Children as decision makers

1. Children as decision makers Portway Junior School School Continuous Development Plan

2. The Journey to Rights Respecting School Award : Level Two.

3. Nova Scotia • The visit • What impressed • What we took back • How we started • One year on • UNICEF • County involvement

4. To educate a person in mind and not in morals is to educate a menace to society’ Theodore Roosevelt

5. For many students, establishing relationships of respect and care is a necessary foundation for intellectual as well as social development.’ From ‘What’s Worth Fighting for out There’ Fullan and Hargreaves The function of education is to teach one to think intensively and to think critically…. intelligence plus character –that is the goal of true education’ Martin Luther King Jr

6. To explore the development of the ‘Children’s Rights Curriculum’ as devised by the University College of Cape Breton (UCCB) within the context of Nova Scotia/Cape Breton Schools To review resources developed by UCCB To ascertain the evidence for impact on pupils learning and behaviour To assess the suitability of the content, materials and approaches for adaptability to Hampshire schools

7. What we saw

8. Their Classroom Code Article 28

9. Video clip

10. Rights Respect and Responsibility We aim to Make children aware of their rights under the UNCRC To ensure that children are aware of the responsibilities that go with their rights Teach children that if they have rights they need to respect the rights of others as well To know that rights, at times, will conflict To know that they can make a difference Develop a fully participatory school that recognises the crucial place of student voice

11. Class Charters

12. 6 DI Class Charter Our Rights We have a right to be protected from being hurt or badly treated We have a right to an education We have a right to have privacy We have the right to say what we think in our own ways through making art, speaking and writing unless it breaks the rights of others We have the right that all adults should always do what is best for us We all have a right to an opinion and for it to be listened to and taken seriously Our Responsibilities We have a responsibility not to hurt or badly treat other physically or mentally and to treat others how we would expect to be treated. We have a responsibility to be at school on time, have the things we need for school, listen and do our best. We have the responsibility not to disturb others so they can have an education We have a responsibility not to look at other peoples private things and to always respect the privacy of others. We have a responsibility to inform an adult member of staff to protect others if they are being badly hurt or mistreated . We have the responsibility to express ourselves in ways that is respectful of the rights of others Adults have a responsibility to always act in a way that is in the best interests of the children We have the responsibility to listen to each others opinions and to take the opinions seriously.

13. Responsibilities and Rights for 6VW We believe that our responsibilities help us to achieve the rights that we each have. This means that we are able to respect all the people we work with at Portway. We believe we can do this by the following Our responsibility is to not disturb people who want to learn, and we all (including Miss W have the responsibility to be (planned), prepared and organized for each lesson. Because … We have the right to a good education. We have the responsibility to listen to each other even if we don’t agree. Because… We have the right to an opinion and for other people to understand it and take it seriously.

14. Responsibilities and Rights for We believe that our responsibilities help us to achieve the rights that we each have. This means that we are able to respect all the people we work with at Portway. We believe we can do this by the following Our responsibility is to not disturb people who want to learn,and we all (including …. have the responsibility to be (planned), prepared and organized for each lesson. Because … We have the right to a good education. We have the responsibility to listen to each other even if we don’t agree. Because… We have the right to an opinion and for other people to understand it and take it seriously. Our responsibility is to not tell others everything unless we have permission to share the information. Because… We have the right to keep conversations confidential within our class. We have the responsibility to treat others how we would like to be treated, with respect in any situation because we all have something special to share. Because… We have the right to be treated equally and fairly. Our responsibility is to respect other people’s families, religions and cultures and to recognize they have helpful advice to share. Because… We have the right to our own identity

18. Y6 “Bam” Debate On December 26th 2004 a massive earthquake hit the country of Iran. It caused huge destruction in the ancient city of Bam – hence its name was given. It’s the 2nd day after the earthquake and the government officials are holding a meeting to discuss how could we help?? As a country we have four options in order to help the Iranians, although the Iranians are adamant that they want no help and they can cope on their own 1) Send out a mobile medical unit with 3 doctors to operate and use the unit in Iran. Cost – £255,000 2) Send out 3 Dog Handling Teams, trained to use scent in order to sniff survivors out. Each team consists of 10 trained dogs and their handlers. Cost - £210,000 3) Send out 3 heat detection units to search for survivors under the rubble. Cost - £185,000 4) Send over lifting equipment – 2 hydraulic machines to lift rubble with trained operators. Cost - £150,000 As a country we only have enough funding to send one of these options:- 1) Which option is the most appropriate and why?? 2) Should we actually send aid if the Iranians don’t want any help??

19. What in it for students? • they are respected , listened to and taken seriously • Their views are having an impact on how things are done in school and classrooms • They have greater control over how they learn • They are able to talk about their own learning and are more confident about how to improve it • They are more positive about learning and about school

20. What in it for teachers? • Experiencing and enjoying a different way of working with students • Seeing changes as a result of student voice engagement • Gaining insights that help their professional development • Positively surprised by students

21. What in it for schools? • A practical agenda for change that pupils can identify with • Better engagement with school and school learning (student+staff) • More partner orientated relationships between pupils and teachers • Improved teaching and learning • Distinct ethos and identity for the school • Developing the school as a learning organisation

22. What can the students contribute? • From choice of ‘how’ to jointly developing ‘what’ you learn • Initiate and take joint responsibility (with peers and staff) for change [ radical collegiality] • Help create new ‘spaces’ for dialogue (peers, staff, parents and community) • Increased self esteem from being valued listened to and accepted as part of the decision making process

23. What can the schools contribute? • From customisation to co-construction • From narrowly instrumental learning to wider human flourishing • From learning organisation to learning community • From school effectiveness to person centred education

24. P.S.E. & Citizenship UN CHILDRENS RIGHTS Yr 6 45mins – 1 hour

26. Why does it work? • Once taught and understood, people are very positive about it and it’s fairly low maintenance- it’s easy for it to become part of the fabric • It removes the ‘moral relativism that has afflicted English schools for years because it provides an Authority outside the school to which children and adults can appeal.

27. Why does it work? • It appeals to children’s self-interest- they’re already citizens; they have rights now. They don’ have to earn them or wait for adulthood. • It puts children at the centre of a world that cares about them and appeals to their desire for universality

28. What makes a Rights Respecting Teacher? • Listen to pupils views, and demonstrate you have heard them (acknowledging) • A good model of desired behaviour and a learning ethos • Understands conflict, listens, deals with behaviour in a positive way • Giving children time to sort things out, listen to what they have decided, remembering decisions made • Be seen to be fair and consistent • Prepared to be seen to be wrong as a teacher, apologise and acknowledge mistakes • Be inclusive of all for jobs etc (equal opportunities) • Understands and uses the convention in their teaching all the time • Encourage independence and cooperation and models it everywhere, good mediator • Good working knowledge of the UNCRC • Be decisive, but being fair and caring • Providing circle time – crucial element. Needs building into timetable • Involving children in decision making

29. What is most important in taking part in decision making To let me have my say To be given choices To get what I want To find out what is going on For leaders to make good decisions For leaders not to pressure me To be supported To be listened to To have time to think about things