Bill Scott's blog

Thoughts on learning, sustainability and the link between them

Global learning and education for training dogs

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I mentioned Harriet Marshall the other day.  In addition to the work that I wrote about then, Harriet has also summarised what she sees as six successful models of SDG practice that can be found across UK Primary, Middle and Secondary schools.  In essence, these are:

  1. Whole school awareness-raising with class or year groups
  2. Whole school engagement seeing all goals as interlinked, with focus on action & innovation
  3. Linking to other global learning activities and outside organisations
  4. Student ambassadors working inside and outside of school
  5. National Curriculum and subject-focused work
  6. Focus on teacher global learning journey & CPD [sic].

You can see these in full here.

Whilst I don't want to query these as models, per se, I do want to question just how specific they are to the goals.  They could just as well be related to X, where this can be a range of activities and interests; for example, gardening, first aid and (always my favourite) training dogs.  For example:

Successful models of training dogs practice in schools

  1. Whole school awareness-raising with class or year groups
  2. Whole school engagement seeing all aspects of training dogs as interlinked, with focus on action & innovation
  3. Linking to other training dog activities and outside organisations
  4. Student ambassadors working inside and outside of school
  5. National Curriculum and subject-focused work
  6. Focus on teacher training dogs journey & CPD [sic].

Thus, it is clear that there is nothing in the 6 models that is specific to the goals.  At one level, that doesn't matter, but at another, isn't it odd given how so much is claimed for the goals?

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