GLOBAL CITIZENSHIP
Spreading the word on sustainability
problems such as weight gain and smoking, embedded in every aspect of the curriculum, have a citizenship programme, and the first
and male health checks are given to boys and and involve the school’s work in reaching out subject specialists have come out of initial
their fathers. into the local community. teacher training institutions over recent years.
Occasionally, the school timetable is Ruth Carter, OCR’s qualifications manager Sustainability and green issues will
suspended to allow pupils to undertake for GCSE citizenship and drama, said this form a huge part of OCR’s geography
projects such as energy concept of “active citizenship” was crucial. specifications. Both syllabuses will have a
conservation and waste “It is not that difficult to make children major sustainability element, with one focusing
disposal. and young people aware of what involves more on students’ immediate environments
Where them, and how they can make a difference. and the other on global issues. Geography B,
sustainability Recycling is an obvious example because for example, will comprise three units, one of
programmes children can take their knowledge about this which – Geographical Enquiry – will involve
work best, home and influence the rest of their family,” investigation into topics such as disease, trade,
they are she explained. ecosystems, sport, and fashion.
“There is endless scope for recycling Sustainability will form a greater chunk
materials, for example in display work or of the science curriculum at key stage 3 and
art and design lessons. Pupils can write the new science suites – Gateway to Science
letters to the local authority asking to visit and 21st Century Science – will offer more
municipal recycling centres – or dumps practical approaches to the subject, including
– to look at the work they do, and asking investigations about the contribution science
questions about what goes on in their area.” makes to pupils’ lives.
The key is to make it real, said Mr Lunn. Mr Lunn said: “We wanted to try to place
“It is quite easy to find issues with which science in a cultural and social context rather
young people can identify – it is about than being too formal about it. It will look
making them real and relevant,” he added. at issues such as global warming, shortage
“One interesting way would to be look at of natural resources, and what role science
the ways in which Live Aid is accountable can play to counter the depletion of natural
for the money raised by ordinary people. resources.
Children should be asking where this money “Aspects of science learning, such as data
is going; what is it being spent on; how are handling, are designed to develop pupils’
people benefiting?” analytical skills.”
Sustainability and green issues can In design and technology pupils will
also develop children and young people’s use recycling to use different materials
critical thinking and enquiry skills. in innovative ways, while in citizenship,
“An important aspect of this process pupils will be shown how they can make a
is to engender a degree of scepticism difference. The subject can be effectively
and questioning,” Mr Lunn linked with other disciplines in the use of
explained. media, English and ICT in a cross-curricular
“Young people do not approach.
want to be duped and will Mrs Carter said: “Citizenship should
get annoyed if they are. be about more than just topics. It is
Sometimes there are critical thinking, enquiry, advocacy and
potentially bad effects representation, and looking at the key
of doing something concepts with regard to issues.
good – such as “It is the means by which it is all collated,
developing but it is a stand-alone subject which touches
bio-fuels for all other subjects as well.”
example – and In short, issues surrounding sustainability
young people and green issues used in a cross-curricular
should be approach will signal a whole new way of
aware of teaching and learning.
this. But can these issues be taught without
“Many scaring young people about their future? Mr
of these Lunn believes they can.
themes “The key is how you approach it. There are
are inter- already issues that young people are aware
connected, of, and care about, and they know they will
and inevitably have to face them throughout their adult
there is a lives.
downside as well “If they are taught in a negative
as an upside.” atmosphere which gives the message that
Sustainability there is no solution and no way forward, then
will now be a part you might be sending frightening, negative
of the curriculum at messages.
key stage 3 in subjects “Young people should not be growing up
such as geography and believing that their own actions, or what we
other humanities. It is do collectively in this country, does not have
mandatory for schools to an impact elsewhere in the world.”
SecEd
Delivering innovation
13
in qualifications
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