Northern Sustainable Schools Conference York 7 th February 2008 York 7 th February 2008.
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Transcript of Northern Sustainable Schools Conference York 7 th February 2008 York 7 th February 2008.
Northern Sustainable Schools Conference
Northern Sustainable Schools Conference
York7th February 2008
York7th February 2008
Welcome to the Rainforest
Welcome to the Rainforest
A Vision for Children and Young People’s Services in
Tameside
A Vision for Children and Young People’s Services in
TamesideT A M E S I D E
The Forest Floor – rich in life and nutrients, feeding the whole system
Canopy – buzzes with life and resonates with activity
Understorey – might be more hidden but teems with life and energy
Emergents – getting stronger and pushing higher
Sustaining the Rainforest
The 5 Outcomes Rainforest
Enjoying and Achieving
Healthy and Safe
Economic Wellbeing and Positive Contribution
A Universal Message
Shaman Amesina with novices, rainforest
Surinam
Professor David Bellamy with pupils,
Canon Burrows C of E Primary Tameside
Vision and VentureVision and Venture• “Vision is not enough: it must be combined with
venture. It is not enough to stare up the steps. We must step up the stairs.” Vaclav Havel
• “Vision is not enough: it must be combined with venture. It is not enough to stare up the steps. We must step up the stairs.” Vaclav Havel
VISION IMPACT
ABILITY
What do we believe in?
How can we deliver?
What difference can we
make?
A Five Point FrameworkA Five Point Framework
Possible Impact:• Environmental
damage• Climate change• Hostile neighbours• Reliance on
friendly partners
Possible Impact:• Environmental
damage• Climate change• Hostile neighbours• Reliance on
friendly partners
Definite Impact:• How we respond to
these problems
Definite Impact:• How we respond to
these problems
Jared Diamond, “Collapse: How Societies Choose to Fail or Succeed”
The Challenges (the James Martin 21stC School)
The Challenges (the James Martin 21stC School)
• Environmental problems• Extreme inequalities in wealth• World population growth and
distribution• Global food shortages• Rapid technological change• Forms of outright warfare• Other historically recurring risks
• Environmental problems• Extreme inequalities in wealth• World population growth and
distribution• Global food shortages• Rapid technological change• Forms of outright warfare• Other historically recurring risks
21stC CurriculumAnn Shaw 21stCenturySchools.com
21stC CurriculumAnn Shaw 21stCenturySchools.com
• Twenty-first century curriculum has certain critical attributes. It is interdisciplinary, project-based, and research-driven. It is connected to the community – local, regional, national and global. Sometimes students are collaborating with people around the world in various projects. The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments.
• Twenty-first century curriculum has certain critical attributes. It is interdisciplinary, project-based, and research-driven. It is connected to the community – local, regional, national and global. Sometimes students are collaborating with people around the world in various projects. The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments.
21stC Curriculum21stC Curriculum
• The classroom is expanded to include the greater community. Students are self-directed, and work both independently and interdependently. The curriculum challenges all students.
• The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated. Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects.
• The classroom is expanded to include the greater community. Students are self-directed, and work both independently and interdependently. The curriculum challenges all students.
• The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated. Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects.
Some ImplicationsSome Implications
• Good science bad science• Meaningful consultation – and
actions arising• Joining up service delivery• Everybody’s business (what does
that mean at school and LA level?)• Local indicators• 5 guiding principles
• Good science bad science• Meaningful consultation – and
actions arising• Joining up service delivery• Everybody’s business (what does
that mean at school and LA level?)• Local indicators• 5 guiding principles
Un(b)locking the DoorsUn(b)locking the Doors
• Food and Drink– Work with different agencies– Healthy choices– Hygiene factors– Alcohol (and smoking)
• Energy and Water– Renewable energy – New build schools– Pupil consultation
• Food and Drink– Work with different agencies– Healthy choices– Hygiene factors– Alcohol (and smoking)
• Energy and Water– Renewable energy – New build schools– Pupil consultation
Un(b)locking the doorsUn(b)locking the doors
• Travel and Traffic– School travel plans– Safe cycling– Walking buses– Road safety
• Purchasing and Waste– The recycling centre– Litter talks– Tameside markets
• Travel and Traffic– School travel plans– Safe cycling– Walking buses– Road safety
• Purchasing and Waste– The recycling centre– Litter talks– Tameside markets
Un(b)locking the doorsUn(b)locking the doors
• Buildings and grounds– BSF and beyond– Use of the grounds– Plastic benches!
• Inclusion and participation• The Student Voice in the Tameside
Rainforest (DVD)
• Buildings and grounds– BSF and beyond– Use of the grounds– Plastic benches!
• Inclusion and participation• The Student Voice in the Tameside
Rainforest (DVD)
Un(b)locking the doorsUn(b)locking the doors
• Local well-being• Local well-being
Un(b)locking the doorsUn(b)locking the doors
• The Global dimension - bringing it home
• The Global dimension - bringing it home