The Bee all and end all…

The Bee all and end all…

Bees are not the bee all and end all of pollinating species. (see what I did there?).

This week the LTL office has been buzzing with a never ending stream of bee puns and jokes following the announcement by the Heritage Lottery Fund of their support for our Polli:Nation programme.

The usual round of press announcements and articles has ensued and it is gratifying to see all of the positive coverage.

We have schools contacting us daily wanting to be a part of Polli:Nation and we are very excited about the potential impact of this piece of work on some of our most at-risk pollinator species.

Inevitably there will be the odd comment from detractors and we have already seen an ill-informed on-line response to one newspaper article asking who will pay compensation when a child gets stung.

We could ignore this but I think it is worth addressing for a number of reasons.

Firstly – not all pollinators are stinging bees. Some are of course but we have a wealth of other species in the butterfly, moth, hoverfly and bird world who also have a vital role to play and this programme is as much about them as it is about the various species of bee.

Secondly – children are likely to get stung on occasion. For the vast majority this is not a problem and serves only to remind them to be careful around such creatures. The same applies to jellyfish, mosquitos, hamsters and other things that seem to delight in causing us discomfort when provoked, albeit often accidentally.

For those few who genuinely have a serious reaction to a bee sting there is a need to learn how to avoid putting yourself at risk. Where better to do this than in the safe and supervised environment of a school where help and medical knowledge is immediately at hand should things go wrong. If we do not teach children how to manage risk in their own lives then we are not setting them up well for adulthood.

Avoiding all bees in school grounds is virtually impossible anyway and surely it is better to learn about them and their ways so that you can be safer when outside of school.

And thirdly – we need bees as pollinators in order for our own species to survive. Without them the food chain will irrevocably breakdown and we will not be able to eat.

So – bee careful, bee safe and bee inspired.

*Juno Hollyhock is the Executive Director at Learning through Landscapes. Visit them online at

Why is Education for Sustainability important?

Why is Education for Sustainability important?

This word picture is from the nearly 700 comments listed on our petition to ‘Keep Sustainability in the National Curriculum Objectives’. I love the fact that ‘Future’ is the biggest word!

But I am really curious about all the reasons we say why ESD is needed and what we say it will do for young people, older people, communities, institutions and society. What reasons do you give?
Why not email me and let me know?

More on this later after our Evidence Policy Forum on Wednesday next week, when not only will we explore all the reasons why we say ESD is important but also what is our evidence of the impact?
25 presentations and over 80 participants – should be lively! What excites me most is the range we have from school, college, university, business, outdoor learning, community and young people. So excited! There are a few places left so hurry. Need more schools and early years case studies – so bring them along.

What makes a great global learning resource for use in schools?

What makes a great global learning resource for use in schools?

The good news is that teachers are showered with classroom resources, from both businesses and charities, on all manner of topics.

The bad news (for those people who are devoting their time and money to produce these resources) is that many of them are hardly used.

At Think Global, we’ve been running the Global Dimension Website for the past 10 years. The website is the repository for thousands of teaching resources on global issues. It’s the equivalent of for teachers looking for resources – they choose their topic, the age range, the type of resource, etc, press search, and up comes a selection of resources. In maintaining this repository, we see and review all manner of resources – the good, the bad and the ugly (mentioning no names in any category!). It pains us to see resources that we know could have more impact – and so we’re on a mission to help both business and charities improve the quality of what they produce for schools.

That’s why we hosted a webinar yesterday, entitled, ‘What makes a great global learning resource for use in schools?’. The main presenter was our Head of Programmes, Kate Brown. (Kate is a former geography and citizenship teacher, and has also worked as an educational consultant, creating resources for many organisations including UNICEF, WHO, and others).

Kate outlined six top tips to bear in mind in creating great global learning resources for schools:

  • Make sure it meets the teachers’ needs. There is no point in creating a great resource from the charity’s (or business’s) perspective if it has no tie-ins with what the teacher needs to teach – for example, linking in with the curriculum. The resources need to be flexible enough for teachers to be able to adapt them – but with a ‘meaty core’ of content which the teacher would not have the time to create themselves.
  • Keep the global content up to date. Resources can get out of date very quickly. Some of the best resources are created in ways which mean that students can work on real-life case studies, using live data and information. There are data websites, for instance, that the resource can link to, to ensure that a resource has a longer shelf life.
  • Make sure the resource encourages discussion and debate. At the very least, a resource should provide prompts for open questioning, so a teacher can start a dialogue with students in the classroom.
  • Give multiple perspectives. All global issues can be looked at in different ways. It is important that resources give the opportunity for students to look at different points of view – and to question why those views are held. Think Global’s ten critical questions can help with this.
  • Be thoughtful with using images. Images can be very powerful in resources – they can generate emotive responses. But they can also reinforce stereotypes, or turn students off (for example, if they think that their emotions are being manipulated in the way images are used). Thinking very carefully about the images you use – and why you are using them – is vitally important in generating good resources.
  • Be thoughtful about action. Some resources are just about encouraging a specific action. It is sometimes better if students are able to decide for themselves what if any action to take – and to come up with ways to critically evaluate the impact of any action.

To find out more you can watch a recording of the schools resources webinar. It’s a masterclass in producing high quality resources which will be used. If you are thinking of producing resources, or want to improve those that you already have, why not get in touch – we might be able to give you guidance or even help you produce them.


Tom Franklin is CEO Think Global.  Visit their website at for more information.