Putting SDG16+ into practice

11 steps to promote peace, justice and inclusion

2

Raise awareness of SDG16+

Raise awareness of SDG commitments to peace, justice and inclusion

Map the context 1

Map political and conflict dynamics, identify stakeholders and current development plans

Find out what people want

3 Consult people about the priorities for peace, justice and inclusion in their context

What is SDG16+?

4

Start a conversation

Enable dialogue on SDG16+ issues between authorities and civil society

5

Link up initiatives

Connect SDG16+ with existing initiatives to support peace, justice and inclusion

The 17 Sustainable Development Goals (SDGs) include SDG16, as well as a number of targets under other goals that are also critical for building peaceful, just and inclusive societies – particularly SDG5 on promoting gender equality and SDG10 on reducing inequalities. The term ‘SDG16+’ is used to describe these commitments across the 2030 Agenda, and it provides a framework for comprehensive action on a range of peace-related issues

For more see: https://cic.nyu.edu/sites/default/files/ peaceful_just_inclusive_targets_analysis_aug2016.pdf

6

Develop new partnerships

Work with a range of people: authorities, academics, civil society, private sector and the media

Job done?

Not quite…

11 Monitor changes in the context that may present either threats to the process or new opportunities

10

Don’t get stuck in structure

A formal coalition or network can help sustain action on SDG16+, but beware of bureaucracy

Why this approach?

To achieve the 2030 Agenda commitments to peace, justice and inclusion depends on engagement, ownership and action on SDG16+ by a range of people and institutions at national and sub-national levels. There is no blue-print for this process, but – based on

Mobilise champions

7 Identify and invest in individuals who will champion SDG16+ nationally and globally

Strengthen accountability

8 Support independent reporting to promote accountability for SDG16+

Connect national to global

9 Enable new voices to participate in global forums and present local experiences

Saferworld’s experience of testing approaches with partners over several years – we have identified lessons on how to catalyse and support a locally-led process. These lessons are illustrated above.

For more see: https://www.saferworld.org.uk/globalaction-against-conflict/2030-agenda

Don’t Forget to Celebrate Success!

Whatever the children produce in response to your encouragement, the essential thing is to make a celebration out of their creative endeavours Yes, there will always be improvements to make – that is the nature of learning a craft – but never allow the ‘could be better if ’s to over whelm the ‘what a great writer you’re becoming’s

The point of the experience we are creating for the children is that they are apprentice writers They must be given a space in which to experiment, to take risks with their developing craft, and get it wrong before they begin (more often than not) to get it right.

Recognise when a child has taken a risk with their new skills and compliment them on this (even if at the same time suggesting how something could be ‘tweaked to even greater e ect).

Principles of Feedback in a Nutshell

Feedback should:

Be immediate and require action

1.

2. Guide correction of mechanical errors (spelling and punctuation)

3.

Be meaningful (child-friendly) and guide improvement through use of speci c invitations for redrafting (improving quality of content)

Comments should:

Encourage (and say why something is good)

1. Be constructive (say how to make a sentence better)

2.

3.

Challenge (extend the child to think about their writing in greater depth)

Feedback needs to be pertinent to this piece of writing (not referring to a set of generic objectives) and relate to sentences (or vocabulary choices) that you have highlighted.

Use three colours of highlighting:

A ‘Writing Triumph’

1. An invitation to redraft

2.

Opening Statements

Everybody knows dogs are the smartest creatures on the planet. Don’t you just hate having a younger brother? Maths, ugh, the worst subject in the universe Rainy days were invented so that mums could have a good old moan at you for bringing the mud in.

Statements or questions like these are a direct address from the narrator of the story to the reader, and as such they invite the reader’s empathy, treating them as if they were a trusted friend or con dante

Give the children a sweeping statement such as the ones above and ask questions like:

• Who would make a statement like this?

• What do their words tell us about them?

• What sor t of situation might be typical for them?

• Where do they spend their time?

• What do they like doing? On the basis of this, begin…

Free Writing Time

Give the children an exercise book in which it is entirely up to them what they choose to write about. Either they can run with one of the exercises listed above where you have planned for a story but not actually written it, or they can write a scene for a di erent story or about something else altogether

It’s a good idea to have a box containing lots of cards with writing prompts written on them (e.g write about a memory from when you were very young; or give titles or rst lines to spark the children’s interest). If they so choose the children can go back to something they have already begun, either by extending it or by redrafting what is already there. It doesn’t matter about the ‘what’ so long as they are engaged in writing something that catches their interest (they can even write a textbook about their favourite interest if this is what excites them).

These pieces of writing, although they are to be acknowledged by you and can be annotated with helpful suggestions about what they might try next are not part of the children’s formal writing output, and so they should not be assessed and should be marked with a ‘light touch’.

• Allow fteen minutes

• Opening scenes and plans can be stored in writers’ folders for continuing during free writing time if the children so wish.

Spelling and punctuation errors 3.

The Writing Process – Outline of Stages

What will I Write About?

Generate broad ideas decide on audience and format (if this has not already been set in the prompt)

Test the Idea

Talk through best ideas and choose one to write about

Stor y Road Map / Plan

Key words only to get the ideas on paper

Get it on the Page

First draft – write as much as possible in the time available

• If your timetable allows (!), then it is a good habit to give the children say, thirty minutes in a week when they can write about anything they choose. If they are thinking of themselves as apprentice writers they will constantly be adding to their writers’ notebooks (word books) and adding to the writers’ resource folders on their tables

Review Self-assessment / peer-assessment – how could this be improved?

Write -up!

Up-level one section only – add extra detail / better vocabulary choices / more ambitious sentence constructions

Final Check Check for spelling, punctuation and syntax errors

Take it to Press (optional)

Publish or make ‘best’ copy (remember to repeat Final Check stage if work has been copied out

Project details: logo, branding design, illustrations, character design and layout for promotional materials.

Client: Jump Start Initiative – UK arts-based community organisation.