Our Blog - Primary Ethics

Primary Ethics CEO stepping down

After almost eight years leading Primary Ethics, Evan Hannah is stepping down as CEO.

Evan said: “This is a busy, challenging and satisfying role, but I have decided to begin a transition into retirement and help find and install a new CEO as I slow down. I have been in this role since 2017. When I started, I’d been the ethics coordinator at my son’s primary school. He starts university this year!

“Since I began in the role, it has become increasingly busy – a new CEO will have plenty to do! There are challenges ahead to improve sustainable levels of funding in order to support strategies to take the benefits of our program to a wider audience. And, as ever, we have to ensure our core program in NSW public schools remains healthy by recruiting more volunteers and meeting demand for ethics classes in all schools.

“We’ve achieved a great deal since we began in 2011 and much is due to the continuing dedication and passion of our volunteers. In recent years Primary Ethics has increased our focus on volunteer support, which improves outcomes for students. We’ve adopted a scrupulous approach to continuing development and improvement of our curriculum and training. Plus we have vastly more positive relationships with schools, the Department of Education and SRE (scripture) providers.

“It’s been an honour to lead Primary Ethics and a pleasure to work for an organisation that brings such clear benefit to our society. The link between effort and positive result is clear and deeply satisfying.

“We have a great team of committed and passionate staff providing support and guidance to our thousands of volunteers – they’re going to make a new CEO very welcome.

“My thanks to all staff, to every volunteer and past volunteers for your wonderful support for our program and the benefit you bring to the thousands of school children who join our lessons each week.”

The ad for the new CEO can be found here.

Chief Executive Officer: Primary Ethics

Primary Ethics is an independent not-for-profit organisation dedicated to providing free ethics education in NSW public schools. Through a volunteer-led model, Primary Ethics delivers structured lessons that equip children with critical thinking, ethical reasoning and respectful discussion skills. With over 2000 volunteers and a dedicated team of 15 staff, the organisation fosters a strong sense of purpose and community engagement.

The role: The Chief Executive Officer (CEO) of Primary Ethics plays a pivotal role in leading and managing the organisation’s strategy, operations and stakeholder engagement. Reporting to the Board, the CEO will drive the organisation’s vision, ensuring the successful delivery of ethics classes across NSW. This role offers an exciting opportunity to shape the growth of a financially stable, volunteer-powered organisation, leveraging leadership, fundraising and operational expertise to expand its reach. The ideal candidate will be an inspiring leader with a passion for education and ethical discourse, capable of mobilising volunteers, engaging key stakeholders and sustaining long-term impact in a highly valued community program.

To apply: People for Purpose is partnering with Primary Ethics to lead the search for this role.

We invite you to read the position description located on the People for Purpose website under Current Opportunities. To review annual reports and financial statements, please visit the Primary Ethics website.

Once you have absorbed this information and completed your own research, if you have specific questions, please email Roger Reidy on roger.reidy@bpsconsulting.com.au

Your application will include your CV, as well as a cover letter outlining how your skills and experience align to this opportunity and why you are interested in joining Primary Ethics. A considered cover letter will be an important part of your application.

Applications close at 5pm on Sunday, 16 March 2025.

Area manager position with Primary Ethics

Primary Ethics is an independent not-for-profit organisation delivering an engaging, age-appropriate philosophical ethics curriculum to students from Early Stage 1- to Stage 4 (Kindergarten to Year 8). We provide this free of charge via a network of trained and accredited volunteer teachers. Ethics classes have been enthusiastically adopted in schools across NSW and we take pride in our reputation as an effective and well-regarded education provider within the public school system.

To apply for this position, please address the essential skills, experience and attributes and send your application to Elizabeth Allen at elizabeth.allen@primaryethics.com.au by 10am Monday 17 February 2025.

Role purpose

Area managers play a vital role in driving and supporting volunteer recruitment, fostering volunteer engagement and building productive relationships with schools. This role is responsible for ensuring a sustainable pipeline of ethics teachers and coordinators through effective recruitment channels and localised support. Additionally, it serves as the primary liaison between volunteers and the organisation, facilitating clear communication and providing support to ensure compliance, satisfaction and retention.

Organisational position

The role reports to the CEO.

Hours and location

This role may be full-time or part-time. Specify your preference in your application. Work may be carried out at the Primary Ethics offices or remotely, with a minimum office presence as directed. Travel may also be required to other locations for meetings with external parties or community events.

Roles and responsibilities

Key responsibilities of the role include:

Volunteer recruitment

Promote ethics teacher and coordinator recruitment opportunities through appropriate channels, such as SEEK, social media, and school parent communities.
Support ethics coordinators with local recruitment activity, or recruit directly where there is no ethics coordinator.
Screen candidates for suitability, conduct interviews and approve interviews conducted by ethics coordinators.
Follow up teachers who are onboarding to ensure completion of training within a reasonable timeframe.
Work in partnership with the communications manager on alternative recruitment channels such as radio, newspaper, magazine articles etc.

Volunteer management

Build strong working relationship with coordinators, providing support. mentoring and guidance as required and be the first point of contact for the volunteers, particularly coordinators
Encourage coordinators to organise team-based catch-ups to ensure volunteers can connect with each other.
Recognise long-term volunteers through delivery of pins and certificate.
Provide key communication to volunteers and be the main contact point for changes in Department of Education policies as well as changes in Primary Ethics procedures, policies or programs.
Build volunteer capability, including low-level Classroom Support team support and referring to Classroom Support as appropriate.
Develop the knowledge base and processes of each coordinator and their team, to ensure smooth and efficient running of the ethics program
Drive renewal process each year, ensuring volunteers meet training compliance requirements
Address complaints and issues of volunteer underperformance appropriately, in conjunction with Classroom Support team, the Engagement and Administration Manager or the CEO as appropriate.
Provide support to sole teachers to ensure stability of vulnerable schools
Ensure volunteers complete post-lesson reports.

School Management

Provide key communication to the School and be the main contact point for changes in Department of Education policies as well as changes in Primary Ethics procedures, policies or programs
Ensure School is compliant with the relevant Department of Education procedures – especially the current SRE/SEE Implementation Procedures document
Raise issues early to our school liaison officer when difficulties arise, work in partnership with the school liaison officer as appropriate to resolve conflicts
Provide sufficient information for parents through the school to raise awareness of our ethics program and give them the ability to choose ethics for their child(ren)

Administration

Ensure accurate recording of data in our database EVIE, including:

Set up and maintenance of classes and lessons, and assisting coordinators to make these changes
School status
First/last lesson dates to manage Authorised Volunteer List flow
Updating volunteer status promptly: Inactive/Raincheck/Withdrawn/Terminated
Logging calls and emails to detail contact with volunteers and schools
Case management notes
Other tasks as requested to support the needs of the team and organisation.

Skills, experience and personal attributes

Essential

Proven experience in managing and supporting volunteers, ideally within an educational or nonprofit setting.
Strong interpersonal skills with the ability to establish and maintain positive relationships with diverse groups, including school leaders, volunteers, and community members.
Ability to coordinate multiple activities and manage time effectively in a role that spans recruitment, support, administration and program oversight.
Clear and effective verbal and written communication skills to engage and inform volunteers and school stakeholders.
A commitment to the mission of Primary Ethics and a genuine interest in fostering critical thinking and ethical reasoning in our students.
Comfortable using Microsoft Suite programs including Teams, Word, Excel. Experience with CRM system/s (particularly Salesforce) will be very useful.

Desirable

Knowledge of the Primary Ethics curriculum or previous experience in ethics education.
Familiarity with the public education system and community engagement.

Commitment to diversity

Great people come from all walks of life. At Primary Ethics, we are committed to creating a diverse, inclusive and flexible workforce that reflects the wider community and the communities we serve. We welcome and encourage applications from all people regardless of age, gender, ability, ethnicity, cultural background and sexual orientation.

Download the position description

My Journey as a Volunteer Ethics Teacher

COVID had an unexpected consequence for Lalita Kanetkar – it was the start of her journey to becoming an ethics teacher.

Lalita writes: During the COVID years, most parents had a very difficult and stressful time managing both their own jobs from home and the schoolwork of their children – particularly if the children were young. My younger daughter had a son in Year 1 and was dealing with her own job and home schooling. It got me wondering – could I be of any help with the home schooling?

When I put this to her, she was genuinely surprised … because, to be honest, I had never helped my girls with their schoolwork as they were growing up. Even so, my daughter accepted my offer. So the journey began, home schooling over Skype. I felt enormous relief and satisfaction when my grandson did really well that term, as evidenced by his school report. And so we continued with the home schooling and I had a sense of real success (in truth, the success belonged to my grandson!)

However, this success led to something quite unexpected. Around this time I started talking to a friend about Primary Ethics. She herself had been volunteering as an ethics teacher for a few years. My daughter’s encouragement and hearing about my friend’s experience got me really interested. I checked out the Primary Ethics website and registered my name. Following the interview, I undertook the training and so began my journey as a Primary Ethics teacher.

The intention of ethics education is to teach children the skills they need for critical thinking from a very young age - recognising that it is so important in life to listen to different opinions, learn to question and develop the confidence to express one’s own point of view. After all, there are so many occasions in life when it not only important but also difficult to make choices and decisions. For example, how do we know if the choices we make are ‘right’ or ‘wrong’? Have we considered how they might affect others?

Lalita Kanetkar

These are the sorts of dilemmas the ethics curriculum aims to help children consider by introducing simple and relatable stories about choices and decisions they must make in their daily lives. By asking many questions, the lessons try to get children to think about why they agree or disagree with the opinions and decisions made by different characters in the stories.

For example, for younger children from Kindergarten to Year 2, we use simple stories on issues such as hurt feelings, teasing, telling the truth, showing empathy or accepting an apology. Children are able to relate to the characters and talk about whether they agree or disagree with them and whether they themselves would behave differently in the same situation. Slightly older children, from Year 3 and above, will have developed the capacity to think and question more critically. Again using stories, we consider topics of a more complex nature – be it keeping animals in zoos, bragging, etc.

To assist in critical thinking, the curriculum also introduces logic – recognising that the skills for logical thinking are an essential ingredient of critical thinking.

Since 2021 ethics has also been taught in Years 7 and 8 of public high schools.

Of course this means there is a great need for volunteers. In order to volunteer as a teacher, you need to obtain a Child Protection Certificate and a Police clearance. You also need to undertake a short training course. However, there is no requirement to have teaching experience.

Of course, being a volunteer means there is no financial remuneration. So you may well ask, what have I personally gained through my ethics teaching experience?

Well, my class goes for 30 minutes and I can assure you it is the most enjoyable half hour spent in the company of young, inquiring minds. I started teaching this group of children when they were in Kindergarten. They are now entering Year 3. It has been so exciting for me to see how their thinking has developed, how well they are now able to express themselves, set out their views and listen to each other. They understand that it is important to respect the opinions of their classmates though they themselves may disagree with those opinions.

And then of course, there are some heartwarming incidents. When for example, a child impulsively says, “I like you!” And once when I told my class I was going to be away for a couple of weeks, they cried out, “We’ll miss you!” I found that so touching.

And finally, teaching ethics is influencing me to think critically about my own day to day activities. The other day after a hard morning of housework, I finally sat down to watch a movie on Netflix. When it finished I was considering whether to watch another. And then the critically thinking voice inside me started questioning whether this would me a just reward for all my hard work in the morning or was I perhaps succumbing to laziness?

What do you think? If you were to join me in an ethics class I would love to hear your views. Better still, why don’t you consider starting your own journey as a volunteer ethics teacher!

Find out about being an ethics volunteer

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 >>

Primary Ethics moves to The Ethics Centre Sydney office

Primary Ethics has moved and is now co-located within The Ethics Centre at its offices in Sydney. The move enables the two organisations to share office space and office resources, as well as to continue to collaborate on ethics education projects.

Evan Hannah, CEO of Primary Ethics, said: “We’re delighted to join The Ethics Centre in their Sydney CBD office, where we will continue our work to help students develop essential skills in critical thinking, ethical reasoning and respectful discussion.”

“We also thank our generous donor Rob Keldoulis for paying our rent for the past decade at our previous home in Potts Point.”

Dr Simon Longstaff AO, Executive Director of The Ethics Centre, said: “Since the establishment of Primary Ethics, 13 years ago, The Ethics Centre has continued to develop innovative ethics programs for school students, including the Moral Courage and Common Ground programs for high schoolers. This success, when coupled with Primary Ethics’ achievements, provides an excellent platform for an approach that combines our distinctive strengths when developing and executing impactful programs that strengthen ethical understanding in generations of Australian students.”

Primary Ethics: Susan Ardill, communications@primaryethics.com.au

The Ethics Centre: Kathleen Evesson, communications@ethics.org.au

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.

Lalita Kanetkar

Critical thinking: the compass for the AI era

Lessons that inspire

Sinéad Fitzgerald

A small role, a big impact

Dr Simon Longstaff, The Ethics Centre and Primary Ethics Board

Emma

Emma

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