Student teachers must:

Embrace locally and globally the educational and social values of sustainability, equality and justice and recognise the rights and responsibilities of future as well as current generations.

Value as well as respect social, cultural and ecological diversity and promote the principles and practices of local and global citizenship for all learners.

Demonstrate a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.

(Standard for Provisional Registration with GTCS, benchmark 1.1)

• Mapping of school grounds/area.

annotated digimap

• Evidence of existing engagement with sustainable education within the school such as garden area, recycling bins, litter picking ‘wardens’, bird boxes, and so on.

In my placement school, the have not fully engaged with sustainable education this year. There are no recycling bins in or out with the classroom and there are no designated pupils to part take litter picking at break time or lunch time. Although there is an eco-committee in place and the pupils are aware of this, they are unsure of who is in the committee and what the committee have achieved so far this year suggesting that it is non-functional at the moment.

The school is home to a garden which was used regularly last year. It was kept by a gardening club that ran at lunch and afterschool. During the summer holidays, the garden was redecorated and thus the new plants were not planted by the pupils. Since the summer the garden has yet to be used but it there to be used if you wish.

As a class project the class were set homework to make bird boxes and bird feeders to engage with sustainable development. The children did enjoy this task and produced sturdy bird boxes and feeders. However, it must be questioned if the child made the bird boxes themselves.

• Consideration of actual play space for children and its suitability.

o   What opportunities are there for exploration, development, challenge etc.?

o   How is this space used?

The Early Learning Centre has a separate play space equipped with a climbing frame, Wendy house and a soft padded ground. The play space used by the primary classes, consists on one large playground that wraps around the school which all primaries have access to. there is a fence surrounding the playground which prevents children from leaving the school and keeps them safe from the equipment used in the housing development. There are various set ups available such as goal posts, a painted court and games (for example hopscotch) and a small obstacle course. There are also benches and tables available. There are no bins outside but the children eat their social snack inside before break, perhaps to avoid littering in the playground.  There is currently a housing development next to the school but this does not affect the play space.

• Discussion with children on these aspects of sustainable education.

Pupils do not fully engage with sustainable development and have a limited awareness of eco-friendly policies or show no awareness of themes such as climate change. They are aware of the existence of an eco-club but do not engage with it. However, after Christmas and throughout term three, pupils will be exploring the topic of natural disasters which they are looking forward to. This will have an element of sustainable development embedded in it and will also explore climate change, developing an awareness of this topic.

Over the past couple of weeks in sustainable development we have been focusing on energy which is also closely related to electricity. The first week we were split into groups to research the pros and cons of the use of wind turbines. After some research the class was spilt into two sides: for and against. This was a good exercise. We were then focusing on electricity. As always there were different stations for us to rotate round. These activities were very practical and involved a lot of trial and error and teamwork.

The second week we had a lecture from a guest speaker from Onthank Primary School who has an interest in STEM (science, technology, engineering and mathematics). She introduced us to the Primary Engineering Project which encourages STEM but in particular engineering. She showed us an example of an activity she had done with a primary one class who were examining magnetic forces.

The thing that stood out most for me through this input was the encouragement of making mistakes. I think this is important when teaching children as it allows them to build their confidence and willingness to keep trying. It is also vital that as teachers we show that we too make mistakes.

For the practical session we were given resources to create a windmill (anemometer) and create a lesson plan as though we had delivered this to a primary class.

 The skills I have gained through these inputs:

• Debate skills
• Research skills
• Critical thinking skills
• Wider reading
• analysing
• Deeper understanding of STEM (particularly engineering)
• Knowledge on energy and electricity
• Practical skills
• Trial and error
• Lesson planning

Personally, I find natural disasters very interesting. I had always enjoyed geography lessons most when it involved a case study on natural disasters and was keen to learn more about them. Currently a disaster can be defined as “a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins” (International Federation of Red Cross and Red Crescent Societies).

For our first workshop we were focusing on the political and economic side of disasters by looking at the differences between the earthquake in Haiti in 2010 and Japanese Earthquake in 2011. What we discovered was the drastic difference in preparation, role of the government, media coverage, effects, aid and recovery.  We discussed the possibility of the impact humans might have on the influx in disasters over the last couple of decades.

In the second workshop we were focusing on the science aspect of natural disasters in particular volcanoes. There were several stations set up around the lab. For example, creating a volcanic eruption using vinegar, baking soda and washing up liquid and making a fossil using clay and dinosaur moulds etc.

We were also given a directed study task for which we had to create three mind maps on our actions before, during and after if an earthquake were to hit Ayr. You can find the mind maps on the following padlets:

Before – https://padlet.com/louise_mckie/5ywrii0qxnoc

During – https://padlet.com/louise_mckie/5x6czjo0qu26

After – https://padlet.com/louise_mckie/lui4lesgijge

We also were to prepare a microteaching presentation in groups on one natural disaster. Our group received the topic of ‘Floods’. (see below)

Floods Presentation

The skills I obtained during these inputs:

• Critical thinking skills
• Science skills
• Observing
• Practical work
• Independent and group work
• Wider contextual reading
• Research skills
• Presentation skills

These skills can be applied within the classroom. I have gained confidence through science, group discussion and presenting information in front of others. I have also improved my research skills and ability to select relevant information. I have also been able to work individually and be critical of my own work.

Interdependence was never a topic I understood and therefore never took interest in. Whether it was being taught in geography or biology I never fully comprehended it. However, having now looked at the topic in a more practical environment, I am now beginning to understand and enjoy the topic. Interdependence is the dependence of two or more people or things on each other.

For the first input (13/10/2017), we visited two very different farms in Ayrshire. First, we visited Mossgiel Farm in Mauchline to learn about farmer Bryce Cunninghams approach to a more sustainable future. Mossgiel has been adapted, allowing them to produce and sell their own milk. This farm was what you can expect; very traditional. The cows were kept in a barn (due to the weather conditions) and were able to eat and move freely. The calves had been separated from their mothers but the youngest ones were kept close so they could still interact with their mothers. They were milked and fed routinely.

The second farm we visited was Strandhead Farm in Tarbolton. This farm was in complete contrast to Mossgiel as it has been completely modernised and is equipped with robots which make up the cow feed, deliver it and milk the cows. At this farm there is no routine as the cows are milked whenever they want. In my opinion, I preferred Mossgiel Farm as it was more organic and environmentally friendly but perhaps technology farms are the future?

Taking children to these farms and allowing them to see first-hand the different farms operate is a good way to introduce children to the topic of interdependence as it can be a difficult topic to teach. At the second farm we met by Elaine, a representative from the Royal Highland Education Trust (RHET). RHET can provide support and resources on Farm Visits, Classroom Speakers, Projects or Events and can cater for all stages of both primary and secondary school. Outdoor learning can be highly beneficial and engaging and hearing for professionals can also give children an in depth knowledge.

For our second input (20/10/2017), in groups we were to create an infographic on sustainable seas with reference to Biodiversity, Economy and Industry, Community Impact and Political elements. This was a good way to discuss our opinions and consolidate our own learning. This would also be a good and engaging way for the pupils to display their knowledge on the topic and learn for each other.

The skills I gained or developed throughout this topic were:

• Independent learning
• listening & discussion skills
• outdoor learning
• critical thinking skills
• research skills
• group skills
• technology skills (Padlet)

Through these skills I have been able to consolidate and make sense of my learning and previous knowledge. These skills will also be useful in the classroom as my confidence in this topic has increased. However the resources from Royal Highland Education Trust (RHET) will also be extremely useful. I will be able to encourage children to discuss and critically analyse information they have collected. Through my group skills and outdoor learning with my peers, I feel more comfortable discussing and sharing ideas which can be transferred into the classroom. finally, the use of an infographic was highly beneficial as it would be with children so that they are able to make sense of their knowledge and opinions through a clear presentation of the information gathered.

Before last week’s sustainable development input I had never really taken an interest in climate change, perhaps because Scotland is not directly affected by climate change or scientists or public figures – most notably American President Donald Trump – deny climate change and global warming. I have always been encouraged to recycle but as a car user I had never thought of the impact I may have on the environment. But for generations to come climate change will be at the forefront of their minds.

In the workshop we explored the link between climate change and politics. Looking at the circumstances other people from other parts of the world face due to climate change really opened my eyes to the impact global warming has. It is clear that politicians have a higher power than the average citizen. In groups we were to research what was important to our skateholder which include examples such as a CEO of BP or a Vietnamese rice farmer. Our group had to research how our livelihood would be affected if we were a fisherman in Tuvalu. After researching Tuvalu current situation, it became clear that climate change has and will continue to have a significant impact on the small island. I had never heard of the island of Tuvalu but I discovered that the inhabitants suffer from flooding which ultimately has a large impact on their society since the island is only 400 meters wide. There for the fisherman would be effected first. This made me realise the reality of global warming.

In the second workshop we investigated different experiments that can be used within a primary classroom setting. For example, creating snowflakes and hailstones by cutting out two snowflakes and scrunching one into a ball to see which of the two would fall faster. As expected the hailstone was first to hit the ground then followed by the more delicate snowflake. These experiments were very engaging which children will really take an interest in and enjoy.

Overall this input was very beneficial as I feel I have now gained a better understanding of climate change and will continue to do further reading as I am now fairly interested in the topic. For consolidation of this task we were given a directed study task (see below).

The skills I gained through these inputs were:

• Research skills
• Political knowledge and the links to climate change
• presentation skills and debate skills
• science skills
• wider reading

The skills listed above will be useful in the classroom setting. Through this, I now feel confident teaching and discussing the topic of climate change as well as adding a practical element to my lessons through science. I feel more at ease teaching science in this context too. Through the research task I was able to further research on climate change which helped me to understand the topic more. I believe both research tasks would be beneficial in the classroom as it can put climate change into a context that is easier for children to understand (for example calculating their own carbon footprint).

Climate Change Directed Study Task

Climate change is an important issue in today’s society. Although it is easy for Britons to ignore the effects of climate change, it is something that everyone should have knowledge on as it will most likely effect many generations to come.

As part of my further reading following last weeks input I discovered that the Scottish government have taken action through The Climate Change (Scotland) Act 2009 to reduce 80% of greenhouse gas emissions by 2050. The Scottish government took action in October 2014 by implementing the carrier bag charge to reduce pollution and promote recycling which meant all retail stores in Scotland must charge 5p for a plastic carrier bag. Having worked part time in retail then and now I have since seen a vast change. Most people now reuse carrier bags and therefore more people are recycling – some without realising. Although Scotland may not be currently drastically effected by climate change but our government has taken an interest in this issue. In 2017 the Scottish government stated that the aim was to “create a growing, sustainable and inclusive economy. There is increasing recognition that taking action can provide wide economic and social benefits, such as new jobs, improved air quality, and positive health outcomes.” Although Scotland’s aims may be ambitious it is the first step in encouraging lifestyle changes that will benefit not only our society but others around the world.

I decided to further my research following the input. Using WWF carbon footprint calculator, I was able to calculator my own carbon footprint. I scored 99%. Looking at my breakdown my biggest contribution to my foot print through travel (38%). This is most likely due to the fact I use my car too often to university or work. In future to reduce my own carbon footprint I will walk to more local areas including walking to work and buy more locally produced foods.

This task allowed me to deepen my knowledge and understanding of the topic through consolidation of my notes, wider reading and additional research.

Overall, I am much more aware and interested in climate change, it’s impacts and causes and how we can help. I think this is an extremely beneficial and important topic that should be taught in schools to raise awareness of climate change. I will continue to reduce my own carbon footprint and to help the environment.

Websites used http://www.audit-scotland.gov.uk/docs/central/2011/nr_111208_greenhouse_gases.pdf http://www.legislation.gov.uk/asp/2009/12/contents http://footprint.wwf.org.uk/questionnaires/show

For our very first input in sustainability, we firstly discussed the meaning of sustainability. sustainable development can be defined as the goal “to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations.” (Scottish Government, 2010) we then discussed why it’s important before moving onto our first topic: the environment.

Taking the information from the lecture we applied what we had discussed to our outdoor learning whist exploring the local environment surrounding the university campus. In groups we were given 3 worksheets with different leaves, lichen and minibeasts on it and we were to identify them around campus. We then attended a science input linked to the environment with different stations. For example we were to go outside to make a tree rubbing using plain paper and a crayon. 

For consolidation of this topic, we were to write a blog post on our own urban environment (see below).

The skills I gained through these inputs were:

• research skills
• outdoor learning
• critical thinking skills
• making links to other curricular areas (e.g. maths, literacy)
• learning from members of the community 

These skills will be valuable in the classroom and can be applied to children’s lessons too. Through the research task I was able to gather information that was relevant as well as learn about my hometown. through the inputs I was able to develop my ability to link lessons to other curricular areas and assess which outdoor learning activities would be most useful.

My Urban Environment 

A Cumnock girl born and bred, I grew up with a vast sense of pride in my hometown. Located in East Ayrshire in the south west of Scotland Cumnock has a rich and fascinating history which the community are extremely proud of. Upon receiving this task I immediately spoke to my Grampa who’s has lived in Cumnock for almost 80 years. He recalled how industrial, popular and loved the town was but with modern times Cumnock has greatly suffered. Despite this, Cumnock continues to be in the hearts of many inhabitants who, like my gramps, remember how beautiful and successful it once was.
Although Cumnock has a Victorian feel the town’s history dates back hundreds of years before however notable buildings and monuments vary from the 1700s to early 20th century. The square located in the heart of Cumnock is home to the Mercat Cross which dates back to 1703 and situated only a five minute walk from the town centre is the Town hall which proudly displays a bronze bust of James Keir Hardie one of the founders of the Labour party. The Baird Institute museum is home to much of Cumnocks history. The roads within Cumnock and surrounding areas have been modernised. With Cumnock being such a rural area, we have access to many green areas and woodland walks which are home to different wildlife. There are four main parks in Cumnock: Murray Park, the Woodroad Park, Broomfield and the Flush.

With Cumnock being a small town, everything including pubs, the library, take away and restaurants, schools, shops, hairdressers and beauticians are all within walking distance. Nevertheless there is a local bus and taxi service available to the public. Cumnock was once home to a railway station however after 115 years of service the station was closed in 1965. Cumnock was once a hot spot for people travelling via the A70 and A76 but in 1992 a bypass was built which meant people no longer passed through the town.

Currently the local authority are in the process of building a new school campus which will result in the closure of three primary schools, two secondary schools and a special needs schools as well as the athletic facilities at Broomfield and have a great impact on the leisure centre which is situated on these grounds. There was once a caravan park which included an outdoor swimming pool, putting green and tennis courts but as time moved on the caravan park became less populated and was closed down and the pool was soon demolished in the early 2000s. Cumnock was once home to a picture house which also housed a bingo hall but again without significant funds the site closed down in 1982 and was demolished in 2010. Unfortunately there are now few recreational space within the community.

Cumnock is know for being an industrial town. It the 1880s the town flourished with the discovery or iron and coal. However the miners strike in 1985 had a great impact on the town. Miners lost their jobs and with few jobs remaining many families moved to other neighbours g town’s to find work. Cumnock is surrounded by dairy farms and was once was home to many factories however with their closure a similar situation appeared again. This had a knock on effect which quickly saw local shops and precinct empty and soon demolished. Bus services also suffered as well as local shops.

According to www.scottishairquality.co.uk Cumnock has a low level of three of air pollution. This is most likely due to the closure of factories in Cumnock and the neighbouring towns.

There Are many ways that the urban environment can be taught within schools. Taking a primary 5 class as an example pupils could walk around their urban environment and note what they see, hear and smell. This can the be followed up by a literacy task where the pupils can write an imaginative story or create a story board of their journey to school. Pupils can also incorporate maths by measuring or estimating old or significant buildings with objects found in the environment (i.e. using a tree branch, roughly a metre, to estimate the height of the school).

Websites used
http://www.undiscoveredscotland.co.uk/cumnock/cumnock/index.html
http://www.cumnockhistorygroup.org/places-hotels-and-inns.html
https://www.visitscotland.com/info/towns-villages/cumnock-p243111
http://www.scottishairquality.co.uk/

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