ESDGC
Education for sustainable development
and global citizenship
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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, wholecollege 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
AS THE DEMANDS OF THE
WORLD CHANGE, SO DO
THE DEMANDS OF
EDUCATION
CRITICAL THINKING
GLOBALISATION
CLIMATE CHANGE
Stuff we produce & consume
Transportation
of stuff
Where & how it’s made
By-products of consumption
Transportation of waste
(toxic & non-toxic)
Consequences
Outsourcing & computerisation
Impact on UK businesses
& employment.
Impact on global poverty
It’s about:
Citizenship
&
Stewardship
Needs
&
Rights
Values
&
Perceptions
Interdependence
Uncertainty
&
Precaution
Diversity
Issues to address
CONSUMPTION
& WASTE
CHOICES &
DECISIONS
IDENTITY &
CULTURE
CLIMATE
CHANGE
THE NATURAL
ENVIRONMENT
WEALTH &
POVERTY
ESDGC
Interdependence
HEALTH
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
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Sport
• Health ~ Diet, nutrition,
exercise.
• Teamwork, competition,
sport & identity.
• Equal opportunities in
sport.
• Gyms vs outdoor
activity.
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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?
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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