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Education for Sustainable Development

  • Cross Curricular Themes Learning Outcomes Framework
    Introduction to the Cross Curricular Theme
    A definition and description of the purpose of learning within the cross curricular theme:
    Education for Sustainable Development (ESD) helps learners to develop the necessary competences (knowledge, skills, values, attitudes and behaviour) that enable them to become sustainable citizens. ESD empowers individuals to actively participate in decision making processes which are compatible with living within the environmental limits of our planet in a just, diverse, equitable and peaceful society.
    ESD seeks to ensure that learners:
    • Develop a sense of identity and belonging to their local, national, regional and global community.
    • Are empowered to adopt their roles and responsibilities within a globally interdependent world.
    • Understand and are empowered to address the real causes and consequences of unsustainable behaviour within the context of an interdependent and globalised world.
    • Develop a future-oriented perspective that highlights the significance of their decisions, choices and actions on the quality of life of present and future generations.
    • Are exposed to diverse learning environments using a broad array of educational experiences.
    • Develop a holistic concept of the environment involving natural, social, economic, physical and cultural perspectives.
    • Value and respect social, cultural and ecological diversity.
    • Are committed to action to bring about change.
    ESD should be achieved through a whole school approach that involves the reorientation not only of the curriculum, but also of the school culture, the school campus management, the school community and the wider local community in line with sustainable development.

    Learners should experience ESD through transformative pedagogies that facilitate ESD teaching and learning experiences that promote the acquisition of the knowledge, skills, values, attitudes and behaviours necessary to become active global citizens.

    ESD should be a lifelong learning process involving a blend of learner-centred processes, such as participatory/collaborative learning; problem-based learning; inter-disciplinary learning; multi-stakeholder social learning; critical and systemic thinking-based learning; action learning; learning outside the classroom; experiential learning; reflective evaluation and using relevant real-world contexts.

    Theme Learning Outcomes:
    Learning to Know

      I can explain how the natural, social, cultural and economic systems work and are interrelated.
     I can describe my role as a citizen within the local, national, regional and global context.

     I can recognise the relationship between understanding others and the wellbeing of all in the present and the future.

     I can identify the root causes of inequality and injustice and actions that lead to a better quality of life, equity, solidarity and environmental sustainability.

     I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a
    wider vision in order to plan for the future and become an effective agent of change.

     I can recognise the importance of life-long learning and use such learning experiences to approach new challenges and be in a better position to take informed decisions and evaluate their consequences.
    Learning to Do
     I can communicate my ideas and present my opinions in thoughtful and informed discussions and decision making processes.
     I can critically assess processes of change in society and envision a more equitable and sustainable world.
     I can identify priorities and evaluate potential consequences of different decisions and actions.
     I am able to collaborate with people having different perspectives on dilemmas, issues, tensions and conflicts from different disciplines/places/cultures/generations.
     I can use the natural, social and built environment that surrounds me, as a context and source of learning.
     I can involve myself and others in real-world issues to bring about a positive difference.
    Learning to Be
     I am a critically reflective person and am able to evaluate decisions, choices and actions.
     I am responsible for my actions and capable of anticipating, adapting to and facing change.
     I can reflect upon the consequences of my actions on present and future generations.
     I am sensitive to divergent disciplines and perspectives, cultures and minority groups, including indigenous knowledge and worldviews without prejudices and preconceptions.
     I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally.
     I am able to creatively and innovatively take considered action and challenge assumptions underlying unsustainable practice.
    Learning to Live Together
     I can live in harmony with myself, others and the natural world at a range of levels from the local to the global.
     I respect and value diversity and challenge social injustice.
     I have a future-oriented perspective for how I live my life as a citizen of the world.
     I actively engage myself with different groups across generations, cultures, places and disciplines.
     I can actively participate in processes and encourage negotiations for alternative sustainable futures.
     I will help others clarify diverse worldviews through dialogue and recognize that alternative frameworks exist.
     I will challenge unsustainable practices across educational systems, including at the institutional level.