Keep climate change in the national curriculum. Vote for it at 38degrees

 

If you want to help keep climate change in the national curriculum…

you can vote for it here.

If this petition gets enough votes then 38degrees may take this on as a campaign.

And here are our reasons that we think it should stay:

1. Climate Change is widely accepted by scientists as the major environmental challenge facing this generation. We cannot allow political pressure to mean that some children are denied the opportunity to learn about those issues that will clearly have a big impact on their lives.

2. Learning the basics is important but education based on innovation and problem solving develops far more useful skills in young people than simply teaching them to repeat facts.

3. Over the next 20 years we will have to make the transition to a green economy. During this period, children in school now will be entering the workplace. It is vital that they are equipped with the knowledge and skills necessary to make this happen.

Meeting with the education department. From Zero Carbon Britain to Zero Carbon Europe?

We are usually very busy with lots of different schools visiting the CAT site for tours and teaching. However, we also manage to put some time aside to get together as a team and both report back on some of the projects we have been involved in and share games and ideas for new activities we could run.

In our last meating, Jo reported back on his trip to Portugal where he ran a session on Zero Carbon Britain with people from the arts industry. Ann told us about a project she has been leading on working with several of the local schools to develop new teaching resources about sustainable buildings for them to use in the classroom. My contribution was to talk about a trip I made to Germany where I also ran a session on Zero Carbon Britain… with a twist.

In Germany I was helping to run a seminar about Climate Change and media campaigning with 27 young people from 9 different countries across Europe. In one of the session I started by talking about Zero Carbon Britain and then, using a big map of Europe, we tried to create a vision of what a Zero Carbon Europe might look like. This was a great activity because by pooling our collective knowledge of the resources that were available in each country we were able to get everyone involved in creating a really positive vision for the future.

Singapore school pupils come to CAT to learn about suistanable buildings

Last week, we had a big group of girls from Raffles school in Singapore. The school had booked four teaching sessions with us as well as having time to look around the centre and have lunch in the restaurant.

I led one of the sessions which was about the buildings at CAT. First I took them to see the new WISE building, which they were really interested in and asked lots of intelligent questions. Then I split them into four groups to go off and investigate different buildings on the CAT site using resource packs I had put together along with the displays around the site and the buildings themselves. They each had a number of questions they needed to answer, then at the end of the session we came back together and were collectively able to tell the architectural history of CAT by presenting back on each building in chronological order; pulling out the features that had been included in each building as well as the lessons CAT learned to incorporate into the next building.

It was a great day and the girls were a delight to teach. Hopefully we will see the school again next year.

CAT and The Woodcraft Folk: a long partnership in sustainable education. Look out for us at Latitude festival

On Friday I disappeared off to a meeting with Woodcraft Folk. Woodcraft Folk is a great educational voluntary organisation that has youth groups all over the country. CAT and Woodcraft Folk have worked together on a whole range of projects over the last ten years, including most recently a project to visit festivals talking about climate change and sustainability education. We’re looking forward to being at Latitude festival again this summer and are preparing a whole range of drop in activities to inspire, inform and engage the Latitude festival goers – look out for us there.

Graffiti Wall

Sparrows making a come back. The gregarious but quarrelsome birds are regular visitors again

Morning Everyone, It is great to see House Sparrows (Passer domesticus) making a bit of a comeback after a worrying decline in the numbers of this once extremely common and widespread bird. A little troupe of these gregarious but rather quarrelsome birds regularly visit the Cabin’s feeders although I’m not sure where they nested this year. They like to nest close together in small colonies and you can attract them to your house and garden by providing them with nest box ‘terraces’, sort of like three nest boxes joined together with the entrance holes to the two end of terrace houses on the sides rather than the front.

Passer domesticus female

The males are the ones who seek out favourable nest sites and proudly show off outside the entrance, chirping excitedly to attract a female mate, and displaying the black bib on their throat and breast, the larger and more prominent the bib, the higher up the social ladder is the owner.

Passer domesticus male

House Sparrows are inextricably linked to human habitations and dwellings, both for nesting sites and food (the Welsh name is Aderyn y To –Roof Bird) and sometimes their private lives almost mirror ours. They often fall out with their neighbours and squabbles and tiffs are a regular occurence and their love life can be a bit on the shady side. Although they form pair bonds, the males are not averse to a quick dalliance with the next door neighbours and the females are only too willing to strike up an intimate relationship with any big bibbed fellow who attracts their eye. In fact it has been found that often, most of the fledglings in a nest have different fathers although the resident male is a diligent dad and looks after the young until they can take care of themselves. Of course I’m not for one minute suggesting that any of us behave like this but- allegedly- it happens in some quarters. I think I’ll stop now before I dig myself into an even deeper hole.

Investigating sand dunes ecology with school children from Welshpool.

Last tuesday, I spent the day on the beach with a lovely group of primary school children from Welshpool. We were at Ynyslas investigating the sand dunes – something the class had obviously done a lot of preparation for as questions like “is this Marram Grass?” and “why is it called eggs and bacon?” (birds-foot-trefoil) proliferated.

ynyslas.jpg

The class was able to carry out a number of very basic scientific experiments including testing whether soil from CAT retained water better than sandy soil from the dune. They also found loads of different flora and fauna on the dunes as well as the range of natural and manufactured things that get left along the high tide mark. They also got to think about why it is important to protect sites like this one and what managing them involves.

Ynyslas

The project, which involves CAT educators partnering with the staff from the nature reserve, is an example of how diverse the education on offer at CAT is. Our education staff, all qualified teachers, have backgrounds in engineering, design and technology, primary schools, environmental science and more.

Ynyslas, 17-02-06

The Ashden Awards: CAT wins leading environmental award for training the green workforce of the future

At a prestigious awards ceremony in London on Thursday 16 June CAT was awarded the Ashden Award for Training in Sustainable Technologies. The Ashden Awards are the world’s leading green energy awards and CAT won for its achievement in training and inspiring people to work in green technologies through a range of postgraduate and professional courses.

The Ashden Awards showcase practical solutions to combat climate change, rewarding outstanding and innovative low-carbon schemes in the UK and developing countries. CAT received the Award from Grand Designs presenter, Kevin McCloud and £10,000 to be spent on expanding their sustainable energy work.

The world-leading centre for practical learning on sustainable energy and architecture is among five UK winners, all of whom are leading the way to a low-carbon society.

CAT, which was established 35 years ago, impressed judges with its range of innovative short courses and postgraduate degrees. Its courses are unique in combining hands-on experience with top-grade academic teaching, and their work is crucial in consolidating the skills and know-how required for a green economy.

Nearly 4,000 students have already benefited from the hands-on experience offered by on-site technologies such as hydro, wind, solar and biomass; the access to leading practitioners in their fields; and the inspiring community that has evolved at CAT.

The recently completed award-winning WISE (Wales Institute for Sustainable Education) building provides accommodation for students, but it also serves as a practical example of sustainable architecture and is used by students for practical elements of their courses.

Over the past five years, CAT has educated over 1,400 MSc students and had over 2,100 people attend short courses in sustainable energy, including 370 for accreditation in the installation of renewable energy technology.

Sarah Butler-Sloss, Founder Director of the Ashden Awards, said:
“To transform the UK into a low-carbon nation we need vision, investment, skills and infrastructure. CAT’s training and education programmes are helping bridge the gaping skills gap that we face in the green technology sector if we are hoping to address climate change and energy security. The challenge now is to step up our game, and replicate approaches like this in every corner of the country, to create a better future for us all.” Zero Carbon Britain

Commenting on receiving the award, Paul Allen, External Relations Director at CAT said:
“We are thrilled to receive such prestigious recognition from the Ashden Awards and very proud of the work we do at CAT. Many students go on to work in the green sector as consultants, public sector specialists or some set up their own businesses. Our approach is helping create experts with the skills and knowledge the UK needs to speed the transition to a low carbon economy.”

CAT plans to develop its educational work and continue to promote its Zero Carbon Britain strategy to increase its profile. The Centre’s Graduate School for the Environment recently launched a new MSc course, MSc Environmental Change and Practice: Buildings, and is working to increase student numbers on all its courses.

Off to a conference “Sustainable school design and operation – a whole school approach”

On Tuesday Ann, Jo and I went to Leicester to a conference called “Sustainable school design and operation – a whole school approach”. Our involvement in the conference is as result of a project we have been doing with DeMontfort University about involving school children in the design and operation of their schools and learning about sustainable design in the process.

It was a great conference; imaginatively put together and with some inspiring speakers and workshop leaders. One of the most exciting thing about it was the range of people it brought together – architects, head teachers, researchers, local authorities, pupils and educators like us. One powerful aspect of the conference was the “visual minuting” – a team of artists recorded what was being said at the conference in a visual way on huge pieces of paper on the walls.

CAT was running two workshops billed as a hands on opportunity to explore sustainable building materials and design. We talked people through the design of five outstanding educational buildings (including our very own Welsh Institute for Sustainability Education – WISE), we demonstrated some of the classroom aids we have devised to talk about sustainable building and we got people to identify a range of natural building materials. Both workshops were really well attended and the feedback we received was great.

The announcement by Tim Oates this week that his review of the school science curriculum is expected to advise that climate change should no longer be in there made the conference seem particularly topical. There was real anger and also total bafflement expressed by conference delegates at the reckless narrow-mindedness of such a position. Focusing only on traditional education and not equipping children with the skills to apply scientific methods to the most pressing contemporary challenges amounts to a watering down of school science. School leavers need to be able to think critically and innovatively about the serious challenge of climate change and be ready to participate in modern Britain and the low carbon economy.

Far beyond food miles and farting cows – CAT looks at food sustainability as the crucial link in solving some of the world’s biggest issues

Food contributes to at least 20% of our greenhouse gas emissions in the UK, here at CAT we are committed to improving education and understanding of food related emissions, enabling people to make positive, informed choices about their diet and where they source their food.

This year Julie Bromilow, CAT Education Officer, has contributed to the steering group of the first Regional Centre for Expertise (RCE) for Education for Sustainable Development in Wales set up in 2009, and from this became a member of their first ever working group.

The RCE Wales Food Working group aims to link broader Education for Sustainable Development and Global Citizenship (ESDGC) goals in Wales, with local issues surrounding food, and has pro-actively related ESDGC practice with food sustainability in their report Transformative Education and Food: Thoughts from Wales.

A cow [15/365]

The first output from the Working Group for RCE Wales, the report looks at food sustainability as a stepping stone to a wider understanding of sustainable development and global citizenship in Wales. It also considers how people learn about food and offers educational theories to highlight how we can bring about positive change at the community level.

Peter Harper, head of research and innovations at CAT said of the report “What an intriguing and sophisticated document. Reading it feels like that trust game where you stand rigid in a circle of friends and get bounced gently and unpredictably from one side to another, but always coming back to the balanced middle.”

At CAT we believe that creating a more sustainable food cycle will have a huge positive impact on the struggle to create a more sustainable environment and society, whilst also having a beneficial impact on individuals’ health. From 28th – 30th October CAT will be running a short course which delves into the issues surrounding food, looking far beyond food miles and farting cows. Food for Thought will allow participants to understand why food has such a big impact, and offer solutions from CAT’s zerocarbonbritain2030 report.

To have a read of the RCE Wales Food Group’s report please go to their website where you can download it for free and space to leave feedback.

For more information on the course take a look at our website or contact David Lloyd on 01654 704 952

Fields.....

Three reasons climate change should stay in the national curriculum. Why government plans to remove climate from curriculum should be abandoned

Yesterday the Guardian reported that the government may be considering taking climate change of the national curriculum. Here are three reasons I think climate change should stay.

1. Climate Change is widely accepted by scientists as the major environmental challenge facing this generation. We cannot allow political pressure to mean that some children are denied the opportunity to learn about those issues that will clearly have a big impact on their lives.

2. Learning the basics is important but education based on innovation and problem solving develops far more useful skills in young people than simply teaching them to repeat facts.

3. Over the next 20 years we will have to make the transition to a green economy. During this period, children in school now will be entering the workplace. It is vital that they are equipped with the knowledge and skills necessary to make this happen.

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