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Recognising and realising children’s rights - Updated

Recognising and realising children’s rights - Updated. For Scotland's learners, with Scotland's educators. Recognising and Realising Children’s rights. Aims of professional learning resource:

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Recognising and realising children’s rights - Updated

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  1. Recognising and realising children’s rights - Updated For Scotland's learners, with Scotland's educators

  2. Recognising and Realising Children’s rights • Aims of professional learning resource: • To raise practitioner’s awareness and develop their knowledge/understanding of the United Nations Convention of the Rights of the Child (UNCRC) • To support rights-based practice across schools and other organisations • To link rights-based practice to the Scottish legislation and policy context • To support individuals, establishments and organisations to begin to reflect on and self-evaluate their current practice in light of the UNCRC • (To enable children to know, understand and claim their rights)

  3. Content Recognising Children’s rights Realising Children’s rights Reflection on values Implementing rights based practice and linking it to existing practice Learner participation in practice • Rights – what are they and why are they important? • How are rights realised in practice • Context – history of rights and Scottish context • Exploring the Articles in the UNCRC

  4. Introductory Activity • In small groups, introduce yourself, say a bit about your context • Discuss a time when you were aware of your own or someone else’s human rights being infringed in some way, what were the circumstances around this, what was the impact?

  5. What are rights? Type a word that you associate with children’s rights - this will be used to create a wordle for children’s rights www.mentimeter.com Or write a word on a post it which will be used to create a wordle

  6. The United Nation Convention of the Rights of the Child (UNCRC) • This professional learning is about the United Nations Convention on the Rights of the Child, or UNCRC for short. • It is also about how the values, principles and practices of education including CLD can support the UNCRC. • Throughout this resource, the term ‘child’ is used as defined by the UNCRC. Please note that this should be understood as meaning ‘children and young people’ as is commonly used in Scotland.

  7. Agree / Disagree Activity – SOMEWHERE IN THE MIDDLE AGREE DISAGREE

  8. Quotes Activity • Choose one of the quotes on the table that you identify with to illustrate children’s rights. Explain to the group why you have chosen that quote and what it means to you.

  9. Film – Children and their rights View video on ES YouTube channel: https://youtu.be/ALAgU8cjmXs

  10. Realising children’s rights

  11. Body of Rights A - Adults B - Children NEEDS WANTS WANTS Save the Children

  12. Body of Rights Whichwould you make into rights?

  13. Body of Rights – Wants, needs and rights Want - a desire for something Need - the state of requiring help, or of lacking basic necessities such as food Right - a moral or legal entitlement to have or do something

  14. What are rights? • Human rights are the basic rights and freedoms which everyone is entitled to. We are all entitled to human rights in order to live with dignity. Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible. Oxford Online Dictionary: A moral or legal entitlement to have or do something

  15. Body of rights – do children need separate rights? Do children need separate rights? Maturity Voiceless & invisible Possessions

  16. Equality is giving everyone a pair of shoes……… Equity is giving everyone a pair of shoes that fit. Are there any other ‘groups’ of people who would need specific consideration for them to be able to experience their entitlement to fundamental dignity? • Some UN Conventions: • Rights of persons with disabilities • Protection of migrant workers • Elimination of discrimation against women

  17. Film – How realising children’s rights support equity and equality View video on ES YouTube channel: https://youtu.be/iwSkAd05cKs

  18. Activity 4 – Review of pre-course learning rights In small groups, discuss anything of interest that you learned about the history of rights? Did anything surprise you? Additional discussion points Who were some of the key players in taking forward children’s rights? What are some of the key messages in the Universal declaration of human rights? What are some of the key reasons given for the need to have specific children’s rights? rights rights rights

  19. Context – Early advocates of human rights “Children are not the people of tomorrow, but people today. They are entitled to be taken seriously. They have a right to be treated by adults with tenderness and respect, as equals. They should be allowed to grow into whoever they were meant to be.” JanuszKorczak Declaration of the Rights of the Child (1923) EglantyneJebb

  20. Context – Universal declaration of human rights • WWII Context: atrocities and human suffering • World leaders agreed to protect the rights and dignity of every human person • Introduced in 1946 • Commission on Human Rights (1947) • Proposed Sept 1948; adopted 10 Dec 1948

  21. Context – putting the world to rights Need to see Children’s Rights differently 1948 – UDHR 1959 – Special provision for children 1978 – 34thSession of UN Commission 1989 – CRC Ratified by UN 1990 – CRC brought into force • 1991 – CRC ratified by UK • 54 Articles (42 about CYP) • Applicable from birth to 18* • 3 Optional Protocols UNCRC UN Convention on the Rights of the Child

  22. What is the UNCRC? Every child has the right to survival, protection and education. The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities.

  23. What is a rights based approach? ‘A children’s rights based approach is a principled and practical framework for working with children and young people, grounded in the UNCRC and other international rights conventions. It is about placing the UNCRC at the heart of planning and service delivery and integrating children and young people’s rights into every aspect of decision making, policy and practice’ - State of Children’s Rights Report, 2017

  24. Rights holder and duty bearers Getting It Right, Save the Children

  25. Recognising children’s rights today – Activity 5 • Can you think of some real life examples either within school life or in the local community where children’s rights may still be infringed in some way? • Think about them in terms of: • How children are supported and provided for? • How children are protected? • How children participate in wider society? • Discuss how this right might be restored

  26. Film – How can schools and communities support children’s rights View video on ES YouTube channel: https://youtu.be/4znwLrvVkMU

  27. Recognising Children’s rights today – A Case study • Use your article summary sheets to help you. • Watch film clip • Identify which rights are engaged or are in jeopardy? • Discuss what might a rights-based approach look like for this young person View video on ES YouTube channel: https://youtu.be/3d1SJ8wnuNY

  28. Recognising Children’s rights today

  29. Exclusion from school Exclusion rates for pupils with ASN are more than 4 times higher than those with no ASN Exclusion rates are 6 times higher for those in the 20% most deprived areas

  30. More than one in five (220,000) of Scotland’s children were officially recognised as living in poverty in 2012/2013…..The number of children accessing food banks has risen at an alarming rate, from 1,861 children (April 2011-March 2012) to 36,114 children (April 2014-March 2015).

  31. In Scotland today, at age 5, the gap between children from the most advantaged and most disadvantaged families is already: Source: Bradshaw, P. (2011) Growing Up in Scotland (2011) Changes in child cognitive ability in the pre-school years Edinburgh; Scottish Government

  32. Tesco denies pupil lunchtime discrimination at Edinburgh store

  33. Scotland’s children’s commissioner has condemned Scotrail for installing a sound device to deter young people from gathering at a train station in South Lanarkshire

  34. Film – The Journey View video on ES YouTube channel: https://youtu.be/gc1bc_XQ0TI

  35. National Improvement Framework Context – Educational Landscape • CfE • HGIOS? 4 • HGIOCLD • CYP Act/GIRFEC • (underpinned by UNCRC) • Scottish • Attainment • Challenge • Developing a positive • whole school culture and ethos National Youth Work Strategy National Improvement Framework CYP Act/Getting it Right for every child (underpinned by UNCRC)

  36. Getting it rightfor every child RISKS RISKS RELATIONSHIPS RELATIONSHIPS PROTECTIVE PROTECTIVE RISKS RISKS

  37. Children and Young People (Scotland) Act 2014 • Some highlights: • Increased reporting duty on Children’s Rights & Wellbeing • Increased powers for Children’s Commissioner • Wellbeing defined • Named person arrangements • Children’s Services Planning • Children’s Rights and Wellbeing Impact Assessment (CRWIA)

  38. The ChildrenandYoungPeople'sCommissioner • for Scotlandis BruceAdamson. • Thechildren’scommissionercan helpchildrenand • youngpeopleto: • Knowtheirrights • Protecttheirrights • Influencechange • Theyalsodevelopuseful research andresources to support children’srights • www.cypcs.org.uk

  39. Film – The Role of the Childrenand Young People’s Commissioner View video on ES YouTube channel: https://youtu.be/DIRg2AyYK58

  40. Activity 7 – Policy Landscape In what way does the education landscape provide opportunities for children’s rights to be realised??

  41. 54 Articles: Part 1 (1-42): provisions Part 2 (42-45):implementation and monitoring Part 3 (46-54):final clauses UNIVERSAL INALIENABLE INVIOLABLE INDIVISIBLE The Articles

  42. Article Activity A • Rank the articles in terms of those you feel are more important • What rights do you feel are essential for children and which ones do you feel are less important?

  43. Article Activity B 54 Articles: 3 domains/themes: • PROVISION • PROTECTION • PARTICIPATION Articles Activity: Sort all articles into the 3 ‘P’s: Take turns to describe an article and discuss which domain it promotes.

  44. Article 2 – without discriminationThe Convention applies to EVERYONE. Article 3 – best interests of the child The best interests of the child must be a top priority in all things that affect children. Article 6 – survival & development Every Child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential. Article 12 – respect for the views of the child Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. General Principles (underpinning rights) -Article Activity C Take a few of the rights and discuss where they might sit with regard to each of these general principles

  45. Article Activity D – Wellbeing and the articles Which articles support each of the indicators of wellbeing? Pick out a few articles and discuss where it might sit with regard to the indicators. Write this down on your sheet.

  46. UNCRC Articles and the Wellbeing indicators UNCRC: The Foundation of Getting it Right for Every Child

  47. Articles - some conclusions • What have you learned about the articles through these sorting and discussion activities?

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