Music.mp3
the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs.
Cultural
Economic
environmental
social
SUSTAINABABBLE!
So many ways to come in to this!
WWGS GUIDING PRINCIPLES OF GCE
Sustainable Development is:
‘development which meets the needs of the present without compromising the ability of future generations to meet their own needs.’
Sustainable development is a continuous process of economic, environmental, cultural and social change aimed at promoting wellbeing of citizens now and into the future
The 4 well-beings of community sustainabilty
INFO
ciety
See ‘story of solutions’ video on Youtube
+ inFO
Focus
Old Way
New Way
The dominant mindset is that there is no alternative
The dominant mindset is that thousands of alternatives for designing economies exist – it is in our power to design economies differently. Economies should have human and environmental wellbeing as their focus
'Buying stuff will boost our economy'
Incentives to upcycle and reuse Creating new ways to use old products – second life as something else. Donʼt buy new– borrow, lend, community library.
'There would be no jobs without production
Everyone would be upskilled to repair and paid properly. Innovation is the norm
SCHOOLS AND SUSTAINABILITY
Consider:
-all pillars
-whole school stamps
The purpose of this Sustainability Policy Statement (“the Statement”) is to outline how our school promotes sustainability and climate action, through our actions and activities. Sustainability can be defined as the ability to exist and develop without depleting natural resources for the future.
Scope
Sustainability is a community issue and applies to all students, teachers and employees of our school. Parents and guardians should note, and where possible, promote, the Statement. The Board of Management of the school will ensure that decisions made in respect of the school align with the Statement.
Vision, mission and values
Our school’s mission is…[ ]
Our school’s vision is…[ ] Our schools values are…[ ]
SCHOOLS AND SUSTAINABILITY
Militarisation
School’s GCE Theme:
Economic
Environmental
Social
Cultural
Future
Today
Today
Future
Today
Future
Today Future
Not sure? Overlap of pillars
Not sure? Overlap of pillars
Not sure?
Overlap of pillars
Not sure?
Overlap of pillars
The Root Causes
eeper - Critically Engaging
lobal Justice Issue
slllldents an image and/or a lei<! 19.g. r,a\\>spap9r ar1i<:le, soc,al media campa·,gn. adY..-liserner1t. to a gtobal juslic1>i&.ue 19.g. migration & seeking !EyJum, climal.e change, u.nlair trade).
all groups, answer the questions as be,;t )'OU can.
l.Sh'elch and challenge
Qifu9ll/ ltiri( lllilh9 snulllioo'!'iSU9l:rj win lh9[I.JQSli:flS bi!ON. o.rtlhl1lillrn'lflllll6 t:.tirrl]OJf WAOC
-Virnt rr idws it;,111\OJ lw'1lDUt i'liliss.Je l:',;lin?
f(lllmooi9, fmms:lrnlm frinds, fl'Cl1ltirri .)IIU'rt.mdmct m:.a.jnnnlF
-V.ticlliims soom 'mini;lnmm"l ([!flfflflTI'I nill'III soom 'rlollTUll' 91ttislinf!
-1/i!i)hiims Sl!9fll 11WEfl!ii:d!OOIilMI 'rn.irnlrDfilll' llf ilallmnotta fit11fi&:)00 =kl IDj),[:11
-lbNis ltis slu!itiDIDlssJ[lel.lllr-siTir@;idIJ/111rn3a:li3,tJrplillbq:ii'li:tl,tJrlroo;r's,.?
RIM r 911119imag11,'l!D1t00 hmo;iboon gM!fl:
{'11:u rr-e1ciroot soo ltmlhero or!hi!\' ITT1lf
-lrmtil)' therooi'l acbif.s !!lrwJJS'\»JJ!WIT!IB)"jsub:ms)1110000 11ltis
ooinnrooJ
-VihJ &iflli'lgltisstnrf V.trol 8do\QJm?
-Cl:rl \OJ idl!fiiflJIIJI'us"11!m,p!l lllildrili tlillSll:fy, in:J 9'ttmi lliD1IIIMi SUll)'isBl».rt?
-lbNn flMlll3 111113lillrni:nporugjlld! /IJ' ltFj' YQl1!fl dn:cn outsilllrs"Pll lll
la -116'lflllnul!1D1',oolims.. lfflSi.l!IJ llf 9Jll rrollllS h1191d (8..g :!taoos ofrirnlmoo,SlrmJIJJ,1'.9'11, lqJ])?
-/lieou!Bd!ir-ll3i:in S!Mln116smiutn? (ttia'D ta'5:l/1111113dill'' llf fix olhl!fS issue5]Hlll'l1
-/,/g outsd!irsbi!m!liti ln:cnll'lilsnulllioom\Jr hlllirr! thsmti:m?lb'I?
2.Power
-\\tioil inOl'll!dinlhil r.mal silu!lrn? l\bll BI 111B pm113rful i(l3'j' '3rs 91lh9[ml IIIlh isllJ!f/
- t; ilMlraB f!!irblllanl!ll alpat,gb3lt,,;Mjn 1113B fllls i,!llJJJS'\»Jp rnoowl
-\\tJrllperll'.l !llJJl:IRlwmrigin:Jl'ilo :IRI lnliajl/lrn to wfll!ld ?
-1\ml SOtro3Sal a«jwmlionorlem'shipcanjOOSW?lbNeffl!l!tilB nhy/
3.Penpective5
-Wh9limilMI lllmi alilMI 9dm [Jleo\Ji!1\jro.Jji5) mrn-.d?
-WhllSII l-'fflP[ICffl OO\\lliE.t31\'hllBImlli!IOOI001hisissu ?
-Who oo:iik.1'11imDpr»Dn£BI mD DI\llll.l3d?
-PrailMIIJlp!l IBS1h9191Jll!SJlllydnfNlUH IDfnrlm1his issueilll:I 9!\IOl!Hi nochoordIll S!MlnIJJt l!mtw111III oo iTii:a1m11IDlJ'M!l!fltmdingfli'lisrufl"I n oo,1.tlrm!
4. Backgzound and root ca.w;eli
-MIii loml!lidis;rnsdoosIJi.s fJ!lffi'.lffi"jusli'.BissuIm:fD?
fOODIII rnBfTllltion91 t/1.s, rciwies.. !IIP1ll!fmn13'1)
-Virntaclinnslirtrlcm,rrllmlal oorrdilmraJTIB'l'llllfi1g;jn te9'1d rr H.!mi:Jht tll'lsi:ru3'1
5. Equity / Faiznelili
- Wlill.l inl!Q.l!llniasor 11119irn11ss cen )OO sHinImissul!fstusiim?
-'l\l'rpmllM!runf!lir'!
-\\bn931tioossrab.iili!SI?
-\\brw,flalgroup•Ml!ld)!Mlli tornormroi fmm?
-'MmtC91ltHibMi IDOOU9Ih9lilma'IA'I(] 919rrnrgr;ijimdtwl8- mroi llla1til!ll erdPfllrn'l
fil
6- Future
. 1/ilid1mkl tlllluh.r!Ht;m ikllinin1)Q!lr.5 j1!'JIB, 20)mr:s, 1OD yrm(!
-1/ilil!l't.OJkln!i!dia n fi:f ilMI i:reitim ful!ns1Doo91!hell!d!
.1'oot ar!lpn;llible ra<:p:mE m\Jr sdutioosIDimµmll lhs mllfl
-1'n.Jbi!nifits lrooi 9!!11n!SJIII ?
. Tount 9:ll!lntdo1113mLll"i:m oorlr= 111g oompm Slit al flll'tor.;; rnoom i7111B mllfl
. 1'oot crplinns ID118 tw.8es rrE OO!CInizl!fl&ID elflH'Icm,g9 m1his issu9?
J1°NB"ir ofQUe'51'ioni'Ml fi Mllpl'ed l'i'"nma.Mturd, J tiJanJl KIUIO!! 'T ,r,hir.gN.lr5.l.r.Bll.V1!IO
"""""'1"""""'"p"omll ;...,_,,,,A_,,/w...,IM'JdaiyJ-,.'.
See WWGS Case studies on website
Tallaght
St Mary's SS Glasnevin
"This year, St Michael's Finglas build the capacity of the group going into TY that have been learning with me since 2nd year-they are a motivated group-10 week module. We will do the Rediscovery Centre again and do a different workshop and continue to invite guest speakers and facilitators"
Santa Sabina
https://overconsumption.friendsoftheearth.eu/#scroll
Personal Local
Na tional Global
?
INFO
Collectively
Ta
The New Internationalist
Dúthchas
“
Chocolate
Cocoa Raw Material Profit in Global North Trade Rules
Mobile Phone
Mineral mining, Profit in Global North, Electronic Waste
Clothes
Questionable Working Conditions Land Use Fast Fashion
Example of Social/Cultural Sustainability GCE
St Louis High School Rathmines, 2022-23 Theme: Gender Equality
Activities
Students carried out whole-school surveys, debates and campaigns around global inequalities in fashion, trade and education. Emphasis on the impact of excessive consumption on Global South.
Politics and Society students made a video for international Women's Day celebrating influential women in their lives.
Diversity and inclusive campaign highlighted injustices minorities and peripheral communities can face.
Example of Economic/Social Sustainability GCE
St Paul’s Secondary School Greenhills
Links to Sustainable Development Goals 1 (End poverty in all its forms), 3 (Health and wellbeing), 4 (Inclusive and equitable quality education), 5 (Gender equality), and 10 (Reduce inequality).
Period Justice: Following linkage with a school and women's co-op in Haiti, the school launched a period poverty initiative. Fifth year Religion students watched the documentary "Period. End of Sentence", then explored the impact of period poverty on student access to education. Linking global to local, the school made sanitary products available to all 407 students in the school, running a bake sale to fund the products and visiting all classes to raise awareness about period poverty in the Global South.
Example of Economic and Human Rights-based Environmental Sustainability GCE
Rosary College, Dublin
Pillar: Economic sustainability. Fair Trade Morning with Fair trade food and informative posters and materials. Teachers and parents were invited to a student talk to raise awareness about unfair trade practices. Students asked the community to buy FairTrade products.
Pillar: Environmental sustainability. Students completed the Re-Write Climate programme https://www.rewrite.ie/programmes#:~:text=The%20full%20programme%20covers%20the,fash ion%20and%20so%20much%20more!
3 students took part in a Build a Bike Programme with a local Bike hub, to learn about sustainability and sustainable transport and skills for life. Presented in school assembly and featured on RTE news.
Example of Economic Sustainability GCE
Coláiste Bhride, Carnew
CSPE lessons based on SDG2 (Zero hunger) and its connection to conflict, with poster displays and video to raise awareness.
School took part in Concern Worldwide’s Nothing Kills Like Hunger Campaign, signing open letter to UN Security Council, calling on global leaders to disarm conflict-driven hunger.
Students attended Hunger workshops at Concern. FairTrade Fortnight (March).
Students explored Fairtrade in Business, Religion, CSPE and Home Economics.
Fairtrade quiz as part of lunchtime activities.
Held FairTrade coffee morning with a FairTrade fact attached to each treat.
Fairtrade poster competition and students .encouraged people to switch to Fairtrade products.
Example of Social/Cultural and Economic sustainability
Coláiste Bríde Enniscorthy
Link to Sustainable Development Goal 12 (Responsible consumption and production).
First year business students examined impacts of globalisation, ethics and sustainable fashion. Shared findings across the year group to raise awareness.
Linked in with TY Junk Koture students. TYs held a 'swap shop', focusing on sustainable consumption and circular economy
Link to SDG 10 (Reduced inequalities).
JC CSPE course was established for all 3rd year CSPE teachers to use on migration, diversity and inclusion. Speakers from Trocaire.
Local community garda spoke to students about hate crimes Multicultural committee set up to represent diverse school community. Multicultural week where students and parents showcased their culture.
Parents and representatives of different cultures including the Traveller community gave talks on their experiences around inclusion.