Post on 28-Mar-2015
transcript
Caring for our World
Some BIG IDEAS with extracts from ‘Caring for Our World’ to illustrate thinking sustainably with young children
•Citizenship and stewardship• Interdependence•Needs and rights of future
generations•Diversity •Quality of life•Sustainable change •Uncertainty and precaution
Holland Report (1998) A Report to DfEE/QCA on Education for Sustainable Development in the Schools Sector from the Panel for Education for Sustainable Development
Some big ideas about
Sustainable Development
Enquiry
Physical & Human
Processes
Scale
Place
Cultural Understanding
& Diversity
Inter- dependence
Environmental Interaction & Sustainable
Development
Space
Some big ideas about Geography
Food and drink doorway
By 2020, the Government would like all schools to be model suppliers of healthy, local and sustainable f ood and drink.
Energy Doorway.doc
By 2020, the Government would like all schools to be models of energy effi ciency, renewable energy use and water management.
Travel and Traffi c Doorway.doc
By 2020 the Government would like all schools to be models of sustainable travel.
Purchasing and Waste Doorway.doc
By 2020 the Government would like all schools to be models of effi cient use of resources.
Buildings and Grounds Doorway.doc
By 2020 the Government would like all school buildings - old and new - to make visible use of sustainable design f eatures.
I nclusion and Participation Doorway.doc
By 2020 the Government would like all schools to be models of social inclusion.
Local Well Being Doorway.doc
By 2020 the Government would like all schools to be models of good corporate citizenship within their local areas,
Global Citizenship Doorway.doc
By 2020 the Government would like all schools to be models of good global citizenship.
Thinking about Sustainable
Schools
www.teachernet.gov.uk/sustainableschools
• citizenship and stewardship• needs and rights of future generations• sustainable change• uncertainty and precaution
•geography•science•literacy•citizenship
Sustainable Energy: making choices
Food for Thought - Food and Farming
Key ESD Concepts• Citizenship and stewardship• Diversity • Sustainable change • Uncertainty and precaution
Were does food come from?
What can we cook?
Practical Participation
Edwalton Primary
Food and Farming – where does our food come from?
• Citizenship and stewardship• Knowledge that animals and crops need to be cared for if a farm is to
be successful
• Diversity• Some understanding of the components needed for a successful
farming environment.
• Sustainable change• Developing awareness of current and future roles we might have as a
community in relation to sustainable farming
• Uncertainty and precaution• Ability to think about different ‘what if?’ scenarios and solutions e.g. if
animals become sick, the weather is especially bad etc
• Other Geography outcomes• Development of relevant farm and landscape vocabulary• Interdependence and global food trade
www.face-online.org.uk/
Wellies on Friday & working with the community at Johnstown, Carmarthen
Reception children designing and exploring their outdoor area
Saron, Ammanford
Participation: school grounds, local community
First hand experience
Outdoor classroom
Forest Schools• Interdependence• Citizenship and Stewardship• Diversity• Quality of lifeWinkleigh Primary School, Devon
That’s un-natural
How do you know?
‘cos it’s a spoon!
You don't find spoons in the wood!
Some Forest School links• ECM 1: Be Healthy• ECM 2: Stay Safe• ECM 3: Enjoy and Achieve
• SEAL – Forest School has a strong emphasis on social and emotional learning in the context of natural environments
• Personalised learning: a guiding principle of Forest School is that it uses pupils’ interests as a starting point for learning
Forest School: Children’s voices
While sitting around the campfire in the rain having made pancakes:
Tom: ‘Mmm I love pancakes. I’ve got lemon and sugar on mine. It tastes yummy’
Daisy ‘Mmm I like eating pancakes in the rain. It’s soggy and soft!’
Izzy: ‘I like pancakes. I didn’t know I liked pancakes!’
Collecting sticks:Joshua: I have to collect thin sticks the same size as a pencil. I
have 1,2,3,4,5,6.
Lauren: I have 1,2,3,4,5. You have one more than me. I’m going to find some more… That’s too long. I will break it in half. I’ve got 2 more!’
Walking Bus
I like walking to school even
when it’s raining!
InterdependenceCitizenship and StewardshipQuality of life