Review of unit 2

You need about an hour.

What have we done?

Exclamation markBefore you leave this unit, look back over the work you have done using activity sheet 17. First, on your own, score from 1–5 how much you feel you have learnt about each of the unit’s three aims (1 is a little and 5 is a lot). Mark in the box on the right anything more you want to do to take forward your learning. Now come together as a group to consider what you have learnt as a group. How are you doing together? Write in the box at the bottom what additional actions you may want to take as a group to strengthen your understanding of any particular part of the unit. You will have now reflected on your own personal learning and how the group is doing as a whole and what you agree needs to happen next.

Aim Personal score Group score What do I want to do next?
Low HighLow High
Understanding communities 1 - 2 - 3 - 4 - 5 1 - 2 - 3 - 4 - 5
Mapping communities 1 - 2 - 3 - 4 - 5 1 - 2 - 3 - 4 - 5
Identifying community links and allies 1 - 2 - 3 - 4 - 5 1 - 2 - 3 - 4 - 5
What we want to do next as a group

A right review

Rights for everyone – Articles 1, 2, 21-23

CharterAct by Right is rooted in the Convention on the Rights of the Child. By developing your own Act by Right Charter, the group should increase its understanding of your rights to participate in the issues affecting you and strengthen your arguments to be taken seriously and get things changed. Reflect on your learning in this unit and look particularly at the Articles indicated above which are in your copy of the Convention in the Resource Section. Discuss the questions below and agree at least two Articles to add to your Act by Right Charter (blank copy downloadable from here) and complete the three columns: the number of the Article, ‘The Article says’ and three action points in the ‘What we are going to do’ column.

  • What are the implications of the Rights of Convention applying to all those who are under 18?
  • Are there any particular groups of children and young people who often get a worse deal than others? If so, why?
  • Why do some specific groups of children and young people get a particular mention in the Convention?

Before you move on

Reflecting on what you’ve learnt and the skills you’ve gained give yourself a personal challenge to complete during the week.

How about:

  • Find out more about someone’s personal community that is different to yours.
  • Find out one initiative that your community is doing to tackle climate change and add it to your map.
  • Research a community in a different country and find out how they are tackling climate change.


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