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1. Document title Transforming lives through learning

2. Document title Transforming lives through learning
Recognising and
realising children’s
rights - Updated
For Scotland's learners, with Scotland's educators

3. Document title For Scotland's learners, with Scotland's educators
Recognising and Realising Children’s rights
Aims of professional learning resource:
• To raise practitioner’s awareness and develop their
knowledge/understanding of the United Nations Convention of the Rights
of the Child (UNCRC)
• To support rights-based practice across schools and other organisations
• To link rights-based practice to the Scottish legislation and policy context
• To support individuals, establishments and organisations to begin to
reflect on and self-evaluate their current practice in light of the UNCRC
• (To enable children to know, understand and claim their rights)

4. Document title Transforming lives through learning
Content
Recognising Children’s rights
• Rights – what are they and why are
they important?
• How are rights realised in practice
• Context – history of rights and
Scottish context
• Exploring the Articles in the
UNCRC
Realising Children’s rights
• Reflection on values
• Implementing rights based practice
and linking it to existing practice
• Learner participation in practice

5. Document title For Scotland's learners, with Scotland's educators
Introductory Activity
• In small groups, introduce yourself, say a bit about your
context
• Discuss a time when you were aware of your own or someone
else’s human rights being infringed in some way, what were
the circumstances around this, what was the impact?

6. Document title For Scotland's learners, with Scotland's educators
What are rights?
Type a word that you associate with children’s rights - this will be
used to create a wordle for children’s rights
www.mentimeter.com
Or write a word on a post it which will be
used to create a wordle

7. Document title For Scotland's learners, with Scotland's educators
The United Nation Convention of the Rights of the Child
(UNCRC)
This professional learning is about the United Nations
Convention on the Rights of the Child, or UNCRC for short.
It is also about how the values, principles and practices of
education including CLD can support the UNCRC.
Throughout this resource, the term ‘child’ is used as defined by
the UNCRC. Please note that this should be understood as
meaning ‘children and young people’ as is commonly used in
Scotland.

8. Document title For Scotland's learners, with Scotland's educators
AGREE / DISAGREE ACTIVITY –

9. Document title For Scotland's learners, with Scotland's educators
Quotes Activity
Choose one of the quotes on the table that you identify with to
illustrate children’s rights. Explain to the group why you have
chosen that quote and what it means to you.

10. Document title For Scotland's learners, with Scotland's educators
Film – Children and their rights
View video on ES YouTube channel:
https://youtu.be/ALAgU8cjmXs

11. Document title For Scotland's learners, with Scotland's educators
RECOGNISING
CHILDREN’S RIGHTS

12. Document title For Scotland's learners, with Scotland's educators
NEEDS
Body of Rights A - Adults
B - Children

13. Document title For Scotland's learners, with Scotland's educators
Body of Rights

14. Document title For Scotland's learners, with Scotland's educators
Body of Rights – Wants, needs and rights
Want - a desire for something
Need - the state of requiring help, or of lacking basic
necessities such as food
Right - a moral or legal entitlement to have or do
something

15. Document title For Scotland's learners, with Scotland's educators
What are rights?
Oxford Online Dictionary:
A moral or legal entitlement
to have or do something
Human rights are the basic rights and
freedoms which everyone is entitled to. We
are all entitled to human rights in order to
live with dignity.
Human rights are rights inherent to all
human beings, whatever our nationality,
place of residence, sex, national or ethnic
origin, colour, religion, language, or any
other status. We are all equally entitled to
our human rights without discrimination.
These rights are all interrelated,
interdependent and indivisible.

16. Document title For Scotland's learners, with Scotland's educators
Body of rights – do children need separate rights?
Maturity Voiceless &
invisible
Possessions

17. Document title For Scotland's learners, with Scotland's educators
Equality is giving
everyone a pair
of shoes………
Equity is giving
everyone a pair
of shoes that fit.
Are there any other ‘groups’ of
people who would need specific
consideration for them to be able to
experience their entitlement to
fundamental dignity?
Some UN Conventions:
- Rights of persons with disabilities
- Protection of migrant workers
- Elimination of discrimation
against women

18. Document title For Scotland's learners, with Scotland's educators
Activity 4 – Review of pre-course learning
In small groups, discuss anything of interest that
you learned about the history of rights? Did
anything surprise you?
Additional discussion points
Who were some of the key players in taking
forward children’s rights?
What are some of the key messages
in the Universal declaration of human
rights?
What are some of the key reasons given
for the need to have specific children’s rights?

19. Document title For Scotland's learners, with Scotland's educators
Context – Early advocates of human rights
Declaration of the Rights of the Child (1923)
Eglantyne Jebb
Janusz Korczak
“Children are not the people of tomorrow,
but people today. They are entitled to be
taken seriously. They have a right to be
treated by adults with tenderness and
respect, as equals. They should be allowed
to grow into whoever they were meant to
be.”

20. Document title For Scotland's learners, with Scotland's educators
Context – Universal declaration of human rights
• WWII Context: atrocities and human
suffering
• World leaders agreed to protect the
rights and dignity of every human
person
• Introduced in 1946
• Commission on Human Rights (1947)
• Proposed Sept 1948;
adopted 10 Dec 1948

21. Document title For Scotland's learners, with Scotland's educators
Context – putting the world to rights
UNCRC Need to see Children’s Rights differently
1948 – UDHR
1959 – Special provision for children
1978 – 34th Session of UN Commission
1989 – CRC Ratified by UN
1990 – CRC brought into force
- 1991 – CRC ratified by UK
- 54 Articles (42 about CYP)
- Applicable from birth to 18*
- 3 Optional Protocols
UN Convention
on the Rights
of the Child

22. Document title For Scotland's learners, with Scotland's educators
What is the UNCRC?
Every child has the right to survival, protection
and education. The United Nations Convention on
the Rights of the Child (UNCRC) is a legally-
binding international agreement setting out the
civil, political, economic, social and cultural rights
of every child, regardless of their race, religion or
abilities.

23. Document title For Scotland's learners, with Scotland's educators
What is a rights based approach?
‘A children’s rights based approach is a principled
and practical framework for working with children
and young people, grounded in the UNCRC and
other international rights conventions. It is about
placing the UNCRC at the heart of planning and
service delivery and integrating children and
young people’s rights into every aspect of
decision making, policy and practice’
- State of Children’s Rights Report, 2017

24. Document title For Scotland's learners, with Scotland's educators
Rights holder and duty bearers
Getting It Right, Save the Children

25. Document title For Scotland's learners, with Scotland's educators
Recognising children’s rights today
Can you think of some real life examples either within school life or
in the local community where children’s rights may still be infringed
in some way?
Think about them in terms of:
• How children are supported and provided for?
• How children are protected?
• How children participate in wider society?
Discuss how this right might be restored

26. Document title For Scotland's learners, with Scotland's educators
Film – How can schools and communities support
children’s rights
View video on ES YouTube channel:
https://youtu.be/4znwLrvVkMU

27. Document title For Scotland's learners, with Scotland's educators
Recognising Children’s rights today – A Case study
Use your article summary sheets to
help you.
• Watch film clip
• Identify which rights are engaged or are
in jeopardy?
• Discuss what might a rights-based
approach look like for this young person
View video on ES YouTube channel:
https://youtu.be/3d1SJ8wnuNY

28. Document title For Scotland's learners, with Scotland's educators
Recognising Children’s rights today

29. Document title For Scotland's learners, with Scotland's educators

30. Document title For Scotland's learners, with Scotland's educators

31. Document title For Scotland's learners, with Scotland's educators
Exclusion from school
Exclusion rates for pupils with ASN are
more than 4 times higher than those with
no ASN
Exclusion rates are 6 times higher for
those in the 20% most deprived areas

32. Document title For Scotland's learners, with Scotland's educators

33. Document title For Scotland's learners, with Scotland's educators
In Scotland today, at age 5, the gap between children from
the most advantaged and most disadvantaged families is
already:
Source: Bradshaw, P. (2011) Growing Up in Scotland (2011) Changes in child cognitive ability in the pre-school years
Edinburgh; Scottish Government

34. Document title For Scotland's learners, with Scotland's educators

35. Document title For Scotland's learners, with Scotland's educators

36. Document title For Scotland's learners, with Scotland's educators
Film – The Journey
View video on ES YouTube channel:
https://youtu.be/gc1bc_XQ0TI

37. Document title For Scotland's learners, with Scotland's educators
Context – Educational
Landscape
CfE
HGIOS? 4
HGIOCLD
CYP Act/GIRFEC
(underpinned by
UNCRC)
National Improvement
Framework
Scottish
Attainment
Challenge
National Youth
Work Strategy
Developing a positive
whole school culture
and ethos
CYP Act/Getting it
Right for every
child
(underpinned by
UNCRC)
National
Improvement
Framework

38. Document title For Scotland's learners, with Scotland's educators
Getting
it right
for
every
child

39. Document title For Scotland's learners, with Scotland's educators
Children and Young People (Scotland) Act 2014
Some highlights:
- Increased reporting duty on Children’s Rights
& Wellbeing
- Increased powers for Children’s
Commissioner
- Wellbeing defined
- Named person arrangements
- Children’s Services Planning
- Children’s Rights and Wellbeing Impact
Assessment (CRWIA)

40. Document title For Scotland's learners, with Scotland's educators
The Children and Young People's Commissioner
for Scotland is Bruce Adamson.
The children’s commissioner can help children and
young people to:
• Know their rights
• Protect their rights
• Influence change
They also develop useful research and resources
to support children’s rights
www.cypcs.org.uk

41. Document title For Scotland's learners, with Scotland's educators
Film – The Role of the Children and Young People’s
Commissioner
View video on ES YouTube channel:
https://youtu.be/DIRg2AyYK58

42. Document title For Scotland's learners, with Scotland's educators
Policy Landscape
In what way does the education landscape provide opportunities
for children’s rights to be realised??

43. Document title For Scotland's learners, with Scotland's educators
The Articles
54 Articles:
Part 1 (1-42): provisions
Part 2 (42-45):
implementation and monitoring
Part 3 (46-54):
final clauses
 UNIVERSAL
 INALIENABLE
 INVIOLABLE
 INDIVISIBLE

44. Document title For Scotland's learners, with Scotland's educators
Article Activity A
• Rank the articles in terms of those you feel are more
important
• What rights do you feel are essential for children and which
ones do you feel are less important?

45. Document title For Scotland's learners, with Scotland's educators
Article Activity B
54 Articles:
3 domains/themes:
• PROVISION
• PROTECTION
• PARTICIPATION
Articles Activity:
Sort all articles into the 3 ‘P’s:
Take turns to describe an article and
discuss which domain it promotes.

46. Document title For Scotland's learners, with Scotland's educators
General Principles
(underpinning rights) -
Article Activity C
Article 2 – without discrimination
The Convention applies to EVERYONE.
Article 3 – best interests of the child
The best interests of the child must be a
top priority in all things that affect children.
Article 6 – survival & development
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 –
respect for the views of the child
Every child has the right to say what they
think in all matters affecting them, and to
have their views taken seriously.
Take a few of the rights and discuss
where they might sit with regard to
each of these general principles

47. Document title For Scotland's learners, with Scotland's educators
Article Activity D – Wellbeing and the articles
Which articles support
each of the indicators
of wellbeing?
Pick out a few articles
and discuss where it
might sit with regard to
the indicators.
Write this down on your
sheet.

48. Document title For Scotland's learners, with Scotland's educators
UNCRC Articles and the Wellbeing indicators
UNCRC: The Foundation of
Getting it Right for Every Child

49. Document title For Scotland's learners, with Scotland's educators
Articles - some conclusions
• What have you learned about the articles
through these sorting and discussion
activities?

50. Document title For Scotland's learners, with Scotland's educators
REALISING CHILDREN’S
RIGHT

51. Document title For Scotland's learners, with Scotland's educators
Activity – What is rights based practice?
In small groups, create two lists with the headings:
• What rights based practice is
• What rights based practice isn’t
Discuss this in your groups and write some ideas in each
list.

52. Document title For Scotland's learners, with Scotland's educators
Reflecting on rights – Professional Standards
Some of the Professional Values and Personal Commitment core to
being a teacher are:
• Embracing locally and globally the educational and social values of
sustainability, equality and justice and recognising the rights and
responsibilities of future as well as current generations.
• Respecting the rights of all learners as outlined in the United Nations
Convention on the Rights of the Child (UNCRC) and their entitlement
to be included in decisions regarding their learning experiences and
have all aspects of their wellbeing developed and supported

53. Document title For Scotland's learners, with Scotland's educators
“The Common Core describes the skills,
knowledge and understanding, and values
that everyone should have if they work
with children, young people and their
families, whether they are paid or unpaid.”
(2012)
Explicitly cross referenced to the guiding
principles of the UNCRC:
• Non-discrimination
• Best interests of the child
• Right to life, survival and development
• Respect the views of the child

54. Document title For Scotland's learners, with Scotland's educators
GIRFEC
UNCRC
Targeted
Support
Skills & Attitudes
Ethos, Values & Culture
Curriculum
DIGNITY

55. Document title For Scotland's learners, with Scotland's educators
‘Children and young people should be seen as
young citizens, with rights and opinions to be taken
into account now. They are not a species apart, to
be alternately demonized and sentimentalised, nor
trainee adults who do not yet have a full place in
society’
- Welsh Assembly Govt.

56. Document title For Scotland's learners, with Scotland's educators
Exploring values - Activity
In small groups discuss,
Part 1
• What are the core values in your school?
• How do staff share their values and use these to inform their practice?
• How does a rights based agenda help inform your values?
Part 2
• If I was to walk into your classroom, what would I see, hear, feel that would show your
professional values in action, particularly in relation to rights?
• If you asked your students to write down 5 words describing how it feels to be in your
classroom, what would they write down?

57. Document title For Scotland's learners, with Scotland's educators
Film – Vision, values and aims
View video on ES YouTube channel:
https://youtu.be/TCjxYjdzvQs

58. Document title For Scotland's learners, with Scotland's educators
Realising children’s rights – Scottish Borders Youth
Commission on Bullying
Local Authority identified need to review authority policy on anti-
bullying to reflect National Approach to Anti-Bullying
Established a Youth Commission to investigate and research
with children, young people, parents, staff, experts
Youth-led methodology, research and analysis of findings
Recommendations Report approved by Local Authority
Respectful Relationships Policy written and implemented to all
learning settings in the authority area

59. Document title For Scotland's learners, with Scotland's educators
Realising Children’s rights – North Ayrshire Council
Youth Council identified
schools toilets as a priority
issue
Concern about safety,
privacy and adequacy of
facilities
Youth-led investigation and
research
Recommendations Report
Implementation / Impact

60. Document title For Scotland's learners, with Scotland's educators
Realising Children’s rights – North Ayrshire Council
Member of staff and pupil
recognised balloons polluting
beaches
Discussion amongst pupil
council in school about how
to take action
Campaign developed in
school - ‘Bubbles not
balloons’
Pledge developed and
signed by local businesses
Visits to other
schools/community groups
to support campaign

61. Document title For Scotland's learners, with Scotland's educators
Realising children’s rights – Film of Longniddry Primary
View video on ES YouTube channel:
https://youtu.be/O15nCcaHA0U

62. Document title For Scotland's learners, with Scotland's educators
Film – How realising children’s rights support equity and
equality
View video on ES YouTube channel:
https://youtu.be/iwSkAd05cKs

63. Document title For Scotland's learners, with Scotland's educators
Realising Children’s Rights – Film of Education Youth
Summit East Lothian

64. Document title For Scotland's learners, with Scotland's educators
Realising Children’s rights - Activity
• Think about a specific
approach/intervention/improvement
plan priority in your setting and discuss
how you think that this might fit with
the articles from UNCRC
• How can the links with the articles be
made more evident (to both the duty-
bearers and to children/young people
to help empower them to claim their
rights?)

65. Document title For Scotland's learners, with Scotland's educators
Realising Children’s rights - Film
View video on ES YouTube channel:
https://youtu.be/8by2MIv_afU

66. Document title For Scotland's learners, with Scotland's educators
Realising children’s rights – Supporting relationships and
behaviour
• Relationships policies alongside other
policies and practice should take
incorporate rights based practice
• Any approaches to promoting positive
relationships and behaviour should be
fully linked with the UNCRC
• Supporting children who have
experienced adversity and trauma is a
rights based issue
Think about your current
relationships policy and
practices.
• How do they take account of
the UNCRC?
• What specific articles might
be relevant to this?
• How can a rights based
approach support relationships
and behaviour?

67. Document title For Scotland's learners, with Scotland's educators
Film – how rights support relationships and behaviour
View video on ES YouTube channel:
https://youtu.be/1kSUS_OhEgs

68. Document title For Scotland's learners, with Scotland's educators
Realising Children’s Rights – Learning for sustainability
• Learning for sustainability
can help schools and their
wider communities to build a
socially- just, sustainable and
equitable society and has a
clear link with a rights based
agenda
What specific activities
have you undertaken
around learning for
sustainability and how
would this link to the
UNCRC?
How do you develop
learner’s awareness
learning for sustainability
and it’s links to the
convention?

69. Document title For Scotland's learners, with Scotland's educators
Realising children’s rights – learning and teaching
• Rights based approaches, particularly learner
participation have clear links with improved
learning and teaching
• Children and young people should learn about
their rights; have the curriculum linked to rights
and use their right to have their voice heard
throughout learning and teaching
How do children in
your setting learn
about the UNCRC?
How do you link
learning in your
setting to the
UNCRC?
How do children
express their
views about their
learning?

70. Document title For Scotland's learners, with Scotland's educators
Film – making the links with learning and teaching
View video on ES YouTube channel:
https://youtu.be/pWOKfXTSG8s

71. Document title For Scotland's learners, with Scotland's educators
ARTICLE 12 OF THE UNCRC PROVIDES:
“1. States Parties shall assure to the child who is capable of forming
his or her own views the right to express those views freely in all
matters affecting the child, the views of the child being given due
weight in accordance with the age and maturity of the child.
2. For this purpose the child shall in particular be provided the
opportunity to be heard in any judicial and administrative
proceedings affecting the child, either directly, or through a
representative or an appropriate body, in a manner consistent with
the procedural rules of national law.”
Realising children’s rights – Learner participation

72. Document title For Scotland's learners, with Scotland's educators
What does learner participation mean to you?
In your groups:
Brainstorm as many words as you can that
are associated with learner participation.
Discuss what you think learner participation
involves.

73. Document title For Scotland's learners, with Scotland's educators
Learner Participation Guidance
This is guidance for schools and early learning and childcare centres to support
learner participation in their settings. It provides:
• A definition of learner participation
• Principles for learner participation
• Benefits and rationale for learner participation
• Four arenas of learner participation
• Video case studies
• Support materials to support implementation

74. Document title For Scotland's learners, with Scotland's educators
Realising children’s rights – A definition of participation
Discuss in small groups:
• Do you agree with this
definition?
• Does it chime with your
previous discussion about what
participation is?
• What would this look like in
practice?
Learner participation in schools
and early years settings includes
all the ways in which children and
young people engage in practices
and dialogue with educational
staff, parents, carers, and
community members to create
positive outcomes and changes.

75. Document title For Scotland's learners, with Scotland's educators
Case Study – St.Eunan’s Primary
In St. Eunan’s Primary, pupils are invited to
reflect and have a say in matters that​ affect
them including learning, teaching and
assessment through the Changemakers
initiative.
• Changemakers are pupils from
throughout the school who collect,
analyse and communicate evidence and
experience about the quality of learning
and teaching.
• There is a particular focus on
approaches the pupils themselves value
in their learning and sharing these more
widely.

76. Document title For Scotland's learners, with Scotland's educators

77. Document title For Scotland's learners, with Scotland's educators
Film – The importance of participation
View video on ES YouTube channel:
https://youtu.be/PHScsQAhyzI

78. Document title For Scotland's learners, with Scotland's educators
Implementing change to support rights based practice
1. How are we doing?
2. How do we know?
3. What are we
going to do now?
UNCRC and
MY practice
UNCRC and
OUR practice

79. Document title For Scotland's learners, with Scotland's educators
Activity – Common Core
Take some time to look at the Common Core of Skills, Knowledge and Understanding and
values for the ‘Children’s workforce’ in Scotland and then choose one area to reflect on and
complete.
Discuss with a partner if you wish.

80. Document title For Scotland's learners, with Scotland's educators
Implementation considerations in your setting
• Is this a clear improvement priority?
• What is our starting point? How do we know?
• Is our Ethos currently based on rights?
• Who will lead the rights agenda with staff? How?
• Who will lead the rights agenda with pupils? How?
• When will we learn about rights?
• What support/resources are available?
• What improvement is feasible in this year?
• How will we know we have grown in how we realise children’s rights?
• How will good practice be recognised and shared?

81. Document title For Scotland's learners, with Scotland's educators
Implementing changes –
self evaluation
• Traffic-light self
evaluation
• Helps establish
baseline and update
progress
• Suggested
development
activities
UNCRC
Knowledge
of rights
Culture,
values and
ethos
Skills and
attitudes
Links to the
curriculum
Targeted
support

82. Document title For Scotland's learners, with Scotland's educators
Discussion Activity
In small groups, look at the self evaluation
checklist and discuss how you might want to use
this to support implementation in your setting.

83. Document title For Scotland's learners, with Scotland's educators
Questions and Evaluation
Time for Questions
Complete the Evaluation
For more information contact:
• Maxine.Jolly@educationscotland.gsi.gov.uk

84. Document title For Scotland's learners, with Scotland's educators
Education Scotland
Denholm House
Almondvale Business Park
Almondvale Way
Livingston EH54 6GA
T +44 (0)131 244 5000
E enquiries@educationscotland.gsi.gov.uk
For Scotland's learners, with Scotland's educators