WJEC have now released the specification for their new Sustainability in Action qualification. https://lnkd.in/evPG6utS I've read it through and, although I think that the content is what should be taught in schools anyway, for some students it might be important to hold a sustainability qualification specifically. I was particularly interested in the "amplification of content" column in the framework, where WJEC give examples of how to address a learning outcome and the assessment criteria. Pages 48 and 49 address Learning Outcome 8 "Understand the benefits of sustainability at home, in the workplace or in school or college". The WJEC suggestions are far too fluffy in my opinion "removing paper cups from water stations" and I don't think will help learners to understand real climate mitigation actions....so I've put in my own suggestions in the table below. The left hand column is the current WJEC examples and the right hand column is mine. Where there's a blank cell I've agreed with WJEC. Really interested in what you'd add as well/instead. I know I've left things off. Helen O'Sullivan Ian Chriswick Liza Lort-Phillips Dr Morgan Phillips Jen Gale Patricia Xavier Bryony Bromley Meryl Batchelder
Ian Chriswick
5mo
Agree totally that our aspirations for schools should be high. How can we expect the next generation to sustainability champions if we're not practising what we preach right? It's a tricky one though. Through talking to many schools over the past few years it has become apparent that there is huge variation in the way they are governed. For example, some schools would not have the power to restrict a school menu to include only seasonal produce as it may have entered into a SLA with the local authority, where as others are free to choose suppliers. If a school is able to choose seasonal produce they might not then have the skills required in the canteen staff to prepare such food so this would add training costs. Alex Cook might be able to offer a more informed opinion here. Even though some ideas seem vague and might not result in much of an immediate impact, it might be more than a school is already doing and so it's definitely a step in the right direction. Definitely space for schools and LEAs to seek guidance on sustainability off the back of this document from experts such as yourself Jennifer 👍
Sarah Clayton
5mo
I wonder if a framework that clarifies the difference spheres of influence (individual vs influenceable sphere) might be useful. Obviously, the emphasis needs to be on the fact that not everyone has to get to the 'right' of these matrices, and that someone who is further to the right isn't morally better. But rather, about identifying areas in our own lives to think about ways we can take action... 🤔 I feel like this might be more age appropriate, particularly when students might not have autonomy over decisions in their daily lives- it means that can still feel that they have agency in their 'influenceable' sphere...
Anything about plastic usage? www.plasticfreecampus.org
Helen O'Sullivan
5mo
Thanks for sharing this Jennifer Rudd, will definitely take a look, but I agree they seem quite vague and not particularly innovative. One thing I would suggest: Banning Laminators!!
Meryl Batchelder
5mo
I like your suggestions for actions people can take - the more specific the better (e.g., should we say native species plants?). Without looking at it in detail, how much of the specification is on the need/ ability for system change rather than individual actions?
Well said! yes to sustainability.
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5moThis would get C- from me. Statements like this fill me with despair: "While that [1c warming]might not sound like much, this could affect people and wildlife around the globe" COULD?????