rights, respect and responsibilities values and actions for young citizens in lcps
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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) - PowerPoint PPT PresentationTRANSCRIPT
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)
• RRR is a preventative strategy – developing the conditions for effective learning and social behaviours
• Still a need for interventionist strategies
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?
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
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”.
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.
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.
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.
Active, meaningful participation
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.
• 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?