The United Nations Convention on the Rights of the Child (CRC) provides the rationale and organising framework for UNICEF’s UK Rights Respecting Schools Award (RRSA).
The award recognises achievement in putting the CRC at the heart of a school’s ethos and curriculum. It focuses on leading and managing a rights-respecting school, teaching and learning about the Convention, creating and maintaining a rights-respecting ethos and engaging and empowering children and young people to become active global citizens.
In Wales, RRSA is being seen as a powerful means by which schools and local authorities can positively respond to the Welsh Government’s important Child Rights measure (2012) and specifically the duty in section 5 to develop awareness and knowledge of the CRC.
What does the project entail
Schools can receive as little or as much support required to support their individual RRS journey. Schools are able to access support packages which may include teacher training, pupil workshops, support sessions and regional training across Wales.
All support will be tailored to meet the individual school needs. Schools can be accredited with level 1 and level 2 for RRS.
What is required from the school?
Schools must adopt RRS as a whole school approach which permeates throughout all aspects of school life.
For more information and to register for RRS schools can visit http://www.unicef.org.uk/Education/Register-for-RRSA/
How do the pupils directly benefit?
RRSA promotes learning about the CRC across the curriculum, it provides a stimulating and innovative ‘way in’ to many key components of the LNF (Numeracy & Literacy Framework). Learning about rights encourages problem solving, debate and can be used as a stimulus for a wide array of activities.
Evidence from good practice reviews and RRSA impact assessments indicates that as a result of children and young people learning about the Convention, their rights and the importance of respecting the rights of others, they are more engaged in their learning which is having a positive impact on attainment, attendance and achievement.
Headteachers and teachers are noting improvement in skills such as self confidence, critical thinking and engagement in learning and transferring these skills across the curriculum and as a result, directly complimenting the LNF.
Additionally, RRSA is recognised as being an excellent way of helping to link schools with local communities, engage families and focus on wellbeing; these all relate to key Estyn recommendations and are consistent with priorities within Welsh Government strategies for addressing poverty and narrowing the attainment gap.
Sarah Hooke – UNICEF Professional Advisor for Wales, RRSA 07834 950980 email@example.com
For any queries, regarding the Edunet site, contact Emily Marchant on E.K.Marchant@swansea.ac.uk