1. 216mm You can download this publication or order copies online at: http://publications.teachernet.gov.uk/ Search using the ref: DCSF-00778-2007 Copies of this publication can also be obtained from: Department for Children, Schools and Families Publications PO Box 5050 Sherwood Park, Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 Please quote ref 00778-2007PCK-EN PPAPG/D35(4072)/0809/52 Crown Copyright 2009 Published by the Department for Children, Schools and Families Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged. For any other use please contact licensing@opsi.gov.uk This project has been printed on uncoated 9lives Offset paper. This is a true recycled content paper, NAPM approved and made of 100% post-consumer reclaimed material which may be recycled, composted or incinerated for energy recovery. The paper is totally chlorine free and the paper mill is certified to both the EMAS and ISO 14001 environmental management standards. A lithographic print process was employed using vegetable inks throughout. The Department for Children, Schools and Families sources its paper through the Recycled Printing Papers (RPP) Framework established by Government to mainstream the use of recycled paper in printing, copying and publications. This document has been produced to support the Sustainable Schools Strategy. For more information, go to www.teachernet.gov.uk/sustainableschools Sustainable Schools Teaching Resource Secondary SustainableSchoolsTeachingResourceSecondary 303 mm 206 mm 303 mm 11mm30mm 11 mm www.teachernet.gov.uk/sustainableschools 4072_SSTR_folder_SEC:3676 SSTR_folder_SEC 5/8/09 11:50 Page 1

2. Introduction to the units The following teaching units take a number of different approaches to helping pupils understand some of the issues of sustainable development. Links to the Sustainable Schools National Framework doorways are indicated on each unit: Food and drink Buildings and grounds Energy and water Inclusion and participation Travel and traffic Local well-being Purchasing and waste Global dimension Each unit is a guideline for a lesson and contains practical advice, guidance on what learning objectives, resources to support the aims, advice on additional sources of information and structured activities for the classroom. All of the units need to be read through carefully before being used as they are not off the peg lessons. Some preparation will be required, either in obtaining the recommended resources or adapting material for individual group needs and abilities. Each of the units has a particular curriculum focus, however the scope of sustainable development and the issues around mean that other National Curriculum subject skills or content are covered, or touched upon in many of the units. That information for each key stage is listed below rather than on every single unit. For all the units the main subjects covered are: geography, science, and citizenship. All of the units draw out key skills and processes for those subjects. In addition the general activities and some of the content support the delivery of other subject areas, such as English, ICT, history, design and technology and RE. On some occasions that is included in the actual unit if it is relevant only on the one occasion. Differentiation In each of the teaching units there are opportunities for differentiation. This can be done by extending some of the issues and questions raised to provide pupils with further research. Many of the units are suitable for being reduced down to simple one issue approaches with more in-depth work on understanding terms and establishing a clear interpretation of what they mean in the pupils own lives. Many of the units suggest working in groups, greater emphasis on presenting conclusions from group work would also allow for differentiation. 3. New changes in the Key Stage 3 curriculum The revised Key Stage 3 curriculum affects some of these teaching units mainly through the geography and science curriculum. Each subject has renewed emphasis on encouraging greater investigation skills and taking on board the moral and ethical dimensions of information. The approaches within the units support the changes and provide opportunities to develop the new aims. Emphasis on discussion and group work also helps in engaging pupils with the increased demands for pupils to discuss their learning and formulate arguments to support understanding and demonstrate knowledge. Pupils are encouraged to spend time reflecting upon information and how to interpret it. For further information about the secondary curriculum, visit http://curriculum.qca.org.uk/ Key Stage 3 English All the units provide opportunities for pupils to develop a range of speaking and listening and reading skills. They will encourage pupils to produce a range of writing for different audiences and purposes. Some of the units contain opportunities for pupils to participate in a range of drama activities and techniques to explore ideas and issues. The resources advised for these units will mean that pupils will explore different types of text and examine the media. There is investigation of how meaning is conveyed in texts, how to make choices of form, why some layout and presentation is used. Pupils may also be asked to examine the nature and purpose of media products influence content and meaning. Mathematics There are opportunities for some of the units to support aspects of the mathematics curriculum by encouraging pupils to handle and interpret data. In those cases there are also opportunities in this unit to do numerical calculations and to handle data. Science For those units where science is not a clear focus there are still opportunities for pupils to learn about the interplay between empirical questions, evidence and scientific explanations using contemporary examples. Pupils can learn about the importance of sustainable development from a scientific perspective and possibly about the conservation of energy. A couple of the teaching units contain issues about Health that provide opportunities for pupils to investigate and examine and record evidence. Questions concerning technological advancement and access can be raised. The units also encourage the requirement of sharing developments and common understanding across disciplines and boundaries. Art and design There are opportunities across the units for pupils to investigate and make art, craft and design in order to communicate their ideas. Citizenship In addition to the specific areas of the citizenship curriculum all the teaching units encourage pupils to understand the world as a global community. They are provided with opportunities to think about topical issues and to contribute to group and exploratory class discussions. 4. Pupils understanding about becoming informed citizens will be raised and they will develop skills of enquiry and communication, participation and responsible action. They also encourage pupils to: reflect on different opinions, ideas, beliefs and values by exploring topical and controversial issues and problems research, plan and undertake enquiries into topical and controversial issues and problems using a range of information and sources analyse and evaluate sources used, identifying different values, ideas and viewpoints and recognising bias. Design and technology There are opportunities in the units for pupils to be taught to develop, plan and communicate ideas. In some of the units pupils can be asked to evaluate processes and products and develop understanding of materials and components. They can also be asked learn to identify and use criteria to judge the quality of other peoples products, including the impact beyond the purpose for which they were designed. Geography In addition to specific elements of the geography curriculum most of the teaching units address the key concepts of: scale; interdependence; environmental interactions; physical and human process; and cultural understanding and diversity. The units also encourage enquiry and communication. History There are opportunities to use some of the units to support aspects of the history curriculum by improving pupils knowledge and understanding of events. ICT All of the teaching units contain research opportunities using ICT, which can be extended to sharing information. Specifically there are opportunities for pupils to learn: how to collect, enter, analyse and evaluate quantitative and qualitative information, checking its accuracy; to develop and explore information, solve problems and derive new information for particular purposes; how to interpret information and to reorganise and present it in a variety of forms that are fit for purpose Post-16 teaching units The two teaching units for post-16 are designed primarily to draw out issues associated with geography, however they also strongly support citizenship, and general studies. They both provide a good framework for a discussion and investigation-led study. All the units will improve communication skills and ICT skills. Further information about Sustainable Schools is available at www.teachernet.gov.uk/sustainableschools 5. Sustainable Schools National Framework doorways Subject focus KEY STAGE 3 Chinas Footprint How changes in Chinas economy has affected its own society and natural environment. Geography Citizenship Opportunities for science and history A Picture of Health The meaning of health and differences between the developed and developing countries. Geography Citizenship Shop til the Earth Drops About consumerism and sustainable levels of consumption. English Geography Citizenship Millennium Development Goals How the MDGs relate to pupil experiences and peoples lives in the UK. Geography Citizenship PSHE Conflict How major conflicts affect the lives of those involved and the importance of resolving them. PSHE Geography Citizenship One Planet Olympics Exploring the sustainability of the 2012 London Games. English Geography Citizenship Summary of Secondary units 6. Sustainable Schools National Framework doorways Subject focus POST-16 Measuring Sustainability Students investigate the general principles of sustainable development and learn how to think logically and constructively about significant problems. Geography Tourism The costs and benefits of tourism on the economy and the environment, particularly in developing countries. Travel and tourism Geography Summary of Secondary units 7. Sustainable Schools Teaching Resource: Secondary Chinas Footprint Key Stage 3 Focus: Geography and Citizenship (strong links can be made with Science or History) About this unit The purpose of this unit is to explore how the recent changes in Chinas economy are affecting its own society and natural environment, and the environment, economy and people at a global level. The development of China provides an opportunity to examine the ways in which the environment, economy and society are inter-related and dependent on one another. Chinas economy is among the fastest growing in the world and is opening out through international investment and trade. Economic development brings environmental costs as well as benefits. China is already a major source of greenhouse gases and, as a result of its rapid growth rate, it has been predicted that by 2050 China will be the largest emitter of carbon dioxide in the world. Its soaring energy demand is becoming a key factor in global energy use. In addition, this unit explores how China is recycling waste from other countries and using it as raw materials for new manufacturing. The UK currently ships 40 million tons of waste to China for recycling every year. 8. Intended outcomes By the end of this unit pupils will: understand the importance of the role of China in the world economy describe its recent economic growth and some of the social, economic and environmental impacts of this growth identify the impacts of Chinas rapid growth on its environment identify some of the impacts that Chinas growth is having on other countries in the world both as customers and suppliers understand the benefits and disadvantages of Chinas growth for China and for other countries in the world have developed their own opinions about China in the context of sustainable development and be able to offer some positive suggestions for the future. Key resources Printed resources World in Focus: China by Ali Brownie Bojang and Nicola Barber, Hodder Wayland (2006) Countries of the World: China by Carole Goodard, Evans Brothers (2004) The Changing Face of China by Stephen Keeler, Raintree (2002) A map of China and a map of the world. Websites Global Eye: www.globaleye.org.uk/secondary_spring04/eyeon/index.html Various articles from BBC News: http://news.bbc.co.uk/hi/english/static/in_depth/world/2002/ disposable_planet/waste/chinese_workshop http://news.bbc.co.uk/1/hi/programmes/from_our_own_ correspondent/6180310.stm http://news.bbc.co.uk/1/hi/business/4831734.stm http://news.bbc.co.uk/1/hi/sci/tech/2860461.stm Planet Ark: www.planetark.com/dailynewsstory.cfm/newsid/35391/ story.htm The Guardian: www.guardian.co.uk/china/story/0,,1781100,00.html Earth Policy Institute: www.earth-policy.org/Updates/2005/Update46_data.htm Sustainable Schools: www.teachernet.gov.uk/sustainableschools Section on An Inconvenient Truth and China available in Climate Change Film Pack Guidance for teaching staff Doorways: a sustainable schools assembly series This unit builds on assemblies: 3 Saving energy and water 5 Make fair trade your habit 7 Decisions in our school 8 Happiness and well-being Download at www.teachernet.gov.uk/sustainableschools 2 Sustainable Schools Teacher Resource: Secondary 9. Chinas Footprint Key Stage 3 3 Curriculum links Citizenship This unit provides opportunities for pupils to express and explain their own opinions to others through discussions, formal debates and voting. Pupils will be taught to: engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems (2.1a) analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias (2.1c) communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate (2.2b) justify their argument, giving reasons to try to persuade others to think again, change or support them (2.2c) debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people (4a). Geography Under the revised Key Stage 3 framework extra emphasis is placed on the moral and ethical dimensions of understanding and interpreting geography. This unit provides opportunities for pupils to: understand the interactions between places and the networks created by flows of information, people and goods (1.2a) know where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people (1.2b) understand that the physical and human dimensions of the environment are interrelated and together influence environmental change (1.6a) explore sustainable development and its impact on environmental interaction and climate change (1.6b) appreciate the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies (1.7a) ask geographical questions, thinking critically, constructively and creatively (2.1a) collect, record and display information (2.1b) analyse and evaluate evidence, presenting findings to draw and justify conclusions (2.1d) use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data (2.3a) construct maps and plans at a variety of scales, using graphical techniques to present evidence (2.3b). History There are opportunities in this unit to analyse and explain the reasons for and results of, recent historical events in China. Science Pupils will learn about: how human activity and natural processes can lead to changes in the environment (3.4c). 10. Learning objectives Possible teaching activities Learning outcomes 1. WHY CHINA? Points to note Pupils should learn: why China is important on a global scale now and will continue to be so in the future. Put the map of China and the map of the world up so that the pupils can see it. Ask pupils to brainstorm what they think of when they think of China. Record their thoughts on a board or large sheet of paper. (This can be used as a baseline assessment and redone at the end of the unit). Ask pupils if they think it is important to learn about China. Point out that it is the most populous country in the world, many of the products in our shops come from China and many UK jobs are being transferred to China. Ask pupils, working in pairs or small groups, to go to www.globaleye.org.uk/secondary_spring04/eyeon/index. html and to work through this website, following the links. Ask them to identify the key issues for sustainable development (e.g. inequality, poverty, pollution, e-waste, HIV/AIDS) and what the current status for each is in China. Draw a graph following the rate of Chinas population growth over the last century. Pupils: learn about China and its recent political and economic history identify the factors that have led to Chinas rapid economic growth appreciate the importance of China in the world today. Resources Images of China by David Waugh and Chris Rowley (Geopix 2000) A CD-ROM with photos and maps around 16 topics. Background information Download issue 8 of Global Eye www.globaleye.org.uk/archive/ index.html and use the pages on China for background information. For further background information about China go to www.enchantedlearning.com/ asia/china Go to www.msnbc.msn.com/id/ 7693580/site/newsweek and click on the button Chinas Might to watch a slide show exploring Chinas people, culture and religion. 4 Sustainable Schools Teacher Resource: Secondary 11. Learning objectives Possible teaching activities Learning outcomes 2. CHINAS ENVIRONMENT Points to note Pupils should learn: to assess the nature and possible consequences of Chinas growth about the impact that the growth is having on the Chinese people and their environment. Using the graph of population growth from the last lesson as a prompt ask the pupils to consider the following when carrying out the next activity: food availability; access to health care, education, water and housing. Divide the class into groups and hand out a selection of newspaper articles about China to each group ask them to find out what this tells them about China. Then assign each of the groups one of the issues listed below and ask them to carry out research to explain the effects it is having on Chinas environment: urban growth pollution wealth gap manufacturing growth energy provision. Each group should produce a PowerPoint or visual presentation (using graphs and prediction tools) of the information they find out. Debate China is only copying the West in trying to have industrial development; therefore the Western Governments have no right to tell China to stop. Pupils: consider how specific aspects of Chinas growth may have an impact on key aspects of sustainable development consider how the growing population is having an impact on Chinas natural resources. Resources Article from The Guardian, China's 15-year lesson in how not to build a dam www.guardian.co.uk/international/ story/0,,1779337,00.html Curriculum links Science: the importance of sustainable development. ICT: research Chinas Footprint Key Stage 3 5 12. Learning objectives Possible teaching activities Learning outcomes 3. GLOBAL IMPACT Points to note Pupils should learn: to recognise the links between their own lives and China the impact that Chinas growth is having on development in Africa. Discuss the inward impact from abroad with pupils, e.g. China joining the World Trade Organization (WTO), foreign investment, job relocation in China. Ask pupils why China is attractive to foreign firms, e.g. low wages, largest consumer market in the world. Ask pupils to check their own clothes are any of them made in China? Find out if there are any local firms that have relocated, or are thinking of relocating to China. Share the information they have researched with the rest of the class. Discuss the way in which China is becoming the destination for many recycled products from the West including e-waste and plastics. Ask the pupils to view the photo-essay at http://news.bbc.co.uk/hi/english/static/in_depth/world/2002/ disposable_planet/waste/chinese_workshop/default.stm Read the article on Kyoto Protocol credits at www.planetark.com/ dailynewsstory.cfm/newsid/35391/story.htm and discuss the pros and cons. Discuss the outward impact of China. Look at toys, clothes and electronic equipment and make graphs to show where they were made. Point out that Chinas manufacturing industry needs to be fed by raw materials. Print off this article www.guardian.co.uk/china/ story/0,,1781100,00.html and the article at http://news.bbc.co.uk/ 1/hi/programmes/from_our_ own_correspondent/6180310.stm so that there is one copy for each pair of pupils. Ask them to read them together and underline in red the advantages for African countries and in blue the advantages for China. Why are some people critical of what China is doing in Africa? Research and produce maps to show Chinas involvement in Africa. What are the possible future political implications of this? Pupils: describe the changes in China that have led up to its current status identify local economic activity that has been affected by Chinas growth recognise the impact on their everyday lives understand the advantages and disadvantages of Chinas need for raw materials produce maps to illustrate Chinas involvement in Africa. Resources BBC News articles on China. UK firms to look abroad, CBI says, http://news.bbc.co.uk/1/hi/business/ 3986061.stm BBC News article on China, China-Africa trade jumps by 39%, http://news.bbc.co.uk/1/hi/business/ 4587374.stm Extension Some pupils could explore the Chinese model of development in Africa one in which human rights, democracy and welfare are distractions from the main business of economic growth New Statesman July 2005. 6 Sustainable Schools Teacher Resource: Secondary 13. Learning objectives Possible teaching activities Learning outcomes 4. FUTURE SHOCK Points to note Pupils should learn: to consider the rights and needs of future generations that there are limits to the way in which development can take place to arrive at their own conclusions about what needs to be done to address sustainable development issues in China. Use a range of sources of information (websites, maps, books, video clips etc) to explore the following: How is their lifestyle changing for many urban Chinese people? (e.g. eating more meat, driving cars, more recreational time, more technology). Discuss how sustainable this is. What would happen if Chinas consumption of basic commodities such as grain, coal and steel reached the same level per capita as the USA? (Go to www.earth-policy.org/ Updates/2005/Update46_data.htm for data). Draw a graph comparing the two countries currently and a graph if Chinas consumption was equal to that of the USA. Explain that although many Chinese people have become richer as a result of Chinas economic boom, the vast majority still live in great poverty. Discuss the implications of such differences in wealth between the population of a country and whether that is sustainable e.g. increasing social unrest. Discuss the ways in which China is beginning to tackle and take measures to address the detrimental effects of its growth e.g. tax on chopsticks. See http://news.bbc.co.uk/1/ hi/business/4831734.stm human waste management schemes, http://news.bbc.co.uk/1/hi/sci/tech/2860461.stm From the information they have explored ask the pupils to create a visual presentation that prioritises which of the issues is having the greatest current impact on Chinese society and environment. Also as a visual representation ask the pupils to list possible solutions to the problems discuss how those solutions could be introduced, and what might prevent them from being introduced. Pupils: understand how life is changing for many Chinese people appreciate that there is a huge gap between the rich and the poor in China calculate the impact of continuing consumption imagine what life may be like in the future are able to discuss potential solutions to the destruction of Chinas resources. Curriculum links Mathematics: calculations Chinas Footprint Key Stage 3 7 14. Sustainable Schools Teaching Resource: Secondary A Picture of Health Key Stage 3 Focus: Geography and Citizenship About this unit In this unit pupils will explore the meaning of health in its broadest sense including different cultural approaches to health. They will be asked to explore their own attitudes to health and what they think affects it. They will compare health care and provision in developing and developed countries and look at what may happen in the future, particularly in view of climate change. Climate change poses potential risks to ecosystems, their life-support functions and, therefore human health. Pupils will use international benchmarks such as the Millennium Development Goals to explore some of the issues. Pupils will learn that health is an important element of sustainable development for the contribution it makes to our quality of life. Pupils will understand that there are specific choices and decisions they and others can make that will affect their health. This unit builds on other units on health by introducing a global dimension to the topic. It builds on work pupils may have already done on healthy eating. 15. Intended outcomes By the end of this unit students will: understand the breadth of the meaning of a healthy lifestyle, including the benefits of exercise and healthy eating, and mental health know how to make informed choices about their own health understand that good health is a universal human right understand the patterns of health around the world appreciate the differences in access to health provision have developed a sense of concern for the inequalities and injustice in the provision of health care realise what needs to happen to achieve good health understand who can make decisions about health care and why these decisions might be made describe certain advances and backward events in recent years understand the importance of health for sustainable lifestyles. Key resources Websites GE Health: www.ge.com/health Oxfam Education: www.oxfam.org.uk/education/resources/change_the_world_ in_eight_steps Global Education: www.globaleducation.edna.edu.au/globaled/go/pid/699 National Statistics: www.statistics.gov.uk/cci/nugget.asp?id=881 ESRC Society Today: www.esrcsocietytoday.ac.uk/ESRCInfoCentre/facts/health.aspx Global Education Derby: www.globaleducationderby.org.uk/aids.htm BBC Weather Centre: www.bbc.co.uk/climate/impact/human_health.shtml Healthy Schools: www.healthyschools.gov.uk Doorways: a sustainable schools assembly series This unit builds on assemblies: 8 Happiness and well-being 9 Climate chaos Download at www.teachernet.gov.uk/sustainableschools 2 Sustainable Schools Teacher Resource: Secondary 16. Curriculum links Citizenship This unit provides opportunities for pupils to learn: exploring the diverse national, regional, ethnic and religious cultures in the UK (1.3b) engaging with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems (2.1a) expressing and explaining their own opinions to others through discussions, formal debates and voting (2.2a) freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account (3d) seeing the world as a global community (3k). Geography Under the revised Key Stage 3 framework extra emphasis is placed on the moral and ethical dimensions of understanding and interpreting geography. This unit gives pupils the opportunity to learn about: appreciating different scales from personal and local to national, international and global (1.3a) a range of investigations, focusing on places, themes, or issues (3b) different parts of the world in their wider settings and contexts, including the European Union and regions or countries in different states of development (3e) human geography, built and managed environments, and human processes (3g) interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact (3h). History There are opportunities in this unit for pupils to undertake a study of cultures and beliefs of an African, American, Asian or Australasian society in the past. PSHE Pupils have the opportunities in this unit to: understand that identity is affected by a range of factors, including a positive sense of self (1.1a) recognise that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices (1.2a) value differences between people and demonstrate empathy and a willingness to learn about people different from themselves (2.3d) take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them (4d) learn how a balanced diet and making choices for being healthy contribute to personal wellbeing, and the importance of balance between work, leisure and exercise (3f). A Picture of Health Key Stage 3 3 17. Learning objectives Possible teaching activities Learning outcomes 1. WHAT IS HEALTH? Points to note Pupils should learn: to define health for themselves that health is a universal human right how their health needs are met. Ask pupils to look at the photos on www.ge.com/health and to write down words that come into their minds about health. Each pupil should say one thing that keeps them healthy and one thing that contributes to poor health. Brainstorm words they associate with health. Explain that health is an important basic need and right, and is important in ensuring that everyone has a positive future. Ask pupils to collect items, pictures and write a list of things they need to live a healthy and happy life. Ask them if they think happiness has got anything to do with health. Ask them if they think everyone in the world has the things they chose. Discuss with them how our need for good health is met by ourselves, by our families, by our school, by others. Ask pupils to list and prioritise what they consider to be the five most important aspects of health for themselves and for a society. Health is more than the absence of illness. It is the active state of physical, emotional, mental and social well-being. World Health Organisation. Ask pupils to think about where these perceptions come from: media, families, friends? Do pupils think their idea of health will change as they get older? How? Do pupils think their idea of being healthy is different than their parents? Discuss the importance of looking after yourself, what does it mean? Go to www.oxfam.org.uk/education/resources/change_the_ world_in_eight_steps, click on Goal 6 information and activities and ask pupils to do activity 7.1, What we need to keep healthy. Look at the photos on www.globaleducation.edna.edu.au/ globaled/go/pid/699 and ask the pupils to describe what aspect of health they can see in each photo. Discuss how the people in the photos are different or similar and draw a venn/chapati diagram to illustrate the similarities and differences between health care in your community and those in the photos. Pupils: explore the meaning of health describe what makes them healthy and unhealthy discuss where their ideas about health come from begin to consider differences in health care. Additional curriculum links History: Pupils could investigate the lives of people like Mary Seacole, Dr Albert Schweitzer etc. Words associated with health: Food, environment, family, violence, knowledge, money, rest, spirituality, health care, genes, drug abuse, exercise, cleanliness, friendship, play, home, stress, work, prejudice, smoking, education, sickness, medicine, peace. 4 Sustainable Schools Teacher Resource: Secondary 18. Learning objectives Possible teaching activities Learning outcomes 2. HEALTH, CULTURE AND LIFESTYLE Points to note Pupils should learn: to respect the differences between people as they develop their own sense of identity how to empathise with people different from themselves to recognise some of the cultural norms in society including the range of lifestyles and relationships the diversity of identities and the need for mutual respect and understanding to see the world as a global community. Ask pupils what the word culture means. Ask them to think of values, norms, institutions; beliefs, experiences and artefacts. Write up their responses. Present the pupils with some definitions and case studies of different cultures. Ask pupils to consider the cultures of which they are a part. Collect their ideas and form a list of cultures. Point out that people in the same culture have certain things in common but that we all belong to different cultures at the same time. Ask pupils if they think a person can have more than one culture? How? Explain that some aspects of a persons culture affect their health and attitudes to it. Ask pupils to discuss the different ways in which their own culture(s) may affect their health and lifestyles e.g. through diet, attitudes to physical beauty, attitudes to exercise ask them to record their thoughts. Ask each pupil to list in order of importance the different influences. Ask pupils how they get to school? Do they walk or cycle? Or do they catch a bus or get a lift in a car? Does living in the UK make them less likely to walk and use a bike than if they lived in countries with fewer cars? Ask pupils if they take exercise outside of school PE sessions? What percentage of the class does take extra exercise? Discuss if they think that their own lifestyle encourages exercise. Pupils: explore the meaning of culture and identify the cultures of which they are a part recognise that their own lifestyles and those of the people around them affect their approaches to health are able to record or list data about their own health recognise that different cultures can have different approaches to health. Information about culture In its broadest sense culture is life it is the sum of all those things that give context to and define our lives. Participation in culture is a way of expressing our personal and community identity through shared values, attitudes and beliefs. Culture defines our local, regional and national identity whether this focuses on a sporting activity, a style of cookery, or an artistic tradition. Everyone belongs to more than one cultural group national, religious, local, ethnic or even ones defined by age, such as youth culture. Further information Teachers can access further information about culture from the Changing Minds website, changingminds.org/ explanations/culture/what_is_culture .htm Walk to School week takes place in October each year, visit www.walktoschool.org.uk for further information. A Picture of Health Key Stage 3 5 19. Learning objectives Possible teaching activities Learning outcomes 3. ARE WE GETTING HEALTHIER? Points to note Pupils should learn: the issues caused by lack of access to affordable health care in some developing countries to use their imaginations to consider other peoples experiences and be able to think about, express and explain views that are not their own to study issues of topical significance. Ask pupils how they can tell if a nations people are getting healthier. Explain that two of the most common ways of doing this are to look at life expectancy and infant mortality. Ask pupils to go to www.statistics.gov.uk/cci/nugget.asp? id=881 and explain what is happening to life expectancy in the UK. Ask them to produce suitable graphs to show the major cause of death in UK in 2002. Ask them to find out why people in the UK are getting healthier. Ask pupils how many of them have had their jabs? Can they remember what diseases that they have been inoculated against? What might have a negative effect on life expectancy in a developed country like the UK (e.g. obesity, heart disease, eating disorders and HIV/AIDS). Discuss which of the illnesses they have listed could be solved by looking at healthier lifestyles. Record their answers as a chart. Discuss which of the illnesses could be addressed by a more sustainable lifestyle not using cars, not wasting food etc. Ask the pupils to vote if they think they look after their own health. Debate: We do not need to take responsibility for our own health because we have a National Health Service to do that. Pupils: identify some indicators for health identify trends in the UK and the major causes of death explore life expectancy recognise how some illnesses become eliminated. 6 Sustainable Schools Teacher Resource: Secondary 20. Learning objectives Possible teaching activities Learning outcomes 4. CONTRASTING HEALTH Points to note Pupils should learn: the effects of differences in development on the quality of life of different groups of people how to empathise with people different from themselves to understand that not all young people have the same opportunities for health care. Explain to the pupils that they are going to look at what happens to children around the world when they get sick. Point out to pupils that there are differences between ill-health in richer countries such as the UK and poorer countries. Ask them if they know what these might be and why this may be so. Refer them to the work they have already done on causes of death in the UK. Pupils can read the article and study the diagram on the main causes of death in USA and Africa on www.esrcsociety today.ac.uk/ESRCInfoCentre/facts/health.aspx Ask pupils what happens in this country if someone is not well or has an accident. Explain that they do not have to pay for medical treatment in this country. Explain that in many poor countries people have to pay for medical treatment. This can be the equivalent of paying 700 every time you want to visit the doctor. Discuss why some countries can afford free medicine and others cant? Working in groups pupils can research what might happen in developing countries in the future in certain areas such as smoking (http://news.bbc.co.uk/1/hi/world/462680.stm), HIV/AIDS and changes in diet etc. They can do the activity Vicious virus circle on www.globaleducationderby.org.uk/ aids2.htm which looks at 12 stages in a cycle that results in people dying of AIDS-related illnesses. Do the World AIDS Day Quiz with pupils. This can be found at www.globaleducationderby.org.uk/aids.htm Examine and discuss the statement: Women and children are the main victims of bad health care in the developing world. Pupils: recognise differences in ill-health and health care between developed and developing countries research what may happen in the future examine different approaches to paying for health care reflect on which sections of society suffer the most from poor health care. Background information In poorer countries infectious diseases are the biggest causes of ill-health (e.g. malaria, TB, HIV/AIDS) whereas in richer countries non-infectious diseases, many of which are related to environmental factors are the biggest causes of ill-health (e.g. cancer, heart disease, diabetes). Website For information about the impact of HIV/AIDS in the developing world go to www.worldbank.org/aidsecon/ confront/present/lima/sld003.htm A Picture of Health Key Stage 3 7 21. Learning objectives Possible teaching activities Learning outcomes 5. WILL CLIMATE CHANGE EFFECT OUR HEALTH? Points to note Pupils should learn: to study climate change, an issue of topical significance to consider the world as a global community strategies for communicating ideas about sustainable health. Ask pupils to research climate change the possible causes and effects and alternative theories. Ask pupils to work in small groups to discuss the way in which climate change or other environmental factors may affect health, for example: a stronger sun flooding drought removal of woodland and forests. Ask pupils to read the information on the website www.bbc.co.uk/climate/impact/human_health.shtml. Ask them to prepare a sheet with two columns cause and effect, and to complete it. Ask them to research what other effects there may be for health from climate change (e.g. malaria, food production). Pupils can invent a board game based on snakes and ladders about what to do and what not to do for good health in the future. Pupils can devise ways of communicating how connected the factors of adequate food, clean water, sanitation, health care and money are to keeping well. They could design posters, make a video or a web page. They could present this at a school assembly about what we need to do to ensure that everyone has the best health possible in the future or even arrange a presentation to local politicians or health managers. Debate: Health is only important if you have a future to look forward to. Pupils: explore the possible effects of climate change on health devise ways to communicate what they have learnt about sustainable health. Additional information on teaching about climate change is available at www.teachernet.gov.uk/ sustainableschools Met Office information about climate change (including myths) is available at, www.metoffice.gov.uk/climatechange/ 8 Sustainable Schools Teacher Resource: Secondary 22. Sustainable Schools Teaching Resource: Secondary Shop til the Earth Drops Key Stage 3 Focus: English, Geography and Citizenship About this unit This unit focuses on consumerism and aims to help pupils understand the issues behind retail business and how sustainable current levels of consumption are. The aim is to help pupils make informed choices and decisions when they spend. Pupils will explore the psychology of consumerism through their own experiences conspicuous consumption, image and being cool and the patterns of consumerism in different parts of the world. Pupils will explore the meaning of values and what they appreciate about their own lives and what influences the decisions they make about what they buy. They then examine how these equate with the pressures of living in a consumer society. Pupils should also be asked if all people in rich countries are wealthy what levels of poverty exist in the UK and how are those people affected by the wealth of others? Pupils will be asked to take a critical look at consumer societies and to question whether they are sustainable. In addition, the power of advertising and its impact on our spending habits will be explored. Mobile phones will be studied to illustrate the impact of consumerism in terms of the environment and on other people in terms of both their production and disposal. Finally, pupils research and consider what they can do, as individuals and communities, to lead more sustainable lives in the context of what they buy and how they dispose of what they buy when they think they have no more use for it. 23. Intended outcomes By the end of this unit pupils will: have developed a viewpoint or opinion on their individual and societys levels of consumerism understand that the cost of something might be more than the money paid for it understand the impact on the environment and people, often in other parts of the world, that high levels of consumption have understand how the media, in the form of advertising, affect their lifestyles and choices understand the extent of pressures on the Earths natural cycles and natural resources posed by consumption patterns have studied mobile phones as a topical and moral issue in terms of sustainability have contributed to, and participated in, class discussions and debates be able to use their imaginations to consider other peoples experiences in the context of decisions and choices they are able to make understand how decisions they make can have an impact on the lives of other people in different parts of the world acknowledge their personal and collective responsibilities in relation to the social, economic and environmental health of their community. Key resources Printed resources A collection of magazines and newspapers that have advertising and promotions within them. Websites Times Online: www.timesonline.co.uk/article/0,,7-2016359,00.html BBC News: http://news.bbc.co.uk/1/hi/in_pictures/4782636.stm Learning Africa: www.learningafrica.org.uk/general_primary.htm Advertising Standards Authority: www.asa.org.uk/asa/codes Save the Children: www.savethechildren.org.uk/en/41_2195.htm Oxfam Education: www.oxfam.org.uk/education/resources/bring_bring BBC Science & Nature: www.bbc.co.uk/science/hottopics/mobilephones Action Aid: www.greensource.co.uk/ WEEE Man: www.weeeman.org/html/impact/measure.html BBC News: http://news.bbc.co.uk/hi/english/static/in_depth/world/2002/ disposable_planet/waste/chinese_workshop/default.stm 2 Sustainable Schools Teacher Resource: Secondary 24. Shop til the Earth Drops Key Stage 3 3 Basel Action Network: www.ban.org/photogallery/index.html Global Eye: www.globaleye.org.uk/primary_spring05 Global Education Derby: www.globaleducationderby.org.uk/activities.htm Doorways: a sustainable schools assembly series This unit builds on assemblies: 3 Saving energy and water 5 Make fair trade your habit 8 Happiness and well-being Download at www.teachernet.gov.uk/sustainableschools Curriculum links National Curriculum Aims One of the general aims of the curriculum is that it should enable all young people to become responsible citizens who make a positive contribution to society. Responsible citizens: sustain and improve the environment, locally and globally take account of the needs of present and future generations in the choices they make can change things for the better. Citizenship There are opportunities in this unit for pupils to: engage with and reflect on different ideas, opinions, ideas, beliefs and values when exploring topical and controversial issues and problems (2.1a) research, plan and undertake enquiries into issues and problems using a range of information and sources (2.1b) analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias (2.1c) study freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account (3d) study actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment (3e) study strategies for handling local and national disagreements and conflicts (3f). English Pupils are taught to: be clear, coherent and accurate in spoken and written communication (1.1a) read and understand a range of texts, and responding appropriately (1.1b) demonstrate a secure understanding of the conventions of written language including grammar, spelling and punctuation (1.1c) be adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond (1.1d) make informed choices about effective ways to communicate formally and informally (1.1e) 25. present information and points of view clearly and appropriately in different contexts, adapting talk for a range of purposes and audiences, including the more formal (2.1a) use a range of ways to structure and organise their speech to support their purposes and guide the listener (2.1b) vary vocabulary, structures and grammar to convey meaning, including speaking standard English fluently (2.1c) engage an audience, using a range of techniques to explore, enrich and explain their ideas (2.1d) listen and respond constructively to others, taking different views into account and modifying their own views in the light of what others say (2.1e) understand explicit and implicit meanings (2.1f) make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions (2.1g) take different roles in organising, planning and sustaining talk in groups (2.1h) sift, summarise and use the most important points (2.1i). Geography Under the revised Key Stage 3 framework extra emphasis is placed on the moral and ethical dimensions of understanding and interpreting geography. Opportunity for: a range of types of study, including studies based on a place or region, a theme, an issue or problem. Studies should develop pupils knowledge of the location of places and environments. There are opportunities for pupils to learn to: explore the social, economic, environmental and political connections between places (1.4a) understand the significance of interdependence in change, at all scales (1.4b) understand that the physical and human dimensions of the environment are interrelated and together influence environmental change (1.6a) explore sustainable development and its impact on environmental Interaction and climate change (1.6b) ask geographical questions, thinking critically, constructively and creatively (2.1a) collect, record and display information (2.1b) identify bias, opinion and abuse of evidence in sources when investigating issues (2.1c) analyse and evaluate evidence, presenting findings to draw and justify conclusions (2.1d) find creative ways of using and applying geographical skills and understanding to create new interpretations of place and space (2.1e) plan geographical enquiries, suggesting appropriate sequences of Investigation (2.1f) solve problems and make decisions to develop analytical skills and creative thinking about geographical issues (2.1g). Religious Education In this unit there are opportunities for pupils to make links between values and commitments, their own attitudes and behaviour, and to understand moral issues. 4 Sustainable Schools Teacher Resource: Secondary 26. Learning objectives Possible teaching activities Learning outcomes 1. LIVING IN A MATERIAL WORLD Points to note Pupils should learn: what a value is and that they hold values to appreciate that their well-being and happiness is affected by many things and not only about money and material goods think about topical, spiritual, moral, social and cultural issues. Brainstorm what makes them happy. Write the responses up and ask pupils in groups to rank them according to the ones they think most important. Display the results in graphical form, or as posters. Optional Start this section by playing the song Material Girl by Madonna and asking pupils to look at the lyrics at www.lyricsfreak.com/m/ madonna/material+girl_20086925.html. In groups ask them to explain what the song is about and to say whether they agree that we live in a material world. As a class ask them to feed back their conclusions and explain their thoughts. Optional Ask pupils, in pairs, to define what they think is meant by the following terms and whether they think they are appropriate descriptions of their own lives and those of people around them: Consumerism, materialism, a rich person, greed, poverty, having spare change, living on the breadline, life essentials. Ask pupils to read the article on www.timesonline.co.uk/article/0,,7 -2016859,00.html about how chasing wealth can actually make you unwell. Point out that although people in the UK are on the whole richer now than they were 30 years ago research shows that they are not happier. Ask them to discuss why that might be the case. Return to the lists that were made at the start of the lesson of the things on that list how many are objects or require money to have? Ask them to consider again their things that do not cost money that make them happy? Point out that countries are usually judged according to their wealth (GDI) but there is also GHI gross happiness index. Ask pupils to find out about Bhutan. Ask them to view the photo gallery at http://news.bbc.co.uk/1/hi/in_pictures/4782636.stm. Ask them to explain what steps Bhutan has taken to be a happy nation. Ask pupils what they would change about UK to make it happier. Pupils: describe what is important to them understand that there are different types of wealth. Our decisions often reflect our values. While students may not be familiar with the term values, they nevertheless operate on some value system. The main idea behind this section is to allow pupils to realise that they do have values and to identify what some of these values are: If you feel that pupils do not offer many choices, you could suggest some of the following do they think these are important?: achievement, courtesy, kindness, cleanliness, family, friendship, justice, freedom, knowledge, love, power, religion, respect, truth, wisdom. Homework Ask pupils to keep a diary of everything they buy in a week. This can be used for the next lesson What makes you spend? Extension In the CD ROM The Final Frontier produced by Leeds DEC there is an activity where pupils compare what is important to them with what is important to the Maasai people in Kenya, visit www.leedsdec.org.uk Shop til the Earth Drops Key Stage 3 5 27. Learning objectives Possible teaching activities Learning outcomes 2. WHAT MAKES YOU SPEND? Points to note Pupils should learn: to explore the power and influence of advertising and the significance of the media in society to analyse the strategies, designs and images used in advertising campaigns that they are consumers to identify the difference between needs and wants. Using the diary of items bought in the week, brainstorm and discuss with pupils the factors that influence the decisions they make about what they buy. Ask pupils to consider how much advertising affects what they want. Explain and ask them if they agree with the statement: Advertising is the art of arresting the human intelligence just long enough to get money from it. OR Advertising is just another form of information, helping people to make choices? Hand out magazine ads and promotion articles aimed at young people. Ask the pupils to view these and make a list to show what kind of person the ads are saying they could be if they purchase their products. Discuss how these adverts might influence their decision to buy or not and their choices. Make a list of the products advertised and ask pupils if these are things the pupils need or want. Discuss the differences between needs and wants. Ask them to do the activity on Wants and Needs at www.learningafrica.org.uk/general_primary.htm. Ask them if there are people in the world who manage to exist without the things they may have identified as needs. Are they really needs? Did their lists of needs and wants differ from each other? Discuss whether they think advertising creates needs that did not exist before. In groups ask the pupils to consider these statements and prepare a presentation on their responses to one of them. They need to think whether they agree with the statement or not and justify the position they are taking. Advertising makes us buy things we dont need. Advertisers have a lot of power and influence. Advertising helps us keep up to date with the latest trends. Advertising helps us to choose which brand to buy we were going to buy the product anyway. Pupils: understand how advertising influences their decisions and their sense of what and who they want to be discuss how advertising influences people know and understand the difference between needs and wants identify basic needs and how they differ from wants explain their own needs and wants discuss what might influence their choice of goods. One primary goal of having pupils critically examine ads is to counteract years of socialisation of themselves as consumers, a process that begins at a very young age. Lesson plans on needs and wants Go to: www.oxfam.org.uk/education/ resources/rights www.adprima.com/social10.htm www.unicef.org.uk/tz/games/index.as p?nodeid=tz_games&section=6 Extension Pupils can design their own advert either for the printed page or a video. They could advertise something like nail clippers and try to make them cool. To be aware of the regulations of advertising food and drink to children, Advertising Standards Authority www.asa.org.uk 6 Sustainable Schools Teacher Resource: Secondary 28. Learning objectives Possible teaching activities Learning outcomes 3. DO WE ALL BUY? Points to note Pupils should learn: to collect, record and present evidence and to analyse and evaluate, draw and justify conclusions to think about topical, spiritual, moral, social and cultural issues that all societies suffer from poverty and that it can affect all our lives that different people have different ideas about what they can spend. Ask pupils are all people in rich nations rich? How are you judged in the UK if you are not able to buy lots of things? Tell pupils that according to reports 3.8 million children in the UK live in poverty. Ask pupils to write down what they think might be the effects of children living in poverty in the UK on the actual children and on the society around them. www.savethechildren.org.uk/en/41_2195.htm www.barnardos.org.uk/what_we_do Let the pupils read the report working in groups, discuss the following questions and present their answers: Is it worse to live in a rich country and be poor or to live in poor country and be poor? How does poverty at an early age affect health and education levels? Should the Government do more to stop poverty in the UK? Is wealth the only way of measuring happiness? Use recent campaigns such as Make Poverty History to discuss how important it is to have new things. Pupils: realise that levels of consumption vary, even in their own society explore the psychology of spending and fashion examine the impact of consumerism recognise that not all people in the developed world are wealthy and that wealth can be relative. Read the article about the Unicef report that said Britain had the unhappiest children. BBC News article on unhappy children in England, http://news.bbc.co.uk/1/hi/ england/6677347.stm Shop til the Earth Drops Key Stage 3 7 29. Learning objectives Possible teaching activities Learning outcomes 4. A MOBILE STATUS SYMBOL? Points to note Pupils should learn: to judge the impact of a mobile phone beyond its primary purpose to explain ways in which places are interdependent to recognise the importance of sustainable development for their own lives to identify, describe and explain physical and human processes and their impact on places and environments about resources issues, including the sources and supply of a resource, and the effects on the environment of the use of a resource. This section uses mobile phones to illustrate the rise in consumption and the impact this has environmentally and socially. Ask the pupils to survey the number of pupils in the class who own a mobile phone. How long have they had it and how many mobiles have they had? When did they last change their mobile? What did they do with their old mobiles? What are the advantages of mobile phones? Plot the links mobile phones have with other countries around the world. Explain what a cost benefit is. Go to www.oxfam.org.uk/ education/resources/bring_bring and print out copies of Lesson 1, Doing a cost benefit analysis for a mobile phone. Ask pupils to fill this in. Go to www.greensource.co.uk/ and find out about coltan and war and child labour. Add these details to the cost benefit sheet. Go to www.weeeman.org/html/impact/measure.html to calculate the footprint of your mobile phone and computer. This includes the land space that is needed to mine and the produce the metals, plastics and energy required for manufacturing, using and disposing of it. Add any details to the cost benefit sheet. If mobile phones are just thrown away one old battery contains enough badmium to contaminate 600,000 litres of water. Draw a spider diagram to show the environmental, social and economic impacts of mobile phones. Discuss how essential is a mobile phone for everyone? Pupils: research the use of mobiles in their class or school explore the environmental and social impact of the production and disposal of mobile phones discover the global links created by mobile phones undertake a cost benefit analysis of mobile phones. Extension Current levels of consumption in the UK and other rich world countries are unsustainable. If everyone in the world consumed at the average rate we do in the UK, we would need three planets. We need to move to one planet living at home, at work or travelling around. Background information Read the article on www.corpwatch. org/article.php?id=14117 about the social costs of mining minerals for computers and telephones. 8 Sustainable Schools Teacher Resource: Secondary 30. Learning objectives Possible teaching activities Learning outcomes 5. TECHNO TRASH Points to note Pupils should learn: to identify, describe and explain physical and human processes and their impact on places and environments to explain how places are interdependent to think about topical, spiritual, moral, social and cultural issues to negotiate, decide and take part responsibly in both school- and community-based activities. Electronic equipment is difficult to dispose of as it contains toxic waste. Toxic wastes are currently being exported from rich industrialised countries to poorer developing countries. These countries are becoming the global dumping ground for much of the worlds toxic wastes. A large proportion of the old computers exported from western nations to developing countries can no longer be used and end up on informal rubbish dumps in poor countries in spite of being harmful to people and the environment. Ask the pupils to find out which countries are dealing with toxic waste. Ask them to research any topical news items about toxic waste. Ask them to look at and comment on the cartoons at www.cartoonstock.com/directory/t/toxic_ waste_dump.asp Go to http://news.bbc.co.uk/hi/english/static/in_depth/ world/2002/disposable_planet/waste/chinese_workshop/ default.stm to see a photo exhibition of e-waste workers in China. Go to www.ban.org/photogallery/index.html for photo gallery of dealing with e-waste (please note that you need permission to use these photos other than viewing them online). Ask pupils to view these pictures and make a list of the harmful effects of dealing with e-waste. Go to www.globaleye.org.uk/primary_spring05/focuson/ ewaste.html and ask the pupils to work through the activities on e-waste. Pupils: research the practice of exporting e-waste identify the main countries that receive e-waste understand why e-waste is hazardous explore actions they can take communicate these actions to others. Background information Article about e-waste in India on BBC News, http://news.bbc.co.uk/1/hi/ world/south_asia/4222521.stm Extension Some pupils could research and make a presentation on the Basel Convention and whether this is being upheld. Go to www.ban.org/main/about_BAN.html In Science pupils can explore how a metal can be purified or recycled by electrolysis. Statistics In Europe 100 million mobile phones are discarded every 18 months, adding thousands of tonnes to the EUs legacy of waste electronic equipment. Visit Science Museum exhibition Dead Ringers about eco-friendly mobile technology. www.sciencemuseum. org.uk/antenna/deadringers Shop til the Earth Drops Key Stage 3 9 31. Learning objectives Possible teaching activities Learning outcomes 6. WHAT CAN WE DO Points to note Pupils should learn: to take responsibility for their actions to consider social and moral dilemmas. Ask pupils to make a list of the things that can be done to change/lower their own impact on the planets resources. Research anti-consumer campaigns and Buy Nothing Day (www.buynothingday.co.uk). Go to www.globaleducation derby.org.uk/activities.htm for ideas on how to spend a sustainable Christmas or any other religious festivals. See what people are doing in other countries. Go to www.globaleye.org.uk/primary_spring05/oncamera/ intro.html Plan a clothes recycling party. Discuss with the pupils what their responsibilities are in terms of consuming and dealing with electronic equipment they have finished with. Ask them to identify ways that they can cut down on what they buy. Ask them in groups to draw up an awareness campaign to inform other pupils in their school about the issues of consumption. OR Ask them to develop an action plan for their school and/or local community on disposing of e-waste. Implement the programme. Pupils: consider how they can minimise their impact investigate anti-consumer campaigns learn from others take action to improve their schools sustainability policy. 10 Sustainable Schools Teacher Resource: Secondary 32. Sustainable Schools Teaching Resource: Secondary Millennium Development Goals Key Stage 3 Focus: Geography, Citizenship and PSHE About this unit The Millennium Development Goals (MDGs) are an ambitious agenda for reducing poverty and improving lives around the world. They were agreed by world leaders at the Millennium Summit in September 2000. For each goal one or more targets have been set, most for 2015, using 1990 as a benchmark. The MDGs promote poverty reduction, education, maternal health, gender equality, and aim to combat child mortality, AIDS and other diseases. In this unit pupils are asked to consider the importance of peoples quality of life as a key element in sustainable development by studying the United Nations MDGs. In this unit pupils will explore the MDGs, relating them to their own experiences and to peoples lives around the UK. They will participate in discussions and debates and form their own opinions and views about what can and should happen. They will explore opportunities for participating in ways that can improve the world in the future. 33. Intended outcomes By the end of this unit students will: understand what the Millennium Development Goals are and why they are important understood how their own lives are affected by some of the issues in the MDGs have broadened their understanding of and the value they place on sustainable development understand why the eradication of poverty is an important element of sustainability understand the factors that contribute to the quality of life and to disparities and inequalities within and between societies have developed a sense of concern for global social justice have an informed and positive sense of urgency about the future of the world accept that they have a responsibility both as individuals and members of society to act in a way which acknowledges the rights of future generations be willing to participate in the process of contributing to greater social justice and equity know how they can influence through direct and indirect participation. Key resources Websites Sustainable development questionnaire: www.iisd.org/educate/learn/audit.asp UN: www.un.org/millenniumgoals Save the Children: www.savethechildren.org.uk/en/41_2195.htm Oxfam Education: www.oxfam.org.uk/education/resources/change_the_world_ in_eight_steps Send my friend to school: www.sendmyfriend.org/teaching-resources/case-studies CBBC: www.bbc.co.uk/cbbc/presspack The United Nations website on the Millennium Development Goals: www.un.org/millenniumgoals Doorways: a sustainable schools assembly series This unit builds on assemblies: 5 Make fair trade your habit 8 Happiness and well-being Download at www.teachernet.gov.uk/sustainableschools 2 Sustainable Schools Teacher Resource: Secondary 34. Millennium Development Goals Key Stage 3 3 Curriculum links Citizenship There are opportunities in this unit for pupils to learn about: expressing and explaining their own opinions to others through discussions, formal debates and voting (2.2a) communicating an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate (2.2b) justifying their argument, giving reasons to try to persuade others to think again, change or support them (2.2c) analysing the impact of their actions on communities and the wider world, now and in the future (2.3c) political, legal and human rights, and responsibilities of citizens (3a) examples of actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment (3e) the UKs relations with the European Union and the rest of Europe, the Commonwealth, the United Nations and the world as a global community (3k). Geography Under the revised Key Stage 3 framework extra emphasis is placed on the moral and ethical dimensions of understanding and interpreting geography. In this unit there are opportunities to learn about: the social, economic, environmental and political connections between places (1.4) how the physical and human dimensions of the environment are interrelated and together influence environmental change (1.6a) sustainable development and its impact on environmental interaction (1.6b) asking geographical questions, thinking critically, constructively and creatively (2.1a) collecting, recording and displaying information (2.1b) identifying bias, opinion and abuse of evidence in sources when investigating issues (2.1c) analysing and evaluating evidence, presenting findings to draw and justify conclusions (2.1d) finding creative ways of using and applying geographical skills and understanding to create new interpretations of place and space (2.1e) solving problems and making decisions to develop analytical skills and creative thinking about geographical issues (2.1g) different parts of the world in their wider settings and contexts, including the European Union and regions or countries in different states of development (3e) studies that involve human geography, built and managed environments, and human processes (3g) interactions between people and their environments, including causes and consequences of these interactions, and how to plan for and manage their future impact (3h). PSHE This unit provides opportunities for pupils to learn: that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices (1.2a) to value differences between people and demonstrate empathy and a willingness to learn about people different from themselves (2.3d) about sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviours affect the health and well-being of individuals, families and communities (3d) to take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them (4d). 35. Learning objectives Possible teaching activities Learning outcomes 1. WHAT ARE THE MILLENNIUM DEVELOPMENT GOALS? Points to note Pupils should learn: to recognise the importance of a futures perspective to analyse their personal views of sustainable development about the role of the United Nations to identify issues that might arise out of future changes. Start this unit by asking the pupils to do the questionnaire at www.iisd.org/educate/learn/sdpoll.asp which engages them in questions about the relationships between the economy, environment and human well-being. They can compare their responses with others that have been done previously online. Ask pupils to devise graphs and diagrams to show these responses. Discuss the implications of the responses with the class. Ask pupils how old they will be in 2015, what they hope to be doing then, and what life might be like in general. Ask them what will help this happen and what the obstacles might be. Split the class into five groups and give them each one of these scenarios to consider how the UK might be in 2015: life as usual edge of disaster (environmentally, or economically) authoritarian control (from Government) technological miracles (for work and health) sustainable society. What would be the key features of each? Who would benefit and who would not? Ask them if they have heard of the Millennium Development Goals (MDGs). Explain what the MDGs are and how they came about. You may need to explain about the United Nations. Read through the MDGs on www.un.org/millenniumgoals Discuss the following: why were they introduced? what goals would they add? Optional Ask the pupils to read and listen to the hopes of young Africans on www.bbc.co.uk/worldservice/trust/2015/story/2005/05/ 050511_africa_flash_movies.shtml and compare these to their own lives and hopes. Pupils: explore the three underpinning aspects of sustainable development consider their hopes for the future in an individual and broader context learn about the MDGs and consider their relevance to their own lives recognise the role of the United Nations. Assessment Record pupils responses at this stage and return to them at the end of this unit to assess what they have learnt. Further detailed information about the MDGs is available on the UN Cyberschoolbus website, cyberschoolbus.un.org/mdgs/ index.html 4 Sustainable Schools Teacher Resource: Secondary 36. Learning objectives Possible teaching activities Learning outcomes 2. LOOKING AROUND US? Points to note Pupils should learn: to understand how poverty is the principal barrier to sustainable development to identify that poverty is something that occurs in many countries to take part in discussions and debates to consider social and moral dilemmas. Ask pupils to ask how relevant they think the MDGs are to their own lives. Tell pupils that in a recent report by the charity End Child Poverty, 3.8 million children in the UK live in poverty that is one in three. And that in a recent report by Save the Children 1.3 million children in the UK are experiencing extreme poverty. Ask pupils to consider how important it is to solve poverty in the UK what other aspects of life can poverty effect? Ask them to record their answers. E.g. poverty = poor health = inability to work properly. Visit www.oxfam.org.uk/education/resources/change_ the_world_in_eight_steps and click on Goal 1 activities and ask the pupils to complete the activity Poverty Connections on page 4. Debate If I am not poor why should I care that other people are? Ask pupils if they think other MDGs can be applied to the UK which ones, and why? Optional Ask pupils to what extent they think the MDGs can make a contribution to a more sustainable world. Record their thoughts as a spider diagram. Pupils: form their own opinions about MDGs and their relative importance discuss and prioritise the MDGs express an understanding of the impact of poverty on many peoples lives prioritise aspects of MDGs and justify their choices. Millennium Development Goals Key Stage 3 5 37. Learning objectives Possible teaching activities Learning outcomes 3. A HEALTHY FUTURE? Points to note Pupils should learn: what influences health to recognise the importance of a broad and positive view of health to a sustainable future to appreciate the impact of ill-health on social and economic development to interpret information and make judgements informed by evidence and reason. MDGs 4, 5 and 6 are about health. Explain that health can be defined as the absence of illness. But is this is like defining peace as the absence of war or love as the absence of hate. Discuss health and what it means with pupils. Encourage them to think of wider aspects of health such as mental well-being, personal relationships, looking after each other. Ask pupils how many of them have had measles. Explain that many young people now have the MMR vaccination to prevent this. Go to www.oxfam.org.uk/education/ resources/change_ the_world_in_eight_steps and click on Goal 4 information and activities, ask the pupils to complete the Measles Mystery activity on pages 4 and 5. This focuses on why children in developing countries die from measles whereas children in UK do not. Discuss why children in developing countries are more at risk from measles than those in the UK. Is there a link with poverty? What can be done to overcome this problem? Ask pupils to identify what they think are the big risks to children health in the UK? E.g. Obesity, poor diet, increasing allergies and reactions to pollution. Ask pupils to discuss if any of these problems are related to poverty in the UK. Ask the pupils, working in groups, to create a chart with the illness/health problem in the middle and in columns either side ask them to write down what they think are the causes of those illnesses etc and what potential solutions might be in the other column. Optional Discuss A nation with sick children will produce sick adults and a sick economy. Pupils: define what health can mean understand why people in developing countries, especially children, are more susceptible to diseases than children in developed countries understand that there are measure that can be taken to prevent ill-health. Websites For information about measles written for young people go to www.cyh.com/ HealthTopics/HealthTopicDetailsKids. aspx?p=335&np=285&id=1578 Further curriculum links In science pupils can study in more detail how viruses can affect health and about immunisation and medicines and how scientific developments are related to the environment, health and quality of life. 6 Sustainable Schools Teacher Resource: Secondary 38. Learning objectives Possible teaching activities Learning outcomes 4. LEARNING FOR THE FUTURE Points to note Pupils should learn: the importance of education in terms of sustainable development about education as a topical, political, moral and cultural issue to appreciate how peoples values affect education as an issue. This section focuses on MDGs 2 and 3 which are about education and gender equality. Discuss with pupils why we go to school. Ask them to imagine what their lives would be like if they did not go to school. What might prevent someone going to school? In this country, in rural Africa, in a large city in India? Ask pupils what they want to do when they are adults. Is going to school important for this? Is there a difference between what the girls and boys want to do? Why is education important to development that is sustainable? Ask pupils to consider what life would be like if they couldnt read? If they hadnt been taught basic maths? What work could they do without those skills? (Could they pass their driving test if they couldnt read the manual? How would they apply for jobs and fill in forms? Would they know what rights they were entitled to?) Optional Find out: When did education become compulsory in the UK? Exploretheaccesstoschoolinthedevelopingworld.Goto www.sendmyfriend.org/teaching-resources/case-studies and download some of the case studies and print them off for pupils to read. Ask them to identify in the stories the reasons that prevent children going to school and why it is important that they do go. Optional Visit www.sasi.group.shef.ac.uk/worldmapper/display.php? selected=199 and download the poster map of primary education. Explain how the map works and ask them to draw out facts from the map and data given. Ask them to look for information that surprises them or any other observations they can make. Now download the map and data on girls not in primary education at www.sasi.group. shef.ac.uk/worldmapper/display.php?selected= 201 and make similar observations. Discuss the saying: If you educate a boy, you educate an individual. If you educate a girl, you educate a nation. Ask them what they think this means. (see note in Points to note column) and ask them to debate whether they agree or not. Pupils: imagine how education will contribute to their own futures and imagine an alternative scenario without education appreciate that there is often a difference in access to education for girls and boys explore the links between poverty and sustainable development. Resources For some background information about girls education visit the A Dollar A Day website, library.thinkquest.org/ 05aug/00282/edu_kids.htm Discussion note An educated girl tends to marry later and have healthier children. The children she does have will be more likely to survive; they will be better nourished and better educated. She will be more productive at home and better paid in the workplace. She will be better able to protect herself against HIV/AIDS and to assume a more active role in social, economic and political decision-making throughout her life. Millennium Development Goals Key Stage 3 7 39. Learning objectives Possible teaching activities Learning outcomes 5. SHARING RESPONSIBILITY Points to note Pupils should learn: to develop their understanding of sustainable development to participate in taking action to contribute to a better world about the work of community-based voluntary groups to understand the principles of sustainable living and the ways in which they can make a contribution. Explain how the MDGs are relevant in terms of sustainability. Go to www.google.co.uk/search?hl=en&lr=&cr=country UK|countryGB&ie=UTF-8&defl=en&q=define:Sustainable +development& sa=X&oi=glossary_definition&ct=title and compare the definitions. Choose about 8 or 9 definitions (including the UK definition) and compare them. Ask pupils to identify any common features or contradictions. UK definition of Sustainable Development: development which meets the needs of the present without compromising the ability of future generations to meet their own needs Look at MDG no. 8 about sharing responsibility. Ask pupils who they think this refers to. Encourage them not only to think of governments of the world but individuals as well. What do they think they can do to help achieve the MDGs? Ask the class to work in groups and for each group to plan action they can take around one of the goals that is relevant to the UK (e.g. poverty, environment etc). There are ideas for producing a press pack on the CBBC website, www.bbc.co.uk/cbbc/presspack Extension option: Now that the pupils know what the MDGs are do they think more people should know about them? Ask pupils to draw up an awareness campaign about the MDGs and get more people involved. Find out what the Government is doing; find out what organisations are involved in promoting the goals and supporting the campaign. Suggest that pupils write to their local MPs reminding them of the commitment they have to achieve the Goals. The pupils should then select one letter to send to their local MP and invite him/her to the school to discuss the MDGs. Pupils: recognise how the MDGs contribute to a sustainable society explore the ways in which they can make a contribution to the achievement of the MDGs assess what they have learnt about MDGs and their importance. 8 Sustainable Schools Teacher Resource: Secondary 40. Sustainable Schools Teaching Resource: Secondary Conflict Key Stage 3 Focus: PSHE and Citizenship (strong opportunities for development alongside the History and Geography curriculum) About this unit This unit explores the meaning of conflict. Pupils will be introduced to the different ways in which conflicts can appear in everyday life. They will then explore how major conflicts affect the lives of those involved and have an impact on the world around them. Pupils will research case studies of conflicts such as those over resources, how they use up resources and damage the environment, the loss of lives and quality of life and how they increase poverty and human suffering. The unit examines conflict from a number of perspectives. It evaluates the need for understanding, respect and compromise and contemporary issues. Pupils will discuss the importance of understanding and resolving conflict and the impact that conflicts can have on a sustainable future. Aspects of the unit can be adapted to reflect either: immediate forms of conflict and subsequently support the PSHE curriculum; or adapted to explore more global forms of conflict and support the geography and citizenship curriculum. By using historical case studies throughout the unit the lessons could support the history curriculum and deliver citizenship requirements. 41. Intended outcomes By the end of this unit pupils will: understand what conflict is and its causes and effects reflect on experiences of conflict and ways of resolving conflict be able to relate the components of sustainability to conflict recognise the impact conflict has on many issues and situations understand how conflict works against sustainable development recognise the different types of conflict occurring in the world around them explore ways in which they can help work for conflict prevention and resolution reflect on the importance of international organisations such as the UN and the Red Cross understand and address the underlying causes of conflict. Key resources Printed resources Making Peace: Teaching about conflict and reconciliation, Oxfam http://publications.oxfam.org.uk/oxfam/policy_practice.asp Websites BBC Schools: www.bbc.co.uk/schools/citizenx/local/conflict/lowdown/ conflict_basics_1.shtml www.bbc.co.uk/schools/citizenx/internat/eu/lowdown/ index.shtml www.bbc.co.uk/schools/citizenx/internat/eu/quiz.shtml Teachers Corner: www.teacherscorner.org/ Oxfam Education: www.oxfam.org.uk/education/resources/category.htm?22 ISA Schools Resource Game: www.isaschools.org/images/ISA/resourcegame.pdf Sustainable Schools: www.teachernet.gov.uk/sustainableschools/ CAFOD: www.cafod.org.uk/secondary/conflict Doorways: a sustainable schools assembly series This unit builds on assemblies: 3 Saving energy and water 4 Sustainable travel to school 5 Make fair trade your habit 6 A sustainable school estate 7 Decisions in our school 8 Happiness and well-being 9 Climate chaos Download at www.teachernet.gov.uk/sustainableschools 2 Sustainable Schools Teacher Resource: Secondary 42. 3 Curriculum links Citizenship There are opportunities in this unit for pupils to: express and explain their own opinions to others through discussions, formal debates and voting (2.2a) communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate (2.2b) justify their argument, giving reasons to try to persuade others to think again, change or support them (2.2c) work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately (2.3b) analyse the impact of their actions on communities and the wider world, now and in the future (2.3c) reflect on the progress they have made, evaluating what they have learnt, what went well, the difficulties encountered and what they would do differently (2.3d). There are also opportunities to learn about: political, legal and human rights, and responsibilities of citizens (3a) the roles of the law and the justice system and how they relate to young people (3b) actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment (3e) strategies for handling local, national and international disagreements and conflicts (3f) migration to, from and within the UK and the reasons for this (3j) The UKs relations with the European Union and the rest of Europe, the Commonwealth, the United Nations and the world as a global community (3k). Geography Under the revised Key Stage 3 framework extra emphasis is placed on the moral and ethical dimensions of understanding and interpreting geography. History Supports aspects of European and World History. PSHE In this unit there are opportunities to learn: to use the skill of negotiation within relationships, recognising their rights and responsibilities and that their actions have consequences (2.3b) about the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse (3j) to take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them (4e). Conflict Key Stage 3 43. Learning objectives Possible teaching activities Learning outcomes 1. WHAT IS CONFLICT? Points to note Pupils should learn: to define conflict that there are different types of conflict about the causes and effects of conflict. Ask the pupils to sit in threes and choose to be A, B or C. Give each group of three an orange. Call the As together and tell them quietly that they must not reveal that they need all the orange peel to make marmalade. Call the Bs together and tell them quietly that they must not reveal that they need all the orange innards to make a drink. Tell the class that A and B each want th