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Aims. to raise awareness and develop a better understanding of legislation surrounding children’s rights and the associated government legislation; to enable staff to become familiar with the UNCRC; to show the connections between GIRFEC and HWB: responsibility of all;
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Aims • to raise awareness and develop a better understanding of legislation surrounding children’s rights and the associated government legislation; • to enable staff to become familiar with the UNCRC; • to show the connections between GIRFEC and HWB: responsibility of all; • to provide practical ideas to support teachers to introduce learners to Rights Based Learning.
it is about the culture and ethos of a school; • it is about engaging pupils and pupil participation in the life of the school; • it is about strengthening relationships within the school; • it about developing relationships with parents, partners and the community.
The Need for Children’s Rights Today International Focus
The Need for Children’s Rights Today International Focus
The Need for Children’s Rights Today There are 3.5 million children living in poverty in the UK today. That’s 27 per cent of children, or more than one in four. UK Focus cpag.org.uk
UNCRCQuiz How much do you know? Making Rights Real Appendix 8
When something is called a right, it means that nobody can take it away from you. It is yours, it protects you, and helps you to have a good life • Rights are a list of promises to children and young people to keep us safe • Rights are to make sure that children are treated fairly and looked after properly Oxford Online Dictionary: A moral or legal entitlement to have or do something 8
The Articles 54 Articles but children only need to know Articles 1 to 42 Rights are: • UNIVERSAL • UNCONDITIONAL • PROTECTED
The language of Rights • Children’s Rights are universal: • apply to all children from birth to eighteen years of age; • children have full entitlement to their rights regardless of their race, disability, gender, religion and belief and sexual orientation, as outlined in the Equality Act (2010). • Children’s Rights are unconditional: • they are not dependent upon responsibilities; • they are not something to be earned, used as a reward and they cannot be removed. • Children’s Rights are protected: • adults are duty bearers, children are not; • the Children and Young People (Scotland) Act 2014 outlines the responsibilities of duty bearers.
Important points to remember: • rights do not mean that children and young people always get their own way, it is important that clear and fair boundaries are set; • children and young people still have responsibilities but these are not directly linked to rights; • children and young people can enjoy their rights and enable others to enjoy theirs through demonstrating respectful attitudes and responsible actions.
Children and Young People (Scotland) Act 2014 • Implications of the Act for children’s rights: • Scottish Ministers will have to consider children’s rights whenever they take decisions. • Scottish Ministers will have to promote children’s rights. • There will be a reporting duty on Scottish Ministers and other organisations who support children. • The powers of Scotland’s Commissioner for Children & Young People will be extended.
Children’s Rights come from the UNCRC
Group task Using a copy of the UNCRC and a set of Rights Cards, discuss the following scenarios and identify the articles that are being realised or denied. Scenario 1: A girl in your class is in foster care. She wants to live with her parents and tells you she is running away. Scenario 2: A boy in your class is not attending school because he is working for his uncle as a farm labourer. Scenario 3: Your school is holding a fitness afternoon. Pupils need to pay £3.00 to take part.
Linking Rights to GIRFEC Wellbeing Indicators and HWB: Responsibility of all UNCRC: The Foundation of Getting it Right for Every Child 18
Article 27 The right to have a good standard of living: food, clothing and a safe place to live Article 31 The right to relax, play and participate in cultural activities Article 16 The right to privacy Article 28 The right to an education
To support planning Making Rights Real outlines how the suggested UNCRC articles could be linked to HWB Experiences and Outcomes that are the responsibility of all.
Introducing children and young people to rights and the UNCRC Fundamental to Rights Based Learning is that children and young people learn what a right is, the rights they are entitled toand that these are enshrined in the UNCRC.
Aims • to raise awareness and develop a better understanding of legislation surrounding children’s rights; • to enable staff to become familiar with the UNCRC; • to show the connections between GIRFEC and HWB: responsibility of all; • to provide practical ideas to support teachers to introduce learners to Rights Based Learning.
Presentation 2 looks at: • - Five key areas of Rights Based Learning • Rights: What they are • Rights: Pupil participation • Rights: Within learning and teaching • Rights: Across the school • Rights: In the community and the world • Evaluating Impact • Rights Made Real: An Opportunity for Accreditation
