Values Education Networks of Engagement

The Values Education Networks of Engagement (VENE) provided a wonderful opportunity for all school communities to contribute to, participate in and learn about the cluster projects of the Values Education Good Practice Schools Project – Stage 2 (VEGPSP– 2). VENEs were intended to help build a network of school communities (from cluster and non-cluster schools) from the ground up to support each other in developing values education applicable to their community.

VENE meetings, facilitated by Curriculum Corporation, brought together teachers, mentors, academics, parents and representatives from the State, Territory, Catholic and independent sectors to build a professional learning community that supports the effective implementation of values education based on local needs. 

The first round of meetings was an introduction to the cluster projects, covering the purpose of the project, the outcomes achieved, the obstacles experienced and what the clusters had learnt to date.

The variety of approaches taken by the clusters in implementing the 'National Framework for Values Education in Australian Schools', and the importance of taking small steps to achieve sustainable goals, stimulated great discussion at the meetings. One teacher said, ‘I didn’t realise that there could be so many different ways of doing values education. I’ve got so many ideas to try out!’ Approaches varied widely and included implementing whole-school change to promote a positive values education ethos, KLA-based initiatives, a focus on particular values, community interaction, and pedagogical approaches based on the nine Values for Australian Schooling.

Representatives from parent organisations found it invaluable to meet the teachers involved in the projects. It made the projects more ‘real’ for them and provided a deeper understanding of ‘what’s going on in schools’.

Each VENE meeting tended to respond to local needs in its own way. For example, in Queensland, members were concerned to come to a fuller and deeper understanding of the pedagogical implications of values education. In Victoria, sustaining values education through professional development was a focus. In Western Australia, there was much discussion about showcasing the work of schools to a wider audience.