Character and values-based learning: A teacher's true legacy

When I ask teachers this question, they often focus on those who were kind or caring or passionate. Qualities and values that went well beyond knowing their subject well. As teachers, we want to help young people realise the best version of themselves, particularly in our ever-changing world. Character and values-based learning equips students for the future and sits at the heart of what we do as educators, but it's not always easy to embed it into classroom practice.

When I was working as a secondary teacher, my headteacher used to encourage us to 'teach the children in front of us'. Sounds obvious doesn't it? But ultimately, we often teach to our own style, our own tastes and preferences. What we have to do is consider every individual we have in front of us and what they need, based on their experiences.

Academic, Rudine Sims Bishop, explored childrens' literature and the extent to which children's literature is written by African American authors and represents African American characters. In her work, she advocated for books to become more than simply windows, allowing us to look in at other people. Instead, she suggested that stories should act as mirrors, allowing children to see themselves reflected back at them and even better is when they act as sliding glass doors, allowing us to step into another's' life - experience what they do, and learn to empathise with them. As teachers, we can develop values and character in our children by giving the opportunities to both see themselves reflected and experience the lives of others.

Beyond our own moral obligation to support students to become the best version of themselves, there are also statutory requirements that every school must adhere to. For example, the Ofsted framework expects students to behave respectfully and courteously as well as the school providing lots of opportunity for personal development. The newest RSE statutory guidance, released in 2019 and updated in 2021, outlines the ways in which schools must teach and support students to develop healthy and respectful relationships. There is also an expectation for all schools to provide spiritual, moral, social and cultural education, which includes moral and social skills and values.

You may want to explore the Department of Education's character education framework which, while not mandatory, provides a possible starting point for schools considering how they embed character education into their curriculum and wider school life.