|
|
 |
|
|
|
|
 |
|
|
GTIP Think Piece - Education for Sustainable Development in the KS1/2 Curriculum
Freda Eyden looks at the main principles and issues involved in education for sustainable development. She suggests ways in which ESD can be brought into the primary school and offers ideas for classroom activities.
|
| What are the underlying principles of Sustainable Development? |
Sustainable Development encompasses and blends three main principles:
|
Many models cite economic success and prosperity as the most important factor for successful development. However, at present, around 20% of the world’s population, who live in the most successful economies, use around 80% of the world’s resources. If the entire population of the world followed the present lifestyle of these citizens in the so-called ‘developed’ world, we would need several more planets to provide the necessary resources and absorb the waste generated.
The concept of sustainable development acknowledges that economic development is important, but that it is equally necessary for the environment to be well managed and for people to feel a sense of social justice, i.e. that their voices can be heard.
Redefining Progress gives a great deal of information about sustainable development and offers the possibility of testing one’s ‘ecological footprint’ (lifestyle impact) on the planet.
World Resources Institute has information about many initiatives currently being undertaken around the world to encourage sustainable development.
<<< back to top
|
| What is the background to Education for Sustainable Development? |
Despite their raised profile in recent years, neither sustainability nor Education for Sustainable Development (ESD) should be considered as new concepts.
Education for Sustainable Development has sprung from two main sources:
- Environmental Education (e.g. topics such as food chains or life cycles undertaken as part of the Science curriculum; studies of local and global environments undertaken as part of Geography)
- Development Education (e.g. curriculum topics such as Human Rights, Multicultural Studies, anti-racism, etc.)
|
|
Almost all schools, therefore, are undoubtedly covering some aspects of ESD in the work they already do. Identifying these building blocks provides a foundation for developing the subject throughout the school.
The DfES gives access to an online copy of the DfES publication ‘Developing a Global Dimension in the School Curriculum’, which can also be obtained as a hard copy, quoting reference DfEE 0115/2000. The publication covers key concepts such as citizenship/ sustainable development/ social justice/ values and perceptions/ diversity/ interdependence/ conflict resolution/ human rights. It also outlines the National Curriculum possibilities at different Key Stages.
<<< back to top
|
A useful working definition of ESD can be found in the National Curriculum 2000 document:
“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.” Here it is important to be clear about the interpretation of values. Whose values? How are they expressed? Comparing TV coverage/newspaper articles on particular topics is an effective way to demonstrate bias.
Participate in decisions is another important point. How can children realistically do this in the school setting? Do they possess adequate oral and literacy skills? Are they given access to a variety of viewpoints? Are they familiar with the United Nations Children’s Rights Charter?
Unicef sets out the full convention on children’s rights.
Development Education Project is an invaluable site for ideas and activities to stimulate pupil participation and debate on sustainability topics.
The DEP Learning for Sustainable Cities Project gives details of a specific project featuring ESD, with many examples of case studies and relevant activities. It also includes background methodology.
<<< back to top
|
| Why do we need a global to local perspective on ESD? |
ESD has to be considered in both local and global terms to give a rounded perspective and proper understanding of the issues involved. The following timeline shows how action and concern about sustainability issues have developed and become interconnected over time:
|
The UNESCO website has details of their Decade of Education for Sustainable Development and information about education initiatives they are currently undertaking.
<<< back to top
|
| What are the seven key concepts of ESD? |
In 2002, the QCA identified and proposed seven key concepts of ESD, which they felt would give ESD comprehensive coverage. OFSTED used these seven concepts as a basis for their report, mentioned above, which also provides excellent material for developing work on ESD topics.
- Citizenship and stewardship - involving children in decisions about their environment.
- Sustainable change - whole school approach to waste reduction, energy conservation, recycling and other allied issues.
- Needs and rights of future generations - including ‘global footprints’, a way of measuring our impact on the environment.
- Interdependence - natural cycles, food chains, trade, consumption.
- Diversity - local animal, plant and insect life. Study of other cultures and nations.
- Uncertainty and precaution - listening to others, valuing contributions and making informed decisions.
- Quality of life, equity and justice - improving the look of the grounds, expanding this to include the local community.
On the Ofsted website you can read their report on Education for Sustainable Development, with case studies illustrating ideas about how to put across the QCA’s seven key concepts of Education for Sustainable Development.
Global Footprints has details of the technique of ‘ecological footprinting’ (see item 3 in QCA list above). It also offers a quiz where participants can measure their own ‘footprint’.
<<< back to top
|
| What general issues can be considered relevant to ESD? |
There can be some confusion as to what general issues fall under the umbrella of ESD. Some relevant examples are outlined below:
|
- Transport
- Water
- Energy
- Waste Disposal
- Global Dimension
- Food
- Biodiversity
|
|
Citizenship Global is an excellent website which gives access to a great variety of organisations in the field of ESD, such as CAFOD, Oxfam, Comic Relief, Amnesty International. There is a wealth of downloadable material, which can be used with pupils to develop a wide range of these ESD themes.
Directgov gives information on topics related to the global dimension which are currently under consideration by various Government departments.
<<< back to top
|
| By what means can the key concepts of ESD be demonstrated in the Primary School setting? |
The National Curriculum is not the only way to demonstrate the key concepts of ESD. Indeed, the nature of it suggests that it should be part of the ethos of the school as well as being bedded into the curriculum at all levels, with increasing degrees of sophistication, from Nursery to Year 6.
Ways in which this can be done include:
- National Initiatives such as Eco Schools, Healthy Schools
- Giving pupils a voice, e.g. through debates, circle time, School Councils, suggestions boxes, assemblies, class and assembly presentations
- Competitions and awards – these help to focus the school community on a particular issue and build a whole school approach
- Giving opportunities for pupil participation, e.g. gardening or other environmental clubs, speakers from relevant organisations, raising funds for charities, twinning projects with other schools, locally, nationally and internationally.
Eco-Schools gives details of the Eco-schools programme, which is a European initiative, designed to help schools to develop pupil-led action to make their school and its community more sustainable.
www.naee.org.uk is the website of the National Association for Environmental Education (UK) and gives regular and invaluable information about ESD research and literature, as well as details of current competitions and awards for schools.
<<< back to top
|
To help students focus on their knowledge and understanding of their local area, they could try the following exercise.
|
Constructing a 'Mental Map'
Each student is given a blank sheet of A4 paper and a pencil. They are asked to draw their journey from home to college that day. They should annotate and label as many details as possible – means of transport, landmarks along the way, factors which please or trouble them (e.g. parks, attractive buildings, traffic trouble spots, litter, etc). After 20 minutes, each student is given the chance to show their ‘map’ and to describe their journey. This activity provides a good basis for discussion about various issues to do with sustainability and the local area. It works just as well with children as with adults and can also be tried at school.
|
|
Contrasting Countries
This activity looks further afield. Again, each student is given a blank sheet of A4 paper and a pencil. This time, however, they have to think of a place they have visited abroad or, if they have never been abroad, a place they would like to visit.
- What were they expecting to see in the foreign country?
- What was/might be the reality?
- What means of travel did/would they use to get there?
- What impression did/might the place leave on them?
- How different did they feel/imagine that their experience of life there was, compared with the ordinary inhabitants of that country?
- In what ways was the general lifestyle more sustainable than in the UK?
- In what ways was the general lifestyle less sustainable than in the UK?
The idea of this activity is to make students compare and contrast life in two countries that they know from personal experience (wherever possible) and to begin to think in terms of a global perspective.
<<< back to top
|
Owens, P. (2005) 'Children's environmental values in the early school years', IRGEE, 14, 4, 323-329. Abstract
<<< Back to top
|
| Articles from other TDA support sites for ITE |
|
|
|
|
