What is Values-based Education?
Values-based Education is an approach to teaching that works with values. It creates a strong learning environment that enhances academic achievement and develops students' social and relationship skills that last throughout their lives.
The positive learning environment is achieved through the positive values modelled by staff throughout the school. It quickly liberates teachers and students from the stress of confrontational relationships, which frees up substantial teaching and learning time.
It also provides social capacity to students, equipping them with social and relationship skills, intelligences and attitudes to succeed at school and throughout their lives. Find out more and visit http://www.valuesbasededucation.com/
VALUES-BASED EDUCATION AT LEDBURY PRIMARY SCHOOL
At Ledbury Primary School it is our aim to raise standards by promoting a school ethos which is underpinned by core values. These values support the development of the whole child as a reflective learner within a calm, caring, happy and purposeful atmosphere.
Values-based Education IS British Values, PSHE and SMSC
Values-based Education (VbE) is truly transformational, providing a structure for a positive ethos that impacts on the whole school community. It has a direct influence on the entire curriculum, and most specifically on Spiritual, Moral, Social and Cultural (SMSC) development, Personal, Social and Health Education (PSHE), and of course on the teaching of British Values.
Values-Based Education and Spiritual, Social, Moral and Cultural Education (SMSC)
The framework of VbE offers an assured foundation for the Spiritual, Moral, Social and Cultural development of pupils. School assemblies and lessons focus on the values progressively so that pupils deepen and challenge their understanding. Through exploring a selection of positive values in depth, pupils learn what these mean to them and their lives, and what application they have for other people and the wider world. The enactment of these values in shared behaviours, shared language and spiritual reflection across the school enables pupils to develop both their cognitive understanding and their personal ‘Inner Curriculum.’ Moreover, the practice of VbE infuses the ethos and culture of the school, meaning that a child’s entire school experience furthers their spiritual, social and cultural development
Values-Based Education and Personal, Social and Health Education (PSHE)
VbE provides a welcome structure for teaching the non-statutory PSHE curriculum at Key Stages 1 and 2. The exploration of a school’s chosen values easily facilitates the teaching and learning requirements in this curriculum area. Through considering a range of values, pupils learn about healthy lifestyles, developing relationships and respecting differences between people, playing an active role as citizens and developing confidence and responsibility to make the most of their talents and skills. Pupils at a values-based school find PSHE accessible and enjoyable because of their well-developed ethical vocabulary and reasoning skills.
Values-Based Education and British Values
Schools are required to teach pupils about the British Values of:
The Rule of Law and
Children are taught how their school values underpin everything their school does and this gives a meaningful context for British Values, supporting their understanding of how they underpin our society. Values-based schools ensure that British Values are introduced, discussed and lived out through the wider values-based philosophy that infuses the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts so that pupils can embrace these concepts with enthusiasm and demonstrate a good understanding of their application to their own lives.
The skills and attributes developed through the teaching of values are known to enhance the curriculum and pupils’ learning behaviours, and raise attainment, attendance and pupil wellbeing.
Values-based Education works through:
In order for the school’s purpose to be effective and for the values to be meaningful to the pupils, the staff understand that the basic needs of children are:
In order to try to meet the needs of children, staff try always to be consistent in their own behaviour and in their expectations of the children. They:
Throughout the school the development of the following skills which contribute to reflective thinking about values are encouraged:
Activities that promote Reflective Thinking
Teachers are especially mindful of the activities that promote positive thinking and incorporate these into their teaching as much as possible. These include:
Implementing the Values-based Education Programme
We aim for a calm, reflective atmosphere which facilitates contemplation. Then the children get to know themselves better and develop a sense of responsibility for their own lives and happiness.
At the start of the year class rules are decided with the children: the rules are then real and meaningful for the children.
Opportunities are taken to discuss values throughout the curriculum.
As teachers, we try to live the values: we teach best by being role models.
Spiritual, social, moral and cultural values are taught in assemblies and in discreet lessons but also permeate the whole of the curriculum.
Literature, including story and poetry that explores human experience and response to life and death.
Use of stillness and imagination in drama and other subjects to develop inner awareness.
Expressing feeling and emotions through verbal and written communication, knowing that words can influence feelings.
Enjoyment of and fascination by numbers, including the idea of infinity.
Reflecting on pattern and order as well as a sense of mystery and space.
Exploring the relationship of numbers, shape and objects and the possibility of inter-connectedness.
Sense of achievement and self-worth at appropriate levels of understanding.
Scientific links with a spiritual interpretation about the universe and life.
Using the school grounds for reflection on relationships between people and their environment.
Reflecting on the mystery of the natural world and physical worth, life cycles and growth.
Awareness of physical self as wonderful.
Sense of worth in human potential and achievement.
Designing cards for religious festivals.
Making holy books and other artefacts/special objects pleasure in physical constructions.
Art in design: taking
Information Communications Technology
Connectedness with people all over the world through the internet.
Using programmes to create poems and pictures.
Becoming independent and developing self-reliance.
Ideas of change and development and re-creation.
Understanding the importance of tradition to a community.
Sense of time and awareness of personal place within it.
How things came about, and a sense of wonder at the earth’s variety and order.
Developing self-awareness and relationships with other cultures and environments.
Appreciation of natural features e.g. lakes, woods.
Idea of beauty in art.
Appreciation of colour, shape and texture.
Religious and spiritual ideas expressed in, e.g. stained glass windows.
Art as a means of expressing feelings, imagination and expressive thought.
Making music by singing together, songs and hymns with instruments.
Listening to specific chosen pieces, and why people write music, e.g. Hallelujah chorus.
Identifying feelings and emotions associated with different types of music.
Using music as a background to times of quiet and reflection to develop awareness of the inner self.
Knowledge of religious reflection, humanist ideas and spiritual practices, e.g. worship.
Providing opportunities for experiencing space and silence to allow skills in reflection and awareness to develop.
Meeting others who belong to other traditions.
Providing opportunities for experiencing awe, wonder and transcendence.
Spiritual awareness of body, its beauty and potential through activity and observation.
Movement to express feelings and emotions including dancing for joy.
Developing inner determination to do one’s best and recognise and develop one’s inner potential and strength.
Modern Foreign Languages
Awareness of the beauty inherent in another language.
The use of a different language to express thoughts slightly differently.
Circle time skills in speaking and listening.
Social interaction through play.
Writing for and communicating with an audience.
Group drama work, reading and discussion of social issues in literature.
Stories to create awareness of a variety of life experiences, e.g. deafness.
Maths games for social interaction, taking turns and sharing.
Working in pairs and groups to gather information and solve problems.
Recognising maths skills as a tool for society.
Investigation in groups, sharing skills and expertise.
Science as a cooperative activity requiring communication and interaction.
Science related to issues in society, e.g. alcohol abuse.
Designing with others.
Using technology to benefit others, e.g. handicapped.
Information and Communications Technology
Using data-handling skills to promote understanding of social issues.
Poster design for safety.
Exploring structures of society, including institutions, e.g. hospitals, hospices, work houses.
Looking at children past and present.
Understanding the influence of the past on the development of society today.
Local studies to raise awareness of different homes, communities and family groupings.
Local amenities: who are they for?
Human influence on the landscape/local economy.
Group fieldwork opportunities.
Art as a means of learning about people and society.
Taking part in performances.
Collaborative work and sharing resources.
Group singing and composition.
Knowing about and understanding the importance of family and traditions within religious faiths and social groups.
Study of ideas of community in humanism religions.
Researching charities and other religious and non-religious forms of social caring and responsibility.
Participation in traditional and creative dance and pair and group work in gymnastics.
Enjoyment of team games, showing co-operation, respect for others and their needs.
Modern Foreign Languages
Comparing lifestyles and attitudes.
Recognising similarities and differences between cultures, in terms of language use as well as social behaviour and issues.
The ability to communicate directly with someone who speaks a different language.
Discussion of right and wrong – moral issues exemplified in children’s literature.
Skills of listening and forming evaluative judgements in discussion.
Circle time discussion of behaviour and relationships.
Dramatising situations which raise moral questions.
Encouraging a sense of personal responsibility for their own learning in class and through homework.
Encouraging honesty, not cheating.
Awareness of manipulation of data statistics.
Thinking about experiments and investigations and their outcomes for humans.
Caring for living things.
Discussing issues raised by scientific discovery and progress, e.g. genetic engineering.
Learning co-operation with others through activities.
Technology as helpful and constructive as well as potentially destructive.
Information Communication Technology
Independent working to develop a sense of integrity and trustworthiness.
Discussion of moral issues, e.g. correct information, pornography.
Developing awareness of local, national and world issues.
Encounter with ideas and encouragement to think through a moral stance on issues, e.g. war and peace.
Developing moral responsibility to care for the environment.
Awareness of human exploitation, e.g. child labour in developing countries. Poverty amid affluence.
Awareness of misuse of earth’s resources and human responses, e.g. recycling and deforestation.
Interpreting pictures which put a moral point of view.
Appreciation of music and respecting the ideas and judgements of others.
Learning about and from the lives of composers.
Stories with a moral message from other world religions.
Ideas of right and wrong behaviour in world religions.
Individual and corporate responsibility within religious and other communities.
Developing skills of listening, respecting and evaluative judging.
Taking part in team games and obeying rules.
Awareness of others’ needs, particularly physical.
Encouragement to cheer, celebrate achievement and shake hands at the end of a game.
Developing a sense of fair play, not hurting anyone.
Modern Foreign Languages
Stories with a moral message from other countries.
Current affairs and human responses to them within different countries.
Awareness and understanding of fellow human beings living different lifestyles in different countries.
Stories and literature form other cultures.
Awareness of issues such as stereotyping and equal opportunities in literature.
Language and meanings in different cultures.
Creating Islamic patterns, rangoli patterns and using Roman numerals.
Careful choice of resources and examples to include references to other cultures.
Counting in a different language.
Differences and similarities between groups of humans.
Animals from different countries.
Creation stories from different cultures alongside current scientific thinking.
Role of science in different cultures and religions.
Scientific development in relation to others – water supplies, new varieties of flowers and food crops.
The effectiveness of very simple technology in some cultures.
Instruments from different countries, e.g. cooking utensils.
Designs for different climates, e.g. sun hats.
Information Communication Technology
Assessing information about cultures by using CD Roms, etc.
Direct contact with children in other cultures through internet.
The story of development of other cultures.
Stories of religious leaders and their influence on cultures, both positive and negative.
History of contribution of other cultures to science and maths.
Study of people – especially children living in different countries and comparison with own cultural context.
Developing an awareness and appreciation of different styles of everyday life.
The influence of environment on societies.
Pictures from different cultures, e.g. African art.
Visiting galleries and exhibitions to view art from different cultures.
Art as an expression of culture, e.g. Nativity pictures on Nativity cards.
Music from different cultures, e.g. Calypso songs.
Listening to and using instruments from other cultures.
The study of different religions as part of a cultural tradition.
Meeting people from a variety of faiths and cultures, and visiting places of worship.
Exploring how religious and humanist ideas are expressed in different cultures, e.g. food, dress, festivals.
Dance as an expression of culture, e.g. Indian folk.
Modern Foreign Languages
The study of different food and eating habits, literature, leisure pursuits, fashion and life styles as part of a cultural tradition.
Comparisons of attitudes, e.g. to schools and schooling in different countries.