From Puge’s (2002) construct of transformative learning experience, active use of concepts learned refers to a learner incorporating educational experiences into their everyday life. From a sustainability education point of view, this would result in an outcome of sustainability practices as a part of daily life. Being physically present in a place, building relationship with that place, critically reflecting on the values one puts on a place can transform perspectives, change behaviors and increase engagement in sustainable community practices. Holistic involvement, body, mind, heart and place is deeply moving and deeply engaging. Pugh, K. J. (2002). Teaching for transformative experience in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104(6), 1101-1137.

These level descriptors also provide a set of criteria specific to each year group. Each year group’s criteria covers different content from the previous one, providing plenty of stretch and challenge for students, and the ability for lessons to be truly differentiated. Shapiro, H. S. (2006). Losing heart: The moral and spiritual miseducation of America’s youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Pugh, K. J., & Girod, M. (2007). Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics. Journal of Science Teacher Education,18(9), 9-27. So, which model do you go with? This choice really sits with the subject lead and ethos of the department, but here are a few ways teams have been choosing.

Hands

DMAIC Roadmap – Follow a structured path to process improvement success with this DMAIC roadmap guiding you through every step. Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Skyland, NC: Kivaki Press. Kellert, S. R. (2002). Experiencing Nature: Affective, cognitive, and evaluative development in children. In Peter H. Kahn, Jr., and Stephen R. Kellert (Eds.), Children and nature: Psychological, sociocultural an evolutionary investigations. Cambridge, MA: The MIT Press. SIPOC Analysis – Gain a holistic view of processes by analyzing Suppliers, Inputs, Processes, Outputs, and Customers, aiding process improvement. Blenkinsop, S. (2005). Martin Buber: Educating for relationship. Ethics, Place & Environment 8(3), 285-307.

Gemba Walk – Engage in direct observation of work processes on the ground to identify improvement opportunities and enhance efficiency. Design of Experiments (DOE) – Systematically explore factors influencing outcomes to fine-tune processes and achieve desired results. All curriculum models have their pros and cons. When choosing a model, we believe that it comes down to the team and demographic of your pupils. You can get buy-in from pupils whichever model you use, as long as you’re crystal clear on why and how you’re going to deliver it. What’s more, if it’s delivered with enthusiasm and passion, it will work. Strategy Development – Craft strategic blueprints with precision, guiding your organization toward its vision and goals. Learning for children is not solely developmental in nature. There are transformational qualities involved in the maturation process that can be fostered and enhanced to make successful life transitions. Adult education is most often voluntary and tends to be authentic, more problem or project-based which gives the learning meaning and purpose. Children also need a spark of authenticity; for this engagement will lead to greater depth and meaning. The same factors that motivate adult learner engagement also motivate younger learners. Meaningful education focuses on transforming individuals regardless of age (Bracey, 2007). So it appears that transformational learning is a human process, not just an adult learning process. Looking toward the future of building just and sustainable societies, we need to include the next generation.In addition to serving as an authentic context for transformative experiences that offers personally meaningful learning, there are many benefits to spending time in nature (Louv, 2005; Sobel, 1996). There is a large amount of evidence from studies in the area of biophilia supporting the notion that humans have a natural affinity to engage with nature and living organisms (Kahn, 1999; Kellert, 1997; 2002; Shepard, 1998). Literally, the term biophilia means love of life or living process. Nature experiences have been associated with cognitive, emotional, social and psycho-motor development as well as mental and physical health (Burdette & Whitaker, 2005; Frumkin, 2001; Kellert, 2002; Louv, 2005). Natural environments are an authentic context that many people find engaging and aesthetically inspiring (Braund & Reiss, 2006; Kellert, 1997; 2002). Learning in authentic or natural settings is a multi-sensory immersion, an immediate experience, that is compelling and often a novel experience. Natural environments not only draw students into deep and sustained engagement, nature also offers an enriching complex experience that benefits the well-being of people and even the well-being of the environment. O’Sullivan, E. (2008). Finding our way in the great work. Journal of Transformative Education,6, 27-32. This work originated from Andrew Frapwell’s research, then teachers across the community got their hands on it, remastering and adapting it for their own needs. Wong, D. (2007). Beyond control and rationality: Dewey, aesthetics, motivation, and educative experiences. Teachers College Record, 109, 192-220.