Howe Dell School
Education for Sustainable Development Curriculum Pack
Introduction
Schools recognise the importance of educating children to take positive action on environmental issues to
ensure a better quality of life for everyone now and for generations to come. In response to this, education for
sustainable development (ESD) is becoming increasingly relevant, and a growing number of schools are seeking to
embed ESD principles in their curriculum planning.
Hertfordshire County Council is ahead of the game when it comes to ‘eco’ education: Howe Dell School in Hatfield is the first purpose-built ‘eco’
school in Hertfordshire, and one of the first in the UK. In keeping with the sustainable theme, the school has introduced an enriched education for
sustainable development (ESD) curriculum, which has sustainable principles at its core.
“An eco curriculum that every school can use”
The ESD curriculum is about making small changes and introducing projects that can easily be incorporated into school life. It is not about building
a new school. Howe Dell earned the Eco Schools Green Flag and praise from Ofsted as a result of the work arising from this document before
re-locating to its new environmentally-friendly premises, so its principles are applicable to any school.
The curriculum has evolved over a number of years. Three years ago the first draft was devised by school staff with the guidance of consultant
John Burden and the county council’s Environment Department, who have played an important part in the development of this curriculum since its
inception. The curriculum continues to evolve and now includes ICT developed provision, ESD Self Evaluation Forms and the beginnings of an
assessment tool, which are all available from the school.
Training on the curriculum and the school’s ‘eco ethos’ has involved all Howe Dell staff, both from the school and the Children’s Centre, and the
changing attitudes of children, staff, governors and parents has been tracked by a two-year research project, led by Peter Bloomfield at the University
of Hertfordshire.
Our thanks go to the Environment Department of Hertfordshire County Council, who have funded the publishing of this document so that other
schools wishing to introduce their own version of an ESD curriculum can use it as a resource.
For further information about this curriculum, please contact the school to book a visit on one of the open days, which take place on the last Friday of
every month. Alternatively visit www.howedell.herts.sch.uk or www.hertsdirect.org
Director of Children, Schools and Families
Headteacher of Howe Dell School
Contents of the pack
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About Howe Dell
What is education for sustainable development (ESD)?
The seven key concepts of ESD
ESD questions for curriculum planning
Whole school experiences and ESD
A checklist for school self-evaluation of ESD provision
ESD assessment sheet
Whole school curriculum themes map
ESD curriculum map by subject
ESD curriculum map by year group
Useful ESD websites
About Howe Dell
Howe Dell School in Hatfield is the first purpose-built
‘eco’ school in Hertfordshire.
The eco-theme starts as soon as you set foot through the gates: small
squares of recycled glass have been set into the front driveway to give
the impression of lights up the centre of a runway, in deference to the
site’s former life as an airfield.
The brand new zero carbon emission building, completed in September
2007, is designed to incorporate the latest elements of environmental
sustainability and on-site renewable energy technologies, including:
• sustainably-sourced timber play equipment
• a water management system that uses recycled rainwater to flush
toilets – excess water is used to top up the wet-land biodiversity area
• a wind turbine to generate electricity
inside…
• the use of recycled materials such as yoghurt pots for sink tops,
drainpipes for the library counter and old mobile phones as a
reception desk
outside…
• a revolutionary Interseasonal Heat Transfer system that absorbs heat
from the sun via a network of pipes under the school playground,
which is then stored in thermal banks beneath the school and
released to heat the school in winter
• solar panels that pre-heat water for use in the school kitchens and
also provide heat to the thermal banks
• roof lights and light wells that allow natural daylight to flood into the
centre of the building, minimizing the need for artificial lighting
• sustainably-sourced bamboo and timber flooring in the hall and
dining room
• classroom storage trays made of recyclable materials
• photovoltaic panels that convert sunlight into electricity and help
power air-conditioning units
• carpet tiles made from recycled materials
• high performance windows to reduce heat loss
The building is linked to an easily accessible computer system that
allows pupils to see how much energy is being generated and stored
and how much has been exported to the National Grid.
• ‘living’ sedum green roof areas helping to manage water runoff,
insulate the building and promote biodiversity
1
What is education for sustainable development (ESD)?
Sustainable development is ‘development that meets the needs
of the present without compromising the ability of future generations to
meet their own needs’
Brundtland Commission 1987
Sustainability means something is viable and can be continued in
the long term in ways that do not harm people but benefit them equally.
This can apply to anything from decisions about the school playground
to issues relating to the national economy and global environment.
Adapted from QCA website on ESD
The DFES states that in the last 20 years, it has become clear that our
current model of development is unsustainable. The negative effect our
consumption patterns have on the environment and the climate
suggests we’re living beyond our means.
national and global issues. It also involves the development of thinking
and social skills through investigating relevant key ESD questions.
The vision of education for sustainable
development is a world where everyone has
the opportunity to benefit from quality
education and learn the values, behaviour
and lifestyles required for a sustainable
future and for positive societal transformation.
United Nations decade of Education for Sustainable
Development 2004
Education for sustainable development (ESD) is a vision of
education that empowers people to take responsibility for creating a
sustainable future.
ESD has its roots in the fields of environmental education and
development education. It is not a new idea but extends current
thinking and practice in light of the increasing importance of
sustainable development issues.
It involves learning about issues and acquiring the knowledge and
understanding, values and dispositions, skills and aptitudes that will
enable young people to participate and work towards solutions to local,
2
The seven key concepts of ESD
Stephen Sterling drafted seven key concepts which help us identify
opportunities for ESD.
Key Concept 1 – Interdependence
Understanding how people, the environment and the economy are
inextricably linked at all levels from local to global.
For example ecosystems; aid and trade/fair trade issues; impact of oil
price changes; impact of foot and mouth and other epidemics affecting
animals or humans; impact of changing tourism fashions.
Key Concept 2 – Citizenship and Stewardship
Recognising the importance of taking individual responsibility and
action to ensure the world is a better place.
For example, taking greater responsibility for the school and local
environment – involvement in eco-schools and school council;
tending the school garden; avoiding waste in resource use (for example
water and construction materials) and energy supplies.
Key Concept 5 – Quality of Life
Key Concept 3 – Needs and Rights of Future Generations
Key Concept 6 – Sustainable Change
Understanding our own basic needs and the implications for the
needs of future generations of actions taken today.
For example, for food, shelter, health, education and a safe and
secure environment.
Understanding that resources are finite and that this has implications
for people’s lifestyles, and for commerce and industry.
For example, in the use of energy resources, fuel and consumables;
packaging; food and farming.
Key Concepts 4 – Diversity
Key Concept 7 – Uncertainty and Precaution
Respecting and valuing both human diversity – cultural, social and
economic – and biodiversity.
For example, human diversity can be respected and valued through art,
music, RE, geography; and biodiversity would include the study of
ecology and ecosystems in science and geography.
Acknowledging that there are a range of possible approaches to
sustainability and that situations are constantly changing, indicating a
need for flexibility and lifelong learning.
For example, through the study of topical ESD issues using debates,
discussion, role-play, drama and decision-making exercises.
3
Acknowledging that global equity and justice are essential
elements of sustainability and that basic needs must be
met universally.
For example, becoming more aware that inequalities in the quality of
life can vary locally and globally.
ESD questions for curriculum planning
Key Concept 1 – Interdependence
• How will it/a change/a development affect people, places or living
things locally or in other parts of the world?
• What impact will _________have on_________? (say within the
school site, locally, regionally, nationally or globally)
• How will it affect the ecosystem, economy or people?
• Who will benefit and who will lose from this proposal, development
or change?
• Did you notice any changes to ___________ when __________
happened?
Key concept 2 – Citizenship and Stewardship
• What do you think should happen?
• How could we achieve or arrive at that?
• Can we influence the decision-making process?
• What are the alternatives?
• Why did they do that?
• Do you agree with the last person who spoke?
• What are your reasons?
• Who decides what happens?
• Who will benefit and who will lose?
• What are the arguments for and against the proposal or change?
• How did you get that answer?
• Can you explain what you mean by that?
• How do we know about that?
• What am I/are you going to do about it?
• Is there a better way to do this?
• Would it make life better?
• What did you notice?
• How do we take care of/look after this effectively?
• What will make it grow better and live longer?
• Did you turn it off?
• Should we use these resources/materials?
• Is it worth saving these materials?
• Can we re-use this resource/these materials?
Key concept 3 – Needs and Rights of Future Generations
• Who will benefit and who will lose?
• Will it/the proposal make us/them healthier?
• What do we need to make us an effective and successful community
in the future?
• What do we need to survive?
• What are we and future generations entitled to?
• How will it/the proposal change or affect the people/children who
come after us?
Key concepts 4 – Diversity
• How do they do this in other countries, regions, religions, cultures?
• Will it/the proposal increase or decrease the variety of wildlife?
• Do we value other cultures and religions?
• What are the alternatives?
• Are we being prejudiced or biased?
4
ESD questions for curriculum planning
Key concept 5 – Quality of Life
Key concept 7 – Uncertainty and Precaution
• Would it/the proposal make life better?
• Is it fair?
• Has it always been like that?
• What is that/this place like?
• What would it be like to live there?
• What is it like to live here?
• What are the differences in the standard of living and quality of life
between __________ and _________?
• What would happen if?
• What are the alternatives?
• What happened before/last time?
• Can you spot a pattern in these actions/developments/statistics?
• What are the trends in ___________?
• What would we do if things went wrong?
• What caused this to happen?
• What is likely to happen in the future?
• Who might gain and who might lose if ____________?
• What are the risks?
• Are there any safeguards?
Key concept 6 – Sustainable Change
• Would it/the proposal make life better?
• Is it/the proposal sustainable?
• What would happen if ___________?
• What are the alternatives?
• Would it cost a lot?
• Would it be worth it?
• Has it always been like that?
• Can we source more of our food locally?
• What would happen if fuel prices continued to rise?
• Can we/should we reduce our use of petrol/packaging/water/electricity?
5
Whole school experiences and ESD
Whole school experiences, out-of-school activities and extra-curricular
activities can all contribute to ESD in a very effective way.
The school holds a number of ‘wonder days’ and ‘themed weeks’ that
contribute to ESD. For example:
Autumn term
• Feeling Good week
Spring term
• Healthy Eating week
• Science week
Summer term
• Eco week
• Environment week
School journeys can include some useful strategies for delivering ESD.
For example
• A Year 6 trip to the Forest of Dean which included an environmental
Task Force, survival activities, thinking skills and scavenger hunts.
• A Year 5 Fellowship Afloat at the Lightship, Tollesbury, which included
sailing, dredging and conservation.
Several clubs have been established which also contribute to ESD.
For example:
• Ground Force club (gardening, involving parents and the
local community)
• Funky Food club (harvesting, making food and selling it)
The school provides enriching opportunities to raise self-esteem and
confidence, including the eco-friendly outdoor play equipment which
aids co-operation.
The Eco Squad, which represents the whole school, is monitoring ESD
issues in the school.
6
A checklist for school self-evaluation of ESD provision
In evaluating their progress with regard to ESD, schools might
find it helpful to ask questions relating to the following 10 areas:
1. Could the school promote a culture and ethos which values the
development, knowledge, attitudes and skills of pupils to enable
them to participate individually and collectively to improve the quality
of life in a sustainable way?
2. Has the school produced a policy statement for ESD which sets out
the aims, priorities and targets for promoting ESD as a whole-school
initiative, and identified strategies to promote and raise the profile of
ESD within the school and the wider school community?
Has it coordinated and monitored ESD initiatives and activities
throughout the school to ensure a consistency of approach?
7. How does the school involve, and make use of, the wider school
community to enrich learning and pupils’ personal and social
development including the effective use of business, local authorities,
non-government organisations and community groups to support
their work in developing the sustainable agenda?
8. In what ways does the school respect and value diversity?
9. In what active ways is the school involved in improving performance
against sustainability indicators, including waste management, fair
trade and a green purchasing policy?
10. Has the school embarked on, or maintained, a programme of
ground development and improvement to support learning, promote
stewardship and improve the quality of life?
3. Is there a programme of staff development in place to raise
awareness of ESD and develop teachers’ competency and skills?
4. Have subject leaders identified opportunities within their schemes of
work to enable ESD to be delivered and reinforced through the
curriculum? Does the teaching approach promote active learning to
develop pupils’ understanding of sustainable development?
5. Does the school develop active and responsible citizenship and
stewardship through pupils’ involvement in active decision-making
through a school council or eco-committee?
6. What links has the school established to support and develop a
global and international dimension within the curriculum?
7
Source: Taking the first step forward…towards an education for sustainable development
Good practice in primary and secondary schools, Ofsted 2003
ESD assessment sheet
Key Concepts
Interdependence
Citizenship and
stewardship
Needs and rights
of future
generations
Level 2
By end of Y2 most children should:
Level 4
By end of Y6 most children should:
• understand that living things depend on each other and have a sense that
all living things have value
• understand how people, animals and plants are interconnected through
natural cycles and ecological/biological systems
• understand that what people do, including their own activities,
affect themselves, the places they live, other people and animals
and plants
• understand that human and natural changes in the environment can
harm or enhance the ability of different groups of plants, animals and
humans to survive and flourish
• be aware of the natural and human changes that take place in the local
and natural environment and have begun to understand some of the
reasons for these changes
• appreciate the differences or similarities between probable and
preferable long term changes to the environment and society
• know how to care for themselves and others and how to care for their
home, school and local environment
• want to learn more about their local and global environment and know
how they can care for it and improve it
• be able to discuss the things they like and dislike about their environment
and suggest ideas for looking after it and improving it
• be able to work with other members of the school community and feel
responsible for improving its sustainability
• understand the rules and expectations that the school
community lives by and that these influence the way people behave
towards each other and the environment
• be able to explain how the values and expectations of the school affects
their behaviour and how their lifestyles at school and at home depend
upon and impact on the environment and other people
• recognise their own basic needs including shelter, warmth and food
• appreciate that they have choices in the way that they use products and
services and that different choices can affect others and the environment
differently
• be able to discuss the way they live and the products and services
they use
• understand that their basic material needs are met by goods and services
provided by people using natural resources
• have begun to be able to distinguish between actions and products which
are wasteful or more sustainable
• understand that some natural resources are finite while others can be
used sustainably
8
ESD assessment sheet
Key Concepts
Diversity
Level 2
By end of Y2 most children should:
Level 4
By end of Y6 most children should:
• know there are many different kinds of plants and animals living in the
local environment and in distant environments
• understand what is meant by biodiversity in local and global contexts and
the importance of maintaining biodiversity at local and global levels
• understand that there are different groups of animals and plants
• understand and value ‘local distinctiveness’ in relation to
townscape/landscape, economic life and culture and habitats
• appreciate cultural diversity in the school and locality
• know how monitoring the distribution and diversity of species in a habitat
can serve as indicators of quality of change in the environment
• be aware of the things in their lives they value such as family, friends,
Quality of life,
open spaces
equity and justice
• understand the basic difference between needs and wants
• know and understand that basic needs are universal
• understand the reasons why there are differences in the extent to which
people’s basic needs are met and that these inequalities exist within and
between societies
• have begun to develop a sense of fairness
Sustainable
change
• understand the concept of finite resources
• have begun to understand the role of the individual and others in the
consumption of resources and the need for the four Rs – reduction of
consumption, re-use, repair, recycle
• have begun to understand the concepts of carrying capacity and limits
through, for example studying overgrazing or road capacity
• be able to understand how human systems work in terms of simple system concepts as inputs, outputs, sources, sinks and flows; and consider
how they may be managed more sustainably - for example, the house,
the school and the farm
• understand and be able to develop indicators for their own lifestyle and
community that they can use to monitor sustainability
7: Uncertainty, and • understand the importance of considering the consequences of
their actions
precaution in
action
• understand that different people want to do things in different ways
9
• understand that people have different views on sustainability issues and
these may often be in conflict
• be able to listen carefully to arguments and weigh evidence carefully
Whole school curriculum themes map
TERM
Autumn
Foundation
Myself and
My Family
Celebrations
Spring
People who
help us
Spring and
new life
Summer
Whats happening
outside?
Year 1
Ouselves
Our home
Our School
Ongoing e.g
Geography
Our school
Art
Self Portrait
Science
Ourselves
RE
Belonging
History
Homes
DT
Playgrounds
Homes
Geography
Local Area
Year 2
Year 3
Year 4
Year 5
IMPROVING THE
ENVIRONMENT
HEALTHY
LIFESTYLES
Improving the
environment with
viewpoints,
journeys,
changing places
Links through the
year:
Science
Health
History
Victorian children
DT
Biscuits
NATURE
VILLAGE LIFE
IMPROVING THE
ENVIRONMENT
Science
Variation
Plants and
animals
Art
Mother nature
Geography
Village life
History
Village settlers
Geography
Contrasting UK
locality
Art
Art in the
environment
Geography
Improving the
environment
ENERGY
AUTUMN TERM
Links:
Science
Circuits
Friction
DT
Lighting
ICT
Collecting
presenting
information
Science/DT/Music
links - sound
Science 5f
Changing sounds
DT
Musical
instruments
SEASIDE
LOCAL AREA
Geography
and History
Links from
Year 1
Links:
Geography
investigating the
local area
Art
can we change
places
ICT 3a
Booklet on our
School/Keeping
Healthy
Year 6
ENVIRONMENTAL
ENQUIRY
Science
Environmental
enquiry
RE
Human Respect
ICT
Data/interpretation
Art
Journeys
Geography
Local environmental
issues
10
11
ESD curriculum map
by subject
12
ESD Curriculum Grid - ART
ESD KEY
CONCEPTS
Foundation
Year 1
KC1
INTERDEPENDENCE
Transport
Art can always
contribute to KC 4
and 5 together with
use of materials
KC2
CITIZENSHIP&
STEWARDSHIP
Celebrations
Investigating
materials (links
with science)
Sculpture
KC3
NEEDS &
RIGHTS
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Myself and My
Family
Transport
Celebrations
Myself and My
Family
Transport
KC6
SUSTAINABLE
CHANGE
KC7
UNCERTAINTY
& PRECAUTION
13
Transport
Self portraits
Sculpture
Topical artwork
e.g. multicultural
celebrations
Year 2
Mother nature
Year 3
Year 4
Can we change
places
Portraying
relationships
(PSHE/Literacy links)
Year 5
Containers
(water)
Visiting
museum/gallery
Visiting
museum/gallery
Picture this
(PSHE links)
Can we change
places
Viewpoints
Take a seat
Art in the
environment
Mother nature
Can buildings
speak
Can we change
places
Investigating
patterns
Viewpoints
Take a seat
Journeys
Containers
(multicultural
examples)
Talking textiles
Art in the
environment
Can buildings
speak
Can we change
places
Link with
Geography
Viewpoints
Take a seat
Journeys
(Safe routes)
Art in the
environment
Can we change
places
Take a seat (geog
link-improving the
environment)
Journeys (geog
link - safe routes)
Can we change
places
Year 6
Visiting
museum/gallery
Sense of place
ESD Curriculum Grid - Design and Technology
ESD KEY
CONCEPTS
KC1
INTERDEPENDENCE
Foundation
Transport
Transport
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Transport
Vehicles
Puppets (H&S)
Homes
Eat more fruit and
vegetables*
(Health Education)
Playgrounds
Year 3
Year 4
Year 5
Year 6
Packaging
Lighting up
(recycled materials) Alarms
Story books
Musical
Shelter
Instruments
Moving toys
(recycled materials) Controllable
vehicles
Sandwiches*
Bread*
Biscuits*
Shelter
Bread*
Musical
Instruments
Biscuits*
Slippers
Shelter
Eat more fruit and
vegetables*
Vehicles
Puppets
Sandwiches*
(pitta, tortilla,
burgers)
Playgrounds
Homes
Vehicles
Puppets
Packaging
Packaging
KC6
SUSTAINABLE
CHANGE
KC7
UNCERTAINTY
& PRECAUTION
Year 2
Some sustainability
themes recur in
DT, for example
health and safety;
use of materials
Playgrounds
(vandalism)
Homes
KC2
CITIZENSHIP&
STEWARDSHIP
KC3
NEEDS &
RIGHTS
Year 1
Alarms
Story books
Alarms
Shelter
Moving toys
Controllable
vehicles
Transport
*all food tech topics have potential to raise issues about packaging
14
ESD Curriculum Grid - Geography
ESD KEY
CONCEPTS
KC1
INTERDEPENDENCE
KC2
CITIZENSHIP&
STEWARDSHIP
Transport
Year 1
Barnaby Bear
Year 2
Year 3
Year 4
Contrasting locality
– overseas
Barnaby Bear
People who help us Around our school An island home
Investigating our
Contrasting locality local area
– overseas
Year 5
Year 6
Water
Village in India
What’s in the news
Local environmental
issue
Improving the
environment / what
do we see out of
our window?
Improving the
environment –
playground
Water
Village in India
What’s in the news
Local environm’tal
issue
Transport
Around our school
Local area-safer
An island home
Investigating our
Contrasting locality local area
– overseas
Going to the
seaside
Improving the
environment / what
do we see out of
our window?
Village settlers
Improving the
environment –
playground
Water
Village in India
What’s in the news
Local environmental
issue
Ben Bear and
Molly Monkey
Barnaby Bear
An island home
Weather around
Contrasting locality the world
– overseas
Barnaby Bear
Going to the
seaside
Improving the
environment / what
do we see out of our
window?
Village settlers
Contrasting UK locality
Improving the
environment –
playground
Water
Village in India
What’s in the news
Local environmental
issue
People who help us Around our school
Transport
Local area - safer
Barnaby Bear
An island home
Contrasting locality
– overseas
Barnaby Bear
Going to the
seaside
Investigating our
local area
Weather around
the world
Improving the
environment / what
do we see out of our
window?
Village settlers
Contrasting UK locality
Improving the
environment –
playground
Water
Village in India
What’s in the news
Local environmental
issue
KC6
SUSTAINABLE
CHANGE
Around our school
Local area - safer
An island home
Contrasting locality
– overseas
Going to the
seaside
Investigating our
local area
Weather around
the world
Improving the
environment / what
do we see out of our
window?
Village settlers
Contrasting UK locality
Improving the
environment –
playground
Mountains
Water
Village in India
What’s in the news
Local environmental
issue
KC7
UNCERTAINTY
& PRECAUTION
People who help us Around our school
Transport
Local area - safer
An island home
Investigating our
Contrasting locality local area
– overseas
Weather around
the world
Improving the
environment / what
do we see out of
our window?
Village settlers
Contrasting UK
Improving the
environment –
playground
Mountains
Water
Village in India
What’s in the news
Local environmental
issue
KC3
NEEDS &
RIGHTS
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
15
Foundation
ESD Curriculum Grid - History
ESD KEY
CONCEPTS
KC1
INTERDEPENDENCE
KC2
CITIZENSHIP&
STEWARDSHIP
KC3
NEEDS &
RIGHTS
Foundation
Transport
Myself and my
family
Transport
Year 3
Scope for oral history should be
explored in Key
Stage 1
Homes long ago
Seaside holidays
Myself and my
family
Transport
Homes long ago
Seaside holidays
Homes long ago
Toys long ago
Seaside holidays
Transport
Try to chose more
‘sustainability’
focused examples
Year 4
Great Fire 1666
Florence
Nightingale
Year 5
Year 6
Village settlers
Victorian life –
locality change
Children WWII
Victorian life –
children
Victorian life –
locality change
Greeks
Aztecs/Idus
Britain since 1948
Victorian life –
children
Victorian life –
locality change
Greeks
Britain since 1948
Famous person in
history
Remembrance Day Tudors - rich and
Village settlers
Great Fire 1666
poor
Children WWII
Florence
Tudors – Henry VIII
Nightingale
Homes long ago
Toys long ago
Seaside holidays
KC6
SUSTAINABLE
CHANGE
KC7
UNCERTAINTY
& PRECAUTION
Year 2
Remembrance Day Egyptians
Great Fire 1666
Tudors - rich and
poor
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Year 1
Egyptians
Village settlers
Children WWII
Victorian life –
children
Greeks
Aztecs/Idus
Britain since 1948
Egyptians
Tudors - rich and
poor
Village settlers
Children WWII
Victorian life –
children
Victorian life –
locality change
Greeks
Aztecs/Idus
Britain since 1948
Tudors - rich and
Village settlers
poor
Tudors – Henry VIII
Victorian life –
locality change
Victorian life locality change
16
ESD Curriculum Grid - ICT
ESD KEY
CONCEPTS
KC1
INTERDEPENDENCE
KC2
CITIZENSHIP&
STEWARDSHIP
KC3
NEEDS &
RIGHTS
Foundation
Year 1
KC6
SUSTAINABLE
CHANGE
KC7
UNCERTAINTY
& PRECAUTION
17
Year 3
Year 4
1f Instructions
around the room
2d floor turtle – taking 3a Combine text and
recycled materials to graphics – school
destinations
booklet/magazine
2e Q&As e.g. rare
species, mats
4a Writing for
different audiences,
e.g. newsletter - old
school/new school
(Literacy link
persuasive writing)
1f Instructions
around the room
2b Creating pictures – 3a Combine text and
graphics – school
homes
2e Q&As e.g. rare
booklet/magazine
species, mats
4a Writing for different
audiences, e.g.
newsletter - old
school/new school
(Literacy link
persuasive writing)
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Year 2
2e Q&As e.g. rare
species, mats
1b Word bank at the
park
Year 5
5f Monitoring
conditions / change
e.g. temperature
5b Analysing data
e.g. school energy
data
Year 6
6a Multimedia –
presentation using
digital camera old/new school
6b Spreadsheets,
e.g. budgeting
6a Multimedia –
presentation using
digital camera old/new school
6b Spreadsheets,
e.g. budgeting
6a Multimedia –
presentation using
digital camera –
old/new school
6d Internet research
3d Simulations –
could explore trade
or environmental
simulations
4e Modelling –
computer garden
3a Combine text and
graphics – school
booklet/magazine
4a Writing for different
audiences, e.g.
newsletter - old
school/new school
(Literacy link
persuasive writing)
5f Monitoring
conditions / change
e.g. temperature
5b Analysing data
e.g. school energy
data
6a Multimedia –
presentation using
digital camera, video
etc – old/new school
3a Combine text &
graphics – school
booklet/magazine
4a Writing for different
audiences, e.g.
newsletter - old
school/new school
(Literacy link
persuasive writing)
5f Monitoring
conditions / change
e.g. temperature
5b Analysing data
e.g. school energy
data
6a Multimedia –
presentation using
digital camera, video
etc – old/new school
4a Writing for different
audiences, e.g.
newsletter - old
school/new school
(Literacy link
persuasive writing)
ESD Curriculum Grid - Literacy and ESD
Some general guidelines
The English curriculum, National Literacy Strategy and Primary
National Strategy offer many opportunities for pupils to develop an
understanding of ESD. Work in literacy could effectively support ESD in
the context of most subject areas and contribute to an understanding of
all the ESD Key Concepts.
In December 2005 a full audit of non-fiction, fiction and poetry library
books was undertaken and literacy resources linked to ESD have been
marked with green stickers. These resources are held centrally.
Since then the Schools Library Service has provided additional
resources and training. The school has also bought teacher resources
for ESD.
Through the active and inter-active study of environmental issues (local
to global) there are many openings for the development of persuasive
writing as well as speaking and listening.
For example, pupils might debate their likes and dislikes about the
school environment, the local area or a contrasting locality and how
they might be improved. Pupils could justify a point of view and deal
politely and tolerantly with opposing views taking different roles in a
structured discussion, e.g. chair, scribe or spokesperson. Such a
debate would lead naturally to a range of written work including
persuasive writing.
Drama skills can also be developed through role play and decision making
exercises in the context of environmental and sustainability issues.
Since September 2005 PPA cover for Year 1 and 2 has included Perform
Drama Company developing speaking and listening. Since January
2006, speaking and listening is highlighted in weekly and medium
term plans.
A range of available fiction, non-fiction and poetry, if carefully selected,
can raise awareness of sustainability issues and lead to useful
classroom discussions and written work around sustainability issues
and topics, thereby also helping to meet Literacy targets.
18
ESD Curriculum Grid - Music
ESD KEY
CONCEPTS
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
KC1
INTERDEPENDENCE
KC2
CITIZENSHIP&
STEWARDSHIP
Celebrations
Sounds interesting*
KC3
NEEDS &
RIGHTS
KC4
DIVERSITY
Celebrations
Sounds interesting*
Feel the pulse
(different chants
from different
cultures)
KC5
QUALITY OF
LIFE
KC6
SUSTAINABLE
CHANGE
KC7
UNCERTAINTY
& PRECAUTION
19
*Can involve making multicultural instruments – DT links
What’s the score
Rain, rain go away
(sounds to match
environment)
Animal magic
Play it again
(chants different
counties)
The class orchestra
Painting with sound
Cyclic patterns
Salt, mustard, vinegar (raps etc)
Roundabout
Songwriter (find
environmental tag)
Music Hall (seasonal
selections)
Who knows
Painting with sound
Music Hall
ESD Curriculum Grid - Numeracy and ESD
Some general guidelines
The Maths curriculum, National Numeracy Strategy and Primary
National Strategy offer many opportunities for pupils to develop an
understanding of ESD.
Many skills in maths, such as number, collecting, analysing, presenting
and interpreting numerical data can be developed in the context of
sustainability and environmental issues. Issues of this type lend
themselves to problem solving, investigations and decision-making and
the analysis of numerical data is often a critical element in the process
at whatever level.
For example, an investigation of improvements in traffic management
in the local area could involve a survey of local or school opinion on the
matter. Similarly, the choice of traffic management schemes is likely to
involve a comparison of costs of alternative schemes.
Within the school the monitoring and analysis of school energy use
would inevitably involve the development of number and data
handling skills.
Equally maths can be used to raise issues and predict what is likely to
happen in the future. Topics such as trade, travel, shapes and structures
in the environment, resource use and many others lend themselves to
mathematical analysis.
The use of relevant and topical contexts of this type help to achieve an
understanding of ESD and also help to achieve numeracy targets.
20
ESD Curriculum Grid - PE and ESD
Some general guidelines
PE can contribute to ESD in a number of ways. As the PE curriculum
repeats ands ‘spirals’ through the age range and key stages at increasing
levels of difficulty, it seemed best to express the links as follows;
KC2 - Citizenship and Stewardship
For example, through roles and responsibilities in games activities and
through experience in a range of often ‘wilder’ environments in outdoor
activities (KS2); observing rules and fair play.
KC3 – Needs and Rights
For example, for a healthy and safe lifestyle and environment, including
the ability to swim; health and safety aspects; risk assessments; and
aspects of health education.
KC4 – Diversity
Particularly through dance movements and patterns from different
cultures; sports and games from different cultures.
For example, need for physical fitness throughout life to remain safe
and well; development of balance, co-ordination and spatial awareness.
This has been extended through the weekly link with nearby Onslow
St Audrey’s Secondary School and the introduction of sports coaches to
cover PPA time. Both have been introduced since September 2005.
Since September 2006, a Sports Project with Onslow St Audrey’s as a
hub secondary school has enabled more training for teachers and TAs,
more resources and extended opportunities for subject leadership
development.
21
ESD Curriculum Grid - PSHE/Citizenship and ESD
Some general guidelines
The QCA framework for PSHE offers a wealth of opportunities to develop
the ESD curriculum. This has been adapted into a Howe Dell scheme of
work which has been in operation since January 2006. This has been
further updated and the school now follows the SEAL programme.
PSHCE is recognised as outstanding provision by Ofsted.
The Citizenship strand encourages the cultivation of links with the
local community, responsible citizenship, pupil involvement in school
decision-making and the development of more inclusive and democratic
processes in the classroom and the school generally, such as
circle time, class and school councils. The focus and context of these
processes can often be around sustainability issues such as the use of
the school grounds (including the school garden), care of the school
building, energy use, enterprise activities and recycling.
Health Education teaches children how they can improve and maintain
their health, fitness and well-being, for example through increasing
their awareness of the benefits of good diet and exercise and the
avoidance of harmful substances. Involvement in projects such as
Healthy Schools will promote these and other aspects of the
developing school PSHCE programme. Health issues are at the heart
of sustainability.
As an Eco School (Green Flag) and a Hertfordshire Healthy School, ESD
principles pervade our school ethos within and beyond the curriculum.
In September 2006, all staff were involved in SEAL training and Yoga
Bugs were introduced for YR in curriculum time. Staff wellbeing has
been reviewed by an outside agency and will impact on provision from
January 2007.
We have also introduced termly Pupil and Parent Forum to build into
school development.
Through the personal and social elements of the framework pupils are
able to develop the skills, confidence and positive attitudes towards
themselves and others which provide a firm foundation for the
citizenship elements and improve the life of the school community.
Looking forward to our Children Centre role, our new children centre
manager joined us in September 2007 and the role will be central to
ESD across the whole of Howe Dell, the Runway complex and within the
community we will serve. Our Governance group has representatives
from health education, voluntary groups etc.
22
ESD Curriculum Grid - RE
ESD KEY
CONCEPTS
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
KC1
INTERDEPENDENCE
KC2
CITIZENSHIP&
STEWARDSHIP
Human respect for
environment
Celebrations
KC3
NEEDS &
RIGHTS
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Year 6
Celebrations
Thanking God for
nature
Thanking God for
nature
Belonging
Books and stories*
Signs and symbols
Special places
Easy questions,
difficult answers
Islam & Christianity
Special places
Sikh & Christianity
Belonging
Thanking God for
nature
Books and stories*
Signs and symbols
Special places
Religious leaders
Islam & Christianity
Special places
Ways of describing
God
Stories of authority*
Sikh & Christianity
Sharing food
Sacred writings and
stories*
Thanking God for
nature
Books and stories*
Creation stories
Human respect for
environment
Judaism &
Christianity
Human respect for
environment
Creation stories
Judaism &
Christianity
Rules for living
Celebrations
Leaders
Religious communities
Christmas - light
Human respect for
environment
Buddhism/Hindu
Expressive arts
Ideas about God
Founders of Faith
Human respect for
environment
KC6
SUSTAINABLE
CHANGE
Human respect for
environment
KC7
UNCERTAINTY
& PRECAUTION
Human respect for
environment
23
* Scope for choosing more ‘sustainability’ focused stories
ESD Curriculum Grid - Science
ESD KEY
CONCEPTS
KC1
INTERDEPENDENCE
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Health and growth (2a) Teeth and eating (3a)
What’s happening
outside?
Transport
Year 6
Interdependence (6a)
KC2
CITIZENSHIP&
STEWARDSHIP
Spring and new life
Celebrations
People who help us
What’s happening
outside?
Growing plants (1b)
Using and sorting
materials (1c)
Plants / animals / local
environment (2b)
Variation (2c)
Grouping materials
(2d)
KC3
NEEDS &
RIGHTS
Myself and my family
Transport
Using and sorting
materials (1c)
Ourselves (1a)
Health and growth (2a) Teeth and eating (3a) Moving and growing (4a) Keeping healthy (5a) Interdependence (6a)
Keeping warm (4c)
Variation (2c)
Gases around us (5c)
Circuits and conduction Changing sounds (5f)
Using electricity (2f)
(4f)
Celebrations
Spring and new life
What’s happening
outside?
Growing plants (1b)
Health and growth (2a)
Plants / animals /
local environment (2b)
Variation (2c)
Grouping materials
(2d)
Myself and my family
People who help us
Spring and new life
What’s happening
outdoors?
Sound/hearing (1f)
Ourselves (1a)
Health and growth (2a) Characteristics of
materials (3c)
Plants / animals /
local environment (2b)
Using electricity (2f)
KC4
DIVERSITY
KC5
QUALITY OF
LIFE
Helping plants grow
well (3b)
Characteristics of
materials (3c)
Rocks and soil (3d)
Habitats (4b)
Teeth and eating (3a) Habitats (4b)
Characteristics of
materials (3c)
Rocks and soil (3d
Moving and growing (4a)
Habitats (4b)
Keeping warm (4c)
Circuits and conduction
(4f)
Life cycles (5b)
Interdependence (6a)
Gases around us (5c) Micro-organisms (6b)
Environmental
enquiry (6h)*
Life cycles (5b)
Interdependence (6a)
Micro-organisms (6b)
Environmental
enquiry (6h)*
Keeping healthy (5a)
Gases around us (5c)
Changing sounds (5f)
Earth, sun, moon (5e)
Interdependence (6a)
Micro-organisms (6b)
Reversible/
irreversible (6d)
KC6
SUSTAINABLE
CHANGE
Spring and new life
What’s happening
outside?
Plants / animals /
local environment
(2b)
Variation (2c)
Using electricity (2f)
Characteristics of
materials (3c)
Rocks and soil (3d
Habitats (4b)
Solids and liquids (4d)
Gases around us (5c) Micro-organisms (6b)
Environmental
Reversible/
enquiry (5h)*
irreversible (6d)
Environmental
enquiry (6h)*
KC7
UNCERTAINTY
& PRECAUTION
People who help us
Transport
Plants / animals /
local environment
(2b)
Variation (2c)
Characteristics of
materials (3c)
Rocks and soil (3d)
Habitats (4b)
Solids and Liquids (4d)
Gases around us (5c) Reversible/
irreversible (6d)
* NB Geography links
24
25
Annual Overview
ESD Curriculum map by year group
26
ANNUAL OVERVIEW FOUNDATION STAGE FS1
TERM
SUBJECT
All about me
AUTUMN
Weather
Toys
Knowledge
and
Understanding
of the world
My family
My emotions
My house
Listening
Creative
Development
Colour mixing
Self portraits
Pictures of family
Listening, sound
Hand and foot prints making
Make wind chimes
Physical
Development
What can I do with
my hands/feet
Gym, dance
Healthy bodies
Healthy eating
What do we need to
wear?
How do we keep
warm/cool?
Mr Wolf’s Week
How do you feel?
Helping hands
Myself in the class
community
What makes us
happy?
How does the
weather make us
feel?
PSED
What is the weather
today?
Seasons
Celebrations
SPRING
People who
Traditional
help us
tales
SUMMER
What’s
Holidays
happening
outside
Push and pull
Colours and types
Harvest
Diwali
Bonfire Night
Christmas
Light, dark
School
Family
In community
Police
Doctor
Fire service etc
Story telling
Moral tales
Number based
stories
Exploring living
things
Plants
Seeds
Mini beasts
Where do we go on
holiday
What will the
weather be like?
What do we need to
pack?
Safety in the sun
Drawing, painting
my toy
Splash paintings
Fruit prints
Diwali patterns
Draw paint visitor
Making models of
fire engines
Clay and dough
model of 3 little
pigs’ houses
Making puppets
Shell painting
Spider webs
Sand pictures
Caterpillars
Dough crabs
Butterfly patterns
Printing and painting
from observation of
environment
Dance
Gym celebration
Debussy Cake walk dances
/ Nutcracker suite
Explore outdoor
large toys
Dance/gym
Act out stories
Gardening
Games/gym
Outdoor large toys
Gardening
Building sand castles
Games
Outdoor equipment
Water play
Sharing toys
Belonging
Comfort
Sharing
Other cultures
How can we help
others?
Who can help us?
Easter story
New life
Growing up and
caring for animals
Looking after our
environment
Trying food from
different countries
Sending postcards
Geography
Knowledge &
Understanding
of the world
Discussion of where Discuss
we live and what
weather/seasons
can we see out of
the window
Where was my toy
made
Making maps for
toys to follow
Celebrations from
other countries
Making simple route Where are tales set? Animals from
maps
around the world
What habitats are
around us?
How do we get to our
holiday?
Transport
arrangements
ESD
Key Concepts
KC3
KC5
KC2
KC4
KC2
KC2 (public services) KC2
KC5
KC4
KC7
KC5
KC6
KC1
KC3
KC5
KC7
27
KC1
KC2
KC4
KC5
KC6
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
ANNUAL OVERVIEW FOUNDATION STAGE FS2
TERM
AUTUMN
All about me
Celebrations
SUBJECT
SPRING
People who
Traditional tales
help us
SUMMER
What’s
happening outside
Knowledge
and
Understanding
of the world
The five senses
My family
My emotions
My house
Growing up
Harvest
Diwali
Bonfire Night
Christmas
Light, dark, electricity
School
Family
In community
Police
Doctor
Fire service etc
Story telling
Moral tales
Number based stories
Creative
Development
Self portraits
Pictures of family
Hand and foot prints
Fruit prints
Diwali patterns
Splash paintings
Draw paint visitor
Making models of fire
engines
Wheel patterns/prints
Clay and dough model of 3 Spider webs
Making kites
Caterpillars
little pigs’ houses
Pop up puppets
Making puppets
Butterfly patterns
Printing and painting from
observation of
environment
Physical
Development
What can I do with my
hands/feet
Games
Dance
Yoga
Healthy bodies
Healthy eating
Celebration dances
Explore big toys
Yoga
Gym
Dance
Gym
Yoga
Yoga
Games
Yoga
Dance
Outdoor equipment
Water play
How do we move?
How do we move big and
small toys?
Yoga
Gym
Outdoor play equipment
Water play
PSED
How do you feel?
Helping hands
Myself in the community
Other cultures
Sharing
How can we help others?
Who can help us?
Easter story
Easter eggs
New life
Growing up and caring
for animals
Road safety
Seat belts
Cycle helmets
Discussion of where
we live
What can we see out of
the window?
Celebrations from other
countries
Making route maps for fire Where are stories set?
engines / ambulance /
Can you draw routes for
police to go along
the characters?
Animals from around
the world
What habitats are
around us?
Holiday destinations
Different food from around
the world
What to pack
KC3
KC5
KC2
KC4
KC2 (public services)
KC5
KC7
KC1
KC2
KC4
KC5
KC6
KC1
KC3
KC5
KC7
Geography
Knowledge &
Understanding
of the world
ESD
Key Concepts
KC2
KC4
KC5
KC6
Exploring living things
Plants
Seeds
Mini beasts
Transport
Explore ways of travelling
Push/pull
Safety in the sun
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
28
ANNUAL OVERVIEW YEAR 1
Long Term
Plan
English
AUTUMN
1ST HALF
AUTUMN
2ND HALF
SPRING
1ST HALF
SPRING
2ND HALF
SUMMER
1ST HALF
SUMMER
2ND HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Maths
Numeracy Strategy
Try to choose more ESD
contexts for data
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
ICT
1A Introduction to modelling 1B Word bank (at the park) 1C Information around us
1D Labelling
1F Instructions
1E Graphs, Pictograms
Science
1A Ourselves
KC5
1D Light and dark
KC3 , KC5
Geography
1C Sorting materials
KC2 , KC3
RE
PSHCE
KC5
Around our
school/environmentKC2 ,
Barnaby Bear
(ongoing throughout year)
Making our local area safer Barnaby Bear
KKC2 ,
(ongoing throughout year)
KC2, KC3, KC5, KC6, KC7
KC1, KC4, KC5
Toys long ago
KC2, KC3, KC5, KC6, KC7
KC1, KC4, KC5
Homes long ago
KC3, KC5, KC6, KC7
Moving pictures
D and T
PE
1F Sound/hearing
KC2 , KC4
Barnaby Bear
(ongoing throughout year)
KC4, KC6
Music
1B Growing plants
Around our school
History
Art
KC2 , KC3
1E Forces – push/pull
KC3, KC4, KC5, KC6
KC1, KC4, KC5
The seaside
KC3, KC4, KC5, KC6
PlaygroundsKC2 ,
HomesKC2 ,
Eat more fruitKC2 ,
KC2, KC3, KC5
KC2, KC3, KC4, KC5
KC3
KC3, KC4, KC5, KC6
1A self portraits
Topic artwork
(ongoing thro year)
1B Investigating materials
1B Investigating materials
1C What is sculpture
1C What is sculpture
KC4
KC4
KC2
KC2
KC4
KC4
Exploring sound
Exploring duration
Christmas
Exploring pulse
Exploring pitch
Exploring instruments
Exploring timbre, tempo
and dynamics
KC2, KS4
KC2, KS4
KC4
KC4
KC4
KC4
Dance
Gym and games
Dance
Football skills and gym
Football skills and gym
Ball Skills –
small apparatus
Ball Skills –
small apparatus
KC2, KS3, KS4, KS5
KC2, KS3, KS4, KS5
KC3, KC5
KC3, KC5
KC3, KC5
KS3, KS5
Religious books and stories Christmas & light
Thanking God for nature
Easter
Belonging
Religious books and stories
KS3, KS4
KS2
KS2, KS3, KC4
KS2
KS3, KS5
KS3, KS4
SEAL
SEAL
SEAL
SEAL
SEAL
SEAL
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KS3, KS4, KS5
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
29
ANNUAL OVERVIEW YEAR 2
Long Term
Plan
English
AUTUMN
1ST HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
AUTUMN
2ND HALF
Literacy Strategy
SPRING
1ST HALF
SPRING
2ND HALF
SUMMER
1ST HALF
SUMMER
2ND HALF
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Maths
Numeracy Strategy
Numeracy Strategy
Try to choose more ESD
contexts for data handling etc
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
ICT
2A Communication
information
2D Floor Turtle (routes
taking recycled materials)
Treasure map (Pirates)
2E Questions and answers
(eg rare species etc)KC2 ,
Project – teddy bears
2B Creating pictures
KC2
Science
Geography
2A Health and growth
2D Materials
2C Variation
2B Plants and animals
KC3, KC4, KC5
KC2, KC4
KC2, KC3, KC4
KC2, KC4, KC5, KS6, KS7
Barnay Bear finds out about Barnaby Bear
the environment
(ongoing throughout year)
An Island home
Barnaby Bear
(ongoing throughout year)
KC3, KC4, KC5, KC6, KC7
KC2, KC3, KC4, KC5, KC6, KC7 KC1, KC4, KC5
History
KC1, KC4, KC5
A contrasting locality
(Mexico)
Barnaby Bear
(ongoing throughout year)
KC1, KC2, KC3, KC4, KC5,
KC6, KC7
KC1, KC4, KC5
Great Fire of London
KC3, KC5
KC3, KC5
KC2, KC4, KC5
Picture thisKC2 ,
Picture thisKC2 ,
Mother nature
KC3
KC3
KC2, KC4
Music
Taking off
School based work
PE
Games Skills
Games Skills
KC2, KC3, KC4, KC5
PSHCE
KC5, KC6
Florence Nightingale
2B PuppetsKC2 ,
RE
2F Electricity
KC2, KC3
KC2, KC4, KC5
Art
2E Forces and movement
Rememberance Day
2B PuppetsKC2 ,
D and T
KC2, KC3, KC4
2D Joseph’s Coat
2D Joseph’s Coat
2A VehiclesC2 ,
2A VehiclesC2 ,
KC2, KC4, KC5
KC2, KC4, KC5
Mother nature
Can buildings speak?KC2,
Can buildings speak?KC2,
KC2, KC4
KC4, KC5
KC4, KC5
What’s the scoreKC2 ,
What’s the scoreKC2 ,
Rain go awayKC2 ,
Rain go awayKC2 ,
KC4
KC4
KC5
KC5
Gym - small apparatus
Gym - small apparatus
Apparatus - athletics
Apparatus - athletics
KC2, KC3, KC4, KC5
KC3, KC5
KC3, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Signs and Symbols
Christmas
Special places
Easter
Religious leaders
Easy Questions, difficult
answers
KC3, KC4
KC2
KC2, KC3, KC4
KC2
KC4
KC3
SEAL
SEAL
SEAL
SEAL
SEAL
SEAL
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
30
ANNUAL OVERVIEW YEAR 3
Long Term
Plan
English
AUTUMN
2ND HALF
AUTUMN
1ST HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
Literacy Strategy
SPRING
1ST HALF
SPRING
2ND HALF
Literacy Strategy
Literacy Strategy
Literacy Strategy
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
Exploring simulations
Manipulating sound
Numeracy Strategy
Numeracy Strategy
Try to choose more ESD
contexts for data handling etc
Numeracy Strategy
ICT
Text and graphics
Email
(school booklet / magazine) 2 ,
Finding information- review Introduction to databases
Geography
KC4
Teeth and EatingKC3, KC4,
Characteristics of materials Rocks and SoilsKC3, KC4,
KC1, KC3, KC4
KC2, KC4, KC5, KC6, KC7
KC2
Investigating our local area
Weather around the world
Weather around the world
KC1, KC3, KC5, KC6, KC7
KC4, KC5, KC6, KC7
KC4, KC5, KC6, KC7
Light and shadow
Tudors - rich and poorKC4,
Tudors - Henry VIIIC4,
EgyptiansKC4,
KC2, KC3, KC5, KC6
KC3, KC6
KC2, KC4, KC5
PackagingKC4,
Moving monstersKC4,
SandwichesKC4,
KS6
KS6
KS3, KC4
Can we change placesKC2 ,
Music
Magnets and springs
KC4
Helping plants grow
KC2, KC4, KC6, KC7
D and T
Art
2,
KC2, KC3, KC4, KC5
History
SUMMER
2ND HALF
Literacy Strategy
Maths
Science
SUMMER
1ST HALF
Portraying relationshipsKC2
Investigating patternsKC2
KC2, KC4
Animal magicKC2
On-going skillsKC2
KC2
Play it againKC2
On-going skillsKC2
KC4
The class orchestraKC2
On-going skillsKC2
KC4
KC4
KC4
KC4
KC4
KC4
Gym, soccer, lacrosse
Dance, rugby, lacrosse
Swimming, soccer
Swimming, rugby
Athletics, cricket
Orienteering, cricket
PE
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
RE
Stories of authority
2,
Ways of describing
God/ChristmasKC4,
Events in the life of Jesus
2,
Events in the life of Jesus
2,
Islam and Christianity
(rulers)KC4,
Islam and Christianity
(special places)KC4,
KC4
KC2, KC4
KC4
KC4
KC3, KC4
KC3, KC4
SEAL
SEAL
SEAL
SEAL
SEAL
SEAL
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC3, KC4, KC5
PSHCE
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
31
ANNUAL OVERVIEW YEAR 4
Long Term
Plan
English
AUTUMN
1ST HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
AUTUMN
2ND HALF
Literacy Strategy
SPRING
1ST HALF
SPRING
2ND HALF
SUMMER
1ST HALF
SUMMER
2ND HALF
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Numeracy Strategy
Maths
Numeracy Strategy
Numeracy Strategy
Try to choose more ESD
contexts for data handling etc
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
ICT
Combining text and
graphics (review)
Writing for different
audiences (school
newsletter)
Developing images using
repeated patternsKC2
4E Modelling (computer
garden)
KC2 ,
Collecting / presenting
Branching databases
information – questions and
answers /pie charts
KC2, KC3, KC5, KC6, KC7
KC2, KC3, KC5, KC6, KS7
KC4
KC2, KC3, KC5, KC6, KS7
Habitats
Moving and growing
Keeping warm
Solids and liquids
Friction
KC2, KC4, KC5, KC6, KC7
KC3, KC5
KC3, KC5
KC6, KC7
Science
Geography
Settlers / village life
Contrasting UK locality
KC2, KC3, KC4, KC5, KC6, KC7
KC3, KC4, KC5, KC6, KC7
KC4, KC5, KS6, KC7
Village settlersKC3, KC4,
Village settlersKC3, KC4,
Children WWIIKC3, KC4,
KC3, KC4, KC5, KC6
KC3, KC4, KC5, KC6
KC2, KC3, KC4, KC5
4B StorybooksC2 ,
4C Lighting upC2 ,
KC2, KC5
KC2, KC3, KC5
4A Money containersKC2 ,
D and T
Art
KC3, KC5
Improving the environment
from the window
History
Circuits and conductors
ViewpointsKC3, KC4,
JourneysKKC3, KC4,
Can we change places?
KC3, KC4, KC5
KC4, KC5, KC6
KC2, KC3, KC4, KC5
Music
Pentatonic scales
Pentatonic scales
Ongoing skills
Ongoing skills
KC3, KC4, songs
KC5, KC6, KC7
Rhythmic
Rhythmic songs
PE
KC4
Lacrosse, log trail,
gymnastics
KC4
Lacrosse, log trail,
gymnastics
KC4
Swimming, log trail,
gymnastics
KC4
Swimming, log trail,
gymnastics
KC4
Games – bat and ball
skills, cricket, rounders
KC4
Athletics, bat and ball skills,
cricket, rounders
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Christianity and Judaism –
belonging
Christianity and Judaism –
Christmas
Christianity and Judaism –
food
Christianity and Judaism – Christianity and Judaism –
Easter
sacred writings/stories
Christianity and Judaism –
sacred writings/stories
KC2, KC3, KC4
SEAL
KC2, KC3, KC4
SEAL
KC4
SEAL
KC2, KC3, KC4
SEAL
KC2, KC4
SEAL
KC2, KC4
SEAL
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
RE
PSHCE
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
32
ANNUAL OVERVIEW YEAR 5
Long Term
Plan
English
AUTUMN
1ST HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
AUTUMN
2ND HALF
Literacy Strategy
SPRING
1ST HALF
SPRING
2ND HALF
SUMMER
1ST HALF
SUMMER
2ND HALF
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Numeracy Strategy
Numeracy Strategy
Maths
Numeracy Strategy
Numeracy Strategy
Try to choose more ESD
contexts for data handling etc
Numeracy Strategy
Numeracy Strategy
ICT
Introduction to spreadsheets Analysing data, asking
questions2 ,
Monitoring environmental
conditions and changes2 ,
Introduction to powerpoint Graphic modelling
skills
Controlling devices
Gases around usKC3, KC4,
KC2, KC5, KC6
Science
Geography
Changing soundsKC3, KC4, Keeping healthyKC3, KC4,
The earth and beyondKC3,
Life cyclesKC3,
KC3, KC5
KC5
KC4
Improving the environmental
playground
KC4, KC6, KC7
KC2, KC3, KC4, KC5, KC6, KC7
Musical instrumentsKC3,
KC4,
KC2, KC4
Art
KC3, KC5
Mountains
History
D and T
KC2, KC5, KC6
Changing states
KC2, KC3, KC5, KC6, KC7
Water
KC1, KC2, KC3, KC4, KC5,
KC6, KC7
Victorian children
Victorian - How did
Hatfield change?
Greeks
KC2, KC3, KC4, KC5
KC1, KC2, KC3, KC5, KC6,
KC7
KC2, KC3, KC4, KC5
Biscuit making
KC3, KC4,
KC3, KC4
New site - materials design
and evaluation
Moving toys
KC2, KC3, KC4, KC5, KC6, KC7
Art and the environment
Talking textilesKC2
ContainersKC2
KC3, KC4, KC5
KC4
KC2, KC4
Music
Cyclic Patterns
Journey into spaceKC2
RoundsKC2
KC4
KC4
KC4
PE
Swimming, rugby, soccer2 , Swimming, rugby, soccer2 , Gymnastics and lacrosse2 ,
RE
PSHCE
33
Gymnastics and lacrosse2 , Athletics and swimming2 ,
Athletics and swimming2 ,
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Christianity and Judaism
Light as a symbol
2,
Christianity and Judaism
Light as a symbol
2,
Christianity and Judaism
Key figures
2,
Christianity and Judaism
Key figures
2,
Christianity and Judaism
Leaders in religious
communities
Christianity and Judaism
Leaders in religious
communities
KC2, KC3, KC4
SEAL
KC2, KC3, KC4
SEAL
KC4
SEAL
KC4
SEAL
KC2, KC4
SEAL
KC2, KC4
SEAL
KC2, KC3, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC, KC4, KC5
KC2, KC3, KC4, KC5
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
ANNUAL OVERVIEW YEAR 6
Long Term
Plan
English
AUTUMN
1ST HALF
Literacy Strategy
Select more ESD related
literature and contexts
throughout
AUTUMN
2ND HALF
Literacy Strategy
SPRING
1ST HALF
SPRING
2ND HALF
SUMMER
1ST HALF
SUMMER
2ND HALF
Literacy Strategy
Literacy Strategy
Literacy Strategy
Literacy Strategy
Numeracy Strategy
Numeracy Strategy
Numeracy Strategy
Maths
Numeracy Strategy
Numeracy Strategy
Try to choose more ESD
contexts for data handling etc
Numeracy Strategy
ICT
6A Multimedia presentations 6d Internet research
6B Spreadsheets modelling 6B Spreadsheets modelling 6C Control and monitoring
6C Control and monitoring
KC2, KC3, KC4, KC5, KC6
KC4
KC2
KC3
KC3
6B Micro-organisms
6A Interdependence
6C Dissolving
6FHow we see things
6D Reversible and
irreversible changes
6G Changing circuits
6E Forces in action
6H Environmental enquiry
–Geography/RE links
Science
Geography
KC1, KC2, KC3, KC4, KC5,
KC6, KC7
KC15, KC6, KC7
Village in India
A local environmental issue
What’s in the news?
KS1, KS2, KS3, KC4, KC5,
KC6, KC7
KC1, KC2, KC3, KC4, KC5,
KC6, KC7
KS1, KS2, KS3, KC4, KC5,
KC6, KC7
History
D and T
KC2
KC2, KC4, KC6
Britain since 1948
Indus valley / Aztecs
Famous person in history
KC2, KC3, KC4, KC5
KC2, KC4, KC5
KC5
Controllable VehiclesC2 ,
Slippers Unit
FairgroundsC2 ,
KC2, KC6
Art
People in action
Visit to a gallery
Portraying relationships
Journeys
KC4
KC4
KC4
KC4. KC5, KC6
Music Hall – performing
together
Music Hall – performing
together
Who knows? Exploring
musical processes
Who knows? Exploring
musical processes
KC4
Athletics, rounders, dance
swimming
Music
Songs and writing
Songs and writing
Christmas
PE
KC4
KC3, KC4
Swimming, football, netball, Football, netball, dance
dance
KC4
KC4
Swimming, football, netball, Football, netball, dance
dance
KC4
Athletics, rounders, dance
RE
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Christianity, Buddhism and Hinduism
Expressive & visual arts
KC4
KC4
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Christianity, Buddhism and Hinduism
Founders of the faith
KC4
KC4
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
Christianity, Buddhism and Hinduism
God
KC4
KC4
PSHCE
SEAL
SEAL
SEAL
SEAL
SEAL
SEAL
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC2, KC3, KC4, KC5
KC1 Interdependence KC2 Citizenship and Stewardship KC3 Needs and Rights of Future Generations KC4 Diversity KC5 Quality of life KC6 Sustainable Change KC7 Uncertainty and Precaution
34
Useful ESD websites
QCA website for Education for Sustainable Development
http://www.nc.uk.net/esd/index.htm
Oxfam education site – ideas and resources for the global dimension
http://www.oxfam.org.uk/coolplanet
Sustainable Development Action Plan for Education and Skills
http://www.dfes.gov.uk/sd/
Child friendly information on all the issues concerning sustainable
schools
http://www.suschool.org.uk/
Taking the first step forward …. Towards an education for
Sustainable Development
http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.
summary&id=3389
Teacher Net – resources for training in ESD and evaluating provision
http://www.teachernet.gov.uk/sustainableschools/tools
United Nations Decade of Education for Sustainable Development
http://www.iucn.org/themes/cec/education/decade.htm
Learning through landscapes – resources for developing and evaluating
the use of school grounds
http://www.ltl.org.uk
WWF UK site – resources, primary debates, teachers’ courses
http://wwflearning.co.uk
35
Schools Councils UK – why and how to set them up, resources and training
http://www.schoolcouncils.org
Design ref: 049099
CSF Pub 0101
Issue 1 September 2008
Hertfordshire County Council
Children, Schools and Families
County Hall, Pegs Lane, Hertford, SG13 8DF