VALUES IN THE CURRICULUM RELATIONSHIP BETWEEN CORE VALUES IDENTIFIED IN THE WESTERN AUSTRALIAN CURRICULUM FRAMEWORK AND THE AUSTRALIAN GOVERNMENT’S VALUES FOR AUSTRALIAN SCHOOLING
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 1 Curriculum Council of Western Australia CONTENTS PAGE
SECTION PAGE NUMBER/S
1. A CHART OF THE WESTERN AUSTRALIAN CURRICULUM FRAMEWORK VALUES 3
2. COMPARISON OF CURRICULUM FRAMEWORK OUTCOMES COMPARED WITH THE 9 VALUES 4 - 9 FOR AUSTRALIAN SCHOOLING
3. COMPARISON OF THE VALUES FOR AUSTRALIAN SCHOOLING WITH THE CURRICULUM 10 FRAMEWORK CORE VALUES
4. THE CORE VALUES IN THE CURRICULUM FRAMEWORK NOT INCLUDED IN THE VALUES FOR 11 AUSTRALIAN SCHOOLING
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 2 Curriculum Council of Western Australia WA CURRICULUM FRAMEWORK 5 CLUSTERS OF CORE SHARED VALUES 1. A PURSUIT OF KNOWLEDGE AND 2. SELF ACCEPTANCE AND 3. RESPECT AND CONCERN FOR 4. SOCIAL AND CIVIC 5. ENVIRONMENTAL A COMMITMENT TO RESPECT OF SELF OTHERS AND THEIR RIGHTS RESPONSIBILITY RESPONSIBILITY ACHIEVEMENT OF POTENTIAL The lifelong disposition toward the quest for The acceptance and respect of self, Sensitivity to and concern for the well- The commitment to exploring and promoting The commitment to developing knowledge, as each person strives to resulting in attitudes and actions being of other people; and respect for life the common good and meeting individual an appreciative awareness of understand the social and natural worlds that develop each person’s unique and property. Encouragement is given to needs without infringing the basic rights of the interdependence of all and how best to make a contribution to these potential — physical, emotional, each person to be caring and others. This includes the encouragement of elements of the environment, worlds. Each person is encouraged to aesthetic, spiritual, intellectual, compassionate, to be respectful of the each person to participate in democratic including humans and human achieve his or her potential in all respects moral and social. Encouragement rights of others, and to find constructive processes, to value diversity of cultural systems, and encouraging a and, through critical and creative thinking, is given to developing initiative, ways of managing conflict. This includes expression, to respect legitimate authority, to respect and concern for to develop a broad understanding of his or responsibility, ethical discernment, the right to learn in a friendly and non- promote social justice and to support the use Australia’s natural and cultural her own values and world views. openness to learning and a sense coercive environment. of research for the improvement of the quality heritage and for forms of of personal meaning and identity. of life. resource use that are regenerative and sustainable. 1.1 The pursuit of personal excellence: 2.1 Individual uniqueness: Each 3.1 Compassion and care: Each person 4.1 Participation and citizenship: As a 5.1 Cultural heritage: The Each person should be encouraged to person should acknowledge his has a right to receive care and democratic society, Australia should cultural heritage of achieve his or her personal best in all or her own uniqueness and be compassion and have a life of dignity, encourage its members to participate in the Australia, including undertakings and to respect the encouraged to develop self- free from harassment and political process and to contribute to Aboriginal sacred and achievements of others. respect and dignity. discrimination. community services consistent with good archaeological cultural 1.2 Domains of human experience: Each 2.2 Personal meaning: Each 3.2 Equality: Each person has equal worth citizenship. heritage, should be person should be encouraged to develop person should develop a sense and basic rights, regardless of 4.2 Community: Interpersonal cooperation respected and maintained. an understanding of all the domains of of personal meaning and differences in race, gender, age, ability, and social responsibility are encouraged. 5.2 Conservation of the human experience; physical, emotional, identity, and be encouraged to religious belief, political affiliation, 4.3 Diversity: The richness of many cultural environment: The intellectual, aesthetic, social, moral and reflect critically on the ways in national origin, citizenship, regional expressions is recognised, and diversity in management of the spiritual. which that occurs. location, or economic or household the context of shared community life is environment should take 1.3 Empowerment: Each person should be 2.3 Ethical behaviour and status. welcome. into account the need to encouraged to develop critical thinking, responsibility: Each person 3.3 Respect: Each person should respect 4.4 Contribution: Society has something to preserve its diversity and the creative imagination, interpersonal has freedom of will, is those of different opinion, temperament gain from every individual life, and should balance for the future. and vocational skills, and basic responsible for his or her own or background. maximise the opportunities for all persons 5.3 Sustainable development: competencies in the various forms of conduct and should be 3.4 Open learning environment: Each to contribute to the common good. There is a need to continue disciplined inquiry. encouraged to develop person has the right to a friendly 4.5 Authority: People should respect to develop natural resources 1.4 Knowledge: Each person should discernment on ethical issues learning environment free of coercive legitimate and just authority structures and to sustain human life. This recognise the tentative and limited nature and to recognise the need for or indoctrinative elements, whether in the rule of the law, while recognising and should be done in a way of knowledge. truthfulness and integrity. the explicit or implicit curriculum. observing human rights. consistent with long-term 1.5 Values systems: Each person should 2.4 Openness to learning: Each 3.5 Individual differences: Each person ecological sustainability 4.6 Reconciliation: Strategies of cooperation and rehabilitation practices. have the opportunity to explore different person should welcome differs in his or her readiness and ability and reconciliation are preferred to coercion values and the right to develop a personal opportunities for learning from to learn and has the right to be given and confrontation, especially where groups 5.4 Diversity of species: Each value system. all sources, including the formal access to available knowledge at a level or individuals are in conflict. person should recognise a 1.6 Critical reflection: Each person should study of the learned disciplines; appropriate to his or her developmental need to preserve native from investigations, 4.7 Social justice: The right of each person to habitats and arrest the be encouraged to reflect critically on both needs and interests. a fair share of society’s economic and the cultural heritage and the attitudes and contemplation and the cultural 3.6 Cooperation/Conflict resolution: extinction of presently- tradition; and from people of cultural resources is recognised. surviving native species. values underlying current social trends Each person should strive to work 4.8 Responsibility and freedom: People have and institutions. divergent views. cooperatively and to resolve conflict 2.5 Initiative and enterprise: the right to choose their way of life, and are 1.7 World views: Each person should be peacefully while respecting differences responsible for the impact of their choices equipped with the tools to critically Each person should have the and valuing the other person. confidence to show initiative on nature and other community members. examine world-views (both religious and 3.7 Family/home environment: Each 4.9 Benefits of research: Society should non-religious), especially those dominant and be enterprising in his or her person should recognise the importance approach to life’s challenges. support the advancement of knowledge in in his or her background and school of a secure and caring family/home all its domains, promote scholarship and community. environment. research that promise to improve the quality of life and share the benefits as widely as possible. 004a8fa90a38eb4b2d 3844bbc9b70f88.doc 3 Curriculum Council of Western Australia COMPARISON OF CURRICULUM FRAMEWORK OUTCOMES COMPARED WITH THE 9 VALUES FOR AUSTRALIAN SCHOOLING Curriculum Framework Values for Australian Schooling Curriculum Framework Values for Australian Schooling CLUSTER 1. A PURSUIT OF CLUSTER 2. SELF ACCEPTANCE KNOWLEDGE AND A COMMITMENT AND RESPECT OF SELF TO ACHIEVEMENT OF POTENTIAL The lifelong disposition toward the quest Doing Your Best The acceptance and respect of self, Care and Compassion for knowledge, as each person strives to Seek to accomplish something worthy resulting in attitudes and actions that Care for self and others understand the social and natural and admirable, try hard, pursue develop each person’s unique potential worlds and how best to make a excellence — physical, emotional, aesthetic, Integrity contribution to these worlds. Each spiritual, intellectual, moral and social. Act in accordance with principles of person is encouraged to achieve his or Encouragement is given to developing moral and ethical conduct, ensure her potential in all respects and, through initiative, responsibility, ethical consistency between words and deeds critical and creative thinking, to develop discernment, openness to learning and Responsibility a broad understanding of his or her own a sense of personal meaning and Be accountable for one’s own actions, values and world views. identity. resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment
1.1 The pursuit of personal Doing Your Best 2.1 Individual uniqueness: Each Care and Compassion excellence: Each person should be Seek to accomplish something worthy person should acknowledge his or Care for self and others encouraged to achieve his or her and admirable, try hard, pursue her own uniqueness and be personal best in all undertakings and excellence encouraged to develop self-respect to respect the achievements of others. and dignity. 1.2 Domains of human 2.2 Personal meaning: Each person experience: Each person should be should develop a sense of personal encouraged to develop an meaning and identity, and be understanding of all the domains of encouraged to reflect critically on human experience; physical, the ways in which that occurs. emotional, intellectual, aesthetic, social, moral and spiritual.
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 4 Curriculum Council of Western Australia Curriculum Framework Values for Australian Schooling Curriculum Framework Values for Australian Schooling Honesty and Trustworthiness 1.3 Empowerment: Each person Honesty and Trustworthiness 2.3 Ethical behaviour and should be encouraged to develop responsibility: Each person has Be honest, sincere and seek the truth critical thinking, the creative Be honest, sincere and seek the truth freedom of will, is responsible for his Integrity imagination, interpersonal and (Implicit in interpersonal skills) or her own conduct and should be Act in accordance with principles of vocational skills, and basic encouraged to develop discernment moral and ethical conduct, ensure competencies in the various forms of on ethical issues and to recognise consistency between words and deeds disciplined inquiry. the need for truthfulness and integrity.
1.4 Knowledge: Each person 2.4 Openness to learning: Each Doing Your Best should recognise the tentative and person should welcome Seek to accomplish something worthy limited nature of knowledge. opportunities for learning from all and admirable, try hard, pursue sources, including the formal study excellence of the learned disciplines; from investigations, contemplation and the cultural tradition; and from people of divergent views.
1.5 Values systems: Each person Understanding, Tolerance and 2.5 Initiative and enterprise: Each Doing Your Best should have the opportunity to explore Inclusion person should have the confidence Seek to accomplish something worthy different values and the right to Be aware of others and their cultures, to show initiative and be enterprising and admirable, try hard, pursue develop a personal value system. accept diversity within a democratic in his or her approach to life’s excellence society, being included and including challenges. others
1.6 Critical reflection: Each person should be encouraged to reflect critically on both the cultural heritage and the attitudes and values underlying current social trends and institutions.
1.7 World views: Each person Understanding, Tolerance and should be equipped with the tools Inclusion to critically examine world-views Be aware of others and their cultures, (both religious and non-religious), accept diversity within a democratic especially those dominant in his society, being included and including or her background and school others community.
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 5 Curriculum Council of Western Australia Curriculum Framework Values for Australian Schooling Curriculum Framework Values for Australian Schooling CLUSTER 3. RESPECT AND CLUSTER 4. SOCIAL AND CIVIC CONCERN FOR OTHERS AND RESPONSIBILITY THEIR RIGHTS Sensitivity to and concern for the well- Care and Compassion The commitment to exploring and Freedom being of other people; and respect for Care for self and others promoting the common good and Enjoy all the rights and privileges of life and property. Encouragement is meeting individual needs without Australian citizenship free from given to each person to be caring and Fair go infringing the basic rights of others. unnecessary interference or control, compassionate, to be respectful of the Pursue and protect the common good This includes the encouragement of and stand up for the rights of others rights of others, and to find constructive where all people are treated fairly for a each person to participate in ways of managing conflict. This just society. democratic processes, to value Responsibility includes the right to learn in a friendly diversity of cultural expression, to Be accountable for one’s own actions, and non-coercive environment. Respect respect legitimate authority, to promote resolve differences in constructive, Treat others with consideration and social justice and to support the use of non-violent and peaceful ways, regard, respect another person’s point research for the improvement of the contribute to society and to civic life, of view. quality of life. take care of the environment
Understanding, Tolerance and Understanding, Tolerance and Inclusion Inclusion Be aware of others and their cultures, Be aware of others and their cultures, accept diversity within a democratic accept diversity within a democratic society, being included and including society, being included and including others others
Fair go Pursue and protect the common good where all people are treated fairly for a just society 3.1 Compassion and care: Each Care and Compassion 4.1 Participation and citizenship: As Freedom person has a right to receive care Care for self and others a democratic society, Australia Enjoy all the rights and privileges of and compassion and have a life of should encourage its members to Australian citizenship free from dignity, free from harassment and Fair go participate in the political process unnecessary interference or control, discrimination. Pursue and protect the common good and to contribute to community and stand up for the rights of others where all people are treated fairly for services consistent with good a just society. citizenship. Understanding, Tolerance and Inclusion Be aware of others and their cultures, accept diversity within a democratic society, being included and including others 3.2 Equality: Each person has equal Fair go 4.2 Community: Interpersonal Responsibility worth and basic rights, regardless of Pursue and protect the common good cooperation and social responsibility Be accountable for one’s own actions, are encouraged. resolve differences in004a8fa90a38eb4b2d constructive, differences in race, gender, age, where all people are treated fairly for a 3844bbc9b70f88.doc 6 Curriculum Council of Western Australia Curriculum Framework Values for Australian Schooling Curriculum Framework Values for Australian Schooling ability, religious belief, political just society. non-violent and peaceful ways, affiliation, national origin, contribute to society and to civic life, citizenship, regional location, or take care of the environment economic or household status. 3.3 Respect: Each person should Respect 4.3 Diversity: The richness of many Fair go respect those of different opinion, Treat others with consideration and cultural expressions is recognised, Pursue and protect the common good temperament or background. regard, respect another person’s point and diversity in the context of where all people are treated fairly for of view. shared community life is welcome. a just society
Understanding, Tolerance and Inclusion Be aware of others and their cultures, accept diversity within a democratic society, being included and including others 4.4 Contribution: Society has Freedom 3.4 Open learning environment: Each something to gain from every Enjoy all the rights and privileges of person has the right to a friendly individual life, and should maximise Australian citizenship free from learning environment free of the opportunities for all persons to unnecessary interference or control, coercive or indoctrinative elements, contribute to the common good. and stand up for the rights of others whether in the explicit or implicit curriculum. Understanding, Tolerance and Inclusion Be aware of others and their cultures, accept diversity within a democratic society, being included and including others 3.5 Individual differences: Each 4.5 Authority: People should respect Freedom person differs in his or her readiness legitimate and just authority Enjoy all the rights and privileges of and ability to learn and has the right structures and the rule of the law, Australian citizenship free from to be given access to available while recognising and observing unnecessary interference or control, knowledge at a level appropriate to human rights. and stand up for the rights of others his or her developmental needs and interests. 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 3.6 Cooperation/Conflict resolution: Responsibility 4.6 Reconciliation: Strategies of Responsibility Each person should strive to work Be accountable for one’s own actions, cooperation and reconciliation are Be accountable for one’s own actions, cooperatively and to resolve conflict resolve differences in constructive, preferred to coercion and resolve differences in constructive, peacefully while respecting non-violent and peaceful ways, confrontation, especially where non-violent and peaceful004a8fa90a38eb4b2d ways, contribute to society and to civic life, contribute to society 3844bbc9b70f88.docand to civic life, 7 Curriculum Council of Western Australia Curriculum Framework Values for Australian Schooling Curriculum Framework Values for Australian Schooling differences and valuing the other take care of the environment groups or individuals are in conflict. take care of the environment person. Fair go Pursue and protect the common good where all people are treated fairly for a just society 3.7 Family/home environment: Each 4.7 Social justice: The right of each Fair go person should recognise the person to a fair share of society’s Pursue and protect the common good importance of a secure and caring economic and cultural resources is where all people are treated fairly for family/home environment. recognised. a just society 4.8 Responsibility and freedom: Freedom People have the right to choose Enjoy all the rights and privileges of their way of life, and are responsible Australian citizenship free from for the impact of their choices on unnecessary interference or control, nature and other community and stand up for the rights of others members. 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 4.9 Benefits of research: Society should support the advancement of knowledge in all its domains, promote scholarship and research that promise to improve the quality of life and share the benefits as widely as possible.
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 8 Curriculum Council of Western Australia CLUSTER 5. ENVIRONMENTAL RESPONSIBILITY Values for Australian Schooling Responsibility The commitment to developing an appreciative awareness of the interdependence of all Be accountable for one’s own actions, resolve differences in constructive, non-violent and elements of the environment, including humans and human systems, and encouraging a peaceful ways, contribute to society and to civic life, take care of the environment respect and concern for Australia’s natural and cultural heritage and for forms of resource use that are regenerative and sustainable.
5.1 Cultural heritage: The cultural heritage of Australia, including Aboriginal sacred and Understanding, Tolerance and Inclusion archaeological cultural heritage, should be respected and maintained Be aware of others and their cultures, accept diversity within a democratic society, being included and including others
5.2 Conservation of the environment: The management of the environment should Responsibility take into account the need to preserve its diversity and balance for the future. 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
5.3 Sustainable development: There is a need to continue to develop natural Responsibility resources to sustain human life. This should be done in a way consistent with long- Be accountable for one’s own actions, resolve differences in constructive, non-violent and term ecological sustainability and rehabilitation practices. peaceful ways, contribute to society and to civic life, take care of the environment
5.4 Diversity of species: Each person should recognise a need to preserve native Responsibility habitats and arrest the extinction of presently-surviving native species. 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
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 9 Curriculum Council of Western Australia COMPARISON OF THE VALUES FOR AUSTRALIAN SCHOOLING WITH THE CURRICULUM FRAMEWORK CORE VALUES THE CORE VALUES IN THE CURRICULUM FRAMEWORK NOT INCLUDED IN THE VALUES FOR AUSTRALIAN SCHOOLING VALUES FOR CURRICULUM FRAMEWORK VALUES FOR AUSTRALIAN CURRICULUM FRAMEWORK AUSTRALIAN SCHOOLING SCHOOLING Care and Compassion Clusters 2 SELF ACCEPTANCE AND RESPECT OF SELF Integrity Clusters 2 SELF ACCEPTANCE AND Care for self and others 2.1 Individual uniqueness: Act in accordance with principles of moral RESPECT OF SELF Cluster 3 RESPECT AND CONCERN FOR OTHERS AND and ethical conduct, ensure consistency 2.3 Ethical behaviour and THEIR RIGHTS between worlds and deeds responsibility 3.1 Compassion and care: Doing Your Best Cluster 1 A PURSUIT OF KNOWLEDGE AND A Respect Cluster 3 RESPECT AND CONCERN FOR Seek to accomplish COMMITMENT TO ACHIEVEMENT OF POTENTIAL Treat others with consideration and regard, OTHERS AND THEIR RIGHTS something worthy and 1.1 The pursuit of personal excellence: respect another person’s point of view. 3.3 Respect admirable, try hard, pursue Cluster 2 SELF ACCEPTANCE AND RESPECT OF SELF excellence 2.4 Openness to learning 2.5 Initiative and enterprise (Implicit) Fair go Cluster 2 SELF ACCEPTANCE AND RESPECT OF SELF Responsibility Cluster 2 SELF ACCEPTANCE AND Pursue and protect the 3.1 Compassion and care Be accountable for one’s own actions, RESPECT OF SELF common good where all 3.2 Equality: resolve differences in constructive, non- Cluster 3 RESPECT AND CONCERN FOR people are treated fairly for a Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY violent and peaceful ways, contribute to OTHERS AND THEIR RIGHTS just society. 4.2 Community: society and to civic life, take care of the 3.6 Cooperation/Conflict resolution 4.3 Diversity: environment Cluster 4 SOCIAL AND CIVIC 4.6 Reconciliation RESPONSIBILITY 4.7 Social justice 4.2 Community 4.5 Authority 4.6 Reconciliation 4.8 Responsibility and freedom Cluster 5 ENVIRONMENTAL RESPONSIBILITY 5.1 Cultural heritage 5.2 Conservation of the environment 5.3 Sustainable development: 5.4 Diversity of species
Freedom Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY Understanding, Tolerance and Inclusion 1.5Values systems Enjoy all the rights and 4.1 Participation and citizenship Be aware of others and their cultures, 1.6Critical reflection privileges of Australian 4.2 Community: accept diversity within a democratic 1.7World views citizenship free from 4.3 Contribution society, being included and including 2.3 Ethical behaviour and responsibility unnecessary interference or 4.5 Authority others Cluster 3 RESPECT AND CONCERN FOR control, and stand up for the 4.7 Social justice OTHERS AND THEIR RIGHTS rights of others 4.8 Responsibility and freedom Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY 4.1 Participation and citizenship 4.3 Diversity 4.4 Contribution
Honesty and Implicit in Trustworthiness 1.3 Empowerment Be honest, sincere and seek 2.3 Ethical behaviour and responsibility the truth 004a8fa90a38eb4b2d 3844bbc9b70f88.doc 10 Curriculum Council of Western Australia The 9 Values for Australian Schooling do not include the seven ‘educational values’ that are included in the Curriculum Framework core values. These ‘Educational Values’1 represented in the Curriculum Framework include the following:
CLUSTERS 1. A PURSUIT 2. SELF ACCEPTANCE 3. RESPECT AND 4. SOCIAL AND OF AND RESPECT OF CONCERN FOR CIVIC KNOWLEDGE SELF OTHERS AND THEIR RESPONSIBILITY AND A RIGHTS COMMITMENT TO ACHIEVEMEN T OF POTENTIAL INDIVIDUAL 1.2 Domains of 2.2 Personal meaning 3.4 Open learning environment 4.9 Benefits of VALUES human experience research 1.4 Knowledge 2.5 Initiative and enterprise 3.5 Individual differences 1.6 Critical 3.7 Family/home environment reflection
Reference 1. Values in Education; Classroom Curriculum Package (1995) Perth: National Professional Development Values Review Project . See Appendix 1. ‘Agreed Minimum Values Framework’ (Now out of print)
004a8fa90a38eb4b2d 3844bbc9b70f88.doc 11 Curriculum Council of Western Australia