A Time of Opportunity: The Current Status
of Sustainable Development Education in
Scottish Schools
A Report ro the Sustainable Development Education Liaison Group
www.LTScotland.org.uk
Learning and Teaching Scotland
A Time of Opportunity
The Current Status of Sustainable Development Education in
Scottish Schools
A Report to the Sustainable Development Education Liaison Group
Ruth Grant
Lynnette Borradaile
December 2007
Acknowledgements
The authors would like to thank all the people who have provided information and
opinion for this study, whether face-to-face, on the telephone, by email or when
participating in network meetings. Without them, this report would not have been
possible.
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Contents
Introduction
4
Executive summary
5
Sustainable development education in Scottish schools today
9
Curriculum matters
The contribution of the curriculum in SDE
Curriculum structure and content
Good practice
11
Eco Schools and other programmes
Success of Eco Schools
Content of Eco Schools
Eco Schools in school sectors
Contribution of Eco Schools after 2008
Other programmes
20
Monitoring, inspection and reporting
Mechanisms for monitoring and inspection
Reporting
Mechanisms required
Actions
24
Appendices
1.
Actions to improve status of SDE in Scottish schools
2.
Definition and principles
3.
Public policy and delivery
4.
Curriculum
5.
Integration of SDE through Assessment is for Learning
6.
Good practice in education authorities and schools
7.
Eco Schools
8.
Other projects and initiatives contributing to SDE
9.
Monitoring, inspection and reporting
10. Remit and study methods
11. Who was consulted; acknowledgements
12. Acronyms
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31
33
36
46
48
55
59
65
68
69
70
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INTRODUCTION
Introduction
Sustainable development education (SDE) is at a pivotal point in Scotland’s schools.
Renewed government support for sustainable development and recognition of the role
learning must play coincides with a root and branch review of the curriculum in the
shape of Curriculum for Excellence. It is therefore clear that SDE has a green light in
Scotland’s schools. Nevertheless, questions remain about how SDE is best
implemented. At the heart of implementation is teachers’ and schools’ understanding
of what they are being asked to do and what will be required of others in education
and government in making the inevitable changes that SDE will bring with it.
At the same time as the policies to underpin SDE have been coming into place,
schools have been engaging with SDE almost as a matter of course. This has been
through involvement in sustainable development issues, like climate change or global
disasters, which have formed the basis of much current affairs based teaching. Many
schools have engaged with SDE through initiatives such as Eco Schools and global
citizenship. In many cases they will have carried out this work without any explicit
reference to SDE, since it has not formed a part of the ‘official’ curriculum.
This report was commissioned to examine the status of SDE in Scotland’s schools.
Will the history of the topic, combined with the many approaches schools have been
taking towards SDE, lead to schools being confident in approaching sustainable
development as part of Curriculum for Excellence? Alternatively, will the variety of
approaches and the complexity of the topic lead to confusion, lack of focus and so to
poor or partial implementation?
To gain a snapshot of the current status, views were sought on where SDE stands in
Scotland’s schools. Some 122 individuals playing a wide range of roles in SDE were
questioned through face-to-face or telephone interviews or by questionnaire. The
authors of the report have a long involvement in education in Scotland at many levels,
but have not been involved in recent developments. Their report gives an expert but
arms-length view of what has been achieved, indicates where there is lack of clarity,
and makes recommendations to the Sustainable Development Education Liaison
Group and to others on what should be done.
Alastair Lavery, Chair of SDELG, January 2008
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EXECUTIVE SUMMARY
Executive summary
The central message from this report is that a real opportunity is currently available
which, if fully grasped, would see the status of sustainable development education
(SDE) gaining more prominence, with its profile raised and its constituent elements
fully integrated into a newly revised curriculum.
This opportunity results from an amalgam of circumstances including government
commitment, a root and branch revision of the school curriculum under the Curriculum
for Excellence programme; the monitoring and evaluation now given to SDE, and the
role of Eco Schools within Scottish education. There are however a number of caveats
that need to be applied to this optimism and therefore a number of challenges that will
need to be met.
Government commitment and SDE
The commitment by the current Scottish Government towards sustainable
development education builds upon the commitment of previous administrations. The
recent endorsement of the contents of Scotland’s response to the UN Decade of
Education for Sustainable Development is an indicator of this commitment and should
ensure that accountability for targets and objectives will be applied. This policy
acceptance however has yet to be translated into action in the form of workable
commitments for local authorities, schools or government agencies, including
major education agencies.
Curriculum for Excellence and SDE
The review of the curriculum under the Curriculum for Excellence programme holds
the key to SDE gaining acknowledgement, prominence and fuller inclusion within a
newly revised curriculum. The initial signs are promising, with sustainable
development being included in the draft science outcomes and experiences. Of the
four priorities for sustainable development as outlined in Choosing our future (Scottish
1
Executive, 2005) – consumption and production; natural resource use; climate
change and energy; sustainable communities – only the last one, sustainable
communities, fails to receive wide coverage. However, one would expect this topic to
be given more prominence within social subjects, for which the draft experiences and
outcomes are due to be released in January 2008. It remains to be seen how SDE
will fare in the remaining outcomes and experiences for the other subject areas
and how it will be embedded within curriculum architecture work currently
being undertaken.
1
Choosing our future: Scotland’s Sustainable Development Strategy (Scottish Executive, 2005)
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5
EXECUTIVE SUMMARY
2
Eco Schools and SDE
The Eco Schools programme is at present central to the delivery of SDE in Scotland’s
schools although other points of entry are possible, for example through health,
enterprise, inclusion, outdoor learning, science or global citizenship. Whilst entry point
is unimportant, the coverage of SDE should be interdisciplinary and participatory and
should encompass whole school working.
Eco Schools in Scotland has long been aware of the imbalanced nature of the
programme, with its stronger emphasis on environmental issues, and it has put in train
the production of a module on global citizenship that will provide further aspects of
social and economic coverage. It has also employed a development officer to
concentrate on the secondary schools sector. The emphasis will be placed more firmly
on SDE, and recognition of wider achievement will feature for pupils. Also staff will be
able to gain professional recognition for work done on Eco Schools and SDE more
generally. The report suggests that local authorities should take on more of the
role of assessment, leaving Eco Schools personnel to further develop the
programme to incorporate even more SDE elements.
Monitoring and evaluation of SDE
HMIE currently includes questions on SDE in its pre-inspection questionnaire profile,
including asking if schools themselves have an SDE policy. Under revised Best Value
guidance, local authorities have a requirement to pursue sustainable development.
This means that service level operations, including education, need to be more aware
of sustainable development. As each education department’s requirements become
clearer the onus will be placed on schools not only to undertake SD practices in their
day-to-day operations but also to ensure that SDE is within each school development
plan and covered within the curriculum. SDELG should work with the inspectorate,
councils and schools to develop a practical strategic approach.
Grasping the opportunity – the further challenges
The authors’ perception, taken from their discussions with some 122 key individuals
concerned with SDE policy in Scotland, is that a number of further challenges will
need to be addressed if the opportunity presented by the above is to be met. These
challenges include the need for clarity of definition and purpose, further resources to
be made available, capacity building for teachers and students and more effective
collaboration by a number of key organisations.
Commitment
The increasing status of sustainable development, while being reflected in government
policy at Ministerial level, has not yet been translated into action by the Scottish
Government and its agencies at all levels. Learning for our Future provides a
2
6
Choosing our future: Scotland’s Sustainable Development Strategy (Scottish Executive, 2005)
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EXECUTIVE SUMMARY
strategic framework for SDE in Scotland’s schools, but this framework has yet
to be translated into workable commitments for local authorities, schools and
government agencies. The timetable for this is driven by the Curriculum for
Excellence timetable.
Clarity
Without a clear vision and framework defining the purpose and principles of SDE, key
players will be confused about what is expected of them and about their
achievements. It is vital to agree what SDE is, where it fits, and to define its
principles and outcomes in simple terms. Learning and Teaching Scotland, with
the support of the Sustainable Development Education Liaison Group (SDELG),
should arrive at a clear and practical definition, for adoption and promotion by
the Scottish Government.
Capacity
Schools will need ethos, leadership and management that foster whole school
participation if they are to fully engage with SDE, a characteristic shared with much of
Curriculum for Excellence. Embedding SDE in Scottish schools is a long-term
process involving winning ‘hearts and minds’, not just getting the curriculum
right. Continuing professional development (CPD) will be needed for a variety of
audiences, including ‘training for trainers’. A foundation needs to be built
through initial teacher education.
Incentives
Schools often measure educational priorities by resources that are available. Ways
must be found to provide additional resources for SDE. An early focus should
be to ensure clarity in SDE and in Curriculum for Excellence. There should then
be a focus on materials to support new SD-related areas of the curriculum; on
initial training and CPD; and on support for interdisciplinary approaches,
including Eco Schools.
Collaboration
Successful participation in SDE is broader than the curriculum, involving individuals,
institutions and communities. The development and implementation of Curriculum for
Excellence, which has similar characteristics, is a unique opportunity to embed SDE in
schools. Learning and Teaching Scotland’s curriculum architecture work is at the heart
of setting out a position for SDE within the newly revised curriculum. Local
authorities and schools will need clear guidance on the overlaps and synergies
between the subjects, themes, projects and topics which interact to provide
pupils with an understanding of the world they live in and their place in it. Coordinating and, where appropriate, merging the health, enterprise, global,
citizenship, international and environmental strands of schools’ current
provision is a considerable challenge for curriculum architects. Learning and
Teaching Scotland, with the help of SDELG, should engage with a wide
collaborative network to establish a clear role for SDE.
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EXECUTIVE SUMMARY
Accountability
While some measures of performance for SDE exist and others are being developed,
there is a need to have a comprehensive set of SDE performance indicators that are
both realistic and challenging. Best Value audits, curriculum monitoring, school
inspection and reporting will all contribute to assessing achievement and
supporting improvement. Now, when many mechanisms are being newly
applied to SDE, SDELG should work with the inspectorate, councils and schools
to develop a practical strategic approach.
To these concerns, two further can be added.
Diversity
There are many entry points to SDE, through enterprise, health, Eco Schools, science,
and environmental and global citizenship, reflecting the wide range of subjects and
topics which contribute to sustainable development education. Whilst this diversity has
its benefits, it can easily lead to confusion. SDE’s nature, as a topic that draws from
a wide range of subjects, should be exploited to give schools and teachers a
variety of gateways to SDE. Training, good support and a well-structured
curriculum will ensure that the core content of SDE can be delivered through
many routes and by many means.
Accuracy and fairness
Sustainable development issues are often controversial and disputed; this is part of
sustainable development’s usefulness as a topic in education. A recent court case in
England on climate change teaching in schools illustrates this well. Care must be
taken, by teachers, administrators and resource producers, that information and
views expressed to pupils are accurate and up to date. All involved will need
guidance on how to achieve the fairness and balance that is at the heart of
teaching and learning about sustainable development.
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SUSTAINABLE DEVELOPMENT EDUCATION IN SCOTTISH SCHOOLS TODAY
Sustainable development education in Scottish schools
today
‘Cultural change and behavioural change are critical – education is the key to
achieving them. We will drive forward in our schools . . . the Action Plan for the
UN Decade of Education for Sustainable Development.’
Greener Scotland speech by the Cabinet Secretary for Rural Affairs, 13 June 2007
3
Until 2006 there was no explicit link between the education system and national
sustainable development policy. This is reflected in the low priority given to SDE in
schools. However, the status of SDE has been raised recently. Indicators of the
change are:
the choice of Eco Schools as an indicator for National Priority for Schools 4: Values
and Citizenship, in 2002
the increasing number of schools engaged in Eco Schools, with 92% registered
and over 500 with a green flag by the end of 2007
the appointment of SDELG to advise the Scottish Executive, 2003
SDE development officer post in Learning and Teaching Scotland, 2005
publication of Scotland’s Sustainable Development Strategy, Choosing our future,
in 2005
4
the publication of Learning for our Future , 2006
the inclusion of SDE in HMIE pre-inspection profile questionnaires, from
September 2006 for primary schools and January 2007 for secondary schools
5
recent support from the new Scottish Government .
However, SDE is still considered peripheral, particularly compared to other Scottish
Government sponsored cross-curricular themes such as Determined to Succeed and
Health Promoting Schools, when measured by:
sponsorship and resources from the Scottish Government
the size of development teams in both the Scottish Government and Learning and
Teaching Scotland
the location of key staff, for example the Health Promoting Schools Unit in Learning
and Teaching Scotland, and Eco Schools in Keep Scotland Beautiful, a non6
governmental organisation
3
Choosing our future: Scotland’s Sustainable Development Strategy (Scottish Executive, 2005)
Learning for our Future: Scotland’s first action plan for the UN Decade of Education for
Sustainable Development (Scottish Executive, 2006)
5
Greener Scotland Speech by the Cabinet Secretary for Rural Affairs (13 June 2007
http://www.scotland.gov.uk)
6
It is a requirement of the Foundation for Environmental Education (FEE) that Eco School
organisations have to be run outwith government bodies.
4
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SUSTAINABLE DEVELOPMENT EDUCATION IN SCOTTISH SCHOOLS TODAY
prioritising by local authorities – in the survey carried out as part of this report, 40%
specify SDE in their priorities, a further 40% link it to other priorities (for example
Eco Schools) and 20% do not identify it as a priority in any way
funding and staffing by local authorities – our survey showed that most councils
place SDE and Eco Schools as part of a quality improvement officer (QIO) post
where it sometimes constitutes as little as 4% of their time. Meanwhile
advisory/development posts for Determined to Succeed average 2.2 people per
council.
There are several new drivers and opportunities for raising the profile of SDE. This
places an imperative on agreeing a common understanding, raising its status, and
championing its contribution to educating Scotland’s young people. Key elements are:
growing concern by the public, including young people, and by government
because of evidence of unsustainable activity, for example energy use and climate
change, consumption and waste, loss of biodiversity, lack of equity and justice, and
7
continuing discrimination and prejudice in our society
the UN Decade of Education for Sustainable Development 2005–15
new arrangements for cross-directorate working in the Scottish Government and its
agencies and leadership on sustainability in the Greener Scotland team
8
the development of Curriculum for Excellence , a fundamental review of the
curriculum for Scottish schools
the Local Government Act’s ‘duty of best value’ targets and auditing relating to
sustainable development. The Sustainable Scotland Network’s local authorities’
9
toolkit has an education section
increasing examples of good practice in schools across Scotland, fostered by
committed teachers and school communities.
‘The teachers talk about cutting carbon emissions and walking to school, but
they all turn up in their cars and 4x4s.’
P6 pupil’s comment
There is scope for much more involvement of young people in the development of
SDE policy and priorities, particularly through:
the use of the Scottish Youth Parliament’s ‘Our Scotland’ and ‘Louder than Words’
10
manifestos
ensuring a mechanism for the voice of youth in SDE development, as happens in
health promotion.
7
Choosing our future: Scotland’s Sustainable Development Strategy (Scottish Executive, 2006)
A Curriculum for Excellence: the Curriculum Review Group (Scottish Executive, 2004)
9
developed by the Sustainable Scotland Network
10
http://www.scottishyouthparliament.org.uk
8
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CURRICULUM MATTERS
Curriculum matters
The contribution of the curriculum in SDE
‘I thought we were doing very well in our school, until I looked at the six
principles; now I think we are doing quite well. We probably cover four of the six
pretty well, but not carrying capacity, or uncertainty and precaution. I’m not
sure I can describe what these might involve.’
Primary 7 teacher who has completed CPD in sustainable development education
‘Out of four UK jurisdictions, Scotland alone has no explicit SDE content in the
curriculum.’
Sustainable Development Education in England, Wales, Northern Ireland and
Scotland, (SDELG/LTS, 2004)
The current curriculum contains few explicit mentions of sustainable development or
SDE, and gives no coherent guidance on content and dispositions. Yet there are
‘hooks’ in many subject areas and cross-cutting themes and examples of where SDE
provides a learning context, for example for English and mathematics. The only
11
guidance document, Living and Learning in Times of Change , has been out of print
for some time.
Although a coherent curriculum that articulates knowledge, skills, values and
dispositions will make a significant contribution, the curriculum is not the only factor in
determining whether schools deliver high quality SDE. A commitment to sustainable
development, and a whole school ethos supporting SDE, is crucial to the successful
embedding of SDE in schools.
It is important that teachers and their advisers have a true understanding of what SDE
is. Evidence from people interviewed for this research is that there is a widespread
view that SDE is a new name for environmental education and/or that Eco Schools
12
‘does the job’. Many were unaware of the principles of SDE . Some schools are doing
SDE and don’t know it; others think they are doing it but aren’t. Appendix 2 addresses
issues of definition.
More than curriculum statements, the choice of Eco Schools as a performance
indicator for National Priority 4 has raised the recent profile of SDE, particularly the
environmental dimension, but it has also limited its impact due to the nature of the
indicator. SDE can contribute so much more to an integrated, whole school
curriculum.
11
Education for Sustainable development: living and learning in times of change (LTS/IDEAS,
2001)
12
SDELG Working Paper 1 (2006, unpublished)
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CURRICULUM MATTERS
Research feedback highlighted ways in which the current curriculum aids and inhibits
schools’ participation in SDE at each stage. These are in appendix 4, table d. They fall
into consistent categories:
leadership and political commitment
clarity of message
capacity building and culture change
curriculum design
school and estate management.
Despite the barriers, there are small groups of enthusiastic, committed teachers who
have fully accepted the challenge. They use their conviction in creative ways to
achieve high quality learning experiences in SDE. But in most Scottish schools even
the best efforts of teachers remain piecemeal and inconsistent.
Early years (3–5)
Embedding SDE in this sector is aided by:
curriculum focus on care for self, care for others and care for the environment
child-centred, holistic approach of teachers
use of the outdoors as integral to learning and teaching
less assessment/achievement-driven focus.
Even so, participation in SDE is largely instinctive rather than by design. Many
teachers would not recognise or describe what they are doing as SDE. A co-ordinated
framework of how SDE connects with the strands of the early years curriculum would
help a more coherent coverage of SDE in nursery schools.
Primary and lower secondary (5–14)
‘How can we address reducing our food footprint in the classroom and school
when we produce all this plastic waste from school dinners every day? The
children have written to the local authority.’
P6 teacher
(Because of health and safety considerations, some councils insist that sandwiches
are put in plastic containers 30–60 minutes before lunch with the containers then
thrown away after lunch.)
The primary sector is where there is greatest penetration of SDE principles and
practice involving whole school approaches. This can be measured by the proportion
of green flag Eco Schools, or by support provided by local authorities, schools or
teachers, for example curriculum resources, CPD and action research projects of SDE
promoters. The consequent impact on learners in the transition to lower secondary,
where implementation of SDE is much less common, is a concern.
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CURRICULUM MATTERS
Although delivering SDE through the 5–14 curriculum is relatively easy for a skilled,
informed teacher, there are inhibitors:
The balance between prescribed content and teacher/school flexibility to decide –
the current curriculum is content laden and, as SDE is not clearly defined, it can be
overlooked.
The assessment of attainment in English language and mathematics reinforces
them as discrete ‘subjects’ rather than skills for all learning.
The higher status and priority given to Health Promoting Schools and Determined
to Succeed diminishes attention to SDE despite its potential to underpin and/or add
value to them.
Upper secondary (14+)
‘We found there was no professional incentive to participate in SDE at
secondary level – it has no priority status, it was not going to help promotion
prospects – if anything it might be counter productive because it challenges the
status quo.’
Personal communication from co-author of ‘Education for sustainability in Scottish
secondary schools: boundary maintenance or professional re-orientation?’ (Nixon,
Sankey, Furay and Simmons, in Environmental Education Research 5(3), 1999)
Secondary schools are currently where the curriculum structure, even more than
curriculum content, hinders successful participation in SDE. The following features are
significant in making SDE, and other cross-curricular themes, challenging:
the organisation of the curriculum mostly within single subjects, managed through
associated inflexible timetabling
the emphasis on classroom learning, with limited opportunity to take learning
outdoors
the lack of up-to-date SDE resources with an emphasis on ‘joined up’ thinking and
13
application for this age group
a standards/attainment culture based mainly on examination success.
In secondary schools where an interdisciplinary/cross-curricular approach to SDE has
been attempted it has generally been associated with:
leadership and initiative of an individual or small group of teachers with personal
commitment to sustainable development related concerns
encouragement and support from the local authority and/or school senior
management team
13
Advances Series (SNH) and Tapestry of Life (SEERAD) are examples of the few available.
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CURRICULUM MATTERS
incentives through input from an external agent, for example WWF Scotland’s
14
Linking Thinking CPD programme and Pathways programme; Sustainable
15
Secondary Schools Project
funding to buy teacher time, expertise, resources or equipment.
How could the curriculum structure and content support schools
in implementing SDE at each stage?
‘The Executive will ensure that the new Curriculum for Excellence integrates
education for sustainable development across subject areas.’
Choosing our Future: Scotland’s Sustainable Development Strategy (Scottish
Executive, 2005)
SDE should be recognised for the contribution it can make to all four capacities of
Curriculum for Excellence. This has been done for other major initiatives, for example
by a single page summary showing how the four strands in Determined to Succeed
can be matched with the four capacities of Curriculum for Excellence when preparing
16
Assessment is for Learning (AifL) plans . Appendix 5 gives further details and
suggests how AifL action plans can be influenced to integrate more sustainable
approaches to working practices by integration with the Determined to Succeed
guidance.
Showing how it is integral, rather than additional, to Health Promoting Schools and
Determined to Succeed can strengthen SDE. Reciprocally, SDE has a place in Health
Promoting Schools and Determined to Succeed, not currently recognised. A way of
strengthening this inter-relationship would be to use a ‘branding’ based on the concept
of ‘healthy planet, healthy people, healthy places’.
The report of the Outdoor Connections project in LTS, Taking Learning Outdoors,
states that the values necessary to equip current and future generations to live
sustainably can be developed by re-engaging young people with their planet through
learning outdoors throughout their school life and in a variety of contexts and settings.
As a vehicle for learning and whole school activities, the outdoors has much to offer
initiatives such as Determined to Succeed and Health Promoting Schools.
A fundamental gap identified by people interviewed for this research is a statement of
curriculum structure and content based on a sound, common understanding of the
principles of SDE, and identifying the essential knowledge and understanding, skills
and dispositions that underpin learning, teaching and practice in schools.
14
http://www.wwflearning.org.uk/wwflearning-home
Sustainable Secondary Schools Project (LTS, 2005)
16
Notes for ASGs exploring links between AifL, Curriculum for Excellence and Determined to
Succeed (Scottish Executive Determined to Succeed Division, April 2007)
15
14
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CURRICULUM MATTERS
Development of Curriculum for Excellence is a unique opportunity to rectify this. The
17
SDELG Discussion Paper provides a useful foundation on which to base such a
statement. Different audiences need tailored documents – directors of education,
inspectors (HMIE), and nursery, primary and secondary teachers have different
backgrounds and needs. Documents should clearly explain the priority that SDE is
being given by the Scottish Government.
The development of a revised curriculum architecture will have a key role to play in
enabling SDE to take its rightful place within Curriculum for Excellence. It should
provide guidance to schools to help them identify curriculum outcomes for all subjects
and cross-curricular themes which contribute to SDE. SDE should be recognised as
being as important as enterprise, health promotion etc within the Scottish model of
education for citizenship.
Within schools, a collaborative, inclusive approach is most likely to achieve the long18
term goal of a whole school approach to SDE. Assessment is for Learning and the
19
WWF Pathways are examples of effective approaches. Greater emphasis on
interdisciplinary and collaborative teaching will contribute to more successful
participation in SDE.
‘Using Pathways, I found that teachers who were normally resistant to taking
part in developing SDE, because of its environmental connections, were joining
in … and the whole staff were talking about their beliefs in developing a vision
for the school … and it gave an opportunity to plan together.’
Headteacher on using the WWF Pathways programme
Teachers will need tailored professional development. Initial teacher education does
not currently address SDE consistently. In the recent past the Sustainability Education
20
in European Primary Schools project provided a model. There are a few CPD
opportunities, for example WWF’s Linking Thinking programme and Opening the
21
Doorway to Sustainability online course alongside the Eco Schools partnered
22
Creative Connections programme . Less confident/experienced teachers will need to
be encouraged to participate more fully through support in creating challenging,
exciting and ‘joined up’ SDE learning experiences.
17
Sustainable Development Education in Curriculum for Excellence (SDELG 2007,
unpublished)
18
Assessment is for Learning (Learning and Teaching Scotland Corporate Profile 2006)
19
Pathways: a Practical Toolkit for planning and delivering SDE and related cross-curricular
themes (WWF, 2007 http://www.wwflearning.org.uk)
20
Sustainability in European Primary Schools (Moray House Institute of Education, 1998)
21
http://www.wwflearning.org.uk
22
http://www.ecoschoolsscotland.org.
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CURRICULUM MATTERS
What areas of good practice can be identified?
‘SDE is not just about what happens in the classroom but also about the school
as a whole. A whole school approach ensures that the principles of sustainable
development are embedded in the school’s culture, ethos and management
structure, learning and teaching and the management of the school estate.’
SDE in Curriculum for Excellence (SDELG, 2006 unpublished)
These snapshots aim to capture some of the positive participation by Scottish schools
on their SDE journey. Each school has its own entry point and progresses at its own
pace. Also included are examples of good practice in CPD for teachers and in
provision of programmes by external agents. More detail of some examples is given in
appendices 6 and 8.
Good practice is occurring where:
there is commitment and leadership by the council encouraging creative
approaches to school management and priority for SDE
East Renfrewshire Council
New ways of working are helping to improve the status of SDE in secondary schools.
They include:
improved inter-department working driven by the improvement plan
pupil representative meetings with Director of Education
timetable of 33 periods per week giving time for teacher planning and CPD, and
pupil extra-curricular activities
use of Assessment is for Learning to encourage reflection and cross-departmental
working.
Results include improved pupil attainment, greater teacher satisfaction, and increased
coverage of SDE.
there is clarity about what SDE is, collaboration across SDE, other cross-cutting
themes and interdisciplinary projects, and leadership by the headteacher
Achahoish Primary School, Argyll and Bute
This 15-pupil rural school integrates SDE, Health Promoting Schools and Determined
to Succeed within its school development plan. Learning activities and outcomes are
also integrated, for example waste is composted and the compost used on the school
garden, where fruit and vegetables are grown and the produce is made into healthy
meals by the school cook. The children also make liquid fertiliser that they sell,
contributing the profit to an international charity.
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CURRICULUM MATTERS
Keys to success are a committed headteacher, strong staff and community
involvement, QIO support, an enterprising, outward-looking ethos with environmental
and global awareness, and creative use of resources. The school is also a green flag
Eco School.
the school used incentives offered by a national project to develop collaboration
between departments and deliver new SDE approaches
Fortrose Academy, Highland
The depute head led a project funded through the Sustainable Secondary Schools
Project. With the help of the local One World Centre he worked with departments to
help them identify how they could build on the school’s existing interest in Africa. For
Standard Grade English language, child labour was chosen as a theme. A variety of
written and oral resources were used. Pupils felt it was such an important issue that
they asked to make a presentation at school assembly. In geography pupils
researched and produced a booklet on life in Malawi, with the help of the English
department. Pupils developed new skills, confidence and esteem and improved
attainment levels, and teachers learned themselves, gave extra energy to their work
and enjoyed their teaching.
Where all the school’s resources are used in an imaginative way and there is
collaboration between the school and its surrounding community
Leslie Nursery School, Fife
All of the school – its building, tarmac play area and green space – are used in an
integrated way for learning, play and social activity. Recycling features strongly: from
child-sized gardens using old tractor tyres, to use of suitable food waste in bird
feeders, and of paper, card, textiles, yoghurt pots etc in craft and other learning
activities. New ideas are always being developed, the latest being a sensory walk that
also encourages healthy exercise. Achievements are recorded visually and make
vibrant displays.
Involvement of the local community is impressive, from enlisting retired people to knit
teddy bears for children in war-torn countries, to the local street cleaner volunteering
to solve the problem of blown litter and dog fouling by providing a bin in the street
outside the school. The school has achieved Eco Schools second green flag status.
A TIME OF OPPORTUNITY
17
CURRICULUM MATTERS
Where there is leadership by the headteacher, capacity building among all
staff, use of incentives provided by external agents, and attention to
accountability
Raigmore Primary School, Highland
This is an unusual school, having a high transient population. It is very welcoming to
new families and presents an exciting teaching and learning environment both inside
and outside. The headteacher has completed WWF’s online CPD course. It was a
pilot school for WWF’s Pathways programme, so all staff have worked together to
reflect on practice, build on successes and gain confidence in delivering SDE. As new
teaching staff join the school the process is repeated, identifying where targets have
been reached, setting new ones, and taking action on things which have not been
done. All committees (School Council, School Nutrition Action Group, Safer Routes to
School Group, and Eco Committee) are responsible for taking forward SDE and eco
work. A next step is to make SDE more explicit in school plans so it is easier to
monitor and evaluate progress and success.
When training inspires culture change and SDE action in schools
Continuing Professional Development
Two contrasting and successful approaches to teacher training are provided by
WWF’s online course and the ‘journey’ approach of Creative Connections.
Opening the Doorway to Sustainability runs over three months, overseen by a WWF
tutor. A key feature is networking that takes place with fellow participants, who reflect
on their own practice, look at different approaches to SDE, and learn new skills. It
provides a framework for sustainable schools. Creative Connections is a reflective and
creative approach based on outdoor experiential learning. People from different
backgrounds, eg teachers, artists and scientists, experience different ways of learning
by going on a journey together. This takes people outside their normal experience, eg
by sailing around the Inner Hebrides, or living on a small Hebridean island. The group
learns new skills and considers sustainable development from many perspectives,
including their own beliefs and experience and published works.
The group meets up three month later to share how they have used their
learning.
18
A TIME OF OPPORTUNITY
CURRICULUM MATTERS
Where there is support from external agents, providing clarity on what SDE is
South-west Scotland Schools Energy Programme
South-west Scotland has a long history of dependence on energy industries, from
deep mining for coal to more recent open cast mining, nuclear generation and wind
power. The Energy Agency in Ayr provides lessons, educational games, competitions
and visits to generation facilities to schools in four councils, who pay for the service.
The programme links to the 5–14 curriculum and supports Eco Schools. Lessons are
also given to S3–4 home economics and personal and social education classes.
Outreach is provided by homework on a home energy audit and by distributing
calendars produced from competitions to local businesses and council departments.
A TIME OF OPPORTUNITY
19
ECO SCHOOLS AND OTHER PROGRAMMES
Eco Schools and other programmes
How successful is Eco Schools in bringing schools to SDE?
‘The reality is that Eco Schools is the main way of delivering SDE but not all
schools do good Eco Schools and Eco Schools does not do all SDE.’
HMIE’s comment
Eco Schools is by far the most widely used mechanism for delivering what many
perceive as SDE, partly because it is a performance measure for National Priority 4:
Values and Citizenship. With the ‘number of schools with green flag status’ adopted as
a sustainable development indicator, its importance is set to grow. Without Eco
Schools there would be much less of a platform to build SDE. A few schools use Eco
Schools as the framework for all school activity – they ‘live’ sustainability. Many more
do a lot of good work but could do much more to embed action for sustainability into
school management and into learning and teaching.
Successful SDE requires commitment to real behavioural change. Evaluation of Eco
23
Schools in 2006 showed that it had positive impacts on pupils’ behaviour towards the
environment. Assessors’ experience is that this is usually a step towards sustainable
practice, with much more action possible.
There are examples of schools that fit the criteria for awards but have not ‘bought in’
to the scheme for a variety of reasons: for example, where the turnover of children is
high and the headteacher considers adopting the process for her children more
important than pursuing an award; schools where the competitive nature of an award
scheme can be a ‘turn off’; or schools where teachers felt actions were tokenistic and
not embedded across the school.
How complete is the content of Eco Schools for SDE?
‘Eco Schools is designed to encourage whole-school action for the
environment. It is a programme for promoting environmental awareness in a
way that links to … the curriculum. Cross-curricular issues such as citizenship,
education for sustainable development, PSE, health education, social and
environmental justice, and the global dimension can be tackled through
involvement in Eco Schools.’
Eco Schools Scotland Handbook (2003)
23
Evaluation of Eco Schools Scotland (The SCRE Centre, University of Glasgow, 2006. ISBN 1
86003 095 5)
20
A TIME OF OPPORTUNITY
ECO SCHOOLS AND OTHER PROGRAMMES
Eco Schools is a very good starting point and stepping-stone for SDE but with strong
24
bias to the environmental component . The emphasis is on the school itself, with
encouragement to extend into the wider community. Global issues have a low profile
though a new section is being developed which will help address the social and
economic aspects of SDE.
Eco Schools works with other organisations to provide support to schools, eg KSB
(litter); Sustrans (travel); Grounds for Learning and Scottish Natural Heritage (school
grounds, advice and grants); Energy Advice Centres; Waste Awareness projects. The
Scottish Government needs to recognise and strengthen this support by:
funding advisory services and projects (as happens for the Sustrans programme
on school travel planning)
encouraging identification and filling of gaps (eg water use).
Has Eco Schools been successful in all education sectors?
Eco Schools has been most successful in primary schools and less successful in
secondary and independent schools. By summer 2007, while registration was about
90% across all sectors except independent schools, green flags had been awarded to
approximately 10% primaries, under 5% secondary schools and only two independent
schools. Appendix 7, table f gives more detail.
The majority of Eco Schools activity in secondary schools is carried out by small
numbers of pupils in extra-curricular time or is in special schools. The 2006
25
evaluation identified that secondary schools need more challenging themes such as
social justice, health inequalities, climate change and fair trade; and that there are
well-known school management inhibitors to adopting a whole school approach. Eco
Schools is currently developing a new approach for secondary schools.
Eco Schools is most successful in local authorities that have dedicated advisory
officers, funded in a variety of ways including from enterprise funding.
24
Eco Schools Scotland Handbook (KSB, 2003 as later amended)
Evaluation of Eco Schools Scotland (The SCRE Centre, University of Glasgow, 2006. ISBN 1
86003 095 5)
25
A TIME OF OPPORTUNITY
21
ECO SCHOOLS AND OTHER PROGRAMMES
What should be the contribution of Eco Schools after 2008?
‘Any resource can be used as the starting point to explore SDE. The point of
SDE is that it develops the kind of thinking where you can take any topic, any
event, any belief, any behaviour and explore its social, economic, environmental
and political ramifications in the short and long terms, and do this at the
appropriate level for the learner.’
SDELG member working for an NGO
Eco Schools should continue to be a very important entry point for schools to embark
on SDE. However, there was a consistent view expressed during this research that it
should not be seen as the only SDE programme. There are other ways to develop
SDE using the richness of materials and programmes developed by teachers and
resource providers – see below and appendix 7. Getting the framework right in
Curriculum for Excellence will be essential to helping teachers to identify the place for
Eco Schools and other projects.
The Eco Schools team currently focuses on development, promotion and
administration of the programme. If local authorities took on more advisory work and
the conduct of assessments, Eco Schools staff could focus on further development
and CPD. Whilst, for reasons of policy, Eco Schools has to be housed within a nongovernmental organisation, this may be seen as providing less security and credibility
when contrasted for example with other major initiatives such as Health Promoting
Schools and Active Schools, which are an integral part of the Scottish Government
‘family’.
Do other programmes have the potential to enhance or improve
Eco Schools?
There are many other sources of advice, support and materials that can enhance SDE
and Eco Schools including:
26
WWF’s Pathways – a process for teachers to plan SDE and other cross-curricular
themes
ecological footprinting – the WWF/Eco Schools/LTS Schools Global Footprint
27
calculator and materials provide a starting point for schools and communities
CPD and resources on global citizenship, equity and justice (development
28
education) with the support of the IDEAS network .
See appendix 8 for details.
26
Pathways: a Practical Toolkit for planning and delivering SDE and related cross-curricular
themes (WWF, 2007 http://www.wwflearning.org.uk)
27
http://www.LTScotland.org.uk
28
http://www.ideas-forum.org.uk
22
A TIME OF OPPORTUNITY
ECO SCHOOLS AND OTHER PROGRAMMES
Primary schools have benefited more than nursery and secondary stages from the
support of external SDE providers. This effort has been targeted at building capacity
and increasing learning and teaching activity focused on the particular interests of the
provider, for example global citizenship, biodiversity, outdoor learning and waste.
Mechanisms and incentives used include: teaching and learning resources, action
research projects, grants, and CPD. However, these resources could be improved by
more collaboration between environmental, global and enterprise organisations to
provide an over-arching resource with explicit guidance on how it aids participation in
SDE.
There are a number of existing resources that can make a valuable contribution if
teachers are given guidance and inspiration on how to use them to improve
participation in SDE rather than, for example, just environmental studies, or health
education. Teachers who have the awareness and the skills can use many resources
to support SDE.
A recent comprehensive review of resources supporting SDE has been undertaken
and the results are available on the LTS website. Some 244 resources were reviewed
with 48 regarded as exemplars of excellent SDE practice. These were indeed crossmatched with Curriculum for Excellence principles, capacities and values. However,
tagging of these resources comprehensively against Curriculum for Excellence
requirements awaits the agreed settled web presence of Curriculum for Excellence
itself. Meanwhile the resources have been tagged under stages, ie Early Years;
Primary and Secondary.
New guidance is needed to show providers of materials for SDE how to:
include the principles of SDE
make explicit connections with other subject outcomes, eg English
use the resource as a context for wider learning, not just SDE, thus enriching the
curriculum.
A TIME OF OPPORTUNITY
23
MONITORING, INSPECTION AND REPORTING
Monitoring, inspection and reporting
What mechanisms currently exist to monitor schools’ progress in
SDE?
The current mechanisms are:
progression through Eco Schools and take-up of other SDE projects
duty of Best Value – Audit Scotland collates reports from councils, which include
29
education as a sub-theme of sustainable development
local priorities – councils set their own annual priorities and indicators
inspection by HMIE – pre-inspection questionnaire profiles now include SDE and
schools are asked about their SDE policies, practices and where and how SDE is
included in the curriculum.
30
self-assessment by schools using How Good is Our School? ; a model of how it
31
could be used is provided by Determined to Succeed
32
The Assessment is for Learning reflective approach sits well with such an allencompassing theme.
What reporting is currently available?
Almost all the mechanisms are new, with seven years of Eco Schools records giving a
longer picture. Mechanisms now being put in place have the potential to provide a
more comprehensive picture of SDE, for example pre-inspection profile evidence is
being collated and may lead to a summary report once sufficient information has been
gathered.
What mechanisms are needed?
There is consensus that there are sufficient mechanisms in place. But, to achieve a
clear and consistent picture of progress, there needs to be:
an agreed and consistent definition of what constitutes SDE against which
inspection and other reporting is done
national targets and indicators for Curriculum for Excellence outcomes
a strategic framework for monitoring and reporting.
29
Best Value and Sustainable Development: a toolkit for local authorities (Birley for the
Sustainable Scotland Network, 2006; http://www.sustainable-scotland.net)
30
How Good is Our School? (http://www.hmie.gov.uk)
31
http://www.determinedtosucceed.co.uk
32
Assessment is for Learning (Learning and Teaching Scotland Corporate Profile, 2006)
24
A TIME OF OPPORTUNITY
MONITORING, INSPECTION AND REPORTING
What needs to be done?
‘We want to see a Scotland where:
learning for sustainable development is a core function of the formal
education system
there are lifelong opportunities to learn
the sustainable development message is clear and easily understood’
Choosing our Future: Scotland’s Sustainable Development Strategy (Scottish
Executive, 2005)
These government aims can be achieved only if action is taken by key stakeholders in
developing and delivering SDE in Scotland’s schools.
‘Our aim is that by 2014 people in Scotland will have developed the knowledge,
understanding, skills and values to live more sustainable lives’
Learning for our Future: Scotland’s first action plan for the UN Decade of Education for
Sustainable Development (Scottish Executive, 2006)
This study has identified the critical actions for the short, medium and long term that
cover the key elements of:
commitment
clarity
collaboration
capacity building
incentives and action
accountability and scrutiny.
The actions associated with these are set out in Appendix 1.
Like SDE itself, these actions will require many players to work co-operatively and in
an integrative way. Only when progress is made on these actions will the status of
SDE in Scotland’s schools be raised to the level required to equip tomorrow’s decision
makers to meet the challenges that are being created today.
The development of Curriculum for Excellence and the UN Decade for Sustainable
Development Education provide a window of opportunity to progress the status of, and
participation in, SDE in Scottish schools. It is a real time of opportunity for positive
change.
A TIME OF OPPORTUNITY
25
APPENDIX 1
Appendix 1:
Table A: Actions to improve status of SDE in Scottish schools
AIM
ACTION
TARGET AUDIENCE
LEAD/CONTRIBUTOR
PRIORITY
Leadership from five Scottish
Government teams
Strategy/statement of vision and
national targets
All stakeholders
Scottish Government LTS,
SDELG
S
Leadership from local
authorities
Set local priority and targets;
ensure SDE in school
development plans
Headteachers
LTS, local authorities,
COSLA
M
Leadership from headteachers
Include in school development
plans and gain commitment from
school management team
All school staff
Produce guidance for teachers
and their advisers
Directors of Children’s
Services, HMIE, QIOs,
headteachers and
teachers
LTS, SDELG + wider
interests, local authorities,
teacher associations
Agency and NGO
education staff
LTS, SDELG
COMMITMENT
Headteachers, local
authorities, LTS
M and L
CLARITY
Clear statement of SDE
principles, concepts, and
content tailored to target
audiences
Produce guidance for external
resource providers
26
A TIME OF OPPORTUNITY
S
M
APPENDIX 1
AIM
ACTION
TARGET AUDIENCE
LEAD/CONTRIBUTOR
SDE within Curriculum for
Excellence
Produce a statement of
curriculum structure and content
clarifying connections between
SDE, subjects and crosscurricular themes
LTS Building Capacity /
Curriculum Architecture /
Health and Wellbeing
teams et al
SDELG, QIOs, Determined
to Succeed, Eco Schools
Scotland and Health
Promoting Schools teams
Joined-up working between
SDELG, Health Promoting
Schools, Eco Schools, Scottish
Enterprise
Work more closely on public
statements and guidance to
schools/LAs to cover all SDE
interests
SDELG, Scottish
Government, HPS and
DtS units, AifL, Curriculum
for Excellence, Eco
Schools Scotland
Scottish Government, local
authorities, LTS
Joined up working within
school, building vision and
delivery of SDE
Create opportunities for teachers
to plan SDE
Teachers and all school
staff with pupils
Local authorities
Comprehensive coverage of
SDE in programmes and
materials from external
providers
Provide resources to release
teachers to contribute to
development of programmes and
materials
External providers
Local authorities, SDELG
Increase the voice of youth in
developing SDE
Develop ways to involve young
people in developing SDE
All young people, Pupil
Councils
PRIORITY
COLLABORATION
S/M
S
M
M
LTS
A TIME OF OPPORTUNITY
27
APPENDIX 1
AIM
ACTION
TARGET AUDIENCE
PARTNER/CONTRIBUTOR
PRIORITY
Building a common vision
among influencers
Provide seminar programme
Scottish Government, local
authority education
managers, HMIE
LTS, SDELG, Association of
Directors of Education,
COSLA
S
Training the trainers
Provide workshop programme
Selected local authority
staff, selected TEI staff,
external providers
LTS, SDELG
S
Continuing professional
development for teachers
Provide and publicise range of
online training, workshops and
courses
Nursery, primary and
secondary teachers
GTC, SDELG, TEIs, LAs,
CPD providers
M/L
Initial teacher education
Provide course programme and
practical demo on university
campus
PGDE and BEd students
and lecturers
TEIs, SDELG, SHEFC
M/L
Collaborative learning across
traditional barriers
Influence guidance from
Determined to Succeed team,
including models of good
practice
Nursery, primary and
secondary
teachers/schools
LTS/AifL team, QIOs,
SDELG
S
Improve explicit SDE outcomes
in Eco Schools programme
Work collaboratively to identify
SDE outcomes
Schools, local authorities
Eco Schools Scotland,
SDELG
S
Make SDE outcomes clear in
key programmes, eg
Determined to Succeed, Health
Promoting Schools
Work collaboratively to identify
SDE outcomes
National teams, local
authorities
LTS, SDELG
S
CAPACITY
INCENTIVES
28
A TIME OF OPPORTUNITY
APPENDIX 1
AIM
ACTION
TARGET AUDIENCE
LEAD/CONTRIBUTOR
PRIORITY
Increase take up of SDE
programmes, eg Pathways to
Change, Linking Thinking,
Global Dimensions
Provide resources to enable
teachers to participate
Local authorities, teachers
SDELG
M
Balanced coverage of SDE
Review support programmes
and materials; identify and fill
gaps
External providers
LTS, SDELG, teachers
M
Support providers of
programmes and materials
Provide resources and input
Teachers
Scottish Government, LTS,
teachers
M/L
S
ACCOUNTABILITY
National targets
Further develop national targets
for SDE
Local authorities,
headteachers
Scottish Government,
SDELG, representatives of
health, enterprise and
environmental interests
Use/improvement of best value
indicators
Review councils’ performance;
make targets and indicators
more challenging
Local authorities
Scottish Government,
Sustainable Scotland
Network (SSN), SDELG
M/L
Develop schools inspection
reporting and monitoring
Train HMIE and develop
inspection guidance; make
targets and indicators more
challenging
HMIE visiting schools
HMIE responsible for SDE,
SDELG, representatives of
health, enterprise and
environmental interests
S/M
Strategic approach to monitoring
and reporting
Develop monitoring, evaluation
and reporting strategy, based
on common understanding of
SDE, and promote its use
SSN, HMIE, local
authorities, headteachers,
external providers
SDELG, representatives of
health, enterprise and
environmental interests
M
A TIME OF OPPORTUNITY
29
APPENDIX 1
AIMS
ACTION
TARGET AUDIENCE
PARTNER/CONTRIBUTOR
Produce guidance linked to
Curriculum for Excellence
Local authorities, teachers
LTS, SDELG
Produce guidance on achieving
fairness and balance in SDE
Teachers, external
providers
LTS, with advice from
SDELG
PRIORITY
DIVERSITY
Foster diversity of starting
points and approaches
M
ACCURACY AND FAIRNESS
Use accurate and up-to-date
information in learning and
teaching
30
A TIME OF OPPORTUNITY
S/M/L
APPENDIX 2
Appendix 2: Definition and principles
'Education for sustainable development is not a subject. It is not, as commonly
misconceived, the same as Environmental Studies. It permeates everything we
think and everything we do. Education in this sense should not be confused
with providing information and raising awareness. They may be good starting
points but education for sustainable development is a lot more.'
Scotland the sustainable? The learning process: action for the Scottish Parliament
(Scottish Office, 1999)
Sustainable development is about balancing social, economic and environmental
factors in decision-making and action. SDE aims to equip people with the knowledge,
understanding, skills and commitment to take action. SDE is only successful if it leads
to behavioural change on actions that jeopardise the present and future wellbeing of
people and planet. Usually learning about society, economics and environment has
happened in isolation from each other. Two models illustrate the integrated nature of
33
SDE.
SDE occurs where environment,
economy and society overlap;
each can also be treated in its
own right.
The economy exists within
society, which in turn exists
within the environment.
SDELG has developed six interrelated principles as a framework for SDE, though
there are other related but not identical sets of principles in use by other organisations
and sectors.
33
Eco Schools Scotland Handbook (KSB, 2003 as later amended)
Second diagram adapted from the Education for Sustainable Development Toolkit (Rosalyn
McKeown, 2002) http://www.esdtoolkit.org
A TIME OF OPPORTUNITY
31
APPENDIX 2
Table B: SDELG’s principles of SDE
Interdependence
Making connections between our own lives and links
between people, other living things and places;
understanding that what happens in one place can affect
somewhere else
Diversity
understanding the importance and value of diversity in
people’s lives, culturally, socially, economically and
ecologically
Carrying Capacity
recognising the limits to the world’s resources and the ways
in which the world can develop and the consequences of
unsustainable growth
Rights and
Responsibilities
valuing the rights and needs of others and recognising that
what we do might affect future societies
Equity and Justice
promoting development that benefits people equitably and
not improving the lives of some at the expense of others
Uncertainty and
Precaution
understanding that actions may have unforeseen
consequences and encouraging a cautious approach to the
welfare of the planet
32
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APPENDIX 3
Appendix 3: Public policy and delivery
‘If Scotland has been late in engaging with sustainable development education
in practice, it was early in developing strategic thinking … under … its more
limited title of environmental education.’
Sustainable Development Education in England, Wales, Northern Ireland and
Scotland (LTS, 2004)
The Scottish Government
34
The seminal policy document for SDE in Scotland is Learning for our Future . It is the
35
culmination of a long and well-documented process of advocacy for environmental
education, global education, and subsequently SDE. Learning for our Future was the
main educational action point from Choosing our Future: Scotland’s Sustainable
36
Development Strategy and is Scotland’s first action plan for the UN Decade of
Education for Sustainable Development (2005–15), a key outcome of the
Johannesburg World Summit on Sustainable Development. It sets out what the
Government will do to ensure that:
learning for sustainable development is fully integrated into the formal education
system
there are lifelong opportunities to learn
the sustainable development message is clear and easily understood
skills, expertise and resources are shared through strong networks and
partnerships.
37
In a speech in June 2007, the Cabinet Secretary for Rural Affairs set out five
outcome-focused themes for sustainability:
climate change
consumption and production
sustainable places
people and nature
people and landscape.
34
Learning for our Future: Scotland’s first action plan for the UN Decade of Education for
Sustainable Development (Scottish Executive, 2006)
35
Sustainable Development Education in England, Wales, Northern Ireland and Scotland
(Learning and Teaching Scotland, 2004)
36
Choosing our Future: Scotland’s Sustainable Development Strategy (Scottish Executive 2005
ISBN 0-7559-4851-3)
37
Greener Scotland Speech by the Cabinet Secretary for Rural Affairs (13 June 2007
http://www.scotland.gov.uk)
A TIME OF OPPORTUNITY
33
APPENDIX 3
He confirmed the Scottish Government’s commitment to learning and communication
to support cultural and behavioural change for a greener Scotland.
Recent reorganisation of the Scottish Government under five strategic objectives is
designed to lead to more joined-up working. The lead department for sustainable
development is the Greener Scotland Directorate and the lead department for
sustainable development education in Smarter Scotland is the Schools and Lifelong
Learning Directorate. Relevant priorities for Greener Scotland are to simplify the
language of sustainable development and, under the ‘people and nature’ theme, to
help to educate tomorrow’s citizens through Eco Schools. Within Smarter Scotland
sustainable development education for schools is being developed as part of the
learning experiences and outcomes of Curriculum for Excellence to ensure that it is
within the curriculum. The school buildings programme also requires new and
refurbished schools to be developed using sustainable methods, though there are
gaps in this policy with a lack of focus on school grounds and on children’s
involvement – a missed educational opportunity.
Since 2003 the Scottish Government has used SDELG to advise it and the SDE
Development Officer post in LTS that started in January 2005 and will continue at
least to March 2008. The members of SDELG include representatives of public sector
education and environmental interests, and experts working for non-governmental
organisations (NGOs).
Local authorities
Most local authorities now identify sustainability and SDE as priorities in their annual
programmes. The Best Value programme has sustainability as one of its criteria. This
is not always backed up by resources in education – many local authorities give
responsibility for SDE to a quality improvement officer (QIO) who has other subject
and/or cross-cutting theme responsibilities and SDE can amount to as little as 4% of
their work.
Cross-departmental working can be challenging for local authorities. Thus, relevant
programmes such as school travel planning and waste awareness, which usually sit
within roads and waste management departments respectively, have started with
limited educational input. Though this has grown, commitment to and coverage of
schools is patchy and inconsistent. The same is true of engagement of energy advice
centres, where only the local authorities of southwest Scotland, and to a lesser extent
of Aberdeen, capitalise on their potential to contribute to education.
However, there are instances of cross-departmental working facilitating SDE, for
example in one council a Schools’ Environmental Projects Group, chaired by a QIO,
comprises the countryside liaison officer, litter/recycling officer, energy officer,
children’s services officer, school travel plan co-ordinator and grounds maintenance
representative. The group co-ordinates support on Eco Schools.
34
A TIME OF OPPORTUNITY
APPENDIX 3
Local authorities play a key role in the direction of schools and the priority given to any
initiative. They have adopted a variety of strategies that have impacted on the
participation of schools in SDE, for example in:
making links between Health Promoting Schools, Determined to Succeed and Eco
Schools
supporting Scotland’s Global Footprint and Schools Global Footprint
providing guidance on local improvement plans and school development plans.
Government agencies
A number of government agencies and public bodies support educational policies and
programmes that contribute to SDE. As with most aspects of SDE, the environmental
bodies are most active, though there are other programmes which have a significant
SDE dimension and potential, for example NHS Health Scotland supports physical
activity with the Health Promoting Schools concept; Sport Scotland and local
authorities with the Active Schools programme; Scottish Enterprise and Visit Scotland
with Determined to Succeed; Scottish Natural Heritage (SNH) and the Forestry
Commission Scotland (FCS) focus on biodiversity and outdoor learning, while the
Scottish Environment Protection Agency’s (SEPA) current education priorities are
flooding and waste. There is a clear need for guidance and co-ordination of these and
other agencies’ efforts.
A TIME OF OPPORTUNITY
35
APPENDIX 4
Appendix 4: Curriculum
‘As with all education, SDE is not just about what happens in the classroom but
also about what happens in the school as a whole. A whole school approach to
SDE ensures that the principles of sustainable development are embedded in
the school’s culture, ethos and management structure, learning and teaching
activities and the management of the school estate. This approach helps pupils
to make better sense of the world and ensures that pupils and staff are actively
‘living it and not just learning it’.’
Sustainable Development Education in Curriculum for Excellence (SDELG, 2006)
Curriculum audits
38
39
Recent audits by SDELG (early years – 16+) and Eco Schools (14–16+ national
qualifications) have identified, within current guidelines and arrangements,
considerable content, including knowledge, understanding, skills and dispositions, and
learning and teaching opportunities relevant, though often not explicit, to SDE.
Opportunities have also been identified in cross-curricular documents, for example
40
Taking learning outdoors and two publications on The Global Dimension in the
41
42
Curriculum , and are particularly supported by Education for Citizenship . These
have had less impact in secondary schools than in primary schools.
Analysis of early years, primary and secondary stages
‘Explicit inclusion of the concepts of sustainable development will reinforce
continuity and progression during the transition.’
Living and learning in a time of change: education for sustainable development
(LTS/IDEAS, 2001)
Early years (3–5) curriculum
Feedback from teachers and QIOs/Advisers on how the current curriculum aids SDE
in the early years was generally positive. There was agreement that teachers in early
years and the transition to P1/P2 generally have a holistic view of education.
Connections are built by learning through real and meaningful contexts – investigation,
direct experience and play.
38
SDELG Working Paper 1 (2006, unpublished) and Sustainable Development Education in
England, Wales, Northern Ireland and Scotland (LTS, 2004)
39
Eco Schools Programme: four point development plan to support greater secondary
involvement (2007, unpublished)
40
Taking learning outdoors (LTS, 2007)
41
The Global Dimension in the Curriculum (LTS, 2001; LTS/IDEAS, 2007)
42
Education for Citizenship (LTS, 2002)
36
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APPENDIX 4
43
The early years curriculum has a strong focus on encouraging positive attitudes –
‘care for self, care for others, care for the environment’, including emotional, personal
and social development and wonder about the world. It is also not attainment driven.
Table C: Summary of where early years curriculum areas match
those of SDE
■ essential
□ contributing
3–5 CURRICULUM
AREAS
Emotional, Personal
and Social
Development
EXEMPLAR OUTCOMES
RELEVANCE
TO SDE
Make and express choices and
decisions
Work co-operatively, take turns, share
resources
Care for the environment and other
people in the community
■
Develop positive attitudes to gender,
language, religion or culture
Communications and
Language
Use their own drawings and written
marks to express ideas and feelings
□
Use language for a variety of purposes
Knowledge and
Understanding of the
world
Be aware of change and its effects on
them
Develop appreciation of natural beauty
and sense of wonder about the world
Make sense of the world through
observation, exploration and
investigation
■
Develop awareness of health and safety
Expressive and
Aesthetic
Development
Investigate and use a variety of media
and techniques
Physical
Development and
Movement
Be safe in movement and using tools
and equipment
Express thoughts and feelings in
pictures
□
□
43
A Curriculum Framework for Children 3–5 (Scottish Consultative Council on the Curriculum,
1999)
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37
APPENDIX 4
Good practice is found particularly where nursery schools use the outdoors and local
community as an integral ‘outdoor classroom’ and/or where schools are located in
mixed communities, concerned with issues of fairness, equality, and other people’s
needs.
Primary/lower secondary (5–14)
‘I thought we were doing very well in our school, until I looked at the six
principles; now I think we are doing quite well. We probably cover four of the six
pretty well but not Carrying Capacity or Uncertainty and Precaution. I’m not sure
I can describe what these might involve.’ P7 Primary class teacher who has
completed CPD in SDE.
It is widely acknowledged that the 5–14 curriculum has become too content laden, to
the detriment of lifelong skills and dispositions. Recent pressures on schools to
improve attainment in English language and mathematics have led to these being
taught as discrete subjects rather than being set in real-life contexts. There was
mention that the way the media presents schools to the public, judging them on
attainment rather than achievement, reinforces this.
In reviewing the current participation in SDE, the feedback from primary teachers,
QIOs/Advisers and SDE practitioners was consistent:
the curriculum is not the only driver for successful SDE though a sounder
curriculum framework would be helpful
participation in SDE is patchy in primary schools, both geographically and in
relation to whole school ethos and management
purpose and practice of SDE is often misunderstood
whole school approach is perceived as more difficult in larger primary schools
SDE is thought to be peripheral to the real task of teaching English, mathematics,
enterprise and health, except for Eco Schools which is elevated by its national
performance indicator status
SDE is perceived as environmental education dressed up as something new
cross-curricular programmes that come with resources like Determined to Succeed
and Health Promoting Schools are given priority
leadership and incentives (eg resources, targets/performance indicators,
legislation) are needed from the Scottish Government, through local authorities, to
schools, to achieve necessary culture change
respondents with experience of headteachers with an inclusive leadership style
feel that a ‘bottom-up’ approach is most effective.
38
A TIME OF OPPORTUNITY
APPENDIX 4
Some teachers/local authorities have recognised how strands of SDE can be
interwoven with other cross-curricular themes. Often these initiatives share the same
espoused outcomes and champion a joined-up approach. This has benefits of:
providing connections between areas of the curriculum
making more sense to learners
reducing teachers’ time on the planning ‘paper trail’ by using one audit grid to
summarise content and delivery.
Primary schools have the greatest penetration of SDE principles and practice and this
is likely to continue. The transition to secondary is a concern and is also an
opportunity for more collaboration between schools within clusters. Some local
authorities bring the new S1 cohort together early in the new session to take part in
outdoor activities or an enterprise project. A SDE component could be built in.
There is anecdotal evidence that S1 pupils from primary schools with a strong Eco
Schools tradition have put pressure onto their secondary school to be more active in
Eco Schools. New heads of learning communities are responsible for improving
transition from primary to secondary school and could build on these examples.
Upper secondary (14–18)
‘The Executive will ensure that the new Curriculum for Excellence integrates
education for sustainable development across subject areas.’
Choosing our Future: Scotland’s sustainable development strategy (Scottish
Executive, 2005)
‘The project has demonstrated that there are several valid approaches to SDE,
which will fit a range of school cultures, locations and experience.’
Sustainable Secondary Schools Project (LTS, 2005)
Cross-curricular themes are challenging to integrate within the upper secondary
subject-based, exam-driven curriculum. It is difficult to use real-life contexts for
learning though these can positively affect school ethos and sustainable school
management practices. Beyond S3 few experiences exist that explicitly make
connections between subjects.
There was a consistent message from respondents that the real impact on improving
secondary schools’ participation in SDE requires revision of curriculum structure and
content and a change to emphasising achievement rather than assessment, partnered
by massive culture change in staff and management throughout the sector. This is no
surprise and has been recognised for a long time. In parallel, the complex of issues
around accreditation and national qualifications needs to be addressed.
A TIME OF OPPORTUNITY
39
APPENDIX 4
44
The Sustainable Secondary Schools Project 2002–5 grew out of recognition by
environmental education practitioners that progress in primary schools was not
matched in the secondary sector and this challenge needed to be addressed. It found
that a diversity of approaches can work and should be encouraged.
More recently progress is being made in some local authorities and schools that could
support improved participation in SDE. Processes that are challenging teachers and
schools to reorganise departmental hierarchical structures are:
Assessment is for Learning programme, supporting changes heralded by
Curriculum for Excellence 3–18 review
timetable management – see East Renfrewshire case study, appendix 6
pupil councils where young people can articulate their concerns to and challenge
those involved in managing their education to respond
the Scottish Qualifications Authority is looking at issues of assessment.
Aids and inhibitors
Responses (including anecdotes) from those interviewed for this report, desk
research, and direct observation/experience working with Scottish schools have been
used to tease out some of the aids/drivers and inhibitors/barriers to participating in
SDE within the current curriculum, at each of the three major curricular stages. They
are summarised in table d.
44
40
Sustainable Secondary Schools (LTS, 2005)
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APPENDIX 4
Table D: Key factors aiding or hindering participation in SDE
within the current curriculum
AIDS/DRIVERS
INHIBITORS/BARRIERS
ALL STAGES (3–18)
Leadership – clear statements of importance
from Government, councils and headteachers
Targets – performance targets/indicators from
Scottish Government, local authority,
headteacher
Inspections – teachers have asked QIOs for
clarification of pre-inspection questionnaire
Capacity building / resources from outside
agents provided by NGOs and agencies, eg
materials, grants for teacher cover, action
projects, CPD, secondment
Interest/pressure of parents and/or young
people – can raise SDE issues up the
agenda in school development or
improvement plan
Influential ‘championing’ staff members –
janitor, dinner lady, support teacher,
headteacher – who are committed to SDE
values
Assessment is for Learning – teachers are
benefiting from its inclusive, reflective approach
and have used it to develop SDE outcomes
Lack of leadership from Scottish
Government, local authority or headteachers
– SDE peripheral, unlike Determined to
Succeed or Health Promoting Schools
Lack of coherent understanding of SDE –
despite publications, teachers do not see
consistent, coherent, definition/understanding
of what SDE is or its place in the curriculum.
Most see it as new name for environmental
education. Piecemeal – no big picture
Lack of capacity/confidence of teachers –
easier for those who are already interested
but many not motivated or confident
Perceived pressures of other priorities
with more political will/resources/support
attached – SDE seen as another initiative
and extra load; peripheral; ‘poor relation’
Lack of interest/recognition in inspections –
informed teachers disenchanted by
capacity of HMIs to evaluate SDE
outcomes – still cursory; too outputfocused
‘White knights’ – enthusiastic champions
who drive things forward, then move on; need
to build whole school approach, not go it
alone
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41
APPENDIX 4
AIDS/DRIVERS
INHIBITORS/BARRIERS
EARLY YEARS (3–5)
Process rather than knowledge-based
curriculum – emphasis on skills and
dispositions; context for learning left to
professionals
Lack of clarity – no clear picture of principles
and practice of SDE amongst practitioners
Teacher mindset – holistic and child-focused;
not loaded with content and formative
assessments
PRIMARY/LOWER SECONDARY (5–14)
Ability and experience in ‘topic-based’
teaching – enabling SDE issues to be the
context for learning – content, skills and
dispositions
Developing informed attitudes within
environmental studies guidelines –
opportunity to address moral issues and
dispositions locally and globally
Content and initiative overload
Priority given to other initiatives with
political will and resource behind them
Teacher capacity – insufficient SDE in initial
teacher education; lack of motivation for CPD
Association between SDE and ‘green
agenda’ – has been a switch off
Support and initiatives from external
agencies – incentive to try something different;
use experience for Chartered Teacher status
Secondary school structure/management/
timetabling – logistics within large schools;
perceived as too inflexible
Committed, talented and enthusiastic
teachers – wishing to promote SDE but
constrained by present system
Subject ‘silos’ and some teacher mindsets
– territorial nature of subject specialists;
teaching ‘in boxes’; few opportunities for
cross-curricular team teaching
UPPER SECONDARY (14–18 National Qualifications)
Committed, talented and enthusiastic
teachers – wishing to promote SDE but
constrained by present system
Secondary school structure/management/
timetabling – logistics within large schools;
perceived to be too inflexible to change
Resources, support and initiatives from
external agencies – incentive to try something
different; use experience for Chartered
Teacher status
S4–S6 subject choices – eg common need
to choose either geography or history, and
exam focused learning
Subject ‘silos’ – teaching and learning
organised within subjects; territorial nature of
subject specialists within departments –
teaching ‘in boxes’; few opportunities made
for cross-curricular or team teaching
Assessment against achievement –
currently based on examinations by
subject/knowledge-based examinations
Cross-curricular themes – tend to be
overlooked in the interests of subjects,
especially S3–S5
Association between SDE and ‘green
agenda’ – has been a switch off
42
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APPENDIX 4
Curriculum for Excellence
‘This approach recognises that much of the content of SDE is already found in a
number of established curriculum areas and that it has strong links with other
parts of the broad citizenship education agenda. However, SDE has sufficient
discrete content and importance to merit a separate core.’
SDELG discussion paper (SDELG, 2006)
SDELG has proposed that SDE should be implemented in Curriculum for Excellence
using a combined subject/cross-curricular approach. However, there is concern that,
in reducing the emphasis on content in Curriculum for Excellence programme, SDE
may slip through the net unless there is a publication clearly outlining its content and
principles.
Table e summarises key opportunities and actions that can assist schools to embed
SDE, and that could be used to inform the development of Curriculum for Excellence.
It also identifies potential threats to such progress.
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43
APPENDIX 4
Table E: What can make a difference to embedding SDE in schools
– informing the Curriculum for Excellence process
OPPORTUNITIES/NEEDS
THREATS
ALL CURRICULUM STAGES
Scottish Government providing explicit
commitment to SDE in Scottish schools
in response to growing public concern,
and identifying dedicated funding to
support delivery.
Setting achievable national targets for
SDE and guidance for local authorities.
LTS providing a clear statement for
schools defining core content and
principles of SDE; its fit to Curriculum
for Excellence capacities; and
curriculum design priorities.
Local authorities ensuring there is
holistic thinking in school building and
management – respecting
considerations of efficiency,
effectiveness and value for money,
while avoiding dominance of short-term
financial considerations over
environmental and/or learning benefits.
HMIE making inspection of SDE and
sustainable practices across school life
more central to inspection, with
appropriate CPD and guidance.
Teacher education institutions raising
status of SDE in BEd and PGDE
courses in line with the Scottish
Government lead and developing
curriculum and school practice.
Providing CPD options for LA
Education Service staff, headteachers,
teachers and support staff.
Building on Assessment is for Learning
in changing teacher mindset from
focusing on content to a more reflective
approach.
44
A TIME OF OPPORTUNITY
SDE becoming a subject and/or
cross-curricular theme, or another
Scottish Government ‘initiative’,
within Curriculum for Excellence,
without demanding a whole school
approach and sustainable practice in
school management – would prolong
mismatch obvious to young learners
between espoused values and what
they see practised by adult
community.
Approach to SDE remaining
piecemeal and/or transitional in
majority of schools – no big picture
obvious to the learners.
Teacher resistance to seeing
‘greener’ agenda impinging on their
role in school.
Eco Schools becoming the only
vehicle/approach to SDE rather than
encouraging a diversity of entry
points relevant to individual schools.
Scottish Government withdrawing
resource stream to LTS, and support
for SDELG or similar, beyond 2008.
APPENDIX 4
OPPORTUNITIES/ NEEDS
THREATS
ALL CURRICULUM STAGES
Curriculum architecture guidance
allowing connections between SDE and
other cross-curricular themes and
subject areas to be shown clearly.
Scottish Government continuing to
support Eco Schools as ‘stepping
stone’ to SDE, but developing
overarching support for whole school
approaches, in line with Health
Promoting Schools.
EARLY YEARS (3–5)
Creating demonstrations of SDE in the
early years, and building on it in
transfer to P1/P2.
SDE remaining unrecognised and
undefined.
PRIMARY/LOWER SECONDARY (5–14)
Role of the new heads of the Learning
Community looking at transition
between P7/S1/S2 presenting an
opening for SDE.
Multi-skilled groups of teachers
working in primary/secondary school
clusters ensuring consistent SDE
teaching and learning through
curriculum and school
practice/management.
SDE not being a compulsory element
of every school’s Development Plan.
SDE remaining thought of as only ‘the
green agenda’ and in a less positive
light.
UPPER SECONDARY (14-18 National Qualifications)
Challenging existing patterns of time
use, and demonstrating successful
and creative ways to improve learning
by using time differently in S1–S6;
using more outdoor/first-hand
experience.
Subject-based, examination driven
teaching continuing to dominate.
Challenging single subject teaching in
S1/S2, and demonstrating successful
and creative ways to improve learning
through using SDE approaches as a
vehicle/tool for other learning.
SDE remaining thought of as only ‘the
green agenda’ and in a less positive
light.
Some key subjects not acknowledging
their role and responsibility in
participating in SDE, as a whole
school approach.
Building on greater pupil involvement
in developing SDE learning and
teaching approaches, and in practical
management of school resources.
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45
APPENDIX 5
Appendix 5: Integration of SDE through Assessment is
for Learning
‘Assessment is for Learning is seen as being fundamental to the values,
purposes and principles of A Curriculum for Excellence…’
Assessment is for Learning, Spring 2007 newsletter. Scottish Executive/Smarter
Scotland/SQA/LTS
The Scottish Government target was for all schools to be involved in AifL by August
2007. This presents an opportunity for promoting participation in SDE across Scottish
schools as several of the barriers identified as hindering SDE can be addressed
through AifL. With many local authorities looking at embedding AifL in schools so that
they can move towards the implementation of Curriculum for Excellence, now is an
essential time to focus on how local authorities and schools can be influenced to
address SDE and further develop established good practice.
Within the package of notes for associated schools groups (ASGs), there is a sheet
entitled ‘Notes for ASGs exploring links between AifL, Curriculum for Excellence and
Determined to Succeed’ presented by the Scottish Executive Determined to Succeed
Division in April 2007. It outlines the four main strands of entitlement for young
people within the Determined to Succeed strategy, which are also designed to support
the values, purposes and principles of Curriculum for Excellence. Below each strand
there are several suggested associated practices for teachers to consider and reflect
on when planning learning, teaching and assessment. ASGs exploring links between
AifL and enterprise are asked to refer to specific points on the AifL triangle, identify the
appropriate Curriculum for Excellence capacities against each associated practice and
indicate the aims they consider relevant.
Many of the associated practices are relevant or linked to SDE. However, the absence
of any overt mention of the principles of sustainable development, and the limited
capacity of the natural environment/resources, means that it is most probable that the
link with sustainable development education will be missed through ignorance rather
than design. There is an opportunity to illustrate how SDE can be promoted through
engaging with the Determined to Succeed Division, influencing their guidance to
schools and local authorities.
As an example, using the second main strand of Determined to Succeed, with the
associated practices given in the AifL guidance, the blue text offers ways in which the
principles of SDE might be integrated.
Experience and develop understanding of the world of work in all its diversity:
Pupils have an understanding and appreciation of the world of work, the value of
different occupations, including entrepreneurship, charitable work and volunteering,
and their contribution to the economy (and) society, and the environment.
46
A TIME OF OPPORTUNITY
APPENDIX 5
Pupils have the opportunity to develop a knowledge and understanding of (equitable)
personal finance, wealth creation and wealth distribution, built on the principles of
sustainable development, both nationally and globally.
Pupils can reflect on the roles, rights and responsibilities of individuals as employees,
managers, employers, entrepreneurs, investors, customers, volunteers, and local and
global citizens.
Pupils can recognise the positive and negative contributions of technology and
business in society, and on our natural and cultural heritage, both locally and globally,
and the urgency for more sustainable development.
A TIME OF OPPORTUNITY
47
APPENDIX 6
Appendix 6: Good practice in education authorities and
schools
‘SDE, to my mind, is just good education.’
P7 teacher
East Renfrewshire Council
This case study illustrates how changing structures and new ways of doing things
in local authorities can improve the status of SDE. Since the start of the
Curriculum for Excellence process, East Renfrewshire Council, with advice from QIOs,
has been looking at different mechanisms and structures to more inclusive school
planning, and improved teaching and learning approaches.
East Renfrewshire (population 90,000) is a compact area with the tenth highest
population density of all councils in Scotland. The main centres of population are
Barrhead and Neilston in the west, and Newton Mearns, Giffnock, Clarkston,
Thornliebank and Busby in the east. There are also a number of small villages. It is
one of the least deprived local authorities in Scotland. However, some areas face
challenges of unemployment, high crime levels, poor housing and health issues. The
Leven Valley was designated for Social Inclusion Policy funding. It has one of the
most ethnically diverse populations in Scotland with over twice the national average of
ethnic minorities, particularly Jewish and Muslim communities.
There are 24 primary schools, seven secondary schools and one special school, with
100% registration of schools for Eco Schools and about 50% with green flags. There
is a strong emphasis on charity giving, and practical and active support from parents
and the local community for many school activities. The council faces challenges of
increasing school rolls, particularly in secondary schools, and a diversity of needs
within its schools and communities.
Key characteristics:
council leadership and support – corporate priority for sustainable development
and interdepartmental working led by Environmental Services; catering within
Education Services giving schools greater control
local improvement plan as key driver – consultation with headteachers, parents
and pupils assists delivery of the National Priorities, How Good is Our School 3,
and Best Value targets for schools.
Despite obvious council support for sustainable development SDE is not as high a
priority in secondary schools as desired. School central support is: five staff support
Health Promoting Schools, four staff support Determined to Succeed and 10% of one
48
A TIME OF OPPORTUNITY
APPENDIX 6
staff member supports SDE. This reflects two key gaps in the support for local
authorities:
specific SDE national targets/quality indicators and guidance for councils
greater awareness of SDE among staff who can influence high quality participation
in SDE by schools.
Nevertheless, new approaches are used to improve participation in SDE, including:
Pupil Councils – forum of representatives (two per primary and three per secondary)
creates agendas for regular meetings with Director of Education. Staff have to give
responses to their questions. It is quite common for fair trade or other sustainability
issues to be raised.
Timetable reorganisation – secondary schools in East Renfrewshire have 33 periods
a week with early closure on two days, giving time for extra-curricular activities and
teacher CPD and collaborative planning. Teachers have more time to think about and
discuss issues, giving new inspiration for those who had become disenchanted by
rigid subject teaching. Collaborative capacity building – the council has used
Assessment is for Learning to work across traditional subject boundaries, and will
consider WWF’s Pathways, as an avenue to developing SDE.
Achahoish Primary School, Argyll and Bute
This case study illustrates how outcomes of SDE, Health Promoting Schools and
Determined to Succeed can be integrated in the school development plan. The
school is also a green flag Eco School.
This new-build school in rural Argyll and Bute has 15 pupils. The school has worked
hard to ensure outdoor and indoor environments provide stimulating learning
opportunities. The grounds are a used for a variety of learning activities and for
creative and active play. Achahoish has been awarded level 3 Health Promoting
Schools status and commitment is so well embedded in school life that activity is
unlikely to tail off once the top award level is reached. This case study is drawn from
the Feedback from Accreditation Visit report form.
Key characteristics:
enthusiastic and experienced headteacher with personal commitment to SDE as
well as Health Promoting Schools
inclusion of health promotion within the council and dchool development plans and
encouragement and support from the QIO and others
inclusive ethos – enterprising, outward-looking, with environmental and global
awareness
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49
APPENDIX 6
whole school vision and dispositions embedded in everyday life of the school
access to funding through Health Promoting Schools and school funds for
purchases of equipment, resources and staff time release.
Examples where health, enterprise and SDE overlap include:
pupils and staff have been involved in a variety of SDE partnership activities
drawing on external providers, for example school garden (Grounds for Learning)
and Global Footprint (WWF/EcoSchools/LTS); they are also involved in
collaborative learning through Assessment is for Learning
council adoption of Hungry for Success; meals are compliant with its
recommendations. Children grow fruit and vegetables in the school garden, which
are prepared in the school kitchen and enjoyed by the whole school community.
Pupils have a good understanding of food sources – food miles, seasonality etc
(This is not encouraged in some local authorities for health and safety reasons, a
barrier that is hard for headteachers to challenge)
pupils recycle food and cardboard scraps to make compost which is used on the
school garden. They also produce liquid plant feed which they bottle and sell in the
local community to raise funds for their chosen international charity.
A single local authority audit report could cover all three areas, saving a lot of teacher
time.
Fortrose Academy, Highland
This case study illustrates how secondary schools can work within existing
constraints and develop ways to participate in SDE when there is support and
encouragement, and added value for learners can be demonstrated.
Fortrose Academy is a six-year mixed comprehensive of just over 600 pupils serving a
mainly rural catchment in the Black Isle, Highland. It participated in the Sustainable
Secondary Schools Project. Even before the project began, ‘the school ethos attracted
45
high praise from HMIE and the council quality assurance team’ . Fortrose has a long
association with schools and communities in Malawi. The SSSP gave the opportunity
to embed this international link more into the school curriculum, while raising global
citizenship issues and understanding of other cultures. Fortrose Academy was also
one of the key participants in developing the WWF Pathways resource.
Key characteristics:
enthusiastic and experienced depute director with co-ordinating role
sympathetic inclusive, outward-looking ethos, with international/global awareness
45
50
Sustainable Secondary Schools Project Report, HLF/LTS 2005
A TIME OF OPPORTUNITY
APPENDIX 6
whole school vision
funding through SSSP, WWF Pathways programme and school fund to buy
equipment, resources and staff time release
inclusion in school development plan as part of ‘raising achievement and improving
learning and teaching’
agreement to embed activity in normal departmental work through enhanced
learning and teaching and encouragement of cross-curricular or extra-curricular
options
regular assistance, encouragement and support of local IDEAS network/One World
Centre worker who was a member of the steering group
teachers enjoyed teaching, learned themselves, and were willing to give the extra
energy it needed.
The co-ordinator recounts some significant stories:
‘As co-ordinator I had time to sit down with staff in different departments to identify
with them opportunities to enhance learning and teaching while raising awareness of
SDE issues – social, economic, and environmental (I am a geography teacher, which
helps)…
One of the biggest successes was being able persuade teachers to change what they
were doing so they saw ‘added value’ to their teaching and learning. I could also
encourage teachers to go to other schools, and see how they approached similar
concepts, and the impact it had on learners. The English Department decided to use a
controversial issue, child labour, as the learning context for English language skills in
Standard Grade coursework. Teachers found they could deliver all the skills through
articles, writing letters, presenting spoken reports etc. And because they were dealing
with a real issue, learners were more motivated to the extent that pupils said it was
such an important issue they felt they needed to do something about it – they
prompted action! They asked to give presentations at school assemblies. Their
knowledge and understanding of the subject and skills in delivering presentations
gave huge confidence and self-esteem – I know, one of them was my son! I would
never have believed he would volunteer to give a presentation. I’ve no doubt that
attainment levels are raised through such an approach.’
The Geography Department encouraged pupils to research and develop a booklet –
Life in Malawi, with the English Department. Learning was linked, although taught
within separate lessons. Again pupils could see connections between the skills they
were learning and their application in the real world. Challenging assumptions and the
way the media portrays Africa created debate and development of informed attitudes.
Research and material development met needs of a greater range of learner styles; it
was challenging – we noticed a definite improvement in the attainment of pupils.’
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51
APPENDIX 6
Leslie Nursery School, Fife
Leslie is a small town in central Fife. It is served by a nursery school that has about 60
pupils, half attending in the morning and half in the afternoon. There are three full-time
equivalent staff for each session. The nursery is a second green flag Eco School.
The school has a 1960s open plan building, a feature of which is its glass wall on the
south-facing side. Between the building and the road there is a tarmac area and a
garden and to one side a fenced wildlife area. The whole space is used in a
completely integrated way for learning, play and social activity.
The commitment to sustainability is visible everywhere – from old tractor tyres and
planters made from reused bricks that provide child-scale gardens and brighten the
tarmac area, to paper, card, fabrics, old yoghurt pots and other reusable materials set
out in the learning bays indoors, all providing endless stimulation for the whole school
community. The garden areas – tyre gardens (each of which has a different character,
for example a bog garden), vegetable garden and wildlife area – benefit from compost
made from the school’s organic waste. Apple cores and other suitable food waste are
used in bird feeders. There are many other recycling activities, including plastic
collected in school and from home which is collected fortnightly for recycling, with the
children keeping a record of how much they have saved from going into landfill.
A feature of the school is the involvement of everyone, not only of those directly
associated with the school but also people who live and work near the school. Their
ideas and support are always valued. Examples are:
The man responsible for cleaning the streets near the school noticed how the
children’s efforts to keep their school litter free were jeopardised by litter blown in
from the surrounding area and dog fouling on the pavement outside the school. He
arranged for bins to be placed nearby and together his and the school’s efforts
have considerably alleviated the problems.
The children were concerned that milk cartons were difficult to clean, store and
recycle. One boy talked of large plastic containers that his mother recycled, so the
school changed to these, even finding a use for the bottle tops for gluing and
wheels on models.
A wee boy found an old piece of metal when working in the garden. To him it was
an inspiration and he tied it to a gate, creating wind chimes.
The children wanted to do something for those less fortunate than themselves.
They collected wool, getting family and friends to knit teddies to donate to
Blytheswood International for children in war-torn countries. Local retired women
have become regularly involved in this. Over 2000 children now have a teddy to
cuddle and to give them comfort.
52
A TIME OF OPPORTUNITY
APPENDIX 6
New projects are always being developed. A recent addition is a sensory walkway.
The children planned where they wanted the path to go, using measuring and other
skills, and chose plants for their smell and touch – jaggy, smooth, fluffy. The path
incorporates steps and a bridge, and so contributes to healthy exercise.
Monitoring and evaluation of achievements are integral and this is displayed by visual
means using photographs, charts etc which not only celebrate what is done but
provide a bright and vibrant backdrop for everyday school activities.
Raigmore Primary School, Highland
This case study aims to illustrate how an inclusive and collaborative approach to
encouraging participation in SDE draws teachers in, rather than pushing them in
directions they resist. It also illustrates the importance of leadership and an ethos of
continuous improvement through school planning, pupil involvement, and
monitoring of achievements.
Raigmore Primary is close to Inverness city centre. Its catchment comprises a mixed
local authority/owner-occupied housing estate, married quarters for families of army
personnel, and a small transient population of families working at the nearby hospital.
There are 200–250 pupils, including those in the nursery. Numbers fluctuate, as
approximately 60% pupils are transient. The staff is around 25, including 11 class
teachers.
The changing school population means that the school’s positive ethos must be clear
to see and experience. The school is very welcoming to new families and presents an
exciting teaching and learning environment, both inside and in the school grounds. It
has been involved in working with the wider community for almost two decades, and
its achievements illustrate how all pupils, long-term or transient, can learn from reallife experiences and make a real contribution to their community. These strengths
have been recognised through the choice of this school as an example of good
practice for a range of activities.
Tackling the set-backs and reflecting on failure are part of the process of community
involvement and of personal and social development. It will stand youngsters in good
stead for facing practical and personal hurdles in their lives ahead.’
Scottish Schools Ethos Network Case Study, 2001
The headteacher has completed the WWF online SDE CPD course and the school
was involved in piloting WWF Scotland’s Pathways programme. In its first year staff
clarified their understanding of what SDE is and identified gaps in coverage. The
process was repeated after a year, as new teachers joined the school, and will be
repeated again at suitable intervals. Successes are celebrated and action taken where
there has been less progress; new targets are set. New elements have included
A TIME OF OPPORTUNITY
53
APPENDIX 6
stewardship of an adjacent piece of woodland, further development of the school
grounds for growing food, and a green gym.
As a result of using Pathways, staff have reflected positively on what they have learnt
from their successes and failures and have gained confidence. In particular, they have
learnt to take a step back and acknowledge their pupils’ competence and confidence.
They have also observed how community involvement impacts positively on
attainment. The headteacher reflected: ‘Agreeing the definitions and doing the audits
took time – we needed to build a common understanding among all the staff, but it has
paid off.’
A current priority is to amend the school’s forward planning format to make it much
easier to explicitly identify SDE goals and targets and thus make monitoring and
evaluation easier.
We would like to acknowledge the help of individuals, schools and local authorities in
putting these case studies together, with special thanks.
54
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APPENDIX 7
Appendix 7: Eco Schools
Participation of Scottish schools in Eco Schools
The Eco Schools programme was developed in1994 by the Foundation for
Environmental Education in response to the outcomes of the Rio de Janiero world
summit and was introduced in Scotland in 1995. The process and content of Eco
46
Schools are set out in its handbook .
Scotland is the world leader in proportion of schools registered (88%), undoubtedly
because in 2002 it was selected by the Scottish Executive as a performance measure
for National Priority 4: Values and Citizenship. Education authorities must report on
‘the number/percentage of schools within their area that are participating in Eco
Schools or similar accredited award’.
Table F: Participation in Eco Schools, August 2007
Registered
Bronze
Silver
2nd
green
3rd
green
4th
green
Local Authority
Nursery
252
93
57
15
4
1
Primary
1101
618
411
75
12
3
Secondary
327
138
71
7
1
0
Composite –
Nursery/Primary
804
464
342
49
12
6
0
0
0
0
0
0
0
0
Composite
Primary/Secondary
Composite
8
10
1
3
Nursery/
Primary/Secondary
Special
133
54
33
8
2
0
Independent
114
29
8
0
0
0
Early Years
Partnerships
131
27
7
0
0
0
929
154
31
10
Total
46
2880
1427
Eco Schools Scotland Handbook (KSB, 2003 as later amended)
A TIME OF OPPORTUNITY
55
APPENDIX 7
Research by the Scottish Centre for Research in Education (SCRE) at Glasgow
47
University in 2006 identified that:
the programme lacked appeal for secondary schools. It recommended
development to cover broader and more complex issues such as social justice,
health inequalities, climate change, and fair trade. This is now being addressed
through a specialist post within Eco Schools
there is a need for new challenges for multiple green flag schools.
Eco Schools strengths and weaknesses
During the research a number of strengths and weaknesses of Eco Schools in relation
to delivery of SDE came to light. These are summarised in table g below.
47
Evaluation of Eco Schools Scotland (The SCRE Centre, University of Glasgow 2006. ISBN 1
86003 095 5)
56
A TIME OF OPPORTUNITY
APPENDIX 7
Table G: Strengths and weaknesses of Eco Schools
Strengths
Weaknesses
Registration for Eco Schools is a national
priority performance indicator for schools
Reporting is based on participation, which
can be only registration (compare two
councils with 100% registration; one has 40%
schools with green flags, the other only 3%)
Financial support from Scottish Government
Committed only to 2008
Comparative longevity enabled development
and embedding in local authorities and
schools
Uncertainty on future funding
Local authority support – high priority for 65%
councils that responded to survey; 40% had
dedicated Eco Schools officer (there are only
three LAs with dedicated officer posts)
Councils which don’t have dedicated officer
are less successful
Clear process, leading to accredited award
Perceived as having too much paperwork;
Eco Schools staff focus on procedures plus
development work and fundraising
Whole school participation and, in some
schools, recognition that it can be focus for
everything in the school – shared vision
Some headteachers regard it as a ‘box to
tick’
Helps foster critical thinking on environmental
issues
Weak on enterprise and social aspects of
SDE
Good starting point to get schools started on
SDE
Lacks appeal for secondary schools and new
challenges for green flag schools
Teachers can make use of complementary
programmes, eg WWF Pathways and
resources
Other advice/resource providers who work in
partnership with Eco Schools, eg Grounds for
Learning, Energy Savings Trusts, are not
funded by the public sector to provide this
service; gaps in support materials, eg water
use
Eco Schools is part of an international
programme
A different approach to Eco Schools in
Scotland would cause it to diverge from the
international initiative; however, flexibility is
allowed within the programme
It has a secure home in KSB
KSB is however an NGO. Other initiatives, eg
Health Promoting Schools; Active Schools,
are managed as an integral part of the
Scottish Government ‘family’ giving increased
security and credibility with headteachers
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57
APPENDIX 7
Assessor questionnaire
A questionnaire for completion by Eco Schools green flag assessors in May–June
2007 elicited only 14 responses from 100+ schools assessed. It is not known if this
was because assessors felt schools were not doing ‘real’ SDE (the instruction was to
complete the form only if they found sound evidence of SDE, including understanding
of the six principles) or if busy assessors were inhibited from filling in yet another form.
Common evidence of Eco Schools contribution to SDE in these schools was:
integration of Eco Schools work with Health Promoting Schools and/or Determined
to Succeed
involvement in global education and fair trade activities
working with schools in other countries, particularly in Africa
linking environmental activities with economics, eg power generation
doing enterprise projects in school as part of Eco Schools, eg building playground
shelter.
58
A TIME OF OPPORTUNITY
APPENDIX 8
Appendix 8: Other Projects and Initiatives contributing to
SDE
WWF Pathways
‘Pathways is designed to be used by school staff as part of their school’s
regular planning process to make it easier to produce the sustainable
development (and other cross-curricular theme) parts of school development
plans and schemes of work.’
Pathways: a practical tool for planning and delivering SDE and related cross-curricular
themes (Scottish Edition, 2000 http://www.wwf.org.uk/education).
48
In 2002 WWF reviewed its environmental education and SDE projects, finding that
knowledge and understanding of sustainable development was relatively high but did
not result in behavioural change. The main reasons were: fragmented approaches,
lack of participation by many teachers, lack of a whole school approach.
The Pathways process was designed to overcome these problems. It is a planning
tool for teachers, aiming to gain commitment from all staff, not just isolated
enthusiasts. Its purpose is to help schools plan SDE or associated cross-cutting
themes such as citizenship, enterprise, and global education. It was piloted in 10
schools in Highland and North Lanarkshire in 2005–7. The Pathways framework
document is available online and Pathways CPD training will be available from August
49
2008 with details available through the LTS CPDFind register and through the
Scottish Development Education Centres (http://www.ideasforum.org.uk/resource_centres).
Global education
‘The fundamental solution to global poverty is fair trade, not free trade.’
Scottish Youth Parliament ‘Our Scotland’ manifesto
(http://www.scottishyouthparliament.org.uk, 2007)
There are many organisations working in development education/global citizenship,
for example Oxfam, the British Council and WWF. Scotland has six Development
50
Education Centres that support this work. The individual organisations develop and
51
promote projects for schools, for example Oxfam’s Compass Rose project ; the
48
One School at a Time – a Decade of Learning for Sustainability (WWF, 2001,
http://www.wwflearning.org.uk)
49
Pathways to Change: a Practical Toolkit for planning and delivering SDE and related crosscurricular themes (WWF, 2007, http://www.wwflearning.org.uk)
50
http://www.ideas-forum.org.uk/resource_centres
51
http://www.oxfam.org.au/publications
A TIME OF OPPORTUNITY
59
APPENDIX 8
52
British Council’s Global Schools Partnership ; UNICEF’s Rights Respecting Schools
53
award .
Given their small resources, the Development Education Centres are increasingly
taking a strategic approach, encouraging linkage between existing discrete projects,
and mentoring, advising and training those who work with schools. CPD is a growing
activity for development education workers.
Waste
Scotland’s Waste Strategy was drawn up by SEPA. The Waste Awareness Scotland
campaign has its focus on households and businesses but has encouraged council
waste departments to engage with their schools. The Scottish waste education
54
database, compiled in 2005 , shows most councils provide a service to schools to
promote understanding and action on waste, often to support Eco Schools. Mostly this
comprises talks and activities led by councils’ waste department staff, and visits to
recycling and other waste facilities. There are a few cases of dedicated waste
education officers, who may do community work as well as work with schools. A few
authorities also have local groups who actively participate in waste education, for
example the Shetland Amenity Trust provides a service to the Islands’ schools;
Lothian Environmental Education Partnership, as well as delivering a programme to
support Eco Schools, hosts a programme to provide training for those delivering waste
education and runs CPD for teachers. Since the report a more consistent input by
council waste departments has developed.
Energy
Energy Advice Centres are funded by the Scottish Government to give advice on
energy efficiency. This funding does not include schools work. Nevertheless, a few
centres, for example Ayr and Aberdeen, run school programmes that are paid for by
individual councils and/or sponsored by businesses. Work is currently under way
through EST to make this a part of the Eco Schools programme.
School travel
The School Travel Plans project is an opportunity for SDE, though safety and health
are higher priorities. All councils have School Travel co-ordinators whose remit is to
develop healthy, efficient, socially inclusive and environmentally sustainable
55
approaches to travel to school. A review in 2005 showed considerable variation
52
http://www.britishcouncil.org.uk
http://www.unicef.org.uk
54
http://www.sepa.org.uk/nws/thenetwork
55
Evaluation of the School Travel Co-ordinator Initiative (Derek Haddon Consultancy for the
Scottish Executive, 2005 http://www.scotland.gov.uk/research)
53
60
A TIME OF OPPORTUNITY
APPENDIX 8
across councils on the number of posts, and emphasis given to their educational, as
opposed to travel planning, role. Roads Departments had 80% of the posts while only
14% were in the Education Department.
Increasingly schools have used their travel plans as an educational activity, often as
part of Eco Schools. By the end of 2006–7 25% of Scottish schools have a written and
monitored school travel plan; 36% are doing travel plan activities; and 39% have no
plans in place. A future challenge is to make connections between sustainable
transport plans for schools and travel choices in other parts of day-to-day life.
Sustrans provides advice and support to school travel co-ordinators. It has £3.8m from
the Scottish Government for 2007–8, of which 15% is for ‘soft’ activities – promotion
and education. In September 2007, Sustrans will launch a DVD of real-life examples
of schools’ sustainable travel plans.
Biodiversity
56
One of the objectives of the Scottish Biodiversity Strategy is to ‘increase awareness,
understanding, and enjoyment of biodiversity and engage many more people in
conservation and enhancement’. First-hand learning is important to recognition of the
complexity and beauty of the natural world.
A number of public bodies and NGOs provide support for schools. They include
57
SNH – TeachingSpace website ; posters and fact sheets; Biodiversity at the
Chalkface seminar for student teachers; Forestry Commission – Forest Education
Initiative (FEI) and Forest Schools; Countryside Rangers; RSPB Scotland; and SWT –
materials and support on biodiversity.
Outdoor learning
‘The values necessary to equip the current and future generations to meet these
challenges (sustainable living and working) can be developed by re-engaging
children and young people with their planet through learning outdoors –
frequently throughout their school life and in a variety of contexts and settings.’
Taking Learning Outdoors: partnerships for excellence (LTS, 2007)
The Outdoor Connections Advisory Group, appointed to advise the Minister for
58
Education and Young People, published its report in 2007 . It made strong arguments
for the critical importance of experiential outdoor learning to understanding of
56
http://www.scotland.gov.uk/library5/environment
http://www.snh.org.uk
58
Taking Learning Outdoors: partnerships for excellence (Learning and Teaching Scotland,
2007 ISBN-13- 184399-147-2)
57
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61
APPENDIX 8
sustainability and development of values and attitudes for a change in lifestyles. There
are many outdoor learning opportunities that contribute to SDE.
School grounds – sustainable development and use of schools grounds is
promoted through Eco Schools and though other organisations especially Learning
through Landscapes, the UK school grounds charity, known in Scotland as
Grounds for Learning. Many of its projects and teachers’ courses include
sustainability, though this is not their only focus. School Grounds Week 2007 took
sustainability as its theme. Over 800 Scottish schools registered and used the
59
online support pack . Others who help schools with the sustainable management
of their grounds are rangers and the British Trust for Conservation Volunteers.
SNH offers a programme of grants for the development of biodiversity and SDE in
school grounds.
Outdoor learning – programmes run by rangers and in Forest Schools, RSPB
education centres, Scottish (SWT) reserves, National Nature Reserves (NNRs),
National Trust for Scotland properties and the Royal Highland Education Trust’s
farm visits programme have elements of sustainability, especially of the natural
heritage. The Eco Schools Biodiversity Module encourages schools to explore the
local environment, and to survey and improve its biodiversity. Other programmes
such as Forest Schools and Fife Council’s Natural Connections aim to make
outdoor learning a routine part of the school week.
Residential experience – centres around Scotland are used by schools for outdoor
learning experiences, including outdoor activities, personal and social
development, and field studies. Six have Eco Centre status awarded by Eco
Schools.
Wildland – the John Muir Award, run by the John Muir Trust, challenges individuals
to discover a wild place, explore it, do something to conserve it, and share their
experience. There are three levels – Discovery, Explorer and Conserver Awards.
Wild places are anywhere from backyard to a remote part of the world. Schools in
some parts of Scotland participate in this scheme.
Residential centres
‘Several thousand pupils and hundreds of schools undertake outdoor learning
at residential centres in Scotland every year. Structured programmes focus on
PSD, eco-literacy and other contemporary issues (transition, enterprise
learning, etc). Some providers see their programmes in the context of SDE as
well as Curriculum for Excellence and are creating new programmes to better
deliver the outcomes sought from SDE. The potential to deliver multiple
outcomes, from the specifics of eco-literacy or enterprise learning to the values,
attributes and competencies required for SDE, through the medium of outdoor
learning, and the intensity of the emersion in a multi-day experience, suggests
59
62
http://www.ltl.org.uk
A TIME OF OPPORTUNITY
APPENDIX 8
that residential experience is good value for money. Some outdoor centres seek
to support schools in such areas as Health Promotion and Eco-schools with six
outdoor centres achieving the Eco-centres award. However, residential facilities
are currently underutilised as the national residential resource today could
provide a residential experience for every pupil in Scotland every four years.’
Communication from Dave Spence
Continuing professional development
60
Linking Thinking is a flexible learning resource for teachers and other educators,
developed by WWF Scotland to promote learning to think and approach issues in a
joined-up way. The aim is to help people to understand and address the complex
issues that increasingly dominate 21st century life. The resource comprises seven
units in two series (the Perspectives series and the Focus series), a free standing
‘toolbox’ of activities and a glossary. Each unit contains activities that can be used
directly with students in a wide range of subjects including geography, science,
business studies, design and technology and personal and social education. It can be
worked though as a complete modular course or dipped into for ideas.
61
Opening the Doorway to Sustainability is an online professional development
course for teachers provided by WWF. It takes place over three months. Participants
reflect on and strengthen their SDE practice through using published resources, doing
individual activities that draw on their experience and apply learning; participate in
online discussions with fellow course members and experts; and develop an action
project relevant to their own situation.
The benefits are:
comparing and analysing different approaches and frameworks for developing
sustainable schools
identifying and developing skills appropriate for ESD
reflecting on their own practice (attitudes and values and the way they affect
practice) and trying out new approaches
contributing and learning from other course participants
adopting a critical reflection and action research approach to SDE.
60
Linking Thinking: new perspectives on thinking and learning for SDE (WWFScotland, 2005)
can be found at http://www.wwflearning.org.uk
61
http://www.wwflearning.org.uk; http://www.LTScotland.org.uk
A TIME OF OPPORTUNITY
63
APPENDIX 8
Creative Connections
‘Most of all has been the permission to do with children what I love best – being
outside. It has actually changed the whole psyche of the school. Learning is fun
and often messy. Learning is active.’
Course participant
62
Creative Connections is a programme organised and run by a partnership of Eco
Schools Scotland and the SpeyGrian Education Trust. The week-long course aims to
provide further understanding of sustainability, biodiversity and citizenship through
shared, experiential outdoor learning. It is modelled on a course developed by Yukon
College, Canada. It differs from other courses for educators in several important
respects. Distinctive features include:
at least four facilitators from different backgrounds encourage a variety of
perspectives
facilitators are 'learners' too and are an integral part of the group
participants’ skills and interests are nurtured and shared with the group
plenty of personal space for thinking and reflection
participants from all sectors of education
interdisciplinary course with mix of arts, science and philosophy designed to
encourage 'joined-up thinking' and creativity
participants select from a 'menu of possibilities' and are very involved in directing
their own programme for the week, leaving with a unique experience
focus on experiential learning, much of it outdoors
course format models Curriculum for Excellence
it takes place in a 'castaway' location where participants can immerse themselves
in the natural world with few distractions, for example sea journey in a traditional
sailing boat, river journey in Canadian canoes, residential experience on a small
Hebridean island
emphasis is placed on process
participants are invited to meet for a weekend three months after the course has
taken place. They can then opt to join the SpeyGrian network, which is a diverse
group of artists, ecologists, musicians, scientists and educators united in their
passion for first-hand experience of the natural world.
Each Creative Connections course has an underlying structure and participants are
given an outline itinerary in the pre-course information discussion. However, flexibility
is paramount and facilitators tailor the course to both individual and group
requirements. They are also given a folder of stimulus materials that can be used as a
focus for discussion. However, flexibility is paramount and facilitators tailor the course
to both individual and group requirements.
62
http://www.ecoschoolsscotland.org
64
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APPENDIX 9
Appendix 9: Monitoring, inspection and reporting
HMIE inspection
‘While there are examples of good practice across schools and authorities …
present practice … is very variable with not all pupils having high quality
experiences relating to SDE.’
Education for Sustainable Development – the role of HMIE (unpublished guidance
document)
SDE is now included in primary and secondary pre-inspection profile questionnaires.
Areas that are explored are: planning for SDE (policy, school development and
improvement plans, auditing, staff CPD); partnerships (involvement of parents and
wider school community in SDE); recognition of achievement (awards including Eco
Schools), support from education authority; sustainable practice (recycling).
Inspection teams consider aspects of SDE as well as other curricular and crosscurricular themes (such as enterprise and health promotion), in coming to an overall
view on the wider achievements of pupils and schools. In order to assist them in this,
63
Managing Inspectors have been provided with a briefing paper , which defines SDE,
provides policy background, and lists various statements in guidelines and advice
documents that outline SDE delivery within subjects like environmental studies,
biology and geography; and school management practices.
Local authority monitoring and reporting
Best Value Duty
‘Educating children about sustainable development makes no sense if it is not
reinforced by children’s day-to-day experience.’
Best Value and Sustainable Development: a Toolkit for Local Authorities (Burley,
2006)
Sustainable development is one of 10 themes and has education as a sub-theme. The
64
monitoring framework , developed by the Sustainable Scotland Network (SSN), has a
series of questions on policy, implementation and outcomes. Education questions are
on school management, for example school travel plans; design and management of
buildings and grounds; energy use; waste management; sustainability in school
development plans; participation in Eco Schools; teacher CPD and involvement of the
wider school community.
63
Education for Sustainable Development – the role of HMIE (Unpublished guidance, 2006)
Best Value and Sustainable Development: a toolkit for local authorities (Burley for the
Sustainable Scotland Network, 2006) http://www.sustainable-scotland.net
64
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65
APPENDIX 9
Monitoring local education priorities
Councils set annual priorities for their schools, and increasingly SDE and/or Eco
Schools appear. Each authority has its own arrangements for monitoring schools’
responses. QIOs in some authorities, for example Highland Council, have indicated
that teachers will have to report on a set of criteria to show how SDE is being
implemented and that results will be collated to give a cross-authority picture.
Schools’ monitoring and evaluation
How Good is Our School?
School improvement plans can be a tool for self-monitoring. To aid this, QIOs believe
schools need stronger guidance including a model school development plan for SDE,
and clear and meaningful targets and indicators.
65
The Assessment is for Learning programme also offers scope for monitoring
progress in SDE as its reflective approach sits well with this all-encompassing theme.
Records of achievement
As SDE is a cross-cutting theme it cannot be monitored by collating results of tests or
exams. Unanimously people interviewed for this research did not want to see SDE
become a subject, with individual pupil assessment of attainment. Nevertheless they
did value recognition of school achievement, and also of individual pupils’ successful
contribution.
Other ways of monitoring
Progression through Eco Schools and take-up of other SDE projects
Progression of schools through Eco Schools, and particularly the award of first and
subsequent green flags, gives a measure of progress towards SDE. Surveying
schools’ take-up of other programmes and projects, and evaluation of their
effectiveness, can provide proxy measures of participation in SDE, although not of
quality of provision and learning.
Evaluation of materials
Providers of materials for education have done some monitoring and evaluation of
their use, though this has never been collated to give a broader picture. Undoubtedly
methodologies will vary, making meaningful comparisons difficult.
65
66
Assessment is for Learning (Learning and Teaching Scotland Corporate Profile, 2006)
A TIME OF OPPORTUNITY
APPENDIX 9
Use of websites
Website hits can be used cautiously to show trends in teachers’ interest in SDE. For
66
example, Learning and Teaching Scotland’s records of hits on its website between
June 2006 and July 2007 show steady use of the SDE pages at about 1700–2000 per
month, though not surprisingly use is lower in July each year. This is similar to hits on
the Enterprise pages, but only about a seventh of the volume for Health Promoting
Schools. All three topics had a huge increase in hits in one month, March 2007,
perhaps because this is when teachers start to plan for the coming school year. In
future, reports on the average length of time that people spend on specific pages will
be available.
66
http://www.LTScotland.org.uk
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67
APPENDIX 10
Appendix 10: Remit and study methods
This report was commissioned by LTS. The remit was to produce a report on the
current status of SDE in Scottish schools. It asked for an accurate snapshot of
what is happening in schools, identification of existing mechanisms that assist schools
in learning and teaching SDE; how the Ambitious, Excellent Schools/Curriculum for
Excellence programme can ensure that schools are able to place SDE within their
work; and identification of priorities for action.
From the outset it was recognised it was neither desirable nor possible within
resources and time available to survey Scottish schools individually. Rather emphasis
was placed on exploring key questions relating to the curriculum; Eco Schools and
other programmes; and monitoring, reporting and inspection. Case studies provide
some specific examples.
The study has involved:
consultation with participants at the LTS/SDELG network meeting of local authority
contacts and final review meeting of WWF’s Pathways project pilot phase
face-to-face and telephone interviews with key people associated with SDE in
Scotland (list in appendix 11), including practising teachers, and headteachers at
each stage, resulting in qualitative results, sometimes anecdotal
email survey of local authorities’ commitment to SDE and Eco Schools, and
advisory staff resources
information provided by Eco Schools Scotland lead assessors when visiting green
flag applicant schools in the summer term 2007
desk study of relevant documents and websites
identification of case studies describing good practice.
68
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APPENDIX 10
Appendix 11: Who was consulted; acknowledgements
Some people are represented in more than one category
Face-to-face and telephone interviews:
Teachers
QIOs
Other council advisers
Sustainable Scotland Network
Scottish Government (Smarter Scotland and Greener Scotland)
Learning and Teaching Scotland
HMIE
Scottish Qualifications Authority
SDELG members
Eco Schools Scotland
Environmental agencies/public bodies
NGOs
6
7
1
1
5
4
1
1
9
3
2
9
Consultation through meetings:
LTS/SDELG network meeting of local authority representatives
April 2007
WWF Pathways pilot debriefing meeting May 2007
Email questionnaire to local authorities
33 participants –
QIO or equivalent
16 participants –
teachers
33% return
Eco Schools green flag assessor questionnaire
Fourteen questionnaires returned by Eco Schools green flag assessors May/June
2007. This is less than 10% of assessments done in the period so results have to be
treated with caution.
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APPENDIX 11
Appendix 12: Acronyms
AifL
ASG
CfE
CPD
FCS
HMIE
IDEAS
KSB
LA
LTS
NGO
QIO
RSPB
SCRE
SDE
SDELG
SEPA
SNH
SSN
SSSP
Sustrans
SWT
WWF
70
Assessment is for Learning
Associated Schools Groups
Curriculum for Excellence
Continuing Professional Development
Forestry Commission Scotland
Her Majesty’s Inspectorate of Education
International Development Education Association of Scotland
Keep Scotland Beautiful
Local Authority
Learning and Teaching Scotland
Non-Governmental Organisation
Quality Improvement Officer
Royal Society for the Protection of Birds
Scottish Centre for Research in Education (Glasgow University)
Sustainable Development Education
Sustainable Development Education Liaison Group
Scottish Environment Protection Agency
Scottish Natural Heritage
Sustainable Scotland Network
Sustainable Secondary Schools Project
Sustainable Transport
Scottish Wildlife Trust
World Wide Fund for Nature
A TIME OF OPPORTUNITY
Learning and Teaching Scotland
The Optima, 58 Robertson Street,
Glasgow G2 8DU
Customer Services: 08700 100 297
enquiries@LTScotland.org.uk
www.LTScotland.org.uk