Character Education Framework - DfE November 2019

[Sara]

1. This document is new non-statutory guidance to schools on character education and development for pupils.
2. This guidance is based on recommendations from the advisory group on character established in April 2019, chaired by Ian Bauckham CBE and with members including headteachers and the leaders of teaching trade unions NAHT and ASCL. The group’s recommendations draw on a written call for evidence held between 27 May and 5 July 2019 and a series of meetings with stakeholders, including teachers, headteachers, parents, voluntary sector organisations, businesses, and young people themselves.

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[Sara]

The Key Points

A.   What kind of school are we?
•   How clearly do we articulate the kind of education we aspire to provide?
•   How do we ensure that all members of the school community (e.g. staff, pupils, parents/carers, governing body) understand and share our aims?
•   How effectively do we create a sense of pride, belonging and identity in our school?

B.   What are our expectations of behaviour towards each other?
•   Are we clear on the importance of discipline and good behaviour in school life? How do we promote this understanding?
•   How well do we promote consideration and respect towards others (pupils and adults), good manners and courtesy?
•   How well do we promote a range of positive character traits among pupils?

C.   How well do our curriculum and teaching develop resilience and confidence?
•   Is our curriculum ambitious for our pupils? Does it teach knowledge and cultural capital which will open doors and give them confidence in wider society?
•   Is our curriculum logically organised and sequenced, including within subjects, and taught using effective pedagogy, so pupils gain a strong sense of progress and grow in confidence?

D.   How good is our co-curriculum provision?
•   Does it cover a wide range across artistic, creative, performance, sporting, debating, challenge, team and individual etc. so all pupils can both discover new interests and develop existing ones?
•   Do we make use of or promote local, national or international programmes or organisations? (e.g. uniformed organisations, Duke of Edinburgh, National Citizen Service etc.)
•   Is provision of high quality and does it challenge pupils and build expertise? Is participation sustained over time?
•   Are there ample opportunities for pupils to compete, perform etc., and is success acknowledged and celebrated?

E.   How well do we promote the value of volunteering and service to others?
•   Are age-appropriate expectations of volunteering and service to others clearly established?
•   Are opportunities varied, meaningful, high-quality and sustained over time?
•   Do volunteering and service opportunities contribute to breaking down social barriers? Are they effective in making pupils civic-minded and ready to contribute to society?

F.   How do we ensure that all our pupils benefit equally from what we offer?
•   Do we understand and reduce barriers to participation (e.g. cost, timing, location, logistics, confidence, parental support etc.)?
•   Do we enable young people from all backgrounds to feel as if they belong and are valued?
•   Is our provision, including our co-curricular provision, appropriately tailored both to suit and to challenge the pupils we serve?

[Sara]

Predictions for what will happen in next few days:

1) Headteachers instruct their teachers to record Character Education Benchmarks
2) New courses advertised for Leaders on how to record Character Education Benchmarks
3) OFSTED deny they will be inspecting Character Education Benchmarks
4) OFSTED reports show schools are put into Special Measures for not developing Character Education
5) DfE repeats promise of last year, not to introduce new initiatives that increase workload for teachers.
6) Chartered College of Teaching carry on as usual as none of this has anything to do with them, and when questioned refer enquiries to teacher unions.
7) More teachers complain about excess workload and leave the profession.