Student Leadership at RWS
Ravens Wood School has enjoyed a strong tradition of promoting Student Voice/Council and associated activities in the past. However, we want to shift the emphasis towards promoting and developing leadership skills within our students through 2016/17 and beyond.
We define Student Leadership as follows:
‘A student leader is typically an aspirational, example-setting, motivated student who seeks to serve in a leadership position in their school community to improve the community for the benefit of other members of the community’.
Our Student Leadership focus has three main objectives:
1. To encourage students from across Ravens Wood to seek additional responsibility, and to lead student participation across the school community;
2. To develop leadership skills within successful student candidates, including the award of an externally accredited qualification (see below); and
3. To ensure that all students are engaged in the student leadership process with student leaders visible and accountable, with a strong democratic basis.
The 2016-17 Student Leader meeting dates can be viewed here>> /uploads/asset_file/3_700_student-leadership-rws-dates.pdf
Student Leadership Accreditation:
The Student Leadership Accreditation (SLA) is offered by SSAT (The Schools, Students and Teachers Network).
The SLA was developed by students, for students, in partnership with teachers, HE and FE institutions, and employers. Together they identified ten key skills that young people need to be successful leaders, and grouped into three core themes: developing myself, contributing to my community, and working with others. These skills and themes are grouped into a self-assessment framework, which can be adapted to reflect the schools’ context and ethos. Students assess themselves against this framework and then actively seek opportunities to advance themselves and gather evidence to showcase their new skills in a portfolio. Students can work towards the SLA at three levels: bronze, silver, and gold. Unlike other awards, the SLA is moderated by students’ peers as well as by SSAT, ensuring the process both reinforces and rewards meaningful student leadership.
The SLA was developed ‘by students, for students’, and it is this focus on the individual that makes the award so popular across SSAT schools. As well as the prestige of accreditation, the process that students go through in becoming accredited is of great benefit. This process encourages students to:
∙ Critically self-reflect on their own skills as leaders;
∙ Work collaboratively to plan how they will meet the criteria and evidence it;
∙ Organise and structure their evidence;
∙ Peer assess others’ work against criteria;
∙ Aspire to take on increasingly challenging leadership responsibilities.