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

Evidence indicates that student agency was facilitated through meaningful engagement in community
projects; opportunities for the development of student voice, initiative and leadership; and an explicit
focus on ethical, intercultural and social issues.
Meaningful engagement in community projects
Across the clusters, many students were engaged in authentic community projects, which gave them
opportunities to enact their values and to reflect on the different ways they may have contributed to the
‘common good’. Examples of this include service learning and outreach projects, incorporating voluntary
community work such as ‘meals on wheels’; hospitality programs; leadership and mentoring programs;
fundraising projects and aid projects such as ‘Mini Vinnies’; random acts of kindness activities; and
community promotion projects.
These projects complement the comprehensive review of service and community learning provided by
Lovat et al (2009a, pp 32–38) in that students were involved in activities to benefit members of the wider
community, beyond the classroom, and in structured reflection on their experience and learning. The
following comment from a teacher’s wiki posting highlights this important relationship between learning
about values and acting upon values:
On Friday I was fortunate to be part of the group of Year 4–5 students and teachers from Gordon who visited
Goodwin Village on the Outreach Program. The unit of work ‘Singing Together, Giving Together’ was made
meaningful for the students when they participated in their first outreach. Talking with and singing with
a 102-year-old resident was a unique learning experience for the children. The student investigators asked
questions of both the residents and their classmates, as well as taking photos. I followed up today asking
the question, ‘How do you think singing at outreach is ‘giving’ – for you and for the residents’ Responses
were varied and thoughtful, and the data gathered showed how much more significant ‘values’ education
is when placed in the context of giving. (Teacher wiki posting, final VASP report, Lanyon Cluster)
This real-life experiential learning that connects students’ actions, thoughts and feelings (after Dewey 1963)
appeared to generate a deep understanding of ‘self and other’, and so builds upon the findings of VEGPSP
Stage 2 report, which demonstrated the significant values learning for students in projects that are ‘deeply
personal, deeply real and deeply engaging’ (Curriculum Corporation 2008, p 40).
These thoughtful comments from students involved in service learning and outreach projects exemplify the
positive personal feelings that many students reported as a result of doing something for others:
I really learnt to mature, to appreciate – just the fact that some people do need help…or they don’t have that
stuff done. And it’s been a real – there’s been a real positive change in everyone that I’ve seen who’s done
this [Meals on Wheels] program. They’ve always come back happier and knowing that oh I went out and
talked to someone and we had the conversation and then they were a bit unhappy when we first came they
were bored or they were sad or angry. But then when I left they were – we were both smiling. And it’s been
– it’s really come down to the values respect and responsibility…And every time you come back it just feels
better and better and you get this positive feeling. (Student MSC story, Greater Brisbane Cluster)
54 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project