The Global Village

1. The Global Village Understanding Education for Sustainable Development

2. The Global Village • Task: • If the world was the classroom and there were 100 people….

3. Education for Sustainable Development • Is about developing an understanding of the world and its contents • Is about developing awareness of change and continuity in the world • Is about developing attitudes and points of view • This is a complex process!

4. The concepts involved • Environmental Awareness • Human diversity – culture, race, population • Economic awareness – equality and inequality • Understanding biodiversity and interdependence • Understanding our own place in the world

5. What’s it about at primary level? • Building mental pictures of the world • Nature study • How people live • What we do in the world • What we take, what we leave – resources and waste • Looking at ourselves and at others • Looking at the good and bad in the world

6. So we teach guilt, eh? • Potential for too many moral overtones! • See video clip of Pleasantville • So how do we achieve a positive approach to potential environmental disaster? • And what can children do about it anyway?

7. Celebratory Education • Celebration of diversity – human and ecological • Respect, awe and wonder for the cycles, interdependence and complexity of the world • Recognising potential for the future • Knowing and understanding how humans behave and what can be done to care for the world, its ecology and its people • Engaging with environmental and developmental organisations – WWF, RSPB, Unicef, Oxfam,

8. And the rest… • Those thematic awarenesses that are crucial to learning about the world: • Citizenship • Politics • Culture, race and religion • Economics • Etc.

9. Sources • National Curriculum – www.nc.uk.net/esd • Sustainable Action Plan for Education and Skills, 2004 • www.sustainble-development.gov.uk/education • Worldwatch Institute: www.worldwatch.org • www.defra.gov.uk/schools • And all the environmental organisations, such as WWF, Environ. Agency, etc.

10. What do you do? • In your school, there is probably a lot of practice already that links to these ideas • During the day we will be pleased to hear from you, linking your work with pupils to the idea of ESD

11. Making Pupils Aware Stamping on the World – a possible continuous unit

12. From the DfES ESD Action Plan 2004 • All learners will develop the skills, knowledge and value base to be active citizens in creating a more sustainable society

13. Sustainable development requires: An understanding of how we live (lifestyle) How we provide the things we use (economy) how our lifestyle affects the environment and other people (ecological impact) how people and nature exist interdependently and rely on each other (development) How we can improve development by changing our lives and society (sustainability)

14. Task 1 What do we use? • Ecological footprinting is a sophisticated way of measuring the impact of a person, a group or organisation on the world. It is an analysis of our use and waste of natural resources for: • Food • Water • Making things • Energy • Shelter • Transport • Each table takes one of these and explores them in a spider diagram • What do you cover in your part of the curriculum?

15. Task 2 – Comparing Feet • Organise the feet you have been given and guess which foot is which country • How well does each foot compare to the statistics you looked at this morning? • How can we utilise this concept of the footprint to understand our impact on the world?

16. Why a continuous unit? • QCA sees sustainable development and environmental awareness as a cross-curricular theme, to be touched on in • Science • History • Geography • PSHE – citizenship • And link to political, economic awareness and literacy and numeracy (of course!) • It is about the regular reinforcement and development of a particular concept

17. Aims for the unit • To help pupils to become informed and active citizens in sustaining the environment, people and resources • By developing their knowledge of lifestyle and the use of resources • By developing their understanding of their impact on the planet in comparison to other groups • By raising awareness of how that impact can be minimised and how resources can be conserved

18. Progression of concepts • Understanding and analysing lifestyle: • The things we use • Where they come from • How we recycle or renew them • Understanding how we compare to other groups in the world • Analysing other lifestyles • Learning about global resources • Understanding sustainability and development • Learning about environmental issues • Learning about waste and recycling • Learning about population and economic development • How do these flow through the key stages?

19. Where can we do it in Geography KS1?Establishing the ideas • School Home and local area • Studying lifestyle • Food, water, houses, energy use at home and school; comparing needs and luxuries • Looking at local issues – waste in school, litter • Seaside, Struay, Barnaby Bear • Opportunities to repeat approaches when looking at others’ lifestyles

20. KS2 Questioning equality • Settlement and life around the world • Test the lifestyle ideas – what did early settlers need, how did they get it? What happens in historic settlements – Romans, Egyptians, etc? • What processes exist today to satisfy our needs? Industry, trade, transport, etc. • Do modern settlements work in the same way? India, Peru, Cardiff, Llandudno? Are people equal? Who gets more or less? • Environmental issues in towns and villages

21. KS2 Developing awareness of impact • Other places, other people, same old problems – food, water, energy, etc. • Impact of human development on Rivers, coasts, seas, mountains • Looking at how to measure and understand – the footprint • Looking at how to solve problems – environmental or developmental projects around the world

22. Celebrate our world and our potential • Look for positive change • Look for success that have impacted on people and environments • Have a campaign! • Join an organisation, bring them into school • Think global, act local

23. Sources • Walesfootprint.org • Wwf.org.uk • Foe.org.im/schoolresources.htm • Cee.org.uk/teachers/esd.html • Ecologicalfootprint.com • Bestfootforward.com • Panda.org • Dep.org.uk • Epa.gov/recyclecity • Redefiningprogress.org • Myfootprint.org