"If You Don't Fall Down, You Can't Learn Anything" As a follow-up to yesterday's post about preschoolers using power tools, I thought I'd re-post this piece from a year and a half ago, with some editing because we've always learned a few things in the interim, about how Woodland Park approaches risk assessment as a community of parents and children. In the 12 years I've been at Woodland Park, we've sent two kids to the hospital. One turned out to be a precautionary over-reaction.
ESD Toolkit: Web Resources: Education for Sustainable Development Teaching and Learning for a Sustainable Future (A UNESCO site) This is a multimedia, interactive professional development program with materials, exercises, and links that help educators deepen their understanding of education for sustainability and its importance in addressing the economic, social, and environmental issues of the world. This site presents key educational issues that form the rationale for Education for a Sustainable Future (ESF), including: The exercises help develop an appreciation of the range of ESF objectives regarding knowledge, values, and skills, as well as an understanding of the broad scope of actions needed to reorient education. Education for Sustainability Educating for Sustainability is “learning that links knowledge, inquiry, and action to help students build a healthy future for their communities and the planet.” EFS helps teachers bridge grade levels and subject areas, curriculum and school operations, parent and community partnerships. Through SSP, a school develops its own meaningful, coherent approach to improve curriculum, community partnerships and campus ecology. Teachers learn about the community’s vision and strategies for a sustainable future, then bring this larger dialogue into their curriculum with a focus that’s appropriate for their students. This fosters ongoing school-community partnerships that gain staying power from their ties to the curriculum and to each other. And these partnerships create learning opportunities for students in their community–whether in the schoolyard or at the food shelf.
Ecological / Energy Footprint of Schools While you are playing this electronic game you can learn about the ecological footprint of your school, in other words which is the quantity of carbon dioxide that is emitted because of your daily habits which are related to the consumption of energy. Follow the arrows which lead you from room to room and click on the hands that appear on different appliances. At the end you will have a clear picture of how much energy you consume and the quantity of carbon dioxide that is emitted because of that energy. Moreover, you will have some advice on how you can avoid the emission of one part of carbon dioxide and at the same time how to save energy and money.
Grow Me Safely Kidsafe NSW was the winner of the 2014 Nursery & Garden Industry Awards - Industry Innovation Award category for the ‘grow me safely’ website resource! Kidsafe NSW recognises the importance of gardening with children to build life skills, inspire creativity, grow and harvest food, role model safe practices and a respect for nature. ‘grow me safely’ was developed to provide information for educators, parents and carers to engage children in gardening activities. The information provided is supported by injury data and statistics. Gardening with children is promoted in the National Quality Framework for Education and Care Services, and the NSW Primary Syllabus. Instructions Education for Sustainable Development Sustainability education (ES), Education for Sustainability (EfS), and Education for Sustainable Development (ESD) are interchangeable terms describing the practice of teaching for sustainability. ESD is the term most used internationally and by the United Nations. Agenda 21 was the first international document that identified education as an essential tool for achieving sustainable development and highlighted areas of action for education. Background Groundwork has been laid for sustainability education worldwide. Envisioning – being able to imagine a better future. The premise is that if we know where we want to go, we will be better able to work out how to get there.Critical thinking and reflection – learning to question our current belief systems and to recognize the assumptions underlying our knowledge, perspective and opinions.
Principles of Sustainability The earth is a naturally sustainable system. However, the accumulated impacts of human activity threaten our continued well-being. Research by an international network o SAT reading comprehension practice test 01 SAT reading comprehension practice test 01 The extract is taken from a book written sixty years ago by a British scientist in which he considers the relationship between science and society. The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in 5 their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull 10 and as dogmatic an affair as the reading of Virgil's Aeneid.
Sustainability a key feature for Bay of Plenty youngsters Sustainability a key feature for Bay of Plenty youngsters It’s never too early to start thinking about sustainability – just ask three Bay of Plenty Enviroschools that have started the new year with awards recognising this. Botanical Road Kindergarten in Tauranga, Tiaki Early Childhood Centre in Rotorua and Te Puna Kindergarten in the Western Bay of Plenty all became bronze Enviroschools last month (SUBS: December 2012). The awards recognise the work put in by the pupils and staff throughout 2012 and the changes that they’d made. Regional Council Chairman John Cronin said it was terrific to see the sorts of changes being made in each of the three centres by the youngsters. “We’re talking about three and four-year-olds who are taking what they’re learning during the day and passing it on to their parents and guardians,” Mr Cronin said.
Educational needs of the 16–19 age group: A sociological perspective This paper attempts to draw a sociological profile of young people in Europe between 15–19 years of age. It points out changes in the socialisation functions of the three institutions, family, school and peer group. The second half of the article surveys quantitative aspects of the educational performance of this age group, pointing out similarities and dissimilarities between the various European countries. The final part is concerned with the effects of inequality of opportunity (socio-cultural, sex-based, and regional) on educational achievement. THE CLUB OF ROME Club of Rome “How the Quest for Mineral Wealth Is Plundering the Planet” – Find out more about the 33rd Report to the Club of Rome, to be released in English on 12th June 2014! [...] Shale Gas Fracking – Bubble, Scare or Solution? Hydraulic fracturing – or “fracking” – of shale gas is a highly controversial contemporary topic in politics, society and business alike. As a main finance and trading hub for commodities, Switzerland plays a key role herein. [...]
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