1 / 12

Rights, Respect and Responsibilities Values and actions for young citizens in LCPs

Rights, Respect and Responsibilities Values and actions for young citizens in LCPs. UNCRC as vision & values RRR a strategy for realising our responsibility- making it real for children and young people UNICEF RRSA a useful accreditation of this work (Level 1 & 2)

iorwen
Télécharger la présentation

Rights, Respect and Responsibilities Values and actions for young citizens in LCPs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Rights, Respect and ResponsibilitiesValues and actions for young citizens in LCPs

  2. UNCRC as vision & values • RRR a strategy for realising our responsibility- making it real for children and young people • UNICEF RRSA a useful accreditation of this work (Level 1 & 2) • RRR is a preventative strategy – developing the conditions for effective learning and social behaviours • Still a need for interventionist strategies

  3. Making an Impact RRR Research findings Covell and Howe 3 Year study (13 primary). Main impact: • Children’s self regulation of both learning and social behaviours (less bullying & exclusions). • Pupil performance in tests. • More engaged with learning & school • Critical thinking. • Especially in more disadvantaged communities. Building resilience?

  4. New resilience research – year 6 in three primary school School where RRR embedded, pupils had; • a more positive self-concept, • more optimism about their futures, • greater educational aspirations, • fewer social problems at school. In addition these pupils obtained significantly higher scores than either of the other two schools on, • interpersonal harmony, • academic orientation • levels of participation

  5. Sussex University - 3 year RRSA research in 31 school (Oct 10) • Of the 14 schools with 20% FSM, eight improved their attainment, seven improved their attendance and six reduced their fixed term exclusions 2007-10. • Of the four schools with 50% FSM, three increased attendance and attainment and reduced their fixed term exclusions. • The RRSA “may mediate the influence of poor socio-economic circumstances on outcomes”.

  6. Community • Children & Young people from Andover taking RRR into the community. • UNICEF idea for Child Friendly Community based on the UNCRC. • Clusters of schools already working together on RRR and the RRSA. • New UNICEF accreditation for pre schools.

  7. In and beyond schools • Hampshire capacity – its children and young people – from consumers to young citizens. • From pre school to 16-18, a large number of children and young people, know & understand their rights, are more engaged & empowered. • National lead. • Many children and young people have experience of leading developments or partners in change.

  8. Examples • Interviews for new staff. • Input into school improvement plans. • Subject/department reviews. • Lead learners. • Child initiated learning. • Pupil led parental conferences. • Peer Education/ Peer mediators. • Year 8 evaluating NQTs. • Other award schemes & RRR. • CAT Mark. • Community initiatives.

  9. Active, meaningful participation

  10. Maximising these strengths • Training events for local partners facilitated by adults, led by local children & young people. Eg; - Introduction to UNCRC and RRR – what it means for us, how and why it works, implications for all. - Specific session related to LCP targets.

  11. What might be different for young people who experience a culture in and beyond school focused on their rights rather than their needs? • How might that benefit individuals and the partnership/community? • What are the implications for the role of adults - parents, children’s workforce, other agencies?

More Related