Download to read offline
Uploaded byOlesen Ella
Learning for-sustainability-cop26-overview
1) Learning for Sustainability (LfS) is a whole school approach that enables learners and communities to develop skills and values needed for a sustainable society. 2) LfS aims to ensure all learners experience LfS, practitioners reflect LfS in their teaching, and schools adopt community-wide LfS approaches. 3) Preparing learners for major sustainability events like COP26 is a priority, with resources developed to support teaching around climate science, green jobs, and youth participation in sustainability issues.
More Related Content
Similar to Learning for-sustainability-cop26-overview
Learning for-sustainability-cop26-overview
- 1. Learning for Sustainability Learningfor a better world @EdScotLfS
- 2. For Scotland's learners,with Scotland's educators
- 3. Learning for Sustainabilityis a whole school approach that enables the school and its wider community to build the values, attitudes, knowledge, skills and confidence needed to develop practices and take decisions which are compatible with a sustainable and equitable society. Learning for Sustainability, The Report of the One Planet Schools Working Group (2012).
- 4. Transforming lives throughlearning Four Nations wisdom justice compassion integrity four capacities contexts for learning
- 5. Learning for Sustainability(LfS) 1. LfS is an entitlement for all learners 2. Every practitioner should reflect LfS in their daily practice 3. Every school to pursue a robust and coherent whole school community approach 4. Buildings and grounds to reflect the principles of LfS 5. Strategic national approach For Scotland's learners, with Scotland's educators https://bit.ly/386UINh
- 6. For Scotland's learners,with Scotland's educators CfE Entitlements All children and young people are entitled to experience: • a coherent curriculum from 3 to 18 • a broad general education, including well planned experiences and outcomes across all the curriculum areas. This should include understanding of the world and Scotland’s place in it and understanding of the environment.
- 7. The SDGs offera vision for the world that I believe the people of Scotland share … the aims set out by the UN form an agenda for tackling some of the world’s greatest problems. Nicola Sturgeon, First Minister July 2015 UN Sustainable Development Goals
- 9. Transforming lives throughlearning Four Nations • Increases motivation to learn and raises attainment • Improved staff morale, motivation and wellbeing • Develops skills and confidence in learners • Enhanced reputation of establishments • Enhanced community spirit and partnerships • More opportunities for parental engagement Impact of LfS
- 10. PISA 2018 Scotland’s resultsfrom the Global Competence assessment
- 12. 576 554 542 527 512 509 506 497 496 489488 486 480 479 474 466 463 457 456 429 427 423 413 408 408 402 534 Significantly above Scotland Similar to Scotland Significantly below Scotland The bars represent confidence intervals where we can be 95% certain the 'true' value lies. Where these bars overlap we cannot be sure that the true values are different and have to apply significance testing Scotland, 534 Scotland's performance in Global Competence was similar to 2 countries Scotland's performance in Global Competence was statistically significantly lower than 2 countries. Scotland's performance in Global Competence was statistically significantly higher than 22 countries
- 13. Global mindedness Scotland OECD Ithink of myself as a citizen of the world 81.4 76.2 When I see the poor conditions that some people in the world live under, I feel a responsibility to do something about it 66.4 67.3 I think my behaviour can impact people in other countries 52.7 56.0 It is right to boycott companies that are known to provide poor workplace conditions for their employees 70.4 66.3 I can do something about the problems of the world 54.4 57.5 Looking after the global environment is important to me 71.6 77.9 Table 8.1: Proportion of students who agreed with the following statements: Index of global mindedness
- 14. Capacity to takeaction Scotland OECD I reduce the energy I use at home to protect the environment 64.2 70.6 I choose certain products for ethical or environmental reasons, even if they are a bit more expensive 33.2 45.3 I sign environmental or social petitions online 21.5 25.4 I keep myself informed about world events via Twitter or Facebook 78.0 64.0 I boycott products or companies for political, ethical or environmental reasons 19.2 26.8 I participate in activities promoting equality between men and women 24.6 32.8 I participate in activities in favour of environmental protection 21.4 38.5 I regularly read websites on international social issues 42.3 46.4 Table 8.2: Proportion of students who reported that they take the following actions:
- 15. Teaching Teachers inScotland felt as prepared for teaching in a multicultural and diverse classroom as their peers in other countries Students in Scotland were less likely to undertake learning activities at school that promote global competence than the OECD average Teachers in Scotland were less likely to include global issues in their lessons and to have undertaken professional development in these areas
- 16. Assessment score Awareness of globalissues Respect for other cultures Attitudes towards immigrants For Scotland's learners, with Scotland's educators
- 17. https://www.gov.scot/publications/programme- international-student-assessment-pisa-2018- highlights-scotlands-results-global-competence/ • Positive feedbackon the curriculum • Students have a good understanding of global issues, but report being less likely than the average to being taught these at school. Is there a wider learning experience for students? • Students have respect for other cultures, but below average interest in learning about them. How do we encourage curiosity? • It appears that knowledge of global issues and positive attitudes aren’t translating into student action. How can we encourage greater participation? • This survey was undertaken 2018 – how much will the climate strikes of 2019 and the pandemic of 2020 have changed pupil experiences? Reflections
- 18. #TimeforLfS #ThisisLfS Photos: Barzdonas/WikimediaCommons; Blink O’Fanaye/Flickr; Pixabay; FDA.gov; Biodiversity Act/Flickr. For Scotland's learners, with Scotland's educators
- 19.
- 20. I have experiencedthe wonder of looking at the vastness of the sky, and can recognise the sun, moon and stars and link them to daily patterns of life. SCN 0-06a Experiences and outcomes
- 22. For Scotland's learners,with Scotland's educators National agencies
- 23. Rights of thechild For Scotland's learners, with Scotland's educators
- 24.
- 25. For Scotland's learners,with Scotland's educators Green recovery
- 26.
- 27. Image: Giuseppe Milo/FlickRCreative Commons How can LfS/COP26 help us create an irresistible sustainable 21st century curriculum?
- 28. An inspirational focus forlearning http://www.gameonscotland.org/ Experiences • Tickets • Athlete’s visit programme Engagements • Game on Scotland Challenge (tell your story - map, plaque, tickets) • Glow Meets: Live sessions for people to get involved • Competitions Learning materials and support • Wide range of curriculum resources • Assembly materials • Case studies
- 29. 2021 Inspirational Momentsof Learning For Scotland's learners, with Scotland's educators 20 May 2021 Outdoor Classroom Day 05 June 2021 World Environment Day and launch of UN Decade of Ecosystem Restoration 08 June 2021 World Ocean Day 11-13 June 2021 G7 Summit being held in Cornwall, UK
- 30. 2021 Inspirational Momentsof Learning For Scotland's learners, with Scotland's educators 28 – 30 September 2021 UN Youth COP26 Summit, Milan, Italy 11 – 24 October 2021 United Nations Summit on Biodiversity (COP15) in Kunming, China 01 – 12 November 2021 UN Climate Summit (COP26) in Glasgow, Scotland 01 November 2021 10th anniversary of One Planet Schools Working Group being established!
- 31. Legacy of COP26? 1.All learners receiving their entitlement to LfS 2. Every practitioner reflects LfS in their daily practice and feels confident teaching about climate change 3. Every setting pursuing a whole school community approach to LfS 4. Every learner to understand the science of climate change and be aware of green jobs and skills 5. To develop youth voice, participation and leadership of our young people so they feel confident in taking action 6. To share Scotland’s practice globally and be better connected to others For Scotland's learners, with Scotland's educators
- 32. For Scotland's learners,with Scotland's educators https://bit.ly/38oU8uh School and setting improvement plans
- 33. National LfS TeamsGroup https://bit.ly/3knG7la For Scotland's learners, with Scotland's educators A place for practitioners from all sectors to connect, share practice, resources and ideas.
- 34. Keep up todate For Scotland's learners, with Scotland's educators LfS Blog https://blogs.glowscotland.org.uk/glowblogs/lfsblog/ LfS Summary Page https://education.gov.scot/improvement/learning-resources/a-summary-of-learning-for-sustainability- resources/ LfS and outdoor learning Wakelet. COP26 Wakelet coming soon https://wakelet.com/wake/dx8-511rFvLFU03clV9eh @EdScotLfS #ThisisLfS #TimeforLfS #GettingReadyforCOP26 https://twitter.com/EdScotLfS For Scotland's learners, with Scotland's educators