Our Blog - Primary Ethics

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 future 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.

Arpana: ‘So much more than I ever expected’

“I started as an ethics volunteer when my eldest daughter was in Stage 2 and now she’s at university! Teaching ethics has given me so much more than I ever expected.”

Arpana writes about her journey as an ethics teacher.

“When my daughter started school, I was looking to get involved in the school community. I became an active member of the P&C but wanted to find other ways to apply my interests in children’s learning for life skills. Then, one day, I saw a callout in her school newsletter for ethics volunteers. The idea of contributing to children’s learning in this way was incredibly exciting, even though I had no prior experience in the teacher role. Thankfully, the process of signing up was extremely simple. I submitted my resume, attended a weekend training workshop and learned how to deliver the scripted lessons. The training made it clear I didn’t need to be an expert. Everything I needed was provided and we even practised running discussions. I couldn’t wait to try it with real students!

“I still remember the day I taught my first ethics lesson. I was nervous about meeting the students and running an interactive lesson, but the kids were so engaged. They jumped into the discussions straightaway and it was wonderful to see how much they enjoyed it.

The principal asked a group of students what the best part of their day was and there was an overwhelming response of 'today’s ethics lesson'!

Arpana

“Later that day, the school’s Twitter page shared an update. The principal had asked a group of students what the best part of their day was and there was an overwhelming response of “today’s ethics lesson!” This served as a major confidence boost for me and from then on ethics became a highlight of my week.

“Currently, I dedicate just 30 minutes a week teaching ethics, although this has varied over the 10+ years I have been a volunteer. One thing that has stayed constant is how valuable each lesson is — not just for the students, but for also for me. I’ve been pleasantly surprised on multiple occasions by how thoughtful and mature the student discussions are. They’re learning to be open-minded, to listen to others’ perspectives, to share their own in a way that’s respectful. It’s inspiring to see them build on each other’s ideas and sometimes even change their minds after hearing someone else’s point of view.

“There have also been moments that really stayed with me. Once, I missed a class because I wasn’t feeling well. When I came back the next week, the children were all asking, “Where were you? Why didn’t you come?” I explained I’d been unwell and one of them piped up, “That’s not good — why didn’t you send your husband?” It made me laugh, but it also hit me how much they valued ethics lessons. They don’t see it as being about me; it’s about the lessons and the conversations we share.

“Over the years, I’ve also received more formal recognition for my efforts. I was honoured as a nominee for the NSW Volunteer of the Year Awards in 2018. Such credits really make me feel like I’m part of a larger team, with the shared vision of bringing these ethics lessons to many students.

“Watching my daughter grow up has been a reminder of how quickly time passes, but ethics has stayed a constant part of my life. It’s such an inclusive program, not tied to any religion or culture, which is what makes schools the perfect place for it. I hope these lessons can reach as many kids as possible because they’re learning skills that will stay with them for life.

“Teaching ethics has taught me to see things differently, to listen better and to appreciate the diversity of thoughts that young minds bring. It’s been an incredible journey and I’m so grateful to have had the chance to be part of something so meaningful.”

Find out more about volunteering >>

Graduating to high school ethics

Adam Bennett and Billie Acosta, after many years of teaching ethics in primary schools, have finally graduated to teaching high school ethics.

Billie and Adam have both taught ethics to their own children for over seven years, teaching all stages at primary school as their kids grew up. This year, they began teaching ethics at Smith’s Hill High School in Wollongong. Both have children at the school and in 2024 the school began offering ethics to year 7 and 8 students for the first time.

I’ve certainly appreciated the evolution of responses, when it comes to teaching high school ethics.

Adam Bennett has always enjoyed teaching ethics but was a little nervous about high school classes. “Even the most engaged children become more challenging as they get older, gain experience and develop more confidence. It can be hard to keep students engaged and pace the lesson just right to keep them involved. You never know which topic will captivate them and which will bore them.”

The Primary Ethics high school training observes how 11-to-13-year-olds can appreciate more advanced material and techniques and helped prepare Adam for the more self-assured students.

smiths-hill-students — Some of the ethics class from Smiths Hill High School

Even so, both teachers are finding that employing the new discussion moves, introduced with the high school curriculum, can be hit-and-miss. They notice that there seems to be an implicit consensus among the students that the point of ethics classes is to argue. The year 7 and 8 students seem to enjoy verbal sparring, as they debate their points of view. But with occasional reminders of the guidelines for healthy discussion, they do respectfully disagree, giving reasons and examples.

Billie Acosta has noticed that building on others’ points remains a popular strategy for Stage 4 classes, which have discussed topics including the environment and custodianship vs. ownership, politics and the media, social and cultural responsibility, human longevity and how it affects society, mindful communication and respect, among others. However, not all topics receive rave reviews from the students. As Billie recounted, “If you’re a fan of the pithy response, I offer you this from one of our students after one lesson – ‘some topics have overstayed their welcome!’ I don’t disagree.”

Is this the age where it happens and we, as ethics teachers, get to witness it first hand?

Both teachers find that the new discussion moves serve as a crucial fallback when organic debate is not flowing freely, but timing can be very important. Guiding the class in this way is not always aligned with class feeling about the topic and can just as easily stall the conversation as prompt fresh ideas. One of the main aims is to make sure the lesson continues to be a safe space: students are safe to disagree, provide their reasons and to express their point of view. Arguing for one side of an issue or another is an important element of the class, which many of the students may have learned from primary school, and it can be challenging to keep some students from arguing all possible angles of a given question.

We realise there’s a need for curriculum and lesson plans but sometimes this may not leave the time or scope to tease out nuances in a particular discussion. Obviously, the demographic plays a part in student responses and Smiths’ Hill is certainly a specific demographic, as an academically selective school. Watching the students subconsciously sort through the issues and build on or try to refute each other’s ideas remains hugely satisfying. Occasionally, however, the discussion grinds to a halt.

Adam and Billy say: “As teachers, we often learn some interesting new slang and sometimes a little more about our students and the culture they live in, during these ‘brick wall conversations’. Sometimes we get stuck here and have to limp back to our questions and discussion moves, to get things moving again. Sometimes, the students surprise us with their lateral thinking and this level of understanding leads to a whole new class of ethical discussion.”

Adam and Billy agree: “Teaching ethics is a rewarding way to help children become skilled critical thinkers, able to identify and evaluate different opinions, formulate cogent arguments and disagree respectfully, as well as learning from each other.

Although we got involved to teach our own kids, even after 7+ years, teaching ethics is still great fun and we’d recommend it to anyone!”

@Home bulletin for families Term 4 2024

Welcome to @Home for Term 4 2024, 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 began 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.

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: Does telling the truth matter?
Our youngest students will begin to consider when – and if – it’s important to tell the truth. What if the truth might hurt someone’s feelings, like when choosing to go to one friend’s birthday party over another’s? They’ll also reflect on what it feels like when friends lie and how repeated dishonesty can impact friendships.

Stage 1 – Years 1 & 2: Ownership
Our Stage 1 students will dive into questions about what it means to own something. Can we claim to own a shell found on the beach or a sandcastle we’ve made? What about animals, like pets or creatures in the wild? Can we own a picture of someone else or even the smell of food we make? These questions will help them explore different perspectives on ownership.

Stage 2 – Years 3 & 4: Breaking a promise
Our Stage 2 students will discuss the meaning of a promise and how it differs from simply agreeing to do something. Is it ever acceptable to break a promise? They’ll consider how trust plays a role in friendships and reflect on the importance of keeping their word.

Stage 3 – Years 5 & 6: Should we take circumstances into account?
In Term 4, our Stage 3 students will wrestle with whether it’s always wrong to do certain things – like lying or breaking a promise – or if circumstances should be considered. For example, they’ll discuss whether cultural traditions, like eating whales in some cultures, influence what we think of as right or wrong.

Stage 4 – Years 7 & 8: Being yourself
Stage 4 students will reflect on what it means to be yourself. Can we be different people in different contexts and is that necessarily a bad thing? They’ll explore the importance of self-expression and how being labelled can impact a person’s sense of self.
Each term brings new ideas and questions and we hope these topics spark thoughtful conversations at home as well!

‘This is for me!’ Ramya’s journey as an ethics teacher

Ramya is a volunteer ethics teacher in western Sydney. This is the story of her journey.

I still remember the day I saw a Primary Ethics leaflet in my child’s school bag. As I took it in my hands and read it all through, I felt straightaway, ‘this is for me!’

I like helping people and was already volunteering at our school P&C. When I heard about ethics and read about the topics, I was curious. My favourite activity is spending time listening to my children, so this opportunity to teach ethics to children looked perfect to me.

I immediately called the number and spoke to the Primary Ethics coordinator, who then gave me all the information about applying and training. It took me a long time, however, to take the next step and start my journey with ethics – but I did it in the end.

To begin with, I did my training, which at that time was available only on Zoom due to Covid. At first I was very anxious, as I don’t have any experience in teaching and, in the interview, I’d understood that I need to manage the classroom too. The training was a bit challenging at first but I suppose anything can be challenging at the beginning.

My main issue was my accent, as I was new to Australia. I was nervous about my accent and also not sure whether I would understand the students from different backgrounds.

Yet the trainers were so good and made me feel comfortable and confident even though I’d never had any experience of teaching. I had many doubts, but once I finished the training I was confident and clearly understood my ethics teacher role. And once I started my first class, I felt relieved with no doubts at all and began to enjoy each ethics day as my day. I completely fell in love with ethics!

I now volunteer at my children’s school every Wednesday morning. As an ethics teacher, I basically follow the script, which makes it easy and gives us clarity on what we have to do and where we are going in the lesson. Usually a class takes half an hour. That’s all! Thirty minutes to actually volunteer. I prepare ahead of my class by spending an hour reading, to understand the topic and the lesson.

Following the scripts and being neutral is very important. In the classroom I start the topic and read a scenario, using modulation of tone to make it interesting. Then ask the substantive questions and encourage the children to participate.

anuya-ramya — Area manager Anuya Velpanur with Ramya as she received her 3-year volunteering certificate.

I’m just a facilitator in the class, listening and engaging with them to open up and share their ideas, plus reminding them about the rules. Managing the class was a bit challenging at first but once you know the class and the students, you get to know how to manage them. Or we can ask for the school teacher’s help if required (often there’s a teacher in the classroom during my ethics lesson, quietly doing their own work).

I teach my own kids, which for me is a good experience. I discussed it with my kids before my first class and gave clear instructions to them how to behave. So far, my kids like me to see me as a teacher in their school. Watching them participate in the discussions has been an added perk.

From being an ethics volunteer, I’ve built confidence in myself that I can do something valuable while being a stay-at-home mum. Teaching ethics helped me get over some of the fears I had and I started to see the world from all aspects, not just with 'Mum-eyes'.

Ramya

The best thing about volunteering as an ethics teacher is the opportunity to be in the class with kids – and also growing to understand the topics. To listen and encourage them to participate. I enjoy seeing the way young children think and make decisions. When I saw them changing their opinions and giving reasons for that, that was my moment!

I also want to say I was nominated as a volunteer of the year 2023 NSW from Primary Ethics which was unexpected and felt good. And I enjoy the great support I get from all the team of Primary Ethics.

At the beginning I started volunteering for my kids as I was keen on sending them to ethics. Now after my almost four years of experience, I can surely say that it has opened up many benefits in my own life such as confidence, peace, understanding different perspectives and giving clarity to my thinking.

Choosing to volunteer for ethics has changed my life for the best, cleared all the doubts I had before about myself and given me clarity about what I can do. At the end of the day, the very best thing is to hear the children say, “she is my ethics teacher”.

An ethics student speaks out

“Ethics classes have been a huge help to me, both in primary and now in secondary school,” writes 16-year-old Keean from southwest Sydney.

“In ethics classes, I have seen so many shy students gain confidence and we have had so many interesting discussions. I learnt how to critically think about problems and delve deeper into my opinions and why I thought certain things.

Instead of just stating my opinion, I was able to understand how to reason and how to convey my opinions in a thought out manner instead of blankly stating them.

I also learnt how to have a functional group discussion with people with different opinions in a respectful manner.

Ethics classes have helped me in high school as well. They taught me not just to trust any information I come across, but rather check other sources and gather more information before coming to a final decision or answering a question.

Overall, ethics classes were so enjoyable, rewarding and so helpful for me, I highly recommend participating.”

Make a difference for students like Keean by volunteering as an ethics teacher >>

Volunteering: The way to a more fulfilling and healthier life

The popular science on health, wellbeing and longevity is beginning to look beyond diet and exercise to volunteering as a contributing factor to a healthy, more fulfilling and longer life. Ethics volunteer Ima Strkljevic, a clinical physiotherapist, is doing her PhD in this field and shares her insights and knowledge with us in this blog post.

Ima points out that the evidence shows that volunteering positively affects the overall health of both volunteers and the recipients of their giving through social interaction, support and physical activity. Volunteering featured in the late Michael Moseley’s podcast Just One Thing (BBC) and Dan Buettner’s Live to 100: Secret of the Blue Zones (Netflix).

Ima Strkljevic has volunteered for Primary Ethics for more than seven years as an ethics teacher, coordinator and regional manager. Ima is passionate about volunteering! She is a clinical physiotherapist and a PhD candidate in public health, researching innovative interventions for promotion of physical activity in middle-aged and older adults, with particular focus on volunteering among health professionals.

Since she arrived in Australia as a refugee, Ima has volunteered with newly arrived refugees, migrants, torture and trauma survivors and culturally and linguistically diverse communities. Apart from dedicating her time to providing ethics education in NSW public schools, she has professionally volunteered as a NSW Australian Physiotherapy Association branch councillor and initiated and contributed to health programs to promote physical activity, social/ intergenerational interaction and general health in her community.

Ima writes: Volunteers are an invaluable asset to their communities, an enormous, growing, informal workforce providing their knowledge, skills, resources and time. Many volunteers remain engaged in their cause for an extended period due to their prosocial behaviour. Australia’s estimated six million volunteers (roughly 30% of the adult population) have proven extremely valuable during times of national crises from destructive bushfires, drought, floods, cyclones and the unprecedented pandemic of COVID-19. Apart from crises, volunteers regularly dedicate their time to regular activities related to sport, health, education, community and social welfare, all of which support social inclusion, education, help for marginalised and underrepresented groups, social connectivity and delivery of public services.

There is plenty of evidence supporting the multiple positive effects of volunteering for both the objective and subjective health of recipients and the volunteers themselves. Studies show that volunteering is associated with decreased mortality and improved physical health, mental health, social support and interaction, healthy behaviours and coping ability. In recipients, volunteering can improve self-esteem, disease management, mental health, cognitive function, self-efficacy and life expectancy. Engaging middle-aged or older adults as volunteers promotes their social interaction, which reduces loneliness. Loneliness is acknowledged as a modern-age epidemic associated with cardiovascular disease, obesity, dementia, depression, anxiety, a multitude of physiological disorders and even premature death.

I’d like to add that there is a volunteering threshold to derive health benefits and it is one to two hours a week or 40-100 hours a year. This is the perfect number for a Primary Ethics volunteer.

Ima Strkljevic

The global aging population and increasing numbers of people with chronic disease puts strain on individuals, families and healthcare systems. Promotion of healthy aging should thus be a global priority. Encouraging volunteering as a way of fostering physical activity and social interaction in later life may prevent or at least delay the onset of age-related functional impairment. Low rates of physical activity among older adults remains a major public health concern (only one in five adults in Australia meet the physical activity guidelines and physical inactivity is one of the leading preventable causes of all ill health and premature death). Consequently, it is important to identify new, low-cost, sustainable strategies to support middle-aged and older adults to enjoy active, independent and happy lives for as long as possible.

fmed-11-1368661-g002 — Socio-ecological map of health professional volunteering

A recently published study that I co-authored recommended that volunteering organisations provide both social interaction and appropriate professional development opportunities as incentives. In addition, it is essential that organisations ensure that volunteering opportunities also involve older or retired professionals, emeritus and student groups, who have significant potential as volunteers. One group that has significant potential to be recruited as volunteers is health professionals, as they are highly motivated by altruism, empathy, ethics, learning, professional development, recognition and personal growth. Retired professionals in particular could reap the health benefits of volunteering by continuing to be physically and socially active and engaged as they progress through older age.

I’d like to add that there is a volunteering threshold to derive health benefits and it is one to two hours a week or 40-100 hours a year. This is the perfect number for a Primary Ethics volunteer.

Volunteer with us for increased wellbeing!

MEDIA CONTACTS

Arpana

'More challenging...'

Ramya

Ima Strkljevic