Compass is a planning tool to support schools in their journey towards sustainability when developing their opportunities for learning and teaching about food. It blends areas of focus with features of learning. It offers ideas and examples of action for sustainable development and illustrates approaches that support sustainable learning. Scroll down for more information on Compass structure, two films on concepts for sustainable thinking and seven films showing potential sources of advice.
To Access the Compass, click the image below
Concepts for Sustainable Thinking
These films illustrate some key concepts to help guide your planning and development.
This animation uses a ‘Leaky Tank’ analogy as an input/output model to illustrate the processes of climate change and why low carbon skills matter.
Students from Shawlands Academy, Glasgow appear in this fictional tale of a school staffroom fridge. It tells the story of attitudes that can drive sustainable or unsustainable use of a resource. Inspired by Garret Hardin’s ‘Tragedy of the Commons’, it offers thoughts on sustainable business options.
Visible Values is about values based approaches to learning in schools. Busby Primary, East Renfrewshire explain how their values are recognisable and how they are central to food experiences and activity in school.
Who’s Who films
These films (click the name) were created to show examples of organisations and jobs where you may be able to seek help or advice or where you could ask for help with your planned action.
Sustainable Glasgow Manager, Glasgow City Council.
Principal Officer, STEM Innovation, Glasgow City Council.
Assessment and Development Officer, Keep Scotland Beautiful.
Waste Minimisation Assistant, North Lanarkshire Council.
Robin Ashton, Community Engagement Officer and Lisa Peebles, Operations Officer at South Seeds, Glasgow.
Community Development Officer, Keep Scotland Beautiful.
Owner, Celino’s Trattoria & Delicatessen.
Compass has four segments that five concentric circles pass through to create 20 sections. The circles represent Keep Scotland Beautiful’s five features of good sustainable development education.
Iterative Iteration is about opportunities to reinforce the learning. Sequences of experiences and an accompanying dialogue can support learners to relate new information to prior knowledge. How might pupils demonstrate their learning in a new or unfamiliar context?
Situated All learning happens in context. We build our understanding better when the learning is connected to the context. The context should therefore be well considered. In situated learning, learners are able to make sense of the activity/information in relation to their own experience, knowledge, attitudes and values.
Celebratory Celebration can recognise progress. It can also be a means to recognise and participate in or express community, culture and values. Celebration is welcoming and inclusive at heart. Celebration of achievement is best when the measure of that achievement is transparent and well understood.
Self-Directed Self-Directed learning describes students’ engagement in their own learning where they manage and monitor their own capacity of knowledge building and acquisition of skills. Pupils can execute different strategies for learning and also know when to use them. Self-direction works in harmony with external direction e.g.by a teacher, with fluid transitions between them.
Collaborative Collaborative learning supports the social character of learning. Social interactions can provide knowledge building through negotiation and cooperation, as well as shared reference points for future iteration.