Rights Respecting School
- Fairtrade products cost more money and the farmers who produce things such as bananas and cocoa get a fair wage.
- Farmers sometimes don’t get paid enough money for their products unless you are a Fairtrade farmer.
- That if the produce is Fairtrade it will have a logo printed on it and that means that these farmers get a fair wage.
- Some children who work on farms have to use dangerous equipment such as machetes.
- Fairtrade just doesn’t mean fair prices it means that the farmers get enough money to help them live sufficiently.
- The process of how chocolate is made from the bean to the bar.
- Only some chocolate is Fairtrade most of them aren’t.
- Fairtrade means that the farmers get a fair price for what they are producing.
- How we can help the cocoa bean and banana farmers to get more money so that they can improve their lives.
Primary 6 have been exploring Article 16 of UN Convention on the Rights of the Child. Article 16 is ‘You have the right to privacy’.
We discussed in class what privacy meant We wrote down examples of when spaces could be private or public.
These are some of the comments the children made about the lesson.
“We discussed what privacy was. We thought it was when someone wanted to be alone or wanted to have their own space.”
“I enjoyed making posters to display our learning about Article 16.”
“Learning about Article 16 was interesting as I now know more about our rights.”
Look what arrived today! It is official that here at Holm we are a level 1 RRS school.
Onwards we go to the next level!
Well done to all of the team . 😀
On Tuesday 5th December the school had a visit from Jenny Price an assessor from UNICEF.
The purpose of her visit was to assess if the school had made sufficient progress from being awarded their Certificate of Recognition to achieving a Level 1 award.
Mr Henstridge took over the RRS pupil steering group formerly led by Mrs Gibb.
Ms Price interviewed groups of children, parents and staff and looked at the work undertaken in all classes over the session.
We are delighted to announce that Ms Price confirmed that our work met the necessary standard for the level 1 award. Well done and thank you to Mr Henstridge and Mrs Webb for leading on this project and to all in our school community for helping to showcase how rights and diversity flourish in our school.
We are now allowed to display the above logo on any materials linked to the school to promote our success.
As part of our learning, we have been exploring Article 12 of the United Nations Convention on the Rights of the Child.
“You have the right to give your opinion, and for adults to listen and take it seriously.”
With our partners we discussed what this right meant. We then shared our opinions with the class.
Each group was given a colour. We wrote down on a graffiti board what the colour made us think of, and our opinion about it.
“We realised that all our opinions were different, and we respected how the colours meant various things to others.”
On the placemats we next wrote down examples of times when we had been given the opportunity to give our opinion on something. We also chose a time when adults had listened to us and taken our views seriously. Some people suggested times when they had chosen moves for gymnastics, while others it was a choice of group book for reading. We then shared our opinions with the group.
We also looked at Article 12 on UNICEF’s Childs Rights Launchpad too. We discussed why decisions are made for us by other people.
“It was important that those decisions are best for us and that it is explained to us why they are taken.”
The class thought parents, other family, doctors, dentists, police officers, adults taking clubs or groups, judges, the council, teachers and the government, make decisions for us.
Here are some comments the children made.
“Although children have an opinion and should be listened to, adults should take care of them by making the right decisions.”
“Everyone has different opinions, we are all diverse.”
“People all have different ideas. We don’t judge people because their ideas are different from ours.”
“I appreciate other people’s ideas because it is good that we can share and respect opinions.”
“It was interesting exploring Article 12. I know more about the articles now.”
Primary 6 Everyone’s Welcome
The children watched the BBC’s video about their campaign “Everyone’s Welcome”. This is their initial reactions and reflections on the campaign.
Freya – “The video was talking about difference.”
Kirsten – “I enjoyed watching the young children saying what was different ignoring what they looked like. This was the most obvious easy thing that we can see as a viewer. However, they talked about the differences in their personalities, talents and abilities.”
Ruby – “The video wanted us to learn about not judging others on their appearance, This counts for skin colour and physical conditions like being in a wheelchair.”
Lewis – “The children talked through their differences and this took a long time.”
Marta – “This is because they did not just comment on physical differences but went further.”
Fergus – “In the video, there was two boys at the beginning and the end that looked very similar. They were the same height and both wore glasses.”
Aaron – “The children obviously went to the same school as they had the same uniforms on. At the end, they talked about strengthens in playing tig. One was good at catching and the other was good at running away.”
The class listed the following items:
FOOD GAMES HOUSE HOBBIES INTEREST
as differences that the children talked about. Only one pair talked about how they had different hair.
The children then read the BBC’s blog about their “Everyone’s Welcome” campaign. This is the children’s thoughts and evaluations on what the goal and purpose of the campaign was.
Children’s Comments to the BBC
“Thank you for helping big and little people minds grow and helping shaping them to become better by promoting diversity.”
Georgia: “I think this was really good and a true post. You have created a really heart warming message that all people should know.”
Nimra and Ryan: “Your blog helped us learn more about the BBC and the world.”
Hira: “I like this blog as you include everyone no matter what. The main message was for us to learn from the BBC.”
Josh: “The way you are developing different programmes about diversity is is very clever way of teaching young children in an enjoyable way. Well done and thank you.”
Marta: “I learnt that diversity is not just skin deep. The message of the blog is to teach everyone that diversity is a good thing and important to the BBC. They want to represent and respect all groups in their media.”
Freya: “There is a programme (or media) for everyone”
Murray: “The blog is to teach people about diversity and how important it is. They want to ensure that everyone is treated equally and that everyone is welcome.”
Matthew: “The blog is about how the BBC want to teach children about Diversity.”
Aaron: “The BBC want to include everyone and that is important. “
Daniel: “It is important to think of others and their situation and feelings.”
Emily F: “Therefore they are trying to teach people to be kind to others.”
Ruby: “They are trying to teach us about diversity, including everyone and not leaving anyone left out because of their differences.
Nyree: “Everyone has a right to feel welcomed. It is important to include everyone and not leave others out.”
Amelia: “The BBC takes responsibilities for their young audience and how they can teach/influence them. The BBC are trying to highlight that everyone is unique and we should still be treated equally.”
Emily M: “We should not judge others on people’s physical appearance. The most important thing is the way we act towards others.”
Leave a comment: Well done to the BBC for putting out this message. Now all children and adults know that difference doesn’t matter.
Main Message: Everyone is different but that’s what makes them special. By watching the variety of shows on the BBC they can understand even better about diversity.
Thank you for reading our blog. We love sharing our learning with everyone as we work so hard in school!!!!!
In class we learnt all about Remembrance Day and took some time to think about all the people who have been affected by war around the world. As part of our learning we created poppies from tissue paper to replicate the poppies in Flanders Field.
Afterwards we looked at Article 38 which states, “Governments must do everything they can to protect and care for children affected by war. Governments must not allow children under the age of 15 to take part in war or join the armed forces.”
In class we discussed and came up with a variety of answers for the questions:
1.) What should the government do for children affected by war?
- Someone to talk to about their worries and feelings.
- If they have been injured because of the war, the government should help with the healthcare.
- Children should be sent to safer countries (evacuation).
- Provide them with shelter, food, clean water, blankets and clothes.
- Make sure that they are taken care of after the war.
- Providing some form of education
2.) Why should the governments not allow children under the age of 15 to take part in war or join the armed forces?
- May not win the war – children may be too frightened and cannot do what is asked of them.
- May not be fully trained or experienced.
- War is something children should not see.
- They can’t send children to war because there is too big a chance they will get hurt.
- They may not listen or understand instructions.
- They are too young to be handling weapons.
This week we have been celebrating anti0bullying week and children in need in class. For anti-bullying week we have been giving our certificates to children that have shown kindness and respect to others. We have been reading stories and choosing a word a day that represents anti-bullying week. The words we chose were:
We also had odd socks day. This was to celebrate being different and unique. We even designed our own odd socks. The class wrote personal stories about feeling safe too.
Friday is Children in Need day. We had lots of fun raising money for children in need. We designed our own headbands and cupcakes. We even made split pin Pudsey’s and Blush’s.
In class we have been exploring Article 15 of the United Nations Rights of the Child.
“You have the right to choose your own friends and join or set up groups, as long as it isn’t harmful to others.”
These are comments the children in the class have made about the lesson.
“With a partner we read Article 15 and discussed what we thought it meant.”
“In groups of four, we thought about some groups and organisations we are part of. We used a place mat for this activity and we all wrote down our ideas. We shared our ideas with the others in the class.”
“One member of each group reported back to the class about what had been discussed in their group. Some people had joined groups, like Boys Brigade, Guides and gymnastics.”
“After that we discussed what was meant by the words, ‘as long as it is not harmful to others’. We thought as members of a group, we should not offend or hurt others.”
“Next we were given an envelope full of pictures. In our groups we had to sort the pictures in two different lines. One line was for pictures that we thought showed children meeting together in groups and having friends to play with. In the other line were pictures of children we felt were on their own and not part of a group.”
“We discussed with the others in the class, which pictures we had chosen for our different lines. We explained why we had put the picture in that line. In class, we thought that war, storms and other disasters had kept other children from playing with each other or being part of a group.”
“We listened to a song about the rights that we have. In it was a line explaining Article 15. I enjoyed how the song told us about rights and it had catchy lyrics.”
“We wrote a letter to a friend about Article 15. I wrote about a football club that I go to. I like playing in matches with my friends and working together to score goals.”
“In my letter I have included interesting, useful and relevant details about joining friendship groups.”
“Taking part in the fun activities made me understand what Article 15 is all about as I didn’t know anything about it before.”
“We wrote a poem about Article 15. In it we included sentences about being in a group and having friends.”
“Writing an acrostic poem was fun as we had to make up sentences about friendship with our partner.”
“We had to write about different feelings in our poem about friendship. My partner and I included fun and care to make the poem a happy one.”
“In pairs we designed a section of a Rights Quilt. We wrote down what Article 15 was about on the quilt.”
“On our quilt, we drew pictures of people playing together and being part of a group.”
“As part of our work on Article 15 we designed posters to encourage people to join our club. On our poster we included details of where the club would take place and the age of the children who could join.”
“We included an exciting title and WOW words so that people would look at our poster and be persuaded to join the club.”
“Taking part in the activities was really interesting and I learned lots too.”