Geography

Ogmore School 2006

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 (interdependence; needs and rights; diversity; conflict resolution) …

economic activity (interdependence; sustainable change; uncertainty and precaution; diversity)

… environmental issues (interdependence; citizenship and stewardship; needs and rights;

diversity; sustainable change; uncertainty and precaution; conflict resolution)



Year 8 … weather and climate (interdependence; values and perceptions) … Population and

migration (interdependence; needs and rights; quality of life; diversity; conflict resolution;

values and perceptions) … development (values and perceptions; diversity; needs and rights;

conflict resolution; quality of life; interdependence) … rivers (interdependence; sustainable

change; citizenship and stewardship)



Year 9 … ecosystems (interdependence; citizenship and stewardship; need and rights; quality

of life; sustainable change; diversity; uncertainty and precaution; values and perceptions;

conflict resolution) … global environmental change and international responses (interdependence;

citizenship and stewardship; need and rights; quality of life; sustainable change; diversity;

uncertainty and precaution; values and perceptions; conflict resolution) … natural hazards

(interdependence; diversity; conflict resolution; citizenship ad stewardship) … fair trade …

(interdependence; citizenship and stewardship; need and rights; quality of life; diversity;

values and perceptions; conflict resolution) … tourism (interdependence; citizenship and

stewardship; sustainable change) … crime (interdependence; citizenship and stewardship;

needs and rights; conflict resolution; values and perceptions)









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

Ogmore School 2006

Key Stage Four

Diversity -WJEC Avery Hill syllabus area contexts must include UK & Wales; EU; MEDC & LEDC



Unit 1 - Climate, Environment and People … Distinct climate types and contrasting pressure systems

(interdependence; values and perceptions) … human effects on weather and climate (interdependence;

sustainable change; uncertainty and precaution; citizenship and stewardship; quality of life; needs and

rights) … Ecosystems at a range of scales (interdependence; diversity) … ecosystems as a resource and

managing impacts of human activity on ecosystems to achieve sustainability (interdependence; sustainable

change; uncertainty and precaution; citizenship and stewardship; quality of life; needs and rights;

values and perceptions; conflict resolution) … issues of international concern (interdependence;

citizenship and stewardship; needs and rights; sustainable change; conflict resolution; uncertainty and

precaution)



Unit 2 – Water, Landforms and People … interaction between natural process, landforms and human

activity (interdependence; citizenship and stewardship) … Impact of human activity on landforms can

cause conflict, needs management and stewardship for landform sustainability (interdependence;

citizenship and stewardship; needs and rights; sustainable change; quality of life; uncertainty and

precaution; conflict resolution) … hydrosphere as a system (interdependence) … provision of sustainable

freshwater supply impacts on human activity and needs careful management (interdependence; citizenship

and stewardship; needs and rights; sustainable change; quality of life; uncertainty and precaution;

values and perceptions; conflict resolution) … flooding, drought, desertification effects on human activity

and management (interdependence; citizenship and stewardship; needs and rights; sustainable change;

quality of life; uncertainty and precaution; conflict resolution)



Unit 3 – People and Place … quality of life and standard of living are relative concepts (interdependence;

quality of life; diversity; needs and rights; citizenship and stewardship; values and perceptions) …

within urban areas there are inequalities in housing and service provision (interdependence; citizenship and

stewardship; quality of life; needs and rights; diversity; values and perceptions; conflict resolution) …

population structure in rural and urban area (interdependence; diversity) … migration (interdependence;

needs and rights; diversity; quality of life; uncertainty and precaution; values and perceptions; conflict

resolution) … interaction between urban and rural areas causes conflict and issues for sustainability

(interdependence; citizenship and stewardship; needs and rights; quality of life; diversity; uncertainty

and precaution; values and perceptions; conflict resolution)



Unit 4 – People, Work and Development … variations in employment structures and opportunities affect

people (interdependence; needs and rights; diversity; values and perceptions; quality of life;

uncertainty and precaution) … development can be measured using a variety of indicators and is more than

economic (interdependence; needs and rights; citizenship and stewardship; quality of life; diversity;

values and perceptions) … international trade and aid (interdependence; quality of life; values and

perceptions; citizenship and stewardship) … economic activity location, MNC influence on economic

development (interdependence; needs and rights; sustainable change; quality of life; diversity; conflict

resolution; uncertainty and precaution) … economic activity and the environment (interdependence;

sustainable change; uncertainty and precaution; citizenship and stewardship)







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

Ogmore School 2006

Key Stage Five

Diversity –AQA Syllabus A … area contexts must include UK & Wales; EU; MEDC & LEDC



Many themes and concepts introduced at GCSE are developed at A Level and the opportunities for ESD and

GC are extensive, the ideas below demonstrate some examples

Core Concepts in Physical Geography (AS) – Water on the Land themes include opportunities to

investigate interdependence whilst looking at drainage basin systems. Flooding and Management considers

how human activity may affect flooding and considers conflict resolution between different land uses. River

Basin Management considers sustainable development and includes aspects of citizenship and stewardship,

quality of life and the need for uncertainty and precaution. Climatic Hazards and Change opens with

human interdependence with weather and climate, a look at hazards of wind and drought include issues of

citizenship and stewardship and also consider quality of life. Climatic change at Micro and other scales

includes urban microclimates, smog, greenhouse effect, sustainable development and interdependence – lots

of opportunities for interdependence, citizenship and stewardship, needs and rights, quality of life,

sustainable change, uncertainty and precaution, conflict resolution. Energy and Life studies ecosystems

and soils considering interdependence, citizenship and stewardship, the need for development in order to

meet needs and rights and improve quality of life. Conflict resolution, sustainable change and

uncertainty and precaution are considered when proposing management strategies at a variety of scales.

Core Concepts in Human Geography (AS) – Population Dynamics theme considers the interdependence

of population and the physical and human environment, opportunities to consider quality of life, needs and

rights and values and perceptions arise during the study of migration and population structure and change.

Whilst studying Settlement Processes and Patterns urbanisation and related concepts are investigated again

providing opportunities to explore values and perceptions, diversity and quality of life issues. The

structure of settlements links to interdependence and could include uncertainty and precaution during

planning considerations. Economic Activity divides into primary (sustainable change, uncertainty and

precaution and citizenship and stewardship), secondary activities when the environment is considered and

the growth of industries in LEDW, providing opportunities again to explore values and perceptions.

Challenge and Change in the Natural Environment (A2) – Coastal Processes and Problems links with

interdependence, sustainable change and uncertainty and precaution as management is considered.

Geomorphological Processes and Hazards links to interdependence at the full range of scales. Cold

environments and Human Activity includes an extensive study of ecosystems in glacial and periglacial

regions and the management of human impacts in these fragile environments, considerations of

interdependence, sustainable change, uncertainty and precaution are needed but also diversity, quality

of life and needs and rights when looking at indigenous populations. Conflict resolution is certainly

considered when looking at the impact of MNC industrial development e.g. of oil reserves.

Challenge and Change in the Human Environment (A2) – Population Pressure and Resource Management

looks closely at resource management including food, students are encouraged to consider sustainable

change and uncertainty and precaution, quality of life, needs and rights. Managing Cities considers

urban deprivation … needs and rights, quality of life, and environmental issues … citizenship and

stewardship, sustainable change. Recreation and Tourism involves interdependence when considering the

resource base and also investigates impacts on the environment and sustainable change. Planning is

considered and the need for uncertainty and precaution included in suggestions.





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

Ogmore School 2006





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

The Medieval Village (Needs and Rights; Quality of Life)

The Civil War (Conflict resolution; Needs and Rights)

The Slave Trade (Needs and Rights; Quality of Life)

Wales in the Industrial Revolution (Sustainable Change)

The Treaty of Versailles (Conflict Resolution)



Key Stage Four

Martin Luther King and the Civil Rights Movement (Diversity)

Cold War and Détente (Conflict Resolution)

Nazi’s and the Holocaust (Needs and Rights)

Conscientious Objectors (Citizenship and Stewardship; Needs and Rights)

The American Economy 1910-1929 (Sustainable Change)



Key Stage Five

Great Reform Act (Needs and Rights)

Chartism (Citizenship and Stewardship)

Rebecca Riots (Quality of Life)

Repeal of the Corn Laws (Needs and Rights)

Emancipation of Russian Serfs (Needs and Rights; Quality of Life)

International Relations 1871-1914 (Conflict Resolution)









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

Ogmore School 2006

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

Year 7 … research the issue and debate relating to animals in captivity, fox hunting, and RSPCA

work using the library and internet. Poetry examples include Goldfish by Alan Jackson, Tiger by

Leslie Norris and Take on home for the kiddies by Philip Larkin. (interdependence; citizenship

and stewardship)

Year 8 … Themes of bullying and peer pressure, resources used include Truth by Barry Wade and

My first girlfriend by Mike Jenkins. (citizenship and stewardship; needs and rights; conflict

resolution; diversity)

Unit of work based on travel writing. Resources include Gulliver’s travels. (diversity; values and

perceptions; interdependence)

Year 9 … preparation for SATs provides many opportunities. Resources used include Romeo and

Juliet; Buddy by Nigel Hinton (interdependence; conflict resolution); Roll of Thunder Hear my

Cry (diversity; values and perceptions; citizenship and stewardship); Argument and Persuasion

texts such s Racism, Smoking in public places, nuclear arms debate, euthanasia, pollution, fur trade,

homelessness. (interdependence; sustainable change; citizenship and stewardship; quality of

life; values and perceptions; needs and rights; diversity, conflict resolution)

Key Stage Four

One piece of coursework is persuasive; themes can include euthanasia, smoking, abortion,

homelessness, drugs, teenage pregnancy (interdependence; sustainable change; citizenship and

stewardship; quality of life; values and perceptions; needs and rights; diversity, conflict

resolution).

Poetry/texts that support ESDGC include The Seduction (teenage pregnancy); Talking in Whispers

(racism, Amnesty International); Overheard in County Sligo; poetry by Grace Nichols looks at

dislocation. (diversity; citizenship and stewardship; needs and rights; quality of life)

Key Stage Five

Colour Purple (racism) (diversity; values and perceptions; conflict resolution)

Taming of the Shrew/Jane Eyre/Emma (role of women in society) (values and perceptions;

citizenship and stewardship)





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

Ogmore School 2006

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



Not Applicable







Key Stage Four

Yr Amgylchedd (The Environment) (Interdependence; sustainable change; citizenship and

stewardship)

Diweithdra/Byd Gwaith (Unemployment/World of Work) (Interdependence)

Gwaith gwirfoddol (Voluntary work) (Interdependence; values and perceptions; citizenship and

stewardship)

Cymru.com (Wales.com) – Welsh culture, the assembly, news of Wales (Diversity; citizenship and

stewardship)

Hawhau pobl ifanc ac Anifeiliaid (The rights of young people and animals) (Citizenship and

stewardship; values and perceptions; needs and rights)



Key Stage Five

Barddowiaeth (poetry) – unemployment, racism, pollution of Wales, war, Love for Wales

(citizenship and stewardship; interdependence; diversity; conflict resolution; values and

perceptions)

Ffilm Hedd Wyn (film on war) (conflict resolution)

‘Siwan’ play – ensuring the future of Wales (sustainable change; citizenship and stewardship)

General Topics such as drugs, alcohol, bullying, pollution (sustainable change; citizenship and

stewardship)

Use of Welsh Media such as TV, radio and magazines







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

Ogmore School 2006

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 and Key Stage Four

 European Day of Languages (Sept 25) – pupils become aware of many different languages

spoken throughout world through tasks such as saying hello in 26 different languages

(Diversity; Interdependence)

 Pupils start to develop skills and become aware of different language patterns, sound and

pronunciation (Diversity; Interdependence)

 Pupils become aware of different countries which speak target language e.g. French spoken in

France, Switzerland Canada (MEDC) and also LEDC countries including examples from the

African continent. (Diversity; Interdependence; Values and Perceptions)

 Emphasis is to develop language learning skills and place a value on the learning of additional

languages. (Interdependence; Citizenship and Stewardship))

 Pupils become aware of traditions and customs of target language country e.g. celebrating

Christmas, French education system, French eating habits, and how French spend leisure time.

(Diversity; Interdependence; Values and Perceptions)

During KS4 many of the same skills and areas of understanding are developed and consolidated

through a numbers of areas of experience e.g. Personal and Social Life, The World Around Us

Key Stage Five

Through medium of target language pupils develop far greater awareness, knowledge and

understanding of issues relating to sustainable development and global citizenship. Individual

detailed research is encouraged into topics such as

AS – Tourism in France and French speaking countries (Diversity; Interdependence; Sustainable

Change; Values and Perceptions; Citizenship and Stewardship)

A2 – Current Affairs e.g. world of work, employment, immigration/social integration in

contemporary France and French speaking countries. (Diversity; Interdependence; Sustainable

Change; Values and Perceptions; Citizenship and Stewardship; Conflict Resolution: Needs

and Rights; Quality of Life)

A2 – Environmental Issues including energy, conservation, pollution and transport with reference

to France and other French speaking countries as appropriate. (Diversity; Interdependence;

Sustainable Change; Citizenship and Stewardship; Needs and Rights; Quality of Life;

uncertainty and precaution)

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

Ogmore School 2006









Biology

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

Variety of Life topic:- awareness of the diversity of life through an introduction to classification.

Food and Digestion topic:- consideration of diet and health

Environment topic – biodiversity within the school grounds

Year 9 :- Awareness of dangers of drugs;

Immunisation programmes to combat infectious disease

Principles of selective breeding;

Build up of pesticides in the food chain;

Measurements of population numbers

Key Stage Four



Please turn to next page



Key Stage Five



AS Biology:- discussion of ethical dilemmas as a result of modern genetic techniques, including

Human Genome Project; awareness of pandemic of HIV, TB and malaria; risks of malnutrition,

including heart disease.

A2 Biology:- Impact of humans on natural cycles, with reference to nitrogen; sustainable

development of temperate woodlands; concept of evolution, touching on conflict with Creationism.









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

Ogmore School 2006





Key Stage Four

Core Science GCSE



B1a – Human Biology

 Control of fertility – awareness of both contraceptive and fertility drugs (needs and rights;

citizenship and stewardship)

 Balanced diet – comparison of diets from around the world, addressing malnourishment in all its

forms; use of WHO figures on obesity; mention of anorexia nervosa (quality of life;

interdependence; values and perceptions)

 Drug testing – need for a controlled testing regime for new drugs, including ethical implications

of animal testing; thalidomide case study as a link; reference to the need for biodiversity as a

resource for future developments (uncertainty and precaution; diversity)

 Legal vs illegal drugs (with reference to cannabis, heroin, cocaine, tobacco and alcohol) –

impact on health and the importance of making informed choices; effect of drug dependency;

paracetamol – balance of risk (citizenship and stewardship)

 Infectious disease – causes and treatments, including immunisation; reference to AIDS

pandemic; problems caused by antibiotic resistance (interdependence; quality of life; values

and perceptions)



B1b – Evolution and Environment

 Interdependence of living things – reference to habitats, ecosystems, adaptations and

competition for resources (interdependence; diversity)

 Reproductive technology – issues around IVF (‘Designer Babies’) (needs and rights;

citizenship and stewardship; quality of life; uncertainty and precaution)

 Genetic engineering – reference to GM crops: social, economic and ethical issues, and the

importance of making informed choices; use of engineered bacteria to produce purer and more

readily available insulin (needs and rights; diversity; interdependence)

 Evolution – discussion of the Darwin/Wallace theory of evolution by natural selection, with

mention of alternative theories (Lamarck, creationism)

 Effect of human population growth – with reference to the impact on the environment,

specifically pollution of land, air and water by waste (sustainable change; needs and rights)

 Greenhouse gases – cause and effect, including an appraisal of the evidence for / against global

warming; (sustainable change; needs and rights; interdependence)

 Deforestation – link with the need to maintain biodiversity for use as a future

resource(sustainable change; needs and rights; values and perceptions)

 Sustainable development – definition; a consideration of planning for the future; weighing

evidence and forming a balanced judgement on e.g. fishing, use of alternative energy sources.

(sustainable change; needs and rights; quality of life)





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

Ogmore School 2006





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



Foreign Currency – Conversions between countries (Interdependence)

Units of Measure – imperial to metric (Interdependence)

Perpendicular, horizontal/vertical – reference to Leaning Tower of Pisa (Interdependence;

Uncertainty and Precaution)

Temperature; Volume – reference to global warming / Antarctica (Interdependence; Citizenship

and Stewardship)



Key Stage Four

Time – Time Zones (Interdependence)









Key Stage Five





Not Applicable









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

Ogmore School 2006





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

Electronics: Conservation of energy in the home. Pupils study how we depend on electricity as MEDC, the impact of

electrical products on our lives. (Interdependence; sustainable change; uncertainty and precaution; citizenship and

stewardship; quality of life)

Electronics/Product Design: Wood/metal/plastics for pupil products are made from recycled scrap materials from local

companies wherever possible (local companies regularly donate scrap that is most useful to dept.) (sustainable change)

Electronics/Product Design/Textiles: familiar products evaluated to explore material properties, aesthetics, function,

safety, reliability and cost (resistant materials such as wood/metal/plastics as well as natural/synthetic fabrics)

(interdependence; sustainable change; quality of life; uncertainty and precaution)

Electronics/Product Design: Materials/adhesives/chemicals used in product design that may be hazardous due to their

content (quality of life; needs and rights; uncertainty and precaution)

Textiles (9) : design a ‘Dream Catcher’, pupils explore culture from other countries (diversity; values and perceptions)

Key Stage Four

GCSE Resistant Materials/Engineering: Re-cycled scrap materials from local businesses in the construction of

products (sustainable change)

Mass/Batch Production: Methods, modern technologies in MEDC, extended writing reports CAD CAM &

contemporary furniture (sustainable change; interdependence; uncertainty and precaution; values and

perceptions)

Patent Office Design Challenge: Understanding of International Quality Standards (sustainable change)

Resistant Materials: Evaluating existing products for material properties (sustainable change; uncertainty and

precaution)

Resistant Materials: Exploring a range of different materials and techniques when designing & making products

(sustainable change)

Key Stage Five

Recycle where possible, A-Level project using old school desks, re-cycled scrap materials from local businesses in the

construction of products (Sustainable Change)

 Pupils develop knowledge and understanding of International Standards, Special Requirements and availability of

requirements, mass production (Interdependence; Sustainable Change; Uncertainty and Precaution)

 Pupils consider types of energy used by industry, how they impact on manufacturing and the environment

(Interdependence; Sustainable Change; Uncertainty and Precaution; Conflict Resolution)

 Effects of technology on sustainable development (Sustainable Change; Uncertainty and Precaution; Needs and

Rights)

 Evaluation of existing products to explore materials and characteristics (sustainable change)



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

Ogmore School 2006









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

Diversity, Sustainable Change: KS3 Pupils have been producing websites (an viewing the

websites of pupils from other European countries) for the Commenius project. They have started by

producing a homepage giving information about themselves, with a link to a second page where

they have given information on how energy is produced in Wales. They are currently working in a

third page to give information on how energy will be conserved in the future (i.e. Recycling,

renewable energy sources, conservation of energy e.t.c.)



Key Stage Four

N/A









Key Stage Five

Interdependence, Sustainable Change, Citizenship & Stewardship:

A level ICT controlled test required the pupils to produce three documents to raise awareness of

environmental issues:

1. a leaflet about environmental issues and potential problems for society

2. a mailmerge letter to local companies inviting them to sponsor some ‘raise awareness events’

3. a screen-based presentation (website or PowerPoint) illustrating major environmental

concerns.



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

Ogmore School 2006





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

Social Aspect: cultural differences, prejudice and stereotyping (values and perceptions; diversity)

Community Aspect: local-global communities (diversity, interdependence, citizenship and stewardship, needs and

rights, conflict resolution)

Physical Aspect: diet and good health, exercise (quality of life)

Sexual Aspect: contraception (needs and rights)

Emotional Aspect: resolve conflict and negotiate agreement (conflict resolution)

Spiritual Aspect: own beliefs and values in context of those in society and propagated in media (values and

perceptions, diversity)

Moral Aspect: recognise moral issues, right and wrong (citizenship and stewardship, values and perceptions)

Vocational Aspect: N/A

Learning Aspect: N/A

Environmental Aspect: interdependence of global systems, key issues of sustainable development (interdependence,

citizenship and stewardship, sustainable change, uncertainty and precaution, diversity)



Key Stage Four

Social Aspect: recognise and challenge stereotypes (values and perceptions; diversity)

Community Aspect: Democracy and human rights (needs and rights, citizenship and stewardship, conflict

resolution; values and perceptions)

Physical Aspect: diet and good health, exercise (quality of life)

Sexual Aspect: risks of STI and sexual attitudes and behaviours (diversity, values and perceptions, needs and rights,

quality of life, citizenship and stewardship)

Emotional Aspect: recognise and manage anger, frustration and aggression (conflict resolution)

Spiritual Aspect: understanding of questions and issues involving meaning and purpose in life, how beliefs and values

affect their own identity and lifestyle (diversity, values and perceptions, citizenship and stewardship)

Moral Aspect: moral judgements, set of values and principles (citizenship and stewardship, values and perceptions)

Vocational Aspect: economic and industrial issues relating to consumer role (sustainable change, citizenship and

stewardship)

Learning Aspect: N/A

Environmental Aspect: global issues posing threats, know how to live and act sustainably and act as part of group to

achieve this (interdependence, citizenship and stewardship, sustainable change, uncertainty and precaution,

diversity)





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

Ogmore School 2006





Chemistry

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



Rocks topic:- Impact of acid rain caused by fossil fuel pollution



Acids and Alkalis topic:- effect of treatment of soil









Key Stage Four

Fossil fuels – formation and use of products as a finite resource for human activity

Extraction of metals from their ores – impact on the environment

Fertilisers:- manufacture and use of nitrogenous fertilisers

Carbon Cycle – how humans have had an impact







Key Stage Five









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

Ogmore School 2006





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

Pupils study Christianity, Hinduism and Islam. Study lives of individuals ‘From Cradle to Grave’ and also

look at the religious perspectives on festivals and ultimate questions e.g. Peace and Conflict, Relationships

(Interdependence; Uncertainty and Precaution; Citizenship and Stewardship; Quality of Life; Values

and Perceptions; Needs and Rights, Diversity; Conflict Resolution)

Pupils are taught to respect religious diversity and look at moral questions that deal with suffering and

injustice (Quality of Life; Values and Perceptions; Needs and Rights, Diversity; Conflict Resolution)

Ultimate Questions, pupils identify their own values and beliefs and that of others (Values and Perceptions)

Key Stage Four

Pupils study Christianity and Hinduism. Religious perspective on Relationships, Our World, God, life and

death, Identity and Belonging and Is it Fair? Our World explores religious belief and practice in looking after

the world, problems that the environment faces, how they can be solved, animal rights and human rights.

(Interdependence; Uncertainty and Precaution; Citizenship and Stewardship; Quality of Life; Values

and Perceptions; Needs and Rights, Diversity; Conflict Resolution)

Pupils consider spiritual and moral aspects. Beliefs about God, Life after death, Euthanasia, Abortion,

Suffering and injustice. (Interdependence; quality of life; values and perceptions; needs and rights;

diversity; conflict resolution)

Key Stage Five

Pupils follow a range of conferences that deal with spiritual, cultural and moral development (Diversity;

Values and Perceptions)

Opportunities are given to consider and discuss many world issues from perspectives of religious

communities (Interdependence; Citizenship and stewardship; Quality of life; Values and Perceptions;

Diversity)







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

Ogmore School 2006





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



Year 7…Unit 2 – Caricatures (Values and Perceptions); Unit 3 – Welsh Superhero (Citizenship

and Stewardship); Unit 4 – Fauve Landscapes (Values and Perceptions; Needs and Rights); Unit

6 – Insect Printmaking (Diversity)

Year 8…Unit 1 – Natural Forms (Interdependence; Diversity); Unit 2 – Portraits … Picasso

(Values and Perceptions); Unit 3 – Eisteddfod Illustration (Interdependence); Unit 4 – tissue

window panels, Wilson and Japanese prints (Diversity; Values and Perceptions)

Year 9…Unit 1 – still life, Braque and Picasso (Diversity; Values and Perceptions); Unit 3 –

Gargoyles and green men, cultural heritage and RE, how art affects peoples lives (Values and

Perceptions; Interdependence)





Key Stage Four



Unit 2 – Pupils pursue Conflict Resolution, Needs and Rights and Citizenship









Key Stage Five



Coursework and Exam Work – Values and Perceptions; Needs and Rights; Conflict

Resolution









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

Ogmore School 2006





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

Pupils have access to a wide and varied curriculum that is rich in cultural diversity and social

interest. Pupils learn and perform music from different cultures and learn about the social impact on

their own lives and others. (Interdependence; Diversity; Values and Perceptions)

Pupils experience being able to perform in different media and link music with historical

developments. (Interdependence; Conflict Resolution; Values and Perceptions)

Pupils have opportunities to express their opinions and personal preferences (Values and

Perceptions)

Key Stage Four

Pupils gain a wide and valuable experience of cultures and traditions through the study of music for

special occasions, film, dance and orchestra. (Diversity)

Pupils learn about the impact of music on global development and link it to cultures and traditions

(Interdependence; Diversity; Citizenship and Stewardship; Values and Perceptions)

Pupils perform a range of pieces reflecting historical and cultural background (Diversity; Values

and Perception)

Pupils use music to reflect on their own personal development (Values and Perceptions)

Key Stage Five

Pupils develop an understanding of instrumental baroque music 1650-1750 and understand its social

impact on audiences to date (values and perceptions)

Pupils use music to compose for a purpose that affects quality of life.

Make connections between music played/composed/listened to and the implications for sustainable

change in relation to peoples lifestyle.

Pupils recognise the importance of taking responsibility for their actions and often use music to

influence their lives. (citizenship and stewardship; diversity; values and perceptions)

They perform a wide range of music to fit different purposes and support sustainable development.

(citizenship and stewardship; diversity)



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

Ogmore School 2006

Physical Education

Studying PE gives pupils an opportunity to become acquainted with different forms of physical activity, sports and

dances popular in other countries, and how they are affected by cultural, social and historical contexts. Those doing

outdoor and adventure education are taught to take responsibility for themselves, others and the environment.



Knowledge – about different activities, sports and dances from other countries, and what role and significance they have

in different cultures. Links can be made between health problems from air pollution, the high use of cars and the

subsequent reduction in walking and cycling which also affects health.

Values – a commitment to an active lifestyle, as a citizen of a developed, ‘affluent’ society.

Skills – physical skills and techniques – which can cross boundaries of culture or place.

Key Stage Three

Interdependence: playing ‘winter’ and ‘summer’ sports and considering how climate affects their global popularity.

Diversity; Interdependence: performing dances from different cultures and places.

Citizenship and Stewardship; Quality of Life; Needs and Rights: the importance of a healthy lifestyle

Diversity; Interdependence: pupils experience games that are popular or invented in other countries e.g. lacrosse,

American football, handball, stool ball. Understand global variety of sporting activities and their importance to the

economy.

Interdependence; Citizenship and Stewardship; Quality of Life; Needs and Rights; Values and Perceptions: fair

trade footballs are used and pupils are made aware of how these balls are made and how income from their sale helps to

develop towns in LEDC’s (less economically developed countries)

Sustainable Change; Citizenship and Stewardship: pupils are encouraged to recycle their PE kit and bring into school

kit that is too small for them so that it can be reused by other pupils.

Key Stage Four

Quality of Life: Diversity: Module 5 Diet & Energy- pupils made aware of the different diets needed for different

sporting activities

Interdependence; Quality of Life; Citizenship and Stewardship; Sustainable Change; Conflict Resolution;

Uncertainty and Precaution: Module 8 GCSE PE- pupils are made aware of the changing levels of leisure time

available due to technological advancement. Effects on the environment that these improvements have made are also

highlighted.

Interdependence; Sustainable Change; Citizenship and Stewardship: Conflict Resolution: Module 8 GCSE PE-

Facilities, different types of facilities available for sport and recreation and their natural environment such as mountains,

lakes, fields and the sea. Also look at planned new facilities and consider the natural environment.

Key Stage Five

Example Specification – WJEC A Level Physical Education

 Diversity; Needs and rights; conflict resolution; values and perceptions; interdependence: PE3 Participation

and Performance in Physical Activity: Emphasis on understanding the present from a study of the past; the

distinctiveness of historical and cultural accounts; social and cultural processes; issues of class, gender and race;

values underpinning the health of the nation; access to sport and elite performance; lessons learnt from the

organisation of global sport

 Citizenship and Stewardship; Needs and Rights; Values and Perceptions: PE4 Exercise, Health and Fitness:

determinants of health status; lifestyle issues; the role of diet in a healthy lifestyle; society promoting images of a

healthy body in a consumer culture; lifelong choices

 Diversity; Interdependence; Needs and Rights; Conflict Resolution; Sustainable Change; Values and

Perceptions: PE6 Participation in Physical Activity: Thinking Globally, Acting Locally: all 8 sections relevant

to GC; cultures providing opportunities for equitable access to participation and excellence; diversity of opportunity;

case studies in participation including those from UK, France, Spain, Germany, Italy, America, Australia, Cuba,

Asia, Africa; the impact of global competition; how global issues can offer space for transformation





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

Ogmore School 2006





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

globalisation is 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. Multinational companies are investigated.

Skills – Investigative skills are developed through the development of case studies.



Key Stage Four

Pupils learn about the importance of international trade to business and the resulting problems,

threats and opportunities that face businesses operating in the global market place.

(Interdependence; Diversity; Values and Perceptions; Conflict Resolution)

The importance of multinational businesses (Interdependence; Values and Perceptions; Quality

of Life)

Pupils learn about the European Union, opportunities and constraints relating to the environment,

culture and ethnicity (Interdependence; Sustainable Change; Quality of Life; Values and

Perceptions; Diversity; Conflict Resolution)



Key Stage Five

Builds on Key Stage Four Scheme of Work

Pupils study the roles of governments and market in different cultures (Interdependence; Values

and Perceptions; Quality of Life; Conflict Resolution)

Pupils consider the effects of exchange rates on businesses involved with importing and exporting

(Interdependence; Quality of Life)

Pupils look at the political, ethical, social and physical environment of businesses e.g. pollution and

congestion (Interdependence; Sustainable Change; Citizenship and Stewardship; Quality of

Life; Values and Perceptions; Needs and Rights; Diversity)

Students are able to investigate environmental policies within their coursework if they decide to do

so. (Sustainable change; Uncertainty and Precaution)









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

Ogmore School 2006





Catering



Students learn about nutrition and food safety and the practical skills related to the catering industry:

designing, planning and preparing meals for different customers and establishments.

Knowledge – Pupils learn about citizenship issues such as responsibilities for disposal of refuse, storage and

use of cleaning chemicals and packaging, and about multicultural influences on food.

Values – Pupils have the opportunity to develop values relating to sustainable cleaning and packaging

products, organic and locally grown produce, food additives and labelling.

Skills – Practical skills are developed as well investigative skills and problem solving skills.



Key Stage Three

Year 7 … Individual needs, healthy eating/food safety (Needs and Rights; Quality of Life)

Year 8 … Multicultural influences/packaging and the environment (Diversity; Interdependence;

sustainable change; citizenship and stewardship)

Year 9 … Lifestyle, organic foods/ready made meals (Diversity; Interdependence; sustainable

change; citizenship and stewardship)



Key Stage Four

Many of the issues explored during KS3 are revisited in greater depth.

Year 10 … legislation studied e.g. Environmental Health/Food Safety Act. (needs and rights)

… during practical work dishes are produced that demonstrate an awareness of our multi cultural

society in food production and meeting the needs of the customer (Diversity; interdependence;

needs and rights )



Year 11 … heat energy, its conservation and its economic implications. Developments in catering

equipment and the contribution towards increasing efficiency. (Sustainable change;

interdependence; citizenship and stewardship; uncertainty and precaution)



Health and Social Care (Key Stage Five)



Core needs of individuals, role of care settings, meeting basic needs (needs and rights; quality of

life, citizenship and stewardship)

Legislation for children/elderly/special needs such as Equal Opportunities, Human Rights, Mental

Health Act etc. (needs and rights; quality of life, citizenship and stewardship; diversity; conflict

resolution; interdependence)







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

Ogmore School 2006





Leisure and Tourism



Pupils learn about the leisure industry and the tourism industry. They look at the different components within

each industry, the products and services they offer at different types of facility. Pupils investigate the reasons

for customer choice of leisure or tourism activity and look at how to develop a better product from this.

Pupils also spend time looking at employment and working practices in the leisure and tourism industry.

Knowledge – Pupils learn about how leisure and tourism facilitates can be developed in a sustainable way

and how they contribute towards developing citizenship and stewardship by creating communities. They

learn about access to leisure and quality of life. Pupils learn about different laws including environmental.

Values – Pupils are encouraged to look at different tourism destinations and the impact of tourism on these

destinations, they develop empathy for different cultural needs and how these can be catered for within the

leisure industry.

Skills – Pupils learn through problem solving and investigation of real organisations. They learn to present

their work and suggest realistic replacements or improvements to existing products and services.



Key Stage Four

Conflict Resolution; Interdependence; Sustainable Change; Environmental concerns are

considered when introducing eco-tourism and sustainable tourism. It is linked to destinations,

including the local area and UK National Parks, to fuel consumption (the benefits of providing

adequate public transport) and it is also considered during SWOT analysis of an organisation.

Interdependence; consideration of global development and importance of leisure and tourism

industry

Needs and Rights; Diversity; Quality of Life; pupils consider leisure provision, barriers to leisure

provision (including cultural) and how they can be overcome. They develop opinions about the

importance of leisure provision and its contribution to communities. When studying customer

service at a particular organisation they will analyse how different customer needs are met.



Key Stage Five

Diversity; study of customer needs at a variety of different organisations and how they are met.

Provision within the leisure industry and the contribution of different cultures to the UK leisure

market

Quality of life; needs and rights; employment in leisure explores issues relating to race, gender

and people management

Citizenship and stewardship; needs and rights; sustainable change; working practices in leisure

explores the health and safety and business systems in place at a leisure providers facilities.







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

Ogmore School 2006





Key Skills

Pupils learn a selection of communication, application of number and IT for a qualification. Each of these

skills assists pupils to become more active citizens and gives them the building blocks for stewardship. The

contribution of key skills to the key concepts will depend on the teachers’ selection of issues and materials

for use in class.

Knowledge – Pupils will learn how to use the skills of communication, number and IT in real situations. So

they could develop a presentation about the benefits of cultural diversity in Britain or how to read a line graph

of CO2 emissions in MEDW and LEDW.

Values – several opportunities can be developed to discuss moral and cultural attitudes to IT and its influence

in the world (contribution to globalisation).

Skills – The wider key skills of working with others, improving own learning and performance problem

solving provide pupils with the opportunity to develop the skills needed for SD and GC learning.



Key Stage Three









Key Stage Four









Key Stage Five









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

Ogmore School 2006

Physics

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

Earth and Beyond Topic:- Awareness of the unique position of the Earth in the Solar System



Energy Topic:- Appreciation of the difference between renewable and non-renewable resources, and

implications of decisions made about their use; effect of burning fossil fuels on the environment









Key Stage Four

Earth and Beyond:- Ideas and evidence for models of the evolution of the universe into its present

state.

Energy efficiency – need for economical use of finite energy resources; alternatives to fossil fuels,

including a consideration of their long-term effects.

Radioactivity:- beneficial and harmful effects of radiation on matter and living organisms





Key Stage Five









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