Practical advice for embedding ESDGC in:

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Practical advice for embedding ESDGC in

• Teaching and Learning

Julie Hanson-Williams www.esdgc.co.uk
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Teaching and Learning

• Developing the necessary skills, knowledge and
  values ..
• .. to enable learners ..
• .. to make informed decisions and choices for
  the future.

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Teaching and Learning

• Audit to identify current practice
• Do all learners have an opportunity to
  participate in some ESDGC activities?
• Incorporated in teaching and learning materials?
• Programmes/courses designed flexibly to encourage
  participation from under-represented groups?

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The good news!

• ESDGC
• can be integrated seamlessly into learning
  programmes and teaching practice
• can be linked directly and indirectly with all
  occupations and learning materials, basic and key
  skills
• Much is probably already being delivered without
  realising it!

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Hints and Tips Practical Solutions

• Start early
• Learner handbooks
• Induction.
• Keep it going integrate into qualifications and
  delivery

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Employment Rights and Responsibilities (ERR )

• Equal opportunities
• direct/indirect/ unintentional indirect/
  potential illegal discrimination
• Employment terms and conditions
• Employment acts and legislation
• minimum pay minimum annual leave with pay
  limits on working hours working day breaks.
• Career structure/ progression qualifications and
  frameworks
• career pathways, opportunities and progression
• Legislation, codes of practice, Data protection

• ESDGC Key Themes
• Identity and culture
• The natural environment
• Wealth and poverty
• Health
• Climate change
• Consumption and waste
• Choices and decisions

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• In workplace
• Identify hazards evaluate risks
• Reduce risks to health and safety

Health and Safety

• ESDGC Key Themes
• Identity and culture
• The natural environment
• Wealth and poverty
• Health
• Climate change
• Consumption and waste
• Choices and decisions

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Key Skills and Welsh Bacc

• Key Skills ESDGC subjects/themes can be
  utilised for integration into key skills
  work/projects.
• Wales Europe and the World unit
• Foundation and Intermediate Politics social
  issues economic and technological issues
  cultural issues and
• Advanced Political issues social challenges and
  responses the impact of economic and
  technological change heritage and cultural
  perspectives.
• Personal and Social Education (PSE) unit
• Positive relationships health and emotional
  well-being active citizenship and, of course,
  within SD and GC and the requirement for activity
  in the local community.

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Practical Solutions

• Use topical themes or issues
• Relate aspects of ESDGC to positive practices
  within the workplace eg
• recycling consumables and other materials
• implementation of energy saving measures
• reduction of fuel consumption.
• Learners personal activities eg
• volunteering, local community, fund-raising.

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Vocational qualifications, naturally occurring
opportunities

• Hairdressing key requirement Safe
  storage/disposal of chemicals
• Extend scope to enhance ESDGC coverage
• Manufacture processes and human welfare
• Transportation and impact on environment
• Use of water to dispose
• Fresh, drinking water (local .. global)

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Vocational qualifications, naturally occurring
opportunities

• Beauty Promote additional products or services
• Range of products, equipment supply
  chain/product lifecycle impact from cradle to
  grave
• Where manufactured, processes, composition,
  ingredients
• Environmental impact of industries/processes
• Workforce conditions human health and welfare
• Movement of resources
• Profit distribution
• Local and global
• Eco-friendly, ethically sourced, fair-trade
• Retailing in the salon use of plastic bags

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Catering

• Sustainability issues in food production and
  consumption.
• Fresh, seasonal, local fruit and vegetables v out
  of season/imported.
• Locally sourced foods (bring in Welsh and global
  perspectives).

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• Organising sporting events
• maintaining grounds, astro-turf/grass
• refreshments for intervals, use of plastic
  bottles of water etc
• transport
• lighting/heating
• production of sporting equipment/clothing
• carrying out health and safety assessments.

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Relevant Topics and Themes

• Extend beyond confines of vocational topic
  explore in more depth, eg
• Effects of sustainability in industry how the
  impact of harmful products can be reduced.
• Industry development
• size, scope, geographical distribution
• contribution to UK economy
• global market
• developments that have contributed to development
  of sector
• Social, economic, environmental and
  sustainability issues that affect businesses and
  how they are addressed, eg
• consumer spending, leisure activities, media
  coverage, gender issues

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Relevant Topics and Themes

• Industries within the sector
• Range of services and products
• Marketing and promotion of products and services
  to different audiences
• Links with related sectors eg
• fashion, retail, media, film and TV
• Global styles and fashion trends impact of
  trends, body image, celebrities and fashion
• Use and impact of media
• influence buying trends
• designer label v basic brands

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ESDGC
Map
Delivery
Qualifications
ILPs
Reviews
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Review and evaluate

• Provide time to review and evaluate.
• Use activities and/or prepare questions to
• enable learners to identify their own
  contributions, learning and impact
• gain an indication of learner perceptions of
  their levels of knowledge and confidence.
• Capture attitudes prior to commencing a topic
  compare with attitudes afterwards.

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Where next?

• Step by step!
• Cover some aspects
• Map ESDGC into existing qualifications
• Demonstrate coverage in Schemes of Learning,
  Session Plans, ILPs, etc.
• Share good practice/resources

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Useful websites

• Teaching and Learning

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Post-16 Citizenship Support Programme Learning
Resources

• Learning resources topical issues
• Introduction for staff
• Outline of learning opportunities
• Suggestions for using materials
• Background information on an issue
• Activities
• Resources and list of additional resources

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World Bank DEP website

• Teaching Guides
• Point of View
• Goals and Objectives
• Teaching and Learning Modules
• Activities with and without answers
• Learning Modules
• Background Information
• Summary
• Maps, Charts and Data
• Exercises online or print
• Case Studies
• Research Projects
• Social, Economic, Environmental

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Youthink! Website

• Downloadable Resources
• Aids, Conflict, Corruption, Debt Relief,
  Development, Disabilities, Education, Employment,
  Environment, Gender, Globalization, Health,
  Infrastructure, MDGs, Trade, Urbanization
• Resources include
• issue briefs, facts, discussion points, quizzes,
  activities.
• Issue Brief includes
• What is it?
• Why should I care?
• What is the International Community Doing?
• What can I do?
• Discussion points

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Practical action Website

• Practical Action Journals
• Boiling Point (stoves and household energy)
• Food Chain (small-scale food processing)
• Waterlines (water, sanitation and waste)
• Enterprise Development and Microfinance (in
  developing countries)
• Practical Answers
• Agriculture
• Construction
• Crop and food processing
• Disaster mitigation
• Energy
• Information and Communication
• Manufacturing
• Mining and minerals
• Natural resource management
• Transport
• Waste and recycling
• Water and sanitation

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Sustainable Technology Education Project (STEP)

• Aimed at design and technology teachers and
  students (KS3)
• Case studies
• Resources
• Teachers notes
• Activities

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NGfL
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Businesses have crucial role in contributing to
a sustainable Wales

• Develop resource efficiency
• within organisation
• through supply chains
• improving productivity and competitiveness
• Reduce waste
• Develop environmental and sustainability policies
  and targets
• Monitor performance resource use report
  publicly on them
• Engage with workforce
• adopting sustainable practices
• encouraging employees to become sustainable
  champions in their own communities
• Engage with and support local communities.

One Wales One Planet (Consultation on a new SD
scheme for Wales)
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Questions?

• Julie Hanson-Williams
• www.esdgc.co.uk

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Evaluating your current position

• Group action-planning and feedback

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Starting ESDGC self-assessment

• Teaching and Learning
• Exercise 2
• Commence evaluation/action planning

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Checklist Key
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Feedback and Questions