Background to ESD
ESD and the National Curriculum
Key links for teachers
- UK Action Plan for Sustainable Development in Education and Skills
- Taking the first step forward... towards an education for sustainable development
- Qualification and Curriculum Authority Education for Sustainable Development
What is Education for Sustainable Development (ESD)?
Education for Sustainable Development is an essential element of what we should be teaching our children and is a theme that runs right through the English National curriculum. The Government Panel for Sustainable Development Education developed the following definition in 1999.
Education
for sustainable development 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
.
The concept of ESD includes:
Developing
an understanding of the need to maintain and improve the quality of life now
without damaging the planet for future generations; and
Developing
essential life skills crucial for children and young people to understand
and appreciate the effect of their actions on their own lives, the lives of
others, and on the environment.
Education for sustainable development can be defined in many ways but it can be useful to consider it in terms of seven interrelated concepts that were developed by the Government Panel for Sustainable Development Education.
| Key Concept | Implications for learning? |
|---|---|
Interdependence |
Children should develop an understanding of the connections and links between all aspects of our lives and those of other people and places at a local and global level, and learn that decisions taken in one place will affect what happens elsewhere |
Citizenship and Stewardship |
Children should recognise that we all have rights and responsibilities to participate in decision-making and that everyone should have the opportunity to have a say in what happens in the future. We also have a responsibility to take stewardship of our planet and it’s resources in a responsible manner. |
Needs and rights of future generations |
Young people should learn how we can lead lives that consider the rights and needs of others, and that what we do now has implications for what life will be like in the future. |
Diversity |
There is a need to develop an understanding of the importance and value of diversity in our lives biologically, but also culturally, socially and economically, and that all our lives are impoverished without it. |
Quality of life |
Young people should recognise that for any development to be sustainable it must benefit people in an equitable way, it is about improving everybody's lives. |
Sustainable Change |
Need to develop an understanding that there is a limit to the way in which the world, particularly the richer countries, can develop and that the consequences of unmanaged and unsustainable growth are increased poverty and hardship, and the degradation of the environment, which is to the disadvantage of us all. |
Uncertainty and precaution |
Need to realise that as we are learning all the time and our actions may have unforeseen consequences we should adopt a cautious approach to the welfare of the planet. |
(go to key links for teachers for full ofsted report covering these key concepts)
Why is ESD
so important?
Sustainable development is the fundamental challenge that all societies face if we are to avoid long term damage to the Earth's basic life-support systems. Young people will be the decision-makers of the future, in both their personal and professional lives. They need to learn to live in ways that increase quality of life for themselves and others without destroying the Earth's finite resources at a rate quicker than they can regenerate.
Education for sustainable development brings a context and a motivation to learning. Young people care about their future and about the kind of world they live in, but many feel powerless to change anything. A sense of powerlessness can lead to apathy and, at worst, destructive behaviour. Education for sustainable development can help pupils to develop the understanding, skills and values to contribute in a positive way, which enhances self esteem and increases motivation.
ESD and the National Curriculum
The National Curriculum for England sets out a clear, full and statutory
entitlement to learning for all pupils. It determines the content of what
will be taught, and sets attainment targets for learning. It also determines
how performance will be assessed and reported, giving teachers, pupils, parents,
employers and their wider community a clear and shared understanding of the
skills and knowledge that young people will gain at school. The curriculum
is the focus for Education for Sustainable Development (ESD) and provides
guidance and advice on its implementation through a number of subjects.
ESD is a statutory requirement in science, geography, design & technology,
and citizenship. There are also opportunities to promote sustainable development
in other subjects and aspects of the curriculum such as literacy, numercy,
thinking skills and key skills, and to use this as a stimulating context for
learning across the curriculum.
The Government stated that “the school curriculum should develop pupils
awareness of, understanding of, and respect for, the environment in which
they live and secure their commitment to sustainable development at a personal,
local and national and global level” (national curriculum 1999)
Specifically the national curriculum states:
“ we value the environment, both natural and shaped by humanity, as the basis of life and a source of wonder and inspiration. On the basis of these values we should:
- Accept our responsibility to maintain a sustainable environment for future generations.
- Understand the place of human beings within nature.
- Understand our responsibilities for other species.
- Ensure that development can be justified.
- Preserve balance and diversity of nature wherever possible.
- Preserve areas of beauty and interest for future generations.
- Repair wherever possible habitats damaged by human development and other means”.
(Dept of Education and the Qualification and Curriculum Authority)
Education for Sustainable Development is currently very high on the Governments agenda. In February 2003 the National Education for Sustainable Development Strategy was published stating the Government’s aims to ensure that sustainable development is fully incorporated into the education system at all stages.
The key subjects, which have a statutory requirement to include an ESD component, can play a significant part in promoting sustainable development through the following ways.
Geography
- Developing pupils' knowledge and understanding of the concept of sustainable development and the skills to act upon this understanding [for example, as part of a Local Agenda 21 initiative]
- Developing pupils' knowledge and understanding of key concepts of sustainable development, such as interdependence, quality of life and diversity
- Developing pupils skills of critical enquiry and an ability to handle and interpret information
- Exploring values and attitudes about complex issues, such as resource use and global development.
Science
- Developing pupils' skills in decision-making on the basis of sound science, the exploration of values and ethics relating to the applications of science and technology.
- Developing pupils' knowledge and understanding of some key concepts, such as diversity and interdependence.
Design and Technology
- Developing knowledge and understanding of the principles of sustainable design and production systems
- Developing skills in creative problem solving and evaluation
- Exploring values and ethics in relation to the application of design and technology.
Citizenship
- Developing pupils' skills in, and commitment to, effective participation in the democratic and other decision-making processes that affect the quality, structure and health of environments and society.
- Exploring values that determine people's actions within society, economy and the environment.
How can you take ESD forward practically?
Often schools may be doing many things that are contributing to ESD. These individual actions can quite easily be expanded on to improve the sustainability of the school and to benefit the pupils. Below are some examples of how what you are doing already could be developed.
| Practice | What you may already be doing | How it could be developed |
|---|---|---|
School councils |
The school council discusses school rules and regulations |
The school council considers different ways of developing the school grounds. |
Safe routes to school |
Encouraging pupils and staff to walk or cycle to school |
Establish a walking bus scheme. |
Conservation and the school grounds |
Individual teachers use the site for environmental activities |
Staff collectively investigate the site's potential and map its use within school curriculum plans. |
Green purchasing |
Some materials are purchased that minimise damage to the environment |
Developing school policy on purchasing with criteria which take into account environmental impact and fair trade. |
Ethical purchasing |
Some materials are purchased at a fair price from less economically developed countries (LEDCs) |
Developing a school policy of purchasing materials which benefits poor people in LEDCs. |
Recycling and waste reduction |
Encouraging and running recycling schemes |
Looking at the energy consumption of the school as a whole e.g. electricity, water, and involving pupils in planning how consumption could be reduced. |
Schools linking |
The school has a link with a school in another country |
Explore interdependence by pupils sharing their views about issues that the schools have in common. |
Field work |
A fieldwork study of a river is used to complement the curriculum |
Ways in which the river can be managed are recorded and the possible consequences of those decisions debated. |
Healthy Schools |
The school is involved in the Healthy Schools programme |
Having participated in the Healthy Schools initiative, pupils explore what would be needed to create a more healthy community. |
Social inclusion |
The school has an anti-bullying policy |
The school council discusses and recommends ways of improving pupil safety. |
Community links |
Pupils investigate a local issue as part of their school work |
A presentation of the outcomes of the investigation is made to local authority officers and councillors. |
Key Links for
Teachers
The following are some very useful links for teachers on ESD.
UK Action
Plan for Sustainable Development in Education and Skills
The government has an Action Plan for Sustainable Development in Education and skills, which sits within wider aspects of the UK Sustainable Development Strategy. It addresses the many challenging aspects of learning that impact on the environment in which we live and provides a plan for action to mainstream ESD. You can view this Action plan at www.dfes.gov.uk/aboutus/sd/actionplan.shtml*.
Taking the first step forward....towards an education for sustainable development
For more information and guidance on ESD and the seven key concepts identified in the section What is Education for Sustainable Development? including some practical case studies of classroom activities see the Ofsted report entitled Taking the first step forward...towards an Education for Sustainable Development.
Qualifications and Curriculum Authority
For further information on what ESD is, including how the concepts fit into each of the key stages please go to the Qualifications and Curriculum Website* on Education for Sustainable Development.
* - External Link (See Terms)