Values Education Toolkit: Ages 8-10 by Teacher Superstore

Ages 8–10

VALUES EDUCATION TOOLKIT

A CONCEPT BY DAVID KOUTSOUKIS RIC-2775 6.8/719

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VALUES EDUCATION TOOLKIT (Ages 4–6) VALUES EDUCATION TOOLKIT (Ages 6–8) VALUES EDUCATION TOOLKIT (Ages 10–12) VALUES EDUCATION TOOLKIT (Lower secondary)

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Foreword Values education in schools is crucial for developing future citizens of good character. The Values education toolkit, featuring the Six Kinds of Best concept, is a series of five books expressly designed to assist the teaching of values education in primary and lower secondary schools. The varied activities in this book extend across all major learning areas and will have relevance for a wide range of student learning styles and intelligences. Titles in this series are:

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Teachers notes.....................................................iv – ix Curriculum links ........................................................ x Certificates.........................................................xi – xvi Checklists ...................................................... xvii – xix Be kind to yourself .................................... 1–24

Overview ..................................................................2–3 Teacher information...............................................4–5 Be proud of your uniqueness...................................... 6 Develop a sense of identity.......................................... 7 Know your strengths and weaknesses ........................ 8 Exercise regularly ....................................................... 9 Eat well...................................................................... 10 Sleep well .................................................................. 11 Take time to relax ..................................................... 12 Minimise risks........................................................... 13 Keep learning and growing ...................................... 14 Strive for success ....................................................... 15 Love, and value the love of, others ........................... 16 Develop a circle of good friends ............................... 17 Stand up for yourself ................................................ 18 Make good choices.................................................... 19 Forgive yourself if you make mistakes ..................... 20 Be positive ................................................................. 21 Be useful.................................................................... 22 Have some fun .......................................................... 23 Be proud of the things you say and do ..................... 24

Seek a fair go for all ................................................. 39 Manage and resolve conflict..................................... 40 Cooperate and be a team player ............................... 41 Support and include others ...................................... 42 Value family life ........................................................ 43 Treat others the way they need to be treated ............ 44 Be kind to the environment .................45–59

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• Values education toolkit — Ages 4–6 • Values education toolkit — Ages 6–8 • Values education toolkit — Ages 8–10 • Values education toolkit — Ages 11+ • Values education toolkit — Lower secondary

Be the achieving kind .............................77–95 Overview ..............................................................78–79 Teacher information...........................................80–81 Have a go! ................................................................. 82 Try lots of different things ........................................ 83 Discover what you’re good at and enjoy doing........ 84 Do things to the best of your ability ......................... 85 Pursue quality and personal excellence .................. 86 Use your talents......................................................... 87 Develop a sense of purpose ....................................... 88 Manage your time effectively ................................... 89 Manage your time wisely .......................................... 90 Set worthwhile goals and make plans to achieve them......................................................... 91 Show persistence and self-discipline to achieve your goals.............................................................. 92 Look at different ways of doing things—creativity and innovation ..................................................... 93 Develop good communication skills ........................ 94 Seek good role models .............................................. 95 Chatterbox ..............................................96

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Overview ..............................................................46–47 Teacher information...........................................48–49 Clean up after yourself ............................................. 50 Keep the land, water and waterways clean............... 51 Recycle and don’t waste............................................ 52 Save water ................................................................. 53 Conserve energy ........................................................ 54 Care for natural habitats, wildlife and endangered species ............................................... 55 Use environmentally-friendly products.................... 56 Consider environmentally-friendly products ........... 57 Consider using resources that can be replaced ........ 58 Value our cultural heritage ...................................... 59 Chatterbox template ................................60

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Be kind to others......................................25–44

Overview ..............................................................26–27 Teacher information...........................................28–29 Value relationships ................................................... 30 Respect the rights of others ...................................... 31 Be polite and use good manners .............................. 32 Praise people who do things well ............................. 33 Develop good people skills ........................................ 34 Work at building and maintaining relationships ... 35 Be tolerant and understanding of difference ........... 36 Respect other points of view ..................................... 37 Don’t bully or put others down ................................ 38

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Be the community kind ....................... 97–114

Be the learning kind ...............................61–76

Overview ..............................................................62–63 Teacher information...........................................64–65 Be positive about learning ........................................ 66 Seek knowledge about yourself, others and the world around you ................................................. 67 Recognise the value of knowledge ........................... 68 Have an enquiring mind—be curious .................... 69 Determine how you learn best (learning styles)...... 70 Have an open mind .................................................. 71 Be a critical thinker .................................................. 72 Have a global perspective ......................................... 73 Seek learning opportunities everywhere .................. 74 Learn from your mistakes ........................................ 75 Keep learning ............................................................ 76

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Overview ..............................................................98–99 Teacher information.......................................100–101 Behave responsibly ................................................. 102 Respect authority .................................................... 103 Follow rules............................................................. 104 Be honest and seek truth ........................................ 105 Show integrity ......................................................... 106 Be useful.................................................................. 107 Get involved in the community.............................. 108 Strive for justice and a ‘fair go for all’ ................... 109 Share and care for those in need............................ 110 Support reconciliation ............................................ 111 Contribute to research ............................................ 112 Support freedom ..................................................... 113 Strive for peace........................................................ 114 ‘And I love life’ ..................................... 115 References ............................................116

Values education toolkit

Teachers notes What are values?

Values education encourages students to become ‘nice human beings’.

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Values are ideals that guide our behaviour and decisions, and help us distinguish between what is right or wrong. They outline Values within school curriculums what is important to us in terms of our conduct, our interaction with others and how we might live our lives in a meaningful way. Generally speaking, there are nine agreed values to be incorporated Values give us a guiding framework by which to lead our lives. into school curriculums. People who engage in antisocial behaviour often lack a values These are: framework. Care and compassion Doing your best Why teach values? ‘Fair go’ Freedom Developing good values gives us a structure to guide our conscience Honesty and trustworthiness and helps us make good choices. If we have strong values and are Integrity put in challenging situations, we are more likely to make good Respect decisions according to those values. Developing strong values Responsibility also helps address our spiritual needs and self-esteem by giving Understanding, tolerance and inclusion. us a personal sense of identity and direction. In addition, it helps develop a sense of responsibility for the consequences of our own The ‘Six kinds of best’ concept incorporates all these values. behaviour and how our actions might affect ourselves, others and the environment. The ‘Six kinds of best’ concept Teaching values in schools is a proactive approach towards The ‘Six kinds of best’ is a model that outlines six core values for managing student behaviour. It gives students effective strategies becoming a person of good character and for leading a happy and to help them lead happy and successful lives. successful life. It frames the core values in a way that students, Values can be incorporated into a whole-school approach and can teachers and parents can remember and apply in everyday situations. It provides ‘anchor points’ upon which we can reflect include: when faced with decision-making situations and helps us make good choices. It may be considered a ‘recipe for life’. • encouraging staff to model good values,

• including values in the school vision and mission statements,

The ‘Six kinds of best’ are: Be KIND to yourself ................................. (Respect yourself) Be KIND to others ...................................... (Respect others) Be KIND to the environment ............ (Value the environment) Be the learning KIND ................................ (Seek knowledge) Be the achieving KIND ...................... (Achieve your potential) Be the community KIND ........ (Contribute positively to society)

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• creating a school motto, slogan or ethos based on specific values • displaying values posters,

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• including values in school rules and policies,

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• including values in structured classroom guidelines such as class rules,

• introducing ongoing daily or weekly values programs, • integrating the teaching of values into all curriculum learning areas, • collating and using resources for specific values education lessons, • inviting guest speakers to the school, • including values-based activities in pastoral care programs and • teaching values incidentally during class or recess times.

Values education toolkit

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Teachers notes The ‘Six kinds of best’ concept uses a play on the word ‘kind’ to make it memorable and repeatable. It also reinforces the word ‘kind’. It provides a mechanism to continually reinforce good values and teach them in context. This book is divided into six sections (as above) to indicate the six core values. Each section has a number of pointers which illustrate and support the six values. The ‘Six kinds of best’ concept provides a framework and a language for teaching and reinforcing values at school and in the home. It aims to make students familiar with the six core values and internalise them by using the ‘Six kinds of best’ affirmation. (Refer to page ix, the cover pages of each section and page 115.)

These six fingers represent the ‘Six kinds of best’. Get your students to make the sign. Tell them if they apply these principles throughout their life, they will be ‘A-OK’.

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For example: • When a student makes a negative comment about himself/herself, the teacher may say, ‘Sasha! You’re not being kind to yourself! Are you?’

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Teachers and parents are encouraged to highlight incorrect behaviours and reinforce correct behaviours by using the language of the ‘Six kinds of best’.

• When one student bullies another, the teacher may say, ‘John! You’re not being kind to others! Are you?’ • When a student drops some rubbish, the teacher may comment about the child not being ‘kind to the environment’. • When the class does well in a test, the teacher may comment that they are really ‘the learning kind’.

© R. . Ca. Pu l i cawell, t i o ns •I When student doesb an assignment the teacher may say that the student is ‘the achieving kind’. •f orr ev i ew pur posesonl y• • When a group of students help to clean up, the teacher may state that they are ‘the

Make the ‘Six kinds of best’ your personal quest

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community kind’.

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Using the Values toolkit book The activities in this book may be:

– incorporated into a continuing weekly program – used incidentally as required in the classroom – incorporated into an existing personal development or values program – used in conjunction with special values events such as a values ‘supercharger’ day or values ‘week’ where a guest speaker works with the students.

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Values education toolkit

Teachers notes The format of the book

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The book is divided into six sections. The six sections are: • Be kind to yourself • Be kind to others Title page • Be kind to the environment The first page of each section is a title page • Be the learning kind designed to introduce the section. • Be the achieving kind • Be the community kind • A pictorial representation of the affirmation(s) is/are also supplied.

Overview A two-page overview of additional activities has been provided for each of the six sections. The activities cover a variety of learning areas and learning styles. Teachers may use the activities to further develop each section with the class or as extension work for more able students.

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Teachers notes pages The student pages are supported by two pages of teachers notes, which comprise: – an introduction to the section, – a compilation of discussion points for each student page, and – answers (where required). Each double teacher’s page also includes an example of a graphic organiser, which teachers may find beneficial for recording summaries of students’ discussion or for students to record their thoughts. Graphic organisers provide a visual representation of information. They employ four intelligences at the same time—verbal/linguistic, logical/mathematical, visual/spatial and naturalist. (Different organisers use aspects of the naturalist intelligence, including categorising, classifying, identifying etc.) Values education toolkit

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Teachers notes Student pages Each section is divided into a number of key pointers. The bullet points are utilised as individual student pages. The activities on the student pages are intended to be mostly open-ended, ‘fun’ tasks focusing on the eight multiple intelligences.

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The final two pages in the book include: a pictorial representation of the ‘I love life’ affirmation, a bibliography of references and suggested readings to further teacher knowledge, and appropriate websites.

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Each student page includes: – the title of the relevant section and the bullet point being covered – title of the student page.

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‘By applying the ‘Six kinds of best’ principles, students and adults will lead a happy, successful and fulfilling life and make them feel like saying ‘I love life!’’

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Additional information Discussion and student reflection about their own personal experiences form an important part of values education. For this reason, discussion points form a major portion of the teacher information section of teachers notes for each section.

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David Koutsoukis is the creator of the ‘Six kinds of best’ concept. He is an educator with over 20 years’ experience who has a passion for encouraging people to develop good values and become persons of good character. He is also the author of the Behaviour management toolkit, the R.I.C. Behaviour management and Values poster sets, and the Daily dose of fun series of books. David is now a full-time presenter and consultant who works with educators, helping them build positive school cultures. He conducts professional development programs for teachers throughout Australia, New Zealand and South-East Asia on how to effectively deliver the Six kinds of best program. David also does a motivational program for students entitled Make the six kinds of best your personal quest. For more information about presentations and resources for schools by David Koutsoukis, visit www. schoolmasters.com.au or email admin@schoolmasters.com.au

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Be KIND to others

Respect others

Be KIND to yourself

Respect yourself

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Be KIND to the environment Seek knowledge

Be the learning KIND

1. Clean up after yourself 1. Be positive about learning 2. Keep the land, air and 2. Seek knowledge about waterways clean yourself 3. Recycle and donâ&#x20AC;&#x2122;t waste 3. Recognise the values of 4. Save water others 5. Conserve energy 4. Have an enquiring mind â&#x20AC;&#x201C; 6. Care for natural habitats, be curious wildlife and endangered 5. Determine how you learn species best (learning styles) 7. Use environmentally friendly 6. Have an open mind products 7. Be a critical thinker 8. Consider environmentally 8. Have a global perspective friendly energy sources 9. Seek learning opportunities 9. Consider using resources 10. Learn from your mistakes that can be replaced 11. Keep learning (sustainable development) 10. Value our cultural heritage

key Pointers

Value the environment

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1. Value relationships 2. Respect the rights of others 3. Be polite and use good manners 4. Praise people who do things well 5. Develop good people skills 6. Build and maintain relationships 7. Be tolerant and understanding of others 8. Respect other points of view 9. Donâ&#x20AC;&#x2122;t bully or put others down 10. Seek a â&#x20AC;&#x2DC;fair goâ&#x20AC;&#x2122; for all 11. Manage and resolve conflict 12. Cooperate and be a team player 13. Support and include others 14. Value family life 15. Treat others the way they need to be treated

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1. Be proud of your uniqueness 2. Develop a sense of identity (know what is important to you) 3. Know your strengths and work on your weaknesses 4. Exercise 5. Eat well 6. Sleep well 7. Take time to relax 8. Minimise risk 9. Keep learning and growing 10. Strive for success (and get some ego food) 11. Love and value the love of others 12. Develop a circle of quality friends 13. Stand up for yourself (be confident but humble) 14. Make good choices 15. Forgive yourself if you make mistakes 16. Be positive 17. Be useful (and you will feel good about yourself) 18. Have some fun 19. Be proud of the things you say and do

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1. Have a go! 2. Try lots of different things 3. Discover what youâ&#x20AC;&#x2122;re good at and enjoy doing 4. Do things to the best of your ability 5. Pursue quality and personal excellence 6. Use your talents 7. Develop a sense of purpose 8. Manage your time 9. Manage your money wisely 10. Set worthwhile goals and make plans to achieve them 11. Show persistence and selfdiscipline to achieve your goals 12. Look at different ways of doing thingsâ&#x20AC;&#x201D;creativity and innovation 13. Develop good communication skills 14. Seek good role models

1. Behave responsibly 2. Respect authority 3. Follow rules 4. Be honest and seek the truth 5. Show integrity â&#x20AC;&#x201C; develop a sense of whatâ&#x20AC;&#x2122;s morally right, and act that way 6. Be useful 7. Get involved in the community 8. Strive for justice and a â&#x20AC;&#x2DC;fair goâ&#x20AC;&#x2122; for all 9. Share and care 10. Support reconciliation 11. Contribute to research 12. Support freedom 13. Strive for peace

Contribute positively to society

Be the community KIND

Be the achieving KIND Achieve your potential

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Six core values

Values Framework

The Six Kinds of Best

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Values education toolkit

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Teachers notes The ‘Six kinds of best’ affirmation The ‘Six kinds of best’ affirmation is a series of actions which reinforces the six core values in a memorable and fun way. Reciting the affirmation engages visual, auditory and kinaesthetic learners.

I am one of a kind.

I am kind to myself.

(Right index finger in the air in front of body.)

(Clenched fist over heart.)

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r o e t s Bo r e p o u I am kind to others. And I am kindk to S the environment.

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(From clenched fist over heart, swing right arm clockwise and point outwards.)

(Touch left index finger with right index finger– Auslan sign language for ‘E’.)

I am the learning kind.

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(Have left hand flat, palm upwards, waist height–like a book. Take right hand and sweep the left hand with the back of your hand and swing your hand up to touch the top of your head—putting the information from the book into your head.)

I am the achieving kind.

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(Point upwards–aim for the stars.)

And I

And I am the community kind.

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(Point to yourself and touch your chest.)

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(Form an ‘A’ shape in front of your body with your fingers—like a house.)

Love

Life!

(Hug yourself.)

(Hands and arms outstretched above your head.)

Values education toolkit

Curriculum links

The activities in the book predominantly support student learning in the following key learning areas and topics/strands for each State: NSW

Vic.

Personal Development, Health and Physical Education

Health and Physical Education

Qld

Health and physical education

• Personal and social • Knowledge and development understanding • Self-management skills • Health of individuals and communities • Interpersonal skills

• Promoting the health of individuals and communities • Enhancing personal development

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Human Society and its Environment

Studies of Society and Environment

Society and environment

• Patterns of place and location • Relationships with places • Resource systems • Roles, rights and responsibilities • Significant events and people • Time and change • Identities • Cultural diversity

• Family and neighbourhood (Level 1) • Community and participation (Level 2) • Australia’s people and places (Level 3) • History (Level 4) • Geography (Level 4)

• Investigation, communication and participation • Place and space • Culture • Time, continuity and change • Resources • Active citizenship

• Time, continuity and change • Place, space and environment • Societies and cultures • Social systems

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• Health of individuals and population • Growth and development • Self and relationships • Interpersonal relationships • Personal health choices • Safe living • Values and attitudes • Skills: – Communicating – Decision-making – Interacting – Problem-solving

Studies of Society and Environment

• Time, continuity and change • Place and space • Culture and identity • Systems, resources and power

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Science and Technology Science • Built environments • Physical phenomena • Products and services

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Science

• Earth and beyond • Biological science: – Living together: past, • Energy and change present and future • Life and living • Earth and space sciences: – The changing earth • Physical science: – Energy and its uses

• Earth and space • Energy systems • Life systems

• Earth and beyond • Energy and change • Life and living

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â&#x20AC;&#x2DC;six kinds of bestâ&#x20AC;&#x2122; checklists Teacher â&#x20AC;&#x201C; student self-reflection checklist Name Go through the list, tick the appropriate boxes and see how you rate. You will notice a profile that will indicate which of your values are strongly developed, and which areas you need to improve. í˘ą Be kind to yourself

Strongly agree

Agree

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Strongly disagree

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1. I am proud of my uniqueness 2. I have a strong sense of identity 3. I know my strengths and work on my weaknesses 4. I exercise regularly 5. I eat well 6. I sleep well 7. I take time to relax 8. I minimise risks 9. I like learning 10. I strive for success 11. I love, and value the love of, others 12. I have a circle of quality friends 13. I stand up for myself 14. I make good choices 15. I forgive myself if I make mistakes 16. I am positive 17. I am useful 18. I have fun 19. I am proud of the things I say and do

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Disagree

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Strongly agree

1. I value relationships 2. I respect the rights of others 3. I am polite and use good manners 4. I praise people who do things well 5. I work at building and maintaining relationships 6. I am tolerant and understanding of difference 7. I respect other points of view 8. I donâ&#x20AC;&#x2122;t bully or put others down 9. I seek a fair go for all 10. I try to manage and resolve conflict 11. I cooperate with others 12. I support and include others 13. I value family life 14. I treat others the way they need to be treated

Agree

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Disagree

Strongly disagree

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â&#x20AC;&#x2DC;six kinds of bestâ&#x20AC;&#x2122; checklists Name í˘ł Be kind to the environment

Strongly agree

Agree

Strongly disagree

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í˘´ Be the learning kind

Strongly agree

1. I am positive about learning 2. I seek knowledge about myself, others and the world around me 3. I recognise the value of knowledge 4. I have an enquiring mindâ&#x20AC;&#x201D;I am curious 5. I know how I learn best 6. I have an open mind 7. I am a critical thinker 8. I have a global perspective 9. I seek learning opportunities everywhere 10. I learn from my mistakes 11. I am a lifelong learner

Agree

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1. I clean up after myself 2. I donâ&#x20AC;&#x2122;t pollute the land, air or waterways 3. I recycle and donâ&#x20AC;&#x2122;t waste 4. I donâ&#x20AC;&#x2122;t waste water 5. I conserve energy 6. I care for natural habitats, wildlife and endangered species 7. I use environmentally friendly products 8. I use environmentally friendly energy sources 9. I use resources that can be replaced 10. I value our cultural heritage

Disagree

Strongly disagree

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â&#x20AC;&#x2DC;six kinds of bestâ&#x20AC;&#x2122; checklists Name í˘ľ Be the achieving kind

Strongly agree

Agree

Strongly disagree

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í˘ś Be the community kind

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1. I have a go! 2. I try lots of different things 3. I know what I am good at and enjoy doing 4. I do things to the best of my ability 5. I pursue quality and personal excellence 6. I use my talents 7. I have a sense of purpose 8. I manage my time effectively 9. I manage my money wisely 10. I set worthwhile goals and make plans to achieve them 11. I am persistent and self-disciplined at achieving my goals 12. I look at different ways of doing things 13. I have good communication skills 14. I have good role models that I look up to

Disagree

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Strongly agree

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1. I behave responsibly 2. I respect authority 3. I follow rules 4. I am honest and seek the truth 5. I show integrityâ&#x20AC;&#x201D;I know what is morally and ethically right, and I act that way 6. I am useful 7. I get involved in the community 8. I strive for justice and a â&#x20AC;&#x2DC;fair goâ&#x20AC;&#x2122; for all 9. I share with and care for those in need 10. I support reconciliation 11. I contribute to or support research 12. I support freedom 13. I strive for peace

Agree

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Values education toolkit

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I am a one of a kind

Right index finger in the air in front of body.

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1. Be kind to yourself

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over heart.

Values education toolkit

TEACHERS NOTES

Be kind to yourself – overview BE PROUD OF YOUR UNIQUENESS

EAT WELL

• Create an ‘All about me’ poster to display in the classroom. Include information, illustrations and photos about the things you like and dislike, hobbies, interests, family, friends, achievements etc. • Write an acrostic, syllable or string poem about your own uniqueness.

• Write a jingle to encourage classmates to ‘Eat well! Be kind to your body!’ • Make a personal or class list of foods eaten regularly and rate how healthy each is using a scale of 1 to 5, with 1 being the least healthy. • Complete a table that lists everything you have eaten in one day. Rewrite the table, replacing the unhealthy foods and drinks with more nutritious choices.

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DEVELOP A SENSE OF IDENTITY

SLEEP WELL

• Record your times for going to bed and waking up each day for a week. Average the hours spent sleeping. Evaluate your daily energy levels and write a comment. • Follow a set routine before going to bed each night; e.g. bathroom, family time, reading. • Find a partner and retell a dream each of you has had.

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• Design a personal collage including all the things that are important to you; e.g. family, friends, hobbies, the environment, people in need. Collect different textured material to make the collage. • Design a picture for a logo to place on an ‘identity badge’ that reveals your identity. KNOW YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

TAKE TIME TO RELAX

• Make a checklist of positive character traits you think are important. Give yourself a score of 1 to 5 for each, 1 being the weakest trait(s). Write the traits that are weaknesses on separate cards and suggest one way to improve each. Each morning, choose a card and make an effort to work on that weakness for the day. • Add strips of card to both sides of a balance scale, filling one with your weaknesses and the other with your strengths. Aim to make the strengths ‘heavier’ than the weaknesses.

• Investigate a new ‘relaxing’ activity to try with a friend or group of friends. • Compose and record a relaxation tape. Try it out on friends. How many of them fall asleep? • Paint an abstract picture on A3 art paper, using pastel shades and flowing curves. Frame the painting and use it as a focus for relaxation.

• Look at the activities you do daily. Make a list of potential risks. Design a poster to highlight the most common. Suggest how each risk can be minimised. • Role-play the consequences of taking unnecessary physical risks, such as not wearing a bicycle helmet or not checking the depth of water before diving.

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• Make up an energetic fun game to play with friends. Plan the rules, scoring method and the space and equipment needed. • Work out appropriate actions, including dance steps, to add to songs sung in class. • On an outline of the human body, write some of the benefits of exercise in appropriate places.

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KEEP LEARNING AND GROWING

• Record your achievements each month—not just sporting and academic—but, more importantly, personal achievements; e.g. learning to cope with disappointment or controlling a bad attitude. Give each month a star rating, depending on how successful you have been. • Older people have lived for many years and have learnt lots of interesting things. Talk to a grandparent or an older person you know and make a list of the things you learn. STRIVE FOR SUCCESS • Write a ‘rap’ to encourage classmates to do their best and ‘aim for the stars’.

Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – overview • Identify achievable goals for different areas of your life. Record where you are now and suggest ways to help you reach your goals. Let friends and family know about them so they can help and support you. Design an artistic pathway for each goal and fill in steps as you move closer to it. When you reach each goal, reward yourself! • Research the life of a successful person, listing 10 things he or she did that contributed to this success.

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LOVE, AND VALUE THE LOVE OF OTHERS

BE POSITIVE

• Practise using positive body language and actions; e.g. head held high, smile on face, shoulders back, greeting people. • Write a poem to help children be more positive about themselves. Include words and phrases such as: ‘Believe in yourself!’, ‘You can be anything you want to be!’, ‘Think positively! Transform the poem into a song, chant or rap and create simple actions to accompany the main chorus. Teach to younger students.

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• Send a ‘valentine’ to a special family member or friend, telling him/her how much he/she is appreciated. • Write a poem or a letter to each person who loves you, telling why each is so special and how that love means so much to you. Include a photograph of you doing something together. DEVELOP A CIRCLE OF QUALITY FRIENDS

• You are looking for a really good friend. Write a newspaper advertisement listing all qualities you think are important for this friend to have. • Place a hoop on the ground. Stand inside with five friends, supporting each other so you don’t fall out!

BE USEFUL

• Write a recount about something you did to help others, including what you did, when it happened, where you were, who you helped and why you did it. Conclude by telling how you felt afterwards. • Fill in a timetable of ways you can be useful at school and at home. List who you would be helping and how you would be helping them. Keep the timetable handy and attach a sticker to the day every time you remember to be useful and helpful.

• Write and practise saying some assertive phrases such as ‘My opinion matters too! I will state my opinion even if no-one else agrees with me!’ • Discuss the emotional and physical feelings experienced when learning how to cope with standing up for yourself in front of someone or a group; e.g. sweaty palms, ‘butterflies’ in the stomach, nervousness, faster breathing.

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HAVE SOME FUN

• Listen to popular music brought in by class members and learn dances to perform with them at break times. • Arrange to meet friends at the park, beach or swimming pool after school. Plan different games to play. • List some fun things you can do when you are feeling low that make you feel better about yourself.

MAKE GOOD CHOICES

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• Read scenarios where decisions or choices have to be made. Discuss options with a partner and role-play to show the choice selected or decision made. • Make a list of ten choices you made this morning about getting up, getting dressed, having breakfast and going to school. If you could change one choice, what would you do and why?

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BE PROUD OF THE THINGS YOU SAY AND DO

• Keep a scorecard for recording nice things you say and do each day. Reward yourself with a special treat such as a fun activity or extra relaxation time. • Make a list of unpleasant things people often say that make others feel bad. Choose three to rewrite in a more positive way. • Choose a family member and write things you are proud of that you have done to make him or her feel good. If you can think of some extra things you could do, add them to the end of your list.

FORGIVE YOURSELF IF YOU MAKE MISTAKES

• Make a table with a list of mistakes on one side and what was learnt from making these mistakes on the other. • Continue the story of the hare and the tortoise, assuming that the hare either forgave himself for being overconfident and falling asleep, or that he kept ‘beating himself up’ about it and didn’t get over it.

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Values education toolkit

Be kind to yourself – Teachers notes INTRODUCTION Often, students are told to be nice to other people; but how often are they told to be kind to themselves? All people, at times, feel bad about themselves or put themselves ‘down’. In fact, we are often harsher critics of ourselves than others. It is really important to encourage students to think positively about themselves as much as possible to develop high self-esteem—to ‘be kind to yourself’.

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Discussion points

Page 6 – Be proud of your uniqueness

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• What does it mean to be unique? • In what ways are you unique? • How are you valuable to other people?

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Page 7 – Develop a sense of identity

• What things are important to you? Why? • Which people are the most important to you? How and why are they important? • What is the most important thing to you?

Page 14 – Keep learning and growing

• Discuss the different learning experiences which help our brains, bodies, emotions and respect for life, grow. • Discuss different methods of learning; e.g. from experience, through absorption, directly from parents and teachers, and research. • Discuss how our relationships with different people help us to learn and grow.

Page 8 – Know your strengths and work on your weaknesses • What are your strengths? • What are your weaknesses? • How can you improve your weaknesses or find out what your strengths are?

© R. I . C.PPage ub l i cat i ons 15 – Strive for success • Why do we need to choose achievable and realistic goals? •regularly f orr evi ew p ur posesonl y• Page 9 – Exercise • Why is it important to let others know what our goals are? • Why do people exercise? • Why will regular exercise make you look and feel better? • How can people be persuaded to do more exercise?

• How do rewards along the way for completing each step increase motivation?

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Page 16 – Love, and value the love of, others

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Page 10 – Eat well

• What do we do to demonstrate our love for others? • How are the things we do appreciated by others? • What do others do for us that we appreciate?

• What is a healthy diet? • Why do people eat ‘junk’ food? • Why is eating well being kind to yourself?

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Page 11 – Sleep well

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Page 17 – Develop a circle of good friends • What makes a good friend? • Why do you need to be a good friend? • Why is important to have good friends?

• How many hours sleep do you need? • What happens if you don’t get enough sleep? • Why don’t many children want to go to bed?

Page 12 – Take time to relax

Page 18 – Stand up for yourself

• How do you know if you are not relaxed or uptight? • Why do people need to relax? • What are some different ways to relax?

• What do the words ‘passive’, ‘assertive’, ‘confident’ and ‘resilient’ mean? • Why is it important to stand up for yourself? • How do you feel when you stand up for yourself?

Page 13 – Minimise risks

Page 19 – Make good choices

• Discuss some common physical risks and their recognised prevention measures. • Why do some people not like taking these measures? • What are some possible consequences of not taking these measures?

Values education toolkit

• What or who helps guide the decisions you make? • What is meant by a ‘consequence’? • What are some of the good and bad consequences of decisions you have made?

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Be kind to yourself – Teachers notes Page 20 – Forgive yourself if you make mistakes

Graphic organiser examples

• How should you feel when you make a mistake? • Should you ‘put yourself down’ when you make a mistake? • How would never making mistakes affect our development?

T-chart Same

Different

Page 21 – Be positive • How can positive thoughts help you to succeed at something? • When was a time you thought something negative about yourself? • Did you change it to a positive thought or did you let your emotions rule?

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Page 22 – Be useful

Comparison or contrast chart Item 1

Item 2

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• How are you useful? • How does being useful make you feel? • How do you think others feel when you do something useful for them?

Attribute 1

Page 23 – Have some fun! • What do you do for fun? • Why do you do it? • What would you like to do for fun but haven’t tried yet?

Attribute 2

Page 24 – Be proud of the things you say and do

• Name some things you may have said and done which you have not been proud of. • Why didn’t you feel proud? • How could you fix these mistakes?

Attribute 3

Answers 1.

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2. (a) (b) (c) 3. (a) (b)

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Page 17 – Develop a circle of good friends Something to think about: A clever teacher sends this note to all parents on the first day of school: ‘If you promise not to believe everything your child says happens at school, I’ll promise not to believe everything he or she says happens at home.’

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To have good friends, you must be a good friend. How are you good to your friends? Teacher check Teacher check (i) thinks about the needs and feelings of others (ii) gives help and strength (iii) treats thoughtfully

4. Teacher check R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Be proud of your uniqueness

A unique book for a unique person Complete the plan for a book celebrating your uniqueness. 1. Cover title: 2. Cover art:

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3. Number of pages in the book:

4. Contents of book: (What things unique to you will you include in the book?) ☞

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☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞

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5. Number of illustrations on each page (or group of pages):

6. Type of illustrations (cartoons/computer images/hand-drawn art/pictures created using collage materials etc.):

. te or computer typeface used: o 7. Type of handwriting c . c e her r (a) Headings: o t s super (b) Body text: 8. A catchy sentence, phrase or paragraph for the last page:

9. Create your book and share it with a classmate. Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Develop a sense of identity

Guess Who? Create a wordsearch. Tick each step as you complete it. 1. List 16 words which show things that are important to you. You may include hobbies, sports, skills (such as reading, drawing etc.), names of people, things (such as fashion, money, music etc.), names of places, or things you like doing, such as watching the sunset or a rainbow etc.

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2. On a sheet of graph paper, write the longest word down, across, diagonally or backwards in the boxes first.

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3. Add all the other words where they will fit and fill any blank spaces with any letter of the alphabet.

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4. Trace all the letters in the boxes with a black pen or thin marker.

o c . che into a box or containerr 6. Place all the wordsearches and mix them up. e o t r s sup er 7. Select another student’s wordsearch from the box and try to complete it. 5. Make a copy of your wordsearch and mark in all the answers.

8. Once it is completed, return it to the person you think wrote it and spend time discussing why things on the list are important to him/her, or things that you did not know about that person. 9. Repeat using the wordsearches of other students. 10. Complete one to show what you know about your teacher. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Know your strengths and work on your weaknesses

strengths and weaknesses Games/Activities Circle round (Groups)

Forward and back (Whole class or large groups)

Equipment required: none

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Form groups of five or six and sit in a circle. The first person states his/her name and one thing that person is good at. Each person in turn adds to the list for that person until he/she has a list of six things he/she is good at. Repeat with the other members of the circle. When all have a list of five or six strengths, record them.

One student is chosen to be ‘it’. Other students face ‘it’, standing in a loose group. ‘it’ calls out a word relating to something which may be considered a ‘strength’ or a ‘weakness’. Students who consider the skill/activity etc. one of their strengths take one step forwards and those who consider it a weakness take one step backwards.

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Repeat the activity with the first person telling what he/she feels is a weakness and the others in the circle offering one suggestion each about how to improve the weakness.

Students will need to be honest when completing this game. The student who reaches ‘it’ first takes his/her place. NOTE: The aim of this game is to make students think about their qualities, NOT to reach ‘it’ first.

Scrabble™ (Groups of 2 to 4)

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Equipment required: Snakes and ladders board, counters of different colours to mark places, blank cards or pieces of paper to write clues on, a die

Equipment required: Scrabble™ board and pieces Play Scrabble™ according to the normal rules. The only stipulation is that students make words which tell about their strengths or weaknesses e.g. reading, talking (in front of others) etc.

NOTE: Students will need to write comments for the numbers where snakes’ tails and heads touch and for the top and bottom of ladders. Comments may include, for example: ‘Practised piano every day’. (So student will go UP the snake or ladder!) Other comments may include ‘Declined to give a talk when asked! (Go down snake or ladder!) The important part of this game will be talking about and writing comments to show trying to improve weaknesses or building on strengths.

o c . che As each completed word isr e put down, students tell whether it oand why. Other students may make is a strength s or weakness t r sup r e positive comments. Alternatively, students may put down only ‘strengths’ words or ‘weaknesses’ words and make comments about themselves.

Play the game by the usual method. (Students take turns to throw a die, move their place marker the given number of spaces and go up or down a snake or ladder depending on where they land. The winner is the student who gets to the final square first.

Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Exercise regularly

Exercise information 1. Survey your class to find which form of exercise is the most popular. Use tally marks to complete the table below. Exercise

Tally

Total

Exercise

Tally

Total

Number of students

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Popular forms of exercise

30 25 20 15 10 5 0

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r o e t s BOther r e o p 2. (a) Use the information from your table to make a baro graph showing the number u k of students Sdoing each of the four most popular forms of exercise.

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3. Enter information about the exercise you do, then interview a friend to add information about his/her exercise to the table below. Name Age

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Exercise Time spent

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How often? Team/Individual? Intense/mod./gentle? Enjoyed? Yes/No R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Eat well

Eat well Many of the advertisements we see and hear are for ‘junk’ food. Select a healthy food you enjoy and think of a fun way to promote this food and to persuade other students to eat it. Think about what would appeal to children in terms of presentation and persuasive arguments about how good it is.

r o e t s Bo r e p ok u S 1. Consider all of these points and plan your fun advertisement.

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Your advertisement may be in the form of a poster or be for radio or television. You should consider colour, humour, rhyme, rhythm, music or special sound effects.

Product:

Target audience: Form of advertisement: Persuasive ideas:

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Special features: Visual: Audio:

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2. Produce your advertisement and present it to class members and invite their comments about its best features, as well as suggestions for improvement. (a) The best features (b) Suggestions for improvement

Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Sleep well

Go to bed Many children do not understand how important sleep is. Work in a group to produce a play about a child who refuses to go to bed and is so tired the next day that he or she has difficulty concentrating at school or is even at risk of injury. Your play about sleep should send a strong message to the audience.

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1. Draw the main characters. Add their names and a few words to describe each one.

© R. I . C.Publ i cat i ons Your • playf should be divided intop three scenes: thes first may be at home (at o r r e v i e w u r p o s e o n l y • night); the second at some other venue (the next day); and the third at home

2. Write notes about each scene.

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(the following night). scene

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3. What happens in the end? Is the problem solved? If so how?

4. Perform the play for your class. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Take time to relax

Kick back and relax 1. Working with a partner, take turns to role-play someone who is either uptight or relaxed. Use the boxes below to write words or phrases to describe how you looked and the things you did to express each feeling. Uptight Actions

r o e t s Bo r e p ok u S Relaxed

Appearance

Actions

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Appearance

2. Draw a picture of a very relaxed person, showing what he or she is doing to feel so relaxed.

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o c . c e hwhether r 3. (a) Write yes/no to indicatee you have tried each of these ways of o t r s s r u e p relaxing. • Slow breathing

• Listening to calming music

• Relaxation exercises

• Doing something active

(b) How do you relax?

Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Minimise risks

Are you a risk-taker? 1. (a) In your group, discuss different risks you may encounter each day. Think of the consequences of taking these risks. Are you a risk-taker? (b) Record the information here. Consequence

Would you take this risk? Why?

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Risk

2. Choose one risk and plan two short scenes illustrating what might happen if:

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(a) the risk is taken.

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(b) the risk is not taken.

3. Act out both scenes to the rest of the class. 4. On a separate sheet of paper, design a poster showing the ways we can prevent well-known risks. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Keep learning and growing

Robbie the robot You are a mad scientist who is trying to make his robot look and act like a real person. You have to program the growth of its: • body, • brain, • feelings, • respect for itself, others and the environment, to match that of a human.

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learn them and who could help it.

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r o e t s Bo r e p ok How will you do it? u S 1. (a) Discuss different things Robbie needs to learn. Think about how it could (b) Write the keywords from some of your ideas in each circle.

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2. Choose one of your ideas to write a story on another sheet of paper of what Robbie learned and how this helped it grow. 3. Using cardboard boxes and tubes, make and paint a model of Robbie. Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Strive for success

Pathway to success There are many areas of our lives where we can aim to be successful and achieve goals, such as in school work, sports, playing musical instruments and building relationships. 1. (a) Choose a particular goal you wish to achieve in one area of your life. Write it at the beginning of the path.

r o e t s Bo r e p (c) As you achieve each step, suggest a reward to o givek yourself u to help you on your way. Write them on the path in a S different colour.

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(b) Describe five steps you could take towards achieving this goal. Write them on the path in one colour.

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My goal is o c yes no . (b) Are the steps c the right size? e h r yes no e o (c) Are the rewards suitable? t r s supe r yes no yes

2. (a) Is your goal realistic?

(d) Do you believe you will succeed?

3. If you were encouraging friends to strive for success, suggest three things you might say to help them reach their goals.

R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Love, and value the love of, others

Express your love 1. (a) In your groups, discuss how we show love for one another. (b) Record some of your ideas.

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Dear I love you because you

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r o e t s Bo r e pa certificate of love and appreciation ok (c) If someone was writing u for you, what S do you think it might say? ,

2. (a) Complete the certificates for two people you love who show their love for you.

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I love you because you

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I love you because you

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(b) Using coloured card, make larger copies of these certificates to give to your chosen people. (c) Use craft materials to decorate the certificates creatively. Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Develop a circle of good friends

Are you a good friend? 1. Find these good friend words in the word search. caring shares understands trusts laughs respects

O O V A M R D I A Y N N

M Y N I U A F R H D Y S

P A E S U G I E E O U D

L L T E I N H R L P O L

I S G N G D S S P U U I

M T O D S T E O S G R S

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E O O S A G R R W O F T

N H D N T T A N A O R E

T A D Y S O H D A T I N

S S F O B O S H R D E S

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loyal considerate listens helps supports compliments

C L L R U E T R O C O U

R E S P E C T S E T E S

2. When read from left to right and top to bottom, the unused letters of the word search make two sentences. What are they? (a) (b)

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3. (a) In a group, discuss the meaning and importance of the good friend words.

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(b) Write the meaning of these words.

(iii) respects 4. (a) Write a ‘Thank you for being my friend’ message to a special friend.

(b) Make a card to give to your friend with the message inside. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Stand up for yourself

How would you stand up for yourself? How would you stand up for yourself? Choose a scenario card. In pairs, role-play the scenario, with one person playing the aggressive character and the other responding to the character passively. Perform the role-play again with the second character standing up for himself or herself in an assertive manner.

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A and B sit next to each other in class. A keeps using B’s marker pens without asking and some of them are starting to dry out.

A and B are both trying out for one of the school netball teams. The coach asks who has had experience at playing centre. A pushes past B and puts her hand up. B, who has played three years in that position, wonders what to do.

A and B are boys at the same school

A and B are classmates

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A and B are girls at the same school

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A and B are classmates

A and B are working on a school project © R. I . C.Pu bl i c a t i oisn swell, mainly due together. The project going to B’s efforts, who has spent a lot more time on r it.p A, o however, is trying tol take the credit •f orr evi ew pu ses on y•

A and B are both trying out for one of the school football teams. The coach asks who has had experience at playing centre halfforward. A pushes past B and puts his hand up. B, who has played three years in that position, wonders what to do.

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A and B are friends

A and B have decided to put their pocket money together and buy something to share. A wants a DVD and B wants a new Playstation™ game. A says that’s too bad as he/she suggested it first.

A has taken some cigarettes from a packet his/her Mum or Dad left on the kitchen bench. A wants B to go to the nearby park and share a cigarette.

A and B are classmates

A is part of a group playing a game on the school oval. B has been watching and wants to join in. A says that there will be too many if B joins in.

A and B are both auditioning for a part in a play. A turns to B and says he/she is surprised that B is auditioning as he/she is too quiet and doesn’t say much.

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A and B are sisters/brothers

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Values education toolkit

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R.I.C. Publications • www.ricgroup.com.au

Be kind to yourself – Make good choices

Ropes and ladders To play this game you will need: • 2, 3 or 4 players

• six-sided die • different coloured counters

1. Player who throws the highest number goes first. 2. Each player takes turns in throwing the die and moves his or her counter the number of spaces shown. The player slides down a rope for landing on a bad choice and climbs up a ladder for landing on a good choice. 3. The winner is the player who reaches number 48 first.

You choose to help with chores without arguing.

You choose not to wear a bike helmet.

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You choose to tell a bully to stop with support of others.

You choose to do your homework before watching TV.

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You choose to swim without sunscreen.

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You choose to yell at someone when you are angry.

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You choose to say ‘Excuse me’ before interrupting.

You choose a packet of chips for a snack instead of fruit.

START

You choose to slip, slop and slap before going out in the sun.

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Values education toolkit

Be kind to yourself – Forgive yourself if you make mistakes

Forgive yourself Have you heard the saying ‘Don’t cry over spilt milk’? It means that it doesn’t do you any good to remain upset about something that went wrong because of a mistake you made. Remember— forgive yourself if you make a mistake!

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1. (a) Create an acrostic poem about forgiving yourself if you make a mistake, using the initial letters in the word ‘forgiveness’.

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Values education toolkit

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Be kind to yourself – Be positive

Positive bookmark messages 1. In a small group, brainstorm to list more examples of positive words and phrases to add to the list below. !

Keep smiling

Way to go!

Don’t give u

r o e t s Bo r e pwords and phrases to write o 2. Choose some of these on the bookmarks below. u Colour and decorate S each bookmark and use them atkschool or at home.

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Values education toolkit

Be kind to yourself – Be useful

How are YOU USEFUL? 1. Survey your classmates to find out the types of chores they are expected to do at home. 2. Complete the survey chart below, choosing eight chores to record as a bar or line graph at the bottom of the page.

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Total

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20 15 10 5

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Type of chore Values education toolkit

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HAVE SOME FUN!

FUN FRAMES! The word ‘fun’ is defined as ‘mirthful sport or diversion; merry amusement; joking; playfulness’. A diversion is defined as ‘the act of turning aside, as from a course’.

Ha! ! a H

1. Complete the boxes below to create a ‘fun’ page. Your answers may be as creative and imaginative as you wish! When you have completed your page, share it with a friend.

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r o e t s Bo r e okFun diversions or Fun sports p Fun joke(s) u amusements S

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A fun cartoon or illustration

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Many doctors feel that humour can greatly assist patients suffering from serious diseases such as cancer. 2. On a separate sheet of paper, write a prescription for ‘fun’. Include the dosage and the time(s) it needs to be taken, as well as all the ‘ingredients’ in the prescription. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to yourself – Be proud of the things you say and do

As proud as a peacock 1. Read the chants below, which have been written to show support for a sporting team.

‘Clap your hands Stamp your feet Fairfield Falcons Can’t be beat!’

Be assertive Let’s be assertive A-S-S-E-R-T-I-V-E!

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r o e t s Bo r e pthe boxes to create a chant too 2. With a partner, complete encourage other u k students to be proud Sof the good things they do. (a) Write some other words beginning with ‘p’ which could go with ‘proud’ in your chant. (b) Write your chant below.

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needs some work

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good

very good

(b) performance

needs some work

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good

very good

5. List any changes you would make to either.

Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

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2. Be kind to others

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arm clockwise and point outwards.

Values education toolkit

TEACHERS NOTES

Be kind to OTHERS – overview • Choose two people you know well and write five positive comments you could make to each of them about things you think they do well. • With the class in a circle, choose one student to sit in the middle. Start the activity by the teacher saying one positive thing about that student. The next student in the circle makes a positive comment about the student and so on. The teacher swaps the student in the centre with a new student when he/she feels the class has exhausted all possible comments. Over time, the class will know to look for less obvious positive traits such as: is trustworthy, creative, shows kindness and is reliable etc.

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• Draw a relationship tree, allocating a branch for each type of relationship—e.g. home, school, church, clubs—and a leaf for each person—e.g. Dad, Mum, teacher, minister, coach. On the back of each leaf, write words to describe your relationship with that person. • Make a fold-out book titled My relationships. On each page, draw a picture or include a photograph of the people in that relationship and write bullet points, highlighting what is special about your relationship with them.

• Think of a person who is very good at getting on with others. Make a list of things this person does to explain why you think his or her people skills are so good. • Take part in role-plays which demonstrate good and bad people skills. Identify the good people skills; e.g. body language, listening, sharing the conversation, recognising different points of view, being compassionate and caring.

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DEVELOP GOOD PEOPLE SKILLS

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VALUE RELATIONSHIPS

WORK AT BUILDING AND MAINTAINING RELATIONSHIPS

© R. I . C.P•u bl i cat i ons Write keywords and phrases about what makes a good friend inside an outline of the word FRIEND, written on a large • Write a list of things you should be allowed to do without •others; f oe.g.rworkr e vi ew u r posesonl y• chart. interference from quietly, make choicesp RESPECT THE RIGHTS OF OTHERS

BE POLITE AND USE GOOD MANNERS

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• Concentrate on remembering to use one particular aspect of good manners in your class each week; e.g. saying ‘Excuse me’ before interrupting a conversation. • Students read dialogue between children and different groups of people such as children and other children, children and parents, children and teachers, and children and sports coaches etc. Students decide which comments show politeness and good manners. In small groups, students perform short role-plays demonstrating how to use good manners with different audiences.

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PRAISE PEOPLE WHO DO THINGS WELL • Create a short, ‘snappy’ slogan with other students to chant three times in class when a class member does something praiseworthy.

Values education toolkit

• Work with someone you already have a good relationship with to list interests and hobbies you have in common. • Ask the class to share how it feels when they give someone they love a gift. Explain that you can give invisible gifts to people in your life. Gifts can include a smile, a hug, a helping hand, listening to their stories etc. Ask the class to try to give each person in their family an ‘invisible’ gift over the weekend.

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without being bullied. Use this list to design a ‘Let others …’ poster, identifying ways in which you can demonstrate your respect for others; e.g. ‘Let others work quietly’. • Brainstorm to list words and phrases that describe a respectful person; e.g. courteous, listens to others.

BE TOLERANT AND UNDERSTANDING OF DIFFERENCE

• Discuss and write definitions of ‘being tolerant’ on a sheet of cardboard. Make one set to display in the classroom and a different set to use at home. • Spend 10 minutes in your classroom wearing a blindfold while a partner sits beside you and tries to help you. Discuss the problems you experienced and how life as a blind student at your school could be made easier. • Plan a ‘same day’ when everyone has to do the same things; e.g. have the same lunch, play the same game. The following day, plan a ‘difference day’. Do students prefer the constraints of the same day or the freedom of the difference day?

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Be kind to OTHERS – overview RESPECT OTHER POINTS OF VIEW

SUPPORT AND INCLUDE OTHERS

• Research and learn popular or ‘older’ songs which use the word ‘respect’. • Retell a fairytale from the ‘wicked’ character’s point of view; e.g. the wolf or the troll. • Each class member is given one of six topics to write an exposition about. Display same titles to compare different points of view.

• Devise a cartoon strip where a human, animal or imaginary character is at first left out of a group but ends up being included. • Read stories about children in need of support. In small groups, students discuss how they could support a friend in the same situation. Students share their ideas with the class. Students could also write a short letter to the child in the story, giving their support, encouragement and understanding. • As a class, decide on a class rule about including others in games, play and activities. Display the rule. Ask students to watch for those who follow the rule (especially in the playground). Witnesses write the names of the students on paper and place them in a box. At the end of the week, the teacher reads out the names of the students and gives them a reward such as praise, a certificate or a sticker.

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• Dear school bully, I am writing to give you some good advice, I think that you … (Complete the letter.) • Brainstorm to list types of bullying under the headings: physical, verbal and emotional. • Students draw a picture of a child who has been bullied and writes words around the picture to describe how he/she is feeling. Hold a class discussion about how bullying makes people feel. SEEK A FAIR GO FOR ALL

• Design an award or certificate for a ‘Fairest Player’ in a sporting team or a ‘Fair Go’ award for someone displaying that attitude. • Display the words ‘A fair go for all’ on a wall. Students create catchy slogans to match the meaning of the words, such as ‘Let every one join in the game’, ‘We are all different—this makes us unique’, ‘Everyone deserves an equal chance’ etc. Display the slogans on the wall.

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DON’T BULLY OR PUT OTHERS DOWN

VALUE FAMILY LIFE

• Plan a picnic with the family to a favourite outside venue, such as a park or a natural space. Send invitations to all family members and include a menu and a list of activities. Help prepare the food and equipment needed for the day. • Which member of your family do you think does the most to help the others in the family? Draw a picture called, ‘My 10 wishes for …’ to illustrate what you would like to do for, or give this person, as a reward for supporting your family so well.

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• Write a narrative about a group of friends who were going to see a movie but couldn’t agree on which one they would see. Tell how they resolved this conflict. • View scenes from TV shows such as soapies to discuss conflict situations and whether you agree with the steps taken to resolve the problem.

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TREAT OTHERS THE WAY THEY NEED TO BE TREATED • Collect photographs of the faces of people in your life. Cut out several oval paper frames. Mount the photographs on card and frame them. Around the frame, write the ways in which you treat each; e.g. baby brother/sister—tenderly, kindly, with love. • Observe the class carefully, especially when they are working and playing in groups. When a child displays behaviour to other children that is respectful and kind, write that student’s name on a gold star and pin it in a visible place. Wait until the end of the week and share the behaviour of the ‘star students’ with the class.

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COOPERATE AND BE A TEAM PLAYER

• Read stories that involve teamwork, cooperation and being fair. • Play a team game where success is achieved by cooperation rather than through leadership. In small groups, students draw a picture on large sheets of paper that represents their impression of ‘cooperation’ (for example, people holding hands, a handshake).

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Values education toolkit

Be kind to others – Teachers notes INTRODUCTION Being kind to others is an essential element in the development of good people skills. These skills are important in forming and maintaining the many different relationships which are an integral part of living in society. Students need to understand the nature and importance of relationships and how to form and support them. Comprehending and considering the needs of others and knowing how to interact with them in a positive way are the keys to good relationships.

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Discussion points

Page 30 – Value relationships

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• Who do we have relationships with? • Why are relationships important? • How can we make our relationships stronger?

Page 31 – Respect the rights of others • What are rights? • What are responsibilities? • What is the connection between rights and responsibilities?

Page 32 – Be polite and use good manners

Page 37 – Respect other points of view

• How many different ways are there to say ‘hello’ politely? • Why are good manners important? • Why do you think some people are impolite to others?

• What would the world be like if everyone had the same opinions? • Respecting other people means respecting their beliefs and their opinions. Discuss. • How do you feel when people don’t agree with your opinion? Discuss.

© R. I . C.Publ i cat i ons • Why do people like to be praised? or r evi ew pur posesonl y• • How do you feel• whenf people praise you? Page 33 – Praise people who do things well • What are some things that you do well?

Page 38 – Don’t bully or put others down

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• Why do you need good people skills? • Which people skill do you think is the most important? • Which people skill would you like to improve?

Page 35 – Work at building and maintaining relationships

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• How does it make you feel when you give someone a gift? Discuss giving ‘invisible gifts’, such as a smile, a helping hand or listening to someone. • If you show interest in others they will show interest in you. Discuss. • Why is it important to value the people in your life? How can we show that we value others?

Page 36 – Be tolerant and understanding of difference • What is it like for someone who has been excluded because he/she is different? • What does tolerance mean? • Why is it important to be tolerant of others? Does it mean you have to agree with everyone’s beliefs?

Values education toolkit

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• How do you look when you feel good about yourself? How do you look when you feel bad about yourself? (Students could draw two pictures of themselves.) • What is the difference between physical, verbal and social bullying? • How do you react to being bullied?

Page 34 – Develop good people skills

Page 39 – Seek a fair go for all

• What does prejudice mean? • Has there been a time when you were judged unfairly and wished for justice? • It is our differences that make each of us unique. Discuss.

Page 40 – Manage and resolve conflict

• What is conflict? • What types of conflicts have you been involved in? • Are there any types of conflicts that you should not try to solve on your own?

Page 41 – Cooperate and be a team player • What makes a good team? • What teams do you belong to? • What could you do to make yourself a better team player?

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Be kind to OTHERS – Teachers notes Page 42 – Support and include others

Graphic organiser examples

• In what sorts of situations might people be left out? • How does it feel to be left out? • How can you support and include people?

Ladder

Page 43 – Value family life • What makes a family? • What can family members do for each other? • What does your family do for you?

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Page 44 – Treat others the way they need to be treated

Rank or steps

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• Should we treat everyone the same way? • How do you like to be treated by your friends? • Have you ever upset anyone by the way you treated him/her?

Answers

Cycle graph

Page 39 – Seek a fair go for all 1. (a) Take turns and play fairly (b) Seek a fair go for all (c) Let everyone join in the game 2. Answers will vary

Event

Topic Event © R. I . C.Publ i ca t i on s Event •f orr evi ew pur posesonl y•

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Something to think about: One evening, t wo friends and I went to a nightclub, only to find the place packed with young people. At 40, we felt old, but before we could make a dignified exit, a tall, handsome man approached us. Perhaps we were being hasty leaving, I thought. Then with a big smile, the young man extended his hand and said, ‘Hello. Remember me? You taught me in third grade’.

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Values education toolkit

Be kind to others – Value relationships

special award 1. Create a certificate for a person with whom you share an excellent relationship. Think about the things he or she does to make this relationship special, some of the things you do and why you value it. Attach a photo of yourself and decorate the certificate.

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to: by:

I value our relationship because:

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Date

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Be kind to others – Respect the rights of others

rights and responsibilities It is our responsibility to respect the rights of other people. But we are not all perfect and sometimes we don’t care for other people’s rights as well as we should. 1. Read the six responsibilities below and tick the one you find the hardest to do.

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RESPONSIBILITIES • to show respect and courtesy to others ................................................................................................................................................. • to keep the environment safe, secure and clean ............................................................................................................................... • to ensure that there is no disruption to another person’s teaching-learning environment .............................................. • to develop your potential and to assist others to do the same .................................................................................................... • to respect student, staff and school property ...................................................................................................................................... • to ensure that your actions do not discredit the school ..................................................................................................................

2. (a) Think of an occasion when you failed to accept one of these responsibilities and so denied a person (or group) one of his/her rights. Complete the information about the occasion. Your name

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o c .you failed to respect (b) Write a letter c to h the person or group explainingr how e o their rights. Identifye their right: r st s uper • to be treated with courtesy and respect, How you felt about it

• • • • •

to work in a safe, secure and clean environment, to teach and learn without disruption, to achieve their educational potential, to have their property respected, to be proud of their achievements.

Tell them how you feel about it. You may like to apologise for your actions. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to others – Be polite and use good manners

manners matter 1. Work in a group of four, each taking the role of one of the characters in this short play about some children playing cricket. You may like to change the names of the children and use your own names instead. That was a great hit, Brad, but the ball’s gone way over the fence. You’ll have to go and get it.

Brad

Mr Barnes is such an old grouch. I hate him. He’ll be mad at us again. Then he’ll grizzle to Dad about his rotten kids and we’ll be in trouble.

Jake

Hurry up, Brad, I haven’t got long. I have to be home by 6 o’clock.

Brad

OK! I’m going!

Mr Barnes

What are you doing in my garden? You didn’t ask my permission.

Brad

What’s it look like I’m doing? Cleaning my teeth or something? I’m getting our ball, of course, any idiot can see that! You’d better hold onto that mongrel dog so it doesn’t slobber all over me, like last time.

Mr Barnes

You’re a very rude young man. Your ball can stay just where it is until you learn some manners. Go home.

Jake

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Terry

You were so cool, Brad! What a loser! Your perfect manners have ruined our day. I’m going home, see you later.

2. (a) Brad’s bad manners didn’t do him any good. Rewrite the script so that Brad is polite and his good manners result in a happier ending. What are you doing in my garden? You didn’t ask my permission.

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Brad

(b) Perform your play for the class, with a partner playing the part of Mr Barnes. Values education toolkit

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Be kind to others – Praise people who do things well

well done We all like to be praised when we do something well. It makes us happy to know that others notice our successes.

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1. Complete the chart by writing ‘well done’ in 10 different ways. Colour and add suitable illustrations to your chart. Ten ways to say ‘well done’

When

• Who

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2. Find five people to praise this week. Record who you praised, when you praised them and what you said. Try to use different expressions from your Ten ways to say well done chart.

o c . che e r o t r s supWhen er When

Expression • Who

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Expression • Who

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Expression R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to others – Develop good people skills

smile away 1. Think about someone you know who is very good at getting on with other people. Does he or she do all of the things on the ‘Good people skills’ chart? (a) Put a tick or a cross after each skill. How many ticks did you make? (b) Does this person often smile at people?

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1. 2. yes no 3. (c) How much does smiling help you to get on 4. 5. with other people? 6. a lot a bit not at all 7. Explain your answer. 8. 9. 10.

GOOD PEOPLE SKILLS Smile .................................. Use good manners ............... Acknowledge others .............. Use greetings ....................... Use people’s names .............. Look at people when talking... Listen .................................. Accept differences ................. Respect opinions of others ..... Give compliments .................

2. Write an acrostic using words or phrases starting with each letter of the word ‘smile’.

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SMILE

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Be kind to others – Build and maintain relationships

being friendly 1. Over one school week, fill in the names on the chart of the people you are friendly to. Monday

Tuesday

Wednesday

Thursday

Friday

I helped …

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I smiled at …

I spent time with …

I listened to …

I told … I liked him/her

friend in …

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2. List three people you will be friendly to on the weekend. How will you be friendly to them?

o c . c e her r I will be friendly to I will be friendly to o t s super by …

by …

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by …

Values education toolkit

Be kind to others â&#x20AC;&#x201C; Be tolerant and understanding of difference

tolerance role-plays Being tolerant means accepting that people will think, look, act and speak differently from you. Tolerance also means being patient when there are things you wish were different. 1. In small groups, read each scenario and discuss an ending where one or more characters show tolerance.

r o e t s Bo r e p ok u í˘ą Scene: The classroom í˘˛ Scene: The basketball court S

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2. Choose one scenario and act it. Use facial expressions and movement to show how the characters are feeling. Practise your role-play and perform it for the class. A is a new student and has been asked to sit next to B and C by the teacher.

A is in Year 2 and wants to join in the game with the bigger kids.

B (whispering to C) Why does she have to sit next to us? Her hair is so short and look at her uniform! C Shhhh! A Hi! (sitting down) Iâ&#x20AC;&#x2122;ve come from the city.

A Can I play basketball with you? B (laughing) Youâ&#x20AC;&#x2122;re too short! And only Year 4s and up can play. (A begins walking away with his head down). C Wait!

The teacher reads out the main roles for the end of year play.

A, B and C are opening their lunch boxes, about to eat their lunch.

A (unhappily) Iâ&#x20AC;&#x2122;m just one of the villagers. B Me too! (kicking at the carpet with his shoe) C (running up to A and B) Iâ&#x20AC;&#x2122;ve got a lead part! There are so many lines to learn!

A Cheese and lettuce again! B Iâ&#x20AC;&#x2122;ve got ham and cheese. (looking at Câ&#x20AC;&#x2122;s lunch) What is that? C Itâ&#x20AC;&#x2122;s curry and rice. This is naan bread. B Ugh! It stinks! Iâ&#x20AC;&#x2122;m moving seats. Coming? (looking at A)

A I know it! I know the answer! B Well â&#x20AC;Ś what is it? A Itâ&#x20AC;&#x2122;s 10. My turn again. (rolls two dice) I know this one too! Itâ&#x20AC;&#x2122;s 12. C OK. Your turn again. A (rolls two dice) Oh... this one is easy! Itâ&#x20AC;&#x2122;s 9.

A B A C

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o c . che í˘ľ Scene: The classroom í˘ś Scene: The school car park e r oThey are waiting with their friend, A, B and C are playing a maths game. A isr very good A and r B are siblings. t s s u e p at maths. C, to be picked up from school by their dad.

Values education toolkit

Heâ&#x20AC;&#x2122;s late again! He was late yesterday, too! And once last week! (Looking at C) Sorry. I am a bit hungry. Hope we donâ&#x20AC;&#x2122;t miss â&#x20AC;&#x2DC;Mighty Monsterâ&#x20AC;&#x2122; It starts soon.

The kids hear a car turning into the street. Itâ&#x20AC;&#x2122;s their dad. R.I.C. Publications â&#x20AC;˘ www.ricgroup.com.au

Be kind to others – Respect other points of view

What do you think? 1. Write your opinion about the topic below. Jack is a thief for stealing the goose that lays the golden egg from the giant. disagree

agree

Argument 2

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Argument 3

Summing up

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2. Find a friend and share your ideas with each other. How are your opinions about Jack similar and different?

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3. Finish the sentence. It is OK for people to have different opinions from mine because …

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Values education toolkit

Be kind to others – Don’t bully or put others down

Bullying – no way! Bullying is deliberately hurting people with words or actions. Bullying can be physical (hitting, pinching), verbal (name-calling) or social (leaving people out of games). 1. The boy in the picture is bullied in class and in the playground almost every day at school. Draw his face, showing how you think he is feeling.

r o e t s Bo r e p o u k Feeling bad about himself. Thinks S he can’t do anything right.

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2. In the boxes, write words and phrases to describe how you think the boy is feeling. One has been completed for you.

Plan your poster below.

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3. In a small group, design a poster that can be displayed around the school to remind the students how bullying makes people feel and why it is wrong.

o c . che e r o t r s super Main ideas

Art suggestions

Colours

Remember to make your poster eye-catching and colourful. Create your poster on a separate sheet. Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

Be kind to others – Seek a ‘fair go’ for all

being fair 1. Complete the banners by calculating the answers to the addition and subtraction problems and cracking the codes. A 12 N 5

B 9 O 17

D 10 Q 13

E 2 R 20

F 8 S 4

G 21 T 15

H 19 U 6

I 14 V 22

J 3 W 26

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K 11 X 24

L 23 Y 1

M 18 Z 25

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(a)

C 16 P 7

(b)

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o c . che e r o t r s sup er 2. Think of a slogan about being fair. Write it in pencil below. Create an addition or subtraction ‘crack the code’ for a friend to solve. Make sure you check your answers first (and rub out the pencil). Continue on a separate sheet.

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Values education toolkit

Be kind to others – Manage and resolve conflict

in conflict Conflict is a part of everyday life. It occurs when people disagree over an issue or can not get along. Conflicts can be resolved calmly and sensibly if the people involved follow the steps below:

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With a partner, read the conflict scenario below.

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1. Stop and cool off. 2. Define the problem (Use sentences beginning with ‘I’ such as ‘I felt angry when …’ to tell the other person what happened and how you felt.) 3. Brainstorm solutions. 4. Choose a fair solution—you may need to compromise. 5. Make a plan. Decide how to put it into action. 6. Agree to the plan.

Rachel and Brendan are in the same class. Their teacher has asked them to work together to create a poster that encourages people not to litter. When they begin working on the poster, they discover they each have very different ideas. Rachel wants to aim the poster at adults and use ‘tough’ language and pictures to get the message across. Brendan wants to aim the poster at children and take a humorous approach. He thinks Rachel is bossy and won’t listen to any of his ideas. After a short time, he gets fed up and refuses to talk. This makes Rachel shout at him and eventually Brendan shouts back. 1. List two ways Brendan and Rachel could cool off.

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2. Write a sentence beginning with ‘I’ that describes each person’s feelings about what happened.

o c . c e her r • Rachel o t s supconfl er 3. Brainstorm two possible solutions to the ict. Highlight the better one. • Brendan

4. With your partner, role-play Brendan and Rachel discussing and agreeing to a plan that puts their solution into action. Values education toolkit

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Be kind to others – Cooperate and be a team player

join the team! Have you ever been part of a team? A good team player: • helps to work towards the team’s goal • communicates well with other team members • encourages and supports other team members.

r o e t s Bo r e Goal: To make anp animal mask ok u Materials: paperS plate and other basic household art materials Time: 40 minutes

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Try this team challenge with a group of four or five people.

1. Begin by discussing what type of animal you will choose. Sketch your team’s design in the box.

2. Discuss how the tasks involved in making the mask will be divided up. List your decisions below.

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3. After the mask is made, list any problems the team had in working together.

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o c . I understood the c team’s goal e her r o t s I helped other people in thes team uper

4. Rate how well you and your team did by circling a number for each statement: 5 is the best. 1

I communicated well

I did my task well

Everyone worked well together

The team dealt with problems well

I am proud of the mask we made

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Values education toolkit

Be kind to others – Support and include others

can I help you? Read each of these scenarios. Can you suggest some ways you could support and/or include each ‘left out’ person? Discuss your ideas with the class. The birthday party One of your classmates, Adam, is having a birthday party and gives out invitations to the people in your class. But later, one of your friends tells you that he/she did not get an invitation. He/She thinks it is because of a recent argument with Adam. Your friend would love to go to the party, but is too embarrassed to say anything. Some people in your class find out and start to tease him/her.

What could you do to help?

The sad friend One of your friends, who is normally a happy person, suddenly becomes very quiet and spends a lot of time on his/her own. He/She also refuses to go out with you on the weekends and asks you not to come over to his/her house anymore. When you ask what is wrong, he/she says ‘Nothing. Leave me alone.’ This goes on for several weeks.

Sleep overs A group of your friends arrange a sleep-over at your house one weekend. But one of them then tells you that his/her mum won’t let him/ her come. You hold the sleep-over without him/her and have lots of fun. You arrange another sleep-over for the next weekend. But again, your friend says he/she is not allowed to join in sleep-overs—ever. Your friend says he/she feels left out. You want to keep having sleep-overs— they are lots of fun.

What could you do to help?

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The new kid A new girl joins your class one morning. She is from another country and doesn’t speak English very well. Her clothes are very unfashionable. Your teacher, Mr Palmer, asks the class to make her feel welcome But whenever his back is turned, some of your classmates make rude comments about the new girl. At recess, you notice that she is left standing on her own. Everyone is ignoring her. You want to play basketball with your group of friends. Some of them are the ones who were teasing the new girl and they don’t want her to play basketball with them. You don’t want to annoy your friends, but you feel sorry for the girl.

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Be kind to others – Value family life

family celebration Find a group of four or five people. In your group, plan a 20-second radio commercial that encourages people to a ‘family day’ celebration in your community. 1. Begin by listing five important reasons why families should be celebrated. • •

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•

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• •

2. List five important events that could be part of the family day celebration. This might include competitions, guest speakers, exhibitions or just fun things to do that families could take part in.

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3. Write where and when the family day will take place.

4. Use your ideas to write a script for your commercial on a separate sheet of paper. Include sound effects. Make sure everyone in your group has something to do. 5. Practise your commercial, making sure you keep to the 20-second time limit. When you are ready, perform it for the class. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to others – Treat others the way they need to be treated

fable fun 1. Read the fable.

The lion and the tiger

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Once, there was a huge fire in the jungle and many animals lost their homes. The lion felt so sad that he decided to throw a loud party to cheer everyone up. But to his great disappointment, the tiger did not want to come. ‘Why don’t you come and be loud with us?’ said the lion. ‘I don’t feel like being loud’, the tiger said. ‘When I feel sad, I just need to sit quietly. Please leave me alone for now.’ ‘I’m sorry’, said the lion. ‘You do what you need to. Everyone is different.’ A few days later, the lion had a terrible argument with one of his friends. As he was walking home, the tiger saw him. ‘You look very angry’, said the tiger. ‘Why don’t you come and join my loud party tonight? I like to be loud when I feel angry.’ ‘I don’t feel like being loud’, said the lion. ‘ I like to sit quietly when I am angry. Please leave me alone for now.’ ‘But that is so wrong!’ said the tiger. ‘That’s not what you should be doing.’ The lion shook his head. ‘The only thing that is wrong’, he said, ‘is the way you are treating me’.

2. How did the lion need to be treated when he felt sad?

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MORAL: TREAT OTHERS THE WAY THEY NEED TO BE TREATED

. te othe tiger’. You c 4. Try writing your own fable with the same moral as ‘The lion. and che eis different from the may like to think about how the way you like to be treated r o r stusing the headings below, su way others may like to be treated. Plan fable er pyour

3. How did the tiger need to be treated when he felt angry?

then write it on a separate sheet of paper. Characters

Values education toolkit

Setting

Story ideas

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3. Be kind to r o e t s Bo r e p ok u S the environment

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o c . che e r o t r s su r Touch left index e p And I am kind to finger with right index the environment

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finger – Auslan sign language for ‘E’.

Values education toolkit

TEACHERS NOTES

Be kind to the environment – overview • Design a container for collecting food scraps for use as compost on the school gardens. The container must be airtight to prevent odours from escaping, must be rotated on a regular basis and have a tight, removable lid for adding paper or other nutrients.

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CLEAN UP AFTER YOURSELF

• Keep a record of the cleanest tables in the classroom at the end of each day and reward the table which is recorded the most at the end of each month. • Create an award or ‘medal’ to give to the class members who share the ‘cleanest’ table each week. • Organise all your toys, games etc. so that each has its particular tidy place. After using something, always return it to the same place. • Create ‘Don’t litter’ signs to display around the school. Ask another class to vote for the most persuasive sign.

• Plan, design and create a pamphlet or brochure giving suggestions on how people can conserve water. Include eyecatching titles and artwork. • Fill a 2-litre plastic cordial container with water each morning. Use this throughout the day for drinks and brushing your teeth. If it runs out before the end of the day, estimate how much you still need and add that amount only. • Create a cartoon with ‘water droplet’ characters talking about ways to save water. • Write a jingle to a well-known tune which encourages students to save water at school.

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SAVE WATER

CONSERVE ENERGY

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• Each time you walk anywhere, take a bag and a rubber glove to collect any rubbish you find. • Each day for one week, collect the rubbish from a badly littered area. Record how much you find each day and the type of litter found. • Design a poster to encourage people to keep the environment clean. • Brainstorm and list land, air and water pollutants and discuss ways each can be reduced.

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Write al jingle to at well-known tune which encourages © R. I . C.P•u b i c a i o n s students to conserve energy. • Brainstorm ways for people in a society which is so dependent •f orr evi ew pu r p os sfuel.onl y• on motor vehicles to e conserve KEEP THE LAND, AIR AND WATERWAYS CLEAN

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RECYCLE AND DON’T WASTE

• (Contact local organisations to see if they collect recycled products.) Students colour code the school’s bins to distinguish between recyclable and non-recyclable waste. In groups, students plan how they can educate the students in other classes to use the bins correctly. • Use plastic containers for storing your toys, games etc. Design attractive labels for them. • Learn how to recycle paper. Use the paper you produce to write letters to parents suggesting a recycling strategy they could try at home.

Values education toolkit

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Be kind to the environment – overview • Construct and carry out a survey of common appliances at home and school, including what form of energy each needs to be operated and whether it is environmentally-friendly.

• Organise a class excursion to the local shopping centre to survey which shops: only use plastic bags; offer other alternatives; and/or charge for plastic bags. Students return to school and display their findings as an information report/ poster. • Conduct a survey to discover how many families in your class are using solar energy in their homes. • Take part in tree planting activities at school and in the community. • Collect and sort packaging into ‘biodegradable’, ‘reusable’, ‘recyclable’ or a combination.

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• Collate a class book of energy-saving hints. • Become a ‘light patrol officer’ at home! For one week, use a chart to record the number of times you find lights on in an empty room. Display your chart where everyone in the family can see it.

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CONSIDER USING RESOURCES THAT CAN BE REPLACED (SUSTAINABLE DEVELOPMENT)

VALUE OUR CULTURAL HERITAGE

• Ask a senior person to visit the class and talk about an area of Australia’s cultural heritage. Students ask the speaker questions about his/her life. After the visit, students write a letter to the speaker to thank him/her for sharing those stories with the class. • Conduct a survey to determine the cultural background of everyone in your class. Present results in a graph. Locate the countries from which ancestors came on a world map. • Prepare a short talk about one of your ancestors, telling where he or she was born, lived, worked and any interesting facts, stories, photos or belongings connected with this person.

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• Students use the Internet and resource centre to find out more about one animal that currently has its habitat threatened (such as the Mountain Pygmy Possum in Australia). • Research the dangers to native fauna, including some endangered species, from domestic cats. What can cat owners do to protect these animals from their pets?

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USE ENVIRONMENTALLY-FRIENDLY PRODUCTS

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© R. I . C.Publ i cat i ons • Visit a natural space nearby and ask a wildlife expert to give information about caring fori the creatures •f oways rofr ev e w that pliveur posesonl y• there. CARE FOR NATURAL HABITATS, WILDLIFE AND ENDANGERED SPECIES

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• Ask the shopper in the family to buy cleaning cloths that require only water for cleaning. Demonstrate how effective they are by becoming the cleaner for a weekend. When wetting the cloths, fill an ice-cream container with water and continue using this until it needs to be replaced. • Write a jingle to the tune of a short, well-known song or nursery rhyme, to persuade shoppers not to use plastic shopping bags. • Use a fly swat instead of fly spray. CONSIDER ENVIRONMENTALLY-FRIENDLY ENERGY SOURCES • Research to present a short project on solar and wind energy. Include sketches to help your explanation.

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Values education toolkit

Be kind to the environment – Teachers notes INTRODUCTION The environment can be defined as the world that exists around us. This is not just the physical conditions of a place, but also includes all those conditions and influences that affect it. Human behaviour is responsible for many detrimental changes in the environment and students need to be aware of how they should care for the environment so the things they do have a lessened impact on it.

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DISCUSSION POINTS

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Page 50 – Clean up after yourself

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• Should others clean up after you at your age? • Do you clean up after yourself? At home? At school? • How do you feel when others leave a mess in a place you are going to use?

Page 51 – Keep the land, air and waterways clean • What human actions can affect the environment? • What are some examples of polluted land, air and waterways? • What are some ways you can help to keep the environment clean?

© R. I . C.Publ i cat i ons Page 56 – Use environmentally-friendly products Page 52 – Recycle and don’t waste •u What does mean? • Explain the terms and ‘recycle’. •‘reduce’, f o‘reuse’ rr e vi ew p r penvironmentally-friendly oseson l y• • Do you have things in your home which may be harmful to • What do you do to recycle at home and at school? Page 53 – Save water

Page 57 – Consider environmentally-friendly energy sources

• How do we waste water? • How can we save water? • Do you have water restrictions where you live? What are they?

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Page 54 – Conserve energy

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the environment? • What are they and what can they be replaced with?

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• What more could you to conserve and maintain our natural resources?

• What are the main sources of energy that you use at home and school? • How can you save energy at home and at school?

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• How do we waste energy? • How can we save energy? • What is the difference between renewable and non-renewable energy sources?

Page 58 – Consider using resources that can be replaced (sustainable development) • What does sustainability mean? • How do you contribute to sustainability?

Page 59 – Value our cultural heritage Page 55 – Care for natural habitats, wildlife and • What country were your parents and your grandparents born endangered species in? • What are some dangers to natural habitats and wildlife? • What things are humans doing to cause some species to become endangered? • What can we do to stop the destruction of natural habits?

Values education toolkit

• What special things do you and your family do to celebrate your culture? • What landmarks in your town show that people are proud of their heritage?

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Be kind to the environment – Teachers notes

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Questions you hope your students won’t ask you: • Why doesn’t the glue stick to the inside of the container? • If a cow laughed, would milk come out of her nose? • How does the man who drives a snowplough get to work? • What do you plant to grow seedless watermelon? • When sign makers go on strike, is anything written on their signs?

Event 4

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Event 3

Chains

Event 2

1. (a) A – Check for tap or toilet leaks. B – Water plants in the morning or late evening. C – Fit low-flow shower heads. D – Have shorter showers and shallower baths. E – Don’t use the dishwasher unless it is full. F – Wash the car on the lawn. G – Use dual flush toilets. H – Don’t let taps run while brushing your teeth.

Event 1

Graphic organiser examples

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ANSWERS – PAGE 53

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Values education toolkit

Be kind to the environment – Clean up after yourself

messy poem 1. Read the limerick below about someone who did not clean up after herself.

A girl called Bess

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There once was a girl called Bess Whose room was always a mess The junk grew so high It reached to the sky … Then what happened is anyone’s guess!

A limerick is a nonsense poem made up of five lines with a special rhyming pattern. Lines 1, 2 and 5 rhyme and usually have the same number of syllables. Lines 3 and 4 rhyme and are shorter than the others. 2. Write your own limerick about a person, animal or imaginary character who makes a mess and has a problem with cleaning it up. Use the blank box to make lists of rhyming words before writing your limerick.

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3. Publish your limerick using a computer or your own handwriting, adding a humorous illustration. Display in the classroom or compile in a class book. Values education toolkit

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Be kind to the environment – Keep the land, air and waterways clean

keep the environment clean mural 1. Your task is to work in a group of three or four to help create a class mural about ways to keep the environment clean. • Look for in magazines, or draw on art paper, pictures of clean and polluted scenes on land, in the air and in waterways. • With members of other groups, glue the illustrations onto large sheets of paper that have been joined together to form three distinct sections. Label these ‘Keeping the land clean’, ‘Keeping the air clean’ and ‘Keeping the waterways clean’.

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r o e t s Bo r e p o u k type of environment In your group, think of one example of a way to keep each S clean. Write one in each sign below and decorate it before cutting them out and attaching them to the correct places on the mural.

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Values education toolkit

Be kind to the environment – Recycle and don’t waste

A day in the life of a recycling bin Recycling bins have become very important in our efforts to reduce the impact which waste disposal has on the environment. Imagine you are a recycling bin! Write an imaginative recount about a day in your life. Use the headings below to help you to plan your recount. Then publish your work, remembering to proofread and edit before the final copy. Title:

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Orientation: (Tells who, what, when, where and why)

Sequence of events: (Present the events in the order in which they happened)

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Conclusion: (Some thoughts or opinions about your experience)

Values education toolkit

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Be kind to the environment – Save water

Saving water hints Did you know that inside the house, people use 30% of water in the shower or bath, 30% is flushed down the toilet, 20% is used for washing clothes and 20% is used for other activities such as washing dishes? Water is a precious resource and should be conserved. There are many ways to save water and not waste it. Some of these are listed in the jumbled sentences below.

r o e t s Bo r e por leaks. toilet ok  for tap Check u S  plants morning the in Water evening. late or  flow Fit low- shower heads.  shorter Have and baths. showers shallower

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1. (a) Unjumble each sentence and write it correctly.

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 Use flush toilets. dual

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 car Wash lawn. the on the

o c . che e r o (b) When you have finished, read through the sentences and t r s s r u e p decide what you think is the most necessary for your family  let while your teeth. run taps Don’t brushing

to do. List the sentences in order of importance for your family by writing the letter next to each sentence in the boxes below. Most important priority

R.I.C. Publications • www.ricgroup.com.au

Least important priority

Values education toolkit

Be kind to the environment – Conserve energy

conserving energy poster We all use energy to make things work for us; e.g. electricity to boil the water in the kettle or fossil fuels such as petrol to drive a car. Many of these energy sources are non-renewable, which means they can not be replaced or remade once they are used up. It is important that we do not waste energy. 1. In a group of three or four, plan a poster of energy-saving hints. Use the headings and space below to plan the content and layout. Catchy titles:

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Energy-saving hints:

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Layout/Design plan:

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Pictures/graphics to include:

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2. Use your ideas to create your poster on a large sheet of coloured card. 3. Display the posters and have class members vote on: (a) the most eye-catching (b) the best hints (c) the most persuasive Values education toolkit

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Be kind to the environment – Care for natural habitats, wildlife and endangered species

clueless crossword Use Internet or library resources to find information about dangers to wildlife and natural habitats, then write clues for the answers given in the crossword. Down 1. 2. 5.

r s o o m a n c a r s e p d s o s t l r i n g l a n d c u c t r u c k s a i t h o u s i n g s n 3.

d s i t s l e a a s t e r s

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r o e t s Bo r e p ok u S d a n g e 4.

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Across 1. 3. 4.

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7. 8. 9. 10. 11. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to the environment – Use environmentally-friendly products

natural products Many everyday items used in the home contain chemicals which are harmful to the environment. Beauty products, cleaning products, household appliances and utensils, even clothing and shoes may have been manufactured using some type of chemical or process which affects the environment.

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1. Read the recipes below for shampoo and window cleaner.

Shampoo

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r o e t s Bo r e p of Egypt, is said to haveohad Cleopatra, legendary Queen beautiful skin u k because she soakedS herself in baths containing milk. She did not need to add any chemicals or additives! Window cleaner • 1/2 cup vinegar

• 1 large egg • 57 mL (approx.) mineral water • 1 tablespoon cider vinegar

• 4.5 L water

Combine and fill a spray bottle. Use as needed. © R. I . C.Pu bl i cat i ons Store remainder in a clearly labelled plastic container out of reach of children. •f orr evi ew pu r po s e so nl y•

Whisk all ingredients together and massage into the scalp. Rinse with warm water.

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2. Complete the boxes below, creating your own ‘natural’ recipes for the uses shown. Use your own knowledge or library and Internet research.

Air freshener

Bath cleaner

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Values education toolkit

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Be kind to the environment – Consider environmentally-friendly energy sources

energy from everywhere

Most energy we use comes from burning fossil fuels—coal, oil and natural gas. Fossil fuels are relatively cheap to process but cannot be remade or replaced once they have been used. Some alternative, renewable sources of energy include solar, wind, hydro-electric, geothermal and tidal power. 1. Form groups of five or six then select one of the renewable sources of energy listed. Use the plan below to make up a series of movements showing the creation and use of power from that renewable energy source.

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(a) Energy source chosen

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(b) Which movements will illustrate what the energy source looks like?

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(e) How will the movements indicate the power source being used by appliances in the home?

. te instruments could you use to add interest andovariety to your (f) What percussion c . dance? Why did you choose these instruments? ch e r er o st super

(g) What simple costumes could be used to indicate your energy source?

2. Practise and perform your dance, in costume, for the other groups in your class. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be kind to the environment – Consider using sources that can be replaced

sustainability Sustainability is the way in which humans meet their needs without harming the environment so that there are resources left for future generations to use. This means that we need to prevent pollution, not overuse resources, such as coal, oil and trees, recycle and reuse things such as plastic bags and waste. 1. Read the poem below.

2. Write a list of words relating to the environment or resources to use in a poem.

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And saving resources madly. But the burden is not weighty. People power could be mighty. The future could be rosy If we use sustainability.

3. Circle the type of poem you would like to write. shape

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r o e t s Bo r e Our environment is lovely. p o u k The future could be gloomy. S The people should be angry Sustainability

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4. Use the words listed in (2) to write a poem chosen from the list in (3) about sustainability. Write a draft copy on a separate sheet. Proofread and edit before writing the final copy here.

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Be kind to the environment – Value our cultural heritage

Heritage tourist map

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2. Use a local map or the Internet to locate these places.

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1. List any landmarks of your local area such as a town hall, museum, memorial, park, church, cemetery and streets or places named after pioneers.

3. Draw your own tourist map which shows the heritage places you listed for people visiting the area.

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Values education toolkit

chatterbox TEMPLATE A chatterbox is a fun method to reinforce concepts as well as engage learners who utilise the visual/ spatial, verbal/linguistic, logical/mathematical and bodily/kinaesthetic intelligences, while encouraging the interpersonal intelligence.

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Use the pattern given to encourage students to make individual chatterboxes relating to specific areas of the Values toolkit. An actual example is given on page 96. í˘ą

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Instructions í˘ą Begin with a square piece of paper or very light card. í˘˛ Fold each corner in so that they meet in the centre of the square.

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í˘ł Turn over and repeat the procedure, folding corners in to meet at the centre. This will create four triangular flaps.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

í˘´ Number each half of the triangular â&#x20AC;&#x2DC;flapsâ&#x20AC;&#x2122; (eight in all). Any numbers can be used.Number also each of the four square flaps on the underside of the construction.

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. te in half, so that 1o 2 í˘ľ Fold the chatterbox c . the numbered squares on the care e her r outside. o t s super 5 6

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Values education toolkit

í˘ľ

í˘ś Place thumbs and forefingers under the square flaps. Move them in a â&#x20AC;&#x2DC;forwards/sidewaysâ&#x20AC;&#x2122; motion. The chatterbox will open in two ways, revealing the four â&#x20AC;&#x2DC;triangularâ&#x20AC;&#x2122; numbers each time.

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Have left hand flat, palm upwards, waist height— like a book.

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4. Be the learning r o e t s Bo r e p o u k kind S

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Take right hand and sweep the left hand with the back of your hand.

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kind

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Swing your hand up to your head—putting the information from the book into your head.

Values education toolkit

BE POSITIVE ABOUT LEARNING • Complete a chart which shows the advantages of learning. Display it in the room as a motivator. • Next to each letter in the word ‘LEARNING’, briefly explain something you have learnt, using that letter as a starting point. • Design and make a mobile. Brainstorm with other class members to create a list of words and phrases that will encourage students to be more positive about their learning. Choose the best from the list, print them out using a word processor, place on coloured card and laminate. Attach to the mobile to remind students to be more positive about learning.

• Make a class ‘Why is it so’ book. Students write interesting questions on separate pages and other class members select one to research. They then write their answers on the same page. Students can vote for the most interesting question and best answer. DETERMINE HOW YOU LEARN BEST (LEARNING STYLES)

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SEEK KNOWLEDGE ABOUT YOURSELF, OTHERS AND THE WORLD AROUND YOU

• Construct a questionnaire for other class members to complete. Include any questions which will give information you would like to know. • With a partner, pull an unseen topic from a selection that has been written on slips of paper and placed in a box. Share information about the topic with your partner. • Design a ‘knowledge trail’ for students to follow. Organise an excursion around the local area. Students follow the ‘knowledge trail’ in small groups (accompanied by an adult). Provide each group with a list of questions and a clipboard. Students must follow a trail around the school and the local community seeking answers by examining local landmarks and speaking to local people (such as shopkeepers, council members etc). Note: Permission must be sought from parents first!

• Complete a multiple intelligences checklist to see how you like to learn best. (See pages xii – xiii Multiple intelligences 8–10, published by R.I.C. Publications for an example.) • Find an example of an activity you completed in class that you really enjoyed doing. Explain to your teacher why you enjoyed it, either in written, verbal or pictorial form. • Create a set of colour-coded multiple intelligence activity cards, each describing a task from one of the eight multiple intelligences. Over a specified period, students must choose one activity card from each colour (intelligence type) and complete it. Students also complete a ‘self-assessment’ recording sheet about the task. When the sheets for each student are collated, the student’s preferred learning styles will be clear.

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TEACHERS NOTES

BE THE LEARNING KIND – overview

HAVE AN OPEN MIND © R. I . C.P•u b l i c a t i ons Develop a simple strategy for listening to views other than your own; e.g. Listen, Consider, Decide •f orr evi ew p r pcompare os esexpositions onl yby• •u Read and different written yourself

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• Research to find a list of Nobel Prize winners and the reasons they received their awards. Select one person as a role model. • Collect examples of job advertisements in the local newspaper and highlight or add the knowledge or requirements needed for each. • Students interview an elderly person in their family or from the community about a chosen topic such as the local area 50 years ago, school life in the past, games of the past etc. Students present their findings as a brief report. Discuss the importance of recording and remembering this knowledge.

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and other class members about the same topic. • Students look through magazines for pictures of people to cut out and glue under a number of headings, such as a family, the elderly, mothers, teenagers etc. In small groups, students discuss the types of pictures they have found. Hold a discussion with the class about stereotypes. BE A CRITICAL THINKER

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• Evaluate advertisements recorded from television or cut from a magazine for veracity and motivation. • Read a report about an animal that contains a set number of incorrect facts. Use your general knowledge, the library or the Internet to identify and correct the errors.

HAVE AN ENQUIRING MIND - BE CURIOUS • Make a list of 10 questions to investigate in the library and on the Internet each week. Record information in a ‘learning book’ for others to read. • Write a procedure to explain how something works.

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BE THE LEARNING KIND – overview LEARN FROM YOUR MISTAKES • Use self-evaluation sheets and checklists to develop positive steps to achieve goals. • On a sheet of paper, students describe a mistake they have made at school or in their private life. On the back of the sheet, describe what they have done or would do differently. • In small groups, students plan, rehearse and perform a jingle, rap or song with the message that it is okay to make mistakes as they help us to learn and grow.

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• Study a set of maths problems that have been answered incorrectly due to a common misconception. (For example, a set of subtraction problems where the tens or hundreds have been traded incorrectly.) Students determine how and why the student is making the error and offer suggestions to solve the misconception. HAVE A GLOBAL PERSPECTIVE

• In groups, share newspaper articles from around the world on a regular basis. • As a class, raise money through holding an annual ‘spellathon’ etc. to support and communicate with a child in a third world country. • Invite family and community members to talk and answer questions about living in their countries of origin.

• Prepare a report about a lesiure-time activity to give as an oral report to encourage others to become involved. • Bring an educational board game or card game to school to teach other students who have not played it how to play. Join in with a group to learn a new game yourself. • Allocate an area on the wall of the classroom for students to write and pin up suggestions for things they would like to learn about or like to know how they do. At the end of each term, read through the suggestions and choose one or more to integrate into the planning for the following term (if possible).

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KEEP LEARNING

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• Carry out a ‘sharing’ session on a regular basis, where students tell anything they may have learnt at school, at home or at leisure activities concerning information, people, communicating with others, social skills etc. • Take the class on a nature walk around the school grounds or to the local park, reserve etc. Students choose interesting plants, trees, birds, insects etc. to draw and write questions about. Spend time in the resource centre helping the students answer their questions. • Brainstorm hobbies, sporting and other activities available to children and discuss the skills they can learn by participating in each.

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SEEK LEARNING OPPORTUNITIES EVERYWHERE

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Values education toolkit

Be THE LEARNING KIND – Teachers notes INTRODUCTION Learning enables us to grow as individuals. Learning new things keeps our mind active and makes us more interesting human beings. It is important that children understand the benefits of learning and realise that knowledge gives us more choices and opportunities in our lives. Children and adults should continue to be curious and seek learning opportunities everywhere. As teachers, we can help children to recognise mistakes as important lessons rather than failures. We can provide learning opportunities in a range of intelligences to enable children to discover the types of learners they are, and we can work towards instilling a lifelong love of learning in all our students.

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• Do you ever wonder how things work? What type of things? Discuss. • List five things that you would like to know. • Young children often ask lots of questions about the world around them. Why do you think this is?

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Page 69 – Have an enquiring mind

Page 70 – Determine how you learn best

• Which are your favourite subjects? Why are they your favourite? Discuss. • Would you prefer to read a book, play a team sport or paint a picture? • How will it help with your schoolwork to know the type of learner you are?

71 l –i Have an t open mind © R. I . C.PPage u b c a i o ns • What is meant by ‘open-mindedness’ or ‘having an open mind’? •f orr evi ew p po so ndifferently l y• •u Howr should you s act e if someone thinks from you

Page 66 – Be positive about learning

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• How does it make you feel when you succeed at learning something challenging? • What could you say to someone who is feeling negative about learning? • What ways can you help yourself to remember things that need to be learned (like time tables and spelling lists)?

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about something? • Should you always ‘stick’ to what you first thought about a subject or is it okay to change your mind after listening to others’ opinions?

Page 72 – Be a critical thinker

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• Do you believe everything you see and hear? • Do you have your own opinions about things or do you agree with what you hear? • How do you think ads on TV try to persuade viewers to buy those products?

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Page 67 – Seek knowledge about yourself, others and the world around you • People say that ‘knowledge is power’. Discuss. • Which parts of the natural world interest you the most? Why? • How do we acquire knowledge? List as many ways as possible.

Page 68 – Recognise the value of knowledge • What benefits are there in life from being knowledgable? • How can you let someone know that you value the knowledge they share with you? • What information can your grandparents share with you that no-one else can? Discuss.

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Be THE LEARNING KIND – Teachers notes Graphic organiser examples

Page 73 – Have a global perspective • How does your life compare with that of other countries such as England? Ethiopia? • How can you help other countries in need? • Is it important to be aware of what is happening in other countries?

5 ‘W’ chart who what

Page 74 – Seek learning opportunities everywhere

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• What are some things you have learnt at different stages of your life? • Who helped you or where did you learn to do each one? • Who or where are other people or places to help you learn?

where when why

• What is a mistake you have made? • What did you learn from it? • How can mistakes help you to learn and grow?

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Page 75 – Learn from your mistakes

Senses chart

Page 76 – Keep learning • Do you only learn at school? • Where else do you learn? • Is it important to keep learning throughout your life?

looks tastes

feels © R. I . C.Publ i c at i ons •f orr evi ew pur psmells osesonl y• Answers

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Something to think about: How many schoolteachers does it take to change a light bulb? None. Anything not completed during the lesson is added to the homework.

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Values education toolkit

Be the learning kind – Be positive about learning

‘Learning is cool’ rap In small groups, create a rap with the message that ‘learning is cool’. 1. Each group member must think of at least three reasons why we should be positive about learning. Choose the best ones and write them below.

r o e t s Bo r e p ok u 3. Write your final copy Sbelow.

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2. Using scrap paper, construct a draft of your rap. (Remember to keep a 4/4 beat.)

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Be the learning kind – Seek knowledge about yourself, others and the world around you

What do you know? 1. For each section, write two things you know and three questions about things you would like to know. Choose a person in the media (sports, music, TV etc.) for Section B. A B A person who interests me is: My name is:

r o e t s BI o Things know about him/her … r e p ok • u S

Things I know about myself …

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• •

•

Things about myself I would like to know … (who, what, when, where, why)

Things about him/her I would like to know … (who, what, when, where, why)

• •

•

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Things about it/them I would like to know … (who, what, when, where, why)

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C A part of the natural world (animals, environment, space) that interests me is:

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2. Choose one question from each section and circle it. Rewrite the questions on a separate sheet. List how you could find the answer to each question. 3. Choose one question and answer it. You may need to visit the library or use the Internet to help you. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be the learning kind –Recognise the value of knowledge

Value knowledge 1. Look at the pictures of the different people below. Decide and list the type of knowledge each person has to share. vet

your teacher

librarian

police officer

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prime minister

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elderly person

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2. What knowledge do you have to share with others? Make a list below.

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Be the learning kind – Have an enquiring mind

I wonder … What do you wonder about? 1. Add features and hair to the face so it looks like you. 2. Fill in the thought bubbles. I wonder …

r o e t s Bo I wonder … r e p ok u S

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I wonder …

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o c . che e r o t r s‘wonderings’? List five ways. 3. How could you find out thes answers to your r upe • • • • • R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be the learning kind – Determine how you learn best

What kind of learner are you? 1. Tick the sentences that best describe you. Word wise

Body wise

• I love to read books ..............................................

• I like playing sport.................................................

• I like writing stories and poems .............................

• I like making things with my hands ........................

o e t •r I prefer to ‘do’ s Bratherothan watch ............................ r e p ok Logic wise Picture wise u S • I like to know how things work ............................... • Art is my favourite subject ...................................... • Word puzzles and games are fun ...........................

• Drama is lots of fun ...............................................

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• I am good at spelling............................................

• I love board games like chess .................................

• I am good at drawing ............................................

• I like puzzles and solving problems .........................

• I enjoy making models...........................................

• Number games are fun ..........................................

• I like to do jigsaw puzzles ......................................

People wise

Self wise

•b I dol my besta schoolwork on my © R. I . C.Pu i c t i on sown ........................ • I prefer to work in a group ...................................... • I think about what I will do when I grow up ............. •f orr evi ew pu r posesonl y• • I enjoy team sports ................................................

• I like to share my ideas with others .........................

• I write in a diary in my free time .............................

Music wise

Nature wise

• I like to sing..........................................................

• I like to care for animals ........................................

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• I have one or two close friends ................................

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• I have more than three close friends ........................

• I collects shells and other natural objects ................. . t o • I play, or would like e to play, a musical instrument.... • I enjoy gardening and being outside ....................... c . corh e is important to me..... • When I work, I often tap my feet my fingers ......... • Looking after the environment r er o st super • I enjoy listening to music .......................................

2. Which learning style(s) has/have the most ticks? Circle the icon(s) below.

3. I am a Values education toolkit

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Be the learning kind – Have an open mind

Have an open mind A person who has an open mind listens to and considers other people’s points of view about different topics. 1. (a) What is your opinion about each of the topics below? Write your name and tick the ‘Agree’ or ‘Disagree’ box. Then list one or two reasons to support your answer.

r o e t s Bo r e p ok u Being the youngest S in the family is best. Cats should be kept indoors. Name:

Agree

Name: Disagree

Agree Reason(s)

Reason(s)

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(b) Ask a classmate what his or her opinion is and complete the bottom part of each box. Read and discuss your answers together when you have finished.

Disagree

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. Agree Disagree teDisagree o Reason(s) Reason(s) c . che e r o t r s super Name:

Name:

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Values education toolkit

Be the learning kind – Be a critical thinker

Review writing 1. (a) Use the table below to plan a review about a DVD or movie you have seen, or a novel you have read. Be critical about what you thought about it and give your honest opinion in your review. (b) Publish your work, remembering to proofread and edit it before the final copy.

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General statement: (An opening sentence about the DVD, movie or novel.)

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Title:

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o c . che e r o t r s or reading.) r up Conclusion: (Include your opinion abouts whether it ise worth watching

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Be the learning kind – Have a global perspective

What country or city am I? 1. How well do you know your world? Read the clues below and see if you can guess the name of the country. I am found in the continent of Europe. Many canals and dykes are found throughout me. I am famous for my cheeses, windmills and shoes called ‘clogs’.

r o e t s Bo r e p ok u S .

I am

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2. With a partner, make up clues for other countries or cities on the cards below. Write the answer in small print on the back of the card. Swap with classmates.

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Values education toolkit

Be the learning kind – Seek learning opportunities everywhere

Learning explosion chart There are many places and people we learn from—teachers at school, parents, sisters and brothers, friends, coaches, the library and so on.

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1. Complete the explosion chart about all the people and places who have helped you to learn. Write keywords and phrases to explain the types of things you have learnt from each person or place; e.g. netball coach—rules, tactics, be part of a team. You may add extra circles or boxes to your chart.

Who do I learn from? Where do I learn?

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Be the learning kind – Learn from your mistakes

Learning from mistakes 1. On each digit of the hand below, briefly describe a time you made a mistake. 2. Cut out the hand, and, on the reverse of each digit, write a lesson learned from making that mistake and how it made you a better or stronger person.

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3. Display the hand in a prominent position as a constant reminder that we learn from our mistakes.

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Values education toolkit

Be the learning kind – Keep learning

Before and after From the moment we were born to the day we die, we should all continue to learn new things. It is important to keep our minds healthy by keeping them active. 1. (a) Think of a topic that interests you, that you would like to know more about. It could be about an animal or a country, how to make something or why something works. Write the topic below.

r o e t s Bo r e p ok u (c) Finally, use the library, the Internet and other resources to find out more S information.

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(b) Now think of what you already know about this topic and what else you would like to know. Fill in this section of the table.

Topic:

Before researching What I know …

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New and interesting information I have found …

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for the stars.

Values education toolkit

TEACHERS NOTES

Be the ACHIEVING KIND – overview HAVE A GO! • List one new thing from the following list to try each month — a new food, a new skill, a new activity, a new book, a new piece of music and talking to a new person. Keep a diary and record information and one positive comment about each. • In a small group, create a rap about ‘having a go’ with accompanying body percussion and other movements. Lyrics might include ‘If you don’t have a go, you’ll never know’ or ‘If it’s to be, it’s up to me’. • Create a ‘have a go’ board with photographs and certificates of students trying new things and taking (sensible) risks.

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TRY LOTS OF DIFFERENT THINGS

• Visit a friend’s leisure-time club or activity to see what they do. Write a report about it to present to the class to convince others to join. • As a class, brainstorm to list a Top 40 of activities the students in your class have tried. Copy the list and highlight those you haven’t tried but would like to try. • Read scenarios to the class about children’s experiences when they have left their comfort zone and taken sensible risks to try new things. Students respond to each by holding up one of three cards—’I’d try it!’, ‘I’d try it with a friend’, or ‘That’s not for me!’

PURSUE QUALITY AND PERSONAL EXCELLENCE

• Establish a goal and the steps to achieve this goal; e.g. improving spelling results, achieving a sporting goal. • Create merit certificates for achieving excellence or improving in an area such as neatness, spelling or cooperation.

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• Complete your own report card by ticking two scales next to each subject—one with how well you perform in that subject and one with how hard you try. Act on your answers when complete. • Students choose a Commonwealth/Olympic or other successful athlete to research and present a brief oral presentation about. Each presentation must end with the students summarising how the athlete achieved his/her success. • Hold a class discussion about how it feels to know you have tried your very best at a task.

USE YOUR TALENTS

• Hold a talent competition to raise money for charity. Allow all students who wish to participate in some way, including making and giving out invitations, providing displays of work, performing and so on. • Create a’ Wanted’ poster for someone who has your talents. • Find a toy pig (or other animal) and call it the ‘positive pig’. In a circle, pass the ‘positive pig’ around and stress to the class that only positive words can leave the mouth of the person who is holding it. Each student must complete the sentence, ‘I am good at …’. or ‘My talents are …’.

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• As a class, pass around blank sheets of paper with the names of individual students written on them. All class members write one positive thing about the person named. • Prepare a written or verbal explanation about an activity you are good at or something you tried doing and enjoyed. Share your experiences with a classmate. • Send a letter to parents and the local community asking people to list any skills/talents they have that they would like to share with the class. Organise an afternoon where small groups of students listen to and join in with parents/ community members as they display their skill (skills could include cooking, gardening, line dancing, woodwork etc.). Students complete a self-assessment sheet explaining which skills interest them the most.

• Construct a divided circle which shows all aspects of personal life and responsibilities in each area; e.g. take out rubbish at home, read to younger brother, tell jokes to friends, dance as part of the troupe, class monitor. • Wear a blindfold and try to guess an object by touch, with the only clues allowed explaining the purpose or use of the object.

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DO THINGS TO THE BEST OF YOUR ABILITY • Carry out self-evaluation using a sheet or checklist of projects and homework completed. List ways of improving the work and reasons why the work may have not been done as well as it could have been.

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Be the achieving kind – overview MANAGE YOUR TIME EFFECTIVELY • Construct a weekly schedule which includes time for school activities, home responsibilities, leisure-time activities, eating and sleeping. • Over one week, students keep a record of how they spend their time (at school and home). Students display their findings as a bar graph and write a summary that includes a comparison of productive and nonproductive time use.

• ‘Pass the paper’ A sheet of paper with a problem to be solved is folded into threes. Each student writes a solution to the problem, folds that section over and passes the paper on to the next person to write his/her solution. Compare all solutions at the end. • Have an afternoon where the students work in small groups to complete open-ended tasks. Each task must be completed by each group. At the end of the session, ask groups to discuss their methods of tackling the task and compare with other groups.

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MANAGE YOUR MONEY WISELY

SET WORTHWHILE GOALS AND MAKE PLANS TO ACHIEVE THEM

• Formulate goals in the areas of social skills or family relationships such as being more patient or getting along better with a sibling. • Give each student a ‘target ladder’ (a ladder drawn on A3 paper). Students write personal (and achievable) goals in each of the spaces between the rungs. Display the ladders. When a student feels that he/she has achieved a goal, he/she shows the teacher who signs (and adds a sticker to) that goal.

DEVELOP GOOD COMMUNICATION SKILLS

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• Devise a budget for using and saving pocket money. • Collect supermarket catalogues to list current prices of a variety of items. Work out how much it would cost to stock a bare pantry with basic items. • Ask someone who works in a bank to speak to the class about the benefits of managing money wisely. If a school banking system is in place, ask students who use it to share their experiences with the class and state what they are saving for.

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LOOK AT DIFFERENT WAYS OF DOING THINGS – CREATIVITY AND INNOVATION

• Construct a wordsearch with ‘communication’ words on it. Find a missing sentence in the leftover letters. • Prepare individual short talks to present to the class using positive body language and volume and tone. • Two students sit with their backs to you with a barrier or space between them. You give them clear instructions for drawing a diagram or picture. Compare completed pictures.

© R. I . C.Pub i ca t i o ns •l Research and report about an inspiring person in a sporting, academic or community area. •p On o a long, thins strip o of paper, list ten • people you learn •f orr evi ew pur s e n l y different things from. Write one or two things you have

• List adjectives and phrases to describe the qualities of someone who is persistent and someone who is not. • Hand out scenario cards to small groups of children. Cards include scenarios such as: – When she gets home from school, Sasha eats junk food in front of the television. – Brodie practises his soccer skills every afternoon. – Emma makes sure she finishes her homework before she plays computer games. – Adil eats lollies and chips instead of his lunch. Students role-play the scenarios and the class must decide if the character is showing self-discipline.

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learnt from them after their names. Twist to make a mobius strip and hang in your room. • Each student writes the name of a person whom they feel is a role-model to him/her and places it in a box. Teacher pulls out two names at a time and small groups hold minidebates, discussing who is the better role model and why.

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SEEK GOOD ROLE MODELS

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Values education toolkit

Be the achieving kind – Teachers notes INTRODUCTION To discover what it is we are good at and enjoy doing, it is necessary to try out a range of different experiences and activities—especially when we are children. Students need to understand that they will have to take risks and overcome feelings such as fear to achieve something worthwhile in life. Other qualities or skills, such as persistence and time management, are also important, and are worth exploring and learning about.

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Page 89– Manage your time effectively

Discussion points

Page 82 – Have a go!

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Page 83 – Try lots of different things • Why should we try out lots of different activities? • What things have you tried? • Do you think it is only children who should try lots of different things?

Page 90 – Manage your money wisely • Do you get any money of your own to spend? If so, how do you get it? Do you have to do jobs at home? • What do you spend your money on? • Do you save any money for special things?

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• How do you feel about having a go at something new? • Why is it important to have a go? • How do you know when it is a good time to have a go at something?

• What things do you HAVE to do each day? • What things do you LIKE to do each day? • How can you fit in the things that you have to do and the things that you like to do?

Page 91 – Set worthwhile goals and make plans to achieve them

Page 84 – Discover what you’re good at and • What things would you like to achieve? • How can you go about achieving them? enjoy doing

What happens if you don’t achieve them? © R. I . C.P••u i cyourself at i n sthem? Dob youl reward if o you do achieve Page 92 – Show persistence and self-discipline to • f o r r e v i e w p ur posesonl y• achieve your goals Page 85 – Do things to the best of your ability • What are you good at or do you enjoy doing? • How can being good at something make you feel? • Should we only do those things we are good at?

Page 86 – Pursue quality and personal excellence • What are some things you might need to give up to achieve your best? • What does the word ‘quality’ mean?

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Page 87 – Use your talents • • • •

• What does it mean to be ‘persistent’? • Why is it important not to give up? • Have you ever given up trying to do something? What was it?

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• Why should you always try your best? • Do you always achieve the results you want when you try your best? • How can trying your best make you feel?

Page 93 – Look at different ways of doing things – creativity and innovation • Do we all think the same way? How? • What are you good at? • How do you go about solving a problem?

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What talents do you have? How did you develop these talents? Why? Do you use your talents in any way? How? Name some well-known people who use their talents to help other people.

Page 88 – Develop a sense of purpose • • • •

What things are important to you? What things do you like doing? What things do you expect to happen to you in the future? How do you expect to achieve your goals?

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Be the achieving kind – Teachers notes Graphic organiser examples

Page 94 – Develop good communication skills • How do people communicate with one another? • What is the difference between passive, aggressive and assertive styles of communication? • What kind of style do you think you use?

Line graphs

Page 95 – Seek good role models

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• Whom do you admire? • What qualities do they have that you admire? • What have they taught you?

Line graphs

Picture 1

Picture 2

Picture 3

Picture 4

Picture 5

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Something to think about: Some students drink at the fountain of knowledge … others just gargle!

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Values education toolkit

Be the achieving kind – Have a go!

I’ll have a go! Trying a new skill or activity can be exciting but it can also make us feel nervous. It is important to have a go at new things—otherwise, how will you know what you are good at and enjoy doing? 1. Think of an activity or skill you would really like to try but haven’t yet. Answer the survey below.

r o e t s Bo r e ok Why would I like to tryp it? What could I learn? u S My feelings about trying it are: If I didn’t have a go at this activity, I might …

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Skill or activity:

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2. Think about an activity you already enjoy doing. How could you encourage one of your friends to have a go at it? Write a short conversation that might take place between you. You should plan it on scrap paper first. Me:

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Friend:

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Be the achieving kind – Try lots of different things

Patchwork symbols 1. If you try out many different types of activities or join different clubs, you will learn a huge variety of skills. Choose nine activities you would like to try from at least three of the categories below. Write each under its correct heading. music

art

drama/dance

sport

others

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animals

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r o e t s r e science Boolanguages computers p u k S

2. On each square of the patchwork quilt below, draw and colour a symbol that represents each of the nine activities. For example, if you wanted to learn the piano, you might draw black and white piano keys and a sheet of music.

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3. Use your drawn patchwork quilt to create a large collage that you can display on the wall. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be the achieving kind – Discover what you are good at

Future interview Imagine it is the future and you are now an adult. You are being interviewed for a live television show about something you have become very good at. What do you predict this thing might be? 1. Complete the interview below by answering the questions. who … r o e t s Bo r e p ok u S

• Interviewer: Can you start by telling us how you first discovered your ability? • You:

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• Interviewer: Good evening and welcome to another episode of ‘Amazing People’. Tonight, my special guest is

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• Interviewer: How did you get better at it? • You:

• Interviewer: Tell us more about your skills. • You:

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o c . che e r o t r • Interviewer: What advice do you have for children who would likes to discover what they are good at? su er p • You:

2. Try performing your interview for the class with a partner. You could add some more questions and answers if you wish. Values education toolkit

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Be the achieving kind – Do things to the best of your ability

My best

Doing things to the best of your ability means you can feel good about yourself and be proud of your achievements. 1. Think about three tasks you do each week; for example, homework, chores or sports practice. Keep a diary over three weeks of how hard you tried at each task. Try to improve each week.

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Week 1

Task 3

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Task 1

Week 2

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2. Did you improve at any of the tasks by the end of the three weeks? Explain.

3. How did you feel when you tried your very best at a task?

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Values education toolkit

Be the achieving kind – Pursue quality and personal excellence

Excellent rap! 1. In small groups, create a rap aimed at younger children that encourages them to always try their best and aim for excellence. Use the words and phrases below to help you get started. Think of rhyming words for some of these and add words or phrases of your own.

r o e t s Bo achieve r e pdo well ok be proud put effort in u S 2. Plan your rap rhyme on scrap paper. Write your completed rap below. work hard

aim for the stars

feel good

great result

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try our best

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. temovements for your rap. Practise and, whenoready, 3. Create sounds and c . present it to a younger cclass. e her r o stSound ideas super Movement ideas

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Be the achieving kind – Use your talents

Concert for charity 1. Form groups of six students. 2. Complete the table. talent

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3. Complete the boxes. Concert advertising poster

Time: Place:

Concert program

Cost:

Item 2:

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concert item

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name of group member

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Funds raised will be donated to:

Item 6: Finish:

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Values education toolkit

Be the achieving kind – Develop a sense of purpose

Everyone has a purpose purpose noun

the object for which anything exists or is done, made, used etc.

1. Read the poem.

The people we help. The things we say. Show our true purpose every day.

2. Use the circle to write the purpose you have in each group.

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nd s

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c.)

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3. Write an acrostic to tell all the purposes/uses you discovered you have.        Values education toolkit

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Be the achieving kind – Manage your time effectively

Be a time manager Using time effectively is a skill which can be learned. Managing time well can help to achieve short-term and long-term goals and provide more time to pursue hobbies or leisure activities. 1. Make a list of the things you have to do. Include things at home and school. home r o e t s Bo r e p ok u S

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school

2. Make a list of the things you like to do. Include things at home and outside school; e.g. leisure and sporting activities. home

leisure/sporting etc.

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Monday

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Wednesday

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3. Construct a weekly timetable which includes a mixture of things you have to do and things you like to do. (Hint: It is usually better to do the things you have to do first—to get them out of the way!) Friday

Saturday

Sunday

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Values education toolkit

Be the achieving kind – Manage your money wisely

Budget problems Read the scenarios. Every week, Rosie is given $5 pocket money for doing jobs around the house. One of Rosie’s favourite treats is to buy some sweets, chips and fizzy drink when she has enough pocket money. She also loves buying her favourite comics when they come into the local newspaper shop. Her mum’s birthday is coming up in two months and she wants to buy her a really nice gift.

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present and still reward herself for helping out at home.

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r o e t s Bo r e p o u 1. (b) Work out a budget so that (c) What kind ofk gift could she buy S for her mum with the amount of Rosie can buy her mum a good money she may have saved?

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Sometimes, Jarrod goes with his dad when he has landscaping jobs to finish on the weekend. He helps to carry equipment, clean up rubbish, answers his Dad’s mobile phone if he has any business calls, shovels, digs holes to plant trees and spreads mulch and fertiliser. Because he is giving up some of his free time, his Dad gives him $40 each time he helps.

. te o c 2. Write suggestions for Jarrod to use his money wisely. Be sure. to allow a little bit csome egoal. (Remember: of money for treats andh savings towards a particular r e o r st super Jarrod only helps out sometimes.)

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Be the achieving kind – Set worthwhile goals and make plans to achieve them

Goal design 1. Select a goal you wish to achieve—academic, sporting or personal—and a time frame in which to achieve it.

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2. List the steps needed to achieve your goal.

3. In the space, create a plan for a design which illustrates: the steps

your goal

the time frame

appropriate colours

appropriate illustrations

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4. Create your design on art paper or coloured card and display in a prominent place to motivate you to keep trying. R.I.C. Publications • www.ricgroup.com.au

Values education toolkit

Be the achieving kind – Show persistence and self-discipline to achieve your goals

Keep trying! Have you ever seen a baby trying to learn to walk? Firstly, the baby stands up and puts his or her arms out to the side. Then he or she takes a step or two, wobbles and sways and usually falls down with a ‘plomp’ on his or her bottom. The baby often goes back to crawling again for a while, before once again getting up and trying to walk. Eventually, after many tumbles, the baby can walk.

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1. Explain a time when you have shown ‘persistence’.

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r o e t s Bo even though it is r e When you keep trying to do something p oimportant to have difficult, you are showing ‘persistence’. It isk u S so you will keep trying to reach your goals. persistence

2. (a) Is there something you are trying hard and persisting with now? yes

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3. Decorate the saying below using marker pens, coloured pencils, cut up pieces of paper, glitter etc. Display it somewhere at school or home where you can see it.

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YOU DON’T SUCCEED TRY, TRY AGAIN Values education toolkit

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Be the achieving kind – Look at different ways of doing things

Pass the problem Activity instructions: One student chooses one of the problems below, writes his or her name next to Person 1 and explains how he or she would solve the problem. The explanation is folded or covered and given to another student, who repeats the process as Person 2. Repeat for Person 3. The three students then read and compare how each of them solved the problem.

r o e Problem 2 t s B r e ooto get to school today as he was p Two friends have decided it might be a good idea to Jack was in a hurry u ktoo long in the backyard and put their money together and buy a more expensive playing with his dog for S present for another friend’s birthday. However, they lost track of time. Because he was rushing, he left his Person 1:

Person 2:

can’t agree on what to buy him/her.

Person 1:

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Problem 1

lunch on the kitchen bench and has nothing to eat.

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Values education toolkit

Be the achieving kind – Develop good communication skills

Listen and draw

훽

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Activity instructions: 1. Students work in pairs. 2. Give Student 훽 the top picture and Student 훾 a blank sheet of paper. 3. Student 훾 must not see the picture. 4. Student 훽 describes the picture to Student 훾, who draws the picture as it is being described. Student 훽 must not see what Student 훾 is drawing. 5. The two pictures are then compared to see how accurately the oral instructions were communicated. Note: The students can swap roles using the bottom picture.

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훾

Values education toolkit

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Be the achieving kind – Seek good role models

Say ‘cheese’ Do you realise that you have learnt all you know from many different people—parents, teachers, brothers, sisters, coaches, friends—and also from people you may not know but admire, such as an author or sports hero? 1. Think of four people you admire and have learnt something from. Write their names in the boxes and draw a picture of their faces with a ‘cheesy’ smile. Briefly describe why you admire them and what they have taught you.

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Name

r o e t s Bo r e p ok u Name S

Why I admire this person

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Values education toolkit

Chatterbox Use the chatterbox to reinforce concepts from this book.

r o e t s Bo r e p ok u S You are a good friend

You show others you like them You strive for success!

You protect the environment

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You show respect to others!

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You are unique!

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You like having a go!

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o c . Instructions: c e her r 1. Cut out the square. o t s r u pe 2. Place the square with the written s side down and fold as directed on page 60. 3. To use with a partner: • Ask your partner to select an affirmation and ‘open and close’ according to the number of words or syllables. • Ask your partner to select a number and ‘open and close’ the chatterbox the given number of times. • Ask your partner to choose a number and open to reveal a nice comment about the person! Values education toolkit

R.I.C. Publications • www.ricgroup.com.au

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r o e t 6. Be the s Bo r e p ok u S community kind

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o c . che e r o t r s su r Form an p ‘A’ shape e I am the in front of your body

community kind with your fingers—like a house.

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Values education toolkit

SHOW INTEGRITY – DEVELOP A SENSE OF WHAT’S MORALLY AND ETHICALLY RIGHT, AND ACT THAT WAY • Investigate dictionary meanings of ‘integrity’ and discuss students’ understanding. Write ways to show that you have ‘integrity’. What actions would you use? • Form a circle of five or six and take turns to retell an incident where you showed integrity or witnessed someone else showing integrity.

BEHAVE RESPONSIBLY • Select and encourage students to take care of a section of the school garden. • With teacher guidance, set up a class roster of monitors to do particular jobs. Write a brief job description on the roster to outline the responsible behaviours expected in each job. • Each student writes one irritating habit of his/her own on a piece of paper and one way to stop or change the habit.

r o e t s Bo r e p ok u S BE USEFUL

RESPECT AUTHORITY

• Form groups of five or six. Select one person to be the ‘sheriff’, who gives actions for others to perform. Those who choose to ignore the sheriff or who don’t do actions correctly lose points or are given a ‘punishment’. The person with the most points or still in at the end becomes the new sheriff. • Organise incursions of people in occupations of authority or excursions to their place of work. Plan questions to ask before the visit. • Construct a class flow chart of the school hierarchy for students. Explain the roles and responsibilities of each person.

• Form a group of ‘players’ to learn, practise and perform dances, poems and music to entertain students during break times. • Take turns carrying out class, library or sports monitor responsibilities on a regular basis. • Design a voucher volunteering your services and give it to someone to write a job he or she would like you to do.

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TEACHERS NOTES

Be the community kind – overview

GET INVOLVED IN THE COMMUNITY

• Investigate a community group of interest and join. Report to the class to encourage them to join as well. • Create a large map of the local community to display in the classroom or library. Label with the facilities available. • Construct a calendar of community activities for interested students to attend.

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• As a class, in conjunction with the teacher, discuss and establish a set of class rules and punishments. Trial and evaluate them. • Complete a brainstorm chart or word web, in groups or as a whole class, of rules in different areas of life such as at school or home, playing sport, in a community park, in a factory, socially or traffic rules. Add examples of the rules. • Students write a list, or draw a poster, of rules for their own room at home.

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• Write a poem, short story or play about a ‘Super-character’ who flies around the world dealing with situations where characters need ‘justice and a fair go’. • Make a class recipe book with contributions from students’ countries of origin or those they find from other countries. Choose some to make and try in class from time to time. • Learn to say ‘Good morning’ and ‘Good afternoon’ in a variety of languages, relating them to students whose families originate in other countries.

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BE HONEST AND SEEK TRUTH

• Define the meanings of the words ‘honesty’ and ‘truth’. Select a class definition and write it on cardboard for display in the room. Individual definitions may also be created. • Write a list of consequences of being dishonest or lying. • Create a jingle or rap using the letters in the words ‘honesty’ or ‘truth’ to begin the first word in each line.

Values education toolkit

STRIVE FOR JUSTICE AND A ‘FAIR GO’ FOR ALL

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SHARE WITH AND CARE FOR THOSE IN NEED

• Find and discuss newspaper or magazine articles about groups, communities or individuals who care for people in need. • Visit a local senior citizens home or aged care home to talk, play games with and perform plays or other concert items for them. Visit once each term. • As a class, sponsor a child from a poor country.

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Be the community kind – overview SUPPORT RECONCILIATION • Research ‘protest’ songs from the 60s which talk about ‘brotherhood’ or ‘the brotherhood of Man’. • Design an artwork with a mixture of faces of people from different races or countries. • View flags representing indigenous groups such as Aboriginal Australians, Torres Strait Islanders and Inuits to discover the meaning behind the design and colours.

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CONTRIBUTE TO RESEARCH

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SUPPORT FREEDOM

• Define freedom for a country, community and individual. Write a list of ideals to work towards which show that freedom is supported. • Inside an outline of the word ‘FREEDOM’ written on a large sheet of paper, add words and phrases to describe what it means to you. • Research to list the varieties of ‘freedom’ allowed in our country, such as being able to express opinions freely, or being able to practise your own religion without persecution.

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• Select a charity which helps people with life-threatening illnesses such as cancer or leukaemia and organise a fundraising activity to show support. • Encourage your family to participate in campaigns for research, such as buying a daffodil pen on Daffodil Day for cancer research. • Design a poster to support a well-known charity day, such as Red Nose Day.

STRIVE FOR PEACE © R. I . C.Pub l i c a t i o ns • Write a list of comments to repeat to ‘keep the peace’. Investigate strategies the ‘peacemaker’ parent uses at home •f orr evi ew pur p os e sonl y• to bring about peace.

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• With a partner, plan and write a play script with the characters being real, imaginary or animals. The theme is how the characters learn to live in peace and harmony. • Write a story about, or paint an illustration of, the ‘most peaceful place on Earth’.

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Values education toolkit

be the Community kind – Teachers notes INTRODUCTION The community refers to any group of people, ranging from close family and friends in the local neighbourhood to the population of all countries around the world. By being the community kind, we are playing our part to strive for a peaceful, harmonious life for all. This requires compromise and understanding from individuals and a willingness to follow order for the good of the community.

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Discussion points

Page 102 – Behave responsibly

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Page 109 – Strive for justice and a ‘fair go’ for all • What does the word ‘justice’ mean? • Why is it important that everyone gets a fair go?

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• Discuss reasons why people deliberately do things to upset others. • What suggestions can you make to channel their energies into something more positive? • How have you felt about upsetting someone by your thoughtless actions or words?

• How can you and your family become more involved in your local community? • Why is it important that people go to local events in their community, such as fundraisers, and shop at their local shops?

Page 110 – Share with and care for those in need

Page 103 – Respect authority • What does authority mean and where do we see it in everyday life? • Discuss the range of authority figures from paid employees like the police to volunteer beach lifeguards. • How does authority improve the life of a community?

• What sort of people might be in need in your community? • How can we care for people in need? • Can you describe a time when you have shared with or cared for someone in need?

What does the word ‘reconciliation’ mean? © R. I . C.P••u b l i c a t i o n s What makes reconciliation difficult? How could we overcome • Why do we need rules? these difficulties? • Why do some people disobey rules?r • f o r e v i e w p ose sonl y• •u Whyr isp reconciliation important? • Are there any rules which you think are unreasonable?

Page 111 – Support reconciliation

Page 104 – Follow rules

Explain why.

Page 112 – Contribute to research

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• How can dishonest behaviour affect our relationships? • Discuss the problems people have trying to remember the lies they have told. • Discuss reasons why people tell lies.

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Page 106 – Show integrity

• How can research help a group of people in need? • What sorts of events could help raise money for research?

Page 113 – Support freedom

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Page 105 – Be honest and seek truth

• What does freedom mean to you? • Why might some people not live in freedom? • What do you appreciate about living in a free country?

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• Why is it important to always tell the truth? • Integrity can be described as ‘who you are when nobody is watching’. Discuss. • List people who are good role models and display integrity.

Page 107 – Be useful

• How do you feel when you have finished all of your chores? • Should you be rewarded every time you are useful at school? Why/Why not? • Why do you think being useful helps people to feel good about themselves?

Page 108 – Get involved in the community • What facilities do you use in your local community? Which would you like to use?

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Be the community kind – Teachers notes Graphic organiser examples

Page 114 – Strive for peace • What are some ways people can promote peace in their community? • What kinds of things might prevent peace? • What does it mean to live in peace?

Evaluation charts plus

minus

interesting

Something to think about: Q: What would you get if you crossed a vampire and a teacher? A: Lots of blood tests!

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PMI chart

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Q: What kind of tests do they give witches? A: Hex-aminations!

Positive (+)

Negative (–)

Plus or Like or Agree

Negative or Dislike or Disagree

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Be the community kind – Behave responsibly

Kangaroo court

The animals in the bush are having a hard time. Kipper Kangaroo is running wild, making everyone’s life miserable. Wally Wombat:

(yawning) This morning, he made lots of noise outside my den. He knew it was much too

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early to be clowning around. Freda Frilled-neck: (shaking the sand from her tail) He’s just thrown sand all over my favourite stone. He knows I like a smooth surface to rest on. Eric Echidna: (raising his spikes) I think we should bring him in and explain why his behaviour is not right. Kerry Koala: I’m sure he doesn’t mean to be such a nuisance. He’s quite a sweet beast, really. (The animals go in search of Kipper and find him throwing gumnuts at a bird’s nest.) Kerry Koala: (screeching at the top of her voice) Kipper Kangaroo! Stop that this minute. Come over here right now! Kipper Kangaroo: (kicking the sand with his big feet) Oh, don’t nag, Kerry! I’m only playing. (crossly) Kipper, we’re all tired of your selfish behaviour. You don’t seem to care that your Eric Echidna: actions cause misery for others. Now, what are we going to do about it?

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(b) Write some words to describe how they feel.

2. (a) Discuss the ways in which you sometimes upset others by your behaviour.

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3. (a) Write an ending to the play on a separate sheet of paper. (b) Read your ending to the rest of the group. (c) As a group, choose one ending then act out the whole play to the rest of the class. Values education toolkit

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Be the community kind – Respect authority

Why respect authority? 1. Use a dictionary to find the meaning of the word ‘authority’. Write it here.

r o e t s Bo r e p ok u S job where? who?

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2. (a) In your group, discuss: • the people in your community who have authority, • where they do their work, • who they have authority over, and, • whether they are paid (p) or volunteers (v). (b) Complete the table for three jobs which have authority.

p/v

3. In your group, discuss why we need to respect authority.

4. (a) Write a poem with two verses. • Verse one describes life in the community without authority. • Verse two describes how much better life is with authority. Use the boxes to write ideas for each verse.

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(b) Write your poem on a large sheet of paper. (c) Give your poem a title. (d) Illustrate and display your work. R.I.C. Publications • www.ricgroup.com.au

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Be the community kind – Follow rules

Rules are made to be kept! Many people in the community have jobs which give them the authority to enforce rules. While it is acceptable to question rules if you think they are inappropriate, most rules are made to help our lives run smoothly and safely. 1. (a) With a partner, discuss what it would be like to have a job with authority.

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(b) Write some of the problems you would have if people did not follow the rules.

2. (a) Set the scene for a short dialogue between a person in authority and a rule-breaker. (i) Where does the disagreement take place?

(ii) What job does the person in authority do?

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(iii) How old is the rule-breaker?

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3. Perform your dialogue to the rest of the group. 4. Do you respect or break rules? Values education toolkit

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Be the community kind – Be honest and seek truth

The tangled web Sally’s mum said she couldn’t go to Jenna’s party because she had stolen money from her father’s wallet. Sally phoned Jenna and told her that she had sprained her ankle at the park and couldn’t walk on it. When her brother, John, asked why she wasn’t at the party, Sally lied. ‘She didn’t invite me. We’re not friends any more.’

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Just before dinner, Sally was playing hopscotch in the front garden when Jenna turned up. She had a party bag and some cake for her friend. ‘Sally! Your ankle’s better. Oh I’m so pleased for you.’ ‘Oh yeah’, mumbled Sally ‘Mum took me to the hospital and they gave me a special injection and now it’s okay.’

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Later on, John saw Jenna’s brother at the pool. ‘Hey, Paul! What’s up with Sally and Jenna? Why aren’t they friends?’ ‘What do you mean? Sally was invited to the party but couldn’t go because of her sprained ankle. Jenna was really upset,’ replied Paul. ‘What sprained ankle?’ asked John in surprise. ‘Fancy not knowing your sister’s hurt herself! What sort of brother are you?’ sneered Paul.

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1. Read and discuss this story in your group. 2. Why do you think Sally told these lies?

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Sally’s mum came outside. ‘Sorry she couldn’t come to your party, Jenna …’ ‘Oh, that’s okay’, interrupted Jenna. ‘Isn’t it great that the doctors fixed her up!’ ‘Sally!’ scolded her mother. ‘I think you’ve got some explaining to do!’

o c . ch 3. What do you think happened next for Sally? e r er o t s super

4. (a) In your group, discuss some ideas for another story in which Sally does the right thing. (b) Act out your story for the class. 5. What lesson have you learned from this exercise?

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Be the community kind – Show integrity

The king’s challenge

wise old king, who had never married, needed to find an heir for his throne. He decided to give each child in the kingdom one seed and set them all the task of planting and caring for it. The child with the most spectacular flower would become the heir to the throne. The day arrived and hundreds of children could be seen queuing at the castle, each carrying a pot blooming with brilliantly-coloured flowers. All children, that is, except for one fair-haired boy who stood, solemnly, holding a pot of dirt. When it was his turn to stand in front of the king, the boy declared that he had tried his very best, watering and tending to his seed, but he simply could not get it to grow.

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r o e t s Bo r e p o u At this, the king smiled and placed his hand on the boy’s shoulder. He declared to k all the S children of the land that this boy would be the heir to the throne.

Of course, the other children were dumbfounded, until the king explained that he had given out only bad seeds—none was able to grow! He told the fair-haired boy that he had shown excellent character and the qualities needed for a future king—persistence, integrity and honesty! 1. Read the story about the king’s challenge.

2. Complete this talking and listening activity.

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(b) Talk about each of these questions and decide upon answers the whole group agrees with. • How had the boy tried to get his seed to grow? • How did the king know that this boy was the only child being honest about his seed? • How do you think the other children were able to grow spectacular flowers? Why do you think they did this? • What does it mean if someone is persistent? Think of an example. • What is another way to describe if someone is being honest? • What do you think the word ‘integrity’ means? What were the boy’s actions that proved he was showing integrity?

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(c) Choose your group’s two best answers and share your ideas with the class. 3. In your group, discuss people who show the qualities of persistence, honesty and integrity. They could be people in the local community or people in the media. What do they do or say to make you think they have these qualities? Values education toolkit

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Be the community kind – Be useful

‘Being useful’ role-plays 1. Read the suggestions for how you can be useful at home, at school and in your community. Add three more suggestions to each. Being useful at home putting your dirty clothes in the washing basket

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washing the dog

Being useful at school

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reading to your younger brother/sister

picking up rubbish (every time you see it!) tidying up the book corner

volunteering to help at carnivals and concerts

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Being useful in the community

going to local events such as concerts and fundraiserss shopping at the local shops

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o c . che e r o t r s super 2. Choose one way of being useful from each section. Tick those you have helping on ‘town tidy-up’ days

chosen and create and rehearse a short role-play for each. Decide which is your best role-play and present it to another group or to the class. 3. Rate your performance. Could have done better R.I.C. Publications • www.ricgroup.com.au

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Be the community kind – Get involved in the community

Be involved in your community

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1. Look at each of the pictures and describe how the child is being involved in his or her community.

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Be the community kind – Strive for justice and a ‘fair go’ for all

Superhero for justice Everyone deserves a ‘fair go’—but not everyone always gets one. If only there was a superhero who made sure justice came to everyone … Imagine you are that superhero. Advertise your services in the poster framework below. Add a picture of yourself as the superhero.

r o e t s Bo r e p ok My name is u To me, justiceS is important because

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Do you feel you aren’t being given a fair go? Do you need justice? You need a superhero!

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My superpowers include:

Two examples of my good deeds in the past are: . t e o c . che e r o t r s super

Call me on 0488 963 SUPERHERO R.I.C. Publications • www.ricgroup.com.au

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Be the community kind – Share with and care for those in need

Share and care

Read each of these scenarios with a partner or small group. Discuss and write the best way you could show you care for each person in need. Report your ideas to the class. The train You are travelling on a train when a pregnant woman with heavy bags of shopping and three young children gets on board. There are no seats left on the train. The woman tries to hang onto a pole to steady herself but she has no free hands to control her children.

What could you do to show you care?

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The accident You are riding your bike to school one day when you see a younger student trip over on the pavement and skin her knees. Her lunch, which she was carrying in a paper bag, is scattered on the ground and ruined. The student starts to cry.

The birthday party You are planning a party for your next birthday. You want to play games that involve plenty of action – running, jumping and swimming in your pool. However, one of your friends is in a wheelchair and won’t be able to join in any of these activities.

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The nursing home You read an article in your local newspaper about a nursing home for elderly people near your school. Many of the people don’t have anyone to visit them and they get lonely and bored. The article says they would love to talk to people about their lives and also learn about what children today are interested in.

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Be the community kind – Support reconciliation

Reconciliation plan The word ‘reconciliation’ means bringing together and uniting all the different groups of people who live in our country. We need to work towards solutions to live in harmony together. Find a group of three or four people. Imagine you have been asked to promote the ideal of reconciliation in your community. Follow the steps below.

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1. Think of a motto for reconciliation. You could use some of the words below to help you. forward harmony together same different celebrate happy share solutions learn teach respect 2. On a scrap sheet of paper, design a reconciliation logo. Draw your final design in the space below.

3. Think of two events that could be part of a cultural celebration to promote reconciliation in your community; e.g. different types of dancing or singing acts, language classes. Describe what would happen, who would take part and where they could take place.

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Be the community kind – Contribute to research

Special day research

People with serious medical problems rely on research that may find cures or new medicines. Sometimes, money is raised for research by asking people to join in activities on special days. Some examples of these are: • Red Nose Day • Jeans for Genes Day • Australia’s Biggest Morning Tea • Bandana day

• Daffodil Day • Dress Red for Heart Day • Bad Hair Day • What’s the Buzz Day

Teac he r Name of day: Date held:

What medical problem is it for? Write three facts about this medical problem: •

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r o e t s Bo r e p days. With a partner, research 1. Choose one of these special okit using the u Internet or other materials. Write some notes below. S

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What should people do on this day?

2. Use your research to help you design and create a poster on a separate sheet of paper that tells people about this special day. Values education toolkit

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Be the community kind – Support freedom

Freedom movie scene What does the word ‘freedom’ mean to you? Imagine you are a writer who has been asked to come up with some ideas for a movie with the theme of freedom. 1. Begin by describing two scenes you could include in your movie. Think carefully about the character(s) in the scenes and what is happening to him/her/them. •

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2. (a) Imagine what each of the scenes you have chosen will sound and look like. For example, ‘The scene begins with a close-up of the boy’s frightened face. He yells. Soft, sad music plays in the background’.

(b) Draw a picture from each scene.

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Sights and sounds

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Sights and sounds

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Be the community kind – Strive for peace

Peaceful island Living in peace is not something that just happens— it requires communication and action from people. Find a partner to work with. Imagine you are chiefs of two tribes who live on an island. For many years, your tribes have been at war with each other. But both of you would like to live in peace. You know it will take communication and action.

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r o e t s B r e ooof the Gullas. 1. Decide who will be chief of the Tullas and who will be chief p k of your Read the descriptionu of your tribe below. Do not read the description S partner’s tribe at any stage. Chief of Gullas

Chief of Tullas

Every morning, your tribe beats drums. It is an important tradition for you. This seems to annoy the Tullas but you are not sure why. Your main diet is fish and herbs. There is no special reason for this. You would prefer to live on the Tullas’ side of the island. You dislike the fact that the Tullas swim in Finso Lake because it is where you pray. There are three other lakes on the island they could use.

Every morning, you hold a school for your tribe’s children, but they can’t concentrate because the Gullas beat drums. You dislike the fact the Gullas eat herbs because you use many of them for medicines. The Gullas are better at fishing than you and you feel they eat too many fish. You are forced to eat other animals. You like to wash in Finso Lake because it is close to your village. You would prefer to live on the Gullas’ side of the island.

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2. List the problems you have with the other tribe and any questions you would like to ask the other chief.

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r o e t s Bo r e p ok u S Point to yourself and touch your chest

And I …

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And I love life!

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love …

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life!

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References Books

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Websites

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Conflict resolution Ages 8–10 Published by R.I.C. PUBLICATIONS Multiple intelligences Ages 8–10 Published by R.I.C. PUBLICATIONS Health and values D and E Published by R.I.C. PUBLICATIONS Primary society and environment D and F Published by R.I.C. PUBLICATIONS Bullying ages 8–10 Published by R.I.C. PUBLICATIONS The virtues project ™ Educator’s guide Linda Kavelin Popov Sustainability Published by R.I.C. PUBLICATIONS The 7 habits of highly effective people by Stephen Covey Six thinking hats by Edward De Bono Frames of mind: The theory of multiple intelligences by Howard Gardner Taxonomy of educational objectives by Benjamin Bloom Revised Bloom’s taxonomy by Lorin Anderson The tipping point by Malcolm Gladwell

http://www.enviro-friendly.com/environmentally-friendly-products-resources http://housekeeping.about.com/cs/environment/a/alternateclean.htm http://www.pathlights.com/nr_encyclopedia/frames01.htm http://www.care2.com/channels/solutions/self/183 http://beauty.about.com/cs/haircarerecipes/a/raw_eggs.htm www.geocities.com/Heartland/Plains/3209/Values.html (Games to teach values) www.charactercounts.org/ www.cyh.com/HealthTpoics/HealthTopicsCategories www.goodcharacter.com www.kidshealth.com/kid/feeling/ http://www.holistic-online.com/Humor_Therapy/humor_therapy_introduction.htm http://www.bu.edu/education/caec/files/elemlesson.htm

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(Note: Websites correct at time of publication.)

(Six kinds of best values education program http://www.sixkindsofbest.com)

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