Curriculum Framework comparison with 9 Values for ...



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VALUES IN THE CURRICULUM

RELATIONSHIP BETWEEN CORE VALUES IDENTIFIED

IN THE WESTERN AUSTRALIAN CURRICULUM FRAMEWORK

AND THE AUSTRALIAN GOVERNMENT’S VALUES FOR AUSTRALIAN SCHOOLING

CONTENTS PAGE

|SECTION |PAGE NUMBER/S |

|1. A CHART OF THE WESTERN AUSTRALIAN CURRICULUM FRAMEWORK VALUES |3 |

|2. COMPARISON OF CURRICULUM FRAMEWORK OUTCOMES COMPARED WITH THE 9 VALUES FOR AUSTRALIAN SCHOOLING |4 - 9 |

|3. COMPARISON OF THE VALUES FOR AUSTRALIAN SCHOOLING WITH THE CURRICULUM FRAMEWORK CORE VALUES |10 |

|4. THE CORE VALUES IN THE CURRICULUM FRAMEWORK NOT INCLUDED IN THE VALUES FOR AUSTRALIAN SCHOOLING |11 |

WA CURRICULUM FRAMEWORK 5 CLUSTERS OF CORE SHARED VALUES

|1. A PURSUIT OF KNOWLEDGE AND A COMMITMENT TO |2. SELF ACCEPTANCE AND RESPECT OF SELF |3. RESPECT AND CONCERN FOR OTHERS AND THEIR |4. SOCIAL AND CIVIC RESPONSIBILITY |5. ENVIRONMENTAL RESPONSIBILITY |

|ACHIEVEMENT OF POTENTIAL | |RIGHTS | | |

|The lifelong disposition toward the quest for |The acceptance and respect of self, |Sensitivity to and concern for the well-being |The commitment to exploring and promoting the |The commitment to developing an |

|knowledge, as each person strives to understand |resulting in attitudes and actions that|of other people; and respect for life and |common good and meeting individual needs without |appreciative awareness of the |

|the social and natural worlds and how best to |develop each person’s unique potential |property. Encouragement is given to each |infringing the basic rights of others. This |interdependence of all elements of |

|make a contribution to these worlds. Each |— physical, emotional, aesthetic, |person to be caring and compassionate, to be |includes the encouragement of each person to |the environment, including humans |

|person is encouraged to achieve his or her |spiritual, intellectual, moral and |respectful of the rights of others, and to |participate in democratic processes, to value |and human systems, and encouraging |

|potential in all respects and, through critical |social. Encouragement is given to |find constructive ways of managing conflict. |diversity of cultural expression, to respect |a respect and concern for |

|and creative thinking, to develop a broad |developing initiative, responsibility, |This includes the right to learn in a friendly|legitimate authority, to promote social justice |Australia’s natural and cultural |

|understanding of his or her own values and world|ethical discernment, openness to |and non-coercive environment. |and to support the use of research for the |heritage and for forms of resource |

|views. |learning and a sense of personal | |improvement of the quality of life. |use that are regenerative and |

| |meaning and identity. | | |sustainable. |

|1.1 The pursuit of personal excellence: Each |2.1 Individual uniqueness: Each person|3.1 Compassion and care: Each person has a |4.1 Participation and citizenship: As a |5.1 Cultural heritage: The |

|person should be encouraged to achieve his or |should acknowledge his or her own |right to receive care and compassion and have |democratic society, Australia should encourage its|cultural heritage of Australia, |

|her personal best in all undertakings and to |uniqueness and be encouraged to develop|a life of dignity, free from harassment and |members to participate in the political process |including Aboriginal sacred and |

|respect the achievements of others. |self-respect and dignity. |discrimination. |and to contribute to community services consistent|archaeological cultural heritage, |

|1.2 Domains of human experience: Each person |2.2 Personal meaning: Each person |3.2 Equality: Each person has equal worth and|with good citizenship. |should be respected and |

|should be encouraged to develop an understanding|should develop a sense of personal |basic rights, regardless of differences in |4.2 Community: Interpersonal cooperation and |maintained. |

|of all the domains of human experience; |meaning and identity, and be encouraged|race, gender, age, ability, religious belief, |social responsibility are encouraged. |5.2 Conservation of the |

|physical, emotional, intellectual, aesthetic, |to reflect critically on the ways in |political affiliation, national origin, |4.3 Diversity: The richness of many cultural |environment: The management of |

|social, moral and spiritual. |which that occurs. |citizenship, regional location, or economic or|expressions is recognised, and diversity in the |the environment should take into |

|1.3 Empowerment: Each person should be |2.3 Ethical behaviour and |household status. |context of shared community life is welcome. |account the need to preserve its |

|encouraged to develop critical thinking, the |responsibility: Each person has |3.3 Respect: Each person should respect those|4.4 Contribution: Society has something to gain |diversity and balance for the |

|creative imagination, interpersonal and |freedom of will, is responsible for his|of different opinion, temperament or |from every individual life, and should maximise |future. |

|vocational skills, and basic competencies in the|or her own conduct and should be |background. |the opportunities for all persons to contribute to|5.3 Sustainable development: |

|various forms of disciplined inquiry. |encouraged to develop discernment on |3.4 Open learning environment: Each person |the common good. |There is a need to continue to |

|1.4 Knowledge: Each person should recognise the|ethical issues and to recognise the |has the right to a friendly learning |4.5 Authority: People should respect legitimate|develop natural resources to |

|tentative and limited nature of knowledge. |need for truthfulness and integrity. |environment free of coercive or indoctrinative|and just authority structures and the rule of the |sustain human life. This should |

|1.5 Values systems: Each person should have the|2.4 Openness to learning: Each person |elements, whether in the explicit or implicit |law, while recognising and observing human rights.|be done in a way consistent with |

|opportunity to explore different values and the |should welcome opportunities for |curriculum. |4.6 Reconciliation: Strategies of cooperation and|long-term ecological |

|right to develop a personal value system. |learning from all sources, including |3.5 Individual differences: Each person |reconciliation are preferred to coercion and |sustainability and rehabilitation |

|1.6 Critical reflection: Each person should be |the formal study of the learned |differs in his or her readiness and ability to|confrontation, especially where groups or |practices. |

|encouraged to reflect critically on both the |disciplines; from investigations, |learn and has the right to be given access to |individuals are in conflict. |5.4 Diversity of species: Each |

|cultural heritage and the attitudes and values |contemplation and the cultural |available knowledge at a level appropriate to |4.7 Social justice: The right of each person to a|person should recognise a need to |

|underlying current social trends and |tradition; and from people of divergent|his or her developmental needs and interests. |fair share of society’s economic and cultural |preserve native habitats and |

|institutions. |views. |3.6 Cooperation/Conflict resolution: Each |resources is recognised. |arrest the extinction of |

|1.7 World views: Each person should be equipped|2.5 Initiative and enterprise: Each |person should strive to work cooperatively and|4.8 Responsibility and freedom: People have the |presently-surviving native |

|with the tools to critically examine world-views|person should have the confidence to |to resolve conflict peacefully while |right to choose their way of life, and are |species. |

|(both religious and non-religious), especially |show initiative and be enterprising in |respecting differences and valuing the other |responsible for the impact of their choices on | |

|those dominant in his or her background and |his or her approach to life’s |person. |nature and other community members. | |

|school community. |challenges. |3.7 Family/home environment: Each person |4.9 Benefits of research: Society should support | |

| | |should recognise the importance of a secure |the advancement of knowledge in all its domains, | |

| | |and caring family/home environment. |promote scholarship and research that promise to | |

| | | |improve the quality of life and share the benefits| |

| | | |as widely as possible. | |

COMPARISON OF CURRICULUM FRAMEWORK OUTCOMES COMPARED WITH THE 9 VALUES FOR AUSTRALIAN SCHOOLING

|Curriculum Framework |Values for Australian Schooling |Curriculum Framework |Values for Australian Schooling |

|CLUSTER 1. A PURSUIT OF KNOWLEDGE AND A COMMITMENT TO | |CLUSTER 2. SELF ACCEPTANCE AND RESPECT OF SELF | |

|ACHIEVEMENT OF POTENTIAL | | | |

|The lifelong disposition toward the quest for knowledge,|Doing Your Best |The acceptance and respect of self, resulting in |Care and Compassion |

|as each person strives to understand the social and |Seek to accomplish something worthy and admirable, try |attitudes and actions that develop each person’s unique |Care for self and others |

|natural worlds and how best to make a contribution to |hard, pursue excellence |potential — physical, emotional, aesthetic, spiritual, | |

|these worlds. Each person is encouraged to achieve his | |intellectual, moral and social. Encouragement is given |Integrity |

|or her potential in all respects and, through critical | |to developing initiative, responsibility, ethical |Act in accordance with principles of moral and ethical |

|and creative thinking, to develop a broad understanding | |discernment, openness to learning and a sense of |conduct, ensure consistency between words and deeds |

|of his or her own values and world views. | |personal meaning and identity. |Responsibility |

| | | |Be accountable for one’s own actions, resolve |

| | | |differences in constructive, non-violent and peaceful |

| | | |ways, contribute to society and to civic life, take care|

| | | |of the environment |

|1.1 The pursuit of personal excellence: Each person |Doing Your Best |2.1 Individual uniqueness: Each person should |Care and Compassion |

|should be encouraged to achieve his or her personal best|Seek to accomplish something worthy and admirable, try |acknowledge his or her own uniqueness and be encouraged |Care for self and others |

|in all undertakings and to respect the achievements of |hard, pursue excellence |to develop self-respect and dignity. | |

|others. | | | |

|1.2 Domains of human experience: Each person should be | |2.2 Personal meaning: Each person should develop a | |

|encouraged to develop an understanding of all the | |sense of personal meaning and identity, and be | |

|domains of human experience; physical, emotional, | |encouraged to reflect critically on the ways in which | |

|intellectual, aesthetic, social, moral and spiritual. | |that occurs. | |

|Curriculum Framework |Values for Australian Schooling |Curriculum Framework |Values for Australian Schooling |

|1.3 Empowerment: Each person should be encouraged to |Honesty and Trustworthiness |2.3 Ethical behaviour and responsibility: Each person |Honesty and Trustworthiness |

|develop critical thinking, the creative imagination, |Be honest, sincere and seek the truth |has freedom of will, is responsible for his or her own |Be honest, sincere and seek the truth |

|interpersonal and vocational skills, and basic |(Implicit in interpersonal skills) |conduct and should be encouraged to develop discernment |Integrity |

|competencies in the various forms of disciplined | |on ethical issues and to recognise the need for |Act in accordance with principles of moral and ethical |

|inquiry. | |truthfulness and integrity. |conduct, ensure consistency between words and deeds |

|1.4 Knowledge: Each person should recognise the | |Openness to learning: Each person should welcome |Doing Your Best |

|tentative and limited nature of knowledge. | |opportunities for learning from all sources, including |Seek to accomplish something worthy and admirable, try |

| | |the formal study of the learned disciplines; from |hard, pursue excellence |

| | |investigations, contemplation and the cultural | |

| | |tradition; and from people of divergent views. | |

|1.5 Values systems: Each person should have the |Understanding, Tolerance and Inclusion |2.5 Initiative and enterprise: Each person should have |Doing Your Best |

|opportunity to explore different values and the right to|Be aware of others and their cultures, accept diversity |the confidence to show initiative and be enterprising in|Seek to accomplish something worthy and admirable, try |

|develop a personal value system. |within a democratic society, being included and |his or her approach to life’s challenges. |hard, pursue excellence |

| |including others | | |

|Critical reflection: Each person should be encouraged | | | |

|to reflect critically on both the cultural heritage and | | | |

|the attitudes and values underlying current social | | | |

|trends and institutions. | | | |

|1.7 World views: Each person should be equipped with |Understanding, Tolerance and Inclusion | | |

|the tools to critically examine world-views (both |Be aware of others and their cultures, accept diversity | | |

|religious and non-religious), especially those dominant |within a democratic society, being included and | | |

|in his or her background and school community. |including others | | |

|Curriculum Framework |Values for Australian Schooling |Curriculum Framework |Values for Australian Schooling |

|CLUSTER 3. RESPECT AND CONCERN FOR OTHERS AND THEIR | |CLUSTER 4. SOCIAL AND CIVIC RESPONSIBILITY | |

|RIGHTS | | | |

|Sensitivity to and concern for the well-being of other |Care and Compassion |The commitment to exploring and promoting the common |Freedom |

|people; and respect for life and property. |Care for self and others |good and meeting individual needs without infringing the|Enjoy all the rights and privileges of Australian |

|Encouragement is given to each person to be caring and | |basic rights of others. This includes the encouragement|citizenship free from unnecessary interference or |

|compassionate, to be respectful of the rights of others,|Fair go |of each person to participate in democratic processes, |control, and stand up for the rights of others |

|and to find constructive ways of managing conflict. |Pursue and protect the common good where all people are |to value diversity of cultural expression, to respect | |

|This includes the right to learn in a friendly and |treated fairly for a just society. |legitimate authority, to promote social justice and to |Responsibility |

|non-coercive environment. | |support the use of research for the improvement of the |Be accountable for one’s own actions, resolve |

| |Respect |quality of life. |differences in constructive, non-violent and peaceful |

| |Treat others with consideration and regard, respect | |ways, contribute to society and to civic life, take care|

| |another person’s point of view. | |of the environment |

| | | | |

| |Understanding, Tolerance and Inclusion | |Understanding, Tolerance and Inclusion |

| |Be aware of others and their cultures, accept diversity | |Be aware of others and their cultures, accept diversity |

| |within a democratic society, being included and | |within a democratic society, being included and |

| |including others | |including others |

| | | | |

| | | |Fair go |

| | | |Pursue and protect the common good where all people are |

| | | |treated fairly for a just society |

|3.1 Compassion and care: Each person has a right to |Care and Compassion |4.1 Participation and citizenship: As a democratic |Freedom |

|receive care and compassion and have a life of dignity, |Care for self and others |society, Australia should encourage its members to |Enjoy all the rights and privileges of Australian |

|free from harassment and discrimination. | |participate in the political process and to contribute |citizenship free from unnecessary interference or |

| |Fair go |to community services consistent with good citizenship. |control, and stand up for the rights of others |

| |Pursue and protect the common good where all people are | | |

| |treated fairly for a just society. | |Understanding, Tolerance and Inclusion |

| | | |Be aware of others and their cultures, accept diversity |

| | | |within a democratic society, being included and |

| | | |including others |

|3.2 Equality: Each person has equal worth and basic |Fair go |4.2 Community: Interpersonal cooperation and social |Responsibility |

|rights, regardless of differences in race, gender, age, |Pursue and protect the common good where all people are |responsibility are encouraged. |Be accountable for one’s own actions, resolve |

|ability, religious belief, political affiliation, |treated fairly for a just society. | |differences in constructive, non-violent and peaceful |

|national origin, citizenship, regional location, or | | |ways, contribute to society and to civic life, take care|

|economic or household status. | | |of the environment |

|3.3 Respect: Each person should respect those of |Respect |4.3 Diversity: The richness of many cultural |Fair go |

|different opinion, temperament or background. |Treat others with consideration and regard, respect |expressions is recognised, and diversity in the context |Pursue and protect the common good where all people are |

| |another person’s point of view. |of shared community life is welcome. |treated fairly for a just society |

| | | | |

| | | |Understanding, Tolerance and Inclusion |

| | | |Be aware of others and their cultures, accept diversity |

| | | |within a democratic society, being included and |

| | | |including others |

| | |4.4 Contribution: Society has something to gain from |Freedom |

|3.4 Open learning environment: Each person has the | |every individual life, and should maximise the |Enjoy all the rights and privileges of Australian |

|right to a friendly learning environment free of | |opportunities for all persons to contribute to the |citizenship free from unnecessary interference or |

|coercive or indoctrinative elements, whether in the | |common good. |control, and stand up for the rights of others |

|explicit or implicit curriculum. | | | |

| | | |Understanding, Tolerance and Inclusion |

| | | |Be aware of others and their cultures, accept diversity |

| | | |within a democratic society, being included and |

| | | |including others |

|3.5 Individual differences: Each person differs in his | |4.5 Authority: People should respect legitimate and |Freedom |

|or her readiness and ability to learn and has the right | |just authority structures and the rule of the law, while|Enjoy all the rights and privileges of Australian |

|to be given access to available knowledge at a level | |recognising and observing human rights. |citizenship free from unnecessary interference or |

|appropriate to his or her developmental needs and | | |control, and stand up for the rights of others |

|interests. | | | |

| | | |Responsibility |

| | | |Be accountable for one’s own actions, resolve |

| | | |differences in constructive, non-violent and peaceful |

| | | |ways, contribute to society and to civic life, take care|

| | | |of the environment |

|3.6 Cooperation/Conflict resolution: Each person should|Responsibility |4.6 Reconciliation: Strategies of cooperation and |Responsibility |

|strive to work cooperatively and to resolve conflict |Be accountable for one’s own actions, resolve |reconciliation are preferred to coercion and |Be accountable for one’s own actions, resolve |

|peacefully while respecting differences and valuing the |differences in constructive, non-violent and peaceful |confrontation, especially where groups or individuals |differences in constructive, non-violent and peaceful |

|other person. |ways, contribute to society and to civic life, take care|are in conflict. |ways, contribute to society and to civic life, take care|

| |of the environment | |of the environment |

| | | |Fair go |

| | | |Pursue and protect the common good where all people are |

| | | |treated fairly for a just society |

|3.7 Family/home environment: Each person should | |4.7 Social justice: The right of each person to a fair |Fair go |

|recognise the importance of a secure and caring | |share of society’s economic and cultural resources is |Pursue and protect the common good where all people are |

|family/home environment. | |recognised. |treated fairly for a just society |

| | |4.8 Responsibility and freedom: People have the right |Freedom |

| | |to choose their way of life, and are responsible for the|Enjoy all the rights and privileges of Australian |

| | |impact of their choices on nature and other community |citizenship free from unnecessary interference or |

| | |members. |control, and stand up for the rights of others |

| | | |Responsibility |

| | | |Be accountable for one’s own actions, resolve |

| | | |differences in constructive, non-violent and peaceful |

| | | |ways, contribute to society and to civic life, take care|

| | | |of the environment |

| | |4.9 Benefits of research: Society should support the | |

| | |advancement of knowledge in all its domains, promote | |

| | |scholarship and research that promise to improve the | |

| | |quality of life and share the benefits as widely as | |

| | |possible. | |

|CLUSTER 5. ENVIRONMENTAL RESPONSIBILITY |Values for Australian Schooling |

| |Responsibility |

|The commitment to developing an appreciative awareness of the interdependence of all elements of the |Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute|

|environment, including humans and human systems, and encouraging a respect and concern for Australia’s |to society and to civic life, take care of the environment |

|natural and cultural heritage and for forms of resource use that are regenerative and sustainable. | |

|5.1 Cultural heritage: The cultural heritage of Australia, including Aboriginal sacred and archaeological |Understanding, Tolerance and Inclusion |

|cultural heritage, should be respected and maintained |Be aware of others and their cultures, accept diversity within a democratic society, being included and including |

| |others |

|5.2 Conservation of the environment: The management of the environment should take into account the need to |Responsibility |

|preserve its diversity and balance for the future. |Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute|

| |to society and to civic life, take care of the environment |

|5.3 Sustainable development: There is a need to continue to develop natural resources to sustain human life.|Responsibility |

|This should be done in a way consistent with long-term ecological sustainability and rehabilitation |Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute|

|practices. |to society and to civic life, take care of the environment |

|5.4 Diversity of species: Each person should recognise a need to preserve native habitats and arrest the |Responsibility |

|extinction of presently-surviving native species. |Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute|

| |to society and to civic life, take care of the environment |

COMPARISON OF THE VALUES FOR AUSTRALIAN SCHOOLING WITH THE CURRICULUM FRAMEWORK CORE VALUES

|VALUES FOR AUSTRALIAN SCHOOLING |CURRICULUM FRAMEWORK |VALUES FOR AUSTRALIAN SCHOOLING |CURRICULUM FRAMEWORK |

|Care and Compassion |Clusters 2 SELF ACCEPTANCE AND RESPECT OF SELF |Integrity |Clusters 2 SELF ACCEPTANCE AND RESPECT OF SELF |

|Care for self and others |2.1 Individual uniqueness: |Act in accordance with principles of moral and ethical|Ethical behaviour and responsibility |

| |Cluster 3 RESPECT AND CONCERN FOR OTHERS AND THEIR RIGHTS |conduct, ensure consistency between worlds and deeds | |

| |3.1 Compassion and care: | | |

|Doing Your Best |Cluster 1 A PURSUIT OF KNOWLEDGE AND A COMMITMENT TO ACHIEVEMENT OF |Respect |Cluster 3 RESPECT AND CONCERN FOR OTHERS AND THEIR |

|Seek to accomplish something worthy |POTENTIAL |Treat others with consideration and regard, respect |RIGHTS |

|and admirable, try hard, pursue |1.1 The pursuit of personal excellence: |another person’s point of view. |3.3 Respect |

|excellence |Cluster 2 SELF ACCEPTANCE AND RESPECT OF SELF | | |

| |2.4 Openness to learning | | |

| |2.5 Initiative and enterprise (Implicit) | | |

|Fair go |Cluster 2 SELF ACCEPTANCE AND RESPECT OF SELF |Responsibility |Cluster 2 SELF ACCEPTANCE AND RESPECT OF SELF |

|Pursue and protect the common good |3.1 Compassion and care |Be accountable for one’s own actions, resolve |Cluster 3 RESPECT AND CONCERN FOR OTHERS AND THEIR |

|where all people are treated fairly |3.2 Equality: |differences in constructive, non-violent and peaceful |RIGHTS |

|for a just society. |Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY |ways, contribute to society and to civic life, take |3.6 Cooperation/Conflict resolution |

| |4.2 Community: |care of the environment |Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY |

| |4.3 Diversity: | |4.2 Community |

| |4.6 Reconciliation | |4.5 Authority |

| |4.7 Social justice | |4.6 Reconciliation |

| | | |4.8 Responsibility and freedom |

| | | |Cluster 5 ENVIRONMENTAL RESPONSIBILITY |

| | | |5.1 Cultural heritage |

| | | |5.2 Conservation of the environment |

| | | |5.3 Sustainable development: |

| | | |5.4 Diversity of species |

|Freedom |Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY |Understanding, Tolerance and Inclusion |Values systems |

|Enjoy all the rights and privileges |Participation and citizenship |Be aware of others and their cultures, accept |Critical reflection |

|of Australian citizenship free from |Community: |diversity within a democratic society, being included |World views |

|unnecessary interference or control, |Contribution |and including others |Ethical behaviour and responsibility |

|and stand up for the rights of others|4.5 Authority | |Cluster 3 RESPECT AND CONCERN FOR OTHERS AND THEIR |

| |Social justice | |RIGHTS |

| |4.8 Responsibility and freedom | |Cluster 4 SOCIAL AND CIVIC RESPONSIBILITY |

| | | |4.1 Participation and citizenship |

| | | |4.3 Diversity |

| | | |4.4 Contribution |

|Honesty and Trustworthiness |Implicit in | | |

|Be honest, sincere and seek the truth|Empowerment | | |

| |2.3 Ethical behaviour and responsibility | | |

THE CORE VALUES IN THE CURRICULUM FRAMEWORK NOT INCLUDED IN THE VALUES FOR AUSTRALIAN SCHOOLING

The 9 Values for Australian Schooling do not include the seven ‘educational values’ that are included in the Curriculum Framework core values.

These ‘Educational Values’1 represented in the Curriculum Framework include the following:

|CLUSTERS |1. A PURSUIT OF KNOWLEDGE AND A |2. SELF ACCEPTANCE AND RESPECT OF SELF |3. RESPECT AND CONCERN FOR OTHERS AND THEIR RIGHTS|4. SOCIAL AND CIVIC RESPONSIBILITY |

| |COMMITMENT TO ACHIEVEMENT OF | | | |

| |POTENTIAL | | | |

|INDIVIDUAL VALUES |1.2 Domains of human experience |2.2 Personal meaning |3.4 Open learning environment |4.9 Benefits of research |

| |1.4 Knowledge |2.5 Initiative and enterprise |3.5 Individual differences | |

| |1.6 Critical reflection | |3.7 Family/home environment | |

Reference

1. Values in Education; Classroom Curriculum Package (1995) Perth: National Professional Development Values Review Project . See Appendix 1. ‘Agreed Minimum Values Framework’ (Now out of print)

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