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					Department : _____________________ Education for Sustainable Development and Global Citizenship (ESD&GC) The purpose of this questionnaire is to map the current provision of ESDGC across the school. Although this is a busy time of the year we would appreciate it if you could complete the questionnaire as thoroughly as you can and return to VP or HAH by Monday 13th February 06. What do you understand by education for sustainable development and global citizenship (ESDGC)?

There are many definitions including Education for Sustainable Development Enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. Education for Global Citizenship Enables people to understand the global forces which shape their lives and to acquire the knowledge, skills and values that will equip them to participate in decision making, both locally and globally, which promotes a more equitable and sustainable world. Language – what words do we use when discussing people and places? How often have you explained, defined or clarified words such as sustainability, sustainable development and global citizenship?

Frequently Occasionally Never How often do you use terms that reinforce stereotypes such as tribes, Frequently primitive, underdeveloped, third world, uncivilised and ‘other people’ Occasionally (meaning people from different cultures or countries) Never Are you aware of the correct terms to use in order to avoid stereotyping Yes such indigenous, LEDC and MEDC No Do you make the most of opportunities to benefit from bilingualism or other Frequently languages? Occasionally Never Displays – what kind of world are we depicting? Do displays in your curriculum area mainly depict A) A) mainly white, middle class, able-bodied, western people/culture B) B) a variety of images to reflect diversity of people and place such as urban/rural, rich/poor, traditional/contemporary, wasteful/sustainable Links – with people and places beyond the school and Wales How often do you use opportunities to discuss with pupils their choices as Frequently consumers? e.g. Occasionally Where their food is grown? Never How fuels and energy are created Where their clothes/computers/mobile phones/household goods have come from, how they were made and the impact on the environment?

Ogmore School ESD&GC

Department : _____________________ Do you have any links (past or present) with other places and countries? Do you have links for help and support from parents Do you have links for help and support from other organisations As a school community Do you use peer mentoring? Yes No Yes No Yes No

Frequently Occasionally Never Do you use buddy schemes? Frequently Occasionally Never Do you recycle, reuse and share classroom resources? Frequently Occasionally Never Curriculum content – ESDGC is not a new or separate subject – how is it incorporated into what is already taught? The key concepts of ESDGC are given below please give a brief description where any of these may feature in your current subject teaching Interdependence understanding how people, the environment and the economy are inextricably linked at all levels from local to global e.g. maths – analysis of the impact of exchange rates on the cost of items in countries visited by pupils, topics such as fair trade, population growth provide a rich source of real-life data for work related to gathering, representing and analysing data. Geography – within economic activity investigate links between their own lives as consumers and those of the producers, use of trading games, how consumers can affect quality of life of workers in other countries

Citizenship and stewardship recognising the importance of taking individual responsibility and action to make the world a better place e.g. PSE – how democratic systems work and issues relating to democracy, why political participation is important and how denying these rights affect individuals and society. How and why women or ethnic minorities may be excluded from the system.

Needs and rights understanding our own basic needs and about human rights and the implications for the needs of future generations of actions taken today e.g. Art - study of political posters from periods in history compared to today, modes of expression and techniques. History – reflect on the effects that the slave trade, colonialism and the British Empire has had on other countries and Wales itself.

Ogmore School ESD&GC

Department : _____________________ Diversity understanding, respecting and valuing both human diversity – cultural, social and economic – and biodiversity e.g. PE – pupils participate in sessions involving Aboriginal games and sports such as lahal or gorri, learn to appreciate the global variety of sporting activities RE – study within local community of a specific festival or event; research how people celebrate the same festival/event in other parts of the world. Welsh – pupils produce a KS2 information booklet on Patagonia

Sustainable change understanding that resources are finite and that this has implications for people’s lifestyles and for commerce and industry e.g. DT – design and make a product that will contribute to sustainable global development, work within context of the ‘Sustainable Design Award Scheme’ MFL – obtain French graph of CO2 emissions by different countries and compare emissions in French and revise numbers.

Quality of life acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally e.g. IT – research information about three countries such as life expectancy and other socioeconomic indicators (World Bank Atlas). Design a spreadsheet to present the data (could then develop charts and graphs) and present to class discussing possible reasons and justifications for differences seen.

Uncertainty and precaution acknowledging that there are a range of possible approaches to sustainability and global citizenship and that situations are constantly changing, indicating a need for flexibility and lifelong learning e.g. DT – role of GM food, use of pesticides and antibiotics in food preparation, develop empathy for others through an understanding of how complex international interdependence is.

Values and perceptions developing a critical evaluation of images of and information about the less and more economically developed parts of the world and an appreciation of the effect these have on people’s attitudes and values e.g. music – investigate the principle musical features of reggae and link to the social and cultural context. Pupils learn about links to Rastafarianism and become aware of topics used in reggae lyrics e.g. poverty

Ogmore School ESD&GC

Department : _____________________ Conflict resolution understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony e.g. English – compare the reporting of a current world event such as a conflict in different newspapers and on the internet and critically assess the reports for bias and carrying points of view. science – prepare and participate on one side of a debate entitled ‘this class believes that scientific discoveries have been misused in the case of The Three Gorges Dam in China’

Do you consider bringing ESDGC into your subject area when planning

Are you aware of ESDGC links your subject may have with another curriculum area? Do you ever make ESDGC relevant to pupils’ everyday lives in Wales

Do you ever use classroom activities to encourage pupils to question why the world is as it is and what can be done to change and influence it? How often do you use an issues based approach to teaching and learning is used so that pupils can plan and make decisions enabling them to be active citizens within the classroom. How often do you use the school grounds as a teaching/learning resource Is your subject area involved in any specific projects such as fund raising or charity work?

Frequently Occasionally Never Yes No Frequently Occasionally Never Frequently Occasionally Never Frequently Occasionally Never Frequently Occasionally Never Frequently Occasionally Never

References Welsh Assembly Government - http://www.wales.gov.uk/index.htm ESD & GC - http://www.esd-wales.org.uk/ Estyn – http://www.estyn.gov.uk/home.asp Global Citizenship: a map for curriculum planners http://www.learning.wales.gov.uk/pdfs/global-citizenship-e.pdf Education for Sustainable Development and Global Citizenship (2002) ACCAC Consultation Document on Education for Sustainable Development and Global Citizenship - A Strategy for Wales (2005) DTE

Ogmore School ESD&GC


				
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