| • |
In
pairs, discuss the various needs of the members of this
household. Which needs are the most important, and why?
Refer to the UN Convention. |
|
 |
| • |
The
class could add two details for each person and then work
on conversations between members of this household. |
|
|
| • |
Discuss
the implications for this household if Joanna were no
longer present in it. |
|
|
| • |
Brainstorm
ideas of further situations where a child's rights may
come into conflict with those of a parent/carer. (Situations
may link to on the Rights of
the Child). |
|
|
| • |
Discuss
the different points of view and develop into conversations/role
play |
|
|
| • |
Write
about one of these situations :
a) from the child's perspective
b) from the perspective of the parent/carer
Students may write narrative or diary entries to tell
the story. |
|
|
| • |
In
pairs draw spider diagrams of feelings associated with
a) childhood and b) adulthood. Either share these with
the class in groups of five or six, devise a still image
based on a) childhood and b) adulthood. Show these to
the class. Or ask students to collect images which they
associate with childhood or adulthood and to present these
as a collage. |
