This paper describes how a team of teachers devised teaching and learning strategies to promote core values within the content of their own subject areas. Five experimental classes received 'values interventions' and five control classes did not. A 'before and after' measurement showed that values interventions did make a significant difference to the ways in which pupils understood and thought about values and their subject, and that values interventions did encourage 'deep learning'.
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This paper describes how the teachers went about identifying the core values of the school community, through a process of consultation that included parents, teachers, pupils and governors. The report describes how the team tried to ascertain whether what people said they valued was the same as what they actually valued in school. It also gives an account of how the team began to understand the idea of core values and their contribution to the spiritual, moral, social and cultural development of pupils.
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This mini research project explores how values interventions lessons actually stimulate deep learning, through critical thinking, systems think and emotional literacy. The researcher observed four values lessons and analysed the language and social interactions that took place. She also interviewed pupils and their teachers.
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