“the past cannot be changed. the future is yet in your...

“The past cannot be changed. The future is yet in your power.”Hugh White

IDEAS FOR THE CLASSROOM

What is it?Education for Sustainable Development (ESD) opens a debate about how we want to live our lives and what we think is important, challenging assumptions about what leads to real ‘quality of life’. It increases our understanding of the interdependence of all life on earth, and makes us think about the consequences of our decisions and actions, both locally and globally; now and in the future.

“ESD is about developing pupils’ skills and confidence as informed and active citizens. It has to involve pupils and take learning beyond the classroom to show they can change things for the better.”Cross-curricular Coordinator, Royton and Compton School

Why is it important?“The well-being of all future generations depends on the skill and effectiveness with which we inform and inspire the knowledge base and values of those currently in our schools… it ultimately comes down to individual teachers and whole departments seizing hold of this challenge in their own classrooms in their own schools. As parents, teachers, or education professionals, we all have a part to play in this turning point.”Jonathon Porritt

Will young people be interested?“Why should [young people] worry about the 90 million annual increase in the world’s population ... the 400 million unemployed in the ‘South’... ozone depletion, drought, famine and poverty? There is one very obvious reason. Anyone... over the age of 50, given reasonable good luck, can expect life to go on much as it is now until we achieve our generous life expectancy. Those... between 20 and 50 will need unusually good luck for that to happen and anyone under 20... has no chance at all. Something is going to have to change...”George Walker, Head of the International School, Geneva

How does it fit into the curriculum?ESD is an approach to the whole curriculum and management of a school, not a separate subject. The key concepts can be delivered across different areas of the curriculum such as geography, science, personal/social/moral education and citizenship.

What are the key learning outcomes for ESD?The following are generally agreed to be key learning outcomes for ESD:

Knowledge and understanding• How natural processes work

• That the environment and the human condition are inextricably linked

• How meeting human needs and wants affects the environment

• That the earth’s resources are finite and precious, and access to them unequal

• That the earth’s resources need careful management

• How pupils’ own lives and actions connect with the lives and actions of others – locally, nationally and globally; past, present and future (globalisation and interdependence)

• That quality of life is not just dependent on standard of living

• An understanding of the place of individual and collective rights and responsibilities

• How personal values and beliefs can affect behaviour

• How people around the world are responding to the challenge of sustainable development

• How the processes of decision-making work and how to take part in them.

Skills• Cooperation and conflict resolution

• Critical thinking

• Negotiation

• Problem-solving

• Reasoned debate/ability to argue effectively

• Informed decision-making

• Creativity; ability to envision alternatives

• Ability to challenge injustice and inequalities

• Research and data handling.

Values and attitudes• A sense of identity and self-esteem

• A commitment to the well-being of all living things

• Value and respect for diversity

• A commitment to social justice and equity

• Empathy and awareness of other points of view

• A desire to participate

• A belief that working with others can make a difference

• A belief in a positive future.

IN FOCUS

QUESTION TIME

1. What sort of bear is this?

Where does it live?

What does it eat?

2. How do scientists study polar

bears? What sort of things do they

find out about them? Why do they

do this?

3. Which is the most ‘dangerous’ –

a polar bear or a child? Why?

4. Think about an average day in the

life of a child. What does it need?

life of a baby polar bear. How do

its needs differ from those of a

child?

6. How do we contribute to climate

change when we meet the needs of a child?

7. How do these needs change as the child and the bear get older?

8. What is climate change? What causes it?

9. What sort of things would people need to study in order to find out if the

climate is changing?

10. How will climate change affect the environment?

11. How will these changes affect polar bears?

12. How will these changes affect humans?

l © 1

ildlif

WWF-UK

Panda House, Weyside Park, Godalming, Surrey GU7 1XR

01483 426444 f: 01483 426409 www.wwflearning.org.uk

What is climate change? Pupils prepare a news feature about this issue. They might wish to use the following websites to research their report:

For 7-14 year olds

www.stopclimatechaos.org/facts.asp

www.defra.gov.uk/environment/climatechange/schools

www.environment-agency.gov.uk/fun

www.bbc.co.uk/climate

For 11-14 year olds

www.guardian.co.uk/flash/0,5860,1267004,00.html

Lines of enquiry they could follow include:

What do we need to know about polar bears in order to work out how they’ll be affected by climate change?

www.panda.org/about_wwf/what_we_do/species/

index.cfm

How will wildlife in the UK be affected by climate change?

www.rspb.org.uk/climate/facts/britishwildlife.asp

www.woodland-trust.org.uk/campaigns/briefingsmore/

climatechange.htm

www.naturedetectives.org.uk/

How will people be affected – in the UK, and abroad?

What causes climate change?Ask pupils to create a mapping diagram using a large sheet of paper to display the photos and information boxes on

www.wwflearning.org.uk

Invite pupils to keep a daily record and create a mapping diagram to show how their own activities are linked to climate change. They could use a carbon calculator to explore the effects.

www.bp.com/extendedsectiongenericarticle.do?

categoryId=9008204&contentId=7015209

What do people know about climate change?Pupils design, conduct and evaluate a survey to gauge public awareness about the issue. They should then think about how they might improve understanding and encourage people to become actively involved in seeking solutions.

How can we stop climate change?Prepare a report outlining what needs to be done by parents, school governors, shops, local authorities, national governments, etc.

www.est.org.uk/myhome/whatcan/

lowcarbonlifestyle

http://news.bbc.co.uk/1/shared/spl/hi/uk/06/

electricity_calc/html/1.stm

Ask them to think about what they are going to do about climate change. They could prepare a personal action plan and share it with other people.

Remember: It’s not that we all could make a difference; the fact is that we all do make a difference. Make sure that you’re making a positive difference.

Time to stop and think!Ask pupils to reflect on the following:

• I think the key issues about climate change are…• Studying this topic has helped me to think about…• In future I will…

Invite pupils to reflect on the quote on the front of the poster. How does this relate to climate change?

These activity ideas fit within a learning cycle approach. Visit the Teaching and Learning section of www.wwflearning.org.uk for more information and activities. Also look out for the Climate Chaos information pack which you can download free from the Resources Centre.

Welcome

Welcome to Learn – WWF’s termly poster resource for schools

Each term we will provide a poster with thought-provoking images for you to display in your school. On the reverse will be key questions, plus some simple activity ideas for your pupils. Our first issue looks at the topical issue of Climate Change. Complementary resources and information about our Sustainable Schools programme can be found on our website – www.wwflearning.org.uk.

We really hope you enjoy Learn and look forward to your feedback and comments, plus your ideas for themes you would like covered in future issues. You can contact the Learn team by emailing [email protected] or write to us at the address below.

Walking with a purposeHave fun and raise vital funds to protect snow leopards in Nepal’s Sacred Himalayan landscape. Your school could be part of something big by joining in WWF Walk for Wildlife throughout October. Find out more at www.wwf.org.uk/walk/takepart

Not just windmills and woodlandsTeachers are being encouraged to transfer sustainable development from the classroom to the school campus and community in a new consultation launched by the Department for Education and Skills in May.

The consultation, running throughout the summer term, will get schools and their communities thinking about how they can become models of sustainable development, and what support they need to do this. The consultation puts teachers in a great position to help their school leadership teams understand the importance of sustainable development – and to show that it’s about a lot more than recycling bottles or giving to charity. The deadline to contribute is 1 September 2006.

To find out more, go to:www.dfes.gov.uk/consultations

Answers: 1. Polar bear. Arctic. Seals, fish, beluga whales, sea bird eggs 3. People cause climate change. Polar bears are likely to become extinct within the next 100 years as a result of climate change. The polar bear population in Canada’s western Hudson Bay has declined from around 1,200 bears in 1987 to less than 950 bears in 2004. 6. e.g. Energy used to heat the home, fuel used to transport food and clothing, energy used to manufacture clothing and household goods, materials used to build homes, roads, shops, factories, schools 7. ‘Needs’ and ‘Wants’ become confused as humans grow older and become exposed to advertising, peer pressure, etc. 8. Fossil fuels -> greenhouse gases -> greenhouse effect -> global warming -> climate change 10. e.g. Melting ice caps, rising sea levels, more extreme storms, drought, loss of habitats, extinction of species, decline in agricultural productivity 11. Loss of ice will affect hunting, causing starvation and extinction in wild.

QQQQQQQ

• Negotiation

• Problem-solving

IN FOCUS

QUESTION TIME

Where does it live?

What does it eat?

do this?

child?

l © 1

ildlif

WWF-UK

For 7-14 year olds

For 11-14 year olds

index.cfm

climatechange.htm

lowcarbonlifestyle

Welcome

QQQQQQQ

• Negotiation

• Problem-solving

IN FOCUS

QUESTION TIME

Where does it live?

What does it eat?

do this?

child?

l © 1

ildlif

WWF-UK

For 7-14 year olds

For 11-14 year olds

index.cfm

climatechange.htm

lowcarbonlifestyle

Welcome

QQQQQQQ

• Negotiation

• Problem-solving

IN FOCUS

QUESTION TIME

Where does it live?

What does it eat?

do this?

child?

l © 1

ildlif

WWF-UK

For 7-14 year olds

For 11-14 year olds

index.cfm

climatechange.htm

lowcarbonlifestyle

Welcome

QQQQQQQ

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