1. 1 The Rights-Respecting School Award An Introduction
2. 2 In a ‘Rights-Respecting School’ the values and language of the UN Convention on the Rights of the Child are central to the ethos
3. 3 1. What is a Rights Respecting School like?
5. 5 Where children learn . . .
The difference between wants and needs
That Needs = Rights
That my rights are also your rights i.e. we now learn we have a responsibility.
7. 7 It is a school where . . .
10. 10 Pupils have a strong voice in classrooms which enhances teaching and learning
11. 11 We start in the Reception class with the question: “What does everyone need to grow up safe and well?”
12. 12 By the age of 7, most children in Rights-Respecting Schools. . Can distinguish between Wants and Needs
Understand the concept of Rights and use the term appropriately in discussion
Understand that Rights are linked with Responsibilities
Know about the UN Convention on the Rights of the Child and can refer to individual rights under the Convention
13. 13 By 11 years of age, most children in Rights Respecting Primary Schools can . . . Give examples of how their own actions have consequences – positive and negative – for the rights of others globally
Have a close working familiarity with the articles of the UN Convention on the Rights of the Child
Give a range of examples of rights abuses from the immediate context of the school to the global context
Use the UNCRC as a framework for making moral judgements across a range of issues concerning justice and sustainability
Understand that their own rights are linked with a wide range of personal responsibilities
Critically evaluate the actions of those with power, including governments, through reference to human rights
14. 14 Secondary Schools need to develop a Rights- Respecting ethos too.
18. 18 WHAT IS THE AWARD SCHEME AND HOW DOES IT WORK?
19. 19 The UNICEF Award in a nutshell
20. 20 The RRS award is set at two levels of achievement: LEVEL ONE describes the school that is making good progress in all four key elements but where the values of the UN Convention on the Rights of the Child are not yet fully embedded in the school community and its work.
LEVEL TWO describes the school where the values of the UNCRC are as fully embedded in all aspects of the life of the school as can reasonably and realistically be expected.
21. 21 The Award recognises achievement of Rights-Respecting Status
23. 23 HOW DOES THE RRSA WORK?
24. 24 There are benchmarks for each of 4 aspects of school life
Leadership and Management for embedding the values of the UNCRC in the life of the school
Knowledge and understanding of the UNCRC
Pupils actively participate in decision-making throughout the school
All four aspects contain elements contributing to the
development of an active global citizen
26. 26 This extract shows the validation statements for the two levels of Aspect 3
27. 27 ASSESSMENT FOR THE AWARD The school conducts self-evaluation of its progress, involving strong consultation with students, using the validation statements. When the school is confident that it meets the benchmarks, it invites an Education Officer to arrange an external assessment.
We encourage integration with the school’s improvement plan and SEF
Following the external assessment, a judgement is made and a verbal and then (later) a written report is given.
28. 28 3. WHY DOES THE RRSA WORK? UNCRC appeals to young people’s self-interest
They also like its universality.
They understand the relationship between rights and responsibilities and find it is an acceptable basis for class and school charters
They like the fact that it derives from a “higher authority” which is not school-based
Young people can see that it provides them with a guide for living which they can take with them through their lives
The values and the articles are equally acceptable to all faiths
The articles and their values are acceptable to parents and adults working with children.
It gives coherence to school policies enhancing school leadership
Young people and adults working with them find the CRC empowering and helps to improve their relationships
29. 29 4. What are the benefits of becoming a Rights-Respecting School?
30. 30 Improvements in children’s well-being There is growing evidence that becoming a RRS
Improved pupil self-esteem
Pupils’ enhanced moral development
Improved behaviour and relationships
More positive attitudes towards diversity in society and the reduction of prejudice
Pupils’ development as global citizens
Enhanced job satisfaction for teachers
Overall school improvement including better attendance, learning and academic standards
31. 31 Independent evidence that rights-respecting classrooms improve teaching and learning
32. “We would place pupils’ rights and responsibilities at the heart of an effective school” – MacGilchrist, Myers and Reed in “The Intelligent School” (2004)