Note to Teacher Patron
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Copyright © 2017 by RTI International. First edition. RTI International is a registered trademark and a trade name of Research Triangle Institute. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work under the following conditions: Attribution—If you copy and distribute this work in its entirety, without making changes to content or illustrations, please cite the work as follows: Reproduced on the basis of an original work developed under the USAID/Uganda Literacy Achievement and Retention Activity and licensed under the Creative Commons Attribution 4.0 International License. Translations—If you create a translation of this work, please use the following label on your work: Translated from an original work developed under the USAID/Uganda USAID/Uganda Literacy Achievement and Retention Activity and licensed under the Creative Commons Attribution 4.0 International License. Adaptations—If you create an adaptation of this work, please use the following label on your work: This is an adap- tation of an original work developed under the USAID/Uganda USAID/Uganda Literacy Achievement and Retention Activity and licensed under the Creative Commons Attribution 4.0 International License. JOURNEYS ACTIVITY HANDBOOK FOR PUPILS TABLE OF CONTENTS 1. Foreword ...................................................................................................... 1 2. Acknowledgement ...................................................................................... 2 3. List of Acronyms .......................................................................................... 3 4. Guidelines on Using this Handbook .......................................................... 4 1. Introduction 2. Uganda Kids Unite Teams 2.1. Support Social and Emotional Development 2.2. The Role of the Teacher Patron 2.2.1. Creating a Caring and Supportive Atmosphere for the UKU Team Meetings 2.2.2 Planning and implementing the Journeys Activity Handbook for Pupils 2.2.3 Igniting pupil group projects that contribute to building apositive school 2.2.4 Providing emotional support to pupils 2.2.5 Initiating appropriate response, reporting and tracking of incidents of SRGBV disclosed 2.2.6 Following Journeys Facilitation Guiding Principles 3. Getting Started 5. Registration Form ...................................................................................... 13 6. Planning and Evaluation Forms and Attendance Registers ..................... 14 7. Activities ..................................................................................................... 32 Knowing Myself, My Friends, and My School Activity 1. Week 1. Making a New Friend ....................................................... 33 Activity 2. Week 2. Why I Want to be a Cow .................................................. 35 Activity 3. Week 3. Talents, Interests and Personal Qualities........................ 37 Activity 4. Week 4. The Blindfold Walk .......................................................... 39 Activity 5. Week 5. My Life at School ............................................................. 41 Activity 6. Week 6. Knowing my School: Pupil – Pupil Relations................... 44 Activity 7. Week 7. Knowing my School: Teacher – Pupil Relations .............. 47 Activity 8. Week 8. Knowing my School: The Classroom ............................... 50 Activity 9. Week 9. Knowing my School: The School Grounds and Traveling to School .......................................................... 53 Activity 10. Week 10. Unwanted Attention.................................................... 56 Activity 11. Week 11. Watch Out .................................................................... 59 Activity 12. Week 12. Mapping Danger zones ................................................ 61 Activity 13. Week 13. Spidergram ................................................................... 63 Building Positive Relationships, Understanding and Solving Social Challenges Activity 14. Week 1. Helping Hands ................................................................ 66 Activity 15. Week 2. Let’s Decide .................................................................... 68 Activity 16. Week 3. Solving Problems ........................................................... 70 Activity 17. Week 4. Solving Problems Role Play ........................................... 72 Activity 18. Week 5. Vote with Your Feet ....................................................... 74 Activity 19. Week 6. Gender Box .................................................................... 77 Activity 20. Week 7. Equal Job Opportunities............................................... 80 Activity 21. Week 8. Status Game .................................................................. 83 Activity 22. Week 9. Pictures of Violence ..................................................... 86 Activity 23. Week 10. Bullying ........................................................................ 88 Activity 24. Week 11. Corporal Punishment .................................................. 92 Activity 25. Week 12. Sexual Harassment ..................................................... 96 Activity 26. Week 13. Telephone Game 1 .................................................... 101 Making Decisions When Facing Violence, Being a Good Friend Activity 27. Week 1. Positive Bystander Response to Violence.................. 103 Activity 28. Week 2. Bystander Response Skits ........................................... 106 Activity 29. Week 3. Feelings Charades ....................................................... 109 Activity 30. Week 4. Violence Stories 1 ....................................................... 111 Activity 31. Week 5. Violence Stories 2 ....................................................... 114 Activity 32. Week 6. Seeking Assistance ...................................................... 117 Activity 33. Week 7. What is Important to Me ............................................ 121 Activity 34. Week 8. Rumours/Telephone Game 2 ..................................... 123 Activity 35. Week 9. My Hero ...................................................................... 125 Activity 36. Week 10. Why is Being Honest Important ............................... 127 Activity 37. Week 11. All Tangled ................................................................. 129 Activity 38. Week 12. Listen, Don’t Listen ................................................... 130 Activity 39. Week 13. Talking Circles: Qualities of a Good Friend ............. 133 8. Annex 1. The Journeys Five-Step Process for Inspiring Change ............................. 137 2. Definitions of School-Related Gender-Based Violence (SRGBV) ............ 142 3. Positive Discipline Responses: Alternatives to Corporal Punishment .... 144 4. Discipline versus Punishment .................................................................. 148 5. Ten Keys to Safer Schools: Strategies for Improving School Climate ...... 149 6. Government of Uganda Teachers Code of Conduct ............................... 152 7. Government of Uganda Children’s Act ................................................... 156 8. Social and Emotional Learning Competencies ....................................... 157 9. Matrix of Activities by Social and Emotional Learning Competencies ... 159 10. Matrix of Activities by Journeys Goals ................................................... 160 11. Matrix of Activities by Thematic Life Skills and Values .......................... 161 12. Glossary .................................................................................................. 163 13. Sources of Activities .............................................................................. 166 FOREWORD Access to quality, equitable and inclusive education is one of the fundamental human rights of children. The United Nations Convention on the Rights of the Child and the Sustainable Development Goals require us to ensure that children learn and complete the education cycle in a positive and supportive learning environment. This is reinforced by the Constitution of Uganda (1995), Articles 24 and 44, which protect the dignity and safety of every Ugandan, including the children. Further, the Education Act (2008) emphasises education as a right for all persons and underlines the Universal Primary Education Policy and the Universal Post Primary Education and Training Policy of the government. Despite this commitment, available research by the Ministry of Education and Sports (MoES); Ministry of Gender, Labour and Social Development (MGLSD) and other partners shows that children are exposed to different forms of violence and may also learn new forms of violence in school. The MoES, in collaboration with the MGLSD and the support of the United Nations Children’s Fund, developed the Reporting, Tracking, Referral and Response (RTRR) Guidelines on Violence Against Children in Schools and the National Strategic Plan on the elimination of Violence Against Children in Schools (NSP VACiS) 2015–2020. Further, the MoES, with support from the United States Agency for International Development under the Literacy Achievement and Retention Activity, which is implemented by RTI International, is helping to operationalise the Children’s Act (Amendment) 2016, the NSP VACiS and