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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. - PowerPoint PPT Presentation
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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)
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
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