Primary pupils' Values languageThis is an extract from a Best Practice Research Scholarship report 'Identifying and utilising values: spiritual, moral, social and cultural development and citizenship in a primary school' by Helen Jelfs. The extract contains examples of primary age pupils' values language. In the Reception class the teacher initiated small group circle times in which the children talked about what made them happy. Whilst the resulting comments were wide-ranging some children made perceptive comments such as 'when someone is kind to me' 'people sharing', 'playing nicely', 'being friendly', 'saying sorry if you've been naughty', 'letting people play their games', 'people say sorry', 'learn things that are important', 'people are polite to you' and 'if you are kind to your friends you will be happy because they might get happy'. The researcher also talked to a focus group consisting of some of the more articulate children from the Reception class. When asked what they thought were the most important things about the way we treat others in school they were able to discuss ideas associated with kindness, caring, sharing, friendship. They also talked about responsibility and how they had to help put the toys away and sweep up the sand around the sand pit! In the Year 1/2 classes the children took part in circle time discussions using the starters 'I don't like it when….' and 'I like it when…'. Most of the children's responses reflected their desire to be on the receiving end of kindness, friendship, and sharing rather than being hurt, having unkind things said to them, being left out of games or losing their friends. (Appendix E) Following these activities the researcher made a collection of word cards that were representative of both the words and ideas expressed by the children. In small groups they were shown an array of them, which they read keenly. If there was a word they didn't know the researcher read it to them. They were then asked to choose a word that they thought represented what was important in the school. After each choosing one and putting it in the centre of the table they were encouraged to look at the others and decide if they wanted to include any other words. Many of even the youngest children were able to explain what the 'value' words meant. The Year 2 children were quick to suggest that some words meant the same e.g. telling the truth = being honest, being fair = sharing, friendship = helping others and respecting others and peace = forgiveness and friendship, although another child insisted that 'Peace' was having a quiet classroom! The predominant values chosen by the Reception and Key Stage 1children were: Being fair, Telling the truth, Friendship, Responsibility, Love, Christian faith, Being in control of myself and Forgiveness. In one of the Year 3/4 classes the teacher initiated discussion about important rules for life that led onto the framing of a set of rules for the world. (Appendix F) From these a set of values was chosen. These included Honesty, Forgiveness, Peace, Sharing, Respecting others, Responsibility, Love, Cooperation and Friendship. The other Year 3 /4 class teacher also chose to take a global approach by discussing the issue of fairness with the pupils. They brainstormed using the starter 'The things in our world that are unfair are…'' and then 'The world would be more fair if we could…'. (Appendix G) Because the class was due to write poetry as part of their Literacy lessons, the teacher decided to use their discussion as the stimulus for them to write a poem entitled 'It's not fair'. She was very pleased with the sensitive way in which the pupils explored some of the issues and some examples of the work produced are included in (Appendix H) The final set of values that this class agreed on consisted of Christian faith, Love, Forgiveness, Telling the truth, Self-control, Cooperation, Responsibility and Being fair. In the Year 5/6 classes the teachers first of all described a scenario to the pupils and they had to act out a good response followed by a bad response. These classes particularly enjoy role-play of this kind and responded quite positively. Following this the pupils were presented with a range of words that represented different values. The term 'ethical' was explained to them and they were asked to decide which words represented ethical values. A lively discussion followed. In the next session the teachers gave them a value word and they devised their own sketch whilst the other pupils had to think about which value they were portraying. Finally they decided on their set of values. One class decided on Responsibility, Trust, Honesty, Encouragement, Fairness and Being considerate. The other decided on Honesty, Respect, Faithfulness, Kindness, Caring, Helpfulness, Friendliness and Generosity. Appendix EExample of 'Circle Time' discussion Willows like it when………………………
Willows don't like it when………………………
Appendix FA set of rules for the world 1. Treat people as you want to be treated. Love your neighbour as yourself. 2. Don't fight. 3. Don't swear or use words that would hurt someone. 4. Don't pollute the earth unnecessarily. 5. Don't poison people, attack or hurt people. 6. Don't wrongly accuse. Only accuse with strong evidence. 7. Don't judge someone just by their appearance. 8. Don't kill animals unless it is for a reason (e.g. food). 9. Share food, clothes, toys etc. to help others. Be fair when you share. 10. Do not kill innocent people. 11. Don't steal. devised by children in a Year 3 and 4 class Appendix GA discussion on the theme 'It's not fair' with Year 3 and 4 Definition: Sharing, everyone the same, honest, not accusing falsely, not cheating, not making fun, playing fair, keeping the rules, treat as you want to be treated, respect.
Appendix HExamples of children's poems on the theme: 'It's not fair'. It's not fair Hamazah Odeh, aged 9
Joanna Wood, aged 7 |