![citizens and to use their ‘communications, services, contracts and partnerships to
promote respect for the well-being of other cultures, countries and the global
environment among their stakeholders.’
Global development education: Global developmental education is a vital
component of education, helping to make interconnections between the local and the
global whilst considering the key concepts of global citizenship, conflict resolution,
diversity, human rights, interdependence, social justice, sustainable development
and values and perceptions. The global dimension is integrated into the National
Curriculum and should secure children’s ‘commitment to sustainable development at
a personal, national and global level.’
Every Child Matters: This important initiative was launched by the government in
2003 and has five key aims for every child, no matter what their background or
circumstances. The aims are – be healthy, stay safe, enjoy and achieve, make a
positive contribution and achieve economic well being. Work undertaken on the
global dimension and sustainable development contributes to all of these key aims of
ECM.
http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/
3. National Curriculum opportunities:
The African Energy Efficient Stove Project presents teachers with some excellent
educational opportunities. There is the opportunity to look at cultural comparisons
through food, cooking and staple crops. The use of the stove and its fuel could be
compared to the UK’s use of electricity and gas and the relative environmental
impacts of each. The design of the 3 stone stove and the energy efficient stove could
also be compared, looking at fuel efficiency, emissions and temperature.
The use of the photocopier itself could also be a source of learning (e.g. energy
consumption which could lead to an energy audit, paper use and its recycling after
use, toner cartridge recycling if applicable etc). Resource use, climate change and
environmental impacts are all rich sources of possibilities for teaching.
Listed below are some of the strong National Curriculum links for the project across
Key Stages 1 to 4.
Key Stage 1
The primary curriculum has recently had an overhaul and from September 2010 will
include a number of over arching themes that ‘have a significance for individuals and
society’. Global dimensions and sustainable development are two of these themes
and as such are intended to have a whole school approach.
Citizenship:
2g: Preparing to play an active role as citizens: Children should learn… what
improves and harms their local, natural and built environments and about some of
the ways people look after them
4: Developing good relationships and respecting the differences between people.
5c: Breadth of opportunities: Take part in discussions [for example, talking about
topics of school, local, national, European, Commonwealth and global concern, such
as 'where our food and raw materials for industry come from']](https://image.slidesharecdn.com/79481fb5-4a59-4bd1-8b28-e5a84f041588-160517142616/85/Toshiba__CO2_Balance_project-1-Schools-2-320.jpg)
![Geography:
5b: Knowledge and understanding of environmental change and sustainable
development. Recognise how the environment may be improved and sustained.
Science: There is scope for activities under section 2, Investigative skills.
Key Stage 2
Citizenship:
2j: Preparing to play an active role as citizens - that resources can be allocated in
different ways and that these economic choices affect individuals, communities and
the sustainability of the environment.
4: Developing good relationships and respecting the differences between people.
Geography:
5a: Knowledge and understanding of environmental change and sustainable
development - recognise how people can improve the environment or damage it, and
how decisions about places and environments affect the future quality of people's
lives.
5b: recognise how and why people may seek to manage environments sustainably,
and to identify opportunities for their own involvement.
6e: Breadth of study - an environmental issue, caused by change in an environment
[for example, increasing traffic congestion, and attempts to manage the environment
sustainably [for example, by improving public transport, creating a new nature
reserve, reducing water use].
Science: There is scope for activities under section 2, Investigative skills.
Links to DCSF/ QCA Schemes of work:
Geography - Unit 8 Improving the Environment, Unit 24 Passport to the World
Citizenship - Unit 5 Living in a diverse world
Key Stage 3
Citizenship:
Global interdependence is an important issue for the KS3 citizenship curriculum.
Key concepts - 1.3 Identities and diversity: living together in the UK. Considering the
interconnections between the UK and the rest of Europe and the wider world.
Key processes – b. work individually and with others to negotiate, plan and take
action on citizenship issues to try to influence others, bring about change or resist
unwanted change, using time and resources appropriately. c. analyse the impact of
their actions on communities and the wider world, now and in the future.
Geography:
Key concepts - 1.4 Interdependence. Exploring the social, economic, environmental
and political connections between places.
Science:
Curriculum opportunities – g. recognise the importance of sustainability in scientific
and technological developments](https://image.slidesharecdn.com/79481fb5-4a59-4bd1-8b28-e5a84f041588-160517142616/85/Toshiba__CO2_Balance_project-1-Schools-3-320.jpg)
Toshiba__CO2_Balance_project[1]Schools
- 1. Toshiba / African Energy Efficient Stove Project Opportunities and support for schools 1. Introduction: The opportunity for schools to offset their Toshiba photocopier’s carbon footprint through CO2 Balance’s African Energy Efficient Stove Project presents excellent potential for both environmental and educational benefits. This is a project that should be attractive to both school managers, looking to reduce the impact of their school’s procurement, and to teachers who can use the link as an educational resource. The school sector is responsible for 15% of public sector carbon emissions (just under 2% of UK carbon emissions) and there are many positive steps schools can take to reduce this. Sustainable procurement, such as buying goods that last a long time, are efficient and can be reused or recycled at the end of their use, is an increasingly important element in helping to reduce emissions. Greenhouse Gas Emissions from the school sector - Source: DCSF, Sept 2009 It is important to consider the future impacts of all purchases of goods and services– the environmental effects as well as the benefits to the community both locally and globally. Where electrical appliances are necessary, offsetting their carbon output through practical carbon reduction schemes can be of great benefit. 2. National Educational initiatives: There are a number of national initiatives for schools that encourage and support sustainable actions and make global links. These are real drivers for schools in all aspects of their operations. Sustainable Schools: The government is encouraging all schools to become more sustainable. The Department for Children Schools and Families (DCSF) is encouraging would like all schools to become sustainable schools by 2020 and to prepare young people for a lifetime of sustainable living. The DCSF has published a National Framework for Sustainable Schools which comprises three interlocking parts: a commitment to care, an integrated whole-school approach and a selection of ‘doorways’ or sustainability themes. Sustainable Schools is not another initiative but is a managing principle for schools that overarches all of their activities. The ‘global citizenship’ doorway of Sustainable Schools encourages schools to review their campus and ‘the extent to which their management and purchasing choices affect people and the environment globally, and establish policies that reflect their commitment to global citizenship.’ Children are encouraged to be globally aware 37% 16% 45% 2% Buildings Transport Procurement Waste
- 2. citizens and to use their ‘communications, services, contracts and partnerships to promote respect for the well-being of other cultures, countries and the global environment among their stakeholders.’ Global development education: Global developmental education is a vital component of education, helping to make interconnections between the local and the global whilst considering the key concepts of global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development and values and perceptions. The global dimension is integrated into the National Curriculum and should secure children’s ‘commitment to sustainable development at a personal, national and global level.’ Every Child Matters: This important initiative was launched by the government in 2003 and has five key aims for every child, no matter what their background or circumstances. The aims are – be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being. Work undertaken on the global dimension and sustainable development contributes to all of these key aims of ECM. http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/ 3. National Curriculum opportunities: The African Energy Efficient Stove Project presents teachers with some excellent educational opportunities. There is the opportunity to look at cultural comparisons through food, cooking and staple crops. The use of the stove and its fuel could be compared to the UK’s use of electricity and gas and the relative environmental impacts of each. The design of the 3 stone stove and the energy efficient stove could also be compared, looking at fuel efficiency, emissions and temperature. The use of the photocopier itself could also be a source of learning (e.g. energy consumption which could lead to an energy audit, paper use and its recycling after use, toner cartridge recycling if applicable etc). Resource use, climate change and environmental impacts are all rich sources of possibilities for teaching. Listed below are some of the strong National Curriculum links for the project across Key Stages 1 to 4. Key Stage 1 The primary curriculum has recently had an overhaul and from September 2010 will include a number of over arching themes that ‘have a significance for individuals and society’. Global dimensions and sustainable development are two of these themes and as such are intended to have a whole school approach. Citizenship: 2g: Preparing to play an active role as citizens: Children should learn… what improves and harms their local, natural and built environments and about some of the ways people look after them 4: Developing good relationships and respecting the differences between people. 5c: Breadth of opportunities: Take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
- 3. Geography: 5b: Knowledge and understanding of environmental change and sustainable development. Recognise how the environment may be improved and sustained. Science: There is scope for activities under section 2, Investigative skills. Key Stage 2 Citizenship: 2j: Preparing to play an active role as citizens - that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment. 4: Developing good relationships and respecting the differences between people. Geography: 5a: Knowledge and understanding of environmental change and sustainable development - recognise how people can improve the environment or damage it, and how decisions about places and environments affect the future quality of people's lives. 5b: recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement. 6e: Breadth of study - an environmental issue, caused by change in an environment [for example, increasing traffic congestion, and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use]. Science: There is scope for activities under section 2, Investigative skills. Links to DCSF/ QCA Schemes of work: Geography - Unit 8 Improving the Environment, Unit 24 Passport to the World Citizenship - Unit 5 Living in a diverse world Key Stage 3 Citizenship: Global interdependence is an important issue for the KS3 citizenship curriculum. Key concepts - 1.3 Identities and diversity: living together in the UK. Considering the interconnections between the UK and the rest of Europe and the wider world. Key processes – b. work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately. c. analyse the impact of their actions on communities and the wider world, now and in the future. Geography: Key concepts - 1.4 Interdependence. Exploring the social, economic, environmental and political connections between places. Science: Curriculum opportunities – g. recognise the importance of sustainability in scientific and technological developments
- 4. Links to DCSF/ QCA Schemes of work: Citizenship – Unit 10 Debating a global issue, Unit 17 School linking, Unit 21 People and the Environment Geography – Unit 20 Comparing countries Science – Unit 7l Energy resources Key Stage 4 Citizenship: Global interdependence is also an important issue for the KS4 citizenship curriculum. Key concepts - 1.3 Identities and diversity: living together in the UK. Considering the interconnections between the UK and the rest of Europe and the wider world. Key processes – 2.3 Taking informed and responsible action: d. assess critically the impact of their actions on communities and the wider world, now and in the future, and make recommendations to others for further action. Science: 1.4 Applications and implications of science – b. to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions Science should enable ‘students to consider the ethical and moral implications of science and the importance of sustainable development.’ Links to DCSF/ QCA Schemes of work: Citizenship – Unit 12 Global issues, local action 4. Teaching Resources: Action Aid provides a range of free downloadable resources on global issues. One KS1 worksheet focuses specifically on the issue of food in Kenya. http://www.actionaid.org.uk/doc_lib/202_1_ks1_food.zip All Action Aid’s other resources are available here: http://www.actionaid.org.uk/100343/all_free_downloads.html The Glade Centre in Somerset, one of a network of global and development education centres in the UK has a range of links on its website. This page lists all of the global and development centres in the UK as well as a range of other education sites and links to organisations championing sustainable development, human rights and other developmental organisations. http://www.gladefrog.plus.com/ Other resources: Interest-free energy-efficiency loans Salix Finance provides interest-free loans to public-sector bodies, including schools (which should apply through their LA), to invest in energy-saving products. Apply for a free energy meter for your school The DCSF is offering free energy meters to English state-funded schools. http://www.energydisplaymeter.co.uk/
- 5. Global Schools Partnerships The Department for International Development runs a Global School Partnership site to encourage global links between schools. There is also information and support for schools. http://www.dfid.gov.uk/globalschools International Schools Award The International Schools Award is run by the DCSF and is an accreditation for schools undertaking curriculum based international work. The site offers help and support in making international links with schools and in curriculum ideas. http://www.globalgateway.org.uk/default.aspx?page=5057 Publications: Developing the Global Dimension in the School Curriculum, DCSF – for primary and secondary schools, this document lists all the curriculum opportunities across the key stages for the global dimension. A Big Picture of the New Primary Curriculum – this document gives an overview of the new primary curriculum coming into action in September 2010. Global dimension and sustainable development are two of the overarching themes.