textbooks, helping children create a brighter future

for themselves.

Provides 6 long-lasting insecticidal mosquito nets.

One kit contains 20 clever, collapsible plastic water containers, which hold an impressive 10 liters of drinking water each; 500 water

purifying tablets to prevent the outbreak of water-borne illnesses such as cholera and typhoid and several bars of soap for washing.

Can buy 4 soccer balls helping children in need have some

much-needed fun.

Buys 10 first aid kits, containing items such as bandages, tape, gloves, scissors, a blanket, eye ointment, and disinfectant.

10

$14.50

$52

$25.92

$181.53

$26

$341.90

To support UNICEF’s life saving work for children around the world, UNICEF acquires and distributessupplies that are critical in providing for children’s health, education and protecting them from abuse, exploitation, and neglect. To help give you an idea of what the money you raise could help UNICEF provide, below is a list of items that UNICEF distributes to vu

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$11 gives 10 children a sketch pad and set of 8 colouring crayons.

$66 will provide a School-in-a-bag with individual school supplies for 40 students and one teacher. Each student receives a carry bag, ruler, two pencils, exercise book, eraser, sharpener and box of colouring pencils.

To support UNICEF’s life saving work for children around the world, UNICEF acquires and distributesare critical in providing for children’s health, education and protecting them from

abuse, exploitation, and neglect.


$20 provides 2 long-lasting insecticidal mosquito nets, protecting families from malaria that kills an African child every 30 seconds.

$35ropesphysical activity, particularly for girls.

$131 can buy a basic family water kit, containing items such as water containers, buckets, soap and water purification tablets, sufficient to meet the needs of 10 families.

$219kitssuch as bandages, tape, gloves, scissors, a blanket, and disinfectant.

$440 is the cost of two school-in-a-box kitseducation solution used in emergencies. Each lockable metal box, the lid of which when painted becomes a chalkboard, contains individual school supplies for children including pencils, erasers, exercise books, scissors and carry bag, and teacher supplies. Newly included is a wound up solar radio to help keep students in touch with the outside world.

To support UNICEF’s life saving work for children around the world, UNICEF acquires and distributes are critical in providing for children’s health, education and protecting them from

To help give you an idea of what the money you raise could help UNICEF provide, below is a list of

$35 can buy 45 skipping ropes, promoting physical activity, particularly for girls.

219 buys 10 first aid kits, containing items such as bandages, tape, gloves, scissors, a blanket, eye ointment, and disinfectant.

box kits – a ready-made education solution used in emergencies. Each lockable metal box, the lid of which when painted becomes a chalkboard, contains individual school supplies for 40

including pencils, erasers, exercise books, scissors teacher supplies. Newly included is a

wound up solar radio to help keep students in touch with


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Activity Resource 3_How my money can help

How my money can help

To support UNICEF’s life saving work for children around the world, UNICEF acquires and distributes supplies that are critical in providing for children’s health, education and protecting them from abuse, exploitation, and neglect.


is the cost of two School-in-a-Box kits – a ready-made education solution used in emergencies. Each

lockable metal box, the lid of which when painted becomes a chalkboard, contains individual school supplies for 40 children including pencils, erasers, exercise books, scissors and carry bag, and teacher supplies. Newly included is a wound up solar radio to help keep students in touch with the outside world.

$440

gives 10 children a sketch pad and

set of 8 colouring crayons.

$11 provides 2 long-lasting

insecticidal mosquito nets, protecting families from malaria that kills an African child every 30 seconds.

$20 can buy 45 skipping ropes,

promoting physical activity, particularly for girls.

$35

will provide a School-in-a-bag

with individual school supplies for 40 students and one teacher. Each student receives a carry bag, ruler, two pencils, exercise book, eraser, sharpener and box of colouring pencils.

$66 can buy a basic family water

kit, containing items such as water containers, buckets, soap and water purification tablets, sufficient to meet the needs of 10 families.

$131 buys 10 first aid kits, containing

items such as bandages, tape, gloves, scissors, a blanket, eye ointment, and disinfectant.

$219


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$505 is the cost of 2 Early Childhood Development (ECD) Kits. It is a package containing early-learning and play items that address the developmental progress of children from birth to age six. Each kit contains 37 different items for a group of approximately

$1090 – provides 5 recreation kitsitems such as frisbees, skipping ropes, footballs, volleyballs (and net), handballs, whistles, a measuring tape, a chalkboard and chalk, enabling up to 450 children can enjoy physical activity and play at one time.

$1,965 – Neonatal deaths account for 37 per cent of all underdeaths. The midwifery kitimproving maternal and neonatal care in emergency situaitions. It contains basic drugs, medical equipment, and basis sterilisation and resuscitation equipment for approximately 50 normal deliveries

Early Childhood . It is a package

learning and play items that address the developmental progress of children from birth to age six. Each kit

and is designed for a group of approximately 50 children.

5 recreation kits, containing items such as frisbees, skipping ropes, footballs, volleyballs (and net), handballs, whistles, a measuring tape, a chalkboard and chalk, enabling

can enjoy physical activity and

Neonatal deaths account 37 per cent of all under-five

midwifery kit is vital in improving maternal and neonatal care in emergency situaitions. It contains basic drugs, medical

nt, and basis sterilisation resuscitation equipment for

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is the cost of 2 Early Childhood Development (ECD) kits. It

is a package containing early-learning and play items that address the developmental progress of children from birth to age six. Each kit contains 37 different items and is designed for a group of approximately 50 children.

$505

provides 5 recreation kits, containing items such as frisbees,

skipping ropes, footballs, volleyballs (and net), handballs, whistles, a measuring tape, a chalkboard and chalk, enabling up to 450 children can enjoy physical activity and play at one time.

$1090

Neonatal deaths account for 37 per cent of all under under-

five deaths. The midwifery kit is vital in improving maternal and neonatal care in emergency situaitions. It contains basic drugs, medical equipment, and basic sterilisation and resuscitation equipment for approximately 50 normal deliveries.

$1965

Unicef to supply images upon approval.


Is the cost of two School-in-a-Box kits - a ready-made education solution used in emergencies. Each lockable metal box, the lid of which when painted becomes a chalkboard, contains individual school supplies for 40 children including pencils, erasers, exercise books, scissors and carry bag, and teacher supplies. Newly included is a wound up solar radio to help keep students in touch with the outside world.

Is the cost of 2 Early Childhood Development (ECD) kits. It is a package containing early-learning and play items that address the developmental progress of children from birth to age six. Each kit contains 37 different items and is designed for a group of approximately 50 children.

UNICEF Tents help provide shelter to children and their families after a natural disaster. These big Tents rise to protect the most vulnerable.

Neonatal deaths account for 37 per cent of all under underfive deaths. The midwifery kit is vital in improving maternal and neonatal care in emergency situaitions. It contains basic drugs, medical equipment, and basic sterilisation and resuscitation equipment for approximately 50 normal deliveries.


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Please choose your preferred way to donate to UNICEF.

WAYS TO DONATE

PAYMENT TYPE VIA DETAILS

Credit Card or Paypal Online

VisaMastercard

AMEXPaypal

Go to:WWW.WORLDEDUCATIONGAMES.COM/UNICEF

Follow the prompts to donate online by credit card.

Internet Banking Online Transfer / Telegraphic Transfer

Bank Account Name: UNICEF World Education Games

Bank Branch Code: 012010

Bank Account No.: 8375 42231

Swift Code: ANZBAU3M

Bank Name: Australia and New Zealand Banking Group Ltd (ANZ)

Bank Branch/Address: Bathurst and Castlereagh Streets, Sydney, NSW

In person at Bank Cash / Telegraphic Transfer

Bank Account Name: UNICEF World Education Games

Bank Branch Code: 012010

Bank Account No.: 8375 42231

Swift Code: ANZBAU3M

Bank Name: Australia and New Zealand Banking Group Ltd (ANZ)

Bank Branch/Address: Bathurst and Castlereagh Streets, Sydney, NSW

ChequeMail to a UNICEF

National Committee Office

If you would like to donate via cheque please:

A) Use payee reference UNICEF Australia - World Education Games

B) Send cheque via post to:

UNICEF Australia World Education Games PO Box 488, Queen Victoria Building NSW 1230 Australia

12

GOING TO SCHOOLAROUND THE WORLDAn Activity and Game Book for Kids

SCHOOLS AROUND THE WORLDKIDSThis activity and game book is for you! By completing the activities and playing the games in this book, you will learn about different kinds of schools around the world, why some kids don’t have the opportunity to go to school, and what you can do to help all children enjoy their right to an education. HAVE FUN!

Knowledge Attitudes

TEACHERS AND PARENTS,

Going to school around the world: An activity and game book for kids is an appropriate resource for children aged 6-9 to help them learn about the key issues and obstacles children face around the world to enjoy their right to a quality education. The activities in this book can be used by teachers in the classroom or parents at home to achieve the following curriculum aims:

demonstrate an understanding of basic personal and family needs (e.g., food, water, shelter, protection, education);

identify how basic needs are met (e.g., food from farms, water from wells, education from schools);

demonstrate an understanding that there are similarities and differences in the ways communities around the world meet their needs (e.g., food, shelter, clothing, education);

identify similarities and differences (e.g., in food, clothing, homes, recreation, land use, transportation, education) between communities in Canada and communities in other parts of the world;

recognize and describe consequences of events and actions that affect their lives and the lives of others (e.g., helping others)

value equality and justice

respect and develop openness towards

those who appear to be different

appreciate the commonalities that exist

between peoples

develop empathy with those who have

been denied justice

WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Part 2 - Going to school around the world

14

LESSON 1 - THE VALUE OF EDUCATIONObjective

Introduction

Main Teaching Focus

Hands-on Activity

Whole Group Review

OutcomeTo raise student awareness of the value of education.

Pose a question to the group – ‘What would life be like for you if you couldn’t come to school?’. Record answers in two columns for good things and bad things or as a PMI chart.

If not covered, ask a few students what they would like to be when they grow up. Discuss answers to highlight the importance of education for future employment and for society. We need doctors, teachers, plumbers etc and they need to be educated to do these jobs.

chart paper or white board

marker paper for student recording, or enlarged copies of Part 2 - Going

to school around the world (Page 18)

paints/markers/crayons or pencils

Discuss the fact that there are many children who don’t or can’t attend school and brainstorm reasons for this. These may include illness, family situations or extended holidays. Draw students’ attention to any recent regional issues such as floods or fires.

Add any new ideas to the lists above.

Students should see that the disadvantages far outweigh the advantages and that fun holiday activities might be less attractive or not be available after a time.

Make a class book as follows. Half the class can contribute pages for page 2 and half for page 5:

Page 1. Title page – ‘If we couldn’t go to school …’

Page 2. ‘X couldn’t …’ (see her friends/learn to read etc)

Page 3. Section closing page ‘Oh no!’

Page 4. Middle page – ‘Luckily, we can go to school so …’

Page 5. ‘X can ...’ (learn Maths/go on the computer etc)

Page 6. Section closing page ‘Phew!’

Ask students to illustrate their page.

Read class book.

Students identify what they value and enjoy about school and consider what life might be like for those who can’t go. Students make a class book or display entitled ‘If we couldn’t go to school…’.

ACTIVITY OVERVIEW RESOURCES

4-7

45 mins

AGE GROUPTIME

MORE IDEAS AND RESOURCES FOR TEACHERS

Simple explanation of access to education issues facing many

students, particularly girls:

Part 2 - Going to school around the world (Page 20)


15

LESSON 2 - THE RIGHT TO AN EDUCATIONObjectives

Introduction

Main Teaching Focus

Hands-on Activity

Whole Group Review

Planning Ahead

OutcomeTo raise student awareness of the educational rights of children and what resources are needed for a good education.

Re-read class book from the previous activity.

Tell students that a group called the United Nations drew up a list of rules about the rights of the child, and that one of these rights is that all children should be able to go to a good school and learn.

Explain that many children around the world miss out on school and discuss the reasons why this happens.

map of the world or globe

a large box or a suitcase

access to classroom resources

data projector or electronic white board

Show students a world map and point out Nepal. Explain how this country experienced two earthquakes in the space of weeks destroying homes and schools, left people without clean water and sanitation and resulted in more than 1 million children having no classrooms.

Match UNICEF video at: Nepal Emergency 2015 video - showing how the earthquake effected children and their families. https://www.youtube.com/watch?v=5oTb2Rhllrw and discuss it with students. Watch it again and focus on the learning materials available to students.

Ask students ‘What materials do you think would be essential for learning AND would fit in one box or suitcase?’ Brainstorm options and the range of activities schools usually provide such as maths, reading, writing, sport and art.

Show the suitcase and suggest that the class pack it with what they think would be essential for an education. Each child chooses something and explains why they have chosen their item. Review the result as a class. Make changes as needed, reminding students of their usual daily activities.

Tell students that for a day or selected timeframe their class will learn using only the materials they have put in their School-in-a-Box. They will be putting their box to the test. Discuss details and how the day will work.

Learning from the School-in-a-Box works well both on both small and large scales. It can be as simple as a class morning with few resources, or a group of classes banding together and experiencing education in the hall with minimal furniture/lighting etc. It is also a great fundraising activity. Tie it in with the World Education Games on 13-15 OCTOBER 2015. Think about how parents will be informed or involved in the fundraising process.

Students identify the resources they feel are essential to a good education.


4-7

40 mins

AGE GROUPTIME


UNICEF animation video:

What are child rights http://www.unicef.org.au/our-work/information-for-children

TEACHER NOTESummarised, these UN ratified

educational rights are:

All children have the right to a good quality primary education that develops their personality,

talents and abilities.

They should be encouraged to go as far as possible with their

education.

This education should also help them learn to live peacefully and

respect their environment and others.


16

LESSON 3 - SCHOOL-IN-A-BOX AWARENESSObjectives

Introduction

Main Teaching Focus

Whole Group Review

Outcome

To raise student awareness of the educational issues faced by children living in poverty, refugee camps or dealing with other forms of hardship.

Remind students of the purpose of the day.

Ask students to tell you as they notice the differences between this day and other normal days, and say that you will record these on the board.

pre-prepared School-in-a-Box white board

markers

Run the teaching and learning day using only the resources in the School-in-a-Box.

Point out any differences you notice as they arise and record what the students observe.

Review the day, discussing the observations recorded over the day.

Discuss issues such as:

How did it feel to share the resources? What activities did they miss out on or had to be modified?

Did it affect their behaviour and if so, were they better or worse behaved?

Was the teaching good?

Did they learn as much as they normally did?

What was good about the day? Would they like those aspects if they were ongoing?

If relevant, share the amount of money raised and plan how this will be given to UNICEF.

Students experience a period of education using limited resources that must be shared by many.


4-7

as decidedby teacher

AGE GROUPTIME


UNICEF Primary Resources:

https://teachunicef.org/


17


If we couldn’t go to school...

couldn’t

by

18

Oh no! Luckily we can go to school so...

can

Phew!


19

Activity 1WHAT DO ALL CHILDREN NEED TO ACHIEVE THEIR DREAMS?Break this code to find out!

What do all children need toachieve their dreams?

ACTIVITY 1

Break this code to find out!

__ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ !


Look at the pictures below. Which 6 things do you think a good school must have? Fill in the blanks with your 6 choices. When you have finished, take all the letters you have written on the pink squares andunscramble them to find the bonus answer.

What makes a good school?ACTIVITY 2

What makes a good school?

1. __ __ __ __

2. __ __ __ __ __ __ __

3. __ __ __ __ __

4. __ __ __ __ __

5. __ __ __ __ __ __ __ __ __ __

6. __ __ __ __ __ __ __ __ __w

b d

k

d

w

r

k

r

o

a

r

e

c

so

BONUS! __ __ __ __ __ __c

c

Appendix 4_Going To School Around The World


20

Activity 2WHAT MAKES A GOOD SCHOOL?Look at the pictures below. Which 6 things do you think a good school must have? Fill in the blanks with your 6 choices. When you have finished, take all the letters you have written on the pink squares and unscramble them to find the bonus answer.


ACTIVITY 1


__ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ !





1. __ __ __ __

2. __ __ __ __ __ __ __

3. __ __ __ __ __

4. __ __ __ __ __

5. __ __ __ __ __ __ __ __ __ __

6. __ __ __ __ __ __ __ __ __w

b d

k

d

w

r

k

r

o

a

r

e

c

so

BONUS! __ __ __ __ __ __c

c



ACTIVITY 1


__ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ !





1. __ __ __ __

2. __ __ __ __ __ __ __

3. __ __ __ __ __

4. __ __ __ __ __

5. __ __ __ __ __ __ __ __ __ __

6. __ __ __ __ __ __ __ __ __w

b d

k

d

w

r

k

r

o

a

r

e

c

so

BONUS! __ __ __ __ __ __c

c



21

Activity 3HOW ARE THESE SCHOOLS DIFFERENT FROM YOURS?Around the world, children go to different kinds of schools. Read the stories and match them to the correct photos. Then write the number of the photograph in the box beside the story. Now draw a line connecting each photograph to its location on the map.

HELEN: My school has walls and desks made of mud! Everybody in our village helped to build it. Even me! I helped to make clay bricks for the walls. UNICEF gave us slates, pencils, chalk and exercise books. Now school is free and close to home. This means that parents can send girls to school as well as boys.

JALA: I live on a mountain. The closest school is on the next mountain! So I learn by listening to the radio. At my teacher’s house, we listen to a national UNICEF broadcast twice a week. Captain Bhaji tells stories, and we join in. My favourite character is the talking bird. I’m also learning about math, health and nutrition.

AHMED: I live in a large city. My parents do not have the money to send me to school. Many children cannot afford to go to school. So school came to us on the street! A shopkeeper holds classes for us in the middle of a large boulevard. He teaches us how to read and write. Sometimes the traffic is very noisy!

FATIMA: My family are nomads, with the Zeyadiyah tribe. We travel from the north to the pastures in the south, and back, following our herd of cattle. Our school moves with us! Our parents hired our teacher and gave her a camel, so she travels with us. When we stop at camp, she sets up her UNICEF tent and we go to school!

CHHORN LOM: My school has painted walls, a tin roof, modern equipment — and it floats! It‘s a houseboat in my floating fishing village on Tonle Sap lake. When we move our houseboats, we tow our school with us. Now, all the kids in my village go to school.

t from yours?t from yours?

E. ZAMBIA5

C. PAKISTAN3

A. CAMBODIA1

B. SUDAN2


3


E. ZAMBIA5

C. PAKISTAN3

A. CAMBODIA1

B. SUDAN2


1


E. ZAMBIA5

C. PAKISTAN3

A. CAMBODIA1

B. SUDAN2


2


E. ZAMBIA5

C. PAKISTAN3

A. CAMBODIA1

B. SUDAN2


5

ACTIVITY 3

How are these schools differenHow are these schools differen

HELEN: My school has walls and desks made of mud! Everybody in our

village helped to build it. Even me! I helped to make clay bricks for the walls. UNICEF gave us slates, pencils, chalk and exercise books. Now school is free and close to home. This means that parents can send girls to school as well as boys.

FATIMA: My family are nomads, with the Zeyadiyah tribe. We travel from the north to the

pastures in the south, and back, following our herd of cattle. Our school moves with us! Our parents hired our teacher and gave her a camel, so she travels with us. When we stop at camp, she sets up her UNICEF tent and we go to school!

CHHORN LOM: My school has painted walls, a tin roof, modern equipment — and it floats! It‘s a

houseboat in my floating fishing village on Tonle Sap lake. When we move our houseboats, we tow our school with us. Now, all the kids in my village go to school.

JALA: I live on a mountain. The closest school is on the next mountain! So I learn by listening to the radio. At my

teacher’s house, we listen to a national UNICEF broadcast twice a week. Captain Bhaji tells stories, and we join in. My favourite character is the talking bird. I’m also learning about math, health and nutrition.

AHMED: I live in a large city. My parents do not have the money to send me to school. Many children cannot

afford to go to school. So school came to us on the street! A shopkeeper holds classes for us in the middle of a large boulevard. He teaches us how to read and write. Sometimes the traffic is very noisy!

Around the world, children go to different kinds of schools. Read the stories and match them to the correct photos. Then write the number of the photograph in the box beside the story. Now draw a lineconnecting each photograph to its location on the map.

D. NEPAL4


4


22

Activity 4WHY DON’T ALL CHILDREN GO TO SCHOOL?Not every child has the opportunity to go to school like you do. Play this game to find out some of the reasons why a child might not be able to go to school. You will need a die and one marker for each player. Take turns to roll the die and move along the spaces on the board. The first player to reach the school wins the game!


23

Activity 5WHY IS IT IMPORTANT FOR GIRLS TO GO TO SCHOOL?Take the Girls’ Education Quiz and find out! Circle the correct answers. To check your answers, please look at the bottom of the page.

1. Around the world, most of the children who are not in school are…

A. Girls

B. Boys

C. Not intelligent enough to go to school

2. The part of the world that has the most girls out of school is…

5. Educating girls…

A. Helps stop the spread of diseases

B. Makes girls think they know everything

C. Makes girls stop listening to their parents

6. Focusing on the education of girls means…

A. That boys will suffer

B. That boys will also benefit

C. That parents will have to pay a lot of money

7. To get more girls in school…

A. Schools must be mixed (boys and girls together)

B. Schools must be close to home

C. Teachers must be young3. All girls should go to school, because…

A. They need more help than boys

B. They like to read more than boys

C. It is their right

4. A girl’s education…

A. Doesn’t help anyone

B. Helps only herself

C. Helps her family and community

A. Sub-Saharan Africa B. Asia C. Latin America


A. GirlsB. BoysC. Not intelligent enough to go to school


(Answers: 1-A, 2-A, 3-C, 4-C, 5-A, 6-B, 7-B)

Why is it important for girls to go to school?Why is it important for girlsto go to school?

ACTIVITY 5

Take the Girls’ Education Quiz and find out! Circle the correct answers. To check youranswers, please look at the bottom of the page.

A. Sub-Saharan Africa

B. Asia C. Latin America

3. All girls should go to school, because…A. They need more help than boysB. They like to read more than boysC. It is their right

4. A girl’s education…A. Doesn’t help anyoneB. Helps only herselfC. Helps her family and community

5. Educating girls…A. Helps stop the spread of diseases B. Makes girls think they know everythingC. Makes girls stop listening to their parents

6. Focusing on the education of girls means…A. That boys will sufferB. That boys will also benefitC. That parents will have to pay a lot of money

7. To get more girls in school…A. Schools must be mixed (boys and girls

together) B. Schools must be close to homeC. Teachers must be young





(Answers: 1-A, 2-A, 3-C, 4-C, 5-A, 6-B, 7-B)


ACTIVITY 5














(Answers: 1-A, 2-A, 3-C, 4-C, 5-A, 6-B, 7-B)


ACTIVITY 5











(Answers: 1-A, 2-A, 3-C, 4-C, 5-A, 6-B, 7-B)WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Part 2 - Going to school around the world

24




(Answers: 1-A, 2-A, 3-C, 4-C, 5-A, 6-B, 7-B)


ACTIVITY 5











Activity 6WHY DON’T ALL GIRLS GO TO SCHOOL?All over the world, many girls are not able to go to school. Play a game of “Pencils and Rulers” to find out why!

You will need a die and one marker for each player. Take turns to roll the die and move along the spaces in the game. The first player to reach the school wins. The rulers tell you why many girls in the world can’t go to school. The pencils tell you how UNICEF’s help makes a difference. If you land on a pencil, you can take a shortcut to school. If you land on a ruler, you slide down again.


25

Activity 7WHAT WILL HAPPEN IF A GIRL DOESN’T GO TO SCHOOL?Read the comic strip and guess what will happen next. Then, finish the cartoon.

Fatima, I want tobe a teacherwhen I grow up.

But Sara, for that you need to go to school!At school, I’m studying subjects that willhelp me to be successful

in the future.

But how are you able togo to school? Your family is poor like mine!

Mama, I want to go to school tolearn like Fatimadoes.

What you need to learn is cooking and fetching water so you can get married soon. Education is wasted on girls, and we can’t afford

to send you to school.

UNICEF provides the supplies for girlslike us to attend school, and they built a school well so we can bring home clean water.

Read the comic strip and guess what will happen next. Then, finish the cartoon.

What will happen if a girldoesn’t go to school?What will happen if a girldoesn’t go to school?

ACTIVITY 7Appendix 4_Going To School Around The World


26

Activity 8WHAT DIFFERENCE DOES GOING TO SCHOOL MAKE?See if you can spot 6 differences in the pictures before and after UNICEF came to the village and helped build a school.See if you can spot 6 differences in the pictures before and after UNICEF came to the village and

helped build a school.

A B

SCHOOL

What difference does going to school make?What difference does going to school make?

ACTIVITY 8 Appendix 4_Going To School Around The World

See if you can spot 6 differences in the pictures before and after UNICEF came to the village andhelped build a school.

A B

SCHOOL

What difference does going to school make?What difference does going to school make?



27

Activity 9HOW MUCH DOES IT COST TO GO TO SCHOOL?Do these math problems and find out! To check your answers, please look at the bottom of the page.

1. A school exercise book and pencil costs 53 cents.How much money must you collect to buy 10 exercise books and pencils?

2. Four local-language storybooks cost $26 (http://inspiredgifts.unicefusa.org/gifts/story-books).How much money would you have left if your class collected $300 and bought enough storybooks for 40 children?

3. A school desk for two children costs $65 (http://inspiredgifts.unicefusa.org/gifts/kids-need-desks-kind). How much money do you need to collect to provide enough desks for your classroom?

4. Sometimes during a war or natural disaster, a community’s school can be destroyed. When this happens, UNICEF provides the community with a School-in-a-box, which contains all the supplies a teacher needs to teach 80 students for 3 months until a new school can be built. A School-in-a-box costs $220. If you and 4 friends chipped in to buy a box, how much would each of you pay?

A school exercise book and pencil costs $1.40. How much money must you collect to buy 10 exercise books and pencils?

————————————————–––––——————

A school kit for one child (containing a slate, chalk,eraser and school bag) costs $6.50. How muchmoney would you have left if your class collected$300 and bought enough kits for 40 children?

——————————————–––––————————

A blackboard for a school costs $50.00. How muchmoney do you need to collect to provide enoughblackboards for each classroom in your school?

—————————————————–––––—————

Sometimes during a war or natural disaster, a community's school can be destroyed. When thishappens, UNICEF provides the community with aschool-in-a-box, which contains all the supplies ateacher needs to teach 80 students for 3 monthsuntil a new school can be built. A school-in-a-boxcosts $280. If you and 4 friends chipped in to buy a box, how much would each of you pay?

————————————————————–––––——

BONUS PROBLEM! Draw the coins you need to help buy each of the following school supplies for a child in a developing country.

Exercise book ($0.70)

Slate($1.60)

Pencil ($0.30)

Do these math problems and find out! To check your answers,please look at the bottom of the page.

1. $14 2. $40 3. 50 x # of classrooms at your school 4. $56

1

2

3

4

5

How much does it costto go to school?How much does it costto go to school?


EXERCISE BOOK(50 cents)

SOCCER BALL($6.50)

PENCIL(3 cents)

5. BONUS PROBLEM! Draw the coins you need to help buy each of the following school supplies for a child in a developing country.

1. $14 2. $40 3. 50 x # of classrooms at your school 4. $56WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Part 2 - Going to school around the world

28

Activity 10HOW CAN I HELP MORECHILDREN GO TO SCHOOL?Help Maria find her way to school by completing the maze. What are the ways you can help children like Maria go to school?


29

WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Contact us

CONTACT THE WORLD EDUCATION GAMES TEAMThe World Education Games Team has offices around the world, and would be delighted to answer any of your questions.

COUNTRY PHONE E-MAIL

AFRICA +27 (0)11 7068959 [email protected]

ASIA 1300 850 331 [email protected]

AUSTRALIA 1300 850 331 [email protected]

CANADA +1 877 467 6851 [email protected]

EUROPE +44 117 370 1992 [email protected]

MIDDLE EAST +44 117 370 1992 [email protected]

NEW ZEALAND +64 9414 5164 [email protected]

PAKISTAN +92 42 111 44 33 55 [email protected]

SOUTH AMERICA +52 (777) 316 2761 [email protected]

UNITED STATES 866 387 9139 [email protected]

30

31

JOIN THE WORLD EDUCATION GAMESVIDEO CHALLENGE

We’re giving one lucky school the once in a lifetime opportunity to join us on a UNICEF field trip to Zimbabwe. To be in with a chance, create a short video in your class or school encouraging others to raise money for UNICEF education programs and to participate in the World Education Games – then simply share on social media with #WEGVIDEO.

Students from Hunters Hill Public School with UNICEF School-in-a-Box

resources at Australian Technology Park on World Literacy Day, 5 March 2013

Great ideaFOR AN EXTRA CLASSROOM ACTIVITY!

*

#WEGVIDEO

For more information visitWWW.3PLEARNING.COM/WORLDEDUCATIONGAMES/VIDEOCHALLENGE

WORLD EDUCATION GAMES - ACTIVITY PACK, AGES 4-7Part 3 - WEG video competition

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