{"activityType":[{"id":38393,"name":"International activities"},{"id":38389,"name":"Social action"}],"activityCategory":"Activity","completionTime":"30","cost":"Free","energy":"Energiser","equipmentList":[{"id":38358,"name":"Scrap paper","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":38283,"name":"Chairs","description":"","type":"general"},{"id":38270,"name":"Device to play music","description":"","type":"general"}],"adjustments":"\u003Cp\u003EYou could give each group some scrap paper with their 10 cards, so they can add some of their own ideas too.\u003C/p\u003E\n\u003Cp\u003ELots of the \u003Cspan style=\u0022text-decoration: underline;\u0022\u003E\u003Ca href=\u0022https://www.scouts.org.uk/about-us/help-others/scouts-for-sdgs/\u0022 title=\u0022Scouts for Sustainable Development Goals\u0022\u003ESustainable Development Goals (SDGs)\u003C/a\u003E\u003C/span\u003E are linked to human rights. The SDGs are global goals that people and governments are working towards. Scouts are trying to achieve the SDGs too \u2013\u00A0you can find out more on the \u003Cspan style=\u0022text-decoration: underline;\u0022\u003E\u003Ca href=\u0022https://sdgs.scout.org/\u0022 title=\u0022Scouts for SDGs\u0022\u003EScouts for SDGs portal\u003C/a\u003E\u003C/span\u003E or research using the \u003Cspan style=\u0022text-decoration: underline;\u0022\u003E\u003Ca href=\u0022https://sdg-tracker.org/\u0022 title=\u0022SDG tracker\u0022\u003ESDG tracker\u003C/a\u003E\u003C/span\u003E.\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003EYou may need to adapt musical chairs so everyone can take part. For example, wheelchair users could position themselves in front of a chair to show they\u2019ve taken it. If this doesn\u2019t work for your group, you could replace musical chairs with a game of musical statues. Alternatively, take it in turns to roll a dice \u2013\u00A0when people roll a six, they\u2019re at risk of being \u2018out\u2019 and must argue that they have a right that should stay in the game. You may need to split into smaller groups for this to work best.\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003ECompare these with the rights a Scout in another country might have.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":45431,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Global Issues","sections":["Scouts"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Scouts Global Issues Activity Badge","url":"/scouts/activity-badges/global-issues/","id":45426,"nodeName":"Global Issues","type":"badge","image":{"url":"/media/4403/activity-sc-global-issues.png","caption":"Activity Sc Global Issues","type":"png","size":10136,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Global Issues","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NTQyNiJ9","canonicalUrl":"https://www.scouts.org.uk/scouts/activity-badges/global-issues/"}],"outcome":[{"id":38451,"name":"Be a citizen","outcomeLabel":"Be a citizen","outcomeDescription":"Know that you\u2019re a local, national, and international citizen, and understand your responsibilities."},{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003EThis activity reminded everyone that they\u2019re a citizen. What does being a global citizen mean? People might have all sorts of answers here, some might think about how it\u2019s being aware of the wider world and playing their part in communities locally and nationally. What sorts of rights and responsibilities do citizens have?\u003C/p\u003E\n\u003Cp\u003EThis activity was also about communication. It\u2019s great to know about important things like rights, but it\u2019s important to talk to other people too. Why is talking to other people so important? People might think about how it helps them learn and develop their ideas as well as how it can help other people become aware of big issues. How did people feel about sharing their ideas? Was it easy to understand what other people meant?\u003C/p\u003E\n\u003Cp\u003EArticle 42 of the UNCRC is all about people working together to make that everyone (children and adults) know about the convention. How could people share what they\u2019ve learned with others?\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EWhy not use this activity to start working towards some of the requirements of the \u003Ca href=\u0022/scouts/awards/world/\u0022 title=\u0022World\u0022\u003EScouts World Challenge Award\u003C/a\u003E?\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"","activityTags":[{"id":38506,"name":"Sharing"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38440,"name":"Empathy"},{"id":38445,"name":"Global issues"}],"searchEngineDescription":"Play a musical game then explore the UN Convention on the Rights of the Child in this harmonious human rights activity.","plannerTimeSlot":30.000000,"safetyAlerts":[{"title":"Active games","alert":"\u003Cp\u003E\u003Cspan\u003EThe game area should be free of hazards. Explain the rules of the game clearly and have a clear way to communicate that the game must stop when needed. Take a look at our guidance on \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/running-active-and-wide-games/\u0022 title=\u0022Running active and wide games\u0022\u003Erunning active games safely\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":1,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E\u00A0to help you plan and risk assess your activity. Additional help to carry out your\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 target=\u0022_blank\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples can be found here. Don\u2019t forget to make sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help if you\u2019re short on helpers.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003ESetting up this activity\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EPrepare some cards or pieces of paper with some different rights, needs and wants written on each one. We\u2019ve included some ideas of rights, needs and wants below.\u003C/li\u003E\n\u003Cli\u003EFor \u2018Play musical chairs\u2019, you\u2019ll need one card for each person.\u003C/li\u003E\n\u003Cli\u003EFor \u2018Choose rights, wants, or needs\u2019, you\u2019ll need enough sets of 10 identical cards for each group (three or four people) to have one.\u003C/li\u003E\n\u003Cli\u003EThere\u2019s lots of information, including a full list of the articles in the United Nations Convention on the Rights of the Child, on the\u00A0\u003Cspan style=\u0022text-decoration: underline;\u0022\u003E\u003Ca href=\u0022https://www.unicef.org.uk/what-we-do/un-convention-child-rights/\u0022 title=\u0022Unicef website\u0022\u003EUnicef website\u003C/a\u003E\u003C/span\u003E. It\u2019s a good idea to have a look before you lead this activity, so you feel confident that you know everything you need to.\u003C/li\u003E\n\u003Cli\u003EIt\u2019s up to you how you play the music for Musical Chairs. It doesn\u2019t have to be super-technical. Depending on the space you\u2019re using, a phone with the volume turned up might work!\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EUNCRC articles:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EEducation (article 28)\u003C/li\u003E\n\u003Cli\u003EShelter (article 27)\u003C/li\u003E\n\u003Cli\u003ERelaxing (article 31)\u003C/li\u003E\n\u003Cli\u003EPlaying (article 31)\u003C/li\u003E\n\u003Cli\u003EBeing treated equally (article 2)\u003C/li\u003E\n\u003Cli\u003EFreedom from violence (articles 19, 37, and 38)\u003C/li\u003E\n\u003Cli\u003EHealthcare (article 24)\u003C/li\u003E\n\u003Cli\u003EFreedom from abuse (articles 19 and 33 to 36)\u003C/li\u003E\n\u003Cli\u003EExpressing thoughts and opinions (articles 13)\u003C/li\u003E\n\u003Cli\u003EHaving a name and nationality (articles 7 and 8)\u003C/li\u003E\n\u003Cli\u003EClean water (article 24)\u003C/li\u003E\n\u003Cli\u003ENutritious food (article 24)\u003C/li\u003E\n\u003Cli\u003EPractising religion (article 14)\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003EOther ideas to include:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ELove\u003C/li\u003E\n\u003Cli\u003EA premium music streaming account, such as Spotify or Google Play\u003C/li\u003E\n\u003Cli\u003EMoney\u003C/li\u003E\n\u003Cli\u003EWarm clothes\u003C/li\u003E\n\u003Cli\u003EVoting in elections\u003C/li\u003E\n\u003Cli\u003ESweets\u003C/li\u003E\n\u003Cli\u003EHeadphones\u003C/li\u003E\n\u003Cli\u003ESubscriptions to streaming services, such as Netflix\u003C/li\u003E\n\u003Cli\u003EMobile phones\u003C/li\u003E\n\u003Cli\u003EFast food\u003C/li\u003E\n\u003Cli\u003EA holiday\u003C/li\u003E\n\u003Cli\u003EThe latest trainers\u003C/li\u003E\n\u003Cli\u003EAccessing social media\u003C/li\u003E\n\u003Cli\u003EYour own bedroom\u003C/li\u003E\n\u003C/ul\u003E","label":"Examples of rights, need and wants"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EIntroduce the topic\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk everyone if they know the difference between rights, wants or needs. Choose a few people to say their ideas.\u003C/li\u003E\n\u003Cli\u003EExplain that Rights exist to protect people and make sure their needs are met. Their needs are the things they need to have a good life. Wants are things that are \u2018nice to have\u2019 but aren\u2019t essential.\u003C/li\u003E\n\u003Cli\u003EEveryone should try to think of some examples of rights, needs, and wants. They shouldn\u2019t share their ideas yet.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003EPlay musical chairs\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should get a chair, put them in a circle facing outwards, and sit down.\u003C/li\u003E\n\u003Cli\u003EGive everyone a piece of paper that has a right, need or want written on it.\u003C/li\u003E\n\u003Cli\u003EPlay some music. Everyone should get up and move around the chairs, while keeping hold of their piece of paper.\u003C/li\u003E\n\u003Cli\u003EWhile the music\u2019s playing, remove a chair from the circle, so there\u2019s one fewer chair than the number of players.\u003C/li\u003E\n\u003Cli\u003EPause the music. Everyone should find a chair to sit on. One player should be left standing.\u003C/li\u003E\n\u003Cli\u003EThe person left standing should read out the words on their piece of paper. They should try to persuade everyone that their piece of paper has a \u2018right\u2019 on it. Everyone else can ask questions, if they want to.\u003C/li\u003E\n\u003Cli\u003EEveryone should vote on whether the thing on the person\u2019s paper is a right. You could help everyone to discuss their decision after they\u2019ve voted. Ask questions, such as why did they think it was (or wasn\u2019t) important, would they make the same decision if they lived somewhere outside the UK, or how would it feel to not have the thing?\u003C/li\u003E\n\u003Cli\u003EIf the majority vote that\u2019s it a right, the player should stay in the game. Everyone should repeat steps three to seven, except the person leading the activity shouldn\u2019t remove a chair.\u003C/li\u003E\n\u003Cli\u003EIf the majority vote that it\u2019s not a right, the player is out. They should help the person leading the game with the music, removing the chairs and keeping track of who\u2019s last to find a chair. Everyone should repeat steps three to seven.\u003C/li\u003E\n\u003Cli\u003EPeople who are \u2018out\u2019 can still ask questions and vote about whether things are rights or not.\u003C/li\u003E\n\u003Cli\u003EThe game ends when there are a few things in the middle.\u003C/li\u003E\n\u003Cli\u003EUnless someone\u2019s just great at the game and always finds a chair, the remaining players should have pieces of paper that make up a set of rights.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003EChoose rights, wants, or needs\u00A0\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should split into groups of three or four people.\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should give each group a set of 10 cards with rights, needs, and wants on them.\u003C/li\u003E\n\u003Cli\u003EEach group should work together to order the cards from the most to the least important. The rights and needs should be above the wants.\u00A0People could make a simple list from top to bottom, or they could create a different shape if they think some cards belong on the same level.\u003C/li\u003E\n\u003Cli\u003EEveryone should share their ideas with each other. Did all of the groups have a similar order? Were there any cards people disagreed on?\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should introduce the United Nations Convention on the Rights of the Child (UNCRC). Explain that the UNCRC has 54 articles that set out the rights that all children everywhere are entitled to. They\u2019re all linked, and no rights are more (or less) important than others. The UNCRC is the most widely approved international human rights treaty in history \u2013 it\u2019s been accepted by all UN member states except the United States.\u003C/li\u003E\n\u003Cli\u003EEach group should try to figure out which cards show rights from the UNCRC. They should put all of the other cards to one side.\u003C/li\u003E\n\u003Cli\u003EEach group should take it in turns to shout of an idea, until between them, they\u2019ve found all of the rights. Here\u2019s a \u003Ca href=\u0022https://www.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_summary-1.pdf\u0022 title=\u0022UNCRC articles summary\u0022\u003Esummary of the UNCRC articles\u003C/a\u003E if needed.\u003C/li\u003E\n\u003Cli\u003EIn their groups, everyone should think about young people in other countries. Are there places where Scouts find it harder to get their rights? Are there places where young people have fewer opportunities? For example, article 28 talks about the right to education. Every child is entitled to education, but at the moment, not every child is able to get an education. Can anyone think of places it might be hard to get an education? 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