Values Education and the National Curriculum in England

  • Neil Hawkes


This chapter looks at the development of a values-based primary school in the United Kingdom in the context of the English National Curriculum. West Kidlington School is well known as one that underpinned its curriculum with values education. Its unique pedagogy is characterized by seeking to enable students to be reflective, values-led learners through explicitly introducing them to an ethical vocabulary. The model provided by West Kidlington school has influenced the development of values education in a number of countries over the last two decades. Arguably, no school develops in isolation from the influences of society and therefore this chapter focuses not only on the school’s development but on the policy context prevalent when values education was being introduced. Finally, the chapter considers what is at the heart of values education, namely its claim that it creates a culture for quality teaching, academic diligence and the holistic development of the student.


School Curriculum Cultural Development Moral Development National Curriculum Moral Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. ALIVE. (2007). The vision, core principles and practices of Living Values education: Vision statement. Genève: ALIVE (The Association of Living Values International).Google Scholar
  2. Carr, D. (1999). Cross questions and crooked answers: Contemporary problems of moral education. London: Routledge.Google Scholar
  3. DEST. (2006). Implementing the national framework for values education in Australian schools. Report of the Values Education Good Practice Schools Project – Stage 1: Final Report, September 2006 [Report for The Australian Government Department of Education Science and Training]. Melbourne, VIC: Curriculum Corporation. Available at
  4. DfEE & QCA. (1999). The national curriculum: Handbook for primary teachers in England. London: Department for Education and Employment (DfEE) and Qualifications and Curriculum Authority (QCA).Google Scholar
  5. DfES. (2003). Excellence and enjoyment. Nottingham: Department for Education and Skills (DfES).Google Scholar
  6. Elton, R. (1989). Discipline in schools [The Elton report]. London: HMSO.Google Scholar
  7. Farrer, F. (2000). A quiet revolution. London: Rider.Google Scholar
  8. Farrer, F. (2005). A quiet revolution II: Encouraging positive values in our children (Updated ed.). Oxford: FH Books.Google Scholar
  9. Halstead, J. M., & Taylor, M. J. (2000). The development of values, attitudes and personal qualities: A review of recent research. Slough, Berks.: National Foundation for Educational Research.Google Scholar
  10. Hawkes, N. (2005). Does teaching values improve the quality of education in primary schools. Unpublished doctoral thesis, Oxford University, Oxford.Google Scholar
  11. Hawkes, N. (2008). The purpose of values education. Journal of Religious Education, 56, 25–31.Google Scholar
  12. HMSO. (1988). Great Britain Statutes: The Education Reform Act. London: Her Majesty’s Stationery Office (HMSO).Google Scholar
  13. HMSO. (1992). Great Britain Statutes: Education (Schools) Act 1992.  Chapter 38. London: Her Majesty’s Stationery Office (HMSO).
  14. Lovat, T. (2009). Values education and quality teaching: Two sides of the learning coin. In T. Lovat & R. Toomey (Eds.), Values education and quality teaching: The double helix effect (International ed., pp. 1–12). Dordrecht, The Netherlands: Springer.Google Scholar
  15. Lovat, T., Toomey, R., Dally, K., & Clement, N. (2009). Project to test and measure the impact of values education on student effects and school ambience. Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) by The University of Newcastle, Australia. Canberra: DEEWR. Available at,8884.html.Google Scholar
  16. MORI. (1996). Findings of the consultation on values in education and the community. London: SCAA research study.Google Scholar
  17. NCC. (1990). Education for citizenship. Curriculum Guidance 8.York: National Curriculum Council (NCC).Google Scholar
  18. NCC. (1993). Spiritual and moral development: A discussion paper. York: National Curriculum Council.Google Scholar
  19. Ofsted. (1994). Spiritual, moral, social and cultural development. An Ofsted discussion paper. London: Office for Standards in Education (Ofsted).Google Scholar
  20. Ofsted. (1995). Framework for the inspection of nursery, primary, middle, secondary and special schools. London: HMSO.Google Scholar
  21. Rossiter, G. (1996). The moral and spiritual dimension to education: Some reflections on the British experience. Journal of Moral Education, 25, 201–214.CrossRefGoogle Scholar
  22. QCA. (1998). Education for citizenship and the teaching of democracy in schools. Advisory Group on Citizenship. London: Qualifications and Curriculum Authority (QCA).Google Scholar
  23. QCA. (2008). A big picture of the curriculum: Working draft April-June 2008. London: Qualifications and Curriculum Authority. Available at
  24. SCAA. (1995). Spiritual and moral development: SCAA discussion papers: No. 3. London: Schools Curriculum and Assessment Authority (SCAA).Google Scholar
  25. SCAA. (1996). Education for adult life: The spiritual and moral development of young people. London: Schools Curriculum and Assessment Authority (SCAA).Google Scholar
  26. Taylor, M. J., & Lines, A. (1998). Values education in primary and secondary schools. Slough: NFER.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.International Education ConsultantOxfordUK

Personalised recommendations