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Caring for our World

Caring for our World. Some BIG IDEAS with extracts from ‘Caring for Our World’ to illustrate thinking sustainably with young children. Citizenship and stewardship Interdependence Needs and rights of future generations Diversity Quality of life Sustainable change Uncertainty and precaution

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Caring for our World

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  1. Caring for our World Some BIG IDEAS with extracts from ‘Caring for Our World’ to illustrate thinking sustainably with young children

  2. Citizenship and stewardship • Interdependence • Needs and rights of future generations • Diversity • Quality of life • Sustainable change • Uncertainty and precaution Holland Report (1998) A Report to DfEE/QCA on Education for Sustainable Development in the Schools Sector from the Panel for Education for Sustainable Development Some big ideas about Sustainable Development

  3. Some big ideas about Geography Space Cultural Understanding & Diversity Place Enquiry Inter- dependence Scale Physical & Human Processes Environmental Interaction & Sustainable Development

  4. Thinking about Sustainable Schools www.teachernet.gov.uk/sustainableschools

  5. •citizenship and stewardship • needs and rights of future generations • sustainable change • uncertainty and precaution • geography • science • literacy • citizenship Sustainable Energy: making choices

  6. www.ashdenawards.org.uk

  7. Food for Thought - Food and Farming Key ESD Concepts • Citizenship and stewardship • Diversity • Sustainable change • Uncertainty and precaution

  8. Were does food come from? What can we cook? Practical Participation Edwalton Primary

  9. Food and Farming – where does our food come from? • Citizenship and stewardship • Knowledge that animals and crops need to be cared for if a farm is to be successful • Diversity • Some understanding of the components needed for a successful farming environment. • Sustainable change • Developing awareness of current and future roles we might have as a community in relation to sustainable farming • Uncertainty and precaution • Ability to think about different ‘what if?’ scenarios and solutions e.g. if animals become sick, the weather is especially bad etc • Other Geography outcomes • Development of relevant farm and landscape vocabulary • Interdependence and global food trade www.face-online.org.uk/

  10. Participation: school grounds, local community First hand experience Outdoor classroom Wellies on Friday & working with the community at Johnstown, Carmarthen Reception children designing and exploring their outdoor area Saron, Ammanford

  11. Forest Schools • Interdependence • Citizenship and Stewardship • Diversity • Quality of life Winkleigh Primary School, Devon

  12. ‘cos it’s a spoon! That’s un-natural How do you know? You don't find spoons in the wood!

  13. Some Forest School links • ECM 1: Be Healthy • ECM 2:Stay Safe • ECM 3:Enjoy and Achieve • SEAL – Forest School has a strong emphasis on social and emotional learning in the context of natural environments • Personalised learning: a guiding principle of Forest School is that it uses pupils’ interests as a starting point for learning

  14. Forest School: Children’s voices While sitting around the campfire in the rain having made pancakes: Tom: ‘Mmm I love pancakes. I’ve got lemon and sugar on mine. It tastes yummy’ Daisy ‘Mmm I like eating pancakes in the rain. It’s soggy and soft!’ Izzy: ‘I like pancakes. I didn’t know I liked pancakes!’ Collecting sticks: Joshua:I have to collect thin sticks the same size as a pencil. I have 1,2,3,4,5,6. Lauren:I have 1,2,3,4,5. You have one more than me. I’m going to find some more… That’s too long. I will break it in half. I’ve got 2 more!’

  15. Walking Bus I like walking to school even when it’s raining! Interdependence Citizenship and Stewardship Quality of life

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