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Soil regeneration that brings teachers together 

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Soil regeneration that brings teachers together 

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We created a spiral garden at a beduin school I work with. We digged a 30 cm hole and then add sticks, grass, food waste. used papers. dry leaves - all these layers will induce the regeneration of the soil. Then we put back the soil we digged and made a small mountain, added compost and healthy soil. Finally. we added th stones the team had collected. The next step is to add the watering drop system. The plants that need more water on the lower level and less on the top. This garden will be a spices garden with flowers and it will attract bees and butterflies.

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Climate and Nature Leadership Pledge for Schools

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Climate and Nature Leadership Pledge for Schools

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This is a free pledge we co-created with schools and launched last fall. Schools are already signing up.

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Climate + Nature Leadership Pledge - DoorNumberOne.org

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The UK's DfE's snapshot of Climate Change education 

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The UK's DfE's snapshot of Climate Change education 

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(DfE) Climate in Education Snapshot

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances your story. Sway makes sure your creations look great on any screen.

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A friend of mine has just created this social enterprise that helps students create a qualitative portfolio of learning with the hope of moving education in the direction of valuing what matters.

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Citizens - Stunning Student Portfolios Mapped to Global Benchmarks

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Empower your students with Citizens’ interactive portfolios, mapped to globally recognised benchmarks for skills, character and social impact.

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St Ebbe's are creating a whole school culture of connection

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Vision, Mission, Values and Faith – St Ebbes CofE Primary School

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Solutionary Education from the Institute for Humane Education

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Solutionary Education from the Institute for Humane Education

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Educators around the world are incorporating our award-winning Solutionary Framework into their curriculum, which allows anyone to assess local and global problems and create ethical, actionable solutions. Through this process students learn to understand problems, care deeply, and develop real-world solutions that promote more peace and responsible global citizenship.

To learn more about the Solutionary Framework and how to implement it, visit https://lnkd.in/eGj377Wd

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An Overview of The Solutionary Framework (in K-12 Education)

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An amazing eco-awareness to action program created by Frederic Laloux and Helene Laloux. I am a host of this program if you would like to join me some time.

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An expanding set of engaging, curriculum linked activities have been developed to support pupils in KS3, 4 and 5.  Your pupils will join a growing community of citizen scientists who are exploring a wide range of topics linked to the impact of climate change on the structure and function of forest ecosystems.

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Whole School Climate & Nature Resources for Regenerative, Systems-Thinking approaches to action

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Whole School Climate & Nature Resources for Regenerative, Systems-Thinking approaches to action

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DoorNumberOne.org has tons of free resources. Our mission is to catalyze bold climate and nature action IN and THROUGH schools. We start with the foundational concepts of regeneration and hope. We work with schools over at least 3 years - we are now in our 4th year.

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Land Acknowledgement

With utmost respect and awe, we acknowledge the vast and breathtaking expanse of Turtle Island, where the interconnected lands and waters have sustained abundant life for countless generations. We also acknowledge and honour the Indigenous Peoples of Turtle Island who, for thousands of years, lived in harmonious balance with the Earth's ecosystems, fostering profound insights and wisdom about the intricate relationships within the natural world.

We are committed to learning more about the painful history and intergenerational trauma brought by our settler ancestors, and the past and current systems of oppression and marginalization that extend the injustices. In this learning process we commit to unlearning, listening, and forging new relationships of reciprocity for healing and justice, on our path to a just, beautiful and regenerated world for all. Through these connections, we aim to contribute to the healing regeneration that is urgently needed for all.

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Nature and climate action in schools. - Home Page - DoorNumberOne.org

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We are a not-for-profit social enterprise, established to help create a just, beautiful and regenerative world.

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This is a great site and app that has good news. They also have a section specifically for schools.

My 13 year-old son uses the app too and we share good news with each other daily.

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Goodable - Delivering Health and Happiness on Demand

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Goodable is on a mission to transform every screen in the world into a tool that improves your mental health.

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This is a free community of practice that meets every first and 3rd wednesday at Noon Eastern Time to engage in a well-being practice in community.

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The Triple WelllBeing ® curriculum sparks a desire to make a difference, guiding students towards shaping their futures with a sense of purpose, compassion and connection to what truly matters in life.

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Triple WellBeing® Curriculum - ThoughtBox Education

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Grow holistic thinkers who grasp life's essence beyond mere knowledge. They learn not only about the world but also how to navigate it, honing the art of living well.

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A large chunk broke off a mountain of waste at the Kiteezi landfill on the outskirts of the Ugandan capital

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Teacher Training MBST. Teacher Training MBST. Embark on the journey to become a certified teacher in evidence-based MBST Training Mindfulness-Based Sustainable Transformation and bring it to your learning community. Embark on the journey to become a certified teacher in evidence-based MBST Training Mindfulness-Based Sustainable Transformation and bring it to your learning community.

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The Alliance Our Story Our Manifesto Partners Meet The Team Page title Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.... Continue reading Home

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SEL for educators course by UNESCO MGIEP

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SEL for educators course by UNESCO MGIEP

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This online course is transformative and every much user-friendly. It is available on their website https://mgiep.unesco.org/

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UNESCO MGIEP | Building Social and Emotional Learning for Education 2030

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The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO's category 1 Research Institute that focuses on Sustainable Development Goal (SDG) 4.7 towards education for building peaceful and sustainable societies across the world.

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As a mum with a child diagnosed with cancer, I have a greater understanding of the different charities and community groups who support teenagers in need. This devastating experience has widened the world around me in such a positive way. I'm blessed to have so much love and supportive NHS care for my family.

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New Foundation Farms aims to transform farming in the UK through best practice in restoring healthy soils and training farmers in healthy practice and transform the food supply chain

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Suna’nın Kızları creates digital and physical solution circles that focuses on girl’s needs. They do great work and developed a model especially after the big earthquake. The link is: https://www.sunaninkizlari.org/en/what-do-we-do.html

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1. Building solution and support circles: Suna’nın Kızları creates digital and physical solution circles that focuses on girl’s needs. Within these circles, Suna’nın Kızları also facilitates civil society organizations, children, parents, private sector and other stakeholders to come together, to set common goals, to develop and apply programs focusing on child development. Moreover, to ensure the effectiveness of these circles, covers their needs related to processes, space and know-how. From needs analysis to methodology development, Suna’nın Kızları ensures an inclusive and participatory process at every step and aims to transfer the management of these circles to its stakeholders once the systems are sustainable.

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Floating schools in Bangladesh, that continue to teach children when communities are flooded.

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Floating schools in Bangladesh, that continue to teach children when communities are flooded.

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More colleagues engaging in this free online training

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More colleagues engaging in this free online training

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Ecophilosopher Joanna Macy PhD is a scholar of Buddhism, general systems theory, and deep ecology. A respected voice in movements for peace, justice, and the environment, she interweaves her scholarship with six decades of activism. Now in her nineties, she lives in California.

Resilience specialist Dr. Chris Johnstone has a background in medicine, mental health promotion, and the psychology of change. He is known internationally for his online resilience training work, which has attracted participants from more than sixty countries. Heading towards sixty, he lives in Scotland.

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Ecophilosopher Joanna Macy PhD is a scholar of Buddhism, general systems theory, and deep ecology. A respected voice in movements for peace, justice, and the environment, she interweaves her scholarship with six decades of activism. Now in her nineties, she lives in California.

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Counsel Clouds is an excellent business that helps schools access online counselling support. Its foundation arose from the realisation that many barriers exist to young people seeing a counsellor in person. This allows schools to provide an alternative option.

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LEAF charity has seen many university students in Kenya come together and engage in mangrove and tree planting- where they would not have done so before.

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Kaya Connect Project - training up environmental educators for 11 schools across the Kenyan coast!

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Kaya Connect Project - training up environmental educators for 11 schools across the Kenyan coast!

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Now in its third year - these educators are working closely with schools and communities to embed nature and indigenous knowledge into the schools

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This initiative aspires to bring teachers together voluntarily from different regions and schools nationwide. It is aimed to empower educators to harness their own energies and build their own competencies in the areas of self-awareness and compassion.

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Desalination of water in Israel so that we are no longer lacking in water supplies.

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In my children's school they're very keen to embed a love of nature. They spend a large portion of their week outside both learning and experiencing nature. They learn about ideas such as rewilding, tree planting, respect for all life.

They often come home from school, sit me down and educate me on what they learned.

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affordable sanitation systems ( a service learning project in partnership with Safe Water Gardens)

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affordable sanitation systems ( a service learning project in partnership with Safe Water Gardens)

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SJII and LooLa - the magic of Safe Water Gardens

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Nature Curriculum Goes into its Second Year!

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Nature Curriculum Goes into its Second Year!

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Kivukoni has now been carrying out the new NEAP curriculum for one year, and is beginning to see how it could work in other contexts too. It's based around understanding our local ecosystems and being empowered to make a difference!

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An association that has been working since 2016 to ensure that children in villages receive a better education called KODA. They carry out educational activities for teachers, teacher candidates and parents, conduct research and advocacy studies on educational issues in rural areas, and develop educational content appropriate to local conditions. I am a volunteer trainer for this great organization. Here is the link:https://kodegisim.org/en/hakkimizda/

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Village Schools Change Network We are an association that has been working since 2016 to ensure that children in villages receive a better education. We carry out educational activities for teachers, teacher candidates and parents, conduct research and advocacy on the issue of rural education, and develop educational content appropriate to local conditions.

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Each week we hold a child-led 'Passion Sharing' assembly. Children are invited to share anything they are passionate about. It's magical.

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We have also started Climate Circles to talk about climate emotions for Y5/6 children at lunchtimes. Y5/6s are going to start running this from next term.

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We have also started Climate Circles to talk about climate emotions for Y5/6 children at lunchtimes. Y5/6s are going to start running this from next term.

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We use the Latin definition of Genius - the attendant spirit present from one's birth - so that it applies to everyone, rather than the more familiar renaissance version which is the preserve of the few. This is helping everyone to belong because they are valued and accepted for what they bring as an individual. It looks like this!

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We've encourage all schools to plant a  n orchard - saplings are free (by the way, did you know if you plant 5 trees, it qualifies as an orchard?!)

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We've encourage all schools to plant a  n orchard - saplings are free (by the way, did you know if you plant 5 trees, it qualifies as an orchard?!)

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Success. 10 teachers trained to practice positive discipline, end child violence Yesterday was a good day. I facilitated a whole day's session on effective classroom discipline techniques: using the positive discipline approach. The 10 primary and secondary school teachers came from 6 schools in Kampala and its neighbours. While the training was a day's event, the teachers will continually be observed and supported over the next three months to improve their competence in this rather novel approach to discipline in Ugandan schools. The teachers will then train their peers when their mastery is desirable. Thank you for supporting the training, Sandra Adong and Lazarus Nasasira. I appreciate Oaks and Crown for financing this work. Robert Omwa for drawing the schedule and sharing his learning with me. Robert will also carry out the same training in Kisumu, Kenya. Cool! If you need your school trained on positive discipline or feel that you can support this work, 2000 USD trains up to 30 teachers. I'll be glad to work with you. Yusufu Kasakya Neunje Patricia Valentina Raman#endingchildviolence #positivediscipline #effectivedisciplineinschools

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Charles Oyet Omoya, M.Ed. on LinkedIn: #endingchildviolence #positivediscipline #effectivedisciplineinschools | 12 comments

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Success. 10 teachers trained to practice positive discipline, end child violence Yesterday was a good day. I facilitated a whole day's session on effective... | 12 comments on LinkedIn

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We have 'Wellbeing Wednesdays' at lunchtime -Pastoral Prefects are visible and checking in with their peers (and staff)

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We have 'Wellbeing Wednesdays' at lunchtime -Pastoral Prefects are visible and checking in with their peers (and staff)

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Also 'Friendship Fridays' where they can play with other year groups

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Empathy as a foundation of service learning

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Empathy as a foundation of service learning

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Equipping students to connect with others and develop the ability to listen and empathize with others is foundational in our service learning programs and experiences. This is the backbone of good, critical service learning that shapes our students' understanding of the world and opens up complex layers of thinking about self, community, equity and belonging.

Often, we celebrate the action components of service learning. The action that students take to create positive and purposeful change in local and global communities tends to be the focus of the stories we share as students demonstrate what they learned and what they did during a service learning experience.

While it's important and good to honour what students do as active global citizens engaged in applying curricular knowledge and skills to local and global community assets and needs, we need to spend more time celebrating the deep thought work and identity formation that is key to preparing students to take action.

In order for our students to take action in sustainable, open, inclusive and equitable ways, they need to spend time listening to community partners and others who are different from themselves. They need time to reflect deeply on what they have heard and learned, and to analyze their own sense of power and privilege in relation to others. They need the time and skills to unpack root causes of inequity and root causes of local and global issues. They need to know how to identify community assets and abundance that may look very different from what they see in their own communities.

The skills of deep listening can be taught when we create deliberate and purposeful experiences for our students to learn from and with community partners, and where we set up protocols for students to listen quietly and carefully to others. As you think about past, current or upcoming service learning experiences you may have planned or be planning, can you identify where you have carved out time for these types of settings for students?

The investigation stage of a service learning cycle is an excellent place to begin. As students engage with MISO (Media/Interviews/Surveys/Observations) action research, deep listening can take place in interviews with community members. Teachers can also schedule group interviews or listening sessions with community partners to augment MISO learning, and during the action stage, teachers can work with community partners to schedule purposeful listening/story circles so students have the opportunity to participate in thoughtful conversations and dialogue. During reflection, deep listening can also play a role as students share what they have learned and what questions they have about community assets and needs.

In all of these opportunities, students can cultivate genuine and deep empathy for others, to develop mindsets and dispositions that honour and celebrate others, and to grow the ability to think critically and carefully about the human experience from multiple perspectives.

There are several protocols available to help teachers plan for deep listening experiences with students to foster this type of learning. UNESCO has some excellent resources, as does Narrative 4.
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As we work to deepen our service learning and global citizenship practices to a more critical level, the role of empathy through deep listening and community connections becomes foundational in everything we do.

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Empathy - a foundation of critical service learning - LeeAnne Lavender:Storyteller

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Equipping students to connect with others and develop the ability to listen and empathize with others is foundational in our service learning programs and experiences. This is the backbone of good, critical service learning that shapes our students' understanding of the world and opens up complex la

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Blue influencers project working in schools across UK to enable young people to take social action in blue spaces in their community (Ernest Cook Trust)

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Blue influencers project working in schools across UK to enable young people to take social action in blue spaces in their community (Ernest Cook Trust)

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Ruislip High School (London) built an EcoHub which had an inside classroom and outside classroom, run by an EcoHub Co-Ordinator who ran lessons about earth-care. It also had a beehive and we trained the students as beekeepers!

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Ruislip High School (London) built an EcoHub which had an inside classroom and outside classroom, run by an EcoHub Co-Ordinator who ran lessons about earth-care. It also had a beehive and we trained the students as beekeepers!

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St John's Bristol have just made a wildflower meadow / nature reserve in the school grounds. And built a No Dig Garden where we run weekly Nature Nurtury sessions at lunchtime

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St John's Bristol have just made a wildflower meadow / nature reserve in the school grounds. And built a No Dig Garden where we run weekly Nature Nurtury sessions at lunchtime

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We have a variety of networks - two of which are for sustainability leads, and wellbeing leads - the leads in schools meet to share ideas and good practice, and we invite guest speakers for CPD sessions also. We encourage our schools to embed a culture of wellbeing as much as possible...lots of ideas are generated from these groups and shared more widely with our whole membership so all schools can benefit...

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SEN school doing amazing work on sustainability and climate action.

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PH Holt Foundation

Learning through Comics

Indonesia Project

Sierra Leone Project

The academic year 2018-19 saw a range of projects which were celebrated on twitter @StvincentsL12 . Attached here are a selection of those projects put forwards for Educate Awards which may also be shared in IMPACT and EXTERNAL recognition area of the site with short movie clips

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PH Holt Foundation Learning through Comics Indonesia Project Sierra Leone Project The academic year 2018-19 saw a range of projects which were celebrated on twitter @StvincentsL12 .

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We will find a way to integrate into a student digital course on global issues in English.

Will also organize study days for language teachers to expose them to this notion.

Regards from Israel

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A padlet of PreK-12 service learning examples I have curated from international schools: 

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A padlet of PreK-12 service learning examples I have curated from international schools: 

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One of our Diocesan schools uses the head, heart, hands idea every Friday to support pupils' mental health & wellbeing

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One of our Diocesan schools uses the head, heart, hands idea every Friday to support pupils' mental health & wellbeing

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​

HEAD, HEART, HANDS

HEAD, HEART, HANDS

On Fridays, we have 'Head, Heart, Hands' Time for years 1 - 6. We all wear our PE kit to celebrate being an active school. It reminds us that physical activity is so important for our wellbeing and that we need to be active every day.

Click on the slides to see the rationales for each club on offer.

Head, Heart, Hands reminds us that our whole wellbeing is important: mental health and learning (head), spiritual health and relationships (heart) and physical health (hands).

When we came back from the spring 2021 lockdown, the whole school took part in a dance called 'Together Again'.

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HEAD, HEART, HANDS On Fridays, we have 'Head, Heart, Hands' Time for years 1 - 6. We all wear our PE kit to celebrate being an active school. It reminds us that physical activity is so important for our wellbeing and that we need to be active every day.

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students' achievements and self- awareness of the importance of their education could be a merry moment that every teacher could have.

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A sustainable model city in Northern Uganda.

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Otuke’s sustainable green enterprise built on dreams SPECIAL FEATURE | RONALD MUSOKE | When Ojok Okello visited Okere Mom-Kok, his ancestral village in Otuke District three years ago, he hardly knew that would start one of the most ambitious social enterprise projects in Uganda. On a recent visit to Okere, The Independent’s Ronald Musoke saw …

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Many people in Isreal have been volunteering within their community and helping others all around the country in these trying times. These acts of kindness are a great source of comfort. (Shoshi Harris)

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At Harrow Bangkok: We are developing opportunities for student agency related to triple wellbeing for example: leading ethical charitable projects in our local community(people care), researching and campaigning for ethical and sustainable food on campus, creating a nature corridor (environment care), 'The skin I'm in fashion show' (self-care).

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At Harrow Bangkok: We are developing opportunities for student agency related to triple wellbeing for example: leading ethical charitable projects in our local community(people care), researching and campaigning for ethical and sustainable food on campus, creating a nature corridor (environment care), 'The skin I'm in fashion show' (self-care).

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We sit in a circle for most training sessions. This has led to more dialogue within the staff team rather than back and forth to the person at the front. People are also putting across more diverse opinions and listening more deeply rather than taking a polarised stance.

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Outside Lives, Mold (North Wales) - Amazing Community Hub, focused on people and planet wellbeing

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There are a number of ways to volunteer with Outside Lives, all of which are sustainable, meaningful, and purposeful, providing a positive impact on the community.

Outside Lives was established in 2018. Find out a brief history on why and how it was formed from our founder, Lucy Powell.

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Example from Khartoum American School: stories for healing and resilience

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Example from Khartoum American School: stories for healing and resilience

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Healing Through Storytelling: a Journey of Resilience — LeeAnne Lavender:Storyteller

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Khartoum American School has been displaced since April of 2023 because of war in Sudan, and I had the opportunity to work with students and staff in November to use storytelling as a means of reflecting, healing and sharing messages of hope and resilience.

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Woodland Classroom nature connection sessions for S1 and S3 social subjects pupils. School gardening project.

Mentors in Violence Prevention (MVP) programme tackling gender based violence.

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Schools in West Cumbria are working with artists on Welcoming the Stranger - using puppets and creative approaches to build resilience, empathy

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Schools in West Cumbria are working with artists on Welcoming the Stranger - using puppets and creative approaches to build resilience, empathy

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Example from the American Community School of Abu Dhabi (interdisciplinary week of learning that involved trip well-being aspects)

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Example from the American Community School of Abu Dhabi (interdisciplinary week of learning that involved trip well-being aspects)

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If you are a service learning or global citizenship educator who regularly incorporates action, sustainability, and changeseeking/chagemaking into your curriculum, chances are you have noticed connections and intersections between your content area and other content areas. Perhaps you have even considered teaming up with colleagues to create an interdisciplinary, experiential experience for students.

In this blog post, I get to share the story of how a team of grade 7 teachers at the American Community School of Abu Dhabi has accomplished this high level of collaboration. They just designed and ran a "Quest for Green" week-long program that was exemplary in how it pulled together multiple strands of the curriculum and sparked meaningful investigation, community engagement and action.

Creating an interdisciplinary and experiential learning experience that features service, sustainability, and action involves a multifaceted approach. Below are some key things to consider for educators looking to implement such a program, along with examples of how the ACS-Abu Dhabi Quest for Green experience exemplifies some of these approaches.

1. Start with a Vision

Define clear objectives that capture the essence of service, sustainability, and action for your interdisciplinary learning experience. What do you hope your students will achieve or learn? Why will an interdisciplinary and/or experiential approach deepen engagement and learning? Ensure your objectives are aligned with your school's broader educational goals and values.

The ACS-Abu Dhabi experience started with Innovation Coach Jenny Derby. She had been tasked with growing interdisciplinary approaches at the school and she partnered with Mel Pubil (the all-school service learning coordinator) to support the grade 7 team. A grade 7 science teacher had reached out to Mel about adding service to a unit, and this provided a natural entry point for an interdisciplinary approach that served as the foundation for the vision for Quest for Green. As ACS-Abu Dhabi has just moved to a new campus, ideating about green spaces and gardens at the school connected perfectly with the science unit's emphasis on sustainable agriculture. As math, social studies and language arts teachers partnered with science, they were all able to link their units to themes of sustainability, green spaces and food.

2. Engage in Collaborative Planning

3. Connect with the Community

4. Incorporate Experiential Learning Opportunities

8. Build Leadership and Teamwork Skills

9. Assess Progress and Impact

10. Cultivate a Culture of Service and Action

Beyond individual projects or programs, aim to foster a school-wide culture that values service, sustainability, and action. Celebrate achievements, share stories of impact, and encourage ongoing engagement with these themes.

Many grade 7 students are excited about the tools or prototypes they created and designed during Quest for Green and many students are continuing to work on their plans even though the official Quest for Green week is over. The engaging nature of this learning experience has created an intrinsic desire in students to investigate and apply their knowledge, and to listen deeply to community members and stakeholders. As a consequence, many students will now continue their work after school and in club settings, and this sets a lovely precedent for all learners - that personal passions sparked by curriculum and content can be meaningful and result in ongoing learning. As all students get to share their success stories at the Earth Day showcase, these stories will fuel even more awareness of sustainability and service as action, thus continuing to shift the narrative about changeseeking and changemaking at ACS-Abu Dhabi.

Jenny and Mel ran a Futures Thinking protocol with teachers after Quest for Green and realized their approach to planning Quest For Green can serve as a model for any major initiative in teaching and learning. They are thinking about how to extend this experience to create stronger frameworks for leading interdisciplinary experiences and to invite teachers into leadership roles, as well. Hear more about this at about the 24-minute mark in the video.

11. Ensure Inclusivity

By following these suggestions, you can design interdisciplinary and experiential learning experiences that not only enrich students' academic knowledge but also prepare them to be active, informed, and compassionate citizens of the world.

Listen to the interview with Mel Pubil and Jenny Derby (below) to glean more insights into how they led Quest for Green, and how their example might serve as a prototype for interdisciplinary learning experiences at your school.

If you are a service learning or global citizenship educator who regularly incorporates action, sustainability, and changeseeking/chagemaking into your curriculum, chances are you have noticed connections and intersections between your content area and other content areas. Perhaps you have even considered teaming up with colleagues to create an interdisciplinary, experiential experience for students.

In this blog post, I get to share the story of how a team of grade 7 teachers at the American Community School of Abu Dhabi has accomplished this high level of collaboration. They just designed and ran a "Quest for Green" week-long program that was exemplary in how it pulled together multiple strands of the curriculum and sparked meaningful investigation, community engagement and action.

Creating an interdisciplinary and experiential learning experience that features service, sustainability, and action involves a multifaceted approach. Below are some key things to consider for educators looking to implement such a program, along with examples of how the ACS-Abu Dhabi Quest for Green experience exemplifies some of these approaches.

1. Start with a Vision

Define clear objectives that capture the essence of service, sustainability, and action for your interdisciplinary learning experience. What do you hope your students will achieve or learn? Why will an interdisciplinary and/or experiential approach deepen engagement and learning? Ensure your objectives are aligned with your school's broader educational goals and values.

The ACS-Abu Dhabi experience started with Innovation Coach Jenny Derby. She had been tasked with growing interdisciplinary approaches at the school and she partnered with Mel Pubil (the all-school service learning coordinator) to support the grade 7 team. A grade 7 science teacher had reached out to Mel about adding service to a unit, and this provided a natural entry point for an interdisciplinary approach that served as the foundation for the vision for Quest for Green. As ACS-Abu Dhabi has just moved to a new campus, ideating about green spaces and gardens at the school connected perfectly with the science unit's emphasis on sustainable agriculture. As math, social studies and language arts teachers partnered with science, they were all able to link their units to themes of sustainability, green spaces and food.

2. Engage in Collaborative Planning

3. Connect with the Community

4. Incorporate Experiential Learning Opportunities

8. Build Leadership and Teamwork Skills

9. Assess Progress and Impact

10. Cultivate a Culture of Service and Action

Beyond individual projects or programs, aim to foster a school-wide culture that values service, sustainability, and action. Celebrate achievements, share stories of impact, and encourage ongoing engagement with these themes.

Many grade 7 students are excited about the tools or prototypes they created and designed during Quest for Green and many students are continuing to work on their plans even though the official Quest for Green week is over. The engaging nature of this learning experience has created an intrinsic desire in students to investigate and apply their knowledge, and to listen deeply to community members and stakeholders. As a consequence, many students will now continue their work after school and in club settings, and this sets a lovely precedent for all learners - that personal passions sparked by curriculum and content can be meaningful and result in ongoing learning. As all students get to share their success stories at the Earth Day showcase, these stories will fuel even more awareness of sustainability and service as action, thus continuing to shift the narrative about changeseeking and changemaking at ACS-Abu Dhabi.

Jenny and Mel ran a Futures Thinking protocol with teachers after Quest for Green and realized their approach to planning Quest For Green can serve as a model for any major initiative in teaching and learning. They are thinking about how to extend this experience to create stronger frameworks for leading interdisciplinary experiences and to invite teachers into leadership roles, as well. Hear more about this at about the 24-minute mark in the video.

11. Ensure Inclusivity

By following these suggestions, you can design interdisciplinary and experiential learning experiences that not only enrich students' academic knowledge but also prepare them to be active, informed, and compassionate citizens of the world.

Listen to the interview with Mel Pubil and Jenny Derby (below) to glean more insights into how they led Quest for Green, and how their example might serve as a prototype for interdisciplinary learning experiences at your school.

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How to plan an interdisciplinary, experiential learning experience - LeeAnne Lavender:Storyteller

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A grade 7 interdisciplinary learning experience at the American Community School of Abu Dhabi provides an excellent model of how to support students in an experiential deep dive into sustainability, community engagement and action.

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Great resources to help improve our school environments

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Boosting nature in education. Nature is in trouble, and we know that young people and educators want to act and make a difference for the planet.

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Learning about the carbon footprint and how to reduce it.

Recycling and reusing

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St Ebbe's Primary in Oxford have a culture rooted in compassion, curiosity and courage: 

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St Ebbe's Primary in Oxford have a culture rooted in compassion, curiosity and courage: 

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https://st-ebbes.oxon.sch.uk/

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My name is Tina Farr and I am the proud Headteacher of St. Ebbe's.

Choosing a school for your child is one of the most important decisions you can make and may I thank you for visiting our website to find out more about us.

We are committed to working with parents and our wider community to raise wise, compassionate citizens with the power to make a difference through our Core Values: Curiosity, Courage and Connection.

We are a school with a culture rooted in compassion and love which transcends our approach to the curriculum and each interaction our staff has with you and your children. This is borne out through carefully chosen curriculum projects which are equally rich in knowledge and humanity.

We seek to understand each individual child and all that makes them unique and pledge to do our utmost to help them thrive and grow personally and educationally.

Our children and staff alike learn to seek and thrive on feedback because we understand that is how we can grow and become phenomenal learners as well as improving our school.

If you are considering our school for September, please take a look at the short video on our Admissions & Attendance page showing you what your child can expect from a day in Reception!

If you'd like to find out more, please do have a watch of my talk about our school on our virtual tour video below, or contact our school office on 01865 248863 to book in a visit. I'd love to show you around.

Come and join us on our journey!

Headteacher

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St Ebbes CofE Primary School - Curiosity - Courage - Connection

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My name is Tina Farr and I am the proud Headteacher of St. Ebbe's. Choosing a school for your child is one of the most important decisions you can make and may I thank you for visiting our website to find out more about us.

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Some of our schools put sunflower seeds in tiny packets and post them through every door in the village with a positive thought and a request for them to be planet to help pollinators, and to make people smile!

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Some of our schools put sunflower seeds in tiny packets and post them through every door in the village with a positive thought and a request for them to be planet to help pollinators, and to make people smile!

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Having just three core values - there are often too many to remember. For us, Curiosity, Courage and Connection are working wonders.

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Our school garden created by our headteacher from scratch gives all of the children a space to think, be outside with nature and be mindful. It is also a place where gardening club happens across the school.

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Kivukoni School in Kenya are hiring a Triple WellBeing Lead and hold ThoughtBox Hour every week to discuss self-care, people-care and earth-care topics!

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Kivukoni School in Kenya are hiring a Triple WellBeing Lead and hold ThoughtBox Hour every week to discuss self-care, people-care and earth-care topics!

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Kivukoni School, set within Kilifi Plantation alongside Takaungu creek, offers an inspiring learning environment with a

progressive, dynamic curriculum.
The learning journey runs from the Early Years (age 2) to lower secondary school up to Year10, and growing...

Kivukoni is a school where children really do 'love to learn', in a warm and healthy

natural environment.
Appreciating our unique opportunities, Kivukoni aims to nurture young citizens who will have a positive impact on our society and our planet. With its strong ethos of care and environmentally sound practise, Kivukoni students are already 'part of the solution'.

With our open plan classes, spacious facilities and expansive grounds, we maintain a dynamic and inspiring learning environment.

Please come and see for yourselves -
Karibuni Kivukoni!

TERM DATES

Wednesday 1st - Sunday 5th June 2022

Nursery - Wednesday 13th July

Primary and Secondary - Thursday 14th July

CONTACT US

SCHOOL NEWS

ENROLLMENT

​

We have been happy to welcome many new families this year, having discovered the pleasures and benefits of a healthy, 'out of town' coastal life, and the pleasures of the learning journey at Kivukoni.

Unfortunately many of our classes are now full with waiting lists, so we do suggest that parents who are interested contact admissions as soon as possible to register their interest. You will then be told how to proceed in order to confirm your interest.

We are excited to be welcoming Year 10 as of September 2022, as well as many new teachers. Watch this space.... !

We have weekly boarding (offsite) for a small number of older students (age 10+) enabling those from further afield to join the school without long daily drives.

​

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FOLLOW US

﻿﻿© 2021 Kivukoni School, Kilifi

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Kivukoni School, set within Kilifi Plantation alongside Takaungu creek, offers an inspiring learning environment with a progressive, dynamic curriculum. The learning journey runs from the Early Years (age 2) to lower secondary school up to Year10, and growing... Kivukoni is a school where children really do 'love to learn', in a warm and healthy natural environment.

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Example from IS-Kenya about sustainable food and gardening that embodies triple well-being

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Example from IS-Kenya about sustainable food and gardening that embodies triple well-being

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Are you interested in getting a cooking, garden or composting program started at your school? Check out this story from the International School of Kenya for ideas about how to get started!
Nurturing Green Thumbs and Culinary Skills: The Story of ISK's "Tupike: Global Dishes" Club
At the International School of Kenya (ISK), a unique program intertwines the love of cooking with a commitment to sustainability. This initiative, spearheaded by the school's IB CAS coordinator, Joyce Gacheke-Tall, is a testament to the power of student-driven projects in fostering real-world skills and environmental awareness.
The Genesis of Tupike: Global Dishes
It all began with the vision of two Grade 10 students who aspired to start a cooking club. Their initiative gained momentum with Joyce's support. Joyce is a passionate advocate for sustainable farming, drawing from her own experiences of growing food on a small farm and at her boarding school. The club, named "Tupike: Global Dishes" - 'tupike' meaning 'let's cook' in Kiswahili - soon found a home in the newly equipped kitchen in the middle school building.
Gardening and Cooking: A Symbiotic Relationship
At the heart of the club's activities is the school's garden. Each semester, students decide on the herbs and vegetables to plant, with two students responsible for each garden patch. This hands-on approach not only teaches them about sustainable agriculture but also ensures that the recipes they cook are aligned with what is seasonally available from their garden.

Surplus produce is channelled to the school canteen and a monthly farmers' market at ISK, where parents eagerly purchase produce grown by the students. Funds raised from the sale of produce have been used for impactful projects, such as building a community kitchen with a service partner.

In addition to on-campus activities, the club organizes annual field trips to local farms, including an organic farm and Brown's Cheese Factory, where students engage in activities like pizza making and learn about sustainable and organic farming practices.
Integrating Sustainability Across the Curriculum
ISK's commitment to sustainability is not confined to the high school. In the elementary school, students care for chickens, ducks, and rabbits, there is a cooking elective for middle school students, and plans to introduce fish into ponds outside the high school science rooms by the Tupike group in January 2024.

ISK's sustainable food program, embodied in the Tupike: Global Dishes club, serves as an exemplary model for educational institutions worldwide. It demonstrates how schools can play a pivotal role in cultivating sustainable mindsets and actions, practical skills, and a sense of community in students.

As Joyce aptly puts it, "It's about more than just cooking; it's about understanding our connection to the earth and our responsibility towards it." This program offers several concrete ideas for how you can start a sustainable food program at your school.

A grade 10 student's written reflection offers additional insights into the impact of Tupike: "Cooking club has become the motivation that keeps me going through the week. On Monday, every morning, I say to myself: 'Just four more days until cooking club" and somehow my mood is lifted for a while. One of the significant values of cooking is that it enables individuals to control the ingredients and methods used to prepare food. I have learned the hard way, throughout the course of this year, that there are very few factors in my life that I have the power to control and the only solution to solving this feeling of incompetence is to add things to your life that you have relatively absolute control over. This solution has somehow become cooking club. In one particular session, we were given the leftover ingredients from the club's farmer's market booth and given only one direction: make it taste and look good. This generalization and lack of specification allowed my group and I to have full control over the creativity and techniques put into the dish. I can honestly say that it was in this session, where we were given the freedom to control every aspect of our dish, that the execution was the most unique, and fulfilling."
Check out the video interview with Joyce for specific details about aspects of the sustainable food program at ISK.

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Approaches & ideas for cooking & gardening at your school - LeeAnne Lavender:Storyteller

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Check out one school's multi-layered co-curricular approach to teaching students about sustainable food, from gardening and composting to cooking and social entrepreneurship.

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Abbey Gate College in Chester (UK) focus their values around self, service and sustainability (in other words Triple WellBeing!)

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Abbey Gate College in Chester (UK) focus their values around self, service and sustainability (in other words Triple WellBeing!)