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

I think that the project’s changed my class…since
we’ve been studying the values in circle time...In
term one our class used to be really separate and
didn’t really work together, but now we seem to be
closer together and all work cooperatively... Miss
[has] been talking more about the values because
of the project.
One of the secondary teachers in the project
recognised that part of the transition process
included working out how to transfer the values
education model from the primary setting to the
secondary setting and the inherent differences
between the way the two school sectors worked.
She noted:
In terms of values education and the connection
between primary…and secondary school, that’s
something that needs to be looked at…on a
systemic level... It’s very easy to say...that you need
to deliver values education across the schooling
system, but that link between primary school and
secondary school, there’s a big jump there. And
there’s a lot of work to be done there because...
students aren’t exposed to the same teacher all day
that they can build a relationship with and develop
those skills and how to resolve issues, and the circle
time. That doesn’t happen in a secondary school
every lesson...there has to be other ways to manage
that, so values education in a primary school can
have one model, in a secondary school…it’s going
to look different and I think…out of this project
has come a need for myself and the staff within
the school to look at how we can implement values
education in a real way.
However, the project experienced a number
of setbacks disrupting data collection and
deeper analysis.
Despite the challenges, valuable data was
collected in the project. Parents were appreciative
of the opportunity to develop a closer sense of
community through the activities and looked
forward to more interaction. Some parents did
notice a change at home resulting from the circle
time and values conversations taking place at
school. The following parent was supporting the
program by constructing a website to link new
parents to the school:
I think the values, if you’re talking about your
confidence and…if they’ve got that instilled into
them…it gives them...confidence to say, ‘Right I can
deal with this’, and they’re better prepared when
they go to high school to say, ‘Right I’ve got this
tool, this one...and I know if I can draw on them,
and look for those resources...[it will] give me that
strength to get through it as well’.
Two further elements reinforce some of the
key principles from the VEGPSP Stage 2 project.
Each of the cluster schools reported an increased
awareness of a common values language across
the sites: ‘Establish and consistently use a
common and shared values language across
the school’ (Curriculum Corporation 2008, p 9).
Teachers who engaged with the project were
keen for further involvement and professional
learning, which highlights one of the principles
of success identified in the VEGPSP Stage 2 project
work: ‘Provide teachers with informed, sustained
and targeted professional learning and foster
their professional collaborations’ (Curriculum
Corporation 2008, p 11).
Key outcomes
• The development of research models that can be used across education sectors from kindergarten
to high school.
• Personal and professional development of the teachers involved in the project and a commitment
to continuing the work.
• A recognition of the importance of engaging the whole school community, including parents,
in values education practices and sharing experiences across the community.
• Development of a shared values language for teachers across the sites and disseminating this
language to parents and students within and beyond the classroom.
92 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project