00:00:05:19 - 00:00:17:20

Hello and welcome to Sgwrsio with the EWC, the podcast from the Education Workforce Council. (in Welsh then English)

00:00:18:06 - 00:00:22:24

Helo a chroeso i bennod newydd ein podlediad 'Sgwrsio gyda CGA'.

00:00:23:15 - 00:00:28:24

Hello and welcome to a new episode of our podcast 'Sgwrsio with the EWC'.

00:00:29:20 - 00:00:33:19

I'm Bethan Stacey, EWC

Director of Professional Development,

00:00:33:19 - 00:00:37:16

Accreditation and Policy,

and I'll be your host for this episode,

00:00:37:16 - 00:00:41:19

in which we'll be discussing

environmental education in Wales.

00:00:42:03 - 00:00:45:23

When I say we,

what I really mean is our guests, who,

00:00:46:09 - 00:00:50:05

as the experts in this subject

matter, will be doing most of the talking.

00:00:50:23 - 00:00:53:13

And today

I'm delighted to be joined by Doctor

00:00:53:13 - 00:00:56:13

Verity Jones and Sharon Davies.

00:00:56:17 - 00:00:59:22

Verity is an Associate Professor

in Education

00:00:59:22 - 00:01:02:22

at the University

of West of England, Bristol.

00:01:02:22 - 00:01:06:06

Her longstanding research

focus has been on roots to

00:01:06:09 - 00:01:09:12

sustainable futures,

both social and environmental.

00:01:10:08 - 00:01:14:06

In her paper, Environmental Education

and the New Curriculum for Wales,

00:01:14:07 - 00:01:18:03

Verity evaluates

an environmental education programme

00:01:18:10 - 00:01:21:14

where the barriers and opportunities

for professional development,

00:01:22:02 - 00:01:24:03

access to specialist resources,

00:01:24:03 - 00:01:27:16

provision through technology,

and partnership are considered

00:01:27:22 - 00:01:31:13

within the context of Wales

and the demands of a new curriculum.

00:01:32:07 - 00:01:36:23

She's also developed education

materials for, amongst others, the BBC,

00:01:37:06 - 00:01:40:03

Nature England, WJEC, Centre

00:01:40:03 - 00:01:43:08

for Alternative Technology

and Fashion Revolution.

00:01:45:00 - 00:01:46:01

Sharon is

00:01:46:01 - 00:01:50:10

headteacher of Manorbier

School who were a lead partner in Doctor

00:01:50:10 - 00:01:54:01

Jones's research paper

and were the first in Wales

00:01:54:01 - 00:01:58:00

to receive the Educate

Global Bronze Award for Climate Literacy.

00:01:58:17 - 00:02:03:12

A recent Estyn inspection

in 2023 noted that the school makes good

00:02:03:12 - 00:02:07:20

use of the local area

to provide authentic context for learning.

00:02:08:18 - 00:02:12:14

A huge welcome to you both

and thank you so much for joining us.

00:02:13:17 - 00:02:17:07

If we think about the core purposes

of the curriculum for Wales

00:02:17:07 - 00:02:19:05

and their associated skills,

00:02:19:05 - 00:02:22:05

as well as the framework

that underpins the curriculum,

00:02:22:11 - 00:02:27:01

it would appear to me that environmental

education is fundamental,

00:02:27:08 - 00:02:30:07

and so a very relevant

and important subject

00:02:30:07 - 00:02:33:07

for many of our registrants.

00:02:33:07 - 00:02:37:00

With that in mind,

I'd like to start by asking

00:02:37:00 - 00:02:40:17

you both to tell us a little bit

about your work in this area

00:02:41:03 - 00:02:44:15

and why it's important to you personally

and professionally.

00:02:45:05 - 00:02:47:19

Verity, could I could

I come to you first, please?

00:02:47:19 - 00:02:49:18

Yeah. Of course. Thanks, Bethan.

00:02:49:18 - 00:02:51:20

Crikey. Why it's important to me.

00:02:51:20 - 00:02:56:18

Well, my whole,

career has been around sustainability.

00:02:57:02 - 00:03:00:24

I was a student in Aberystwyth

and Lampeter before that.

00:03:01:08 - 00:03:06:07

And, that connection with the environment

in Wales has always been really key

00:03:06:09 - 00:03:09:18

to my work and where I'm at.

00:03:10:06 - 00:03:14:01

And, my research focuses,

as you said, on kind of social

00:03:14:01 - 00:03:15:05

and environmental justice.

00:03:15:05 - 00:03:19:08

And I've worked on projects

that explore all sorts of different things

00:03:19:08 - 00:03:21:08

I've been really lucky

to be involved with.

00:03:21:08 - 00:03:25:14

So I've done work on increasing

rates of drought in the UK.

00:03:25:14 - 00:03:29:09

I know that we think of Wales

as a very wet country, but you know,

00:03:29:13 - 00:03:34:08

we are seeing increased amounts

of drought, how to communicate around

00:03:34:08 - 00:03:35:08

those kind of issues.

00:03:35:08 - 00:03:37:10

I've done a project

with Friends of the Earth where we looked

00:03:37:10 - 00:03:41:06

at how parents might support mental health

and wellbeing for their children,

00:03:41:06 - 00:03:44:06

and relating in relation

to climate distress.

00:03:44:07 - 00:03:47:02

I've worked with teams

on, citizen science

00:03:47:02 - 00:03:50:02

projects,

and we're currently collecting data

00:03:50:09 - 00:03:53:20

on, airborne

microfibers in homes and schools.

00:03:54:03 - 00:03:57:09

And I do quite a lot of work with

partners, especially in Pembrokeshire.

00:03:57:15 - 00:04:02:07

So I work with Cymbrogi Futures,

who are developing a really great programme,

00:04:02:07 - 00:04:05:18

outdoor learning programme,

to support young people as changemakers.

00:04:06:02 - 00:04:08:05

Pembrokeshire County Council

at the moment I'm

00:04:08:05 - 00:04:11:13

working with them on their SPARK project,

which is really exciting.

00:04:11:19 - 00:04:15:12

I'm, promoting renewable

energy and construction industries,

00:04:15:20 - 00:04:20:04

for young girls to be really involved

with, as well as Bug Farm Foods out

00:04:20:04 - 00:04:24:06

in Saint David's and how they're developing

sustainable food systems.

00:04:24:15 - 00:04:27:16

And for me, it's about looking

00:04:27:16 - 00:04:30:16

to the future, being positive

about the future, and thinking about

00:04:30:20 - 00:04:34:22

how can we get the future that everybody

and everything deserves.

00:04:35:01 - 00:04:36:17

That's great. Thank you Verity.

00:04:36:17 - 00:04:40:01

Sharon, could I come to you with the same,

question, please?

00:04:40:12 - 00:04:45:12

What I began with

was actually my own children, as a parent.

00:04:45:20 - 00:04:49:23

Seeing how the environment, just became

00:04:49:23 - 00:04:53:16

such a wonderful learning tool for them

as they were growing up.

00:04:54:15 - 00:04:59:03

I worked for Barnardos originally,

with children,

00:04:59:03 - 00:05:04:08

who perhaps had, very diverse needs.

00:05:04:08 - 00:05:07:08

And so we spent

00:05:07:16 - 00:05:12:18

actually summers out

exploring our countryside and the benefits

00:05:12:18 - 00:05:17:17

it made to them, and their wellbeing

was absolutely phenomenal.

00:05:18:03 - 00:05:21:15

And that really started

my love of teaching.

00:05:21:15 - 00:05:27:01

I was an LSA,

and worked up, worked my way up really

00:05:27:01 - 00:05:29:15

from there, I wanted to go into teaching.

00:05:29:15 - 00:05:32:15

And I've met lots of people along the way

00:05:32:18 - 00:05:35:24

who inspired me,

00:05:36:06 - 00:05:39:12

like Heather Sutton, lots of different

00:05:39:12 - 00:05:43:10

people who have inspired me along the way,

along the journey

00:05:43:18 - 00:05:46:14

to actually

00:05:46:14 - 00:05:50:07

bring the environment into the, planning.

00:05:51:10 - 00:05:52:05

Then I found

00:05:52:05 - 00:05:55:05

myself in a position where I became head

00:05:55:07 - 00:05:59:01

and, suddenly had the opportunity

00:05:59:10 - 00:06:03:03

to look at the curriculum

in a completely different way.

00:06:03:16 - 00:06:07:02

So creativity is the core of

00:06:07:02 - 00:06:10:08

everything we do here and

00:06:11:08 - 00:06:13:17

when we became a lead

00:06:13:17 - 00:06:16:17

creative school,

that took it a step further.

00:06:17:00 - 00:06:22:05

So we each went on different courses

using the environment to support that.

00:06:22:05 - 00:06:25:16

And you could see instantly the impact

it was having,

00:06:26:00 - 00:06:30:00

particularly on children with diverse

needs within their learning.

00:06:30:13 - 00:06:34:11

It was carrying across

00:06:34:11 - 00:06:39:01

into other areas,

particularly literacy, mathematics, science.

00:06:39:06 - 00:06:41:07

Every subject.

00:06:41:07 - 00:06:44:00

So what a dream come true

00:06:44:00 - 00:06:48:01

when we had the new curriculum for Wales. So literally

00:06:48:02 - 00:06:52:19

we began as a school, I'm

lucky to be surrounded by the best staff

00:06:53:03 - 00:06:57:12

I have very supportive, very inquisitive,

very inquiring staff.

00:06:57:24 - 00:07:00:13

And, we're always looking

00:07:00:13 - 00:07:03:13

for those missing jigsaw pieces to put in

00:07:03:15 - 00:07:08:03

to make our curriculum better,

make the learning better for the children.

00:07:09:19 - 00:07:14:18

So we devised a curriculum, divided it up.

00:07:14:18 - 00:07:18:02

Where as schools used to,

in the old prescriptive

00:07:18:02 - 00:07:21:22

national curriculum

work on topics or themes,

00:07:22:11 - 00:07:27:04

we actually felt this was the ideal

opportunity to incorporate,

00:07:27:04 - 00:07:30:04

to divide it up over a two year basis

00:07:30:06 - 00:07:33:08

into areas that we could plan to.

00:07:33:14 - 00:07:36:24

So we have global learning, environment,

00:07:37:08 - 00:07:40:21

community, sustainability, diversity,

00:07:40:21 - 00:07:42:15

and Cynefin.

00:07:42:15 - 00:07:46:08

And so it's three a year, one a term,

00:07:46:18 - 00:07:49:11

and any subject,

00:07:49:11 - 00:07:52:17

anything

the children want to learn about

00:07:52:23 - 00:07:55:23

can be incorporated

into all of those headings.

00:07:56:14 - 00:07:58:20

So it is huge.

00:07:58:20 - 00:08:01:22

The environment, actually environment

teaching

00:08:01:22 - 00:08:05:10

and learning underpins

everything we do in society.

00:08:05:23 - 00:08:10:10

You know,

everything can be taught from that,

00:08:10:23 - 00:08:12:11

those areas.

00:08:12:11 - 00:08:13:15

So yes.

00:08:13:15 - 00:08:16:14

So that's a little bit of our journey.

00:08:16:14 - 00:08:18:15

I mean, that is an amazing start.

00:08:18:15 - 00:08:22:15

I think two very different sort

of perspectives on things.

00:08:22:15 - 00:08:26:23

But the passion from you both is coming

through immediately, which is great.

00:08:27:06 - 00:08:30:22

You've mentioned there, Sharon,

the curriculum for Wales

00:08:30:22 - 00:08:37:07

and the opportunities that that presents

for, environmental education.

00:08:37:07 - 00:08:40:07

What do you see

specifically are the benefits

00:08:40:16 - 00:08:43:23

of this for your staff,

for your learners,

00:08:44:02 - 00:08:47:15

and potentially for,

the community more broadly?

00:08:48:01 - 00:08:53:07

we see every pupil that comes in

as a unique being because they are.

00:08:53:22 - 00:08:59:09

So if you put the children in classes

where you're just differentiating

00:08:59:09 - 00:09:03:11

three ways, yet you have 20 odd children,

00:09:03:15 - 00:09:06:14

and each of them are different,

00:09:06:14 - 00:09:10:20

what this enables us to do

is truly look at pedagogy

00:09:11:04 - 00:09:16:01

in the sense of you're making the learning

bespoke to that learner.

00:09:16:01 - 00:09:18:16

It helps teachers

00:09:18:16 - 00:09:21:16

be freer in their teaching.

00:09:22:02 - 00:09:26:21

It helps pupils become more involved

in the planning of their learning.

00:09:28:02 - 00:09:32:02

It helps them develop

00:09:32:02 - 00:09:36:00

those, really, I mean, the curriculum,

00:09:36:17 - 00:09:41:16

for instance,

becoming ethical, citizens of our future.

00:09:41:16 - 00:09:45:07

We're a philosophical school as well.

00:09:45:07 - 00:09:48:07

So we've done philosophy for children

for many years.

00:09:48:10 - 00:09:51:04

So everything is very open.

00:09:51:04 - 00:09:55:04

So we involve so when we plan a topic,

the children are involved

00:09:55:04 - 00:09:56:18

right from the beginning.

00:09:56:18 - 00:09:58:21

We look at diversity.

00:09:58:21 - 00:10:00:11

What do they think it is.

00:10:00:11 - 00:10:01:24

We break it down.

00:10:01:24 - 00:10:04:18

Then we develop it from there.

00:10:04:18 - 00:10:08:23

Our sessions with Doctor

00:10:08:23 - 00:10:14:16

Verity have been very inspirational

because we were fearful at first.

00:10:14:21 - 00:10:18:09

Like most people,

the new curriculum is exciting,

00:10:18:22 - 00:10:21:08

but it has also brought challenges.

00:10:22:15 - 00:10:23:17

And so

00:10:23:17 - 00:10:26:08

Verity really helped us with her project,

00:10:26:08 - 00:10:29:08

with the research project, but also

00:10:29:17 - 00:10:34:22

in the, sustainable network

that she runs, where we can gain

00:10:34:22 - 00:10:39:03

lots of valuable insight

and ask lots of valuable questions.

00:10:39:23 - 00:10:42:15

We felt that we had that support

00:10:42:15 - 00:10:48:15

we needed to be able to, step forward,

to take that leap of faith,

00:10:48:15 - 00:10:49:19

if you like.

00:10:49:19 - 00:10:52:24

But I also have the teachers

with that passion,

00:10:53:10 - 00:10:56:02

to learn.

00:10:56:02 - 00:11:00:23

So I think that's really important,

sharing what you've just said there,

00:11:01:08 - 00:11:06:07

because we know from research

and it's it's so lovely to hear

00:11:06:10 - 00:11:11:17

what you're saying, kind of responding to

to what we're kind of finding out.

00:11:11:17 - 00:11:17:05

So the research is telling us

that, we are at this point

00:11:17:05 - 00:11:22:08

in time in education where we know

that we've got this climate crisis.

00:11:23:08 - 00:11:26:08

And we know that education is

00:11:26:20 - 00:11:29:20

the most amazing tool that we can use to

00:11:30:12 - 00:11:33:01

engage and enable future generations.

00:11:33:01 - 00:11:37:13

We know that,

but we also know that we have, teachers

00:11:37:22 - 00:11:40:22

who feel, nervous

00:11:40:22 - 00:11:43:24

or worried about delivering that.

00:11:44:10 - 00:11:48:14

And, also feel that they don't

have the tools and the pedagogies

00:11:48:16 - 00:11:51:16

in order to deliver that. So,

00:11:52:09 - 00:11:55:12

you know, we've got both sides

of the story there, haven't we?

00:11:55:19 - 00:11:57:07

We've got this kind of demand.

00:11:57:07 - 00:11:58:18

We know that we've got to do it.

00:11:58:18 - 00:12:03:15

But it's kind of how, how do we do this

that not only supports our teachers

00:12:03:15 - 00:12:08:12

and our educators, but also supports,

young people and learners

00:12:08:17 - 00:12:12:11

every step of the way

so that we don't leave anybody behind

00:12:12:11 - 00:12:17:24

and nobody feels,

kind of distress as part of that journey.

00:12:23:03 - 00:12:26:21

So I run and Chair the climate change,

00:12:26:21 - 00:12:31:21

primary educational research network,

and we bring together once a term,

00:12:31:21 - 00:12:35:06

so six times a year, researchers

00:12:35:19 - 00:12:40:13

and teachers

and anybody who is interested in,

00:12:40:20 - 00:12:43:20

climate change and sustainable education,

00:12:44:02 - 00:12:47:23

to bring together, resources,

00:12:47:23 - 00:12:50:01

we talk about resources,

but we also talk about

00:12:50:01 - 00:12:53:20

what research is doing

and what's happening in the classroom.

00:12:54:08 - 00:12:56:23

And, and that has

00:12:56:23 - 00:12:59:23

been just brilliant to have.

00:13:00:04 - 00:13:03:08

I mean, Sharon, you're there every time.

00:13:03:08 - 00:13:06:11

And it's just so fantastic

to have people on the ground,

00:13:06:24 - 00:13:09:23

listening to this research

and then taking it back and,

00:13:09:23 - 00:13:14:05

and kind of putting things into practice

and responding to the evidence

00:13:14:05 - 00:13:16:03

that's coming because all of the time

00:13:16:03 - 00:13:19:06

we're getting more and more evidence

about, you know, what, what

00:13:19:12 - 00:13:23:01

the most appropriate pedagogy is

and what resources are available,

00:13:23:07 - 00:13:26:07

and where can I go where, you know,

00:13:26:11 - 00:13:29:14

we can signpost different resources,

which is fantastic.

00:13:30:01 - 00:13:35:01

So if anybody wants to to join that,

it's absolutely free.

00:13:35:06 - 00:13:37:00

Rock up on teams.

00:13:37:00 - 00:13:38:14

It's all online.

00:13:38:14 - 00:13:41:06

You know, everybody is welcome.

00:13:41:06 - 00:13:45:01

So finding networks

I think is really important.

00:13:45:01 - 00:13:47:22

But also for the future.

00:13:47:22 - 00:13:50:20

I think teacher training

00:13:50:20 - 00:13:54:18

is equally, at the forefront.

00:13:54:18 - 00:13:59:11

We need to make sure that,

future teachers have got the skills

00:13:59:11 - 00:14:03:14

in order to go forth and feel confident

and that they've got the skills

00:14:03:14 - 00:14:08:01

in order to deliver these issues,

in appropriate ways.

00:14:08:08 - 00:14:10:06

Now, that might be,

00:14:10:06 - 00:14:14:23

so here at UWE, we have a free module

for every undergraduate

00:14:15:13 - 00:14:19:04

and postgraduate,

totally free, on climate literacy.

00:14:19:04 - 00:14:23:09

And everybody can do that.

Within our teacher training modules

00:14:23:14 - 00:14:25:23

we have the sustainable development goals

00:14:25:23 - 00:14:28:23

and sustainability

embedded in all of our programmes.

00:14:29:02 - 00:14:32:11

So we need to make sure

that this is really,

00:14:32:20 - 00:14:35:22

kind of in the very fabric of what,

00:14:35:23 - 00:14:39:19

young educators are going out

into the workforce and being able

00:14:39:19 - 00:14:43:05

to plan for,

and I think that's really critical.

00:14:43:19 - 00:14:47:02

And then, of course,

there's loads of fantastic books about

00:14:47:02 - 00:14:51:22

I picked two up off

my, of my, shelves as I came in.

00:14:51:22 - 00:14:55:24

So, for,

we've got ‘Teaching Climate Change

00:14:55:24 - 00:14:58:05

and Sustainability

in the Primary Curriculum’,

00:14:58:05 - 00:15:00:01

that's a really good read.

00:15:00:01 - 00:15:03:10

I write in there about using storybooks

00:15:03:22 - 00:15:08:12

because storybook sort of way, sometimes

we can't have access to the environment,

00:15:08:12 - 00:15:10:19

so thinking more creatively about

00:15:10:19 - 00:15:14:21

how can we engage in environmental issues

when we can't actually get outside,

00:15:14:21 - 00:15:16:15

it's not just about getting outside.

00:15:16:15 - 00:15:18:19

We can use all sorts of mediums,

00:15:18:19 - 00:15:22:09

and, you know, books are just such

00:15:22:09 - 00:15:26:09

a beautiful way in to thinking

about our relationships with nature.

00:15:26:09 - 00:15:27:16

Really important.

00:15:27:16 - 00:15:31:16

And then we've also got ‘Children

as Engineers’.

00:15:32:00 - 00:15:34:12

Again, fantastic title.

00:15:34:12 - 00:15:39:16

This one's by Fay Lewis and Julia Edmonds,

and that has STEM activities,

00:15:40:00 - 00:15:44:04

all relating to sustainability issues.

00:15:44:04 - 00:15:45:15

So you've got kind of activities

00:15:45:15 - 00:15:49:08

that are embedded

that aren't adding to the workload,

00:15:49:08 - 00:15:53:20

because we've got to make sure

we don't put extra pressure, extra

00:15:53:20 - 00:15:56:23

stress on our teachers

who are already overloaded

00:15:56:23 - 00:15:57:16

with so many things.

00:15:57:16 - 00:16:00:01

We don't want this

to be just another thing

00:16:00:01 - 00:16:01:18

that people have to deal with.

00:16:01:18 - 00:16:04:18

We want it to be embedded

in everything that we do.

00:16:05:02 - 00:16:06:04

Thank you for that

00:16:06:04 - 00:16:06:18

both,

00:16:06:18 - 00:16:09:09

and actually,

I feel like you're reading my mind

00:16:09:09 - 00:16:13:22

a little bit, Verity,

because I wanted to ask a little bit,

00:16:13:22 - 00:16:16:06

and you've certainly touched upon there,

00:16:18:00 - 00:16:19:16

around perhaps some of the

00:16:19:16 - 00:16:22:20

more innovative methods or resources

00:16:22:20 - 00:16:25:24

that educators can use,

00:16:25:24 - 00:16:29:17

to engage their learners

with environmental education.

00:16:29:17 - 00:16:32:20

And happy to hear, from you as well,

00:16:33:00 - 00:16:36:10

Sharon, about things that you've done

00:16:36:10 - 00:16:40:05

within your school in this area

and, and any stories either you can,

00:16:40:24 - 00:16:43:24

can bring forward to perhaps

bring this to life.

00:16:44:05 - 00:16:44:16

Yeah.

00:16:44:16 - 00:16:48:18

So we have again,

we have, we're in Pembrokeshire,

00:16:48:18 - 00:16:49:15

we're so lucky,

00:16:49:15 - 00:16:52:15

and we have, not only the,

00:16:52:24 - 00:16:55:19

the lovely environment that we live in,

00:16:55:19 - 00:17:00:18

but we have a lot of wonderful,

organisations,

00:17:00:18 - 00:17:03:19

so National Parks, National Trust,

00:17:03:19 - 00:17:09:07

we work with all of these, Darwin Science,

we work with a lot,

00:17:09:07 - 00:17:13:03

and in fact, funnily enough,

I've had a phone call today saying that,

00:17:13:03 - 00:17:17:07

Freshwater West

Beach is in a dreadful state,

00:17:17:15 - 00:17:20:15

do we fancy a beach clean on Monday?

00:17:20:16 - 00:17:23:19

So Sheila's out there now organising

00:17:23:19 - 00:17:26:19

everyone to go on a trip on Monday

to do a beach clean.

00:17:27:00 - 00:17:29:24

And what we'll do

then is bring all that we find back.

00:17:29:24 - 00:17:33:16

You, the children, like,

they put it into categories.

00:17:33:16 - 00:17:38:08

They can track things from which ships

they've come from.

00:17:38:16 - 00:17:40:23

There is a huge amount

of learning in that.

00:17:40:23 - 00:17:44:06

So yeah, we're

we're already looking forward to that.

00:17:44:06 - 00:17:49:01

It's just, Pwllcrochan, which is another

00:17:49:01 - 00:17:52:24

organisation that's linked to, you know,

00:17:53:02 - 00:17:56:03

a local, petrochemical site.

00:17:56:18 - 00:18:02:17

And literally that's a lovely trip

that the children go on, to find out

00:18:02:17 - 00:18:06:02

about how they've developed

their nature areas and things like that.

00:18:06:10 - 00:18:09:18

There's

so many things that we are able to do

00:18:10:11 - 00:18:13:02

organisations to tap into.

00:18:13:02 - 00:18:16:03

Pembrokeshire is running a lovely project

00:18:16:03 - 00:18:19:21

called The Cleddau Project,

which is all about the river.

00:18:20:02 - 00:18:23:14

And again, we use a lot of books because,

00:18:23:19 - 00:18:26:22

like Verity said,

we're a philosophy school,

00:18:26:22 - 00:18:30:10

we use a lot of books

as a way in. Photographs

00:18:30:11 - 00:18:36:05

are another wonderful way

in. Explorify, a brilliant site,

00:18:36:24 - 00:18:41:11

that has enabled early years

in particular

00:18:41:20 - 00:18:45:19

to really explore, science

00:18:45:19 - 00:18:48:19

in a completely different way.

00:18:48:23 - 00:18:52:15

I mean, we need transition

engineers of the future.

00:18:52:24 - 00:18:55:16

We are in desperate need for this.

00:18:55:16 - 00:18:59:14

And we need them

to be really ethical thinkers.

00:19:00:02 - 00:19:04:04

And so what

Verity said resonates with us.

00:19:04:09 - 00:19:06:00

We use books a lot.

00:19:06:00 - 00:19:09:14

And I think what we're trying to do

is develop,

00:19:09:24 - 00:19:14:06

to develop those,

transition engineers of the future.

00:19:14:15 - 00:19:19:11

We need to instill that thinking,

that critical thinking,

00:19:19:22 - 00:19:23:20

now, from a very early age.

00:19:24:12 - 00:19:27:19

It's about inspire and equipping

00:19:27:19 - 00:19:31:11

those children to be able to ask

00:19:31:11 - 00:19:36:19

questions to, to wonder, to,

00:19:36:19 - 00:19:40:06

you know, really want to be

00:19:40:06 - 00:19:43:06

a part of that learning journey.

00:19:43:10 - 00:19:48:13

And so it is about bringing

as many things in as you can.

00:19:48:22 - 00:19:54:24

If we didn't have Darwin Science

or the parks or anything like that,

00:19:55:06 - 00:20:00:04

then it is, as a teacher, it's

our duty to be looking for other things.

00:20:00:04 - 00:20:04:24

Like Verity said, there are many things

you can do within the classroom setting

00:20:05:06 - 00:20:08:05

that would really inspire students.

00:20:08:05 - 00:20:11:01

And I'd like to add to that,

00:20:11:01 - 00:20:15:06

that kind of engagement of our learners

is so important.

00:20:15:06 - 00:20:19:18

But what's equally,

important for us to think about

00:20:19:18 - 00:20:24:12

is the impacts that the current crisis

is having on mental health and wellbeing.

00:20:25:04 - 00:20:29:23

Traditionally environmental

education has been very much that,

00:20:30:08 - 00:20:35:02

here is the knowledge here is

what's going on, here is how awful it is.

00:20:35:11 - 00:20:40:06

And then the teacher walks away,

leaves the learner

00:20:40:06 - 00:20:45:10

to kind of deal with that in however

they make sense of it. Time after time

00:20:45:16 - 00:20:47:17

we have these, these crises.

00:20:47:17 - 00:20:51:08

And it's how do we as, educators,

00:20:52:08 - 00:20:53:02

approach

00:20:53:02 - 00:20:56:02

this type of learning in a positive way?

00:20:56:03 - 00:20:59:19

And we know that facts

are really important.

00:21:00:10 - 00:21:04:01

And David Hicks,

who is a geography educator,

00:21:04:09 - 00:21:08:22

and the research that I've done as well,

we, we really think about,

00:21:09:02 - 00:21:13:08

so what else do we need to add

to just the knowledge

00:21:13:16 - 00:21:17:14

in order to support our young people

and their and their wellbeing as well,

00:21:18:06 - 00:21:22:12

kind of moving forward. And to do that,

there's kind of, yes, knowledge,

00:21:22:18 - 00:21:26:10

but also we need to give our young people

and our learners space

00:21:26:17 - 00:21:30:02

to respond about how they're feeling

about it and acknowledge

00:21:30:07 - 00:21:34:04

that it is a totally normal response

to be worried and anxious.

00:21:34:16 - 00:21:37:10

Lots of research I do with learners to,

00:21:37:10 - 00:21:40:15

they're telling us how guilty

they're feeling.

00:21:40:15 - 00:21:44:22

And yet, you know, these are young people

who have nothing to feel guilty about.

00:21:45:13 - 00:21:49:19

It's the adult populations

and previous generations

00:21:49:19 - 00:21:50:19

that have caused these problems.

00:21:50:19 - 00:21:55:00

So a whole host of emotional responses

that we're getting from young people.

00:21:55:16 - 00:21:59:08

So having space just to recognise that is

really important.

00:22:00:02 - 00:22:00:22

And then,

00:22:02:00 - 00:22:04:20

providing examples of

00:22:04:20 - 00:22:10:03

what work is going

on, that is positive now.

00:22:10:03 - 00:22:13:22

So those good news

stories are so vitally important.

00:22:14:08 - 00:22:17:08

But I mean, we've got so much going on

in Pembrokeshire.

00:22:17:14 - 00:22:21:05

You know, we've got loads

of renewable energy that's going on.

00:22:21:05 - 00:22:26:20

We've got so incredible,

stuff going on in the textile industry.

00:22:26:20 - 00:22:27:13

We've got all sorts

00:22:27:13 - 00:22:31:07

of exciting things going on in the food

industry all around sustainability.

00:22:31:08 - 00:22:34:21

We don't have to go far for our good news

stories in in Wales.

00:22:34:21 - 00:22:36:07

It's fantastic.

00:22:36:07 - 00:22:39:16

So using good news stories to

00:22:40:18 - 00:22:42:19

give a little bit of hope

00:22:42:19 - 00:22:45:19

to our young

people is really, really important.

00:22:45:19 - 00:22:49:14

And then not saying,

well it's up to you.

00:22:49:14 - 00:22:50:18

You're the next generation.

00:22:50:18 - 00:22:53:02

Crack on. Signposting

00:22:54:05 - 00:22:56:11

other activities that they can join in,

00:22:56:11 - 00:23:01:12

and so part of a community for change

as well as if they want to

00:23:01:12 - 00:23:04:18

individual or independent activities

that they can do.

00:23:04:18 - 00:23:07:18

But at no point

00:23:07:20 - 00:23:10:15

position them as, you have to be the hero,

00:23:10:15 - 00:23:13:18

it is on your shoulders,

and that's so important.

00:23:13:24 - 00:23:17:14

And I know that in Sharon,

the work that you do at school,

00:23:17:20 - 00:23:21:17

it's all about that kind of community,

action,

00:23:21:17 - 00:23:25:24

that kind of moving forward

together and leaving no one behind.

00:23:25:24 - 00:23:27:09

That's really important.

00:23:27:09 - 00:23:28:18

That's hugely important.

00:23:28:18 - 00:23:31:10

Verity, I totally agree with you.

00:23:31:10 - 00:23:34:12

And actually, you know, just hearing

00:23:34:12 - 00:23:37:22

you say that,

it actually makes us feel quite emotional.

00:23:38:05 - 00:23:43:05

It's a huge thing

because that's what was resonating with us

00:23:43:05 - 00:23:46:15

when you're suddenly faced

with teaching about these things, and

00:23:47:07 - 00:23:49:16

not having the knowledge.

00:23:49:16 - 00:23:53:07

So it's hugely important that you feel

00:23:53:07 - 00:23:57:02

as a teacher,

you have that ability because it's,

00:23:58:02 - 00:24:00:01

yes, if you don't have

00:24:00:01 - 00:24:03:22

the knowledge to move that forward

or the understanding,

00:24:04:02 - 00:24:07:06

then what happens is your teaching,

particularly as a primary teacher,

00:24:07:06 - 00:24:10:06

if it's not because you

you haven't got chosen area,

00:24:10:12 - 00:24:14:11

then what you doing is you

perhaps go and find out about it.

00:24:14:11 - 00:24:17:08

You do some research,

you plan a lesson around it.

00:24:17:08 - 00:24:20:08

And like Verity says, the lesson ends.

00:24:20:17 - 00:24:25:00

Then what do you do about those things

moving forward?

00:24:25:10 - 00:24:28:12

So, what we find

00:24:28:20 - 00:24:33:01

is, is now we have more knowledge,

but we also have that

00:24:33:01 - 00:24:38:02

philosophy is we explore that

with the children through their feelings.

00:24:38:02 - 00:24:40:09

And they're they're able to question.

00:24:40:09 - 00:24:43:09

And it's done through a very positive way.

00:24:43:14 - 00:24:48:07

So if they bring up a subject

that might be distressing,

00:24:49:01 - 00:24:53:02

we're very careful on how we approach it.

00:24:53:19 - 00:24:59:08

And we’re able,

to, work with the children, through,

00:25:00:08 - 00:25:03:13

through talking, through feedback

00:25:03:20 - 00:25:08:24

to make sure that they no longer take away

those fears.

00:25:09:09 - 00:25:12:11

That they're able

to talk about those fears,

00:25:12:11 - 00:25:15:11

that we're able to support them

in moving forward.

00:25:15:16 - 00:25:19:20

And again, that's something that came

about from listening to Verity

00:25:19:20 - 00:25:23:02

quite a few years ago now at, a course.

00:25:23:21 - 00:25:26:05

Again, Sharon, I couldn't agree more.

00:25:26:05 - 00:25:30:14

And I think what Pembrokeshire schools,

certainly the ones that

00:25:30:14 - 00:25:34:06

we've been working with on our various

projects, it's the commitments

00:25:34:06 - 00:25:38:02

that we've seen over a long period of time

and that's what we need.

00:25:38:11 - 00:25:43:20

So we keep mentioning the Darwin

Experience and just for those people

00:25:44:08 - 00:25:46:22

who haven't ever heard of the Darwin

Experience, the Darwin Experience

00:25:46:22 - 00:25:49:22

is an environmental education

charity in Pembrokeshire.

00:25:50:03 - 00:25:54:00

And it's a really,

I think it's a really interesting set up

00:25:54:00 - 00:25:57:20

because it's funded by, Dragon LNG,

00:25:58:05 - 00:26:01:24

and supported by the local authority.

00:26:02:05 - 00:26:05:10

So you've got kind of industry support,

00:26:05:13 - 00:26:08:13

charity and local education authority,

00:26:08:15 - 00:26:13:21

and they have been for, crikey, 15,

20 years

00:26:14:06 - 00:26:17:13

working with schools across the county,

providing

00:26:17:13 - 00:26:22:18

free workshops,

providing free field trips to get children

00:26:22:20 - 00:26:27:22

and young learners out of the classroom

and into Welsh countryside,

00:26:28:04 - 00:26:31:06

the by the beach, having experiences

00:26:31:06 - 00:26:34:06

that so

they can make that connection with nature

00:26:34:06 - 00:26:37:22

and that they can upskill themselves

whilst at the same time,

00:26:38:11 - 00:26:44:13

teachers can, I call it CPD by stealth.

00:26:44:20 - 00:26:47:14

So when you've got

a really good facilitator

00:26:47:14 - 00:26:50:15

who happens to be running a workshop,

you're

00:26:50:15 - 00:26:54:16

there as the teacher going, my word,

I really like how they did that.

00:26:54:16 - 00:26:57:12

And it's free CPD basically.

00:26:57:12 - 00:27:00:22

And the Darwin Experience is fantastic.

00:27:00:22 - 00:27:05:05

And I had the privilege to work with them

and schools in Pembrokeshire,

00:27:05:14 - 00:27:09:00

and we've been tracking the same learners

since year four.

00:27:09:00 - 00:27:12:02

It's a longitudinal study, so exciting.

00:27:12:10 - 00:27:15:14

And we've tracked these learners

from year four, they’re now in year

00:27:15:14 - 00:27:20:12

11 and, all through primary school,

they were having these annual events,

00:27:20:12 - 00:27:25:00

this annual input of environmental

education, set up by,

00:27:25:02 - 00:27:28:18

you know, these groups of people,

and what,

00:27:28:21 - 00:27:31:23

what we're trying to see is

what impact does that have?

00:27:32:05 - 00:27:35:03

How can, that

00:27:35:03 - 00:27:39:24

that kind of relationship with nature,

that input, feed

00:27:39:24 - 00:27:44:09

into their science learning their English,

learning their maths learning.

00:27:44:09 - 00:27:49:24

What options and opportunities

are going to be open to them as a result?

00:27:49:24 - 00:27:54:21

Now, the first findings find that

our pupil premium children were excelling,

00:27:55:05 - 00:27:58:15

in this set up compared to other set ups,

00:27:58:22 - 00:28:01:23

girls were now engaged way more in STEM

00:28:02:03 - 00:28:06:01

and were

really, passionate about it.

00:28:06:01 - 00:28:09:08

And we can see that in us

and in our SPARK programme as well,

00:28:09:13 - 00:28:13:03

the young, girls are just fantastic

and really on it.

00:28:13:16 - 00:28:16:19

And Wales is now at the forefront.

00:28:16:19 - 00:28:21:01

This is the first longitudinal study

of environmental education.

00:28:21:12 - 00:28:26:14

And it's really exciting

to see how with the,

00:28:26:16 - 00:28:30:14

with the demand,

but also the support of industry,

00:28:30:23 - 00:28:34:00

of local authorities

and schools that are passionate,

00:28:34:00 - 00:28:36:05

we can really make a difference.

00:28:36:05 - 00:28:40:13

You're absolutely right in what you say

there, Verity.

00:28:40:14 - 00:28:45:22

It's about having those networks

of support to help move things forward,

00:28:45:22 - 00:28:49:03

but to also support that pedagogy

00:28:49:12 - 00:28:52:12

that is needed to take things forward.

00:28:52:16 - 00:28:57:04

I think what I'd also like to say

is, there's no quick fix.

00:28:57:10 - 00:28:59:21

I've been working with schools.

00:28:59:21 - 00:29:05:18

We did a really nice comparison of schools

in the UK and across Europe,

00:29:05:18 - 00:29:11:04

and we were comparing, approaches

to environmental education,

00:29:11:11 - 00:29:16:17

specifically looking at food actually,

how food can be engaged with and

00:29:17:17 - 00:29:20:10

one of the big takeaways from that is

00:29:20:10 - 00:29:24:07

the journey is not linear and it is going

00:29:24:08 - 00:29:28:08

and you are going to have barriers

that you kind of have to wiggle around.

00:29:28:16 - 00:29:31:16

And, there was this really lovely,

00:29:31:20 - 00:29:36:01

kind of feedback from one of the schools

that we were working with,

00:29:36:08 - 00:29:40:09

and it had taken them ten years, but,

00:29:40:09 - 00:29:44:03

they got there in the end,

and they finally were keeping bees.

00:29:44:03 - 00:29:46:03

That was the kind of mission.

00:29:46:03 - 00:29:51:01

And it took ten years of filling

in pieces of paper and getting people

00:29:51:01 - 00:29:54:20

onside and trying to find funding,

and they kept getting knocked back.

00:29:54:20 - 00:29:58:10

But in the end, their vision and their

mission, that's what they wanted to do.

00:29:58:17 - 00:29:59:06

And they got it.

00:29:59:06 - 00:30:00:10

But it did take them ten years.

00:30:00:10 - 00:30:03:01

So it does take a holistic approach.

00:30:03:01 - 00:30:06:10

We need really good leadership in order

to, to have this.

00:30:06:18 - 00:30:10:03

And the journey can be quite bumpy.

00:30:10:12 - 00:30:15:11

But I think it's, and I know it's a journey

that we are committed

00:30:15:11 - 00:30:19:18

to and,

for kind of the future of the planet.

00:30:20:00 - 00:30:22:14

It's a journey

that we need to take together.

00:30:23:16 - 00:30:24:18

Absolutely.

00:30:24:18 - 00:30:28:15

The one thing I haven't mentioned,

which is also a huge part

00:30:28:15 - 00:30:33:02

of, of us is, Keep Wales

Tidy and Eco-Schools.

00:30:33:11 - 00:30:37:03

So, we're

just about to take our platinum award.

00:30:37:03 - 00:30:40:03

It was delayed,

obviously, by the school fire,

00:30:40:09 - 00:30:42:09

but it's that thing of,

00:30:42:09 - 00:30:47:01

the fact that you're

sort of held to account, if you like,

00:30:47:06 - 00:30:51:04

you have to put in these plans

that you're going to do and that you're

00:30:51:04 - 00:30:55:17

going to follow through,

which, right from the start, helps pupils

00:30:55:17 - 00:30:59:08

become aware of that whole accountability,

00:30:59:15 - 00:31:04:09

area of this type of education.

00:31:04:16 - 00:31:07:16

And I think it's really important that,

00:31:08:17 - 00:31:11:12

you know,

their good work is held up as well.

00:31:11:12 - 00:31:14:12

We're just, there's so many things

00:31:14:12 - 00:31:18:01

in Wales,

there's so many places to go for support.

00:31:18:16 - 00:31:23:05

I do feel that what we probably need

is more of a network

00:31:23:06 - 00:31:28:17

to, like Verity’s, where it spreads,

so that actually people have sort of

00:31:28:17 - 00:31:32:14

a library that they can access of things

that they can use.

00:31:32:20 - 00:31:36:02

Because all of these things

that we're mentioning are free,

00:31:36:17 - 00:31:39:04

they’re a free resource.

00:31:39:04 - 00:31:44:23

So I know that it's very difficult

when you first start out in teaching

00:31:44:23 - 00:31:49:01

because you're so excited

and the things you want to do.

00:31:49:01 - 00:31:55:04

But actually to have these very early on,

it is, is quite a lovely tool.

00:31:55:05 - 00:32:00:22

It would be a lovely toolkit to have in

your bag, things that you can access.

00:32:01:24 - 00:32:02:20

Thank you for that

00:32:02:20 - 00:32:03:17

both.

00:32:03:17 - 00:32:06:21

You've already sort of mentioned,

00:32:08:06 - 00:32:10:19

how,

00:32:10:19 - 00:32:12:19

environmental education

00:32:12:19 - 00:32:16:12

touches across many subjects, many themes.

00:32:16:12 - 00:32:21:09

Can you give some sort of,

real life or practical examples

00:32:21:09 - 00:32:25:06

of how environmental education supports

00:32:25:12 - 00:32:28:11

the various subjects or various AOLEs?

00:32:28:11 - 00:32:34:15

So, in terms of planning, again,

00:32:34:20 - 00:32:40:03

we will plan for each of the AOLEs

with the children.

00:32:40:10 - 00:32:43:24

So like I said, starting off

with maybe global learning

00:32:43:24 - 00:32:46:24

is this term

and it will go in the center of the page.

00:32:47:00 - 00:32:50:02

They divide into cooperative

learning teams.

00:32:50:11 - 00:32:53:13

They get they design their own hashtag,

00:32:53:19 - 00:32:57:06

and their own logo.

00:32:57:06 - 00:32:59:19

And then what they do is work around that.

00:32:59:19 - 00:33:05:09

They put things that they know about the

subject that they feel they know already.

00:33:05:09 - 00:33:06:18

That might be nothing.

00:33:06:18 - 00:33:09:16

But working in teams helps them

00:33:09:16 - 00:33:12:10

to come up with ideas

that they think it might be.

00:33:12:10 - 00:33:16:05

And then when we've explained what it is

00:33:16:05 - 00:33:20:14

and we explore the words and their meanings,

then the children look at that

00:33:20:14 - 00:33:24:17

sheet again and decide what sort of things

they would like to learn about.

00:33:25:00 - 00:33:27:06

And we did develop that further.

00:33:27:06 - 00:33:30:13

So an example, which is

00:33:32:08 - 00:33:34:22

I believe what you were asking for

then was,

00:33:34:22 - 00:33:40:16

so we've been developing a children's

guide to the parish.

00:33:41:03 - 00:33:44:03

It's something we did 20 years ago.

00:33:44:08 - 00:33:47:21

And it was in paper format.

00:33:48:10 - 00:33:50:23

Times have changed enormously

00:33:50:23 - 00:33:53:23

So how do we approach that now?

00:33:54:10 - 00:33:59:07

Well, the children have been going out

into the environment,

00:33:59:07 - 00:34:02:18

exploring in the same way as it was done

many years ago.

00:34:03:03 - 00:34:08:10

However, this time

they're developing it with QR codes

00:34:08:10 - 00:34:12:17

with, you know, photos

00:34:12:17 - 00:34:16:20

with videos with, voiceovers.

00:34:17:02 - 00:34:19:21

They, producing a guide

00:34:19:21 - 00:34:23:08

that they can put on the website to

00:34:24:11 - 00:34:28:24

actually help,

the children coming to visit

00:34:28:24 - 00:34:32:24

our parish understand

more about the place in which they live.

00:34:33:14 - 00:34:37:24

Every area, every AOLE,

00:34:37:24 - 00:34:42:00

every area of learning has been included

within that.

00:34:42:13 - 00:34:48:01

The numeracy involved,

the digital skills.

00:34:48:01 - 00:34:50:06

So again, there's areas, that,

00:34:51:09 - 00:34:52:00

you know, need

00:34:52:00 - 00:34:55:17

to be done, but also literacy, science,

00:34:55:18 - 00:35:00:22

you know, everything

the humanities involved as well.

00:35:01:05 - 00:35:05:04

So they might be looking at,

00:35:05:04 - 00:35:10:12

the historical relevance of,

the Norman castle, the Norman church,

00:35:10:22 - 00:35:15:12

they may well be looking at,

the contours of the land.

00:35:16:19 - 00:35:18:19

The,

00:35:18:19 - 00:35:22:12

you know, the mathematical

things might be sea levels.

00:35:22:16 - 00:35:26:20

They might be, you know,

there is so many different,

00:35:27:08 - 00:35:29:20

things within that.

00:35:29:20 - 00:35:33:08

So part of that topic

has been the Sea Empress disaster,

00:35:33:12 - 00:35:37:12

which again, goes across all of the areas.

00:35:37:23 - 00:35:40:23

And how,

00:35:41:14 - 00:35:44:02

you know, the tugs in the Cleddau

00:35:44:02 - 00:35:48:15

they have been increased

because of that and the laws.

00:35:49:06 - 00:35:52:12

There's just so many areas

that they've looked at

00:35:52:17 - 00:35:55:17

within that. The size of the Sea Empress.

00:35:55:20 - 00:35:59:15

When we were at the school,

they marked that out on the school field.

00:35:59:24 - 00:36:02:16

Because none of them had really

00:36:02:16 - 00:36:05:16

any idea how large a tanker was.

00:36:06:00 - 00:36:09:08

And of course, then letter

00:36:09:08 - 00:36:13:12

writing involving local MP's,

00:36:13:12 - 00:36:19:18

to write about single and double

hulled tankers coming into the area.

00:36:19:21 - 00:36:24:02

This is how you can use

00:36:24:03 - 00:36:28:10

environment

to go across all of those AOLEs

00:36:28:10 - 00:36:31:17

and you have that really wonderful,

00:36:31:17 - 00:36:34:22

rich cross-curricular teaching then.

00:36:35:07 - 00:36:39:21

And you still have those non-negotiables

that need to be taught,

00:36:40:05 - 00:36:44:02

you know, that need to be embedded,

00:36:44:11 - 00:36:50:12

but they're done in a way

where the children are enjoying that work.

00:36:50:16 - 00:36:55:03

Therefore, they consolidate their skills

00:36:55:03 - 00:36:59:00

much easier

in an easier way.

00:36:59:00 - 00:37:01:13

And in a much more thorough way.

00:37:02:16 - 00:37:05:09

And I'd like to add to that, Sharon.

00:37:05:09 - 00:37:09:17

I mean, what goes on in

the classroom is so, so important,

00:37:10:03 - 00:37:13:20

but it's also an

I mean, your school is a case in point.

00:37:14:11 - 00:37:17:06

You talk the talk,

but you also walk the walk.

00:37:17:06 - 00:37:19:18

It's not just about what's going on in

the lesson.

00:37:19:18 - 00:37:25:00

It's also about the whole school

approach to the environment.

00:37:25:10 - 00:37:28:18

So it's, you know, do we recycle?

00:37:29:02 - 00:37:33:14

Where is our school uniforms from?

Where is our food sourced from?

00:37:33:22 - 00:37:36:22

Where does our waste go to?

00:37:36:24 - 00:37:40:06

You know, how much water are we using

and how can we reduce that?

00:37:40:12 - 00:37:44:14

And it's having a whole school approach

so that children aren't,

00:37:44:15 - 00:37:48:16

you know, having these amazing

kind of environmental education lessons

00:37:48:16 - 00:37:49:21

and they're being totally inspired.

00:37:49:21 - 00:37:53:01

And then they walk out the classroom

and the heating is on

00:37:53:01 - 00:37:54:19

and all of the doors are open.

00:37:54:19 - 00:37:57:19

So really thinking about

00:37:57:21 - 00:38:02:04

that holistic approach

to the environment is so important.

00:38:02:10 - 00:38:06:07

So yeah, we as I say,

walk the walk and talk the talk.

00:38:07:10 - 00:38:07:22

Thank you

00:38:07:22 - 00:38:12:11

Verity, I think, actually just

reminds me of a really lovely thing.

00:38:12:17 - 00:38:15:20

So the parents have started a reuse,

recycle.

00:38:16:04 - 00:38:19:06

The parents are,

you know, wholly invested.

00:38:19:13 - 00:38:23:04

So I don't think there's hardly anyone

that buys any uniforms.

00:38:23:04 - 00:38:26:06

So it's not

that we're a non-uniform school,

00:38:26:06 - 00:38:29:08

but we're very conscious

that parents can't afford it.

00:38:29:17 - 00:38:32:17

So we have

a governor who has designed a logo,

00:38:32:17 - 00:38:35:22

had it printed,

and so they're given to parents.

00:38:36:06 - 00:38:42:05

We've got parents then

who willingly collecting all the clothes.

00:38:43:18 - 00:38:46:18

You know,

makes it make sure that everything's okay.

00:38:47:01 - 00:38:49:20

And then on a WhatsApp group,

they contact each other.

00:38:49:20 - 00:38:53:23

If they need something, somebody drops it

into school, and the person picks it up.

00:38:54:10 - 00:38:56:20

It's just a lovely way of,

00:38:57:22 - 00:38:58:24

well, just another

00:38:58:24 - 00:39:02:15

nice example of the parents

getting involved in the process as well.

00:39:02:21 - 00:39:05:09

I think it's, really important.

00:39:05:09 - 00:39:08:19

So again, I think that

that's really important, isn't it?

00:39:08:19 - 00:39:12:23

Because at a time of austerity, the

00:39:12:24 - 00:39:16:19

the changes we make for sustainability

can also help people's pocket.

00:39:17:04 - 00:39:20:01

So it's kind of

what do we do with our food scraps left?

00:39:20:01 - 00:39:21:05

Food leftovers.

00:39:21:05 - 00:39:24:24

How can we save money by switching

off the electricity or using less water?

00:39:25:06 - 00:39:29:00

And it's just embedding

those really good practices

00:39:29:00 - 00:39:30:21

that are not only good for the planet,

00:39:30:21 - 00:39:33:15

but they're also really good

for your pocket.

00:39:33:15 - 00:39:35:09

Skills for life.

00:39:35:09 - 00:39:38:08

That's a really good point, actually.

00:39:38:08 - 00:39:40:21

and those messages

need to get out there

00:39:40:21 - 00:39:44:05

don't they?

But I just like to ask one last thing.

00:39:44:05 - 00:39:46:11

I’m just conscious of time.

We're running out of time

00:39:46:11 - 00:39:49:04

unfortunately,

we could be here much longer,

00:39:49:04 - 00:39:51:10

I'm really enjoying

the conversation, actually.

00:39:53:02 - 00:39:56:12

But very, very quickly from both of you,

00:39:57:10 - 00:40:02:14

have you observed

changes in learner’s attitudes or actions

00:40:02:14 - 00:40:05:22

regarding sort of the environment

and sustainability?

00:40:07:00 - 00:40:10:16

I've got a really a really small,

because sometimes

00:40:10:16 - 00:40:13:18

you just want a small thing,

don't you? And,

00:40:14:19 - 00:40:19:17

M.G. Leonard, if nobody has read the Beetle

Boy trilogy, I really recommend it.

00:40:19:24 - 00:40:20:06

It's really,

00:40:20:06 - 00:40:24:12

it's just lush and M.G.

Leonard wrote the Big Boy trilogy, and,

00:40:24:12 - 00:40:27:14

I did some work about using,

00:40:28:22 - 00:40:30:15

these books in schools,

00:40:30:15 - 00:40:33:04

and I had, a student

00:40:33:04 - 00:40:36:24

come up to me afterwards,

and basically it's about a little boy,

00:40:37:08 - 00:40:42:09

and he befriends this massive beetle,

and they go on this adventure together.

00:40:42:14 - 00:40:43:14

It's fantastic.

00:40:43:14 - 00:40:47:14

And obviously,

I've spoken to M.G. Leonard, the author,

00:40:47:19 - 00:40:49:24

and one of the reasons why she wrote

the book was

00:40:49:24 - 00:40:52:00

because people are so scared of insects.

00:40:52:00 - 00:40:53:03

We need insects.

00:40:53:03 - 00:40:56:02

We need people to be really positive

about insects.

00:40:56:02 - 00:40:58:14

And, so we did all of this work,

00:40:58:14 - 00:41:01:14

and the children and the learners read,

00:41:01:23 - 00:41:05:06

read the book and afterwards, it was kind of

focus groups,

00:41:05:06 - 00:41:08:11

you know, what are your takeaways

from from reading this book,

00:41:08:23 - 00:41:13:19

and this one person, this one learner

says, he said, I used to walk around

00:41:13:19 - 00:41:17:11

the woods and I'd pick up a stick

and I bang on the trees.

00:41:17:11 - 00:41:18:06

And I used to love it.

00:41:18:06 - 00:41:22:22

And I would never do that anymore

because I know how many things

00:41:22:22 - 00:41:25:22

live in those trees,

and we need to look after them.

00:41:25:23 - 00:41:27:05

Fantastic.

00:41:27:05 - 00:41:31:03

And that is the power of just a great story.

00:41:31:12 - 00:41:35:08

So if we can have a bit more respect

for our environment through something

00:41:35:08 - 00:41:38:24

as simple as reading a book,

then we're on the right path.

00:41:39:09 - 00:41:42:03

I just think every teacher,

00:41:42:03 - 00:41:45:03

in Wales just wants their children

00:41:45:07 - 00:41:50:19

to develop in the most round way

that we could possibly get

00:41:51:02 - 00:41:54:17

that they have a wealth of experiences,

00:41:55:01 - 00:41:58:11

brought to them that they can that

00:41:59:10 - 00:42:02:20

develop those lifelong learning skills.

00:42:03:09 - 00:42:08:03

And I think anything we can do to develop

that is a wonderful thing.

00:42:08:12 - 00:42:10:03

Thank you so much.

00:42:10:03 - 00:42:13:03

I think that's an extremely positive way

00:42:13:03 - 00:42:18:00

to end this episode of Sgwrsio with the EWC.

00:42:18:16 - 00:42:23:13

I'd once again like to thank you,

both Verity and Sharon,

00:42:23:15 - 00:42:29:09

for bringing environmental education

to life for our listeners, you've covered

00:42:29:09 - 00:42:33:10

an enormous amount of ground,

I think, during this short episode.

00:42:33:12 - 00:42:36:02

And I think we could have gone on longer.

00:42:36:02 - 00:42:41:00

Now, before we say goodbye, please

remember to join us for our next episode,

00:42:41:00 - 00:42:45:22

where we'll be staying with the theme of

science, and we're going to be discussing

00:42:45:22 - 00:42:50:06

the importance of promoting STEM

to women and girls, touched upon earlier

00:42:50:06 - 00:42:54:21

actually. That episode will be published

on International Women

00:42:54:21 - 00:42:58:03

and Girls in Science Day

on the 11th February.

00:42:58:03 - 00:43:02:07

So please keep your eyes or ears

peeled for that.

00:43:02:16 - 00:43:05:12

That's it for this episode. Hwyl am y tro.

00:43:16:06 - 00:43:50:17

Thank you for listening to this episode of Sgwrsio with the EWC, you can listen to all episodes on our website www.ewc.wales or on your podcast provider of choice. Remember to subscribe so that you don't miss an episode and share it with your colleagues.