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Learning for Sustainability

What is learning for sustainability?

Learning for Sustainability is learning to live within the environmental limits of our planet and to build a just, equitable and peaceful society. It is essential for the well-being of all and is an international priority. (UNESCO, 2013)

It is concerned with every level and type of learning and the provision of quality education for all.

For a school it is 'a whole school approach that enables the school and its wider community to build the values, attitudes, knowledge, skills and confidence needed to develop practices and take decisions which are compatible with a sustainable and equitable world.' (Learning for Sustainability, The report of the One Planet Schools Group, 2012).

Schools are already undertaking many aspects of this through the areas shown in the diagram below, and in other ways.

Learning for Sustainability words

Learning for Sustainability has been embedded within the Standards to support teachers in actively embracing and promoting principles and practices of sustainability in all aspects of their work. (GTCS 2012, The Standards for Registration p.3; The Standard for Career-Long Professional learning p.3; The Standards for Leadership and Management p.3)

Why 'learning for sustainability'?

Professional Values, Learning for Sustainability and Leadership underpin and permeate the GTCS Professional Standards. The purpose of this guidance is to support your understanding of, and engagement with, Learning for Sustainability and the impact of this on your professional practice throughout your career.

We live in a turbulent, interdependent and rapidly changing world, with a complex range of environmental, social, cultural, political and economic challenges shaping our future - locally, nationally and globally. For everyone to live as we currently do, consuming natural resources and generating carbon emissions at the rate we do in Scotland, we would need three planets, not just one, to sustain us. As a result of the overuse of resources across the world, ecosystems are exploited and damaged; conflict is common; inequality and injustice widespread. Learning for Sustainability is learning to live within the environmental limits of our planet and to build a just, equitable and peaceful society, and is essential for the well-being of all.

Learning for Sustainability is a priority for the Scottish Government and Scotland's education professionals. The Scottish Government's Action Plans for the UN Decade of Education for Sustainable Development (2005-14) set out actions for all sectors of education. In schools, sustainable development education, global citizenship, outdoor learning and health and well-being are firmly embedded within Curriculum for Excellence. Learning for Sustainability weaves together and builds upon these themes. The Scottish Government has accepted the Learning for Sustainability report's recommendations that:

  • all learners should have an entitlement to Learning for Sustainability;
  • every practitioner, school and education leader should demonstrate Learning for Sustainability in their practice;
  • every school should have a whole school approach to Learning for Sustainability that is robust, demonstrable, evaluated and supported by leadership at all levels;
  • school buildings, grounds and policies should support Learning for Sustainability;
  • a strategic national approach to supporting Learning for Sustainability should be established.

The professional actions, values, skills and knowledge of Learning for Sustainability are embedded within the Standards for Registration/Career-Long Professional Learning/Leadership and Management, recognising that all teachers should be confident in their knowledge and understanding of the challenges facing society locally and globally. (GTCS 2012)

What does it mean for me?

Learning for Sustainability is integral to the GTCS Professional Standards Framework. For each aspect of the Standards, teachers should explore their own assumptions in the light of their experiences, by considering the following:



All Teachers

Professional Values and Personal Commitment

This section is the same for all levels as Professional Values are at the core of the Professional Standards. The educational experiences of all our learners are shaped by the values and dispositions of all those who educate them. Values are complex and are the ideals by which we shape our practice as professionals. Starting with us as individuals, values extend to all those for whom we are responsible and to the world in which we live.

Professional Values and Personal Commitment Questions to ask Further Questions to ask

Embracing locally and globally the educational and social values of sustainability, equality and justice and recognising the rights and responsibilities of future as well as current generations

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners’ communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How do I contribute to social justice in my classroom, my school, my learners’ communities and in wider society? How might I contribute?
  • How do I contribute to environmental stewardship in my classroom, my school, my learners’ communities and in wider society? How might I contribute?
  • How do I contribute to economic security in my classroom, my school, my learners’ communities and in wider society? How might I contribute?
  • What is my contribution to civic democracy in my classroom, my school, my learners’ communities and in wider society? How might I contribute? In what ways does my school have a shared understanding of these values?

WWF - Pathways

Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners’ communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How do I value and promote the inclusion of different ages, disabilities, and gender, race, ethnic, religious and sexual identities, in my classroom, my school, my learners' communities and in wider society? What might I do?

National Framework for Inclusion

Valuing as well as respecting social, cultural and ecological diversity and promoting the principles and practices of local and global citizenship for all learners

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners’ communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways is my classroom and school a welcoming, inclusive and supportive environment for learners of all social and cultural backgrounds? In what ways could this be strengthened?
  • In what ways does my classroom and school value the abilities and needs of all? In what ways could this be strengthened?
  • In what ways do I and my school protect and enhance ecological diversity and demonstrate the value of life and diversity beyond the human race. ? In what ways could this be strengthened?
  • In what ways do I and my school provide opportunities for learners to be responsible citizens by contributing to local, national and global society?

Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners’ communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How and when do I learn about or engage in the ecological, social and economic nature and issues of: my local community; my learners' local communities; the wider world? How might I learn about and engage with them?
  • How and when do I encourage my learners to engage with finding out about the ecological, social and economic nature and issues of their local communities; participating in the ecological, social and economic nature and issues of their local communities? How and when might I do this?
  • How and when do I engage my learners with learning about, and participating in, wider social, ecological and economic matters? How and when might I do this?

Keep Scotland Beautiful - Environmental review

Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners’ communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I shaped my practice to respect the rights of all learners as outlined in the UNCRC in my classroom, my school and my contribution to the teaching profession?
  • What opportunities do I provide for learners to contribute to decision-making about their learning experiences: in my classroom; my school; my learners' communities; in wider society?
  • How do I contribute to supporting and developing all aspects of learners' well-being in my classroom, my school, my learners' communities and in wider society?

UNICEF - Rights Respecting Schools Award

 

Student Teachers

From The Standard for Provisional Registration

Professional Knowledge and understanding Questions to ask Further Questions to ask

from 2.1.2

Know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways do I use sustainability themes or issues that matter to my learners, my school, my learners' communities or wider society to provide a realistic and coherent interdisciplinary context for learning?

Education Scotland - Interdisciplinary Learning - an introduction

from 2.1.4

Have knowledge of current educational priorities such as learning for sustainability

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • To what extent have I systematically read, analysed and critically evaluated a range of appropriate educational and research literature regarding Learning for Sustainability to inform my professional practice?

GLOW

from 2.3.1

Have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I developed my knowledge and understanding of how natural, social, cultural, political and economic systems function and how they are interconnected?
  • In what ways have I explored the connections between different areas of subject knowledge and disciplines and ways of approaching interdisciplinary work?

Education Scotland - Outdoor Learning Practical Guidance

Professional Skills and abilities

from 3.1.2

Stimulate learner participation in debate and decision making about issues which are open-ended, complex, controversial or emotional

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide for learners to contribute to debate and decision making on issues which are open-ended, complex, controversial or emotional?
  • How do I develop learners' critical and creative thinking skills to enable them to participate in debates and decision making on these issues?

Oxfam - Education - Teacher Support

Philosophy for Children

from 3.1.3

Demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes

Demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • To what extent do the teaching and learning strategies that I use effectively support Learning for Sustainability?
  • What opportunities do I provide that engage learners in learning outside the classroom?

WWF - Learning for Sustainability

Education Scotland - Outdoor Learning Practical Guidance

from 3.1.5

Demonstrate an ability to work cooperatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and well-being

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • To what extent do I work cooperatively with teachers and educators to further Learning for Sustainability?
  • To what extent do I work cooperatively with others beyond the education profession to further Learning for Sustainability?
  • How can I expand my learning networks for Learning for Sustainability?

Education Scotland - Partnerships for Learning

from 3.2.1

Use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide for learners to have direct experiences of nature in and outside my classes?
  • What opportunities do I provide for learners to engage with the natural, cultural and built environment within and beyond the school boundary?
  • What opportunities are there for me to develop my understanding and pedagogical expertise in this area?

Education Scotland - Outdoor Learning Practical Guidance

from 3.4.2

Adopt an enquiring and critical approach to their professional practice and development and engage in systematic professional dialogue

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I engaged in systematic professional dialogue on Learning for Sustainability?
  • In what ways do I enquire into, and critically evaluate, the impact of my Learning for Sustainability practice on learners?
  • In what ways do I use what I have learned from these processes to shape my practice and how do I share my learning with colleagues?

 

Probationer Teachers and all Teachers choosing to reflect against the Standard for Full Registration

From The Standard for Full Registration

Professional Knowledge and understanding Questions to ask Further Questions to ask

from 2.1.2

Know how to work collaboratively with colleagues to facilitate interdisciplinary learning

Know how to work with the local and global community to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I facilitated interdisciplinary learning through collaborating with colleagues on Learning for Sustainability?

Education Scotland - Interdisciplinary Learning - an introduction

  • Can I draw a network showing my contacts within the education profession locally and globally with whom my learners might benefit from engaging?
  • Can I draw a network showing my contacts beyond the education profession locally and globally with whom my learners might benefit from engaging?
  • How can use my learning networks to facilitate interdisciplinary Learning for Sustainability? How might I expand my learning networks to strengthen this?

IDEAS for Global Citizenship - Eco Schools

from 2.1.4

Have secure knowledge of current educational priorities such as learning for sustainability

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • To what extent have I systematically read, analysed and critically evaluated a range of appropriate educational and research literature regarding Learning for Sustainability to inform my professional practice?

GLOW

from 2.3.1

Have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I developed my knowledge and understanding of how natural, social, cultural, political and economic systems function and how they are interconnected?
  • In what ways have I shaped my practice and pedagogical approach to reflect the dynamic and interconnected nature of the world in which we live?

Education Scotland - Interdisciplinary Learning - an introduction

Professional Skills and abilities

from 3.1.2

Create opportunities to stimulate learner participation in debate and decision making about issues which are open-ended, complex, controversial or emotional

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide for learners to contribute to debate and decision making on issues which are open-ended, complex, controversial or emotional in my classroom, my school, in my learners' communities and in wider society?
  • How do I develop learners' critical and creative thinking skills to enable them to participate in debates and decision-making on these issues?

Oxfam - Education - Teacher Support

Philosophy for Children

from 3.1.3

Skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seek outdoor opportunities

Create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • Sustainability?
  • What opportunities do I provide to engage learners in learning outdoors?

Education Scotland - Search

WWF - Learning for Sustainability

  • What opportunities do I provide to actively engage learners with asking questions (for example about: their prior learning; how their learning relates to real-world issues; what counts as evidence; developing arguments; alternative futures?)
  • What opportunities do I provide that elicit learners' current perspectives and value positions and encourage the challenging of perceptions about people and the wider world?
  • What opportunities do I provide for learners to expand their world view through engagement with environments, cultures, societies and perspectives with which they do not usually have contact?

WWF - Learning for Sustainability

WWF - Sustainable Schools, Sustainable Futures

from 3.1.4

Show commitment to raising learners' expectations of themselves and others and their level of care for themselves, for others and for the natural world

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide that enable learners to care for themselves, others and the natural world in ways that promote sustainability?
  • What opportunities do I provide to raise learners' expectations of what they and others can do and achieve by addressing real world sustainability issues that affect themselves, the school, their communities or wider society?

Education Scotland - Health and Wellbeing

Education Scotland - Outdoor Learning Practical Guidance

from 3.1.5

Establish a culture where learners meaningfully participate in decisions related to their learning and their school

Create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and well-being, taking a lead role where appropriate

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • To what extent do I provide learners with opportunities to participate in decisions related to issues of sustainability, equity and justice: in my classroom; in my school; in my learners' communities and in wider society.
  • To what extent do I work cooperatively with others in the education profession to further Learning for Sustainability, taking a leading role where appropriate?
  • To what extent do I work cooperatively with others beyond the education profession to further Learning for Sustainability?
  • How can I expand my learning networks to further Learning for Sustainability?

WWF - Learning for Sustainability

Education Scotland - Partnerships for Learning

from 3.2.1

Use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide for learners to have direct experiences of nature in and outside my classes?
  • What opportunities do I provide to engage my learners with the natural, cultural and built environment within and beyond the school boundary?
  • What opportunities are there for me to develop my understanding and pedagogical expertise in this area?

Education Scotland - Search

from 3.4.2

Demonstrate an enquiring and critical approach to their professional practice and development and engage in systematic professional dialogue

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I engaged in systematic professional dialogue on Learning for Sustainability?
  • In what ways do I enquire into, and critically evaluate, the impact of my Learning for Sustainability practice on learners?
  • In what ways do I use what I have learned from these processes to shape my practice and how do I share my learning with colleagues?

 

Registered Teachers in schools, etc and Teachers choosing to reflect against the Standard for Career-Long Professional Learning

From The Standard for Career-Long Professional Learning

Professional Actions: Learning for Sustainability Questions to ask Further Questions to ask

Understand the environmental, social and economic conditions of learners to inform teaching and learning

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How and when do I learn about or engage in the environmental, social and economic nature and issues of my learners' local communities and their relationships with the wider world?
  • How might I learn about and engage with this?
  • How can I use my understanding to impact on my teaching and learning practice?

WWF - Pathways

  • As a result of my professional learning, how and when do I engage my learners with finding out about the environmental, social and economic nature and issues of their local communities; participating in their local communities?
  • How and when might I do this?

Education Scotland - Developing Global Citizens within Curriculum for Excellence

Have a critical understanding of and engage with the ways in which natural, social, cultural, political and economic systems function and are interconnected

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways have I critically developed my knowledge and understanding of how natural, social, cultural, political and economic systems function and how they are interconnected?
  • In what ways do I critically explore the connections between different areas of subject knowledge and ways of approaching interdisciplinary work?
  • How do I engage my learners in systems thinking, understanding connections to help make better sense of the world?
  • Have I explored the educational implications of global interdependence in relation to society, culture, environment and economy?
  • What opportunities do I provide to draw parallels between global, local and classroom issues e.g. conflict, sharing of resources, working together?

Education Scotland - Interdisciplinary Learning - an introduction

Develop the knowledge, skills and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What development needs do I have in relation to enhancing my Learning for Sustainability knowledge and skills?
  • How do I plan my professional learning to enable me to develop in these areas?
  • What support would I require to meet these needs?

Professional Recognition

Connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities do I provide for learners to develop a sense of place within local and global communities and of their connection to and dependence on the natural world, making use of real-world and outdoor contexts?
  • How might I provide further opportunities in this area to improve outcomes for all learners?

Education Scotland - Developing Global Citizens within Curriculum for Excellence

British Council Schools Online

Eco-Schools Connect

 

Middle Leader in School

From The Standards for Leadership and Management

The Professional Actions of Middle Leaders Questions to ask Further Questions to ask

from 3.3.1

Work with the team to identify and articulate a shared vision, values, ethos and aims in relation to teaching and learning

Set clear standards in their practice, in relation to the principles of inclusion, sustainability, equality and social justice

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How have I ensured that Learning for Sustainability teaching and learning approaches are incorporated in the shared vision, values, ethos and aims of my team(s)?
  • How are the professional values of inclusion, sustainability, equality and social justice reflected in my professional actions?
  • How have I ensured that the professional values of inclusion, sustainability, equality and social justice are reflected in the professional actions of others that I lead and work collaboratively with?

WWF - Learning for Sustainability

from 3.4.1

Ensure planning and provision for learning is underpinned by the principles of equality and social justice

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways do I ensure that the learning approaches planned will improve the achievement of all learners?
  • What evidence is there of the positive impact of the approaches used for all learners?

from 3.4.4

Recognise and encourage the wide and diverse range of partnerships which contribute to the learning, pastoral and emotional needs of all learners

Draw upon knowledge and expertise from other professional partners to enhance programmes for learners

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities have I taken to work cooperatively with partners in and beyond the education profession to further Learning for Sustainability in my school?
  • How can I encourage colleagues to expand their learning networks to further Learning for Sustainability in my school?

WWF - Learning for Sustainability

Education Scotland - Partnerships for Learning

from 3.5.2

Foster collective responsibility across the team for the sustainable, transparent, fair and effective use of resources

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways do I ensure that issues of sustainability and social justice are taken into consideration in the purchasing, banking and resource management policies and practices of my team(s)?

Scottish Government Greener Schools Resources

 

Headteacher

From The Standards for Leadership and Management

The Professional Actions of Head teachers Questions to ask Further Questions to ask

from 4.1.4

Create regular opportunities to engage with staff, learners and the wider school community to identify priorities

Establish, sustain and enhance a culture where all learners are involved in meaningful decision making about the planning and enhancement of learning and in wider school improvement

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • What opportunities have I taken to ensure that, in my school, in the context of self-evaluation for school improvement:
    • all learners have an entitlement to Learning for Sustainability;
    • all practitioners demonstrate Learning for Sustainability in their practice;
    • there is a whole school approach to Learning for Sustainability;
    • all school buildings, grounds and policies support Learning for Sustainability

Scottish Government - Learning for Sustainability Report

from 4.3.1

Work with the whole school community to identify and articulate a shared vision, values and aims in relation to teaching and learning

Set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice in the teaching and learning processes

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How have I led strategically to ensure that Learning for Sustainability teaching and learning approaches are incorporated in the shared vision, values, ethos and aims of all in the school community?
  • How are the professional values of inclusion, sustainability, equality and social justice reflected in my own professional actions?
  • How have I demonstrated strategic leadership to ensure that the professional values of inclusion, sustainability, equality and social justice are reflected in the professional actions of all in the school community?

WWF - Learning for Sustainability

from 4.4.1

Co-create an aspirational vision, values, ethos and aims agreed in partnership with all stakeholders

Communicate and model the vision, values, ethos and aims regularly to all learners and the wider school community

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • How have I demonstrated strategic leadership to ensure that Learning for Sustainability is central to the shared vision, values, ethos and aims of all in my school community?
  • In what ways is the vision, values, ethos and aims communicated regularly to all learners and the wider school community

WWF - Learning for Sustainability

from 4.5

Consider the sustainability implications of resourcing decisions

  • What do I understand by this aspect of the Standard?
  • How do I meet this aspect of the Standard: in my classroom; in my school; in my learners' communities; in wider society; as a contribution to the teaching profession?
  • Which aspects do I find most challenging?
  • What support do I need to put this into practice?
  • In what ways do I demonstrate strategic leadership to ensure that issues of sustainability and social justice are taken into consideration in the purchasing, banking and resource management policies and practices of my school?

Scottish Government Greener Schools Resources