ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living. The courage not to fear and the compassion for all immediate surrounding with a will to make a difference

1. SARVAM
Four Key Facets of ESD inclusive
curriculum
Dr. Geetika Saluja
geetika.b.saluja@gmail.com

2. The figures from the United Nations Educational,
Scientific and Cultural Organization
(UNESCO)Statistical Yearbook and World
Education Report, for example, show that in the
United States more than 80 percent of the
population has some post-secondary education,
and about 25 percent of the population has a
four-year degree from a university.
Statistics also show that per-capita energy use
and waste generation in the United States are
nearly the highest in the world.

3. Sustainable development:
Development that meets the needs of the
present without compromising the ability
of future generations to meet their own
needs.
As given in Brundtland Report written by
the UN world Commission on
Environment and Development

4. Sustainable development has three components: environment, society,
and economy. If you consider the three to be overlapping circles of the
same size, the area of overlap in the center is human well-being. As the
environment, society, and economy become more aligned, the area of
overlap increases, and so does human well-being.

5. UN Millennium Declaration that led to the creation of the Millennium Development Goals
(MDGs). These are eight goals that all 191 UN member states have agreed to try to achieve
by the year 2015.

6. At the UN SDG Summit on September 25-27, 2015, the leaders of 193 countries converged on
the United Nations General Assembly in New York to commit to the agenda set forth by an
ambitious document titled, "Transforming Our World: The 2030 Agenda for Sustainable
Development".

7. •ACTIVE CITIZENSHIP
•SUSTAINBALE
DEVELOPMENT
•LIFE SKILLS

8. Who is Global and Active Citizen?

9. • The wisdom to perceive the interconnectedness
of all life and living.
• The courage not to fear or deny difference, but
to respect and strive to understand people of
different cultures, and to grow from encounters
with them.
• Has compassion and empathy for ones
immediate surroundings and has a will to make
a difference
• Plans, collaborates, acts as cooperative team
member for actively participating in finding and
implementing solutions.

11. Has a sense of identity and self-esteem and
promotes these feelings in others:
recognises the value of individuality in oneself
and others; acknowledges that we all make
mistakes and that we can learn from them
Has an understanding of and respect for
diversity: treats all pupils as different but
equal; and is actively anti-discriminatory.
Has the ability to think critically, creatively
and is open to new ideas
is aware of their own opinions, but able and
willing to challenge and change them in the
light of convincing evidence;
is able to present an informed, persuasive
argument based on reason.

12. Understands that people working together on
a common goal can accomplish more than
people working alone
Has a belief that people can make a difference:
has the confidence to act in order to improve
situations;
is an active participant in their school and
community and sees the two as interlinked and
actively participates in it.

13. Has understanding of key fundamental rights and
duties as guaranteed by the constitution of India
and , rights of every child as outlined in UNCRC
Disposition of every right has corresponding duty
that goes with it.
Has an understanding of peace and conflict, and
has the ability and willingness to behave co-
operatively and resolve conflict:
ensures that there is a democratic class system in
place, where pupils can share their problems and
where grievances can be resolved.

14. Has an understanding of and active
commitment to, social justice and equity:
is aware of causes of inequality in the world,
deeply concerned by its injustices, and
committed to changing things; behaves
democratically within and outside school; uses
fairness as the basis for decision-making does
not generalise about peoples, countries,
continents; is able to recognise and challenge
bias and manipulation of information in books,
ICT and the media.
Understands environment and socio economic
challenges and is committed to sustainable
practices in behaviour and disposition.
is aware of MDGs and SDGs and commits to its
success in his or her own capacity

15. LIFE SKILLS AS DEFINED BY
UNICEF IS: A behaviour
change or behaviour
development approach
designed to address a
balance of three areas;
knowledge, attitude and
skills

16. SARVAM
Education of Active Citizenship &
Sustainable Development for a Future U’
Dr. Geetika Saluja

17. OBJECTIVE OF ‘Sarvam’:
•Through whole school – whole system
approach to encapsulates a great deal of what
an active and participatory curriculum means
in practice.
•To reorient education and learning and
provide environment; so that everyone has the
opportunity to acquire the knowledge, skills,
values and attitudes that empower them to
contribute to sustainable development – and
make a difference.

18. OBJECTIVE OF ‘Sarvam’:
•To create resource, inspiration and ideas for
classroom learning through participation of the
participating school teachers and build their capacity
to deliver sustainability concepts in the classroom.
•To understand ways in which general educational
objectives, interdisciplinary teaching methods,
different subjects and various celebrations and
competitions in the school calendar may be used to
help reorient the curriculum of a school towards
sustainability
•To incorporate all four key facets of
learning: Thinking, Feeling, Doing and Believing

19. Whole School Whole System development
No single element stands alone. All of elements are interdependent

20. Students and
parents
Teachers
and staff
Manage
ment
Whole School Whole System development

21. STUDENT AS ACTIVE PARTICIPANT IN CURRICULUM
PLANNING
•How many schools, students are involved in curriculum
planning? With this I mean an active participants in curriculum
designing with understanding of the objective of the concepts
taught
•How many times as a teacher we have asked them whether
they liked what they are taught and how they are taught?
•Whether they would want any change in the approach?
•What they would like to eliminate or add to the curriculum?
•How they would like to assess their own learning?
•Whether we have formally asked them what excites them?
•What is the role of students committee in major decision
making of the school’s policy and management?
A school that respects children and encourages them to voice
their opinions carries a hidden message that children are
valued.

23. ETHOS
A positive school culture which is active, environment friendly ,
sustainable and provide interactions and experiences
1. Encourage listening to, and valuing, all contributions that
children make and that there is no right or wrong answer
2. Encourage children to express opinions
3. As far as possible, present at variety of perspectives on the issue
being investigated
5. Relate to an issue and support children in make choices about
how to take positive action
6. Demonstrate that change can be local or global and that each
affects the other
7. Make use of interactive / participatory approaches, taking
account of learning intelligences and engaging higher order
thinking skills

24. TOPICS THAT CAN BE INTEGRATED WITH THE CONTEXTUAL CONCEPTS
This calls for a reorientation of the thinking and practice of formal education – that
dissolves the classroom walls and create pathway between students and it socio –
economic – cultural – natural-physical world that helps child to construct knowledge
and derives meaning. This can be done by
NATURE and ECOLOGY
-Critical analysis of Action of a typical day in ones life
- Cell and its components
-Life cycle of living beings
-Fibers to fabric
-Food web food chain
-Biosphere
-Ecosystem its interdependence and interaction
-Flow of energy and nutrients
-Bio-geo chemical cycles
-Multipurpose projects- its pros and cons
-Habitat and Niche
-Biodiversity
-Threats to biodiversity
-Ecosystem Services
-Co Evolution
-Ecological resilience

25. ENVIRONMENTAL CHALLENGES:
Geological time scale
Anthropogenic interventions
Ecological resilience
Water, Air, soil pollution
Ozone depletion
Green house effect
Climate change
Biomagnifications
Eutrophication
Acidification
Deforestation
Species invasion
Species extinction
Habitat fragmentation
Stress on natural resources
Loss of biodiversity
Stress on Agriculture

26. SOCIO ECONOMIC CHALLENGES
Poverty
Health and Sanitation
Human rights
MEASURING SUSTAINABILITY
GDP- Gross Domestic Product
HDI – Human Development Index
Green GDP
Ecological foot print indicator
ROLE AND RESPONSIBILITY OF VARIOUS
STAKE HOLDERS IN A SOCIETY TOWARDS
SUSTAINABILITY
COMMUNICATION FOR SUSTAINABILITY
SUSTAINABLE USE OF
energy
Water
Food

27. SUSTAINABLE TRANSPORTATION
ECO- AND SUSTAINABLE TOURISM
WASTE MANAGEMENT
NEED BASED ASSESSMENT
PRINCIPLES OF SUSTAINABLE DEVELOPMENTS
INSTRUMENTS FOR SUSTAINABLE DEVELOPMENT
LIFE CYCLE ANALYSIS (LCA)
FOUR WAYS TO SOLVE ENVIRONMENTAL PROBLEMS
Dilution
Pollution control
Recycling
Prevention
SPIN

28. Task integrating ESD

29. Try to find one or two examples for each of the following from
your list and in the nature area that you have visited.
Producers
Primary consumers
Secondary consumers
Decomposers
Non-biotic elements
Describe a simple food web consisting of a selection of the
organisms you have listed. Explain how these organisms
interact. Try to describe nutrient flows and energy flows in
this area.

30. Choose one of the species of plants and animals you have
described in earlier tasks. What do you think would happen if this
plant or animal suddenly disappeared from your area? How would
other plants and animals be affected? What new species could
replace it? Motivate your answer.
Find out whether the area is considered to be rich or poor in
biodiversity? Explain your answer. Mention if there are typical
species of that area in particular and describe them.

31. NATURE AND ECOLOGY
Describe what you see in the nature area. Focus on the way that
people interact with nature. For example, describe if people use the
area, what they do in it or how they make use of it.
Interview your grandparents or some other elderly people that
know this nature area. Describe the changes that have occurred in
the area over time. Mention in what ways these changes have been
positive or negative. Try to find out if the changes have happened
naturally or if they have been created by human activities.
Describe how you would like to see this area in
30 years. This can be called your
"vision for the area in 30 years".
Identify things that would need to be done
in order to make your vision for this area happen.

32. EELCTRICITY:
What is the source of electricity in your school, where does it come
from? (You may have to ask the school staff)
Each of you in your group think of all the electric devices that you use in
your house (or at school). Make a list with 3 devices that each of the
members of your group uses most. Then find out how much energy
these devices consume and write it next to each device in your list.
Does it have any energy efficient label?
Find our which is the most energy efficient equipment?

33. ENVIRONMENTAL SOLUTIONS:
Find out what are the three most important environmental problems in your country.
Briefly describe them. Describe the social effects of each of the three identified
problems.
Focus on of the problems that you mentioned in the previous task, discuss with your
group and write down if each of those problems are local, regional or part of global
threats.
Search in the news from the last month and try to find some news related to an
environmental issue. Write about it here, mention what are the main environmental
and social consequences related to it.
Focus on one of issue. Find an organisation in your country, province or city that is
working to help solve one of these issues. What is the name of the organisation?
What is their mission, goal or mandate? How are they working to help solve the
challenge?
Contact the organisation you listed in Task 2. Interview a member of staff either by
telephone, skype, e-mail or in person. Take good written notes when you interview
them so you can refer back to those notes. Ask any questions that you are interested
in but be sure to cover: what the person’s role is; and what sort of work they do
(practical examples) in order to address the challenges

34. FROM LOCAL TO GLOBAL
To begin thinking about the future of Earth, a good starting point can
be a place you know well. This place you have identified may
currently, or in the future, be under threat – from local council
development plans, pollution or even deforestation.
Activities
•Find a place that is somehow special to you. This place can be as
big or as small as you like, but should be a place you enjoy going to
– and which makes you feel good.
•If possible revisit your special place, and think about what it is that
makes it special to you.
•Undertake investigations to determine if there are current or future
threats to it as a place of value to you. You may wish to contact your
local council or an environmental scientist.
•Produce an artwork that expresses the value of this place to you
with text that also alludes to any perceived threat, and show this to
your friends.

35. •Produce an artwork that expresses the value of this
place to you with text that also alludes to any perceived
threat, and show this to your friends.
•Expand your thinking to consider Earth as a special
place, and think about what you value about Earth and
the current or potential threats to these values.
•Produce a work of creative artwork that also
incorporates text referring to any perceived threat, or art
that expresses your views of Earth as a special place.
For a visual artwork, there can be a text component
integrated into or accompany it as a ‘title’ statement. If
the creative artwork is piece music, then the text
component could be the lyrics

36. Inclusion of Attitudes and values
in ESD inclusive curriculum

37. Attitudes and Values
•Care for the community.
•Respect for the beliefs and opinions of others.
•Respect for evidence and rational argument.
•Tolerance and open-mindedness.
Skills
Communication skills
For example:
• Expressing views through different media; and
• Arguing clearly and concisely.
Numeracy skills
For example:
• Collecting, classifying and analysing data; and
• Interpreting statistics.
Study skills
For example:
• Retrieving, analysing, interpreting and evaluating information from a variety of sources; and
• Organising and planning a project.
Problem solving skills
For example:
• Identifying causes and consequences of problems; and
• Forming reasoned opinions and developing balanced judgements.
Personal and social skills
For example:
• Working co-operatively with others; and
• Taking individual and group responsibility.
Information technology skills
For example:
• Collecting information and entering it into a database; and
• Simulating an investigation using information technology.

38. Which days are celebrated in your School Calendar? List the days that would be
culturally appropriate and locally relevant to include in your School Calendar of
celebratory days?
February 2 – World Wetlands Day
March 23 – World Meteorological Day
April 7 – World Health Day
April 22- Earth Day
May 1 – Workers’ Day
May 15 – International Day of Families
May 18 – International Day of Museums
June 5 – World Environment Day
June 17 – World Day to Combat Desertification
July 11 – World Population Day
August 9 – International Day of the World’s Indigenous People
September 8 – International Literacy Day
September 16 – International Day for the Preservation of the Ozone Layer
September 17-19 – Clean Up the World
September 21 – International Day of Peace
October 5 – World Teachers’ Day
October 16 – World Food Day
October 24-30 – Week for Disarmament and Development
November 20 – Universal Children’s Day
December 10 – Human Rights Day