Your School's Global Footprint - an interactive quiz

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Calculating the school 'global footprint'?

Is your school an institution actively promoting global citizenship?
Does it encourage a global perspective?
Are children and the whole school community aware of their responsibilities as global citizens?
Do they realise what actions they can take to become more active global citizens?

Oxfam defines a global citizen as someone who:

Is aware of the wider world and has a sense of their own role as a world citizen
Respects and values diversity
Is willing to act to make the world a more equitable and sustainable place
Takes responsibility for their actions

USER NOTE:by clicking highlighted text (see 'global school' below) an information box will appear with more information about the item. Click 'close' in the information box to close it and return to the quiz.

'A global school might be one where global perspectives are included in all aspects of the curriculum, where pupils are politically aware, where there is a commitment to social change, a focus on human rights, pupil participation, literacy programmes which simultaneously address political literacy; and connections are made between North an South'. (DEA Learning for a Global Society) close

By trying the global school challenge below you can find out whether your school is encouraging active global citizenship; whether you are treading heavily or lightly on the earth.
The questions are divided into three areas: social, global and ecological. For each question choose only one answer. Where it is felt that more than one answer applies choose the answer that you consider to be the best fit.

SOCIAL
Relates to the social impact the school is having within both the school community and the local community.

1. Valuing the individual

To look outwards, and value the world, it is first necessary to have a strong sense of self-esteem. "Every child and teacher in the school and every one of us has infinite worth and potential" (Values and Visions. intro. p xii)

Primary school is a place where children should be able to explore their individual strengths and qualities, and learn to recognise and value their hopes and feelings. This means teachers valuing the whole child - physical, mental, emotional, and spiritual - and also making sure that differences of race and gender are fully affirmed. "If a black Muslim girl comes into school and all the stories are about little white boys, if the history is about white men, if the images are of men, if the only faith valued is Christianity (or if no faith is valued) that child's experience of herself finds no reflection in school. Structures and policies on equal opportunities are needed to support the activities". (V&V p.4)

Giving children responsibility and making sure they are listened to are important in offering affirmation. "When children are involved in reflecting, making decisions and taking responsibility they blossom. The individual's sense of self cannot be separated from his or her sense of being part of and valued by the community" (V&V p.4) close
For activities to encourage a sense of self, see V&V pp5-20
Values and Visions, Manchester DEP, pub Hodder and Stoughton 1995.

The school has a policy, regularly monitored and reviewed, of ensuring that each child is valued for him or herself, regardless of race, culture, class, ability or disability. Disabled pupils are integrated into school life

Staff actively try to nurture the abilities and bring out the talents of each child

Children are encouraged to conform to social and academic norms of school

Only the bright and well-behaved are valued

2. Multiculturalism and awareness of diversity

We live in a pluralistic society with a wide range of religious beliefs, including none, and as wide a range of cultures. If these are represented by pupils or teachers it is important that they are given value within the life of the school. In a monocultural school, such as an all-white church school, it is even more important that children are prepared for life in a more mixed society, through the understanding of customs and beliefs different from their own.
Although teachers may be uneasy about carrying out or involving children in overtly religious ceremonies of a faith not their own there are many associated cultural activities, e.g. making Divali lamps or Rangoli designs or studying Islamic patterns, which everyone can take part in.
All this work is of course greatly enriched and authenticated by contributions from adherents of the relevant faith or culture, whether parents, other local residents or, if necessary, visitors invited from further afield. close

The school recognises and respects the festivals, beliefs and customs of a wide range of cultures and religions and celebrates them as appropriate within the life of the school

The school ensures that the festivals, beliefs and customs of all the cultures and religions represented in the school are recognised

Children are encouraged to conform to social and academic norms of school

There is no acknowledgement or celebration of cultural diversity in the school

3. Anti-prejudice

Prejudice is discriminating against individuals and groups on grounds that are beyond their control ie not on the basis of anything they have done. Equal opportunities is not only about valuing the children in the school but about preparing the children to take a positive role in a pluralistic and prejudiced society.
Some ways that this can be approached in the classroom are:-

Making space for positive case studies and role models where prejudice has been successfully challenged e.g. anti-slavery struggle and Equiano; Rosa Parkes; Helen Keller; Nelson Mandela etc.
Activities which encourage critical thinking e.g. analysing media stereotyping of travellers; questioning photographs, teaching materials used in school etc.
Visits from people whose lifestyle and values challenge prejudice in whatever way. close

We have a school policy on Equal Opportunities which is regularly monitored and reviewed. We teach the children about prejudice and its effects, both individual and institutional and help them develop skills to challenge their own and other people's prejudice.

We try to teach the children about prejudice and its effects. We have a school policy on Equal Opportunities

We deal with situations involving prejudice of whatever form as and when they arise

No one in our school is prejudiced, so no one suffers

4. 'Positive behaviour management' policy

The development of self-discipline and raising of self-esteem, through a positive behaviour management strategy, will improve emotional well being of individuals and the school community as a whole - a prerequisite to awareness, concern and action in the local and global community.

Victimisers and victims are both likely to be lacking in self-esteem and find it difficult to 'look outwards'. One process, which has been successfully adopted by many primary schools in the UK, is the Quality Circle Time model. At the heart of Circle Time is a class meeting where the whole class sits in a circle once a week to look at issues relating to personal, social, moral and health education.

The circle meetings aim to encourage the development of positive relationships, self-discipline, self-relating behaviour management, conflict resolution, assertive communication and democratic group process alongside the skills of speaking, listening, observing, thinking and concentrating. The process encourages co-operation and creates a climate of emotional safety.

A positive incentive and sanctions system draws on the principle that 'the most effective sanction is the withdrawal of a privilege' (Elton 1989) and is another central principle of the Circle Time process. Further information on Quality Circle Time can be obtained from Jenny Mosley Consultantancies, Tel: 01225 767 157
Email: circletime@jennymosley.demon.uk website: www.jennymosley.demon.co.uk
See also Quality Circle Time - Volume 1: the essential guide to enhancing self esteem, self discipline and positive relationships, Jenny Mosley (£19.95)close

A positive behaviour management policy, which aims to raise self-esteem and encourage self-discipline and conflict resolution through a democratic group process such as Circle Time, is central to the school ethos

The school has a behaviour management policy that the whole school community is fully aware of and which clearly identifies rules and sanctions that work to encourage positive behaviour

The school has a firm discipline policy: children and staff understand clearly the rules and children know they will be punished if they break them

The school does not need a behaviour management policy; our children behave well through fear of the consequences

5. Involvement in local community projects and local community involvement in the school

Participation is a key element in citizenship education and the involvement in and of the local community is an ideal way for encouraging young people to become active citizens. Opportunities for children to communicate with other people - writing and talking, as individuals or groups - fosters their self-esteem. At a local level they can also see their actions bearing fruit. Environmental co-operation on issues like litter, graffiti, transports or road safety can be encouraged. Socially, children can offer entertainment to senior citizens, say at Christmas, which kindles their co operative skills and sense of self worth while having a positive impact on the community. The community can offer stimulating contributions to topic work or enhance the curriculum by grounding it in real life contexts. Examples could include art and craft work, practical language work, meeting people who help us or people who work in the area; meeting older people who remember the war or how the community has changed - for better or for worse. Local community councils could have pupil representation and similarly the local community could be invited to attend school council meetings. This could for example help support positive behaviour initiatives. Children could be encouraged to do voluntary work, a key to citizenship, by helping to clean up local litter hotspots, helping with community gardens, holding events which may help the community either financially or socially, perhaps visiting an elderly person or playing with a young child to give respite to a hard pressed parent.CLOSE

· Regular exchange of communication and information between local projects or outside agencies and school

Link with projects or agencies established but little exchange of communication or information occurs

Links/ link currently being explored with local community groups or agencies

No link with local community and no link planned

6. Participation of children in decision making

An increasing number of schools are introducing classroom and school councils as a way of involving children in the decision making process. School councils introduce children to the language, principles and structures of democratic decision making. Through classroom and school councils children can learn to recognise their rights as young citizens and their duties and responsibilities towards the school community. Children develop their self-esteem and self-confidence through discussion, problem solving and reflection on the effects or impacts of decisions made and learn that many issues are complex and do not necessarily have simple or single answers. The opportunity to resolve real issues in school enables children to explore their relationships with others, their attitudes and their behaviour and many schools notice improvements in teacher/pupil and pupil/pupil relationships and a reduction in behavioural problems.
This direct firsthand experience of active citizenship provides a foundation for becoming a global citizen and for campaigning and taking action to help achieve sustainability. Learning and experiencing problem solving in a school context will provide the basis for children to extend their exploration of real life issues in their local and global communities. Further information on the benefits of democracy in schools and how to set up effective classroom and school councils can be obtained from School Councils UK www.schoolcouncils.org CLOSE

An effective School Council, known and recognised by the whole school community, is involved in policy decisions and often discusses global, social and environmental issues relevant to the school and local community

A school council or similar process of pupil representation and participation exists and is recognised by the whole community

No school council, but the school believes that children should have a voice in the school

Pupils do not need representation

7.Health promotion

The government has recognised the value of health promotion in schools through the recently launched Healthy Schools Initiative: 'Schools are one of the key settings in which to promote the health of young people and the wider community. The knowledge, skills and attitudes which we learn and practise whilst at school stay with us for life.

Schools can be springboards to future long term health…pupils can fulfil their potential only when they are healthy, happy and at ease in all areas of their lives…This means specific work on issues like drug use, sex and relationships education, physical exercise, safety, bullying and healthy eating, as well as strengthening an overall awareness of pupils' and staff's social and emotional well being.' (National Healthy School Standard, A guide for Schools, DfEE 1999) Young people and a school community that demonstrate high levels of emotional and social well-being are more likely to have a positive impact on the local and global community and environment.
Further details of the Healthy Schools Initiative at www.wiredforhealth.gov.uk
CLOSE

A wide ranging health education programme is offered including education on sex, drugs and healthy food which has a social, global and environmental dimension, e.g. considerations of where our food comes from, the health and quality of life of producer communities, organic foods versus conventional

The school has a wide ranging health education policy, but this does not include a global dimension

Health education is limited to science and PHSE

The school has no health education programme and it is not considered a priority

GLOBAL
Relates to the impact the school is having at a global level both on the global environment and on communities in the south

8. Global citizenship across the school curriculum

Global Citizenship has been defined and developed by various bodies: e.g. A Curriculum for Global Citizenship - Oxfam (1997) and Developing a Global Dimension in the School Curriculum - DfEE/DfID/DEA/Q.C.A./Central Bureau (2000). All models agree about the importance of promoting children's understanding of our current world, locally and globally, and the acquisition of the skills and attitudes needed to play their part in realising the vision of a more just and sustainable world, at local and global levels.
Most children in the UK are exposed to many aspects of our 'globalised' world from a very young age through the media and need to be able to fit what they see and hear into a developing world-view. Every part of the curriculum can contribute to developing these global perspectives, which are not always concerned with far away places. Acquiring skills of conflict resolution in the playground and developing appreciative attitudes of the beauty of a butterfly's wing or a piece of fine carving also contribute to the education of a global citizen.
CLOSE

Global citizenship is a fundamental part of the school ethos and permeates all areas of the curriculum including literacy and numeracy

Global issues and teaching about sustainable development are central to the geography curriculum and are taught to varying degrees through other areas of the curriculum

Assemblies and PSHE often include a global dimension

Children need to think about their own locality only. Global perspectives can wait until they are older

9. Link with project or school in a developing country

The life and work of schools can be greatly enriched through a link with a school in a less economically developed country. Direct contact with school communities overseas does not simply offer opportunities for research and exchange of knowledge; it can bring development issues vividly to life.
Exchanging ideas with teachers and pupils on an equal basis, whether it is about science, environmental issues, the arts or culture, can challenge the stereotyped, 'problem orientated' image of people in less affluent countries and thereby contribute to education in values and attitudes in a multicultural global society. It also provides a basis for broadening subject teaching areas to incorporate wider global input and perspectives. (Developing a global dimension in the school curriculum - DFID, DfEE, QCA, DEA, The Central Bureau, September 2000)
The Central Bureau offers grants for teachers to visit partners in Developing Countries. Further details on the website: www.centralbureau.org.uk

Regular exchange of communication and information with project or school in developing country

Link with school or project established but little exchange of communication or information

Interest in developing links/ link currently being explored

No link with project or school in developing country and no link planned

NB For some rural or virtually all white schools, a link with a school in a more ethnically varied area within the UK may be a wise and useful first step. Rural white schools who have made such a link should click on the second option to gain a score of 3

10. Fair Trade tea and coffee

Fair Trade products provide a better deal for producers in Southern countries by promising them a fair price for their products, fairer wages and decent working conditions. Communities engaged in producing Fair Trade products are more able to invest in health and education and take more control over their lives. In order to be awarded the fairtrade mark producers must demonstrate the provision of good housing, high health and safety standards and engage in practices which protect the environment. By purchasing Fair Trade products, not only is a school supporting a better quality of life for Southern producers but is also advertising fair trade to the wider school community. Further information on the benefits of Fair Trade can be gained from the Fairtrade Foundation www.fairtrade.org.uk

All tea and coffee in the staff room is fairly traded and staff are fully aware of the benefits to Third World producers of Fair Trade products

A system exists that enables staff to choose if they want Fair Trade tea and coffee

Fair Trade tea and coffee have been considered but rejected on the grounds of extra cost

We have any old tea or coffee in our staffroom just as long as it has plenty of caffeine

ECOLOGICAL
Relates to the impact the school is having on the environment and to what extent the school is actively promoting sustainable development

11. Practical environmental education

Many schools have a very active environmental programme - creating wildlife gardens, quiet areas and planting trees and hedges. Many contribute to local initiatives to improve parks, play areas and to promote cleaner, litter free surroundings. A school delivering positive practical environmental education will enable children not just to learn about the environment, but also to act for the environment. Environmental action for the local environment, particularly where children have been involved in the planning as well as the execution of a project, will enable children to feel empowered. This personal involvement creates a feeling of ownership which encourages a sense of stewardship. This is crucial to an understanding of sustainable development. Once they have seen the positive effects of local practical environmental projects they can move from acting locally to thinking globally, and start to recognise the global impact that some local environmental decisions have. It helps them realise that they are just as much a part of the worldwide web as everyone and everything else.

Environmental education is planned into the curriculum and delivered practically 'in the field'; the school offers a range of practical environmental education initiatives, e.g. school journeys, outdoor environment centres, school vegetable gardens, tree planting etc

Environmental education is planned into the curriculum and delivered through as wide a range of activities as possible - geography, science, art, drama and assemblies

Environmental education is only delivered where the curriculum dictates, e.g. through geography and science

We are too busy with numeracy and literacy and other important subjects to be worrying about the environment

12. Transport to school

A School Travel Plan is important for the health and welfare of pupils, teachers, the wider community and ultimately the whole planet.
During term time 18% of cars on our urban roads at 8.50am are doing the school run; 28% of children are driven to school, double the percentage who were driven in the mid 1980s and since the 1970's the proportion of children walking to school has declined from one in three to one in nine. As traffic gets worse parents are more worried about letting their children go to school on their own and are more likely to take them in the car, perpetuating a vicious circle.

Increased traffic has adversely affected children's health. One in seven children suffers from asthma, and in many inner-city areas this is as high as one in three. Pollution from traffic aggravates asthma, though children riding inside a car are exposed to three times more pollution than at the roadside. Rising obesity amongst children seems to be following the trend in car dependency. Driving children to school contributes to pollution locally as well as denying them an opportunity for taking more exercise.
Motor traffic is also the fastest growing source of carbon dioxide, the main greenhouse gas responsible for global warming and dangerous climate change.

So a School Travel Plan has benefits for both the school and the local and global community. Developing an effective Travel Plan is likely to involve children, staff, parents, governors, the local authority and other agencies. Some features of the plan might include:
· A rota for parents to accompany younger children on a 'walking bus'
· School cycle racks
· Car sharing for staff
· Shower and changing facilities for staff cycling to school
· Traffic free school entrances
· A school 'safety zone' with low speed limits (20mph or less), traffic calming and crossing points
· On road cycle training
· School crossing patrols
Details of the 'Safe Routes to School' initiative can be obtained from Sustrans Tel: 0117 915 0124 www.sustrans.org.uk The Energy Efficiency Office is also offering free help to schools wishing to develop School Travel Plans Tel: 0800 585794

The school has a 'School Travel Plan' which actively encourages car sharing among staff; walking, cycling and public transport are encouraged amongst the whole school community and the school has identified safe walking/cycling routes to school and/or is part of the 'Safe Routes to School' initiative

Children are often reminded about the importance of walking, cycling or taking public transport to school; staff do make a conscious effort to cut down on car use

The benefits of promoting alternative modes of transport are acknowledged by the school, but how children and staff travel to school is not a pressing priority

Most children and all teachers arrive at school by car and we see no problem with that
(If you are a rural school there may be no choice but for children to arrive at school by car. However, rural schools can still develop School Travel Plans which encourage car sharing)

13. Energy efficiency

Burning fuels to generate energy releases carbon dioxide (CO2) into the atmosphere. CO2 is the main greenhouse gas responsible for global warming and dangerous climate change. UK schools spend on average 3 - 4% of their total budget on energy. Some schools will spend four times more per pupil on energy than similar schools in the same region.

A major cause of this difference is the effectiveness of a school in addressing issues of energy efficiency. Surveys indicate that schools can reduce their fuel bills by up to 10% through no cost and low cost measures. The sort of indicators a school can use to measure energy efficiency include annual energy cost per pupil and annual cost per square metre of floor area.

There are also methods for calculating CO2 emissions based on the different forms on which energy is purchased. Some energy companies now offer 'renewable energy' options where the electricity supplied is generated from renewable sources such as wind. Although slightly more expensive, these significantly reduce CO2 emissions. Further information can be obtained from Eco-Schools, a European scheme to increase environmental awareness and promote action in the school and wider community. www.eco-schools.org.uk Tel: 01942 824620

The school has an action plan for reducing energy consumption and costs and uses energy indicators with targets. These are fully acknowledged by and involve the whole school community. Measures include insulation, heating and water temperature controls, sealed/double glazing and low energy lighting

The school has a clearly stated aim of reducing energy costs but no specific action plan: measures such as fitting low energy light bulbs, and better controls on the heating are being adopted

The school has 'turn it off'/ 'save It!' stickers around the school to remind pupils and staff to save electricity

The school has made no efforts to save energy

14. Waste reduction and re-use

The consumption of materials and consequent waste, particularly in industrialised societies, is a global problem. It represents the waste of resources used in extraction - often in ways which damage the environment; the manufacture and transport of goods which uses high amounts of energy, and the negative environmental impacts of waste treatment. It has been estimated for example that for every tonne of metal made, five tonnes of waste are created during the processing stage and twenty tonnes at the extraction stage.
Paper and card and snack/lunch packaging are two of the main sources of waste in schools and schools that are aiming to reduce their waste will need to address these areas as priorities. Policies will be needed which reduce consumption and consequently the demand for raw materials, the energy used in manufacture and the negative global impacts associated with waste generation.

The School has a waste minimisation policy which particularly aims to reduce paper and card use and lunch/snack waste. Examples might include re-using envelopes, re-using card and paper used for displays wherever possible, avoiding the use of disposable cups, plates and cutlery and encouraging all staff and pupils to cut down on packaged food .

The School encourages waste reduction: the school has a paper re-use policy with a scrap paper drawer in all classrooms and in the office and encourages the use of scrap material

The school teaches about the importance of waste reduction and reuse

The school does not encourage any minimisation of waste or reuse of any material

15. Recycling

The UK consumes an area of forest the size of Wales every year to produce the paper we consume. Most of the wood pulp used to produce paper for the UK is imported from abroad, increasing our global footprint significantly. Yet paper is one of the easiest materials to recycle. Recycling paper significantly reduces the amount of tree pulp we need and saves energy compared to making paper from trees. As paper is the main source of waste in schools, often forming as much as 75% of a school's waste, participation in a paper-recycling scheme will significantly reduce the amount of waste a school sends for landfill or incineration. Furthermore, participation in a recycling scheme sends out a positive message to the wider school community. Schools can actively encourage the use of local doorstep box schemes and recycling banks through leafleting, engage in specific school projects on recycling and deliver assemblies to which parents are invited. Such measures can dramatically reduce waste in the local community now and in the future and the wider school community gets the message that the school takes recycling seriously which can significantly affect behaviour. It can encourage children to develop good habits for life.
Schools wishing to develop schemes of work or school projects on waste and recycling could contact Waste Watch, 0870 243 0136 www.wastewatch.org.uk They produce a comprehensive pack entitled The Dustbin pack, available free to all schools.

CLOSE

The school operates a recycling scheme for paper and actively promotes local recycling schemes for cans and glass.

The school encourages the school community to use local recycling schemes and facilities which recycle paper, cans and glass

The school teaches about the importance of recycling

The school does not engage in teaching about recycling nor actively promotes any recycling schemes

16. Purchasing policy

A green/ethical purchasing policy can reduce the social and global impact that the school has through its use of materials and resources. Through the purchase of reusable and recycled products the school is supporting lower use of energy and less consumption of resources and materials, both of which have damaging environmental consequences.
It is also important for purchases to 'close the loop'. For example it is no good sending paper for recycling if there is no demand for purchasing recycled paper. This will result in an excess of paper for recycling, which could ultimately result in paper being landfilled or incinerated. Therefore a school needs to ensure that not only is it recycling paper, but also buying recycled paper and card.

A 'green/ethical purchasing policy' ensures that reusable and/or recycled products are purchased, harmful chemicals and tropical hardwoods are avoided and the 'ethical' reputation and environmental credentials of companies are considered before purchasing decisions are made.

The school purchasing policy recommends the purchase of reusable and/or recycled non-harmful products wherever feasible

The school is concerned about the 'ethics' of its purchasing

Purchases are based primarily on price; we will buy anything from anyone as long as the price is right

Now it's time to...

	Categories for end of quiz scores The main purpose of this quiz is to identify areas for development in becoming a school promoting a global perspective and the principles of sustainable development. However you can use your score to identify the size of the school footprint and use this as a starting point for the school community to address social, global and ecological issues which would help reduce the school footprint.
		Score 76 or more: Tiny footprint. Your school has a truly global perspective and actively promotes global citizenship. The school offers opportunities and strategies for action to reduce or improve the social, global and ecological impacts the school community has on the world. Sustain your sustainable development agenda! It is clearly at the heart of all you and your school community does!
		Score 64 - 75: Small footprint. Your school has a series of effective strategies in place for generating awareness of global citizenship and sustainable development. There may be a few issues identified by this quiz which the school could address to turn awareness into more active global citizenship.
		Score 24 - 63: Medium footprint. Your school has its heart firmly set on its footprint, but you will probably be aware from completing this quiz that there are areas which the school needs to address to further promote a global perspective, sustainable development and active citizenship.
		Score 9 - 23: Large footprint. Your school is failing to create much awareness of global citizenship or sustainable development beyond the basic minimum requirements of the National Curriculum. There are precious few opportunities for those in the school community to reduce or improve their social, global or ecological impact.
		Score 0 - 8: Giant footprint. Your school is a walking (stomping) disaster! Pupils and the school community will have to learn how to become active global citizens elsewhere.

Teacher's notes are available here:

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