Sustainable Energy In School

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Used as some background to a session 'Building an Agenda of Hope' at the QCA / NUT Sustainable School's conference June 26th 2009.

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  • This is an ‘extra’ slide re TDA unit – can be an illustration, link or not.
  • Sustainable Energy In School

    1. 1. • citizenship and stewardship • needs and rights of future generations • sustainable change • uncertainty and precaution <ul><li>geography </li></ul><ul><li>science </li></ul><ul><li>literacy </li></ul><ul><li>citizenship </li></ul><ul><li>maths </li></ul>Sustainable Energy: making choices Some key CONCEPTS And SUBJECTS
    2. 2. Some Big Questions What is climate change? What is Global Warming? What’s it got to do with me? What can we learn from others? How can I make a difference? What can we do at school? At home? In our community? How are others making a difference ? How do I connect to the world? How is energy use linked to quality of life? Why should I care?
    3. 3. It’s about real PARTICIPATION
    4. 4. What choices can we make about our energy use? In our classroom? On our way to school? At home?
    5. 5. <ul><li>Schools should: </li></ul><ul><li>integrate sustainable development into their development plans and ensure that resources and training are available to support it </li></ul><ul><li>identify a key person to manage and coordinate sustainable development within and outside the classroom </li></ul><ul><li>give all pupils the opportunity to learn about and take an active part in promoting sustainability within the school and beyond, through membership of school councils, eco councils and other groups </li></ul><ul><li>give all pupils the opportunity to put their understanding of local issues into a global context, so that they see how their decisions can have an impact on others now and in the future. </li></ul><ul><li>Ofsted 2008 </li></ul>Alternative technologies are something to aspire to BUT energy conservation and efficiency are essential Energy monitors with REAL responsibilities & REAL outcomes
    6. 6. Campus Community Curriculum Practical energy saving, investigations, reports, home surveys, monitoring, recommendations to governors etc
    7. 7. Understanding contexts... Real calculations...Real responsibility... Geography...Maths... Citizenship
    8. 8. 80% 20% 20% of the world’s population use 80% of the energy (www.create.org.uk) IS THIS FAIR? ENERGY
    9. 9. Sustainable energy: everyday stories “ I use my waste food material to make biogas and ask my neighbours to give me theirs. The result is that the area is much cleaner as food waste is not thrown around; the street dogs do not scavenge and there are no flies” Mrs Salunkhe, a customer from the Warje District of Pune “ I earn almost 40% of my income by installing the compact biogas plants” Mr.Satish Raikar As farmers, we can easily lay our hands on damaged grain and overripe and unmarketable fruits. I thus cook using gas which is absolutely free of cost” Mrs. Badve
    10. 10. Sustainable energy: quality of life Increased food production Less pollution Improved health Family time Affordable Images courtesy Ashden Awards
    11. 11. <ul><li>Schools should : </li></ul><ul><li>integrate sustainable development into their development plans and ensure that resources and training are available to support it </li></ul><ul><li>identify a key person to manage and coordinate sustainable development within and outside the classroom </li></ul><ul><li>give all pupils the opportunity to learn about and take an active part in promoting sustainability within the school and beyond, through membership of school councils, eco councils and other groups </li></ul><ul><li>give all pupils the opportunity to put their understanding of local issues into a global context, so that they see how their decisions can have an impact on others now and in the future. </li></ul><ul><li>Ofsted 2008 </li></ul>
    12. 12. This site has great short films of schools in action in the UK and other inspirational energy projects in communities around the globe Free resources for teaching and learning from KS1 - 3 www.ashdenawards.org/schools
    13. 13. Practical Action Peru – how having access to electricity is transforming people’s lives (4:33 mins) Walking on Water - An innovative human powered pump is giving new life to farmers in northern India (4:28 mins). Arti Biogas -The Appropriate Rural Technology Institute (ARTI) in Pune has developed a biogas plant which uses food waste to supply biogas for cooking (2:21 mins) Access some of the Ashden films through Youtube - click links below Other useful links : www.geography.org.uk free resources, ideas, planning and CPD http://geographychampions.ning.com – free networking, support and resources www.ashdenawards.org/schools - free resources, lesson plans and films http://www.teachernet.gov.uk/sustainableschools/ - free resources and frameworks www.geographyteachingtoday.org.uk – free resources, planning, ideas and CPD www.sustainablelearning.info – energy & water management programme for schools www.qca.org.uk updated curriculum support and links Shanxi Mothers - Improving quality of life in Yan’an Northern China (4:47)
    14. 14. Useful reading <ul><li>DFES (2006) Learning Outside the Classroom Manifesto </li></ul><ul><li>DfEE / QCA (1999) The National Curriculum Handbook for Primary Teachers in England. London </li></ul><ul><li>Geographical Association (2009) a different view Sheffield: Geographical Association </li></ul><ul><li>Hicks, D. (2006) Lessons for the Future: The missing dimension in education , Victoria BC: Trafford Publishing </li></ul><ul><li>Martin, F. (2006) 'Everyday Geography', Primary Geographer , Autumn 2006, pp. 4-7 Martin, F. & Owens, P. (2008) Caring for Our World: a practical guide to ESD for ages 4 – 8 Sheffield: Geographical Association </li></ul><ul><li>OFSTED (2008) A Climate for Change London: HMI </li></ul><ul><li>OFSTED (2008) Geography - Changing Practice making fieldwork a focus London: HMI </li></ul>

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