Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and...

25
Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights Understanding how people, the environment and the economy are inextricably linked at all levels, from local to global recognising the importance of taking individual responsibility and action to make the world a better place understanding our own basic needs and about human rights and the implications for the needs of future generations of actions taken today Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and for commerce and industry acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally understanding, respecting and valuing both human diversity – cultural, social and economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution acknowledging that there are a range of possible approaches to sustainability and global citizenship and that situations are constantly changing, indicating a need for flexibility and lifelong learning developing a critical evaluation of images of and information about the less and more economically developed parts of the world and an appreciation of the effect these have on people’s attitudes and values understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony Geography Studying geography widens and deepens pupil understanding of people, places and environments and how geographical patterns and processes change over time and place Knowledge – about people, places and environments in different parts of the world and about wider geographical themes, seen from local, regional and global perspective. They learn about global environmental, social and economic issues and independencies and how countries are linked to the rest of the world. Values – acknowledging how changes affect people’s lives and how values and attitudes and decision- making impact on the quality of life of present and future generations. They experience fieldwork ad practice problem solving using examples such as the siting of a new wind farm. Skills – understanding the complex relationships and interdependence between human development and the global environment Key Stage Three Key Stage Four Key Stage 5 Whole school

Transcript of Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and...

Page 1: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Geography Studying geography widens and deepens pupil understanding of people, places and environments and how geographical patterns and processes change over time and place

Knowledge – about people, places and environments in different parts of the world and about wider geographical themes, seen from local, regional and global perspective. They learn about global environmental, social and economic issues and independencies and how countries are linked to the rest of the world. Values – acknowledging how changes affect people’s lives and how values and attitudes and decision-making impact on the quality of life of present and future generations. They experience fieldwork ad practice problem solving using examples such as the siting of a new wind farm. Skills – understanding the complex relationships and interdependence between human development and the global environment

Key Stage Three

Key Stage Four

Key Stage 5

Whole school

Page 2: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

History

Studying history allows pupils to explore and widen their knowledge and understanding of different historical periods and their influence on life today; to learn how and why events and people have been interpreted in different ways; to consider the causes and consequences of historical events and the connections between them

Knowledge – of different periods, events and individuals and the interconnections between them; discerning the processes of change and understanding that different interpretations of these can equally valid; and recognising that issues of basic human needs and rights recur in all periods. Students learn about exploration and migration; social and economic life during industrial times; local history using local resources. Values – respecting the diversity (and similarity) of human experience through history and the different ways people perceive and represent that experience Skills – the ability to assess evidence and use it critically; to draw conclusions based on evidence; to look for causes and consequences, similarities and differences and for the causes and resolutions of conflicts.

Key Stage Three

Key Stage Four

Key stage five

Whole school

Page 3: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 4: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

English

In English pupils gain and develop knowledge and skills in oracy, reading and writing. They consider the context in which language is used, respond to the substance and style of texts and discuss a varied selection of texts. Pupils develop their ability to recognise the values and attitudes that are behind the use of language and how these are conveyed. The development of pupils’ knowledge of global issues depends on the teacher’s selection of issues and materials. Knowledge – communicating with others and expressing views, opinions and values. The opportunity to read, discuss and write about sustainable development issues, to empathise with local and global, social and env. Issues. Values – listening politely and carefully, responding appropriately and modifying ideas and opinions on the basis of contributions by others. Respecting points of view and reacting with compassion and sensitivity. Reacting to the use of language, knowing that language can contain subtexts and bias. Skills – communicating orally, discussing and expressing opinions on a wide range of multi-faceted topics, reading and responding to a wide range of literary and non-literary texts and writing formally and informally for a wide range of audiences and purposes.

Key Stage Three

Key Stage Four

Key Stage Five Whole School

Page 5: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 6: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Welsh

Through learning Welsh as a second language pupils develop knowledge and skills in oracy, reading and writing. Pupils consider the context in which language is used, respond to the substance and style of texts and discuss a varied selection of literary and non-literary texts. Knowledge – the development of pupils’ knowledge of global issues and sustainable development will depend on the teacher’s selection of issues and materials for use in class e.g. discussing the way we live in Wales and other countries of the world. Values – listening politely and carefully to others, responding appropriately and modifying ideas and opinions on the basis of contributions by others. Respecting points of view and reacting with sensitivity to others e.g. creating Welsh ‘talking heads’ that express views about wind farms or tourism in Snowdonia Skills – how to communicate orally, discussing and expressing opinions on a wide range of topics via stimuli such as TV radio, reading and responding to a wide range of literary and non-literary texts and writing informally and formally for a range of audiences to inform others about the environment and the school.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 7: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Modern Foreign Languages - French

Through studying MFL, pupils discover that people in other parts of the world use sounds, words and language patterns that are different to those of Welsh and English. Pupils also develop understanding of countries and communities that speak the target language. They may have the opportunity to use authentic materials, interact with local communities of the culture and communicate with native speakers. Knowledge – knowing that people in the world speak various languages and have differing ways of life and outlooks. Developing understating and appreciation of cultural and social diversity and quality of life in countries that speak the language. Values – respecting and valuing others peoples’ languages, ways of life and outlooks. Pupils could exchange information, experiences and views on local environmental issues with students elsewhere. Skills – the ability to speak another language and adapt to other ways of life.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 8: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 9: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Science

Science develops pupils’ understanding of the complex relationship and interdependence between human beings and the world around us. Knowledge – of living organisms, life, chemical and physical processes, including energy transfers that constitute and influence life on earth and beyond, including both short and long term effects e.g. chemical and geological change that can clarify pollution, mining and non renewable energy issues. Values – appreciating biological diversity and understanding interdependence and the mutual responsibility that we all share for the world around us. Skills – the ability to recognise the benefits, drawbacks and risks of applications of scientific developments and their effects on the quality of life of individuals, and on the world around us. An awareness of how, and why, decisions have to be made about applications of science, and the social, economic and environmental effects of such decisions. Students plan and carry out investigations, communicate ideas and findings and evaluate them.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 10: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Mathematics

The nature of mathematics means that its contribution to ESD and GC depends upon the contexts given to pupils for their mathematical work. The contribution of mathematics to the key concepts will depend on the teachers’ selection of issues and materials for use in class. Knowledge – that mathematics can be used to analyse, interpret and support decision-making on matters of global relevance. Values – Discussing moral and cultural issues that may arise over mathematical models applied to the real life world and using environmental, social and economic contexts for coursework, especially for handling data. For example, looking at the effect of energy conservation measures on household bills, comparing wages in developed and developing countries and modelling the distribution and effects of oil spills. Skills – the ability to apply mathematical approaches to real-world situations.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 11: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 12: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Design and Technology

Pupils’ have the opportunity to design and make products and consider how products facilitate peoples’ lives, while considering how materials can be used to minimise environmental damage and the importance of reuse and recycling issues. Knowledge – understanding how designs and technological developments can make a difference to people’s lives but may contain weaknesses or hazards. Learn about health, fair trade and food miles, renewable or non-renewable sources of materials, the extent to which products are made to last, can be recycled or are biodegradable and the level of energy used and waste produced in the manufacturing process. Values – understand the impact of products beyond the purpose for which they were designed including global and environmental issues. Ability to investigate the sustainability of their own and other familiar products by evaluating material properties, aesthetics, function, safety, reliability and cost. Skills – knowing how to design and produce products from different materials and using different techniques.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 13: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Information Technology

Studying IT allows pupils o develop the skills and understanding to prepare themselves for involvement in a rapidly changing world where activities are increasingly transformed by access to IT. They have rapid access to a wide range of information, ideas and experiences from different people, cultures and societies, allowing them to curiosity, initiative and independent learning skills. The contribution to ESD and GC will largely depend on teacher choice of assignments and tasks. In all cases, there is a scope to sensitise pupils to the ways in which IT is driving new forms of globalisation and global communication. Knowledge – how to access large amounts of information (on e.g. sustainability issues)and make judgements on the quality and reliability of it. Develop an understanding of the impact of IT on the world. Values – understanding that access to information and knowledge empowers people, IT has the potential to offer that regardless of race, gender or location. Skills – using IT to support work in other subjects, whilst making judgements about he limitations of IT. Using IT resources to access, communicate, handle and exchange information, and using that information to inform their thinking and judgment making about the world around them.

Key Stage Three

Key Stage Four

Key Stage Five Whole School

Page 14: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

PSE

PSE should be a common theme running throughout all curriculum areas as well as a specifically taught session. Pupils should learn to value cultural diversity and respect other people, they should be able to express their own views and listen to others viewpoints. Pupils should develop attitudes and values of care and respect for themselves, others and the environment. They learn to understand the interdependence of global environmental and human systems and the key issues of sustainable development, including actions that will improve the quality of life now without damaging the planet for the future. Knowledge – understanding of the universality of human rights and needs. Issues and responsibilities of young citizens and issues relating to democracy in Wales. Values – recognise that they have an active role to play in their communities and the wider world. Skills – be aware of their own and other peoples’ views, needs and rights and develop their ability to empathise with others experiences and feelings.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 15: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Religious Education

In religious education pupils make links between beliefs, teachings and practices to understand the influence of religion on the lives of individuals, communities and society. They should explore fundamental questions that affect all humanity and be given opportunities to explore their own and others’ perspectives of these and other global issues. Knowledge – of the influence religion has on the lives of individuals, communities and society and of religious perspectives relating to fundamental questions. Pupils learn about the natural world and human relationships including e.g. natural disasters and about the moral and religious issues relating to human use of the earth’s resources. Values – respect religious diversity and recognise and evaluate varieties of religious and spiritual experience and moral decisions. Skills – explore fundamental questions that affect all humanity, ask focused questions about religion and/or moral issues from the perspective of specific religions.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 16: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 17: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Art

Studying art provides pupils with opportunities to use different media, tools and equipment to explore and make different images, objects and artefacts, and to understand the importance and diversity of different social and cultural contexts.

Knowledge – awareness of cultural heritage, cultural difference, personal preference and social, historical context. Understanding of the sustainability of some art materials. Values – recognising others’ values and ‘ways of seeing’, respecting diversity. Develop the ability to use art to express their role as citizens and stewards within their community. Skills – the ability to make links between their work and the work of others and to understand how art affects and influences people’s lives.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 18: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 19: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Music

In music, pupils perform, compose, and appraise. Music has most potential to contribute to global citizenship if teachers plan a rich diet or repertoire of music from around the world. Pupils relate music, where appropriate, to its social, historical and/or cultural background.

Knowledge – performing and listening to music of varied genres and styles, from different periods and cultures, composed for different media and for various purposes. Values – understanding that music moves people, respecting diversity (and similarity) of music across cultures and traditions. Could have the opportunity to express their feelings about issues through music. Skills – the ability to perform, compose and appraise music and relate it, where appropriate, to its social, historical and/or cultural background.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 20: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 21: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Physical Education

Studying PE gives pupils an opportunity to become acquainted with different forms of physical activity, sports and dances popular in other countries, and how they are affected by cultural, social and historical contexts. Those doing outdoor and adventure education are taught to take responsibility for themselves, others and the environment.

Knowledge – about different activities, sports and dances from other countries, and what role and significance they have in different cultures. Links can be made between health problems from air pollution, the high use of cars and the subsequent reduction in walking and cycling which also affects health. Values – a commitment to an active lifestyle, as a citizen of a developed, ‘affluent’ society. Skills – physical skills and techniques – which can cross boundaries of culture or place.

Key Stage Three

Key Stage Four

Key Stage Five

Whole School

Page 22: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 23: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 24: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Page 25: Geography Key Stage Three Key Stage Four Key Stage 5 Whole ... · approaches to sustainability and global citizenship and that situations are constantly ... geographical patterns

Key concepts of education for sustainable development and global citizenship Interdependence Citizenship and stewardship Needs and rights

Understanding how people, the environment and the economy are inextricably linked at all levels,

from local to global

recognising the importance of taking individual responsibility and action to make the world a better

place

understanding our own basic needs and about human rights and the implications for the

needs of future generations of actions taken today

Sustainable change Quality of life Diversity understanding that resources are finite and that this has implications for people’s lifestyles and

for commerce and industry

acknowledging that global equity and justice are essential elements of sustainability and that basic

needs must be met universally

understanding, respecting and valuing both human diversity – cultural, social and

economic – and biodiversity Uncertainty and precaution Values and perceptions Conflict resolution

acknowledging that there are a range of possible approaches to sustainability and global

citizenship and that situations are constantly changing, indicating a need for flexibility and

lifelong learning

developing a critical evaluation of images of and information about the less and more economically

developed parts of the world and an appreciation of the effect these have on people’s attitudes and

values

understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion

of harmony

Key Skills

Key Stage Three

Key Stage Four

Key Stage Five

Whole School