Children and Nature Network (2008). Children and nature 2008: A report on the movement to reconnect children to the natural world. Cheryl Charles, Richard Louv, Lee Bodner, & Bill Guns (Eds). Retrieved January, 2009 from: http://www.childrenandnature.org/ Operational Performance Management – Monitor and optimize operational performance across various metrics for sustained business excellence. The Head, Heart and Hands model of Transformative Learning could be an organizing principle to integrate and transform pedagogical perspectives for sustainability education (Sipos, et al., 2008). This holistic synthesis could serve as a framework for evaluation of innovative environmental education programs, evaluation of program influence on students’ green behaviors and changes in environmental worldviews and values. The essential elements of transformation– deep engagement, relational knowing and reflection can have a greater impact within an authentic context for meaning-making. Pugh’s (2002) construct offers an analytic tool for measuring transformational experiences through expanded perception, expanded value and proactive use of environmental concepts. Being able, to some extent, to quantify a qualitative experience is invaluable to researchers. Puge’s (2002) construct synthesizes nicely with head, heart and hands concept that Sipos et al. (2008) associates with sustainability education.

Riley-Taylor, E. (2002). Ecology, spirituality, and education: Curriculum for relational knowing. New York, NY: Peter Lang Publishing, Inc. Project Manager – Navigate projects seamlessly, from initiation to completion, ensuring goals are achieved on time and within scope.The Lakota people have a saying often used in ceremony, mitakuye oyasin, which means to all my relations and recognizes all living organisms as relatives. In this worldview, people are connected to all aspects of the natural world and related to all living creatures. Most native people’s worldview holds the core perception that we are connected to all life which builds a strong sense of relationship with place and all who live there (Spretnak, 1991). All people are part of social and biological systems whose lives are framed by relationships and interactions within these systems (Riley-Taylor, 2002). Our survival and quality of life are dependent upon relations with healthy environments, communities and personal bonds. The gateway to perception is a relation, an interconnection, between our senses and the world beyond (Blenkinsop, 2005). 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. Gardner, H. (1999) Are there additional intelligences? The case for naturalist, spiritual, and existential intelligence. In J. Kane (Ed.), Education, Information, and Transformation Essays on Learning and Thinking. Upper Saddle River, NJ: Prentice Hall, Inc.

Love is associated with the affective domain. A significant emotional event is often the impetus to change, to transform. Connection of emotion to self-knowledge is an empowering resource for willingness and acceptance of the need for critical reflection and changing behaviors (Zembylas, 2003). Critical reflection, essential for transformative learning experiences, is a cognitive process, but what motivates a person to look within? One needs to be emotionally invested to engage in self-examination and transformation. Love of place fuels this emotional investment. Leopold, A. (1949). A sand county almanac and sketches here and there. New York: Oxford University Press. In this timely and original analysis, David Goodhart divides human aptitudes into three: Head (cognitive), Hand (manual and craft) and Heart (caring, emotional). It's common sense that a good society needs to recognise the value of all three, but in recent decades they have got badly out of kilter. Cognitive ability has become the gold standard of human esteem. The cognitive class now shapes society largely in its own interests, by prioritizing the knowledge economy, ever-expanding higher education and shaping the very idea of a successful life. To put it bluntly: smart people have become too powerful. Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Skyland, NC: Kivaki Press. Strategy Development – Craft strategic blueprints with precision, guiding your organization toward its vision and goals.Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformative learning theory. Adult Learning Quaterly, 55, 60-68. A3 Problem Solving – Empower teams with A3 software, turning complex challenges into clear and actionable solutions. Strong, R., Silver, H.F., & Robinson, A. (1995). What do students want? Educational Leadership, 53(1), 8-12. At BISP we recognise that PE is a crucial vehicle for developing the three main domains of learning, (physical, cognitive, and affective). In a world where lifestyles are increasingly becoming sedentary, with a higher value on automation, the teaching of Physical Education has an opportunity to re-energise (literally) tomorrow’s workforce through play, movement and physical exercise. At BISP we have a constant drive to review, reflect, and redesign the Physical Literacy curriculum to meet the needs of our students and motivate them to live a fuller and more active life.

The assessment comes from level descriptors at your disposal. For example, GCSE criteria for the exam board that you use at GCSE level, or descriptors that have been written from scratch, breaking down skills in the same way the GCSE criteria does. You can then simply give the pupil a Level 1-9 or a Level based on their ability to meet the criteria. Sukarsono Sukarsono on Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the Conservation-Based Learning Model When I was Director of Sport, we assessed pupils across eight sports. In line with the GCSE model, we assessed in isolated ‘ Skill performance’ and in ‘ Full context’ using the top three sports to calculate a grade from 1-9. Our ethos was that pupils shouldn’t be penalised for not being good at all sports. The old argument comes into play here: is Usain Bolt, not a sportsperson if he can’t play football? OK, bad example because I know that he can, but you get the idea. FMEA – Anticipate and mitigate potential failure points with this Failure Modes and Effects Analysis tool for robust risk management. The example below is taken from Tom’s Physical Me strand, showing how the criteria can be applied to more than one activity. The example below looks at one of the five strands in the model.

Hands

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. Project Prioritization Matrix – Prioritize projects based on critical factors, aligning efforts with strategic goals and resource availability. Pupils are assessed against this criteria using Foundation, Developing, Secure, and Excellence as the outcome. Tom has commented that senior managers have even given each outcome a number so that data can be analysed and progress can be evidenced. This is now bridging the gap towards a meaningful curriculum, and meeting the needs of whole-school assessment cycles. Destroying any nation does not require the use of atomic bombs or the use of long-range missiles. It only requires lowering the quality of education and allowing cheating in the examinations by the students.” Practical application of the knowledge and understanding acquired through physical literacy. Fitness levels, and execution of isolated skills and under pressure. Don't Miss Out!

Utterly compelling ... one of the most important intellectuals in the country, if not Europe' Sunday Times Production Part Approval Process (PPAP) – Streamline the approval of production parts through a standardized and efficient process. Pugh, K. J., & Bergin, D. A. (2005). The effect of schooling on students’ out-of-school experience. Educational Researcher,34(9), 15-23.Unlike most traditional Head Heart Hands change management techniques, Praxie’s online Head Heart Hands collaboration model and tools allow any team or organization to instantly begin working with our web templates and input forms. 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. Manager – Streamline operations and boost efficiency with our 5S software for organized and clutter-free workplaces. Quality Management System (QMS) – Implement and maintain a comprehensive system for managing quality throughout your organization.