1. Index 1 Index 2,3 You don’t know what you’ve got ‘till its gone 4 Sources 5 The Welsh perspective 6 Sustainable development 7 Global citizenship 8-,9 ESDGC 10-12 Implications of ESDGC 13 Themes 14,15 Skills Framework 16-18 Thinking 19-22 Communication 23 ICT 24 Number 25 A framework of ESDGC across the Key Stages 26-32 KS3 and KS4 range 33-36 Post 16 range 37-44 Illustrative examples KS3 and KS4 45-52 One Wales One Planet 53 The challenge for schools 54 Summary 55-60 Audit 61,62 Band Aid: “Do they know it’s Christmas

2. You don’t know what you’ve got ‘till its gone

3. Big Yellow Taxi – Joni Mitchell They paved paradise And put up a parking lot With a pink hotel, a boutique And a swinging hot SPOT Don't it always seem to go That you don't know what you've got Til it's gone They paved paradise And put up a parking lot They took all the trees And put them in a tree museum Then they charged the people A dollar and a half just to see 'em Don't it always seem to go, That you don't know what you've got‘ Til it's gone They paved paradise And put up a parking lot Hey farmer, farmer Put away that DDT now Give me spots on my apples But LEAVE me the birds and the bees Please! Don't it always seem to go That you don't know what you've got Til its gone They paved paradise And put up a parking lot

4. Sources This presentation is based on information in the following WAG documents: “Education for Sustainable Development and Global Citizenship” A Common Understanding for Schools” Information document No: 065/2008 “One Wales: One Planet” The Sustainable development Scheme of the Welsh Assembly Government” May 2009

5. The Welsh perspective Wales is one of only two countries to be committed by governing statute to sustainability. The other is Finland. As part of its statutory commitment to sustainable development the Welsh Assembly Government (WAG) has provided considerable support and encouragement to ensure that Education for Sustainable Development and Global Citizenship (ESDGC) is incorporated and embedded throughout the formal and informal education systems. Although not statutory, ESDGC is already subject to inspection which is undoubtedly helping to pave the way for its full integration into school life.

6. Sustainable Development A widely-used and accepted international definition of sustainable development is: 'development which meets the needs of the present without compromising the ability of future generations to meet their own needs' Globally we are not even meeting the needs of the present let alone considering the needs of future generations. “Sustainable Development is not an option that will go away – it is the only way forward” Rhodri Morgan 2004 'The world in which we live is the only one that we have – its sources are finite. To live sustainably and to be globally aware of the impact of our own lifestyles is, therefore, not an option but a necessity, I believe that this Action Plan will make a major contribution to us doing so in Wales; helping us to understand the issues, to gain skills to address challenges and to achieve something tangible and vitally important to ensure a positive future for generations to come.’ Jane Davidson, minister for education and lifelong learning and skills

7. Global Citizenship Global citizenship is about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. It is about valuing the Earth as precious and unique, and safegaurding the future for those coming after us. Global citizenship is a way of thinking and behaving. It is an outlook on life, a belief we can make a difference. We see a Global Citizen as someone who: Is aware of the wider world and has a sense of their own role as a world citizen Respects and values diversity Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally Is outraged by social injustice Participates and contributes to the community at a range of levels from local to global Is willing to act to make the world a sustainable place Takes responsibilty for their actions Oxfam

8. The development of ESDGC In 2002 ESDGC was defined as being about: The links between society, economy and environment and between out own lives and those of people throughout the world The needs and rights of both present and future generations The relationships between power, resources and human rights The local and global implications of everything we do and the actions of individuals and organisations can take in response to local and global issues – ACCAC 20002 Nine key concepts would underpin ESDGC, interdependence, citizenship and stewardship, needs and rights, diversity, sustainable change, quality of life, uncertainty and precaution, values and perceptions, conflict resolution. In 2006 a baseline survey by Estyn showed “a great disparity of delivery throughout Wales”. As a result ‘ESDGC A Strategy for Action’ was published, because “greater clarity and concrete guidance as to what ESDGC should look like in practice, and what areas it should cover and what schools should begin to address the often complex issues were needed. The abstract nature of the above nine concepts did not really help teachers or learners to understand what ESDGC was about”. As a result Themes, based on themes identified by UNESCO were identified which allowed learners to study a Range of issues. “Excellence in ESDGC will allow learners to study a range of issues, through the themes and, as confidence and experience grow, to further relate the themes to the key concepts”. Therefore, a particular topic studied under one of the themes, should be identified as an example of one of the key concepts. Estyn 2008 “the main stumbling block seemed to be a clear view of what ESDGC is about”. ‘A Strategy for Action’ was updated as a result.

9. What is ESDGC? ESDGC is Part of the ethos, pedagogy and organisation of the school. About the messages inherent in the way the school is organised and managed. Something that requires the school to “do” as well as teach; Something that Estyn will inspect. ESDGC is not A separate subject; A series of discrete concepts or topics; Confined to the classroom; The responsibility of just one teacher in the school; About transmitting a set of answers to learners.

10. Implications of ESDGC for teachers and learners For teachers A whole school approach to education; Preparing learners for the new challenges that will be part of their future such as climate change and international competition for resources; Developing learners worldview to recognise the complex and interrelated nature of their world; An approach to teaching and learning to which every subject can contribute; Building the skills that will enable learners to think critically, think laterally, link ideas and concepts, and make informed decisions. For learners Being encouraged to care for themselves, each other and their environment; The issues they have the right to know about for their future; Appreciating their role in the school community, the local community and the global community; Discovering that, whatever they are studying, there are connections with the “big picture” of the wider world; Gaining skills and exploiting issues in ways which enable them to make up their own minds and decide how to act.

11. Implications of ESDGC for the School Management It is important that there is an whole-school approach to ESDGC that ensures that day- to-day activity and long-term sustainabilty are integrated. School management is vital to develop and embed ESDGC. If pupils are learning about respect for the environment, valuing diversity and awareness of global implications while at the same time having snack machines with unhealthy and unsustainable food and drinks, dreary school grounds and a low awareness about other cultures, then ESDGC will not flourish. Schools need to practice what they teach! Schools need to build on the first positive steps that they are making with ESDGC such as recycling, waste awareness and water use so that learners can develop a deeper understanding and take appropriate actions. Aspects such as global poverty, rights and responsibilities, energy use and climate change are lesser explored areas of ESDGC that need to be developed. Many systems and awards currently exist that can help schools work towards excellence in ESDGC. Whichever system or award scheme is chosen as a starting point, it is vital that learners are involved in the process, not just through lessons but through participation in the decision making, the delivery and the evaluation.

12. Implications of ESDGC for Partnerships and Community Partnerships are fundamental to the delivery of ESDGC and many schools in Wales are working with voluntary sector and statutory sector organisations to take part in the large number of initiatives and award schemes that are available. Although these awards and initiatives cannot deliver ESDGC on their own, they fulfil aspects of it and partnership activities are fundamental to the delivery of ESDGC. However the breadth of ESDGC and the often complex issues involved ensure that no single organisation can adequately span the ESDGC continuum. Therefore it is important to develop partnerships that work together to share knowledge, experience and information. There should be partnerships between the statutory sector (schools, Local Authority, cluster groups etc), and organisations including the voluntary sector, non-government organisations (NGOs) and organisations within the local and global community. It is the partnerships that are built within schools and with external organisations that will help ensure the success of ESDGC, by offering support to teachers and school staff, by sharing the learning and by disseminating success. Other, local and global partnerships, such as those formed with schools in other areas or countries, can motivate (learners and teachers) and bring ESDGC to life. The *Enabling Effective Support initiative has begun to put in place a system for establishing and sustaining networks, locally and across Wales.

13. Themes Themes that have been suggested are already widely used by many teachers, and are based on themes identified by UNESCO as part of a decade of Education for sustainable development. They must be linked together, there not as discrete topics – And excellence in ESDGC will allow learners to study a range of issues. Through the themes a range of issues can be studied and, as confidence and experience grow, the themes can be further related to the key concepts. Consumption and waste Choices and decisions Health Climate change Identity and culture Wealth and poverty The natural environment

14. ESDGC and Skill Development ESDGC provides many opportunities for learners to develop skills. The document suggests a progression in how learners develop their skills within ESDGC. It shows how ESDGC relates to the non-statutory Skills framework. As stated in the skills framework it is recognised that learning and skills’ development does not always happen in a neat linear way, the framework is still presented in a six-column continuum for the sake of clarity. However, skills’ development is cyclical or spiral rather than linear, and is linked to the complexity of the activities involved. This means that some of the skills at the end of the continuum might be demonstrated at a simple level by quite young learners – for example, the ability to evaluate what has been achieved – and such skills will be refined and extended as the learners experiences and challenges widen and become more complex. ESDGC provides many opportunities for learners to develop skills. The table suggest a progression in how learners develop their thinking skills within ESDGC. It shows how thinking in ESDGC relates to the non-statutory Skills framework. Learners’ progression in developing skills is described as you read across the columns from left to right. Progression is cumulative; skills identified in each stage of progression will have been demonstrated – at least at a simple level – by learners before they move to the next stage.

15. Skills Framework Developing thinking in ESDGC Plan Develop Reflect Developing communication in ESDGC Oracy Reading Writing Wider communication Developing ICT in ESDGC Finding and developing information and ideas Creating and developing information and ideas Developing number in ESDGC Use mathematical information Interpret and present findings

16. Thinking - Planning Asking questions Ask why, what, how, where, when questions Ask questions and consider their own and others’ ideas Ask relevant questions Ask questions that build on responses to previous questions Ask more probing questions Identify the problem and ask questions to resolve it Activating prior skills, knowledge and understanding Show awareness of personal needs and skills Identify and make links with prior skills and knowledge related to content Begin to build on existing skills, knowledge and understanding for the task Build on existing skills, knowledge and understanding required for the task

17. Thinking - Develop Entrepreneurial thinking Begin to take risks with ideas, going beyond the conventional Take calculated risks with ideas, weighing up potential pros and cons. Thinking about cause and effect and making inferences See simple links between cause and effect Identify links between cause and effect Use some prior knowledge, to explain links between cause and effect Use some prior knowledge to explain links between cause and effect and justify inferences/predictions Thinking logically and seeking patterns; considering evidence, information and ideas Explain patterns and relationships and identify uncertainties Analyse patterns and explore uncertainties Forming opinions and making decisions Begin to express own opinions and make decisions Form opinions and make decisions by weighing up some pros and cons Form considered opinions and make informed decisions Consider others’ views to inform opinions and decisions Take different perspectives to inform opinions and decisions

18. Thinking - Reflect Linking and lateral thinking Make links between everyday routines in different contexts Link the learning, with support, to other situations Link the learning to similar situations, within and outside the school Link the learning to dissimilar but familiar situations, within and outside the school Link the learning to unfamiliar or more abstract situations Integrate the learning and link it to more abstract situations

19. Communication - Oracy Developing information and ideas Listen and respond to others, asking simple questions Ask questions, listen and respond to others Take into account the opinions of others Consider carefully the interpretations of others and be flexible in discussions Listen carefully noting the strengths and weaknesses of viewpoints or lines of reasoning and show adaptability. Make significant contributions to discussions Listen perceptively, evaluating the strengths of arguments and the thinking of others, identifying key messages Presenting information and ideas Talk to themselves and others Communicate with increasing confidence to peers and others Communicate clearly and confidently in a way that suits the subject, audience and purpose. Use a wide and ESDGC specific vocabulary Communicate coherently, engaging the interest of listeners

20. Communication - Reading Locating, selecting and using information using reading strategies Select and summarise information, identifying accurately the key points Use a range of strategies to identify key points, ideas and lines of reasoning Select summarise and synthesize ideas and information

21. Communication - Writing Organising ideas and information Plan, organise and present ideas and information Write clearly and confidently presenting ideas and information appropriately Write coherently presenting ideas and information logically and effectively Writing accurately Choose words to create effects. Choose an appropriate form, sequence and layout to suit audience and purpose. Write effectively to suit audience and purpose, choosing appropriate vocabulary Write effectively choosing from a repertoire of vocabulary and sentence structures, matching style to audience and purpose Write coherently for a full range of audiences and purposes, choosing from a wide repertoire of sentence structures and vocabulary

22. Wider communication Communicating ideas and emotions Begin to represent and respond to ideas and emotions Represent and respond to ideas and emotions through self-initiated and structured play activities Communicate ideas and emotions through ideas in art, craft, design, dance etc. Communicate ideas emotions and information through more elaborate work in a range of mediums Communicate ideas, emotions and information confidently in a range of forms and mediums Communicate ideas, emotions and information through more complex and elaborate work in a range of mediums

23. Developing ICT in ESDGC Finding and developing information and ideas Become aware that information exists in a variety of forms Begin to find different sources of information with support Find, develop and model information to support their ideas Find, develop and model relevant information and ideas checking the accuracy and plausabilty of information Find different types of information from a range of ICT sources, Making informed judgements about its plausability, accuracy and relevance Identify suitable sources of information on which to make judgements and draw conclusions Creating and presenting information and ideas Become aware that ICT can be used to communicate ideas Use a range of ICT resources to present and safely share ideas Create and present their ideas fore a given purpose Create and present information by combining a variety of different forms of information Create and present information and ideas for different purposes, matching the needs of the audience Create and present information using different layouts and techniques for different audiences and tasks

24. Developing number in ESDGC Use mathematical information - Gathering information Collect data systematically Gather information in a variety of ways Access and choose data from information presented in a variety of ways and from different sources Obtain and interpret relevant information From written and graphical sources Choose how to obtain relevant information from different sources Interpret and present findings - Recording Record interpret and present data in simple tables, lists, pictograms, charts, graphs and diagrams Record, interpret and present data in charts, diagrams, tables and graphs. Recognise that some conclusions can be uncertain or misleading Choose from, construct and interpret a variety of methods of presenting data. Recognise that some interpretations can be misleading Record and present data in a variety of formats Select and use effective methods to illustrate findings, identify and show trends and make comparisons

25. A framework of ESDGC across the Key Stages The next slides combine the principle skills from the Skills Framework with attitudes and values, knowledge and understanding, which together describe the breadth or Range of ESDGC. The Common Understanding has been developed from the experiences of teachers and practitioners already involved in ESDGC. It proposes ways to make the abstract ideas inherent in the definitions and key concepts for ESDGC more understandable and more accessible for schools and teachers who are just beginning to explore the subject

26. Wealth and Poverty Range KS3 - learners should be given the opportunity to: Develop a sense of fairness and justice about the access to resources and wealth Develop opinions about exploitation and poverty Learn to value non-material things as well as material goods And to understand: Inequalities exist between people within countries and between countries How goods are produced and traded and what Fair Trade is and why it is important Why people migrate Range KS4 – learners should be given opportunity to: Be interested in the complex inter-relationships that contribute to wealth and poverty within and between societies Recognise the rights of future generations to meet their basic needs And to understand: The causes of inequality within and between societies The tensions between economic growth, sustainable development and basic human needs.

27. Identity and culture KS3 - Learners should be given the opportunity to: Develop an insight into their own values Develop respect for themselves their culture and others Value, celebrate and show sensitivity to diversity locally, nationally and globally Question stereotypes Appreciate that people’s actions and perspectives are influenced by their values And to understand Where their beliefs come from How to recognise and challenge effectively expressions of prejudice, racism and stereotyping The links between culture faith and individual values Their own society is enriched by diversity of cultures The impact of past action on cultures and identity e.g slave trade and colonialisation KS4 - Learners should be given the opportunity to Value equal opportunity and cultural diversity including language And to understand The importance of diverse cultural influences on themselves and their community The importance of language, beliefs and values in cultural identity

28. Choices and decisions KS3 – learners should be given opportunities to: Participate in the school and wider community in order to change things Develop opinions about the denial of human rights Appreciate the value of a well balanced and well supported argument Appreciate the benefits of resolving conflicts peacefully And to understand The complexity of making decisions and the need for precaution What is meant by basic human rights and not everyone has them The principles of democracy How conflict can arise from different views about global issues KS4 – learners should be given opportunities to: Be interested in how global issues and current affairs affect them A respect for alternative points of view presented in a reasoned manner Appreciate the responsibilities that accompany peoples’ rights And to understand The links between political decision and their own lives and how to influence political decisions How the media influences both individuals and public opinion The international governance that exists through conventions from the UN and other bodies

29. Health KS3 – Learners should be given opportunity to Develop concern for their own health and the health of others in other parts of the world And to understand: The links between a healthy lifestyle and physical and emotional well-being Ways in which health and quality of life can be improved in countries across the world Applications of science, medicine and technology are being used to improve health and quality of life in a variety of countries KS4 – Learners should be given the opportunity to: Develop a responsible attitude for their own physical and mental health Appreciate the role of a healthy environment in a healthy lifestyle And to understand: The links between environment and health including the impact of pollution on the health of individuals and communities How to evaluate a range of sources of health information, support and advice The impact of global pandemics

30. Natural environment KS3 - Learners should be given opportunities to: Show informed concern for the quality of the natural environment near and far Act to protect biodiversity and loc al and global environments And to understand: Interdependance of organisms, food webs, energy flows and the impact of external influences on these How human activity changes local and global environments the urgency and importance of protecting biodiversity at a local and global level KS4 – Learners should be given opportunities to: Show concern for all living things, their needs and inter-relationships Support actions that support biodiversity Value wild spaces And to understand The carrying capacity of any environment and the earth as a whole is limited by natural systems The range of factors involved in reducing global biodiversity and the pticiples of maintaining and creating biodiversity

31. Consumption and waste KS3 – Learners should be given opportunities to: Develop a sense of responsibility for sustainable development Appreciate the actions required to reduce their own ecological footprint and to minimise waste Appreciate the contribution made to their life style by other people and other places And to understand: Interdependence between producers and consumers and issues of trade justice An ecological footprint is a measure of human impact on the environment The issues of advertising and peer pressure on consumption The difference between “standard of living” and “quality of life” KS4 – Learners should be given opportunities to: Resist external pressures to purchase goods and question their motyives when buying goods And to understand: The interdependence of global economic systems How to reduce their environmental impact through the concept of an ecological footprint The meaning of lifecycle analysis of products and how it can be used

32. Climate change KS3 – Learners should be given opportunities to: Make personal decisions and changes to combat global warming such as reducing energy, travelling and food miles Appreciate the impact of past actions and their actions on future generations And to understand: The “greenhouse effect” and how human activity affects the global environment Causes of concern over, and implications of, climate change How renewable and non-renewable energy resources are used to generate electricity A review of technologies under development The links between lifestyle and CO2 emissions KS4 – learners should be given opportunities to: Take personal responsibility towards changing their lifestyles as aresponse to climate change And to understand: How to critically review predictions about climate change How different gases are affecting the climate and how these gases can be reduced The links between transport and climate change

33. Range Post 16 Wealth and poverty Learners should be given opportunities to: Question how their own actions might increase or decrease poverty Appreciate why equity and justice are are necessary in a sustainable economy And to understand: The challenges and impacts of globalisation for communities in different parts of the world The concepts of social and natural capital Identity and culture Learners should be given opportunities to: Appreciate the importance of challenging injustice in appropriate ways Develop a set of personal values they apply in practice and reassess at intervals And to understand: How cultural differences influence our view of nature, science and society How ethical problems faced by society and individuals can be discussed and resolved

34. Range Post 16 Choices and decisions Learners should be given opportunities to: Demonstrate active involvement in the community Show a respect for a well balanced argument and a willingness to engage in debate Participate in democratic elections and consultation processes And to understand: The inter-related nature of socio-political and economic systems in environmental decision making The need for international cooperation The role played by non-governmental agencies Health Learners should be given opportunities to: Be concerned about the complex pressures preventing people from living a healthy lifestyle Appreciate that the ability of future generations to enjoy a healthy lifestyle is partly determined by the actions of present generations And to understand: The challenges providing healthcare locally and globally The long term emotional and physical benefits of a healthy lifestyle

35. Rnage Post 16 The natural environment: Learners should be given opportunities to: Advocate support for conservation of natural habitats Appreciate the natural world as a source of inspiration and creativity And to understand: the role of the precautionary principle in making decisions about human activities that impact on the environment The principles of ecological sustainable development Consumption and waste Learners should be given opportunities to: Be concerned about the levels of personal and institutional consumption and be moved to take action to reduce it Appreciate the value of sustainable design And to understand: The importance of design in reducing consumption and waste The principles and processes of making businesses and organisations more sustainable How to be an ethical consumer

36. Range Post 16 Climate change Learners should be given opportunities to: Support the need for collaborative action locally and globally to combat climate change And to understand: The actions that can be taken in the working environment to combat climate change How to calculate a carbon footprint The technological response and the human behaviour responses to climate change

37. Illustrative examples The following slides are examples of topics and activities which suitably illustrate the themes at KS3 and KS4 levels. These topics and activities indicate how ESDGC might be implemented. They contain illustrative examples, but they are not exhaustive. They are included to provide ideas and get you started on ESDGC. It is important to keep in mind that the themes are interdependant and that activities might address more than one theme. The examples are divided into: those suitable for teaching and learning those suitable for the school management and those links suitable for partnerships and the community.

38. Health Teaching and learning KS3 Explore applications of science medicine and technology that are used to improve health and quality of life in the world Explore components of a balanced diet Regular PE lessons Investigate links between health and poverty statistics KS4 Compare health statistics from different regions and explore the reasons for differences Debate or role play a medical issue such as who should have access to a new, expensive wonder drug that extends life expectancy School management KS3 Join WNHSS Use healthy local foods School vegetable garden Extra curricular sports activities KS4 Review food choices available at lunchtimes to include local and healthy foods Partnerships and community KS3 Make use of Welsh Network of Healthy School Schemes Draw on local health officials and drug education officers Make use of Water Aid materials and campaigns KS4 Speakers from drug education organisations

39. Wealth and poverty Teaching and learning KS3 Use activities which explore who owns/makes the money from products like chocolate or bananas Compare the daily lives of workers or daily family life in different parts of the world and at different times Read and discuss a story about economic migration Explore the impact of colonisation or the slave trade KS4 Use the trading game and similar activities to explore the relationship between wealth and resources Research and debate the issue of international aid Study examples of colonisation and struggles for independence School management KS3 and KS4 Source Fair Trade products for sale in the canteen Consider taking part in anti-poverty campaigns by running events in school Partnerships and community Draw on resources and bring in speakers from Oxfam, Christian Aid and Action Aid Make use of Development Education Centres where they are available

40. Identity and culture Teaching and learning KS3 Examine how the media portrays young people Discuss the anti-racism campaign in football Explore the views of different faiths on an issue Study the role religion has played in Welsh society Explore the links between local communities and other countries and listen to the views of refugees or asylum seekers KS4 Examine how particular groups of people are portrayed in the media Study the rise of fascism in the 1930’s School management KS3 Ensure appropriate policies are in place regarding inclusion, equal opportunities and cultural diversity Run a cultural theme throughout the school or have resident artist from another culture Display a variety of images in school KS4 International School Link Partnerships and community KS3 Links with religious leaders in the local community Urdd Gobaith Cymru and Eisteddfodau Global School Partnerships, Comenius projects KS4 Draw on a local oral history project if one is available The International Schools Award

41. Choices and decisions Teaching and learning KS3 Role play a decision-making exercise or debate a controversial issue Study historical examples of conflicts about power Explore rights and responsibilities and international charters (Rights of the Child, Earth Charter KS4 Role play based on an international crisis Study international conventions on warfare (Geneva Convention), human rights and the trade in animals School management KS3 and KS4 School Council with staff and student consultation processes Mock assembly/general elections School Library Committee of staff and learners Partnerships and community KS3 Visit the local council chamber Invite the local councillor, AM or MP in for questioning on a national or international issue KS4 A speaker from the local newspaper Amnesty International

42. Climate change Teaching and learning KS3 Investigate changes in the climate and greenhouse effect Design a sustainable home or solar powered models Demonstrate how to measure gases Study renewable energy resources KS4 Analyse messages in material from the nuclear industry Write an account of a low carbon lifestyle in 2025 Use on-line carbon calculators Watch the film “An Inconvenient Truth” School management KS3 and KS4 Run energy saving campaigns Look to install some renewable energy and switch to a green tariff Develop a travel plan Partnerships and community KS3 Visit Centre for Alternative Technology Ecoschools Speakers to talk about climate change actions KS4 Use the local authority energy officer

43. Consumption and waste Teaching and learning KS3 Explore people as consumers, measure eco-footprint and compare lifestyles from different global regions Analyse advertising aimed at teenagers Explore lifecycle of product and discuss sustainable actions Study renewable materials and new technologies Design and make products from recycled materials KS4 Compare ethical and non-ethical versions of similar products School management KS3 and KS4 Move towards more sustainable purchasing Monitor water and energy use Develop a waste management policy and compost appropriate waste on site Partnerships and community KS3 Ecoschools Utilise local authority officers to help with waste and energy issues WasteWatch Visit a community composting site KS4 Invite in a local architect or designer who practices sustainable design

44. Natural Environment Teaching and learning KS3 Explore interdependance, foodwebs and impact of environmental factors Study a threatened environment or the impact of acid rain Use the landscape as an inspiration for art or creative writing KS4 Draw or model an ecosystem Research examples of species loss and examples of breeding programmes Summarise arguments for and against genetically modifying a crop School management KS3 Start an eco-club Develop a nature reserve in the school Sponsor an endangered animal KS4 Link with a school in a contrasting environment and share information Partnership and community KS3 and KS4 Visits to a nature reserve, National Park, National Botanic Gardens Become a Forest School Compare results with partner schools

45. One Wales One Planet For reference: This document was published in May 2009, subtitled “The Sustainable Development Scheme of the Welsh Assembly Government”. “This Scheme for Sustainable Development sets out what we will be doing on the first stage of the journey to sustainability. I hope that you will be able to support and join us in this endeavour, so that together we can transform Wales into a sustainable nation”. – Rhodri Morgan. It is primarily a mission statement and uses the word “vision” frequently. There are many “aims”, but few “targets”. The targets that are referred to are statutory, e.g The Climate Change Act places the UK target to reduce greenhouse gases by at least 80% by 2050. The themes are the same as those in ESDGC.

46. Consumption and waste Consumption – To stabilise the ecological footprint associated with consumer items by 2020, then reduce. Promoting individual behaviour change is a key consideration. Different groups are motivated to alter their lifestyles by different factors, and different interventions will be necessary to effect widespread change. A robust evidence base will help us evaluate and develop effective evidence based policies related to motivating pro-environmental behaviours. Waste – 70% recycling rate across all sectors by 2025. Recycling alone will not get us where we need to be by 2025. Our new waste strategy will therefore stress that prevention of waste is our most preferred option, followed by minimisation, re-use, recycling, energy recovery and finally disposal.

47. Wealth and Poverty The Communities First programme is central to the Assembly Government’s policies for Wales’ most deprived communities. The central principle is that Communities First Partnerships in each area work with key organisations to increase their capacities and skills for working together, to make improvements with and for those communities. The programme now includes a greater focus on addressing chid poverty, on employability and income generation. Through our Child Poverty Strategy, we will continue to play a full and active role in reaching our commitment to halve child poverty by 2010 and eradicate it by 2020. Pensioner poverty is referred to as a “headline indicator of sustainable development”.

48. Decision making The way we make all our decisions actively reflects sustainable development as the central organising principle. We will ensure we understand the carbon implications of our decisions, by building in an assessment of the carbon impact of a policy, programme or investment decision into the decision making process. We will work towards embedding Wales Spatial Plan (WSP) priorities in our business planning and project approval processes, aiming towards ensuring Assembly Government budgets are aligned with the WSP. We will update the Policy Gateway Integration Toolkit to ensure that sustainable development is the central organising principle of policy development. We will ensure that scrutiny of expenditure plans ( including grant applications) tests whether the expenditure supports policies effectively. We will demonstrate that sustainable development considerations have been included as part of this. We will embed sustainable development into our new Strategic Capital Investment Framework ( SCIF ) agenda to change the way we plan and deliver major capital investment projects. This will help reduce the ecological footprint of our capital investment.

49. A rich and diverse culture Iath Pawb: A National Action Plan for a Bilingual Wales explains how we intend to achieve our goal of revitalising the Welsh language and creating a bilingual Wales. We want more people to be able to learn Welsh and to encourage it to thrive as a language of many communities all over Wales. Through our arts and culture programme, we will widen access to Wales’ many heritage and cultural activities so that they are available to all people, irrespective of where they live, their background or their income. We will continue to support free access to the seven Amgueddfa Cymru–National Museum Wales sites. We wish to see the historic environment well protected, enjoyed and valued by the people of Wales. We want to see fewer historic buildings and sites ‘at risk’, with more heritage assets in stable or improving condition. Our marketing of Wales as a tourist destination will be proactive in conveying key sustainability messages and in encouraging responsible visitor behaviour. We will target markets that will be attracted to Wales’ environmental and cultural assets and use tourism as a justification to protect and invest in them. When rolling out our plans to strengthen tourism, destinations in Wales, we will work with local authorities to ensure the new destination management arrangements incorporate sustainability aims.

50. Healthy living To encourage lifestyle changes that will improve health, and support communities to change a range of factors affecting health. A strong, healthy, just, and inclusive society, while living within environmental limits, is key to sustainable development. Poor health constrains peoples lives and reduces the vitality and prosperity of the community. Decent housing for all is vital. A real commitment to good health for all is the basis for a strong, prosperous and caring community. We want to see significant improvements in the health of all the peoples of Wales. The strategy we are taking to meet this aspiration has 5 themes. Tackling disadvantage, Quality housing, Healthy living, Local quality of life, Global citizenship and International Engagement,

51. Climate change Reduce greenhouse gas emissions by 3% a year by 2011 in those areas where we have developed competence, and ensure we are resilient to the impacts of climate change. This target will apply to all direct emissions and emissions from electricity consumption except those from heavy industry and electricity generation. The Climate Change Act places the UK target to reduce greenhouse gases by at least 80% by 2050 into statute. It also establishes a system of five year carbon budgets for the UK. The UK Government will set the level of the first three budgets (2008-12; 2013-17; and 2018-22 ) in 2009.

52. Sustaining the environment Environmental strategy – By 2026, we want to see our distinctive Welsh environment thriving and contributing to the economic and social wellbeing and health of the people. Land Management – To meet the needs of current and future generations without depleting the resources provided by land upon which we all depend. Water management – Water resources are managed sustainably, meeting the needs of society without causing damage to the environment. Marine and coastal management – For the marine environment to be clean, healthy, safe, productive and biologically diverse; so that the natural, cultural and economic assets of the coastal zone, and the services they provide, are maintained and enhanced for the benefit of present and future generations. Fisheries management – The development of viable and sustainable fisheries in Wales, supported by healthy and productive ecosystems.

53. The challenge for schools Commitment and leadership To identify the leaders for ESDGC To clarify the vision and identify the ethos To develop and implement an ESDGC policy that is effe3ctive and inclusive To ensure that in order to remain consistent training in ESDGC happens regularly Learning and teaching To imbed ESDGC across the curriculum, through all subjects and at all ages To give learners opportunities to develop their own global awareness To ensure that all ESDGC themes are given equal weighting To understand that the concept of interdependance is central to ESDGC School management Where possible consider ESDGC issues when purchasing To involve the learners in decisions taken by the school To support healthy lifestyles and to promote biodiversity Partnerships and community To work with outside agencies in programmes and projects that promote ESDGC To establish effective networks or partnerships with the local community and with schools in other areas/countries Research and monitoring To audit and evaluate their involvement in ESDGC and respond to change as and when it occurs

54. Summary Benefits ESDGC as a whole school approach/wider community ESDGC integral as part of life-long learning Promote values/attitudes/perceptions and skills Better shared understanding of complex & dynamic world/and constantly re-evaluating place within it Research and monitoring Retaining an overview of ESDGC in a school is essential to a whole-school approach and continued progress in this area. It is important to identify the connections between different activities across the school, thus reflecting the interdependant nature of ESDGC. Researching possible developments, monitoring resource use and auditing the curriculum can all contribute to a joined-up approach. These actions will also link into the ESDGC aspects of an Estyn inspection.

55. Self-audit of ESDGC provision Each subject needs to evaluate the provision of ESDGC. A whole school audit can then be carried out. The purpose of the audit is: To raise awareness of ESDGC; To assess the level of ESDGC provision; To provide evidence for inspection purposes; To provide a base from which ESDGC provision can be progressed. The following slide provides an example of how to set out the audit, i.e by Key Stage, Subject, Level, Theme and Concept. The key for the concepts is as follows: Interdependance-I Citizenship and Stewardship- CS Needs and Rights-NR Diversity-D Sustainable Change-SC Quality of life-QL Uncertainty and Precaution-UP Values and Perceptions-VP Conflict Resolution-CR Please ‘moodle’ your audit.

56. KS4; GCSE Single Award Science; Foundation Wealth and Poverty Changes in the economic conditions affect the environment QL Human Genome Project – discrimination by employers and insurers. NR Developed countries often get poorer countries to do their manufacturing for them. QL Identity and Culture DNA and genes. VP Sexual reproduction and variation VP Human Genome project VP Hormones – Fertility VP Drugs can affect your behaviour; Drugs can be harmful, legal or illegal. NR,QL, VP, UP Too much alcohol can be bad for society QL New technology and the modern world QL Prenatal scanning -ethical issues VP Biometric information stored on passports NR Digital technology has revolutionised music. QL There might be intelligent life out there. Seti. I

57. KS4; GCSE Single Award Science; Foundation Choices and decisions Food production efficiency. SC Selective breeding, genetic engineering. VP Human activity and the environment: burning fossil fuels, releasing CFC’s, deforestation, general pollution and waste disposal, population size, changes in economic and industrial conditions, organic farming. I, NR, QL, VP, CS, SC, UP. Gene therapy, Human Genome Project: Improving medicine and forensic science, increased stress, gene-ism, discrimination by employers and insurers. Cloning. NR, QL, VP, UP Diabetes – choice of diet. QL, UP Hormones – The Pill, Fertility treatment NR, QL, VP, UP Development of new drugs, legality of drugs, decisions to take drugs, tobacco and alcohol, painkillers. NR, QL, VP, UP Natural and artificial substances can have health impacts. QL, VP, UP Climate change. I, QL, CS, SC, UP. Recycling CS, SC. Sustainable development: hydrogen fuel, biofuels, alcohol as a fuel. SC Energy efficiency and cost-effectiveness, energy from new technology. QL

58. KS4; Single Award Science; Foundation Health General pollution and waste disposal. I, QL, UP Modern medicine-affect on population QL, Mutations: health effects, genetic disorders. QL Gene therapy QL Humane Genome Project: developing new and better medicines QL Therapeutic cloning QL Body’s defence mechanisms UP Insulin and diabetes, Fertility QL Infectious disease: pathogens, transmission, TB. QL Drugs: affects, smoking, alcohol, solvents, paracetemol, opiates and cannabinoids. QL Health impacts of natural and artificial substances: salt, sugar, food additives. QL, UP Prenatal scanning QL

59. KS4; Single Award Science; Foundation Climate Change Greenhouse effect – causes, fossil fuels QL Acid rain – causes, fossil fuels QL Releasing CFC’s QL Deforestation – effect on CO2 level UP Industrialisation – effect on CO2 level QL Climate change: greenhouse gases, temperature balance, CS Uncertainty in data for global warming UP Consumption and Waste General pollution and waste disposal. QL, CS Recycling: sustainable development, reasons, benefits. QL, CS

60. KS4; Single Award Science; Foundation The natural environment Food chains, pyramids of biomass, food webs I Competition and populations I Evolution I Changing species characteristics CS Human activity and the environment CS Organic farming SC Infectious disease QL Metal ores QL Renewable energy QL Harmful effects of electromagnetic waves QL

61. Band Aid – Do they know its Christmas

62. Do they know its Christmas It's Christmas time There's no need to be afraid At Christmas time, we let in light and we banish shade And in our world of plenty we can spread a smile of joy Throw your arms around the world at Christmas time But say a prayer Pray for the other ones At Christmas time it's hard, but when you're having fun There's a world outside your window And it's a world of dread and fear Where the only water flowing is the bitter sting of tears And the Christmas bells that ring there Are the clanging chimes of doom Well tonight thank God it's them instead of you And there won't be snow in Africa this Christmas time The greatest gift they'll get this year is life (Oooh) Where nothing ever grows No rain nor rivers flow Do they know it's Christmas time at all Here's to you raise a glass for everyone Here's to you raise a glass for everyone Spare a thought this Yuletide for the deprived If the table was turned would you survive Here's to them underneath that burning sun You ain't gotta feel guilt, just selfless Give a little help to the helpless Do they know it's Christmas time at all Feed the world, feed the world, feed the world Feed the world, feed the world Let them know it's Christmas time again Feed the world Let them know it's Christmas time again