Values

“Education for Global Citizenship gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the classroom. This is something that children of all ages, even the very young, need to come face to face with the controversial issues of our time through the media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view”
Developing the Global Dimension in the School Curriculum – DCSF March 2005

Values and Global Citizenship:
  • Respect - Value each other and value our differences 
  • Responsibility - As global citizens, care for each other and our shared world 
  • Compassion - Understand life from another’s point of view 
  • Hope - I can make a difference! 
  • Justice - Give everyone a fair chance to make a difference for themselves and others 
  • Courage - Know what is right and stand up for it 
  • Wisdom - Know about our world and understand the consequences of our choices 
  • Integrity - Do what is right for me and others

National Curriculum 2014 – SPOKEN LANGUAGE 
‘Pupils should be taught to: 
  • listen and respond appropriately to adults and their peers 
  • ask relevant questions to extend their understanding and build vocabulary and knowledge 
  • articulate and justify answers, arguments and opinions 
  • give well-structured descriptions and explanations 
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 
  • speak audibly and fluently with an increasing command of Standard English 
  • participate in discussions, presentations, performances and debates 
  • gain, maintain and monitor the interest of the listener(s) 
  • consider and evaluate different viewpoints, attending to and building on the contributions of others 
  • select and use appropriate registers for effective communication

Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching’

Phase One
  • Introduction to Values within the Three Abrahamic Faiths
We suggest teachers choose a sample of video clips from Pupil Resources category Values to introduce the pupils to individuals from each of the Three Abrahamic Faiths, talking about their values. Teachers could also introduce any of the above values that are not in their chosen video clips and facilitate a class discussion around what values are and if there are any other values that should be on the list.

Pupils begin to identify values that they recognise and feel are particularly relevant and important to them in preparation for the calligraphy activities in Art Phases Two to Four.

Phases One to Four
Enabling pupils to develop a set of values to support them in their moral development

'Thought for the Day’ 
Listen and discuss one or more Thought for the Day during each Phase One to Four

Thinking’ about Values
Teachers could use the questions below during Phases One to Four to stimulate thinking and discussion in order to develop pupils understanding of values. We suggest two values per Phase

Respect
  • What does ‘showing respect’ for others mean?
  • Who do you respect? How do you show it?
  • Can you respect someone you do not like?
  • Is it ever right not to show respect to people? Can you give an example?
  • What is a law? Where do they come from? Who makes them?
  • What is the opposite of respect?

Responsibility
  • What does responsibility mean? 
  • Are you responsible for the consequences of your words and actions?
  • What is the opposite of responsibility?

Compassion
  • What does compassion mean?
  • Do you think compassion is a thought or feeling or both?
  • Can you have compassion for someone you don’t like? Why?
  • How do you show compassion for someone?
  • What is the opposite of compassion?

Wisdom
  • What does it mean to be wise/make wise choices?
  • Do you need to know a lot to be wise? 
  • Are you born wise, or can you become wise?
  • Do you have to be old to be wise? What could help you become wise?
  • What is the opposite of wisdom?

Justice
  • When people say they want justice, what do they want?
  • Is justice the same as being fair? How do you treat people fairly?
  • What is the opposite of justice? Can you give an example?
  • Is life always just and fair? 
  • What is the opposite of justice?

Courage
  • What does it mean to say someone is being courageous?
  • Can you be courageous/brave and still be afraid?
  • When should you be courageous/brave?
  • What helps you be brave?
  • What is the opposite of courage?

Hope
  • What does hope mean?
  • What does it mean to be optimistic?
  • What would your ideal world be like?
  • Could there ever be an ideal world?
  • What is the opposite of hope?

Integrity
What does integrity mean?

What does it mean to be:
  • Honest
  • Tolerant
  • Dignified
  • Sincere
  • Reliable
  • Truthful
  • Ethical
  • Confident

What is the opposite of integrity?

Phase Five
  • Talking Heads
Pupils could identify one or two values that they recognise and feel are particularly relevant and important to them. They could then prepare some notes from which they could film themselves talking about what the values mean to them.