Senior level commitment to embedding sustainability into teaching, learning and curriculum is essential. This is necessary to ensure that it is a recognised priority within the organisation, which will then ensure that the necessary resources are allocated to facilitate the process. For the same reason, ESD needs to be included in the strategic plans with key performance indicators identified.
Ensure staff have a common understanding of what sustainability is. How many staff believe it is just about climate change and recycling? Do not assume that everyone has a full understanding of the breadth of sustainability, and how it is relevant to their curriculum area. Not educating staff, and assisting them with understanding how it is relevant to their subject area is a huge barrier to embedding ESD.
Here’s a ten step summary to embedding sustainability into your curriculum area adapted from the Embedding Sustainability in the Curriculum Guide.
The Personal, Learning and Thinking Skills (PLTS) framework is a group of six skills originally identified by the Qualifications and Curriculum Authority (QCA) as skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. The six PLTS are:
These are a basis to any sustainability education, and yet are also recognised as key skills for students. Educating for Sustainability, done well, will enhance both the short-term objectives (grades and employability) for students along with long-term goals (greater skills for enhancing life and career progression and contribution to creating a sustainable society).
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The research on which this document is based showed that curriculum leaders within Further Education and other learning organisations are taking action on embedding sustainable...