Values Education and the Australian Curriculum · Values Education in Australian ... • school...
22
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 1 Values Education and the Australian Curriculum © Commonwealth of Australia 2011 The following document will support teachers and schools to make full use of key values education resources to meet new requirements in the first four learning areas (English, science, mathematics and history) of the Australian Curriculum. It will also support schools in meeting the requirements in two other aspects of the Australian Curriculum: the general capabilities (especially in information and communication technology, critical and creative thinking, personal and social competence, ethical behaviour and intercultural understanding) and cross- curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Australia’s engagement with Asia, and sustainability). These key values resources were funded by the Australian Government as part of the national Values Education Program. Introduction Renewed interest in values education emerged in Australian primary and secondary schools after the release of the National Framework for Values Education in Australian Schools in 2005. In this framework, values education is defined as: Any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. National Framework for Values Education in Australian Schools, 2005, p 8 The impetus for values education was enhanced by three stages of funding for school-based research projects which supported hundreds of schools to articulate and disseminate good practice in values education and to report on whole-school initiatives underpinned by a whole-school approach to values education. The first report on findings from the school-based projects, Implementing the National Framework for Values Education in Australian Schools, 2006, asserted somewhat tentative good practice principles for values education. These include the following: • reaching agreement within the school community about the values that guide the school is crucial • whole-school approaches sustain values education • school leadership is critical in developing values education as a core part of schooling Values Education and the Australian Curriculum
Transcript of Values Education and the Australian Curriculum · Values Education in Australian ... • school...
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 1Values Education and the Australian Curriculum © Commonwealth of Australia 2011
The following document will support teachers and schools to make full use of key values education resources to meet new requirements in the first four learning areas (English, science, mathematics and history) of the Australian Curriculum. It will also support schools in meeting the requirements in two other aspects of the Australian Curriculum: the general capabilities (especially in information and communication technology, critical and creative thinking, personal and social competence, ethical behaviour and intercultural understanding) and cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and culture, Australia’s engagement with Asia, and sustainability). These key values resources were funded by the Australian Government as part of the national Values Education Program.
Introduction
Renewed interest in values education emerged in Australian primary and secondary schools after the release of the National Framework for Values Education in Australian Schools in 2005. In this framework, values education is defined as:
Any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community.
National Framework for Values Education
in Australian Schools, 2005, p 8
The impetus for values education was enhanced by three stages of funding for school-based research projects which supported hundreds of schools to articulate and disseminate good practice in values education and to report on whole-school initiatives underpinned by a whole-school approach to values education.
The first report on findings from the school-based projects, Implementing the National Framework for Values Education in Australian Schools, 2006, asserted somewhat tentative good practice principles for values education. These include the following:
• reaching agreement within the school community about the values that guide the school is crucial
• whole-school approaches sustain values education
• school leadership is critical in developing values education as a core part of schooling
Values Education and the Australian Curriculum
Values Education and the Australian Curriculum © Commonwealth of Australia 20112
• values must be explicitly articulated and explicitly taught
• there needs to be congruence between the values espoused in schools and the values modelled in schools
• developing positive relationships in classrooms and schools is central to values education
• success is achieved when values education is integral to all aspects of school life
• schools working in clusters can foster effective teacher professional development and quality teaching and learning
• supportive critical friends and mentors contribute markedly to professional development and the values education work of schools.
The second report on findings from the school-based projects, At the Heart of What We Do: Values Education at the Centre of Schooling (2008) distilled, from the school-based data, ten principles of good practice:
• establish and consistently use a common and shared values language across the school
• use pedagogies that are values-focused and student-centred within all curriculums
• develop values education as an integrated curriculum concept, rather than as a program, event or an addition to the curriculum
• explicitly teach values so students know what the values mean and how the values are lived
• implicitly model values and explicitly foster the modelling of values
• develop relevant and engaging values approaches connected to local and global contexts and which offer real opportunity for student agency
• use values education to consciously foster intercultural understanding, social cohesion and social inclusion
• provide teachers with informed, sustained and targeted professional learning and foster their professional collaborations
• encourage teachers to take risks in their approaches to values education
• gather and monitor data for continuous improvement in values education.
The final report on these three stages of funding to schools, Giving Voice to the Impacts of Values Education (2010) found that values education led to five key impacts on students’ learning:
• values consciousness
• wellbeing
• agency
• connectedness
• transformation.
These reports and other values education resources have been developed for use by teachers and students in Australian schools. Appendix A: Key Values Education Resources on the Values Education website, www.valueseducation.edu.au, provides a description of these resources and their locations on the site.
This range of values initiatives can be seen as part of what Lovat & Clement (2008) describe as a worldwide resurgence in values education. Although variously referred to as ‘values’, ‘moral education’ or ‘character education’, values education is designed to enhance those competencies necessary for personal wellbeing and social cohesion. Lovat & Clement assert that the ‘enterprise of education is intrinsically values laden and therefore is instrumental in the values formation of the student’ (p 273).
The role of education in the values formation of students is further supported in the Melbourne Declaration on Educational Goals for Young Australians (2008), as summarised below:
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 3
The role of education in building and supporting national values
Australia is described as a nation that values the role of education in building a democratic, equitable and just society – one that is prosperous, cohesive, culturally diverse and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future. In the 21st century, education equips young people with the knowledge, understanding, skills and values to face the challenges of this era. Schools play a vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and aesthetic development, and wellbeing of young Australians. The legacy that schools give to young people should include the national values of democracy, equity and justice.
Personal values
Equally, schools should contribute to the lives of young Australians by providing opportunities for them to develop personal values and attributes such as honesty, resilience, and respect for others. Further, schools need to develop young people who:
• ‘are committed to national values of democracy, equity and justice and participate in Australia’s civic life
• are able to relate to and communicate across cultures, especially the cultures and countries of Asia
• work for the common good, in particular sustaining and improving natural and social environments
• are responsible global and local citizens’.
In summary, the development of national and personal values will be supported by a curriculum which fosters students’ understanding of Australian society, including the study of civics and citizenship. These goals have informed and guided the design of the Australian Curriculum.
An overview of the Australian Curriculum
The Australian Curriculum is organised into learning areas1, general capabilities and cross-curriculum priorities across year levels (see www.acara.edu.au/curriculum/curriculum.html).
Learning areas (Developed to date – 2011)
General capabilities Cross-curriculum priorities
English (Foundation – year 10) Literacy Aboriginal and Torres Strait Islander histories and cultures
Mathematics (Foundation – year 10) Numeracy Asia and Australia’s engagement with Asia
Science (Foundation – year 10) Information and communication technology (ICT) competence
Sustainability
History (Foundation – year 10) Critical and creative thinking
Ethical behaviour Personal and social competence Intercultural understanding
1 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 20114
General capabilities are described as a key dimension of the Australian Curriculum. They encompass skills, behaviours and dispositions that students develop and apply to content knowledge (such as that learnt in English, mathematics, science or history) and help to enrich and deepen their learning. They support students in becoming successful learners, confident and creative individuals and active and informed citizens. These capabilities are represented within and across learning areas to different degrees.
The Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to three cross-curriculum priorities:
• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• sustainability.
These cross-curriculum priorities are embedded in all learning areas to varying degrees, depending on their relevance to the learning areas.
Values education in the Australian Curriculum
Clear links can be seen between the goals established in the Melbourne Declaration for the values formation of students and the design of the Australian Curriculum.
A curriculum map of the three dimensions of the Australian Curriculum will reveal the extent to which the key values education resources currently in existence can support schools to develop students who meet the goals of the Melbourne Declaration that are about becoming active and informed citizens.
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 5
Valu
es r
esou
rces
and
link
s to
the
Aus
tral
ian
Cur
ricu
lum
The
curr
icul
um m
appi
ng r
evea
ls c
lear
link
s be
twee
n th
e ke
y va
lues
res
ourc
es a
nd t
he A
ustr
alia
n C
urric
ulum
.
In t
he f
ollo
win
g ta
ble
the
lear
ning
are
as f
or P
hase
1 a
nd m
ost
rele
vant
yea
r le
vels
in t
he A
ustr
alia
n C
urric
ulum
hav
e be
en id
entifi
ed
for
the
reso
urce
s to
be
used
in t
he c
lass
room
. Lea
rnin
g ar
eas
for
Phas
e 2
and
3 ha
ve a
lso
been
indi
cate
d bu
t no
t m
appe
d to
yea
r le
vels
as
thi
s in
form
atio
n is
not
yet
ava
ilabl
e.
The
aste
riske
d (*
) re
sour
ces
from
a r
ange
of
the
mat
eria
ls h
ave
been
mor
e ex
tens
ivel
y m
appe
d as
an
exam
ple
of t
he t
ypes
of
cont
ent
desc
riptio
ns t
hat
are
rele
vant
to
valu
es e
duca
tion
(see
Tab
le 3
).
Tabl
e 1
Val
ues
educ
atio
n re
sour
ces
– lin
ks t
o th
e A
ustr
alia
n C
urri
culu
m:
teac
her
reso
urce
s
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Valu
es for
Aus
tral
ian
Scho
olin
g: B
uild
ing
Valu
es a
cros
s th
e W
hole
Sc
hool
– T
each
ing
and
Lear
ning
Uni
ts
(prim
ary)
Thes
e un
its o
f w
ork
are
desi
gned
to
assi
st
teac
hers
to
inte
grat
e va
lues
tea
chin
g an
d
lear
ning
with
in t
he le
arni
ng a
reas
of
the
Au
stra
lian
Cur
ricul
um.
Ear
ly y
ears
Ani
mal
car
e –
scie
nce;
Eng
lish
(geo
grap
hy,
ICT;
the
art
s) –
yea
r 1
Com
e, jo
in o
ur t
eam
– E
nglis
h, s
cien
ce
(geo
grap
hy)
– ye
ar 2
Ever
yone
is s
peci
al –
Eng
lish,
(la
ngua
ges;
he
alth
and
phy
sica
l edu
catio
n; IC
T) –
yea
r 2
I spy
tec
hnol
ogy
– En
glis
h (IC
T, c
ivic
s an
d ci
tizen
ship
; hea
lth a
nd p
hysi
cal e
duca
tion)
–
year
2
The
big,
Big
, BIG
boo
k –
Engl
ish
(the
art
s) –
ye
ar 2
Valu
es in
the
spo
tligh
t –
Engl
ish
(the
art
s;
lang
uage
s, IC
T) –
yea
r 2
Wis
e w
ays
with
wat
er –
sci
ence
; Eng
lish
(geo
grap
hy)
– ye
ar 2
You,
me
and
us –
Eng
lish
(hea
lth a
nd p
hysi
cal
educ
atio
n; t
he a
rts)
– F
ound
atio
n –
year
2
Ther
e ar
e st
rong
link
s in
the
prim
ary
units
to
the
gene
ral c
apab
ilitie
s. In
tegr
al t
o a
num
ber
of t
he
units
is t
he d
evel
opm
ent
of IC
T co
mpe
tenc
e.
Ther
e ar
e lin
ks in
eac
h un
it to
the
lite
racy
ca
pabi
litie
s of
Lis
teni
ng a
nd S
peak
ing,
and
acr
oss
the
units
to
Rea
ding
, Writ
ing
and
View
ing.
Lin
ks
to o
ther
gen
eral
cap
abili
ties
can
also
be
seen
in
the
units
:
Ear
ly y
ears
Ani
mal
car
e (e
thic
al b
ehav
iour
; per
sona
l an
d so
cial
com
pete
nce)
Com
e, jo
in o
ur t
eam
(cr
itica
l and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l com
pete
nce)
Ever
yone
is s
peci
al (
inte
rcul
tura
l und
erst
andi
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
I spy
tec
hnol
ogy
(crit
ical
and
cre
ativ
e th
inki
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
The
big,
Big
, BIG
boo
k (p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Valu
es in
the
spo
tligh
t (in
terc
ultu
ral
unde
rsta
ndin
g; p
erso
nal a
nd s
ocia
l com
pete
nce)
Wis
e w
ays
with
wat
er (
criti
cal a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
You,
Me
and
Us
(eth
ical
beh
avio
r; p
erso
nal
and
soci
al c
ompe
tenc
e)
Ther
e ar
e lin
ks in
thi
s re
sour
ce t
o Ab
orig
inal
and
Tor
res
Stra
it Is
land
er
hist
orie
s an
d cu
lture
s, t
o As
ia a
nd
Aust
ralia
’s e
ngag
emen
t w
ith A
sia
an
d to
sus
tain
abili
ty.
Asia
and
Aus
tral
ia’s
eng
agem
ent
w
ith A
sia
(Eve
ryon
e is
spe
cial
,
Valu
es in
the
spo
tligh
t)
Sust
aina
bilit
y (A
nim
al c
are,
W
ise
way
s w
ith w
ater
)
Values Education and the Australian Curriculum © Commonwealth of Australia 20116
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Mid
dle
chi
ldho
odBei
ng y
our
best
– E
nglis
h –
year
4.
Bui
ldin
g fr
iend
ship
s –
Engl
ish,
(he
alth
and
phy
sica
l ed
ucat
ion;
civ
ics
and
citiz
ensh
ip)
– ye
ars
3–5
Cel
ebra
tions
and
cer
emon
ies
– En
glis
h, h
isto
ry
(civ
ics
and
citiz
ensh
ip; t
he a
rts)
– y
ear
3
Hom
e-gr
own
hero
es –
Eng
lish,
mat
hem
atic
s (c
ivic
s an
d ci
tizen
ship
; the
art
s) –
yea
r 5
It’s
good
new
s w
eek
– En
glis
h (c
ivic
s an
d ci
tizen
ship
) –
year
6
Keep
ing
mys
elf he
alth
y –
mat
hem
atic
s (h
ealth
and
ph
ysic
al e
duca
tion;
ICT)
– y
ear
5
Lend
ing
a ha
nd –
Eng
lish
(civ
ics
and
citiz
ensh
ip)
Valu
es a
nd t
he E
urek
a Reb
ellio
n* –
his
tory
; En
glis
h (c
ivic
s an
d ci
tizen
ship
, the
art
s) –
yea
r 5
Mid
dle
child
hood
Bei
ng y
our
best
(cr
itica
l and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Bui
ldin
g fr
iend
ship
s –
(eth
ical
beh
avio
ur;
pers
onal
and
soc
ial c
ompe
tenc
e)
Cel
ebra
tions
and
cer
emon
ies
(inte
rcul
tura
l un
ders
tand
ing)
Hom
e-gr
own
hero
es (
criti
cal a
nd c
reat
ive
thin
king
)
It’s
good
new
s w
eek
(crit
ical
and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
)
Keep
ing
mys
elf he
alth
y (c
ritic
al a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
Lend
ing
a ha
nd (
criti
cal a
nd c
reat
ive
thin
king
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Valu
es a
nd t
he E
urek
a Reb
ellio
n (c
ritic
al
and
crea
tive
thin
king
; eth
ical
beh
avio
ur)
Asia
and
Aus
tral
ia’s
eng
agem
ent
with
Asi
a, A
borig
inal
and
Tor
res
Stra
it Is
land
er h
isto
ries
and
cultu
res
(Cel
ebra
tions
and
cer
emon
ies)
Valu
es for
Aus
tral
ian
Scho
olin
g: B
uild
ing
Valu
es a
cros
s th
e W
hole
Sch
ool:
Teac
hing
an
d Le
arni
ng U
nits
(s
econ
dary
)
Thes
e un
its o
f w
ork
are
desi
gned
to
assi
st
teac
hers
to
inte
grat
e va
lues
tea
chin
g an
d le
arni
ng
with
in t
he le
arni
ng a
reas
of
the
curr
icul
um.
Ear
ly a
dol
esce
nce
Che
win
g th
e fa
cts*
– m
athe
mat
ics;
Eng
lish;
sci
ence
(IC
T; h
ealth
and
phy
sica
l edu
catio
n) –
yea
r 8
Eatin
g gr
een
– (f
ood
tech
nolo
gy; g
eogr
aphy
)
From
tes
t tu
be t
o ta
ble
– sc
ienc
e; E
nglis
h (g
eogr
aphy
) –
year
10
On
the
face
of it
– En
glis
h (la
ngua
ges)
– y
ears
7–8
Out
of Afr
ica
– hi
stor
y; E
nglis
h –
year
10
Prid
e of
pla
ce –
a p
erfo
rman
ce p
roje
ct
(the
art
s, c
ivic
s an
d ci
tizen
ship
)
Wel
com
e to
Kor
fWor
ld –
Eng
lish
(h
ealth
and
phy
sica
l edu
catio
n) –
yea
r 7
Wha
t’s t
he d
iffer
ence
? En
glis
h; h
isto
ry
(ICT;
the
art
s, c
ivic
s an
d ci
tizen
ship
) –
year
10
Ther
e ar
e st
rong
link
s in
the
sec
onda
ry u
nits
to
the
gene
ral c
apab
ilitie
s. In
tegr
al t
o a
num
ber
of t
he
units
is t
he d
evel
opm
ent
of IC
T co
mpe
tenc
e. T
here
ar
e lin
ks in
eac
h un
it to
the
lite
racy
cap
abili
ties
of L
iste
ning
and
Spe
akin
g, a
nd a
cros
s th
e un
its
to R
eadi
ng, W
ritin
g an
d Vi
ewin
g. L
inks
to
othe
r ge
nera
l cap
abili
ties
can
also
be
seen
in t
he u
nits
:
Ear
ly a
dole
scen
ceChe
win
g th
e fa
cts
(crit
ical
and
cre
ativ
e th
inki
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
Eatin
g gr
een
(crit
ical
and
cre
ativ
e th
inki
ng)
From
tes
t tu
be t
o ta
ble
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
)
On
the
face
of it
(crit
ical
and
cre
ativ
e th
inki
ng;
inte
rcul
tura
l und
erst
andi
ng)
Out
of Afr
ica
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r; in
terc
ultu
ral u
nder
stan
ding
)
Prid
e of
pla
ce –
a p
erfo
rman
ce p
roje
ct (
criti
cal a
nd
crea
tive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
Wel
com
e to
Kor
fWor
ld (
pers
onal
and
soc
ial
com
pete
nce)
Wha
t’s t
he d
iffer
ence
? (c
ritic
al a
nd c
reat
ive
thin
king
; int
ercu
ltura
l und
erst
andi
ng)
Ther
e ar
e lin
ks in
thi
s re
sour
ce t
o Ab
orig
inal
and
Tor
res
Stra
it Is
land
er
hist
orie
s an
d cu
lture
s, t
o As
ia a
nd
Aust
ralia
’s e
ngag
emen
t w
ith A
sia
an
d to
sus
tain
abili
ty.
Sust
aina
bilit
y (E
atin
g gr
een;
Fr
om t
est
tube
to
tabl
e)
Asia
and
Aus
tral
ia’s
eng
agem
ent
w
ith A
sia
(On
the
face
of it)
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
hi
stor
ies
and
cultu
res
(Wha
t’s t
he
differ
ence
?)
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 7
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Late
r ad
oles
cenc
eAcc
ess
deni
ed (
ICT)
Are
you
a v
alue
d cu
stom
er?
– En
glis
h
(lang
uage
s) –
yea
r 10
Cha
ngin
g va
lues
, ch
angi
ng n
atio
n –
hist
ory
–
year
10
Hea
lthy
Aust
ralia
ns –
who
se r
espo
nsib
ility
?
(hea
lth a
nd p
hysi
cal e
duca
tion)
Mus
ic for
fre
e? –
Eng
lish
– ye
ar 1
0
The
ques
tion
of r
adia
tion
– sc
ienc
e –
year
9
Valu
es in
num
bers
– m
athe
mat
ics
(geo
grap
hy)
– ye
ar 1
0
Who
se id
ea is
it a
nyw
ay?
(the
art
s)
Late
r ad
oles
cenc
eAcc
ess
deni
ed (
criti
cal a
nd c
reat
ive
thin
king
)
Are
you
a v
alue
d cu
stom
er?
(crit
ical
and
cre
ativ
e th
inki
ng)
Cha
ngin
g va
lues
, ch
angi
ng n
atio
n (c
ritic
al a
nd
crea
tive
thin
king
; int
ercu
ltura
l und
erst
andi
ng)
Hea
lthy
Aust
ralia
ns –
who
se r
espo
nsib
ility
? (c
ritic
al a
nd c
reat
ive
thin
king
; per
sona
l and
so
cial
com
pete
nce)
Mus
ic for
fre
e? (
criti
cal a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur)
The
ques
tion
of r
adia
tion
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
)
Valu
es in
num
bers
(cr
itica
l and
cre
ativ
e th
inki
ng)
Who
se id
ea is
it a
nyw
ay?
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
)
Asia
and
Aus
tral
ia’s
eng
agem
ent
with
Asi
a, A
borig
inal
and
Tor
res
Stra
it Is
land
er h
isto
ries
and
cultu
res
(Cha
ngin
g va
lues
, ch
angi
ng n
atio
n)
Sust
aina
bilit
y (V
alue
s in
num
bers
)
Valu
es for
Aus
tral
ian
Scho
olin
g: S
uppo
rtin
g St
uden
t W
ellb
eing
Th
roug
h Va
lues
Ed
ucat
ion:
A R
esou
rce
Pack
age
(prim
ary)
The
aim
of
this
res
ourc
e is
to
assi
st t
each
ers
to in
tegr
ate
valu
es t
each
ing
with
in t
he le
arni
ng
area
s of
the
cur
ricul
um. A
ser
ies
of V
alue
s di
lem
mas
and
Val
ues
in a
ctio
n m
odul
es h
ighl
ight
th
e sp
ecifi
c va
lues
out
lined
in t
he N
atio
nal
Fram
ewor
k (2
005)
.
The
links
fro
m t
he V
alue
s di
lem
mas
to
the
lear
ning
ar
eas
are:
Ear
ly y
ears
A fai
r go
for
all
– (h
ealth
and
phy
sica
l edu
catio
n)
Bei
ng t
rue
– (h
ealth
and
phy
sica
l edu
catio
n;
civi
cs a
nd c
itize
nshi
p)
How
ful
l is
your
bin
?* –
sci
ence
(ge
ogra
phy,
ci
vics
and
citi
zens
hip)
– y
ear
2
Ther
e ar
e st
rong
link
s in
the
Val
ues
dile
mm
as
and
Valu
es in
act
ion
proj
ects
to
the
gene
ral
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
Val
ues
dile
mm
as a
nd s
ome
Valu
es in
act
ion
proj
ects
is
the
deve
lopm
ent
of IC
T co
mpe
tenc
e. T
here
are
lin
ks in
eac
h D
ilem
ma
to t
he li
tera
cy c
apab
ilitie
s of
Lis
teni
ng a
nd S
peak
ing,
and
acr
oss
the
Dile
mm
as a
nd A
ctio
n pr
ojec
ts t
o R
eadi
ng,
Writ
ing
and
View
ing.
Link
s to
oth
er g
ener
al c
apab
ilitie
s ca
n be
see
n
in t
he V
alue
s di
lem
mas
:
Ear
ly y
ears
A fai
r go
for
all
(crit
ical
and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
Bei
ng t
rue
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r; p
erso
nal a
nd s
ocia
l com
pete
nce)
How
ful
l is
your
bin
? (c
ritic
al a
nd c
reat
ive
thin
king
; eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Ther
e ar
e lin
ks in
thi
s re
sour
ce t
o
Asia
and
Aus
tral
ia’s
eng
agem
ent
w
ith A
sia
and
to s
usta
inab
ility
.
Asia
and
Aus
tral
ia’s
eng
agem
ent
w
ith A
sia
(A fai
r go
for
all)
;
Sust
aina
bilit
y (H
ow ful
l is
your
bin
?;
Pla
ces
in t
he h
eart
)
Values Education and the Australian Curriculum © Commonwealth of Australia 20118
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Mid
dle
chi
ldho
odAt
wha
t pr
ice?
– m
athe
mat
ics
(bus
ines
s, c
ivic
s an
d ci
tizen
ship
) –
year
5
Piec
es o
f m
e –
(hea
lth a
nd p
hysi
cal e
duca
tion)
Who
sho
uld
lead
? –
Engl
ish
(civ
ics
and
citiz
ensh
ip)
– ye
ar 6
Mid
dle
child
hood
At w
hat
pric
e? (
criti
cal a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Who
sho
uld
lead
? (c
ritic
al a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Valu
es in
act
ion:
mod
ules
(e
xtra
-cur
ricu
lar
acti
viti
es)
Link
s to
oth
er g
ener
al c
apab
ilitie
s ca
n be
see
n
in t
he V
alue
s in
act
ion
mod
ules
:
Goo
d sp
orts
(et
hica
l beh
avio
ur; p
erso
nal
and
soci
al c
ompe
tenc
e)
Gro
win
g re
latio
nshi
ps (
ethi
cal b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
It’s
part
of w
hat
we
do (
ethi
cal b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Perf
orm
ing
with
val
ues
(cre
ativ
e an
d cr
itica
l th
inki
ng; e
thic
al b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
Pla
ces
in t
he h
eart
(et
hica
l beh
avio
ur; p
erso
nal
and
soci
al c
ompe
tenc
e)
Wha
t R
U s
ayin
g? (
criti
cal a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur; I
CT
com
pete
nce;
per
sona
l an
d so
cial
com
pete
nce)
Valu
es for
Aus
tral
ian
Scho
olin
g: S
uppo
rtin
g St
uden
t W
ellb
eing
th
roug
h Va
lues
Ed
ucat
ion:
A R
esou
rce
Pack
age
(sec
onda
ry)
The
aim
of
this
res
ourc
e is
to
assi
st t
each
ers
to
inte
grat
e va
lues
tea
chin
g w
ithin
the
lear
ning
are
as
of t
he c
urric
ulum
. A s
erie
s of
Val
ues
dile
mm
as
high
light
the
spe
cific
val
ues
outli
ned
in t
he
Nat
iona
l Fra
mew
ork
(200
5).
The
links
fro
m t
he V
alue
s di
lem
mas
to
the
lear
ning
are
as a
re:
My
frie
nd t
he p
irat
e? (
ICT;
civ
ics
and
citiz
ensh
ip;
heal
th a
nd p
hysi
cal e
duca
tion)
The
busi
ness
of sp
ort
(hea
lth a
nd p
hysi
cal
educ
atio
n, b
usin
ess)
Bei
ng a
goo
d ne
ighb
our
– (c
ivic
s an
d ci
tizen
ship
; he
alth
and
phy
sica
l edu
catio
n)
Ther
e ar
e st
rong
link
s in
the
Val
ues
dile
mm
as
and
the
Valu
es in
act
ion
proj
ects
to
the
gene
ral
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
Val
ues
dile
mm
as a
nd s
ome
of t
he V
alue
s in
act
ion
proj
ects
is t
he d
evel
opm
ent
of IC
T co
mpe
tenc
e.
Ther
e ar
e lin
ks in
eac
h D
ilem
ma
and
Actio
n pr
ojec
t to
the
lite
racy
cap
abili
ties
of L
iste
ning
and
Sp
eaki
ng, a
nd a
cros
s th
e D
ilem
mas
and
Act
ion
proj
ects
to
Rea
ding
, Writ
ing
and
View
ing.
Link
s to
oth
er g
ener
al c
apab
ilitie
s ca
n be
see
n
in t
he V
alue
s D
ilem
mas
:
My
frie
nd the
pira
te?
(crit
ical
and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
: per
sona
l and
soc
ial c
ompe
tenc
e)
The
busi
ness
of sp
ort
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
Ther
e ar
e lin
ks in
thi
s re
sour
ce t
o Ab
orig
inal
and
Tor
res
Stra
it Is
land
er
hist
orie
s an
d cu
lture
s (Y
our
land
or
min
e?)
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 9
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
For
the
grea
ter
good
?* –
sci
ence
(he
alth
and
ph
ysic
al e
duca
tion)
– y
ear
10
Wor
k to
live
or
live
to w
ork?
– (
busi
ness
; hea
lth
and
phys
ical
edu
catio
n)
Your
land
or
min
e? h
isto
ry (
civi
cs a
nd c
itize
nshi
p)
– ye
ar 1
0
Bei
ng a
goo
d ne
ighb
our
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
For
the
grea
ter
good
? (c
ritic
al a
nd c
reat
ive
thin
king
; eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Wor
k to
live
or
live
to w
ork?
(cr
itica
l and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
Your
land
or
min
e? (
criti
cal a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur; i
nter
cultu
ral u
nder
stan
ding
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Valu
es in
act
ion
mod
ules
(e
xtra
curr
icul
ar a
ctiv
itie
s)Li
nks
to o
ther
gen
eral
cap
abili
ties
can
also
be
see
n in
the
Val
ues
in a
ctio
n m
odul
es:
A s
ervi
ce t
o th
e co
mm
unity
(et
hica
l beh
avio
ur;
pers
onal
and
soc
ial c
ompe
tenc
e)
Let’s
tal
k di
ffer
ence
(cr
itica
l and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
; int
ercu
ltura
l und
erst
andi
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
Mee
ting
the
tech
nolo
gy c
halle
nge
(crit
ical
and
cr
eativ
e th
inki
ng; I
CT
com
pete
nce;
per
sona
l and
so
cial
com
pete
nce)
Roc
k th
roug
h va
lues
(cr
itica
l and
cre
ativ
e th
inki
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
Hea
d, h
eart
and
han
ds (
ethi
cal b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Virt
ual s
afet
y (c
ritic
al a
nd c
reat
ive
thin
king
; eth
ical
be
havi
our;
ICT
com
pete
nce;
per
sona
l and
soc
ial
com
pete
nce)
Values Education and the Australian Curriculum © Commonwealth of Australia 201110
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Side
by
Side
This
big
boo
k lin
ks w
ith t
he t
hree
inte
rrel
ated
st
rand
s of
Eng
lish:
Lan
guag
e, L
itera
cy a
nd
Lite
ratu
re.
It c
an b
e us
ed f
rom
Fou
ndat
ion
to y
ear
2 to
su
ppor
ts s
tude
nts’
ear
ly la
ngua
ge a
nd li
tera
cy
deve
lopm
ent.
It a
lso
oper
ates
as
a m
odel
of
liter
atur
e w
hich
foc
uses
on
a na
rrat
ive
depi
ctin
g in
terc
ultu
ral u
nder
stan
ding
in o
ne n
eigh
bour
hood
an
d w
hich
hig
hlig
hts
valu
es s
uch
as r
espe
ct,
frie
ndsh
ip a
nd in
clus
ion.
The
cont
ent
of t
he b
ook
supp
orts
the
gen
eral
ca
pabi
litie
s of
lite
racy
(se
e co
mm
ents
abo
ut li
nks
with
Eng
lish)
.
The
cent
ral a
im o
f th
e bi
g bo
ok is
to
supp
ort
the
Gen
eral
cap
abili
ty o
f in
terc
ultu
ral u
nder
stan
ding
: kn
owin
g on
esel
f an
d ot
hers
; bel
ongi
ng t
o a
dive
rse
com
mun
ity; h
elpi
ng o
ther
s; d
evel
opin
g fr
iend
ship
s ac
ross
cul
ture
s; p
artic
ipat
ing
in c
eleb
ratio
ns; c
are
and
com
pass
ion;
and
m
aint
aini
ng c
ultu
ral t
radi
tions
.
The
activ
ities
for
stu
dent
s ou
tline
d in
the
tea
cher
no
tes
also
link
to
the
gene
ral c
apab
ilitie
s of
cr
itica
l and
cre
ativ
e th
inki
ng a
nd e
thic
al b
ehav
iour
.
Ther
e ar
e lin
ks t
o Ab
orig
inal
and
To
rres
Str
ait
Isla
nder
his
torie
s an
d cu
lture
s, A
sia
and
Aust
ralia
’s
enga
gem
ent
with
Asi
a in
tha
t so
me
of t
he c
hara
cter
s ar
e In
dige
nous
Au
stra
lians
and
Vie
tnam
ese
Aust
ralia
ns.
Wor
ld o
f Va
lues
This
onl
ine
reso
urce
link
s w
ith t
he t
hree
in
terr
elat
ed s
tran
ds o
f En
glis
h: L
angu
age,
Li
tera
cy a
nd L
itera
ture
.
It c
an b
e us
ed w
ith s
tude
nts
from
yea
r 4–
12.
In t
he m
ain,
it s
uppo
rts
stud
ents
’ lan
guag
e an
d lit
erac
y de
velo
pmen
t.
The
cent
ral f
eatu
re o
f th
e re
sour
ce is
the
use
of
tex
ts in
the
for
m o
f di
gita
l res
ourc
es: e
xcer
pts
from
film
s, d
ocum
enta
ries
and
anim
atio
ns;
phot
ogra
phic
imag
es; a
rt w
orks
.
Thes
e te
xts
crea
te t
he c
onte
xt f
or t
he e
xplo
ratio
n
of v
alue
s ar
ound
five
key
the
mes
:
Com
mun
ities
* (m
iddl
e pr
imar
y) –
Eng
lish,
his
tory
(c
ivic
s an
d ci
tizen
ship
) –
year
3
Peac
emak
ers
(upp
er p
rimar
y) –
Eng
lish,
his
tory
(c
ivic
s an
d ci
tizen
ship
) –
year
4, y
ear
6
Bou
ndar
ies
(low
er s
econ
dary
) –
Engl
ish,
his
tory
(c
ivic
s an
d ci
tizen
ship
) –
year
10
Futu
re m
aker
s (m
iddl
e se
cond
ary)
– E
nglis
h,
hist
ory
(civ
ics
and
citiz
ensh
ip)
– ye
ar 1
0
The
big
ques
tions
(up
per
seco
ndar
y) E
nglis
h,
hist
ory
(civ
ics
and
citiz
ensh
ip, g
eogr
aphy
)
– ye
ar 1
0
The
cont
ent
of t
his
onlin
e re
sour
ce s
uppo
rts
the
gene
ral c
apab
ility
of
liter
acy
(see
com
men
ts
abou
t lin
ks w
ith E
nglis
h).
The
cent
ral a
im o
f th
e re
sour
ce is
to
deve
lop
the
gene
ral c
apab
ility
of
inte
rcul
tura
l und
erst
andi
ng:
cultu
ral d
iver
sity
and
com
mun
ity v
alue
s; a
ctin
g on
pea
ce v
alue
s; t
he b
ound
arie
s th
at a
re f
orm
ed
by f
amili
es, c
ultu
ral g
roup
s, c
omm
uniti
es a
nd
natio
ns; t
he b
elie
fs a
nd v
alue
s th
at in
form
how
pe
ople
live
now
and
in t
he f
utur
e; k
now
ing
ones
elf
and
othe
rs.
The
activ
ities
invo
lve
stud
ents
in v
alue
s cl
arifi
catio
n ac
tiviti
es w
hich
link
s st
rong
ly w
ith
the
Gen
eral
cap
abili
ties
of c
ritic
al a
nd c
reat
ive
thin
king
; eth
ical
beh
avio
ur a
nd p
erso
nal a
nd
soci
al c
ompe
tenc
e.
Ther
e ar
e st
rong
link
s in
thi
s re
sour
ce
to A
borig
inal
and
Tor
res
Stra
it Is
land
er h
isto
ries
and
cultu
res,
to
Asia
an
d Au
stra
lia’s
eng
agem
ent
with
Asi
a an
d so
me
links
to
sust
aina
bilit
y.
Com
mun
ities
– fi
lm, d
ocum
enta
ry a
nd
anim
atio
n te
xts:
Abo
rigin
al a
nd T
orre
s St
rait
Isla
nder
his
torie
s an
d cu
lture
s
(Us
dead
ly m
ob –
sha
ring
kul
tcha
; St
orm
boy
– y
ou r
un li
ke a
bla
ckfe
lla;
Wirr
iya:
sm
all b
oy –
sch
ool);
Asi
a an
d Au
stra
lia’s
eng
agem
ent
with
Asi
a (F
ood
love
r’s
guid
e to
Aus
tral
ia
– a
new
life
in A
ustr
alia
)
Peac
emak
ers
– fil
m, d
ocum
enta
ry
and
anim
atio
n te
xts:
Abo
rigin
al a
nd
Torr
es S
trai
t Is
land
er h
isto
ries
and
cultu
res
(Mpr
antw
e sa
cred
site
s –
a
big
book
), Im
ages
: Asi
a an
d Au
stra
lia’s
eng
agem
ent
with
Asi
a
(The
unk
now
n re
bel,
Bei
jing
1989;
Aung
Sun
Suu
Kyi
)
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 11
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Bou
ndar
ies
– fil
m, d
ocum
enta
ry
and
anim
atio
ns t
exts
: Abo
rigin
al
and
Torr
es S
trai
t Is
land
er h
isto
ries
and
cultu
res
(Blo
od b
roth
ers:
fro
m
little
thi
ngs,
big
thi
ngs
grow
–
sing
ing
hist
ory)
; Asi
a an
d Au
stra
lia’s
en
gage
men
t w
ith A
sia
(Abs
olut
e be
ginn
er –
a p
roje
ct a
bout
kid
s;
The
Isab
ella
s: t
he lo
ng m
arch
–
no c
loud
s in
the
sky
)
Futu
re m
aker
s –
film
, doc
umen
tarie
s an
d an
imat
ion
text
s: s
usta
inab
ility
(T
he b
attle
for
Byr
on: Eu
rope
an
sett
lem
ent
in B
yron
Bay
; Sh
oalw
ater
: up
for
gra
bs –
jobs
ve
rsus
env
iron
men
t; E
co h
ouse
ch
alle
nge:
sto
p yo
ur g
assi
ng –
tw
o Au
ssie
fam
ilies
) As
ia a
nd A
ustr
alia
’s
enga
gem
ent
with
Asi
a (M
ao’s
new
su
it –
New
Chi
na);
Abo
rigin
al a
nd
Torr
es S
trai
t Is
land
er h
isto
ries
and
cultu
res
(Prim
e M
inis
ter
Kevi
n Rud
d’s
Apo
logy
Spe
ech
2008);
imag
es:
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
hi
stor
ies
and
cultu
res
(Pro
phet
s of
lo
ss,
2004; M
akin
g a
differ
ence
–
Dav
id U
naip
on)
The
big
ques
tions
– f
ilm,
docu
men
tarie
s an
d an
imat
ion
text
s:
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
hi
stor
ies
and
cultu
res
(Tom
bsto
ne
unve
iling
– c
erem
ony
day;
Ros
ie
– re
unite
d); A
sia
and
Aust
ralia
’s
enga
gem
ent
with
Asi
a (M
y M
othe
r In
dia
– cu
ltura
l out
side
rs; Reu
nion
–
Chi
nese
em
otio
n; W
inne
rs –
on
loan
) Im
ages
– A
sia
and
Aust
ralia
’s
enga
gem
ent
with
Asi
a (H
in G
ee
and
Fam
ily,
1908
)
Values Education and the Australian Curriculum © Commonwealth of Australia 201112
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Teac
hing
for
In
terc
ultu
ral
Und
erst
andi
ng:
Prof
essi
onal
Le
arni
ng P
rogr
am
In s
uppo
rtin
g tw
o cu
rric
ulum
res
ourc
es –
the
ea
rly y
ears
big
boo
k, S
ide
by S
ide,
and
the
onl
ine
digi
tal r
esou
rce,
Wor
ld o
f Va
lues
, thi
s pr
ofes
sion
al
lear
ning
pro
gram
link
s to
the
lear
ning
are
as, a
s ou
tline
d ab
ove.
Mod
ule
1: T
each
ing
for
Inte
rcul
tura
l U
nder
stan
ding
con
nect
s to
Eng
lish
and
hist
ory
(in a
dditi
on t
o he
alth
and
phy
sica
l edu
catio
n,
lang
uage
s, g
eogr
aphy
, eco
nom
ics,
civ
ics
and
citiz
ensh
ip)
Mod
ule
2: S
ide
by S
ide:
val
ues
educ
atio
n bi
g bo
ok c
onne
cts
to E
nglis
h an
d hi
stor
y (in
add
ition
to
hea
lth a
nd p
hysi
cal e
duca
tion,
lang
uage
s
and
civi
cs a
nd c
itize
nshi
p)
Mod
ule
3: W
orld
of
Valu
es –
Com
mun
ities
–
conn
ects
to
Engl
ish
and
hist
ory
(in a
dditi
on
to c
ivic
s an
d ci
tizen
ship
)
Mod
ule
4: W
orld
of
Valu
es –
Pea
cem
aker
s –
conn
ects
to
Engl
ish
and
hist
ory
(in a
dditi
on
to c
ivic
s an
d ci
tizen
ship
)
Mod
ule
5: W
orld
of
Valu
es –
Bou
ndar
ies
– co
nnec
ts t
o En
glis
h an
d hi
stor
y (in
add
ition
to
civ
ics
and
citiz
ensh
ip)
Mod
ule
6: W
orld
of
Valu
es –
Fut
ure
Mak
ers
–
conn
ects
to
Engl
ish
and
hist
ory
(in a
dditi
on
to c
ivic
s an
d ci
tizen
ship
)
Mod
ule
7: W
orld
of
Valu
es –
The
Big
Que
stio
ns –
co
nnec
ts t
o En
glis
h an
d hi
stor
y (in
add
ition
to
civ
ics
and
citiz
ensh
ip)
This
pro
fess
iona
l lea
rnin
g pr
ogra
m is
des
igne
d to
ra
ise
teac
hers
’ aw
aren
ess
of t
he im
port
ance
of
valu
es e
duca
tion
and
to s
uppo
rt t
heir
stud
ents
in
exp
lorin
g va
lues
in in
terc
ultu
ral a
nd g
loba
l co
ntex
ts.
It d
emon
stra
tes
two
reso
urce
s to
tea
cher
s: t
he
early
yea
rs b
ig b
ook,
Sid
e by
Sid
e, a
nd t
he o
nlin
e di
gita
l res
ourc
e, W
orld
of
Valu
es, a
nd c
onne
cts
thes
e re
sour
ces
to o
ther
val
ues
educ
atio
n re
sour
ces
and
initi
ativ
es, t
o ed
ucat
ion
and
polic
y co
ntex
ts r
elev
ant
to in
terc
ultu
ral u
nder
stan
ding
an
d re
sear
ch a
nd b
est
prac
tice
in in
terc
ultu
ral
unde
rsta
ndin
g.
For
spec
ific
links
bet
wee
n Si
de b
y Si
de a
nd
Wor
ld o
f Va
lues
and
the
gen
eral
cap
abili
ties,
se
e th
e de
scrip
tion
abov
e.
Ther
e ar
e st
rong
link
s in
thi
s pr
ofes
sion
al le
arni
ng p
rogr
am t
o th
e cr
oss-
curr
icul
um p
riorit
ies
of
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
hi
stor
ies
and
cultu
res,
to
Asia
and
Au
stra
lia’s
eng
agem
ent
with
Asi
a an
d so
me
links
to
sust
aina
bilit
y.
For
a de
taile
d de
scrip
tion
of t
he li
nks
betw
een
Side
by
Side
and
Wor
ld o
f Va
lues
and
the
se c
ross
-cur
ricul
um
prio
ritie
s, s
ee t
he d
escr
iptio
n
outli
ned
abov
e.
Valu
es-c
entr
ed S
choo
ls
– A
Gui
deTh
is g
uide
pro
vide
s pr
actic
al a
dvic
e to
sch
ool l
eade
rs o
n ho
w t
o un
dert
ake
four
pha
ses
of in
quir
y –
Envi
sage
, Eng
age,
Impl
emen
t an
d M
onito
r –
to d
evel
op a
who
le-s
choo
l val
ues
educ
atio
n ap
proa
ch. A
who
le-s
choo
l app
roac
h in
clud
es a
ll th
e pe
ople
, act
iviti
es, c
urric
ulum
s, p
hysi
cal
envi
ronm
ents
, res
ourc
es, o
rgan
isat
ion
syst
ems
and
proc
esse
s, fi
nanc
ial a
rran
gem
ents
and
rel
atio
nshi
ps t
hat
cons
titut
e ‘t
he s
choo
l’.
The
emph
asis
in t
his
guid
e is
on
how
the
str
ong
pers
onal
, fam
ily a
nd s
ocie
tal d
imen
sion
s of
val
ues
dem
and
that
sch
ools
dev
elop
com
mun
ity
part
ners
hips
and
a s
yste
mat
ic a
ppro
ach
to v
alue
s ed
ucat
ion.
Lin
ks t
o th
e ge
nera
l cap
abili
ties
of c
ritic
al a
nd c
reat
ive
thin
king
; eth
ical
beh
avio
ur;
inte
rcul
tura
l und
erst
andi
ng a
nd p
erso
nal a
nd s
ocia
l com
pete
nce
are
part
icul
arly
cen
tral
to
this
pro
cess
.
The
guid
e co
nnec
ts t
o th
e re
sear
ch r
epor
ts d
escr
ibed
in A
ppen
dix
A an
d th
e lin
ks b
etw
een
thes
e re
sear
ch r
epor
ts a
nd t
he A
ustr
alia
n C
urric
ulum
, as
outli
ned
in T
able
2.
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 13
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Ph
ase
1 le
arni
ng a
reas
(Ph
ase
2 an
d 3
area
s)Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Valu
es E
duca
tion
for
Aust
ralia
n Sc
hool
ing
web
site
This
web
site
fea
ture
s pu
blic
atio
ns (
acad
emic
and
cla
ssro
om-b
ased
), v
alue
s ed
ucat
ion
reso
urce
s, a
nd in
form
atio
n fo
r sc
hool
s ab
out
valu
es
educ
atio
n an
d va
lues
edu
catio
n in
itiat
ives
.
Link
s be
twee
n th
e te
ache
r re
sour
ces
and
rese
arch
pap
ers,
and
the
lear
ning
are
as, g
ener
al c
apab
ilitie
s an
d cr
oss-
curr
icul
um p
riorit
ies
are
deta
iled
abov
e (T
able
1)
and
in T
able
2.
Valu
es for
Aus
tral
ian
Scho
olin
g: B
uild
ing
Valu
es A
cros
s th
e W
hole
Sc
hool
. Pr
ofes
sion
al
Lear
ning
Pro
gram
This
pro
fess
iona
l lea
rnin
g pr
ogra
m p
rom
otes
tea
cher
lear
ning
abo
ut v
alue
s ed
ucat
ion.
The
pro
gram
foc
uses
on
the
role
of
the
teac
her
as
a va
lues
edu
cato
r in
cla
ssro
om p
ract
ice.
It u
ses
case
-stu
dy a
nd b
est-
prac
tice
exem
plar
s de
scrib
ed in
the
res
earc
h re
port
: Im
plem
entin
g th
e N
atio
nal F
ram
ewor
k fo
r Va
lues
Edu
catio
n in
Aus
tral
ian
Scho
ols
(200
6).
Link
s be
twee
n th
ese
clus
ter-
base
d ca
se s
tudi
es a
nd t
he le
arni
ng a
reas
; gen
eral
cap
abili
ties
and
cros
s-cu
rric
ulum
prio
ritie
s ar
e de
taile
d in
Tab
le 2
.
Tabl
e 2
Val
ues
educ
atio
n re
sour
ces
– lin
ks t
o th
e A
ustr
alia
n C
urri
culu
m:
rese
arch
rep
orts
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Impl
emen
ting
the
Nat
iona
l Fra
mew
ork
for
Valu
es E
duca
tion
in A
ustr
alia
n Sc
hool
s,
2006
A nu
mbe
r of
the
clu
ster
-bas
ed
proj
ects
des
crib
ed in
thi
s re
port
fo
cus
on u
nits
of
wor
k ba
sed
on
spe
cific
lear
ning
are
as.
Spec
ific
exam
ples
incl
ude:
A s
ense
of th
e sa
cred
– E
nglis
h,
hist
ory
Indi
geno
us c
ultu
res
and
hist
ory
– hi
stor
y
Lear
ning
fro
m In
dige
nous
eld
ers
–
hist
ory
Ther
e ar
e st
rong
link
s in
the
clu
ster
-bas
ed p
roje
cts
to t
he g
ener
al
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
pro
ject
s is
the
dev
elop
men
t of
ICT
com
pete
nce.
The
re a
re li
nks
in e
ach
proj
ect
to t
he li
tera
cy
capa
bilit
ies
of L
iste
ning
and
Spe
akin
g, a
nd a
cros
s th
e pr
ojec
ts t
o R
eadi
ng, W
ritin
g an
d Vi
ewin
g.
The
clus
ter-
base
d pr
ojec
ts a
lso
link
to t
he f
ollo
win
g ge
nera
l cap
abili
ties:
My
happ
ines
s…m
y ch
oice
(et
hica
l beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Rec
onci
ling
differ
ent
appr
oach
es; a
K–12 c
hara
cter
fra
mew
ork
(e
thic
al b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Dev
elop
ing
valu
es-b
ased
sch
ools
(pe
rson
al a
nd s
ocia
l com
pete
nce)
Lear
ning
how
to
be: va
lues
for
lear
ning
and
life
(et
hica
l beh
avio
ur;
pers
onal
and
soc
ial c
ompe
tenc
e)
Prom
otin
g re
latio
nal l
earn
ing
thro
ugh
valu
es e
duca
tion
(e
thic
al b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Stud
ents
take
the
lead
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Com
mon
val
ues
for
impr
ovin
g st
uden
t be
havi
our
(e
thic
al b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
The
valu
es w
e se
lect
(pe
rson
al a
nd s
ocia
l com
pete
nce)
Ther
e ar
e lin
ks in
a n
umbe
r of
the
pro
ject
s to
the
cro
ss-
curr
icul
um p
riorit
ies
of
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
his
torie
s an
d cu
lture
s an
d to
sus
tain
abili
ty.
Exam
ples
incl
ude:
Teac
hing
thr
ough
cul
tura
l ex
perien
ce; In
tegr
atin
g va
lues
ed
ucat
ion
in t
he m
iddl
e ye
ars
curr
icul
um; U
sing
pla
ce t
o de
velo
p ci
tizen
ship
Values Education and the Australian Curriculum © Commonwealth of Australia 201114
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Valu
es for
life
(cr
itica
l and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Inte
grat
ing
valu
es e
duca
tion
into
the
mid
dle
year
s of
sch
oolin
g
(crit
ical
and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l com
pete
nce)
Phi
loso
phy
in t
he c
lass
room
(cr
itica
l and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r)
Taki
ng s
mal
l ste
ps t
owar
ds t
he b
ig p
ictu
re o
f em
otio
nal l
itera
cy
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Teac
hing
for
soc
ial a
ctio
n (e
thic
al b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
.
A p
edag
ogy
of s
ervi
ce le
arni
ng (
ethi
cal b
ehav
iour
; per
sona
l and
soc
ial
com
pete
nce)
Peer
lead
ers
‘cat
ch t
he s
pirit’
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Bui
ldin
g in
clus
ive,
val
ues-
base
d sc
hool
com
mun
ities
(et
hica
l beh
avio
ur;
pers
onal
and
soc
ial c
ompe
tenc
e)
A c
omm
unity
app
roac
h to
val
ues
educ
atio
n an
d ho
me-
scho
ol c
onsi
sten
cy
(per
sona
l and
soc
ial c
ompe
tenc
e)
Taki
ng v
alue
s to
the
com
mun
ity (
pers
onal
and
soc
ial c
ompe
tenc
e
Dev
elop
ing
yout
h le
ader
ship
and
ste
war
dshi
p (e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Teac
hing
thr
ough
cul
tura
l exp
erie
nce
(inte
rcul
tura
l und
erst
andi
ng;
pers
onal
and
soc
ial c
ompe
tenc
e)
Teac
hing
soc
ial s
kills
(et
hica
l beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Trib
es™
as
the
vehi
cle
for
valu
es e
duca
tion
(eth
ical
beh
avio
ur; p
erso
nal
and
soci
al c
ompe
tenc
e)
Usi
ng p
lace
to
deve
lop
citiz
ensh
ip (
criti
cal a
nd c
reat
ive
thin
king
; pe
rson
al a
nd s
ocia
l com
pete
nce)
At t
he H
eart
of
Wha
t W
e D
o: V
alue
s Ed
ucat
ion
at t
he C
entr
e of
Sch
oolin
g, 2
008
The
clus
ter-
base
d pr
ojec
ts
desc
ribed
in t
his
repo
rt li
nk c
lose
ly
to s
peci
fic le
arni
ng a
reas
A m
ultil
itera
cies
app
roac
h to
va
lues
edu
catio
n –
Engl
ish
(ICT)
My
happ
ines
s…m
y vo
ice
– m
any
voic
es…
our
com
mun
ity –
Eng
lish;
m
athe
mat
ics
Valu
es in
edu
catio
n –
(civ
ics
and
citiz
ensh
ip)
Ther
e ar
e st
rong
link
s in
the
clu
ster
-bas
ed p
roje
cts
to t
he g
ener
al
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
pro
ject
s is
the
dev
elop
men
t of
ICT
com
pete
nce.
The
re a
re li
nks
in e
ach
proj
ect
to t
he li
tera
cy
capa
bilit
ies
of L
iste
ning
and
Spe
akin
g, a
nd a
cros
s th
e pr
ojec
ts t
o R
eadi
ng, W
ritin
g an
d Vi
ewin
g. T
he c
lust
er-b
ased
pro
ject
s al
so li
nk
to t
he f
ollo
win
g ge
nera
l cap
abili
ties:
A m
ultil
itera
cies
app
roac
h to
val
ues
educ
atio
n (c
ritic
al a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
My
happ
ines
s…m
y vo
ice
– m
any
voic
es…
our
com
mun
ity
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Ther
e ar
e lin
ks in
a n
umbe
r of
the
pro
ject
s to
the
cro
ss-
curr
icul
um p
riorit
ies
of
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
his
torie
s an
d to
su
stai
nabi
lity.
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 15
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Cre
atin
g co
nnec
tions
in d
iver
se
com
mun
ities
– E
nglis
h (IC
T)
Stud
ents
bui
ldin
g br
idge
s th
roug
h va
lues
edu
catio
n –
(civ
ics
and
citiz
ensh
ip; t
he a
rts)
Bui
ldin
g cu
ltura
l bridg
es –
Eng
lish;
ci
vics
and
citi
zens
hip;
geo
grap
hy;
(ICT;
the
art
s)
Expl
icitl
y te
achi
ng v
alue
s in
N
ewca
stle
gov
ernm
ent
prim
ary
scho
ols
(hea
lth a
nd p
hysi
cal
educ
atio
n)
Link
ing
valu
es e
duca
tion
to P
eer
supp
ort
and
Stor
yfes
t –
Engl
ish
(civ
ics
and
citiz
ensh
ip)
Gro
win
g pe
ople
, ch
angi
ng
com
mun
ities
(ci
vics
and
ci
tizen
ship
; the
art
s)
Stor
ythr
ead:
a t
rans
fera
ble
tool
fo
r de
liver
ing
qual
ity v
alue
s ed
ucat
ion
– En
glis
h (t
he a
rts)
Valu
es in
a s
usta
inab
le w
orld
–
scie
nce
(geo
grap
hy; t
he a
rts)
Onl
ine
envi
ronm
ents
cre
atin
g su
stai
nabl
e sc
hool
s th
roug
h va
lues
ed
ucat
ion
– sc
ienc
e (g
eogr
aphy
; IC
T)
Enga
ging
stu
dent
s in
val
ues
educ
atio
n: a
stu
dent
act
ion
team
’s
appr
oach
to
mak
ing
valu
es e
xplic
it –
(civ
ics
and
citiz
ensh
ip)
The
ripp
le e
ffec
t of
val
ues
educ
atio
n –
(civ
ics
and
citiz
ensh
ip)
List
en t
o th
e st
uden
t vo
ice
in
impr
ovin
g te
achi
ng,
lear
ning
and
sc
hool
cul
ture
in v
alue
s ed
ucat
ion
– (c
ivic
s an
d ci
tizen
ship
)
Valu
es in
edu
catio
n (in
terc
ultu
ral u
nder
stan
ding
; per
sona
l and
soc
ial
com
pete
nce)
Cre
atin
g co
nnec
tions
in d
iver
se c
omm
uniti
es (
criti
cal a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
Stud
ents
bui
ldin
g br
idge
s th
roug
h va
lues
edu
catio
n (in
terc
ultu
ral
unde
rsta
ndin
g; p
erso
nal a
nd s
ocia
l com
pete
nce)
Bui
ldin
g cu
ltura
l bridg
es (
inte
rcul
tura
l und
erst
andi
ng; p
erso
nal a
nd
soci
al c
ompe
tenc
e)
Expl
icitl
y te
achi
ng v
alue
s in
New
cast
le g
over
nmen
t pr
imar
y sc
hool
s (c
ritic
al a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
Link
ing
valu
es e
duca
tion
to P
eer
supp
ort
and
Stor
yfes
t (c
ritic
al a
nd
crea
tive
thin
king
; eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Gro
win
g pe
ople
, ch
angi
ng c
omm
uniti
es (
criti
cal a
nd c
reat
ive
thin
king
; et
hica
l beh
avio
ur; p
erso
nal a
nd s
ocia
l com
pete
nce)
Valu
es a
lignm
ent
(per
sona
l and
soc
ial c
ompe
tenc
e)
Phi
loso
phy
in t
he c
lass
room
and
bey
ond
(crit
ical
and
cre
ativ
e th
inki
ng;
ethi
cal b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Stor
ythr
ead:
a t
rans
fera
ble
tool
for
del
iver
ing
qual
ity v
alue
s ed
ucat
ion
(crit
ical
and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l com
pete
nce)
Valu
es in
a s
usta
inab
le w
orld
(cr
itica
l and
cre
ativ
e th
inki
ng; p
erso
nal
and
soci
al c
ompe
tenc
e)
Onl
ine
envi
ronm
ents
cre
atin
g su
stai
nabl
e sc
hool
s th
roug
h va
lues
ed
ucat
ion
(crit
ical
and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Enga
ging
stu
dent
s in
val
ues
educ
atio
n: a
stu
dent
act
ion
team
’s
appr
oach
to
mak
ing
valu
es e
xplic
it (e
thic
al b
ehav
iour
; per
sona
l an
d so
cial
com
pete
nce)
The
ripp
le e
ffec
t of
val
ues
educ
atio
n (c
ritic
al a
nd c
reat
ive
thin
king
; pe
rson
al a
nd s
ocia
l com
pete
nce)
List
en t
o th
e st
uden
t vo
ice
in im
prov
ing
teac
hing
, le
arni
ng a
nd s
choo
l cu
lture
in v
alue
s ed
ucat
ion
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Exam
ples
incl
ude:
My
happ
ines
s…m
y vo
ice
– m
any
voic
es…
our
com
mun
ity;
Cre
atin
g co
nnec
tions
in
dive
rse
com
mun
ities
; Bui
ldin
g cu
ltura
l bridg
es; Va
lues
in
a su
stai
nabl
e w
orld
; O
nlin
e en
viro
nmen
ts c
reat
ing
sust
aina
ble
scho
ols
thro
ugh
valu
es e
duca
tion
Values Education and the Australian Curriculum © Commonwealth of Australia 201116
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Giv
ing
Voic
e to
the
Im
pact
s of
Val
ues
Educ
atio
n. T
he F
inal
Rep
ort
of t
he V
alue
s in
Act
ion
Scho
ols
Proj
ect,
2010
The
clus
ter-
base
d pr
ojec
ts
desc
ribed
in t
his
repo
rt li
nk c
lose
ly
to s
peci
fic le
arni
ng a
reas
.
Out
of ap
athy
(th
e ar
ts)
Valu
es t
hrou
gh IC
T an
d ph
iloso
phy
(ICT)
Embe
ddin
g va
lues
edu
catio
n th
roug
h se
rvic
e le
arni
ng (
civi
cs
and
citiz
ensh
ip)
Valu
es in
vest
igat
or; te
ache
rs
and
stud
ents
res
earc
hing
val
ues
toge
ther
(ci
vics
and
citi
zens
hip)
Yout
h vo
ice:
fos
tering
incl
usiv
enes
s,
tole
ranc
e an
d re
spec
t –
Engl
ish
(civ
ics
and
citiz
ensh
ip)
Livi
ng a
nd g
row
ing
our
valu
es –
En
glis
h
The
valu
es e
xcha
nge
(ICT)
Lear
ning
and
act
ing
for
pove
rty
(civ
ics
and
citiz
ensh
ip)
Con
nect
ing
com
mun
ities
– E
nglis
h
Socr
atic
circ
les:
man
y cu
lture
s, o
ne
com
mun
ity (
civi
cs a
nd c
itize
nshi
p)
Con
side
ring
sel
f, ot
hers
and
the
lo
cal a
nd g
loba
l env
iron
men
t –
scie
nce
(geo
grap
hy; h
ealth
an
d ph
ysic
al e
duca
tion)
Cre
atin
g fu
ture
s th
roug
h va
lues
an
d su
stai
nabi
lity
– sc
ienc
e (g
eogr
aphy
)
Enga
ging
you
th a
nd p
rom
otin
g va
lues
: an
inte
grat
ed s
ervi
ce-
lear
ning
app
roac
h (c
ivic
s an
d ci
tizen
ship
)
Mak
ing
a di
ffer
ence
: liv
ing
our
valu
es in
loca
l, na
tiona
l and
gl
obal
con
text
s (c
ivic
s an
d ci
tizen
ship
).
Ther
e ar
e st
rong
link
s in
the
clu
ster
-bas
ed p
roje
cts
to t
he g
ener
al
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
pro
ject
s is
the
dev
elop
men
t of
ICT
com
pete
nce.
The
re a
re li
nks
in e
ach
proj
ect
to t
he li
tera
cy
capa
bilit
ies
of L
iste
ning
and
Spe
akin
g, a
nd a
cros
s th
e pr
ojec
ts t
o R
eadi
ng, W
ritin
g an
d Vi
ewin
g.
The
clus
ter-
base
d pr
ojec
ts a
lso
link
to t
he f
ollo
win
g ge
nera
l cap
abili
ties:
Enga
ging
the
dis
enga
ged
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r; p
erso
nal a
nd s
ocia
l com
pete
nce)
Out
of ap
athy
(cr
itica
l and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Res
ilien
ce,
wel
lbei
ng a
nd le
arni
ng (
pers
onal
and
soc
ial c
ompe
tenc
e)
Valu
es t
hrou
gh IC
T an
d ph
iloso
phy
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r)
Livi
ng v
alue
s, li
ving
rel
atio
nshi
ps (
inte
rcul
tura
l und
erst
andi
ng; p
erso
nal
and
soci
al c
ompe
tenc
e)
Tran
sitio
ns: va
lues
-bas
ed a
ppro
ache
s (p
erso
nal a
nd s
ocia
l com
pete
nce)
Embe
ddin
g va
lues
edu
catio
n th
roug
h se
rvic
e le
arni
ng (
pers
onal
and
so
cial
com
pete
nce)
Valu
es in
vest
igat
ors:
tea
cher
s an
d st
uden
ts r
esea
rchi
ng v
alue
s to
geth
er
(crit
ical
and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; per
sona
l an
d so
cial
com
pete
nce)
Yout
h vo
ice:
fos
tering
incl
usiv
enes
s, t
oler
ance
and
res
pect
(et
hica
l be
havi
our;
crit
ical
and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Impr
ovin
g te
ache
r pr
actic
e th
roug
h va
lues
edu
catio
n (p
erso
nal a
nd
soci
al c
ompe
tenc
e)
Livi
ng a
nd g
row
ing
our
valu
es (
criti
cal a
nd c
reat
ive
thin
king
; int
ercu
ltura
l un
ders
tand
ing;
per
sona
l and
soc
ial c
ompe
tenc
e)
Valu
es in
act
ion:
bui
ldin
g re
silie
nce
and
incl
usio
n (p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
The
valu
es e
xcha
nge
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Lear
ning
and
act
ing
for
pove
rty
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Con
nect
ing
com
mun
ities
(cr
itica
l and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Socr
atic
circ
les:
man
y cu
lture
s, o
ne c
omm
unity
(cr
itica
l and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; per
sona
l and
soc
ial c
ompe
tenc
e)
Ther
e ar
e lin
ks in
a n
umbe
r of
the
pro
ject
s to
the
cro
ss-
curr
icul
um p
riorit
ies
of
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
his
torie
s an
d to
su
stai
nabi
lity.
Exam
ples
incl
ude:
Livi
ng v
alue
s, li
ving
re
latio
nshi
ps; Va
lues
in
vest
igat
ors:
tea
cher
s an
d st
uden
ts r
esea
rchi
ng v
alue
s to
geth
er; Li
ving
and
gro
win
g ou
r va
lues
; Con
side
ring
sel
f, ot
hers
and
the
loca
l and
gl
obal
env
iron
men
t; C
reat
ing
futu
res
thro
ugh
valu
es a
nd
sust
aina
bilit
y; M
akin
g a
differ
ence
: liv
ing
our
valu
es
in lo
cal,
natio
nal a
nd g
loba
l co
ntex
ts
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 17
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Giv
ing
Voic
e to
the
Im
pact
s of
Val
ues
Educ
atio
n. T
he F
inal
Rep
ort
of t
he V
alue
s in
Act
ion
Scho
ols
Proj
ect,
2010
The
clus
ter-
base
d pr
ojec
ts
desc
ribed
in t
his
repo
rt li
nk c
lose
ly
to s
peci
fic le
arni
ng a
reas
.
Out
of ap
athy
(th
e ar
ts)
Valu
es t
hrou
gh IC
T an
d ph
iloso
phy
(ICT)
Embe
ddin
g va
lues
edu
catio
n th
roug
h se
rvic
e le
arni
ng (
civi
cs
and
citiz
ensh
ip)
Valu
es in
vest
igat
or; te
ache
rs
and
stud
ents
res
earc
hing
val
ues
toge
ther
(ci
vics
and
citi
zens
hip)
Yout
h vo
ice:
fos
tering
incl
usiv
enes
s,
tole
ranc
e an
d re
spec
t –
Engl
ish
(civ
ics
and
citiz
ensh
ip)
Livi
ng a
nd g
row
ing
our
valu
es –
En
glis
h
The
valu
es e
xcha
nge
(ICT)
Lear
ning
and
act
ing
for
pove
rty
(civ
ics
and
citiz
ensh
ip)
Con
nect
ing
com
mun
ities
– E
nglis
h
Socr
atic
circ
les:
man
y cu
lture
s, o
ne
com
mun
ity (
civi
cs a
nd c
itize
nshi
p)
Con
side
ring
sel
f, ot
hers
and
the
lo
cal a
nd g
loba
l env
iron
men
t –
scie
nce
(geo
grap
hy; h
ealth
an
d ph
ysic
al e
duca
tion)
Cre
atin
g fu
ture
s th
roug
h va
lues
an
d su
stai
nabi
lity
– sc
ienc
e (g
eogr
aphy
)
Enga
ging
you
th a
nd p
rom
otin
g va
lues
: an
inte
grat
ed s
ervi
ce-
lear
ning
app
roac
h (c
ivic
s an
d ci
tizen
ship
)
Mak
ing
a di
ffer
ence
: liv
ing
our
valu
es in
loca
l, na
tiona
l and
gl
obal
con
text
s (c
ivic
s an
d ci
tizen
ship
).
Ther
e ar
e st
rong
link
s in
the
clu
ster
-bas
ed p
roje
cts
to t
he g
ener
al
capa
bilit
ies.
Inte
gral
to
a nu
mbe
r of
the
pro
ject
s is
the
dev
elop
men
t of
ICT
com
pete
nce.
The
re a
re li
nks
in e
ach
proj
ect
to t
he li
tera
cy
capa
bilit
ies
of L
iste
ning
and
Spe
akin
g, a
nd a
cros
s th
e pr
ojec
ts t
o R
eadi
ng, W
ritin
g an
d Vi
ewin
g.
The
clus
ter-
base
d pr
ojec
ts a
lso
link
to t
he f
ollo
win
g ge
nera
l cap
abili
ties:
Enga
ging
the
dis
enga
ged
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r; p
erso
nal a
nd s
ocia
l com
pete
nce)
Out
of ap
athy
(cr
itica
l and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Res
ilien
ce,
wel
lbei
ng a
nd le
arni
ng (
pers
onal
and
soc
ial c
ompe
tenc
e)
Valu
es t
hrou
gh IC
T an
d ph
iloso
phy
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al
beha
viou
r)
Livi
ng v
alue
s, li
ving
rel
atio
nshi
ps (
inte
rcul
tura
l und
erst
andi
ng; p
erso
nal
and
soci
al c
ompe
tenc
e)
Tran
sitio
ns: va
lues
-bas
ed a
ppro
ache
s (p
erso
nal a
nd s
ocia
l com
pete
nce)
Embe
ddin
g va
lues
edu
catio
n th
roug
h se
rvic
e le
arni
ng (
pers
onal
and
so
cial
com
pete
nce)
Valu
es in
vest
igat
ors:
tea
cher
s an
d st
uden
ts r
esea
rchi
ng v
alue
s to
geth
er
(crit
ical
and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; per
sona
l an
d so
cial
com
pete
nce)
Yout
h vo
ice:
fos
tering
incl
usiv
enes
s, t
oler
ance
and
res
pect
(et
hica
l be
havi
our;
crit
ical
and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Impr
ovin
g te
ache
r pr
actic
e th
roug
h va
lues
edu
catio
n (p
erso
nal a
nd
soci
al c
ompe
tenc
e)
Livi
ng a
nd g
row
ing
our
valu
es (
criti
cal a
nd c
reat
ive
thin
king
; int
ercu
ltura
l un
ders
tand
ing;
per
sona
l and
soc
ial c
ompe
tenc
e)
Valu
es in
act
ion:
bui
ldin
g re
silie
nce
and
incl
usio
n (p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
The
valu
es e
xcha
nge
(crit
ical
and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Lear
ning
and
act
ing
for
pove
rty
(eth
ical
beh
avio
ur; p
erso
nal a
nd s
ocia
l co
mpe
tenc
e)
Con
nect
ing
com
mun
ities
(cr
itica
l and
cre
ativ
e th
inki
ng; e
thic
al b
ehav
iour
; pe
rson
al a
nd s
ocia
l com
pete
nce)
Socr
atic
circ
les:
man
y cu
lture
s, o
ne c
omm
unity
(cr
itica
l and
cre
ativ
e th
inki
ng; i
nter
cultu
ral u
nder
stan
ding
; per
sona
l and
soc
ial c
ompe
tenc
e)
Ther
e ar
e lin
ks in
a n
umbe
r of
the
pro
ject
s to
the
cro
ss-
curr
icul
um p
riorit
ies
of
Abor
igin
al a
nd T
orre
s St
rait
Isla
nder
his
torie
s an
d to
su
stai
nabi
lity.
Exam
ples
incl
ude:
Livi
ng v
alue
s, li
ving
re
latio
nshi
ps; Va
lues
in
vest
igat
ors:
tea
cher
s an
d st
uden
ts r
esea
rchi
ng v
alue
s to
geth
er; Li
ving
and
gro
win
g ou
r va
lues
; Con
side
ring
sel
f, ot
hers
and
the
loca
l and
gl
obal
env
iron
men
t; C
reat
ing
futu
res
thro
ugh
valu
es a
nd
sust
aina
bilit
y; M
akin
g a
differ
ence
: liv
ing
our
valu
es
in lo
cal,
natio
nal a
nd g
loba
l co
ntex
ts
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al c
apab
iliti
esLi
nks
to c
ross
-cur
ricu
lum
pr
iori
ties
Expa
ndin
g ho
rizo
ns –
Eng
lish
(t
he a
rts)
Attr
ibut
es o
f an
Aus
sie
(hea
lth a
nd
phys
ical
edu
catio
n)
Valu
es a
t a
dist
ance
: em
bedd
ing
valu
es in
lear
ning
are
as –
Eng
lish;
m
athe
mat
ics
(ICT)
Con
side
ring
sel
f, ot
hers
and
the
loca
l and
glo
bal e
nviron
men
t
(crit
ical
and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l com
pete
nce)
Cre
atin
g fu
ture
s th
roug
h va
lues
and
sus
tain
abili
ty (
criti
cal a
nd c
reat
ive
thin
king
; per
sona
l and
soc
ial c
ompe
tenc
e)
Enga
ging
you
th a
nd p
rom
otin
g va
lues
: an
inte
grat
ed s
ervi
ce-le
arni
ng
appr
oach
– (
ethi
cal b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Mak
ing
a di
ffer
ence
: liv
ing
our
valu
es in
loca
l, na
tiona
l and
glo
bal
cont
exts
(pe
rson
al a
nd s
ocia
l com
pete
nce)
Expa
ndin
g ho
rizon
s (c
ritic
al a
nd c
reat
ive
thin
king
; int
ercu
ltura
l und
erst
andi
ng)
Attr
ibut
es o
f an
Auss
ie (e
thic
al b
ehav
iour
; per
sona
l and
soc
ial c
ompe
tenc
e)
Valu
es a
t a
dist
ance
: em
bedd
ing
valu
es in
lear
ning
are
as
(crit
ical
and
cre
ativ
e th
inki
ng; p
erso
nal a
nd s
ocia
l com
pete
nce)
Tabl
e 3
Exa
mpl
es o
f va
lues
res
ourc
es w
hich
hav
e be
en m
ore
exte
nsiv
ely
map
ped
Valu
es e
duca
tion
re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al
capa
bilit
ies
Link
s to
cro
ss-
curr
icul
um
prio
riti
es
Bui
ldin
g Va
lues
Acr
oss
the
Who
le S
choo
l: Te
achi
ng a
nd L
earn
ing
Uni
ts: Pr
imar
y: V
alue
s an
d th
e Eu
reka
reb
ellio
n
Stud
ents
:
•ex
amin
e th
e va
lues
of
par
ticip
ants
at
the
even
ts a
t Eu
reka
St
ocka
de in
185
4
•ex
plor
e hi
stor
ical
ev
iden
ce
•de
velo
p a
plan
fo
r im
prov
ing
the
oper
atio
n of
the
sc
hool
’s s
tude
nt
repr
esen
tativ
e co
unci
l
hist
ory;
Eng
lish
(civ
ics
and
citiz
ensh
ip, t
he a
rts)
His
tory
Year
5 c
onte
nt d
escr
iptio
ns
His
toric
al k
now
ledg
e an
d un
ders
tand
ing
> T
he A
ustr
alia
n co
loni
es
•Th
e im
pact
of
a si
gnifi
cant
dev
elop
men
t or
eve
nt o
n a
colo
ny; f
or e
xam
ple…
, the
gol
d ru
shes
, th
e Eu
reka
Sto
ckad
e… (
ACH
HK
095)
Chr
onol
ogy,
ter
ms
and
conc
epts
•Se
quen
ce h
isto
rical
peo
ple
and
even
ts (
ACH
HS0
98)
•U
se h
isto
rical
ter
ms
and
conc
epts
(AC
HH
S099
)
His
toric
al q
uest
ions
and
res
earc
h
•Id
entif
y qu
estio
ns t
o in
form
an
hist
oric
al in
quir
y (A
CH
HS1
00)
•Id
entif
y an
d lo
cate
a r
ange
of
rele
vant
sou
rces
(AC
HH
S101
)
Anal
ysis
and
use
of
sour
ces
•Lo
cate
info
rmat
ion
rela
ted
to in
quir
y qu
estio
ns in
a r
ange
of
sour
ces
(AC
HH
S102
)
•C
ompa
re in
form
atio
n fr
om a
ran
ge o
f so
urce
s (A
CH
HS1
03)
Pers
pect
ives
and
inte
rpre
tatio
ns
•Id
entif
y po
ints
of
view
in t
he p
ast
and
pres
ent
(AC
HH
S104
)
Valu
es a
nd t
he
Eure
ka R
ebel
lion
(lite
racy
, crit
ical
and
cr
eativ
e th
inki
ng;
ethi
cal b
ehav
iour
)
Values Education and the Australian Curriculum © Commonwealth of Australia 201118
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al
capa
bilit
ies
Link
s to
cro
ss-
curr
icul
um
prio
riti
es
Eng
lish
Year
5 c
onte
nt d
escr
iptio
ns
Lite
racy
Inte
rpre
ting,
ana
lysi
ng, e
valu
atin
g
•N
avig
ate
and
read
tex
ts f
or s
peci
fic p
urpo
ses
appl
ying
app
ropr
iate
tex
t pr
oces
sing
str
ateg
ies,
for
ex
ampl
e pr
edic
ting
and
confi
rmin
g, m
onito
ring
mea
ning
, ski
mm
ing
and
scan
ning
(AC
ELY1
702)
•U
se c
ompr
ehen
sion
str
ateg
ies
to in
terp
ret
and
anal
yse
info
rmat
ion,
inte
grat
ing
and
linki
ng id
eas
from
a v
arie
ty o
f pr
int
and
digi
tal s
ourc
es (
ACEL
Y170
3)
Bui
ldin
g Va
lues
Acr
oss
the
Who
le S
choo
l: Te
achi
ng a
nd L
earn
ing
Uni
ts: Se
cond
ary:
Che
win
g th
e fa
cts
Stud
ents
:
•em
ploy
mat
hem
atic
s to
res
earc
h an
d re
port
on
que
stio
ns a
bout
‘ju
nk f
ood’
•ex
plor
e th
e na
ture
of
junk
foo
ds
•lo
ok a
t th
e im
pact
of
foo
d ch
oice
on
ou
r he
alth
•ex
amin
e re
spon
sibi
lity
for
our
heal
th
mat
hem
atic
s; E
nglis
h; s
cien
ce (
ICT;
hea
lth a
nd p
hysi
cal e
duca
tion)
Mat
hem
atic
sYe
ar 8
con
tent
des
crip
tions
Rea
l num
bers
•So
lve
prob
lem
s in
volv
ing
the
use
of p
erce
ntag
es, i
nclu
ding
per
cent
age
incr
ease
s an
d de
crea
ses,
w
ith a
nd w
ithou
t di
gita
l tec
hnol
ogie
s (A
CM
NA1
87)
•So
lve
a ra
nge
of p
robl
ems
invo
lvin
g ra
tes
and
ratio
s, w
ith a
nd w
ithou
t di
gita
l tec
hnol
ogie
s (A
CM
NA1
88)
Dat
a re
pres
enta
tion
and
inte
rpre
tatio
n
•Ex
plor
e th
e va
riatio
n of
mea
ns a
nd p
ropo
rtio
ns in
rep
rese
ntat
ive
data
(AC
MSP
293)
•In
vest
igat
e th
e ef
fect
of i
ndiv
idua
l dat
a va
lues
, inc
ludi
ng o
utlie
rs, o
n th
e m
ean
and
med
ian
(ACM
SP20
7)
Eng
lish
Year
8 c
onte
nt d
escr
iptio
ns
Lite
racy
Inte
ract
ing
with
oth
ers
•Pl
an, r
ehea
rse
and
deliv
er p
rese
ntat
ions
, sel
ectin
g an
d se
quen
cing
app
ropr
iate
con
tent
, in
clud
ing
mul
timod
al e
lem
ents
, to
refle
ct a
div
ersi
ty o
f vi
ewpo
ints
(AC
ELY1
731)
Inte
rpre
ting,
ana
lysi
ng, e
valu
atin
g
•U
se c
ompr
ehen
sion
str
ateg
ies
to in
terp
ret
and
eval
uate
tex
ts b
y re
flect
ing
on t
he v
alid
ity o
f co
nten
t an
d th
e cr
edib
ility
of
sour
ces,
incl
udin
g fin
ding
evi
denc
e in
the
tex
t fo
r th
e au
thor
’s
poin
t of
vie
w (
ACEL
Y173
4)
Scie
nce
Year
8 c
onte
nt d
escr
iptio
ns
Scie
nce
inqu
iry
skill
s
liter
acy,
num
erac
y,
ICT
com
pete
nce,
cr
itica
l and
cr
eativ
e th
inki
ng;
pers
onal
and
soc
ial
com
pete
nce
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 19
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al
capa
bilit
ies
Link
s to
cro
ss-
curr
icul
um
prio
riti
es
Eval
uatin
g
•R
eflec
t on
the
met
hod
used
to
inve
stig
ate
a qu
estio
n or
sol
ve a
pro
blem
, inc
ludi
ng e
valu
atin
g th
e qu
ality
of
the
data
col
lect
ed, a
nd id
entif
y im
prov
emen
ts t
o th
e m
etho
d (A
CSI
S146
)
•U
se s
cien
tific
know
ledg
e an
d fin
ding
s fr
om in
vest
igat
ions
to
eval
uate
cla
ims
(AC
SIS2
34)
Supp
ortin
g St
uden
t W
ellb
eing
Thr
ough
Va
lues
Edu
catio
n: A
Res
ourc
e Pa
ckag
e:
Prim
ary:
How
Ful
l Is
Your
Bin
?
Stud
ents
are
cha
lleng
ed
to c
onsi
der
thei
r co
mm
itmen
t to
re
duci
ng r
ubbi
sh w
hen
the
right
sol
utio
n m
ay
not
be c
onve
nien
t
scie
nce
(geo
grap
hy, c
ivic
s an
d ci
tizen
ship
)
Scie
nce
Year
2 c
onte
nt d
escr
iptio
ns
Scie
nce
Und
erst
andi
ng
Che
mic
al s
cien
ces
•D
iffer
ent
mat
eria
ls c
an b
e co
mbi
ned,
incl
udin
g by
mix
ing,
for
a p
artic
ular
pur
pose
(AC
SSU
031)
Eart
h an
d sp
ace
scie
nces
•Ea
rth’
s re
sour
ces,
incl
udin
g w
ater
, are
use
d in
a v
arie
ty o
f w
ays
(AC
SSU
032)
Scie
nce
as a
Hum
an E
ndea
vour
•U
se a
nd in
fluen
ce o
f sc
ienc
e
•Pe
ople
use
sci
ence
in t
heir
daily
live
s, in
clud
ing
whe
n ca
ring
for
thei
r en
viro
nmen
t an
d liv
ing
thin
gs (
ACSH
E035
)
Scie
nce
Inqu
iry
Skill
s
Que
stio
ning
and
pre
dict
ing
•R
espo
nd t
o an
d po
se q
uest
ions
, and
mak
e pr
edic
tions
abo
ut f
amili
ar o
bjec
ts a
nd e
vent
s (A
CSI
S037
)
Plan
ning
and
con
duct
ing
•Pa
rtic
ipat
e in
diff
eren
t ty
pes
of g
uide
d in
vest
igat
ions
to
expl
ore
and
answ
er q
uest
ions
, su
ch a
s m
anip
ulat
ing
mat
eria
ls, t
estin
g id
eas,
and
acc
essi
ng in
form
atio
n so
urce
s (A
CSI
S038
)
Proc
essi
ng a
nd a
naly
sing
dat
a an
d in
form
atio
n
•U
se a
ran
ge o
f m
etho
ds t
o so
rt in
form
atio
n, in
clud
ing
draw
ings
and
pro
vide
d ta
bles
(AC
SIS0
40)
criti
cal a
nd
crea
tive
thin
king
; et
hica
l beh
avio
ur;
pers
onal
and
soc
ial
com
pete
nce.
sust
aina
bilit
y
Values Education and the Australian Curriculum © Commonwealth of Australia 201120
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al
capa
bilit
ies
Link
s to
cro
ss-
curr
icul
um
prio
riti
es
Supp
ortin
g St
uden
t W
ellb
eing
thr
ough
Va
lues
Edu
catio
n: A
Res
ourc
e Pa
ckag
e:
Prim
ary:
Und
erst
andi
ng
Valu
es: D
ilem
mas
: Fo
r th
e G
reat
er G
ood?
Bas
ed o
n an
in
tern
atio
nal
phar
mac
eutic
al c
ase,
th
is d
ilem
ma
asks
st
uden
ts t
o co
nsid
er
the
valu
es, e
thic
s an
d be
liefs
tha
t sh
ape
actio
ns t
hat
pose
ris
k to
few
for
the
goo
d of
th
e m
any
Scie
nce
(hea
lth a
nd p
hysi
cal e
duca
tion)
Scie
nce
Year
10 c
onte
nt d
escr
iptio
ns
Scie
nce
as a
Hum
an E
ndea
vour
Nat
ure
and
deve
lopm
ent
of s
cien
ce
•Sc
ient
ific
unde
rsta
ndin
g, in
clud
ing
mod
els
and
theo
ries,
are
con
test
able
and
are
refi
ned
over
tim
e th
roug
h a
proc
ess
of r
evie
w b
y th
e sc
ient
ific
com
mun
ity (
ACSH
E191
)
Use
and
influ
ence
of
scie
nce
•Pe
ople
can
use
sci
entifi
c kn
owle
dge
to e
valu
ate
whe
ther
the
y sh
ould
acc
ept
clai
ms,
exp
lana
tions
or
pre
dict
ions
(AC
SHE1
94)
•Th
e va
lues
and
nee
ds o
f co
ntem
pora
ry s
ocie
ty c
an in
fluen
ce t
he f
ocus
of
scie
ntifi
c re
sear
ch
(AC
SHE2
30)
liter
acy,
crit
ical
and
cr
eativ
e th
inki
ng;
ethi
cal b
ehav
iour
; pe
rson
al a
nd s
ocia
l co
mpe
tenc
e
Wor
ld o
f Va
lues
: C
omm
uniti
es
Stud
ents
are
invi
ted
to c
onsi
der
the
cultu
ral d
iver
sity
of
com
mun
ities
in
Aust
ralia
thr
ough
en
gage
men
t in
a r
ange
of
act
iviti
es b
ased
ar
ound
dig
ital r
esou
rces
Engl
ish,
his
tory
(ci
vics
and
citi
zens
hip)
Eng
lish
Year
3 c
onte
nt d
escr
iptio
ns
Lang
uage
Lang
uage
for
inte
ract
ion
•U
nder
stan
d th
at s
ucce
ssfu
l coo
pera
tion
with
oth
ers
depe
nds
on s
hare
d us
e of
soc
ial
conv
entio
ns, i
nclu
ding
tur
n-ta
king
pat
tern
s, a
nd f
orm
s of
add
ress
tha
t va
ry a
ccor
ding
to
the
degr
ee o
f fo
rmal
ity in
soc
ial s
ituat
ions
(AC
ELA1
476)
Lite
ratu
re
Lite
ratu
re a
nd c
onte
xt
•D
iscu
ss t
exts
in w
hich
cha
ract
ers,
eve
nts
and
sett
ings
are
por
tray
ed in
diff
eren
t w
ays,
and
sp
ecul
ate
on t
he a
utho
rs’ r
easo
ns (
ACEL
T159
4)
Res
pond
ing
to li
tera
ture
•D
raw
con
nect
ions
bet
wee
n pe
rson
al e
xper
ienc
es a
nd t
he w
orld
s of
tex
ts, a
nd s
hare
res
pons
es
with
oth
ers
(AC
ELT1
596)
Lite
racy
Inte
ract
ing
with
oth
ers
•Li
sten
to
and
cont
ribut
e to
con
vers
atio
ns a
nd d
iscu
ssio
ns t
o sh
are
info
rmat
ion
and
idea
s an
d ne
gotia
te in
col
labo
rativ
e si
tuat
ions
(AC
ELY1
676)
liter
acy,
in
terc
ultu
ral
unde
rsta
ndin
g,
criti
cal a
nd c
reat
ive
thin
king
; eth
ical
be
havi
our
and
pers
onal
and
soc
ial
com
pete
nce
Abor
igin
al a
nd
Torr
es S
trai
t Is
land
er h
isto
ries
and
cultu
res
(Us
dead
ly m
ob –
sh
arin
g ku
ltcha
; St
orm
boy
: yo
u ru
n lik
e a
blac
kfel
la;
Wirr
iya:
sm
all b
oy);
As
ia a
nd A
ustr
alia
’s
enga
gem
ent
with
As
ia (
Food
love
r’s
guid
e to
Aus
tral
ia:
a ne
w li
fe in
Au
stra
lia)
Values Education and the Australian Curriculum © Commonwealth of Australia 2011 21
Valu
es e
duc
atio
n re
sour
ceLi
nks
to le
arni
ng a
reas
Li
nks
to g
ener
al
capa
bilit
ies
Link
s to
cro
ss-
curr
icul
um
prio
riti
es
•U
se in
tera
ctio
n sk
ills,
incl
udin
g ac
tive
liste
ning
beh
avio
urs
and
com
mun
icat
e in
a c
lear
, coh
eren
t m
anne
r us
ing
a va
riety
of
ever
yday
and
lear
ned
voca
bula
ry a
nd a
ppro
pria
te t
one,
pac
e, p
itch
and
volu
me
(AC
ELY1
792)
Inte
rpre
ting,
ana
lysi
ng, e
valu
atin
g
•U
se c
ompr
ehen
sion
str
ateg
ies
to b
uild
lite
ral a
nd in
ferr
ed m
eani
ng a
nd b
egin
to
eval
uate
te
xts
by d
raw
ing
on a
gro
win
g kn
owle
dge
of c
onte
xt, t
ext
stru
ctur
es a
nd la
ngua
ge f
eatu
res
(AC
ELY1
680)
His
tory
Year
3 c
onte
nt d
escr
iptio
ns
His
toric
al K
now
ledg
e an
d U
nder
stan
ding
Com
mun
ity a
nd r
emem
bran
ce
•Th
e im
port
ance
of
Cou
ntry
and
Pla
ce t
o Ab
orig
inal
and
/or
Torr
es S
trai
t Is
land
er p
eopl
es w
ho
belo
ng t
o a
loca
l are
a. (
This
is in
tend
ed t
o be
a lo
cal a
rea
stud
y w
ith a
foc
us o
n on
e La
ngua
ge
grou
p; h
owev
er, i
f in
form
atio
n or
sou
rces
are
not
rea
dily
ava
ilabl
e, a
noth
er r
epre
sent
ativ
e ar
ea
may
be
stud
ied)
(AC
HH
K06
0)
•Th
e ro
le t
hat
peop
le o
f di
vers
e ba
ckgr
ound
s ha
ve p
laye
d in
the
dev
elop
men
t an
d ch
arac
ter
of
the
loca
l com
mun
ity (
ACH
HK
062)
His
toric
al s
kills
•U
se h
isto
rical
ter
ms
(AC
HH
S066
)
Values Education and the Australian Curriculum © Commonwealth of Australia 201122
A note about civics and citizenship
The curriculum mapping exercise points strongly to the links between the values resources and civics and citizenship (to be developed as part of Phase 3 – The Australian Curriculum).
Through civics and citizenship, students learn about what it means to be a citizen in a democratic society such as Australia. They understand and enact the values that underpin this democracy. They learn about the rights and responsibilities of citizens and the process of decision making. They examine principles of social justice, human rights and equality. They develop a willingness to participate in a democratic society and actively engage in local, national and global contexts.
Conclusion
Teachers should feel assured that quality resources, currently in existence, will support them in delivering values education through the Australian Curriculum. These resources have immediate relevance for many of the learning areas and, in addition, provide substantial support for the full range of general capabilities and the integration of the cross-curriculum priorities.
References
Australian Curriculum, Assessment and Reporting Authority, Australian Curriculum, www.acara.edu.au/curriculum/curriculum.html
Lovat, T & Clement, N 2008, The pedagogical imperative of values education, Journal of Beliefs & Values, 29 (3), 273–285
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2008, Melbourne Declaration on Educational Goals for Young Australians, www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html
Details of the other resources listed in the tables are available in Appendix A on the Values Education website, www.valueseducation.edu.au.
![Australian Bushcraft [Australian Army education service] c1948](https://static.fdocuments.us/doc/165x107/553cd9be550346a43f8b4b6f/australian-bushcraft-australian-army-education-service-c1948.jpg)
