To what extent can PSHE and Citizenship contribute to the ethos of a school? - Current theory about the relationship between values education and whole school ethos
ASSESSMENT ASSIGNMENT FOR MODULE 6
PROFESSIONAL STUDIES
To what extent can PSHE and Citizenship contribute to the ethos of a school?
SUE COOK
SECONDARY SCIENCE PGCE
23rd January 2003
Current theory about the relationship between values education and whole school ethos
The National Curriculum 'statement of values' is intended as an appropriate but not unduly prescriptive, framework for "values that are commonly agreed upon across society". They are stated so that agreement on them is compatible with different interpretations and therefore 'national' - one size fits all. Individual schools decide how the values should be interpreted and applied in their teaching and ethos.
The values are based around four themes:
* Value for 'self'. If a school does not promote respect for self and others, pupils' personal and learning needs will not be addressed, resulting in a lack of self-esteem in teachers and pupils.
* Value for 'others as themselves'. If pupils cannot participate in genuine enquiry they will not see the relevance of learning for themselves and become de-motivated and frustrated.
* 'Society' values truth, freedom, justice, human rights, rule of law and collective effort for the common good. Teaching and learning cannot be productive unless teachers and pupils are treated fairly in a democratic community.
* 'The environment' is valued as both natural and shaped by humanity, as the basis of life and a source of wonder and inspiration. Pupils and teachers cannot learn or teach unless there is a sense of shared purpose. The learning must be a shared enterprise.
These values are the basis for social, intellectual, emotional, spiritual and moral development of pupils and are inherent in the formal, informal and hidden curriculum of a school. Thus the development of values takes place through formal PSHE and citizenship education, community projects, voluntary activities, school councils etc., and the climate and ethos of the school which affects how pupils feel, think and act (McGettrick, 1995).
Thus school values education and school ethos are inextricably linked and "permeate throughout the school curriculum and organisation" (Bailey, 2000). Halstead and Taylor (1996) also noted that values of schools are also apparent in discipline procedures, relationships between teachers and pupils, and teaching approaches, particularly "the way teachers respond to children's contributions to learning .....children learn values from such responses" (ibid.). Values-based education is not a new subject to be incorporated into the curriculum, it is an educational philosophy, an approach to teaching and learning that underpins the way a school organises itself, develops relationships and promotes positive human value, in other words, whole school ethos.
Ungoed-Thomas (1997) identifies four features of a school that expresses the aims and values underpinning the National Curriculum. These are:
* a respect for persons,
* the pursuit of truth through a broad, balanced, coherent and relevant curriculum,
* the pursuit of justice through staff and pupils acting fairly towards one another, and
* ensuring that pupils learn to participate as full and responsible members of the school so they are equipped to participate in a democratic society.
Secondary schools can be places of conflict for adolescents and teachers must be role models for these four common aims. This example for a democratic school considers the school as a community that works collectively striving for a model of the good society (Osler and Vincent, 2002).
The national curriculum has two equal and interdependent aims: (i) to provide opportunities for learning and achievement and (ii) to promote spiritual, moral, social and cultural development. Children's SMSC development affects their ability to learn and achieve. Therefore, effective learning is a result of a positive, democratic ethos which is evident in every aspect of the school, from management structure, teaching styles, codes of conduct, to the way the school represents itself to the community of which it is part. A school can only achieve this by all staff taking collective responsibility for ensuring this commitment. The ethos of the school is critical to the successful implementation of citizenship and PSHE and therefore you cannot have one without the other. PSHE, citizenship education and pastoral care are the collective responsibility of all teaching staff. Since the school is a community dedicated to democratic schooling, by definition, all the staff will influence knowledge, attitude, skills and values as part of that community.
It should be noted however that part of the school ethos depends on the nature of involvement and support that the school gets from the parents. Home school agreements can be signed by parents to formalise the link between parent and school although this is not always enforced and policy varies from area to area. The effectiveness of any such agreement is also dependent on the attitude of the parents and the wider community. The collective responsibility and commitment of all staff to ensuring democratic schooling also needs positive support from parents, pupils, family and wider community - ...
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It should be noted however that part of the school ethos depends on the nature of involvement and support that the school gets from the parents. Home school agreements can be signed by parents to formalise the link between parent and school although this is not always enforced and policy varies from area to area. The effectiveness of any such agreement is also dependent on the attitude of the parents and the wider community. The collective responsibility and commitment of all staff to ensuring democratic schooling also needs positive support from parents, pupils, family and wider community - teachers should be facilitators of learning and positive role models, not saviours of society.
Evaluation of how an example of a PSHE unit of work contributes to achieving a positive, democratic ethos
St Augustine of Canterbury School, in which a Citizenship unit of work will be evaluated, is a joint faith school (Roman Catholic and Church of England) which has students from a wide variety of racial, religious, cultural and social backgrounds. Each pupil and member of staff is regarded as created by God with unique gifts and talents. The ethos has common aims with those forwarded by Ungoed-Thomas (1997). Gods reconciling love is also at the core of the schools work and the school aims for the pupils to be able to understand and value diversity, and be able to resolve disputes and misunderstandings and to examine their own beliefs. Ultimately, the school aims to promote learning as a life-long, liberating and enjoyable process, to celebrate achievement and to enable pupils to think for themselves and to care more for others.
The QCA Teacher's Guide for Key Stage 3 Citizenship (2001) recommends two broad aims within which schools can develop their own curriculum, namely,
* to provide opportunities for all pupils to learn and to achieve; and
* to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities and experiences of life.
The guide recommends that these aims can be achieved by discrete provision for citizenship, explicit opportunities across other curriculum subjects, whole school activities, and pupils' involvement in the school organisation and wider community.
At St Augustines's, there is discrete weekly provision for citizenship education and PSHE, extending to cross-curricular subjects according to the unit of work. Whole school activities are confined to acts of worship. Pupil involvement in the school organisation and wider community was explicit in the school council and pupil/parent input into decisions for the merged school to be opened in September 2003
Citizenship education at the school is delivered according to QCA recommendations. The unit of work examined was 'Rights and Responsibilities' at Year 9 (key stage 3). The lesson objective was for 'pupils to demonstrate knowledge and understanding of the way in which our rights and responsibilities change as we get older'. This corresponded with the QCA exemplar framework of Rights and Responsibilities - Why have rules? - What rights do I have as a young person. At Key Stage 3, pupils are expected to "have knowledge and understanding about becoming informed citizens", including legal and human rights and responsibilities, the basic aspects of the criminal justice system, and how both relate to young people. At Key Stage 4, pupils are expected to evaluate the effectiveness of different ways in which change can be brought about at different levels in society .... "demonstrating a willingness and commitment to evaluate critically..." (National Curriculum, 1999).
The Crick Report (1998) cites three strands which make up effective education for citizenship. They are:
* Social and moral responsibility
* Community involvement
* Political literacy.
In other words, social, civil and political strands which are related and interdependent. The 'social and moral responsibility' strand overlaps with values education and according to Crick (ibid.) are "essential preconditions of citizenship". The 'community involvement' sets out 'active' citizenship as the goal. Citizenship education cannot be confined to the school community and Crick argues that particularly at Key Stages 3 and 4, "community involvement cannot be divorced from the social and political reality of the community". The 'political literacy' strand distinguishes active citizenship education from PSHE, SMSC and values education most explicitly, involving children "learning about and how to make themselves effective in public life" (ibid.).
This particular unit of work contributed to the social and moral responsibilities strand by outlining the responsibilities to the child according to the United Nations, which are followed by governments, parents and other adults. These were presented as the rights of the child and included a case study in which the class could examine the implications of these rights. The community involvement and political literacy strands were not explicit although some political literacy was implicit in the discussion of 'legal' and 'democratic' rights.
The statutory citizenship framework asserts that effective citizenship education should enable pupils to:
* become informed citizens
* develop skills of enquiry and communication
* develop skills of participation and responsible action.
The unit of work fulfilled all three of these aims. The way in which the lesson was delivered, allowing for open and unbiased discussion, circle time, group work, and dealing with misconceptions and controversial issues in a safe, positive and democratic manner ensured that the whole class were able and willing to participate, in an environment of mutual respect. The classroom climate was such that pupils were free from any fear of expressing reasonable points of view that contradicted those held either by the teacher or by their peers. The teaching styles were unbiased and reflected the pupils' needs, and will help them to make healthy, responsible and informed choices, by increasing their knowledge and understanding and helping them explore their own and other people's attitudes.
The lesson provided the class with an opportunity to develop the values, attitudes and skills they need to respond to situations involving their rights as children, and therefore respect for persons. The democratic and straightforward way in which the lesson was delivered contributed to the pupils' increasing awareness of justice and truth (i.e. the 'relationships' value) largely by the role the teacher adopted as facilitator and non-judgemental adult in an open and fair discussion. The discussion of rights and responsibilities allowed for discourse on collective responsibility. Individual rights have to be upheld and respected by others in a true, just and democratic society. It is the responsibility of all members of that society to ensure that this is the case. The teacher's attitude before, during and after the lesson was perhaps the biggest influence on the pupil's learning. The teacher behaved as a role model for the school ethos. The resulting classroom climate reflected the school ethos during the lesson and positively influenced the pupils' learning. They felt the lesson was relevant and worthwhile. "Pupils attitudes to education will affect pupil achievement", (Planel, 1997).
I will now be looking at citizenship and PHSE units of work in my next placement school and how they fulfil the criteria as set out by the Crick Report (1998). I feel that it is essential PSHE and citizenship education are delivered in a way which reflects a cross-curricular, democratic and positive ethos, enabling the pupils to make informed choices and enrich their lives both inside and outside the school. Citizenship and PSHE units of work cannot be examined in isolation, it is just as important to consider what is happening in other classrooms and beyond. Pupils need to be prepared to play an active role in society since they are its future citizens. The school will need to provide for effective involvement in democratic procedures (Citizenship Foundation, 2001). However, such involvement should not merely be a 'token' simulation of rights and responsibilities. It should provide pupils with real experience of a growing capacity to influence and make decisions that affect their lives within the school and beyond.
Development of my own professional values and practices in order to contribute to a positive and democratic ethos
Values-based education aims to create a positive school ethos, to inspire individuals to choose their own positive values. Historically, values education was transmitted in terms of what was 'right' and 'wrong' according to the elders or teachers delivering the values education. During the 1960's there was a complete shift in emphasis to clarification of values by the child. Currently, how values are learned are more balanced between these two extremes and therefore a mix of discussion of individual values and ideas, and appreciation of "values that are commonly agreed upon across society" (National Curriculum, 1999).
Teaching citizenship and PSHE will give me an opportunity to reflect on my own values and understanding of citizenship, and the implications for my professional role as a teacher. The requirements at key stages 3 and 4 are demanding. I will need knowledge, skills, confidence and enthusiasm to effectively incorporate citizenship and PSHE into my science lessons and class tutor time. I will need to become a critically reflective teacher willing and able to educate "tomorrow's critically reflective citizens" (Bailey, 2000).
Through learning 'active' citizenship, pupils are taught to think about, analyse, express, justify and defend orally and in writing, contribute to group work and exploratory class discussions. They must use their imaginations, negotiate, decide and take part responsibility and reflect on the process of their participating. Pupils must also research and critically evaluate data from different sources. Through this, inevitably subject and form teachers must articulate their own values of citizenship, and therefore enrich their own ideas. What is my concept of citizenship? I believe education about individual and collective rights are critical to an awareness of what citizenship means to an individual. Human rights education provides young people with a set of principles that are the basis for an appreciation of cultural, religious and ethnic diversity. Schools built on principles that uphold rights in education, also provide a model and experience of human rights. I believe that education for citizenship, delivered in a positive and democratic way will enable children to recognise our common humanity and provide a sense of belonging to, and collective responsibility for, a global community. As citizens, they will have opportunities to express solidarity with those whose rights are infringed; opportunities to exercise their rights to participation; and the skills to do this within contexts of diversity. (Osler and Vincent, 2002).
My aims as a science teacher in terms of contributing to a democratic school ethos, must be to develop in pupils the capacity to make decisions related to science issues and what action they may choose to take. I will need to nurture in them skills that will help them use information and to develop reason in order for them to have a clear understanding of what is going on in the world and within themselves. My pedagogic practice will be key to establishing this aim.
I should adopt a teaching style that facilitates and actively encourages pupils to be critical in their thinking and analytical in their approach to problems. Science and issues as expressed in the media provide one such vehicle for such activities (Bailey, 2000). I will need to consider how the teaching of scientific information can be integrated into the evaluation of related issues.
Learning objectives encompass knowledge (facts, interpretation, personal role), attitudes (self-understanding, respect for others, respect for values) and skills (intellect and judgement, communication, action. I will need to consider all three when planning lessons with citizenship values in mind.
Science education should play a part in future citizens being critical about the information they are given and the value that can be placed on that knowledge. It will help future individuals choose the course of action that could or might be taken, and therefore influence society. Science education can introduce pupils to scientific contexts in everyday examples that can be investigated through the community, environment and social and cultural elements of their lives (Bailey, 2000).
Science education develops critical thinking and research as a means to answering questions posed. Pupils are required to draw conclusions from data collected argue their case based on evidence. As a science teacher, I can help pupils realise that the judgements they make can influence society.
Development of judgement is a vital aspect to citizenship. I will need to elicit pupils' understanding of the values and bias they hold and how they are used to make judgements. I must allow each pupil room to explore the consequences of the action or inaction that a pupil may wish to take in certain circumstances (Bailey, 2000). For example, issues such as apathy vs. active demonstration could be explored, therefore valuing 'respect for others'.
I will need to clarify pupil anxieties and feelings with respect to the issues under discussion, especially when the issues may be emotive and sensitive. An effective teacher is aware of a pupil's feelings and appreciates that they may have their own prejudices about a subject. It is the responsibility of the teacher to remain unbiased and to lead the pupil into self-understanding. Our society is diverse in culture, race, gender, religion and ability. This pluralist society requires science education that encourages and permits greater equality of understanding across all these groups (Reiss, 1999) and therefore a science education for all. The incorporation of the notion of self-understanding in science lessons is a good way of encouraging citizenship and values, as it facilitates the need for pupils of all ages to confront their values, prejudices and bias, in an environment which has to consider other people's views as well as their own (Bailey, 2000).
Finally, I must have something worthwhile to communicate to my school in terms of values, knowledge and skills. After all, what the teacher is, is as important as what the teacher knows and does.
"Knowledge informs us, ideas liberate us, values civilise us"
(quoted from McGettrick, 1995)
References
Bailey, R. (2000) Teaching Values and Citizenship across the Curriculum, London: Kogan Paul
DFES/QCA (1999) Citizenship Orders Key Stage 3 - 4, London: DFES/QCA.
DFES/QCA (1999) The National Curriculum, Handbook for Secondary Teachers,
London: DFES/QCA.
Halstead, J.M. and Taylor, M. (1996) Values in Education and Education in Values,
London: Falmer.
Hargreaves, A., Baglin, E., Henderson, P., Leeson, P and Tossell, T. (1998) Personal and Social
Education. Choices and Challenges, Oxford: Basil Blackwell Ltd.
McGettrick, B. J. (1995) Values and Educating the Whole Person, Dundee: SCCC.
Osler, A. and Vincent, K. (2002) Citizenship and the Challenge of Global Education,
Stoke-on-Trent: Trentham Books Ltd.
Planel, C. (1997) National cultural values and their role in learning: a comparative ethnographic
study of state primary schooling in England and France. Comparative Education, 33(3),
pp. 349 - 373.
QCA (1998) Education for Citizenship and The Teaching of Democracy in Schools,
(The Crick Report), London: QCA.
QCA (2001) Citizenship, a scheme of work for key stage 3 & Teachers Guide, London: QCA.
Reiss, M. J. (1993) Science Education for a Pluralist Society, Buckingham:
Open University Press.
The Citizenship Foundation (2001) Democracy in Schools and the Local Community - a brief
guide, London: Citizenship Foundation.
Ungoed-Thomas, J. (1997) Vision of a School, The Good School in the Good Society,
London: Cassell.
Bibliography
Bailey, R. (2000) Teaching Values and Citizenship across the Curriculum, London: Kogan Paul
DFES/QCA (1999) Citizenship Orders Key Stage 3 - 4, London: DFES/QCA.
DFES/QCA (1999) The National Curriculum, Handbook for Secondary Teachers,
London: DFES/QCA.
Halstead, J.M. and Taylor, M. (1996) Values in Education and Education in Values,
London: Falmer.
Hargreaves, A., Baglin, E., Henderson, P., Leeson, P and Tossell, T. (1998) Personal and Social
Education. Choices and Challenges, Oxford: Basil Blackwell Ltd.
McGettrick, B. J. (1995) Values and Educating the Whole Person, Dundee: SCCC.
Osler, A. and Vincent, K. (2002) Citizenship and the Challenge of Global Education,
Stoke-on-Trent: Trentham Books Ltd.
Planel, C. (1997) National cultural values and their role in learning: a comparative ethnographic
study of state primary schooling in England and France. Comparative Education, 33(3),
pp. 349 - 373.
QCA (1998) Education for Citizenship and The Teaching of Democracy in Schools,
(The Crick Report), London: QCA.
QCA (2001) Citizenship, a scheme of work for key stage 3 & 4 Teachers Guide, London: QCA.
Reiss, M. J. (1993) Science Education for a Pluralist Society, Buckingham:
Open University Press.
Ryder, J. and Campbell, L. (1998) Balancing Acts in Personal, Social and Health Education,
London: Routledge.
The Citizenship Foundation (2001) Democracy in Schools and the Local Community - a brief
guide, London: Citizenship Foundation.
Ungoed-Thomas, J. (1997) Vision of a School, The Good School in the Good Society,
London: Cassell.
