Parents

‘Bump’ does ethics

A number of Primary Ethics volunteers and staff noticed during the New Year break that Bump, a popular Australian series which began streaming its third season on Stan on Boxing Day 2022, has incorporated an ethics lesson into its storyline.

So I tuned in.

By Susan Ardill, Communications Manager

Bump is a satirical comedy about two young people from very different families who have a baby together. In season 3, the parents, mother Oly and dad Santi, have separated but continue to co-parent. Their daughter is now in kindy at school and Oly is unhappy to discover she is being sent to scripture under the influence of Santi’s family. So when she bumps into another mother who is about to teach ethics, Oly asks if she can sit in and watch.

The Bump ethics lesson is situated firmly in comedic territory and serves the purpose of the episode’s overarching storyline, to highlight the differences in parenting style and family culture between Oly and Santi. The ethics volunteer is immediately set up as a ditzy caricature, confessing to being badly hungover and then not knowing how to respond when the children raise some difficult questions. So Oly responds to them instead – and in doing so, Oly (who does indeed become an ethics volunteer in a later episode) comes to some of her own realisations.

The appeal of the series, which bills itself as a comedy-drama, is in the way it addresses contemporary social life in Sydney, but with tongue in cheek.

Oly, on right, is unsure about the ethics teacher's approach.

Indeed, this scene held my attention – and not just because I’m an ethics volunteer.

Yet I am an ethics volunteer (and Primary Ethics staff member), so I immediately noticed what was unrealistic about this scene, as did everyone who mentioned it to us.

Unreal!

The unreality begins with Oly inviting herself along to the lesson! Our volunteers are all fully screened, trained and authorised by Primary Ethics, which is the sole approved provider to the Department of Education to teach ethics in schools. No other parent can come along on the spur of the moment – and then contribute to the lesson!
In a real ethics lesson, the teacher isn’t at the front of the class and the children don’t sit in rows. Instead, the children and teacher sit in a circle and build a community of inquiry together. Everyone can see everyone else and this helps with paying attention to whoever is speaking.
Teachers don’t ad lib or give their own answers to questions, as both the parents do in this scene. Our lessons – not just the stories that are told, but the questions that are asked – are fully scripted. When children ask questions in a real ethics lesson, they aren’t answered by the teacher, who keeps their views to themselves. Instead, the students are guided with further questions to respond to each other, build on each other’s ideas and answer each other’s questions. Of course, Bump is a tv show, so when the flummoxed teacher turns to Oly and lets her respond to the children, it’s a plot hook, but it’s important to state that this would never happen in a real ethics class.
One of the Primary Ethics discussion rules is ‘no putdowns’. When one of the children in this scene says to another “You’re an idiot”, the hapless teacher weakly says “Respectful discussion” – and nothing more. Ethics teachers are trained to manage situations exactly like this and have robust class management strategies to help students discuss and disagree respectfully. We also have a Classroom Support Team to help our volunteers with managing just this kind of classroom retort.

I like Bump and found this episode as a whole amusing. It’s good to see an Australian series which seems true to life for contemporary families – even though, as I’ve outlined, it’s not at all true to life when it comes to the Primary Ethics program in schools. I wouldn’t want parents – either those whose children already attend ethics or those who are contemplating choosing the ethics option – to come away from this episode with the impression that ethics lessons are really like this.

I hope it’s clear to the audience that in this scene, the emphasis is very much on entertainment.

To see a real ethics class in action, take a look here: https://primaryethics.com.au/about-ethics-classes/

By Susan Ardill, Primary Ethics Communications Manager

Kate Sawtschuk writes: When I decided to volunteer to be an ethics teacher at our school almost four years ago, I received a serious and foreboding warning from my then eight-year-old daughter: “Teaching kids is tough.” Luckily, I was not discouraged!

Since then, I have taught ethics classes across all ages at Denistone East Public School and am now the ethics coordinator. I could never have imagined how much I would learn and how many rewarding moments it would bring.

Previously, when I had seen Ethics listed on our school Scripture form, I thought it sounded like a class that taught kids about what was right and wrong and what they should think. When a friend of mine became an ethics teacher and actually described it, I found out this could not be further from the truth!

Ethics classes give children a chance to practise skills like taking turns to speak, listening carefully to other students and forming and expressing their own ideas. Lessons are designed to enhance critical thinking and ethical reasoning skills, helping children make decisions based on logic and evidence rather than out of habit or due to peer pressure.

Upon first hearing this, I had two thoughts. The first: I want my own kids to be in ethics classes! The second: I wonder if I could become a volunteer ethics teacher and be involved in teaching them and other kids? I felt it would be the perfect way for me to contribute to the school community, given my limited availability, and would also allow me to become more engaged in the education my children are experiencing.

I enjoy teaching ethics because I find the topics fascinating; the lesson materials really make me think (as well as the children). Over the years, topics I’ve taught include empathy, fairness, being similar and different, good reasons, voting, punishment and vanity. It is incredible to be in a role where I can be around children and hear what they think. Their insights and thought processes can be impressive, surprising and often hilarious!

For example, this year my Stage 3 class began considering the concept of a fair society. They thought critically about discrimination, equality of opportunity and the moral responsibilities of society. There was a lot of lively discussion and many moments when their depth of understanding and innate compassion made me feel very reassured that the future is in their hands.

My Stage 1 class have looked at the concept of pride: what it means, when it is okay and if we can be too proud. They love providing examples to explore the topics and building upon the ideas of their classmates. We have moved on to talk about what makes a good reason and the concept of laziness.

It’s not always easy, as my daughter warned, but I also love the challenge of engaging the kids and encouraging them to think more deeply about certain topics.

The classes provide a safe and friendly environment in which kids can express themselves and question ideas they may just normally take for granted – to think about the reasons they hold certain views or opinions and to listen and build upon the often differing views of their classmates. It’s skills for life, really!

The ethics classes are quite a different experience for kids because there is no right or wrong answer. I think they really enjoy being heard and feeling that what they think is important.

I cannot recommend volunteering to be an ethics teacher highly enough! It’s a fantastic and practical way to not only to contribute to and support the school but to also develop your own skills in facilitation, communication and active listening – and as a bonus, in the process you get to witness the next generation mature in confidence and wisdom. What more could you ask for?

So I encourage those who can to seize the opportunity that is literally a life changing experience for all those involved – parents and kids alike. Kate Sawtschuk

@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?

Ima and Mia Strkljevic are a mother-daughter ethics-teaching duo. Mia is only 18 and was inspired to become an ethics teacher herself having seen her mother in action over the years.

Here are their stories and a photo from the compulsory post-class staff meeting at the local café.

Ima’s story: It all started in early 2017 when a friend posted on Facebook about how rewarding teaching ethics at her children’s school was. I immediately got in touch with her, got informed about the induction process and within several weeks had finished all requirements and was negotiating classes with my children’s school, successfully overcoming the school’s initial inertia. So that is when I introduced ethics to Blakehurst Public School. I also took on the role of ethics coordinator. My daughter had just started high school and I had a younger son in year 4.

Being a health clinician and public health researcher, I’d known the importance and power of critical reasoning and ethical thinking. In the past five years I have enjoyed teaching children of all ages and was able to see what wonderfully inquisitive, imaginative, capable and open-minded people primary school children are.

Although my daughter just missed out on ethics in primary school, she became actively involved in my preparation of teaching materials every week as well as our family discussions following my son’s weekly lessons. She expressed a desire to become involved with Primary Ethics as soon as she could, after realising how wonderful it would be to give back to the community where she’d once achieved so much.

I took on the role of regional manager in 2019 and was also coordinating and teaching in another school to keep their ethics program alive, but then was unable to continue in multiple schools due to the COVID-19 pandemic and family-related issues.

I have dedicated myself to the Primary Ethics program even though I am no longer teaching my own children as my motivation is not to teach my children, but to ensure that my local school continues to offer and provide this invaluable curriculum to new generations. I have also realised the power of volunteering – the multi-faceted benefits for both volunteers and the recipients. I have been inspired by my involvement with Primary Ethics to research and promote volunteering of professional skills by health professionals to develop interventions for healthy ageing and health promotion in older adults.

Mia’s story: When my mother started teaching ethics when I was in high school, I became interested in the content of the lessons and loved the concept of group discussion and building on each other’s ideas as a way of learning. As a successful debater and public speaker and currently a medical science student, I believe inquiry is an integral part of learning and a healthy, argument-based discussion is the only way to progress and develop.

I also admire the volunteering aspect of Primary Ethics. I’ve been involved in multiple projects as a high school student in teaching, community and charitable volunteering activities. I felt the need to support this valuable program and where better to do it but at my own primary school. Blakehurst Public School is my local primary school where my brother and I, together with our friends and neighbours, created lifelong memories and achievements. This is where I will always feel like part of the family, always welcomed and accepted with warmth and gratitude.

I hope that my example will serve as an inspiration to many more young ethics teachers to come.

@Home Bulletin for ethics parents – August 2022

Our @Home bulletin aims to bring you up to speed with what your children are discussing in their ethics lessons this term – they might be talking about it at home too!

Subscribe to @Home here >>

Below we outline the topics classes would be up to if they started in Term 1 and haven’t had any delays. In reality, this is rarely the case. This year has been a challenging one for us (and for schools in general), with many ethics programs only commencing in Term 2. So classes at your school might still be discussing the second term topics.

So if your child isn’t familiar with 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 3

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

Kindergarten: Disagreeing
Is it okay to tell someone you think they’re wrong? Are there good and bad ways to go about voicing disagreement? Are there times when it’s really important for us to tell someone they’re wrong – for example, when someone might get hurt? One of the goals of this curriculum is to support children in evaluating their own ideas and the ideas of others. To evaluate an idea, it’s valuable to consider the arguments of those who disagree. This curriculum therefore frames (respectful) disagreement as an important part of the collaborative process that underpins ethical inquiry.

Stage 1 – Years 1 & 2: Courage or being brave
What does it mean to be brave? Are you brave if you are fearless? Or is it when you act despite being afraid? And is being courageous a desirable thing? Should we all strive to be brave?

Stage 2 – Years 3 & 4: How should we treat living things?
Is it okay to chop down a living tree? What about poisoning some caterpillars that are killing a tree – is that okay? Is there a difference between how we should treat insects – like caterpillars – and other animals – like dogs? And when deciding how to treat different animals, does it matter how long they live? How big they are? How intelligent they are? How few of them are left?

Stage 3 – Years 5 & 6: Drugs in sport
Athletes do lots of different things to get an advantage, but what counts as an unfair advantage in sport? Loading up on carbohydrates before a race? Drinking coffee? Training at special high-altitude camps? Wearing a special swimsuit? Taking performance-enhancing drugs?

Stage 4 – Years 7 & 8: Friendships
What is the value of friendship? Is it better to have a few close friends than lots of casual friends? Do we have a responsibility to stay someone’s friend? Is peer pressure always bad? What about when we encourage someone to do a good thing?

A new award for ethics volunteers – please nominate someone you admire!

We’ve launched a fantastic new award, which brings substantial prize money of $4000 to go to the winner’s chosen school and public appreciation for the often-unsung efforts of our wonderful volunteers.

We invite you to nominate someone you admire – an ethics teacher or coordinator – for the new Kinghorn Award (or more than one person, as there’s no limit to how many people you can nominate). This award will honour an ethics volunteer who is an inspirational role model for other volunteers – and for their school and community.

Read all about it and please nominate the inspirational ethics volunteer at your child’s school >>

There’s no ethics without parent volunteers!

The best way to make sure there’s an ongoing ethics program which reaches all ages at your children’s school is to volunteer yourself.

Or you could suggest volunteering to a friend or family member. Volunteering with Primary Ethics can start at age 18 and is a valuable experience for tertiary students.

It’s not too late in the year to start – or you can get ready for next year. There are a wide range of online times and days to choose training courses from.

Take a look at the steps to becoming an ethics teacher >>

New bite-sized ethical dilemmas for children at home

April 2020: The not-for-profit organisation that runs ethics classes in NSW schools has developed a selection of ethics exercises, called Bites, for children to participate in at home. Each week in term 2 Primary Ethics will upload two new Bites for children; one designed for students from kindergarten to year 2, and another for those in years 3–6.

Primary Ethics CEO Evan Hannah says the lessons will help provide continuity for students who take ethics classes.

“Around 45,000 students in NSW have to miss out on their usual ethics classes for some weeks yet, so we’ve put together these lessons to help children to keep exercising their questioning skills until their usual volunteer teacher can join them in classes at school,” he said.

“These activities to help children with their thinking and reasoning have a role to play in helping them to process the current changes that we are all experiencing due to the impact of COVID 19,” Evan added.

They will also introduce a number of new students to the practical study of philosophical ethics.

“Primary Ethics Bites will be available for every child and their family, and like our school-based program, it will be free of charge. We hope the Bites provoke some deep thinking around the dinner table.”

Each Bite provides an ethical dilemma presented in audio or audio visual format along with a written version. Children are encouraged to read, watch or listen to the stories which provide a context for the dilemma, and ponder the questions provided. Siblings and others in the household are encouraged to participate, too.

“These fun Bites use engaging stories to encourage the use of questions and considering alternative views to help build skills in critical thinking and ethical reasoning. At schools we use a ‘community of inquiry’ approach and Bites are written to extend that into home-based lessons.”

“We’re grateful for the assistance of Primary Ethics Volunteers who, along with their children, have offered to voice the various parts in our stories and provide a range of diverse views for the discussion aspect of the recordings,” Evan said.

Why pilot ethics classes for year 7?

Primary Ethics is the single approved provider of special education in ethics (SEE) to NSW Department of Education public schools. While our primary focus is primary schools, we’ve fielded many requests over the years from high school principals, parents and students themselves, who have sought a secular alternative to Special Religious Education that helps young people make sense of the world. In those early years, it was not possible for us to act on those requests. 2020 will mark the tenth anniversary of Primary Ethics and we’re pleased that next year we will be able to offer high school communities the opportunity to participate in the program, when we pilot ethics classes for year 7 students.

An ethics program for year 7 students will:

support students to develop skills in critical thinking, respectful discussion and ethical reasoning – skills which are transferable to the key learning areas of the secondary curriculum
support students in making the transition from primary to secondary school,
assist with development of interpersonal and decision-making skills as well as the consideration of ethical dilemmas that can loom large in the adolescence years
give choice to families by providing a high quality and valued secular alternative to SRE
promote lifelong interest and learning through providing a foundation in philosophical ethics that may assist students to undertake philosophy as a secondary elective or as part of a tertiary course of study

By undertaking a pilot program for year 7 students in a small number of willing high schools, we expect to gain important insights into the secondary school learning environment. In particular, the pilot’s purpose is to assess variations in delivery at secondary schools, such as length or frequency of lessons, and also to ensure the additional training ethics teachers will receive is best practice for managing a community of inquiry with students aged 12 and 13. The pilot will focus on Year 7, but once established, the secondary program will be made available for stage 4 (both years 7 and 8) students.

The pilot program, and any subsequent classes that are delivered after its review, would only be run in high schools where there is an existing weekly or fortnightly special religious education (SRE) program.

The pilot will only be run in schools where there is:

school support for SRE/SEE
family support for SRE/SEE
trained volunteers available to facilitate the discussion-based classes

Current legislation gives parents of all NSW public school students the right to seek ethics classes for their children, and it would be unjust to deny parents the choice of SEE while SRE is present. In high schools where religious education is woven into the fabric of the school community, we cannot sit on our hands waiting for a change in legislation that may never come. There is an opportunity to provide valuable education for students, and Primary Ethics is dedicated to supporting parent choice wherever possible.

If, during the course of the pilot program or subsequent delivery of ethics classes, there is legislative or policy change around the inclusion of SRE/SEE in the secondary curriculum, we would negotiate with individual schools and the Department of Education on an outcome that best meets the needs of the students and considers the needs of the school community and Primary Ethics volunteers.

We are currently seeking expressions of interest from high school staff, parents/carers of students who will be in year 7 in 2020 and existing or previous volunteer ethics teachers who are interested in participating in the year 7 pilot program.

Category: Parents