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Caring for our World. Some BIG IDEAS with extracts from ‘Caring for Our World’ to illustrate thinking sustainably with young children. Citizenship and stewardship Interdependence Needs and rights of future generations Diversity Quality of life Sustainable change Uncertainty and precaution

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Presentation Transcript
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Caring for our World

Some BIG IDEAS with extracts from ‘Caring for Our World’ to illustrate thinking sustainably with young children

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Citizenship and stewardship
  • Interdependence
  • Needs and rights of future generations
  • Diversity
  • Quality of life
  • Sustainable change
  • Uncertainty and precaution

Holland Report (1998) A Report to DfEE/QCA on Education for Sustainable Development in the Schools Sector from the Panel for Education for Sustainable Development

Some big ideas about Sustainable Development

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Some big ideas about Geography

Space

Cultural Understanding & Diversity

Place

Enquiry

Inter- dependence

Scale

Physical & Human Processes

Environmental Interaction & Sustainable Development

slide4

Thinking about Sustainable Schools

www.teachernet.gov.uk/sustainableschools

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•citizenship and stewardship

• needs and rights of future generations

• sustainable change

• uncertainty and precaution

  • geography
  • science
  • literacy
  • citizenship

Sustainable Energy: making choices

food for thought food and farming
Food for Thought - Food and Farming

Key ESD Concepts

  • Citizenship and stewardship
  • Diversity
  • Sustainable change
  • Uncertainty and precaution
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Were does food come from?

What can we cook?

Practical Participation

Edwalton Primary

food and farming where does our food come from
Food and Farming – where does our food come from?
  • Citizenship and stewardship
  • Knowledge that animals and crops need to be cared for if a farm is to be successful
  • Diversity
  • Some understanding of the components needed for a successful farming environment.
  • Sustainable change
  • Developing awareness of current and future roles we might have as a community in relation to sustainable farming
  • Uncertainty and precaution
  • Ability to think about different ‘what if?’ scenarios and solutions e.g. if animals become sick, the weather is especially bad etc
  • Other Geography outcomes
  • Development of relevant farm and landscape vocabulary
  • Interdependence and global food trade

www.face-online.org.uk/

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Participation: school grounds, local community

First hand experience

Outdoor classroom

Wellies on Friday & working with the community at Johnstown, Carmarthen

Reception children designing and exploring their outdoor area

Saron, Ammanford

forest schools
Forest Schools
  • Interdependence
  • Citizenship and

Stewardship

  • Diversity
  • Quality of life

Winkleigh Primary School, Devon

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‘cos it’s a spoon!

That’s un-natural

How do you know?

You don't find spoons in the wood!

some forest school links
Some Forest School links
  • ECM 1: Be Healthy
  • ECM 2:Stay Safe
  • ECM 3:Enjoy and Achieve
  • SEAL – Forest School has a strong emphasis on social and emotional learning in the context of natural environments
  • Personalised learning: a guiding principle of Forest School is that it uses pupils’ interests as a starting point for learning
forest school children s voices
Forest School: Children’s voices

While sitting around the campfire in the rain having made pancakes:

Tom: ‘Mmm I love pancakes. I’ve got lemon and sugar on mine. It tastes yummy’

Daisy ‘Mmm I like eating pancakes in the rain. It’s soggy and soft!’

Izzy: ‘I like pancakes. I didn’t know I liked pancakes!’

Collecting sticks:

Joshua:I have to collect thin sticks the same size as a pencil. I have 1,2,3,4,5,6.

Lauren:I have 1,2,3,4,5. You have one more than me. I’m going to find some more… That’s too long. I will break it in half. I’ve got 2 more!’

walking bus
Walking Bus

I like walking to school even when it’s raining!

Interdependence

Citizenship and Stewardship

Quality of life