Relationships and Sex Education for Secondary Schools (2020). Samuel Stones

Relationships and Sex Education for Secondary Schools (2020)

approach (Walker et al, 2017). This ensures that specific character virtues are consistently reinforced in all classrooms. It is also important that teachers and leaders exemplify the character virtues that they want students to develop (Walker et al, 2017). This has implications for the way in which adults speak to students.

Some students live their lives surrounded by adults in their families and in the wider community who do not demonstrate positive character virtues. It is important to be aware that the values that the school seeks to promote may be in direct conflict with the values that are consistently demonstrated in homes and communities. In this case, students may have to reframe their character traits when they are operating within the context of the school. Some students will internalise the positive character virtues that the school promotes, and these will shape their identities as they develop. Others will learn to ‘switch’ the positive character virtues on when they are in school, even though they may adopt a different set of virtues when they are outside the school. The key challenge for schools is therefore how to address the dissonance between the character virtues that are promoted outside of school and those that are promoted within schools. More significantly, however, is how schools support students to internalise the positive character virtues that are essential to long-term success so that they consistently demonstrate them, believe in them and subsequently reject the negative character virtues that they may be exposed to outside of school.

CRITICAL QUESTIONS

How might social and cultural contexts influence the development of character?

Why do you think that character education has become a policy priority?

THE IMPORTANCE OF CHARACTER

Although character education is not identified as a separate strand within the statutory guidance (DfE, 2019a), it is embedded within specific themes. Within the strand of ‘respectful relationships’, specific character traits are addressed. These character traits include trust, respect, honesty, kindness, generosity, boundaries, privacy, consent, conflict management and skills in reconciliation and ending relationships. In addition, respect for authority is identified as a key character trait. Character education is therefore part of Relationships Education in secondary schools.

The statutory guidance states:

A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as ‘virtues’) in the individual.

(DfE, 2019a, p 20)

Evidence suggests that character education supports the development of a positive school culture, leads to a more conducive learning environment and leads to improved behaviour and attendance and motivation (OECD, 2015; Walker et al, 2017). It also leads to positive long-term outcomes including facilitating access to higher education (Walker et al, 2017) and promotes good mental well-being (DfE, 2019b; Taylor et al, 2017). Character education therefore drives equality and social mobility. Research has found that specific character traits are associated with positive outcomes. These are summarised below.

High self-efficacy is associated with better performance and greater persistence and motivation. Self-efficacy is a prerequisite to investing sustained effort in a task.

High levels of intrinsic motivation are associated with greater persistence and achievement.

Good self-regulation, including the ability to delay gratification, is associated with greater attainment.

High levels of resilience are associated with greater wellbeing.

Mindsets are malleable and supporting students to develop a growth mindset may result in small to medium size improvements in later performance.

(Gutman and Schoon, 2013)

Character is a complex concept and multifaceted. Important aspects include:

the ability to stay motivated by long-term goals, including the ability to invest effort and persevere with something despite setbacks;

the development of moral attributes or virtues;

the acquisition of social confidence, including the ability to make persuasive arguments, listen to others and demonstrate good manners and courtesy toward others;

the ability to appreciate the importance of long-term commitments, for example by demonstrating commitment to a relationship, a vocation, a faith or world view or a commitment to the local community.

(DfE, 2019b)

The Education Inspection Framework (Ofsted, 2019) embeds character education within the strand of ‘personal development’. Inspectors will evaluate the curriculum and the school’s work in supporting learners to develop their character, including their resilience, confidence and independence.

CRITICAL QUESTIONS

What character virtues are important to you?

What factors shaped the development of your own character?

Research demonstrates that students who are focused on intrinsic-related goals for engaging in an activity show greater motivation, more persistence and higher achievement compared to students who are focused on extrinsic-related goals (Gutman and Schoon, 2013). Studies have shown that the ability to self regulate is a significant predictor of attainment (Moffitt et al, 2011). There is also evidence that teaching students to develop appropriate social behaviour improves attainment (Durlak et al, 2011).

DEVELOPING A POSITIVE SCHOOL CULTURE

School leaders are responsible for creating the school ethos and culture. The school ethos should embody a strong vision for character and personal development (DfE, 2019b). The importance of positive virtues and character traits should be embodied within the school vision. Desirable character traits that might be included in the vision are:

belief in achieving goals;

persevering with tasks;

honesty and integrity;

courage;

humility;

Скачать книгу