for Sustainable Development and Global Citizenship Education for Sustainable Development and Global Citizenship Sarah Lart Sustainable Development Officer for Education and Awareness Raising (slart@cardiff.gov.uk or 02920873103)

Contents of this session Why do we need ESDGC and what is it? Implications of ESDGC: How does it relate to other aspects of school life Estyn and ESDGC

Think of an apple…. …and ask some questions….. Prop of apple to stimulate discussion about environmental, social and economic considerations: -how grown (organic vs pesticides), distance travelled to consumer (environmental) -healthy choice of food, who picked it (social) -wages they earned, profit circulated in area of growing or taken by multinational (economic) …and ask some questions…..

Growing up globally connected economically through trade, banking etc: environmentally through sharing one planet, and one atmosphere: politically through international relations and systems of regulation. socially through the media and telecommunications: culturally through movements of people, music, food, arts, etc: Globally Connected. Today, more than ever before, the “global” is part of our everyday local lives. We are linked to others on every continent:

Can you imagine your present pupils when they are 30...40…50? Do we know what will their world be like? What about: the environment the economy technology quality of life society What are the implications for their learning needs now? We can make predictions and projections about the future but there will inevitably be things we have not even thought of yet!

Some of the challenges facing us Energy technology Climate change Access to water Access to Health Care Access to credit loss of habitats, loss of land Economic development Human rights other things we have not thought of yet! Global poverty Issues related to sharing the planet and it’s resources with 7 billion other people. access to education

We need something to …. ESDGC …prepare learners for the changes and challenges facing Planet Earth and its inhabitants in the 21st Century, and their role as Global Citizens. ESDGC Some of the children in school today and many of those who come into schools over the next 10 – 20 years will make it through to the 22nd century. We have to make sure that we prepare those people for the challenges that they will face throughout their lives. We probably can’t even imagine what some of those challenges will be , but we need to prepare people to be ready for change. ‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’. Jane Davidson, Minister for Education and Lifelong Learning Those challenges include climate change, competition for resources like water, energy, food, as well as manufacturing materials, access to healthcare, credit, food, land, housing etc. Technology will offer some solutions and create other challenges

Education for Sustainable Development and Global Citizenship enables people to develop the knowledge, values, attitudes and skills needed to become a Global Citizen and to participate in Sustainable Development. Not just learning about the world but also about how to live in it, sustainably ‘Children and young adults deserve to know that their fate is inextricably linked to, and affected by, the lives and decisions of others across the world. They have a right to understand the crucial issues facing the planet and know how they can personally play a part in helping shape the future. No school should feel it is unable to help its pupils gain these perspectives on the world’. Jane Davidson, Minister for Education and Lifelong Learning

Being a Global Citizen is… a way of thinking and behaving. It is an outlook on life, a belief that we can “make a difference” by the way we live. …recognising our responsibilities ….valuing our planet Earth as precious and unique, …about understanding the need to tackle injustice and inequality, Adapted from Global Citizenship, The Handbook for Primary Teaching, Oxfam 2002 a way of thinking and behaving. It is an outlook on life, a belief that we can “make a difference” by the way we live. …recognising our responsibilities both to each other and to the earth …. valuing the earth as precious and unique, and safeguarding the future for those coming after us. …about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. Adapted from Global Citizenship, The Handbook for Primary Teaching, Oxfam 2002

Sustainable Development Sustainable Development is about ensuring a good quality of life for everyone, now and in the future. This can be achieved by living within the Earth’s environmental limits, while also creating a just and fair society and attaining a strong, stable economy. This statement expresses a progression in thinking about SD, in that it needs to be more than balancing the conflicting demands of economy, environment & society.

Knowledge…………Skills Critical thinking Ability to argue effectively Ability to challenge injustice and inequalities Respect for people and things Co-operation and conflict resolution Social justice and equity Diversity Globalisation and interdependence Sustainable development Peace and conflict

Values and attitudes ● Commitment to social justice and equity ● Empathy ● Commitment to social justice and equity ● Value and respect for diversity ● Concern for the environment and commitment to sustainable development ● Belief that people can make a difference

ESDGC is … About links and interdependence ‘Education is the most powerful weapon you can use to change the world.’ Nelson Mandela

The challenge for schools To embed ESDGC across the curriculum, through all subjects and at all ages To give learners opportunities to develop their own global awareness To ensure all ESDGC themes are given equal weighting To understand that the concept of interdependence is central to ESDGC

How does ESDGC relate to … National Curriculum Foundation phase Personal and social development Knowledge and understanding of the world KS2, KS3, KS4 Explicit in Science, Geography, PSE Opportunities exist in all other subject areas and as cross cutting themes themes ESDGC is a cross cutting theme within the National Curriculum. There are obvious places within the curriculum where the knowledge aspects are developing thinking, especially questioning, planning, problem-solving, creative and critical thinking skills

Estyn Inspection Framework Skills Framework Thinking Communication ICT Number all covered by aspects of ESDGC Estyn Inspection Framework Explicit in Key Question 2 : Provision Progression of skills in Skills framework, reflected in Common Understanding If ESDGC is inspected, these are the main areas that will be looked at

Award schemes related to ESDGC Ecoschools Fairtrade Schools Healthy Schools International Schools Rights Respecting Schools Some LAs have their own schemes for “Sustainable Schools”

Strategic Context in Wales ESDGC A Strategy for Action September 2006 updated January 2008 and 2009 Covers all sectors within Education and Lifelong Learning Schools Youth FE and work based learning HE Adult and Continuing Ed See www.esd-wales.org.uk The National Assembly for Wales has a duty under section 121 of the Government of Wales Act 1988 to promote Sustainable Development in the exercise of its functions, that is, in everything that it does. Education is a very important part of this function and in September 2006 “Education for Sustainable Development – a strategy for action” was published. This was updated in January 2008. Covers all sectors of Education and lifelong learning.

Some useful publications ESDGC: Common Understanding for schools ESDGC: Information for Teacher trainees and new teachers in Wales Out of Classroom learning All these documents can be downloaded from the website www.esd-wales.org.uk Further guidance for schools “ESDGC : A Common Understanding” (English / Welsh) was published in September 2008, together with a companion document for trainee teachers and NQTs.

Overlapping Themes of ESDGC Wealth and Poverty Identity and Culture Choices and Decisions Health Climate Change Natural Environment Consumption and Waste

Wealth & Poverty Understanding how people, the environment and the economy are inextricably linked at all levels from local to global. Health Understanding the importance of a healthy lifestyle and acknowledging that basic needs must be met universally. Identity & Culture Understanding, respecting and valuing human diversity—cultural, social and economic and recognising the negative impact of discrimination and prejudice on individuals and groups. Consumption & Waste Understanding that resources are finite and that this has implications for people’s lifestyles, industry and future generations.

Natural Environment Developing respect for all living things and acknowledging the relationship between people and the environment. Climate Change Recognising the importance of taking individual responsibility and action to make the world a better place and understanding the range of alternative ways to both save and generate energy. Choices & Decisions Understanding that choices and decisions have consequences and that 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.

Difficult or controversial issues Young people need to explore their values and develop their skills Young people want to know more about global issues Controversial issues can help develop thinking skills ESDGC should offer opportunities to explore controversial issues in a safe, supportive environment in the classroom See www.oxfam.org.uk/education/teachersupport for a CPD resource on controversial issues Issues that are likely to be sensitive or controversial are those that have a political, social or personal impact and arouse feeling and/or deal with questions of value or belief. In any area of life there are likely to be difficult or controversial issues, especially where values and attitudes are being addressed or where lifestyle and choices are being considered. Examples : race awareness, gender awareness, breaking down stereotypes, looking at different religions, cultures ‘Issues that are likely to be sensitive or controversial are those that have a political, social or personal impact and arouse feeling and/or deal with questions of value or belief.’ Controversial issues can be local or global, such as bullying, religion, politics, personal lifestyle or values. Developing listening skills, effective arguing of positions, empathy with others deeply held beliefs

Support available for Schools for ESDGC Advisory service Emily Daly EDaly@cardiff.gov.uk Cardiff Sustainable Education Network and ESDGC in Cardiff slart@cardiff.gov.uk http://ESDGCinCardiff.wordpress.com Resource boxes at Howardian NGfL Cymru Website www.ngflcymru.org.uk Any amount of teaching resources on web WAG ESDGC panel – producing curriculum maps and other documents

ESDGC and Estyn Common Inspection Framework Key Question 1 - Outcomes Key Question 2 - Provision Key Question 3 – Leadership Explicit in KQ2 but implicit in other areas Teaching and learning Pupil involvement Leadership and management

Key Question 2 2.1 Learning experiences 2.2 Teaching 2.1.1 meeting the needs of learners, employers / community 2.1.2 provision for skills 2.1.3 Welsh language provision and the Welsh dimension 2.1.4 education for sustainable development and global citizenship 2.2 Teaching 2.3 Care, support and guidance 2.4 Learning environment