The Rights-Respecting School Award  An Introduction

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The Rights-Respecting School Award An Introduction

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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?

4. 4

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.

6. 6

7. 7 It is a school where . . .

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9. 9

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.

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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

22. 22

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 Rights-Respecting Classrooms Pupils actively participate in decision-making throughout the school All four aspects contain elements contributing to the development of an active global citizen

25. 25

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 contributes to: 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)

33. 33

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