Category: Grandparents

‘It’s a privilege’ – Kangaroo Valley ethics

Every Thursday in term time, three trained volunteers teach ethics at Kangaroo Valley Public School. In ethics classes, children from kindergarten onward are guided to develop their skills in critical thinking, ethical reasoning and respectful discussion. Ethics lessons explore everyday ethical issues such as truth and lying, getting even, being fair or unfair, cheating and friendship.

Michael Cox is entering his seventh year as an ethics volunteer. He started out teaching his grandchildren but they’ve moved on. Michael stayed because he wanted to keep contributing within his community and finds the course materials “excellent” and personally interesting.

“The course explores how we humans derive our sense of right and wrong and our principles such as honesty, fairness and equity, how we can live together in a way that facilitates human flourishing and wellbeing. We could do with a bit more of all that,” Michael says.

The capacity to evaluate

‘In these times where there is increasing blurring of what’s true and what’s not and lapses of ethical behaviour in some of our social institutions, I think children need to be equipped with the skills to reason out ethical dilemmas and to engage in respectful dialogue with others. And to develop the capacity to evaluate and make their own considered judgements about what they see, hear or read and to become proficient at spotting bias.”

Irene Dungey has also been volunteering for several years – in fact she taught ethics in Dapto and Port Kembla before moving to Kangaroo Valley.

“Initially, I was retired and searching for something to volunteer for in the community. When I heard about the ethics program, I was excited at the prospect of teaching something I believed in. I found my initial training excellent and we were given feedback that was very useful.

“When the fires went through the valley in 2020/21 our house was destroyed. By the time I was back on my feet I heard that ethics had started at our local school and here I am.”

Gai Halcrow also initially began teaching ethics outside of Kangaroo Valley. “I first volunteered for Berry Primary School when my child was in preschool. Then when he started at our local small school here in Kangaroo Valley, I joined Michael and started teaching my son as part of the kindergarten class. We are now up to Grade 4.”

Each of these volunteers greatly enjoys teaching ethics.

Says Michael, “I sometimes feel quite inspired by the ability of the children to address complex issues … when a child comes up with an insightful way of looking at a problem we’ve posed and others pick up on this and make a further contribution, even though there may be no clear black and white answer.

“I feel I’m making some humble contribution to the emerging generation of good citizens and community members. I would hope they feel that it has been of benefit to them in developing ways of figuring out what’s okay and why it is okay – or not. And we have a bit of fun.”

Irene echoes this. “The lessons constantly make me rethink some of the ideas I had about certain topics and hearing the children’s perspective is encouraging to me.

“I enjoy the interaction with the students. Giving them the space and time to think about the reasons for their decisions is, I believe, a big step towards them understanding and thinking more deeply about the question. Hearing what others think and say can guide their mind to thinking in another direction, other possibilities.”

What are Gai’s reasons for volunteering with Primary Ethics? “Firstly, volunteering with small schools is a really lovely way of being a part of this community. Secondly, I’m an aid worker by profession and I’ve always appreciated the values and ideas behind ethics and the types of discussions we have around social justice issues. Thirdly, the kids! Each ethics circle as the years have progressed, they bring their own perspectives and ways of thinking through topics.”

Pro-social behaviours

Michael explains how he came to be an ethics teacher. “I had never taught children before, but as a grandparent I have a personal interest in fostering the ability of children to think for themselves, solve problems in living and develop pro-social behaviours. Having retired from work I had the time available.

I undertook a two day in-person training course [there are also fully-online training courses]. I did not find the course material difficult, I think it is excellent and well thought out.”

Michael estimates that he spends 30 to 60 minutes in preparation each week, a bit of time printing out material [some people read the lesson scripts from a tablet], 20 minutes each way in travel. Kangaroo Valley’s class time is 50 minutes.

“The classes are discussion-based and follow a clear format provided in the lesson script each week. I don’t impose my own views but try to draw out ideas from the children using the course material provided. Questions are posed, stories read that raise issues for consideration within the group or sometimes in pairs.”

Irene feels that being an ethics teacher is a privilege. “To have the opportunity to teach children ethics is a fulfilling and rewarding experience.”

Gai agrees. “It’s a privilege and it’s great to have our little valley school be able to support this program and to have our numbers grow to the point we can offer three classes this year.”

In fact there is demand for a fourth ethics class at Kangaroo Valley Public School in 2024 but all ethics lessons require a volunteer to teach them. If you have a spare hour a week on Thursdays, find out more about what is required on our website. To chat about options, call the helpdesk between 9am-5pm on weekdays on (02) 8068 7752.

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Jo: ‘Joy, amusement and the intangible benefits of volunteering’

Jo Gardner began volunteering as an ethics teacher at local schools on the Central Coast six years ago. She was motivated by a sense of wanting to give back, having a connection with the young generation and providing an option for parents who don’t want their children to participate in religious education. Jo says she has found “joy, amusement and all the intangible benefits of volunteering” along the way.

Jo Gardner Woy Woy Public School

“Initially I saw an article about ethics classes in the local newspaper”, Jo said. “I’ve always had an interest in ethics and heard Simon Longstaff of the Ethics Centre speak on a number of occasions. The free training workshop with Primary Ethics was a wonderful experience and I’ve now learnt so much for myself about ethics and philosophy. I believe that critical thinking is an important skill for us all and being able to, in some small way, help kids develop these skills is a privilege.”

Jo teaches two classes a week and says it takes her about an hour to prepare for each, reading carefully through the lesson script which is supplied to her by Primary Ethics.

The best part of being an ethics teacher is the children. I am exposed to their wonder in life.

Jo Gardner – Volunteer Ethics Teacher

“I like seeing the kids thinking and then coming up with ideas… Their talkative natures with great explaining of their thoughts, sometimes a bit convoluted but always considered and revealing their willingness to think about ethical issues. Watching them have ‘aha’ moments and learning how to build on other children’s point of view. Also their willingness to disagree.”

Jo’s grandson has been in her ethics classes for the past two years. “I have been rewarded seeing him mature into a thinking, empathetic young boy. We’ve been able to discuss things in the lessons that would not normally come up in conversations between a grandparent and child.”

Jo says she would encourage anyone with a spare hour or two in their week to volunteer as an ethics teacher. No previous teaching experience is needed. Like Jo, you will get a lot out of it yourself, as well as contributing to the richness of your students’ lives.

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Ethics @Home bulletin for parents Term 1 2023

Our @Home bulletin aims to let you know what your children are discussing in their ethics lessons this term. We hope they’re talking about it with you at home too!

Subscribe here to our @Home email bulletin.

Schools can take weeks to get organised and start their ethics programs for the year, so some won’t have commenced yet. However, we expect all schools which have enough volunteers to provide ethics to be underway by mid-March. Please contact us if you have any questions about your child and ethics.

Ethics Term 1 2023

Kindergarten: Questions and what is okay 

The first topic of the year introduces students to asking questions. They think about and discuss: Why do we ask questions? Why might someone feel reluctant to ask questions? Is it okay to say that someone’s answer is silly or bad?

Later in the year, kindy students will consider topics on sharing, including others and causing harm without meaning to.

Stage 1 – Years 1 & 2: Empathy
The first topic of the year invites students to consider the importance of empathy. Students think about and discuss: Is it important to reflect on how others are feeling? How do you work out how someone else might be feeling? And is it possible to imagine how someone else feels if you’ve never been in a similar situation?

Later in the year, Stage 1 students will consider whether being fair means giving everyone an equal share and whether it’s okay to treat people differently because they are your friends.

Stage 2 – Years 3 & 4: Being greedy 
The first topic of the year invites students to consider being greedy. Students think about and discuss: What does it mean to be greedy? Is there anything wrong with wanting more money or toys than you can use? Is it okay to want to be the richest person in the world?

Later in the year, Stage 2 students will consider whether lying is always wrong and whether it’s okay for advertisers to use tricks to persuade people to buy their products.

Stage 3 – Years 5 & 6: Voting 
The first topic of the year invites students to consider voting. Students think about and discuss: Is it okay to vote for someone just because they’re your friend? How should we balance self-interest and the needs of others when choosing who to vote for? For example, is it okay to vote for someone whose policies would benefit me but are not in the best interests of everyone? Should voting be compulsory or voluntary?

Later in the year, Stage 3 students will consider whether punishment is necessary to stop people from doing wrong and whether it’s okay to be vain.

Stage 4 – Years 7 & 8: You’re not the boss of me 
The first topic of the year invites students to consider how much control they should have over their own lives. Students think about and discuss: What right do parents, adults and governments have to limit teenagers’ freedoms? Why do we have age limits in Australia? And is it okay to stop people from doing things because they might get hurt?

Later in the year, Stage 4 students will consider whether hoarding food and medical supplies is wrong and what makes a good apology.

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@Home bulletin for parents Term 4 2022

Our @Home bulletin aims to let you know what your children are discussing in their ethics lessons this term. We hope they’re talking about it with you at home too!

You can subscribe to our @Home email bulletin here.

Below we outline the topics that classes would be up to if they started at the beginning of the year. However, not every school started their ethics program then – some started in Term 2, some in Term 3, even some this term!

So if your child says they aren’t talking about the topics below, please take a look for what they are discussing in the Curriculum section of our website.

What they’re talking about in ethics – Term 4

Here’s a brief look at what your children are exploring in their ethics lessons this term.

Kindergarten: Owning up
Is it important to own up to a mistake if we do something wrong – like breaking a window? Why can it be difficult to own up? Why might we feel reluctant to own up? Can avoiding owning up mean we lose an opportunity to reflect and learn – and does that matter?

Stage 1 – Years 1 & 2: Ownership
What sorts of things can we own? Can we own a shell we find on the beach or a sandcastle? Can we own a picture of someone else? Can we own animals – like pets and wild lizards? If we make something, do we own it? And what about the smell of food – can we own that too?

Stage 2 – Years 3 & 4: Breaking a promise
What is a promise – and is it different from simply saying you’ll do something? Is it ever okay to break a promise? How important is trust in friendships?

Stage 3 – Years 5 & 6: Are some things just wrong?
How important is it to have consistent moral values? Are some things just wrong (regardless of whether some cultures think they’re okay)? If so, how can we tell what’s right or wrong in a way that’s independent of culture?

Stage 4 – Years 7 & 8: From moon trash to migrant horses
Is it always wrong to litter? What about leaving rubbish on the moon – is there anything wrong with that? Should we always try to remove introduced species like wild horses? Does it matter how long ago they were introduced? What does it mean to be a custodian of the land – and is it compatible with owning land?

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‘That was the best lesson ever!’
Diana Dagg

Diana Dagg’s journey into ethics.

“I have the great pleasure of volunteering as an ethics teacher with my granddaughter’s class at her local primary school in southern Sydney for 30 minutes each week.”

I’m one of thousands of volunteers from all walks of life and all ages who teach ethics in schools across NSW during term time. I initially had some anxiety about taking part, since I hadn’t taught before. Hearing that Primary Ethics offers free training, full lesson materials and ongoing support encouraged me to take that first step to apply. My confidence was boosted during the excellent and thorough training (you can do in-person workshops or online sessions). The ethics curriculum is prepared by experts and reviewed by the Department of Education for age appropriateness.

After passing the assessment and completing Working with Children and Police checks, off I went, with a clear curriculum to follow – but still some nerves. I found, though, that following the advice included with the lesson scripts helped me enormously. And the Primary Ethics team as well as the school made it clear they were always there to help – and they have! A school classroom teacher sits in on my lessons should I need support or advice.

It’s important to me that my grandchildren and their friends have the tools to listen and think carefully about the information and opinions bombarding them from every direction in today’s digital world. These are essential skills as they grow up in our complex and pressurised world. I expect that the skills they’re learning in ethical reasoning will help set them up for life.

My role as the ethics teacher is not to make judgements or give my own opinions, but to encourage questions and reflection by the children themselves. It’s so heartening to watch my Year 5/6 class sharing, thinking, reflecting and listening respectfully to each other on issues such as:

  • Should we always respect the beliefs of others?
  • What’s the difference between harmless and harmful teasing?
  • The nature of knowledge – how do you know what you know?
  • Are there some things all humans need in order to live a good and satisfying life?

I’m proud to contribute to my young students’ commitment to consider some huge issues seriously, to listen and accept the range of views held by their peers. The great surprise for me has been that I get as much out of ethics lessons as the children clearly do. I’m constantly learning, as I prepare for my class by reading the background notes and reflecting on my own approach to these issues.

For example, at present I’m taking my class through four lessons on Authority. It’s all about encouraging students to consider whether it’s okay to question a rule or advice or opinion given by someone who is seen as an authority. The students are devouring this topic with great enthusiasm. And I’m proud to announce that it’s helped me to be more analytic and assertive in my everyday life as well.

Another unexpected delight is that the other ethics volunteers at the school and I meet regularly for coffee or after lessons to share and consult and have a laugh. I love feeling part of this team.

More recently I joined another Primary Ethics group, the Classroom Support Team, whose role is to provide support, advice and encouragement to the many ethics teachers. We’re always looking for new Classroom Support Team members. We’d be very happy to talk through this volunteer coaching role with anyone who’s interested.

Both positions are immensely rewarding for me. It’s heartening to know that by encouraging respectful discussion in the classroom, I’m contributing to the ethical growth of the next generation, thus leaving a legacy for the future.

Best of all, it’s simply fantastic when students come up to me after the class and say things like: ‘That was the best lesson ever’ or ‘Can we talk again about this next week?’

Makes me a proud nanny!”

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