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Rights Respecting Schools:. Workshop Series. Workshop 1. Children’s Rights and Education. Welcome. Please find materials at your table to create a name plate. Thank you for helping me to learn your names. Then take a minute to fill in the Five-Minute Reflection . . Congratulations! .

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Workshop 1

Workshop 1

Children’s Rights and Education


Welcome
Welcome

  • Please find materials at your table to create a name plate.

  • Thank you for helping me to learn your names.

  • Then take a minute to fill in the Five-Minute Reflection.


Congratulations
Congratulations!

Congratulations for the commitment your school has made to children’s rights and rights respecting education through your enthusiasm for the Rights Respecting Schools initiative.

Let’s get learning!


Impacts of rights respecting education
Impacts of Rights Respecting Education

  • FOR STUDENTS

  • Improved self-esteem and well-being

  • Improved relationships and behaviour

  • Improved engagement in learning

  • Positive attitudes towards diversity in society

  • Reduction in prejudice

  • Enhanced moral understanding

  • Support for global justice

“When you are talking people listen to you and they don’t interrupt. They give you the right to speak up.”

Daniella, Grade 5 , Cape Horn


Workshop 1 children s rights and education
Workshop 1: Children’s Rights and Education

  • AGENDA

  • Introductions

  • Where are we?

  • Five-Minute Reflection

  • Activity 1: Human and Children’s Rights

  • Activity 2: Clustering Rights

  • Activity 3: Defining Rights Respecting Education

  • Activity 4: The Rights Respecting Schools Initiative


Rights respecting schools1
Rights Respecting Schools

Rights Respecting Schools use the Convention on the Rights of the Child as a framework for educational improvement

that aims to transform

the whole learning environment with a consistent, rights-based approach.

Cape Horn Elementary School

Canada’s First Rights Respecting School


The ultimate outcome
The Ultimate Outcome

Educational policies, practices and decisions are all made in the best interest of the child

Children’s rights are fulfilled and protected in Canadian schools


Where have we been
Where have we been?

School makes

a commitment

to become an

RRS


Where have we been1
Where have we been?

Children’s Rights Team is formed


Where have we been2
Where have we been?

  • School conducts the Initial Rights Assessment

  • Admin Survey

  • Student Focus Groups

  • Student Workshops

  • Staff Survey


Where are we now
Where are we now?

Staff and parents undergo professional development training

-5 workshops


Workshop series
Workshop Series

  • Five Professional Development Workshops:

  • Workshop 1: Children’s Rights and Education

  • Workshop 2: Building Awareness

  • Workshop 3: Meaningful Student Participation

  • Workshop 4: Teaching and Learning Through a Rights Lens

  • Workshop 5: Leadership for a Rights Respecting School



Where are we headed
Where are we headed?

Children’s Rights Team develops the RRS Action Plan


Where are we headed1
Where are we headed?

School implements the RRS Action Plan


Where are we headed2
Where are we headed?

School repeats the Admin Survey, Student Focus Groups, Staff Survey


Five minute reflection
Five-Minute Reflection

  • INSTRUCTIONS

  • Reflect silently on the following four questions:

    • What do I know about children’s rights?

    • From where did I gain my understanding of children’s rights?

    • How have aspects of my identity and position in society (locally, nationally, globally) shaped my understanding of children’s rights?

    • How has my life experience shaped my understanding of children’s rights?

  • Jot down any thoughts you want to remember.


Statements about human rights
Statements about Human Rights

  • Not everyone has equal rights.

  • Every person can claim his or her rights.

  • Some rights are more important than others.

  • Human rights can be taken away.

  • Every human right contributes to a person’s dignity.


Principles of human rights
Principles of Human Rights

  • STATEMENT 1

  • Not everyone has equal rights.

  • Every human is born with the same rights – human beings are equal and so are rights.

  • Everyone everywhere has human rights – human rights are universal.

  • No one can be denied his or her rights because of factors such as age, religion, sex, ethnic background, etc. - human rights are non-discriminatory.


Principles of human rights1
Principles of Human Rights

  • STATEMENT 2

  • Every person can claim his or her rights.

  • Anyone can claim her or his rights, so long as in doing so they do not infringe or restrict the rights of others.

  • In the process of claiming their rights, all people have the right to participate in and access the information and decision-making processes that affect their lives and well-being.


Principles of human rights2
Principles of Human Rights

  • STATEMENT 3

  • Some rights are more important than others.

  • Human rights are interdependentandinterrelated meaning that the fulfillment of one right often depends, wholly or in part, upon the fulfillment of others.

  • In order for all human rights to be upheld, no one right can be deemed more important than another.


Principles of human rights3
Principles of Human Rights

  • STATEMENT 4

  • Human rights can be taken away.

  • All people everywhere are entitled to their rights. These rights cannot be taken away any more than a human cannot stop being human. Human rights are inalienable.


Principles of human rights4
Principles of Human Rights

  • STATEMENT 5

  • Every human right contributes to a person’s dignity.

Each and every right has been deemed equally important for the full realization of a person’s dignity.

Human rights are indivisible.No one right can be denied or compromised to uphold another.


What are children s rights
What are children’s rights?

  • Children (all people under the age of 18) have the same human rights as adults.

  • But they require special care and protection that adults do not.

  • Children’s rights are laid out in the United Nations Convention on the Rights of the Child.


The united nations convention on the rights of the child the convention
The United Nations Convention on the Rights of the Child (the Convention)

  • Rights to survival, development (physical and mental), protection, and participation

  • Drafted in 1978 and adopted November 1989

  • Canada ratified in 1991

  • Most widely ratified human rights treaty

  • Monitored by the UN Committee on the Rights of the Child


The story of children s rights
The Story of Children’s Rights

  • www.uncrcletsgetitright.co.uk/default.aspx


Clustering rights activity
Clustering Rights Activity

  • Organize the articles of the Convention so that articles that are similar or have commonalities are in the same ‘cluster’

  • Give each cluster a ‘name’


Types of rights
Types of Rights

Survival Rights

Right to life and to have your most basic needs met (for example: shelter, nutrition, medical treatment).

Development Rights

Rights that allow you to reach your fullest potential (for example: education, play and leisure, cultural activities).

Participation Rights

Rights that allow you to take an active role in your community (for example: the freedom to express opinions, to join associations).

Protection Rights

Rights that protect you from all forms of abuse, neglect and exploitation (for example: protection against involvement in armed conflict and child labour).


Simplify for young children
Simplify for Young Children

Survival Rights – Be Healthy

Development Rights – Be Yourself

Participation Rights – Be Heard

Protection Rights – Be Safe



Why teach children about rights
Why teach children about rights?

  • It is their right to know their rights – Article 42

    • We have a responsibility as educators to teach children about their rights

  • To further the values of children’s rights

    • When children learn about their rights they become more aware of the importance of respect, cooperation, inclusion and responsibility

  • Children’s rights values provide a consistent framework

    • The consistent values framework of children’s rights helps children choose appropriate behaviour

  • Children become more involved

    • Children look outside themselves to others



Approaches to children s rights education
Approaches to Children’s Rights Education

Source: Covell, K., and Howe, B. Empowering Children: Children’s Rights Education as a Pathway to Citizenship, Toronto: University of Toronto Press Incorporated (2005), 13.



Schools protect and uphold children s rights
Schools Protect and Uphold Children’s Rights

  • For this activity you only need to refer to the following

  • 14 articles:

  • 2, 3, 12, 14, 15, 16, 19, 23, 24, 28, 29, 30, 31, 42



Rrs action plan
RRS Action Plan

  • Rights Respecting Schools Action Plan

  • (Template)

  • Roadmap school uses to build rights respecting capacities of the school community

  • RRS Action Plan Template designed around RRS Building Blocks / Benchmarks

  • Development started during Workshops 2-5

  • Children’s Rights Team completes the RRS Action Plan in Step 5: Make a Plan


Take away resources staff parents
Take-Away Resources – Staff & Parents

  • Children’s Rights and Responsibilities: The Convention in Child-Friendly Language

  • Can be used to explain rights and the Convention to children

  • Children’s Rights At Your School

  • Can be used to explain rights and the Convention to children

  • Activity ideas to do at school and home to help children learn about their rights


Additional resource for teachers
Additional Resource for Teachers

  • Creating a Rights Respecting Classroom: Engaging Activities and Tools for Grades Kindergarten to Eight

  • Available as PDF of activities by grade

  • Includes pedagogical approaches, strategies and tips

  • Engaging, hands-on and teacher-tested

  • Available for download from: rightsrespectingschools.ca

  • Use the password rrs123 to access under the ‘School Resources‘ section of the website


Contact info

Congratulations!

Contact info:


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