Education for Sustainable Development & Global Citizenship in Schools

Transcription

1 Eduction for Sustinble Development & Globl Citizenship in Schools Good Prctice in Wles Temple of Pece Cthys Prk Crdiff CF10 3AP Phone: Fx: Emil: Web:

2 Acknowledgements Contents Cyfnfyd ws estblished in 1996 nd is ntionl membership orgnistion tht works to develop globl citizenship nd sustinble development in ll sectors of eduction throughout Wles. Cyfnfyd would like to thnk the following techers, schools, orgnistions nd individuls for their ssistnce nd contribution to this document: Jill Rowberry Pembroke Primry School, Chepstow Ion Gregory Trelles Primry School, Bridgend Rchel Molyneux St Anne s Primry School, Wrexhm Hnn Huws Llnllechid Primry School, Gwynedd Grhm Jones Trewen Primry School, Ceredigion Amnd Edwrds Llnigon Primry School, Powys Jonthn Rigby Edwrdsville Primry School, Merthyr Tydfil Eifion Thoms Aberhfesp Primry School, Powys Lesley Dvies Pentrehfod School, Swnse Rhys Errington Evns Ysgol Dins Brn, Llngollen Bleddyn Willims Ysgol Tryfn, Gwynedd Mureen Gower Bishop of Llndff High School, Crdiff Enbling Effective Support Network (especilly Colette Pitts, Sheil Bennell, Crole Gledhill, Yn Jmes, Polly Seton nd Sue Tozer) Croline Dvies Cfé Project Lucy Kirkhm Forest Schools Inititive Mthew Lipton Flt Holm Project Ann McGrry Centre for Alterntive Technology Srh Morgn Helthy Schools Network Jed Richrds Stckpole Gerry Tylor Keep Wles Tidy: Eco Schools Rhod Griffiths - Oxfm This Good Prctice Guide ws written by Elizbeth Thoms, Cyfnfyd s Forml Sector Officer nd ws designed nd compiled by Seren-IT. It ws produced with support from the Welsh Assembly Government nd in collbortion with the Enbling Effective Support network. Acknowledgements 2 3 ESDGC in schools 3 Definitions 4 A common understnding 4 Seven min themes 5 Nine key concepts 5 Cse Studies Foundtion Phse: Pembroke Primry School, Chepstow 6 Yer 3 / 4: St Anne s RC Primry School, Wrexhm 7 Yer 4: Edwrdsville Primry School, Merthyr Tydfil 8 Yer 5 / 6: Ysgol Trewen, Ceredigion 9 Yer 6: Ysgol Llnllechid 10 Whole School Primry: Aberhfesp Primry School, Powys 11 Yers 6 / 7: Ysgol Dins Brn, Llngollen 12 Key Stge 3: Ysgol Tryfn, Bngor 13 Key Stge 4: Pentrehfod School, Swnse 14 Post 16: Bishop of Llndff High School, Crdiff 15 Conclusions 16 Supporting Orgnistions & Useful Contcts 16 Copies of this document my be reproduced free of chrge for eductionl purposes. Printed on totlly chlorine free pper from sustinble sources. 1st edition: November

3 Eduction for Sustinble Development nd Globl Citizenship (ESDGC) is one of the Welsh Assembly Government s (WAG) highest priorities, this is reflected throughout policy nd underlined by Estyn, the inspectorte within Wles. The Curriculum (2008) for 3-19 yer olds is underpinned by concerns for the environment nd stresses the importnce of helping our young people to develop s globl citizens. There is even Chmpion within WAG with responsibility for ensuring the implementtion nd success of the ESDGC Strtegy for Action 1. But wht is ESDGC nd how cn it be implemented in schools? Eduction for Sustinble Development nd Globl Citizenship (ESDGC) is big nme for vst re of work tht underlies much of wht is tught to, nd lernt by our children, t home, in school nd in the community. Although it is high on the Welsh Assembly Government s eductionl gend it is not subject, or even seprte topic, tht cn be lernt in school. Even though it focuses on the big issues tht concern us ll ESDGC is more thn body of knowledge, it is n 1 Eduction for Sustinble Development nd Globl Citizenship A Strtegy for Action (DELLS Informtion Document No: , September 2006) ethos, n ttitude, wy of life. It is bout understnding the links between people, the economy nd the environment nd is bout developing vlues, skills nd ttitudes tht will enble ll of us to try to mke the world better nd more equitble plce now nd in the future. The issues encompssed by ESDGC rnge from climte chnge to rce equlity; from loss of hbitt to globl trde; from wr nd terrorism to unequl ccess to fresh wter supplies nd eduction. These issues re ll interlinked nd ll ffect the plnet nd those who live on it. ESDGC recognises cuse nd effect nd seeks to rise wreness of how people s ctions, here nd now, will ffect other people, in other plces, now nd in yers to come. In order to understnd this nd the issues involved, we need to develop skills of investigtion, negotition, discussion nd empthy (in ourselves nd our children) nd to tke individul nd collective responsibility nd ction to bring bout chnge bsed on set of vlues nd ttitudes tht re founded on sense of common humnity nd which reflect the desire to seek globl equity nd universlly chieved humn rights. All this is encompssed by ESDGC it is not just knowledge bse but incorportes the development of skills, vlues nd ttitudes through criticl thinking nd ctive lerning which enble us to question the world in which we live nd to seek solutions nd strtegies tht will improve the qulity of life for everyone nd everything on the plnet nd for future genertions. ESDGC in Schools ESDGC is not sttutory subject in Welsh schools, however, it is inspected by Estyn nd both techers nd pupils re expected to hve n understnding of its underlying principles nd commitment to developing ESDGC within their schools. The curriculum lunched in 2008 reflects the lobbying nd work tht hs tken plce over the pst few yers nd ESDGC is highlighted within the responsibilities of schools nd lerner entitlement pges of ll subject orders. There re lso cler opportunities within Curriculum Cymreg nd Personl nd Socil Eduction (PSE) to become ctive citizens nd promote sustinble development nd globl citizenship. ESDGC is implicit within the Foundtion Phse nd cn form lrge prt of the Welsh Bcclurete (Wles, Europe nd the World). There is cler support too for ESDGC with the development of the new, non sttutory Skills Frmework for 3-19 yer olds. Criticl thinking, communiction, ICT nd number skills cn ll be supported through ESDGC giving young people opportunities to consider different viewpoints nd develop enquiry nd negotition skills. At the moment coverge of ESDGC within schools vries ccording to (nd within) res. There re individul schools nd clusters who hve embrced the ides whole-hertedly, whilst others hve selected smll prts of ESDGC nd re doing those well. However, mny schools re still unfmilir with the term ESDGC nd re yet to embrk on the journey. An Estyn bseline survey nd subsequent Position Sttement 2 found tht: Primry schools were more involved with ESDGC thn secondry schools. There were more references to 2 Updte on Inspecting Eduction for Sustinble Development nd Globl Citizenship (September 2006) 3

4 sustinble development thn to globl citizenship. There is little ttention to pupils vlues nd behviour. Where pupils involvement is mentioned it is usully bout prticiption in recycling schemes. In prticulr, where ESDGC fetures in inspection reports, it is usully focused on curriculum delivery (through PSE nd Geogrphy), recycling, nd involvement in wrd schemes. Inspection guidelines hve been updted to try nd encourge schools to focus more on ESDGC nd to find wys of supporting it through the curriculum nd within the dy-to-dy life of the school. These re bsed, to some extent, on the min res of work highlighted in the Strtegy 3 with view to ensuring tht everyone within the school from the Bord of Governors to the cretker is involved in, nd committed to ESDGC. Support mechnisms hve been put in plce nd work to encourge 3 Eduction for Sustinble Development nd Globl Citizenship A Strtegy for Action (DELLS Informtion Document No: , September 2006) ESDGC is flourishing under the Enbling Effective Support (EES) inititive 4 which is mnged by Cyfnfyd in Wles. Under EES network of locl for hs been estblished which hs been funded to run conferences, workshops nd techer trining dys. Grnts hve lso been provided for schools nd work hs been crried out through the for nd with techer groups to source nd provide pproprite resources 5. This work is still in its infncy nd for mny schools ESDGC is still seen s being the responsibility of one person, however, things re chnging. Schools re becoming wre of the need to ddress ESDGC nd re beginning to recognise the gret benefits tht this kind of holistic eduction cn hve. There is gret del of support vilble within both the sttutory nd voluntry sectors nd s schools become more wre of this, so their enthusism nd interest is growing. There remins need though for some cler definitions of ESDGC tht will help everyone involved in schools to understnd wht it is, how it cn be of benefit 4 Enbling Effective Support is UK wide DFID inititive to support nd resource techers in ESDGC 5 ESDGC Resources: Tking Criticl Approch (Cyfnfyd/EES 2008) nd why they should embrce it. Definitions The ACCAC document Eduction for Sustinble Development nd Globl Citizenship: Why? Wht? How? 6 defines ESDGC nd explins Wles unique decision to blend ESD nd EGC into one coherent discipline. ESDGC is bout: The links between society, economy nd environment nd between our own lives nd those of people throughout the world. The needs nd rights of both present nd future genertions. The reltionships between power, resources nd humn rights. The locl nd globl implictions of everything we do nd the ctions tht individuls nd orgnistions cn tke in response to locl nd globl issues. Twenty-first century Wles is multiethnic nd multi-culturl, it is prt of globl economy with links to people nd plces throughout the 6 Eduction for Sustinble Development nd Globl Citizenship: Why? Wht? How? (ACCAC 2002) world. Informtion cn be shred fster thn ever nd technology is such tht there is widespred wreness of globl events nd news mongst our popultion. The Nine Key Concepts for ESDGC (see following pge) recognise this nd suggest the min res tht should be considered within ESDGC. A Common Understnding The definitions nd key concepts re designed not to be prescriptive, they re flexible nd re open to dpttion nd interprettion, they llow prctitioners to respond to situtions nd im to ensure tht ESDGC is not treted s tick list of discrete topics but s holistic. However, feedbck (Estyn bseline survey nd techer response) tells us tht some prctitioners find the definitions nd key concepts hrd to understnd nd s prt of the Strtegy 7 WAG hs decided to produce Common Understnding 8 tht will sit long side the new curriculum nd form supplementry guidnce to 7 Eduction for Sustinble Development nd Globl Citizenship A Strtegy for Action (DELLS Informtion Document No: , September 2006) 8 Eduction for Sustinble Development nd Globl Citizenship A Common Understnding (2008) 4

5 ESDGC. This document describes the scope nd pproch of ESDGC cross the 3-19 ge rnge nd uses seven inter-connected themes to demonstrte the cross cutting nture of ESDGC nd lso to help techers with their curriculum nd lesson plnning. The themes re designed to link together, to be inter-relted nd interdependent nd to help techers mke connections between the min issues tht fce humnity tody. For exmple it should be impossible to tech bout climte chnge without considering the effect this hs on the poorest people in the world. Likewise, the identity nd culture of certin groups is thretened by the consumption nd wste of others. The themes re designed to be wy in to ESDGC nd should led to considertion of the key concepts s schools gin in experience nd confidence. ESDGC is best tken on s whole school ethos, with everyone from governors to grdeners to the locl community being involved. The following cse studies illustrte how some schools in Wles re ddressing ESDGC, they suggest how the themes cn inter-relte nd give ides for wys in which the key concepts cn lso be ddressed. The seven inter-connected themes re: Identity nd culture Climte chnge Helth Consumption nd wste Welth nd poverty Choices nd decisions The nturl environment ESDGC is orgnised round 9 key concepts : Understnding how people, the environment nd the economy re inextricbly linked t ll levels from locl to globl. Citizenship nd stewrdship: Recognising the importnce of tking individul responsibility nd ction to mke the world better plce. Needs nd rights: Understnding our own bsic needs nd bout humn rights nd the implictions for the needs of future genertions of ctions tken tody. : Understnding, respecting nd vluing both humn diversity culturl, socil nd economic nd biodiversity. Sustinble chnge: Understnding tht resources re finite nd tht this hs implictions for people s lifestyles nd for commerce nd industry. Qulity of life: Acknowledging tht globl equity nd justice re essentil elements of sustinbility nd tht bsic needs must be met universlly. Uncertinty nd precution: Acknowledging tht there re rnge of possible pproches to sustinbility nd globl citizenship nd tht situtions re constntly chnging, indicting need for flexibility nd lifelong lerning. Vlues nd perceptions: Developing criticl evlution of imges of nd informtion bout the less nd more economiclly developed prts of the world nd n pprecition of the effect these hve on people s ttitudes nd vlues. : Understnding how conflicts re brrier to development nd risk to us ll nd why there is need for their resolution nd the promotion of hrmony. 5

6 Pembroke Primry School Foundtion Phse Chepstow Pembroke Primry School is in reltively deprived re of Chepstow in South Est Wles. The school nursery nurse worked in prtnership with the Bsic Skills Agency on Lnguge nd Ply project using nturl resources nd the locl environment to help prents nd lerners in the Foundtion Phse develop their skills, knowledge nd confidence to ply nd lern together. Nturl Environment the project developed children s interest in nd respect for the nturl environment, helping them to understnd tht people s ctions cn improve or dmge the environment nd tht different hbitts support different nimls nd plnts. Consumption nd Wste - using nturl mterils nd environments helped children nd their prents lern to ply with found nd recycled objects. Use resources crefully nd understnd tht nturl resources re limited nd tht some things cn be recycled. through ply. Children begn to recognise the importnce of the environment nd understnd tht their ctions could improve, or dmge, it. Outdoor ply nd work is becoming n integrl prt of life nd lerning throughout the school nd children pprecite the beneficil effects of nturl mterils nd environments nd re lerning to use rubbish in cretive wy. Helth children lernt bout the responsibility they hve to keep themselves nd others sfe while working nd plying together out of doors, s well s lerning bout the therpeutic effects of being outdoors nd hndling nturl mterils. 6 The Foundtion Phse environment should promote discovery nd independence nd greter emphsis on using the outdoor environment s resource for children s lerning. Initilly tresure bskets using nturl resources were creted by the techer nd brought inside llowing children nd their prents to shre lerning ides. Then, s the project progressed, the group were tken outdoors to further their lerning nd ply skills. They visited locl free menities (such s Mgor Mrshes) where prents were reintroduced to the nturl environment nd shown how to use res ppropritely nd to enjoy nd enhnce lerning Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions

7 St Anne s Romn Ctholic Primry School Yers 3 nd 4 Wrexhm St Anne s Romn Ctholic Primry School is situted on the Ci Prk estte in Wrexhm. This re hs seen mjor influx of migrnt workers from Estern Europe s well s immigrnts from other res of the world. It ws the subject of rce riots in the Approximtely 10% of pupils t St Anne s re originlly from countries other thn the UK. Working with Ci Prk Communities First Ltd nd the Blck nd Voluntry Sector Network Wles on the One World, Our World project pupils were encourged to lern bout nd celebrte the culturl diversity represented within their school. Identity nd Culture children were given opportunities to recognise the negtive impct of discrimintion nd prejudice on individuls nd groups nd to pprecite tht they re citizens of n interconnected world. They cme to understnd the similrities nd differences between different cultures nd relised tht culturl vlues nd religious beliefs shpe the wy people live. Welth nd Poverty by exploring their own fmily history s well s the bckgrounds of their peers, lerners found out bout the connections between people nd plces nd discovered some of the resons for migrtion. Choices nd Decisions by looking t the resons why fmilies hd moved to Wles nd exploring different cultures nd identities, pupils were ble to develop nd promote respect for themselves nd others in their community. They lso lernt bout the Rights of the Child nd how these re implemented cross the world. children used the internet to reserch words of welcome nd depicted them in shdes of ornge, yellow nd gold to represent wrmth. Pupils lso creted Ci Prk Fmily Tree using photogrphs nd rtefcts to understnd something of their own nd others fmily histories. They lerned bout the connections between people nd plces nd the resons for migrtion. Prents nd other reltives were interviewed by pupils who recorded their stories nd experiences s prt of the fmily tree. It s only through eduction tht we cn stop rcism hppening - Dorothy Mitchell, Wrexhm Asylum Seekers nd Refugee Council Pupils in Yers 3 nd 4 worked with n rtist to crete welcome bord for the min entrnce of the school. They discussed different forms of welcome in different cultures nd decided to focus on hnds s symbols of welcome they cn comfort, embrce, be shken nd used to convey signs of pece nd friendship s well s symbolising cretivity. The Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions 7

8 Edwrdsville Primry School Yer 4 Merthyr Tydfil 8 Edwrdsville Primry School hs both Eco nd Helthy School sttus. ESDGC underlies much of the work crried out by the school which hs worked with prtners to chieve DfID (Deprtment for Interntionl Development) mini grnt to explore sustinble housing, slums nd food production in the 21st century. Welth nd Poverty yer 4 pupils hve been involved in this exciting project exploring spects of welth nd poverty which hs helped them to recognise tht people re entitled to hve their bsic needs met nd to understnd the effects of inequlity on the qulity of people s lives. Identity nd Culture pupils looked t housing throughout the world to understnd the wy tht people live nd the trditions ssocited with their homes. Consumption nd wste the project hs helped pupils to lern to tke personl ction to sve energy nd reduce consumption. They hve lernt where things they consume come from nd go to, wht influences their consumption nd tht wste cn cuse pollution. The project which explores spects of welth nd poverty through housing nd food begn with n explortion of slum housing throughout the world. Pupils considered how nd why slums hd developed nd the effects of such buildings on people nd the environment. A mini slum ws creted in spre clssroom. They then went on to look t other forms of housing from slums to teepees to trditionl cob building. Working in prtnership with the Down to Erth Project (Swnse) nd members of the locl community pupils hve lernt trditionl skills to help them design nd build n outdoor clssroom / shelter out of cob. The next stge of the project will look t other forms of sustinble housing (tents nd teepees) nd pupils will begin to explore food security nd the importnce of using loclly produced food where possible. They will grow their own vegetbles nd bke bred for use within the school nd the locl re. Although this begn s project to engge yer 4 lerners, the whole school hs been involved in the building, observing nd reporting on its progress nd benefiting from the new outdoor clssroom. An IT project to document progress hs lso tken plce. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions

9 Ysgol Trewen Yer 5 nd 6 Ceredigion At Ysgol Trewen ESDGC is presented through rnge of cross curriculr projects nd ctivities. These re often inter-relted nd im to ddress issues relevnt to the children s own experiences s well s to the curriculum. A school prtnership hs been estblished with Mlublube School in Lesotho nd this is fcilitted through reciprocl visits nd n exchnge of letters which re used to ddress mny spects of ESDGC. Helth Lerners were given opportunities to pprecite the importnce of fmily nd community for helth nd to understnd tht inequlity nd poverty cn cuse helth problems. Emotionl helth issues were lso explored s prt of work crried out with the Smll World Thetre Group. Identity nd Culture humn rights, in prticulr the rights of the child, were explored in reltion to child soldiers nd pupils gined n understnding bout the wy people live nd the vlues they hold der. experiments relted to climte chnge to be crried out. Both schools estblished school grdens nd plnted vegetbles. The effects of the wether in Wles nd Lesotho ffected the growth of the crops helping pupils to relise the links between food production nd climte nd the effects these hve on people s lives. Climte Chnge pupils lernt bout the links between climte chnge nd food production nd how this impcts on people s lives. The trick is to integrte Eco Schools/Helthy Schools/ ESDGC/ PSE etc it tkes plnning but it cn be done Grhm Jones, Hedtecher, Ysgol Trewen Activities within the school re plnned to dovetil nd opportunities to incorporte ESDGC issues re developed whenever they present themselves. Using the school prtnership nd exchnge of letters to stimulte discussion even hrd issues such s HIV/ Aids could be explored nd explined in context tht pupils were ble to relte to nd understnd. These responses were explored through drm in workshops with the Smll World Thetre group, who lso helped pupils pprecite some of the emotionl helth issues connected with child soldiers. The school prtnership lso enbled prcticl Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions 9

10 Ysgol Llnllechid Yer 6 Gwynedd Ysgol Llnllechid is situted in the Ogwen Vlley, Snowdoni Ntionl Prk, in the villge of Rchub where the min industry used to be slte qurrying. The school hs worked closely with University Wles Bngor to develop ESDGC. Their first project looked t the links between the slte qurries of Bethesd nd Jmic. This focused on English Literture but becme cross curricul ctivity involving other curriculum subjects. Following the success of this project the school went on to extend nd expnd their ESDGC work. Climte Chnge lerners found out bout the ction tht cn be tken by groups nd individuls to combt climte chnge, they relised tht there is difference between climte nd wether nd tht climte chnge cn cuse chnges in the wether. Nturl Environment lerners developed respect for lndscpes, hbitts nd living things nd cme to understnd tht people depend on the environment for energy, food nd other mterils. Choices nd Decisions following n udit looking for wys to improve recycling nd reduce wste nd energy usege lerners were involved, personlly nd s group, in whole school decisions which they understood would ffect the environment. The Green Tem udited the school grounds for biodiversity nd hve creted grden for younger pupils. They hve lso estblished compost bin which is used in conjunction with fresh fruit snck scheme nd milk is now provided in biodegrdble plstic continers rther thn crtons. The Green Tem prticiptes in mny spects of school life nd ws involved in the udit for recycling nd wste nd energy reduction. 10 A group of yer 6 pupils visited the Rhyd Ddu outdoor centre in Snowdoni where they lernt bout the links between people nd the environment nd used problem solving ctivities to develop strtegies for sustinbility nd effective tem work. A Green Tem ws formed in school nd mde film nd presenttion to shre their outdoor experiences with their peers. They lernt to communicte their ides nd emotions through rnge of methods to vriety of udiences, to work together nd to use ICT to gther nd shre informtion. In this wy the experiences of smll group of children were disseminted nd shred throughout the school. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions

11 Aberhfesp Primry School Whole school/community Powys The Cfé Project The Cfé (Children, Agriculture, Food nd Eduction) project ( prtnership between Powys County Council Schools Service nd the Mid Wles Food nd Lnd Trust funded by CCW) hs been working with schools in Powys since Jnury 2005 helping them to reconnect children to food nd frming. Pupils from Aberhfesp Primry school worked with techers, governors nd the PTA to pilot the schools frmers mrkets scheme which is gining in populrity throughout Powys. Consumption nd Wste lerners hve the opportunity to know nd understnd where the things they consume come from nd go to nd wht influences their individul consumption. Helth by understnding where their food comes from pupils re ble to pprecite the bsic ingredients of helthy lifestyle nd the impct nd importnce of the environment on helth nd well being, they re ble to begin to tke cre of their own helth nd the helth of others. The pupils re involved in the plnning nd publicity of these frmers mrkets nd lso run their own stll rising money for the School Council nd developing their entrepreneuril skills. Lerners use communiction nd thinking skills s well s number nd ICT to pln, promote nd publicise the frmers mrkets nd to pprise their success. Climte chnge pupils lern bout the importnce of wether on food production nd tht by choosing locl produce individuls nd groups cn tke ction to combt climte chnge. regulr visits [to frms] offer unrivlled opportunities for topics such s living things, the sesons nd, of course, food Jn Rees, dvisory techer Representtives from the Cfé Project developed links with locl volunteer frms nd fcilitted regulr school/frm visits to enble lerners to become fmilir with locl food production. A second strnd to the project ws then developed t Aberhfesp Primry School where the children, working with techers, governors, the PTA nd members of the locl community hosted Schools Frmers mrket, where locl producers nd members of the community cme together in socil setting to select nd buy loclly produced food direct from the producers. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions 11

12 Ysgol Dins Brn Yers 6 nd 7 Llngollen Situted close to the Eisteddfod field in Llngollen Ysgol Dins Brn is closely involved in the interntionl ctivities tht tke plce in the town every summer. During Eisteddfod week lessons re suspended while the school plys host to visitors from overses. Specil ESDGC projects lso tke plce during this week nd enble key stge 2 pupils join key stge 3 students t Ysgol Dins Brn. Consumption nd Wste lerners re given the opportunity to work on projects tht help them to pprecite the ctions required to reduce their own ecologicl footprint nd to minimise wste. Choices nd Decisions Working to design produce tht will rise wreness of sustinbility issues helps lerners to recognise the choices nd decisions tht they need to mke, s they prticipte in school nd community life, in order to bring bout chnge. Nturl Environment by looking t sustinble products, lerners hve the opportunity to ct to protect biodiversity in locl nd globl environments nd to understnd how humn ctivity chnges those environments. 12 CAT is concerned with the serch for globlly sustinble, whole nd ecologiclly sound technologies nd wys of life. Within this serch the role of CAT is to explore nd demonstrte wide rnge of lterntives, communicting to other people the options for them to chieve positive chnge in their own lives. Key Stge 2 pupils join together with students from key stge 3 t Ysgol Dins Brn to work together on DT projects. Active lerning is used to rise wreness of sustinbility issues nd to support pupils in the mnufcture of relted product. In 2006 pupils produced bird boxes nd in 2007 the product focussed on ws cn crusher. Designs nd concepts re produced in collbortion with the Centre for Alterntive Technology. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions

13 Ysgol Tryfn Key Stge 3 Bngor The Geogrphy Co-ordintor t Ysgol Tryfn worked in prtnership with the World Eduction Centre, Bngor nd the North West Wles Enbling Effective Support (EES) for to dpt schemes of work for yer 7 nd 8 to look t the effects of climte chnge in Wles. Wind power is just one of the types of renewble energy Friends of the Erth Cymru supports for Wles. We lso need to use much less electricity thn we do t the moment. But energy efficiency nd other renewble technologies will not chieve ll the reductions in greenhouse gses we need to mke. Climte Chnge lerners were given the opportunity to pprecite the impct of pst nd present ctions on future genertions nd to understnd the cuses of concern over, nd implictions of, climte chnge. They lernt bout renewble energy sources nd how they (nd nonrenewble energy sources) re used to generte electricity. Consumption nd Wste using mterils vilble from Friends of the Erth, students crried out n udit in school entitled, Is Ysgol Tryfn sustinble school? they gthered dt on trvel, electricity usege etc in order to pprecite the ctions tht need to be tken to minimise wste nd reduce consumption. Identity nd Culture lso within the yer 8 scheme of work opportunities were developed to enble lerners to increse their understnding of sustinble development in the context of rinforests in Brzil nd to pprecite tht people s ctions nd perspectives re influenced by their vlues, helping them to understnd the impct of pst ctions on cultures nd identities of people in other countries. Existing schemes of work nd originl lesson plns were dpted to include opportunities to discuss nd debte ESDGC issues. A series of lessons using powerpoint presenttions nd worksheets were designed to support the udit work tht ws crried out by pupils. Lessons were lso devised for yer 7 pupils to look specificlly t how Wles might ddress the problems of climte chnge, for exmple by the use of wind nd hydro power nd these were extended in yer 8 by lessons focussing on wether nd climte. Cross curricul science/geogrphy ctivities took plce in yer 10 exploring globl wrming nd renewble energy sources, using n nemometer s prt of project on windpower, looking t the potentil of wind s n energy source in Wles. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions 13

14 Pentrehfod School Key Stge 4 Swnse 14 ESDGC is embedded throughout Pentrehfod School in Swnse nd ws recognised s n outstnding feture in their inspection report (Jn 2007). Opportunities to incorporte ESDGC re explored in s mny curriculum res s possible with work s vried s democrcy projects, school council, community regenertion nd interntionl links. This project hs enbled sustinble development nd globl citizenship issues to be built into the GCSE nd A level medi studies, supporting the development of the globl citizenship curriculum in secondry eduction. Cllr Mike Dy, Swnse City Council Welth nd Poverty lerners re interested in the complex inter-reltionships tht contribute to welth nd poverty within nd between societies nd understnd the cuses of inequlity within nd between societies. Choices nd Decisions lerners developed n interest in how globl issues nd current ffirs ffect them nd were ble to pprecite how the medi influences both individuls nd public opinion. Identity nd Culture the projects lerners worked on enbled them to vlue diversity nd equl opportunity s well s understnding the importnce of diverse culturl influences (vi the medi) on themselves nd their communities. A group of key stge 4 Medi Studies students worked with the Sustinble Development Group t Swnse City Council on the In Focus project which ws designed to focus on the importnce of globl citizenship in the modern world. The project ws designed round the Universl Declrtion of Humn Rights nd the Millennium Development Gols. Pupils explored issues of fir trde nd were then tsked with building them into their GCSE work. A rnge of medi ws used to present informtion nd respond to key issues. The project enbled lerners to work in smll groups nd develop skills of communiction nd ICT s well s thinking skills nd lerning to work together. The whole school hs been involved in promoting Fir Trde vi its tuck shop, fshion shows nd generl ethos. Pentrehfod is Fir Trde School nd this enbles lerners to put their knowledge into prctice, influencing their choices nd decisions s consumers s well s helping them to understnd the effects of trde on the identities nd cultures of people involved in production. Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions

15 Bishop of Llndff High School Post 16 Crdiff 6th form students worked closely with coordinting techer to estblish nd run Youth Group in prtnership with Amnesty Interntionl. Opportunities rose to explore humn rights issues nd to work with younger members of the school community to rise their knowledge nd involve them in cmpigning ctivities. In 2007 students took prt in the Interntionl Pece Dy in Crdiff. Identity nd Culture lerners re given the opportunity to chllenge injustice in pproprite wys nd to develop set of personl vlues which they pply in prctice nd ressess t intervls, they develop n understnding of the wys tht ethicl problems fced by society nd individuls cn be discussed nd resolved. Helth working with the Amnesty group gives lerners the opportunity to be concerned bout the complex pressures tht prevent people from living helthy life styles nd to understnd the long term emotionl nd physicl benefits of helthy life style by exmining issues such s blood dimonds nd gender inequlity. Membership of the school s Amnesty Interntionl Youth Group provides lerners with opportunities to explore humn rights issues. The group is open to older members of the school community who shre nd disseminte informtion with younger students. Students throughout the school re involved in rts bsed ctivities nd specific cmpigns. Welth nd Poverty students re involved in projects tht give them the opportunity to pprecite why equity nd justice re importnt in sustinble community nd to understnd some of the chllenges nd impcts of globlistion for communities throughout the world nd their impct on concepts of socil nd nturl cpitl. Students re lso involved in fund rising ctivities to support Amnesty s work. Young people ply n ctive prt in Amnesty Interntionl s work, joining letter writing cmpigns on behlf of individuls fcing persecution ll over the world nd supporting Amnesty Interntionl s cmpigns on issues such s stopping violence ginst women, controlling the rms trde nd ending torture Tim Hncock, Cmpigns Director, Amnesty Interntionl Citizenship nd stewrdship Needs nd rights Sustinble chnge Qulity of life Uncertinty nd precution Vlues nd perceptions 15

16 Conclusions ESDGC is n integrl prt of eduction in Wles. It underlies much of the curriculum nd will contribute to the Skills Frmework nd PSE. ESDGC issues, lthough often complex, cn be understood nd explored by even the youngest children. The Foundtion Phse is n idel vehicle for ESDGC. ESDGC is not n dd on it is (nd should be) prt of everything tht is going on in schools. Creful plnning cn incorporte ESDGC into ll spects of school life. Whole school plnning cn be built round ESDGC. Good prctice looks for links between the themes nd from the themes to the key concepts. Successful ESDGC involves people nd orgnistions from outside the school setting. The scope of ESDGC is such tht no one orgnistion cn dequtely cover ll spects of it, prtnerships re therefore vitl to successful delivery of ESDGC. ESDGC cn help trnsition. Mny primry schools re fully engged with ESDGC, lerners knowledge nd enthusism cn be lost with trnsition to secondry school. ESDGC lends itself to tem teching nd cross curricul teching by theme. ESDGC encompsses mny different lerning skills nd teching methodologies, it is n excellent vehicle for lerner led ctivities. Interntionl prtnerships cn contribute to ESDGC. Cyfnfyd Supporting Orgnistions & Useful Contcts Cyfnfyd is ntionl membership orgnistion tht works to develop globl citizenship nd sustinble development in ll sectors of eduction throughout Wles. Temple of Pece Cthys Prk Crdiff CF10 3AP Phone: Fx: Emil: [email protected] Web: Cyfnfyd lso mnges the Enbling Effective Support (EES) inititive in Wles, which co-ordintes regionl for to support nd resource techers throughout Wles. Informtion bout EES nd the work of the for cn be found t Cyfnfyd membership numbers over 100 individuls nd orgnistions, some re eductionl chrities nd some re interntionl linking orgnistions. Mny work with Locl Eduction Authorities nd my be ble to support your work in ESDGC. The full list of Cyfnfyd members cn be found t 16

17 The following re exmples of Cyfnfyd members who work with schools: The British Council British Red Cross The Centre for Alterntive Technology (CAT) Christin Aid Centre for Eduction in World Citizenship (CEWC) Cymru Dolen Cymru, the Wles Lesotho Link Down to Erth Project Globl Connections Unicef Vlley nd the Vle Community Arts World Eduction Centre (WEC) There re extensive resources vilble for ESDGC. Some of the best nd most up to dte re highlighted in the Oxfm ctlogue, Development Eduction Centres such s TIDE in Birminghm, nd RISC in Reding, provide excellent trining opportunities s well s informtion bout resources. Mny of the lrger chrities nd NGOs hve websites with downlodble resources nd signposts to resources cn be found t A booklet giving guidnce on ESDGC resources nd checklist of things to look for when choosing nd using resource cn be found on the Cyfnfyd website. Oxfm Cymru Pece Ml Powys Environment nd Development Eduction Centre (PEDEC) Smll World Thetre (SWT) 17

18