Emotional Literacy makes it into Hansard for the first time


There was an adjournment debate on ethical education on 9.3.01 and Education Minister Jacqui Smith said the following:

The Government recognises the contribution that ethical education can make in helping pupils to think flexibly and make reasoned judgments. Young children at Holme St Cuthbert Primary School in Maryport, Cumbria are taught to think and reason through activities such as discussing who owns the park and who owns the air? This had led to considering who is responsible for the quality of the air in a school sited not far from a nuclear power station. The skills taught in these Philosophy for Children’s lessons include listening, speaking, respecting the views of others, reasoning, distinguishing between fact and opinion, interpreting and concluding. All skills, I would suggest, that are crucial to developing lifelong learners.

Schools that teach these skills also demonstrate respect for the individual pupil with consequently less disaffection. Schools such as Mason Moor Primary School in Southampton have demonstrated the value of an emotional literacy strategy which has been derived from philosophy, in giving pupils appropriate means to express their emotions rather than using verbal or physical violence. Pupils as young as 5 and 6 years old are developing a rich spoken and written vocabulary within the Literacy Hour providing examples such as "I was bewildered when Billy hit me." Southampton LEA have provided training for parents, governors, teachers and elected members to support the work in these schools. The schools have reported the impact of this work on behaviour reflected in increasing attendance and reducing exclusions.

The government is promoting ethical education through a number of key policies. The focus in the revised national curriculum on enquiry, reasoning and evaluation will promote these skills in all subjects. This is supported through the published schemes of work which show teachers where the skills might best be addressed within each subject. The Key Stage 3 strategy promotes teaching pupils to think, question and reason and will provide teacher development on this for every school in the country. Some Beacon Schools are supporting teacher development in teaching creative thinking and reasoning. Some teachers who have support from the Best Practice Research Scholarships are carrying out studies into their own practice in teaching thinking and citizenship including moral responsibility.

The Green Paper Schools building on success published last week sets out the Government’s plans to promote standards and "Education with Character". It emphasises the importance of creativity, flexibility, reasoning, logical thinking and social and moral responsibility through citizenship. It stresses the need for schools to develop a positive, respectful and can-do ethos. Ethical education has a key role in future education provision.