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The importance of managing diversity in schools
The importance of managing diversity in schools
The importance of managing diversity in schools
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ESDGC stands for ‘Education for sustainable development and global citizenship’. The National Assembly for Wales (2014) states that “ESDGC seeks to give learners… an understanding of the impact of their choices on other people, the economy and the environment.”
Firstly, looking at why ESG or ‘education for sustainable development’ should be incorporated into primary school lessons. This generation of children are entering a world that is bigger and more open to them than it has been for any other generation. However, if the new generations of children follow the lead of the past generations, the planet will be deprived of natural resources and pushed to the limit by global warming. This is why it is extremely important that children of a young
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It is important that ‘global citizenship’ is taught in primary schools because at this age, children are unsure of how they fit into this huge and diverse world in which they live. Children need the knowledge of their local community and the wider world, to work out and understand where their place is and what their roles are. After learning their places in the community and wider world, the children will feel comfortable with themselves and the diversity of people who they live all around them (unknown: 2006). Another aspect of ‘global citizenship’ is learning to think about the decisions they make in everyday life and how they will consequently effect other …show more content…
This lesson uses the ‘personal and social development, well-being and cultural diversity’ and ‘language, literacy, and communication skills’ area of learning. The curriculum coverage for personal and social development, well-being and cultural diversity is ‘activities that allow them to communicate their ideas, values and beliefs about themselves, others and the world’ for the range and for the skills is ‘use stories or situations to raise questions about why some things are special; ask questions about how and why special things should be treated with respect and respond personally’. For the language, literacy and communication skills the curriculum coverage is ‘extend their response to a variety of stimuli on subjects that are of interest or importance to them, including stories, poems, class activities and personal experiences’. This lesson covers the literacy section of the Literacy and Numeracy Framework (LNF) where the children ‘listen and respond to the viewpoints and ideas of others; and uses appropriate technical terms and vocabulary/language appropriate to the subject’. This lesson also covered the wider skills of Thinking, by the children having to create and understanding of the meaning of the story, and ESDGC through the children learning that we need to look after the planet. The ESDGC themes used in the lesson are identity and
Cowhey’s book is broken down by the major themes and concepts she teaches her first and second grade students. Each concept relates back to her personal pedagogy of implementing a Multicultural Education. These major themes include empathy, freedom, peace, activism, community, and social justice. Cowhey’s pedagogy uses “language and literacy to teach about the world with rigor, depth, and challenge in a way that engages and
All teachers have the responsibility to develop skills and qualities in their pupils that are beneficial to their lives and the lives of others. Works Cited Quinn, D (1995), Ishmael, Bantam/Turner Book Publication. United Nations Educational (UNESCO 1995-2009), Scientific and Cultural Education, Education for Sustainable Development. Available at: http://www.unesco.org/en/esd/ (Date accessed 21/12/09).
By teaching thematically, it would enable me to integrate the four core National Curriculum subjects within a theme. This method of theme based units utilises and builds on children's interests and life experiences, therefore skills and knowledge are developed in meaningful ways.(Kerry. T (2011) Cross-curricular teaching in the primary school, Oxon: Routledge) The Intermediate Program Policy Grades 4 to 10 (1993) suggests that the more students become engaged in how and what they study, the more interested they are in learning. Likewise, Bruner also supports the notion of children to be involved in their own learning process, so that connections could be made through personal discovery and enquiry and not just being passive receivers of information. This clearly highlights the importance of children taking an active role of their learning. Therefore in my approach of delivering the core subjects, it would be necessary for me to collaborate ...
Miller, G.T. and Spoolman, S.E. 2012. Living in the environment. Canada: Nelson Education, Cengage Learning.
An integrated holistic approach to teaching and learning should allow children to make connections to the natural world. Practitioners should adapt to children’s ability of learning and their understanding of the natural environment and the connections they have between
At my school, I am an active member of a program called S.E.E.D., which stands for Students Ending Environmental Destruction. As a group, spread awareness about recycling, water conservation and remediation, climate change, and other environmental problems the world faces today. We make sure that every classroom has a recycling bin and informative posters above them. We have hosted movie nights where we provide healthy, GMO-free refreshments and show an educational film that relates to a current issues to spread awareness. We have also convinced our school to install stations that are specifically meant to refill water bottles as it encourages students to stop buying plastic bottles and wasting plastic. Taking care of the environment and educating our youth, the congressmen, women, and voters of tomorrow who will be the deciding factors of the earth’s health, and consequently the people’s health, is crucial to me.
Throughout the semester the books we read helped us to understand how we must have respect for the earth, feel compassion for others, and to challenge core values set by institutions. We also read a preamble, The Earth Charter, which focuses on forming a sustainable global society founded on respect for nature, universal human rights, economic justice and peace. The preamble consists of a set of principles humans and institutions must follow in order to create a sustainable way of life for future generations. In addition, The Earth Charter and the books we read in class outline the challenges humanity faces, such as ecological integrity, economic development, and compassion.
“Sustainable Development: At its heart, sustainable development is the simple idea of ensuring a good quality of life for everyone, now and for generations to come. It is about living within the carrying capacity of the environment so that how we live, work and enjoy leisure activities, which do not harm or put undue pressures on the environment. It is about ensuring everyone has the opportunity to have a decent education, a quality environment that they take pride in, good health and a decent job (n.p, 2014)”
Description: Students will learn the importance to take care of the environment. They will gain knowledge on recycle, reuse, and reduce. They will also learn to be creative and to persuade other people around school and outside school for protecting the environment. Moreover, students will increase their vocabulary and critical thinking.
A continuation you can see a vision general about Globalization. This is not more that study Global Citizenship. You can see in these explorations a correlation in former global. Globalization is a complex and multifaceted phenomenon. It is the process of international integration as a product of exchange of world views, products ideas and other aspects of culture. It is the process of international integration as a product of change of world .Globalization can do the different People because this creates economic and political positive with your technology. This Global are study different for example global climate, communication, solutions in global.
So now you see your many questions answered. A citizen is a legal member of a country, either by naturalization or by birth, with certain undeniable rights and some sensible restrictions to those rights. With these rights comes responsibilities that may differ for different age groups. A good citizen, however, not only is aware of all of the above information but tries to stay au courant of local and national news. A good citizen also makes wise decisions and actively participates in their community. The intelligence communicated in this essay is the script for the role of the citizen.
We cannot stop the phenomenon of globalization due to strong interdependence of our lives on those things which are a product of globalization. It has complicated the process of education but has also created many opportunities for countries to break out of the traditional models of education. The idea of global citizen is seen as a person who can act locally but think globally, is a goal that keeps an eye on maintaining cultural diversity while exposing a country’s citizen to the benefits of globalization. Cultural diversity can be strengthened through globalization by providing means and resources to support cultural groups attempting to make a difference in society while maintaining their distinctive set of values and
First of all, build the construction of the legal system of sustainable development. Legislation related to sustainable development is sustainable development strategy that is specific, legalization of ways, implementation of legislation related to sustainable development is an important guarantee for the sustainable development strategy into implementation. Therefore, the establishment of sustainable development is an important aspect of the legal system, capacity-building for sustainable development. Sustainable development requires through the establishment and implementation of the legal system to achieve rational use of natural resources, so that the ecological destruction and environmental pollution under control and ensure the sustainable development of economy, society and ecology. Secondly, build the construction of the education system for the sustainable development. Sustainable development requires people to have a high degree of knowledge, sensible and long-term impact of activities on the natural and social consequences, and requires people to have high ethical standards, understanding of their lofty responsibilities towards future generations, consciously for the long-term interests of human society while sacrificing some immediate and local interests. This requires capacity building for sustainable development in developing education in line with the spirit of
In class we discussed what sustainable development meant to us; each group had its own definition. Our group’s definition was that sustainable development is for the long term for future generations, for the basic needs such as food, clothing, shelter, and job. The basic will increase over time and our resources will diminish, which why sustainable development is important. Sustainable development is important for future generations so that they end up with a world better than ours. Sustainable development is achievable if society works together to meet everyone’s basic needs and create a better world.
Sustainability 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. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).