Northern Sustainable Schools Conference

Northern Sustainable Schools Conference

York7th February 2008

York7th February 2008

Welcome to the Rainforest

Welcome to the Rainforest

A Vision for Children and Young People’s Services in

Tameside

A Vision for Children and Young People’s Services in

TamesideT A M E S I D E

The Forest Floor – rich in life and nutrients, feeding the whole system

Canopy – buzzes with life and resonates with activity

Understorey – might be more hidden but teems with life and energy

Emergents – getting stronger and pushing higher

Sustaining the Rainforest

The 5 Outcomes Rainforest

Enjoying and Achieving

Healthy and Safe

Economic Wellbeing and Positive Contribution

A Universal Message

Shaman Amesina with novices, rainforest

Surinam

Professor David Bellamy with pupils,

Canon Burrows C of E Primary Tameside

Vision and VentureVision and Venture• “Vision is not enough: it must be combined with

venture. It is not enough to stare up the steps. We must step up the stairs.” Vaclav Havel

• “Vision is not enough: it must be combined with venture. It is not enough to stare up the steps. We must step up the stairs.” Vaclav Havel

VISION IMPACT

ABILITY

What do we believe in?

How can we deliver?

What difference can we

make?

A Five Point FrameworkA Five Point Framework

Possible Impact:• Environmental

damage• Climate change• Hostile neighbours• Reliance on

friendly partners

Possible Impact:• Environmental

damage• Climate change• Hostile neighbours• Reliance on

friendly partners

Definite Impact:• How we respond to

these problems

Definite Impact:• How we respond to

these problems

Jared Diamond, “Collapse: How Societies Choose to Fail or Succeed”

The Challenges (the James Martin 21stC School)

The Challenges (the James Martin 21stC School)

• Environmental problems• Extreme inequalities in wealth• World population growth and

distribution• Global food shortages• Rapid technological change• Forms of outright warfare• Other historically recurring risks

• Environmental problems• Extreme inequalities in wealth• World population growth and

distribution• Global food shortages• Rapid technological change• Forms of outright warfare• Other historically recurring risks

21stC CurriculumAnn Shaw 21stCenturySchools.com

21stC CurriculumAnn Shaw 21stCenturySchools.com

• Twenty-first century curriculum has certain critical attributes.  It is interdisciplinary, project-based, and research-driven.  It is connected to the community – local, regional, national and global.  Sometimes students are collaborating with people around the world in various projects.  The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments. 

• Twenty-first century curriculum has certain critical attributes.  It is interdisciplinary, project-based, and research-driven.  It is connected to the community – local, regional, national and global.  Sometimes students are collaborating with people around the world in various projects.  The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments. 

21stC Curriculum21stC Curriculum

• The classroom is expanded to include the greater community.  Students are self-directed, and work both independently and interdependently. The curriculum challenges all students.   

• The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated.   Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects. 

• The classroom is expanded to include the greater community.  Students are self-directed, and work both independently and interdependently. The curriculum challenges all students.   

• The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated.   Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects. 

Some ImplicationsSome Implications

• Good science bad science• Meaningful consultation – and

actions arising• Joining up service delivery• Everybody’s business (what does

that mean at school and LA level?)• Local indicators• 5 guiding principles

• Good science bad science• Meaningful consultation – and

actions arising• Joining up service delivery• Everybody’s business (what does

that mean at school and LA level?)• Local indicators• 5 guiding principles

Un(b)locking the DoorsUn(b)locking the Doors

• Food and Drink– Work with different agencies– Healthy choices– Hygiene factors– Alcohol (and smoking)

• Energy and Water– Renewable energy – New build schools– Pupil consultation

• Food and Drink– Work with different agencies– Healthy choices– Hygiene factors– Alcohol (and smoking)

• Energy and Water– Renewable energy – New build schools– Pupil consultation

Un(b)locking the doorsUn(b)locking the doors

• Travel and Traffic– School travel plans– Safe cycling– Walking buses– Road safety

• Purchasing and Waste– The recycling centre– Litter talks– Tameside markets

• Travel and Traffic– School travel plans– Safe cycling– Walking buses– Road safety

• Purchasing and Waste– The recycling centre– Litter talks– Tameside markets

Un(b)locking the doorsUn(b)locking the doors

• Buildings and grounds– BSF and beyond– Use of the grounds– Plastic benches!

• Inclusion and participation• The Student Voice in the Tameside

Rainforest (DVD)

• Buildings and grounds– BSF and beyond– Use of the grounds– Plastic benches!

• Inclusion and participation• The Student Voice in the Tameside

Rainforest (DVD)

Un(b)locking the doorsUn(b)locking the doors

• Local well-being• Local well-being

Un(b)locking the doorsUn(b)locking the doors

• The Global dimension - bringing it home

• The Global dimension - bringing it home