"I'm respectful because I treat everyone how I like to be treated" (KS2 Pupil)

"I'm respectful I treat everyone the same and include them in the games I play with my friends." (KS1 Pupil)

"I'm kind because I like to help people." (KS1 Pupil)

"I'm kind because I think about other people's feelings before I act." (KS2 Pupil)

"I am brave because I love to take on challenges." (KS2 Pupil)

"I am brave because I stick up for people." (KS1 Pupil)

"I am brave because I challenge discrimination." (KS2 Pupil)

"I am honest because I always tell the truth even if it is scary." (KS1 Pupil)

"I am honest because that is important in a friendship." (KS2 Pupil)

"I am grateful for all the people who love me." (KS2 Pupil)

"I am grateful for my teacher - she is really nice to me." (KS1 Pupil)

"I am curious because I love to learn new things." (KS1 Pupil)

"I am curious because I like to find out things about the world, people and different vultures." (KS2 Pupil)

Character education is developed in a number of ways across our well deigned curriculum and it is in fact at the heart of our culture and ethos and general ‘life’ at Morley Victoria.  Character education, includes all aspects of school life such as : assemblies, subject lessons, dedicated character education lessons within PSHE time, theme weeks, sports, Commando Joe's sessions, performance, the arts, clubs, outdoor and adventurous activities, hobbies and subject learning clubs. These opportunities help young people to explore and express their character and build the skills they need for resilience, empathy and employability.

Research suggests that there are enabling character traits which can improve educational attainment, engagement with school and attendance. A literature review for the Education Endowment Foundation and Cabinet Office found that:

  • High self-efficacy, or self-belief, is associated with better performance, more persistence and greater interest in work;
  • Highly motivated children (linked to tenacity) driven internally and not by extrinsic rewards show greater levels of persistence and achievement;
  • Good self-control (or self-regulation, the ability to delay gratification) is associated with greater attainment levels; and
  • Having good coping skills (part of being able to bounce back) is associated with greater well-being.


At Morley Victoria we promote ‘our core shared values and virtues’: 

Honesty - Learning to be honest with themselves teaches our pupils to address complicated emotions that they are feeling or admit to mistakes. Learning to be honesty with others allows our children to build trusting and healthy relationships.  

Courage - Having courage helps our children to persevere against challenges, and raises self-esteem. When children feel good about themselves and see that they have the personal power to make courageous choices, they are more likely to lead personally satisfying and successful lives. Moral courage enables our children to stand up and be counted when a wrongdoing occurs. 

Gratitude – Gratitude, strongly associated with greater happiness, helps our children feel more positive emotions, relish in good experiences, improve their health, deal with adversity, and build strong relationships. 

Kindness – Acting with kindness boosts our children’s’ feelings of confidence, being in control, happiness and optimism.  Acts of kindness contributes to a positive environment within school and our wider community.  

Curiosity - As well as encouraging life-long learning, developing this value in our children leads to curious personalities which are associated with humour, playfulness, life satisfaction, good relationships and open-mindedness. 

Respect – Valuing respect within our community allows our children to celebrate the unique qualities of others and create healthy learning environments by feeling safe and to express themselves. This moral value allows children to build feelings of trust, safety, and wellbeing withing relationships