Giving Voice to the Impacts of Values Education The Final Report of ...

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Section 4 Appendices
Appendices Appendix 1: Background to the Values Education Good Practice Schools Project The Values in Action Schools Project (VASP) formed part of the Values Education Program (2008– 09), through which the Australian Government committed over $5.9 million to a range of values education activities. These activities included a third round of projects for selected clusters of schools to implement good practice approaches; an ongoing values education website; a National Values Education Conference; national partnership projects with parents, principals, teachers and teacher educators; and support for state and territory values education professional learning and school grant activities. The VASP constitutes Stage 3 of the Values Education Good Practice Schools Project. It builds upon the work previously undertaken by schools since the launch of the Values Education Initiative in 2002, namely: • the Values Education Study undertaken in 2002–03 • the release in 2005 of the National Framework for Values Education in Australian Schools • the Values Education Good Practice Schools Project, Stages 1 and 2 (2005–08). The Values Education Study (2002–03) This study was conducted by the then Curriculum Corporation and involved work with a selected group of schools that were funded by the Australian Government to develop and demonstrate current practice projects in values education. From this work emerged a set of principles and a framework for strengthening values education in all Australian schools. The qualitative study comprised three interrelated components: • a review of relevant national and international research in values education • action research with 69 schools across Australia documenting effective practice in values education • research with parents, students and teachers to ascertain different views on the values the community expected Australian schools to build upon and develop. Recommendations from the report on the Values Education Study informed the development of a Draft Framework for Values Education in Australian Schools. After extensive consultation within the Australian education community, the draft was further refined and the final document – the National Framework for Values Education in Australian Schools (the National Framework) – was endorsed by MCEETYA, and published and distributed to all Australian schools in June 2005. The document was designed to promote improved values education in Australian schools by: • articulating a vision • providing an agreed set of Values for Australian Schooling to foster • describing some guiding principles and key elements to inform school practice. The National Framework laid the foundation and defined the direction for the subsequent Australian Government Values Education Initiative of 2004–08. The National Framework helps schools in providing values education in a planned and systematic way, and as a core part of schooling. It is available at the Values Education website, www.valueseducation.edu.au. 120 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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Giving Voice to the Impacts of Valu
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Giving Voice to the Impacts of Valu
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Acknowledgements The Values in Acti
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sharing professional expertise; par
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interventions and, ultimately, futu
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from action. Evidence gathered from
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These projects complement the compr
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how the class had ‘evolved’ and
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12 Giving Voice to the Impacts of V
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Looking for the impacts of values e
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On the matter of method In common w
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Evaluation of VASP projects This ph
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ACTIVITY Submission of project desi
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The participatory and reflective na
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Story 2: Teacher story I think the
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Story 4: Student story Basically my
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It was significant for me because..
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More voices of Most Significant Cha
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Story 9: Student story I’ve had t
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I thought it was interesting that t
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36 Giving Voice to the Impacts of V
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Impacts of the Values in Action Sch
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Australian Juvenile Detention Centr
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Another reflection from a school le
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Interestingly, this general trend t
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It is perhaps not surprising then t
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left some gasping. There were some
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said: ‘I liked the fact that this
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Since we have been doing this thing
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Evidence indicates that student age
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Other students revealed how learnin
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How do students in your school act
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Impact 4: Connectedness The impact
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Other examples of collaborative par
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One reflective comment from a teach
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Values in Action Teacher Survey 1 -
Page 73 and 74: Impact 5: Transformation Change and
Page 75 and 76: Professional transformation was als
Page 77 and 78: How is values education addressed i
Page 79 and 80: Collaborative student artwork - Eva
Page 81 and 82: Accounts of the VASP cluster projec
Page 83 and 84: The national gatherings proved an i
Page 85 and 86: Beenleigh Believe, Achieve, Succeed
Page 87 and 88: Key outcomes • Students demonstra
Page 89 and 90: weekend to draft the new units of w
Page 91 and 92: Cross Border Values Community North
Page 93 and 94: Far North Queensland Cluster Queens
Page 95 and 96: The reach of the values work into c
Page 97 and 98: I think that the project’s change
Page 99 and 100: The service-learning projects were
Page 101 and 102: Lanyon Cluster of Schools Australia
Page 103 and 104: done, great, that’s fantastic’.
Page 105 and 106: The first of these was a forum wher
Page 107 and 108: the Cluster Coordinator to keep all
Page 109 and 110: Palmerston Values Cluster Northern
Page 111 and 112: anxieties through a values prism, u
Page 113 and 114: all going through this, working out
Page 115 and 116: Skoolaborate Cluster New South Wale
Page 117 and 118: that, yes, maybe interacting in a v
Page 119 and 120: I believe the most significant chan
Page 121 and 122: students’ responses and developme
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Page 127 and 128: The VASP is distinguished from thes
Page 129 and 130: Cluster selection for the VASP One
Page 131 and 132: Appendix 3: The Values in Action Sc
Page 133 and 134: Appendix 4: The Values in Action Sc
Page 135 and 136: Appendix 6: Teacher survey demograp
Page 137 and 138: How long have you worked in an educ
Page 139 and 140: Fraillon, J 2005, Measuring Student
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