David Gardner QCA

1. Mainstreaming Sustainable Schools in the curriculum New Opportunities in the curriculum Successful learners, confident individuals, responsible citizens • sustain and improve the environment locally and globally • take account of the needs of present and future generations in the choices they make • can change things for the better. David Gardner QCA

2. ‘To develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

3. The Future…

4. What kind of knowledge, skills, values and attitudes will he need for the future and for the rest of his life? 12 years old 2021 19 years old 2028

5. ….People will be living longer…we expect to see even greater ethnic diversity…. ….to see greater diversity of social attitudes and expectations – a decline in traditional family structures, although not in family values there will also be greater religious diversity …. ….pace of technological change will continue to increase….near universal access to personal multi-functional devices…Using ICT will be natural for most pupils and for an increasing majority of teachers ….workplace skills will change requiring employees to be flexible and adaptable…. ….heightened awareness of threats to the environment….individuals will be expected to take personal responsibility for their impact on the environment

6. Published March 2009 June 8200 left from original 20 000

8. The curriculum should enable all young people to become: • successful learners who enjoy learning, make progress and achieve • confident individuals who are able to live safe, healthy and fulfilling lives • responsible citizens who make a positive contribution to society.

12. Global dimension Identity and cultural diversity healthy lifestyles Community participation healthy lifestyles identity and cultural diversity Technology and the media Enterprise creativity and critical thinking Sustainable development

13. How can we achieve this ?

16. Page 10 Stage 6 Evaluate and record the impact How do you know ?

18. Local community & learner needs Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society 1 What are we trying to achieve? • Identify your priorities using, the curriculum aims, the needs of your learners, and key duties outlined in the Children’s Plan. • Which aims will form your initial priorities for development ? • Match your selected aims to the cross-curriculum dimensions. • Which dimensions will support the way you will organise the learning to achieve your aims. • Record your starting point – establish a baseline. • Set clear goals - clarify your vision for your learners by visualising what they will like when you are successful. Curriculum aims

19. 2 How do we organise learning? Environment Events Extended hours Learning outside the classroom Lessons Locations Routines PLTs – plan how to develop these skills through a range of experiences and subject contexts linked to your selected dimension. Encourage learners to develop and transfer skills across a range of contexts. Other dimensions – dimensions are interdependent and mutually supportive. Create links between your core dimension and others. Designing compelling learning experiences focused on a dimension Assessment – make this an integral part of teaching and learning, using day to day interactions with learners to recognise learning as it happens and shape next steps. Time - think about time creatively eg. introduce single lesson days or week-long lesson days as a way of developing the flexibility of the timetable Subjects -identify how each subject can contribute to your dimension. Use the subject comparison tool on the NC website to help you select appropriate key concepts, processes, range and content and curriculum opportunities across subjects Resources- consider how you marshall resources relevant to your dimension to provide easy access for learners eg. Use of ICT and link to community resources provided by school library service and museums Place – consider where learning will take place, ensuring that any learning outside the classroom interconnects with learning in the classroom. Does your school environment – corridors, hall, library etc link to your priority dimension ? People – consider who will contribute to your compelling learning experience such as experts from outside the school from local community organisations, museums, art galleries, libraries, NGO’s Once you have identified your priorities design and implement curriculum changes as an entire planned learning experience, made up of a number of components, underpinned by a broad set of common values and purposes • Dimensions provide a focus for learning within and between subjects, in PLTS and across the entire planned learning experience. Develop the ethos of your school around the dimension you have identified as the priority for your learners

20. 3 How well are we achieving our aims? Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance To secure Accountability measures Developing and implementing your new secondary curriculum by embedding dimensions is a major investment for all involved and is important that you are able to see the impact of changes on learners Review progress – plan reflection points when you assess learners’ progress towards meeting your goals. Evaluate and record impact – Periodically evaluate and record the impact of your curriculum developments on learners by collecting clear evidence of the number of learners affected and the degree of difference seen in them. Maintain, change or move on – once you know the impact on learners decide whether to maintain what you are doing, change your approach or move on to another set of priorities

21. 2 How do we organise learning? 3 How well are we achieving our aims? 1 What are we trying to achieve? 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

22. A big picture of curriculum planning with dimensions Local community & learner needs Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society 2 How do we organise learning? Once you have identified your priorities design your curriculum as an entire planned learning experience, made up of a number of components, underpinned by a broad set of common values and purposes Environment Events Extended hours Learning outside the classroom Lessons Locations Routines Subjects -identify how each subject can contribute to your dimension. Use the subject comparison tool on the NC website to help you select appropriate key concepts, processes, range and content and curriculum opportunities across subjects PLTs – plan how to develop these skills through a range of experiences and subject contexts linked to your selected dimension. Encourage learners to develop and transfer skills across a range of contexts. Other dimensions – dimensions are interdependent and mutually supportive. Create links between your core dimension and others. Designing compelling learning experiences focused on a dimension Assessment – make this an integral part of teaching and learning, using day to day interactions with learners to recognise learning as it happens and shape next steps. Time - think about time creatively eg. introduce single lesson days or week-long lesson days as a way of developing the flexibility of the timetable Resources- consider how you marshall resources relevant to your dimension to provide easy access for learners eg. Use of ICT and link to community resources provided by school library service and museums Place – consider where learning will take place, ensuring that any learning outside the classroom interconnects with learning in the classroom. Does your school environment – corridors, hall, library etc link to your priority dimension ? People – consider who will contribute to your compelling learning experience such as experts from outside the school from local community organisations, museums, art galleries, libraries, NGO’s Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance To secure Accountability measures Three key questions 1 What are we trying to achieve? Identify your priorities using, the curriculum aims, the needs of your learners, and key duties outlined in the Childrens’ Plan. Which aims will form your initial priorities for development. Match your selected aims to the cross-curriculum dimensions. Which dimensions will support the way you will organise the learning to achieve your aims. Clarify your vision for your learners by visualising what they will like when you are successful. Curriculum aims • Dimensions provide a focus for learning within and between subjects, in PLTS and across the entire planned learning experience. Develop the ethos of your school around the dimension you have identified as the priority for your learners 3 How well are we achieving our aims? Developing and implementing your new secondary curriculum by embedding dimensions is a major investment for all involved and is important that you are able to see the impact of changes on learners Review progress – plan reflection points when you assess learners’ progress towards meeting your goals. Evaluate and record impact – Periodically evaluate and record the impact of your curriculum developments on learners by collecting clear evidence of the number of learners affected and the degree of difference seen in them. Maintain, change or move on – once you know the impact on learners decide whether to maintain what you are doing, change your approach or move on to another set of priorities

25. Launched Nov 2007 at DCSF/British Council annual international dimension conference • QCA attendance at range of stakeholder conferences as part of implementation plan • Feb 2008 10 000 copies distributed • Reprint March 6 000 • June all copies distributed • Reprint August 5 000 • March 2009 back orders

28. Energy and water Buildings and grounds Purchasing and waste Food and drink Travel and traffic Inclusion and participation Local well-being Global dimension

31. Ofsted recommendations • Schools should: • integrate sustainable development into their development plans and ensure that resources and training are available to support it • identify a key person to manage and coordinate sustainable development within and outside the classroom • give all pupils the opportunity to learn about and take an active part in promoting sustainability within the school and beyond, through membership of school councils, eco councils and other groups • give all pupils the opportunity to put their understanding of local issues into a global context, so that they see how their decisions can have an impact on others now and in the future. • Ofsted recommendations • The Department for Children, Schools and Families (DCSF), the Training and Development Agency for Schools (TDA), and the Qualifications and Curriculum Authority (QCA) should: • give a higher priority to sustainable schools, supporting this through funding for central and local initiatives including staff training and development • ensure that the curriculum reflects the importance of learning about sustainability and that schools are supported in making it an integral part of their improvement plans • stress the importance of education for sustainability as part of a broad and balanced curriculum and disseminate good practice in this area. • Local authorities and their partners should: • develop a common vision for a sustainable community in which the contribution of schools is explicit and work together to implement it. May 2008 In most of the schools visited during the survey, there was little emphasis on sustainable development and limited awareness of national and local government policies for this area. Most of the schools visited had limited knowledge of sustainability or of related initiatives. Work on sustainability tended to be piecemeal and uncoordinated, often confined to extra-curricular activities and special events rather than being an integral part of the curriculum. Therefore, its impact tended to be short-lived and limited to small groups of pupils.

32. Published 25th June 2009 In the very best practice, the whole-curriculum dimensions informed the rationale for developing the curriculum, both across the school and within subjects. However, more usually, schools referred to the dimensions in their schemes of work simply to indicate coverage rather than to improve learning or ensure coherence across the curriculum. • Recommendations • The Department for Children, Schools and Families should: • provide support and guidance for schools to help them to devise coherent plans across the curriculum for the whole-curriculum dimensions, functional skills and personal, learning and thinking skills of the new curriculum. • The Qualifications and Curriculum Authority should: • provide further support to schools to help them to assess students’ progress in developing personal, learning and thinking skills. • Schools should: • ensure that all subjects meet the statutory requirements in planning to implement the programmes of study at Key Stage 3 • analyse the extent to which their curriculum provides opportunities for students to develop personal, learning and thinking skills, and create coherent plans to extend these opportunities across the school, based on the needs of their students • ensure that the whole-curriculum dimensions underpin the curriculum • develop their knowledge of the curriculum in the primary phase and ensure that planning helps promote smooth and effective transitions. In almost all schools, there was evidence that the new curriculum was having a positive impact on students’ progress in lessons and their enjoyment of learning. However, it was too early to identify a significant impact on students’ standards.

37. Work in a small group Draw a picture of one of your learners in the middle of your flip chart paper. Around the outside of the picture, write down examples of the skills, understanding, knowledge and values you want your learner to have once the sustainable development dimension of your curriculum is working effectively. This example from Sir John Lawes School might make a good starting point ... Activity 1

38. Activity 2

40. Subjects -identify how each subject can contribute to your dimension. Use the subject comparison tool on the NC website to help you select appropriate key concepts, processes, range and content and curriculum opportunities across subjects Other dimensions – dimensions are interdependent and mutually supportive. Create links between your core dimension and others. PLTS – plan how to develop these skills through a range of experiences and subject contexts linked to your selected dimension. Encourage learners to develop and transfer skills across a range of contexts. Designing compelling learning experiences focused on a sustainable devt Assessment – make this an integral part of teaching and learning, using day to day interactions with learners to recognise learning as it happens and shape next steps. Time - think about time creatively eg. introduce single lesson days or week-long lesson days as a way of developing the flexibility of the timetable Resources- consider how you marshall resources relevant to your dimension to provide easy access for learners eg. Use of ICT and link to community resources provided by school library service and museums People – consider who will contribute to your compelling learning experience such as experts from outside the school from the local community, museums, art galleries, libraries Place – consider where learning will take place, ensuring that any learning outside the classroom interconnects with learning in the classroom. Does your school environment – corridors, hall, library etc link to your priority dimension ?

41. Activity 3 Bringing learning to life – compelling learning experience time people Other dimensions place Design your compelling learning experiences assessment resources skills subjects

42. Activity 4

44. What next? • join us in developing a co-development network for sustainable development across the curriculum • Register today to become a member of mycurriculum.com • Use the resources and case studies to develop your curriculum • Upload your approaches and share your journey

45. What next? • … try things in schools and settings or your local area • … let us know what you are doing • … tell us what works and what doesn’t • … make learning irresistible

47. CONTACT: David Gardner – gardnerd@qca.org.uk