TRAINING RESOURCES
PART 1 - WELCOME
Robert F Kennedy Human Rights UK does not seek to interfere with or make suggestions to how a nation delivers its curriculum – that is the remit of politicians and school leaders. What we can offer is the benefits of complementing your curriculum and enhancing it with schemes of learning from Early Years to post-16 so that individual schools, Multi-Academy Trusts, Local Authorities have another tool in their toolbox that supports young people to become responsible citizens, advocates for their community and to inspire the next generation of change makers.
PART 2 - WHERE TO BEGIN
You may be at the point now where you have decided to teach Human Rights but like any good initiative – it can often be overwhelming knowing where to start!
The first thing we suggest is to familiarise yourself with the website. Our website gives examples of where Human Rights Education has been developed across primary and secondary schools. You can also see some of the work that has been shared at our festivals. This will give you an idea of who we are and what we can achieve together.
PART 3 - HOW TO DELIVER HUMAN RIGHTS EDUCATION
There are a number of ways that our partner schools have delivered Human Rights Education. We outline below their experiences alongside some tips for you to think about.
​
Some options include, drop down sessions, curriculum enrichment days or Personal, Social and Health Education.
PART 4 - WHO DO YOU NEED TO CONVINCE & INFLUENCE?
You may be a school leader, a Head of Department, a teacher or a governor who is interested in teaching Human Rights Education and want to work alongside Robert F Kennedy Human Rights UK in achieving this. Like any good piece of social action, it starts with a germ of an idea – a ripple of hope - but without building a support network around you, it remains just that – a good idea.
PART 5 - POLITICAL IMPARTIALITY
It is important when beginning training that you develop a shared understanding of what constitutes derogatory language in your setting. This is because when discussing Human Rights you can step lightly on some ‘tricky’ issues in which the language pupils and staff may use may be influenced by their peers, family or neighbourhood (immediate); institutions; random personal experiences (serendipitous); what they see on media, whether online, main stream or echo chambers. Perhaps the most important thing we can do as educators is to safeguard our children.
PART 6 -
It is important when beginning training that you develop a shared understanding of what constitutes derogatory language in your setting. This is because when discussing Human Rights you can step lightly on some ‘tricky’ issues in which the language pupils and staff may use may be influenced by their peers, family or neighbourhood (immediate); institutions; random personal experiences (serendipitous); what they see on media, whether online, main stream or echo chambers. Perhaps the most important thing we can do as educators is to safeguard our children.