Report Shows That Values Work
29 Sep 2005
A recently published report, Values Education: developing positive attitudes, concluded that Values Education has the great potential to provide a structure and framework to help staff and children develop a language and a way of discussing difficult, often unfamiliar, aspects of moral education.’
Attention: This article has been imported from our old websiteWhile we've taken every precaution to ensure that the content of this article remains intact, it may contain errors.
A recently published report, Values Education: developing positive attitudes, concluded that Values Education has the great potential to provide a structure and framework to help staff and children develop a language and a way of discussing difficult, often unfamiliar, aspects of moral education.’ The positive values programme was developed at West Kidlington Primary School in Oxfordshire, and is now in place in many schools in the south of England. Anecdotal evidence of success is plentiful, and last year Oxfordshire education authority commissioned former head teacher, Dr Tony Eaude, to verify it. The Innovation Unit of the Department for Education and Skills became so interested in the report that they took over its funding.
Dr Eaude observed nine schools in five counties. The participating schools came to the method from different directions. Some had discipline problems, others had social problems such as bullying. Some needed greater unity, or a spiritual lead. One head teacher said, “Our children seemed materialistic and uncaring.” Another identified: “an enormous vacuum waiting to be filled, in this post-Christian era.” Social skills, listening skills, consideration for others, the ability to be introspective and to draw conclusions from one’s own observations, were all among the shortfalls. Now the government itself is saying (in Excellence and Enjoyment) that the curriculum needs to be broadened to reinforce positive behaviour and re-introduce creativity. In all the schools observed, the report noted greater social ease, better communication, better manners and greater calm. Staff spoke often of im-proved relationships between children, between adults and also between the generations. Some school advisers at-tributed enhanced academic standards to this positive focus. Programme participants are appropriately positive. Nine year old Marcus, of Greenfield School, in Bedfordshire, says: “Values have helped us not only to behave better but also to be more polite.” A teacher at Clehonger School, Hereford-shire, says the positive focus made the place, “more relaxed, friendly and less fearful,” with criticism more acceptable and less fear of failure. by Frances Farrer
Values Education: developing positive attitudes. ISBN 1 898908 76 1 £5.00
An article by Frances Farrer appears in Living Lightly Issue 25 Photo: children meditate during a values session Neil Hawkes
FURTHER INFORMATION : Curriculum and Entitlement Office, Oxfordshire County Council Education Office, Cricket Road, Oxford, OX4 3DW.
If you enjoyed this article, please consider making a donation
Donating helps us keep reporting on positive news