Guidance Education for Sustainable Development
and Global Citizenship Curriculum & Qualifications
Why? What? How? This booklet is published by ACCAC, on behalf of the Welsh Assembly Government Panel on Education for Sustainable Development and the Welsh Assembly Government Working Group on Global Citizenship.
The booklet will help schools to plan and develop learning activities to promote education for sustainable development and global citizenship. It will also be useful for colleagues in organisations who work with teachers, providing INSET within a school or LEA or in Initial Teacher Training.
Ref: AC/GM/0317
ISBN 1 86112 471 6
Price: £4.50
First published 2002 © Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) 2002
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When ordering, please quote title and reference number. Contents
Introduction 3
Using this booklet 4
Why should you promote education for sustainable development and 5 global citizenship?
What is education for sustainable development and global citizenship? 6
How can you promote education for sustainable development and 8 global citizenship?
Case Studies 1 Promoting global and environmental awareness: Eagleswell Early Years 9 Department, Eagleswell Primary School, Llantwit Major, Vale of Glamorgan 2 Pupils’ Eco-committee: Craigcefnparc Primary School, Clydach, Swansea 10 3 ‘Planning for Real’ review: Ewloe Green County Primary School, Mold, Flintshire 11 4 Children’s global right to education: Manod and Maenofferen Primary 12 Schools, Blaenau Ffestiniog, Gwynedd 5 The Coast to Coast project: Llandrygarn Primary School, Anglesey 13 6 The Econet 21 project: Nottage Primary School, Bridgend; Lansbury Park 14 Junior School, Caerphilly and Oaklands Primary School, Rhondda Cynon Taff 7 Global links: Llandinam Primary School, Powys 15 8 The value of first hand experience in education for sustainable 16 development: Glasllwch Primary School, Newport 9 Global projects on the school website: Ysgol San Sioˆr, Llandudno, Conwy 17 10 Sustainability Committee: Maesgwyn Special School, Aberdare, Rhondda 18 Cynon Taff 11 Does the Amazon rain forest have a sustainable future?: Newbridge 19 Comprehensive School, Caerphilly 12 Sustainable transport in Cardiff and Rennes: Llanrumney High School, Cardiff 20 13 Global curriculum policy: Ysgol Uwchradd Bodedern, Anglesey 21 14 Exploding stereotypical preconceptions of Africa: Cathays High School, Cardiff 22 15 Exploring the myth of recycling in Flintshire: Holywell High School, Flintshire 23 16 Reducing the environmental footprint of the school: Ysgol Gyfun y Strade, 24 Llanelli 17 Entrepreneurship, waste and business studies: Ysgol y Berwyn, Bala 25 18 Sustainable development in geography fieldwork: Afon Taf High School, 26 Merthyr Tydfil 19 Diogel?/Safe?:Terrace Road Primary School, Dan y Graig Primary School, 27 St Helen’s Primary School, Townhill Primary School and Dylan Thomas Secondary School, Swansea, together with Small World Theatre 20 Celebrating and promoting education for sustainable development in the 28 county’s schools: Carmarthenshire County Council
Estyn guidelines for inspecting and evaluating education for 29 sustainable development and global citizenship
Appendix 1: Useful websites and contacts 30
Appendix 2: Forthcoming support 31
Acknowledgements 33
Contents
Introduction
The Government of Wales Act 1998 gave the National Assembly a statutory duty to promote sustainable development. Sustainable development is now a central priority that cuts across everything the Welsh Assembly Government does. The Welsh Assembly Government is also committed to fostering a more outward-looking and internationalist Wales and to promoting global citizenship.
The National Assembly for Wales will promote development that meets the needs of the present without compromising the ability of future generations to meet their own needs. This means that we will take social, economic and environmental issues into account in everything that we do. We will integrate the principles of sustainable development into our work and seek to influence others to do the same. (Extract from the Assembly’s Sustainable Development Scheme)
The Department for International Development is committed to eliminating world poverty and is working with the Welsh Assembly Government to eradicate poverty and help achieve sustainable development.
We want to see a global society where everyone can live in peace and security; have a say in how their community is run; and have access to those things we so often take for granted, like clean water, fresh air and the chance to earn a living and bring up healthy, educated children. We want governments to be accountable to their people; obey the rule of law; protect human rights and create opportunities for economic growth… We believe children should learn about development issues at school and that every adult should have the chance to influence the Government’s policies. (Extract from Eliminating World Poverty: A Challenge for the 21st Century, A Summary, Department for International Development, 1997)
Education for sustainable development and global citizenship is part of the existing school curriculum and of school life. It is not an additional requirement. Relevant learning opportunities are found in National Curriculum subjects, religious education, personal and social education and as part of other aspects of school life. Successful curriculum planning is about bringing together and joining up these opportunities to form a coherent programme for learners.
Introduction 3 Using this booklet
This booklet sets out why schools should promote education for sustainable development and global citizenship. It provides some basic definitions, together with examples of existing good practice so that schools can learn from others about how to develop learning opportunities. The booklet also includes the Estyn guidelines for inspecting and evaluating education for sustainable development and global citizenship and identifies useful websites and forthcoming support.
This booklet will help schools to plan and develop learning activities in this area. It will also be useful for colleagues in organisations who work with teachers, providing INSET within a school or LEA or in Initial Teacher Training.
4 Using this booklet Why should you promote education for sustainable development and global citizenship?
‘Young people today are growing up in a world where prosperity and technological progress exist alongside mass poverty and an environment under threat.
Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future.
No school should feel it is unable to help its pupils gain these perspectives on the world.
Education for sustainable development and global citizenship is not an extra subject of study. It is a way of approaching the existing school curriculum and school life. It can be liberating for learners and teachers alike.
This booklet is intended to help you. I commend it to all schools in Wales.’
Jane Davidson, Minister for Education and Lifelong Learning
Why? 5 What is education for sustainable development and global citizenship?
Education for sustainable development:
enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. (UK panel for Education for Sustainable Development)
Education for global citizenship:
enables people to understand the global forces which shape their lives and to acquire the knowledge, skills and values that will equip them to participate in decision making, both locally and globally, which promotes a more equitable and sustainable world.
Education for sustainable development and global citizenship is about:
• the links between society, economy and environment and between our own lives and those of people throughout the world
• the needs and rights of both present and future generations
• the relationships between power, resources and human rights
• the local and global implications of everything we do and the actions that individuals and organisations can take in response to local and global issues.
6 What? The key concepts of education for sustainable development and global citizenship are:
• interdependence – understanding how people, the environment and the economy are inextricably linked at all levels from local to global
• citizenship and stewardship – recognising the importance of taking individual responsibility and action to make the world a better place
• needs and rights – understanding our own basic needs and about human rights and the implications for the needs of future generations of actions taken today
• diversity – understanding, respecting and valuing both human diversity – cultural, social and economic – and biodiversity
• sustainable change – understanding that resources are finite and that this has implications for people’s lifestyles and for commerce and industry
• quality of life – acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally
• uncertainty and precaution – 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
• values and perceptions – 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
• conflict resolution – 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.
How can you and your school promote education for sustainable development and global citizenship?
What? 7 How can you promote education for sustainable development and global citizenship?
The brief case studies that follow show a small selection of the good practice that can be found in schools in Wales.
Further information, examples and resources to support schools can be found on the websites listed in Appendix 1.
8 How? Promoting global and environmental awareness 1
Eagleswell Early Years Department, Eagleswell Primary School Llantwit Major, Vale of Glamorgan
The school has forged links with Atlantic College, St Donats. This has given children in the early years department an opportunity to play and learn with students from all over the world. Using the story ‘Handa’s Surprise’, African students talked to the children about their countries. The children played with model animals and matched them to the story. The students danced with the children to the rhythms of African drum music and helped the children to play the drum and feel the beat of songs. The students made a traditional chicken and rice dish for the children to eat and also organised a tasting of the fruits mentioned in the story.
The early years department identified a need to improve the nursery outside play area. Following discussions with children, parents and staff, they decided to add new plants to encourage birds, wildlife and mini-beasts and to encourage the children’s sensory development through the use of plants, wind chimes, mobiles, mirrors and reflective surfaces. Many of these were produced with the help of the children, using reclaimed materials. A water feature was also produced. The children love to play and learn in the area.
These activities have contributed to all six areas of learning and experience. They have provided wonderful opportunities for promoting global awareness, have raised the children’s awareness of the environment and of conservation issues and given them the opportunity to experience the awe and wonder of their world.
How? 9 2 Pupils’ Eco-committee
Craigcefnparc Primary School, Clydach, Swansea
The school Eco-committee carried out an audit and then drew up targets and a plan that included action on reducing waste, conserving energy, healthy eating, road safety and litter. All members of the school community are involved in implementing the action plan.
The pupils have taken responsibility for improving the sustainability of the school as a learning community and have taken action to improve the quality of life locally. They monitor and evaluate the impact of their activities and progress towards their targets as part of their work in mathematics.
WATER
Goal: To collect rainwater to be used for watering our garden
PERSON ACTION RESPONSIBLE TIMING
Design a system Pupils April 2000 which will successfully collect water
Caretaker to consider Caretaker April 2000 design ideas and practicality of construction
Purchase materials Headteacher April 2000 necessary for construction
Measure rainfall and Pupils and Staff May 2000 consider expense of water costs and savings possible
Construct rainwater Caretaker May 2000 collection system
Regularly water plants Pupils June 2000 in bedding and containers using recycled water
10 How? ‘Planning for Real’ review 3
Ewloe Green County Primary School, Mold, Flintshire
A model of the school and its site was constructed in the school foyer. Pupils expressed their opinions about their immediate environment, by placing dots on the model. Black dots indicated areas they disliked and wanted to change; red showed areas they disliked a little; blue marked areas they liked a little and white noted areas they liked a lot. Small flags were used to show particular features that could be added or removed.
All members of the school community considered the results and helped to draw up an action plan. Targets for improvements included better play equipment and playground markings, making the school entrance more welcoming, renovating and maintaining an untidy pond area, and developing part of the school grounds as an outdoor classroom, with areas for wildflowers and bird feeding.
Pupils also decided to increase the amount of recycling in the school. They installed a compost bin to recycle fruit peel and green cuttings and held a competition to design special containers for used drinking water cups. The pupils decided that all staff should be trained in the eco-friendly use of the photocopier and designed reminder notices about copying back-to-back and re-using scrap paper.
The project raised pupils’ awareness of citizenship and stewardship and contributed to their work in science, geography and PSE.
‘I am delighted by the children’s commitment to this initiative and Ewloe Green Eco Code thrilled by how it has captured their imagination. The resources created We don’t drop litter – we put it in the bin and issues raised as a result of their We recycle and reuse ideas and enthusiasm will benefit We switch off to save electricity them greatly in their studies.’ We close doors to save heat Headteacher We walk not drive when we can We think before we act and leave wildlife and plants alone. ‘The success of the Eco-committee has led us to further develop its role into a school council with representatives from the whole school community. The school council has planned an all-day Jubilee celebration and developed schemes such as playmates (where older children organise and play games for younger pupils).’ Eco-schools coordinator
How? 11 4 Children’s global right to education
Manod and Maenofferen Primary Schools, Blaenau Ffestiniog, Gwynedd
Pupils worked with staff from the World Education Centre and investigated the right to education and how children in the past and today have been, and are being, denied this right because they are made to work. They explored the concept of children’s rights and how child labour was used in the past in the slate mines of Blaenau Ffestiniog and is used today on cocoa plantations on the Ivory Coast. They visited the Llechwedd Slate Quarry and took an underground tour. They questioned the guides about conditions and talked to a local historian whose grandfather and great grandfather had both started work at the quarries when they were ten years old.
They learnt how cocoa beans were grown and how chocolate was made. They then compared the lives of children working on cocoa plantations on the Ivory Coast with those living in Ghana. The Day Chocolate Company in Ghana buys cocoa from co-operatives that provide a fair wage for their workers. This means that the children are freed from the need to earn money and their parents can afford to send them to school.
The pupils worked with an artist in residence to create a wall hanging and also made up mime games that communicated the project’s messages. They presented the project to pupils in Year 5 and then all those involved in the project shared in a chocolate party together.
The pupils learnt about human needs and rights as part of their work in history, geography and PSE. ‘I don’t think it’s fair for children to have to work if they don’t want to.’ Further information about this project is available on the website at Chris, Year 6 www.bangor.ac.uk/addysgbyd
‘A year on, the children still talk to me about the project.’ Teacher
12 How? The Coast to Coast project 5
‘I feel we’ve been learning about Llandrygarn Primary School, Anglesey them and them about us and also learning with them – chatting on The aim of this project was to enable pupils to learn with and from children e-mail, pictures, meeting the from Denmark and Nicaragua, rather than just learning about them. teachers and the traffic survey.’ The project was based around three themes, ‘Ourselves’, ‘Our Environments’ Llandrygarn pupil and ‘Our Homes’.
‘Our children have got to know The pupils investigated a range of issues and shared their findings. about everyday life somewhere else They compared the household waste that was produced in each of the and to think about their own lives in three communities and found out what happened to it. They investigated a different way. When telling others the types of transport used and the traffic problems that occurred. about their lives, they have given a They looked at local woodlands and forests and found out about the second thought to what they do.’ destruction of forests across the world. In each case they suggested and Danish teacher compared possible solutions for the problems and evaluated them to see how sustainable they were. They realised that these concerns can be ‘They have found out that other tackled in different ways and that situations are constantly changing. children are the same – that they have similar needs and goals The pupils from Anglesey and Denmark realised that children and adults in life.’ in less economically developed countries share many of the same concerns Llandrygarn teacher as they and their communities do, whilst pupils in Nicaragua learnt that communities in more economically developed countries also had problems and concerns and were searching for sustainable solutions. The project contributed to pupils’ work in science, geography and language.
Further information about this project is available on the website at www.bangor.ac.uk/addysgbyd
How? 13 6 The Econet 21 project
Nottage Primary School, Bridgend; Lansbury Park Junior School, Caerphilly and Oaklands Primary School, Rhondda Cynon Taff
The schools, supported by the ESIS advisory team, took part in a European project focusing on sustainable development. The schools worked with local partners and with schools in Spain, Portugal and Finland. They developed a range of projects, shared experiences and received access to a range of resources.
Each school chose and developed their own learning activities. At Oaklands Primary School, these included writing and performing a rap song ‘Give Trash a Bash’, which was then produced as an advert. Under the title ‘We can make a difference’, Lansbury Park Junior School worked with other local schools and organisations to develop the area around the schools. They also got sponsorship to develop a science club to make full use of the grounds for science.
Participation in the project contributed to the pupils’ work in a number of subjects and also helped to develop a strong sense of community both locally and across Europe. Details of the project can be found on www.econet21.org
14 How? Global links 7
Llandinam Primary School, Powys
The pupils, staff, parents and friends of this small, rural primary school have embraced the many different aspects of global citizenship in a variety of creative and imaginative ways. This commitment has built up over time and is reflected not only within the taught curriculum and whole school ethos, but in the way the school has involved the local community through performances and displays.
Through their cross-curricular study of Ghana, all the pupils are actively involved in celebrating Ghanaian culture. The pupils have given performances of djembe drumming, singing, dancing and have dramatised traditional African tales. The pupils have also organised Fairtrade displays and stalls at various school and community events. Working through Link Community Development (www.lcd.org.uk) the school has developed a link with the Sekoti School in Northern Ghana and, although communication is difficult, the pupils from both schools have been able to exchange information and ideas.
The activities have contributed to the planned curriculum in languages, PSE, geography, art and music. As a result of the activities, pupils have developed a greater sense of the importance of individual responsibility and are aware of how their own actions and choices can affect the lives of others not just in their own families and local communities but right across the world.
Further information can be found on www.llandinam.powys.sch.uk
‘I was really surprised at how many Information about other school projects in Powys can be found on jobs children in Ghana have to do www.education.powys.gov.uk/english/sustainability before school.’ Nia, Year 6
‘One of the greatest benefits has undoubtedly been the joy and excitement of actually communicating with a school in another part of the world.’ Class teacher
How? 15 The value of first hand experience in education 8 for sustainable development
Glasllwch Primary School, Newport
The staff at the Ebbw Vale Education Centre helped the pupils to explore the woodlands, wetlands and grasslands around the centre and to learn about the plants, animals and insects that live there. This provided the pupils with a first hand experience that stimulated their interest in the world around them and, by fostering a sense of wonder and awe, helped to develop their sense of responsibility to the environment. The pupils followed up the work in their science lessons and also wrote to staff at the centre describing what they had learnt from the visit.
Many of the pupils enjoyed the experience so much, that they brought their parents and siblings to the centre to join in with weekend events.
16 How? Global projects on the school website 9
Ysgol San Sioˆr, Llandudno, Conwy
The school uses their website to undertake a variety of global projects, inviting schools from around the world to take part.
Recent projects have included the ‘Global Story’, where pupils at San Sioˆr started off the story by inventing a character, Chips, and writing a chapter describing what he gets up to in Llandudno. Other schools were then invited to participate in the story, by taking Chips to their country and writing a chapter describing what he did there. Schools from Argentina, Australia, Brazil, Israel, Japan, Poland and the USA contributed to the story.
Work in science included an investigation to find out when spring happens in different parts of Europe. Schools across Europe were invited to plant bulbs and record when they flower, and to record when the fist migrants (cuckoo, swallow, swift and red admiral butterfly) arrived. As part of a project in geography, pupils worked with their partner school in Sydney. Pupils in each school described the view from their window and e-mailed the descriptions to pupils in the other school. Each pupil then drew a picture of the view and e-mailed them back. Finally the pupils exchanged photographs of their views with each other.
Details of the projects can be found on www.santsior.conwy.sch.uk
How? 17 10 Sustainability committee
Maesgwyn Special School, Aberdare, Rhondda Cynon Taff
Ten pupils are elected as representatives to a committee that includes the headteacher, a governor, parents, teachers, a cleaner and the caretaker. The committee discusses possible activities, develops an action plan and makes democratic decisions about sustainability issues.
Projects chosen have included setting up a breakfast club, developing quiet seating areas in the school grounds, planting hedgerows and a wildflower meadow and monitoring electricity, gas and water usage by the school.
The school has set up the Cwmdare Community Action Team, where pupils work alongside adult members to improve the local community. Projects have included recycling Yellow Pages directories for the community, recycling wood, stamps, paper and cans and helping to undertake local environmental quality surveys.
Pupils are also actively involved in projects with schools from other countries. Projects include linking with a school in Africa and raising money to help feed children who have been orphaned through AIDS, linking with a school in the Cayman Islands so that the ‘Maesgwyn Protectors of the Planet’ can exchange ideas with the ‘John Gray High School Recyclers’ and links through a COMENIUS project to schools in Austria, Estonia, Finland and Germany.
Work on the projects has contributed to pupils’ work in language, PSE, science and geography.
18 How? Does the Amazon rain forest have a sustainable future? 11
Newbridge Comprehensive School, Caerphilly
As the culmination of a Year 9 geography unit of work on the Amazon rain forest, the teacher used the interactive whiteboard to re-cap on what pupils had learnt. Pupils discussed the key words and photographs displayed and reviewed the concept of sustainability and the case studies they had covered, such as the Caraja project and Camp 41.
Pupils were given a set of 32 cards containing factual information, e.g. the size of the Amazon rain forest, and statements about activities, e.g. the Brazilian Government is keen to develop the Amazon. The pupils then worked in groups to sort the cards into four sets, using criteria that they had agreed between themselves. Some of the cards were hard to classify and provoked useful debate.
The teacher invited the groups to explain the criteria that they had chosen and to compare the similarities and differences between groups. Key words such as ‘development’, ‘exploitation’ and ‘sustainable change’ were discussed.
The pupils drew on their knowledge and understanding to write a reasoned response to the question ‘Does the Amazon rain forest have a sustainable future?’
THE FUTURE OF THE AMAZON
Camp 41 Reasons Impact Background
Global warming is a Developing the Amazon Many species are only is a key point in the real threat as trees are found in the rainforest cut down Brazilian Government’s plans for the future
Between 4 and 6 If current development The Amazon is called million acres are lost continues, there will per year be no rainforest left in the Lungs of the Planet 20 years
Improving access to Camp 41 is 41 km from rainforest causes the nearest road quicker development
How? 19 12 Sustainable transport in Cardiff and Rennes
Llanrumney High School, Cardiff
Llanrumney High School teamed up with College De La Binquennais in Rennes to bid for a Franco British Council award, sponsored by Vivendi. The bid won a £5,000 prize and also received a £1,000 Sustainable Schools Grant from the City and County of Cardiff.
The funding enabled pupils in the two schools to study sustainable transport in Cardiff and Rennes. They learnt about traffic pollution and its consequences and realised that fossil fuels are a finite resource. They developed questionnaires and undertook surveys to find out why people used private cars and interviewed bus and train company staff about transport issues. They carried out an investigation into the health benefits of regular exercise.
Pupils in Cardiff produced a drama production for their partner primary schools looking at issues about sustainable transport and ran a poster competition to encourage people to use more sustainable forms of transport. A video and website were also produced.
Pupils participated in exchange visits with the school in Rennes. Cardiff pupils visited Rennes and guided by pupils from De La Binquennais, explored the ‘Le Val’ integrated transport system that included ‘Vélos á la Carte’ (a credit card cycle hire facility).
On a reciprocal visit, the pupils from Rennes visited the Traffic Operations Centre at Cardiff’s Atlantic Wharf, travelled on the Valley Lines between Caerphilly and Cardiff and viewed the rail control centre at Brunel House and the Cardiff Bus Control Centre.
Work on the project gave pupils an opportunity to develop their French and contributed to work in English, D&T and geography.
My information shows that more people travel by car and that less people cycle. This means that we are not that worried by pollution and that fossil fuels will soon run out.
If we wanted to preserve fossil fuels and help the environment more people would walk and cycle and less people would travel by car and bus.
20 How? Global curriculum policy 13
Ysgol Uwchradd Bodedern, Anglesey
The school has built a global dimension into its school curriculum. It has a whole school policy and a statement on the importance of the global dimension in the school. The school works with schools in a variety of situations, including less economically developed countries, European states and smaller nations, and uses a number of languages, usually English, Welsh and the language of the partner school.
The policy encourages all teachers to take the opportunity to be part of an international project and, where possible, to visit other countries as part of their work. It aims to allow every pupil to gain significant experience on a European or wider world link project and ensures that the global dimension is threaded throughout the PSE provision.
How? 21 14 Exploding stereotypical preconceptions of Africa
‘The images of Africa that we see Cathays High School, Cardiff in the news are often negative. They should try to be less biased As part of a unit of work on Kenya, pupils examined the stereotypes they and more balanced.’ held of life in Africa. They completed a questionnaire on their ideas about Ceri, Year 8 Africa and Kenya and, prior to sharing the results of these, looked at stereotypical images of Welsh people. They discussed where their information on Africa came from and why they had developed the stereotypes. Most pupils put charities (particularly Comic Relief) and disaster reports as their main sources.
This introductory exercise was followed by research using a wide range of resources from Oxfam including videos, books, maps and photographs. Pupils used prompt sheets to focus their thinking and help them to interrogate the photographs in detail. They explored the life and environment of the Masai people and compared it to that of the Kikuyu people. To challenge their stereotypes of African cities, the pupils were given a set of photographs (all taken in Nairobi) and asked to sort them into two piles, those taken in the UK and those taken in Nairobi.
The work concluded with another questionnaire to examine their understanding of the unit and to see whether their perceptions of Kenya had changed. All of the pupils thought they had learned a lot from the work and that the stereotypes they held had been challenged and then exploded.
22 How? Exploring the myth of recycling in Flintshire 15
Holywell High School, Flintshire
As part of the Young Reporters in the Environment project, a group of pupils from Holywell decided to investigate recycling in the local area. They were concerned about the lack of facilities in the area and about the general apathy towards recycling that they saw in the local community.
They mapped the recycling facilities available in the area and took photographs of the sites. They investigated recycling facilities in other parts of the UK and worked with the County Council to survey the views of pupils in the schools and discuss the County Council’s current provision and plans for the future. They were appalled by the amount of waste produced in Flintshire and the small percentage that was recycled and concerned that many pupils at the school did not think recycling was an important issue.
After seeing the results of their project, they set up recycling facilities for cans in the school, which had a beneficial effect on the litter problem and raised awareness of the importance of recycling.
Following this initial investigation of local recycling, we began to compose a survey designed to discover people’s views on recycling in Flintshire. Also the survey was used to find out if people would use the facilities if they were improved. Flintshire County Council carried out a survey in our school to discover if students recycled and if so, what they recycled. The results of the survey appalled the sixth form students as the younger students felt that recycling was not an issue. These are the results we collected from the general public. Overall we asked 30 people their opinions on recycling.
How? 23 Reducing the environmental footprint of 16 the school
Ysgol Gyfun y Strade, Llanelli
The school was recently awarded a European Green Flag as part of the Eco-schools scheme and has a tradition of working to reduce the environmental footprint of the school. The 35-strong Eco-committee has initiated a number of whole school projects.
As part of their work in science, mathematics, IT and PSE, pupils have been engaged in surveys of water use, temperature monitoring and development of the school grounds. They have also audited travel and transport issues. They have discussed how they could reduce the impact of the school on the environment and make it more sustainable.
The pupils surveyed the litter problem, published their findings and produced an action plan. They worked closely with Carmarthenshire’s Local Agenda 21 Officer, the Recycling Officer and the Council’s Sustainable Development Department and have made significant inroads into the litter problem.
The pupil committee publishes a regular Eco-newsletter to spread the sustainability message throughout their community. They have visited local industries to find out about recycling practices and have made contacts with a French school to find out about sustainable development in France. They have also encouraged recycling and use of minimal packaging in the home.
24 How? Entrepreneurship, waste and business studies 17
Ysgol y Berwyn, Bala
In a project for their business studies course, pupils in Years 10 and 11 identified an environmental problem that was also a potential business opportunity. Debris from around the shore of the lake was periodically collected and burned, causing an environmental nuisance and potential hazard.
In a joint project with the National Park, pupils carried out an investigation and realised that there was a market for compost in the area. They developed and costed plans to collect, compost and sell the waste. With the help of a grant from Cronfa Arbrofol Eryri (CAE), they built large compost containers, filled them with the waste and then were able to bag and sell the compost locally. ‘We learnt about business in a practical way. We had to deal with Pupils developed their Key Skills of communication, application of number people in a professional way.’ and working with others. Bethan, Year 10
‘This project has sparked a great interest in the subject. It has broadened their experiences well beyond that of the usual business course.’ Teacher
How? 25 18 Sustainable development in geography fieldwork
Afon Taf High School, Merthyr Tydfil
As part of their A level geography course, Year 12 students undertook a five-day fieldtrip to North Wales and Manchester. The aims of the fieldwork were to collect data for the students’ A level investigations and to explore some aspects of sustainability in line with the A2 specification.
En-route to North Wales, students visited the Centre for Alternative Technology (CAT) and examined a range of exhibits on the theme of sustainability. In North Wales their investigations focused upon the economic viability and quality of life in various villages, through land-use surveys and interviews.
In Manchester, students met the planner for the central zone, who took them on a guided tour of the city centre and provided information about its redevelopment, including the drive to bring residents back to the city. Contacts were also made with the planners responsible for waste disposal, transport and housing, all key elements of the A2 specification. Students visited the new Commonwealth stadium and looked at the sustainability issues in the surrounding area. The fieldwork finished with a visit to the URBIS Centre – an interactive learning/entertainment museum of urban life around the world.
A comparative analysis of newspaper headlines in Rochdale, Bangor and Merthyr Tydfil, as part of an investigation into indicators of social deprivation.
26 How? Diogel?/Safe? 19
Terrace Road Primary School, Dan y Graig Primary School, St Helen’s Primary School, Townhill Primary School and Dylan Thomas Secondary School, Swansea, together with Small World Theatre
The partner schools are located in areas that are hosting refugees and participated in the project to encourage their local communities to support refugees. Small World Theatre created the project, in partnership with Global Connections and the Welsh Refugee Council.
The pupils in Years 5 and 8 spent half a term working on refugee issues through PSE and drama. They undertook a range of activities including researching refugees’ stories, participating in children’s rights workshops and producing a drama performance to interpret the experience of refugees. The project enabled young people and their parents to relate their personal experiences to those of people from other parts of the world who have been forced to leave their homes. It helped them to explore issues of need and human rights and gave them opportunities to work with pupils from their partner schools.
How? 27 Celebrating and promoting education for sustainable 20 development in the county’s schools
Carmarthenshire County Council
The Council has developed a leaflet to promote education for sustainable development in the schools of Carmarthenshire. The leaflet celebrates the activities and successes of schools in the county and sets out how Carmarthenshire County Council is responding to the challenge of preparing a community plan for promoting the economic, environmental and social well-being of the area.
The Council has also launched a website to promote Carmarthenshire Eco-schools. The website provides news, links, resources and contacts and can be viewed on www.eco.ysgolccc.org.uk
Friday, 8 June 2001 GLANAMAN ECO WARRIORS Pictured is Rhodri Glyn Thomas, AM for Carmarthen East and Dinefwr, with Year 5 pupils from Ysgol Glanaman in their school garden.
Carmarthenshire school pupils recently had a taste of political life when they had a helping hand from the National Assembly for Wales to launch their Eco Schools Award Scheme.
Year 5 pupils from Ysgol Glanaman had the opportunity to travel to Cardiff to visit the National Assembly buildings, where Rhodri Glyn Thomas, AM the constituency member for Carmarthen East and Dinefwr, offered them advice on how to organise an effective committee. This was a great help to the pupils as a vital aspect of becoming an Eco School is the operation of the Eco School Committee.
28 How? Estyn guidelines for inspecting and evaluating education for sustainable development and global citizenship
Questions to ask in relation to standards in sustainable development and global citizenship
• Are the statutory requirements for sustainable development and a global dimension in geography being met? • Does the PSE provision give enough attention to sustainable development and to global citizenship? • Do pupils have enough opportunities to develop and extend their awareness and understanding of sustainable development and global citizenship in other subjects? • Do pupils taking examination courses have enough opportunities to consider sustainable development issues? • Do pupils show an appropriate level of awareness and understanding of sustainable development and of the knowledge, understanding, skills, attitudes and values necessary to become a global citizen? • Are pupils given the opportunity to develop their awareness and understanding of sustainable development and global citizenship through extra-curricular work and projects? • Does the school have adequate resources for education for sustainable development and global citizenship? • Are the staff sufficiently trained to teach education for sustainable development and global citizenship?
Questions to ask in relation to the school and sustainable development
• Does the school have a good understanding of education for sustainable development? • Does the school have a policy on sustainable development issues? • Does the policy have a beneficial effect on practice? • In the course of the inspection, was the school acting sustainably? • Are there effective measures in the use of energy? • Are there procedures to ensure that waste can be kept to a minimum? • Is the school effectively promoting recycling? • Is the school effectively supporting healthy lifestyles? • Is the school engaged in projects that promote education for sustainable development? • Has the school gained any award for its work in promoting sustainable development? Adapted from Estyn Newsbrief, Number 18/02
How well are you and your school doing now?
What more might you do to promote education for sustainable development and global citizenship in your school?
Inspecting and evaluating 29 Appendix 1: Useful websites and contacts
The following websites contain information about developments and resources to support education for sustainable development and global citizenship. Many of these websites also contain links to other websites.
National Assembly for Wales www.wales.gov.uk www.learning.wales.gov.uk
ACCAC, the Qualifications, Curriculum and Assessment Authority for Wales www.accac.org.uk
Estyn, Her Majesty’s Inspectorate for Education and Training in Wales www.estyn.gov.uk
DFID, Department for International Development www.dfid.gov.uk www.globaldimension.org.uk
British Council www.britishcouncil.org/education
Cyfanfyd, the Development Education Association for Wales www.cyfanfyd.org.uk
EcoSchools www.eco-schools.org.uk
Joint DEA/CEE project www.wssd-education.org.uk
Oxfam www.oxfam.org.uk www.oxfam.org.uk/coolplanet
Partnership website focusing on global citizenship work www.citizenship-global.org.uk
RSPB www.rspb.org.uk/cymru www.rspb.org.uk/education
The National Grid for Learning www.ngfl.org.uk
WWF www.wwflearning.co.uk
30 Appendix 1 Appendix 2: Forthcoming support
Education for sustainable development
The Education for Sustainable Development Advisory Panel programme
The Advisory Panel was established in 2001 to consider how to promote education for sustainable development effectively in schools and adult education. The Panel comprises Assembly officials and representatives from ACCAC, Estyn, ELWa, The Environment Agency, Countryside Council for Wales, The Welsh Local Government Association and a range of voluntary organisations.
The Advisory Panel has three sub-groups, involving Panel members and many other individuals and organisations with an interest in education for sustainable development. The sub-groups are currently looking at: formal education: to identify effective methods of raising awareness of sustainable development among teachers and to consider how the concept of sustainable development can best be incorporated into the teaching of PSE, geography and other aspects of the curriculum
ITET: to consider how sustainable development can best be incorporated into initial teacher education and training and continued professional development communication: to identify the longer-term vision for education for sustainable development in Wales, based on an evaluation of opportunities for linking with developments in other sectors.
Work has begun on projects to:
• develop a model for the integration of education for sustainable development and global citizenship into the whole school ethos and all aspects of the taught curriculum at KS1 and KS2
• train the trainers in education for sustainable development
• develop a web-based directory holding information that encourages others to include more education for sustainable development within their work
• set up an e-forum for education for sustainable development to coordinate communication between the education for sustainable development community, to develop best practice, work on innovative partnership ideas, produce joint responses to consultation documents and to be the first point of contact for others looking for a coordinated response on education for sustainable development issues.
Appendix 2 31 Education for global citizenship
The All-Wales Enabling Effective Support programme
The Department for International Development (DFID) is supporting a national programme that will provide an overall framework for delivering and supporting global citizenship in Wales. The programme will run for a minimum of five years and is being developed in partnership with representatives of the education sector including ACCAC, LEAs, schools, Estyn, providers of teacher training and providers of development education support and services.
A national coordinator has been appointed for the programme. For the latest news on progress they can be contacted through Oxfam Cymru, 5th Floor, Market Buildings, 5/7 St Mary’s Street, Cardiff, CF10 1AT, or phone 0870 710 9007. As work develops in setting up regional fora, details will be posted on the Cyfanfyd website at www.cyfanfyd.org.uk
Other guidance
Global citizenship: a map for curriculum planners – a guide to the opportunities for delivering global citizenship in your school’s curriculum, with hints on creating a coherent programme. This guide will be available free of charge to all schools in 2003.
Educating for global citizenship – an INSET resource for teachers in Wales. This video will showcase good practice in the delivery of global citizenship in Welsh schools. It will be available from the World Education Centre, Bangor in 2003. There will be a small charge for this resource.
32 Appendix 2 Acknowledgements
This booklet has been developed by the members of the Welsh Assembly Government Panel on Education for Sustainable Development and the Working Group on Global Citizenship.
Members of the Welsh Assembly Government Panel on Education for Sustainable Development
Charles Coombs SDU, Welsh Assembly Government Kendal Davies Carmarthenshire County Council/Welsh Local Government Association Lisa Dobbins SDU, Welsh Assembly Government John Farrar University of Wales, Bangor Claire Fowler RSPB Geraint George University of Wales, Bangor Matthew Griffiths Civic Trust for Wales Catherine Hester Oxfam Cymru Anne Jenkins ELWa Gareth Wyn Jones Estyn Alan Lansdown DfTE, Welsh Assembly Government Nerys Mullally Countryside Council for Wales Colette Pitts PEDEC/Cyfanfyd Gerry Taylor Ecoschools Wil Thomas Environment Agency Sue Tozer ESIS Nigel Vaughan Estyn Anne Whipp ACCAC
Members of the Welsh Assembly Government Working Group on Global Citizenship
Rachel Bull British Council Frances Burns Department for International Development David Egan University of Wales Institute, Cardiff David Griffiths Newport LEA John Hicks DfTE, Welsh Assembly Government Catherine Hester Oxfam Cymru/Cyfanfyd Michael Parkinson DfTE, Welsh Assembly Government Meinir Richards WJEC Nigel Vaughan Estyn Anne Whipp ACCAC
Members of the Panel and Working Group would like to thank the many teachers and colleagues from local education authorities and other organisations who have helped in the production of this booklet.
Acknowledgements 33 Why? What? How?