1. Sustainable Development Education
Developing global citizens within
Curriculum for Excellence
Sustainable development education (SDE) is a theme across learning within Curriculum for Excellence
It sits within the content of developing global citizens
This presentation aims to provide important background to the national context and develop a great awareness of sustainable development in general
This resource can be used by practitioners as a resource for individual CPD but has also been designed to be used as a CPD resource within a whole school or local authority context

2. Elements Contexts Developing Global Citizens Education for Citizenship
International Education
Sustainable Development
Education
Developing Global Citizens
Scotland’s Culture
Confucius Classrooms
SDE sits within the context of developing global citizens (DGC)
DGC comprises the inter-related elements of education for citizenship, international education and sustainable development education
These elements have been brought together under the DGC banner in recognition of their interconnectedness. Bringing these elements together also supports a more integrated approach within schools and other educational settings
Confucius Classrooms, Games Legacy and Scotland’s Culture provide contexts for learning about global citizenship.
Olympic & Commonwealth Games
Contexts

3. The goal of sustainable development
“to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations”.
One future – different paths
HM Government, 2006

4. Rights and responsibilities
Principles of sustainable development
SDELG 2006
Equity and
justice
Interdependence
Diversity
Carrying capacity
Rights and responsibilities
The six principles of sustainable development education, outlined in Learning for our Future: Scotland’s first action plan for the United Nations Decade of Education for Sustainable Development, are as follows:
Interdependence ­— appreciating the interconnectedness of people and nature at a local and global level
Diversity — valuing the importance of natural and cultural diversity to our lives, economy and well-being
Carrying capacity — acknowledging that the world’s resources are finite and the consequences of unmanaged and unsustainable growth are increased poverty and hardship, and the degradation of the environment, to the disadvantage of us all
Rights and responsibilities ­— understanding the importance of universal rights and recognising that our actions may have implications for current and future generations
Equity and justice ­— being aware of the underlying causes of injustice and recognising that for any development to be sustainable it must benefit people in an equitable way
Uncertainty and precaution — understanding that our actions may have unforeseen consequences and encouraging a cautious approach to the welfare of our planet.
Reflective questions
How can we use the above principles to identify where sustainable development education currently features in the curriculum?
How can we use the principles of sustainable development education to ensure that learning experiences are sufficiently rounded and appropriately reflect the breadth of sustainable development education?
Uncertainty and precaution

5. Sustainable development education seeks to ensure that learners:
Acquire knowledge of the principles of sustainable development
Develop understanding of the relevance of the principles to their own lives and to the lives of others
Develop the skills needed to take decisions guided by these principles
Value the importance of these principles in sustaining their own wellbeing in addition to the wellbeing of our society, economy and planet.
SDELG 2006
It is important to note that sustainable development isn’t the same as sustainable development education
Sustainable development education is a process by which we empower society to achieve a more sustainable society.

6. Social Ecological Cultural Economical
Aspects of sustainable development
SDELG 2006
Economical
Social
Cultural
Ecological
Sustainable development is a broad concept that escapes any narrow definition solely focussed on the environment.
It can be divided to four closely related elements which include:
Ecological sustainability – protecting biological diversity, species and eco-systems
Economical sustainability – ensuring economic activity is stable and balanced and respects the fact that the Earth’s resources are finite
Social sustainability – enabling all people of the world to have a quality of life which respects their human dignity and ensures that their rights to nutrition, health, well-being, education and freedom are met
Cultural sustainability – recognising that our communities and world are enriched by a diversity of peoples, languages, traditions, knowledge and beliefs.
Reflective question
How can these elements be used to ensure that learning experiences reflect the breadth and holistic nature of sustainable development education?

7. Video - What is sustainable development education?
Option 1
Click here to access this video online
Option 2
Download the video from the above link and embed it or play it at this point in the presentation.

8. Principles of developing global citizens
Know, respect and care for the rights, responsibilities, values and opinions of others in Scotland, and understand Scotland’s role within the wider world. Develop an awareness and understanding of engagement in democratic processes and be able to participate in critical thinking and decision making in schools and communities at local, national and international level.
The principles of sustainable development education have been embedded within the wider principles of developing global citizens

9. Principles of developing global citizens
Understand the interdependence between people, the environment, and the impacts of actions, both local and global. Appreciate and celebrate the diversity of Scotland’s history, culture and heritage and engage with other cultures and traditions around the world.
Demonstrate creative thinking and act responsibly in political, economic, environmental, social and cultural learning.

10. Access supporting resources on Glow
2011 has been designated as International Year of Forests
This global focus helps raise the profile of sustainability and provides opportunities for schools to interact and learn about local and global issues
LTS has provided resources for school on Glow to support learning in this area.
Access supporting resources on Glow

11. Download this document
The period from 2005 to 2014 has been designated as the United Nations Decade of Education for Sustainable Development
The Scottish Government and key partner organisations, including LTS, have developed an action plan for Scotland to promote SDE across all sectors.
This outlines actions that will be undertaken including CPD activities, setting up of teacher networks, action on the school estate and inspections and qualifications
Download this document

12. Learn more about Scotland’s action on climate change
In 2009, the Scottish Parliament passed the Climate Change (Scotland) Act
This is the most ambitious climate change legislation in the world and commits Scotland to reducing its greenhouse gas emissions by 42% by 2020 and by 80% by 2050
The Scottish Government has also introduced a raft of policy on energy efficiency and promotion of renewable energy which will have a profound impact on our society as we move towards a low carbon society
This policy area supports SDE and underlines the importance of preparing our children and young people for the changes that lie ahead.
Learn more about Scotland’s action on climate change

13. As Scotland moves towards a low carbon society many green jobs will be created
It is estimated that some 60,000 to 90,000 jobs will be created in the green sector in the next 10 to 15 years
This is in addition to the 80,000 green jobs that already exist
This is a significant opportunity for our children and young people and it is important that education provides opportunities for them to engage in the green agenda and develop skills that will help them secure careers in this area

14. Scotland’s Zero Waste plan is another example of the policy landscape within Scotland
SDE has a crucial role to play in engendering the support of children, young people and communities and to ensure the success of such strategies
Read this document

15. National Outcomes for Scotland
We live in a Scotland that is the most attractive place for doing business in Europe
We realise our full economic potential with more and better employment opportunities for our people.
We are better educated, more skilled and more successful, renowned for our research and innovation.
Our young people are successful learners, confident individuals, effective contributors and responsible citizens.
Our children have the best start in life and are ready to succeed.
We live longer, healthier lives.
We have tackled the significant inequalities in Scottish society.
We have improved the life chances for children, young people and families at risk.
The national outcomes provide a framework for measuring progress of all aspects of government activity
There are 15 outcome sin total and together they form a blueprint for how the Government wants to improve the quality of life for all its citizens
All of these outcomes strongly reflect the principles of sustainable development
Again, these outcomes indicate the supportive national policy in the Scottish context

16. National Outcomes for Scotland contd...
We live our lives safe from crime, disorder and danger.
We live in well-designed, sustainable places where we are able to access the amenities and services we need.
We have strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others.
We value and enjoy our built and natural environment and protect it and enhance it for future generations.
We take pride in a strong, fair and inclusive national identity.
We reduce the local and global environmental impact of our consumption and production.
Our public services are high quality, continually improving, efficient and responsive to local people’s needs.

17. Curriculum for Excellence
Values
Wisdom
Justice
Compassion
Integrity
The values inscribed on the mace in the Scottish Parliament are also those which underpin Curriculum for Excellence
These values are consistent with SDE and should underpin all learning

18. Curriculum for Excellence
All learners are entitled to experience a traditionally broad Scottish curriculum that develops skills for learning, skills for life and skills for work, with a sustained focus on literacy and numeracy, that encourages an active, healthy and environmentally sustainable lifestyle and builds an appreciation of Scotland and its place in the world.
Building the Curriculum 3
Building the Curriculum 3, 2008
Sustainable development education and global citizenship is embedded across Curriculum for Excellence at all levels
This recognises the importance of enabling our children and young people to be prepared for life in the 21st century

19. Sciences Experiences and Outcomes Planet Earth – Biodiversity and Interdependence
Early
First
Second
Third
Fourth
I have observed living things in the environment over time and am becoming aware of how they depend on each other.
SCN 0-01a
I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.
SCN 1-02a
I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area.
SCN 2-02a
I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.
SCN 3-02a
I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity.
SCN 4-01a
This slides highlights one of the organisers within the sciences curriculum and gives an indication of how issues relating to sustainability have been embedded in the experiences and outcomes across the eight curriculum areas
SDE and global citizenship are important themes across learning
This ensures that all learners benefit from experiences relating to sustainable development education throughout their educational careers

20. FUN Outdoors Active Cooperative Pupil-centred Empowering Relevant
It’s about HOW you teach it...
Relevant
Empowering
Pupil-centred
Pupil-directed
Outdoors
FUN
Collaborative
Transformative
Having issues relating to sustainability embedded within the experiences and outcomes of Curriculum for Excellence is only part of what is required
The pedagogy used is also extremely important and must seek to develop learners as critical thinkers and creative and resilient people empowered to find solutions to complex, ethical issues relating to climate change, health and well-being and threats to biodiversity.
SDE pedagogies will also promote systems thinking and higher-order thinking skills.
Cooperative
Creative
Experiential
Active
challenging

21. Discuss
What is our school doing to promote sustainability and global citizenship?
How do these activities support the implementation of Curriculum for Excellence?

22. A whole-school approach
Transforming learning requires a whole-school approach with a focus on curriculum, campus and community
This requires
Vision and leadership from SMT
Collective ownership and commitment from all
Partnerships and engagement with community
Support from local authorities
Education centres that successfully adopt a whole school approach to developing global citizens are often referred to as ‘sustainable schools’.
Encouraging every education centre in Scotland to work towards becoming a sustainable school is a central strategy within Learning for Change: Scotland’s action plan for the second half of the United Nations Decade of Education for Sustainable Development.
Schools can often be further along their journey to becoming a sustainable school than they realise. This is mainly due to a lack of awareness that many of the activities they are already undertaking are contributing to the sustainability of the school.
However, schools with a mature whole school approach to sustainability will have weaved global citizenship and sustainable development education into the fabric and life of the school and will have developing a coordinated and sustained action plan focussing on key areas including:
Leadership – an open, supportive and participative leadership style is essential for creating a common vision, creating a sense of ownership and engagement, and coordinating strategies across the school
Policy and planning – all school policies, such as travel plans, procurement and health promotion, reflect the principles of sustainability
Relationships and ethos – everyone feels valued and is given an opportunity to participate and flourish. A strong focus is given to pupil voice
Buildings and grounds – grounds are developed to support active and outdoor learning approaches and include wildlife gardens, outdoor classrooms etc. Sustained action is taken to minimise ecological and carbon footprints
Curriculum – global citizenship and sustainable development education is a theme across all learning
Learning approaches ­– the school has strategies for developing effective pedagogies and approaches to learning including outdoor learning, active and cooperative learning
Personal achievement ­– learners have access to a wide and stimulating range of experiences that develop their skills, talents and confidence. These are recognised and accredited.
Community – children and young people are given opportunities to explore, engage, connect with and contribute to their local community. Partnerships are formed with youth, community and adult learning sectors.
In short, a sustainable school can sometimes be defined as one which has embedded global citizenship and sustainability across the culture, curriculum, campus and community (The 4Cs).
Photo: Pink Sherbet Photography, Creative Commons

23. Video - What is a sustainable school?
Option 1
Click here to access this video online
Option 2
Download the video from the above link and embed it or play it at this point in the presentation.

24. Discuss Where are we on our journey to becoming a sustainable school?
What opportunities exist to help us move forward on this journey?

25. Weather & Climate Change
Weather and climate change is an online resource produced by LTS for practitioners
It provides lots of useful background for teachers and has many useful links and over 50 videos for teachers to view and download
It is one of a number of online resources produced by LTS to support teachers in the area of SDE and global citizenship

26. Schools Global Footprint
The Schools Global Footprint website is another popular resource and enables learners and schools to measure their ecological and carbon footprints using an online calculator.

27. Exploring Climate Change
Exploring climate change has been designed for pupils in secondary schools and contains lots of useful information to support learning about climate change.

28. Download this resource
This is the latest resource launched by LTS’ Developing Global Citizens Team.
It contains useful ideas, reflections and activities to support schools in developing a whole school approach to global citizenship and sustainability
It is also accompanied by an online resource and further case studies
Download this resource

29. Let us keep you in the loop
Sign Up to our ebulletin
Read the global citizenship blog
National SDE Glow group
Twitter - SusDevEd
It is important to keep in the loop about the many events and activities organised by the DGC Team at LTS
This can be done through our ebulletin, blog, Glow groups or Twitter

30. Contact