Rights Respecting School
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!!!!!
P5 have been learning about the skills needed for different jobs. On Tuesday 21st November we were visited by a mechanic from Ross’ Garage, a vet from Crown Vets, a member of the dolphin and whale conservation society and a worker from the Bank of Scotland. On Thursday 23rd November we were visited by members of Rewarding Dogs – Dog behaviour Specialists and members of Inshes Vets.
- I found it interesting that all of them have different skills that are the same, they all enjoy their jobs and they wanted to do that job when they were younger.
- That a dog could swallow a ruler and had to have it removed by the vet.
- It was great finding out how big the minke whale was when we held a cloth the real life size of the minke whale, it was the size of half the class room.
- That a dog could eat two bowls of small stones
- That Ross’ garage fixed one of the Top Gear’s cars.
- That David from Ross’ garage drove a Ferrari.
- That every job had maths in it and also lots of jobs need skills we already have.
- When you work in a bank you need to be good at reading and writing.
- Most of the jobs needed to use computer skills to find things out.
- How a dolphin’s body works and the names of the dolphins different fins.
- Most places of work need a first aid worker.
- I liked seeing and hearing about the different animals vets have to deal with.
- I liked learning about what skills are needed to do a dogs check up.
- I didn’t realise dogs could have so many different bad behaviours.
- I enjoyed touching the snake.
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.”
People Equal Poem by James Berry
Primary 6/7 read the poem “People Equal” altogether as a performance. Later they worked in co-operative groups to discuss the message of the poem. Each group did a verse each and this is what they said:
This is about some people being tall and others being small. We think the real message is all about CONFIDENCE.
How much confidence do you you have?
This is about everyone having different voices. We all have different accents. We think the poet wants us to think about the words we say. They can be positive or negative. Which would you rather hear?
The verse is talking about whether someone is brave or whether they are shy. We talked about lots of factors mattering depending on how we feel. It is important to show bravery now and again to challenge ourselves and become a better person.
We thought there are two types of people – you can be strong or you can be insecure. We continued to discuss the difference between being strong and stubborn.
Individuals have different ambitions. We all want to accomplish.
It is important that we have the attitude that anyone can achieve.
There may be different route and journeys to get to that place though.
The last verse brings the theme altogether talking about life in general. We made a list of important qualities that we should all be striving for: Ambitious
The main message of the poem is accepting diversity.
We should celebrate that everyone is different.
We know that everyone should be equal – but are we all treated equally?
Do you think our discussion points were accurate? Did we miss anything out?
People Equal Poem by James Berry
Primary 7 read the poem “People Equal” altogether as a performance. Later they worked in co-operative groups to discuss the message of the poem. Each group did a verse each and this is what they said:
Everyone’s height is different.
Deeper meaning: We all have a different growth mindset. Some people want to learn and shoot up. Other people don’t challenge themselves and stick with what they know not pushing themselves to develop.
This verse talks about the difference in people’s voices. Each person can have a unique tone, pitch or accent.
Deeper message: People may act and behave different but they are all equal. In the world, there are really nice people but some people are sour. The sour people don’t behave as nice.
Some people are positive and others are negative.
Some people want to boost or show off.
Others don’t feel they fit in. The message we should take from this is we should have the right attitude. We should never give up.
Some people bully others we thought by talking about the hammer. This can be physically or verbally.
People have different gifts. Some people will try to reach their potential while others will struggle. It is important to recognise that some people are better at certain things.
Some people are confident and want to be the centre of attention where others are shy.
The poem is reinforcing our knowledge that everyone is different but we are all still human. This means we should all be equal.
Important qualities in life that you have to offer is your mindset, attitude, effort and skills.
It is vital that you learn by making mistakes and taking risks. You should always use the phrase “I can’t do it YET”.
Diversity is key in our world. We all should be allowed to be who we want as long as we are not hurting others.
This is our rights.
We all have a right to equality.
The children appreciated that our world still needs to change. There is many inequality in the world they were able to describe and link to global goals such as:
- Sexism and Racism
- Poverty and Hunger
- Worldwide Education
- Clean Water
- Looking after our environment.
Do you think our discussion points were accurate? Did we miss anything out?
Primary 5H https://www.youtube.com/watch?v=1MJrRvpjB1I
“The video was about children trying to find out and talk about differences between them.” Rachel.
“The video was about DIVERSITY. Different pairs of children talked about having different hair, food likes/dislikes and likes/sports. “ Glen
James “We are all different but we should be allowed to do the same things.”
Rhys “This is because although we are all different – we all have the same rights. It is important to listen to everyone’s difference.”
John “We are all UNIQUE and the video was trying to promote this.”
Skye “The most important thing about the video is that it DOES NOT MATTER WHO YOU ARE.”
Jamie “We should not judge anybody. It does not matter about someone’s race, gender, disability, etc. We should all be treated fairly.”
The children later discussed how the video went further than just physically commenting on what was different from each other. The BBC wants us to know that difference is not just skin deep and everyone should feel special/represented regardless of their backgrounds.