Values Education And The Australian Curriculum
Values Education andthe Australian CurriculumThe following document will supportteachers and schools to make full use ofkey values education resources to meet newrequirements in the first four learning areas(English, science, mathematics and history)of the Australian Curriculum. It will alsosupport schools in meeting the requirementsin two other aspects of the AustralianCurriculum: the general capabilities (especiallyin information and communication technology,critical and creative thinking, personal andsocial competence, ethical behaviour andintercultural understanding) and crosscurriculum priorities (Aboriginal and TorresStrait Islander histories and culture, Australia’sengagement with Asia, and sustainability).These key values resources were funded bythe Australian Government as part of thenational Values Education Program.IntroductionRenewed interest in values education emergedin Australian primary and secondary schools afterthe release of the National Framework for ValuesEducation in Australian Schools in 2005. In thisframework, values education is defined as:Any explicit and/or implicit school-basedactivity which promotes student understandingand knowledge of values, and which developsthe skills and dispositions of students so theycan enact particular values as individualsand as members of the wider community.National Framework for Values Educationin Australian Schools, 2005, p 8The impetus for values education was enhanced bythree stages of funding for school-based researchprojects which supported hundreds of schools toarticulate and disseminate good practice in valueseducation and to report on whole-school initiativesunderpinned by a whole-school approach to valueseducation.The first report on findings from the school-basedprojects, Implementing the National Framework forValues Education in Australian Schools, 2006, assertedsomewhat tentative good practice principles for valueseducation. These include the following: reaching agreement within the school communityabout the values that guide the school is crucial whole-school approaches sustain values education school leadership is critical in developing valueseducation as a core part of schoolingValues Education and the Australian Curriculum Commonwealth of Australia 20111
values must be explicitly articulated and explicitlytaught encourage teachers to take risks in their approachesto values education there needs to be congruence between the valuesespoused in schools and the values modelled inschools gather and monitor data for continuous improvementin values education. developing positive relationships in classroomsand schools is central to values education success is achieved when values educationis integral to all aspects of school life schools working in clusters can foster effectiveteacher professional development and qualityteaching and learning supportive critical friends and mentors contributemarkedly to professional development and thevalues education work of schools.The second report on findings from the school-basedprojects, At the Heart of What We Do: Values Educationat the Centre of Schooling (2008) distilled, from theschool-based data, ten principles of good practice: establish and consistently use a common and sharedvalues language across the school use pedagogies that are values-focused and studentcentred within all curriculums develop values education as an integrated curriculumconcept, rather than as a program, event or anaddition to the curriculum explicitly teach values so students know whatthe values mean and how the values are lived implicitly model values and explicitly fosterthe modelling of values develop relevant and engaging values approachesconnected to local and global contexts andwhich offer real opportunity for student agency use values education to consciously fosterintercultural understanding, social cohesionand social inclusion provide teachers with informed, sustained andtargeted professional learning and foster theirprofessional collaborations2The final report on these three stages of funding toschools, Giving Voice to the Impacts of Values Education(2010) found that values education led to five keyimpacts on students’ learning: values consciousness wellbeing agency connectedness transformation.These reports and other values education resourceshave been developed for use by teachers andstudents in Australian schools. Appendix A: Key ValuesEducation Resources on the Values Education website,www.valueseducation.edu.au, provides a descriptionof these resources and their locations on the site.This range of values initiatives can be seen as part ofwhat Lovat & Clement (2008) describe as a worldwideresurgence in values education. Although variouslyreferred to as ‘values’, ‘moral education’ or ‘charactereducation’, values education is designed to enhancethose competencies necessary for personal wellbeingand social cohesion. Lovat & Clement assert that the‘enterprise of education is intrinsically values laden andtherefore is instrumental in the values formation of thestudent’ (p 273).The role of education in the values formationof students is further supported in the MelbourneDeclaration on Educational Goals for YoungAustralians (2008), as summarised below:Values Education and the Australian Curriculum Commonwealth of Australia 2011
The role of education in buildingand supporting national valuesPersonal valuesAustralia is described as a nation that values the role ofeducation in building a democratic, equitable and justsociety – one that is prosperous, cohesive, culturallydiverse and that values Australia’s Indigenous culturesas a key part of the nation’s history, present and future.In the 21st century, education equips young peoplewith the knowledge, understanding, skills and valuesto face the challenges of this era. Schools play a vitalrole in promoting the intellectual, physical, social,emotional, moral, spiritual and aesthetic development,and wellbeing of young Australians. The legacy thatschools give to young people should include thenational values of democracy, equity and justice.Equally, schools should contribute to the lives of youngAustralians by providing opportunities for them todevelop personal values and attributes such as honesty,resilience, and respect for others. Further, schools needto develop young people who: ‘are committed to national values of democracy, equityand justice and participate in Australia’s civic life are able to relate to and communicate acrosscultures, especially the cultures and countries of Asia work for the common good, in particular sustainingand improving natural and social environments are responsible global and local citizens’.In summary, the development of national and personalvalues will be supported by a curriculum which fostersstudents’ understanding of Australian society, including thestudy of civics and citizenship. These goals have informedand guided the design of the Australian Curriculum.An overview of the Australian CurriculumThe Australian Curriculum is organised into learning areas1, general capabilities and cross-curriculum prioritiesacross year levels (see ing areas(Developed to date – 2011)General capabilitiesCross-curriculum prioritiesEnglish (Foundation – year 10)LiteracyAboriginal and Torres Strait Islanderhistories and culturesMathematics (Foundation – year 10)NumeracyAsia and Australia’s engagementwith AsiaScience (Foundation – year 10)Information and communicationtechnology (ICT) competenceSustainabilityHistory (Foundation – year 10)Critical and creative thinkingEthical behaviourPersonal and social competenceIntercultural understanding1 The initial development phase includes the subjects of English, mathematics, science, and history; followed by Phase 2: geography, languages, the arts; and Phase 3:economics, business, civics and citizenship, health and physical education, information and communication technology, and design and technology.Values Education and the Australian Curriculum Commonwealth of Australia 20113
General capabilities are described as a key dimensionof the Australian Curriculum. They encompass skills,behaviours and dispositions that students develop andapply to content knowledge (such as that learnt inEnglish, mathematics, science or history) and help toenrich and deepen their learning. They support studentsin becoming successful learners, confident and creativeindividuals and active and informed citizens. Thesecapabilities are represented within and across learningareas to different degrees.The Australian Curriculum must be both relevant to thelives of students and address the contemporary issuesthey face. With these considerations and the MelbourneDeclaration on Educational Goals for Young Australiansin mind, the curriculum gives special attention to threecross-curriculum priorities: Aboriginal and Torres Strait Islander historiesand cultures Asia and Australia’s engagement with Asia sustainability.Values education in theAustralian CurriculumClear links can be seen between the goals established inthe Melbourne Declaration for the values formation ofstudents and the design of the Australian Curriculum.A curriculum map of the three dimensions of theAustralian Curriculum will reveal the extent to which thekey values education resources currently in existencecan support schools to develop students who meetthe goals of the Melbourne Declaration that are aboutbecoming active and informed citizens.These cross-curriculum priorities are embeddedin all learning areas to varying degrees, dependingon their relevance to the learning areas.4Values Education and the Australian Curriculum Commonwealth of Australia 2011
Values Education and the Australian Curriculum Commonwealth of Australia 20115These units of work are designed to assistteachers to integrate values teaching andlearning within the learning areas of theAustralian Curriculum.Values for AustralianSchooling: BuildingValues across the WholeSchool – Teachingand Learning Units(primary)You, me and us – English (health and physicaleducation; the arts) – Foundation – year 2Wise ways with water – science; English(geography) – year 2Values in the spotlight – English (the arts;languages, ICT) – year 2The big, Big, BIG book – English (the arts) –year 2I spy technology – English (ICT, civics andcitizenship; health and physical education) –year 2Everyone is special – English, (languages;health and physical education; ICT) – year 2Come, join our team – English, science(geography) – year 2Early yearsAnimal care – science; English (geography,ICT; the arts) – year 1Links to learning areasPhase 1 learning areas (Phase 2 and 3 areas)Values educationresourceYou, Me and Us (ethical behavior; personaland social competence)Wise ways with water (critical and creativethinking; personal and social competence)Values in the spotlight (interculturalunderstanding; personal and social competence)The big, Big, BIG book (personal and socialcompetence)I spy technology (critical and creative thinking;personal and social competence)Everyone is special (intercultural understanding;personal and social competence)Come, join our team (critical and creativethinking; personal and social competence)Early yearsAnimal care (ethical behaviour; personaland social competence)There are strong links in the primary units to thegeneral capabilities. Integral to a number of theunits is the development of ICT competence.There are links in each unit to the literacycapabilities of Listening and Speaking, and acrossthe units to Reading, Writing and Viewing. Linksto other general capabilities can also be seen inthe units:Links to general capabilitiesTable 1 Values education resources – links to the Australian Curriculum: teacher resourcesSustainability (Animal care,Wise ways with water)Asia and Australia’s engagementwith Asia (Everyone is special,Values in the spotlight)There are links in this resource toAboriginal and Torres Strait Islanderhistories and cultures, to Asia andAustralia’s engagement with Asiaand to sustainability.Links to cross-curriculumprioritiesThe asterisked (*) resources from a range of the materials have been more extensively mapped as an example of the types of contentdescriptions that are relevant to values education (see Table 3).In the following table the learning areas for Phase 1 and most relevant year levels in the Australian Curriculum have been identifiedfor the resources to be used in the classroom. Learning areas for Phase 2 and 3 have also been indicated but not mapped to year levelsas this information is not yet available.The curriculum mapping reveals clear links between the key values resources and the Australian Curriculum.Values resources and links to the Australian Curriculum
6Values Education and the Australian Curriculum Commonwealth of Australia 2011Values for AustralianSchooling: BuildingValues across theWhole School: Teachingand Learning Units(secondary)Values educationresourceKeeping myself healthy (critical and creativethinking; personal and social competence)Lending a hand (critical and creative thinking;personal and social competence)Keeping myself healthy – mathematics (health andphysical education; ICT) – year 5Lending a hand – English (civics and citizenship)What’s the difference? English; history(ICT; the arts, civics and citizenship) – year 10Welcome to KorfWorld – English(health and physical education) – year 7What’s the difference? (critical and creativethinking; intercultural understanding)Welcome to KorfWorld (personal and socialcompetence)Pride of place – a performance project (critical andcreative thinking; personal and social competence)Out of Africa (critical and creative thinking; ethicalbehaviour; intercultural understanding)On the face of it (critical and creative thinking;intercultural understanding)From test tube to table (critical and creativethinking; ethical behaviour)Out of Africa – history; English – year 10Pride of place – a performance project(the arts, civics and citizenship)Eating green (critical and creative thinking)Early adolescenceChewing the facts (critical and creative thinking;personal and social competence)There are strong links in the secondary units to thegeneral capabilities. Integral to a number of theunits is the development of ICT competence. Thereare links in each unit to the literacy capabilitiesof Listening and Speaking, and across the unitsto Reading, Writing and Viewing. Links to othergeneral capabilities can also be seen in the units:On the face of it – English (languages) – years 7–8From test tube to table – science; English(geography) – year 10Eating green – (food technology; geography)Early adolescenceChewing the facts* – mathematics; English; science(ICT; health and physical education) – year 8These units of work are designed to assistteachers to integrate values teaching and learningwithin the learning areas of the curriculum.Values and the Eureka Rebellion (criticaland creative thinking; ethical behaviour)It’s good news week (critical and creative thinking;ethical behaviour)It’s good news week – English (civics andcitizenship) – year 6Values and the Eureka Rebellion* – history;English (civics and citizenship, the arts) – year 5Home-grown heroes (critical and creative thinking)Celebrations and ceremonies (interculturalunderstanding)Building friendships – (ethical behaviour;personal and social competence)Middle childhoodBeing your best (critical and creative thinking;ethical behaviour; personal and social competence)Links to general capabilitiesHome-grown heroes – English, mathematics(civics and citizenship; the arts) – year 5Celebrations and ceremonies – English, history(civics and citizenship; the arts) – year 3Building friendships – English, (health and physicaleducation; civics and citizenship) – years 3–5Middle childhoodBeing your best – English – year 4.Links to learning areasPhase 1 learning areas (Phase 2 and 3 areas)Aboriginal and Torres Strait Islanderhistories and cultures (What’s thedifference?)Asia and Australia’s engagementwith Asia (On the face of it)Sustainability (Eating green;From test tube to table)There are links in this resource toAboriginal and Torres Strait Islanderhistories and cultures, to Asia andAustralia’s engagement with Asiaand to sustainability.Asia and Australia’s engagementwith Asia, Aboriginal and TorresStrait Islander histories and cultures(Celebrations and ceremonies)Links to cross-curriculumpriorities
Values Education and the Australian Curriculum Commonwealth of Australia 20117Values for AustralianSchooling: SupportingStudent WellbeingThrough ValuesEducation: A ResourcePackage (primary)Values educationresourceAre you a valued customer? (critical and creativethinking)Changing values, changing nation (critical andcreative thinking; intercultural understanding)Healthy Australians – whose responsibility?(critical and creative thinking; personal andsocial competence)Are you a valued customer? – English(languages) – year 10Changing values, changing nation – history –year 10Healthy Australians – whose responsibility?(health and physical education)How full is your bin?* – science (geography,civics and citizenship) – year 2Being true – (health and physical education;civics and citizenship)Early yearsA fair go for all – (health and physical education)The links from the Values dilemmas to the learningareas are:The aim of this resource is to assist teachersto integrate values teaching within the learningareas of the curriculum. A series of Valuesdilemmas and Values in action modules highlightthe specific values outlined in the NationalFramework (2005).Whose idea is it anyway? (the arts)Values in numbers – mathematics (geography) –year 10The question of radiation – science – year 9How full is your bin? (critical and creativethinking; ethical behaviour; personal and socialcompetence)Being true (critical and creative thinking; ethicalbehaviour; personal and social competence)Early yearsA fair go for all (critical and creative thinking;ethical behaviour; personal and socialcompetence)Links to other general capabilities can be seenin the Values dilemmas:There are strong links in the Values dilemmasand Values in action projects to the generalcapabilities. Integral to a number of the Valuesdilemmas and some Values in action projects isthe development of ICT competence. There arelinks in each Dilemma to the literacy capabilitiesof Listening and Speaking, and across theDilemmas and Action projects to Reading,Writing and Viewing.Whose idea is it anyway? (critical and creativethinking; ethical behaviour)Values in numbers (critical and creative thinking)The question of radiation (critical and creativethinking; ethical behaviour)Music for free? (critical and creative thinking;ethical behaviour)Later adolescenceAccess denied (critical and creative thinking)Later adolescenceAccess denied (ICT)Music for free? – English – year 10Links to general capabilitiesLinks to learning areasPhase 1 learning areas (Phase 2 and 3 areas)Sustainability (How full is your bin?;Places in the heart)Asia and Australia’s engagementwith Asia (A fair go for all);There are links in this resource toAsia and Australia’s engagementwith Asia and to sustainability.Sustainability (Values in numbers)Asia and Australia’s engagementwith Asia, Aboriginal and TorresStrait Islander histories and cultures(Changing values, changing nation)Links to cross-curriculumpriorities
8Values Education and the Australian Curriculum Commonwealth of Australia 2011Values for AustralianSchooling: SupportingStudent Wellbeingthrough ValuesEducation: A ResourcePackage (secondary)Values educationresourceBeing a good neighbour – (civics and citizenship;health and physical education)The business of sport (health and physicaleducation, business)My friend the pirate? (ICT; civics and citizenship;health and physical education)The links from the Values dilemmas to thelearning areas are:The aim of this resource i
Values resources and links to the Australian Curriculum The curriculum mapping reveals clear links between the key values resources and the Australian Curriculum. In the following table the learning areas for Phase 1 and most relevant year levels in the Australian Curriculum have been
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