Schools have always been interested in three kinds of outcomes: skills -what our students are able to do; knowledge—what they know; and character—the kind of people they become. With the launch of the new National Curriculum, maintained sector primary and secondary schools are in no doubt about what must be taught and how. Independent schools however are in the luxurious position of having more flexibility when it comes to how and what they teach. Careful and strategic prioritising of the outcomes we are striving for is a critical element of our continual success.
Recent documentation published by the Department of Education demands that schools in England actively promote fundamental British values, both in lessons and through extra curricular activity, with similar guidance for independent schools being simultaneously published. In our school community it is not fundamental British values we concern ourselves with but values as a much broader concept. The dictionary definition of ‘values’ is: the regard that something is held to deserve; the importance, worth, or usefulness of something. Our values show what we tend to do with our life and energy and every individual, family and organization holds its own unique collection of values.
I believe that values education is a way of doing everything in our school. It's not one particular program or focus; it's everything we do, which influences the kind of human beings our pupils become. This year I took the decision to be more explicit about our values education; developing a comprehensive framework and a purposeful dialogue. Following a period of consultation in the summer term, we identified a set of eight values, which over the coming academic year, we will explore through a weekly values assembly and follow up discussion and activities. It is our belief that schools should take the development of values as seriously as the syllabus and our enthusiastic and insightful pupil responses assure us that we are right. In addition to our comprehensive timetable, we consider exercises based on a “values-centred” pedagogy to be a worthwhile investment, which bring even more worthwhile dividends. Teaching becomes more enjoyable and has more impact; the pupils become more focused, more active and more independent.
The first headmaster of Stowe school, JF Roxburgh, declared his goal to turn out young men who would be "acceptable at a dance and invaluable in a shipwreck." A mixture of courtesy and courage used to be considered essential to character. British citizens were the sort of people who knew both how to survive a Blitz and queue politely. More recently, the concept of good character has begun to be considered by some as old-fashioned but it is character which matters over and above resources in improving life chances for our children.
courage ∞ patience ∞ happiness ∞ perseverance ∞ love ∞ respect ∞ honesty ∞ peace
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