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Northern Sustainable Schools Conference. York 7 th February 2008. T A M E S I D E. Welcome to the Rainforest. A Vision for Children and Young People’s Services in Tameside. Sustaining the Rainforest. Emergents – getting stronger and pushing higher.
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Northern Sustainable Schools Conference York 7th February 2008
T A M E S I D E Welcome to the Rainforest A Vision for Children and Young People’s Services in Tameside
Sustaining the Rainforest Emergents – getting stronger and pushing higher Canopy – buzzes with life and resonates with activity Understorey – might be more hidden but teems with life and energy The Forest Floor – rich in life and nutrients, feeding the whole system
The 5 Outcomes Rainforest Economic Wellbeing and Positive Contribution Enjoying and Achieving Healthy and Safe
A Universal Message Professor David Bellamy with pupils, Canon Burrows C of E Primary Tameside Shaman Amesina with novices, rainforest Surinam
Vision and Venture • “Vision is not enough: it must be combined with venture. It is not enough to stare up the steps. We must step up the stairs.” Vaclav Havel What do we believe in? How can we deliver? What difference can we make? ABILITY IMPACT VISION
Possible Impact: Environmental damage Climate change Hostile neighbours Reliance on friendly partners Definite Impact: How we respond to these problems A Five Point Framework Jared Diamond, “Collapse: How Societies Choose to Fail or Succeed”
The Challenges (the James Martin 21stC School) • Environmental problems • Extreme inequalities in wealth • World population growth and distribution • Global food shortages • Rapid technological change • Forms of outright warfare • Other historically recurring risks
21stC CurriculumAnn Shaw 21stCenturySchools.com • Twenty-first century curriculum has certain critical attributes. It is interdisciplinary, project-based, and research-driven. It is connected to the community – local, regional, national and global. Sometimes students are collaborating with people around the world in various projects. The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments.
21stC Curriculum • The classroom is expanded to include the greater community. Students are self-directed, and work both independently and interdependently. The curriculum challenges all students. • The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated. Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects.
Some Implications • Good science bad science • Meaningful consultation – and actions arising • Joining up service delivery • Everybody’s business (what does that mean at school and LA level?) • Local indicators • 5 guiding principles
Un(b)locking the Doors • Food and Drink • Work with different agencies • Healthy choices • Hygiene factors • Alcohol (and smoking) • Energy and Water • Renewable energy • New build schools • Pupil consultation
Un(b)locking the doors • Travel and Traffic • School travel plans • Safe cycling • Walking buses • Road safety • Purchasing and Waste • The recycling centre • Litter talks • Tameside markets
Un(b)locking the doors • Buildings and grounds • BSF and beyond • Use of the grounds • Plastic benches! • Inclusion and participation • The Student Voice in the Tameside Rainforest (DVD)
Un(b)locking the doors • Local well-being
Un(b)locking the doors • The Global dimension - bringing it home
