Education for Sustainable Development and Global Citizenship ESDGC
ESDGC co.uk Governor Toolkit€¦ · knowledge, values and skills to participate in decisions about...
Transcript of ESDGC co.uk Governor Toolkit€¦ · knowledge, values and skills to participate in decisions about...
The ESDGC Governor Toolkit has been developed
by Tracy Evans, ESD Officer at Caerphilly County
Borough Council and Esther Foster, ESDGC Officer
at Bridgend County Borough Council, working in
partnership with Governors Wales and Governor
Support Units and Governors from various local
authorities throughout Wales.
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This toolkit has been developed to provide guidance to school governors to enable
them to support their schools on Education for Sustainable Development & Global
Citizenship (ESDGC).
THIS TOOLKIT AIMS TO:
lRaise ESDGC profile at governing body level
lEnable governors to think and learn about ESDGC
themes in the context of their own school
lProvide 10 ESDGC starting points
lProvide some ESDGC ideas for action
lHelp governors understand the issues around
ESDGC in their school
lProvide guidance on the Estyn Inspection process
lProvide some simple activities to get governors
thinking about ESDGC in their school.
lRaise awareness of the various ESDGC award
schemes and initiatives available to schools
lRaise awareness of ESDGC to the governing body
INTRODUCTION
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Page No.
1. What is ESDGC 05
2. A whole school approach to ESDGC 10
3. Ten Basic Starting Points 14
4. Ideas for action 16
5. Some simple ESDGC activities to get governors thinking about ESDGC 19
6. Award Schemes and Initiatives 33
7. Using ESDGC to strengthen Welsh Government priorities 40
8. Estyn Inspection Framework for ESDGC 46
9. Useful websites 57
10. Acronyms 62
CONTENTS
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What is Sustainable Development?
“The goal of sustainable development
is to enable all people throughout the
world to satisfy their basic needs and
enjoy a better quality of life, without
compromising the quality of life of
future generations”
“Securing the Future, The UK
Government Sustainable Development
Strategy 2005, HM Government”
What is Education for Sustainable Development & Global Citizenship?
“Education for Sustainable
Development & Global Citizenship
enables people to develop the
knowledge, values and skills to
participate in decisions about the
way we do things individually and
collectively, both locally and globally,
that will improve the quality of life
now without damaging the planet for
the future.”
UK panel for ESDGC, Welsh
Government, 2008
Education for Sustainable Development & Global Citizenship is about:
l The links between society,
economy and environment and
our own lives and those of people
throughout the world
l The needs and rights of both
present and future generations
l The relationship between power,
resources and human rights
l The local and global implications
of everything we do and the
actions that individuals can take
in response to local and global
issues
It’s not an individual subject; it’s an
ethos that can be embedded through a
subject, an attitude to be adopted and
a new way of life.
It could be simplified as“Living Better, Using Less”
Importance of Education for Sustainable Develop-ment & Global Citizenship
Education for Sustainable Development
& Global Citizenship can be about
energy usage, water usage, travel &
transport, waste minimisation and
recycling, environmental management,
local areas & the local environment,
management of grounds, quality of life,
health and well being, life satisfaction,
life expectancy, work life balance,
buying locally, Fairtrade, food miles,
race equality, prejudice, discrimination,
cultural diversity, music/ arts,
bio-diversity, ecology, healthy living,
thinking about the causes & conse-
quences of actions, consuming less
resources, health & safety, involvement
1. WHAT IS EDUCATION FOR SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP (ESDGC)?
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in your local community, volunteering
and much more. These issues are all
interlinked.
Everything we do has an impact on
the world around us. The individual
choices we make in our everyday lives
have implications for the environment,
society and economy.
l We’re running out of space,
creating more waste, running out
of natural resources, consuming
more and more and over
consuming in richer countries
while the poverty increases in the
poorer countries.
l We need to be mindful of what we
buy and consume on a day to day
basis to ensure we support local
businesses and Fairtrade where
possible.
l Our use of fossil fuels is
creating an increase in the
levels of Carbon Dioxide in the
atmosphere, contributing to the
climate change.
Sustainability isn’t just about large projects and plans. Everyone can contribute by making small but significant changes in the way they live and work.
In order to ensure that we recognise
that our choices, decisions, and
actions have an impact on the world
that we live in both now and in the
future, it is vital that skills such as
investigation, negotiation and
discussion are developed. ESDGC is
not simply about a set of answers or a
knowledge base, but about equipping
people to develop the skills, values
and attitudes which enable them to ask
questions about the world and seek
to make a positive difference on both
people and the planet.
The Seven Themes of ESDGC
Consumption and Waste
Understand that resources are finite
and that this has implications for
people’s lifestyles, industry and future
generations.
Choices and Decisions
Understand that choices and decisions
have consequences and that conflicts
are a barrier to development and a risk
to us all and why there is a need for
their resolution and the promotion of
harmony.
Health
Understand the importance of a
healthy lifestyle and acknowledging
that basic needs must be met
universally.
Climate Change
Recognise the importance of taking
individual responsibility and action
to make the world a better place
and understanding the range of
alternative ways to both save and
generate energy.
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Identity and Culture
Understanding, respecting and
valuing human diversity and cultural,
social and economic and recognising
the negative impact of discrimination
and prejudice on individuals and groups.
The Natural Environment
Developing respect for all living things
and acknowledging the relationship
between people and the environment.
Wealth and Poverty
Understanding how people, the
environment and the economy are
inextricably linked at all levels from
local to global.
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For Schools, ESDGC is:
l Part of the ethos, pedagogy and
organisation of the school
l About the messages inherent in
the way the school is organised
and managed
l Something that requires schools
to ‘do’ as well as teach
l Something that requires
co-ordination across the whole
school
l Something that Estyn will inspect
For teachers, ESDGC is about:
l A whole school approach to
education
l Preparing learners for the new
challenges that will be a part of
their future such as climate
change and international
competition for resources
l Developing learners worldview
to recognise the complex and
interrelated nature of their
world
l An approach to teaching and
learning to which every subject
can contribute
l Building the skills that will enable
learners to think critically, think
laterally, link ideas and concepts,
and make informed decisions
For learners, ESDGC is about:
l Being encouraged to care for
themselves, each other and their
environment
l The issues they have a right to
know about for their future
l Appreciating their role in the
school community, the local
community and the global
community
l Discovering that, whatever they
are studying, there are
connections with the ‘big picture’
of the wider world
l Gaining skills and exploring
issues in ways which will enable
them to make their own minds up
and decide how to act
For Governors, ESDGC is about:
l Gaining knowledge and skills and
exploring issues
l The organisation and
management of the school
l Agreeing policies relevant to the
aims, purposes and practices of
the school
l Ensuring ESDGC is included in
the School Development Plan.
l The whole school approach,
including what they are working
towards and what they are
achieving
2. A WHOLE SCHOOL APPROACH TO ESDGC
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l An approach to challenge and
support senior staff
l An opportunity to establish and
maintain positive links with the
wider community
l The whole governing body
being made aware of, and
understanding the importance
of ESDGC
l Understanding how ESDGC
fits into the current Estyn
inspection framework
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Lewis School’s Eco project has really gathered pace this year since it was initiated in September 2007.
Worldly-wise pupils of Lewis School, Pengam have been busy reducingtheir carbon footprint to earn ‘Eco-Schools’ Silver Award status. With weekly meetings in progress the youngsters have worked tirelessly to change their school’s environment and how to reach the local community along the way. The main target for this year is to reach the prestigious ‘Green Flag’ status.
The Eco-Committee has planted more than 30 trees in the school grounds with another thirty to accompany them in the Spring term. Its not just a project involving the pupils; teachers, parent governors and Council representatives have been hard at work, caring for the future impact of Lewis School in the community.The School grounds have had a real uplift and the Eco team have enthusiastically taken part in the Valley’s Clean Up scheme.
Younger pupils were introduced to how the local community is affected by dropping litter in the school grounds and how it is everyone’s respon-sibility to pick up after them. Apart from these big projects, the school recycles paper, plastic bottles and even mobile phones.
The local community has not been left out in the plans of these youngsters. A recently acquired allotment in Penpedairheol has got the youngsters to swap their pencils and pens for shovels and spades to
Lewis School Pengam Eco-Schools
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learn how to manage a productive gar-den and to easily take in their 5-a-day fruit and veg. The development of the allotment went so well it was entered into the Caerphilly County Borough Council’s Caerphilly in Bloom Competition.
“The boys and girls in the Eco-School’s group have really showed their commit-ment to the school and the localcommunity by spending their time to
help reduce environmental impacts. It’s really refreshing to see this type of pro-active learning in action and not just a curriculum assessedsubject.” said Lorraine Barnes, Eco-Schools Co-ordinator at Lewis School.
“I really enjoy helping out with the Eco-Schools work. It has made me take pride in my school and think about the world and people around me.” explains one youngster.
Lewis School Pengam also supported the launch of Caerphilly’s sustain-ability strategy at Ty Penallta on Friday 14th November showing staff and dignitaries what advances the school has made over the 15 months.
The impact of Climate Change has proved wider reaching changing people’s attitudes to the world around them and the impact of our modern age.
In January 2008, James Fletcher was appointed as one of the six Climate Change Champions. James impressed the judges by demonstrating his passion for making a difference, largely from a visit to Egypt. Since his appointment James has represented Wales around the world travelling to the Netherlands, and Japan sharing ideas about sustainable develop-
ment from all around the world. James also organised aninspirational address byDavid Noble one of theworld’s leading climatechange expert. The Climate Change Convention held on the 9th October was a great success with many local schools, the British Counciland further dignitaries
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l Identify a lead governor to work
with the ESDGC Coordinator in
your school.
l Work with the school ESDGC
Coordinator to ensure ESDGC
principles are maintained and
continuously improved in your
school.
l Link with the school ESDGC
Coordinator to identify ESDGC
support materials (resources/
websites) for your school.
l Work towards developing strong
links with your eco committee/
school council.
l Work towards developing key
partnerships with parents, the
local community, local
organisations and local schools
to support ESDGC work in your
school.
l Encourage the whole school
community to be responsible
toward the creation and
maintenance of a sustainable
environment.
l Support the implementation of
a whole school ESDGC policy and
adopt ESDGC as an ethos for the
whole school community.
l Raise the ESDGC/ Eco profile by
promoting links with other
schools and the local community.
l Link award schemes and
initiatives and support your
school in working towards them.
l Adopt your local authority ESDGC
Charter or develop an ESDGC
Charter to ensure governor/
senior management commitment
and support to ESDGC.
3. TEN BASIC STARTING POINTS FOR SCHOOL GOVERNORS SUPPORTING ESDGC IN THEIR SCHOOL
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l Raise awareness to all school
governors and encourage them to
support a specific school project
l Run an ESDGC day to raise
awareness of ESDGC to the
whole school including governors
l Whole school awareness – eco
school presentation to the whole
school community, including
governors
l Undertake an environmental
review to support the Eco
Schools programme
l Whole School Community Eco
BBQ with participation in eco
event (developing garden,
painting school fence etc).
l Catering – healthy, local,
Fairtrade, compost food waste,
grow fruit and vegetables in the
school garden
l Health – exercise clubs, cookery
club with healthy recipes, fruit
tuck shop
l Waste minimisation – reduce,
reuse, recycle, use old materials
for creative play or art & crafts
l Litter – develop a litter policy,
purchase more litterbins, pupils
to design posters for bins
l Energy – reduce energy bills,
switch off schemes, undertake an
energy audit with the pupils
l Water – reduce water usage,
place a water butt in school
garden, monitor the amount of
water pupil’s drink from their
water bottles
l Grounds – allotment/ planting
area, sensory garden, quiet area,
play area, compost bin, wildlife
area, mini beast homes &
habitats, identify and encourage
seasonal outdoor activities,
develop an outdoor classroom
l Support the Forest Schools
Scheme, develop log circle
l Transport – walking bus, car
sharing, green cone scheme (no
parking outside school gates in
morning and afternoon), school
travel plan, investigate
sustainable transport, promote
public transport
l Global Citizenship – Fairtrade,
local community, establish
international links with other
schools
l Option of school exchange visit
l Develop a ‘Green Map’ of the
local area with pupils/ eco
committee
4. IDEAS FOR ACTION
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At Plasyfelin Primary School our aim has been to raise the
profile of education for Sustainability and Global Citizenship.
To achieve this aim the school has taken part in an innovative
whole school project. The Eco Committee surveyed children
from Year 1 to Year 6 to find out what they knew about ESD &
GC. Some surprising comments included ‘It’s the responsibility
of the Eco Committee’ and ‘Never heard of it’. In general, the
response was poor. The Eco Committee felt something had to
be done to ensure ESD & GC was understood by all.
The eco Committee applied for a grant to support their work
in this area and were awarded £500! The whole school
project involved children from nursery to Year 6 studying an
endangered animal. They learned about where the animal
lives, why it is endangered, how humans are affecting its
existence and what can be done. The younger children had
cuddly mascots of the animals they studied. The older children
adopted an endangered species.
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Feedback of the project from children and staff was hugely
positive. More importantly, after the Eco Committee re-surveyed
the same children they showed an increased understanding
of ESD& GC. The children used their understanding of ‘their’
endangered animal to consider sustainability and global
citizenship.
We’ve learned at Plas-Y-Felin that ESD & GC is something that can
be incorporated easily into the work we already do. The cross-
curricular work was very popular because it didn’t mean extra
work for anyone involved in this whole school initiative.
As for the child who thought ESD/GC was the responsibility of only
the Eco Committee there came a more informed response: ‘I’m
someone who thinks about what goes on in the world’, a citizen. I
know ‘that sustainable word’ is about not being selfish. Everyone
has got to do a bit to look after the world so it’s one we want in
the future!
Nursery – Polar bear, Reception – African elephant
Year 1 – Siamese crocodile, panda, Year 2 – Ethiopian wolf
Year 3/ 4 - Hawksbill turtle/ lack browed albatross
Year 5 – Bengal tiger, Assam rhino,
Year 6 – Lowland gorilla
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These simple activities are designed to
be used to raise awareness of ESDGC
within your governing body. Each
activity requires little preparation;
some require access to a computer
and the Internet. They will enable
governors to ask questions and start
debate and discussion on ESDGC.
The activities progress from a basic
introduction to tasks requiring a
greater level of knowledge. Please
use them as you wish.
A. What is ESDGC? Diamond 9
This is a simple activity, which requires
little preparation, and is an effective
way of introducing ESDGC. There are
no right or wrong answers, but the
activity stimulates discussion, and
highlights the fact that ESDGC covers
such a wide range of issues.
Using Activity Sheet 1, print and cut
out the different cards. You will need a
set of cards for 3-4 people. Each group
is tasked with choosing what they think
are the 9 most important issues. They
then have to arrange these cards to
form a “diamond 9” arrangement, with
the most significant issue at the top
and the least significant at the bottom.
Items in each row are of equal
importance.
If you wanted to take this task one
step further you could discuss the
definitions of phrases, or what you
could do about many of the issues
listed.
B. Miniature Earth
The Miniature Earth project is an
online presentation that helps people
to understand the different realities
that people face in the world. Adapting
a method used in Donella Meadows’
‘State of the Village Report’, Miniature
Earth reduces the population of the
world to a statistically representative
100 people.
Through reducing the world’s
population to 100, Miniature Earth
manages to present, quite simply,
a stark reality of the conditions in
which many people live today. It is
an effective method to help people
put certain issues into perspective
and context, leading people to
5. SOME SIMPLE ESDGC ACTIVITIES TO GET GOVERNORS THINKING ABOUT ESDGC
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question their understanding of
power and dominance, religion,
language and the problematic
relationship between the world’s
rich and poor. Miniature Earth is a
useful starting point for people to
contemplate how they affect and/or
can affect the world’s state of affairs.
Show the video, which can be found at
www.miniature-earth.com or on
www.youtube.com.
After watching the video discuss the following questions –
After watching the clip how do you feel?
Why do you feel this way?
What issues does this clip raise?
Could teachers use this video? If so, in
what ways and in what subjects?
C. Compass Rose - Bananas
The Development Compass Rose is a
simple but powerful tool for looking at
the many dimensions of sustainable
development and global citizenship
– social, economic, environment and
‘who decides’. Using Activity Sheet 2,
participants make notes around each
section of the compass and then share
their thoughts with others.
D. Washing Machine Video
What was the greatest invention of the
industrial revolution? Hans Rosling
makes the case for the washing
machine. With newly designed
graphics from Gapminder, Rosling
shows us the magic that pops up when
economic growth and electricity turn a
boring washday into an intellectual day
of reading. Show the video, by going to
http://www.ted.com/talks/hans_rosling_
and_the_magic_washing_machine.html
and use it as stimulus for discussion.
E. So what would you do?
Ask the group to sit in a circle and
someone then sits in the ‘hot seat’
in the middle. The person in the hot
seat needs to be confident and
comfortable with the exercise, having
had time to prepare possible answers
to the group’s responses to the
scenarios.
Explain to the group that they will be
asked to step into a person’s shoes and
respond to certain situations. Describe
the scene (examples below). Ask the
group to discuss the situation and
decide on a response. Use the
question: ‘So what do you do?’ The
group must answer what action they
would take. Describe the scene a little
bit more according to the direction the
group have chosen and again ask: ‘So
what do you do?’ The group responds
again. Continue to describe the scene
further. This continues, with the person
in the hot seat responding increasingly
quickly and placing more and more
pressure on the group for a speedy
response. The exercise finishes when
in sheer desperation you either give up
or the group cannot find a resolution
to the problem. An example is given on
Activity Sheet 3.
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Having gone through the exercise
using the different case studies, lead
a discussion asking the following
questions:
How did you feel during the exercise?
What impact would such a situation, if
repeated on a daily basis, have on you
mentally, socially, physically?
If you were in that situation, how would
you react to people who said that your
problem was your own fault?
How does this exercise help you to
understand the issues facing those in
need in your local community?
EXAMPLE:
You are a single mum. You return to your high-rise flat and
discover that your nine year old son, who should have let
himself in, is not there. So what do you do?
You are a 16 year old girl. Your stepfather is abusive and
violent at home. You are not doing well at school. One night
your stepfather lashes out at you….it’s getting too much. So
what do you do?
You are on income support. You have a young family. Your
child needs a new pair of shoes. So what do you do?
It’s a Friday night in the middle of winter. You return to your
bed-sit to discover that your electricity has run out and you
have no spare meter-card. You do not have a job and your next
giro is not due until next week. So what do you do?
You are a widow in Uganda. Your daughter has to walk miles
to get to school. Last week she was sent back home to get her
school fees. She managed to plead with her teacher to let her
stay on that particular day. You don’t have the money to pay
the school fees for your daughter. So what do you do?
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F. School Virtual Tour
Go to http://www.ngfl-cymru.org.uk/
vtc/esdgc_web/rm/primary_tour/index.
html. This exercise looks at what makes
an ESDGC confident school. Take a
look around a Primary School and see
how they have embedded ESDGC into
the school building and everyday life.
You may find some ideas that you’d like
to try yourself but remember that each
school will be different. Use Activity
Sheet 4; along with post it notes, to
help you develop ideas for your own
school.
G. What’s your vision? A positive future!
A low carbon society has the potential
to be fantastic, but what is your vision
for a low carbon future? Use Activity
Sheet 5 to come up with ideas, and
then share those ideas. After
discussing this, think about how
these ideas will affect your school.
What will your school look like in 5
years time if it is moving forward to
being part of a low carbon town/city?
H. How can ESDGC help you to become a better school?
For this exercise you will need copies
of your School Development Plan.
Using your school development plan
work in groups to look at how ESDGC
could help you develop your priority
areas and raise standards. Activity
Sheet 6 is an example of this activity.
I. ESDGC – The 7 Themes
The Welsh Assembly Document ‘A
Common Understanding’, in order to
emphasise the breadth of ESDGC,
approaches teaching and learning
through 7 interconnected themes.
These are –
l Wealth and Poverty
l Choices and Decisions
l Identity and Culture
l Consumption and Waste
l Health
l Climate Change
l Natural Environment
Use Activity Sheet 7 to begin under-
standing and making links between the
themes.
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Population growth Globalisation
Loss of habitats & bio-diversity Global warming
PovertyMaintaining cultural diversit
(beliefs, language etc.)
Inequality The coalition government
Diminishing resources(e.g. fuel)Wars & conflict
e.g. Congo/Afghanistan
Pollution & waste Human rights for all
Clean water for all Sustainable/sufficientfood production
Healthy living Third world debt
The Credit crunch Arms trade
ACTIVITY SHEET 1 – What is ESDGC? Diamond 9
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Environmental
Asking questions about
energy, air, water, soil,
living things and their
relationships to each
other, as well as the
built environment.
Who Decides?
Asking questions
about power, who
makes choices and
decisions, who
decides what is to
happen, who benefits
and loses as a result
of these decisions,
and at what cost?
Economic
Asking questions
about money, trading,
aid, ownership, buying
and selling.
Social
Asking questions
about people, their
relationships, their
traditions, culture and
the way they live.
ACTIVITY SHEET 2 – Compass Rose - Bananas
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You are a single mum. You return to your high rise flat and discover that your
nine-year old son, who should have let himself in, is not there. So what do you do?
Group: Wait for a few minutes to see if he turns up.
Leader: After 20 minutes he has still not shown up. So what do you do?
Group: Phone a friend’s home to see if he is there.
Leader: Your phone has been cut off. So what do you do?
Group: Go out and look for him.
Leader: So where do you go?
Group: To his friend’s house.
Leader: You get to his friend’s house and discover that not only is he not there, but
neither is his friend. The mother thought you were looking after them both, and starts
shouting at you for not looking after her kid. So what do you do?
Group: Walk away and go to the school to see if they know where he is.
Leader: The school looks at their records and tell you that he hasn’t been in school for
the last couple of days. So what do you do?
Group: Go to the place where he normally hangs out.
Leader: You go to the local park and find him hanging out with some bigger lads. So
what do you do?
Group: I tell him to come home with me.
Leader: He swears at you, impressing his friends. So what do you do?
Group: I grab hold of him and pull him back home.
Leader: Before you can get a hold of him he runs off. It’s getting dark. So what do you
do now?
Group: I go to the police and ask them to help find my son and bring him home.
Leader: The police say they will do their best, but are already dealing with a number
of emergency call outs as you speak. They don’t offer any chance of looking for him
tonight. So what do you do?
Group: I go home and wait for him to come in.
Leader: It’s nine o’clock and he still hasn’t come in. So what do you do? etc.
1P Bowyer, Express Community, Spring Harvest Publishing Division and Authentic Media (2004).
ACTIVITY SHEET 3 – So what would you do? 1
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What’s your vision? For a great vision you need to think creatively!
How will we travel?
List all the interesting and exciting new kit
and travel options, from bicycles to the Telsa
sports car
Where will we live?
New ideas about how we’ll build our homes, and what we’ll put in them
How will we eat?
Farmers Markets
or Fairtrade?
Eco - supermarkets
or grow your own?
Where will we work?
What does a green job look like?
Get excited about the green economy.
2 http://www.futerra.co.uk/downloads/Sellthesizzle.pdf
ACTIVITY SHEET 5 – What’s your vision? 2
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Example School Improvement Plan
Target 1: To raise standards, especially in reading and writing
Ways of using ESDGC to meet target 1:
l Use literature which addresses an ESDGC topic – e.g. litter, poverty, animal
welfare, homelessness etc
l Encourage each subject lead to make the link between ESDGC and literacy.
l Set up an ESDGC and literacy PLC within school, or with other schools in
your locality.
Target 2: Continue to refine curriculum planning, so that pupils have a broader range of learning experiences
Ways of using ESDGC to meet target 2:
l All curriculum plans must map the inclusion of ESDGC.
l Carry out curriculum audit across school to evaluate coverage of the 7
ESDGC themes.
l Pursue Green Flag status
l Pursue Fairtrade status
Target 3: To further develop the quality of the school building and environment
Ways of using ESDGC to meet target 3:
l Investigate alternative energy to replace gas and electricity.
l Develop a food growing area/allotment.
l Install some willow structures.
l Tackle the litter problem in school.
ACTIVITY SHEET 6 – How can ESDGC help you become a better school?
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Target 4: To further develop the role of the Governors in supporting and monitoring school improvement
Ways of using ESDGC to meet target 4:
l Ensure there is a Governor with responsibility for ESDGC, who meets regularly
with the ESDGC Coordinator.
l The Eco-Committee and School Council provide feedback to the Governing body.
Target 5: To develop the community dimension to the school
Ways of using ESDGC to meet target 5:
l Develop and maintain a plan for the conservation and biodiversity within the
school area through projects, exchanging information and encouraging action.
l Develop pupils awareness that will take into account social, economic, and
environmental issues.
l Pursue Green Flag status.
Target 6: To continue to develop the wellbeing programme by improving partnerships with families
Ways of using ESDGC to meet target 6:
l Increase intergenerational learning opportunities – grandparents/parents/
children through projects such as food growing areas, cooking etc.
l Work with families to enable them to cook healthy food using local ingredients.
l Look into setting up a food-cooperative, which links in with parents.
l Hold an eco family fun day in school.
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To illustrate the interconnectedness of themes in ESDGC, here are two examples. In
each, one theme is in the spotlight and connections are drawn to other themes. Try to
fill in the second for yourself.
IDENTITY AND
CULTURE
Impact of mass
migration as people
move because of
climate change
CLIMATE CHANGE
NATURAL
ENVIRONMENT
Loss ofbiodiversity
3 WAG, Education for Sustainable
Development and Global Citizenship –
Information for Teacher Trainees and
New Teachers in Wales, July 2008.
WEALTH AND
POVERTY
Poorer countries
emit less CO2 but
often suffer more
from climate change
Impact of travel
and production
on CO2
CONSUMPTION
AND WASTE
Lifestyle
choices
CHOICES AND
DECISIONSHEALTH
Increase in malaria and other diseases
ACTIVITY SHEET 7 –The 7 Themes 3
32
CONSUMPTION
AND WASTE
WEALTH AND
POVERTY
CHOICES AND
DECISIONS
CLIMATE
CHANGEHEALTH
NATURAL
ENVIRONMENT
IDENTITY
AND CULTURE
33
Healthy Schools Scheme
The Healthy Schools Programme is a joint initiative between the Department for Children, Schools and Families (DCSF) and the Department of Health (DH), which promotes a whole school/ whole child approach to health. The programme has existed since 1999 and is recognised as a key delivery mechanism in the Children’s Plan (DCSF 2007) and in Healthy Weight,
Healthy Lives (DH 2008).
The Healthy Schools Scheme is
intended to deliver real benefits in
respect of:
l Improvement in health and reduced health inequalities
l Raised pupil achievement
l More social inclusion
l Closer working between health promotion providers and
education establishments
Both by achieving National Healthy
Schools Status and through parti-
cipating in the Healthy Schools
enhancement model, schools can
develop the wider thinking and
planning they will need to do to
achieve better outcomes around
health and well being for children
and young people.
Healthy Schools is not just about
children and young people, it is about
involving the whole school community.
And it’s not just what happens in the
curriculum but about the entire school
day.
Eco School Programme
The Eco Schools award is an
international programme designed to
promote environmental awareness in
a way that links to many curriculum
subjects. Eco Schools extends learning
beyond the classroom and develops
responsible citizenship attitudes both
at home and in the wider community.
The programme encourages schools to
address the environmental impact of
their school by looking at litter, waste
minimisation, healthy living, transport,
school grounds, energy and water
efficiency and global citizenship.
The Eco School process is holistic. It
works by involving the whole school
– pupils, teachers, non-teaching staff
and governors – together with
members of the local community –
parents, carers, the local authority,
the media and local organisations and
businesses.
The four levels of the award scheme
are the bronze award, silver award,
green flag award and the platinum
award. Schools renew their green
flag award every two years and on the
fourth renewal, after eight years, they
are awarded with the platinum award.
For more information visit
www.eco-schoolswales.org or
contact your Education for Sustainable
Development Officer for your local
authority.
6. ESDGC AWARD SCHEMES AND INITIATIVES
34
The scheme offers children and
young people opportunities to develop
confidence and self-esteem through
hands on learning experiences in a
local woodland environment. Through
mastering small achievable tasks
the children’s self esteem and
independence skills develop.
The Forest School Scheme is different
to the other award schemes described
previously because the teacher is
accredited with the ‘Forest School
Practitioner Award’ rather than the
school being accredited as a ‘Forest
School’.
The Forest Schools Practitioners
Award is an Open College Network
(OCN) level three qualification
awarded through Coleg Gwent. It
is aimed at teachers and other
educational professionals who wish
to develop Forest School programmes
and gain skills in and knowledge about
teaching in outdoor environments. It
involves regular and repeated visits to
local woodland with the same trained
leader. It can be used for any age or
ability but is particularly useful for the
foundation phase or as an alternative
curriculum.
For more information about Forest
Schools visit:
www.forestschoolwales.org.uk
Fairtrade Schools Scheme
The Fairtrade Schools Scheme is much
more than being awarded a certificate,
but can also make a huge different to
producers in developing countries. A
The National Healthy Schools
Programme has four themes that
relate to both the school curriculum
and the emotional and physical
learning environment in school. Each
theme includes a number of criteria
that schools need to fulfil in order
to achieve National Healthy School
Status. Although each theme covers a
different area, they are all developed
using the whole school approach so
the basic requirements are the same.
The four themes are:
l Personal, Social, Health
Education (PSHE), including Sex
and Relationship Education
(SRE) and Drugs Education (DE)
l Healthy eating
l Physical activity
l Emotional health & well being,
including bullying
For more information about the
Healthy Schools Programme visit
www.healthyschools.gov.uk
or contact your Healthy Schools
Coordinator for your local authority.
Forest Schools Scheme
The Forest School Scheme is run
through the Forestry Commission
Education Team in Wales, with the
authority providing support to schools
in the County Borough once they have
received training. There are other
private trainers around the UK who
offer courses including Bridgewater
College.
35
commitment to a fairer, more
sustainable world. The Department
For International Development
(DFID) supported partnerships that
promote global education through the
curriculum. The Global Schools
Partnership is coming to an end.
DFID developed a toolkit to help
schools sustain current Global Schools
Partnerships, this is also useful for
schools working to develop their own
global partnerships:
http://www.dfid.gov.uk/Documents/
funding/global%20schools/1824_GSP_
Sustainability%20Toolkit_LR_AW.pdf
British Council International School Award
The International School Award is an
accreditation scheme for curriculum-
based international work in schools.
The scheme provides recognition for
teachers and their schools working
to instil a global dimension into the
learning experience of all children and
young people.
The International School Award
supports schools to develop the
following:
l An international ethos embedded
throughout the school
l A majority of pupils within the
school impacted by and involved
in international work
l Collaborative curriculum based
work with a number of partner
schools
school has to meet 5 goals in order to
gain Fairtrade Status. These are –
1. Set up a Fairtrade Steering Group
2. Adopt a Fairtrade Policy
3. Commit to Fairtrade products
4. Learn about Fairtrade
5. Take action for Fairtrade
The award recognises the effort a
school is making to develop and
promote Fairtrade. Schools in Wales
also receive a flag which they can
proudly wave outside their school
(courtesy of the Co-operative
Membership Cymru Wales and
Fairtrade Wales).
There is a UK wide website for
Fairtrade Schools, where schools
upload all of their evidence, which is
assessed online. Schools need to
renew their status for two years in a
row, and then every second year after
that.
Gaining Fairtrade Status can also
contribute to both the Eco-Schools and
Healthy Schools schemes.
For more information on the Fairtrade
Schools Scheme visit www.fairtrade.
org/schools, contact Fairtrade Wales
on 029 2080 3293 or your ESDGC
Officer for your local authority.
Global Schools Partnership
Promoting global education through
the curriculum!
The Global Schools Partnership
aimed to motivate young people’s
36
children’s rights but also models rights
and respect in all its relationships:
between teachers/adults and pupils,
between adults and between pupils.
To be accredited as rights-respecting,
a school must show evidence that it
has reached all four of the standards:
1. Rights-respecting values
underpin leadership and
management;
2. The whole-school community
learns about the Convention;
3. There is a rights-respecting
ethos;
4. Children are empowered to
become active citizens and
learners.
The RRSA has been successfully
implemented across the UK and
contributes to ESDGC, Community
Cohesion and SEAL (Social and
Emotional Aspects of Learning).
To take part in the RRSA a school must
register online. There are three steps
to work through once registering –
recognition of commitment, level 1 and
level 2. Once level 2 has been achieved
it is valid for 3 years. Schools are then
contacted to apply for re-assessment.
From a school’s initial commitment
through to final assessment can take
up to four years.
As schools implement the RRSA
standards they enable children and
young people to make informed
decisions and to grow into confident,
active and responsible citizens.
l Curriculum based work across a
range of subjects
l Year round international activity
l Involvement of partner schools
and the wider community in the
UK
The International School Award is
administered by the British Council
and consists of a three-tier system.
You can apply for the foundation tier,
intermediate tier or the full award
depending on how much international
work you have done so far.
For more information about the
International School Award visit
www.britishcouncil.org/learning-
international-school-award.htm
Oxfam – Building Successful School Partnerships
Oxfam have created a comprehensive
guide to help schools create an
effective partnership.
Visit www.oxfam.org.uk/education/
teachersupport/cpd/partnerships
for more information and to access the
Building Successful School Partner-
ships guide.
UNICEF UK’s Rights Respecting Schools Award
The Rights Respecting Schools Award
(RRSA) recognises achievement in
putting the United Nations Convention
on the Rights of the Child (CRC) at the
heart of a school’s planning, policies,
practice and ethos. A rights-respecting
school not only teaches about
37
The pattern emerging from self-
evaluation by schools and local
authorities, by RRSA education
officers and assessors and by
external researchers is consistent
for all types of schools across the
UK.
The main areas of impact are:
l Improved self-esteem and
well-being
l Improved relationships and
behaviour (reductions in
bullying and exclusions and ̀
improved attendance)
l Improved engagement in learning
l Positive attitudes towards
diversity in society and the
reduction of prejudice
l Children and young people’s
enhanced moral understanding
l Children and young people’s
support for global justice
l Children and young people be
come more involved in decision-
making in schools
For more information on the Rights
Respecting Schools Award visit
http://www.unicef.org.uk/rrsa or email
38
Young people from Caerphilly county borough recently hosted a fashion show with an emphasis on ‘sustainable’ fashion.
The young people, who work with Caerphilly County Borough Council Youth Service’s ‘Hub team’, showcased their fashion designs and creations at the ‘Sustainable Style’ fashion show, held at MarkhamCommunity House recently.
The young people, together with youth workers from CCBC, colleagues from Groundwork Caerphilly, tutors and volunteers worked hard on designing and creating their items, which were made solely from sustainable and recycled materials, throughout the recent half term break.
As well as fashion workshops the ‘sustainable style’ project included music creation, street dance, creative art, and make-up workshops, which culminated in the final fashion show.
39
The workshops provided the young people with a productive, educational and fun activities to help occupy their spare time during the recent break from school.
Cllr Phil Bevan, cabinet member for education and leisure said, “It ispleasing that local young people have the opportunity to take part inactivities such as this to help fill their leisure time.
This fun, educational scheme also helps to highlight the fact that thelatest fashions needn’t come at a cost to the planet – long may schemeslike this continue.”
One young person who took part in the scheme said, “It was really goodtaking part in the workshops to get our designs ready for the fashion show. It was also good to learn about how there are so many uses for recycled materials.
I enjoyed the whole thing, and I think it’s really good that activities like this are organised for young people to take part in.”
40
together on Design Technology
projects intended to raise awareness
of sustainability issues.
Another example of a successful
ESDGC transition project is travel
planning. Transition from Primary to
Secondary school is one of the biggest
steps a pupil will take in their school
life and how they choose to travel to
their new school needs careful
consideration and planning.
Travel planning activities can easily
integrate into National Curriculum
planning as part of the year 6
Personal, Social and Health
programme, as well as contributing
to citizenship development. This
lends itself towards:
l Developing confidence and
responsibility and making the
most of abilities
l Preparing to play an active role
as a responsible citizen
l Developing a healthy lifestyle
l Developing good relationships
and respecting the differences
between people
What do you have in place to smooth
the way for children from Foundation
Phase to key stage 2, transition to
secondary school, and even
preparing for further education or
the work place? What part could
ESDGC play?
Transition
Transition from Primary to Second-
ary School can be a challenging time
for students (and their families). The
transition to a new social community
starts with an acceptance of a place
and ends when pupils feel settled and
happy in their new environment. In
order for successful transition to take
place, good liaison between second-
ary schools and their feeder primary
schools is an important part of the
equation.
ESDGC has the potential to be an
effective mechanism in helping the
transition process. Many primary
schools are now fully engaged with
ESDGC. Many primary school pupils
are aware of and/or actively involved
with ESDGC. It is vital that second-
ary schools draw on this opportunity
for pupils to find something familiar in
their new environment that they are
also excited and passionate about.
This is a challenge for secondary
schools, as learners’ knowledge and
enthusiasm can be lost with transition.
When developing transition projects
for pupils from key stage 2 and key
stage 3 to work on – ESDGC projects
have proven to be very successful. For
example, Ysgol Dinas Bran (Secondary
School) in Llangollen used ESDGC as
part of a transition project. Key Stage
2 pupils joined learners in key stage
3 during Eisteddfod week to work
7. USING ESDGC TO STRENGTHEN WELSH GOVERNMENT PRIORITIES
41
A number of Bridgend Schools have
been involved in PLC’s with an ESDGC
line of enquiry. The case studies
provide further details.
ESDGC and Literacy PLC
Schools collaborated through a PLC on
developing pupils’ literacy skills linked
to a thinking skills approach through
the context of ESDGC.
The PLC aimed
l To engage pupils in developing
their literacy (and/or numeracy)
skills through meaningful
contexts and thinking skills
methodologies
l To raise standards in pupils’
literacy skills (focusing on writing
and critical literacy)
l To develop pupils’ knowledge,
understanding and values/
attitudes in relation to ESDGC
issues
ESDGC and Curriculum Mapping PLC
A number of schools came together
to develop ESDGC within their school.
The schools decided to focus on
curriculum mapping, and evaluating
the coverage of the 7 ESDGC across
the curriculum within school.
Members of the PLC saw an increase
over the year in staff’s understanding
of ESDGC, which in turn should impact
on pupil’s learning.
Professional Learning Communities (PLC)
Professional Learning Communities
are being run within schools, and
across schools, and are focussing
on a whole variety of issues. The
purpose of a PLC is ‘improved learner
outcomes’ (Harris and Jones, 2010).
In order to strengthen, develop and
improve ESDGC within a school, the
PLC model has been proven to be
effective.
Effectively run PLCs:
l Link their improvement aims to
school development and national
priorities
l Actively participate in group
collaboration, enquiry and
decision making, enabling them
to address specific needs or
problems within the school
to bring about school improve-
ment and improve learner
outcomes
l Trial and refine strategies for
improvement and are both
accountable and responsible for
the outcomes of their collective
work
l Share their outcomes and
success with key stakeholders.
The Welsh Government have
produced a guidance document
on Professional Learning
Communities - http://wales.gov.uk/
docs/dcells/publications/120112plcen.
42
as staff have the opportunities to work
outside their departments and share
ideas and resources, which in turn will
benefit the pupils.
Community Cohesion
Community cohesion is about
inclusion, making the effort to find
out about others, treating each other
with respect and building good
relations between different parts of
the community. It is not just about
race, but is equally about, for example,
the relationships between young and
old and between residents of
different estates or residents within
a single estate.
Community Cohesion –
l Working towards a society in
which there is a common vision
and sense of belonging by all
communities,
l A society in which the diversity
of people’s backgrounds and
circumstances are appreciated
and valued,
l A society in which similar life
opportunities are available to all
l A society in which strong and
positive relationships exist and
continue to be developed.
Community cohesion describes the
ability of communities to function and
grow in harmony together rather than
in conflict. It has strong links to
concepts of equality and diversity
given that community cohesion can
only grow when society as a whole
recognises that individuals have the
ESDGC PLC in Coleg Cymunedol Y
Dderwen (Secondary School)
Coleg Cymunedol Y Dderwen decided
to set up an ESDGC PLC as many
teachers were unsure what ESDGC
was about as well as how they could
include it in their lesson planning. It
was also hoped that the PLC would
provide teachers with the opportunity
to work with other departments, share
good practice and bounce ideas off
one another.
There is a representative from each
department throughout the school on
the PLC. They aim to meet every half
term. In the PLC meetings they discuss
new ideas which staff have tried out in
their lessons, which they think might
also work well in other subjects and
generally share good practice. Coleg
Cymunedol Y Dderwen also ran
a whole school ESDGC day during
2011-2012 and the PLC meetings
were used to pass information back to
teachers within their departments on
how the day would run and for them to
have the opportunity to have a say in
how the day would operate.
The PLC has had a positive impact on
pupils learning as each member of
staff now has an idea of what ESDGC
is to be able to include it in their
lesson planning. Pupils also thoroughly
enjoyed the variety of workshops
provided on the ESDGC day and every
pupil was asked to make a promise
saying how they would help to make
the world a better place for everyone.
They would definitely recommend that
other schools set up an ESDGC PLC
43
standing of how their communities and
traditions exist within a wider context.’
‘Getting on Together’ – A Community
Cohesion Strategy for Wales 2009
More information and guidance on
community cohesion is available on the
Home Office website at
http://www.communities.gov.uk/docu-
ments/communities/pdf/151834.pdf
and on the Welsh Government website,
‘http://wales.gov.uk/topics/housingand-
community/communitycohesion/publica-
tions/strategy/?lang=en
Getting on Together – A Community
Cohesion Strategy for Wales’
http://wales.gov.uk/docs/dsjlg/publica-
tions/commsafety/091130ccstratenv1.
Families and Schools Together – FAST
Giving children a fair chance at school
and in life!
Families and Schools Together (FAST)
is for any parent or carer of a child
between the ages of three and 11 who
is interested in supporting their child’s
development. Parents and children
attend eight weekly sessions where
they learn how to manage their stress
and reduce their isolation, become
more involved in their children’s school,
develop a warm and supportive relation-
ship with their child and encourage their
child’s pro-social behaviour. After
parents ‘graduate’ from the eight-week
programme, they continue to meet
together through parents’ sessions that
occur on a monthly basis.
right to equality (of treatment, access
to services etc) and respects and
appreciates the diverse nature of our
communities.
Like any aspect of school life,
Community Cohesion is all about
creating positive relationships and
meaningful interaction about real life
issues. Community Cohesion brings
many benefits to the education of
children and young people both in
the classroom and in their all round
appreciation and understanding of
the world around them.
ESDGC has a key role to play in
developing community cohesion,
building the resilience of the school.
Teachers can help to strengthen
community cohesion by developing
the global perspective of learners,
exploring controversial issues and
encouraging learners to engage in
critical thinking, think laterally
and to partake in decision-making.
It is through addressing the ESDGC
themes, specifically Wealth and
Poverty, Identity and Culture and
Choices and Decisions, that com-
munity cohesion can be strengthened.
By learning about other cultures, as
well as developing knowledge and
understanding of their own culture,
learners will develop respect,
celebrate diversity, appreciate
their role in both the local and global
community, care for others and
develop the skill set to make informed
choices and decisions.
‘ESDGC has an important role to play
in supporting community cohesion and
ensuring that pupils have an under-
44
FAST has strong evidence of
improving children’s social skills and
reducing their aggression and anxiety.
FAST also has evidence of helping
parents make friends and reducing
their social isolation.
Families and schools together requires
active support from parents, practition-
ers and external organisations. It has
been designed to enable parents and
carers living in communities affected
by poverty to:
l Better support their children’s
education
l Take a more active role in their
child’s school
l Play a greater role in their local
community
l Develop their networks of
support with other parents,
schools and community
members
ESDGC has a key role to play in
supporting FAST by engaging
families to access community based
preventative support, encouraging
them to interact with their child’s
learning and development, to build
relationships between parents and
children, parents and schools and
parents and parents, within the local
community.
More information and guidance on
FAST is available at the Department
of Education website:
http://education.gov.uk/commissioning-
toolkit/Programme/Detail/37 or at the
Save the Children website:
http://www.savethechildren.org.uk/
resources/online-library/bringing-
families-and-schools-together-giving-
children-high-poverty-areas
Quality Mark Bronze Award
All governing bodies are now able to
work towards the Quality Mark Bronze
Award, which has been endorsed by
Welsh Government and ADEW.
Point 40 says, ‘Governors have
considered wider education initiatives,
such as those instigated by local and
national Government.’
ESDGC is a wider education initiative
and can be used as part of your
evidence for point 40.
45
Maesteg Comprehensive School have set up a Food Growing project, which will strengthen intergenerational learning and community cohesion.
Food growing can play a vital role in helping people under-stand the value of the natural environment and connecting people to healthy eating. Growing fresh and inexpensive food reduces food miles and wasteful packaging often associated with supermarket produce.
This food growing project, developed at Maesteg School supports the ESDGC (Education for Sustainable Development & Global Citizenship) programme at the school by giving pupils the opportunity to develop practical knowledge of where food comes from, how it can be grown locally and potentially how they can make money from it. They aim to develop an “Intergenerational Growing Area” which will be a shared enterprise, accessible to everyone, regardless of age, background or disability. This project will:
l introduce many to new activities;l support the transference of key skills;l promote team-work, great sense of camaraderie, inter-generational work and involve the less-able andl develop a vibrant, cohesive, socially inclusive community while promoting health and wellbeing and building confidence and resilience.
Successful partnership underpins the development of all Maesteg Comprehensive community projects. The WG guidance on ESDGC “A Common Understanding” sets the following challenge for schools. “To work with outside agencies in programmes and projects that promote ESDGC”. A 20m by 30m area of land within the school site has been developed and will see the school meeting the challenge set out above and their commitment to the community realised.
46
Key Question
Quality Indicators
Aspects
1. Outcomes
1.1 Standards
1.1.1 Results and trends in performance compared with national averages, similar providers and prior attainment
1.1.2 Standards of groups and learners
1.1.3 Achievement and progress in learning
1.1.4 Skills
1.1.5 Welsh language
1.2 Wellbeing
1.2.1 Attitudes to keeping healthy and safe
1.2.2 Participation and enjoyment in learning
1.2.3 Community involvement and decision-making
1.2.4 Social and life skills
2. Provision2.1 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
Estyn is the office of Her Majesty’s
Chief Inspector of Education and
Training in Wales. It is independent of,
but funded by, the National Assembly
for Wales under Section 104 of the
Government of Wales Act.
The purpose of Estyn is to inspect
quality and standards in education
and training in Wales.
Estyn also provides advice on
quality and standards in education
and training in Wales to National
Assembly for Wales and others;
and makes public good practice based
on inspection evidence.
Estyn Common Inspection Framework
The Common Inspection Framework
has been developed to support the
Estyn Inspection process. The
Inspection Framework is split into
Key Questions, Quality Indicators
and Aspects, as detailed below.
8. ESTYN INSPECTION FRAMEWORK FOR ESDGC
47
Key Question
Quality Indicators
Aspects
2. Provision
2.2 Teaching2.2.1 Range and quality of teaching approaches
2.2.2 Assessment of and for learning
2.3 Care,
support and
guidance
2.3.1 Provision for health and wellbeing
2.3.2 Specialist services, information and guidance
2.3.3 Safeguarding arrangements
2.3.4 Additional learning needs
2.4 Learning
environment
2.4.1 Ethos, equality and diversity
2.4.2 Physical environment
3. Leadership
3.1 Leadership
3.1.1 Strategic direction and the impact of leadership
3.1.2 Governors or other supervisory boards
3.1.3 Meeting national and local priorities
3.2 Improving
quality
3.2.1 Self evaluation, including listening to learners and
others
3.2.2 Planning and securing improvement
3.2.3 Involvement in networks of professional practice
3.3 Partnership
working
3.3.1 Strategic partnerships
3.3.2 Joint planning, resourcing and quality assurance
3.4 Resource
management
3.4.1 Management of staff and resources
3.4.2 Value for money
The purposes of an inspection is to:
l Identify strengths and
weaknesses so as to help
providers to improve quality
and standards.
l Provide an independent
published evaluation of the
quality and standards achieved
by the provider.
l Keep the National Assembly for
Wales and the wider public
informed about the standards
and quality of education and
training.
l Identify and promote good
practice and help providers to
strive for excellence.
48
l How well do learning experiences
meet the needs and interests of
learners and wider community?
l How well are learners guided and
supported?
l How effective are leadership and
strategic management?
l How well do leaders and
managers evaluate and improve
quality and standards?
l How effective are leaders and
managers in using resources?
Inspectors will use grade scales to
summarise inspection judgements and
will use the following five-point scale:
l Grade 1: Good with outstanding
features
l Grade 2: Good features and no
important shortcomings
l Grade 3: Good features outweigh
shortcomings
l Grade 4: Some good features, but
shortcomings in important areas
l Grade 5: Many important
shortcomings
The promotion of Education for
Sustainable Development & Global
Citizenship (ESDGC) is a key objective
of the Welsh Government.
ESDGC: A common understanding
for schools (July 2008) states that
‘Education for sustainable develop-
ment and global citizenship is
education that will prepare young
people for life in the 21st Century.’
The principles of an inspection is to:
l Ensure the inspection is of high
quality and responsive to the
needs of all learners
l Fully involve providers in the
inspection process
l Relate inspection to the providers
self assessment report
l Incorporate an element of peer
requirements for documentation
and preparation
l Focus inspection on priority areas
of National Assembly policy,
including tackling social
disadvantage, equality of
opportunity and sustainable
development
l Apply the principle of equality
for both Welsh and English to all
our inspection work, providing
bilingual services whenever they
are appropriate
l Be constructive in identifying
and supporting providers with
serious shortcomings
l Use the framework fairly and
consistently across all sectors of
education and training
Inspections will focus on the experiences of learners and will evaluate and report on the following key questions:
l How well do learners achieve?
l How effective are teaching,
training and assessment?
49
l The school acts sustainably, for
example in using energy, minim-
ising waste and recycling; and
l The school contributes to global
citizenship, for example through
developing an understanding of
the wider world.
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 many opportunities to gain
evidence on pupils understanding of
ESDGC, how the school manages and
promotes ESDGC, evidence of
ESDGC in early years and all key
stages and learners of all ages
being given the opportunity to
develop thinking in ESDGC.
There are also opportunities for
inspectors to consider the extent to
which extra-curricular activities help to
develop the knowledge, under-
standing, 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.
It recognises that ESDGC is not an
additional subject, rather it is
described as being about ‘the values
and attitudes, understanding and skills.
It is an ethos that can be embedded in
throughout school, an attitude to be
adopted, a value system and a way of
life.’
The Welsh Government challenges
schools to provide opportunities for
teachers and learners to consider
global issues, to make the link between
what is personal, local, national and
global, engage in culturally diverse
experiences, critically evaluate their
own values and attitudes and develop
skills that will enable them to challenge
injustice, prejudice and discrimination.
The 2010 Common Inspection Framework gives a prominent place to ESDGC. It is set out in section 2.1.4 of key question 2: How good is provision?
The guidance states
ESDGC has a clear place in subjects of
National Curriculum, such as Science
and Geography, and it is one of the
five themes in the (Personal, Social &
Health Education) PSHE framework. It
also features in the Learning Pathways
14 – 19 and in the Welsh Baccalaureate
Qualification.
Inspectors should consider the extent to which:
l The curriculum and extra-
curricular activities help pupils
to develop the knowledge,
understanding, skills and values
of ESDGC;
50
If ESDGC is identified as a line of enquiry the following questions could be used when pursuing the enquiry. (This list is not exhaustive or comprehensive).
1. The understanding, skills and
values held and applied by pupils
of sustainable development and
global citizenship?
l Do pupils understand that their
actions and those of others make
a difference globally, nationally
and locally?
l Do pupils know how they can look
after the environment?
l Are they aware that people have
different opinions about different
issues relating to ESDGC?
l Do learners feel that they have a
say in the school and the
community?
2. Teaching and learning in relation
to ESDGC
l Does the PSE curriculum pay
regard to ESDGC?
l Does the scheme of work for
Geography/ Science fulfil the
requirements of the National
Curriculum in respect of ESDGC?
l Is the evidence of cross
curricular application of ESDGC?
l Are pupils able to extend their
awareness and understanding of
ESDGC through extracurricular
work/ projects?
3. Policies and practice that
promote and implement ESDGC
l Does the school have a policy for
ESDGC?
l Does the school have a working
group to develop ESDGC?
l Is there evidence around the
school of sustainability or global
citizenship? (For example, in
displays promoting the pupils
involvement in ESDGC, in using
energy, in minimising waste, in
the illustration of relationships
with the wider world)
4. Supporting the development and
sustainability of ESDGC in the
school
l How well does the staff
understand ESDGC?
l Has there been any continuous
professional development (CPD)
to support staff in including
ESDGC in their teaching?
l Does someone in the school have
responsibility for ESDGC?
l Is ESDGC included on the
agenda of the governing body
meeting
51
Asp
ec
tB
asi
cD
eve
lop
ing
Dev
elo
pe
dE
mb
ed
de
d
Tea
chin
g
an
d
lea
rnin
g
cu
rric
ulu
m
co
vera
ge.
En
viro
nm
en
tal i
ssu
es
take
pro
min
en
ce
ove
r S
ust
ain
ab
le D
eve
lop
me
nt
or
glo
ba
l Cit
ize
nsh
ip.
Co
vera
ge
larg
ely
lim
ite
d
to s
ub
jec
t re
qu
ire
me
nts
o
r re
qu
ire
me
nts
of
Ec
o
Sch
oo
ls/ H
ea
lth
y S
cho
ols
S
che
me
s.
ES
DG
C e
xplic
itly
ad
dre
sse
d
in s
om
e s
ub
jec
ts.
Aw
ard
sch
em
e o
r sc
ho
ol
linki
ng
co
ntr
ibu
tes
to s
om
e
asp
ec
ts o
f th
e c
urr
icu
lum
.
ES
DG
C s
ee
n a
s p
rim
ari
ly
rela
tin
g t
o e
nvi
ron
me
nta
l
is
sue
s.
ES
DG
C p
lan
ne
d fo
r a
nd
ad
dre
sse
d in
ra
ng
e o
f s
ub
jec
ts.
Aw
ard
sch
em
es,
init
iati
ves,
sch
oo
l lin
ks c
on
trib
ute
to
wh
ole
sch
oo
l
cu
rric
ulu
m.
ES
DG
C in
teg
rate
d a
cro
ss t
he
wh
ole
sch
oo
l
cu
rric
ulu
m.
Dev
elo
pm
en
t o
f E
SD
GC
-re
leva
nt
un
de
rsta
nd
ing
, sk
ills
an
d v
alu
es
is m
ad
e e
xplic
it in
pla
ns.
Ou
tco
me
s fo
r p
up
ils a
re m
on
ito
red
an
d e
valu
ate
d.
Targ
ets
for
dev
elo
pm
en
t in
clu
de
d in
pla
nn
ing
.
Pu
pil’
s kn
ow
led
ge,
u
nd
er-
sta
nd
ing
, sk
ills
an
d
valu
es.
Lim
ite
d t
o s
om
e s
ub
jec
t a
rea
s a
nd
sm
all
gro
up
s o
f p
up
ils.
No
or
limit
ed
un
de
r-st
an
din
g o
f lo
ca
l-g
lob
al
re
lati
on
s a
nd
of
ES
DG
C.
Ab
ility
to
ap
ply
ES
DG
C
le
arn
ing
ac
ross
su
bje
cts
a
nd
in e
xtra
-cu
rric
ula
r
a
cti
viti
es.
Aw
are
ne
ss o
f d
ive
rsit
y
a
nd
loc
al g
lob
al
co
nn
ec
tio
ns.
Dev
elo
pin
g s
oc
ial s
kills
an
d
valu
es.
Ab
ility
to
re
late
lo
ca
l is
sue
s to
g
lob
al c
on
ce
rns
a
nd
vic
e v
ers
a.
Cle
ar
dev
elo
pm
en
t o
f u
nd
ers
tan
din
g
of
top
ica
l SD
an
d
GC
issu
es.
For
the
ma
jori
ty
of
pu
pils
, ski
lls o
f e
nq
uir
y, c
riti
ca
l a
na
lysi
s a
nd
co
m-
mu
nic
atio
n c
lea
rly
dev
elo
pe
d in
co
nte
xt.
Mo
st p
up
ils a
cq
uir
e t
he
ski
lls o
f e
nq
uir
y, c
riti
ca
l
an
aly
sis
an
d c
om
mu
nic
atio
n c
lea
rly
dev
elo
pe
d in
c
on
text
.
Pu
pils
un
de
rsta
nd
an
d a
pp
ly k
no
wle
dg
e o
f E
SD
GC
to a
na
lyse
a r
an
ge
of
inte
rpre
tati
on
s a
bo
ut
su
sta
ina
bili
ty a
nd
to
ch
alle
ng
e s
imp
lifie
d o
r
ste
reo
typ
ica
l vie
ws
of
oth
er
soc
ieti
es.
Pu
pils
dev
elo
p t
he
ir u
nd
ers
tan
din
g a
nd
ski
lls
thro
ug
h d
ec
isio
n m
aki
ng
an
d c
arr
yin
g o
ut
the
ir o
wn
in
itia
tive
s.
Pu
pils
are
ab
le t
o p
rese
nt
the
ir o
wn
fin
din
gs
to a
wid
e
ran
ge
of
au
die
nc
es.
Pu
pils
sh
are
th
eir
wo
rk w
ith
th
eir
fam
ily o
f sc
ho
ols
.
Th
e fo
llow
ing
ES
DG
C M
atri
x c
an
be
use
d a
s a
sta
rtin
g p
oin
t to
ide
nti
fy t
he
key
ch
ara
cte
rist
ics
of
ES
DG
C in
yo
ur
sch
oo
l an
d t
o e
valu
ate
ES
DG
C p
rog
ress
ion
in y
ou
r sc
ho
ol.
Th
e m
atri
x id
en
tifi
es
the
asp
ec
t a
nd
an
exa
mp
le o
f a
cti
vity
leve
l to
eva
luat
e p
rog
ress
ion
.
ES
DG
C M
atri
x
52
Asp
ec
tB
asi
cD
eve
lop
ing
Dev
elo
pe
dE
mb
ed
de
d
Pu
pils
In-
volv
em
en
t.L
arg
ely
lim
ite
d t
o t
he
invo
lve
me
nt
of
a fe
w
p
up
ils in
re
cycl
ing
an
d
oc
ca
sio
na
l in
itia
tive
s su
ch a
s ch
ari
ty e
ven
ts.
Dev
elo
pin
g p
art
icip
atio
n o
f p
up
ils
.Fo
r E
SD
GC
it is
ma
inly
c
on
ce
rne
d w
ith
en
viro
n-
me
nta
l sit
uat
ion
s a
nd
/or
on
e-o
ff e
ven
ts
Pu
pil
pa
rtic
ipat
ion
, in
clu
din
g d
ec
i-si
on
ma
kin
g, f
orm
s o
ng
oin
g p
art
of
sch
oo
l or
co
lleg
e
life.
E.g
. th
rou
gh
sc
ho
ol o
r st
ud
en
t c
ou
nc
il.
Pe
er
sup
po
rt in
, fo
r e
xam
ple
, co
nfl
ict
reso
luti
on
/ an
ti
bu
llyin
g.
Pu
pils
ma
ke r
eg
ula
r su
gg
est
ion
s fo
r a
nd
ta
ke
init
iati
ves
in E
SD
GC
pra
cti
ce
s o
f th
e s
cho
ol.
Arr
an
ge
me
nts
for
pu
pil
pa
rtic
ipat
ion
is w
ell
dev
elo
pe
d.
Pu
pils
are
ac
tive
in m
aki
ng
de
cis
ion
s a
bo
ut
wid
er
i s
sue
s in
th
e s
cho
ol.
Le
ad
ers
hip
a
nd
ma
na
ge
-m
en
t.
ES
DG
C g
en
era
lly
pe
rce
ive
d a
s ‘a
no
the
r in
itia
tive
’.
Re
cycl
ing
init
iati
ves
ma
y b
e p
rom
ote
d, a
sse
mb
lies
foc
us
on
ES
DG
C.
Invo
lve
me
nt
in s
che
me
or
init
iati
ve t
ypic
ally
re
lian
t o
n
on
e o
r tw
o s
taff
me
mb
ers
.
So
me
exp
licit
att
en
tio
n
to s
ust
ain
ab
le e
ne
rgy
p
rac
tic
e.
He
alt
hy
tuck
sh
op
se
llin
g
Fa
irtr
ad
e s
na
cks
an
d f
ruit
.
Re
mo
val o
f ve
nd
ing
m
ach
ine
s o
r ch
an
gin
g t
he
c
on
ten
ts.
Se
nio
r m
an
ag
ers
p
rovi
de
lea
de
rsh
ip
on
ES
DG
C.
Dev
elo
pm
en
t p
lan
s a
nd
po
licie
s re
fer
to E
SD
GC
.
Au
dit
of
ES
DG
C o
f c
urr
icu
lum
co
ver-
ag
e u
nd
ert
ake
n.
En
viro
nm
en
tal a
rea
in
th
e g
rou
nd
s.
ES
DG
C fo
rms
co
re p
art
of
the
inst
itu
tio
na
l ph
iloso
-p
hy
an
d p
rac
tic
e, a
nd
is m
on
ito
red
, eva
luat
ed
an
d
re
gu
larl
y d
eve
lop
ed
.
Sp
ec
ific
ES
DG
C r
eso
urc
es
an
d r
esp
on
sib
iliti
es
are
a
lloc
ate
d in
bu
dg
ets
.
Co
mm
un
ity
an
d In
tern
al p
art
ne
rsh
ips
are
we
ll
d
eve
lop
ed
.
53
ST HELENS ROMAN CATHOLIC SCHOOLINTRODUCTION
Our school is a lovely school. We have a new pond, which is being built. St Helen’s
has had lots of projects. Such as the meadow, bird tables and bird hideouts
are also being built. Other projects are the woods that we planted, allotments
for classes and we have also bought an allotment in Lansbury Park. We joined
healthy School’s in 2004/2005, We joined Eco School’s in 2005/2006 and achieved
our green flag award in 2008.
Our achievements so far include:
l Ornamental flowerbeds-we had a plant a bush/tree scheme where
families came in and planted trees and bushes and had their photos
taken.
l Allotments-each year classes grow food on their allotments-in the
summer term, this is harvested by the children, cooked by the children
and eaten by the children. One day, we even supplied organic potatoes
for the school lunchtime.
l Two woods with log circles. This is where we do our Forest School stuff
and learn about how we should look after our environment.
l We planted a meadow.
l We have just had a pond put on the school grounds.
l We are having a sensory garden put on our school field.
To achieve all this we have received support from people like Gary Hopkins,
Groundwork Caerphilly, and parents of the school, Governors of the school and
the Forestry Commission.
We do lots of work in school now on how to look after our planet and ourselves.
The school eco motto is “Taking care of our school, Taking care of our world”. Each
class has its own paper-recycling bin. We are also recycling bottles and food in out
composters.
Because we are doing lots more work about looking after the world, we are all
thinking a lot more about other things we can do. This year we are trying to save
water by having push-taps installed on all sinks.
57
Travel:
Travel Line Cymru – www.traveline-cymru.org.uk
Arriva Trains – local train operator: www.arrivatrainswales.co.uk
Network Rail Journeys: www.nationalrail.co.uk
SEWTA: www.sewalescarshare.com
Liftshare: www.liftshare.org
Traveline (personalised travel plans): www.traveline.info
Sustrans Cycle Network: www.sustrans.co.uk
CCBC Safe cycling guide/ routes: www.caerphilly.gov.uk/leisure/cycling
CCBC public transport information: www.caerphilly.gov.uk/yourservices/transportroadsandstreets
Multi Map – Plan your route: www.multimap.com
Local Walks: www.walk.visitwales.com
Leisure Activities: www.caerphilly.gov.uk/leisure/index
Walks in the borough: www.caerphilly.gov.uk/countryside
Leisure Centres: www.caerphilly.gov.uk/leisurelifestyle
Caerphilly Farmers Markets: www.caerphillyfarmersmarket.co.uk
Bridgend Farmers Markets: www.bridgendfarmersmarket.co.uk
Bridgend Tails and Trails: www.bridgendreach.org.uk/tales-and-trails
Bridgend Bites: www.bridgendbites.com
Bridgend Love to Walk: www.bridgendreach.org.uk/walking-festival
Energy & Water:
Energy Efficiency: www.energysavingwales.org.uk
Energy advice/ tips: www.electricity-guide.org.uk
Energy Saving Trust: www.est.org.uk
Carbon Trust/ carbon reduction advice: www.carbontrust.co.uk/energy
Welsh Water Dwr Cymru: www.dwrcymru.com
Water advice/ Tips: www.water-guide.org.uk
9. USEFUL WEBSITES
58
Water saving tips from the environment agency:
www.environment-agency.gov.uk
Waste Minimisation:
CCBC Waste minimisation/ recycling website: www.caerphilly.gov.uk/yourservices/environment/rubbish-waste-recycling/index.htm
Recycle Now website: www.recyclenow.com
Recycling Guide: www.recycling-guide.org.uk
Recycle More Website: www.recycle-more.co.uk
Compost Association: www.compost.org.uk
Freecycle website: www.freecycle.org
Real nappies website www.realnappies-wales.org.uk
Waste Awareness Wales: www.wasteawarenesswales.org.uk
Purchasing/ Buying Locally:
Caerphilly Farmers Markets: www.caerphillyfarmersmarket.co.uk
Bridgend Farmers Markets: www.bridgendfarmersmarket.co.uk
Fairtrade: www.fairtrade.org.uk
BBC website – learn about food miles: www.bbc.co.uk/food/food_matters/food-miles.shtml
Oxfam (Sustainable Christmas presents): www.oxfam.org.uk/unwrapped)
Find local producers in your area: www.bigbarn.co.uk
Calculate your food shopping’s carbon footprint: www.carboncalculator.co.uk/shopping.php
Bridgend Local Food Directory: www.reach4food.com
Health
Healthy Living: www.bbc.co.uk/health/healthy_living
Health Challenge Wales: http://new.wales.gov.uk/hcwsubsite/healthchallenge/?lang=en
Leisure Activities: www.caerphilly.gov.uk/leisure/index.htm
Walks in the borough: www.caerphilly.gov.uk/countryside/
Leisure Centres: www.caerphilly.gov.uk/leisurelifestyle
59
Walk your way to health: www.whi.org.uk
National Cycling Network: www.sustrans.co.uk
Travel Line Cymru – www.traveline-cymru.org.uk
ESDGC
Bridgend Environmental Education and Sustainability website: www.bridgend.gov.uk/bees
Sustainable Caerphilly Website: www.sustainablecaerphilly.co.uk
WAG ESDGC Website: www.esd-wales.org.uk
Cyfanfyd Youth Work: www.cyfanfyd.org.uk/global.hym
NGFL Cymru: www.ngfl-cymru.org.uk/esdgc
Global Connections:
Global Connections deliver training and workshops on ESDGC and have many ESDGC resources for youth clubs and after school clubs. They produced a global youth pack in 2008, which contains a wide variety of activities and games on ESDGC to work through or dip into.
www.globalconnections.org.uk/show/english/youth_community.aspx
CEWC-Cymru: www.cewc-cymru.org.uk/1408
DEA – http://www.dea.org.uk/page.asp?p=3970
The Youth of Today: http://www.theyouthoftoday.org/sustainable-development
The National Youth Agency: http://www.nya.org.uk/information/100586/109424/youthactionpriorities
School Schemes and Awards
Eco Schools – www.eco-schoolswales.org
Healthy Schools – www.healthyschools.gov.uk
Forest Schools – www.forestschoolwales.org.uk
Fairtrade Schools – www.fairtrade.org/schools
Rights Respecting School Award – www.unicef.org.uk/rrsa
School linking resources – http://schoolsonline.britishcouncil.org
International School Award – www.britishcouncil.org/learning-ie-school-partner-
ships.htm
60
Global Connections:
www.globalconnections.org.uk/show/english/youth_community.aspx
Global Connections deliver training and workshops on ESDGC and have many
ESDGC resources for youth clubs and after school clubs. They produced a global
youth pack in 2008, which contains a wide variety of activities and games on ES-
DGC to work through or dip into.
Websites with ESDGC Resources
RSPB – www.rspb.org.uk/wales
WWF – www.wwf.org.uk
RSPCA – www.rspca.org.uk
Recycle Zone – www.recyclezone.org.uk
Christian Aid – www.christianaid.org.uk/learn
Woodland Trust – www.woodland-trust.org.uk
Living and Learning with Water – www.livingandlearningwithwater.com
Water Aid – www.wateraid.org.uk
Marine Conservation Society – www.mcsuk.org
Dragon Sport – www.dragonsport.co.uk
Banana Link – www.bananalink.org.uk
Cafod – www.cafod.org.uk
Amnesty – www.amnesty.org.uk
Plan-ed – www.plan-ed.org
Send my Friend to School – www.sendmyfriend.org
Send a Cow – www.cowfiles.com
Red Cross – www.redcross.org.uk/education
Stop the Traffik – www.stopthetraffik.org
Jubilee Debt Campaign – www.jubileedebtcampaign.org.uk
World Vision – www.worldvision.org.uk
UNICEF – www.unicef.org.uk
Oxfam – www.oxfam.org.uk/education
62
CRC United Nations Convention on the rights of the Child
CO2 Carbon dioxide
DCSF Department for Children, Schools and Families
DH Department of Health
DFID Department For International Development
ESDGC Education for Sustainable Development & Global Citizenship
FSS Forest School Scheme
OCN Open College Network
PSHE Personal, Social, Health Education
NHSS National Healthy Schools Status
RRSA The rights Respecting Schools Award
SD Sustainable Development
SEAL Social and Emotional Aspects of Learning
SRE Sex and Relationship Education
UNICEF United Nations Children’s Fund
UK United Kingdom
10. ACRONYMS
63
The Education for Sustainable
Development & Global Citizenship
(ESDGC) International Charter for
School Governors was developed
following on from work undertaken
with the Governor training unit and
the development of the ESDGC
International Head teacher Charter.
Headteacher Charter
The ESDGC International Headteacher
Charter was developed in September
2006 by our Sustainable Development
Headteacher group to encourage
headteachers to sign up to make a
commitment to ESDGC in their
individual schools.
Headteachers have the option of
signing up to one of three levels:
l Standard Entry Level: Signing
the charter as a statement of
personal commitment. Displays
the school name and headteacher
name only
l Enhanced Entry Level: Signing
the charter as a statement of
personal commitment and to
share information and best
practice on ESDGC. The school
will receive information and
communicate with other
‘enhanced entry’ schools.
Displays the school name/
headteachers name and contact
details.
l Decline to sign up to the charter.
Governor Support Unit
In 2006 the Sustainable Development
Team worked with the Governor
Support Unit to provide governor
training on ESDGC.
A twilight training session was held
looking at ESDGC as a whole and
some of the initiatives that schools can
participate in (Eco Schools, Healthy
Schools, School Travel Plans and
Energy Efficiency.
The training session proved successful
with approx 40 governors attending.
Following on from the training session
the 2007 annual school governors
convention focussed on ESDGC, titled
Supporting Eco Schools – Your Choice,
Their Future. Phil Williams of Plan-it Eco
inspired the governors and linked local
and global issues to highlight how we
could all make a difference.
The governors took part in a variety of
interactive workshops to get a better
understanding of how ESDGC could be
incorporated into the school ethos and
curriculum. The ESDGC International
Headteacher Charter was promoted
at the convention to highlight the
commitment headteachers have
made to ESDGC.
At the end of the day it was agreed that
a governor working party would be
established to develop a governor
charter on ESDGC.
Caerphilly County Borough Council – ESDGC International Charter for School Governors
64
Governor Charter
A steering group was established,
which met several times to develop
the content for the governor charter.
The draft charter was shared with the
Sustainable Development Headteacher
group for comments and to ensure the
charter linked with the Headteacher
charter.
The ESDGC International Charter for
School Governors was developed and
launched at the Caerphilly Governors
Association in May 2008.
The charter was endorsed by the
Caerphilly Governor Association (CGA)
Executive and launched at the GCA
Meeting in June 2008.
Governors had the opportunity to
sign up to the charter at governor
support meetings and school governor
meetings. Every school in the
Caerphilly County Borough received
a copy of the headteacher and
governor ESDGC International
Charter to promote their commitment
to ESDGC.
ESDGC Governor Training
Following on from the launch of the
ESDGC International Charter for
School Governors it was decided to
run training sessions to support
governors supporting their schools
on ESDGC.
It was agreed to run one training
session a term focusing on one of the
topic areas identified in the charter.
Training sessions held to date:
March 2009 – School Grounds
June 2009 – Healthy Schools
October 2009 – Energy Efficiency
March 2010 – Energy Efficiency
June 2010 – Eco Schools/Waste
Minimisation
October 2010 - Waste minimisation
March 2011 – Energy efficiency
/sustainable procurement
March 2011 – ESDGC
(general overview)
June 2011 – Fairtrade & Buying locally
October 2011 – Energy efficiency
March 2012 – Energy efficiency
65
Education for SustainableDevelopment and Global Citizenship
International Charter for School Governors
Education for SustainableDevelopment and Global Citizenship
International Charter for School Governors
As Governors, in recognition of the International Charter for
Head Teachers, we believe that ESD&GC is of paramount importance to theeducational agenda and vital to the future of our communities and planet. The Charter is essential to support our school values and ethos as an integral part of school life.
We embrace our responsibilities in our leadership role in ensuring ESD&GC principles are maintained in our schools.
We will encourage our school community to be responsible toward the creation and maintenanceof a sustainable environment. Pupils can change the way people think and act. Their knowledge,
understanding and attitude to the environment will shape the strategies of the future.
We will strive to provide the appropriate support and resource to enablethe Head Teachers' Charter to succeed.
As Governors we will aim to:
SchoolGrounds
�
Identify and encourageseasonal outdoor activities
�
Support the school to develop theirschool grounds and local community
areas to assist with the delivery of environmental education
�
Support schools workingtowards the Forest
Schools scheme
Training�
Encourage the provisionof relevant training
opportunitiesfor all staff
Energy & Water�
Undertake an energy audit on a regular basis
�
Bench mark against similar school using available comparative data
�
Encourage the reduction ofwater usage and maximise
the use of naturalwater sources
WasteMinimisation
�
Encourage the schoolto reduce the amount
of waste generated�
Promote reduce reuse, recycle
GlobalCitizenship
�
Support the school toestablish international links
�
Encourage and support the schoolto look at different issues including
Fairtrade, the Fairtrade schoolsscheme, the global schools
partnership and other initiatives
Transport�
Encourage and supportthe school to look at more
sustainable travel andtake part in school
travel initiatives
Environmental Review
�
Undertake an environmental review of the school to calculatethe school's eco footprint on a
regular basis.�
Develop an action plan to improvethe overall sustainability
of the school
Healthy Living�
Encourage and support the school to participate inthe Healthy Schools Scheme
�Encourage and support the
school to focus on the healthand well being of both
staff and pupils
AwarenessRaising
�
Encourage the school to hold anenvironmental day to raise awareness
of ESD & GCto the whole school community
�
Encourage the school to uselocal facilities to continuously
develop ESD & GC as a corevalue of the school
For ESD & GC to continue to develop in our school, we will encourage and support the school to work towards the following suggestions: