ESDGC Education for sustainable development and global citizenship What is it? Why do we need to do it? Where can we relate it to our syllabuses? How we can teach it?

ESDGC: What is it? Thinking about: *what we do in our lives and jobs *how we do it *and the effect it has on others (locally & globally) and the planet. Integrated, whole- college approach, curriculum is just one part of it.

ESDGC - Why do we need to do it? EDUCATION IS MORE THAN PASSING EXAMS, IT’S TOOLS FOR LIFE GLOBALISATIONCLIMATE CHANGECRITICAL THINKING AS THE DEMANDS OF THE WORLD CHANGE, SO DO THE DEMANDS OF EDUCATION

Stuff we produce & consume Where & how it’s made Transportation of stuff

By-products of consumptionTransportation of waste (toxic & non-toxic) Consequences

Outsourcing & computerisation Impact on UK businesses & employment. Impact on global poverty

Values & Perceptions Needs & Rights Citizenship & Stewardship Uncertainty & Precaution Interdependence Diversity It’s about:

Issues to address ESDGC Interdependence CLIMATE CHANGE CONSUMPTION & WASTE CHOICES & DECISIONS WEALTH & POVERTY IDENTITY & CULTURE HEALTH THE NATURAL ENVIRONMENT

Where can we relate it to our syllabuses? We don’t need to set special projects It doesn’t need to be complicated We’re probably already doing it but we should focus on HOTS

Sport Health ~ Diet, nutrition, exercise. Teamwork, competition, sport & identity. Equal opportunities in sport. Gyms vs outdoor activity.

Leisure Impact of tourism on countries visited. Tourism & conservation. Implications of tourism on cultural perceptions. Exploitation in tourism.

Business Managing commercial & industrial developments within tight environmental constraints. Ethics of business. Ethical investment/banking.

The Arts Global perspective on: music, visual arts, theatre, dance,photography Art about sustainability issues Organic, fair-traded fabrics Use of recycled materials

ESOL Compare & contrast sustainability in different countries: Recycling Pollution Energy consumption Heating/air con Processing of waste in different countries (e.g. UK to China) Employment Perception of cultures ~ housing/living arrangements, customs, behaviour s

Engineering Carbon emissions Energy production Mining ~ open cast, child labour Child labour issues in production of components Toxic waste disposal

IT Component production Electronic vs paper storage Computerisation of systems and employment Disposal of printer cartridges

Holistic studies Pollution from chemical products Packaging ~ production & disposal Natural organic products? Fashion a.Western & North American ideal? ~ straight hair and afro caribean women b.Fashion changes = more production of products & gadgets

Applied social studies Cultural differences in clients Disadvantaged less able to afford fair trade, recycled, organic goods Efficient organisation & transport Record-keeping a.Computer (electricity involved in storage) b.Paper (rainforest depletion) c.Often use both ~ worse

Supported studies Not dropping litter Identifying? & separating waste & why Where energy comes from ~ alternatives? Facilities in other countries? Communication e.g. Facebook with people in other countries

How can we teach it? Focus on HOTS Activities where relevant e.g. : -Diamond 9 -Consequences -Use of images ~ to stimulate discussion, or collected by students Build into usual research projects

Resources ESDGC site on Moodle: ~ resources for data/statistics ~ activities and some teaching strategies ~ on-line activities (specifically designed for ESDGC) Teachers’ Zone on VLZ: ~ general teaching & learning strategies/activities that can be adapted