Travelling Ahead
Children’s Rights Toolkit
Written by:
Dynamix Ltd
Unit 4D, Cwm Road, Hafod,
Swansea, SA1 2AY
www.dynamix.coop
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About Travelling Ahead
Travelling Ahead works across Wales with Gypsy, Roma and Traveller children and
young people. The project supports young people to have a say, learn about your rights
and influence councils and government so that there are better services.
Travelling Ahead has a Youth Advisory Group where young people help plan the
project’s activities and run regional forums where young people can come together,
meet others and work on issues that are important to you. Once a year Travelling Ahead
has a National forum – a meeting for Gypsy, Roma and Traveller children from all over
Wales.
“Travelling Ahead gets all the young Gypsy children to meet more young Gypsies /Travellers
from around Wales. It makes the young people from the Gypsy community learn more about
the rights and education and that there are many situations that Gypsy/Travellers don't
understand, things that they could change it might not get changed now but could have an
effect on the younger generation” (Ricky Price aged 18)
About Dynamix
Dynamix has been working to make social change happen through training,
consultation and facilitation since 1989. Based in Swansea, South Wales, our social
enterprise has been working with organisations from all over Wales and other parts of
the UK for 27 years.
Dynamix works directly with children & young people and adults from every different
group, background and ability and we provide support to professionals who provide
services for these groups.
Young advisors
This tool kit has been developed with young Gypsies, Roma and Travellers from all
around Wales including the New Leaf Forum in Cardiff, young people at Travelling
Ahead’s regional forums in south west Wales (Pembrokeshire, Carmarthenshire and
Swansea) and north Wales (Flintshire); young people supported by the Torfaen Equal
Forum, Neath Port Talbot Traveller Education Staff and by The Unity Project.
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Why have this toolkit?
Human rights are basic things that people, no matter what age they are, have to help
them to survive and develop.
Everyone in Britain is protected by the Human Rights Act (HRA).
Children are protected by human rights but it was realised that children up to the age
of 18 need special rights because they need extra protection to stop them being badly
treated, forgotten about or exploited.
The United Nations Convention on the Rights of the Child (UNCRC) lists 42 rights that
children up to the age of 18 should be getting, as well as some more about what
adults should be doing to make sure that they get their rights.
Wales is the first country to make paying attention the UNCRC – children’s rights – law
in their decision making. This means that when the government has plans about what
happens in Wales they have to think about how children’s rights might be affected.
One thing that they have said they will do is to make sure that all children and young
people in Wales know about their rights.
More and more children and young people are starting to learn about their rights but
there is still a long way to go. Young people from travelling communities who work
with Travelling Ahead have said that children and young people who are Gypsy, Roma
and Traveller really don’t know enough about their rights.
Many children and young people all over Wales aren’t getting their rights met.
This is especially true for children and young people who are Gypsy, Roma and
Traveller. This is even true for basic rights that most children in the UK get fairly easily
– like a right to an education or to a decent place to live or to be allowed to use the
language and customs of their family.
Travelling Ahead work with Gypsy, Roma and Traveller children young people in Wales
and one of the main things they do is help them to know about and get their rights
and to support them to make changes to make sure this is happening. This is why
they thought this toolkit would be a good idea.
This toolkit is for you to use to help other Gypsy, Roma and Traveller children and
young people to know what their rights are and to recognise when they are not
getting them, and to help to plan what needs to be done to make things change so
that you are all getting your rights.
Young people can also use some of the activities in this toolkit to train adults and
make them more aware of your rights as a young Gypsy, Roma or Traveller person.
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Contents
Running a session – things to think about
Starters – getting people thinking about rights
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Rights Picture Bingo
Hand print sign in
Wind blows
What is the UNCRC?
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Introducing the UNCRC
Number hunt quiz
Rights snap
Body of rights
Sorting out the rights
Importance of rights
• Rights Jigsaw
• Rights auction
• Bad day
What stops you from getting your rights?
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Lines
Token Debate
Bricks in the wall
Who can help if you are not getting your rights?
Making things change
• Charter
• Seeds of change
Resources
Full List of Rights in the UNCRC
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Running a session - things to think about
Which activities do you want to do?
The activities in the pack are broken up into different sections.
Starters
These are quite light activities to get the group starting to think about rights.
What is the UNCRC?
These activities tell people what it means to have rights and where they come from.
The importance of rights
These activities help people to think about which rights are important to them and
other Gypsy, Roma and Traveller children/young people.
What stops you getting your rights?
These activities get people thinking about what things might stop Gypsy, Roma and
Traveller children/young people from having their rights met and what could be done
to change this.
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Think about what you want from the session, how long you have and how much the
group already know and choose the activities to suit.
Activities from the same section might have quite similar messages so think about
this when you are planning – you don’t want to be repeating yourself.
Choose activities that suit the group – some of them involve reading or writing and
if this is a problem then choose one that doesn’t. Having said that, those that do
involve writing don’t need everyone to read or write so you might have enough
people who are happy to do this for the others.
Plan ahead – think about what resources you need and how many of them for the
size of the group.
The activities get people moving around and talking but if you know any group
games you can run some of those too.
Enjoy!
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Starters
Rights Picture Bingo
Size of group:
7+
What you need:
• Copies of the rights picture bingo.
• Pens.
• Chocolate if you want a prize for the first to be
filled in.
How it's run:
• Give everybody a copy of the picture bingo and
a pen.
• Explain that they are going to fill in their bingo
sheets by collecting names from different
people in the room.
• They do this by walking up to someone and asking them if one of the things (e.g.
education) is important to them – if it is, then they can put that person’s name in
that box. If it’s not, ask them about one of the other things on the sheet. Then go
and ask someone else and so on.
• You can only use each person once. People can use their own name on their
bingo once as well.
• The first person to fill up their sheet with names shouts Bingo! and the activity
ends. You could give them a prize of chocolate if you have some.
• Explain that all of the things on the sheet are children’s rights.
Why do it:
• So the group start to know what some of their rights are.
You could:
• Let people work in pairs if they want to.
• Play 'big wind blows' afterwards to find out to find out who finds the different
things important.
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Rights in this activity:
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Article 7: All children have a right to a name, nationality and family ties.
Article 9: Children should not be separated from their families unless it is for their
own good.
Article 12: The right to have a say in things that effect you.
Article 14: The right to practice your religion.
Article 24: The right to good quality healthcare and to clean water, nutritious food
and a clean environment.
Article 28: The right to an education.
Article 29: Education should develop each child’s personality and talents to the
full. It should encourage children to respect their parents, and their own and
other cultures.
Article 30: The right to learn and use the language and customs of their families.
Article 27: Children have a right to a decent standard of living.
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Hand print sign in
Size of group:
1+
What you need:
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Paper (flip chart sized or wallpaper).
Pens - markers are best but biros will do.
How to do it:
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Put the paper on a table if there is one - if there
isn’t put it on the floor.
Ask everyone in the group to draw around one of their hands.
Inside their handprint they should write their name and 5 things that they
wouldn’t want to live without.
Why do it:
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It’s a nice way to welcome people and get them to sign in.
It starts people thinking about what is important to them.
You could:
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Link this in with the ‘rights or wants’ activity.
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The Wind Blows
Size of group: 7+
What you need:
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Chairs for everyone taking part.
Ideas for topics.
How it's run:
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The group sit in a circle of chairs.
Tell them that you are going to say ‘The wind blows anyone who…’ followed by a
topic and if they could answer ‘yes’ to it they move to another chair.
Choose some topics that are to do with rights and some just for fun.
Why do it:
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To find out what things are important for different people.
It's good fun.
You could:
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Run this to get feedback from the Rights Bingo.
Use it as a game at any point during the
session.
If people don't want to move they can wave.
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Example topics to get people to move - these are just suggestions!
Ones to do with rights/ UNCRC - big wind blows anyone who..
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likes hanging around with friends.
thinks that family is important.
has ever broken a bone.
thinks that the police treat all children and young people fairly.
has ever been asked what they think.
likes eating vegetables.
religion is important to them.
Random ones for fun - Big wind blows anyone who...
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likes chocolate.
likes going to the beach.
likes shopping.
has ever performed in public.
can play a musical instrument.
likes doing a sport.
likes making things.
Rights in this activity:
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Article 15 & 31 are about joining groups and playing or relaxing.
Articles 5, 7 , 8 , 9 , 10, 18, 19 & 20 are about family (that family is important).
Article 24 is about good healthcare and healthy food and clean water.
Article 37 & 40 are about being treated fairly if you break the law.
Article 12 is about having a say in things that affect your life.
Article 14 & 20 are about religion.
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What is the U.N.C.R.C.?
After you have done your starter activity/ies you will need to give an explanation about
children’s rights. It can be really short as the activities you use next will give them more
information. It might be something like:
“Does anybody know what the letters UNCRC stand for? They stand for ‘United Nations
Convention on the Rights of the Child’. This is basically a list of rights that you have and
that’s what we are going to think about in this session”.
There are some brilliant videos online that can be used to do this for you!
If you go to http://www.uncrcletsgetitright.co.uk/ you can find some great animations
and videos that explain the UNCRC/children’s rights – you could show one of these at
the start.
There is a full list of the rights in this toolkit but Travelling Ahead have some fab leaflets
for Gypsy, Roma and Traveller children and young people that list children’s rights too.
You can find these here on line or ask us for some
http://clok.uclan.ac.uk/3736/1/Travelling%20Ahead%20Rights%20Booklet.pdf
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Number Hunt Quiz
Size of group: 2+
What you need:
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Bits of paper with the answers on.
List of questions.
How it's run:
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Hide the pieces of paper with answers on around the room.
Get people into groups of two’s or three’s.
Send them off to find the answers (hopefully each group will end up with at least
one!).
When they have found all of the bits of paper – there should be 6. Tell the group
that between them they have the numbers that answer the quiz. The aim is to
make sure everyone knows the answers by the end.
Ask the questions, waiting for someone to call out the answer after each one. If
they get it wrong get them to have another go – if they still don’t get it, tell them.
Why do it:
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So that the group know what the UNCRC is.
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Questions and answers:
1) How many rights are there for children in the UNCRC?
Answer: 42 - they are called ‘articles’. There are also some other articles
that tell adults what they should do to make sure that children get their
rights.
2) What is the youngest you can be to get the rights?
Answer: 0 - you have these rights from the moment you are born.
3) What is the oldest you can be?
Answer: 17 - once you are 18 you are not a child any more, but you still
have human rights (in some countries this happens a bit younger).
4) How many years old is the UNCRC?
Answer: 27 years old - It was made in 1989.
5) When many years ago did the UK first agree to it?
Answer: 26 years ago.
6) How many countries in the world haven’t fully agreed to it?
Answer: 2 – the US and South Sudan haven’t fully signed up to it – which
means that most countries in the world have!
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Rights Snap
Size of group: 1+
What you need:
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At least one set of mixed up Rights Match cards - these have Article numbers and
written explanations on half of the cards and matching pictures of the
articles/rights on the other half.
How it's run:
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Put people into twos or threes. Share a set of the picture cards out amongst the
small groups. You can use more than one set of picture cards to make it more
competitive.
From the front read out the rights cards one by one.
The small groups have to see if they have the picture that matches the right. If
they do they call out ‘snap!’ - If they have the correct matching card they win the
rights card from you.
Do this until you have read them all out. If you have played it with more than
one set of picture cards you can have a winning group that has the most matches.
Why do it:
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So that the group know what kind of rights there are in the UNCRC.
You could:
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In small groups participants can have a set of cards each to play it like the card
game pairs – they put the cards face down on the table and taking it in turns to
turn two cards over to try to find matching pairs.
If this is too tricky they can have all the cards face up to start with to find the
pairs.
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Rights in this activity:
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Article 1 - The right to have all of the rights.
Article 31 - The right to relax and play.
Article 12 - The right to have a say in things that affect you.
Article 16 - The right to privacy.
Article 27 – The right to decent standard of living (home and good enough
clothes).
Article 24 - The right to good quality healthcare and to clean water and healthy
food and a clean environment.
Article 37 - The right to be treated with dignity and respect if you break the law.
Article 30 - The right to use the language and customs of your family.
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Body in a box (rights v wants)
Size of group: 1+
What you need:
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Flip chart paper or wallpaper.
Marker pens.
How it's run:
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Draw an outline of a body – you could
draw around someone if you have big
enough paper.
Explain the difference between rights things that children up to 18 need and are
in the UNCRC - and wants, things that
would be nice but aren’t as important to
survive and thrive.
Ask the group to think about things that
are important to them.
Inside the body write down the things they say that are rights. On the outside of
the body write down the things that are ‘wants’.
Why do it:
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Lots of people are confused about what are rights and what are wants, including
adults.
To explain that rights are written down in the UNCRC and nobody should be able
to stop you from having them – in fact adults should be making sure that you DO
have them.
You could:
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If you did ‘hand print sign in’ at the start you can use the ideas on this to start this
activity.
Use smaller paper with body outlines already on and let people do them on their
own after you have explained the difference.
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Sorting out the Rights
Size of group: 1+
What you need:
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‘Right’ and ‘Want’ heading cards.
Picture cards – mixture of rights and wants.
How it's run:
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Put the ‘right’ and ‘want’ heading cards on the floor or table.
Share out the smaller cards with different rights and wants on them.
Explain the difference between things that are rights and things that are wants.
Ask the group to decide which of the cards are rights or wants and to put them
on the correct headings cards.
Go through them to make sure they have got it right.
Why do it:
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To explain that there can be a difference between things that are your rights and
things that you would like but you don't have to have.
You could:
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People can work on their own, in pairs or small groups to do this.
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Rights in this activity:
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Article 12 - The right to have a say when adults are making decisions on things
that will affect you.
Article 28 – The right to an education.
Article 7 – The right to a name.
Article 7 – And the right to be cared for by parents unless that might be unsafe
for the child.
Article 27 - The right to a decent standard of living (clothes and where you live).
Article 24 - The right to healthy food.
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Importance of rights
Rights jigsaw
Size of group: 4+ (but can be done with 2).
What you need:
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Rights jigsaw pictures cut in halves. If you have uneven numbers you can cut one
of them into three.
How it's run:
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Mix up the pieces of the pictures.
Give each person in the group a piece.
Ask them to find the person who has the other piece of their picture.
They put the pieces together then talk about the right that they have – is it easy
for them and other Gypsy, Roma and Traveller children and young people to have
this right? If not, why?
Get people to tell you what right they had and the kind of stuff they talked about.
Why do it:
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To think about how important different rights are.
To think about what might stop Gypsy, Roma and Traveller children and young
people from getting their rights.
To think about what helps you to get your rights.
Rights in this activity:
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Article 30 - The right to use the language and customs of your family.
Article 27 - the right to a decent standard of living that is good enough to meet
physical and mental needs.
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Articles 28 - the right to an education.
Articles 5, 7, 8, 9 and 10 - the right to family life (as long as you are safe with your
family).
Article 12 - the right to have a say about things that happen in your life.
Article 31 - the right to play, relax and take part in activities.
Article 24 - the right to Healthy food and clean water.
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Rights Auction
Size of group:
4+
What you need:
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Rights auction cards.
Money token e.g. poker chips or beads.
How it's run:
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Divide the group up into a few smaller groups.
Tell them that they groups are now new countries – get them to come up with
names for their groups/countries (these can be anything, they don’t have to be
serious).
Explain that as rulers of their new countries they need to buy some rights for the
children that live there. These will be sold by auction.
Lay the rights auction cards down on the floor or table and let the groups have a
look at them to decide which ones they want to bid for.
Gather the cards back in ready to start the auction.
Give each group ten tokens for them to buy rights with.
Hold each rights card up in turn and ask if anyone wants to bid for it. If someone
does, see if anyone else wants to make a higher bid. Collect tokens in from the
highest bidder and give them the rights card.
Do this until you have done all of the rights.
At the end, ask them who thinks they have done best or why – is it the group with
the most cards? Are some rights more important than others?
Tell them that luckily children don’t have to choose - they should be getting all of
the rights.
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Why do it:
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To think about which rights are really important to you.
To learn that as children and young people you don’t actually have to choose –
that you should have ALL of the rights.
Rights in this activity:
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Article 30 - The right to use the language and customs of your family.
Article 27 - the right to a decent standard of living that is good enough to meet
physical and mental needs.
Articles 28 - the right to an education.
Articles 5, 7, 8, 9 and 10 - the right to family life (as long as you are safe with your
family).
Article 12 - the right to have a say about things that happen in your life.
Article 31 - the right to play, relax and take part in activities.
Article 24 - the right to healthy food and clean water.
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What stops you from getting your rights?
Bad Day
Size of group: 1+
What you need:
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Flip chart paper.
Marker.
How it's run:
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From the front you have an outline of a person.
The group create a spare group member that might represent someone (not a
real person) from a Gypsy, Roma or Traveller community – they think of a name,
age and background for them - you write these things inside the body.
Then explain that the person has had a bad day because they didn’t get their
rights met. Ask the group to think about some of the things that might have
happened for this to be the case. If they can’t think of anything you can help by
saying that they didn’t get specific rights e.g. the right to practice their own
culture.
When they have done a few of these ask the group to come up with some things
that would help the spare group member to get their rights on a different day –
what happens when the spare group member has a good day.
You can write down the things that would help around the body or you can just
do it as a discussion.
Why do it:
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To think about how important different rights are.
To think about what might stop children and young people who are Gypsy, Roma
or Traveller from getting their rights.
To think about what things help you to get your rights.
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You could:
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Put a puppet on a chair in front of the group instead of having a drawing – you
can choose whether or not to write up the ideas on flip chart.
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Lines
Size of group:
1+
What you need:
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Masking tape.
A piece of paper saying ‘Yes!’ or ‘Agree strongly’.
A piece of paper saying ‘No!’ or ‘Completely disagree’.
How it's run:
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Use masking tape to make a line on the floor. At one end put a bit of paper with
a ‘Yes!’ on it, and on the other end a ‘No!’.
Tell the group that the ends stand for opposite opinions and show them which
end is which.
Explain that you are going to call out a statement about rights and they have to
stand on the line to show whether they agree with it or not. They can be
somewhere in the middle if they think it’s a bit of both.
When they are on the line ask them to say why they have stood where they have.
It’s important that people listen to each other – they can move if what someone
says makes them change their mind.
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Examples of statements:
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‘It is really easy for children and young people from travelling communities to
have….’.
Nutritious food and clean water.
A say in what happens to them.
An education.
Good quality of health care.
Privacy.
Use the language and customs of their family.
Why do it:
•
To get the group thinking about whether it is easy or not for children and young
people who are Gypsies, Roma or Travellers to have their rights met.
You could:
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If people don’t want to stand up and move you can draw a line on paper with a
heading and get people to stick dots on it then tell you why they put their dot
where they did.
Rights in this activity:
You choose which ones you want to ask about, for example:
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Article 12 – The right to have a say in what happens in their lives.
Article 28 – The right to an education.
Article 24 – The right to good quality health care / Healthy food and clean water.
Article 16 – The right to privacy (as individuals but also as a community).
Article 30 – The right to use the language and customs of their family.
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Token Debate
Size of group:
3+
What you need:
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Enough tokens/ beads for everyone to have three each.
How it's run:
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Everyone in the group is given three beads/tokens.
You start off with a statement to do with Gypsy, Roma and Traveller young people
getting their rights e.g. ‘it is easy for Gypsy, Roma and Traveller children to
practice their culture and beliefs’ ; the group then makes comments about this,
about whether they think it’s true or not and so on…
If somebody wants to make a comment it costs them a token.
Once you have run out of tokens you can’t comment – unless somebody wants
to donate one of theirs to you.
After the discussion sum up what people have said.
Why do it:
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It’s a good way to let everyone in the group have chance to speak.
You could:
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You could make the debate uneven by giving some people in the group three
beads or tokens and some people just one token.
If you do this, chat at the end about how in real life it doesn’t always feel equal in
terms of getting your rights. How did it feel when you had less chance for a say?
How did the group deal with this - did anyone share their tokens to make it more
equal?
Examples of Statements:
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‘It is easy for Gypsy, Roma and Traveller children to have all of their rights’.
‘Gypsy, Roma and Traveller children find it easy to get an education’.
‘It is easy for Gypsy, Roma and Traveller children to get help from doctors and
hospitals if they are ill’.
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Bricks in the wall
Size of group:
4+
What you need:
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Paper cut up into brick shapes.
Pens.
How it's run:
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Put the group into twos or threes.
Give each small group a few bricks and a pen.
Tell them to write down some of the things that stop them from getting their
rights, with one idea on each brick.
You can make it easier by giving them prompts about specific rights such as
education or using their customs and traditions.
Ask them to build a wall by laying their bricks on the floor next to each other.
Have a look through the barriers together.
Tell them to choose one or two barriers that someone else has written. On the
back they should write down something that could be done to stop this thing
being a barrier.
Ask them to share their solutions with the group.
Why do it:
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•
To think about what stops Gypsy, Roma and Traveller children and young people
from getting their rights.
To think about what could break down those barriers to make it fairer and easier
for them to get them.
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Making things change
Charter
More Gypsy, Roma and Traveller children and young people need to know
about their rights that are in the UNCRC.
All Gypsy, Roma and Traveller children and young people should be having
all of their rights met.
Adults who work with or for Gypsy, Roma and Traveller children and young
people, or do any job that might affect the rights of them should do their
best to make sure that those young people’s rights are met.
They should listen to the children and young people to make sure that they
understand where they are not getting their rights and what they think
should be done to make things better.
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Sowing the seeds of change
Wales is the first country to make paying attention to the UNCRC – children’s rights – a
law in their decision making. This means that when the government has plans about
what happens to the people of Wales they have to think about how children’s rights
might be affected.
They have said that all children and young people and their parents should know about
the rights in the UNCRC.
Change needs to happen so that children and young people who are Gypsy, Roma and
Traveller know about their rights and are getting their rights.
Adults have a responsibility to make this happen and many of them are working hard
to make that true.
The people that can make some of this change happen is you!
You are the experts about:



Why Gypsy, Roma and Traveller children and young people don’t know about their
rights.
Why they aren’t getting their rights.
What would help to make things better.
What do you think should happen to make sure that more children and young people
from travelling communities are getting their rights?
Which adults can help to achieve these things?
Little acorns - the first seeds of change. Think about the things that can happen
straight away or won’t take very long.
Saplings – think about the things that can happen once seeds have started to
grow or things that will take more work and time to nurture.
Giant oaks – these are the biggest things that could happen – it might take
quite a long time but will be deep rooted and offer lots of protection and things
that mean rights are thriving for Gypsy, Roma and Traveller children and young
people.
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Seeds of Change
Little acorns - the first seeds of change.
What can be done?
Who can help it to happen?
Saplings - Once seeds have started to grow or things that will
take more work and time to nurture.
What can be done?
Who can help it to happen?
Giant oak - Big things that can happen and have big
effects.
What can be done?
Who can help it to happen?
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Who can help if you are not getting your rights?
If you are not getting your rights there are a few people who might be able to help you
to take steps.

Travelling Ahead was set up to help children and young people who are Gypsy, Roma
and Traveller to know about their rights and to help them to get them met – you can
talk to someone there and they can help you to know what to do next.
Contact Trudy or Rhiannon  07788412760 / 07887051842
[email protected]
www.travellingahead.org.uk
Travelling Ahead page

The Children’s Commissioner for Wales is there to stand up and speak out for
children and young people and to make sure that they are getting their rights. They
will speak to organisations that work with or affect children and young people in
Wales and help them to make sure they are doing their job in a way that makes sure
you are safe and are getting your rights.
The Children’s Commissioner at the moment is Sally Holland and she has a team
around her making sure things can be right for children and young people in Wales.
You can contact the Commissioner via http://www.childcomwales.org.uk

The Travellers Advice Team (TAT) provides legal advice To Gypsies and Travellers.
Phone 0121 865 8677.
You can also talk to other trusted adults that are part of your life – whether through
school, projects, health care and so on.
Remember that the Welsh Government believe very strongly that all children and young
people in Wales should know about and be getting their rights – and this includes you.
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Resources
• Rights Picture Bingo
• Number Hunt Quiz
• Rights Snap Cards
• Rights v Wants Cards
• Rights Auction Pictures / Rights Jigsaw Pictures
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Rights Picture Bingo
Clean water and healthy food
Name:
Name:
Name:
Name:
Have a say in things
Family
Health care
Decent place to live
Name:
Name:
Name:
Name:
Education
Religion
Traditions of family
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Rights Picture Bingo - Colour Version
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Number Hunt Quiz
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Rights Snap Cards
Article 1
Article 1
The right to
have ALL of
the rights
Article 16
Article 16
The right to
privacy and be
protected from
attacks on your
way of life
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Article 37
Article 37
Right to be
treated with
dignity and
respect if you
break the law
Article 30
Article 30
The right to
learn and use
your language
and customs
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Article 27
Article 27
A right to a
decent
standard of
living
Article 24
Article 24
Right to clean
water and
healthy food
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Article 12
Article 12
Right to have a
say in things
Article 7
Article 7
The right to
family ties
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Rights v Wants Cards
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Bicycle
PS4
Skinny jeans
Phone
Chocolate
Laptop
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Healthy food
Decent place to live
Privacy
Be cared for
Education
Have a say
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Rights Auction Pictures
Article 30
The right to use the language and customs
of your family.
‘Wall hanging made by children from the Rover Way site for Gypsy, Roma, Traveller History Month 2009’
Photo copyright BBC
Photos of display created by pupils at the Equal Project, West Mon School, Pontypool,
incorporating detail of a mirror gifted by Silverthorne Jenkins.
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Article 27
The right to a decent standard of living that is
good enough to meet physical and mental
needs.
Photo of Brooks Green site, Norfolk
Photo Copyright: Broadland Housing
Drawing of ideal site by young person
Photo Copyright: Travelling Ahead
Copyright: Kim Traynor
Drawing of young people’s consultation for site planning
Copyright: Huw Aaron
Painting by pupils at West Mon School, Pontypool.
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Articles 28
The right to an education.
Photo in Travellers Times on Traveller
Movement Education Report 2016
Young People make their views
known at Dale Farm
Photo Copyright: Daily Mail
Varda used as educational resource.
Pembrokeshire Museum Service
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Articles 5, 7, 8, 9 and 10
The right to family life.
* as long as you are safe with your family.
Photo of Welsh family and their traditional wagons
Photo copyright: South Wales Argus
Photo of family driving with horses
Copyright: A. Chapman
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Article 12
The right to have a say about things that
happen in your life.
Young people having their say at
Travelling Ahead Youth Forums.
Photos Copyright: Travelling Ahead
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Article 31
The right to play, relax and take part in
activities.
Photos Copyright: London Gypsy Traveller Unit
Young people getting involved in activities at
Traveling Ahead’s Regional Youth Forums, all
photos courtesy of Travelling Ahead
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Article 24
The right to Healthy food and clean water.
Young people preparing food at a Travelling Ahead regional Youth Forum
Photo courtesy of Travelling Ahead
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List of rights in the (UNCRC)
United Nations Convention on the
Rights of the Child
Article 1: Everyone up to the age of 18 has all of the rights in this
Convention
Article 2: The Convention applies to everybody whatever their race. Religion
or abilities, whatever they think or say and whatever type of family they
come from.
Article 3: All organisations concerned with children should work towards
what is best for each child.
Article 4: Governments should make these rights available to children.
Article 5: 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.
Article 6: All children have a right to life. Governments should ensure that
children survive and develop healthily.
Article 7: All children have a right to a legally registered name, the right to
a nationality and the right to know and, as far as possible, to be cared for
by their parents.
Article 8: Governments should respect children’s right to a name, a
nationality and family ties.
Article 9: Children should not be separated from their parents unless it is
for their own good, for example if a parent is mistreating or neglecting a
child. Children whose parents have separated have the right to stay in
touch with both parents, unless this might hurt the child.
Article 10: Families who live in different countries should be allowed to
move between those countries so that parents and children can stay in
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contact or get back together as a family.
Article 11: Governments should take steps to stop children being taken out
of their own country illegally.
Article 12: Children have a right to say what they think should happen when
adults are making decisions that affect them, and to have their opinions
taken into account.
Article 13: Children have the right to get and share information as long as
the information is not damaging to them or others.
Article 14: Children have the right to think and believe what they want and
to practice their religion as long as they are not stopping other people from
enjoying their rights. Parents should guide their children in these matters.
Article 15: Children have the right to meet together and join groups and
organisations, as long as this does not stop other people from enjoying
their rights.
Article 16: 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: Children have a right to reliable information from the mass
media. Television, radio and newspapers should provide information that
children can understand, and should not promote materials that could
harm children.
Article 18: Both parents share responsibility for bringing up their children,
and should always consider what is best for each child. Governments
should help parents by providing services to support them, especially if
both parents work.
Article 19: 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.
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Article 20: Children who cannot be looked after by their own family must
be looked after properly, by people who respect their religion, culture and
language.
Article 21: When children are adopted the first concern must be what is
best for them. The same rules should apply whether children are adopted
in the country where they were born or taken to another country.
Article 22: Children who come to a country as refugees should have the
same rights as children born in that country.
Article 23: Children who have any kind of disability should have special care
and support so that they can lead full and independent lives.
Article 24: Children have the right to good quality healthcare and to clean
water, nutritious food and a clean environment so that they will stay
healthy. Rich countries should help poor countries to achieve this.
Article 25: Children who are looked after by their local authority rather than
their parents should have their situation reviewed regularly.
Article 26: The Government should provide extra money for the children of
families in need.
Article 27: Children have a right to a standard of living that is good enough
to meet their physical and mental needs. The Government should help
families who cannot afford to provide this.
Article 28: Children have a right to and education. Discipline in schools
should respect children’s human dignity. Primary education should be free.
Wealthy countries should help poorer countries to achieve this.
Article 29: Education should develop each child’s personality and talents to
the full. It should encourage children to respect their parents, and their
own and other cultures.
Article 30: Children have a right to learn and use the language and customs
of their families, whether the majority of people in their country share
these or not.
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Article 31: All children have a right to relax and play, and to join in a wide
range of activities.
Article 32: The Government should protect children from work that is
dangerous or might harm their health or their education.
Article 33: The Government should provide ways of protecting children
from work that is dangerous or might harm their health or education.
Article 34: The Government should protect children from sexual abuse.
Article 35: The Government should make sure that children are not
abducted or sold.
Article 36: Children should be protected from any activities that might harm
their development.
Article 37: Children who break the law should not be treated cruelly. They
should not be put in prison with adults and should be able to keep in
contact with their families.
Article 38: Governments should not allow children under 15 to join the
army. Children in war zones should receive special protection.
Article 39: Children who have been neglected or abused should receive
special help to restore their self-respect.
Article 40: Children who are accused of breaking the law should receive
legal help. Prison sentences for children should only be used for the most
serious offences.
Article 41: If the laws of a particular country protect children better than
the articles of the Convention, then those laws should stay.
Article 42: The Government should make the Convention known to all
parents and children.
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For further information please contact:
Contact Trudy or Rhiannon  07788412760 / 07887051842
[email protected]
www.travellingahead.org.uk
Travelling Ahead page
Jo Stephens
Dynamix Trainer & Director
01792 466231
[email protected]
Unit 4D, Cwm Road, Hafod, Swansea, SA1 2AY
www.dynamix.coop
DynamixCoop
© Dynamix 2016 - all rights reserved.
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