A broad collaborative New Zealand initiative

to meet our education aspirations & obligations

Schools are in the human rights business

Schools exist to fulfil the right of every child to an education that respects and helps realise their human rights and those

of others

“Every person...is entitled to...free education at any state school during the period beginning on the person's 5th birthday and ending on the 1st day of January after the person's 19th birthday.”

New Zealand Education Act 1989

“Everyone has the right to education”

Universal Declaration of Human Rights 1948

article 26

“Every person, whatever his level of academic ability, whether he be rich or poor, whether he live in town or country, has a right as a citizen to a free education of the kind for which he is best fitted and to the fullest extent of his powers.”

Annual Report of the Department of Education 1939

Education shall be directed to:development of the child’s personality, talents and mental and physical abilities to their fullest potential;preparation for responsible life in a free society.

UN Convention on the

Rights of the Child, Article 29

Article 26

EverEveryone has the right to educationyone has the right to education

Article 23Article 23Everyone has the right to workEveryone has the right to work

Article 21Everyone has the right to take part Everyone has the right to take part in the government of his countryin the government of his country

The New Zealand Curriculum (2007)

School focus Good teaching practice

Effective citizenshipin and beyond school

Respect for self, others & learning

Human rights based education

Delivering on education aspirations and obligations

Greater achievement

Supportive learning environment

Respect for self, others and learning

Community learning about human rights & responsibilities, reinforced through constant use across life of school

School charter

& policies All learning

areasTeaching

styles, strategies& actions

Teaching & learning materials

Assessment

Pastoral programme

Extra/co-curricular activities

School culture /hidden

curriculum

Student participation

& input

Community participation

& input

School decision making

To develop education communities that know, promote and live

human rights and responsibilities

15

Recognise human rights

mission

Learn about human rights & responsibilities

To help young people develop to their fullest potential

and be effective local, national and global citizens

To develop education communities that know, promote and live

human rights and responsibilities

To develop education communities that know, promote and live

human rights and responsibilities

Apply a rights & responsibilities

lens

“As a community we acknowledge the right of our young people to an education that respects and helps realise their human rights and those of others. “Committed to the right to education for all, Auckland Girls’ Grammar School is the lead school for a Teen Parenting Unit for young mothers from the greater Auckland area....  “Respect – All members of the Auckland Girls’ Grammar School Community will honour the unique qualities that every student and staff member brings to the school. They will show respect at all times for themselves, others, human rights, and the environment. “Empathy – All members of the Auckland Girls’ Grammar School Community will have an understanding of the feelings of others based on an understanding of their inherent dignity and rights  “Contributing to these strategic directions, our school will develop as a community that knows, promotes and lives human rights and responsibilities.”

To develop education communities that know, promote and live

human rights and responsibilities

17

Recognise human rights

mission

Learn about human rights & responsibilities

To help young people develop to their fullest potential

and be effective local, national and global citizens

To develop education communities that know, promote and live

human rights and responsibilities

To develop education communities that know, promote and live

human rights and responsibilities

Apply a rights & responsibilities

lens

To develop education communities that know, promote and live

human rights and responsibilities

29

Recognise human rights

mission

Learn about human rights & responsibilities

To help young people develop to their fullest potential

and be effective local, national and global citizens

To develop education communities that know, promote and live

human rights and responsibilities

To develop education communities that know, promote and live

human rights and responsibilities

Apply a rights & responsibilities

lens

School charter

& policies All learning

areasTeaching

styles, strategies& actions

Teaching & learning materials

Assessment

Pastoral programme

Extra/co-curricular activities

School culture /hidden

curriculum

Student participation

& input

Community participation

& input

School decision making

School charter

& policies All learning

areasTeaching

styles, strategies& actions

Teaching & learning materials

Assessment

Pastoral programme

Extra/co-curricular activities

School culture /hidden

curriculum

Student participation

& input

Community participation

& input

School decision making

School charter

& policies All learning

areasTeaching

styles, strategies& actions

Teaching & learning materials

Assessment

Pastoral programme

Extra/co-curricular activities

School culture /hidden

curriculum

Student participation

& input

Community participation

& input

School decision making

Students will gain knowledge, skills, and experience to understand...

How the Treaty...is responded to differently by people in different times and places

How people define and seek human rights

Level 5 achievement objectives

Article 2: economic, social & cultural rights

Article 3: equality

New Zealand’s Magna Carta?

“Her Majesty the Queen of England extends to the Natives of New Zealand Her royal protection and imparts to them all the Rights and Privileges of British Subjects.”

“WHEREAS the late King James the Second by the assistance of diverse evill Councellors Judges and Ministers imployed by him did endeavour to subvert and extirpate the Protestant religion and the lawes and liberties of this Kingdome.”

Human rights education resources can be found on the web in almost every language.

Rights to health, rest & leisure

Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people(level 4 AO)

http://www.globalfocus.org.nz/

Article 27

Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts,and to share in scientific advancement and its benefits.

“In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.”

“the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities”

“Students...learn to consider ethics, legal requirements, protocols, codes of practice, and the needs of and potential impacts on stakeholders and the environment.”

Why we exist

What’s important to us

What we want to be

Our game plan

Governance decision making

Management decision makingTeam/individual objectives, measures, targets

www.rightsined.org.nzinfo@rightsined.org.nz

Trust

SUPPORT PARTNERS

Dear Teacher,I am a survivor of a concentration camp.

My eyes saw what no man should witness.Gas chambers built by learned engineers.

Children poisoned by educated physicians.Infants killed by trained nurses.

Women and babies shot and burned by high school and college graduates.

So I am suspicious of education.My request is: Help your students become human. Your efforts must never produce learned monsters,

skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make

our children more human.

Letter pinned to school noticeboard

I’ve come to the frightening conclusion that I am the most decisive element in the classroom. It’s my daily mood that makes the weather.

As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

Haim Ginott (1965)

This is what schools are about

...or need to be.

School trustee

It reminds me why I went into teaching in the first place.

Teacher

The atmosphere in the classroom encourages you to be more adventurous in your teaching.

Teacher

When I wanted to introduce this I thought there’d be a riot among the teachers.

Now, if I told them they couldn’t do it… there’d be a riot.

Principal