Unpacking the nine values for Australian Schooling

  1. Using a strategy such as 'Think-Pair-Share', ask students to define the term 'values'. Students can then share their definitions with the rest of the class. Record each group's definition on the board. Combine the group definitions to produce a whole-class definition.

  2. As a class, brainstorm a list of values. The Nine Values for Australian Schooling may be used as a stimulus or starting point for creating the class list. The Nine Values for Australian Schooling are:

    • Care and Compassion – Care for self and others
    • Doing Your Best – Seek to accomplish something worthy and admirable, try hard, pursue excellence
    • Fair Go – Pursue and protect the common good where all people are treated fairly for a just society
    • Freedom – Enjoy all the rights and privileges of Australian citizenship free from unnecessary interference or control, and stand up for the rights of others
    • Honesty and Trustworthiness – Be honest, sincere and seek the truth
    • Integrity – Act in accordance with principles of moral and ethical conduct, ensure consistency between words and deeds
    • Respect – Treat others with consideration and regard, respect another person's point of view
    • Responsibility – Be accountable for one's own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment
    • Understanding, Tolerance and Inclusion – Be aware of others and their cultures, accept diversity within a democratic society, being included and including others
  3. Divide the class into nine Values-teams. Provide each team with an A3-sized copy of an X-chart – Exploring values. Alternatively, ask students to draw an X-chart on a large sheet of butcher's paper. Assign each group an initial value. Explain to students that they will have an opportunity to reflect on each of the values as this activity involves rotating groups.

    Ask the students to record responses to the following questions on their chart:

    • What does your value look like? How does a person with this value behave? What do they do?
    • What does your value sound like? How does a person with this value sound? What are the sorts of things they might say to others?
    • What does your value feel like? What might be the attitudes or beliefs of a person with this value?
    • Where is your value seen? Record at least one real-life example of where you have seen this value in your home, in your classroom, at your school or in your community.

Introduction | Activity One | Activity Two