A not-for-profit program delivering ethics education NSW is growing through a network of volunteers who run sessions in primary schools. The model is simple, the aim is clear: help young students think about right and wrong, fairness and responsibility, without promoting any particular belief. Feyza Tuncay, who began volunteering as an ethics teacher at her son’s school, provides insight into how the program operates and why it resonates with families in New South Wales.
In this feature we outline the core aspects of ethics education NSW as it is delivered by Primary Ethics, including how sessions are facilitated, what the learning focus is, and how schools and parents engage with the process. Tuncay’s involvement shows that the work hinges on everyday teachers and community volunteers who commit to creating a respectful forum for discussion among children.
What we know
- Not-for-profit and volunteer-led: the program relies on trained volunteers who deliver sessions in classrooms or after-school settings.
- Implemented across NSW primary schools: schools participate by offering ethics classes as part of the broader curriculum options.
- Focus on ethical reasoning: lessons are designed to encourage children to examine scenarios, weigh perspectives and articulate reasoned arguments.
- Impartial facilitation: sessions are framed to avoid promoting specific religious or ideological viewpoints.
- Structured, teacher-supported approach: educators follow a defined curriculum with trained facilitators and classroom resources.
Tuncay says volunteering has given her a window into how children engage with ethical questions as they encounter stories, dilemmas and everyday situations. Her experience suggests the work centres on listening and guiding rather than lecturing, with a hefty emphasis on respect for diverse viewpoints and the safety of the classroom conversation. In NSW, the program is coordinated by a state-based organisation that provides training materials and ongoing support to volunteers and schools.
For many families, the program offers an accessible entry point into civic education outside of religious instruction, complementing other parts of the school’s wellbeing and character-education efforts. Schools typically handle consent processes and scheduling, and principals can decide how to integrate sessions into existing timetables. The result is a flexible model that adapts to different school communities while keeping a consistent focus on reasoning skills and respectful dialogue.
What we don’t know
- Long-term impact on student outcomes: beyond immediate classroom discussions, researchers and educators are interested in how ethics education NSW affects critical thinking and decision-making over time.
- Funding and sustainability: the economics of running volunteer programs at scale and how schools fund or supplement these sessions remain to be clarified.
- Scope of participation: how many schools or regions are included and how participation may change in coming years is not fully documented.
- Parental engagement and consent processes: practices can vary, and questions may arise about transparency and opt-out rights for families.
- Criticism and evaluation: as with any new facet of schooling, there are attentions and critiques that need ongoing assessment and adjustment.
Looking ahead, ethic education NSW will likely continue to refine its approach, balancing accessibility with rigorous discussion. Tuncay emphasises the value she finds in guiding conversations that help children articulate different viewpoints and build empathy. While uncertain details remain, the core idea remains clear: fostering thoughtful dialogue is a foundational element of early civic learning in New South Wales.
