Geography
Studying geography widens and deepens pupil understanding of people, places and environments and how
geographical patterns and processes change over time and place
Knowledge – about people, places and environments in different parts of the world and about wider
geographical themes, seen from local, regional and global perspective. They learn about global
environmental, social and economic issues and independencies and how countries are linked to the rest of the
world.
Values – acknowledging how changes affect people’s lives and how values and attitudes and decision-
making impact on the quality of life of present and future generations. They experience fieldwork ad practice
problem solving using examples such as the siting of a new wind farm.
Skills – understanding the complex relationships and interdependence between human development and the
global environment
Key Stage Three
Diversity –KS3 curriculum area contexts must include UK & Wales; EU; MEDC & LEDC
Year 7- settlement (I, N & R, D, CR) … economic activity (I, SC, U & P, D)
environmental issues (I, C&S, N&R, D, SC, U&P, N&R)
Year 8 - ecosystems (I, C&S, N&R, Q of L, SC, D, U&P, N&R, CR)
global environmental change and international responses, carbon footprints, global threats, causes and effects
of global warming (I, C&S, N&R, Q of L, SC, D, U&P, N&R, CR, Natural Environment theme, Climate
Change theme, Consumption and Waste theme)
weather and climate (I, V&P)
development(I, C&S, N&R, Q of L, SC, D, U&P, N&R, CR)
coasts and rivers (I, SC, C&S)
Year 9 - Population and migration (I, N&R, Q, D, C&S, Q of L)
natural hazards (I, D, CR, C&S)
fair trade(I, N&R, Q, D, C&S, Q of L, Identity and Culture theme, Choices and Decisions theme)
tourism and eco-tourism (I, C&S, N&R, Q of L, SC, D, U&P, N&R, CR, Consumption and Waste theme)
fashion and sport (I, C&S, N&R, Q of L, SC, D, U&P, N&R, CR, Choices and Decisions theme, Identity and
Culture theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
WJEC
Theme 1- Water
Flood defences- environmentally sensitive engineering strategies- hard and soft- (I, SC, V&P, CR)
Theme 2- Climate change- greenhouse effect, human intervention, evidence of climate change, effects on
LEDC’s and MEDC’s, low carbon lifestyles, government strategies and global protocols, sustainable
housing- (Theme Climate Change- , C&S, D, N&R, SC, V&P, CR, Natural Environment theme,
Consumption and Waste theme)
Theme 3- Living in the Active Zone- long term measures to reduce impacts/monitoring (I, CR, V&P)
Theme 4- Changing Populations- GIS in population mapping, migration, population/resource imbalance/
how are rural populations changing? Fertility rates/diseases e.g. malaria/ AIDS (I, C
&S, D, SC, Q of L, U&P, V&P, CR)
Theme 5- Globalisation- influences of trade, communications, culture and multi-national companies in
driving globalisation, benefits & problems, trade blocs (EU, NAFTA), free trade, fair trade- (I, C&S, CR, Q
of L, SC, U&P, V&P)
Theme 6- Development- Global Development- usefulness of indicators of development, Millennium
Development Goals, World Bank, AIDS, water supply (I, C&S, CR, Q of L, SC, U&P, V&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Five
A/S
Unit 1- Climate Change- greenhouse effect, human intervention, evidence of climate change (long, medium
and short term), effects of Global Warming on LEDC’s and MEDC’s, low carbon lifestyles, government
strategies and global protocols, sustainable housing- (Theme Climate Change- , C&S, D, N&R, SC, V&P,
CR)
Unit 2- Globalisation- influences of trade, communications, culture and multi-national companies in driving
globalisation, benefits & problems, trade blocs (EU, NAFTA), free trade, fair trade- (I, C&S, CR, Q of L, SC,
U&P, V&P)
Unit 3- Development- Global Development- usefulness of indicators of development, Millennium
Development Goals, World Bank, AIDS, water supply (I, C&S, CR, Q of L, SC, U&P, V&P)
A/2
Unit 4- Contested Planet-
Energy security/ types/ renewable & non-renewable. Supply, demand, security and the future (theme
Consumption and Waste, I, C&S, D, SC)
Water conflict- geography of water supply, risks of water insecurity, water conflicts and the future (theme
Consumption and Waste, I, C&S, D, SC)
Bio-diversity under threat/management (N&R, D, SC)
Superpower geographies (I, C&S, CR, Q of L, SC, U&P, V&P)
Bridging the development gap (I, C&S, CR, Q of L, SC, U&P, V&P)
The technological fix (I, C&S, CR, Q of L, SC, U&P, V&P)
Research one topic- eg the world of cultural diversity, pollution and human health at risk, consuming the rural
landscape- leisure and tourism, fragility and management issues
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
History
Studying history allows pupils to explore and widen their knowledge and understanding of different historical
periods and their influence on life today; to learn how and why events and people have been interpreted in
different ways; to consider the causes and consequences of historical events and the connections between
them
Knowledge – of different periods, events and individuals and the interconnections between them; discerning
the processes of change and understanding that different interpretations of these can equally valid; and
recognising that issues of basic human needs and rights recur in all periods. Students learn about exploration
and migration; social and economic life during industrial times; local history using local resources.
Values – respecting the diversity (and similarity) of human experience through history and the different ways
people perceive and represent that experience
Skills – the ability to assess evidence and use it critically; to draw conclusions based on evidence; to look for
causes and consequences, similarities and differences and for the causes and resolutions of conflicts.
Key Stage Three
Year7-Conquest & Control- (I, N&R, C&S, D, Q of L, V&P)
Norman conquest - 1066, how Britain changed and changed by castles. Development of castles.(CR,
N&R)
King John & Parliament- what sort of king was he/how has Parliament evolved(N&R, CR, V&P)
Year 8- Tudors, Stuarts, e.g. Henry 8th-what types of monarchs were they/how did life change during this
period (CR, N&R, D)
Witchcraft- (N&R, D)
How did Cromwell take control and affect British life- CR, N&R, D)
Year 9- Malcom X- How did he become a civil right leader? How did his views change during his life?
Discussions on racial equality and the slave trade (D, V&P, Q of L)
JFK- What did he do for social reform in America- Black rights in society, education. Why was there
a Cuban Missile Crisis/how was it resolved?- (CR, C&S, I, U&P, V&P, Q of L, )
How did the present electoral system come about? Why did women get the vote? What did Margaret
Thatcher do for the country? Why did Britain fight Argentina over the Falklands - (N&R,D)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Year 10- America-racism, fear of communism, religious fundamentalism, gansters, prohibition, and Native
Americans challenges and Problems
The Economic Boom-Wall Street Crash- (I, D, C&R, Q of L)
Foreign policy- Isolationism, Trading, Keeping world pece Germany/Hitler- (I, U&P, D, C&S,
C&R)
Year 11- US Depression- (I, U&P)
Civil Rights- (C&R)
Key Stage Five
Germany & Hitler Regime- Anti-Semitism (I, U&P, C&S, C&R)
Women’s Vote & Labour Party- (I, U&P, D, C&R, C&S)
Lloyd George Reforms- (D, N&R)
Plaid Cymru- (C&S, D)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
English
In English pupils gain and develop knowledge and skills in oracy, reading and writing. They consider the
context in which language is used, respond to the substance and style of texts and discuss a varied selection
of texts. Pupils develop their ability to recognise the values and attitudes that are behind the use of language
and how these are conveyed. The development of pupils’ knowledge of global issues depends on the
teacher’s selection of issues and materials.
Knowledge – communicating with others and expressing views, opinions and values. The opportunity to
read, discuss and write about sustainable development issues, to empathise with local and global, social and
env. Issues.
Values – listening politely and carefully, responding appropriately and modifying ideas and opinions on the
basis of contributions by others. Respecting points of view and reacting with compassion and sensitivity.
Reacting to the use of language, knowing that language can contain subtexts and bias.
Skills – communicating orally, discussing and expressing opinions on a wide range of multi-faceted topics,
reading and responding to a wide range of literary and non-literary texts and writing formally and informally
for a wide range of audiences and purposes.
Key Stage Three
Identity and culture-Bias and Stereotyping/Prejudice- (V&P, C&S, U&P)
Language- appropriate for certain situations- (V&P, C&S, U&P, Chioces & Decisions, )
Giving advise to peers- (C&R, U&P)
Identity & Culture- study a variety of Welsh authors- Cyrriculum Cymreig e.g. Dylan Thomas- (Qof L, D,
Retaining language and Culture, Cultural Heritage, V&P, C&S)
Throughout Key Stage 3-Novels are used to promote moral and ethical issues (reading, writing and oral)
(U&P, Q of L, D, C&S)
e.g. ‘The Gold of Lies’- Closely linked to choices and decisions theme- persuasion, opinion and formulating
arguments/debates (CR, U & P,). Group discussions, evaluating opinions and balancing evidence, mediation
(C&S, S&C, D)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Novels:-
To Kill a Mockingbird- (V&P, D, C&S, N&R, Q of L, U & P, CR)
Boy- autobiography of Roald Dahl/ links to Wales, Identity & Culture (V&P, D, C&S, U&P, Q of L,
N&R)
Private Peaceful- World War Two- propaganda, recruitments, using young people- (C&S, Q of L, U
& P,
V & P, CR)
Blood Brothers- class issues explored in Liverpool- prejudices, stereotypes, bias and misconceptions
explored
Celebrating and embracing difference. Retaining cultural identity (SC, Q of L, U &P, C&S)
In addition at GCSE pupils undertake formal debates to develop empathy with other people’s opinions (D,
U&P, N&R)
Key Stage Five
Sheena Pugh- poetry, poetry and prose- influences from media, journeys (Norway),lifestyle, cultural
heritage, explores the role of women in society (SC, D, Q of L, U & P, V & P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Welsh
Through learning Welsh as a second language pupils develop knowledge and skills in oracy, reading and
writing. Pupils consider the context in which language is used, respond to the substance and style of texts and
discuss a varied selection of literary and non-literary texts.
Knowledge – the development of pupils’ knowledge of global issues and sustainable development will
depend on the teacher’s selection of issues and materials for use in class e.g. discussing the way we live in
Wales and other countries of the world.
Values – listening politely and carefully to others, responding appropriately and modifying ideas and
opinions on the basis of contributions by others. Respecting points of view and reacting with sensitivity to
others e.g. creating Welsh ‘talking heads’ that express views about wind farms or tourism in Snowdonia
Skills – how to communicate orally, discussing and expressing opinions on a wide range of topics via stimuli
such as TV radio, reading and responding to a wide range of literary and non-literary texts and writing
informally and formally for a range of audiences to inform others about the environment and the school.
Key Stage Three
Years 7,8 and 9 there are recurring themes and topics which are revisited each year in more depth. Friends
and family are studied , as well as the local area. Local and regional area is studied (Cardiff, Llantwit, local
facilities and services)- strongly contributes to Citizenship and Stewardship/Diversity concepts. School based
issues e.g. bullying, school rules – (I, C&S, CR).Similarities and differences in local environment, as well as
and culture and identity is explored.. Cultural Heritage studied through variety of media (images, texts,
newspapers, , TV and film. (C&S, Q of L, D, N&R, SC&P). Year 7- Llangranog Trip-Identity and Culture.
Years 7, 8 and 9 contribute to St David’s Day/Eisteddfod- competitions. Year 8 studies media and famous
people in Wales. Links to other languages- (V&P, C&S, I). Sustainable Change is studies in Year 9, whereby
pupils undertake an environmental survey/questionnaire of rubbish, recycling- produce a poster on recycling
(SC). Health topic covered in Years 7, 8, 9- healthy eating, medical complaints drugs and alcohol explored
(V&P, U&P)
Key Stage Four
Work/career based study- producing CV’s, job applications, careers- Choices and Decisions- group decision
making, evaluating decisions, debate.
Interviews / Office Skills- types of jobs in Wales in different sectors of industry -(N&R, SC, U&P, V&P)
Key Stage Five
Identity & Culture is a strong overarching theme at GCSE- explored through poetry, short-stories, and
inspirational people- human rights movement- e.g. Martin Luther King- (C&S CR, V&P, U&P, D, SC,
N&R). Racism studied- individual research on black movement- produce a Power Point.
Drug abuse implications and wider health issues (N&R, CR)
Sport in Wales and the wider world- historical conflicts between Wales and England- (D, CR, V&P )
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Modern Foreign Languages - French
Through studying MFL, pupils discover that people in other parts of the world use sounds, words and
language patterns that are different to those of Welsh and English. Pupils also develop understanding of
countries and communities that speak the target language. They may have the opportunity to use authentic
materials, interact with local communities of the culture and communicate with native speakers.
Knowledge – knowing that people in the world speak various languages and have differing ways of life and
outlooks. Developing understating and appreciation of cultural and social diversity and quality of life in
countries that speak the language.
Values – respecting and valuing others peoples’ languages, ways of life and outlooks. Pupils could exchange
information, experiences and views on local environmental issues with students elsewhere.
Skills – the ability to speak another language and adapt to other ways of life.
Key Stage Three
Trips at Key Stage 3, 4, and 5- contribute to Citizenship & Stewardship and Diversity aspects e.g. Paris and
Lille- pen-pal links/foreign exchange
Year 7- Vocabulary focus-Sports, Hobbies, likes and dislikes- ((D, C&S,V&P)
School life, family, where you live- (C&S, D)
Llantwit Town- the environment -location of community services and amenities- (e.g. recycling centres)-
(SC, I, D)
Food and eating habits- focus on healthy eating- (Q of L, choices and decisions theme)
Year 8- Parts of the body- healthy lifestyle habits and keeping fit- (Q of L)
Year 9- Making choices e.g. how to spend pocket money & budgeting (CR, Q of L)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
GCSE
Personal and social life explored tackling stereotypes of French culture- (D, CR, C&S)
Self, family, friends, home life, shopping, meals (C&S, D)
Accident & injury/healthy lifestyles (Q of L)
Home town/local community, regional identity, local environmental problems (e.g. traffic pollution, litter,
graffiti, recycling, local features , comparisons with towns in France- cultural differences between Wales and
France (SC, D, V&P, I)
World of work/ work experience, future careers (Q of L, choices and decisions theme)
Changing technologies- - different ways of communicating using IT, how to access information
Travel and current media issues/social problems e.g. homelessness, crime, drugs, healthy living, religion and
politics (Q of L, D)
Key Stage Five
AS Level
Leisure and lifestyles- travel an tourism, sport hobbies and entertainment- (C &S)
French customs, traditions and heritage- (C&S, D)
Healthy living- health, nutrition, diet and exercise (Q of L, and health theme)
Unhealthy living- drugs, AIDS, smoking, alcohol (Q of L, and health theme)
Youth culture, peer pressure (D, Q of L)
Vocational training and future careers (choices and decisions theme)
A Level
Environmental issues- technology pollution, global warming, transport problems, nuclear energy, renewable
energies, conservation, recycling, sustainability (SC, I, U &P, D)
Social & Political issues- role of media, racism, immigration, social exclusion, integration, terrorism, world
of work- employment, commerce, globalisation (I, U & P, N&R)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Science
Science develops pupils’ understanding of the complex relationship and interdependence between human
beings and the world around us.
Knowledge – of living organisms, life, chemical and physical processes, including energy transfers that
constitute and influence life on earth and beyond, including both short and long term effects e.g. chemical
and geological change that can clarify pollution, mining and non renewable energy issues.
Values – appreciating biological diversity and understanding interdependence and the mutual responsibility
that we all share for the world around us.
Skills – the ability to recognise the benefits, drawbacks and risks of applications of scientific developments
and their effects on the quality of life of individuals, and on the world around us. An awareness of how, and
why, decisions have to be made about applications of science, and the social, economic and environmental
effects of such decisions. Students plan and carry out investigations, communicate ideas and findings and
evaluate them.
Key Stage Three
Investigative work involves making choices/ decisions and selecting data.(V&P)
Natural Environment- environmental factors/food webs/chains/pyramids. Use of pesticides and implications.
(D,SC, U&P, V&P, Choices and Decisions theme)
Drugs and effects on body (U&P, C&S- Health theme)
New Technologies (e.g. High Yield Varieties of rice)- leads to more efficient methods of food production-
supply versus demand for the future world’s growing population. Ethical issues of consumption ad waste.
Food and respiration- healthy lifestyles/nutrition (Q of L and choices and decisions theme)
Applications of science and medicine- ethical issues surrounding developing new medicines , vaccinations,
affordability, animal testing, (N&R, D, U &PV&P)
Natural environment- climate change, acid rain, global warming, human activity- Kyoto protocol (CR, V&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Energy- environmental problems with producing electrical power- evaluating renewable and non-renewable
energy
(SC, V &P, D), ethanol as a fuel (U&P)
Core science in year 10- Climate change, ozone layer, nuclear waste disposal (SC, U&P, V&P, CR, climate
change theme)
Case study- Severn Barrage arguments for/against (SC, D, CR)
Nuclear power stations- ethical debates an discussions (SC, D, CR)
Choices and decisions theme– in experiments, planning sequences of investigations, evaluating outcomes,
making recommendations
Diversity- impacts of pollutants on food chains and webs (D, SC)
Genetics- inherited diseases, ethics and perceptions of genetic engineering (D, V&P, U&P, SC)
Darwinism (C&S, U&P, D)
Waste- biodegradable plastics(Consumption and waste theme)
Farming – organic versus intensive farming (SC)
Biodiversity- classification, impacts of loss of bio-diversity (D, the natural environment theme)
Global warming- (V&P, SC, U&P, climate change theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Five
Physics
Thermodynamics- running power stations- how to make them more efficient/ how useful is coal/ how to
improve efficiency (SC)
Chemistry
Sustainable Development, Health and Safety Considerations and European Developments- increasing food
supplies using fertilisers, drugs used to prevent disease, globalisation of multinational companies, chemical
pollution is an international problem, ozone layer and CFC’s (SC, D, V&P)
Spiritual, moral, social, economic and cultural issues- ‘Green Chemistry’. Principles of chemical
sustainability- how the chemical industry can clean up their act. Greenhouse effect, ozone layer controlling
pollution, renewable (geo/nuclear/ solar, plants). Non-renewable energy, recycling, Montreal Protocol- ozone
layer SC, D, V&P)
Biology
Spiritual, Moral, Ethical, Social, and Legislative- awe and wonder in bio-diversity, structure and functioning
of the natural world (I, SC, D)
Interrelationships of flora and fauna (D)
Legal issues in genetic engineering (U&P, V&P, CR, choices and decisions theme)
Sustainable development and health and safety considerations & EU Developments (SC, U&P, CR, V&P)
Ecosystems and man- sustainable agriculture (SC, D)
Global warming, air pollution and pesticide pollution (CR, U&P, V&P, Climate change theme)
Environmental monitoring and clean technologies (CR, SC, V&P, U&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Mathematics
The nature of mathematics means that its contribution to ESD and GC depends upon the contexts given to
pupils for their mathematical work. The contribution of mathematics to the key concepts will depend on the
teachers’ selection of issues and materials for use in class.
Knowledge – that mathematics can be used to analyse, interpret and support decision-making on matters of
global relevance.
Values – Discussing moral and cultural issues that may arise over mathematical models applied to the real
life world and using environmental, social and economic contexts for coursework, especially for handling
data. For example, looking at the effect of energy conservation measures on household bills, comparing
wages in developed and developing countries and modelling the distribution and effects of oil spills.
Skills – the ability to apply mathematical approaches to real-world situations.
Key Stage Three
Year 8- cross curricular project with Geography- Environmental survey of the school grounds. A pilot study
was undertaken 2009 with sets 2 and 3- to raise awareness of litter and graffiti around the school grounds-
constructed pictograms, polygons, pie charts, frequency charts- analysed and evaluated in detail- used by
Geo-club to set targets for Eco- schools action plan.
Investigation work throughout Key Stage 3 allows pupils top make informed choices and decisions. Planning,
problem solving and evaluations are key features (CR, Choices and Decisions)
Budgeting and money are themes in Key Stages 3 and 4 (CR, C&S, Q of L)
Key Stage Four
Statistics- an investigation to find the average student (V&P, CR, choices and decisions)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Design and Technology
Pupils’ have the opportunity to design and make products and consider how products facilitate peoples’ lives,
while considering how materials can be used to minimise environmental damage and the importance of reuse
and recycling issues.
Knowledge – understanding how designs and technological developments can make a difference to people’s
lives but may contain weaknesses or hazards. Learn about health, fair trade and food miles, renewable or non-
renewable sources of materials, the extent to which products are made to last, can be recycled or are
biodegradable and the level of energy used and waste produced in the manufacturing process.
Values – understand the impact of products beyond the purpose for which they were designed including
global and environmental issues. Ability to investigate the sustainability of their own and other familiar
products by evaluating material properties, aesthetics, function, safety, reliability and cost.
Skills – knowing how to design and produce products from different materials and using different techniques.
Key Stage Three
Overall DT has become a paper-less department – no paper is used in lessons/information and records are
collated electronically. (SC)
Health and safety is a key feature in DT. Consumption & Waste/Sustainable Change are evident throughout
projects.
Rotation around different blocks, undertake different project- design and make. Includes environmental
issues/ government intervention/recycling/ sustainability.
Year 8 & 9- Packaging module (SC, I,CR)
Key Stage Four
Project- Choices & Decisions
Business practice/influences are discussed and incorporated (Choices and Decisions)
Energy- electronics e.g. solar cells/alternative energy studied e.g. super capacitors/chargers- (SC, U&P, CR)
Themes of regeneration, renewal, and reusing run throughout subjects. Choices and Decisions are made when
planning, undertaking and evaluating projects (CR)
Examples of projects using recycled materials (2008-9):-
Mobile Sculpture- using cutlery (SC)
Inflatable car inner tubes- recycled to make a chair(SC)
Recycled chair of cardboard(SC)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Five
Chose project- Choices and Decisions theme. Many pupils target Environmental project- using sustainable
materials to design and make a innovative and creative products with a significantly lower carbon footprint
(SC, U&P, V&P).
Pupils encouraged visiting Alternative Energy Centre in Machynlledd. Focus on environmentalism and
resources.
A/S- Light project- Revitalising and regenerating an IKEA light bulb to reduce the number of parts, reduce
the time taken to make, and to reduce the packaging- sustainability theme (SC)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Information Technology
Studying IT allows pupils o develop the skills and understanding to prepare themselves for involvement in a
rapidly changing world where activities are increasingly transformed by access to IT. They have rapid access
to a wide range of information, ideas and experiences from different people, cultures and societies, allowing
them to curiosity, initiative and independent learning skills. The contribution to ESD and GC will largely
depend on teacher choice of assignments and tasks. In all cases, there is a scope to sensitise pupils to the
ways in which IT is driving new forms of globalisation and global communication.
Knowledge – how to access large amounts of information (on e.g. sustainability issues)and make judgements
on the quality and reliability of it. Develop an understanding of the impact of IT on the world.
Values – understanding that access to information and knowledge empowers people, IT has the potential to
offer that regardless of race, gender or location.
Skills – using IT to support work in other subjects, whilst making judgements about he limitations of IT.
Using IT resources to access, communicate, handle and exchange information, and using that information to
inform their thinking and judgment making about the world around them.
Key Stage Three
Year 7
Leaflet- health and safety using the internet (e-safety) and acceptable use – (U&P, N&R, )
My first week in school/friendship groups/routines – (C&S)
Multimedia virtual tour of the school- (V&P)
Eisteddfod- design logo poster competition (D, V&P), - Making choices and decisions/ Exploring Identity &
Culture, ethos, and image/studying local area
Using spreadsheet- decision making for LRC budget- Making choices & decisions/evaluating change
(SC,C&S,V&P)
Year 8
Design a logo for the Urdd- decision making/ identity and culture (SC, V&P)
Manipulating database on local Youth Organisations- search and sort/ evaluating roles of such organisations-
(SC, C&S)
Review of classification certificate of a film- Batman- (V&P, CR)
Producing newsletter on clubs and organisation in local area- (C&S, V&P)
Creating an animation to advertise the ‘Global Village’ concept- looking at wealth and poverty indicators-
making links between LEDC’s and MEDC’s (C&S, I, N&R, D, Q of L, V&P)
Creating a PowerPoint quiz on the environment- (SC, C&S, D, V&P)
Year 9- Research healthy eating- 5 a day- search and sort /design graphics and websites-e.g. using data on
vitamin C- Health Theme covered (Q of L)
Anti-bullying- advertising a campaign/designing a digital poster ( CR)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Part of the GCSE core module, pupils have to carry out a branding project- running an I tunes company -
/Choices & Decisions (V&P, CR)
Web graphics project- some pupils chose environmental topic (SC)
Key Stage Five
Project work- business related companies/decision making/ designing products. Looking at ‘ethos’ for
business branding/ corporate identity and culture (I, Identity & Culture)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
PSE
PSE should be a common theme running throughout all curriculum areas as well as a specifically taught
session. Pupils should learn to value cultural diversity and respect other people, they should be able to
express their own views and listen to others viewpoints. Pupils should develop attitudes and values of care
and respect for themselves, others and the environment. They learn to understand the interdependence of
global environmental and human systems and the key issues of sustainable development, including actions
that will improve the quality of life now without damaging the planet for the future.
Knowledge – understanding of the universality of human rights and needs. Issues and responsibilities of
young citizens and issues relating to democracy in Wales.
Values – recognise that they have an active role to play in their communities and the wider world.
Skills – be aware of their own and other peoples’ views, needs and rights and develop their ability to
empathise with others experiences and feelings.
Key Stage Three
Sustainable Development has been recognised as one of the 5 themes of PSE.
Year 7- A study of Global Issues threatening the planet
E.g. Global Warming
Energy use
Acid Rain
Loss of Biodiversity
Poverty and famine (SC, U&P, V&P, D, C&S)
Year 8
Through individual and collaborative work, pupils will learn to recognise and challenge effectively
expressions of prejudice, racism and stereotyping.
Study ethnic, cultural diversity and how prejudice can be tackled and overcome (Study Guide PHSE p. 21-
25)- (U&P, W&P, C&S, U&P, V&P, CR)
Physical Aspect: diet and good health, exercise (Q of L)
Sexual Aspect: contraception (N &R)
Emotional Aspect: resolve conflict and negotiate agreement (CR)
Spiritual Aspect: own beliefs and values in context of those in society and propagated in media (V&P, D)
Moral Aspect: recognise moral issues, right and wrong (C&S, V&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Through individual and collaborative work, pupils will learn to recognise and challenge effectively
expressions of prejudice, racism and stereotyping. Study ethnic, cultural diversity and how prejudice can be
tackled and overcome- (U&P, W&P, C&S, U&P, V&P, CR)
Physical Aspect: diet and good health, exercise (Q of L)
Sexual Aspect: contraception (N &R)
Emotional Aspect: resolve conflict and negotiate agreement (CR)
Spiritual Aspect: own beliefs and values in context of those in society and propagated in media (V&P, D)
Moral Aspect: recognise moral issues, right and wrong (C&S, V&P)
Key Stage Five
Links to Welsh Bac- see links
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Religious Education
In religious education pupils make links between beliefs, teachings and practices to understand the influence
of religion on the lives of individuals, communities and society. They should explore fundamental questions
that affect all humanity and be given opportunities to explore their own and others’ perspectives of these and
other global issues.
Knowledge – of the influence religion has on the lives of individuals, communities and society and of
religious perspectives relating to fundamental questions. Pupils learn about the natural world and human
relationships including e.g. natural disasters and about the moral and religious issues relating to human use of
the earth’s resources.
Values – respect religious diversity and recognise and evaluate varieties of religious and spiritual experience
and moral decisions.
Skills – explore fundamental questions that affect all humanity, ask focused questions about religion and/or
moral issues from the perspective of specific religions.
Key Stage Three
Year 7- 2 units
1. Life Journeys- Christianity and Buddhism- (Identity & Culture Themes, Wealth & Poverty, SC,
N&R, Q of L, U&P, V&P, CR)
2. Festivals and Celebrations- Easter/Divali/Hannaka)- festivals of light/concept of good over evil- (I,
D, V&P, Choices and Decisions)
Year 8
1. Hinduism- God- Identity and Culture explored- Choices and Decisions- different views on life after
death- choices & Decision making- (C&S, D, Q of L, V&P, CR)
2. Environment- Natural Environment, Wealth and Poverty, Climate Change themes. (C&S, D, Q of L,
V&P, CR)
Sustainable Change issues studied- Chico Mendes- development of the rainforest, deforestation, fair-
trade and water issues)(SC, D, U&P, V&P, Q of L, Climate change/Wealth and Poverty themes).
Rules and Responsibilities- 10 commandments/place in society/secular rules/laws and whether there is
a need for them or not (N&R, Q of L, U&P, CR).
Year 9
1. Christian concept of God- philosophies/debates (Identity and Culture, choices & Decisions, C&S, D,
I, V&P, CR)
2. Prejudice- types/resolution and how it escalates to genocide
Martin Luther King and the black movement/Gandhi/Holocaust (C&S, N&R, CR, V&P, Q of L)
3. Belonging in Sikhism- identity & belonging/conflict/stereotypes(D, N&R, V&P, U&P)
4. Sex- marriages, relationships, health and diseases (U&P, V&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Short Course- all pupils
Religion & Life Issues (C&S, U&P, V&P, D)
Justice and Equality(U&P, V&P, D, CR)
Our World (SC,I)
Identity and Belonging (C&S, U&P, V&P, D)
Life and Death (U&P, V&P)
Full course- GCSE
Religion and human experience- war/violence/peace (CR, V&P, U&P)
Religion – Medicine- medical ethics/abortion (V&P, N&R)
Authority and State- euthanasia, politics, capital punishment (N&R, V&P)
Religious expression- pilgrimage, prayer, conversion (V&P, U&P, CR)
Suffering/Evil- What is Devil/Evil- Free Will or Predestined (V&P, CR)
Key Stage Five
Ethics
Situation/Utilitarianism/natural law- apply to theories (sex, marriage, sexuality)- (V&P, U&P, D, N&R,
C&S)
Contemporary society-(Q of L, I, N&R, C&S)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Art
Studying art provides pupils with opportunities to use different media, tools and equipment to explore and
make different images, objects and artefacts, and to understand the importance and diversity of different
social and cultural contexts.
Knowledge – awareness of cultural heritage, cultural difference, personal preference and social, historical
context. Understanding of the sustainability of some art materials.
Values – recognising others’ values and ‘ways of seeing’, respecting diversity. Develop the ability to use art
to express their role as citizens and stewards within their community.
Skills – the ability to make links between their work and the work of others and to understand how art affects
and influences people’s lives.
Key Stage Three
Topic – the natural environment – using items from natural environment/recycled materials to inspire work
(D, SC, Waste and Consumption and the Natural Environment theme)
Graffiti project- painting murals on walls- based on themes of Heritage coast (C&S, D, SC, the Natural
Environment theme)
Art and Culture- exploring identities and cultural influences in art from around the world (V&P, Q of L, D,
N&R, Wealth and Poverty theme)
Planning, and evaluating work (Choices and Decisions theme)
Aboriginal Art-people, place, culture (V &P, Q of L, Identity and Culture theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Ethnic art- Visit to British National Museum- looking at artefacts from around the world. Follow up
discussion work on materials used, recycled resources. Produce a series of studies based on African art.
African art and jewellery (V&P, Q of L, D, N&R, Wealth and Poverty theme)
Planning, and evaluating project work (Choices and Decisions theme)
Local Environment – in the garden (Sustainable Change theme)
Local produce/gardening/food/sustainability (Sustainable Change theme)
Key Stage Five
Democracy- Politics- America (C&S, V & P, N & R, CR)
Iraq war- Political posters- Art and Propaganda(C&S, V & P, N & R, CR)
Health and eating disorders (Health theme)
Planning, and evaluating project work (Choices and Decisions theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Music
In music, pupils perform, compose, and appraise. Music has most potential to contribute to global citizenship
if teachers plan a rich diet or repertoire of music from around the world. Pupils relate music, where
appropriate, to its social, historical and/or cultural background.
Knowledge – performing and listening to music of varied genres and styles, from different periods and
cultures, composed for different media and for various purposes.
Values – understanding that music moves people, respecting diversity (and similarity) of music across
cultures and traditions. Could have the opportunity to express their feelings about issues through music.
Skills – the ability to perform, compose and appraise music and relate it, where appropriate, to its social,
historical and/or cultural background.
Key Stage Three
Whole school events- Christmas Carol service – (I, D, C&S, Identity & Culture)
Eisteddfod (I , D, C&S, Identity and Culture)
Transition music day for feeder primary schools (C&S)
Musical accompaniments for school shows/assemblies (C&S)
Key Stage 3
3 aspects- composing/performing/appraising
Production of one piece of music called ‘Atmosphere’- e.g. thunder & lightening, hurricanes, global warming
(SC, U&P, V&P, CR the natural environment theme)
Group work ICT- packages for devising music (CR, V&P)
Study of music from different cultures- e.g. Indian- compose piece of music using clapping/rhythms/singing-
different scales ‘ragas’/discussions about similarities and differences with western music and culture. Study
African music/group work (C&S, D, V&P, Identity and Culture theme, Wealth and Poverty theme)
Gender equality across curriculum- experience using different instruments (N&R)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Performance and composition appraising (V&P, CR, U&P)
Pop song (D, C&S)
Study of music from a variety of different cultures- Afro-Caribbean, blues, western (Identity and culture
theme, C&S, D)
Dance music- dances from Cuba, Brazil- Samba, Salsa, Tango (D, Identity and culture theme)
Traditional orchestral music- historical and cultural context explored- composers researched- (Identity and
Culture theme, Choices and Decisions theme)
Compose one piece of music for a special event examples 2009 include- Beijing Olympics (Chinese style),
urban rap/hip-hop style, circus, memorial service 911, school memorial garden (CR, Choices and Decisions
and Identity and Culture themes)
Key Stage Five
Composition of one piece of music- study past compositions and cultural, historical and social contexts
within which they were composed
Study of Jazz
Historical study- chose a topic- e.g. film, stage, opera. Research background and influences e.g. social,
political, environmental (D, V&P, Identity and Culture and Choices and Decisions themes)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
PE
Studying PE gives pupils an opportunity to become acquainted with different forms of physical activity,
sports and dances popular in other countries, and how they are affected by cultural, social and historical
contexts. Those doing outdoor and adventure education are taught to take responsibility for themselves,
others and the environment.
Knowledge – about different activities, sports and dances from other countries, and what role and
significance they have in different cultures. Links can be made between health problems from air pollution,
the high use of cars and the subsequent reduction in walking and cycling which also affects health.
Values – a commitment to an active lifestyle, as a citizen of a developed, ‘affluent’ society.
Skills – physical skills and techniques – which can cross boundaries of culture or place.
Key Stage Three
1. Understanding links between lifestyle and physical and emotional well-being
Create a Mii fit character-entitled ‘Making a better Me’- create a concept poster based around a Mii fit
character- looking at aspects such as diet, hydration, heart rate, training zones, safety, regular exercise,
energy (C&S, Q of L, Health theme).
2.Health related exercise- how much exercise is needed to burn off calories in specific foods (Q of L, C&S,
Health theme)
3. Pilot- Buddying- heart rate tests- aerobic/anaerobic exercises (Q of L, C&S, Health theme)
4. Safety issues (Q of L)- ongoing
5. Short term and long term benefits of exercise. Types of exercises- cardiovascular, conditioning and
flexibility (Q of L , Health theme)
Extra- 5/60-organised activities, to extend extra-curricular provision e.g. umbrellas/Frisbee golf course/water
aerobics, aerobics/dodge ball (Q of L, Health theme)
Also at Key Stage 3- Adventurous activities on the curriculum
Includes orienteering, night line, safety activities, tent/ropes scenarios- year 8 (Q of L, Health theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Body in sport- BTECH human anatomy- body systems, energy, benefits of exercise and healthy eating.
Discussions/balancing evidence, (Q of L, C&S, CR and Health theme)
Preparation for sport – training programmes/why athletes train (Q of L) and Health theme
GCSE- Drugs /performance enhancing drugs/benefits of exercise
Women in sport and the Olympics case study- ethnic minorities, disabled, age (Q of L and Health theme)
Key Stage Five
Globalisation in sport- social and cultural impacts on sport/fair play in the Olympics. Positive and negative
impacts of the media in sport (V&P, N&R, C&S)
Violence /control of violence/football disasters e.g. Hillsborough-(CR, U&P, Q of L, N&R)
London 2012- positive/negative impacts (C&S, CR, V&P, Q of L)
The role of sport in Nation building (C&S, V&P, Q of L)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Business Studies
Students are given the opportunity to appreciate the perspectives of a range of stakeholders in relation to the
environment, individuals, society, government and enterprise. Environmental, cultural and ethical issues are
considered when looking at: opportunities and constraints in the business environment, external costs and benefits
and the European and international dimension.
Knowledge – Pupils can be given the opportunity to learn about examples from the business world where
sustainable development and globalisation are being managed effectively.
Values – Pupils can be given the opportunity to investigate issues of fair trade and trade justice between the
MEDW and LEDW and within the local economy. When looking at constraints and opportunities in business,
good environmental management can be evaluated.
Skills – Investigative skills are developed through the development of case studies. Problem solving skills are
refined when looking at business management for sustainability.
Key Stage Four
Interdependence within primary, secondary, quaternary sectors of industry (I)
Opportunity/cost and purchasing (C&D)
Technology- pollution (SC, D)
Trans-national corporations- benefits of trading abroad- (I, Q of L)
Consumer Law and Employment Law , Competition Law (Choices and decisions)
Economic climate and natural disasters (I)
Trade unions (CR)
Trade wars between countries and globalisation (SC, CR, U&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Five
Globalisation and business ethics (I, N&R, C&S)
Global supply chains (I)
Social responsibility (I, Q of L, C&S)
Business and economic environment (I)
Government intervention (CR, I)
Developing and emerging markets (N&R, Wealth and poverty theme)
Changing political, and legal environment
Corporate social responsibility, sweat shops, fair-trade, ethical consumer purchasing (N&R, C&S, U&P,
Choices and decisions, Wealth and Poverty theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Drama
Key Stage Three, Four & Five
Litter module- role play- head teacher and caretakers, building pupil’s self confidence and decision
making, working as an individual, group work, solving conflicts through role play (SC, V&P, CR,
Consumption and Waste theme)
Key aspect is developing sense of citizenship and responsibility to local and wider links. Developing
self- discipline within performance and evaluations. Other issues covered include; status, image,
litter, culture, ‘little sister’ cross curricular project with art and music (I, C&S, N&R, D, U&P, V&P,
CR)
Different theatrical styles, genres are studied and evaluated (C&S, N&R, D)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Home Economics (Health and Social Care, Textiles and Food Technology)
Key Stage Three
Food- Year 9- factors affecting food choice e.g. cost, taste, availability, designing healthy menus, different
food in other cultures (I, N&R, CR, Choices and Decisions Theme)
Wasting food- related to imbalance between countries at different stages of development (I, N&R, SC)
What can we do with left over food to prevent waste (Consumption and Waste theme)
Textiles- Evaluating existing products- (Choices and Decisions)
Using sea-shore objects to feed designing ( Natural Environment Theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Four
Textiles- using recycled materials to make products, environmental concerns of dying products/ how
environmentally friendly are different designers, ethical designers and consumer patters (e.g. fur)
Disposal management
Fibres/fabrics- origin of production/ ethical trading/ fair-trade/ sweatshops
Health and Safety of manufactured products/ safety standards (I, C&S, N&R, D, U&P, V&P, CR,
Consumption and Waste theme, Wealth and Poverty theme)
Health & Social Care (BTEC)
Communication & Rights in Health and Social Care sectors
Individual needs in Health and Social Care sectors- creating action plans for individuals
Human lifespan development- stages of intellectual, social, emotional development, life events
Services- local provision, national strategies
Role of health workers in society
Diet on health- healthy eating, planning meals for different stages in life- e.g. children, adults, pregnancy,
elderly
(I, C&S, N&R, D, U&P, V&P, CR, Consumption and Waste theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key Stage Five
Textiles
Using recycled materials to make products, environmental concerns of dying products/ how environmentally
friendly are different designers, ethical designers and consumer patters (e.g. fur)
Disposal management
Fibres/fabrics- origin of production/ ethical trading/ fair-trade/ sweatshops
Health and Safety of manufactured products/ safety standards(I, C&S, N&R, D, U&P, V&P, CR,
Consumption and Waste theme)
Health & Social Care (BTEC)
Children’s Care, Learning and Development- promoting and safeguarding children/ legislation, Rights of the
Child
Human Rights Act 1998
Every Child Matters 2003/4 (I, C&S, N&R, D, U&P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Asdan
Key Stage Three
Modules for Bronze and Silver Award
1. Information Handling- discussion, talk about a chosen topic- Choices and Decisions theme
2. Community work- complete a period of community work- e.g. helping an old person, plan an event
for charity, help younger pupils in school. Research local issue in the community- e.g. vandalism,
graffiti, crime, homelessness- (C&S, Q of L, V & P, CR)
3. Sport & leisure- research amenities in local area, try a new leisure activity (C&S, Health theme)
4. Home management- e.g. cooking, cleaning, repairing (C&S, Q of L)
5. The Environment- planting in school grounds, litter picking, country code, environmentally
consumer habits, carry out traffic survey, study one plant/animal found in Britain and a historical
building/archaeological site, visit to Aberthaw power station, recycling centre, organise collection of
recycled items (SC, D, C&S)
6. Number Handling- budgeting, investing money- (Choices and Decisions theme)
7. Health and Survival- personal hygiene, eating habits/healthy eating, complete programme of physical
activity, injuries and first aid techniques (Health theme, C&S, V & P, Q of L)
8. World of Work
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Psychology
Key Stage Four
Psychology of Addiction (Health theme, Q of L, V&P)
Eating Disorders (Health theme, Q of L, V&P)
Cultural Differences (Identity and Culture theme, Q of L, V &P)
Aggression and Relationships (C&S, N&R)
Mental Health- scientific approach, symptoms, explanations of mental health, diagnosis, treatments, cultural
differences in mental health (Health theme, Q of L, V&P)
Family- cultural differences between UK and non-western countries, attachment to main care
provider(Identity and Culture theme, Q of L, V &P)
Key Stage Five
Psychology of Addiction (Health theme, Q of L, V&P)
Eating Disorders (Health theme, Q of L, V&P)
Cultural Differences (Identity and Culture theme, Q of L, V &P)
Aggression and Relationships (C&S, N&R)
Mental Health- scientific approach, symptoms, explanations of mental health, diagnosis, treatments, cultural
differences in mental health (Health theme, Q of L, V&P)
Family- cultural differences between UK and non-western countries, attachment to main care
provider(Identity and Culture theme, Q of L, V &P)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Welsh Bac
Key Stage Five
PSE/WEW
PSE Element 4- Sustainable Development and Global Citizenship
WEW- Element 3- The impact of economic and technological change
Key issue 1- Research the challenges posed by rapid economic and technological change – scan newspapers,
undertake internet research, watch DVD’s, discussion work to form part of Key Skills portfolio (I, C&S,
V&P, SC, CR, Consumption and Waste theme, the Natural Environment theme)
Key issue 2- Living sustainably /problem solving/ work out own carbon footprint, raising awareness of
sustainable living e.g. highlight problems caused by global warming, the need for industry to address green
issues, the need to protect the environment and how it affects the economy of Wales, produce poster, leaflet,
assembly, PowerPoint, letter to MP portfolio (I, C&S, V&P, SC, CR, Consumption and Waste theme, the
Natural Environment theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Community Links
Pyramidal Clubs with Primary school clusters- sixth form students helping quieter pupils fro St
Illtyds/Eagleswell,(training provided by Cardiff LEA). Focus on developing emotional health and fostering
sense of community between primary and secondary schools (C &S, I, N&R, D, SC, Q of L)
Activ 8- out of hours school club – fosters links with local clubs and groups- making them accessible e.g.
Scouts, Brownies (I, C&S, D, Choices and Decisions theme, Health theme, Natural Environment theme)
Town Links- Town Bags- Graffiti project, Art Department (C &S, I, N&R, D, SC, Q of L)
Poet – primary and secondary links- visits to school (C &S, I, N&R, D, SC, Q of L)
Inter-generational work – old people – Hamper scheme (C &S, I, N&R, D, SC, Q of L)
Fair-trade Schools- Year 10 assemblies in primary schools as part of Citizenship course(C &S, I, N&R, D, SC,
Q of L Wealth and Poverty and the Natural Environment themes)
Fair-trade Town- coffee morning/ assemblies promoting fair-trade (C &S, I, N&R, D, SC, Q of L Wealth and
Poverty and the Natural Environment themes)
Duke of Edinburgh- just been re-established (C&S, D, SC, CR, Choices and Decisions theme, Health theme,
Natural Environment theme)
PACT group- Partners and Community Working Together- links with Youth Centre/ Police- young people
spoke to community e.g. Travel Survey / linked to school council (C&S, D, SC, CR, Choices and Decisions
theme, Health theme, Natural Environment theme)
Victorian Fayre- Drama/Geo-club have regular stalls- raise money for school and charities e.g. Indian
Orphanage (C&S, D, SC, CR, Choices and Decisions theme
Enthuse- promote opportunities for engineering- whole day of activities for year 9 pupils (C&S, D, SC, CR,
Choices and Decisions theme)
Local PACT group – spoke to Drama group- funding to make DVD (C&S, D, SC, CR, Choices and Decisions
theme)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Other ESDGC groups and activities
Eco School- silver award achieved in May 2008/ bid for Green Flag status in January 2010
Key action points focussed on are litter, recycling and global links (C &S, I, N&R, D, SC, Q of L Wealth and
Poverty and the Natural Environment themes)
Geo-club/Eco-committee- fundraising initiatives (discos/cake sales, raffles, fetes, scrap boxes, ink cartridges
totalling 86 2009, phone recycling, litter picking initiative 120 pupils every week, pen-pal links) – meet twice
weekly/minutes kept in Eco-school file (C &S, I, N&R, D, SC, Q of L Wealth and Poverty and the Natural
Environment themes)
Environmental survey of school grounds undertaken diurnally by year 7 and 8 pupils to monitor effectiveness of
sustainable development strategies in place within school grounds- cross curricular project with Humanities and
Maths departments (C &S, I, N&R, D, SC, Q of L Wealth and Poverty and the Natural Environment themes)
Swap Shop Top Shop- clothes recycling scheme for staff (C &S, I, N&R, D, SC, Q of L Wealth and Poverty
and the Natural Environment themes)
Links to Tidy Towns (C &S, I, N&R, D, SC, Q of L, Natural Environment themes)
School council (all themes/concepts)
School travel plan audit undertaken by students to look at promoting sustainable transport- Bike shed to be
installed 2010 (C &S, I, N&R, D, SC, Q of L, Natural Environment themes)
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Christmas fete- run by Welsh Bac students (C &S, I, N&R, D, SC, Q of L Wealth and Poverty and the Natural
Environment themes)
Love in a shoe Box (C &S)
Christmas hamper scheme- donated to OAP home in Llantwit (C & S)
Gardening club- eco-friendly gardening group meet every week to look after the memorial garden (D, SC, the
natural environment theme, CR)
Paper/card/can recycling on weekly basis (SC, I, C &S, V & P, the Natural Environment theme)
Healthy Schools award (Health theme, Choices and Decisions theme CR, D, N & R)
Eco-update in newsletter (C &S, I, N&R, D, SC, Q of L Wealth and Poverty and the Natural Environment
themes)
Art club (C &S, I, N&R, D, SC, Q of L, Identity and Culture, Wealth and Poverty and the Natural Environment
themes)
Drama club and yearly productions (C&S, V&P, CR, Choices and Decisions theme)
Christmas Carol concert (C&S, V&P, CR, Choices and Decisions theme)
Print Solution- due to be on place in next few months- departmental printers being removed, and replaced by
ones at few central points in school- energy and money saving.
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values
Key concepts of education for sustainable development and global citizenship
Interdependence Citizenship and stewardship Needs and rights
recognising the importance of taking individual understanding our own basic needs and about
Understanding how people, the environment and
responsibility and action to make the world a better human rights and the implications for the
the economy are inextricably linked at all levels,
place needs of future generations of actions taken
from local to global
today
Sustainable change Quality of life Diversity
understanding that resources are finite and that acknowledging that global equity and justice are understanding, respecting and valuing both
this has implications for people’s lifestyles and essential elements of sustainability and that basic human diversity – cultural, social and
for commerce and industry needs must be met universally economic – and biodiversity
Uncertainty and precaution Values and perceptions Conflict resolution
acknowledging that there are a range of possible developing a critical evaluation of images of and understanding how conflicts are a barrier to
approaches to sustainability and global information about the less and more economically development and a risk to us all and why there
citizenship and that situations are constantly developed parts of the world and an appreciation of is a need for their resolution and the promotion
changing, indicating a need for flexibility and the effect these have on people’s attitudes and of harmony
lifelong learning values