Education - Primary Ethics

Empowering young minds: webinars

We run regular one-hour webinars for anyone interested to find out more about ethics classes and volunteering with us.

You’re very welcome even if you know you can’t volunteer but simply want to find out more about ethics. You’ll be able to participate in a demo lesson (to see our teaching style in action), hear first-hand experiences from current volunteers, hear about our comprehensive free training and support and also learn about what’s involved in volunteering with us.

We welcome questions, which you can ask in advance when you register.

webinar July with QR code — RSVP: https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-july-2025

https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-sept-2025

https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-oct-2025

https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-nov-2025

https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-dec-2025

https://events.humanitix.com/empower-young-minds-primary-ethics-webinar-jan-2026

Ethics teaching – a family affair

This year a third member of the Scott family has become an ethics volunteer. Peter Scott describes their journey to being an ethics family.

As ethics teachers, we often reflect on the benefits the Primary Ethics program has for our students. I have been an ethics teacher at Glenmore Rd Public Sschool in Paddington for 13 years now. Not only have I seen it benefit my many students over that time, but ethics volunteering has given my family a sense of common purpose and brought us closer together as we grow older.

In my second year I taught our younger son Lachlan, who was in Year 6. He was a little embarrassed to have his dad in front of his mates, although he got used to it as I brought my soccer coaching skills to bear. Our older son Alasdair had already left for high school when I started ethics teaching and felt a little left out of the conversations we were having at the family table.

Eight years later their mother Sarah became an ethics teacher too, partly to better inform her architectural work designing early childhood education facilities. She could see how much value I was getting from teaching the curriculum. Now she is part of our group of eight teachers at the school and absolutely loves it.

Find out more about volunteering with us

Sarah tells this story about witnessing the impact of ethics thinking skills in her class:

``One of my favourite ethics moments occurred with the lesson about the intent and structure of an ethics class. I followed the script, starting the class with random questions about unrelated topics which they could not possibly have answers for. They were all initially very puzzled and confused, but then one girl had a lightbulb moment and put her hand up with much animation. 'I know what this is!' she exclaimed excitedly, then in a conspiratorial voice she added, 'It’s an ethics class about ethics classes!' They all went 'Ahhhh'.``

Sarah Scott

After all these years the wheel has now turned full circle. Alasdair, who just missed out on being in the primary school ethics program, finally had some time to contribute after completing six years of university. We did the teacher training together in January 2025 – it was my second time and after 13 years it was completely different. Not only had the curriculum evolved, so had the teaching techniques.

So now Alasdair too has become part of our group of teachers and also loves it.

So we are an ethics teaching family! We sit down at the dinner table, speak one at a time, there are no putdowns and we build upon each other’s ideas … Okay, no, that doesn’t quite happen – we are a normal family and all talk at once. However, we all recognise that the ethics program offers a really positive way of engaging with younger generations and listening to each other in order to build a future together.

xmas 2022 c — Peter, Lachlan, Sarah and Alasdair Scott

Double your impact when you donate this month

Primary Ethics to merge with The Ethics Centre

Primary Ethics, the not-for-profit organisation delivering Special Ethics Education in NSW public primary schools, will merge with its founding body, The Ethics Centre, in a strategic move to enhance ethics education opportunities.

Established by The Ethics Centre in 2010, Primary Ethics has equipped more than 250,000 students in over 650 NSW public schools with vital skills in critical thinking, ethical reasoning and respectful discussion, thanks to the dedication of thousands of trained volunteers.

For over three decades, The Ethics Centre has been a leader in developing innovative and impactful ethics education initiatives in Australian primary and high schools, including initiatives such as Moral Courage and Common Ground. The Centre is committed to developing programs that help young people navigate the ethical challenges they face now and in the future, guided by a Youth Advisory Council.

“This merger brings together two organisations that share a deep commitment to building ethical literacy in Australia,” said Dr Simon Longstaff AO, Chair of the Primary Ethics Board and Executive Director of The Ethics Centre. “We’re immensely proud of the impact Primary Ethics has made in NSW schools and this step allows us to explore future possibilities to build on that legacy.”

While the merger will bring opportunities for collaboration and growth, the day-to-day delivery of Primary Ethics classes in NSW public schools will remain unchanged. The quality of the curriculum, the role of volunteers and the integrity of donations to Primary Ethics will all be preserved.

Dr Longstaff said: “The ethics education program that our volunteers, supporters and families know and value will continue to operate as it does today. What’s changing is the opportunity to do more – to innovate, to reach new communities and to bring ethics education to a broader audience. This is about broadening horizons while staying true to our roots.”

Detailed planning for the merger is underway, with full implementation to follow stakeholder consultation.

MEDIA CONTACTS

Primary Ethics: Susan Ardill – communications@primaryethics.com.au M: 0478356969

The Ethics Centre: Kathleen Evesson – communications@ethics.org.au M: 0414171945

Download this media release

@Home Bulletin for parents Term 1 2025

Welcome to @Home for Term 1 2025, where we let families know what your children, from kindergarten into secondary school, could be exploring in their ethics lessons this term.

Subscribe here to receive our @Home email bulletin once a term.

The topics we show below are based on classes which begin at the beginning of the year. Schools start at different times of the year, some lessons go faster or slower than others, some schools skip ethics for the first and last weeks of the term while others teach every single week – and so on.

We hope the students talk about ethics with you at home – ask them questions about it!

If your child tells you they are discussing a topic you don’t see in this bulletin, you can also look at the Curriculum section of our website.

Kindergarten: Being curious and asking questions
Young children are naturally curious and our curriculum is designed to nurture their curiosity, thinking and questioning skills – helping them grow into confident, independent thinkers. In their first topic of the year, students will explore why we ask questions and consider why it can sometimes feel difficult to ask questions out loud, especially when we’re worried about looking silly.

Stage 1 – Years 1 & 2: When is it fair?
Our Stage 1 students will explore fairness, starting with a story about some animals baking bread – where all but one help with the work. Should the animal who didn’t help still get to share in the bread? Later, they’ll discuss fairness in different contexts, including how to divide slices of cake. Through these discussions, they’ll consider different ways of thinking about fairness and what makes something feel fair or unfair.

Stage 2 – Years 3 & 4: Being greedy
Stage 2 students will think about what it means to be greedy, starting with the story of King Midas, who wished that everything he touched would turn to gold. They’ll also explore stories of children collecting things and discuss questions like: Is it wrong to want more toys than you can use? Is there anything wrong with wanting to be the richest person in the world? They’ll consider different perspectives on greed and whether wanting more is always a bad thing.

Stage 3 – Years 5 & 6: Voting
Our Stage 3 students will explore questions about voting, beginning with student elections. Should you vote for someone just because they’re your friend? How should we balance self-interest with the needs of others when deciding who to vote for? They’ll also consider whether voting should be compulsory or voluntary.

Stage 4 – Years 7 & 8: You’re not the boss of me
Stage 4 students will reflect on how much control they should have over their own lives. They’ll start by considering screen time – who should decide how much is too much, and why? They’ll also look at smoking laws and explore why some rules exist to protect individuals from harm. What right do parents, adults and governments have to limit teenagers’ freedoms? Why do we have age limits? Is it ever okay to stop people from doing things for their own protection? These discussions will encourage them to think critically about rights, responsibilities and personal autonomy.

Each term brings new ideas and questions and we hope these topics spark interesting conversations at home as well!

Become a volunteer ethics teacher!

Five lessons I’ve learnt from teaching ethics

Karina Morgan is a volunteer ethics teacher who’s learnt as much from her class of seven-to-nine year olds as they learn from the ethics curriculum. Here Karina describes her own five lessons learnt.

Each week, for 45 minutes, I sit down with a group of Year 2 students and discuss ethics. We’ll tackle an ethical concept or dilemma, typically in the form of a story, with questions designed to draw out deep discussion amongst the class.

The Ethics Centre established Primary Ethics as an independent not-for-profit in 2010, tasked with developing a curriculum and recruiting volunteers to run weekly ethics classes as an alternative in the scripture timeslot in public schools. They now deliver lessons to 45,000 children in 500 schools from kindergarten to year eight.

Classes are led by trained volunteers, who act as impartial facilitators. Our role is to model active listening and ask questions that build critical thinking skills and encourage collaborative learning.

For me, it feels like the most important gift I can give to the next generation. And if I’m honest, I find I am learning in each and every class right alongside them. Here are five lessons I’ve learned from teaching the Primary Ethics curriculum:

1. Curiosity is the gateway to critical thinking

Embracing curiosity is how we learn; it’s the driving force for growth, discovery and innovation. The innate curiosity in children is a vital foundation for developing skills like critical thinking, empathy and thoughtful decision-making.

You see, a curious mind doesn’t accept information at face value; it probes deeper, asking why, how and what if? It fuels the critical examination of ideas, helps us identify biases, to sort fact from fiction and consider situations from multiple perspectives.

I admire the unbridled curiosity of the students I teach. It’s contagious. As adults, we can get stuck in our routines and belief systems. We accept the status quo and stop exploring what’s possible.

2. There is power in saying ‘I don’t know’

One of the most powerful moments last year came when a student asked a question I couldn’t answer. I took a breath and said, “I don’t know – what do other students think?”

And just like that, the room lit up. I had given the students permission to be knowledge holders and had modelled the open-minded growth mindset we want to cultivate through ethics lessons. Since then I have witnessed so much more willingness from everyone in the room to have a go.

It turns out there’s a kind of magic in admitting you don’t have all the answers. Teaching ethics is not about being an authority; it’s about being a partner in figuring things out. Admitting you don’t know doesn’t make you weaker – it opens the door for connection and learning.

3. To disagree respectfully, we need to be open to learning from each other

Nine-year-olds are full of opinions. But what also stands out to me is how open they are to new points of view, to listen to each other, even when they disagree. Recently, a student in my class said she disagreed with the person sitting next to her. That student smiled, said, ‘that’s okay’ and leaned into hearing her peer explain why. Imagine if we could cultivate that across the political divide.

Kids don’t assume the worst in someone who thinks differently – they assume they are trying their best, just as they themselves are. Watching them address and debate differing points of view without engaging in personal attack or any attempt to discredit each other is a beautiful reminder that respectful disagreement starts with empathy, assuming good intentions and willingness to learn from each other.

4. Psychological safety empowers new ideas and even changes minds

There’s a sense of psychological safety built through collaborative inquiry, because everyone’s ideas and questions are valid here. The kids thrive in the freedom it offers to explore, build on each other’s ideas and even to change their minds.

When I started teaching this class two years ago, everyone was itching to have their turn and to get the answer ‘right’. Now they have begun to really listen to each other – not just to respond, but to understand each other’s opinions.

This year there have been instances where students have discussed feeling conflicted over a question, proposed merit across differing sides of a debate and even changed their mind after listening to other points of view.

It’s a powerful reminder of how active listening can transform conversations. Making someone feel heard deepens trust, fosters empathy and makes room for challenging conversations. It isn’t just a tool for learning; it’s a tool for connection.

5. Ethics in education can establish a resiliency for life

Resilience, I fear, is a word that’s lost some of its charm for a lot of adults. Through ethics lessons I’ve been reminded that resilience isn’t the nefarious push-through mentality or the ability to bounce back from a setback. It can also be staying engaged with challenging situations, even when the answers are messy or unclear. It’s regulating emotions, processing stress and being adaptable to change.

Ethics lessons are about grappling with tough questions, sometimes without any resolution. Nine-year-olds handle this better than you’d think, certainly better than a lot of adults. When there’s no clear answer, they meet the discomfort of uncertainty with curiosity and creative thinking.

Find out more about volunteering with Primary Ethics >>

Originally published by The Ethics Centre

How Critical Thinking Empowers the Next Generation in the Age of AI

What if the future of our society rests in the hands of the next generation learning to think critically?

That’s the question Sinéad Fitzgerald pondered in 2023 while delivering work presentations about AI. Although she had heard of Primary Ethics, this question and the follow-up rhetorical reflection, ‘What are you going to do about it Sinéad?’ gave her the drive to become a volunteer ethics teacher.

Sinéad writes: Over the course of 2024, I had the absolute privilege of teaching ethics to an engaged and fun group of Year 5 students. These young minds — nine to 11 years old — opt for ethics over scripture and what I witness in their discussions is nothing short of remarkable. Their curiosity, resilience and willingness to grapple with ethical dilemmas give me hope, not just for their futures but for the future of our world. In their questions and reflections, I see the seeds of a generation ready to navigate an era dominated by artificial intelligence (AI). Watching these students explore complex issues reminds me of an essential truth: we are equipping them with perhaps some of the most necessary skills for the future — skills in ethical reasoning, critical thinking and collaborative inquiry.

Critical thinking: the compass for the AI era

How do we ensure our children are equipped to navigate a world dominated by AI?

As AI reshapes industries and lifestyles, critical thinking emerges as a non-negotiable skill. AI can analyse data, recognise patterns and even mimic creativity, but it cannot replace human abilities to question, interpret and decide based on values. For today’s young people, the overwhelming flood of information — often a blend of truth and distortion — makes critical evaluation essential.

Primary Ethics is a not-for-profit organisation offering secular ethics education as an alternative to scripture classes in primary schools. The curriculum is crafted by a team of philosophers, educators and experts, ensuring lessons are age-appropriate, engaging and relevant. Aligned with The Ethics Centre, Primary Ethics offers a robust program that equips young minds with the tools to navigate moral and social challenges, fostering a generation of empathetic, informed and ethical decision-makers who can contribute meaningfully to society.

Lessons that inspire

Over the year, our lessons explored themes such as A Fair Society, where students tackled the question, do societies have a responsibility to ensure everyone has access to education and healthcare? This led to debates about the challenges of addressing inequality and whether luck — good or bad — should influence social responsibilities.

In Appeal to Authority, students examined when it’s appropriate to accept advice or rules from authority figures, such as teachers or doctors, and when it’s okay to challenge them. This lesson was instrumental in developing discernment and confidence, helping young thinkers navigate a world where blind trust can sometimes lead to misinformation or manipulation.

Discussions on Extending Human Rights to Animals asked whether rights traditionally reserved for humans, such as the right to free speech or education, should be extended to animals like chimpanzees. Students were encouraged to reflect on what it means to have rights and whether ethical considerations should transcend species boundaries.

Other lessons, like Beliefs, Opinions, Tolerance and Respect, prompted students to consider whether all beliefs deserve respect and tolerance, especially when those beliefs may cause harm. Meanwhile, the topic of Teasing dove into understanding when, if ever, teasing is acceptable and how it can impact relationships and emotional well-being.

As artificial intelligence (AI) technologies like chatbots, search engines and personalised recommendations become ever-present in students’ lives, it’s important for them to reflect on how they engage with such technologies. I was delighted to teach a new topic called Interacting with AI. Some big questions students discussed in this topic include: How is AI different from and similar to human intelligence? Is it okay to use artificial intelligence to help with schoolwork? Can we be friends with a chatbot? Is it wrong to be cruel to artificial intelligence? Can we trust the information provided by artificial intelligence?

The most profound moments in my ethics classes have often come from the students themselves. During our AI-focused lesson, a discussion emerged around AI-generated art. A student asked, “If AI can create art, is it really ‘stealing’ or are we redefining creativity in a new way?” which sparked a spirited debate. Several students argued that human intent makes art meaningful, while others proposed that art’s value lies in the audience’s experience, not its creator.

Sinéad Fitzgerald

This wasn’t just a theoretical exercise but a testament to the power of critical thinking. The students weren’t just finding answers — they were learning to ask the kind of questions that lead to deeper understanding. Across all lessons, students are encouraged to question assumptions, evaluate arguments and consider the broader implications of their ideas.

A small role, a big impact

I genuinely enjoy playing my small role in helping our children become ethical decision-makers. Watching them learn to think critically, give evidence-based reasons for their opinions and have attentive discussions, even in respectful disagreement, has been deeply rewarding. These skills will serve them for a lifetime, enabling them to navigate and shape an ethical, equitable and thoughtful society.

These young thinkers show us that tomorrow’s potential lies in curiosity and empathy. They recognise that technology, including AI, is neither inherently good nor bad — how we use it determines its impact.

The World Economic Forum and LinkedIn’s recent analysis of the skills most in demand for future talent notably emphasise that critical thinking and problem-solving skills are essential for the modern workforce. This aligns perfectly with what we’re cultivating through these lessons, which are more than classroom exercises — they are opportunities for students to develop the tools needed for thoughtful and engaged citizenship in a rapidly changing world.

By nurturing these capabilities today, we are cultivating a generation that will thrive in the AI age and steer it toward a more inclusive and ethical future. Imagine a world where our leaders, innovators and creators are as conscientious as they are competent—a world shaped by those who ask not just what can we do? but what should we do?”

Let us prioritise critical thinking in education, recognising its role in creating a brighter tomorrow. By empowering young minds to ask big questions, engage in thoughtful discussions and tackle ethical dilemmas, we prepare them to navigate and redefine the complexities of our world.

The future is not just bright — it is inspiring, dynamic and waiting to be shaped by a generation of thinkers ready to lead.

In time, not very much time at all, it will be the decisions of the children we teach today that will shape the world

Dr Simon Longstaff, The Ethics Centre and Primary Ethics Board

Find put more about ethics volunteering

From Kindy to Year 6 – ethics reflections

Emma Bonham has taught ethics to her daughter’s class from the start of primary school and now to the end. She reflects on “a remarkable time”.

I’ve had the most remarkable time guiding my little ethics group from Kindergarten to Year 6, with very few class changes along the way. I have been so lucky in this, because it has allowed me to see the immense benefits that children gain when they get the opportunity to have consistent exposure to the ethics program.

From almost before they can read and count, they are also learning how to reason, think, disagree with courtesy and keep their minds open. It fills me with joy to see them now, in year 6, able to grasp complex subjects with ease and dive into potentially divisive topics with eagerness and curiosity. Their minds are flexible and their natures open – they understand the ethics circle to be a place of safety and confidentiality and they do not hold back their opinions!

For me, the lack of an engaging non-scripture alternative was what drew me to ethics. I wanted my own children to have this option and when I started seven years ago, volunteers were (probably still are) in short supply. As soon as I reached a time when I could attend the training I did so. The training course pushed me out of my comfort zone in that I had been a stay-at-home mum for quite a few years by then and it seemed confronting to be surrounded by people I did not know, learning new things and making presentations in a group scenario. Once I got there, however, I realised that of course everyone running it was lovely and delighted to have volunteers eager to learn. And everyone volunteering had a desire to contribute to their local community that of course was similar to mine, so it became a fun few days.

emma-bonham-daughter — Emma and her daughter

Before I became a mum I was a university lecturer, but it was actually my parenting skills and the in-school reading group experience that came to the fore with ethics training. Teaching at uni is teaching adults, not crowd-managing kids in a classroom!

A firm voice, clear boundaries, an understanding of your next 30 minutes, these are the things that are important in an ethics class.

Emma

And the training is designed to get you to a place where you feel comfortable delivering a lesson and managing kids in their many moods. I feel I haven’t had to do terribly much classroom management this past year or so, because I’ve had the same kids for so long. A quiet reminder here and there that only one person talks at a time, but not much else. In earlier days, though, I found that adding levity to a situation worked wonders. When they were little I would tell them they needed to put up their hand to speak so my ears didn’t fall off if they all shouted at once. I often used positive reinforcement when they were young too, praising whichever child or side of the circle was showing me the best listening face, or congratulating them on their grown-up behaviour.

It has been great to see the kids learn how to disagree, sometimes passionately, but always with respect. More, though, for me, there is a huge sense of satisfaction in watching them change their minds and be able, and confident to articulate that they had thought one thing at the start of the lesson and had their mind changed by the ensuing discussion. I have always offered praise for this sort of flexibility and humility, because it’s such a great skill, to be able to concede with grace. In conjunction with this is the learning to not judge a scenario in the first instance, a compassionate skill that will stand them in good stead as they head to high school.

For myself, I’ve had to learn and perfect the ‘resting neutral face’! Sometimes the kids are so confident and so quick to ask a question it might be easy to judge or respond with my own bias, so it’s been a very good learning curve for me, to learn to restrain that first response and give them the space to express their views.

Emma

One of the joys I wasn’t expecting is the little lift I get when one or two hang back after class or walk into the playground with me, because they’re not quite ready to stop talking about the topic of the day. This is a big deal, given that my class is right before recess and they generally shoot off into the playground! I know they’ve had a great lesson if they want to keep talking. Also, a few times I’ve had the in-class teacher afterwards comment on the great topics and how interesting they are to listen to, which is always good feedback for the program. Honestly, I can’t remember all the way back to Kindy, but recently my group have loved the topic on Midas, the story of the man who stole from a pharmacy for medicine for his sick wife, and the question of whether to prioritise helping people nearby or far away.

By far the most wonderful reward after all these years, though, came very recently. My daughter got in the car after school and began telling me about her day, as usual, and mentioned that the class teacher had been using AI to mark assignments and various other classroom tasks. She told me that she and a couple of her classmates, who are in ethics with her, began a whole-class discussion about AI, ‘just like in ethics last week’. My grin could not have been bigger.

There’s personal satisfaction, of course, in realising they retain the knowledge, but also a sense that they will go into high school with these important skills and an ability to think with flexibility that they might not get in any other part of their learning. What a fabulous note with which to end my time with them!

Find out more about volunteering with us >>

Reflecting on my seventh ethics year

How to better regulate playground and global tensions? Have children take ethics, says experienced volunteer Katie Rockliff.

It’s the last week of Primary Ethics in my seventh year of volunteer teaching. I’m headed to class and reflecting on the year that’s been.

While walking and enjoying the embrace of early summer, ruminating on the value of school ethics as a program, I’m also listening to a neuroscience podcast (as you do). Today’s is with guest speaker Dr Ethan Kross, Professor of Psychology at the University of Michigan, USA, and director of the Emotion and Self-Control Laboratory. In closing, Dr Kross references how in his Lab they often define wisdom as: “the concept of how well you are able to deal with social situations involving uncertainty”. He goes on to discuss the art/ science of entering conversations not to try to change others’ minds, but rather with a state of humility and curiosity and genuine interest – and first and foremost (I’m paraphrasing) trying to understand the other person or group’s point of view.

And it occurs to me, on this walk to class on a sunny morning, that in an era of much socio-political divide, economic and climate turbulence, fake news and the rise of AI, that honing these skills is exceedingly useful – perhaps more so than ever before. This is where listening to Dr Kross and my ruminations on the value of school ethics collide…

Of all the subjects at school, ethics is perhaps the only one where no rights or wrongs, no dogma or rules apply.

One is simply encouraged to think. To think deeply.

To be open enough to both articulate, consider and review or reconfirm one’s own thoughts.

To truly listen to others. And to constructively build on their thinking.

And to collectively seek, if not consensus, a place of common ground and positive way forward for all.

It’s a skill many school playgrounds, corporate boardrooms and politicians would benefit from! And an empowering skill for parents to know their child can possess. To know that their child can, as Dr Kross defined it, “navigate social situations involving uncertainty” (let’s just call that life shall we?) – to navigate it well.

As a volunteer teacher from Kindergarten through to Y6, there is one question the curriculum has asked me to ask the students on repeat … and that question is “why?”

“Thank you for sharing your thoughts. I’d like you to please share with us why you think this?”

This, I see now, is my why. This is why I teach ethics. And why I see value in all students taking ethics.

Not to be told what to think but how to think for themselves.

Not to learn how to follow but to learn the value of respect.

Not to learn only one right answer but the ability to adapt to find new answers.

Not to own the conversation but to share in the conversation.

And to learn that there is always more learning to be done and absolutely always someone that knows something you don’t.

And lastly but by no means not least, the awareness and desire to work with others, in some way, for the greater good.

It’s a sunny view of what the next gen, through the power of their own thinking and listening, can achieve.

And as an answer to my ‘why’ and what I’m glad to be a part of – that’s the greater good of ethics education that I’m thrilled exists.

****

Katie Rockliff is a communications consultant, small business owner and volunteer ethics teacher at Darlinghurst Public School 2018-2024.

Find out more about how you can volunteer with us >>

Kinghorn Volunteers of the Year 2024

Primary Ethics is delighted to announce the winners of the Kinghorn Volunteers of the Year 2024.

Yes, that’s winners, plural. This was the first year in which nominations could be made for a team as well as an individual.

[Read more about the Award here.]

So the 2024 winners are Jim Neely, Regional Manager, ethics teacher and coordinator in the Queanbeyan region near Canberra, and the Northmead Public School ethics team from western Sydney. Jim, who coordinates three schools in Queanbeyan, receives $$3000 in prize money to distribute to the library services in his schools, while the Northmead team receives $1000.

The judging panel was Jill Kinghorn, Bruce Hogan (Primary Ethics Chair), Barb La Ganza (winner 2023), Kaye Remington (community volunteer), Martin Bregozzo (parent volunteer) and Evan Hannah (CEO).

Jim Neely is currently regional manager for five ethics programs in the Queanbeyan region, which deliver lessons to thousands of students every week. Currently, he is keeping 15 ethics teachers engaged and himself teaches four classes every week in three different schools.

Jim is dedicated to growing ethics education and works diligently to recruit via local events and media. Besides his five schools, he explores every option to launch new programs in other schools in the region.

From one of his team: “Jim strongly supports teachers at Queanbeyan schools and graciously relieves us when we can’t take our class or seeks out another teacher who can. Behind the scenes, I know he works with the Queanbeyan schools to encourage their participation and active support for ethics classes. My own class had only six students in Term 1 this year. Through his efforts with the school, I now have about 13. And a happy class it is!”

“I nominate Jim because I believe he epitomises the qualities and ethos that are so necessary in an organisation that relies on volunteers in order to be effective and respected. Any organisation would be lucky to have Jim. Primary Ethics is fortunate that we are where he chooses to commit his time and effort. I feel fortunate to volunteer in his area.”

northmead-team-2024 — The Northmead team 2024, f rom left: Veronica, Mallika, Susannah, coordinator Tania, Christina (back), Myat (front), Elaine. Missing: Abha.

Northmead Public School ethics team: This team volunteers in a large, diverse school in western Sydney and this nomination is particularly special this year – it is the school’s centenary year!

The team have worked really hard at building a very strong, steady and committed presence to ensure that ethics is now offered across all the school years, having started 10 years ago with only two classes. The reputation and popularity of the program has grown significantly and there are now over 200 students engaged in weekly lessons. This represents almost one third of the school population. The program is seen as an important part of school life and the team is well known and respected as very community-minded.

As well as the two winners, the judging panel gave a special commendation to Faith Weisbrot, who has been on every shortlist since the award commenced in 2022. Faith is a coordinator, teacher and relief teacher at schools in the eastern suburbs of Sydney.

Most weeks Faith teaches from three to five lessons, making sure no children are missing out. Faith has proven year on year what a great team leader she is. She is always available to her teams, mentoring the newer volunteers, making sure to catch up once a term, fostering a sense of team bonding. She organises Classroom Support workshops and observations where feasible.

Faith embodies the true spirit of a Primary Ethics volunteer, humble and hardworking.