1. Children
& youth
Introduction
Rights at Stake
International and Regional Instruments of Protection and Promotion
National Protection and Service Agencies
Advocacy, Educational and Training Materials
Other Resources
Introduction
Children's rights are comprehensively protected by a wide-ranging set of international and regional instruments
spanning human rights, humanitarian and refugee law. Children benefit from the rights contained in general
treaties. In addition, a number of specialist instruments have been created to accord extra protection to children
given their particular vulnerabilities and the importance to society as a whole in ensuring the healthy development
and active participation of its young members.
The over-arching framework for children's rights is the 1989 UN Convention on the Rights of the Child (CRC). This
was the first treaty specifically concerned with the rights of children and marked an important shift in thinking
towards a "rights-based approach" which held governments legally accountable for failing to meet the needs of
children. The Convention created a new vision of children as bearers of rights and responsibilities appropriate to
their age rather than viewing them as the property of their parents or the helpless recipients of charity.
Children's rights cover four main aspects of a child's life: the right to survive; the right to develop; the right to be
protected from harm, and the right to participate.
Who is a child?
The definition of a child under the CRC covers all human beings under the age of 18 unless the relevant national
law recognises an earlier age of majority. However, the Convention emphasises that the substitution of an earlier
age of majority must be in conformity with the spirit of the Convention and its guiding principles and thus should
not be used to undermine the rights of a child.
There are no definitions of other terms used to describe young people such as "adolescents", "teenagers" or
"youth" in international law. Some organizations have adopted working definitions to facilitate their programmatic
work. The World Health Organisation, for example, has adopted the following working definitions: "adolescent"
refers to any individual aged between 10-19 years; "young person" refers to any individual between 10-24 years;
and "youth" to persons between the ages of 15-24 years.
In everyday language, the word "children" usually implies small children, especially those under ten years of age. It
is important to note however that the CRC refers to all children by this term including those that one might
normally refer to by other terms e.g. adolescents. The extensive provisions of the CRC apply to all persons under 18
but it may be that certain articles are of more relevance to small children e.g. basic survival while others are more
significant for older children e.g. protection from sexual exploitation and military recruitment.
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Rights at Stake
Children's rights cover every aspect of the lives of children and adolescents and can be broken down into the
following main categories:
Survival rights: the right to life and to have the most basic needs met (e.g., adequate standard of living, shelter,
nutrition, medical treatment).
Development rights: the rights enabling children to reach their fullest potential (e.g. education, play and leisure,
cultural activities, access to information and freedom of thought, conscience and religion).
Participation rights: rights that allow children and adolescents to take an active role in their communities (e.g.,
the freedom to express opinions; to have a say in matters affecting their own lives; to join associations).
Protection rights: rights that are essential for safeguarding children and adolescents from all forms of abuse,
neglect and exploitation (e.g., special care for refugee children; protection against involvement in armed conflict,
child labour, sexual exploitation, torture and drug abuse).
Specific issues:

2. Child labour - children work for a variety of reasons in differing cultural, social and economic circumstances.
Whether work is defined as exploitative will depend on a range of factors including the work itself, the work
environment, the presence of particular hazards, the perceived benefits of work and the nature of the employment
relationship. Gender also plays a role as girls and boys may be subjected to different forms of exploitative labour.
Another important consideration is how work interferes with the right of a child to education. Some forms of child
labour have clearly been identified as harmful and are often referred to as the "worst" forms of child labour e.g.
sexual exploitation, military recruitment.
Sexual exploitation - children and adolescents may be particularly vulnerable to sexual exploitation given their
dependency on others and their limited ability to protect themselves. Sexual abuse and exploitation can take a
variety of forms including rape, commercial sexual exploitation and domestic abuse. Sexual exploitation has far-
reaching effects for the physical and mental health of a child. It is estimated that 1 million children (mainly girls but
also a significant number of boys) enter the multi-billion dollar sex trade each year.
Military recruitment - An estimated 300,000 children and adolescents are engaged in armed conflict and are often
forced into committing extremely brutal acts of violence. Children have a right to specific protection in situations of
armed conflict.
Juvenile justice - Children and adolescents held in custody for crimes may suffer torture, inhumane and degrading
treatment, they may be unlawfully detained and be denied their right to a fair trial. They may be given sentences
which damage their well-being and prevent their successful re-integration into society. The administration of
juvenile justice is carried out in accordance with the best interests of the child.
Rights granted to children under the Convention on the Rights of the Child must be implemented with regard to
three key principles:
Best interests - In all actions concerning children, whether undertaken by public or private social welfare
institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a
primary consideration.
Non-discrimination - Each child's rights are ensured without discrimination of any kind, irrespective of the child's or
his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national,
ethnic or social origin, property, disability, birth or other status.
Participation - Children who arecapable of forming his or her own views have 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.
Key Assistance Agencies
Child rights are so broad and all encompassing that efforts to ensure their implementation are undertaken by a
cross-section of organisations working in collaboration including governments, inter-governmental organisations,
non-governmental organisations and private companies.
United Nations Children's Fund (UNICEF)
Created by the United Nations General Assembly in 1946 to help children after World War II in Europe, UNICEF was
first known as the United Nations International Children's Emergency Fund. In 1953, UNICEF became a permanent
part of the United Nations system, its task being to help children living in poverty in developing countries. Its name
was shortened to the United Nations Children's Fund, but it retained the acronym "UNICEF," by which it is known
to this day.
UNICEF helps children to get the care and stimulation they need in the early years of life and encourages families
to educate girls as well as boys. It strives to reduce childhood death and illness and to protect children in the midst
of war and natural disaster. UNICEF supports adolescents, wherever they are, in making informed decisions about
their own lives, and strives to build a world in which all children live in dignity and security.
Working with national governments, NGOs (non-governmental organizations), other United Nations agencies and
private-sector partners, UNICEF protects children and their rights by providing services and supplies and by helping
shape policy agendas and budgets in the best interests of children.
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International and Regional Instruments for Protection and Promotion
International legal instruments take the form of a treaty (also called agreement, convention, or protocol) that
binds the contracting states to the negotiated terms. When negotiations are completed, the text of a treaty is

3. established as authentic and definitive and is "signed" by the representatives of states. A state can agree to be
bound to a treaty in various ways. The most common are ratification or accession. A new treaty is ratified by those
states that have negotiated the instrument. A state that has not participated in the negotiations may, at a later
stage, accede to the treaty. The treaty enters into force, or becomes valid, when a pre-determined number of
states have ratified or acceded to the treaty.
When a state ratifies or accedes to a treaty, that state may make reservations to one or more articles of the treaty,
unless reservations are prohibited by the treaty. Reservations may normally be withdrawn at any time. In some
countries, international treaties take precedence over national law; in others a specific law may be required to give
a ratified international treaty the force of a national law. Practically all states that have ratified or acceded to an
international treaty must issue decrees, change existing laws, or introduce new legislation in order for the treaty to
be fully effective on the national territory.
The binding treaties can be used to force governments to respect the treaty provisions that are relevant for the
rights of children and youth. The non-binding instruments, such as declarations and resolutions, can be used in
relevant situations to embarrass governments by negative public exposure; governments who care about their
international image may consequently adapt their policies.
The following international instruments protect and promote the rights of children and youth:
UNITED NATIONS
Convention on the Rights of the Child (1989)
The very first commitment to children's rights was the Declaration on the Rights of Child, known as the
"Declaration of Geneva", which adopted by the League of Nations in 1924. The Declaration of Geneva was further
revised and extended in 1948 and in 1959 led to the UN Declaration on the Rights of Child, which was adopted
unanimously by the General Assembly of the United Nations (20 November 1959). This declaration was expanded
and developed ultimately resulting in the UN Convention on the Rights of the Child which was unanimously
adopted by the United Nations General Assembly on 20 November 1989.
The CRC contains 54 articles and is a comprehensive instrument setting out rights that define universal principles
and norms for the status of children. It is the only international human rights treaty which covers the whole
spectrum of civil, political, economic, social and cultural rights. It includes economic and social rights with the
recognition that these are progressively realisable and depend on the resources available to the state party.
The CRC offers the highest standards of protection and assistance for minors compared to any other international
instrument; For example, protection standards go beyond the usual guarantees of health, education and welfare,
to guarantees which relate to the child's individual personality, rights to freedom of expression, religion,
association, assembly, and the right to privacy.
The Convention on the Rights of Child It is the most widely ratified of all human rights treaties. As of March 2003, it
had been ratified by all countries in the world except the two: the United States which has signed but not ratified;
and Somalia which does not have a recognised government able to ratify.
Two optional protocols have been added in recent times and expand the protection accorded to children on two
issues.
Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and child
pornography (2000)
This optional protocol is designed to criminalize activities that involve the sale and illegal adoption of children as
well as child prostitution and child pornography. The protocol entered into force on 18 January 2002.
Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed
conflict (2000)
This optional protocol states that 18 is the age at which direct participation in armed conflict is permitted. It also
bans compulsory recruitment under the age of 18. However, it falls short of banning voluntary recruitment under
18 but requires States to make a declaration upon ratification stating the age at which national law permits
voluntary recruitment and demonstrating the steps taken to ensure that such recruitment is not compulsory. The
protocol entered into force on 12 February 2002.
UN Committee on the Rights of the Child
The CRC is monitored through a system of reporting by States parties to the UN Committee on the Rights of the
Child. This is a body of 18 independent experts who are elected to 4 year terms. It meets three times a year in
Geneva and has a small permanent secretariat at the Office of the UN High Commissioner for Human Rights.
The role of the committee is to examine progress made by states in fulfilling their obligations. It only has the power
to consider information concerning countries which have ratified the convention. Governments are required to
submit periodic reports. The Committee examines these reports at an oral hearing and also seeks information from
external sources such as non-governmental and inter-governmental organisations. In fact it is the only

4. international treaty giving NGOs an official monitoring role. The Committee does not examine individual
complaints.
Special Rapporteur on the Sale of Children, child prostitution and child pornography
The UN Commission on Human Rights appointed in 1990 a Special Rapporteur on the Sale of children, child
prostitution and child pornography who is responsible for preparing annual reports for the Commission, carrying
out field visits and preparing country-specific reports.
ILO Convention (138) concerning Minimum Age for Admission to Employment (1973)
This convention agreed in 1973 and upheld by the Committee on the Rights of the Child as an appropriate
standard, provides principles which apply to all sectors of economic activity. Ratifying States are to fix a minimum
age for admission to employment or work, undertake to pursue a national policy designed to ensure the effective
abolition of child labour, and raise progressively the minimum age for admission to employment or work to a level
suitable with the fullest physical and mental development of young persons.
Declaration on Social and Legal Principles relating to the Protection and Welfare of Children, with special reference
to Foster Placement and Adoption Nationally and Internationally (1986)
This declaration lays down important guidelines for the fostering and adoption, including inter-country adoptions,
of children who lack appropriate parental care.
ILO Convention (182) concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of
Child Labour (1999)
Various international conventions have been agreed under the auspices of the International Labour Organisation
to protect labour rights. ILO Convention 182 bans the worst forms of child labour including slavery, sale and debt
bondage, forced labour, recruitment for armed forces, prostitution, drug trafficking or other illicit activities, or
other work which harms the health, safety or morals of children.
Other UN human rights treaties and treaty bodies also apply to children. Some treaties and treaty bodies such as
the Committee on the Elimination of Discrimination Against Women and the Committee on the Elimination of
Racial Discrimination make specific reference to children. Other provisions apply equally to the protection of
children's rights as they do those of adults.
International humanitarian law and international refugee law
The 1949 Geneva Conventions and their optional protocols which lay down the standards of international
humanitarian law contain both specific and general provisions which protect the rights of children in conflict
situations. The 1951 Refugee Convention likewise protects child asylum seekers and refugees.
Under "norms of customary international law", all children can be protected, amongst other things, against: slavery
and the slave trade; torture or other cruel, inhuman or degrading treatment or punishment; systematic racial
discrimination; prolonged arbitrary detention.
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AFRICAN UNION (FORMERLY ORGANIZATION OF AFRICAN UNITY, OAU)
African Charter on the Rights and Welfare of Child (1990)
The African Charter on the Rights and Welfare of the Child is an important regional instrument to protect an
promote the rights of children. An African Committee of Experts on the Rights and Welfare of the Child has
recently beend established. This Committee will be empowered to receive state reports as well as communications
from individuals, groups or non-governmental organizations recognised by the African Union, a member state or
from the United Nations.
OTHER REGIONAL ORGANIZATIONS
Neither the Organization of American States nor the European human rights systemhave specific instruments
relating to children but a number of regional human rights instruments are as applicable to children as they are to
adults, such as European Convention for the Protection of Human Rights and Fundamental Freedoms, and
theEuropean Convention for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment.
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5. National Protection and Service Agencies
Countries that have ratified the Convention on the Rights of the Child (CRC) have agreed to review their laws
relating to children and adolescents and to assess their social services, legal, health and educational systems as
well as funding commitments to ensure that the best efforts are being made to meet their obligations under the
convention.
In some instances this has involved changing the law or creating new laws to conform with the requirements of the
CRC. The Convention also specifically provides that where a country already has a higher standard than that set
forth in the CRC, the former will prevail: "States Parties shall undertake all appropriate legislative, administrative,
and other measures for the implementation of the rights recognised in the present Convention. With regard to
economic, social and cultural rights, States Parties shall undertake such measures to the maximum extent of their
available resources, and, where needed, within the framework of international co-operation". (article 4 CRC)
Governments have taken the following types of measures to implement the convention at national level:
- Developed comprehensive national agenda
- Developed permanent bodies or mechanisms for promote coordination of all sectors of government, monitoring
and evaluation
- Taken steps to ensure that all legislation is fully compatible with the CRC by incorporating it into domestic law or
ensuring that its principles take precedence in cases of conflict with national legislation.
- Carried out child impact assessments to ensure children are taking into account in planning and policy decisions
- Analysed government spending to determine the portion of public funds spent on children and to ensure that
these resources are being used effectively.
- Carried out data collection
- Raised awareness and disseminated information about the CRC
- Involved civil society including children in the process of implementing and raising awareness of child rights.
- Set up independent statutory offices - ombudspersons, commissions or other institutions - to promote and
protect children's rights.
Progress on implementation by particular countries can be found in the country reports submitted to
the Committee on the Rights of the Child.
Two world summits on children, one in 1989 shortly after the Convention was agreed and the latest one in May
2002, have been convened to help governments work towards a practical plan of action to translate the
Convention into a practical reality.
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Advocacy, Educational and Training Materials
For advocates
Children's Rights in the UN System of Human Rights Protection (Helsinki Foundation for Human Rights-Poland)
The subject of this lesson plan is the catalogue of rights found in the Convention on the Rights of the Child, the
functions of the Committee on the Rights of the Child, and the obligation of the State Parties to submit periodic
reports to the Committee on the Rights of the Child on the state of children's rights in the said country.
The New ILO Worst Forms of Child Labour Convention 1999 (Anti-Slavery International)
The publication outlines Convention 182 which defines the situations classified as the worst forms of child labour,
as well as what governments must do to prohibit and eliminate them. Case studies of Togo and Guatemala are also
illustrated in order to show how civil society groups can maximize action in eliminating child labour.
For employers
Employers' Handbook on Child Labour: A Guide for Taking Action (International Organization of Employers)
This handbook is a reference manual for employers and their organisations to implement policies and programs in
accordance with the International Labour Organization.
For educators
Children's Rights Here and Now (Amnesty International-USA)
This lesson plan can be used to examine the situation regarding children's rights, using the Convention on the
Rights of the Child.

6. Fields of Hope: Educational Activities on Child Labor. Teacher's Guide (American Center for International Labor
Solidarity, AFL-CIO)
This guide includes eight lessons intended for ages 12-15 (grade levels 6-8). The lessons are intended to enhance
students' knowledge and understanding of child labor issues internationally, to develop skills in organising and
using the information contained in the Fields of Hope web site and other sites devoted to child labor, and to foster
attitudes of social responsibility.
Lesson plan on refugee children (UNHCR)
Lesson and Unit plan for teachers on refugees developed by UNHCR for ages 9-11 for civics.
Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of
the Child (by Lori DuPont, Joanne Foley, Annette Gagliardi)
This guide for a 12-week human rights curriculum builds on the power of the parent-child relationship. Themes of
the sessions are: sharing a vision; whole child; equality; name and nationality; adequate standard of living; special
protections; consideration and care; free education; play and culture; protection; expression and association;
ratification and review.
Teaching for Human Rights: Pre-school and Grades 1-4 (Ralph Pettman, with Joan Braham, Lynette Johnston, Elke
Muzik, Kath Lock, Stephanie O'Laughlin Peters, Diana Smythe)
This teacher manual provides specific suggestions, proven in practice, of what to do and why, for pre-school and
lower primary teachers who want to foster children's feelings of self-esteem and social tolerance.
Teaching for Human Rights: Grades 5-10 (Ralph Pettman, with Colin Henry)
This teacher manual provides specific suggestions, proven in practice, of what to do and why, upper primary and
secondary teachers who want to foster children's feelings of self-esteem and social tolerance.
Ten messages about children with disabilities (UNICEF)
Practical tips for to help children with disabilities learn in a safe and equitable environment.
Our Book of Child Rights (Human Rights Education Programme-Pakistan)
This colourful picture book is based on the Convention on the Rights of the Child and is intended to be used by
students and teachers as an introduction to children's rights and responsibilities.
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Other Resources
Courses and training opportunities about children's rights
International Day of the African Child (16 June)
Universal Children's Day (20 November)
World Day Against Child Labour (12 June)
Organisations that promote and protect the rights of children & youth
<Social Responsibility
gr ades 4 to 5
u Social Responsibility in Grades 4 to 5 . . . 59
Quick Scale . . . 59
Elaborated Scale
Section 1: Contributing to the Classroom and School Community . . . 62
Section 2: Solving Problems in Peaceful Ways . . . 63
Section 3: Valuing Diversity and Defending Human Rights . . . 64
Section 4: Exercising Democratic Rights and Responsibilities . . . 65
Samples
1: Making Choices . . . 66
2: Solving Playground Problems . . . 71
3: Environmental Alphabet . . . 80
4: Choosing a Design . . . 88
5: Welcoming a New Student . . . 90

7. 6: Listening to a Story . . . 92
7: Choosing Teams . . . 94
BC Performance StandardsG R A D E S 4 T O 5
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Social Responsibility in
Grades 4 to 5
I
n grades 4 to 5, students are expected to demonstrate social
responsibility in an increasing variety of situations, such as those
described here.
u Small-group activities:
– brainstorming and generating ideas
– discussing options and making choices
– creating products such as posters, collages, charts, and quilts
– buddy reading or other activities with younger classes
– role-playing and dramatizing
u Whole-class activities and routines:
– class discussions
– class meetings
– listening to stories or viewing videos
– music and physical education activities
– looking after equipment, materials, and physical space
u Conduct in the school and on the school grounds:
– hallway etiquette
– informal interactions
– formal and informal sports and games
– assemblies
Students also participate in specific activities designed by their teachers
to enhance social responsibility. In grades 4 to 5, these activities most
often focus on the immediate community of the classroom and school,
although students are also expected to expand their perspectives to
consider some community and global issues.
Activities at this level may include:
u working together to establish guidelines or a code of conduct for
the classroom or school; working together to collect data and
evaluate progress
u developing criteria for social activities such as group work or
buddy reading; evaluating own progressB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S
PONSIBILIT Y: A FRAMEWORK
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u considering scenarios about realistic situations and working
independently or in groups to propose solutions or courses of
action (e.g., show what they could do to make others feel safe and
welcome in their classroom; brainstorm and evaluate solutions to

8. playground problems)
u responding to situations in literature that involve social responsibility
(e.g., giving advice to a character, explaining how they would
behave in the same situation, generating alternative courses of
action a character could take)
u writing their own stories, poems, or plays that illustrate some
aspect of social responsibility
u learning about rights and responsibilities (e.g., United Nations
Convention on the Rights on the Child); then creating illustrations
or dramatizations
u identifying ways to improve the classroom or school, making and
carrying out a plan, and evaluating the results
u planning, carrying out, and evaluating the effects of “random acts
of kindness” at home and at school
u viewing and responding to videos about issues such as bullying
u brainstorming things that make you popular and things that
destroy popularity; then writing individual reflections, setting
goals, and developing and monitoring action plans
ABOUT THE SAMPLES
When considering the following samples and examples of student work
for grades 4 to 5, it is important to keep in mind that most teacher
assessment and evaluation of social responsibility develops from
accumulating observations in a wide variety of situations. Each incident
or activity contributes a small amount of information. Taken together,
however, they can provide a useful profile of student development. Most
teachers try to focus observations on a small number of students during
each activity. Over time, they are able to record a variety of observations
for all students.G R A D E S 4 T O 5
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Quick Scale: Grades 4 to 5 Social Responsibility
This Quick Scale presents summary statements from the four categories in a one-page format for ease of
use.
In most cases, these scales can be used to evaluate student development anytime during the year.
In the Elaborated Scale, each of the four categories is printed on a separate page.
Aspect Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations
(Minimal Level)
CONTRIBUTING
TO T H E
CLASSROOM
AND SCHOOL
COMMUNIT Y
S O LV I N G
PROBLEMS IN
P E AC E F U L
W AYS
V A LU I N G

9. DIVERSIT Y
AND
DEFENDING
HUMAN
RIGHTS
EXERCISING
D E M O C R AT I C
RIGHTS AND
RESPONSIBILITIES
• often unfriendly,
ignoring the feelings
and needs of others
• shows little commitment to the group or
class and has difficulty
following basic rules
for working together
• does not take
responsibility or listen
to another’s views in a
conflict situation; tends
to blame and put
down others
• has difficulty stating
problems or issues, and
may be unable to
suggest or choose
appropriate strategies
• sometimes disrespectful;
appears unaware of
others’ rights
• tends to be apathetic
and may feel
powerless to affect
classroom, school,
community, or world
• usually friendly; if
asked, will help or
include others
• generally willing and
cooperative in
classroom and group
activities; may need
some support
• tries to state feelings
and manage anger;
often needs support to
resolve conflicts, frequently overestimating
or underestimating the

10. need for adult help
• can identify simple
problems or issues and
generate some
strategies; tends to rely
on the same strategies
for all problems
• usually respectful to
others, but may need
prompting to see how
fairness applies to
some situations
• willing to participate in
actions that others
initiate to improve the
classroom, school,
community, or world,
but may be unclear on
the purpose or impact
of these actions
• friendly, considerate,
and helpful
• contributes and shows
commitment to
classroom and group
activities
• tries to manage anger,
listen to others, and
apply logical reasons
to resolve conflicts;
usually knows when
to get adult help
• can explain simple
problems or issues and
generate and select
simple, logical
strategies
• treats others fairly and
respectfully; often
shows interest in
correcting injustice
• shows a growing sense
of responsibility
toward the classroom,
school, community, and
world; wants to make a
difference, but needs
help identifying

11. opportunities for
action
• friendly and kind, and
often seeks opportunities to help or include
others
• voluntarily takes
responsibility in
classroom and group
activities (effective)
• considers others’ views
and uses some effective
strategies for resolving
minor conflicts; takes
responsibility and
shows good judgment
about when to get
adult help
• can explain an increasing variety of problems
or issues and generate
and evaluate strategies
• fair and respectful;
shows growing
commitment to fair
and just treatment
for everyone
• shows a strong sense of
responsibility in the
classroom and an
emerging sense of
idealism—wants to
make the world a better
place; beginning to
notice opportunities
for actionB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y ( D R A F T
)
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62
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations
(Minimal Level)
Elaborated Scale: Grades 4 to 5 Social Responsibility
Section 1: Contributing to the Classroom and School Community
In most cases, this section of the Elaborated Scale can be used to evaluate student development
anytime during the year. Note that evaluation of student
progress in this area requires observation of actual student behaviour. Written activities or other
products do not generally offer appropriate evidence.
The student is often
unfriendly, ignoring the

12. feelings and needs of others.
The student shows little
commitment to the group
or class and has difficulty
following basic rules for
working together.
Observations may include:
• sometimes behaves in an
unfriendly way; may not
recognize needs of others
• may not be able to
identify effects of own and
others’ words and actions
• needs prompting and
support to contribute to
discussions or activities
• focuses on own needs;
does not show commitment to the class or group
• may have difficulty taking
turns or accepting
suggestions
• rarely shows appreciation
or support for others
• unable to take on a
leadership role
• has difficulty selfassessing social
behaviours; may
misrepresent what
happened
The student is usually
friendly and, if asked, will
help or include others;
generally willing and
cooperative in classroom
and group activities; may
need some support.
Observations may include:
• generally friendly; usually
helps or includes others
when asked
• if prompted, can often
identify effects of words
and actions
• sometimes contributes
ideas; willing to take on
his or her share of work
• may need help to focus on
group needs; commitment

13. varies from one situation
to another
• follows basic rules for
working cooperatively
• when reminded, may show
support and appreciation
• with support, can lead
group in simple and
direct tasks
• self-assesses simple social
behaviours and group
skills accurately, but may
not be able to give
specific examples
The student is friendly,
considerate, and helpful;
contributes and shows
commitment to classroom
and group activities.
Observations may include:
• routinely friendly; may
independently notice
opportunities to help or
include others
• often able to describe
effects of words and
actions
• contributes to discussions
and activities; may
volunteer
• shows focus and
commitment to group
needs and goals
• follows basic rules for
working cooperatively;
takes on various group
roles when asked
• shows support and
appreciation, often
modelling someone else’s
words or actions
• can take on leadership
roles once an activity has
been initiated
• self-assesses social
behaviours and group
skills accurately; may need
prompting for specific

14. examples
The student is friendly and
kind, and often seeks
opportunities to help or
include others. The student
voluntarily takes responsibility in classroom and
group activities (effective).
Observations may include:
• friendly; sensitive and
responsive to others’
needs; finds opportunities
to help and include others
• can describe effects of
own and others’ words
and actions
• takes an active part in
discussions and activities;
may volunteer for extra
responsibilities
• shares responsibility for
group needs and goals;
accepts group decisions
• consistently follows rules
for working with others;
takes on various group
roles
• frequently shows
appreciation and support
on own initiative
• often shows leadership;
may initiate and help to
organize activities
• self-assesses social or
group skills accurately;
identifies specific
behaviours that were
effective and ineffectiveG R A D E S 4 T O 5 ( D R A F T )
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Elaborated Scale: Grades 4 to 5 Social Responsibility
Section 2: Solving Problems in Peaceful Ways
This section of the Elaborated Scale considers how students behave in conflict situations and how well
they are able to apply problem-solving strategies to
both real and hypothetical situations. In most cases, this section can be used to evaluate student
development anytime during the year.
The student does not take
responsibility or listen to

15. another’s views in a conflict
situation; tends to blame
and put down others. The
student has difficulty
stating problems or issues
and may be unable to
suggest or choose
appropriate strategies.
Observations may include:
• sees most conflicts as
needing to be solved by
an adult
• shows some empathy in
immediate or concrete
situations (e.g., if others
are hurt or crying)
• tends to blame or put
down others
• may offer irrelevant or
illogical arguments or be
unable to explain
reasoning; shows no sense
of how the listener is
reacting
• often unwilling to listen to
points of view that differ
from own
• may deliberately
misrepresent a situation
to avoid consequences
• often unable to state a
problem or issue in
own words
• needs help to generate
ideas for solving problems
• has difficulty choosing an
appropriate problemsolving strategy
The student tries to state
feelings and manage anger,
but often needs support to
resolve conflicts, frequently
overestimating or underestimating the need for
adult help. The student can
identify simple problems or
issues and generate some
strategies; tends to rely on
the same strategies for all
problems.

16. Observations may include:
• often overestimates or
underestimates need for
adult intervention
• shows empathy and can
identify others’ feelings in
familiar situations
• tries to make “I” statements,
but may become frustrated
and resort to blaming
• offers at least one reason
for position; may be
loosely related to the
issue; often repetitive
• may need reminding to
listen to views that differ
from own
• usually tries to report own
behaviour accurately,
even though there may
be consequences
• can identify simple
problems or issues and
state these in own words
• generates some simple
ideas for solving problems
• tends to choose similar
problem-solving strategies
for all situations
The student tries to manage
anger, listen to others, and
apply logical reasons to
resolve conflicts; usually
knows when to get adult
help. The student can
explain simple problems or
issues, and generate and
select simple, logical
strategies.
Observations may include:
• may try to resolve
conflicts independently,
but is easily discouraged;
usually knows when to
get help
• shows empathy and can
describe others’ feelings in
an increasing range of

17. situations
• usually able to focus on “I”
statements and avoid
blaming others
• tries to present logical
reasons that will appeal
to the listener
• usually listens politely;
with support, can
sometimes explain a point
of view that is different
from own
• reports own behaviour
accurately; takes some
responsibility
• can identify and explain
simple, concrete problems
or issues
• generates some ideas to
fit specific problems
• chooses among problemsolving strategies and
gives simple, logical
explanations for choices
The student considers
others’ views and uses some
effective strategies for
resolving minor conflicts;
takes responsibility and
shows good judgment
about when to get adult
help. The student can
explain an increasing
variety of problems or
issues and generate and
evaluate strategies.
Observations may include:
• feels responsible for
resolving minor conflicts;
shows good judgment
about when to get help
• can empathize and
describe others’ feelings
in unfamiliar situations
• makes “I” statements;
avoids blaming; tries to
sound non-judgmental
• selects logical reasons
that are likely to appeal

18. to the listener
• listens carefully; in
structured situations, can
explain a point of view
that is different from own
• reports own behaviour
accurately; takes
responsibility; can set
goals for future conflict
situations
• can identify and explain a
variety of problems or
issues
• generates a variety of
appropriate strategies for
specific problems
• may consider both
positive and negative
effects in choosing among
courses of action
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations
(Minimal Level)B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y ( D R
AFT )
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Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations
(Minimal Level)
Elaborated Scale: Grades 4 to 5 Social Responsibility
Section 3: Valuing Diversity and Defending Human Rights
In most cases, this section of the Elaborated Scale can be used to evaluate student development
anytime during the year.
The student is sometimes
disrespectful; appears
unaware of others’ rights.
Observations may include:
• sometimes disrespectful
toward others
• appears uninterested in
cultures and multiculturalism; may offer
misinformation
• focuses on own needs
and wants; unaware of
others’ rights
The student is usually
respectful to others, but may
need prompting to see how
fairness applies to some

19. situations.
Observations may include:
• usually respectful of others;
accepts feedback on
disrespectful behaviour
and often apologizes
• shows awareness and
interest in some features
of various cultures; focuses
on concrete experiences
(e.g., festivals, music, food)
• with support, can describe
some basic human rights
and explain what is fair
The student treats others
fairly and respectfully; often
shows interest in correcting
injustice.
Observations may include:
• fair and respectful of
others, including those
who differ in a variety
of ways
• shows awareness and
interest in an increasing
variety of cultures; may
initiate explorations
• can describe some basic
human rights; shows
interest in correcting
flagrant injustices
The student is fair and
respectful; shows growing
commitment to fair and just
treatment for everyone.
Observations may include:
• consistently fair and
respectful; recognizes and
comments on unfairness
• beginning to develop
interest and pride in
the multicultural nature
of Canada
• can describe basic human
rights and give examples;
often wants actions taken
against injusticeG R A D E S 4 T O 5 ( D R A F T )

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65
Not Yet Within Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations
(Minimal Level)
Elaborated Scale: Grades 4 to 5 Social Responsibility
Section 4: Exercising Democratic Rights and Responsibilities
In most cases, this section of the Elaborated Scale can be used to evaluate student development
anytime during the year.
The student tends to be
apathetic and may feel
powerless to affect
classroom, school,
community, or world.
Observations may include:
• often needs to be
reminded of rules
and routines
• appears apathetic; unable
or unwilling to suggest
ways that he or she can
help in most situations
• may try to use resources
wisely, but own wants and
needs often prevail
• may have difficulty
offering specific ideas
about how to make the
world a better place; tends
to be very general
The student is willing to
participate in actions that
others initiate to improve
the classroom, school,
community, or world, but
may be unclear on the
purpose or impact of
these actions.
Observations may include:
• usually follows rules and
routines, and apologizes
for lapses
• if prompted, usually
willing to contribute to
helpful or charitable
actions initiated by others
• attempts to use resources
wisely and practise

21. conservation; tends to
be inconsistent
• can identify some ways to
make the world a better
place; tends to be general
The student shows a growing
sense of responsibility
toward the classroom,
school, community, and
world; wants to make a
difference but needs help
identifying opportunities for
action.
Observations may include:
• consistently follows rules
and routines; accepts
consequences of any
lapses
• shows interest in helping
when needs are brought
to his or her attention;
often responds when
volunteers are asked for
• attempts to use resources
wisely and practise
conservation
• can identify some ways to
make the world a better
place; these tend to
be simplistic
The student shows a strong
sense of responsibility in the
classroom and an emerging
sense of idealism—wants to
make the world a better
place; beginning to notice
opportunities for action.
Observations may include:
• consistently follows rules
and routines; may suggest
changes or improvements
• draws attention to
situations where action is
needed and tries to
initiate action; increasingly
committed to acting on
own beliefs
• attempts to use resources

22. wisely and practise
conservation; may take
extra responsibility
• beginning to show a sense
of idealism; can describe
some ways to make the
world a better place;
often simplisticB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A
FRAMEWORK
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66
Sample 1: Making Choices
CONTEXT
Students in this classroom frequently talked about making responsible
choices and solving problems. The teacher had emphasized the
importance of empathy—of trying to “put yourself in someone else’s
shoes.”
PROCESS
The teacher read a story to the students to engage them in problemsolving. The first activity asked
students to consider the problems and
choices faced by story characters; the second activity asked them to think
about choices in their own lives.
Part One: Advice to Mei-Ling
The teacher chose Mei-Ling and the Dragon. At a certain point in the
story, the teacher paused and asked students to write down any advice
they had for the character: “If you could talk to Mei-Ling right now, what
advice would you give her?”
Part Two: A Difficult Decision
After listening and responding to the story, students were asked to write
about a time in their own lives when they learned a lesson or had to
make a hard choice.
NOTE:
Teachers in other classrooms completed similar activities using other
stories including: A Promise is a Promise and Town Mouse and Country
Mouse.G R A D E S 4 T O 5
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67
NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
This student shows no empathy for Mei-Ling or the dragon and takes a
judgmental and somewhat punitive approach: “She has to learn her
lesson.”
u sometimes behaves in an unfriendly way
u not able to identify effects of own and others words and actions
u tends to blame or put down others
u needs help to generate ideas for solving problems

23. TRANSCRIPT
Advice to Mei-Ling
If I could talk to Mei-Ling right now, I would tell her If you wanted to invite the
dragon you could, but if get hurt, don’t come to me. I would tell her that because
she has to learn her leason.
A Difficult Decision
I had a hard decision picking witch book to read, a funny one or scarey. I had a
hard decision because I like funny but I like scarey to.B C P E R F O R M A N C E S T A N D A R D S : S O
CIAL RESPONSIBILIT Y: A FRAMEWORK
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68
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
This student shows some empathy for Mei-Ling’s problem and
encourages her to “try it again.” The choice that the student describes
shows some problem-solving ability; the student also correctly chooses
to get help in a bullying situation.
u usually knows when to get help
u shows empathy in familiar situations
u becomes frustrated and resorts to blaming
u generates some simple ideas for solving problems
NOTE:
Original student work is not available.
TRANSCRIPT
Advice to Mei-Ling
If I could talk to Mei-Ling right now, I would tell her try it again to get the dragon
to come because she wanted the dragon to come.
A Difficult Decision
A difficult decision I made was when I was geting bullied. He was so mean I was
about to punch him in the head but I knew I would get in trouble so I told on him
and he didn’t bug me again.G R A D E S 4 T O 5
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69
FULLY MEETS EXPECTATIONS
Teacher’s Observations
This student shows empathy for Mei-Ling and offers encouragement and
support: “I would go with her and encourage her so that she wouldn’t feel
bad or alone.” In describing a personal problem, the student offers a
simple solution.
u notices opportunities to help or include others
u tries to resolve conflicts independently
u shows empathy and can describe others’ feelings
u generates some ideas to fit specific problems
TRANSCRIPT
Advice to Mei-Ling
If I could talk to Mei-Ling now, I would tell her that I would go with her, and

24. incourage her so that she wouldnt feel bad or alone.
A Difficult Decision
A difficult choice I made was when I was playing with my friend and my cousin
came over that never liked her and they were fiting so my cousin played with my
sister and my friend played with me.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O
NSIBILIT Y: A FRAMEWORK
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70
EXCEEDS EXPECTATIONS
Teacher’s Observations
This student shows sensitivity to Mei Ling’s situation and points out that
the dragon is not to blame for her problem. In connecting to a personal
choice, the student again showed sensitivity and independent thinking.
u sensitive and responsive to others’ needs
u can describe the effects of own and others’ words and actions
u frequently shows appreciation on own initiative
u can empathize in unfamiliar situations
u selects logical reasons
u generates some ideas to fit specific problems
TRANSCRIPT
Advice to Mei-Ling
If I could talk to Mei-Ling right now, I would tell her She has to realy think about
what shes doing and decide for her self. Don’t let anyone tell you what to do
because the Dragon could be shy, loanley, and sweet. It’s not his falt for your
problemes.
A Difficult Decision
By my house in the middle of spring my brother aked me a question. My brother
aked me if I loved my mom or my dad more. I didn’t know? My mom was my mom
and my dad was my dad. finally I answered I love my dad but I love my mom so I
couldn’t anwer that question. I ran out of my brothers room and gave them a big
hug. I love them both dearly!G R A D E S 4 T O 5
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71
Sample 2: Solving Playground Problems
CONTEXT
Several students in this class had recently been involved in conflicts on
the playground.
PROCESS
Students worked in small groups to brainstorm responses to the
following questions and record their ideas on chart paper:
u What do you like about the way kids play on the playground at
recess and lunch?
u What are some problems you have seen?
u How do you solve problems on the playground?
Groups displayed their charts and shared their ideas with the whole
class. The teacher then asked students to respond without consulting

25. each other to the following questions:
u What would you like to see changed?
u How would this change affect others?
u␣Would it be fair to everyone else in the school?B C P E R F O R M A N C E S T A N D A R D S : S O C I
AL RESPONSIBILIT Y: A FRAMEWORK
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72
NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
This student’s suggestions are egocentric. There is no sense of
responsibility toward improving the playground for everyone—simply a
list of things the student would like to do, without regard for how they
might affect others. The illustration shows inappropriate behaviour.
u does not recognize needs of others
u not able to identify effects of own and others’ actions
u focuses on own needs and wants; unaware of others’ rights
u unable or unwilling to suggest ways that he or she can help
TRANSCRIPT
1. How do you feel about the way kids behave at school?
I feel sometimes disaponted at the teams aren’t fear in soccer so now I dont play.
I also feel disaponted when people use to bully me. I feel sorry when people get
hurt or bulled like me. I know the feeling. Some things I like about thease school is
theirs lots of students.G R A D E S 4 T O 5
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73
2. What would you like to see changed? How would this change affect
others? Would it be fair to everyone else in the school?
I thnik we should have no dutes outside. I wish we could do a little bit of play
fighting. I wish we had newer equitment that would invalv exersize. I wish we
could go werever you like. I wish we could have a reaf for soccer and all sports at
this school. I wish we could make soup box derbes.
3. What is the best way to solve problems that happen at school?
1. moniters
2. byself
3. other people
4. teacher
5. them
6. walk away
7. tell dont like itB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A
FRAMEWORK
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74
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
This student offers some general suggestions, most of which do not

26. consider interactions among students (e.g., more equipment, bring back
food). The student does suggest less fighting, but offers no suggestions
about how this might be accomplished. All of the actions described are
rule changes or actions to be taken by someone else (i.e., no sense of
personal responsibility).
u can identify simple problems or issues and state these in
own words
u generates some simple ideas for solving problems
u can identify some ways to make the world a better place; tends to
be very general
TRANSCRIPT
1. How do you feel about the way kids behave at school?
I feel okay right now but before people were not behaving. I think if people get in
trouble then if you see them going in and they don’t get a monader. If people are
fighting over a toy then you see them getting nasty get one again. If someones
hurt you try to take him or her to the office and go back out. Go in or out of your
door to.G R A D E S 4 T O 5
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75
2. What would you like to see changed? How would this change affect
others? Would it be fair to everyone else in the school?
More equepment for intermedets, all we have are burmer bridge and swings. I
would like to see no more fighting because when they grow up they will still fight
alot. Change some rules to more experience things and have fun. You can bring
back food as well.
3. What is the best way to solve problems that happen at school?
1. Work it out
2. Get help from poer meet eater
3. Don’t brag
4. Have fun
5. Ingoe equement
6. Don’t hurt peopleB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y :
A FRAMEWORK
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76
FULLY MEETS EXPECTATIONS
Teacher’s Observations
This student identifies two problem areas (soccer and swings) and
suggests some specific ways to improve the playground and make things
fairer for everyone.
u tries to present logical reasons
u can identify and explain simple, concrete problems or issues
u generates some ideas to fit specific problems
u fair and respectful of others
TRANSCRIPT
1. How do you feel about the way kids behave at school?

27. I feel good about the way kids feel because theres not very much fighting as
there was last year. I also feel safe about that because I don’t want to end up in a
fight. Also people cooperate alot and play fair but I’m still not so sure on the
grade 4 soccer because I’v seen them play and they have broke some of the real
rules.G R A D E S 4 T O 5
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77
2. What would you like to see changed? How would this change affect
others? Would it be fair to everyone else in the school?
I would like to see the soccer changed because they broke alot of real soccer
rules and there should be fair teams and penaltys for swearing handballing and
bullying. It would be more fair if they played like this and more people would
want to play. People like me. Another thing is to get more swings because they
are very popular in this school and people fight over them. It would be more fair
if there was more to share.
3. What is the best way to solve problems that happen at school?
1. Get help from a moniter.
2. Talk instead of fight.
3. Choose fair teams
4. Make fair rules
5. Take turns on swings
6. Let other kids join in your gamesB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O
NSIBILIT Y: A FRAMEWORK
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EXCEEDS EXPECTATIONS
Teacher’s Observations
This student is able to offer some specific, logical suggestions for
improving interactions on the playground.
u shows good judgment about when to get help
u avoids blaming; tries to sound non-judgmental
u can identify and explain a variety of problems or issues
u generates a variety of appropriate strategies for specific problems
u recognizes and comments on unfairness
TRANSCRIPT
1. How do you feel about the way kids behave at school?
Sometimes I feel scared that some kids are going to bully me and push me around.
If they do I’ll just tell a peer mediator that someone is bullying me.
2. What would you like to see changed? How would this change affect
others? Would it be fair to everyone else in the school?
I would like to see more peer mediators so less kids can get bullyed. I would like
to see one peer mediator watching each game and making sure nobody hurts
somebody or seeing if the game is not fair and seeing if somebody gets hurt by
an accaident and the person that gets hurt blames it on the person that did the
accaident.G R A D E S 4 T O 5

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3. What is the best way to solve problems that happen at school?
1. Get a peer mediator.
2. Say sorry and make sure the person is alright.
3. If someone breaks a window by an accaident and then runs away I’ll tell Mrs.
Walters.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A M
EWORK
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Sample 3: Environmental Alphabet
CONTEXT
Students in this classroom frequently discuss environmental issues and
have undertaken a number of small projects to contribute to the school
environment (e.g., finding ways to reuse paper and other classroom
supplies; developing strategies for reducing the amount of lunchtime
garbage).
PROCESS
Students reviewed previous discussions about environmental problems
and identified new topics of concern. Following a class discussion, each
student created an Environmental Alphabet, in which they listed
environmental problems and posed solutions. The teacher provided a
variety of alphabet books they could look at to get ideas. Students were
encouraged to:
u identify both problems and solutions
u tell about causes of some of the problems
u include things they could personally do to help solve
environmental problemsG R A D E S 4 T O 5
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NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
This student does not include any environmental problems or solutions.
u unable to state a problem or issue in own words
u needs help to generate ideas for solving problems
u has difficulty offering specific ideas about how to the make the
world a better place
TRANSCRIPT
abc anviorment
Ants rule the grass
babaloo’s live in the trees
cats are cute
dogs are messy
elefants have big trunks
food helps you get energry

29. goats are storng
hawks fly high in the sky
insects hang aroung grass
Jackrabbits hop around trees
Kangaroos hop on grass
Leaves fall off of trees
monkeys climb on trees
nuts are good for you
Our earth is clean
Plese dont’ litter
Quilts are warm to go in
rats sometimes hide in the grass
squrrels climb on trees
trees grow big
uncut the trees
varios animals climb trees
we like tree’s abt
xox means kiss
you like grass too
Zoo helps animalsB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y :
A FRAMEWORK
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MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
This student touches on some environmental issues in a very general
way, but does not offer ideas about the causes or solutions.
u can identify simple problems or issues
u can identify some ways to make the world a better place; tends to
be very general
TRANSCRIPT
ABC
A is for Atmosphere oxygen and carbon dioxide are found in the Atmasphere.
B is for ————————— live saith of the middle of the earth
C is for campast. My Mom and Dad use a campost to put in leavs and grass.
D is for Dam. Which gives us electricity.
E is for Extinct. When a Person or animals are gome.
F is for Forest. whar lots of anmals are
G is for Green house. A gree house is whare plats grow.
H is for Habat. habat is whare lots of anmals are.
I is for Insects. insects are very cool.
J is for jaguars live 2 places in the woled.
K is for Kindness what is nice to have.
L is for Lizirds. There are 50 kinds of them.G R A D E S 4 T O 5
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30. M is for Midnight wich we go to sleep.
N is for Nacher whare lots of animle.
O is for O-zom its around us.
P is for People wich planet.
Q is for Quit taking parts of the earth.
R is for Rain wich helps us grow.
S is for Salmon need clean water.
T is for Tadpul is a small fish.
U is for Uper laks most lakes are uper.
V is for Vegebule wich we eat.
W is for Water we drink to stay alive.
X is for Exzan how we can help our earth.
Y is for young we can make a difrince.
Z is for zedra is so coolB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T
Y: A FRAMEWORK
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FULLY MEETS EXPECTATIONS
Teacher’s Observations
This student identifies a variety of environmental issues and describes
some positive actions people can take.
u can identify and explain simple, concrete problems or issues
u generates some ideas to fit specific problems
u attempts to use resources wisely
u can identify some ways to make the world a better place; these
tend to be simplistic
TRANSCRIPT
A,B,Cs environment
Animals—don’t pullute the water or cut down trees because mammals live in
there and animals live on trees.
Bears—people go hunting and they kill bears. Stop killing bears because it’s not
worth it.
Clean up—don’t leave things lying around because it will cause a bigger mess so
clean up.
Day light—don’t waste your time doing bad things in the daytime do good things.
Electricity—stop wasting your electricity and use other things too.
Forest—don’t waste the paper because your wasting trees.G R A D E S 4 T O 5
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Garden—grow beautiful plants and water them.
Help—help more than you did last time. If you do you’ll be proud.
Inprove—Inprove in what you do. Do good things.
Junk—if you have junk don’t throw it away recycle it.
Keep—don’t litter istead keep the earth clean.
Monkeys—monkeys are intelligent animals so take care of them.
Nature—don’t pollute, litter or cut down trees because your runing nature.

31. Ocean—don’t throw things in the ocean respect it.
Pets—don’t be disrespectful to your pets that means don’t be mean.
Queen bee—take care of the qeen bee’s nest so you’ll have honey.
Recycle—if you have a broken pencil don’t throw it away turn it into something
new.
Salmon—don’t pollute the water where the salmon live.
Trees—when your using paper draw things useful because if you don’t your wasting trees.
Universe—make the universe a safe place.
Vitamin—a vitamin gives you the strenght so you can help the environment.
Whales—keep pollution out of the water so that the whalss can survive.
Exthra help—help the world even more and you’ll see a difference.
Yard—keep your back yard clean so beautiful things can grow.
Zoo—make sure people take care of the animals in the zoo so they can live properly.B C P E R F O R M A
NCE STANDARDS: SOCIAL RESPONSIBILIT Y: A FRAMEWORK
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EXCEEDS EXPECTATIONS
Teacher’s Observations
The student has identified and elaborated on a wide range of problems
and shows a sense of responsibility, often describing actions “we” should
take. A number of the alphabet choices are innovative: “P is for part. We
all have to do our part in cleaning the earth because not just one person
can clean it. Q is for quiet. Don’t be quiet about cleaning the earth tell
everyone.”
u can identify and explain a variety of problems or issues
u generates a variety of appropriate strategies for specific problems
u draws attention to situations where action is needed
u beginning to show a sense of idealism; can describe some ways to
make the world a better place
TRANSCRIPT
A,B,C of the Environment
A—is for amazon rainforest. We have to take care of the amazon rainforest.
B—if for birds. Birds fly high in the sky.
C—is for cleaning the environment. Cleaning the environment is very important.
D—is for deforestation. Deforestation happens when the trees are cut down for
the wood or for paper.G R A D E S 4 T O 5
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E—is for evaporation. Evaporation happens when water from the ocean evapoates.
F—is for forest. We have to keep the forest clean because we don’t want to destroy their home.
G—is for greenhouse. A greenhouse helps us by growing fruits and vegetables.
We need fruits and vegetables to live.
H—is for home. A home keeps animals protected from their prey.
I—is for instead. Inslead of throwing things away we should try to recycle them.
J—is for junk. You should not throw junk on the ground because it is bad for the
environment.

32. K—is for kind. Be kind to the environment because we only have one earth.
L—is for life. There’s lots of in the environment so we must keep it clean.
M—is for mammals. Don’t pollute the earth because if we do their homes will be
destroyed.
N—is for nation. We should keep our country clean as well as our earth because
we al have to share the earth.
O—is for oxegen. We all need oxegen to live without it we will die.
P—is for part. We all have to do our part in cleaning the earth because not just
one person can clean it.
Q—is for quiet. Don’t be quiet about cleaning the earth tell everyone.
W—is for water. If we pollute our water then we can’t drink it. And we will die and
so will the animals.
X—is for xerophyte. It means a plant that can grow with only a little bit of water to
survive. If we destroy our water supply you’ll need more plants like this.
Y—is for yea. Yea we all cheered. We cleand up the earth all by ourselves.
Z—is for zero tolerance. We should not have any tolerance for people that pollute
the earth.B C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A F R A
MEWORK
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Sample 4: Choosing a Design
CONTEXT
Students in this classroom frequently work in groups. The teacher has
provided direct instruction and guided practice to improve their group
skills and their conflict-resolution strategies.
PROCESS
Students were asked to work in groups to choose a design for a quilt to
make together.
NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
Trevor rejected every idea anyone in the group suggested, often
inappropriately, saying things such as, “That’s ugly. I don’t want to do a
stupid design like that.” He frequently tried to divert group members
from the task by poking them and taking their equipment. At one point,
he left the group and went to bother another group. When the teacher
reprimanded him, he said, “It’s not my fault. They’re picking on me. They
always leave me out. They hate me.”
u sometimes behaves in an unfriendly way; does not recognize the
needs of others
u focuses on own needs; does not show commitment to the class
or group
u has difficulty taking turns and accepting suggestions
u has difficulty self-assessing social behaviours; may misrepresent
what happened
u tends to blame othersG R A D E S 4 T O 5
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33. 89
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
Luke clearly became frustrated and angry with Trevor’s behaviour. He
came close to losing his temper, but was able to control himself. He did
speak angrily to Trevor, saying, “Stop ruining everything.”
u becomes frustrated and resorts to blaming
FULLY MEETS EXPECTATIONS
Teacher’s Observations
Pasha was visibly bothered by the problem and kept trying to get back on
task. He continued to work through the conflict and did not respond to
Trevor except to say at one point, “Come on, Trevor, let’s get back to work.
We’ll give you another chance.”
u independently notices opportunities to include others
u often shows focus and commitment to group needs and goals
u follows basic rules for working cooperatively
u tries to resolve conflicts independently
EXCEEDS EXPECTATIONS
Teacher’s Observations
After the first time Trevor left the group, Pahmoni said, “Come on Trevor.
We really do want you in our group. You’ve got some good ideas. How
about you tell us which design you like best?” When his negative
behaviour persisted, she asked an adult for help.
u friendly; sensitive and responsive to others’ needs
u shares responsibility for group needs and goals
u shows leadership; helps to organize activities
u feels responsibility for resolving minor conflicts; shows good
judgment about when to get helpB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N
SIBILIT Y: A FRAMEWORK
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Sample 5: Welcoming a New Student
CONTEXT
Students in this classroom frequently work in small groups. They had
recently worked on criteria and created posters to illustrate effective
group work.
PROCESS
The teacher invited students to think of a time when they had to go
somewhere they had never been before or do something new (e.g., a new
school year, visit someone in a new city, move with your family). Students
shared some of their experiences and talked about how new experiences
can make you feel.
The teacher then posed the following situation:
Imagine that a new student arrives in our class. What could you do to
make him or her feel welcome?
Students wrote individual responses and then met in small groups to share
their ideas and create a collaborative list. They chose their best ideas as
the basis for an illustration with a caption. They shared their work with
the class, elaborating on the ideas in their picture and responding to

34. questions. The teacher observed the groups as they worked.
NOTE:
All groups worked within expectations.
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
Group 1 needed some help from the teacher to get started and to
organize their work. Their list consisted of relatively impersonal, concrete
actions (e.g., show them around, show them the classroom, play a game
at recess). Their picture showed them guiding the new student around
the school. They did not include any ideas about making the student
comfortable or initiating a personal relationship.
u usually helps or includes others when asked
u needs help to focus on group needs
u follows basic rules for working cooperativelyG R A D E S 4 T O 5
FULLY MEETS EXPECTATIONS
Teacher’s Observations
Group 2 followed instructions and were able to work independently.
Their collaborative list included a variety of actions, some of which
showed a commitment to making the new student comfortable: “Ask
them what they like to do and let them do it.” “Tell them about myself
and ask them about their old school.” Their illustration showed them
interacting with the new student.
u often able to describe effects of words, actions
u contributes to discussions and activities
u shows focus and commitment to group needs and goals
u follows basic rules for working cooperatively
u shows empathy
EXCEEDS EXPECTATIONS
Teacher’s Observations
Group 3 worked effectively and appeared to enjoy the activity. They
appeared to be relaxed and cheerful, listening to each other and often
asking each other questions. They created a long list of suggestions,
including several that addressed the new student’s emotional needs:
“Tell them this is a safe school.” “Tell them not to worry about being
included—everybody is included in our class, so they will always have
someone to play with.” In their illustration, they showed a conversation
with the new student where all four participants are smiling and standing
close together. The caption read, “The kids at our school are nice. You’ll
like them. And the teachers are nice too. I think you’ll be happy you
moved here.”
u sensitive and responsive to others’ needs
u can describe effects of own and others’ words and actions
u takes an active part in discussions and activities
u shares responsibility for group needs and goals
u consistently follows rules for working with othersB C P E R F O R M A N C E S T A N D A R D S : S O C
IAL RESPONSIBILIT Y: A FRAMEWORK
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Sample 6: Listening to a Story
CONTEXT
The teacher in this classroom often emphasizes the importance of
respectful and inclusive behaviour. Students have worked through and
role-played a variety of simple conflict situations.
PROCESS
The teacher read a book to the class, with students seated on the floor.
NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
Ashley pushed to the front, pushing Jackie out of the way, so that she
could see the pictures. Jackie could no longer see the pictures. His
feelings were hurt, and he moved away from the group altogether.
u sometimes behaves in an unfriendly way; does not recognize needs
of others
u not be able to identify effects of own words and actions
u sometimes disrespectful toward others
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
Yusif waited patiently for the story to start. He didn’t say anything.
u needs help to focus on group needsG R A D E S 4 T O 5
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FULLY MEETS EXPECTATIONS
Teacher’s Observations
After the teacher noticed the actions of another student, Daniel, and
complimented him on being inclusive and responsible, Mohammed
chimed in, “You could sit by me, too, Jackie.”
u routinely friendly
u shows empathy
EXCEEDS EXPECTATIONS
Teacher’s Observations
Daniel noticed that Jackie’s feelings were hurt and said, “Jackie, come and
sit by me. I’ll make room for you.”
u sensitive and responsive to others’ needs; finds opportunities to
help and include others
u feels responsible for resolving minor conflicts
u avoids blamingB C P E R F O R M A N C E S T A N D A R D S : S O C I A L R E S P O N S I B I L I T Y : A
FRAMEWORK
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Sample 7: Choosing Teams
CONTEXT
Soccer is a very popular game at this school. The school community has
established that everyone who wants to play can do so—no one can be
excluded. Students take turns being captains.

36. PROCESS
A dispute arose about how to choose teams. Some students had been
thinking the teams were unfair recently; others were upset because some
students always choose their friends or choose all the boys (or girls) first.
NOT YET WITHIN EXPECTATIONS
Teacher’s Observations
Bob is insisting, loudly, that he is captain for the day and that he can
choose anyone he wants. Finally, he shouts, “And I don’t want you on my
team, Sam. You’re just a ball hog. They can’t make me pick you.”
u sometimes behaves in an unfriendly way
u not able to identify effects of own words and actions
u has difficulty taking turns or accepting suggestions
u tends to blame or put down others
u often unwilling to listen to points of view that differ from own
MEETS EXPECTATIONS (MINIMAL LEVEL)
Teacher’s Observations
Jeff is a good friend of Bob’s, but he moves away from the students who
are arguing and does not contribute. He does not support Bob, but he
does not challenge him.
u needs help to focus on group needs
u tries to manage angerG R A D E S 4 T O 5
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FULLY MEETS EXPECTATIONS
Teacher’s Observations
Fred tries to help, saying, “Come on you guys. Don’t fight about it, or we’ll
never get to play. It doesn’t matter who’s on the teams.” Bob and the
others who are arguing pay no attention.
u shows focus and commitment to group needs and goals
u tries to resolve conflicts independently, but easily discouraged
EXCEEDS EXPECTATIONS
Teacher’s Observations
Ted tries to come up with a solution, suggesting, “Come on—why don’t
we pick by birthdays. That would be fair—all the January birthdays on
one team; February on the other team. Like that.” When Bob continues
complaining about Sam, Ted intervenes again, saying, “Sam’s okay—he
deserves to play just like everybody else. We have to include everybody—
that’s the rule our class made.”
u sensitive and responsive to others’ needs
u shares responsibility for group needs and goals
u often shows leadership
u feels responsible for resolving minor conflicts
u avoids blaming; tries to sound non-judgmental
u generates some ideas to fit specific problems