The national curriculum is based on a statement of values that include
valuing ourselves, our relationships with others, and the society and environment
in which we live (see the statement of values below). The school curriculum
should reflect and promote these values.
The statement of values
The self
We value ourselves as unique human beings capable of spiritual, moral,
intellectual and physical growth and development.
On the basis of these values, we should:
- develop an understanding of our own characters, strengths and weaknesses
- develop self-respect and self-discipline
- clarify the meaning and purpose in our lives and decide, on the basis
of this, how we believe that our lives should be lived
- make responsible use of our talents, rights and opportunities
- strive, throughout life, for knowledge, wisdom and understanding
- take responsibility, within our capabilities, for our own lives.
Relationships
We value others for themselves, not only for what they have or what they
can do for us. We value relationships as fundamental to the development
and fulfilment of ourselves and others, and to the good of the community.
On the basis of these values, we should:
- respect others, including children
- care for others and exercise goodwill in our dealings with them
- show others they are valued
- earn loyalty, trust and confidence
- work cooperatively with others
- respect the privacy and property of others
- resolve disputes peacefully.
Society
We value truth, freedom, justice, human rights, the rule of law and collective
effort for the common good. In particular, we value families as sources
of love and support for all their members, and as the basis of a society
in which people care for others.
On the basis of these values, we should:
- understand and carry out our responsibilities as citizens
- refuse to support values or actions that may be harmful to individuals
or communities
- support families in raising children and caring for dependants
- support the institution of marriage
- recognise that the love and commitment required for a secure and happy
childhood can also be found in families of different kinds
- help people to know about the law and legal processes
- respect the rule of law and encourage others to do so
- respect religious and cultural diversity
- promote opportunities for all
- support those who cannot, by themselves, sustain a dignified lifestyle
- promote participation in the democratic process by all sectors of the
community
- contribute to, as well as benefit fairly from, economic and cultural
resources
- make truth, integrity, honesty and goodwill priorities in public and
private life.
The environment
We value the environment, both natural and shaped by humanity, as the basis
of life and a source of wonder and inspiration.
On the basis of these values, we should:
- accept our responsibility to maintain a sustainable environment for
future generations
- understand the place of human beings within nature
- understand our responsibilities for other species
- ensure that development can be justified
- preserve balance and diversity in nature wherever possible
- preserve areas of beauty and interest for future generations
- repair, wherever possible, habitats damaged by human development and
other means.
Incorporating values into the school curriculum
Young people need explicit and planned opportunities within the curriculum
to develop knowledge, skills and understanding in relation to values. They
need to be clear about the values, recognise how they are expressed and
debate and critically evaluate the complexity and diversity of values they
experience through their learning and in their lives.
The whole school community (staff, pupils, parents and the wider community)
should be engaged in identifying, discussing and reviewing values and how
these are to be promoted through the curriculum and the organisation and
life of the school.
The school's curriculum should enable young people to:
- investigate and reflect on the social, moral and political problems
and ethical issues they encounter in life, the media and through learning
- explore and debate ethical issues to try to make sense of real situations
and develop their own sense of moral judgement in dealing with them
- engage with those in authority, challenge injustice and make a difference
to things they feel strongly about
- discuss where values and rights conflict and compete and the need to
balance rights with responsibilities in their lives
- develop an ethical vocabulary, which they can use to reflect on their
own behaviour and the behaviour of others.
