Becoming Value Able

8/3/2019 Becoming Value Able

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BECOMINGVALUE-

ABLE

EMBRACING CORE VALUES:

A set of teaching activities that will enable young people todiscover what values are and why they are important.

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INFORMATION FOR TEACHERS AND FACILITATORS

The main aim of these activities are to introduce to young people the concept of values.

All the activities in the toolkit are aimed at Key Stage 3 and 4 students, although some

maybe suitable for KS2 students. The activities have cross-curricula themes and could

be delivered as part of many subjects – however they would be most suitable as partof PSHEs and Citizenship lessons. The pack has been designed so that it is possible

to deliver all these activities as a whole or pick and choose the ones that fit your

requirements and deliver them individually. We hope that having experienced some or

all of these activities, young people will have a better idea of what values are and why

they are important.

All the activities give guidance on timings required to complete the tasks. However,

this is only a guide as the topics can be looked at in greater or lesser detail. We hope

the activities will get the young people discussing and debating and so depending on

the group more time could be allowed for this. Most of the activities have suggestions

for making them easier / harder or about how to extend them. All the resources and

activities can be adapted to accommodate the young people’s specific needs.

A NOTE ABOUT RESOURCES...

For most of the activities the resources are provided at the back of the pack. The only

additional resources required are stationery and pens. The resources that have been

provided have been designed so they can be photocopied and used again.

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1

TEACHING ACTIVITIES

1 - OUR TOP VALUES (30 - 45 MINUTES)

RESOURCES: VALUE CARDS, PAPER, PENS

2 - A TO Z OF US (10 - 15 MINUTES)

RESOURCES: LARGE PAPER, PENS

3 - WHAT’S MY CHARACTER? (15 - 20 MINUTES)

RESOURCES: WHAT’S MY CHARACTER PROMPT CARDS

4 - MY VALUES (30 - 40 MINUTES)

RESOURCES: PAPER, PENS

5 - ACT IT OUT (30 MINUTES)

RESOURCES: SCENARIO CARDS

6 - WHAT’S THE OPPOSITE? (10 MINUTES)

RESOURCES: PAPER, PENS

7 - VALUE-ABLE QUOTES (20 MINUTES)

RESOURCES: LARGE PAPER

8 - VOTE FOR MY VALUE (1 HOUR)

RESOURCES: VALUE CARDS, PAPER, PENS

9 - WHERE DO WE GET VALUES FROM? (30 - 40 MINUTES)

RESOURCES: INFLUENCE CARDS, PAPER, PENS

To introduce the idea of values and to get youngpeople to think about what values are mostimportant to them

To get the young people to think about what theirpersonal values are

To find out what famous people have said about values

A fun warm-up activity to get young people tothink about a person’s character and values

To get young people to work in teams to thinkabout what happens if people do not have certain values

To get young people to make a case for whysome values are more important than others

A warm-up activity to get young people to thinkabout the different characteristics of people

A quick warm-up and revision exercise to get young people to visualise a world without values

To get young people to look at who or what influ-ences their own values

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45

6

7

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Value-able - 3



ACTIVITY 1 : 30 - 45 MINS

OUR TOP VALUESTOOLKIT RESOURCES: VALUE CARDSOTHER: PENS AND PAPER

AIMS: To introduce the idea of values. To get young people to think about what values are and whichare the most important to them.

Show the young people the following list of values.(Either use the prompt cards in the resource book or

write them on a whiteboard)

Trust, Responsibility, Respect, Fairness, Tolerance,

Understanding, Integrity, Honesty,

Citizenship.

On separate pieces of paper write out the following

statements and lay them out on the floor.

• I don’t know what this value means.

• I know what this value means but I could not give an

example of it.

• I know what this value means and could give anexample of it.

As you read out each value ask the young people to

stand next to one of the statements, depending on how

much they know about it. Then ask the young people to

make a comment and / or give an example depending on

which statement they are standing next to.

After all the values have been read out do a quick recap

to make sure all the young people understand what all

the values mean.

Ask the young people to get into groups of 4-6 people and

give each group a set of the value cards. Ask the group to

rank the values on the cards in order of which they think

is the most important and which is the least important for

people to have.

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4

5 Ask the young people to feed-back to the other groupswhich they thought were the most important values and

which were the least and why?

MAKE IT HARDER:Don’t give the young people the prompt cards, but after

a discussion about values get them to write on blank

cards all the values they can think of and then rank

them. They should feed-back to the group which values

they have thought of and how they have ranked them.

Ask the young people to rank the cards again, this time

in terms of which they feel is the most important for

people to have in order for us to live in a better world.

Discuss any differences between the ways they rankedthe cards.

MAKE IT EASIER:Take out any of the values which are more difficult to

explain from the prompt cards.

Rather than rank the values in small groups, do the

exercise as a whole class. Maybe create larger versions

of the prompt cards.

4 - Value-able





ACTIVITY 3: 15 - 20 MINS

WHAT’S MYCHARACTER?TOOLKIT RESOURCES: WHAT’S MY CHARACTER PROMPT CARDSAIMS: a warm-up activity to get young people to think about the different characteristics of people

This is a version of the classic charades game. Ask for a volunteer to come up to the

front of the class. Show the volunteer a prompt card (in the resource pack) that will

have a description of a personal characteristic, value or attribute. Ask the volunteer to

act out the word on the card and the rest of the class have to guess what it is.

After each characteristic has been guessed, ask the group if they can think of any

famous people who have that characteristic and those that do not and why.

MAKE IT HARDER:Ask the young people to draw the values rather than act them out.

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ACTIVITY 4: 30 - 40 MINS

AIMS: to get the young people to think about what

their personal values are(It is best to do some of the previous activities which introduce the

concept of values and character before doing this activity).

Give all the young people a blank piece of paper. Using either words or pictures (or a

combination of both) they must show what they think is the most important value or

personal characteristic to them, and why.

Get some young people to read out what they have written or explain their picture to

the rest of the class.

MAKE IT HARDER:Ask the young people to not simply write a piece of prose, but try to think outside the

box – so perhaps write a poem, draw a picture or come up with another way that

shows why having values is important.

MY VALUESTOOLKIT RESOURCES: NONEOTHER: PENS AND PAPER

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2

6 - Value-able



...WHEREANYTHING IS

POSSIBLE

Ask the young people to get into groups of 4-6 people.

Give each group a different scenario card. Ask the group

to plan a role play, based on their scenario card, to show

to the other groups.

Ask each group to show their role play to the other

groups. After each role play ask the audience and

actors to discuss:

What was the role play about?•

What was the central value that was missing in the•

role play?

What would the role play look like if it was acted•

again and this time all the characters had that

value?

Get the young people to act out the role plays again, but

this time they incorporate the suggestions given during

the feedback to turn the negative scenario into a positive

one.

MAKE IT HARDER:

Ask the young people to create their own scenarios and

perform them.

Ask the young people to practise their plays and then

perform them at an assembly.

ACTIVITY 5: 30 MINS

ACT IT OUTTOOLKIT RESOURCES: SCENARIO CARDSAIMS: to get young people to work in teams to think about what happens if people do not have certain values.

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3

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Value-able - 7



TOOLKIT RESOURCES: NONEOTHER: PENS AND PAPER

ACTIVITY 6: 10 MINS

AIMS: A quick warm-up and revision exercise to get young people to visualise whatthe world would be like if people did not have values.

In small groups ask the young people to come up with a list of the top ten positive values /

characteristics of people that they think are most common in the world. They should use the following

sentence stem...

Someone who is.... (Honest / responsible/ trusting etc.)

Ask them to write their list of ten down on a piece of paper.

After they have created their list ask each group to hand it to another group. They must then work out

what the opposite of these values / personal characteristics are. It is quite hard to come up with one

word that describes the opposite, so they may need to use several. E.g.

Someone who is honest > Someone who is a liar

Someone who is responsible > Someone who does not care

Someone who is determined > Someone who is lazy

In their groups ask them to discuss what they think the world would look like if everyone was like

the people in their ‘opposites’ list. What sort of stories would be in the news if everybody had thesenegative characteristics and values? Ask the young people to come up with a set of news headlines

for these stories.

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3

WHAT’S THE OPPOSITE?

Give the young people a set of quotes (in the resource

pack). In small groups ask the young people to first sort

them into two piles – those that they like and those that

they don’t.

Ask the young people to discuss what values the people

who said the quotes must have had, and what they

think motivated the person to say those words? What

is it about the quote that makes it memorable?

Ask the young people to read out the quotes they like

and explain why they like them. Perhaps hold a vote to

see which quote the group like the most.

TOOLKIT RESOURCES: QUOTE CARDSOTHER: LARGE PIECES OF PAPER

ACTIVITY 7: 20 MINS

VALUE-ABLE QUOTES

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2

3

AIMS: to find out what famous people have said about values

8 - Value-able

MAKE IT HARDER:Ask the young people to use the internet to research

their own quotes.

See if the young people can come up with their own

quotes based on the ones they have read and like.

MAKE IT EASIER:Put the quotes up on the board and work out as a whole

class what they think they mean.



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Ask the young people to get into groups of 4-6. Ask each groupto pick from a hat one of the cards – each with a different value

on it. They could pick Trust, Responsibility, Respect, Freedom or

Citizenship etc.

Tell the group that they are going to have to represent that value and

have to create a campaign to show why it is the most important to

the world.

The young people must come up with all the reasons why this value

is the most important. They must then create a poster saying why

it is the most important and also a short speech / presentation /

television advert to go with the poster.

Each group then has 5 minutes to show their poster and presentationto the rest of the group and try to persuade them why their value is

the most important for the world.

After all the posters and presentations have been displayed ask thegroup to vote for which they think is the most important. They cannot

vote for their own. This can either be done by a show of hands,

asking them to stand next to the poster with the value they think is

the most important or having a ballot box.

MAKE IT HARDER:Ask the young people to practice their presentation and then show

them during an assembly.

MAKE IT EASIER:Don’t ask the young people to do a presentation but just create a

poster. The group can then do a ‘poster walk’ after they are created

to look at them all and see which ones they like the most.

TOOLKIT RESOURCES: VALUE CARDSOTHER: PAPER AND PENS

ACTIVITY 8: 1 HOUR

VOTE FOR MY VALUEAIMS: To get young people thinking about what value is important to them

To get young people to make a case about why some values are more

important than others

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2

3

4

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Value-able - 9



WHERE DO WE GET OURVALUES FROM?

AIMS: to get students to look at who or what influences their values

TOOLKIT RESOURCES: INFLUENCE CARDSOTHER: PAPER AND PENS

Ask the students to look at the influence cards. Ask them if there is

anything else that influences them? Write any other influences on

blank pieces of paper and add them to the set of cards.

Mothers, Fathers, Brothers, Sisters, Friends, Teachers and school,

Religious organisations, Television and Radio, Films, Politicians,

Magazines and newspapers, Community Groups, Reality TV

celebrities, Sportspeople.

In groups ask the students to rank the cards in the order of who or

what influences the way they think and act the most. Write down the

final order they agree on.

Now ask the students to rank the cards in order of which promote

‘good values’ such as trust, respect, responsibility etc. Ask them to

write down this list next to their first list.

In their groups ask the students to compare the two lists and ask them

the following questions:

What are the main differences and similarities between the two lists?

What influences do they think could be the most damaging for the

world and why?

Who or what do they think has the most power to influence people to

have good or bad values?

What is the best way to promote the importance based on having good

values to young people?

Should values be taught or do we just know them?

ACTIVITY 9: 30 MINUTES

Value-able - 9

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*RESOURCES

END OF ACTIVITIES

TURN TO THE BACK OF THEBOOKLET FOR THE TOOLKIT’S

Value-able - 10



S C E N A R I O C A R D

F A I R P L A Y A f o o t b a l l t e a m h a s g o t t o t h e f i n a l o f t h e l o c a l c u p c o m p e t i t i o n . T h e y k n o w t h e y a r e u p a g a i n s t v e r y s t r o n g o p p o s i t i o n a n d d o n ’ t t h i n k t h e y

c a n b e a t t h e m . I n t h e t e a m t a l k b e f o r e t h e m a t c h t h e c a p t a i n s a y s t h a t t h e o n l y w a y t h e y c a n w i n i s i f t h e y d o n ’ t p l a y f a i r . T h e c a p t a i n t e l l s

t h e t e a m t o t a c k l e h a r d , t r y a n d c h e a t i f t h e y c a n a n d n o t t o d o w h a t t h e r e f e r e e s a y s . A f t e r 1 0 m i n u t e s o f t h e g a m e t h e r e f e r e e s t o p s t h e

g a m e a s h e i s w o r r i e d a b o u t p e o p l e g e t t i n g h u r t .


R E S P E C T A g a n g o f y o u n g p e o p l e i s h a n g i n g a r o u n d o n t h e s t r e e t s a f t e r s c h o o l . T h e y t h r o w t h e i r l i t t e r e v e r y w h e r e , a r e r u d e t o p e o p l e a r o u n d t h e m ,

a r e n o i s y a n d o c c a s i o n a l l y s t e a l . T h e r e h a v e b e e n m a n y c o m p l a i n t s f r o m t h e n e i g h b o u r s a n d t h e p o l i c e h a v e a l s o b e e n i n v o l v e d m a n y

t i m e s .


T R U S T A g r o u p o f y o u n g p e o p l e h a v e b e e n a s k e d b y t h e i r t e a c h e r s t o r u n a c h a r i t y e v e n t t o r a i s e m o n e y f o r p e o p l e i n A f r i c a . T h e t e a c h e r s w a n t

t h e y o u n g p e o p l e t o b e i n c h a r g e o f r u n n i n g t h e e v e n t s o t h a t t h e y c a n l e a r n l e a d e r s h i p s k i l l s . T h e y o u n g p e o p l e s e e t h i s a s a n o p p o r t u n i t y

t o m a k e s o m e m o n e y f o r t h e m s e l v e s . W h e n i t c o m e s t o t h e f u n d r a i s i n g e v e n t t h e y o u n g p e o p l e t a k e s o m e o f t h e m o n e y f r o m t h e a m o u n t

f u n d r a i s e d .

S C E N A R I O C A R D R E S P O N S I B I L I T Y

A g r o u p o f y o u n g p e o p l e h a v e b e e n a s k e d b y t h e i r t e a c h e r t o r u n a r e a d i n g c l u b f o r s o m e o f t h e y o u n g e r s t u d e n t s i n t h e s c h o o l . A f t e r

s o m e i n i t i a l t r a i n i n g , e a c h y o u n g p e r s o n i s t h e n m a t c h e d t o a n o t h e r s t u d e n t f r o m t h e s c h o o l a n d a s k e d t o m e e t o n c e a w e e k t o r e a d

t o g e t h e r . T h e o l d e r s t u d e n t s s e e t h i s a s a n o p p o r t u n i t y t o m i s s c l a s s e s a n d m e s s a r o u n d .


D E T E R M I N E D A t e a c h e r i s l e a d i n g a g r o u p o f y o u n g p e o p l e o n a n e x p e d i t i o n a c r o s s s o m e m o u n t a i n s i n t h e L a k e D i s t r i c t . S o m e o f t h e y o u n g p e o p l e i n

t h e g r o u p r e a l l y c a n n o t b e b o t h e r e d t o d o t h e w a l k . T h e y w a l k v e r y s l o w l y a t t h e b a c k o f t h e g r o u p a n d s h o u t ‘ I c a n ’ t b e b o t h e r e d ’ a l l t h e

t i m e . T h e g r o u p i s t h e r e f o r e u n a b l e t o g e t t o t h e t o p o f t h e m o u n t a i n a n d h a s t o t u r n b a c k e a r l y .





W H A T ’ S M Y C H A R A C T E R ? , P R O M P T C A R D S

D E T E R M I N E D * V A L U E - A B L E

H A S R E S P E C T

* V A L U E - A B L E

A L E A D E R


S E N S I T I V E


O R G A N I S E D


A D A P T A B L E


T O L E R A N T


T R U S T W O R T H Y * V A L U E - A B L E

C O N S C I E N T I O U S


H O N E S T


I N T E L L I G E N T


F R I E N D L Y


* V A L U E - A B L E * V A L U E - A B L E

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _





T R U S T


R E S P E C T


F A I R N E S S


T O L E R A N C E


U N D E R S T A N D I N G


I N T E G R I T Y


H O N E S T Y


R E S P O N S I B I L I T Y


C I T I Z E N S H I P


S E N S I T I V I T Y


D E T E R M I N A T I O N


_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


* V A L U E - A B L E * V A L U E - A B L E

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

V A L U E C A R D S





A l i e c a n n o t l i v e .

M A R T I N L U T H E R K I N G , J R .

“

“

I h a v e a d r e a mt h a

t m y f o u r l i t t l e c h i l d r e n w i l l

o n e d a y l i v e i n a n a t i o n w h e r e t h e y w i l l n o t b

e

j u d g e d b y t h e c o l o

u r o f t h e i r s k i n , b u t b y t h e

c o n t e n t o f t h e i r c h

a r a c t e r .

M A R T I N L U T H E R K I N G , J R .

“

“

D o n o t w a i t f o r l e a d e r s ; d o i t a l o n e , p e r s o n t o

p e r s o n .

M O T H E R T E R E S A

“

“

W e m a k e a l i v i n g b

y w h a t w e g e t , b u t w e m a k e

a l i f e b y w h a t w e g i v e .

W I N S T O N C H U R C H I L L

“

“

M a y y o u l i v e e v e r y d a y o f

y o u r l i f e .

J O N A T H A N S W I F T

“

“

P e a c e b e g i n s w i t h a s mi l e

.

M O T H E R T E R E S A

“

“

E v e n t h e t a l l e s t t o w e r g o t

s t a r t e d f r o mt h e

g r o u n d .

C H I N E S E P R O V E R B

“

“

Q U O T E C A R D S

E a c h p e r s o n s h o u l d l i v e t h

e i r l i f e a s a m o d e l

f o r o t h e r s .

R O S A P A R K S

“

“





B E N J A M I N F R A N K L I N

A n y t h i n g i s p o s s i b l e .Y o u c a n b e t o l d y o u h a v

e a

9 0 % c h a n c e o r a 5

0 % c h a n c e o r a 1 % c h a n c e , b u t

y o u h a v e t o b e l i e v e

t h a t y o u h a v e t o f i g h t .

L A N C E A R M S T R O N G

“

“

H o l d i n g o n t o a n g e r

i s l i k e h o l d i n g o n t o a h o t c o a l

–w i t h t h e i n t e n t i o n

o f t h r o w i n g i t a t s o m e o n e

e l s e , y o u ’ r e t h e o n e t h a t g e t s b u r n e d

T H E B U D D H A

“

“

M a n k i n d m u s t d e s

t r o y w a r o r w a r w i l l

d e s t r o y m a n k i n d .

J O H N F .K E N N E D Y

“

“

H e a r i n g i s o n e o f t h e b o d i l y s e n s e s b u t

l i s t e n i n g i s a n a r t .

F R A N K T Y G E R

“

“

W e l l d o n e i s b e t t e r t h a n w e l l s a i d .

“

“

W h o , b e i n g l o v e d ,i s p o o r ?

O S C A R W I L D E

“

“

T h e g r e a t e s t g l o r y i n l i v i n g l i e s n o t i n n e v e r

f a l l i n g , b u t i n r i s i n g e v e r y

t i m e w e f a l l .

N E L S O N M A N D E L A

“

“

B e t h e c h a n g e y o u w a n t t o

s e e i n t h e w o r l d .

M

O H A N D A S G H A N D I

“

“

Q U O T E C A R D S





I N F L U E N C E C A R D S

M O T H E R S


B R O T H E R S


S I S T E R S


F R I E N D S


T E A C H E R S / S C H O O L S


R E L I G I O U S

O R G A N I S A T I O N S


T E L E V I S I O N /

R A D I O


F A T H E R S


F I L M S


P O L I T I C I A N ’ S


M A G A Z I N E S / N E W S P A P E R S


C O M M U N I T Y G R O U P S


R E A L I T Y T V C E L E B R I T I E S


S P O R T S - P E O P L E






arning for Life

s resource has been produced by Learning for Life. Learning for Life is a UK organisation that aims to build and strengthen character in the con-

ts of the family, school, university and employment through national evidenced-based research and developmental work. We seek to make a real

erence to the lives and personal development of both learners and the professionals who support them in character formation. We seek to makeimpact based on high quality research work, which provides a sound base for development.

r more information about Learning for Life please contact:

mrose Paskins (Administrator)

1227 782851 or 01227 767700

[email protected]

Canterbury Christ Church University, Canterbury, Kent CT1 1QU

www.learningforlife.org.uk

r more information about this resource please contact:

m Harrison (Director – Teaching and Learning)1663 732619

[email protected]

arning for Life would like to thank all the students and teachers we worked with in the Hodge Hill Constituency for helping us to create this resource

B E C O M I N G V A L U E -

A B L E T O O L K I T

R E S O U R C E S T h i s s i d e o f t h e t o o l k i t c o n t a i n s a l l t h e r e s o u r c e s r e q u i r e d t o c a r r y o u t t h e a c t i v i t i e s .

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Becoming Value Able