1. for Sustainable Development and Global Citizenship
Education
for Sustainable Development
and Global Citizenship
Sarah Lart
Sustainable Development Officer
for Education and Awareness Raising
or )

2. Contents of this session
Why do we need ESDGC and what is it?
Estyn and ESDGC
Examples from schools around Wales
Governors role in ESDGC in Schools
Where to find more information

3. Think of an apple…. Nature Economic Social Who decides
…and ask some questions…..
Nature
Economic
Social
Who decides
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)

4. 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:
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:

5. Can you imagine the pupils in your school 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!

6. Activity
Think back to when you were in school and how people thought the world would develop at that time.
What do you think is the most unexpected thing that has happened in the world or been developed, invented or discovered since that time?
What was expected then that has not happened?

7. 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

8. Education for Sustainable Development and Global Citizenship
enables people to develop the knowledge, skills, values and attitudes and needed to become a Global Citizen and to live sustainably.
“Living Better , Using Less.”
‘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
Gives learners the opportunity to develop critical thinking about complex global issues in the safe space of the classroom.

9. Some of the big issues in ESDGC
Recognising our interdependence
Understanding and care for the environment
Respect for diversity
Promoting global fairness and justice
Global interdependence through finance / economy, energy, food and agriculture, and most importantly via the atmosphere.
Possibly the most important idea
Knowledge about the environment, prudent use of resources.
Importance for health, well being, emotional, spiritual, economy
Everybody’s life is different in some way – need to develop an understanding of similarities and differences
Recognising that we live in a world, where there are inequalities and injustices, but that these are something that humanity, ( ie WE) can deal with and reduce.
and much more….

10. ESDGC is … About links and interdependence
It is about taking action; trying to change the way we live and if necessary trying to change the world.
‘Education is the most powerful weapon you can use to change the world.’
Nelson Mandela

11. 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 understand that the concept of interdependence is central to ESDGC
ESDGC is more of an ongoing journey than a destination, you don’t have to do it all at once.

12. Activity
Brainstorm on the issues you think might be important for schools with respect to ESDGC.

13. Some of the issues for schools
Awareness – governors, teachers, pupils, parents, wider community.
litter, waste minimisation and recycling, resources, transport, food waste, energy and water use, grounds development and use
School linking, fairtrade, cultural diversity, human rights, equality, social justice,

14. Activity
Chose the 9 most important.
Rank them in a diamond

15. ESDGC and Estyn Common Inspection Framework from 2010
Key Question 1 - Outcomes
Key Question 2 - Provision
Key Question 3 – Leadership
2.1 Learning experiences
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
Explicit in KQ2 but implicit in other areas
Teaching and learning
Pupil involvement
Leadership and management

16. Activities See guidelines for Estyn inspection (page 2).
Every Estyn School report now has a comment about ESDGC in the school.
Briefly read either primary or secondary section. Any reactions to these comments?
School’s own evaluation
The starting point for inspection is the schools evaluation of its own performance. If a school has identified ESDGC in its self-evaluation report, the reporting inspector may direct a line of enquiry to ESDGC during the inspection.
The inspection team will sample evidence to test the schools own evaluation of its work on ESDGC.
There are likely to be many opportunities to gain evidence on pupils understanding of ESDGC and on how well the school manages and promotes it.
Evidence of ESDGC may be found in early years and in all key stages. Learners from 3-19 can be given opportunities to develop thinking in ESDGC.
There are opportunities for inspectors to consider the extent to which extra-curricular activities help to develop the knowledge, understanding, skills and values of pupils about ESDGC, for example through projects on topics such as recycling, minimising waste, using energy and in understanding the wider world.
Some schools may have received an award for their work in sustainable development or global citizenship, for example the Eco Schools Award and the Healthy Schools Award.

17. Activity
Look at the Annex section (page 5 - 6) of Estyn document. This is self evaluation tool for schools to see how they are doing with ESDGC and to identify areas of strength and areas which might need more work.
For the section “Leadership and Management” use highlighter to colour in the areas you think apply to your school, to identify areas of strength and weakness.

18. Seven themes– a convenient way of dealing with ESDGC
Choices
and Decisions
Wealth
and Poverty
Identity
and Culture
Health
Consumption
and Waste
Climate
Change
Natural
Environment
ESDGC

19. Different routes into ESDGC
Thinking skills
Citizenship
Curriculum
Awards
Teachers’ and children’s experiences in other countries
Linking
Whole School ESDGC
ESDGC
School Policies (eg Fairtrade, energy, ESDGC, procurement, waste, travel etc)
Ethnic make up of the school and local community
Can start anywhere but often begins with curriculum activities, then extends to whole school approach, eg awards, policies,
Could begin with awards etc and develop into curriculum activities
Schools where environmental ed is very strong may well broaden their activities to SD and GC
Citizenship – through community and global activities are part of school ethos
School linking, ethnic make up of school and community, children and teachers’ experiences of travel and living in other countries, fair trade
Environmental education

20. Examples from Cardiff Schools
Energy Monitors – checking lights and computers are off at break and lunch times, naming and shaming energy wasters.
School Gardens, growing vegetables, cooking and eating their own food, orchards, woodlands, sensory gardens.

21. Examples ….
School linking – links to schools in UK, Europe, Africa, America, Australia, Asia. Link can be as simple or complex as the partners want. Can have themes, exchange information, prepare common schemes of work, exchange teachers, pupil visits, link with one school or several…
Teacher visits to partner schools bringing back resources and experiences.
Visits by teachers and pupils from partner schools bringing new insights and challenging stereotypes.

22. Examples ….
Cooking projects eg Tredegarville Primary, ethnically mixed school, got parents in to cook different dishes with the children.
Herbert Thompson School have some web cams they used to watch bird nesting boxes in their grounds.
Peterlea Primary have set out on their website how their activities fit into the 7 themes.

23. Examples
Spring bulbs project – looking at flowering times over several years. Through National Museum
Millbank have a textile bank and have been learning about the amount of waste from clothing and fashion, (also have lots of other activities going on).
Christ the King – “Respect Week”
Used 5 themes for a week of activities across the school, one theme per day. Classes rotate around different activities.

24. } Awards Eco Schools Healthy Schools Fairtrade Schools
International Schools
Many others
Linked – evidence for one can be used for another
Cardiff Schools
Ecoschools – 52 Green Flags
Fairtrade Schools - 22

25. Activity
Consider the role of the school governor in supporting and promoting ESDGC in school. - Brainstorm
What do you think would be the most important things to do?
Can you identify any barriers that particularly apply to ESDGC?

26. Support available for Schools for ESDGC
Resource boxes at Howardian
Monthly update on information for Cardiff Schools
Welsh Government Hwb
Any amount of teaching resources on web

27. Some useful publications
ESDGC: Common Understanding for schools
ESDGC: Information for Teacher trainees and new teachers in Wales
Out of Classroom learning or
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.

28. Strategic Context in Wales
ESDGC A Strategy for Action September updated January 08 and Sept 09
Covers all sectors within Education and Lifelong Learning
Schools
Youth
FE and work based learning HE
Adult and Continuing Ed
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 and Sept 2009.
Covers all sectors of Education and lifelong learning.