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SDELG Discussion Paper
Sustainable Development Educationin A Curriculum for Excellence
Network Event, Stirling Management Centre
22/23 August 2006
SummaryThis paper has been produced by the Sustainable Development Education Liaison Group as its initial advice on how to “ensure that the new Curriculum for Excellence integrates education for sustainable development across subject areas” (Scottish Executive, 2005).
It discusses the role of sustainable development in the school curriculum. It presents an indicative curriculum framework which would encourage and enable schools to provide their pupils with a sound understanding of sustainable development within a context of citizenship.
August 2006
Citizenship
Sustainable Development
Content
SDE Cit izenship
Content
SDE Subject-based
Content
Interdisciplinary projects and studies
Curriculum areas and subjects
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Contents
Introduction 1
Sustainable Development Education 1 Why now? 1 What is this model of SDE for? 2 Sustainable Development 2 Defining Sustainable Development Education 3
Sustainable development in the current curriculum 5
SDELG Paper One 5 Eco Schools Scotland 5 Good Practice 5
Sustainable development in A Curriculum for Excellence 7
The Aims of A Curriculum for Excellence 7 Sustainable development skills 8 The Principles of Curriculum Design 9
Sustainable development in the future curriculum 11
A Model for SDE in Scottish Schools 11 Subject-based content 11 Citizenship content 12 Sustainable development content 15
Sustainable development beyond the formal curriculum 17
References 19
Appendices
Appendix 1 SDE action plan 21Appendix 2 Choosing our Future – school education extract 22Appendix 3 Learning for our Future: Scotland’s First Action Plan for the UN Decade for Education for Sustainable Development 2005–2014 23Appendix 4 Members of SDELG 24
Papers by SDELG
SDELG Paper One; The Contribution of the Current Curriculum in Scottish Schools to Sustainable Development Education (distributed December 2005)
SDELG Paper Two; Quality Indicators for Sustainable Development in Scottish Schools (in preparation, for distribution August 2006)
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IntroductionThis discussion paper has been produced by the Sustainable Development Education Liaison Group (SDELG). It is the group’s initial advice on how to “ensure that the new Curriculum for Excellence integrates education for sustainable development across subject areas” (Scottish Executive, 2005). It discusses the impact of sustainable development education on the school curriculum, self evaluation and inspection. It presents indicative frameworks for curriculum and assessment structures which encourage and enable schools to provide their pupils with a sound understanding of sustainable development.
The SDELG will continue to review its advice as planning and implementation of A Curriculum for Excellence progresses.
Sustainable Development EducationSustainable development education is not new to Scottish schools. It has its roots in environmental, development, global and citizenship education and clear links with health and enterprise initiatives. Many of the essential elements of sustainable development education (SDE) are already present in schools.
The recommendations here should be seen as a whole school approach, ensuring that the separate elements are brought together in a clear, coherent, structured way and that permeates the work of the school. This whole school approach ensures that the principles of sustainable development are embedded in all aspects of the school’s work; its culture, ethos, management structure, its learning and teaching, community links and in the management of the school buildings and grounds.
A whole school approach will clearly demonstrate the relevance and connections to pupils’ lives, enabling pupils to appreciate the value of what they are learning. There is also an existing, and growing, body of evidence that SDE has a positive effect on pupils’ confidence, self-esteem, motivation, resourcefulness, behaviour, values, attitudes and dispositions.
Why now?The Sustainable Development Education Liaison Group (SDELG) has produced this paper in response to the current, far reaching changes taking place in Scottish school education. Major influences are:
• The Ambitious, Excellent Schools Agenda and A Curriculum for Excellence review, including Progress and Proposals, 2006.
• The Minister for Education and Young People’s five point action plan for sustainable development in Scottish Schools. (see Appendix 1)
• The UK government sustainable development strategy, Securing the Future and the UK framework for sustainable development One future- different paths.
• Choosing our Future, the Scottish sustainable development strategy, which emphasises the role of school education in fulfilling the governments’ policy. (see Appendix 2)
• Learning for our Future: Scotland’s First Action Plan for the UN Decade for Education for Sustainable Development 2005–2014. (see Appendix 3)
• Improving Scottish Education, a report by HMIE on inspection and review 2002–2005.
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What is this model of SDE for?This model brings together the experience of the members of the SDELG and sets out what is desirable in practical terms to allow sustainable development to flourish in our schools. It is intended to inform discussions in A Curriculum for Excellence review and subsequently the Decade of Education for Sustainable Development. The framework is relevant to;
• The overall development of A Curriculum for Excellence and its implications for sustainable development, citizenship and other cross-curricular and whole school initiatives.
• The development of the cross-curricular aspects of the Ambitious, Excellent Schools agenda and A Curriculum for Excellence, in particular in the emphasis placed on integrating citizenship strands.
• The preparation of guidance on evaluating and monitoring sustainable development education in schools.
Sustainable DevelopmentThe goal of sustainable development is “to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life of future generations” (Scottish Executive, 2006).
The Scottish and UK governments recognise a shared framework with five principles
• Living within environmental limits• Ensuring a strong, health and just society• Achieving a sustainable economy• Promoting good governance• Using sound science responsibly.
The four priority areas for the next decade are:
• Sustainable production and consumption• Climate change and energy• Natural resource protection and environmental enhancement• Sustainable communities. The SDELG has used these principles and priorities in defining a sustainable development model for schools in Scotland.
Sustainable development is a contested topic. There are few issues in sustainable development that are not subject to current political, social and popular dispute. Even fewer proposed sustainable development actions are without political implications and so debate. Sustainable development education in our schools must therefore deal with issues related to power, conflict and conflict resolution, decision-making, representation, participation, ideology, control and manipulation of information.
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Defining Sustainable Development EducationSustainable development can be defined in many ways but it is useful to think of it in terms of six interrelated principles. These principles have been interpreted in slightly different ways by different bodies and the ones set out below have been adapted from several sources.
Interdependence – Understanding the connections and links between all aspects of our lives and the links between people, other living things and places at a local and global level. Understanding that what happens in one place can affect what happens somewhere else.
Diversity – Understanding the importance and value of diversity in peoples’ lives – culturally, socially, economically and ecologically – and that our lives, our economy and our wellbeing are impoverished without such diversity.
Carrying Capacity – Understanding that there are limits to the world’s resources and the ways in which the world can develop and that the consequences of unmanaged and unsustainable growth are increased poverty and hardship, and the degradation of the environment, to the disadvantage of us all.
Rights and Responsibilities – Understanding the need to lead lives that consider the rights and needs of others and recognising that what we do now has implications for what life might be like in the future
Equity and Justice – Understanding the underlying causes of inequity and recognising that for any development to be sustainable it must benefit people in an equitable way and not improve some lives at the expense of others.
Uncertainty and Precaution – Understanding that our actions may have unforeseen consequences and recognise that there are limits to human knowledge and encouraging a cautious approach to the welfare of our planet.
Sustainable development education seeks to ensure learners:
• Acquire knowledge of the principles of sustainable development• Develop understanding of the relevance of the principles to their own lives and to the lives
of others• Develop the skills needed to take decisions guided by these principles• Value the importance of these principles in sustaining their own wellbeing in addition to the
wellbeing of our society, economy and planet. • Understand the interactions and implications, socially, politically and personally, of sustainable
development.
Sustainable development education is not about transmitting a set of answers to pupils, but about engaging them in learning and in activities that will allow them to develop the skills and explore the issues in ways that will enable them to make up their own minds on some of the issues which will shape the world.
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Sustainable Development in the Current CurriculumSustainable development and its constituent topics have been part of the curriculum of Scottish schools for many years. National Guidelines 5-14: Environment Studies offered a wide range of learning opportunities that supported environmental education. The foundations for SDE were laid in Learning for Life (Scottish Office, 1992), which promoted the merger of the then separate development and environmental education strands. Our World, Our Future (SCCC, 1999) further developed a whole school approach and added consideration of the importance of self evaluation and integration with quality assurance mechanisms. Living and Learning in a time of change (LTS, 2000) showed how SDE could be used as an integrating and motivating element in the school curriculum. The opportunities provided within the curriculum have been expanded on in, for example, The Global Dimension in the Curriculum (LTS, 2001) and further supported by Education for Citizenship in Scotland (LT Scotland, 2002).
SDELG Paper OneThe contribution to sustainable development education of elements in the current curriculum is assessed in SDELG Paper One; The Contribution of the Current Curriculum in Scottish Schools to Sustainable Development Education (SDELG, 2005).
Eco Schools ScotlandA major driver in moving towards an SDE approach in many schools has been the adoption of achievement in the Eco Schools award scheme as a performance measure in the National Priorities in Education (National Priority 4: Values and Citizenship). Changes made in the Eco Schools programme, with the inclusion of biodiversity and the proposed inclusion of a global dimension, have ensured that most schools have gained considerable experience of SDE.
Good Practice There are already many examples of good SDE in schools although those involved in this work may not call what they do SDE. Work on bringing the global dimension into schools, the growing number of schools participating in the Eco Schools award scheme and the many excellent initiatives such as health promoting schools and enterprise education are all working to promote a whole school, participatory decision making approach to problems and issues. The table below provides a listing of some SDE initiatives/projects that have been undertaken by member groups of SDELG and illustrates areas of existing good practice. The SDELG website www.ltscotland.org.uk/sustainabledevelopment contains further practical examples.
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Project Participants Context Where to find out more:
Sustainable
Secondary
Schools
Partnership
SSSP Partners Implementation of
SDE in secondary
schools
http://www.ltscotland.org.uk/
sustainabledevelopment/
Eco Schools Eco Schools
Scotland
Accreditation of
aspects of SDE in
nursery, primary,
secondary &
special needs
http://www.ecoschoolsscotland.org/
Global
Footprints
WWF UK SD impact of
schools linked
to Eco Schools
http://www.ltscotland.org.uk/
sustainabledevelopment/
Linkingthinking WWF Scotland Systems thinking
resource for
secondary
and FE
http://www.wwflearning.org.uk/
wwflearning-home/resource-centre/
linkingthinking,553,AR.html
Nadair RSPB Scotland Support for
teachers using the
local environment
http://www.rspb.org.uk/scotland/index.
asp
Developing
Effective
Support
IDEAS Support for
teachers in
development
education
http://www.ideas-forum.org.uk/schools.
html
Action 4
sustainability
SDD, SEERAD,
SNH
SDE support
for primary and
secondary schools
in Highland
http://www.csv.org.uk/Scotland/
Action+4+Sustainability.htm
Forest Schools FCS, SNH and
others
Use of forest and
outdoors
in education
http://www.forestry.gov.uk/forestry/hcou-
4xtm77
My sustainable
house
The Lighthouse Support for SDE in
built environments
www.sust.org
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Sustainable Development Education in A Curriculum for ExcellenceThe Aims of A Curriculum for ExcellenceSustainable Development Education is fully concordant with the aims of the emerging curriculum, and has key contributions to make in encouraging schools to deliver the core purposes of A Curriculum for Excellence.
In addition to knowledge and understanding of the principles of sustainable development, new skills and values are needed. The majority of these skills are included in the Purposes of the Curriculum from 3-18 as set out in the Scottish Executive Education Department’s publication A Curriculum for Excellence.
Purposes of the Curriculum from 3-18. Skills, values and attitudes most relevant to SDE highlighted in bold type
SUCCESSFUL LEARNERS with> enthusiasm and motivation for learning> determination to reach high standards of
achievement> openness to new thinking and ideasand able to> use literacy, communication and numeracy skills> use technology for learning> think creatively and independently> learn independently and as part of a group> make reasoned evaluations> link and apply different kinds of learning
in new situations
CONFIDENT INDIVIDUALS with> self respect> a sense of physical, mental and emotional wellbeing> secure values and beliefs> ambitionand able to> relate to others and manage themselves> pursue a healthy and active lifestyle> be self aware> develop and communicate their own beliefs > live as independently as they can> asses risk and take informed decisions> achieve success in different areas of activity
RESPONSIBLE CITIZENS with> respect for others> commitment to participate responsibly in political, economic, social and cultural lifeand able to> develop knowledge and understanding
of the world and Scotland’s place in it> understand different beliefs and cultures> make informed choices and decisions> evaluate environmental, scientific and technological issues> develop informed, ethical views of complex issues
EFFECTIVE CONTRIBUTORS with> an enterprising attitude> resilience> self-relianceand able to> communicate in different ways and in different settings> work in partnership and in teams> take the initiative and lead> apply critical thinking in new contexts> create and develop> solve problems
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Sustainable Development skillsThe skills and values included in the Purposes of the Curriculum 3-18 are in part addressed within SDE as part of three SDE competencies.
Systems thinking – The ability to understand the links and relationships between issues is vital for understanding the interdependent nature of our world and for addressing the complex problems that increasingly dominate our lives. However despite the fact that systems thinking is easily taught and learned it is not generally taught in schools. Including systems thinking in the revised curriculum will enable pupils and teachers to address problems in a ‘joined-up’ way, linking and applying learning to new situations and to make better sense of the world around them.
This skill is closely related to the Purpose of the Curriculum statements, in particular:
• make informed choices and decisions• evaluate environmental, scientific and technological issues• develop informed, ethical views of complex issues• apply critical thinking in new contexts
Reflective evaluation – Changing our behaviour is an integral part of moving towards sustainable development. It is therefore vital that pupils are able to asses their own behaviour in conjunction with their teachers and peers. Teaching pupils to use reflective evaluation techniques enables them to honestly assess what they have done well, what could have been done better and how they would do things differently next time, in a way that builds their confidence and ensures that they do not feel they are being criticised. In addition to supporting SDE, including reflective evaluation in A Curriculum for Excellence will also support the development of confident individuals.
This skill is closely related to the Purpose of the Curriculum statements, in particular:
• develop and communicate their own beliefs • asses risk and take informed decisions• solve problems• make reasoned evaluations
Participative decision making – The ability to work within a group with wide-ranging opinions and views is a vital component of SDE. Engaging pupils in participative decision making and building their skills in using it ensures that pupils learn to appreciate views that are different from their own. It will encourage the ability to listen to others opinions, to have the confidence both to put forward their own ideas and to change their mind when persuaded by the arguments of others. There is evidence from case studies that shows participative decision making is also extremely effective at buildings pupils’ confidence and motivation for learning. Despite this teachers are not routinely taught these simple and easily used techniques.
This skill is closely related to the Purpose of the Curriculum statements, in particular:
• work in partnership and in teams• take the initiative and lead• learn independently and as part of a group• relate to others and manage themselves
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The Principles of Curriculum Design Sustainable development education has a significant role to play in ensuring curricular balance while in itself demonstrating its close compliance with emerging curriculum design priorities.
Challenge and enjoyment
Sustainable development education – Addresses real world issues of local, national and international importance,Provides opportunities for positive action by individuals and groups,Involves innovative teaching approaches,Encourages use of out-of-classroom learning and first hand experience, bringing motivational benefits,Includes active learning and action research as characteristic learning modes.
Breadth
Sustainable development education –Integrates elements from a wide range of subjects,Is an exemplar of the cross-curricular approach to teaching and learning,Involves a range of teaching and learning modes.
Depth
Sustainable development education – Provides opportunities for individual and group exploration of ideas and issues,Provides opportunities for meaningful personal research,Provides opportunities for individual or group research or action in detail.
Personalisation and choice
Sustainable development education – Promotes exploration of choice at a variety of levels, personal, group, school and national,Has responsibility, choice and participation as core aspects,Provides opportunities for meaningful pupil decision making.
Coherence
Sustainable development education – Is an integrating element, taking learning from a wide range of modes and subject disciplines,Provides a powerful glue in citizenship, curriculum and the school as a whole.
Relevance
Sustainable development education – Is relevant to all individuals now and in the future,Promotes the knowledge, skills and dispositions which are needed by all citizens of the 21st century,Is concerned with current national and international issues in the news,Can be linked to events in and concerns of the community.
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Progression
Sustainable development education – Is concerned with a wide range of issues, from the very simple to some of the most complex issues facing society,Illustrates a clear progression from local to national to global,Requires building on and integrating a wide range of previous experiences.
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Sustainable Development Education in the future curriculum
A Model for SDE in Scottish SchoolsSustainable development education is one of a number of cross curricular themes which are to be integrated within A Curriculum for Excellence. Others listed in Progress and Proposals (2006) are enterprise, citizenship, health, creativity and problem solving. Cross curricular themes are an increasingly important aspect of school education, and two international reports, Across the Great Divides (CIDREE, 1998) and Cross-curricular themes in secondary education (CIDREE, 2005) give both the advantages and the problems associated with cross curricular work in schools.
SDELG proposes that sustainable development education should be implemented in A Curriculum for Excellence using a combined subject/cross curricular approach. This approach recognises that much of the content of SDE is already found in a number of established curriculum areas (summarised in SDELG Paper One) and that it has strong links with other parts of the broad citizenship education. However, sustainable development has sufficient discrete content and importance to merit a separate core.
Sustainable development education should be seen as organised in the overlapping parts:
• Subject-based content • Citizenship content • Sustainable Development content.
SDE Subject-based Content – SDE in the wider curriculumMost SDE, including all the underpinning knowledge, many of the skills and dispositions will be delivered as part of subject-based curricula, as it is now, in the 5-14 Guidelines and of a number of National Qualifications. It has been assumed that most of the relevant knowledge and understanding content of these will be retained into A Curriculum for Excellence. SDELG Paper One sets the parts of the existing curriculum that contribute most to SDE. It is recommended that this contribution is maintained. While it is difficult to gauge accurately, it is anticipated that about 60% of SDE curricular content will be delivered through subject-based curriculum.
Citizenship
Sustainable Development
Content
SDE Cit izenship
Content
SDE Subject-based
Content
Interdisciplinary projects and studies
Curriculum areas and subjects
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SDE Citizenship Content – SDE as part of citizenshipSDE shares much of its rationale and content with other cross-curricular themes and initiatives, notably Citizenship, Enterprise, Health, Outdoor Education, Creativity and Eco Schools. SDELG anticipates that much SDE will be part of integrated teaching and learning in a range of whole school initiatives. This will include some underpinning knowledge, and much of the values and dispositions content. This will encompass about 25% of SDE curricular content.
The integration of SDE with other cross-curricular themes has advantages in ensuring that:
• Pupils’ experience of cross-curricular themes is not delivered as a series of discrete “mini-subjects” but form coherent and engaging learning experiences
• Unnecessary repetition is minimised in and between subject and cross curricular themes• Pupils’ engagement, ownership and motivation can be maximised.
We recommend that where ever possible, the SDE Citizenship Content is delivered as part of integrated programmes with other subjects or other cross-curricular themes. These could take the form of whole school, class, group or individual projects. We feel that this approach has the greatest potential for innovation in secondary schools. In S1 and S2, these programmes could form the basis for large scale projects. In S3 to S6, giving the elective nature of the curriculum at these stages, planned cross-curricular programmes, leading to a national qualification, would provide a mechanism for engaging all pupils.
Rather than define a content-led curriculum, we have expanded the six principles of SDE (page 4) into stage-related statements. The table on pages 10 and 11 sets out the broad areas of knowledge and understanding that should be included in the curriculum to ensure pupils are familiar with and understand the six principles of sustainable development.
There has been considerable progress in recent years in developing programmes, approaches and schemes of work on the cross curricular themes and many of these, with suitable modification, will provide exemplars for the SDE Citizenship Content.
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ironm
ent,
to
the
dis
adva
ntag
e of
us
all.
Und
erst
and
how
and
w
hy t
o ca
re fo
r th
eir
per
sona
l and
sha
red
p
osse
ssio
ns a
nd
reso
urce
s
Und
erst
and
whe
re b
asic
re
sour
ces,
suc
h as
wat
er,
food
, she
lter
and
ene
rgy,
co
me
from
and
are
p
rod
uced
Und
erst
and
the
idea
of
finite
res
ourc
es a
nd h
ow
thei
r ho
me
and
sch
ool
may
be
man
aged
mor
e su
stai
nab
ly
Und
erst
and
su
stai
nab
le ‘o
ne
pla
net’
con
sum
ptio
n at
in
div
idua
l, na
tiona
l and
in
tern
atio
nal l
evel
s
Und
erst
and
som
e of
th
e co
nseq
uenc
es
of u
nsus
tain
able
co
nsum
ptio
n
Que
stio
n d
ecis
ions
, p
ract
ices
and
pro
cess
es
that
affe
ct s
usta
inab
le
dev
elop
men
t is
sues
and
in
vest
igat
e al
tern
ativ
es
Sus
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SD
E C
itiz
en
ship
Conte
nt
(con
tinue
d)
SD
E P
rincip
leE
arl
yto
P1
Fir
stP
1–P
4S
econ
dP
4–P
7T
hir
d,
Fourt
hS
1–S
3S
enio
rS
4–S
6
Rig
hts
and r
esp
onsi
bili
ties,
U
nders
tandin
g t
he n
eed
to
lead
live
s th
at c
onsi
der
the
rig
hts
and
nee
ds
of o
ther
s an
d
reco
gnis
ing
that
wha
t w
e d
o no
w h
as im
plic
atio
ns fo
r w
hat
life
mig
ht b
e lik
e in
the
futu
re.
Und
erst
and
tha
t ac
tions
ha
ve c
onse
que
nces
Und
erst
and
tha
t w
e ha
ve
the
right
not
to
be
harm
ed
by
othe
r p
eop
le’s
act
ions
an
d t
he r
esp
onsi
bili
ty t
o en
sure
our
act
ions
don
’t ha
rm o
ther
s
Und
erst
and
tha
t w
hat
hap
pen
ed in
the
pas
t ha
s sh
aped
the
way
th
ings
are
tod
ay fo
r b
oth
bet
ter
and
wor
se
Und
erst
and
tha
t w
hat
we
do
now
has
im
plic
atio
ns fo
r w
hat
life
will
be
like
in t
he fu
ture
Und
erst
and
the
im
pac
t of
the
ir ac
tions
an
d li
fest
yle
on t
he
envi
ronm
ent
and
soc
iety
an
d m
ake
info
rmed
d
ecis
ions
Und
erst
and
the
d
iffer
ence
bet
wee
n su
stai
nab
le a
nd
unsu
stai
nab
le a
ctio
ns
and
pro
duc
ts
Be
able
to
asse
ss t
he
sust
aina
bili
ty o
f the
ir ow
n lif
esty
le
Equit
y and just
ice
Und
erst
and
ing
the
und
erly
ing
caus
es o
f ine
qui
ty a
nd
reco
gnis
ing
that
for
any
dev
elop
men
t to
be
sust
aina
ble
it
mus
t b
enefi
t p
eop
le in
an
equi
tab
le w
ay a
nd n
ot im
pro
ve
som
e liv
es a
t th
e ex
pen
se o
f ot
hers
.
Und
erst
and
wha
t is
fair
and
unf
air,
wha
t is
rig
ht
and
wro
ng
Und
erst
and
tha
t b
asic
ne
eds
are
univ
ersa
l
Und
erst
and
the
diff
eren
ce
bet
wee
n ne
eds
and
w
ants
Und
erst
and
tha
t ev
eryo
ne in
the
wor
ld
doe
s no
t en
joy
the
sam
e st
and
ard
of l
ivin
g as
us
Und
erst
and
tha
t re
sour
ces
for
mee
ting
the
need
s of
life
can
b
e lim
ited
, so
mus
t b
e sh
ared
fairl
y
Und
erst
and
the
d
iffer
ence
bet
wee
n q
ualit
y of
life
and
st
and
ard
of l
ivin
g
Und
erst
and
tha
t so
cial
ju
stic
e is
an
esse
ntia
l p
art
of s
usta
inab
le
dev
elop
men
t
Und
erst
and
the
mai
n ca
uses
of i
neq
ualit
y w
ithin
and
bet
wee
n so
ciet
ies
and
how
the
se
can
be
add
ress
ed
Uncert
ain
ty a
nd p
recauti
on
U
nder
stan
din
g th
at o
ur
actio
ns m
ay h
ave
unfo
rese
en
cons
eque
nces
and
rec
ogni
se
that
the
re a
re li
mits
to
hum
an
know
led
ge a
nd e
ncou
ragi
ng
a ca
utio
us a
pp
roac
h to
the
w
elfa
re o
f our
pla
net.
Und
erst
and
tha
t d
iffer
ent
peo
ple
do
thin
gs in
d
iffer
ent
way
s
Und
erst
and
tha
t p
eop
les
actio
ns c
an
have
unf
ores
een
and
uni
nten
ded
co
nseq
uenc
es
Und
erst
and
ing
the
imp
orta
nce
of
cons
ider
ing
the
cons
eque
nces
of o
ur
actio
ns
Und
erst
and
the
issu
es
surr
ound
ing
rele
vant
si
tuat
ions
to
whi
ch t
he
pre
caut
iona
ry p
rinci
ple
ap
plie
s e.
g. G
M c
rop
s
Und
erst
and
ing
the
valu
e an
d u
se o
f the
p
reca
utio
nary
prin
cip
le
in p
erso
nal,
soci
al,
econ
omic
, sci
entifi
c an
d
tech
nolo
gica
l dec
isio
n-m
akin
g
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Sustainable Development Content – the distinctive contribution of SDE to school educationWithin the Scottish and UK Sustainable Development Strategies, four key sustainable development issues:
• sustainable consumption and production, • climate change and energy, • natural resource protection and • environmental enhancement, sustainable communities
are recognised as priorities. It is proposed that these priorities be taught specifically as sustainable development within the revised curriculum. These are areas where pupils will benefit from a more detailed involvement, as these topics are likely to dominate sustainable development policy and action for the next decade. We have not suggested specific content for the Early Stage of the 3-18 curriculum, where work should be based on broad citizenship themes, incorporating first hand experience.
It is proposed that the Sustainable Development content forms the basis of cross-curricular, project-based work to be undertaken by all pupils at different stages in their school career. It is envisaged that the focus of these projects would be shaped by locally relevant issues (e.g. development of a nearby wind farm, changing employment patterns in the local community) and will build on the more general content outlined above. It is expected that a variety of individual and group-based approaches will be used that reinforce core learning while making a major contribution to the development of skills and values.
Examples of good practice in working with these topics can be found in many primary schools, often associated with Eco Schools, and secondary schools participating in the Sustainable Secondary Schools Project and WWF Pathways planning programme. In light of the case study evidence generated by these and other examples, this project-based approach clearly has the potential to become one of the most motivating and engaging elements of school education. Schools that have used this approach have clearly demonstrated practical ways in which the principles of curriculum design – challenges and enjoyment, breadth, progression, depth, personalisation and choice, coherence, relevance – can be integrated into learning and teaching in ways that both pupils and teachers find motivating and enjoyable.
It is proposed that each of these four topics is engaged by pupils twice in their school career to ensure progression. These represent approximately 15% of SDE curricular content. The table sets out the stages at which we recommend each topic is addressed and gives an indication of content and teaching and leaning approach.
Some of the topics here will entail considerable resource development or modification. The allocation of topics to particular stages will assist resources developers by, for example, indicating that Sustainable Communities material will be required mainly for pupils in early primary and late secondary. At present, by default, most SDE materials are aimed at Second stage, P4–P7.Sustainable Development Content
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Fir
stP
1–P
4S
econ
dP
4–P
7T
hir
d a
nd F
ourt
hS
1–S
3S
enio
rS
4–S
6
Sust
ain
able
consu
mpti
on
and p
roducti
on
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
the
‘life
cyc
le’ o
f p
rod
ucts
and
ser
vice
s w
e us
e re
gula
rly –
Whe
re t
hey
com
e fr
om, h
ow t
hey
are
pro
duc
ed,
who
pro
duc
es t
hem
, how
the
y ar
e d
isp
osed
of
Par
ticip
ate
in a
pro
ject
to
incr
ease
the
sus
tain
abili
ty o
f p
rod
uct
and
ser
vice
use
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
and
com
par
e su
stai
nab
le c
onsu
mp
tion
at
ind
ivid
ual,
natio
nal a
nd g
lob
al
leve
ls
Und
erst
and
imp
acts
and
im
plic
atio
ns o
f pro
duc
ts,
bui
ldin
gs a
nd s
ervi
ces
and
p
artic
ipat
e in
an
eval
uatio
n of
th
e fo
otp
rint
of a
kno
w p
roce
ss,
eg h
ome,
sch
ool,
clas
sroo
m
Clim
ate
change a
nd e
nerg
y
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
the
bas
ic
mec
hani
sms
of c
limat
e ch
ange
, th
e ro
le o
f clim
ate
chan
ge
gass
es a
nd t
heir
orig
ins
Inve
stig
ate
a lo
cally
rel
evan
t is
sue
rela
ting
to c
limat
e ch
ange
(e
g flo
odin
g, b
uild
ing
a w
ind
fa
rm, e
tc) a
nd lo
ok a
t si
mp
le
way
s to
red
uce
emis
sion
s
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
clim
ate
chan
ge
gas
red
uctio
n m
easu
res
and
th
eir
soci
al a
nd e
cono
mic
co
nseq
uenc
es o
f bot
h re
duc
ing
and
not
red
ucin
g em
issi
ons
at a
lo
cal a
nd g
lob
al le
vel
Par
ticip
ate
in a
red
uctio
n or
m
itiga
tion
exer
cise
Natu
ral r
eso
urc
e p
rote
cti
on
and e
nvi
ronm
enta
l enhancem
ent
Und
erst
and
som
e of
the
bas
ic
way
s th
at t
he lo
cal e
nviro
nmen
t ca
n b
e im
pro
ved
for
bot
h p
eop
le a
nd w
ildlif
e
Par
ticip
ate
in a
pro
ject
to
put
som
e of
the
se id
eas
into
p
ract
ice.
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
wha
t is
mea
nt b
y b
iod
iver
sity
in lo
cal a
nd g
lob
al
cont
exts
. Und
erst
and
the
th
reat
s to
and
the
imp
orta
nce
of
mai
ntai
ning
bio
div
ersi
ty
Par
ticip
ate
in a
n ac
tivity
to
enh
ance
loca
l or
glob
al
bio
div
ersi
ty
Not
ad
dre
ssed
at t
his
stag
e
Sust
ain
able
Com
munit
ies
Und
erst
and
how
and
why
ch
ange
s ha
ve o
ccur
red
in t
heir
com
mun
ity o
ver
thei
r ow
n, t
heir
par
ents
and
the
ir gr
and
par
ents
lif
etim
e
Not
ad
dre
ssed
at t
his
stag
e
Und
erst
and
‘fut
ures
thi
nkin
g’ a
nd
inve
stig
ate
pos
sib
le a
nd d
esire
d
futu
res
Par
ticip
ate
in a
com
mun
ity
pro
ject
inte
grat
ing
cont
ent
and
ac
tion
from
at
leas
t tw
o na
tions
Not
ad
dre
ssed
at t
his
stag
e
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Sustainable Development beyond the formal curriculumAs 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 schools approach to SDE ensures that the principles of sustainable development are embedded in the school’s culture, ethos, 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’.
HMIe have recently identified five characteristics listed here, that differentiate a good school from an excellent school. These have a high degree of concurrence with the principles and practice of SDE set out in this paper.
GOOD SCHOOL EXCELLENT SCHOOL
• Has clear and wide-ranging statements of vision and values
• Lives its vision and values which were created and shared with its own community
• Vision and values take account of the local context of the school
• Engenders a ‘can do’ attitude whatever the local challenges being faced
• Uses opportunities to gather views of partners and wider community
• Actively and systematically seeks the views of partners and community and acts upon these views
• Regularly consults with staff, pupils and parents
• Has a wide-ranging participation in decision making across all partners
• Engages with new developments as they arise in local and national initiatives
• Is open to and seeks out new ideas and innovation, selecting and implementing those in tune with its vision and values.
The whole school characteristics that promote SDE are set out in detail in SDELG Paper Three; Quality Indicators for Sustainable Development (in preparation). These characteristics are listed using the same format as that found in the HMIe self-evaluation guide ‘How good is our school?’ (2002).
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ReferencesConsortium of Institutions for Development and Research in Education in Europe (CIDREE) 1998Across the Great Divides. Report of the CIDREE Collaborative Project on Cross-Curricular Themes
Consortium of Institutions for Development and Research in Education in Europe (CIDREE) 2005Cross-curricular themes in secondary education
HM Government 2004 One future – different paths; the UK’s shared framework for sustainable development
HM Government 2005 Securing the future; delivering UK sustainable development strategy
HM Inspectorate of Education 2002 How good is our school? Self-evaluation using quality indicators
HM Inspectorate of Education 2006 Improving Scottish Education; A report on inspection and review 2002-2005
HM Inspectorate of Education 2006 How good is our school? The Journey to Excellence
Learning and Teaching Scotland 2001 The Global Dimension in the Curriculum
Learning and Teaching Scotland 2001 Living and Learning in a time of change
Learning and Teaching Scotland 2002 Education for Citizenship in Scotland; A Paper for discussion and development
Learning and Teaching Scotland 2005 Sustainable Development Education in England, Northern Ireland and Wales. SDELG research study
Learning and Teaching Scotland 2005 Sustainable Secondary Schools Project
Learning and Teaching Scotland 2006 Sustainable Development Education: an international study. SDELG research study.
Oxfam 2006 Education for Global Citizenship; A Guide for Schools
Panel for Education for Sustainable Development 1998 Education for Sustainable Development in the Schools Sector
UNESCO 2004 United Nations Decade of Education for Sustainable Development 2005-2014; Draft international implementation scheme
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tain
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Scottish CCC 1999Our World, Our Future
Scottish Executive 2004 A Curriculum for Excellence
Scottish Executive 2005 Choosing our future; Scotland’s Sustainable Development Strategy
Scottish Executive 2006 Ambitious, Excellent Schools; progress report
Scottish Executive 2006 A Curriculum for Excellence; progress and proposals
Scottish Executive 2006Learning for our Future: Scotland’s First Action Plan for the UN Decade for Education for Sustainable Development 2005 – 2014.
Scottish Office 1993 Learning for Life; A national strategy for Environmental Education in Scotland
Scottish Office 1999 The Learning Process – the AGSD report
WWF (2004) Pathways: a development framework for school sustainability
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Appendix 1
Sustainable Development Action PlanThe Minister for Education and Children announced a five-point action plan for sustainable development education in Scotland’s schools on 3 June 2005.
“Our action plan for schools covers five key objectives which will create the foundations from which we will make an impact over the next 10 years:
• Firstly by embedding sustainable development within the school curriculum as part of our major education reform programme – the single most important thing;
• Secondly by increasing the number of schools involved in the Eco Schools and other awareness raising programmes;
• Thirdly by setting new performance measures under our National Priorities for Eco Schools; • Fourthly by providing quality learning and teaching opportunities for young people in schools; • and finally, by ensuring high design and environmental standards from our massive
investment in our school buildings.
Clearly, school education has a key role to play in helping to shape the attitudes of young people towards sustainable development. This will provide the basis for better action into the future and the positive societal transformation we need. I look forward to seeing the fruits of that change by the end of the Decade which is starting now.”
Peter Peacock, Stirling, 3 June 2005
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Appendix 2
Choosing Our Future – Scotland’s Sustainable Development Strategy (Scottish Executive, 2005)
Section 13. Learning to Make Scotland Sustainable
Introduction13.1 We are facing major and unprecedented challenges to moderate our previously
unsustainable patterns of development. Climate change is the most urgent and pressing example of this. Scotland will not be able to meet these challenges unless people – whatever their age, status, occupation and lifestyle – have the necessary knowledge, awareness, understanding and skills to play their part.
13.2 The international community agreed at the Johannesburg World Summit on Sustainable Development in 2002 that the central importance of learning should be taken forward through a Decade of Education for Sustainable Development. The Decade was launched in March 2005 and runs until 2015, presenting a valuable opportunity to pull together programmes and education and learning in support of this new strategy.
13.3 The initial focus in Scotland will be on schools based education and the Minister for Education and Young People announced what would happen in this area in June 2005.
Key Outcomes13.4 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.
A Core Function of The Formal Education System13.5 Scotland has the highest percentage of schools in Europe which are involved in the Eco
Schools Programme, a whole school approach involving teaching and non-teaching staff, parents and the wider community as well as pupils in learning about sustainable development issues. At present over 70% of schools are registered Eco Schools. The target is to have 80% of all schools registered on the Eco Schools Programme by January 2008.
13.6 Investment in the school estate – over £2.3 billion by the end of this decade – means that school children in Scotland will be learning in buildings that embody sustainable design principles. There is a key learning point here: children up and down the country are getting involved in the designs for their new classrooms, putting sustainable development education into immediate practice.
13.7 The review of the curriculum presents a major opportunity to embed education for sustainable development into Scotland's schools. The aim of the review is for young people in Scotland to be successful learners, confident individuals, effective contributors, and responsible citizens, who can develop knowledge and understanding of the world and Scotland’s place in it. The Executive will ensure that the new Curriculum for Excellence integrates education for sustainable development across subject areas.
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Appendix 3
Learning for our Future: Scotland’s First Action Plan for the UN Decade for Education for Sustainable Development 2005 – 2014.(Scottish Executive, 2006)
“This Action Plan explains the first wave of actions we will be taking over the next five years in support of the global programme to integrate the principles, values and practices of sustainable development into all aspects of education and learning.
Our aim is that by 2014 the people of Scotland will have developed the knowledge, understanding, skills and values to live more sustainable lives.”
Learning for sustainable development within the formal education system.
• The Scottish Executive Education Department (SEED) will take account of sustainable development in the Ambitious, Excellent Schools programme.
• The Scottish Executive Education Department will integrate sustainable development into A Curriculum for Excellence, helping young people to become responsible citizens.
• The Scottish Executive Education Department and SDELG will identify outcomes and experiences that will enable young people to experience high-quality education for sustainable development.
• The Scottish Executive Education and Environment and Rural Affairs Departments will continue to support the Eco Schools programme.
• The Scottish Executive Education and Environment and Rural Affairs Departments will provide additional support to develop a secondary schools Eco Schools programme.
• The SDELG, SEED and SEERAD will explore options to strengthen the community dimension to whole school approach.
• Her Majesties Inspectors’ of Education will ensure that outcomes and experiences including education for sustainable development are reflected in the school inspection process.
• Scottish Natural Heritage will prepare a web-based directory of places for schools to visit.
• Learning and Teaching Scotland will continue the Outdoor Connections programme.
• SEED will continue to encourage full consideration of sustainability issues in the commissioning of school buildings
• Learning and Teaching Scotland, Scottish Natural Heritage and SEERAD will run a project to identify sources of advice, support and resources on sustainable development for teachers.
• SEED will reflect sustainable development within Initial Teachers Educations as part of the curriculum review.
More generally:
• Scottish Executive Environment and Rural Affairs Department will review this plan on an annual basis.
• SEERAD will establish a national steering group for sustainable development education.
• SEERAD and SEED will review the plan in 2009-10.
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Appendix 4 Membership of the Sustainable Development Education Liaison Group (SDELG)
Alastair Lavery Chair: RSPB, Scotland
Kadie Armstrong IDEAS
Jim Bruce HMIe
Kate Campbell Eco Schools Scotland
Ian Fernie Royal Town Planning Institute Scotland
Rachel Hellings Scottish Natural Heritage
Anne Kane Oxfam
Colin McAndrew Learning and Teaching Scotland
Lori McElroy SUST, the Lighthouse on sustainability
Kate McKechnie Scottish Executive Education Department
Morag Watson WWF Scotland
Mark Wells SEPA
Barry Greig Scottish Executive Environment and Rural Affairs Department; Sustainable Development Directorate
Philippa Davidson Sustrans Scotland
Gordon Rodgers Scottish Qualification Authority
Sally York `Forestry Commission
Bill Lynch SDE Development Officer, Learning and Teaching Scotland
