Rights Respecting Schools in Action

 

At Hillcross, pupil voice is extremely important to us. We value what our children tell us, and use this information to adapt and enhance our curriculum further. Rights Respecting Schools (RRS) is now embedded in all that we do in school and the children can make links to the different articles when learning. Included on this page, is what children think  and know about their rights. Some children have shared their general thoughts about RRS, whilst others have focused on a particular right or group of rights. Children are now showing a deep understanding of the UN Convention of Rights, and are passionate that all children (not just them) should be protected and given the same opportunities as them.

Some of the children's work and thinking reflects their general views about being a RRS school, whilst others have focused on a specific (or a group of) rights. What shines through, is that our children are passionate about all children being treated equally and should be given the same opportunities as them. At Hillcross, we teach, practise and apply our positive 'Habits of Mind', which is one of the reasons why our children are so skilled at being empathetic and are able to work so well interdependently.

Here are some of the children's more general views about being a RRS and the benefits of this:

Lanya's 'Hillcross News Bites' video reports on how we teach children about their rights.

Fatih reported,

In this section, children have demonstrated their understanding of the given articles and worked creatively to evidence these:

Article 2:

 

In support of Article 2 (non-discrimination), Eliza created a poster which shows how everyone (irrespective of their religion, nationality, gender etc) should feel included and that our 'uniqueness' is celebrated not discriminated against. Caitlin created a video montage of images and slogans to encourage others to put an end to racism. This video was created after a PSHE lesson based on the negative impact that racism has had on three skilled players during the European Cup Final in 2021. Furthermore, Elise created a wordle about racism which demonstrates how, at Hillcross, it is unacceptable and wrong. Haya wrote a recount of the racism which Marcus Rashford was exposed to and what people did to show their support of him. This was a reflective and insightful piece of work. Also in support of this article, Kieran created a poster and wordle to show that racism is wrong!

Article 2: The Convention applies to every child without discrimination, whatever their ethnicity, sex, religion, language, abilities or any other status, whatever they think or say, whatever their family background.

  

Article 6

In support of Article 6 (life, survival and development), Zakariya created a poster which represents what he thinks this article is about. It highlights hygiene (and clean water etc), planting new trees and the importance of clean air. On the other hand, Poppy used play dough to show how we mature from a baby into an adult. This circle of life is vital and dependent of us all surviving!

Article 6: Every child has the right to life. Governments must do all they can to ensure that children survive and develop to their full potential.

Article 12

In support of Article 12 (respect for the views of the child), Ella explains how at Hillcross children are able to express their views and feel listened to by all adults.

Article 12: Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.

Article 22

In support of Article 22 (refugee children) Moaaz and Amaya created a video to show the importance of understanding the refugee's plight and challenges. Whereas Haya's report,  reflects on the challenges which refugees face and this is based on the book, 'The Boy at the Back of the Class' written by Onjali Rauf. This is a must-read as it helps children (and adults) to empathise with the struggles and dangers which refugee children face. As a result of this book being read to some Year 4 classes and the impact it had on them, it is now been added as a whole class reader (for a half-term) for the Year 4 group next year.

Article 22 : If a child is seeking refuge or has refugee status, governments must provide them with appropriate protection and assistance to help them enjoy all the rights in the Convention. Governments must help refugee children who are separated from their parents to be reunited with them.

 

Article 28

In support of Article 28 (right to education): Nathan created a 3-D model to represent this article expertly. Whereas, the Plaza family used family photographs to show what this meant to them. We also have a slide created by Emilia, which includes videos to explain this right. The videos are below the slide.

Article 28 : Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.

 

 

Article 42

In support of Article 42 (knowledge of rights), Imogen wrote a letter to the Prime Minister asking for more to be done about teaching children about their rights, so that racism and other awful behaviours are eradicated. It also highlights how proud we, as a school, are of all players in the team.

Article 42: Governments must actively work to make sure children and adults know about the Convention.

This section includes posters, videos, photos and explanations relating to various articles which are explained in the blurbs above the work:

Lucy's phenomenal movie addresses Articles 28, 31 and 35, 36 and 37 (as these all relate to protecting children from danger). She created the characters and props and photographed and edited these to create her film. Very impressive green hat thinking.

Elise's creative (and cleverly thought out) video relates to Articles 7, 19, 22,23 and 31 and explains the importance of these laws.