”Teachers liked the structure of the teacher guides and they have been using them heavily to direct their learning outcomes.”

“The beauty of this program is that it allows students to learn different topics in the classroom and then apply them in their daily activities. This makes it easy for the students to embed moral values into their learning process.”

“I love this subject because I feel good about helping other people and understanding where people come from. My teacher also makes it fun for me to learn.”

“We are really enjoying the pilot for the Moral Education. Our students and staff know the value of this as we already have a Values subject in our curriculum, but this very much complements it. Our students are keen to show us how they are applying their knowledge at break and lunch time.“

“I think the Moral Education is really important for our students. I want to share our experiences with others and I am already networking with other schools nearby to come visit us and see what we are doing.”

“The teacher guides provide a useful set of learning outcomes and a clear structure for the program, which is easy to follow. In the upper grades the video resources were deemed to be very helpful and saved teacher research time.”

“Teacher must be aware of the sensitive content and nature linked to the Moral Education and effective teacher professional development will ensure consistency and improve discussions within classrooms.”

“Parents are integral to this whole program. We must get them onside and backing the work of the Moral Education Program at home as well, this will take some time and the demographics of our school are important to consider.”

“Teachers are responding positively to the MEP because they are encouraged by the fact that it reflects what they are already doing in an integrated and cross-curricular way.”

”The learning outcomes match student capabilities well, but they require teacher expertise to deliver effectively and support successful learning.”

”There really is a lot of value in this. It directly complements what we already do in the IB system and the material supports the key themes within our curriculum. My concern would be where we get the time in our school day if we had to run it as a standalone subject.”

“Assessment within the MEP should be balanced between written and what students show and how they conduct themselves.”

“My students love this class and I can see how they are learning, changing and flourishing.”

“This is the right time to plant the right set of values in our children; it is so great to see such an organized and well prepared program that specifically targets the most urgent needs of this generation.”

“We can clearly see improvements in students’ behaviour, not just in general terms, but also in those students who have been challenging and had behavioural issues in the past.”

“The level of enthusiasm for, and attachment to, the new subject among students is unprecedented, they keep asking us to extend the time allocated for MEP”

“The primary students are excited to learn things that they do not learn at home and can relate to their own experiences. The links to role playing and audio visuals are engaging. Opportunities to debate topics have been useful to understand different viewpoints.”