“You have the right to know your rights! Adults should know your rights and help you learn about them too.” Article 42, UN Convention on the Rights of the Child (In Child Friendly Language) “My Rights..My Responsibilities” (MRMR) was an international project based on the UN Convention on the Rights of the Child (CRC). It aimed to raise the profile of the CRC amongst the 6 schools involved, so that the values enshrined within them became embedded in the culture of each school. It addressed Article 42, quoted above, which states that every child should be taught about their rights.The CRC agenda is very high within the European Union (EU), & all EU legislation linked to children is underpinned by these rights. As the UK distances itself from the EU, & the EU itself faces new challenges, we believe that now more than ever it is of vital importance to use projects such as these to develop cross-cultural links & forge strong relationships with each other so that children develop tolerance and understanding of others. MRMR involved primary schools from UK, Poland, Spain, Greece, Romania & Italy. Amongst these countries, through UNICEF’s Rights Respecting Schools (RRS) Programme, the UK is at the forefront of thinking about CRC. The others, whilst recognising the importance of them, have thus far done less to address them. The UK school has been committed to RRS for a number of years & was keen to both share its learning, & develop new methods & thinking about CRC with its partners. The project was directed mainly at pupils from 9-12 years old & involve small teams in each school as drivers of the project, but also whole classes & whole schools. The reach of the project was actually far greater than originally anticipated, with huge numbers of students and staff being involved in every school.The project achieved its main objectives which were: to develop knowledge & understanding of the CRC, relating this to everyday lives; to develop pupil civic, cultural and interpersonal competences; to involve pupils in democratic processes, develop their critical thinking & sense of responsibility regarding rights; to exchange good practice, share experience & knowledge with partners in Europe, particularly in relation to rights & responsibilities in school, & in terms of developing ICT competencies; to develop pupils’ knowledge about crucial matters of health & well-being and to promote entrepreneurship; and to improve language skills through a holistic approach. Our programme spanned two years & five modules, each Module focusing on a separate area of Rights and Responsibilities (R&R) and including a focus on different Articles from the CRC as described in the original application. Each module was led by one of the countries, & included a mobility hosted there. The host school had some expertise in the explored there. Greece, for example, hosted the mobility in Module 4, having a particular expertise in integrating a migrant population. The mobilities were essential and successful in developing strong relationships and trust between the countries, & for sharing and developing our learning. During each Module we developed innovative teaching & learning methods, focusing both on the Rights involved, & the Responsibilities that we have in relation to these Rights. For example, in Module 3 we looked at a child’s right to nutritious food, & learnt about the importance of each individual making sensible choices regarding this right. During each module, participants carried out project work in their own schools relating to a particular topic. We used video, e-mail. Whatsapp, Facebook, video-conferencing & e-Twinning to co-operate with partners & strengthen links between the pupils & schools. A representative group from each school then participated in a mobility where learning was shared. During each mobility there was an opportunity to develop ideas about the next Article so that participants could take back & continue the work on it at school. Then the cycle continued.Where CRC education is most successful it results in very positive relationships in schools, a decrease in incidences of bullying, a culture of respect and tolerance & a very positive attitude to diversity. Pupils are pro-active in their learning & in the life of the school, taking a meaningful role in decision making. They develop an understanding of local & global issues and make a positive contribution to address these. The project took us a long way towards these outcomes, all countries reporting on positive developments in these areas.By involving school leaders & the whole school community in the project, we have left a lasting impact whereby schools embrace the CRC & strive to build its values of equality, democracy, respect & individual freedoms into their culture.