Capital Campus, Islamabad is truly committed to becoming a ‘Values-based Education (VbE) Model School’ and the objective is ‘whole-school commitment.’
To achieve whole-school commitment, the following steps have been taken so far:
- The Principal conducted an initial orientation session for all the section Heads on the importance of Values-based Education and shared videos by Dr Neil Hawkes, the founder of Values-based Education.
- Ways and means of introducing values to students have been agreed upon–morning assemblies are considered the best time for this.
- Weekly assembly presentations focusing on values are organised by all sections.
- Environment boards are displayed in key locations of the campus to serve as constant reminders for students, staff and parents. They encourage reflection on values and the significance of Values-based Education.
- Ethical vocabulary displayed in large print.
- Ongoing reflection is encouraged through discussions in the classrooms by teachers and students and, where feasible, the integration of values in daily lessons.
Further steps will include:
- Video presentations to school community including: school management/staff/students/parents (on separate occasions).
- Values workshop for staff to include :
- An account of the success of VbE: including the Australian and UK experience. In Australia, VbE is compulsory in all Australian schools and a successfully completed six-week values teaching module is compulsory for all teachers prior to graduation.
- School’s institutional values: This refers to how the school is perceived by the community through aspects such as welcoming the parents, school signage, state of the buildings and grounds, cleanliness, sports days, parents’ meetings. All are reviewed to ensure consistency with the Values Education policy.
- All staff as values-led leaders: Role modelling–all school staff model values.
- Values letters: circulated to all parents.
- Introducing values in the classroom:
Reflection: This, according to Neil and Jane Hawkes, is a key component of the values programme.
Reflexive practice: The school considers how it will encourage the key skill of reflection (sitting silently and focusing mental energy) that nurtures greater self-control, emotional balance, better relationships, responding appropriately to others and their own conscience, which will lead to values-based behaviour.
Reflection can take the form of a one-minute silence at the start of every lesson and in the morning assembly.