ESDGC Education for sustainable development and global citizenship • • • • 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 • Sport • Health ~ Diet, nutrition, exercise. • Teamwork, competition, sport & identity. • Equal opportunities in sport. • Gyms vs outdoor activity. • • • • 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? • - 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