Magilligan Sustain

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Education for Sustainable Development [ESD] Good Practice Guide for Primary, Secondary and Special Schools 2005 2005

Transcript of Magilligan Sustain

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Education for Sustainable Development

[ESD]

Good Practice Guide for Primary, Secondary and Special Schools

20052005

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Interboard Education for Sustainable

Development Group

Curriculum Advisory & Support Service

Peter Corr SEELB; Brigid Murray BELB; Vivienne Quinn NEELB;

Maureen Reddick SELB; Liz Wallace WELB (Chair)

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Acknowledgements

The Interboard ESD group would like to acknowledge the contribution of Cross-Phase Curriculum Advisory and Support Offi cers from various specialist areas such as Literacy, Numeracy and Information Technology in the compilation of this document.

We would also like to thank:

Cambridgeshire Environmental Education Service and Cambridgeshire Advisory Service;

Dr Stuart Nundy, Outdoor Activities Offi cer for Hampshire, Chairman of the National Association of Field Study Offi cers;

National Association of Field Study Offi cers (NAFSO) for their guidance on Quality, Safety and Sustainability in the delivery of Learning through the Environment www.nafso.org.uk ;

Justin Dillon, King’s College, London, nfer report “Engaging and Learning with the Outdoors”, April 2005;

Dr Peter Higgins, Head of Outdoor Education at Moray House Institute, the School of Education of the University of Edinburgh www.education.ed.ac.uk ;

Dr Dave Riley and Dr Michael Cross, WELB CASS based at Magilligan Field Centre, www.welb-cass.org/mfc;

Suzette Butler, former Science Field Offi cer with BELB;

The Interboard Energy and Environment Offi cers;

Staff at WELB Reprographics Section, Omagh.

for their guidance in raising achievement, promoting understanding and encouraging participation in ESD within a School Improvement Programme.

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Holistic

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FOREWORD

Sustainable LivingAs a fi fth generation member of my family to be entrusted with the farm I am indebted to my ancestors whose sustainable legacy I’m continually building upon. To ensure that my farm business becomes truly sustainable I’m always looking at ways in which I can reduce my business’s environmental footprint.

This personal educational process for learning about sustainable living has now become a life-long one which has a compelling future.

Sustainable DevelopmentAt present in Northern Ireland our consumption rate is 3.5 times greater than the replenishment of our natural resources. This current behaviour is unsustainable at all levels - individually, locally, nationally and internationally. Social, economic and environmental issues related to this behaviour are inextricably linked and potentially complex.

The Northern Ireland Sustainable Development Strategy will endeavour to address these issues by infl uencing Government Policy.

Education for Sustainable Development - ESD Communication and Learning lie at the heart of approaches to Sustainable Development. Our future lies in the education of our next generation in the true meaning of sustainable development. We need a sustainability literate and globally aware workforce. They are our ambassadors and innovators of the future with the potential to embrace new sustainable technologies.

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The 6 Key

Issues of the

Sustainable

Development

Strategy for N I

Climate Change &

Energy

Sustainable

Consumption and

Production

Natural Resource

Protection

Sustainable

Communities

Sustainable

Governance

Communication

and Learning

1.

2.

3.

4.

5.

6.

Compelling

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The revised Northern Ireland curriculum will embed the concept of sustainable development into the curriculum at all levels with an emphasis on demonstrating and achieving the positive behavioural change required to live more sustainably.

The Education for Sustainable Development progression framework shows how this can be achieved in primary schools. Through environmental sustainability awareness raising in the ‘World Around Us’; in secondary schools through the ESD sections of a variety of subjects but primarily Citizenship, Geography and Science. ESD is seen as a ‘process’ of learning how to make decisions that consider the long term future of the ecology, economy and equity of all communities both locally and globally.

In my part, as the N. Ireland Sustainable Development Commissioner it has been a privilege to be asked to write this foreword and I commend this document to you, the N.I. teaching profession. These guidelines will give you insight to where your contribution in a child’s ESD journey contributes to their destination in sustainable living. A compelling future for Northern Ireland.

John Gilliland OBEN. Ireland Sustainable Development Commissioner

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Future

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IntroductionSustainable development is the fundamental challenge that all societies face if we are to avoid long-term damage to the Earth’s basic life-support systems. In response to this challenge, the United Nations has designated 2005 - 2014 as the Decade of Education for Sustainable Development (DESD) and has designated UNESCO (United Nations Educational, Scientifi c and Cultural Organization) as the lead agency for the promotion of the Decade and requested the Organization to develop a draft international implementation scheme. The basic vision of the DESD is a world where everyone has the opportunity to benefi t from quality education and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal transformation.

Concern for the environment is the responsibility of everyone and education has an important role to play. Research shows that young people care about their future and the world in which they live. They need to learn to live in ways that improve the quality of life for themselves and others without endangering or depleting the Earth’s resources. Education for Sustainable Development (ESD) in Northern Ireland has evolved out of Environment Education and Development Education ideas and has links to personal, social, economic and citizenship issues. ESD is seen as a process of learning how to make decisions that consider the long term future of the ecology, economy and equity of all communities. Sustainability is about improving the quality of people’s lives and surroundings without destroying the life supporting systems on which current and future generations depend. There are seven key concepts which underpin ESD.

1. Citizenship and stewardship

2. Sustainable change

3. Needs and rights of future generations

4. Interdependence

5. Diversity

6. Uncertainty and precaution

7. Quality of life, equity and justice

For details on each of the above see Appendix 1.

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Innovative

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ESD is relevant to everyone at whatever stage of life they fi nd themselves. It takes place therefore within the context of lifelong learning in a variety of educational settings both formal and informal. ESD can help pupils develop understanding, skills and values and empower them to make a difference. One of the aims of ESD is to encourage learners to become active citizens in relation to Sustainable Development Issues on both a local and global scale.

The aspirational outcome of Sustainable Living is built upon a strong foundation of Environmental Sustainability Awareness.

Education for Sustainable Development teaches about the complexity of holistic systems which support behavioural change, ownership and connection with the environment.

Sustainable Development develops through informed choices and concern for the quality of life for all in both a local and global context engendering responsibility.

However, it is only by taking active participation that students will learn from fi rst hand experiences of their own environment that they personally can make a difference and that by doing so they begin to care.

Sustainable Living will only occur when ‘consistent messages’ are embedded by actively working through the 5 circles of taking responsibility – see Appendix 2.

Environmental Sustainability

Awareness

Education for

Sustainable Development

Sustainable

Development

Sustainable

Living

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Awe

Figure 1

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Revised Curriculum

ESD is a statutory element of the revised curriculum for NI. The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives as contributors to the economy and to the environment. (CCEA 2003). ESD is an important element of the curriculum because it promotes understanding of the world around us, from local to global, and of the need to make lifestyle decisions, which allow us to maintain and improve the quality of our lives today without compromising the quality of life of future generations. ESD facilitates access to, and encourages active participation in environment and development education activities at all levels, from the classroom and school grounds to the local area and further afi eld.

Education Outside the Classroom

Outdoor Education contributes to learning in a range of areas including: Science and Geography fi eldwork; Physical Education; learning through Outdoor Play, particularly in the Early Years; History and Citizenship, through visits to museums and heritage sites; Art and Design, through visits to galleries and experiences of the built environment; Environmental and Countryside Education and Education for Sustainable Development; practical or vocational skills that cannot be practised in a classroom environment; group activities that build self-confi dence and social skills; and the use of the environment as a tool to enrich the curriculum across subject areas. (House of Commons Education and Skills Committee 2005, p.6)

To use an Outdoor Classroom ‘setting’ effectively then specifi c Outdoor Learning ‘outcomes’ will be achieved through the well managed ‘process’ of Outdoor Education. These targeted Outdoor Learning outcomes will have signifi cant benefi ts to students if followed up back in the classroom and integrated into schoolwork. Academic fi eldwork clearly enhances the teaching of Geography and Science, but other subjects such as History, Art & Design and Citizenship can also be brought to life by high quality, safe and sustainable educational visits.

The N. Ireland Educational Visits Policy, Practice and Procedures gives clear, concise information on the management of the Health and Safety of Pupils on Educational Visits. It can be downloaded from www.welb-cass.org/mfc – school support section.

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Fun

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School Improvement Programme

A whole school commitment, led by senior managers to integrate ESD into every aspect of school life could be achieved by incorporating the school ESD Self–Evaluation and Quality Assurance checklists into the school development plan as part of any visionary School Improvement Programme.

To summarise ESD is concerned with:

• Improving knowledge and understanding ABOUT the environment and development issues.

• Offering fi rst hand experience IN the environment and development issues.

• Developing skills THROUGH the environment and development issues.

• Encouraging informed concern and action FOR the environment and development issues.

Developing and implementing a strategy for education for sustainable development is a major challenge and

opportunity for all schools.

“Developing and

implementing

a strategy for

education for

sustainable

development

is a major challenge and opportunity for

all schools”

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The remainder of this document is divided into sections covering:

• Starting Points for an ESD School Policy

• ESD checklist for school self-evaluation

• ESD quality assurance checklist

• ESD progression: Foundation stage to Key stage 4 a classroom teacher’s guide

It is intended that schools will work towards transformation into sustainable communities in every aspect of school life. Young people will then be able to share the lessons and values learned on sustainability in their everyday lives in their local communities.

A review or audit of current practice is an essential starting point for the development of any new policy. The following summary provides both a checklist for auditing current practice and starting point for the development of a policy.

An ESD policy should include for each of the key areas below:

• A statement of current practice

• Future plans with specifi ed targets

• Time scale for implementation

• Resource requirements and sources

• Responsibility

• Monitoring, evaluation and review

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Caring

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ESD Checklist for School Self-Evaluation1. The school’s ethos and values refl ect a concern for the local and global environment and for

sustainable development.

2. Systems are in place to ensure the involvement of the whole school community in ESD e.g. through a school council or eco-committee.

3. There is a whole school ESD policy, incorporating an action plan, which contributes to pupils’ spiritual, moral, social, personal and physical development.

4. There is a nominated member of staff to co-ordinate the school policy and action plan.

5. Is ESD used effectively for curriculum enrichment? (See progression guidance)• Is there a balance of ESD work through the year groups and across the General Learning

Areas?• Is there progression and continuity cross-phase? • Is there progression in the development of knowledge and understanding about the

environment and of attitudes and values for the environment? (e.g. The Pushkin Trust www.pushkinprizes.org.uk)• Is there a programme of curricular activities in the environment and skills development

through the environment? (e.g. N. Ireland Ecotrails http://www.ecotrails.co.uk/ and Education Outside the Classroom programmes)

• Does it include fi eldwork in school grounds, local and more distant environments, and is residential experience offered?

6. Teachers recognise that pupils’ ESD entitlement depends on fi rst hand experiences.

7. The school takes part in environment and Healthy Living initiatives and participates in international schemes such as the European wide Eco-Schools www.eco-schools.org.uk (an Environment Management Audit System) scheme.

8. Schools should adopt principles and practice as outlined in Good Practice Guide 343 “Saving Energy - A Whole School Approach” as part of the N.I. Schools Turnkey Energy Project.

(ELB Energy Effi ciency Offi cer) www.thecarbontrust.co.uk/energy/pages/page_236.asp

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Wonder

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9. There is a conservation plan for managing the whole school site. Are the school grounds imaginatively and attractively designed? Are the grounds managed

well, used well and cared for? Are pupils involved in the development and care of their grounds? Is there a management and development plan for the grounds?

(e.g. Learning Through Landscapes www.ltl.org.uk)

10. The school purchases environmentally friendly products, recycles used materials and promotes effective waste management.

11. The school is attempting to address the pollution, health and safety risks caused by travelling to school by car.

12. Displays, newsletters and assemblies refl ect the school’s environment and development initiatives and both staff and pupils’ awareness and involvement.

13. Is the school well resourced for environment work? Is there a supply of appropriate books, ICT equipment, fi eld studies equipment and other learning and teaching materials?

14. The school belongs to local / national environmental and developmental organisations. (Council Environment Education offi cer).

15. There are opportunities in the school development plan for staff and governor training in Education for Sustainable Development.

16. Have subject leaders identifi ed opportunities within their schemes of work to enable ESD to be delivered and reinforced through the curriculum?

Does the teaching approach promote active learning to develop pupil’s understanding of sustainable development?

17. What links has the school established to support and develop a local and global dimension within the curriculum?

18. How does the school involve, make use of, the wider school community to enrich learning and pupils’ personal and social development including the effective use of business, local authorities, non-government organisations and community groups to support their work in developing the sustainable agenda?

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Community

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ESD Quality Assurance Checklist

Education for Sustainable Development provision is good when:

Management – focusing on the school mission statement; ESD policy statement; senior management involvement and support; references in the school development plan; allocation of resources; role of the governing body; guidance on implementation into the curriculum; relevant professional development; ESD audit; monitoring of ESD; the sustainability of ESD projects.

Curriculum – focusing on planning; inclusion and identifi cation within current schemes of work and lesson planning; evidence of cross-curricular mapping.bias-free resources with no stereo-types.

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Connection

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Teaching – focusing on positive role models; use of local case studies; engaging local issues; links with, and use of Education for Sustainable Development associations; use of topicality; active learning; exploring issues leading to action on behalf of pupils; evidence in displays of work, for example, letters to decision makers; global links; fi eld visits.

Learning – focusing on independent styles of learning; children developing their own reasoned points of view; pupils as active citizens within the classroom, school and community; active participation in reducing waste; active decision-making.

Decision-making – focusing on active involvement in a school or eco-committee;examples of whole school participation and cooperation;playground committee;active environmental group;networking and community involvement;fundraising;feedback mechanisms for students to talk about school issues;pupil-parent-teacher working groups.

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Shared Values

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Specifi c projects – focusing ondetails of specifi c initiatives the school may be involved in;links with Non Government Organisations or other areas of funding and support; details of each project context, funding, success indicators.

General environmental indicators – focusing onan eco-code;waste minimisation and recycling schemes managed by pupils;incentives and schemes in place for staff and pupils e.g. to travel by means other than a car.

Purchasing – focusing onrecycled paper;Fair Trade products;fresh food on offer;local produce sourcing policy; environmentally friendly purchasing throughout the school;energy effi ciency measures in place; pupils involvement in purchasing policy.

Grounds and Learning Environment - focusing onthe use of school grounds and facilities;wildlife garden;use and upkeep of green space;nature set aside areas;recycling facilities;use of school grounds for teaching and enhancing the taught curriculum;diversifi cation of school buildings and grounds outside school hours for example for community education.

Reference: ESD Guidance Inspection checklist

Source Ofsted HMI 1658 “Taking the fi rst step forward…towards an education for sustainable development” October 2003.

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Joy

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Progression in ESD: FOUNDATION STAGE

KNOWLEDGE & UNDERSTANDING ABOUT THE

ENVIRONMENT

SKILLS FOR EDUCATION IN THE ENVIRONMENT

ATTITUDES & VALUES FOR THE ENVIRONMENT

LITERACY, NUMERACY AND ICT THROUGH THE ENVIRONMENT

By the end of Year 2 most pupils should• be interested in and curious about

their local environment recognise/talk about features in their school grounds

• know that there are different kinds of animals & plants in the local environment name and draw some plants & animals in the school grounds

• begin to recognise change in the local environment record changes in the weather using a weather chart/diary

• know that there are differences between environments recognise that there are different plants & animals in the school grounds and another habitat e.g. seaside

• begin to recognise that they depend on each other e.g. children, friends, staff, caretaker

• know how their actions can improve or change their environment planting seeds or bulbs in school grounds

By the end of Year 2 most pupils should be able to• ask & respond to questions about the

environment. What could the children do to help birds in school grounds e.g. bird food, bird bath.

• explore aspects of the environment using their senses use a variety of trails in school grounds e.g. sensory, colour, material.

• record what they have seen or found drawing, digital photos

• talk about their work & explain what

they have found out/done why is there more litter in the school grounds after break and lunchtime?

• investigate a simple issue in their school life e.g. transport to/from school; healthy living; school grounds; litter

• acquire skills necessary to keep safe in familiar/unfamiliar environments e.g. washing hands after handling plants and animals, knowing that some plants can be poisonous.health & safety skills: www.cleapps.org.uk

By the end of Year 2 most pupils should

• be able to talk about things they like/don’t like about their local environment looking for ‘nice’ and ‘nasty’ places in school grounds.

• show respect and care for plants & animals handle mini-beasts gently, e.g. Forest schools.

• identify ways of improving their local environment putting litter in the correct bins, not pulling fl owers.

• talk about the consequences of some of their actions dropping litter in classroom, playground.

• have begun to realise that basic needs such as clean water and food are universal e.g. Blue Peter appeals.

Literacy• Text level – Write simple labels/

questions for photos of features in school grounds.

• Sentence level – Write simple sentences about their favourite place in the school grounds.

• Word level – Make a collection of words linked to scavenger hunt.

Numeracy• Measures – Order three objects

according to size, weight and length. Estimate the length of objects using arbitrary units.

• Handling data – Sort for one criterion using diagrams such as Carroll, Venn, Tree. Understand/explain what a given pictograph/block graph represents.

ICT• Communication – Compose simple

sentences on screen through the use of the keyboard / word-banks.

• Information handling – Use a simple graphing package to create a minibeast pictogram. With assistance, enter information into a prepared database e.g. colours, mini-beasts. Use a CD Rom to fi nd out information.

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Progression in ESD: Key Stage 1

KNOWLEDGE & UNDERSTANDING

ABOUT THE ENVIRONMENT

SKILLS FOR EDUCATION IN THE

ENVIRONMENT

ATTITUDES & VALUES FOR

THE ENVIRONMENT

LITERACY, NUMERACY AND ICT

THROUGH THE ENVIRONMENT

By the end of Year 4 most pupils should

• recognise that similarities and

differences among plants & among

animals in the local environment -

record differences between bird’s feet and beaks.

• know that plants and animals can be

sorted into groups using observable

features - identify trees in school grounds which lose /do not lose their leaves in winter.

• recognise that environments change

naturally and because of human

infl uence - seasonal weather change and waste minimisation.

• know that there are differences between

environments and that these affect

which animals and plants are found

there - name some plants and animals they expect to fi nd in school grounds and another habitat e.g. seaside.

• Begin to recognise that living things

depend on each other - naming animals that eat other animals and animals that only eat grass.

• know how people’s actions can improve

or damage the environment - cutting down trees/taking away the hedgerow habitat e.g. berries and nests.

By the end of Year 4 most pupils

should be able to

• ask relevant questions about the

environment based on experience

- what is it, where is it, why is it there, who caused it, when did it happen?

• explore and investigate aspects of

their own environment - examine signs of growth in school border.

• record what they have done or

observed using appropriate methods

- use a simple table to record results.

• draw conclusions from their results

- that there are different types of litter in the school grounds.

• investigate a simple issue in their

local environment - transport; healthy living; school grounds; litter.

• acquire skills necessary to keep safe

in familiar/unfamiliar environments -

wash hands after handling plants and animals, knowing that some plants can be poisonous.health and safety skills: www.cleapps.org.uk

By the end of Year 4 most pupils

should

• begin to give reasons for their

own likes and dislikes about the

environment - explain why they like to visit the sensory garden in the school grounds.

• appreciate / value the variety

of animals and plants, locally

and globally - encouraging biodiversity in the school grounds e.g. bird and bat boxes.

• take action to improve their

school environment - planting to encourage wildlife in the school ground.

• begin to take responsibility

for the consequences of their

actions - suggesting ways of reducing; reusing and recycling at school.

• begin to recognise that basic

needs are universal - being aware of an environmental issue overseas

e.g. Blue Peter appeal.

Literacy

• Text level – Write simple non-

chronological reports from known

information.

• Sentence level – Use a widening

range of conjunctions e.g. if, so,

while, through, since, when.

• Word level – Use independent

spelling strategies such as word

banks, dictionaries.

Numeracy

• Measures – Use different parts of

the body to measure length. Begin

to use metre as a standard unit.

• Handling data – Sort for two criteria

using diagrams such as Carroll,

Venn, Tree/classifi cation package.

Represent data from a frequency

table on a block graph and interpret

results.

ICT

• Communication – Use a word

processor to write creatively in a

variety of forms e.g. poems, stories,

and reports.

• Information handling – Use a

simple graphing package (bar

graph). Use a simple database

to search data on one criterion.

Access information from a variety of

software/CD-ROMs.

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Progression in ESD: Key Stage 2

KNOWLEDGE & UNDERSTANDING

ABOUT THE ENVIRONMENT

SKILLS FOR EDUCATION IN THE

ENVIRONMENT

ATTITUDES & VALUES FOR

THE ENVIRONMENT

LITERACY, NUMERACY AND ICT

THROUGH THE ENVIRONMENT

By the end of Year 7 most pupils should

• recognise similarities & differences

amongst plants and animals in

different habitats - record similarities & differences between birds in the school grounds and birds at the water margins

• know how local plants and animals

can be identifi ed and grouped - using

simple keys identifying plants and animals found in the school grounds using a simple key

• recognise ways in which animal and

plant behaviour is infl uenced by

seasonal changes - hibernation and migration; deciduous trees

• know how animals and plants in two

habitats are suited to their environment

suggesting why plants/animals are found in particular places, e.g. woodlice live here as it is dark and damp or a rock pool habitat

• sequence things in a simple food chain

and understand the dependency of

one on the other - construct a food chain such as grass/rabbit/fox

• know how people’s actions can

improve or damage the environment

locally/globally e.g. energy saving awareness

By the end of Year 7 most pupils

should be able to

• suggest relevant questions which can

be answered by an investigation e.g. recycling in the classroom

• design and carry out a fair test as

part of an environmental investigation

e.g. monitor energy use in the school such as electricity and oil

• record what they have done or

observed using appropriate methods

- devise a simple table to record results

• draw conclusions and interpret

results that there should be waste streaming

• investigate how we might act on a

local/global issue transport (walking bus); healthy living (food miles awareness), biodiversity; waste minimisation and streaming

• acquire skills necessary to keep safe

in familiar/unfamiliar environments

washing hands after handling plants and animals, knowing that some plants can be poisonous.health & safety skills

www.cleapps.org.uk

By the end of Year 7 most pupils

should

• be able to identify and explain

different points of view about

environmental change use role play to investigate different opinions on the siting of shopping centres, landfi ll sites and power stations

• recognise the importance of

maintaining biodiversity at a

local and global level - local Irish

fruit and vegetable varieties.

The use of rainforest plants for

medicine

• know and understand that basic

needs are universal - being aware of the need for clean water and sanitation and the consequences of not having these e.g. Water Aid

• recognise that we have a

responsibility to manage

resources sustainably -

suggesting different ways of reducing waste such as re-using or recycling

Literacy

Text level – Write a report of a

controversial issue.

Sentence level – Use a widening range of

connectives in the report genre, e.g. then,

fi nally.

Word level – Vocabulary extension

– useful terms for an argument.

Numeracy

Measures – Measure and record in

metres, centimetres and millimetres.

Handling data – Use/design a Decision

tree diagram to sort or identify objects.

Construct /interpret a range of graphs

relevant to the topic

ICT

Communication – Use a word processor

to create a table for arguments for/

against an issue.

Information handling – Use a simple

graphing package to present fi ndings

e.g. bar, line, pie chart. Sort and search

a database in response to directed

questions (up to two criteria). Access

information from a variety of sources/

CD-ROM, website, database.

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Progression in ESD: Key Stage 3

KNOWLEDGE & UNDERSTANDING

ABOUT THE ENVIRONMENT

SKILLS FOR EDUCATION IN THE

ENVIRONMENT

ATTITUDES & VALUES FOR THE

ENVIRONMENT

LITERACY, NUMERACY AND ICT

THROUGH THE ENVIRONMENT

By the end of year 10 most pupils should:

have a sense of wonderment about the

complexity, diversity and interdependence of

living things.

recognise the need for social, economic

and environmental development to be

sustainable.

have an awareness of differences in quality

of life between countries and explore how

individually and collectively we can act

responsibly to create a fairer world.

know the differences within and between

renewable and non-renewable resources.

understand the idea of sustainable

consumption at individual and national

levels e.g. exploitation of hardwoods and

depletion of rainforests.

understand the effects on biodiversity of

pollution and modern farming practices.

know about measures to improve and

protect the environment and to promote

sustainable development e.g. reducing the

effect of acid rain.

understand how confl icting demands on the

local and global environment (natural and

built) might be managed to meet current and

future needs.

By the end of Year 10 most pupils should be

able to:

assess the sustainability of their own

lifestyles and that of their family and local

community.

suggest relevant questions and appropriate

sequences of investigation.

compile a list of questions to test a

hypothesis, or to explore an issue, and

attempt to place them in a logical sequence

for enquiry.

plan and carry out an environmental

investigation, suggesting the equipment they

would like to use e.g. dataloggers.

make observations and measure with

precision, using instruments with fi ne

divisions.

record results in an appropriate way.

draw conclusions that are consistent with the

evidence.

explain conclusions using scientifi c

knowledge and understanding.

investigate a range of approaches to the

treatment, recycling and disposal of waste

create design solutions using recycled

materials and cost effective energy sources

for materials that are in limited supply e.g.

hardwoods.

research the effects on biodiversity of

GM food technology, organic farming and

intensive farming.

health & safety skills: www.cleapps.org.uk

By the end of year 10 most pupils should:

know about a range of factors which

affect how the environment is viewed

explaining how different cultures view

the environment differently, and how

economic and political forces shape our

views of the environment.

have an informed and positive sense

of the urgency and challenges of

biodiversity and sustainability, predicting

future environmental scenarios based on

current trends.

be willing to take personal actions

appropriate to the promotion of

sustainable living.

value the contribution of people who

act to make the community more

sustainable.

have an awareness of the pressure on

natural systems and resources posed by

exploitation and consumption.

understand the urgency and importance

of protecting global diversity and life

support systems.

have developed a sense of concern

for global social justice, knowing about

issues such as third world debt and

tropical deforestation, and how they

affect people in other places and here.

accept that they have a responsibility

both as individuals and members

of society to act in a way which

acknowledges:

the rights of future generations and

promotes greater equality in and

between nations.

Literacy

Develop an extended specialist

vocabulary. Write independently using

an appropriate text type, e.g. report,

recount; persuasive writing. Select and

extract meaning from a wide range of

non-fi ction texts.

Develop writing skills through specifi c

ICT packages.

Numeracy

• Choose scales for graphs and diagrams

to show data and features.

• Effectively measure, with precision, a

variety of quantities.

• Collation, analysis and interpretation of

data.

ICT

Use, independently, a data handling

package to record, analyse and

evaluate data, e.g. creating database

fi elds to record the results of an

investigation and using the package’s

facilities to interrogate the data.

Use the internet with increasing

independence, e.g. to research an

environmental issue, evaluating each

site.

Use data logging equipment to capture

environmental data and interpret it.

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Progression in ESD: Key Stage 4

KNOWLEDGE & UNDERSTANDING

ABOUT THE ENVIRONMENT

SKILLS FOR EDUCATION IN THE

ENVIRONMENT

ATTITUDES AND VALUES

FOR THE ENVIRONMENT

LITERACY, NUMERACY AND ICT

THROUGH THE ENVIRONMENT

By the end of year 12 most pupils

should:

• understand the concept of sustainable

development and know the rights and

responsibilities attached to living sustainability

and how these apply to themselves.

• understand that quality of life for the future

is dependent on responsible use of natural

resources.

• recognise the causes and consequences

of environmental issues and show an

understanding of different approaches towards

tackling them.

• have a knowledge of the impact of human

activity on ecosystems and of the need for them

to be managed sustainably e.g. peat lands,

sand dunes.

• be able to discuss alternative forms of

technology , economic, social and political

futures in the light of sustainability.

• appreciate that some energy sources are fi nite

and that alternative solutions need to be found

if a world energy crisis is to be averted.

• understand the scale of pollution affecting air,

land and water and be able to identify measures

to reduce it.

• understand that quality of life for the future is

dependent on responsible decision-making by

present generations.

By the end of Year 12 most pupils

should be able to:

• analyse the impact of their actions on

the environment and society and be

able to take informed decisions

• identify relevant questions to investigate

an environmental issue or ecosystem

• formulate an hypothesis and carry out

an investigation to test it

• work quantitatively

• record results in an appropriate way

• draw on a range of evidence, including

secondary sources to reach conclusions

• show awareness of the limitations of

their results

• be able to think creatively, critically

and systematically about sustainable

development issues, solutions and

alternatives

• recognise risks and hazards when

working with living things

• health & safety skills:

www.cleapps.org.uk

By the end of year 12 most

pupils should:

• value the goal of sustainability

and the role of the individual in

achieving it as a part of the global

community

• understand that there are a range

of possible pathways to more

sustainable lifestyles

• understand how small changes

can lead to disproportionately large

effects

• understand that many

developments threaten cultural,

economic and biological diversity

• understand disparities in the

development and the implications

this has for the environment e.g.

globalisation

• be able to refl ect critically and

engage in debate and decisions

about political, technological and

economic change which impinge

on sustainability and diversity.

Literacy

• develop an extended specialist

vocabulary

• select an appropriate text type and write

independently, e.g. report, recount,

persuasive

• select and extract meaning from real

sources, researched independently

• develop writing skills through specifi c

ICT packages

Numeracy

• select, interpret and draw appropriate

graphs to represent real data

• decide on the level of precision required

when carrying out measurements as

part of an independent investigation

ICT

• design ICT-based models, e.g. design a

spreadsheet to model how competition

and predation affect the number of

organisms in a habitat

• use ICT to measure, record and

analyse physical variables, e.g. use a

data logger to collect information and

then record and analyse it using an

appropriate package.

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APPENDIX 1

The seven key concepts of ESDCitizenship and stewardshipRecognises that people have rights and responsibilities to participate in decision-making and that everyone should have a say in what happens in the future. This involves a willingness to act as responsible citizens while developing the ability to engage with, and manage change at individual and social levels. Pupils are expected to know and understand the connection between personal values, beliefs and behaviour and how the school and community can be managed more sustainably.

Sustainable changePromotes an understanding that there are limits to the way in which the world, particularly the richer countries, can develop. The consequences of unmanaged and unsustainable growth might include increasing poverty and hardship and the degradation of the environment, to the disadvantage of everyone. This involves pupils in understanding how their home and school may be managed more sustainably and beginning to question decisions, practices and processes that affect sustainable development issues.

Needs and rights of future generationsThis concept is about learning how we can lead lives that consider the rights and needs of others and recognising that what we do now has implications for what life will be like in the future. This involves pupils in discussing the way they live and the products and services they use, to distinguish between actions and products which are wasteful and those which are sustainable. This should enable pupils to begin to assess the sustainability of their own lifestyle.

InterdependenceInvolves an understanding about the connections and links between all aspects of people’s lives and places at a local and global level, and that decisions taken in one place will affect what happens elsewhere. Pupils should develop an understanding that living things depend on each other and should acquire a sense that all living things have value. This should lead to an understanding that what people do elsewhere affects them, the places they live, other people, and plants and animals. They should become increasingly aware of the global context within which trade, industry and consumption operate.

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Relevant

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DiversityThis concept is about understanding the importance and value of diversity in people’s lives – culturally, socially, economically and biologically – and realising that all our lives are impoverished without such diversity. Through learning, pupils should appreciate cultural and biological diversity in the school and locality and eventually be able to refl ect critically on, and engage in, debates and decisions on political, technological and economic changes which impinge on diversity and sustainability.

Uncertainty and precautionInvolves a realisation that because people are learning all the time and that their actions may have unforeseen consequences, they should adopt a cautious approach to the welfare of the planet. This implies understanding that different people want to do things in different ways and are able to listen to arguments and weigh evidence carefully. Pupils should thus be able to think critically, systematically and creatively about sustainable development issues, solutions and alternatives.

Quality of life, equity and justiceRecognises that for any development to be sustainable, it must benefi t people in an equitable way. It is about improving everybody’s lives. At a basic level this involves understanding the essential difference between needs and wants and developing a sense of fairness. It involves understanding the difference between quality of life and standard of living and seeks a good quality of life for all people, at local, national and global levels and an appreciation of why equity and justice are necessary to a sustainable society.

Reference for Appendix 1 the seven key concepts of ESD…Ofsted HMI 1658 “Taking the fi rst step forward…towards an education for sustainable

development” October 2003.

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Fulfi lment

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Complexity

Social

Cultural

Scientifi c

EnvironmentConnection

To People To Place

To Planet

Consequences

(of Actions)

Individual

Societal

MultinationalPolitical

Citizenship

(Active)

Rights

Responsibilities

Care

SelfOthers

Environment

Taking Responsibility and The ‘Five Cs’ “Sustainable

Living will only

occur when

‘consistent

messages’ are

embedded by

actively working

through the 5

circles of taking

responsibility”See Figure 1, page 5.

Holistic Approach

Active

Participatio

n

APPENDIX 2Accountability

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