*Please note - we are currently updating the toolkit*

The Community Values Education Programme works with academic and central University departments to embed Warwick's values into the academic learning experience, with a particular focus on the Year 1 academic induction.

By identifying and developing existing Values education activities used by colleagues across the University, the programme is developing a resource pack to support academic departments embedding Warwick values within the academic learning experience.

Have you have been involved in planning and/or delivering activities involving community values? We'd be delighted to hear from you.

Privilege Walk, submitted by Jane Bryan, School of Law

The exercise was designed to help students to recognise and unpack different sorts of privilege within society. It was pointed out to students at the start of the activity that we sometimes do not notice our own privilege because it is so ingrained within our culture.

Flower Power, submitted by Carolina Alonso Bejarano, School of Law

Students are told to color the inside half of the petal if they feel marginalized in that particular category and to color the outside half if they feel they are privileged. At the end of the exercise students share their flower with other students. When looking at all the flowers, students see that they are different, and also that some flowers show more marginalization than others.

Images of Culture, submitted by Rachel Dickinson, WBS

This pre-arrival photographic exercise was designed primarily to gain insight into a first-year cohort, including what has shaped values and beliefs up to this point, the potential impact this might have on who our students are as learners and the collective potential to enrich the teaching and learning environment.

Welcome Activities: Spectrum of Opinion & Vocabulary of Values, submitted by Jonathan Heron, IATL

These activities are designed to welcome learners into the university community by addressing the interrelationship between their personal values and the institutional guiding principles; the pedagogical challenges require careful thought and sensitive facilitation.

Open Space Learning Project Activities, submitted by Jonathan Heron, IATL

These activities are designed to welcome learners into the university community by addressing the interrelationship between their personal values and the institutional guiding principles; the pedagogical challenges require careful thought and sensitive facilitation.

Exploring Differences, submitted by Sam Parr, Community Values Education Programme

This activity provides space to consider how our differences affect our experiences, and how we can support one another within the university community. It supports students to better understand and empathise with the experiences of others, particularly relating to the struggles new students may face.

Three Handshakes, submitted by Sexpression Warwick

Three rounds of handshakes allow students to explore the concepts of consent, physical boundaries and negotiating consensual sexual activity. The activity provides an opportunity to further develop communications skills, especially around a person’s boundaries, wants and needs.

Recommended external resource: Social Justice Toolkit

In particular we recommend:

• Mingle, Mingle - Practising Pronouns, which supports participants to get to know each other a little better, practice sharing & using people’s pronouns, and to connect and talk to one other.
• Privilege for Sale, which challenges participants to recognise the privileges they may not realise they have and/or take for granted, and to understand how their personal perspective, life situation, and privileges influence the types of choices they make.