Pupil Participation Class Councils The School Council Good Practice in NEELB schools
We will discuss what pupil participation means and address the underlying principles (Session 1) We will look in detail at one model of introducing a School Council (Sessions 2 and 3) We will learn about other schools’ experiences of introducing School Councils (Session 4) We will apply the learning to our own contexts and begin to plan for implementation (All sessions)
Partnership Involvement Empowerment Engagement Consultation Participation Activity - what do they mean?
Opportunities for children to: become more active participants in their education, including planning and evaluation of their own learning participate in creating, building and improving services make a difference in their schools, neighbourhoods and communities contribute to a cohesive community learn from an early age to balance their rights as individuals with their responsibilities to others develop skills for adult life Working together: giving children and young people a say (DfES 2004) Slide 1.4
Children share power and responsibility for decision - making Children are involved in decision - makingChildren’s views are taken into accountThere are procedures to enable children to express their viewsChildren are listened to
United Nations Convention for the Rights of the Child Our Children and Young People: Our Pledge (10 Year strategy from OFMDFM) NI Curriculum frameworks for PDMU and TS&PC Inspection feedback National and International strategies on pupil participation (Scotland, Wales and Republic of Ireland) Slide 1.3
Article 12 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.
Article 13 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice. 2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order, or of public health or morals.
The NI Curriculum – connecting the learning PDMU Relationships Rules, Rights and Responsibilities Learn to live as members of the community Whole Curriculum Skills and Capabilities Thinking, Problem Solving and decision making Working with Others Being Creative Whole Curriculum Skills and Capabilities Communication across the curriculum, particularly T&L and Writing
‘pupils are given good opportunities to present their views and take an active role in school improvement. The school takes pupils’ views very seriously and considers them when making school improvements’ School Inspection Report, NEELB primary school 2007
Centred on 6 key areas (see page 17 of document) Area 6 ‘Increasing engagement between schools and the parents, families and communities they serve’ This includes engagement within schools. (p31)
What will be the benefits to the school, of introducing class councils, and then a school council? In what ways are your pupils ready? In what ways are your pupils unprepared? How do you as a staff group feel about this development? What questions do you have for the next sessions?