SCHOOLS, PUPILS AND PARENTS ENJOYING INSPIRATIONAL "MORAL COMPASS" PROGRAMMES
Ready-to-use PSHE/SMSC/Citizenship/PLTS/SEAL "values-based" lesson plans - a very cost effective solution for successful, holistic 21st-century education - and ideal for school/parent partnerships.
The ready-to-teach learning units enhance participants’ emotional wellbeing, nurture their social competencies, self esteem and communication skills and engender positive attitudes and good behaviour. The sooner this crucial development starts, the better the child’s prospects and life chances - and they love the programmes - as do teachers, parents & carers!
The innovative programmes, suitable for both experienced and student teachers, are teeming with practical, creative ideas - transforming teaching and learning worldwide. Users often spontaneously describe the programmes as "Fantastic!".
Two excellent, engaging, student-focused, ready-to-teach VALUES EDUCATION programmes at great prices for Early Years, Primary and Secondary pupils:
Education in Human Values ("EHV") is for ages 4 to 12.
Social and Emotional Education ("SEE") is principally for ages 12 to 14+ but it is also proving very constructive for older students identified as likely to benefit from some additional support, particularly in helping to get their lives back on track.
Year 7 dip in attainment? This continuiity of values-based schooling could make all the difference to children's wellbeing.
Ofsted inspection - Evidence of promoting SMSC made easy!
These powerful, non-denominational programmes are ideal for values-led assemblies and especially good for engaging, 21st-century cross-curricular classwork, supporting, underpinning and cementing SMSC, PSHE, Citizenship, PLTS and SEAL.
Each inspiring and rewarding pack comprises 3 A4 books with over 400 pages of fully resourced lesson plans for at least 2 to 3 years' work enabling pupils to explore, practise and internalise over 80 values:
- A Teacher's Manual - giving guidance, advice and practical tips
- 2 volumes of over 30 Lesson Plans based around 5 core values that children can easily remember on one hand: Truth, Peace, Love, Right Action and Non-violence.
Also available for the EHV programme: a Training DVD, a CD of EHV songs, a CD of 'Music for Reflection' and to engage parents and carers, there is a Parents' Booklet with Home Learning Units. Visit the website to watch the uplifting 20-minute testimonial video.
The SEE programme is accompanied by a CD of SEE songs "I'm a Citizen", a CD of short pieces of "Music for Reflection" and Partnership Learning Units that encourage parents and main caregivers at home to engage in their children's education.
The learning units have a plentiful supply of real-life experiential activities along with photocopiable worksheets and use familiar teaching techniques, such as storytelling, discussion, debate, quotations / prayers, group singing, group activities, quiet reflection and ideas for students to follow up on.
* Worth considering in cluster groups to maintain pupils' progress: pupil transition policy - EHV in a child's Primary school, with SEE in his or her Secondary school providing seemless continuity of inspiring values education.
FREE 'Home Learning Units' or 'Partnership Learning Units' with orders for 'Education in Human Values' or 'Social and Emotional Education' placed before 30th April 2013. To claim your FREE copy, email your request to yes2values@hvf.org.uk, quoting 'IMS Apr 2013'.- Cash
- Cheque
- Credit Card
- Paypal
- Purchase Order
Research and feedback from users of our engaging programmes show that children are motivated and inspired to do their best - with spin-offs including greater enthusiasm and keener attendance.
The Teachers' Manuals and well structured ready-to-use learning units are excellent for both established and student teachers, giving them the confidence to lead values education in their schools.
Research and feedback from users of our cross-curricular programmes show that pupils gain a sense of belonging and are more likely to be inspired to take an interest in civil society and engage with it.
Research and feedback from users of our inclusive programmes show that the increased understanding of values brings communities together, uniting the school and strengthening a sense of connectedness with local, national and global communities.
Research and feedback from users of our cross-curricular programmes recognise a wide range of tangible benefits arising from a values-centred school. 'Education in Human Values' and 'Social and Emotional Education' each makes an excellent contribution to the school's ethos and cross-curricular teaching and learning.
Both programmes enable pupils to continuously make incremental steps towards fulfilling their potential at every stage of their school careers so that ultimately they can make a positive transition to adulthood and independence.
Many of the values explored help to raise awareness of the importance of adopting sustainable, eco-friendly practices.
Research and feedback from users of our inspiring programmes show that all participants, whether they are teachers, other members of staff in the school, pupils, parents or carers, feel that their lives have been profoundly enriched by the resulting transformational teaching, learning and community integration.
Research and feedback from users of our holistic programmes show that with enlightened values-focused, student-centred teaching and learning, children's overall wellbeing improves significantly along with their academic diligence.
The Human Values Foundation's innovative, durable programmes are excellent value for money, each providing 2 to 3 years of ready-to-teach learning units but as the programmes are teeming with ideas for activities to suit different ages, they can be used year after year - without extra costs.
The programmes are used very successfully in schools around the world, particularly in Australia, Canada, South Africa and the USA.
Using the school's IT network, share the pdf versions of "Education in Human Values" and "Social and Emotional Education" with your colleagues.
Feedback from users of our programmes comment on the positive changes parents notice in their children and research shows that effective values education makes parents feel more inclined to engage with their children's education, thereby raising attainment.
The range of topics explored is extensive and covers children and young people looking after themselves and others and being safe.
The values considered apply to ALL children and young people, whatever their individual needs and they promote inclusiveness, empathy, consideration and understanding.
Research and feedback from users of our exciting experiential learning programmes find that students readily express their enthusiasm and profound pleasure at the real difference values education is making to so many aspects of their lives.
Research and feedback from users of our fully resourced programmes find that good values education results in a wide range of uplifting, transformational effects on teaching and learning - including self-confidence and better relationships.
We had introduced EHV a few years before our inspection and the result was a school transformed. We all had a common positive vision, we became united as a caring and supportive team, children’s behaviour improved enormously, they began to love coming to school and we all became focussed on the core functions of our school - learning and personal development of the children in our care. An added bonus was that everyone became happier – including the inspectors!
Too good to be true? This programme transformed the ethos of our school. It underpinned much that we did and all human interaction. Ours was a Church of England school with a mixed intake and EHV worked for us – I can’t see why it couldn’t work for any school. We had no trouble, as the SIAS inspector noted, in ensuring that Christian teaching was appropriately included. Using EHV through Collective Worship and a commitment to cross curricular planning and teaching, which included EHV values, we created a culture in our school of which we were all proud.
Too much else on your plate? – can’t manage any more initiatives? I know the feeling. We obviously had to be realistic to survive in the real world of education nowadays. We started by inviting June to an INSET day. She inspired us. Staff members commented that it had been one of the most useful INSET days they could remember. Armed with the EHV materials we set about devising a manageable way forward making the scheme a central element in the way the school was to function. It was important to us that the EHV values featured every day in Collective Worship and were also integrated into every teacher’s weekly planning and delivery of the curriculum so that every child in the school was immersed in them. So we divided up the EHV themes over the school year into weekly focuses, the scheme largely does this for you. There are five EHV Values which we spread over the six half terms in a school year. We therefore all knew what the plan was for each week well in advance and could gear up our planning accordingly. We agreed that all weekly planning should include age and content-appropriate elements that would support and extend the EHV theme for that week, again the scheme is very helpful. Each Monday assembly was the launch of a new EHV theme and subsequent assemblies supported that including individual class assemblies etc. Each Friday (celebration) assembly was an opportunity to recognise and celebrate individual and group successes in the particular theme that the whole school had been focussing on achieving that week. The culture of the school started to change. Displays around the school and even the phrases used between school members started to reflect EHV themes. Of course as this was an annual programme the children encountered the same themes several times throughout their time in our school, naturally with variations but, importantly, the repetition reinforced the values which then became embedded.
Looking back on our experience with EHV it all seems so logical, simple and effective now. Over a comparatively short time it transformed and unified our school. We did look carefully at the SEAL materials but decided to stick with EHV, a scheme that we knew was working well for us. I believe more schools should consider using EHV – in my opinion it is flexible enough to support schools with whatever religious or cultural community they serve. If enough schools adopted EHV we could transform our society for the better.
