Section outline

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    General

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    1.1 Sustainability and me

    • Sustainability and me Lesson
      Students must
      Mark as done

      Note: This unit is designed for use with secondary school students, as well as student teachers and teachers. The unit is framed by questions which encourage reflection and sharing of experience.

      Learning objectives

      At the end of this unit, learners are able to:

      • Articulate personal values
      • Consider how values differ between individuals and communities and vary over time
      • Define the term 'sustainability', personally and in relation to international discourse
      • Discuss the UN Sustainable Development Goals, in general and with some specific examples of goals and targets
      • Describe sustainability values, and what these might look like in practice, and possible tensions between them
      • Apply systems thinking to explore a sustainability issue, causes and impacts, at local and/or global level
      • Envision alternative sustainable futures by imagining and developing alternative scenarios
      • Identify the steps needed to achieve a preferred sustainable future.
      • Plan, do, record and monitor actions for sustainability

      Professional learning questions for teachers during synchronous webinars.

      Previous experience with this topic

      • Have you introduced the idea of sustainablity, or the SDGs with learners previously? Why or why not?
      • What subject or school activity was it connected to? What was the aim and/or were the learning objectives?
      • What resources did you find helpful?
      • What went well or was challenging?
      • What would you do differently another time and why?
      After working through some or all of the unit, ideally with students :-

      Experience doing and/or using these activities with your learners
      • How relevant are the learning objectives for your learners?
      • How appropriate were the activities and resources for the learning objectives and for your learners?
      • How would you add to, adapt, or extend this unit?
      • How would you assess students for this unit?
    • Literature and links for unit 1 Folder
      Students must
      Mark as done

      This is a folder to gather resources we can use for unit 1, and/or provide for participants as additional resources

    • 1.1 Sustainability and me - plan File
      Students must
      Mark as done
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    1.2 A sustainable Europe

    • Scenarios for a sustainable Europe Lesson
      Students must
      Mark as done

      Note: I think this unit should also be designed as if directly for students, with additional reflection and networking questions for teachers.

      I discovered this resource by accident, but thought it might make a good activity for this unit.

      Learning objectives (GreenComp)

      3.1 Futures literacy
      "To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future"

      In this lesson, participants consider future scenarios for a sustainable Europe.

      They begin by exploring their own visions for a sustainable Europe, through drawing a rich picture diagram.

      Extension: participants may begin by mapping the current situation, with a focus on aspects which are unsustainable at present.

      Next, they adopt one of 4 'imaginary scenarios' for a sustainable Europe. In small groups, they prepare to argue the advantages of their scenario, and the disadvantages of other scenarios.

      Groups are then mixed so that each group has at least one member of each of the 4 imaginary scenario groups, and hold a group discussion, where each perspective is oultined followed by critical questions and responses. Two group members take the role of journalists, detailing the main arguments and responses.

      Finally, participants return to their vision for a sustainable Europe. They add steps which lead towards their desired future short-term, mid-term and long-term. They represent this vision as a) a rich picture, b) an article, and/or c) a podcast



       


    • Scenarios for a sustainable Europe_background information File
      Students must
      Mark as done

      Background information about what the scenarios are, how and why they were developed. Link to the website.

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    1.3 Education for sustainability

    Note: This unit is designed for teachers and not to be used directly with students, although some tools and resources are (e.g., GreenComp).

    • Unit 3. Education for sustainability Lesson
      Students must
      Mark as done

      Learning objectives
      •    Critically consider the potential of education to transform society
      •    Identify competences for a sustainable future
      •    Explore the GreenComp framework of sustainability competences
      •    Reflect upon, exchange and explore methods for teaching sustainability
      •    Critically reflect upon criteria for education for sustainability activities
      •    Identify strengths and weaknesses in relation to EfS in your own practice/practice at your institute and priorities for development

    • Literature and links for unit 3 Folder
      Students must
      Mark as done

      This is a folder to gather resources and links for the main LTP unit, or as additional resources  for teachers

    • Unit outline File
      Students must
      Mark as done
    • How do we transform education? URL
      Students must
      Mark as done

      Nariman Moustafa talks us through seven C's of a paragdigm shift in education

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    1.3 Linguistic and cultural diversity for sustainability

    • Unit outline Page
      Students must
      Mark as done

      Learning objectives. By the end of this unit, participants can:

      • Critically reflect on personal identities

      • Explore shared and divergent identities to build community and encourage empathy

      • Consider how assumed and ascribed identities support and/or undermine sustainability

      • Identify individual and collective strategies for minimising prejudice and its impacts

      • Critically reflect on how privilege operates to normalize some identities over others

      • Explore the connection between diverse and inclusive schools and communities and sustainability

      • Envision a diverse, inclusive and sustainable community, taking into account multiple perspectives

      • Describe personal values, beliefs and experiences of multilingualism  in relation to research-based insights around multilingualism and multilingual education

      • Discuss connections between multilingual education and sustainability in the European context
      • Provide practical examples of strategies for engaging learners' linguistic resources for learning, and language teaching and learning across the curriculum
      • Evaluate the extent to which multilingualism is recognised, valued and engaged with in lessons and/or at school or institute
      • Identify practical action to strengthen multilingualism in own context of practice
    • We all have different sides to our identity ... URL
      Students must
      Mark as done
    • Literature and links Folder
      Students must
      Mark as done

      This is a folder to gather resources and links for the main LTP unit, or as additional resources  for teachers

    • Unit outline File
      Students must
      Mark as done
    • Privilege walk - adapted for education File
      Students must
      Mark as done
    • Discrimination and intersectionality URL
      Students must
      Mark as done

      Accessible 10 minute programme about discrimination and intersectionality, with

      Kimberle Crenshaw who authored the concept. Good follow on to priviledge walk