Element 3.2 Diversity

• Direct experiences with ‘nature’ inspire learners and link learning with values and attitudes that advance sustainability.
• The curriculum has a global dimension that offers a relevant context through which pupils enrich their understanding of other cultures and societies.
• The ways in which the school respects and values diversity are apparent to pupils.

Human and biological diversity is at the heart of our concern for Learning for Sustainability. A deep understanding of different cultures and societies, as well as the global ecological importance of biological diversity, is rooted in early experiences that build awareness of others and other organisms in relation to self. It is deepened by the exploration of information, values and attitudes that identify sources of prejudice or indifference and ways to address these. Schools’ expressions of, respect for, and value of diversity model these behaviours for pupils.

• Stewart the sustainable student (340 KB), Ansford Community School, Somerset
• Helping children to think for themselves (42 KB), Beech Hill County Primary School, Lancashire
• Reading between the lines (763 KB), Farnborough Grange Nursery/Infant School and Early Years Centre, Hampshire
• A step in the right direction? (521 KB), Hope Valley College, Derbyshire
• ESD in Special Schools (1.8 MB), Mayfair House Special School (IMPACT Consortium), Southampton
• Taking the lead in designing and planting a mini woodland (1.4 MB), McLean Primary School, Dunfermline
• Effective teaching and learning in an inner city primary school (530 KB), Shacklewell Primary School, London
• Developing positive playtimes through the use of an Infant School Council (320 KB), Tolworth Infants School, Kingston-on-Thames
• ESD in Personal and Social Education (283 KB), Woodfields Infants School, Shrewsbury