Curriculum for Excellence: Joined-up Thinking for the ... - WWF UK

AcknowledgementsThis document was developed by John Dornan,Lanarkshire Global Education Centre, Janis Keast,Highland One World Group and Betsy King, WWFScotland. It is based on WWF Linkingthinking2005, written by Dr Stephen Sterling, Paul Maiteny,Deryck Irving and John Salter.A WWF Scotland publication© WWF Scotland 2009Designed by Ian Kirkwood Designwww.ik-design.co.ukSchools may download and copy the activity sheetsfor school use only. No reproduction, copy ortransmission of this publication may otherwise bemade without prior permission of WWF Scotland.i

Introducingthe ResourceForewordScotland and the world face unprecedentedchallenges at this point in history. In meetingthem successfully, we will also need to take intoconsideration the needs of future generations. Inshort our response has to be sustainable.In this context,educators and learnershave to confront particularchallenges in makingsense of the world we livein. In the introductionto the Curriculum forExcellence , the CurriculumReview Grouprecognised that globalfactors would have asmuch influence on the curriculum as specificallyeducational factors. All children and young peoplein Scotland have an entitlement to ‘developknowledge and understanding of society, theworld and Scotland’s place in it’. While reducing“overcrowding in the curriculum” the Curriculumfor Excellence aims to equip young people with. A Curriculum for Excellence, The Curriculum Review Group, ScottishExecutive, 2004“No problem can be solvedfrom the same consciousnessthat created it. We have tolearn to see the world anew.”the skills they will need in tomorrow’s workforce.However helping young people to become successfullearners, confident individuals, responsible citizensand effective contributors will not easily be achievedby continuing to use traditional approaches.WWF Scotland developed the Linkingthinkingresource to help develop teachers’ and students’understanding and skills, in the belief that the abilityto think in a more connected way is essential to livingin a highly interdependent world. The approaches areparticularly useful as an interdisciplinary learningtool ‘which can help children to see links betweenand the relevance ofdifferent aspects ofthe experiences andAlbert Einstein 1879-1955outcomes (Buildingthe Curriculum 3). WWF takes actionto stop the degradationof the planet’s naturalenvironment andto build a future inwhich humans live inharmony with the natural world. We are stronglycommitted to a balanced approach to conservationthat addresses social and economic issues in thecontext of the environment.. Linkingthinking. New Perspectives on Thinking and Learning for Sustainability,WWF Scotland 2005. Building the Curriculum 3 A Framework for Learning and Teaching, ScottishGovernment 2008

Curriculum for Excellence: Joined-up Thinking for the ClassroomAbout this ToolkitThis professional development facilitator’s toolkitis an additional support intended for those educatorsresponsible for introducing the ideas and conceptsof systems thinking to colleagues. We hope thatthey will find it useful in a variety of contexts andthat participants will find the practical activitiesuseful in their own teaching and professionaldevelopment.Given the broad range of interests and motivationsof participants as well as the variety of contexts inwhich these activities might be presented, a menu ofoptions has been compiled to meet differing needs.In deciding which specific activities to employ inany given context, facilitators should consider thefollowing:• The likely mix of backgrounds of participants- primary/secondary- subject specialists- senior management looking atdevelopment of school policy/interdisciplinary initiatives• The intended application of activities- directly in the classroom- in staff development- in applying linkingthinking concepts to thedevelopment of citizenship and sustainabledevelopment educationFinally, it is intended that facilitators shouldfind this practical guide supportive without beingprescriptive. As stated in the Linkingthinkingforeword, “The citizens and professionals oftomorrow will require such qualities as flexibility,resourcefulness, creativity, self-reliance andempathy and the ability to participate activelyand responsibly.” Any and all of the activities andapproaches suggested here should not detract fromthe qualities above. Users should feel free to adaptand amend to suit their own situation and objectives,including the age range and ability of their students– and to share their insights with others.What is Linkingthinking?Linkingthinking: New perspectives on Thinkingand Learning for Sustainability, WWF Scotland2005 provides a flexible package of learning andteaching resources which introduce teachers andtheir students to joined- up thinking skills thatare broadly applicable to different situations andcontexts.Linkingthinking is the term used in thisresource to refer to thinking about the nature andconsequences of relationships or connections ,also referred to as ‘systems thinking’ and ‘holisticthinking’. In piloting this toolkit with teachers wehave also used the term ‘joined-up thinking’ whichhas come into everyday use. It recognises thatour world is highly complex and interdependent.Analytical thinking and reductionist thinkingtries to understand things by taking them apart.Linkingthinking complements this with a problemsolvingapproach that looks at the whole pictureand tries to understand comnections.This approach is beginning to be recognised incurricula and policy objectives and can clearly beseen as essential in the delivery of the purposes andaims of the Curriculum for Excellence.While the tools and activities included here focusprimarily on issues of environmental sustainability,the methodology is applicable in a wide range oflearning situations and educators are encouragedto extend their use into different situations andcontexts, both for personal use and with students.The suggested activities included in thisFacilitator’s Toolkit are only a sample of the fullrange of activities included in the Linkingthinkingresource. Linkingthinking is neither a course nor aprogramme of work to be used in its entirety but aflexible resource that can be dipped into or used inany order to meet the needs of learners. Educatorsare strongly encouraged to explore the full packagefor themselves to develop their own understandingand confidence in using this approach.

Activitiesand ToolsPlanning aLinkingthinkingWorkshop1. Learning outcomesThe toolkit offers a set of participatory professionaldevelopment activities, based on the WWFLinkingthinking resource and designed to helpeducators• Understand the need for ‘joined-up thinking’as a vital thinking skill• Be familiar with activities that demonstrate‘joined up thinking’ skills in problem solving,based on real world issues such as climatechange, food and resource use that arerelevant to pupil’s lives• Be familiar with activities that develop‘joined up thinking’ skills in the classroom• Explore how global citizenship andsustainable development education linkwith current education Initiatives to delivermany of the Purposes of Education• Consider how the WWF linkingthinkingmaterials can be used in their own teaching/learning situations to make connectionsacross the curriculum• Link other resources to the linkingthinkingapproachNot all activities referred to need necessarily beused in any particular session but may be consideredas options for use with particular groups.2. Timing and MaterialsThis guide has been developed to enable educatorsto familiarise themselves with the concept of‘joined-up thinking’ for the purpose of improvingtheir own practice as well as introducing the skillsinvolved to their own students.In the current context of Scottish education, withthe priority being given to values and attitudes,skills and involvement, this resource will assistcommitted professionals to reflect on their ownpractice and discover ways to incorporate thesepriorities into their teaching without over-burdeningthe curriculum.In presenting any of the sessions outlined in thisguide, we have tried to allow a reasonable time fordiscussion of the activity so that learning points canbe emphasised and participants can comment fromtheir own perspective. Given the inevitable timeconstraints present in any context, it is neverthelessimportant to keep the activities moving, concentrateon the value of the skills being practised and avoidthe tendency to become involved in discussion ofthe real-life issues which arise. Time constraintsare always a consideration in shorter sessions. Itmay be advisable to reduce the number of activitiesrather than rush participants without allowing timeto draw out learning points.Good preparation will enable participants to takemaximum value from the session. The workshopvenue should be large enough for participants towork in a circle as a whole group and in smallgroups with a flip chart each. Wall space is neededto display flip chart posters.Check carefully the resources required for theactivities you plan to use. Some of the suggestedactivities have made use of published resourcessuch as photo packs, but these can be replaced byyour own resources if you have time to researchthem. The photo packs suggested here are availablefrom WWF’s Teachers’ website http://www.wwf.org.uk/what_we_do/working_with_schools/resources/ and on loan or for sale from the sixregional development education centres listed onthe website of IDEAS www.ideas-forum.org.uk orat the following addresses:

Curriculum for Excellence: Joined-up Thinking for the ClassroomHighland One World Groupwww.globaldimension.highlandschools.org.ukTel. 01349 863441E-mail: janis.keast@highland.gov.ukWest of Scotland DEC Glasgowwww.wosdec.orgTel. 0141 243 2800E-mail: wosdec@btconnect.comOne World Centre Dundeewww.oneworldcentredundee.org.ukTel. 01382 454603E-mail: sally@oneworldcentre.org.ukMontgomery DEC Aberdeenwww.montgomerydec.org.ukTel. 01224 620111E-mail: montgomerydec@btconnect.comLanarkshire Global Education Centre,Coatbridgewww.globaleyes.org.ukTel. 01236 607120E-mail: johnd@globaleyes.org.ukSCOTDEC Edinburghwww.scotdec.org.ukTel. 0131 226 1499E-mail: mail@scotdec.org.ukLearning Outcomes Activities Full day Half Day TwilightUnderstand the need for ‘joined-upthinking’ as a vital thinking skillActivity 1 What’s in the News?Activity 2 The Issue Tree3 3 3Be familiar with activities thatdemonstrate ‘joined up thinking’ skillsin problem solving based on real worldissues such as climate change, foodand resource useActivity 3 You can never only do one thingActivity 4 Towards Rounded Solutions3 3 3Be familiar with activities that develop‘joined up thinking’ skills in theclassroomActivities 1-4 3 3 3Have explored how global citizenshipand sustainable development link withcurrent education initiatives to delivermany of the Purposes of EducationActivity 5 Linkingthinking, SustainableDevlopment and The Curriculum forExcellence3 3Have considered how the WWFLinkingthinking materials can be used intheir own teaching/ learning situationsto make connections across thecurriculumActivity 6 Systems of Concern:Linkingthinking in the Teaching Context3 3 3Have an opportunity to link otherresources to the LinkingthinkingapproachActivities 1-2 3 3 3

The following suggestions for full day, half day and twilight sessions are based on successful pilotworkshops organised for teachers in Highland and North Lanarkshire.Full DayThis assumes that working time available will be 4.75 hours, excluding breaks.Timing Activity Resources Needed15 minutes Welcome/ Introduction / Icebreaker None30 minutes What’s in the News? Flipchart paper & pensAssorted headlinesPhoto packs45 minutes Issue Tree Flipchart paper, pens, A4 outline of issue tree15 minutes Break45 minutes You can never only do one thing Writing and drawing materials45 minutes Towards Rounded Solutions Flipchart paper and pens60 minutes Lunch45 minutes Linkingthinking, Sustainable Development and theCurriculum for Excellence45 minutes Systems of Concern: Linkingthinking in the teachingcontextA3 copies of extracts or an A4 version for eachparticipant. Post-its and flipchart /poster paperLarge sheets of paper (A3 should be sufficient) anddrawing materials15 minutes Evaluation: ‘Head, Heart, Hand and Bin’ Flipchart SheetsSummary HandoutHalf DayThis assumes that working time available will be 3.25 hours, excluding breaks.Timing Activity Resources Needed15 minutes Introduction None30 minutes What’s in the News? Flipchart paper & pensAssorted headlinesPhoto packs45 minutes Issue Tree Flipchart paper, pens, A4 outline of issue tree15 minutes Evaluation: ‘Head, Heart, Hand and Bin’(optional) Linking Thinking QuizQuiz sheet

Curriculum for Excellence: Joined-up Thinking for the Classroom‘Twilight’ SessionThis assumes that working time available will be 1.5 hours, excluding breaks.Notes on learning points and resources required are included after the outline programmes.Timing Activity Resources Needed15 minutes Introduction None30 minutes What’s in the News? Flipchart paper & pensAssorted headlinesPhoto packs45 minutes Issue Tree Flipchart paper, pens, A4 outline of issue tree15 minutes Evaluation: ‘Head, Heart, Hand and Bin’(optional) Linking Thinking QuizQuiz sheet3. Facilitating the workshopThe role of the facilitator is to support participantsin learning together, staying on task and completingthe workshop activities in the time allotted.Where possible, use a large room with seatingarranged in a circle so that all participants can haveeye contact. Tables can be available around theedges of the room for small group work, althoughworking on the floor is acceptable to most groups.The learning outcomes and agenda for the sessionshould be prominently displayed in the working area,preferably on flipchart rather than electronically, sothat they can be referred to whenever necessary. Atthe end of each activity the group can be asked tocomment on which objectives have been addressed.This will help to ensure that participants stayfocussed on the overall aim rather than the specificqualities of a single activity. Evaluation of individualactivities should be integral to the debriefing at theend of the activity rather than reserved to the endof the session.

Activity GuidesIntroductionThe style of welcome and introduction will dependon the context. Where participants are from differentestablishments it is useful to include a simpleactivity which sets everyone at ease e.g. introducethemselves to someone they haven’t met before andtell each other about their favourite hobby/place tovisit/food etc. This can be repeated several times in3 or 4 minutes so that the group members begin tofamiliarise themselves with names.Activity 1What’s in the News?Where working with a group from one schoolor cluster group, it is helpful to ensure that groupmembers do not work in exclusive groups, e.g. allscientists or senior management together.ObjectiveTo demonstrate the need for joined-up thinkingacross subject areas as a vital skill, helpingparticipants understand that issues are linked andnot always straightforward.Materials RequiredNewspaper headlines, photographs, post-it pad foreach group, marker pens, and flipchart paper.TimingAllow 30 minutes.Procedure• Divide participants into groups of 2/3 people(dependent on number of headlines and photosavailable).• Spread newspaper headlines from recent local andnational papers and a range of photographs on thefloor in the centre of the circle. (See Resource List andContacts).• Invite the groups to make links between headlines(local/ national) and pictures (global) Use ‘post-its’to make the links - one on each post it - between theheadline and the picture (similarities / differences /contrasts).• What sorts of links have been identified? Groupthe types of link and devise a flipchart diagram. Arethe linksHistorical / geographical / scientific /technical / mathematicalLinguisticEnvironmentalSocialPoliticalEthicalHealthEconomic / BusinessSpiritualHuman rightsLocal or Global?Others?• Visit other groups’ flip charts and add contributionsusing post-its.Discussion and Learning Points• Draw out the environmental, social, economic,ethical, human rights etc. links so interconnectionsand systems become clear.• Learning points to highlight if not raised byparticipants:- Nothing is simply, for example, an‘environmental issue’, a social issue, or an‘economic issue’.- There are many connections - this issystemic/ joined up thinking – for the complexworld we live in. We try to ‘box’ things, inschool subject areas for example, but mostevents and issues are interconnected.- Always look for the bigger picture – thewhole is bigger than its parts.- There are no right or wrong answers but lotsof different points of view.- Not thinking systemically in a systemicworld can cause problems (knock on effectsfor us, others and for the future).

Curriculum for Excellence: Joined-up Thinking for the ClassroomEvaluation• Ask participants how useful the exercise was.• Did it help meet any of the objectives for the session?(Tick these on your flipchart)• Could they foresee situations where they could usethis in the classroom? How would they adapt it?these link back to the roots? Mention that at thisstage we are not inviting a discussion of the relativemerits of solutions; the aim is to highlight thecomplexity of most issues and their inter-linkingwith other issues.• Alert the groups to the notion that they haveidentified political/ ethical/educational/ humanrights implications of the issue as well asenvironmental.ObjectiveActivity 2The Issue TreeTo develop joined-up thinking skills, enablingparticipants to explore a real-life issue, itscauses and possible solutions, in a way that canhighlight potential further and perhaps unintendedconsequences.Materials requiredFlipchart paper, pens, A3 or A4 outline of issuetree.TimingAllow 45 minutes.Procedure• In small groups, brainstorm sustainability issues,for example HIV Aids, flooding, a new supermarketand ask each group to choose one as a focus for theexercise. Or groups may decide to work with theissues arising from the previous exercise.• Draw a tree outline on the poster paper and writethe focus issue on the trunk.• Ask groups to write the possible causes of theissue into the roots of the tree. Remember to includefeelings, ideas, values, priorities, emotions anddecision making. What caused these causes? Writethese in too, and any things that may have causedthese causes.• Then ask them to write any likely impacts(effects or consequences) into the branches. Andwhat impacts may these impacts have? What arethe ultimate consequences of the issue? Are thesesolutions or do they generate further problems? DoDiscussion and Learning Points:• Ask each group for feedback to the main groupabout what have they learned from the process. Tryto ensure that discussion is about the usefulness ofthe technique and where they might use it in theirown work/teaching situation rather than the detailedcontent explored in each diagram.• Learning points to highlight if not raised byparticipants:- Problem-solving is not linear.- It is important to recognise in ‘problemsolving’ that issues rarely have one singlecause or effect.- Any ‘cause’ can also be an ‘effect’ and viceversa and we often cannot know what longterm effect our actions will have.- Working on relevant real world issues in aparticipative way is good education- Learn to think ‘out of the box’, looking at thewhole story not just a part of it.- Learn to look at issues in context, lookingat all the influences at the start and knock oneffects at the finish.- As we cannot predict outcomes in humanand most natural systems, flexibility,accepting uncertainty and change,participation and learning from change areessential for us all.Evaluation• Ask participants how useful the exercise was.• Did it help meet any of the objectives for thesession? (Tick these on your flipchart)• Could they foresee situations where they coulduse this in the classroom? How would theyadapt it?

Linkingthinking Activity: The Issue TreeWrite your issue on the trunk of the tree, the causes on the roots and the effects in the branches. Try to findsolutions and write them on the leaves. Do your proposed solutions have other effects? Do these link to theroots? Draw in any links.10

Curriculum for Excellence: Joined-up Thinking for the ClassroomObjectiveTo demonstrate the use of joined-up thinking skillsin problem solving, looking at connections and theneed for foresight.‘You can never only do one thing’ is one ofthe fundamental ideas of joined-up (or systems)thinking. As events, things and actions areinterconnected, we often find additional andunanticipated things happening as a result of whatwe first intended. We call these all manner of names:‘knock-on effects’, ‘ramifications’, ‘side effects’and so on. Such consequences might be negativeor positive, or both. This activity helps participantsunderstand that there is often a difference betweenwhat is an intended and inadvertent effect, and theneed, therefore, for more ‘systemic awareness’ ofthe relationship between events and actions.Resources neededFlipchart paper, pensTimingAllow 45 minutes.Procedure• Divide participants into groups of 3/4 people andask each group to choose a human action, machineor system that interests them, for example:Human actionMaking a cup of coffee; developing AIDS drugs;building a road; developing farmers’ markets; ridingbicycles; using slug pellets in the garden; plantinga tree.MachinesActivity 3You can never onlydo one thingMP3 player, mobile phone, washing machine,computer; televisionSystemsYour school or college, reservoir, supermarket,local transport system, power station, yourself.• Ask each group to think ‘What is this for?’ If thereare several answers rank as the main (intended)purpose and secondary purposes and display theircomments on flipchart paper.• Now ask the second key question: ‘What doesit do?’ (or ‘what happens in addition, what othereffects does this action/machine/system have?)Show as an example the suggestions for ‘Cars’.• Ask the groups to add any further knock- on effectsfrom the unintended effects.Discussion and Learning PointsAsk if the intended purpose can be met with fewernegative consequences.• Learning points to highlight if not raised byparticipants:- In the ‘Cars’ example, one’s view of carsis a function of who you are (as a car driver,passenger, pedestrian, cyclist, bus driver,factory worker etc) and what is important ormeaningful to you.- Total objectivity is impossible, it is importantto recognize that different people havedifferent perspectives.- Actions always have additionalconsequences – sometimes minor, sometimesmajor.- Better ways of doing something involveanticipating negative consequences andmaximising positive ones.- We tend to concentrate on a single benefitto us and ignore costs to others and otherparts of the system, raising environmental,social and ethical questions.Evaluation• Ask participants how useful the exercise was.• Did it help meet any of the objectives for thesession? (Tick these on your flipchart).• Could they foresee situations where they coulduse this in the classroom? How would theyadapt it?11

Curriculum for Excellence: Joined-up Thinking for the ClassroomActivity 4Towards RoundedSolutions• Using ‘P’ to denote problem and ‘S’ to denotesolution introduce the group to the diagramsbelow:ObjectiveTo demonstrate the use of joined- up thinking skillsin problem solving, emphasizing the ‘knock-on’effects of solutions and the need to think moreholistically about the world.TimingAllow 45 minutesResourcesFlipchart and pensProcedure• Compile a list of ‘solutions’, incorporating thosethat are topical to what’s happening locally orrelevant to the school context, for example- extend the school car park- remove chips from the school dining roommenu- shorten the school lunch hour- reduce the number of teachers met by S1/2pupils- introduce school vending machines- use pesticides- erect wind turbines- construct a bypass for a town or city- start up a farmers’ market- build a coal-fired power station- use disposable plates- construct a reservoir- designate a nature reserve• Ask groups of 3 or 4 to choose a topic. For theirtopic spend 5 minutes discussing1. ‘If this is seen as the solution, what is/are theproblem or problems?’2. Who has defined the problem this way and why?• Feedback their suggestions to the whole group.• Now ask each group to work on their chosen topic,at both ends of the ‘Problem-Solution’ equation.Dig deeper.• Does the S in turn generate more Ss than Ps? (Oris it likely to?) Or does it seem to generate morePs than Ss? If the latter, go back to the perceivedoriginal problem. Maybe it’s not really a problem atall. Or maybe it can be seen in a different light; onethat questions the originally proposed solution.Discussion and Learning Points• Did the exercise make participants questionsolutions and see them in a different way?For example, the problem that the power stationis meant to address may not be a shortage of supply,but rather the inefficient use of what supply thereis. So the appropriate solution might be to workon education and energy conservation rather thanincreasing supply.The problem that the pesticides are meant toaddress may not be that too many pests are takingthe crop, but rather that there aren’t sufficientpredators in the system to control the pests. So theappropriate solution path might be to cut down onpesticides while building up biodiversity on thefarm.13

Curriculum for Excellence: Joined-up Thinking for the Classroom- Focussing time and energy on these areasinitially leads to action in the next circle, theschool/college.- Recognising interrelationships andsynergies between the areas that you havesome control and influence over can helpreduce the anxiety induced by initiativeoverload.- This technique can be used to examine anyissue, by individuals or group. The way wethink influences what we see and awarenessof this is important.- It is helpful to look beyond our boundariesof concern to understand the wider effects weare having on the world and the influences onus.- A Linkingthinking approach to issuesencourages looking at and takingresponsibility for the whole, recognising itscomplexity and considering the long term.ButEvaluation- Who defines the issue?- What constitutes ‘improvement’- Who says?- At what cost?- Have things improved or not? Whatcriteria can be used?• How useful would this exercise be in theschool context?• Which objectives for the session does it helpto meet?• When and how could participants envisage usingthis exercise?• How and when could this activity be used withpupils?17

Linkingthinking Activity: Curriculum for ExcellencePurposes of the Curriculum from 3–18Our aspiration for all children and for every young person is that they should be succesful learners, confident individuals,responsible citizens and effective contributors to society and at work. By providing structure, support and direction toyoung people’s learning, the curriculum should enable them to develop these four capacities. The curriculum shouldcomplement theimportant contributions of families and communities.Successful Learnerswith• Enthusiasm and motivation for learning• determination to reach high standards ofachievement• openness to new thinking and ideasand able to• use literacy, communication and numeracyskills• use technology for learning• think creatively and independently• learn independently and as part of a group• make reasoned evaluations• link and apply different kinds of learning innew situationsConfident Individualswith• self respect• a sense of physical, mental and emotionalwellbeing• secure values and beliefs• ambitionand able to• relate to others and manage themselves• pursue a healthy and active lifestyle• be self aware• develop and communicate their own beliefsand view of the world• live as independently as they can• assess risk and take informed decisions• achieve success in different areas of actvivtyto enable allyoung peopleto become...Responsible Citizenswith• respect for others• commitment to participate responsibly inpolitical, economic, social and cultural lifeand able to• develop knowledge and understanding of theworld and Scotland’s place in it• understand different beliefs and cultures• make informed choices and decisions• evaluate environmental, scientific andtechnological issues• develop informed ethical views of complexissuesEffective Contributorswith• an enterprising attitude• resilience• self-relianceand able to• communicate in different ways and indifferent settings• work in partnership and in teams• take the initiative and lead• apply critical thinking in new contexts• create and develop• solve problems18

Curriculum for Excellence: Joined-up Thinking for the ClassroomLinkingthinking Activity: Curriculum for ExcellenceChoosing Our Future“We are facing major and unprecedented challenges to moderate our previously unsustainable patterns ofdevelopment. Climate Change is the most urgent and pressing example of this. Scotland will not be able tomeet these challenges unless people – whatever their age, status, occupation and lifestyle – have the necessaryknowledge, awareness, understanding and skills to play their part.”‘We want to see a Scotland where:• Learning for sustainable development is a core function of the formal education system.• There are lifelong opportunities to learn.• The sustainable development message is clear and easily understood.”“Scotland has the highest percentage of schools in Europe which are involved in the Eco Schools Programme,a whole school approach involving teaching and non-teaching staff, parents and the wider community as wellas pupils in learning about sustainable development issues. At present over 70% of schools are registered EcoSchools. The target is to have 80% of all schools registered on the Eco Schools Programme by January 2008.”“Investment in the school estate – over £2.3 billion by the end of this decade – means that school children inScotland will be learning in buildings that embody sustainable design principles. There is a key learning point here:children up and down the country are getting involved in the designs for their new classrooms, putting sustainabledevelopment education into immediate practice.”“The review of the curriculum presents a major opportunity to embed education for sustainable development intoScotland’s schools. The aim of the review is for young people in Scotland to be successful learners, confidentindividuals, effective contributors, and responsible citizens, who can develop knowledge and understanding ofthe world and Scotland’s place in it. The Executive will ensure that the new Curriculum for Excellence integrateseducation for sustainable development across subject areas.”[p.67, Choosing Our Future, Scotland’s Sustainable Development Strategy, Scottish Executive, 2005, and Learning for ourFuture; Scotland’s first Action plan for the UN Decade of Education for Sustainable Development, Scottish Executive, 2006]19

Linkingthinking Activity: Curriculum for Excellence at a GlanceValuesWisdom, justice, compassion,integrityThe curriculum must be inclusive,be a stimulus for personalachievement and, through thebroadening of experience of theworld, be an encouragementtowards informed and respomsiblecitizenship.The Curriculum‘the totality of all that is plannedfor children and young peoplethroughout their education’• Ethos and life of the school as acommunity• Curriculum areas and subjects• Interdisciplinary learning• Opportunities for personalachievementLearning and teaching• Engaging and active• Setting challenging goals• Shared expectations andstandards• Timely, accurate feedback• Learning intentions, successcriteria• Collaborative• Reflecting the ways differentlearners progressExperiences andoutcomes set outexpectations forlearnoing andddevelopment in:LiteracyAll children and youngpeople are entitled toexperience• A coherent curriculum from 3 to18• Expressive arts• Languages and literacy• Health and wellbeing• Mathematics and numeracy• Religious and moraleducation• Sciences• Social studies• TechnologiesCurriculum levels describeprogression and development.NumeracyResponsible citizens+Confident individualsOutcomesLearnerExperiencesSuccessful learnersskills for learning, skills for life and skills for work+Effective contributorHealth & Wellbeing• A broad general education,including well planned experiencesand outcomes across all thecurriculum areas. This shouldinclude understanding of theworld and Scotland’s placein it and understanding of theenvironment• Opportunities for developingskills for learning, skills for lifeand skills for work• Opportunities to achieve at thehighest levels they can throughappropriate personal support andchallenge• Opportunities to move intopositive and sustained destinationsbeyond schoolPersonal Support• Review of learning and planningof next steps• Gaining access to learningactivities which will mett their needs• Planning for opportunities forpersonal achievement• Preparing for changes andchoices and support throughchanges and choices• Pre-school centres and schoolsworking with partnersPrinciples ofcurriculum design• Challenge and enjoyment• Breadth• Progression• Depth• Personalisation and choice• Coherence• RelevanceArrangements for• Assessment• Qualifications• Self-evaluation and accountabliity• Professional developmentSupport the purposes of learning20

Curriculum for Excellence: Joined-up Thinking for the ClassroomObjectiveActivity 6Systems of Concern:Linkingthinking in theTeaching ContextTo identify what can actually be done in line withpriorities in relation to introducing Linkingthinkingmethodology to colleagues or into their ownteachingTimingAllow 45 minutesResourcesLarge sheets of paper (A3 should be sufficient) anddrawing materialsProcedure• Introduce the exercise by giving an example ofthe scale of the challenge currently confrontinggovernment, communities and individuals, notjust in an educational sense. Global issues such asclimate change and poverty can appear so dauntingthat it feels as if nothing can be done as an individualto help the situation. Thus 70% of people in UKare aware of environmental issues but our lifestylesare now more than twice as unsustainable as in the1960’s. When links with everyday life are seen, thethought of the amount of lifestyle changes neededcan provoke a great deal of anxiety. This activityaims to help focus in on what can realistically bedone, and how it might be possible to do more.• If the group is all from the same school breakinto small groups. Otherwise start this activityindividually.• Ask them to draw two concentric circles on thesheet of paper, leaving enough space to writebetween them and in the centre circle. The outercircle is the boundary of their System of concern.The inner circle is the boundary of their System ofinfluence.• Brainstorm and write in the outer circle all thosethings that they feel concerned about, howeverbig or small, in introducing this methodology tocolleagues or into their own teaching. This is theirSystem of concern.• Ask them to distinguish between those things theyfeel they have no control or influence over at all andthose they feel they have some degree of control orinfluence over, however small. Copy the latter intothe inner circle, the System of influence.• Invite them to think which of those items in theirSystem of Influence will be their first priority areato work on after the workshop.Discussion and Learning Points• Did participants find they had common concerns?Did they have the same level of influence overthem?• What kind of obstacles do we find in trying tochange our own behaviour or the behaviour ofothers?• Ask whether they spend more time and energyfocused on things within their System of concern orSystem of influence.• It is more energizing to focus on our Systemof Influence, putting energy into what can be donewhile being aware of the ‘big picture’.Evaluation• How useful would this exercise be in the schoolcontext?• Which objectives for the session does it help tomeet?• When and how could participants envisage usingthis exercise?21

Conclusion and EvaluationA summary handout is included for participants.Before distributing this ask the group to take afew minutes to evaluate the day and stress thatfeedback is essential and useful to the facilitatorand organisers to ensure that they are addressingneeds appropriately and effectively.While most local authorities have their ownevaluation process or format, it is useful tointroduce others. This example is included to beused if considered appropriate.Resources RequiredFlipchart Sheets labelled for each activity andincluding the words, Head, Heart, Hand and Bin.You may also wish to include separate sheets forthe overall day and catering/venue. Post-its for eachparticipant.Procedure• Distribute several post-its to each participant• Ask them to write one comment only on eachpost-it and then to allocate them to each activityaccording to the following criteria:Head: something which challenged you ormade you thinkHeart: something which moved youHand: something you think you will use inyour own work/teachingBin: something you feel could be discardedNow distribute the summary handout and remindparticipants of the original objectives for the day.It should also be pointed out that this session hasonly been an introduction to systemic thinking andthat the Linkingthinking materials are availableon WWF‘s website for teachers, http://www.wwf.org.uk/what_we_do/working_with_schools/resources_whole_school_approaches/, in paperform or on a free CD-ROM for individuals to takeit further.The Linkingthinking Quiz Sheet is anotheruseful way of remembering the basic characteristicsof ‘joined-up thinking’ and can be copied forparticipants to take with them.22

Curriculum for Excellence: Joined-up Thinking for the ClassroomLinkingthinking Evaluation: Head, Hand, Heart and BinHeadsomething which challengedyou or made you thinkHeartsomething which moved youHandsomething you think you willuse in your own work/teachingBinsomething you feel could bediscarded23

Joined up Thinking for the Classroom: Summary24Education for sustainabledevelopment is aboutlearning to:• Respect, value and preserve theachievements of the past• Appreciate the wonders and thepeoples of the Earth• Live in a world where all peoplehave sufficient food for a healthy andproductive life• Assess, care for and restore the stateof our Planet• Create and enjoy a better, safer, morejust world• Be caring citizens who exercise theirrights and responsibilities locally,nationally and globallySource: UNESCO http://portal.unesco.org/educationLearning Points for DiscussionLearning to think in a more integrated (orconnective) way is essential for living in ahighly interdependentworld.Working on relevant,real world issues in anactive, participative wayis good teaching andlearning.Linkingthinking isthinking ‘out of the box’,a web is a useful way oflooking at it.Everything is connected(but not equally strongly). Humans are linkedto nature and other living beings. Most issues arerelated to other issues and can be better understoodin this way. There is no such thing as opposites (e.g.environment vs. economics), only things that arerelated to each other.“We can’t solve problemsby using the same kind ofthinking we used when wecreated them.”You can never do only one thing, issues have tobe viewed in context and as a whole. The simplestaction can have consequences far beyond the originalintention, for example buying a car, building a newschool.A change in one part of a system affects the wholee.g. extending a school car park, and a change inthe whole affects a part, for example a new WholeSchool Policy.The whole is greater than the sum of the partsof a system. There are ‘emergent properties’ (forexample the ethos in a ‘good’ and ‘bad’ school).The way we think influences what we see andawareness of this is important. We need to lookbeyond our boundaries of concern to understandwider effects we are having on the world and theinfluences on us.Most human and environmental systems arenot linear. Problem solving is not a linear process.Some solutions just generate more problems, somegenerate more solutions.For complex problems a Linkingthinkingapproach is required, going beyond simplestatic, linear problem solving to look at andtake responsibility for the whole, recognise itscomplexity and consider the long term. ButAlbert Einstein 1879-1955• Who defines theproblem?• What constitutes‘improvement’• Who says?• At what cost?• Have thingsimproved or not?What criteria can beusedIt is impossible to predictoutcomes in most human and natural systems andthe more complex systems are the less predictablethe behaviour and outcomes will be, for example aneconomy, a family.So in the 21st Century we all need flexibility, toaccept change and to be able to participate in andlearn from change.

Curriculum for Excellence: Joined-up Thinking for the ClassroomLinkingthinking QuizDo you...OftenSometimesNeverDon’tKnow1 Examine and question your own and others’assumptions?2 Ask different questions about things/issues (deeperand more inclusive questions)?3 Look for connections and patterns between eventsand/or ideas?4 Try to have a critical perspective and synthesisingoutlook, bringing issues together?5 Value other people’s views and perspectives on anissue?6 Look for multiple causes/consequences rather thanonly notice simple ‘cause-effect’ relationships?7 Look at the ‘big picture’, trying to place issues in abigger context?8 Think long term?9 Examine critically narrow, simplistic, or ‘obvious’explanations in a complex situation?10 Suspend judgement rather than rush to judgment?11 Try not to blame the components in a system (forexample the people) if things go wrong, but ask questionsabout ‘purpose’ and ‘relationships’ in the system first?12 Recognise uncertainty and ambiguity and try to workwith them?13 Have a concern for the overall health and wellbeing of asystem?14 Try to be open-minded?25

Check your score:ScoreOften 3Resourcesand ContactsSometimes 20-14Never 1Don’t know 0Oh dear! Perhaps you need to do some moreLinkingthinking exercises!15-20Well, you’re still largely ‘in the box’ – butlooking out!21-30Good, you are aware of complexity and try to workwith it.31-42Brilliant, but can we believe you?!This is a formidable (and somewhat ideal) list, infact, more something to aspire to. Think about theopposites of these characteristics, then think aboutthe questions where you scored less and why thismight be the case.WWF Linkingthinking: Newperspectives on thinking andlearning for sustainabilityThe Linkingthinking materials contain seven Unitsand a Toolbox with complementary activities foruse with pupil/student groups to introduce keyperspectives, ideas and skills that are important inLinkingthinking.• Unit 1Linkingthinking, Education andLearning: An Introduction• Unit 2 Developing Linkingthinkingperspectives and skills in problem-solving• Unit 3 Exploring sustainable developmentthrough Linkingthinking perspectives• Unit 4 Linking (thinking) Everyday Life toNatural Systems and Resource Use• Unit 5 Linkingthinking and Core Skills• Unit 6 Bringing Environmental Issues intothe Mainstream Curriculum• Unit 7 Using Linkingthinking in a RealSystemThe full printed version in a ring binder isavailable at a cost of £30 (including postage andpacking) and a disk version (PC) is available freeof charge from WWF Scotland, Little Dunkeld,Dunkeld, Perthshire PH8 0AD. The materialscan be downloaded from WWF’s website forteachers, http://www.wwf.org.uk/what_we_do/working_with_schools/resources_whole_school_approaches/26

Curriculum for Excellence: Joined-up Thinking for the ClassroomAdditional sources of informationWebsite linkNetworksIDEAS (International Development Education Associationfor Scotland)Scotland’s Sustainable Development Education Networkwww.ideas-forum.org.ukwww.sdenetwork.orgGlobal or European FocusUnited Nations Environment ProgrammeUNESCOWorld Resources Institutewww.unep.orghttp://portal.unesco.org/education/enwww.wri.orgGovernment and Agencies – Sustainable DevelopmentScottish GovernmentScottish Natural HeritageScottish Environment Protection AgencyEnergy Savings TrustDepartment for International Development (DFID)www.scotland.gov.ukwww.snh.gov.ukwww.sepa.org.ukwww.est.org.ukwww.dfid.gov.ukGovernment and Agencies - EducationScottish GovernmentLearning and Teaching ScotlandScottish Qualifications AuthorityThe Curriculum for ExcellenceTeachernethttp://www.scotland.gov.uk/Topics/Educationwww.ltscotland.org.uk/sustainabledevelopmentwww.sqa.org.ukwww.ltscotland.org.uk/curriculumforexcellencehttp://www.teachernet.gov.uk/sustainableschools/Non-governmental OrganisationsWWF ScotlandGreenpeaceOxfamEco-Schools ScotlandRSPBFriends of the EarthCarbon TrustSUSTRANSwww.wwf.org.uk/scotlandwww.greenpeace.orgwww.oxfam.org.uk/educationwww.ecoschoolsscotland.orgwww.rspb.orgwww.foe-scotland.org.ukwww.carbontrust.co.uk/schoolswww.saferoutestoschools.org.uk27

WWF Scotland is part of WWF-UK,a charity registered in England number 1081247and in Scotland number SC039593and a company limited by guaranteeregistered in England number 4016725.VAT number 733 761821Panda symbol © 1986 WWF World Wide Fund for Nature(formerly World Wildlife Fund)® WWF registered trademarkWWF ScotlandLittle DunkeldDunkeldPerthshire PH8 0ADwww.wwfscotland.org.ukt: 01350 728200f: 01350 72820128