Transcript Document

Growing Schools | www.teachernet.gov.uk/growingschools
REGIONAL STRATEGIC PARTNERSHIP
CONFERENCE
Martha Critchlow
Jake Reynolds
Growing Schools | www.teachernet.gov.uk/growingschools
EDUCATION OUTSIDE THE CLASSROOM
MANIFESTO
• Shared vision and strategy for delivery and
development of Education Outside the Classroom
• Statement of common intent to help align currently
disparate activity
• Guide for public, private and voluntary sector
commitment
• Benchmark to help DfES assess its work and monitor
progress
• Call on the wider community sectors to join in
enriching the lives of school children
Growing Schools | www.teachernet.gov.uk/growingschools
THE BROADER PICTURE
“Education for sustainable development is a life-wide and
lifelong endeavour which challenges individuals,
institutions, and societies to view tomorrow as a day that
belongs to all of us.”
UN Decade of Education for Sustainable Development Strategy
2005-14
Growing Schools | www.teachernet.gov.uk/growingschools
THE BROADER PICTURE
“Every school should [also] be an
environmentally sustainable school, with a
good plan for school transport that
encourages walking or cycling, an active
recycling policy (moving from paper to
electronic processes wherever possible)
and a school garden or other opportunities
for children to explore the natural world.
Schools must teach our children by example
as well as by instruction.”
DfES Five Year Strategy for Children and Learners, 2004
Growing Schools | www.teachernet.gov.uk/growingschools
THE BROADER PICTURE
“Sustainable development principles must lie at the core
of the education system, such that schools, colleges and
universities become showcases of sustainable
development among the communities that they serve.”
Securing the Future, the UK Sustainable Development Strategy, 2005
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RECAP ON CURRENT COMMITMENTS (2003)
“Identify effective mechanisms to enable the establishment of a sustainable
development partnership support framework at local and regional levels” (1.5)
“Implement communications programme linked to specific SD events/themes” (1.5)
“Identify sustainable development advisory and facilitative NGOs to promote good
practice and disseminate information to appropriate sectors” (1.5)
“We will make effective links between education and sustainable development to
build capacity within local communities” (4)
“Identify mechanisms that link education with other local fora and in particular the
opportunities created by LSPs and Local Agenda 21 to join up learning and local
networks” (4.1)
“With the support of GOs, LEAs, schools, colleges and related units will be
encouraged to build on existing SD activity and play an active part in their
communities” (4.1)
“Create new mechanisms for supporting ESD at local level” (4.2)
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IN PRACTICE …
• SDAP was not communicated well
• Context for working with schools has changed:
– the new relationship
– need to embed in existing programmes
– need to ‘sell’ the benefits
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EMBEDDING IN EXISTING PROGRAMMES
Current focus:
Food improvement
Travel planning
Curriculum
Campus
 Healthy Schools Standard
 BREEAM building standard
Current focus:
Broader context:
 National Curriculum aims
 Statutory provision
 Out-of-classroom manifesto
 Healthy living
 Operational efficiency
Current focus:
Broader context:
 Enrichment
 Inclusion
 Personalisation
CHILD
Community
 Every Child Matters
 Extended schools
 Head teacher standards
Broader context:
 Children’s well-being
 Partnership working
 Safer, stronger, greener communities
Growing Schools | www.teachernet.gov.uk/growingschools
ECM EXAMPLE
Be healthy
Reconnects pupils to food supply / nature
 Focus on local, fresh, healthy food
Promote walking, cycling, outdoor play
Stay safe

Respect for the local environment and community
Positive behaviour in and outside school
Enjoy and achieve

Practical learning, relevant to pupils’ lives
Confidence via achievement outside classroom
Make a positive
contribution

Contribute to safer, stronger, greener communities
Sense of place / belonging for all
Achieve economic
well-being
Functional and organisational skills
 Eco-innovation and social enterprise
Link local action to global trends / opportunities
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SELLING THE BENEFITS
• Sustainable schools:
– motivate pupils and staff
– save money
– have excellent community ties
– prepare young people for an uncertain future
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CONNECTING ESD AND EOC
• EOC fundamental part of achieving ESD
• Skills of sustainable living best acquired while
studying real issues in real settings
• Engaging, motivating and confidence building
for all abilities – counterweight to classroom study
• Can help to re-include difficult pupils, and
improve attainment / behaviour
• Staff interested too, but lack
confidence and support
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UPDATE FROM DFES
• The Department recognises that:
– a common vision is needed
– schools will need help to grasp the opportunity
– roles of key actors need to be clarified in light
of new relationship
Growing Schools | www.teachernet.gov.uk/growingschools
DOORWAYS
Energy and water
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COMING UP
• Revised SD Action Plan (2005)
• Sustainable Schools consultation
– vision, strategy, expectations, roles
• Sustainable schools web site
– advice, links, tools
• Self-assessment / action planning tool
Growing Schools | www.teachernet.gov.uk/growingschools
WHERE NEXT IN THE REGIONS?
• A new SDAP is being prepared
• There are compelling reasons to take ESD/EOC forward
• Given this:
– Are we clear about the regional role?
– Are we embedding EOC/ESD inside core programmes?
– Are we sharing good practice?
– Are we tapping in to regional resources?
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