LEARNING FOR OUR FUTURE
The Scottish Government outlines six principles of sustainable living.

	Interdependence (all living things depend on one another)
	Diversity (understanding, accepting and valuing difference is essential)
	Carrying capacity (resources are limited and need to be protected)
	Rights and responsibilities (consideration of the rights and needs of others today and for the future)
	Equity and justice (sustainable development must benefit all people equally)
	Uncertainty and precaution (actions can have unforeseen consequences – think before you act)

Each one of these is a citizenship issue and it is clear that the Eco-Schools programme can support pupil learning across all six principles.

Sustainability is also related to the quality of life in a community - whether the economic, social and environmental systems that make up the community are providing a healthy, productive, meaningful life for all members, present and future.  A ‘sustainable’ Eco-School will be interested in how the quality of life in its community has changed, and is changing, economically, socially and environmentally.

Traditionally, there has been a major focus on the principle of ‘Carrying capacity’ (reduce, reuse, recycle) within Eco-Schools through the traditional eight study topics.

Schools – particularly secondary schools – are now encouraged to investigate wider social and environmental themes supporting aspects of the six principles. These themes are detailed in the Eco-Schools guide (secondary supplement) under the ‘four priorities of sustainable development’ as laid out by the Scottish Government in ‘Choosing Our Future’.

	Sustainable Consumption and Production
	Climate Change and Energy
	Natural Resource Protection and Environmental Enhancement
	Sustainable Communities.

We fully accept that boundaries clearly overlap, and topics such as environmental injustice, Fair Trade, and global issues can easily be supportive of Eco-Schools aims and objectives. An excellent summary of the links between poverty and environmental damage can be found here.

The Eco-Schools programme is a recognised vehicle for delivering learning appropriate to Global Citizenship as shown in this case study (p.6) document from the LTS website on cross-curricular themes, and the 2007 edition of The Global Dimension in the Curriculum.

Many schools already have International links which can be developed to contribute evidence to their Eco-Schools Award. It is worth remembering that young people can learn a great deal about practical sustainable development activities from links with schools both in the ‘North’ and the ‘South’ – we don’t have all the answers!

THE SIX PRINCIPLES OF SUSTAINABLE DEVELOPMENT -“LEARNING FOR OUR FUTURE”

What they mean for Schools
Interdependence
Studies of International Trade clearly demonstrate the concept of global interdependence, but so too can studies of conflict and the rise of oppressive regimes.

These latter are often outcomes of activities suppressing existing traditions of mutually beneficial social, trade and lifestyle agreements between different societies. Such studies are found in Modern Studies, Geography, RMPS, and Social Education amongst others.

Where lessons raise issues of environmental impact (water supply, land degradation, loss of habitats) they provide evidence of curricular links appropriate to Eco-Schools objectives.
Interdependence is also a crucial principle within Biodiversity studies in Biology and Environmental Studies.