HOW MIGHT WE UTILISE COMMUNICATION DESIGN AS A TOOL TO EDUCATE PRIMARY SCHOOL CHILDREN ON ETHICAL VALUES IN VICTORIA?

As the issues of the world are deeply rooted in a constantly evolving society, social issues have always been a matter of priority. Despite being complicated to define, social issues have always revolved around ethical values and decisions. It acts as a moral guideline that influences one’s behavior, actions and choices. With the future generation having to face challenging social outcomes, it would be of utmost importance for children to understand ethical concepts and values. As such, in the initial research process, I looked into how communication design can play a role in educating children on values.

The first case study examines the implementation of the National Framework for Values Education in Australian Schools at St. Charles Borromeo Catholic Primary School. The National Framework for Values Education in Australian Schools is a government initiative that offers support, guiding principles, and practical guidance to schools in integrating values education into their curriculum. This school is part of the Manningham Primary School Cluster, which actively participated in the Values Education Good Practice School Project  in 2005.

The cluster's objective is to foster values education through a comprehensive school-wide approach, with the aim of enhancing students' comprehension of the nine core values and their significance in society. An overview of VEGPSP reveals that it is a project that provides funding to schools for planning, implementing, and establishing comprehensive values education programs in alignment with the National Framework. Two primary methods aligned with the framework are the use of Student Action Teams and the Service Learning Programme.

The first approach began with Student Action Teams (SAT) at St. Charles Borromeo. these teams identified and addressed issues tied to curriculum and value-based learning. After an initial forum, 10 students introduced SAT concepts to their peers. SAT then researched value perceptions among peers and integrated them into daily curriculum, like integrations into reading sessions.

The second approach, service learning, combines values learning with community service. SAT members visited Roseville Retirement Village, interviewing residents to identify core values and ways to strengthen them. This led to a school-village relationship, involving knowledge exchange and values like care and compassion. 

The second case study would be Dr. Harry Gardner's 'Practical Ethics Course for Children.' Endorsed by the Victorian Association for Philosophy in Schools, it targeted kids whose parents opted out of religious instructions. Dr. Gardner trialed the curriculum in Melbourne's Eastern Suburbs, mirroring the structured approach of the National Framework of Value Education. 

The Practical Ethics Course for children, akin to the National Framework of Values Education in Australian schools, offers a structured curriculum. Dr. Gardner has provided comprehensive teaching manuals and lesson materials designed for various age groups, spanning from 4 to 12 years. Each set of lesson materials includes detailed guides and accompanying visual aids to actively engage children. Although there is no conclusive data on the course's efficacy in real classrooms, Harry Gardner conducted a trial that underpinned the course's framework and theory. This trial yielded results that facilitated a cohesive flow of cooperative lessons and encouraged the exchange of opinions among children as young as three years old.

During this trial, an effective technique called "traffic lights" was employed to stimulate and involve young children in expressing their views. The children were provided with discs colored green, red, and yellow, corresponding to "yes," "no," and "don't know," respectively. Philosophical questions were then posed, prompting the children to participate and substantiate their perspectives.

FINDINGS

From the research methods used, findings from both case studies reveal current practices in Victoria's primary curriculum, including Student Action Teams, Service Learning, and Dr. Harry Gardner's Practical Ethics Course. 

The case studies also highlight a notable deficiency: a lack of consistent and comprehensible visual scaffold in the provided educational resources. 

Furthermore, the user journey map demonstrates that the process of creating and finding learning materials is excessively laborious and time-consuming for teachers, particularly given their demanding schedules. The absence of high-quality and beneficial learning materials would be significantly burdensome to their workload. 

OPPORTUNITIES

In light of the case studies, venn diagram, and user journey map, several opportunities have been identified, including:

Exploring co-designing learning materials and resources with teachers to enhance their relevance and effectiveness/ Creating visual materials/resources that facilitate the teaching of ethical values, making the learning experience more engaging and accessible./ Investigating the implementation of a consistent, updated, and easily accessible visual library of value education materials to better support teachers in their work

The evident absence of high-quality educational resources for primary value-based education contributes to the already heavy workload of educators, primarily due to the lack of suitable learning materials.  Educators find themselves compelled to invest additional time in sourcing or generating appropriate resources.

The other core problem I would like to address is the lack of support and acknowledgment for our educators. They are the facilitators of learning, and should have control and freedom to foster impactful and inclusive learning experiences through their own learning materials. 

In light of these considerations, the research question was reevaluated and refined to focus on educators and explore how design can empower them in the visualization or creation of their own value-based learning materials.