Good Practice Guide

Education for
Sustainable Development
[ESD]
Good Practice Guide for Primary, Secondary
and Special Schools
2005

Acknowledgements
Holistic
The Interboard ESD group would like to acknowledge the contribution of Cross-Phase Curriculum
Advisory and Support Offi cers from various specialist areas such as Literacy, Numeracy and Information
Technology in the compilation of this document.
We would also like to thank:
• Cambridgeshire Environmental Education Service and Cambridgeshire Advisory Service;
• Dr Stuart Nundy, Outdoor Activities Offi cer for Hampshire, Chairman of the National Association
of Field Study Offi cers;
• National Association of Field Study Officers (NAFSO) for their guidance on Quality, Safety and
Sustainability in the delivery of Learning through the Environment www.nafso.org.uk ;
• Justin Dillon, King’s College, London, nfer report “Engaging and Learning with the Outdoors”,
April 2005;
• Dr Peter Higgins, Head of Outdoor Education at Moray House Institute, the School of Education
of the University of Edinburgh www.education.ed.ac.uk ;
• Dr Dave Riley and Dr Michael Cross, WELB CASS based at Magilligan Field Centre,
www.welb-cass.org/mfc;
• Suzette Butler, former Science Field Offi cer with BELB;
• The Interboard Energy and Environment Offi cers;
• Staff at WELB Reprographics Section, Omagh.
for their guidance in raising achievement, promoting understanding and encouraging participation in
ESD within a School Improvement Programme.
1

Compelling
FOREWORD
Sustainable Living
As a fi fth generation member of my family to be entrusted with the farm I am indebted to
my ancestors whose sustainable legacy I’m continually building upon. To ensure that my farm
business becomes truly sustainable I’m always looking at ways in which I can reduce my business’s
environmental footprint.
This personal educational process for learning about sustainable living has now become a life-long
one which has a compelling future.
The 6 Key
Issues of the
Sustainable
Development
Strategy for N I
1.
2.
3.
4.
5.
6.
Climate Change &
Energy
Sustainable
Consumption and
Production
Natural Resource
Protection
Sustainable
Communities
Sustainable
Governance
Learning and
Communication
Sustainable Development
At present in Northern Ireland our consumption rate is 3.5 times greater than the replenishment
of our natural resources. This current behaviour is unsustainable at all levels - individually, locally,
nationally and internationally. Social, economic and environmental issues related to this behaviour
are inextricably linked and potentially complex.
The Northern Ireland Sustainable Development Strategy will endeavour to address these issues by
infl uencing Government Policy.
Education for Sustainable Development - ESD
Learning and communication lie at the heart of approaches to Sustainable Development. Our
future lies in the education of our next generation in the true meaning of sustainable development.
We need a sustainability literate and globally aware workforce. They are our ambassadors and
innovators of the future with the potential to embrace new sustainable technologies.
2

The revised Northern Ireland curriculum will embed the concept of sustainable development
into the curriculum at all levels with an emphasis on demonstrating and achieving the positive
behavioural change required to live more sustainably.
Future
The Education for Sustainable Development progression framework shows how this can be
achieved in primary schools. Through environmental sustainability awareness raising in the ‘World
Around Us’; in secondary schools through the ESD sections of a variety of subjects but primarily
Citizenship, Geography and Science. ESD is seen as a ‘process’ of learning how to make decisions
that consider the long term future of the ecology, economy and equity of all communities both
locally and globally.
In my part, as the N. Ireland Sustainable Development Commissioner it has been a privilege to be
asked to write this foreword and I commend this document to you, the N.I. teaching profession.
These guidelines will give you insight to where your contribution in a child’s ESD journey
contributes to their destination in sustainable living. A compelling future for Northern Ireland.
John Gilliland OBE
N. Ireland Sustainable Development Commissioner
3

Innovative
Introduction
Sustainable development is the fundamental challenge that all societies face if we are to avoid longterm
damage to the Earth’s basic life-support systems. In response to this challenge UNESCO has
designated 2005 - 2014 as the Decade of Education for Sustainable Development (DESD). The basic
vision of the DESD is a world where everyone has the opportunity to benefit from quality education
and learn the values, behaviour and lifestyles required for a sustainable future and for positive societal
transformation.
Concern for the environment is the responsibility of everyone and education has an important role
to play. Research shows that young people care about their future and the world in which they live.
They need to learn to live in ways that improve the quality of life for themselves and others without
endangering or depleting the Earth’s resources.
Education for Sustainable Development (ESD) in Northern Ireland has evolved out of Environment
Education and Development Education ideas and has links to personal, social, economic and citizenship
issues. ESD is seen as a process of learning how to make decisions that consider the long term future
of the ecology, economy and equity of all communities. Sustainability is about improving the quality of
people’s lives and surroundings without destroying the life supporting systems on which current and
future generations depend. There are seven key concepts which underpin ESD.
1. Citizenship and stewardship
2. Sustainable change
3. Needs and rights of future generations
4. Interdependence
5. Diversity
6. Uncertainty and precaution
7. Quality of life, equity and justice
For details on each of the above see Appendix 1.
4

ESD is relevant to everyone at whatever stage of life they find themselves. It takes place therefore
within the context of lifelong learning in a variety of educational settings both formal and informal.
ESD can help pupils develop understanding, skills and values and empower them to make a difference.
One of the aims of ESD is to encourage learners to become active citizens in relation to Sustainable
Development Issues on both a local and global scale.
Awe
Sustainable
Living
The aspirational outcome of Sustainable Living is built
upon a strong foundation of Environmental Sustainability
Awareness.
Sustainable
Development
Education for
Sustainable Development
Environmental Sustainability
Awareness
Figure 1
Education for Sustainable Development teaches
about the complexity of holistic systems which support
behavioural change, ownership and connection with the
environment.
Sustainable Development develops through
informed choices and concern for the quality of life
for all in both a local and global context engendering
responsibility.
However, it is only by taking active participation
that students will learn from first hand
experiences of their own environment that they
personally can make a difference and that by
doing so they begin to care.
Sustainable Living will only occur when ‘consistent messages’ are embedded by actively working
through the 5 circles of taking responsibility – see Appendix 2.
5

Fun
Revised Curriculum
ESD is a statutory element of the revised curriculum for NI. The Northern Ireland Curriculum aims
to empower young people to achieve their potential and to make informed and responsible decisions
throughout their lives as contributors to the economy and to the environment. (CCEA 2003).
ESD is an important element of the curriculum because it promotes understanding of the world
around us, from local to global, and of the need to make lifestyle decisions, which allow us to
maintain and improve the quality of our lives today without compromising the quality of life of future
generations. ESD facilitates access to, and encourages active participation in environment and
development education activities at all levels, from the classroom and school grounds to the local
area and further afi eld.
Education Outside the Classroom
Outdoor Education contributes to learning in a range of areas including: Science and Geography
fi eldwork; Physical Education; learning through Outdoor Play, particularly in the Early Years; History
and Citizenship, through visits to museums and heritage sites; Art and Design, through visits to
galleries and experiences of the built environment; Environmental and Countryside Education and
Education for Sustainable Development; practical or vocational skills that cannot be practised in a
classroom environment; group activities that build self-confidence and social skills; and the use of the
environment as a tool to enrich the curriculum across subject areas. (House of Commons Education
and Skills Committee 2005, p.6)
To use an Outdoor Classroom ‘setting’ effectively then specifi c Outdoor Learning ‘outcomes’ will
be achieved through the well managed ‘process’ of Outdoor Education. These targeted Outdoor
Learning outcomes will have signifi cant benefits to students if followed up back in the classroom and
integrated into schoolwork. Academic fieldwork clearly enhances the teaching of Geography and
Science, but other subjects such as History, Art & Design and Citizenship can also be brought to life
by high quality, safe and sustainable educational visits.
The N. Ireland Educational Visits Policy, Practice and Procedures gives clear, concise information on
the management of the Health and Safety of Pupils on Educational Visits. It can be downloaded from
www.welb-cass.org/mfc – school support section.
6

School Improvement Programme
A whole school commitment, led by senior managers to integrate ESD into every aspect of school life
could be achieved by incorporating the school ESD Self–Evaluation and Quality Assurance checklists
into the school development plan as part of any visionary School Improvement Programme.
To summarise ESD is concerned with:
• Improving knowledge and understanding ABOUT the environment and development issues.
• Offering fi rst hand experience IN the environment and development issues.
• Developing skills THROUGH the environment and development issues.
• Encouraging informed concern and action FOR the environment and development issues.
Developing and implementing a strategy for education
for sustainable development is a major challenge and
opportunity for all schools.
“Developing and
implementing
a strategy for
education for
sustainable
development
is a major
challenge and
opportunity for
all schools
”
7

Caring
The remainder of this document is divided into sections covering:
• Starting Points for an ESD School Policy
• ESD checklist for school self-evaluation
• ESD quality assurance checklist
• ESD progression: Foundation stage to Key stage 4 a classroom teacher’s guide
It is intended that schools will work towards transformation into sustainable communities in every
aspect of school life. Young people will then be able to share the lessons and values learned on
sustainability in their everyday lives in their local communities.
A review or audit of current practice is an essential starting point for the development of any new
policy. The following summary provides both a checklist for auditing current practice and starting
point for the development of a policy.
An ESD policy should include for each of the key areas below:
• A statement of current practice
• Future plans with specified targets
• Time scale for implementation
• Resource requirements and sources
• Responsibility
• Monitoring, evaluation and review
8

ESD Checklist for School Self-Evaluation
Wonder
1. The school’s ethos and values refl ect a concern for the local and global environment and for
sustainable development.
2. Systems are in place to ensure the involvement of the whole school community in ESD e.g.
through a school council or eco-committee.
3. There is a whole school ESD policy, incorporating an action plan, which contributes to pupils’
spiritual, moral, social, personal and physical development.
4. There is a nominated member of staff to co-ordinate the school policy and action plan.
5. Is ESD used effectively for curriculum enrichment (See progression guidance)
• Is there a balance of ESD work through the year groups and across the General Learning
Areas
• Is there progression and continuity cross-phase
• Is there progression in the development of knowledge and understanding about the
environment and of attitudes and values for the environment
(e.g. The Pushkin Trust www.pushkinprizes.org.uk)
• Is there a programme of curricular activities in the environment and skills development
through the environment (e.g. N. Ireland Ecotrails http://www.ecotrails.co.uk/ and
Education Outside the Classroom programmes)
• Does it include fieldwork in school grounds, local and more distant environments, and is
residential experience offered
6. Teachers recognise that pupils’ ESD entitlement depends on fi rst hand experiences.
7. The school takes part in environment and Healthy Living initiatives and participates in
international schemes such as the European wide Eco-Schools www.eco-schools.org.uk
(an Environment Management Audit System) scheme.
8. Schools should adopt principles and practice as outlined in Good Practice Guide 343 “Saving
Energy - A Whole School Approach” as part of the N.I. Schools Turnkey Energy Project.
(ELB Energy Efficiency Officer) www.thecarbontrust.co.uk/energy/pages/page_236.asp
9

Community
9. There is a conservation plan for managing the whole school site.
Are the school grounds imaginatively and attractively designed Are the grounds managed
well, used well and cared for Are pupils involved in the development and care of their grounds
Is there a management and development plan for the grounds
(e.g. Learning Through Landscapes www.ltl.org.uk)
10. The school purchases environmentally friendly products, recycles used materials and promotes
effective waste management.
11. The school is attempting to address the pollution, health and safety risks caused by travelling to
school by car.
12. Displays, newsletters and assemblies refl ect the school’s environment and development initiatives
and both staff and pupils’ awareness and involvement.
13. Is the school well resourced for environment work Is there a supply of appropriate books,
ICT equipment, fi eld studies equipment and other learning and teaching materials
14. The school belongs to local / national environmental and developmental organisations.
(Council Environment Education officer).
15. There are opportunities in the school development plan for staff and governor training in
Education for Sustainable Development.
16. Have subject leaders identified opportunities within their schemes of work to enable ESD to be
delivered and reinforced through the curriculum
Does the teaching approach promote active learning to develop pupil’s understanding of
sustainable development
17. What links has the school established to support and develop a local and global dimension
within the curriculum
18. How does the school involve, make use of, the wider school community to enrich learning and
pupils’ personal and social development including the effective use of business, local authorities,
non-government organisations and community groups to support their work in developing the
sustainable agenda
10

ESD Quality Assurance Checklist
Connection
Education for Sustainable Development provision is good when:
Management – focusing on
the school mission statement;
ESD policy statement;
senior management involvement and support;
references in the school development plan;
allocation of resources;
role of the governing body;
guidance on implementation into the curriculum;
relevant professional development;
ESD audit;
monitoring of ESD;
the sustainability of ESD projects.
Curriculum – focusing on
planning;
inclusion and identifi cation within current schemes of work and lesson planning;
evidence of cross-curricular mapping.
bias-free resources with no stereo-types.
11

Shared Values
Teaching – focusing on
positive role models;
use of local case studies;
engaging local issues;
links with, and use of Education for Sustainable Development associations;
use of topicality;
active learning;
exploring issues leading to action on behalf of pupils;
evidence in displays of work, for example, letters to decision makers;
global links;
fi eld visits.
Learning – focusing on
independent styles of learning;
children developing their own reasoned points of view;
pupils as active citizens within the classroom, school and community;
active participation in reducing waste;
active decision-making.
Decision-making – focusing on
active involvement in a school or eco-committee;
examples of whole school participation and cooperation;
playground committee;
active environmental group;
networking and community involvement;
fundraising;
feedback mechanisms for students to talk about school issues;
pupil-parent-teacher working groups.
12

Specific projects – focusing on
details of specifi c initiatives the school may be involved in;
links with Non Government Organisations or other areas of funding and support;
details of each project context, funding, success indicators.
Joy
General environmental indicators – focusing on
an eco-code;
waste minimisation and recycling schemes managed by pupils;
incentives and schemes in place for staff and pupils e.g. to travel by means other than a car.
Purchasing – focusing on
recycled paper;
Fair Trade products;
fresh food on offer;
local produce sourcing policy;
environmentally friendly purchasing throughout the school;
energy efficiency measures in place;
pupils involvement in purchasing policy.
Grounds and Learning Environment - focusing on
the use of school grounds and facilities;
wildlife garden;
use and upkeep of green space;
nature set aside areas;
recycling facilities;
use of school grounds for teaching and enhancing the taught curriculum;
diversifi cation of school buildings and grounds outside school hours for example for community
education.
Reference: ESD Guidance Inspection checklist
Source Ofsted HMI 1658 “Taking the fi rst step forward…towards an education for sustainable development”
October 2003.
13

Progression in ESD: FOUNDATION STAGE
KNOWLEDGE &
UNDERSTANDING ABOUT THE
ENVIRONMENT
SKILLS FOR EDUCATION IN THE
ENVIRONMENT
ATTITUDES & VALUES FOR
THE ENVIRONMENT
LITERACY, NUMERACY AND ICT
THROUGH THE ENVIRONMENT
By the end of Year 2 most pupils
should
• be interested in and curious about
their local environment recognise/
talk about features in their school
grounds
• know that there are different
kinds of animals & plants in the
local environment name and draw
some plants & animals in the school
grounds
• begin to recognise change in the
local environment record changes in
the weather using a weather chart/
diary
• know that there are differences
between environments recognise
that there are different plants &
animals in the school grounds and
another habitat e.g. seaside
• begin to recognise that they depend
on each other e.g. children, friends,
staff, caretaker
• know how their actions can
improve or change their
environment planting seeds or bulbs
in school grounds
By the end of Year 2 most pupils
should be able to
• ask & respond to questions about the
environment. What could the children
do to help birds in school grounds e.g.
bird food, bird bath.
• explore aspects of the environment
using their senses use a variety of trails
in school grounds e.g. sensory, colour,
material.
• record what they have seen or found
drawing, digital photos
• talk about their work & explain what
they have found out/done why is there
more litter in the school grounds after
break and lunchtime
• investigate a simple issue in their
school life e.g. transport to/from school;
healthy living; school grounds; litter
• acquire skills necessary to keep safe
in familiar/unfamiliar environments e.g.
washing hands after handling plants and
animals, knowing that some plants can
be poisonous.
health & safety skills:
www.cleapps.org.uk
By the end of Year 2 most pupils
should
• be able to talk about things they
like/don’t like about their local
environment looking for ‘nice’ and
‘nasty’ places in school grounds.
• show respect and care for plants
& animals handle mini-beasts
gently, e.g. Forest schools.
• identify ways of improving their
local environment putting litter in
the correct bins, not pulling fl owers.
• talk about the consequences of
some of their actions dropping
litter in classroom, playground.
• have begun to realise that basic
needs such as clean water and
food are universal e.g. Blue Peter
appeals.
Literacy
• Text level – Write simple labels/
questions for photos of features in
school grounds.
• Sentence level – Write simple
sentences about their favourite place
in the school grounds.
• Word level – Make a collection of
words linked to scavenger hunt.
Numeracy
• Measures – Order three objects
according to size, weight and length.
Estimate the length of objects using
arbitrary units.
• Handling data – Sort for one
criterion using diagrams such as
Carroll, Venn, Tree. Understand/
explain what a given pictograph/block
graph represents.
ICT
• Communication – Compose simple
sentences on screen through the use
of the keyboard / word-banks.
• Information handling – Use a
simple graphing package to create
a minibeast pictogram. With
assistance, enter information into a
prepared database e.g. colours, minibeasts.
Use a CD Rom to fi nd out
information.
14

Progression in ESD: Key Stage 1
KNOWLEDGE & UNDERSTANDING
ABOUT THE ENVIRONMENT
SKILLS FOR EDUCATION IN THE
ENVIRONMENT
ATTITUDES & VALUES FOR
THE ENVIRONMENT
LITERACY, NUMERACY AND ICT
THROUGH THE ENVIRONMENT
By the end of Year 4 most pupils should
• recognise that similarities and
differences among plants & among
animals in the local environment -
record differences between bird’s feet
and beaks.
• know that plants and animals can be
sorted into groups using observable
features - identify trees in school
grounds which lose /do not lose their
leaves in winter.
• recognise that environments change
naturally and because of human
infl uence - seasonal weather change
and waste minimisation.
• know that there are differences between
environments and that these affect
which animals and plants are found
there - name some plants and animals
they expect to fi nd in school grounds
and another habitat e.g. seaside.
• Begin to recognise that living things
depend on each other - naming animals
that eat other animals and animals that
only eat grass.
• know how people’s actions can improve
or damage the environment - cutting
down trees/taking away the hedgerow
habitat e.g. berries and nests.
By the end of Year 4 most pupils
should be able to
• ask relevant questions about the
environment based on experience
- what is it, where is it, why is it there,
who caused it, when did it happen
• explore and investigate aspects of
their own environment - examine
signs of growth in school border.
• record what they have done or
observed using appropriate methods
- use a simple table to record results.
• draw conclusions from their results
- that there are different types of litter
in the school grounds.
• investigate a simple issue in their
local environment - transport;
healthy living; school grounds; litter.
• acquire skills necessary to keep safe
in familiar/unfamiliar environments -
wash hands after handling plants and
animals, knowing that some plants
can be poisonous.
health and safety skills:
www.cleapps.org.uk
By the end of Year 4 most pupils
should
• begin to give reasons for their
own likes and dislikes about the
environment - explain why they
like to visit the sensory garden
in the school grounds.
• appreciate / value the variety
of animals and plants, locally
and globally - encouraging
biodiversity in the school
grounds e.g. bird and bat boxes.
• take action to improve their
school environment - planting to
encourage wildlife in the school
ground.
• begin to take responsibility
for the consequences of their
actions - suggesting ways of
reducing; reusing and recycling
at school.
• begin to recognise that basic
needs are universal - being
aware of an environmental
issue overseas
e.g. Blue Peter appeal.
Literacy
• Text level – Write simple nonchronological
reports from known
information.
• Sentence level – Use a widening
range of conjunctions e.g. if, so,
while, through, since, when.
• Word level – Use independent
spelling strategies such as word
banks, dictionaries.
Numeracy
• Measures – Use different parts of
the body to measure length. Begin
to use metre as a standard unit.
• Handling data – Sort for two criteria
using diagrams such as Carroll,
Venn, Tree/classifi cation package.
Represent data from a frequency
table on a block graph and interpret
results.
ICT
• Communication – Use a word
processor to write creatively in a
variety of forms e.g. poems, stories,
and reports.
• Information handling – Use a
simple graphing package (bar
graph). Use a simple database
to search data on one criterion.
Access information from a variety of
software/CD-ROMs.
15

Progression in ESD: Key Stage 2
KNOWLEDGE & UNDERSTANDING
ABOUT THE ENVIRONMENT
SKILLS FOR EDUCATION IN THE
ENVIRONMENT
ATTITUDES & VALUES FOR
THE ENVIRONMENT
LITERACY, NUMERACY AND ICT
THROUGH THE ENVIRONMENT
By the end of Year 7 most pupils should
• recognise similarities & differences
amongst plants and animals in
different habitats - record similarities &
differences between birds in the school
grounds and birds at the water margins
• know how local plants and animals
can be identifi ed and grouped - using
simple keys identifying plants and
animals found in the school grounds
using a simple key
• recognise ways in which animal and
plant behaviour is infl uenced by
seasonal changes - hibernation and
migration; deciduous trees
• know how animals and plants in two
habitats are suited to their environment
suggesting why plants/animals
are found in particular places, e.g.
woodlice live here as it is dark and
damp or a rock pool habitat
• sequence things in a simple food chain
and understand the dependency of
one on the other - construct a food
chain such as grass/rabbit/fox
• know how people’s actions can
improve or damage the environment
locally/globally e.g. energy saving
awareness
By the end of Year 7 most pupils
should be able to
• suggest relevant questions which can
be answered by an investigation e.g.
recycling in the classroom
• design and carry out a fair test as
part of an environmental investigation
e.g. monitor energy use in the school
such as electricity and oil
• record what they have done or
observed using appropriate methods
- devise a simple table to record
results
• draw conclusions and interpret
results that there should be waste
streaming
• investigate how we might act on a
local/global issue transport (walking
bus); healthy living (food miles
awareness), biodiversity; waste
minimisation and streaming
• acquire skills necessary to keep safe
in familiar/unfamiliar environments
washing hands after handling plants
and animals, knowing that some
plants can be poisonous.
health & safety skills
www.cleapps.org.uk
By the end of Year 7 most pupils
should
• be able to identify and explain
different points of view about
environmental change use role
play to investigate different
opinions on the siting of
shopping centres, landfi ll sites
and power stations
• recognise the importance of
maintaining biodiversity at a
local and global level - local Irish
fruit and vegetable varieties.
The use of rainforest plants for
medicine
• know and understand that basic
needs are universal - being
aware of the need for clean
water and sanitation and the
consequences of not having
these e.g. Water Aid
• recognise that we have a
responsibility to manage
resources sustainably -
suggesting different ways of
reducing waste such as re-using
or recycling
Literacy
Text level – Write a report of a
controversial issue.
Sentence level – Use a widening range of
connectives in the report genre, e.g. then,
fi nally.
Word level – Vocabulary extension
– useful terms for an argument.
Numeracy
Measures – Measure and record in
metres, centimetres and millimetres.
Handling data – Use/design a Decision
tree diagram to sort or identify objects.
Construct /interpret a range of graphs
relevant to the topic
ICT
Communication – Use a word processor
to create a table for arguments for/
against an issue.
Information handling – Use a simple
graphing package to present fi ndings
e.g. bar, line, pie chart. Sort and search
a database in response to directed
questions (up to two criteria). Access
information from a variety of sources/
CD-ROM, website, database.
16

Progression in ESD: Key Stage 3
KNOWLEDGE & UNDERSTANDING
ABOUT THE ENVIRONMENT
SKILLS FOR EDUCATION IN THE
ENVIRONMENT
ATTITUDES & VALUES FOR THE
ENVIRONMENT
LITERACY, NUMERACY AND ICT
THROUGH THE ENVIRONMENT
By the end of year 10 most pupils should:
• have a sense of wonderment about the
complexity, diversity and interdependence of
living things.
• recognise the need for social, economic
and environmental development to be
sustainable.
• have an awareness of differences in quality
of life between countries and explore how
individually and collectively we can act
responsibly to create a fairer world.
• know the differences within and between
renewable and non-renewable resources.
• understand the idea of sustainable
consumption at individual and national
levels e.g. exploitation of hardwoods and
depletion of rainforests.
• understand the effects on biodiversity of
pollution and modern farming practices.
• know about measures to improve and
protect the environment and to promote
sustainable development e.g. reducing the
effect of acid rain.
• understand how confl icting demands on the
local and global environment (natural and
built) might be managed to meet current and
future needs.
By the end of Year 10 most pupils should be
able to:
•
•
•
•
•
assess the sustainability of their own
lifestyles and that of their family and local
community.
suggest relevant questions and appropriate
sequences of investigation.
compile a list of questions to test a
hypothesis, or to explore an issue, and
attempt to place them in a logical sequence
for enquiry.
plan and carry out an environmental
investigation, suggesting the equipment they
would like to use e.g. dataloggers.
make observations and measure with
precision, using instruments with fi ne
divisions.
• record results in an appropriate way.
•
•
•
•
•
draw conclusions that are consistent with the
evidence.
explain conclusions using scientifi c
knowledge and understanding.
investigate a range of approaches to the
treatment, recycling and disposal of waste
create design solutions using recycled
materials and cost effective energy sources
for materials that are in limited supply e.g.
hardwoods.
research the effects on biodiversity of
GM food technology, organic farming and
intensive farming.
• health & safety skills: www.cleapps.org.uk
By the end of year 10 most pupils should:
•
•
•
•
•
•
•
•
know about a range of factors which
affect how the environment is viewed
explaining how different cultures view
the environment differently, and how
economic and political forces shape our
views of the environment.
have an informed and positive sense
of the urgency and challenges of
biodiversity and sustainability, predicting
future environmental scenarios based on
current trends.
be willing to take personal actions
appropriate to the promotion of
sustainable living.
value the contribution of people who
act to make the community more
sustainable.
have an awareness of the pressure on
natural systems and resources posed by
exploitation and consumption.
understand the urgency and importance
of protecting global diversity and life
support systems.
have developed a sense of concern
for global social justice, knowing about
issues such as third world debt and
tropical deforestation, and how they
affect people in other places and here.
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 and
promotes greater equality in and
between nations.
Literacy
•
•
Develop an extended specialist
vocabulary. Write independently using
an appropriate text type, e.g. report,
recount; persuasive writing. Select and
extract meaning from a wide range of
non-fi ction texts.
Develop writing skills through specifi c
ICT packages.
Numeracy
• Choose scales for graphs and diagrams
to show data and features.
• Effectively measure, with precision, a
variety of quantities.
• Collation, analysis and interpretation of
data.
ICT
•
•
•
Use, independently, a data handling
package to record, analyse and
evaluate data, e.g. creating database
fi elds to record the results of an
investigation and using the package’s
facilities to interrogate the data.
Use the internet with increasing
independence, e.g. to research an
environmental issue, evaluating each
site.
Use data logging equipment to capture
environmental data and interpret it.
17

Progression in ESD: Key Stage 4
KNOWLEDGE & UNDERSTANDING
ABOUT THE ENVIRONMENT
SKILLS FOR EDUCATION IN THE
ENVIRONMENT
ATTITUDES AND VALUES
FOR THE ENVIRONMENT
LITERACY, NUMERACY AND ICT
THROUGH THE ENVIRONMENT
By the end of year 12 most pupils
should:
By the end of Year 12 most pupils
should be able to:
By the end of year 12 most
pupils should:
Literacy
• understand the concept of sustainable
development and know the rights and
responsibilities attached to living sustainability
and how these apply to themselves.
• understand that quality of life for the future
is dependent on responsible use of natural
resources.
• recognise the causes and consequences
of environmental issues and show an
understanding of different approaches towards
tackling them.
• have a knowledge of the impact of human
activity on ecosystems and of the need for them
to be managed sustainably e.g. peat lands,
sand dunes.
• be able to discuss alternative forms of
technology , economic, social and political
futures in the light of sustainability.
• appreciate that some energy sources are fi nite
and that alternative solutions need to be found
if a world energy crisis is to be averted.
• understand the scale of pollution affecting air,
land and water and be able to identify measures
to reduce it.
• understand that quality of life for the future is
dependent on responsible decision-making by
present generations.
• analyse the impact of their actions on
the environment and society and be
able to take informed decisions
• identify relevant questions to investigate
an environmental issue or ecosystem
• formulate an hypothesis and carry out
an investigation to test it
• work quantitatively
• record results in an appropriate way
• draw on a range of evidence, including
secondary sources to reach conclusions
• show awareness of the limitations of
their results
• be able to think creatively, critically
and systematically about sustainable
development issues, solutions and
alternatives
• recognise risks and hazards when
working with living things
• health & safety skills:
www.cleapps.org.uk
• value the goal of sustainability
and the role of the individual in
achieving it as a part of the global
community
• understand that there are a range
of possible pathways to more
sustainable lifestyles
• understand how small changes
can lead to disproportionately large
effects
• understand that many
developments threaten cultural,
economic and biological diversity
• understand disparities in the
development and the implications
this has for the environment e.g.
globalisation
• be able to refl ect critically and
engage in debate and decisions
about political, technological and
economic change which impinge
on sustainability and diversity.
• develop an extended specialist
vocabulary
• select an appropriate text type and write
independently, e.g. report, recount,
persuasive
• select and extract meaning from real
sources, researched independently
• develop writing skills through specifi c
ICT packages
Numeracy
• select, interpret and draw appropriate
graphs to represent real data
• decide on the level of precision required
when carrying out measurements as
part of an independent investigation
ICT
• design ICT-based models, e.g. design a
spreadsheet to model how competition
and predation affect the number of
organisms in a habitat
• use ICT to measure, record and
analyse physical variables, e.g. use a
data logger to collect information and
then record and analyse it using an
appropriate package.
18

APPENDIX 1
The seven key concepts of ESD
Relevant
Citizenship and stewardship
Recognises that people have rights and responsibilities to participate in decision-making and that
everyone should have a say in what happens in the future. This involves a willingness to act as
responsible citizens while developing the ability to engage with, and manage change at individual and
social levels. Pupils are expected to know and understand the connection between personal values,
beliefs and behaviour and how the school and community can be managed more sustainably.
Sustainable change
Promotes an understanding that there are limits to the way in which the world, particularly the
richer countries, can develop. The consequences of unmanaged and unsustainable growth might
include increasing poverty and hardship and the degradation of the environment, to the disadvantage
of everyone. This involves pupils in understanding how their home and school may be managed
more sustainably and beginning to question decisions, practices and processes that affect sustainable
development issues.
Needs and rights of future generations
This concept is about learning how we can lead lives that consider the rights and needs of others and
recognising that what we do now has implications for what life will be like in the future. This involves
pupils in discussing the way they live and the products and services they use, to distinguish between
actions and products which are wasteful and those which are sustainable. This should enable pupils to
begin to assess the sustainability of their own lifestyle.
Interdependence
Involves an understanding about the connections and links between all aspects of people’s lives and
places at a local and global level, and that decisions taken in one place will affect what happens
elsewhere. Pupils should develop an understanding that living things depend on each other and should
acquire a sense that all living things have value. This should lead to an understanding that what people
do elsewhere affects them, the places they live, other people, and plants and animals. They should
become increasingly aware of the global context within which trade, industry and consumption
operate.
19

Fulfilment
Diversity
This concept is about understanding the importance and value of diversity in people’s lives – culturally,
socially, economically and biologically – and realising that all our lives are impoverished without such
diversity. Through learning, pupils should appreciate cultural and biological diversity in the school and
locality and eventually be able to refl ect critically on, and engage in, debates and decisions on political,
technological and economic changes which impinge on diversity and sustainability.
Uncertainty and precaution
Involves a realisation that because people are learning all the time and that their actions may have
unforeseen consequences, they should adopt a cautious approach to the welfare of the planet. This
implies understanding that different people want to do things in different ways and are able to listen
to arguments and weigh evidence carefully. Pupils should thus be able to think critically, systematically
and creatively about sustainable development issues, solutions and alternatives.
Quality of life, equity and justice
Recognises that for any development to be sustainable, it must benefi t people in an equitable way. It is
about improving everybody’s lives. At a basic level this involves understanding the essential difference
between needs and wants and developing a sense of fairness. It involves understanding the difference
between quality of life and standard of living and seeks a good quality of life for all people, at local,
national and global levels and an appreciation of why equity and justice are necessary to a sustainable
society.
Reference for Appendix 1 the seven key concepts of ESD…
Ofsted HMI 1658 “Taking the fi rst step forward…towards an education for sustainable
development” October 2003.
20

Taking Responsibility and The ‘Five Cs’
Social
Complexity
Cultural
Scientifi c
Environment
Holistic Approach
To People To Place
Connection
To Planet
“Sustainable
Living will only
occur when
‘consistent
messages’ are
embedded by
actively working
through the 5
circles of taking
responsibility
”
See Figure 1, page 5.
Self
Care
Others
Individual
Societal
Environment
Consequences
(of Actions)
Rights
Citizenship
(Active)
Responsibilities
Multinational
Active
Participation
Political
APPENDIX 2

Interboard Education for Sustainable
Development Group
Curriculum Advisory & Support Service
Peter Corr SEELB; Brigid Murray BELB; Vivienne Quinn NEELB;
Maureen Reddick SELB; Liz Wallace WELB (Chair)