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

The reach of the values work into communities
and homes was commented on by parents in the
cluster. At St Augustine’s Primary, parents were
involved and engaged in the project both in the
classroom and as part of a strong communication
strategy using newsletters, forums and after
school activities. One parent observed:
I think the fact that [values education has]
been taught – and like the other ladies [I] have
experienced personal growth with…children
themselves – I think that’s been a big part of it
because…they’re thinking about that as they’re
playing and…relating to other people and putting
those skills and the teachings into action.
The ‘values in action’ aspect of the work saw
students transferring their new learning into
personal actions.
Key outcomes
• A deep commitment to values education was built through professional development focusing
on five core and sub-values with specific classroom activities engaging all participating students.
A ‘ripple effect’ was observed as the improved atmosphere in the classrooms and throughout
whole schools invited interest from teachers across the schools.
• The development of a whole school approach to values education in these schools gave support to
teachers, students and parents. In particular, the identification of social and emotional learning as
a key learning focus provided a ready ‘home’ and high priority for the values work in the schools.
• Relationships were built across local communities through the establishment of student action
teams (for example, the Community Project with Elders).
• There was a gradual development of student awareness and ownership of core and sub-values.
This awareness was transferred into changed classroom and playground behaviours as students
demonstrated that, by using a shared values language, they could express their feelings in a way
that improved relationships with peers, teachers and other members of the community.
• The projects resulted in increased community engagement, as demonstrated by the creation of
a school mural and pathway that reflects the sub-values of the school, and the shared liturgy
conducted by secondary students for primary students celebrating their values journey.
• Evidence suggests that the development of students’ inner strength, confidence, motivation and
responsibility emerged from the explicit teaching of values techniques.
• A shared values language for teachers, parents and students developed as a result of the project.
90 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project