esdgc co.uk governor toolkit€¦ · knowledge, values and skills to participate in decisions about...

www.sustainablecaerphilly.

co.ukESDGC Governor

Toolkit

ESDGC Governor

Toolkit

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.

3

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

4

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

5

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)?

6

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.

7

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.

10

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

11

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

12

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

13

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

14

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

16

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

17

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.

18

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

19

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

20

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.

21

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?

22

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.

24

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

25

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

26

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

27

ACTIVITY SHEET 4 – Primary School Virtual Tour

ACTIVITY SHEET 4 – Primary School Virtual Tour

28

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

29

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


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


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?

30

Target 4: To further develop the role of the Governors in supporting and monitoring school improvement


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


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


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.

31

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

[email protected].

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.

pdf

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.

pdf

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:

A greener place to live, work and visitMan gwyrddach i fyw, gweithio ac ymweld