Sustainable development in action A curriculum planning guide for schools

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Sustainable development in action A curriculum
planning guide for schools

• Taahra Ghazi
• Qualifications and Curriculum Authority

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What we will cover today
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What is sustainable development?
We need to understand whats going wrong with
the world and try and prevent it. Sustainable
development is looking after the world for future
generations.
I know when I grow up, even if its not my job,
I want to help preserve the world we live in.
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What is sustainable development?
Its important to learn about helping the planet
when were young because we have big
imaginations!
Its important to learn about sustainability at
school because thats where you develop good
habits. First we spread knowledge in school
because its a community we know, then we take
the message outside. Its a bit like a chain
reaction.
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Sustainable development is a non-negotiable for
childrens wellbeing. Our aim is also for all
schools to be sustainable schools by 2020.
Care for ourselves (our health and
well-being) Care for others (across cultures,
distances, generations) Care for the planet
(both locally and globally) Campus, curriculum,
community
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• Embedding sustainable development within the
  curriculum is vital in addressing the new
  national curriculum aims.
• Which aims are most relevant to sustainability?

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• The sustainable development curriculum dimension
• What are the biggest challenges facing our planet
  and how might they alter its future?
• How can I enjoy a good quality of life without
  transferring problems to other parts of the
  world?
• How can I help look after the planet for future
  generations?
• What can I do to improve the place where I live?

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• Case study schools say ...
• Build real relevant themes into curriculum
  planning
• Plan for and follow up themed events in lesson
  time
• Link first hand experiences to lessons
• Give learners responsibility
• Find partners who can help!

• PLTS
• Qualifications
• Themed events
• Routine activities
• Educational visits
• Use of experts
• Compelling learning experiences

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• Ofsted recommends
• Integrate sustainable development into plans
• Support with training and resources
• Identify a coordinator
• Encourage pupil participation
• Place local issues in a global context

• Ofsted says
• Primary schools more successful in promoting
  sustainability

Inspires children to tackle global warming both
in school and the wider community

• Often confined to extracurricular activity

• Inspirational for learners, when learning linked
  to solutions

• Need to prioritise more within the curriculum

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• 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.

May 2008
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• Review progress make decisions based on evidence
• Evaluate record impact use existing reporting
  tools e.g. S3sustainable school self evaluation
  tool SEF.
• Maintain, change or move on regular reflections
  on progress

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Our work on sustainability has been crucial in
changing the attitudes of pupils, staff and
members of our wider community. Our pupils are
now much more involved in local decision-making
and, as a result, are better informed and
equipped to make decisions about their
environment and sustainable future. It has
encouraged us to collaborate more closely with
schools locally and globally to share good
practise. Frances Thomson, Crispin School
Our energy consumption for the first three months
of this year was 50 down on last year. We had a
Carbon Free Friday last term, and we managed to
get our energy for the whole school for the day
down to just 30kWhs which is less than 3!
Richard Dunne, Ashley School
Our whole approach to sustainable development has
really developed childrens self esteem and
confidence. The idea that they can take their
messages to the rest of the world whether its an
audience of school children in London or visitors
to our environmental centre is hugely empowering
for them. Jill Jackson, Cassop Primary School,
Were on an upward trend. Its very powerful to
see young people having the confidence to be
positive role models for older people. Community
leaders ask if our students can help them out
with environmental projects. John Harpin,
Fyndoune Community College
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What are the characteristics of a learner who
understands sustainable development?

• 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 ...

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How does your picture relate to the national
curriculum aims?
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To fulfil your aims, what learning experiences
will pupils need?

• Work in a small group.
• Think of some key questions which could form a
  potential line of enquiry for your learners
  across the curriculum.
• How do you questions relate to the doorways (page
  11 of your guide), to subjects or PLTS?
• Can you create a compelling learning experience
  based on these questions?
• Write your ideas on a post-it. Place your post-it
  on your curriculum aims sheet. Draw arrows
  showing how your ideas relate to the national
  curriculum aims dimensions.

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