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Name: Anne Bernadette Uny Rose Cox
The University of St Mark and St John
Title: A Critical exploration of thinking around the implementation of sustainability in the
primary school curriculum
Course Title: Education (MA)
Course leader: Dr Karen Stockham
Date of Submission: 28th Sept 2015
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ContentsIntroduction………………………………………………………………………………………………3Overview of sustainability practices……………………………………………………………..…/…...5
Environmental preservation………………………………………………………………..……5Energy conservation……………………………………………………………………….……6Green living………………………………………………………………………………….….8
Contextual perspective of British national primary school curriculum……………………………….....9Political context………………………………………………………………………….………9Social context……………………………………………………………………………….….10Cultural context………………………………………………………………………………...11
A. Establishing learning for sustainability…………………………………………………………..….12What is a sustainable school?......................................................................................................13A Sustainable Agenda: The Eight Sustainable Development Doorways………………………14
1. Food and Drink……………………………………………………………………...162. Energy and water……………………………………………………………………173. Travel and Traffic………………………………………………………………...…174. Buildings and ground………………………………………………………….…….18 5. Purchasing and waste………………………………………………………..………186. Inclusion and participation………………………………………………….……….197. Local wellbeing...........................................................................................................208. Global Dimension……………………………………………………………………21
Why it is important to consider sustainable development?..........................................................22B. Case studies………………….………………………………………………………………….…….23
Case study 1. Snarestone Primary School……………………………………………………….23Case study 2. Hampton Hill Junior School……………………………………………...………27
Benefits of a sustainability oriented primary school curriculum……………………………………...…29Challenges with implementing sustainability based school curriculum……………………………...….31Summary and conclusion……………………………………………………………………………...…32References………………………………………………………………………………………………..34
List of Figures
Figure 1: The eight doorways of sustainability arranged to show interdependancy……………………………..15Figure 2: Venn diagram of sustainability..................................................................................................30
List of Tables
Table 1. The eight sustainable pathways. Government recommendations for sustainable schools……...15
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Literature Review
Introduction
Over the last five decades, there has been economic and social progress, arguably leading to a
significant deterioration in the natural environment (Klemeš et al., 2012). At present,
“sustainable development is an important agenda both globally and nationally,” (Lehtoranta
et al., 2011, page 12). Perturbing global trends link an increase in industrial activities and a
negative effect on the environment (Winter, 2007). The over use of fossil fuels in developed
countries and those undergoing periods of industrialisation, construction and other forms of
development projects increase pressure on delicate ecosystems. To date, there has not been a
comprehensive cost-benefit analysis to assess the long term outcome of the current trends in
industrial and technological development. The preference for the use of unrenewable resources
rather than green alternatives “…is largely due to the notion that the former is cheaper than the
latter” (Lynn & Gurel-Atay, 2014, page 9). As such, sustainability becomes adversely affected
due to lack of education and personal ignorance (Adams, 2006). The prioritisation of
unrenewable resources has led to a serious depletion of the natural environment, requiring urgent
interventions to curb the situation. Winter (2007) considers the current situation to be stagnant,
as we continuously lament over the issue of environmental degradation rather than investing in
education and efforts to solve the problem.
Sustainable development is a challenging concept. Following the sustainable schools
consultation in 2006, the Department for Education and Skills (DfES), described it as “…a way
of thinking about our lives and work – including our education system – such that we don’t
destroy our most precious resource, the planet,” (DfES 2006, page 5). Evidently, the learning
needed to achieve this is also very challenging.
The literature, shows a clear distinction in meanings with sustainability as a goal and sustainable
development as a process. The Brundtland Commission on Environment and Development
(1987) stressed that sustainable development is a process of change with the future in mind: “A
process where the exploitation of resources, the orientation of technological development and
institutional change, are made consistent with future as well as present needs.” (Brutland 1987,
page 187). Hamm and Muttagi (1998), in their book on sustainable development and the future
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of cities, put it like this; “Sustainability is not a concept referring to some static paradise, but
rather a capacity of human beings to continuously adapt to their non-human environments by
means of social organisation” (Hamm & Muttagi 1998, page 2.) They interpret sustainable
development as a process through which we learn to live in harmony with the environment.
However, it is not enough to say that sustainable development and learning need to go hand in
hand. Rather, it is crucial to recognise that sustainable development will not be taking place
where learning is not happening. To put this another way, sustainable development is a learning
process through which we can (if we choose) learn to build our capacity to live more sustainably.
Note that there’s little emphasis on teaching. This is for two reasons: The first is that a
considerable quantity of our learning takes place beyond primary, secondary and tertiary
education; we also learn between and by institutions, organisations and communities. The second
is the indefinite knowledge needed to be learnt in relation to sustainable development, it’s hard to
know in detail what needs to be taught, except, perhaps, how to learn. Hamm and Muttagi (1998)
make a crucial distinction, however: “Sustainable development is essentially not about the
environment, but rather about the capacity of human society to enact permanent reform in order
to safeguard the delicate balance between humans and their natural life-support system” (Hamm
& Muttagi 1998, page 2). Each of these ideas is concerned with building capacity – building our
capacity to live, and our capacity to learn.
The need to take environmental preservation, energy conservation, and green living seriously has been reiterated in various scholarship (Heinberg, 2012; Winter, 2007). Since the 1992 United Nations Conference in Rio de Janeiro, it has become the responsibility not only of policy-makers, but also of educationalists to report an apparent conundrum: “how do we promote sustainable livelihoods among young people who are surrounded by the products of unsustainable living?”(United Nations Conference on Environment and Development 1992).
Education clearly plays a significant role in the sustainable development process. It is not surprising that in our current circumstances the Children's Plan (DCSF, 2008a) described sustainable development as ‘non-negotiable’.
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My critical review aims to explore to what extent and success environmental preservation,
energy conservation, and green living, has been embedded in the British primary curriculum
through the movement of sustainability. Although there are studies that independently discuss
and analyse sustainability in British schools it appears that the primary curriculum is not seen as
a channel to achieving sustainability (Lynn & Gurel-Atay, 2014).
This critical literature review will therefore attempt to bridge this gap by combining the
following three lines of discussion:
Firstly, by identifying a conceptual framework that focuses on behaviour-based environmental
sustainability in British primary schools. Secondly, by discussing the national frame work
currently in place to promote sustainability in primary schools. Thirdly by discussing its
application through the summary of two case studies.
Overview of sustainability practices
Environmental preservation
Environmental preservation is an important component of sustainability which tackles
sustainability from a preventative perspective. It questions how the environment will be
protected instead of asking how to cure a depleting environment (Galbraith, 2009). This type of
preservation is the protection of the environment, lands and their natural resources from human
consumption, instead being maintained in their pristine form (Brown 2012). In addition, Adams
(2006) posited that environmental preservation requires a calculated attempt at keeping a large
portion of the environment reserved for future rather than immediate use. As sustainability relies
on the perpetuation of the environment, environmental preservation is a critical factor in
achieving sustainability. If a preserved portion of the environment is not used, it can be
guaranteed to be present for use by future generations. The method of preservation is much
stricter than the conservationist approach. A less extreme approach such as conservation may
also be considered. However, whilst conservation may be used to mitigate environmental
impact, Heinberg (2012) argues that these techniques are insufficient in comparison to
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preservation because they involve a gradual and systematic use of resources. The acceptable
levels of usage are subjective and the source of much controversy.
Some researchers justify the emphasis placed on human activities when aiming for
environmental preservation. For environmental preservation to be achieved in any part of the
world, policy making remains an important requirement (Brown 2009., Lynn & Gurel-Atay
2014). This implies that policy making will allow preserved areas of the environment to be
effectively protected. Therefore, preservation through policy making can take many forms, such
as the protection of nature reserves, wildlife reserves, park reserves, forest reserves and
conservation areas (Wheeler and Beatley, 2004). When backed by policies, these areas restrict
and prohibit human activities that may have the potential to harm or damage the habitat within
the preserved environment (Jeffery et al., 2008). There is… “sufficient evidence to suggest that
human activity is the single most dangerous and harmful practice to other habitats in any given
ecosystem,” (McDilda, 2007, page 24). Humanoid survival is dependent on the natural
environment’s flora, fauna, and its terrestrial, aquatic and atmospheric components. Therefore,
its preservation is vital in maintaining human life (The United Nations General Assembly, 2005).
In several countries environmental preservation is achieved by preventing human activities such
as logging, hunting, fishing, mining, and farming (Jeffery, Grosvenor & Barclay, 2008).
“Environmental preservation will lead to sustainability as it forces humans to seek green
alternatives to solving their day-to-day needs,” (Galbraith 2009 page 24).
Energy conservation
Energy has long played a central role in the development and operation of the world’s economy.
As a vital input to agricultural production, transportation, industry, commerce and the home,
reliance on energy consumption will continue to incline as world population increases and
standards of living improve. The trend towards increased mobility, urbanisation and an
integrated global economy will further accelerate our energy consumption and dependence.
History has also shown us that increased energy use and mechanisation brings with it its own
burdens with respect to the environment, health, lifestyle and community. Recent analysis of
international energy trends shows that under conventional development strategies…” global
energy consumption is projected to be half again as large in 2015 as it was in the early 1990s,
and may double again between 2015 and 2030,” (United Nations 1997).
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“Most of the growth in energy use and its associated environmental impacts will occur in
developing countries. While future changes in population, technology, and economic growth are
unknown, what is clear is that a balance between energy, economics, and the environment will
be needed for sustainable development to occur. Energy conservation is one of the most critical
components of sustainability,” (Conners 1998, page 2-3).
Heinberg (2012) argued that a sustainable development agenda that does not give full credence
to energy conservation cannot be considered as a viable program. Sustainability is a concept
directly linked with practices that encourage leaving sufficient environment resources for future
usage. In the literature, researchers and scientists have been very concerned about differentiating
between energy conservation and efficient energy use. This is because even though the two may
sound literally same, they are technically different (Adams, 2006). “Energy conservation focuses
on reducing overall output decisions, which then reduces the required amount of electricity”.
This is not to be confused with…”energy efficiency, which focuses on adjusting
directly input requirements for a given output decision,” (Croucher 2011, page 95). From the
definition of energy conservation, it would be noted that practices and activities that reduce the
amount of energy consumed in undertaking a particular task or within a particular time frame
constitutes energy conservation. Equally, efficient energy use does not require that less energy
should be used. Rather, if two activities are performed using the same quantity of energy, then
the more efficient process will achieve a greater outcome than the other, (Jeffery et al., 2008). In
efficient energy use therefore, the need to conserve or use lesser quantum of energy does not
apply, rather, the means to get greater output from a particular energy source is what is focused
on.
Brown (2009) explained that the issue of energy conservation has become very relevant in
modern environmental discourse given the fact that most forms and sources of energy are not
renewable. People the energy sources are not renewable the only way to ensure that they can be
sustained for the benefit of future generations is to ensure their conserved usage, where they will
be used in lesser quantities (Wheeler and Beatley, 2004). During the United Nations General
Assembly (2005) the need for energy conservation was discussed from another perspective,
where the impact of energy usage on the environment was emphasised. That is, even when
renewable energy is used, because the impact of more residual energy could be harmful, it is
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only necessary that conservation will be practiced as a means of reducing the amount of residual
energy released into the environment.
Green living
Sustainable living cannot be achieved through a single practice but requires every form of
lifestyle that will ensure that there is not much usage of the earth’s natural resources and personal
resource. With this said, two practices that come in mind as helping to achieve green living are
preservation and conservation. Therefore green living is more a behavioural or habit related
practice where people are expected to adopt preservation and conservation practices as a lifestyle
(McDilda, 2007). The reason for this assertion is that both preservation and conservation
practices guarantee that the earth’s natural resources and personal resources are used in a limited
fashion. In a number of ways however, green living can be differentiated from preservation and
conservation practices. Particularly, green living does not only focus on the earth’s natural
resources as preservation and conservation does (Galbraith, 2009). Rather, a person is expected
to have good recognition of the need to reduce the use of personal resources. By personal
resources, reference is being made to what the person might have achieved as the outcome of
work. “Typical example of personal resource can be said to be diet and money,” (McDilda,
2007, page 22).
Because green living is seen as a lifestyle, it cuts across several areas of a person’s life including
transportation, energy consumption, diet, and spending. Wheeler and Beatley (2004) posited that
by the mere fact that all humans register as members of the environment, any facts of green
living goes a long way to affect the environment positively. For example if a person practicing
green living decides to reduce intake of food, this will have an indirect effect on the environment
because the need to cultivate more farm space to meet the diet needs of people will be reduced.
The same applies to a person who decides to travel less as a way of saving money. Even though
the person’s money will be saved, the fact that the number of travelling has reduced means that
energy conservation will be achieved. Fritsch and Gallimore (2007) explained that sustainable
living helps to create a natural balance for humanity’s interdependent relationship with the
earth’s natural ecology and cycles. By implication, green living ensures that humans do not take
undue advantage as a member of the earth’s natural ecology but then gives due recognition for
the need for all other resources and constituents of the ecology to have space to exist.
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Context: The British national primary school curriculum
There are different contexts informing the extent to which the topic of sustainability (under
which the practices of environmental preservation, energy conservation, and green living tend to
be located) are embedded both as concept and practice. The contextual frameworks (political,
health and social, geographical, cultural and economic), in which the British primary school
curriculum sit, generally inform the factors that can affect the construction and creation of the
primary school curriculum (Bilbao, 2008). This section of my review is considered very crucial
as the contexts affecting the construction and implementation of the curriculum must be
understood before any tangible and practical approaches to designing the primary school
curriculum to be based on sustainability can be done. These contexts are complex and
widespread but it is highly necessary that they will all be understood so as to ensure a
comprehensive achievement of sustainability. In this review, the political, social and cultural
contexts from which sustainability can be approached are analysed.
Political context
Scholarship that studies the construction and implementation of the primary school curriculum
recognises major political influences on the design of the primary curriculum. Politically, the
first point of influence identified by Kelly (2009) is central government. The central government
of most countries, including the United Kingdom, is considered the legitimate overseer of the
educational system. Because of this, the educational systems of countries are structured in such a
way that reflects the ideologies and philosophies of the government and the country at large
(Wiles, 2008). Meanwhile, the curriculum is seen as a product and process that defines the
standards by which educational outcomes will be measured (Adams & Adams, 2013). If the
curriculum is constructed in such a way that reflects the government’s ideology, outcomes from
students will reflect this. I now go on to consider examples of situations where the government
will have an influence in the designing of the curriculum.
Bilbao (2008) explains a government agenda of improving health of its citizens will ensure that
health science and health education is made an integral part of the curriculum. The same line of
argument can be said for governments seeking to implement sustainability. Kelly (2009)
observed that there are several ways by which government political influence on curriculums
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have been exercised. Particularly, governments do this through their agencies such as the
Ministry of Education. Since the government appoints ministers and other policy makers within
the Department for Children, Schools and Families (DCSF), this ensures a direct representation
of government on panels seeing to the construction and designing of documented curriculum for
schools. One striking example of this in England is the Office for Standards in Education
(Ofsted), where the government appoints inspectors to carry out school inspections. Apart from
the government, Wiles (2008) also observed that political influence exists with the construction
and implementation of the curriculum at the local level where the schools are physically situated.
This form of political influence comes through the management and administration of the
schools. Explaining the dynamics behind the curriculum system within the educational setting,
Bilbao (2008) found that... ‘the curriculum is expected to be an end to a means rather than a
means to an end’ (page 13). What this implies is that once the curriculum is prepared from the
DCSF, schools are to ensure that at the end of a student’s educational experience, goals and
objectives set in the curriculum will be achieved.
Schools exercise some level of managerial and administrative political powers in determining the
means by which they will implement the curriculum. Because of this – what could be referred to
– as ‘local’ autonomy, heads of schools, governors and teachers could have a lot of influence
regarding how specific contents of the curriculum could be delivered (Kelly, 2009). Using the
same example of a government with a health agenda, such a government will set a generalised
goal of having citizens who are well informed about their health but at the local level, heads of
schools and teachers could also have an influence to focus on primary health education. It could
therefore be argued that even when a mandatory and centrally conceived (statutory) primary
school curriculum is designed, teachers and heads of schools can have input into how content
could be delivered. With their influence, heads, governors and and teachers could determine
where in the curriculum, issues with regards to sustainability could be delivered.
Social context
The social dynamics of an educational setting has been explained to be a very important context
that influences the designing and implementation of any curriculum (Reys et al., 2003). Kelly
(2009) observed that one function of education is to empower young adults to perpetuate their
learning throughout the community. For this reason, a curriculum cannot be prepared and
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implemented without due recognition to the impact it has on society. As far as social influences
are concerned with the designing and implementation of the curriculum, Adams and Adams
(2013) stressed that the first point of call is the pupil. Reference is made to the pupil, who
receives the curriculum in the form of lessons, topics, activities, rules, and events that take place
throughout their education. Kelly (2009) explains that when preparing and implementing any
curriculum, the learning and social needs of pupils are taken into account. Pupils are required to
access and produce outcomes from the curriculum. A sustainably-based curriculum should meet
the need of all pupils, regardless of age, sex or learning ability. Discounting pupils’ individual
needs could exclude them from learning and achievement (Reys et al., 2003).
Considering the wider needs of a society is paramount to the social context of a curriculum
(Wiles 2008). Smith (2000) suggests that if the needs (be they economic, social, cultural) of
society cannot be met, it is necessary to adjust the curriculum. For example, the focus on
achieving literacy and numeracy targets in today’s primary curriculum have arguably evolved
due to concerns around standards of literacy and numeracy in primary school pupils. A
sustainably-based primary school curriculum could therefore target the needs of the individual in
relation to the wider needs of society.
Cultural context
Kim and Dopico (2014) observed that the impact of culture on curriculum cannot be
underestimated. Culture is defined as the way of life of a group of people (Adams & Adams,
2013) and can therefore be said to be the embodiment of the perception of the people towards
life (Reys et al., 2003). Based on the perception of the people towards life, their way of life
becomes constructed. According to Smith (2000), culture is such a powerful phenomenon that it
informs organisations’ and individuals’ value bases, information processing and a foundation for
decision-making. Curriculum-making therefore takes place within cultural contexts. (Hancock,
Dyk & Jones, 2012).
Kelly (2009) explains that people of different cultures have different ways through which they
explore concepts. Whilst advocating the importance of sustainably-based curriculum in primary
schools, individuals will therefore approach sustainability from different cultural contexts.
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SECTION A
Establishing learning for sustainability
In May 2006, our British government delivered the following consultation paper: ‘Sustainable
Schools for pupils, communities and the environment; delivering UK sustainable development
strategy’ (DfES, 2006b). The paper opened with the following assertion:
“DfES has reaffirmed its commitment to sustainable development by publishing a two-year
action plan to achieve outcomes to underpin a sustainable society. Schools are a key strand of
this action plan and are invited to become models of sustainable development for their
communities. This consultation paper seeks views from schools and their stakeholders on how
we can work together to turn issues like climate change, global justice and local quality of life
into engaging learning opportunities for pupils – and a focus for action among the whole school
community” (Page 3).
In brief, the paper made the following key points:
The association between action and learning: What the school does as a community, and
what its members can learn;
The way that schools can model sustainable ways of working for the wider community.
The sustainable schools initiative comes at a time of unparalleled national policy commitment to
the idea of sustainable development, and when media interest remains high. There is indication
that families are taking a greater interest in sustainability matters. As a result there is great
potential for significant interchange between communities, families and schools, allowing for the
mutual enabling of activities and progression.
In a speech on climate change, in May 2004, Prime Minister Tony Blair proposed:
“All new schools and City Academies should be models for sustainable development: showing every child in the classroom and the playground how smart building and energy use can help
tackle global warming.
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The government is now developing a school specific method of environmental assessment that will apply to all new school buildings. Sustainable development will not just be a subject in the classroom: it will be in its bricks and mortar and the way the school uses and even generates its
own power.
Our students won't just be told about sustainable development, they will see and work within it: a living, learning, (and) place in which to explore what a sustainable lifestyle means” (The
Guardian 14/09/2004).
Section 4 of the DfES consultation put it more candidly; “There are good reasons for schools to
embrace sustainability, from improving pupil motivation to saving money” (DfES 2008, page
16).
“By 2020, central government would like every school to be a sustainable school” (DCSF.
2008b, page 2). To help schools identify means of implementing sustainable practices, The
National Framework of Sustainable Schools has measures to ensure schools understand where
the government would like to see attention focused. This national framework focuses on ways in
which sustainable development can be rooted into whole-school management practices and
provides practical guidance to help schools work in a more sustainable way.
I will now discuss the importance of sustainability within British primary schools, citing the
government’s intended methods and illustrate possible ways these may be practised within the
primary school curriculum.
Learning through sustainable ‘doorways’
Primary schools, in an increasing climate of freedom of choice can, by becoming more
sustainable, play an important part in reducing the CO2 emissions that contribute to global
warming.
What is a Sustainable School?
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'A Bursar's guide to sustainable school operation' (DfES, 2007a) defines a sustainable school as
one that:
conserves energy and water
avoids the use of pollutants and potential pollutants
enhances and protects plants and wildlife
takes steps to minimise the production of waste
meets local needs while respecting people and their environment through involvement
A sustainable school is one that has care as its central value: "care for oneself, care for each
other (distant and near, as well as for future generations), care for the environment (local to
global) from the school grounds to the planet” (Governors' Guide to Sustainable Schools' (DfES,
2007b). The Bursar's guide (DfES, 2007a) focuses on two of the eight doorways: energy and
water, and purchasing and waste. It does discuss the other six doorways and recognises the
important role that school leaders play in developing sustainable schools.
Ofsted (2008) recommend that every school should identify "a key member of staff to manage
and coordinate sustainable development" (page 8.) across a school. In many schools, this has
become part of the school business manager's role. It is essential that this lead role in sustainable
development is part of a distributed approach to leadership (Aldridge, 2008) that gives everyone
involved with the school the opportunity to contribute.
A Sustainable Agenda: The Eight Sustainable Development Pathways
“Activities directly related to schools create 2% of the UK's CO2 emissions” (National College
for Teaching and Leadership 2012, page 2). There is need to educate young people about the
need to reduce CO2 emissions and implement more sustainable practices. To help schools assess
whether they are sustainable the Department for Children, Schools and Families produced the 's3
Sustainable Schools Self-evaluation' document (DCSF, 2008d). This uses the eight sustainable
development pathways of the National Framework for Sustainable Schools, including energy
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use, which can be used to evaluate a schools energy performance. However, schools may find
that many of the pathways listed are in fact interconnected.
Doorway
Covers
1. Food and Drink2. Energy and Water3. Traffic and Travel4. Purchasing and Waste5. Buildings and Grounds6. Participation and Inclusion7. Local Wellbeing8. Global Dimension
Table 1. The eight sustainable doorways; Government recommendations for sustainable schools.Information gathered from DCSF 2008)
Many of these pathways are directly relevant to the work of the school leadership team (see
Figure 1. below).
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Figure 1. The 8 Pathways as detailed in the’ s3 Sustainable Schools Self-evaluation' (DfES 2008b). A schools
management team should recognise that these doorways are not independent of each other but are in fact
interdependent. (Image sourced from National College for Teachers and Leadership, 2012, page 1).
The 8 doorways are interdependent. The NCTL (2012) gives a good example of this; As a school
business manager, you have considered the development of a green travel plan. This plan will
not only address doorway 3, Traffic and Travel (see Table1.), but could also lead to reductions in
the use of fuel and conserve energy (doorway 2) and have an influence on local wellbeing
(doorway 7), especially if children walk or cycle to school rather than travelling by car.
The doorways suggested by the DfES (2006) in the National framework for sustainable schools
(2006) are intended to provide guidance for the school management team. Each doorway in the
following section have been extracted from this legislative framework.
1. Food and drink
“By 2020, the Government would like all schools to be model suppliers of healthy, local
and sustainable food and drink” (DfES, 2006, page 4). Schools should demonstrate
strong commitments to the environment, social responsibility and animal welfare in their
food and drink provision. If possible they should maximise their use of local suppliers
(SSA 2009).
Food and drink play a crucial role in all our lives and are a key part of the school day.
Providing healthy food that is ethically and sustainably sourced and where possible produced
and prepared on site can be a challenge to some schools as their location does not always
make it easy to achieve this. In addition, highly processed food is accessible in certain
environments, such as urban locations and can seem the only option. By providing locally
sourced, ethically produced food and teaching children about where their food comes from,
schools can help to increase the understanding and knowledge around the food choices we
make as well as the array of options available to us (Global action Plan 2007). Although
children may be aware of the need to eat healthily, many choose not to do so, as a recent
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Ofsted report revealed (2007). Primary schools can introduce the theme of healthy eating to
enrich the curriculum and develop thinking in a range of subjects. When discussing food, it
may perhaps be related it to its environmental impact, fair trade and more complex issues
related to the global economy, for example. Sustainable practices can be introduced through
growing food, offering compost bins and the creation of garden areas or raised beds where
the compost could be used (DfES 2006).
2. Energy and water
Schools can often be unconscious of the need to reduce energy consumption in order to
reduce bills and tackle climate change, and many are also cutting back on water consumption
to save the planet’s resources. Some schools will have greater scope for savings than others
but, overall, more than 20% of energy is wasted, and simple good housekeeping can reduce
fuel bills by 10%. (Manchester City Council 2009)
“By 2020, the Government would like all schools to be models of energy efficiency,
renewable energy use and water management. They should take the lead in their
communities by showcasing wind, solar and bio-fuel energy, low-energy equipment,
freshwater conservation, use of rainwater and other measures’ (DfES 2006, page 7).
Schools should showcase opportunities such as wind, solar and biomass energy, insulation,
rainwater harvesting and grey water recycling to everyone who uses the school (SSA 2009).
3. Travel and traffic
“By 2020 the Government would like all schools to be models of sustainable travel, where
vehicles are used only when absolutely necessary and where there are exemplary facilities
for healthier, less polluting or less dangerous modes of transport” (DfES 2006, page 8)
Increasingly, primary schools are focusing on the ‘staying healthy’ aspect of Every Child
Matters (2007) and are encouraging pupils to walk or cycle to school wherever possible.
Walking buses have been adopted by many primary schools in the UK, promoting healthy
lifestyles, and notably, sustainable travel.
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To encourage more sustainable modes of transport, the implementation of school travel plans was introduced in 2008. Schools were required to produce an effective travel plan for their pupils with the purpose of improving safety and reduce car use. The plan would be structured subsequent to consultation with teachers, parents, pupils, governors and the local community. Following this consultation, schools were able to develop their individual plans to address these issues within their own context (NCTL 2012).
However, the practicality of walking and cycling depended very much on safety concerns and
the distance the pupils needed to travel (Ofsted 2008).
4. Purchasing and waste
“By 2020, the Government would like all schools to be models of sustainable procurement,
using goods and services of high environmental and ethical standards from local sources
where practicable, and increasing value for money by reusing, repairing and recycling as
many goods as possible” (DfES, 2006. Page 9).
Supporting children and young people to make the connection between the disposable society we
live in and the effect that the subsequent waste is having on the environment is essential in
reducing our waste. By educating children and young people how to reduce the amount they use,
repair and reuse what they can, and recycle the rest, you can help instil a culture of sustainable
consumption that will hopefully spill out of the classroom and into their home-lives (Manchester
City Council 2009).
Primary schools can model waste minimisation and sustainable procurement through the use of
goods and services of high environmental and ethical standards from local sources where
practicable. Subsequently, increasing value for money by reducing, reusing, repairing and
recycling as much as possible (SSA 2009).
5. Buildings and grounds
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“By 2020 the Government would like all school buildings - old and new - to make visible use
of sustainable design features and, as opportunities arise, to choose building technologies,
interior furnishings and equipment with a low impact on the environment. We would like all
schools to develop their grounds in ways that help pupils learn about the natural world and
sustainable living, for example, through food growing and biodiversity conservation” (DfES,
2006. Page 11).
The national framework recognises the importance of a school building and its grounds as a
tool to support a child’s comprehensive education. The 2005 House of Commons Education
and Skills Committee report, ‘Education Outside the Classroom’ concluded … “school
grounds are a vital resource for learning” and that… “capital projects [should] devote as
much attention to the ‘outdoor classroom’ as to the innovative design of buildings and
indoor space” (page 15).
School grounds can offer outstanding learning experiences when they’re designed and used
correctly, they must follow key sustainable development principles laid out by Ofsted
through Schools for the Future (2006); Schools are required to adopt sustainable design and
management practice, conserve and enhance nature whilst experimenting with innovative
sustainable techniques. It is essential schools work together to embed sustainability into the
curriculum and school culture. A whole-school approach will look at culture and ethos, how
the curriculum supports sustainability, how the school echoes a sustainable ethos and how the
wider community contributes to sustainability.
This may well be achieved through choosing building technologies or interior furnishings
and equipment for their low environmental impact, or simply developing school grounds in a
way that helps pupils learn about the natural world and sustainable living (SSA 2009).
Primary schools may design for minimum environmental impact, possibly recycling
materials on site and source local materials. They may construct with minimum energy use,
or design and build for the conservation of water or energy resources. They may maximise
the positive capacity of the natural environment, including light, shade, ventilation and
micro-climate (Ofsted 2006).
6. Inclusion and participation
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“By 2020 the Government would like all schools to be models of social inclusion, enabling
all pupils to participate fully in school life while instilling a long-lasting respect for human
rights, freedoms, cultures and creative expression.” (DfES, 2006. Page 12)
The government recommends that all schools are models of social inclusion, enabling all pupils
to participate fully in school life while instilling a long-lasting respect for human rights,
freedoms, cultures and creative expression. Respecting and valuing individual differences and
cultural diversity sits at the heart of education for sustainable development (SSA 2009). Only by
showing others compassion and understanding can we hope to create an inclusive environment in
which everyone feels able to participate and contribute. Primary schools play a key role to play
in demonstrating their commitment to special needs, breaking down barriers and cultural divides,
and instilling values of acceptance and tolerance that children and young people will carry with
them throughout their lives. (Every Child Matters 2004).
To increase sustainability primary schools may encourage their pupils to take part in numerous
initiatives, encouraging participation and including them in the school’s sustainable obligation.
Pupils can be encourage to put notices next to light switches, taps and washbasins to remind
others not to waste electricity or water. They may possibly conduct surveys of locally available
Fairtrade products or possibly work with canteen staff to improve healthy eating. They may even
survey the school grounds and canvassing pupils’ opinions to decide where best to position
recycling bins.
7. Local well-being
“By 2020 the Government would like all schools to be models of corporate citizenship within
their local areas, enriching their educational mission with activities that improve the
environment and quality of life of local people” (National Framework for sustainable
schools. 2006, page 12)
The government recommends that all primary schools are models of corporate citizenship within
their local areas, enriching their educational mission with activities that improve the environment
and quality of life of local people (SSA 2009). Local well-being is about recognising the
potential of a school to be a hub of learning and a catalyst for positive change within its
21
community. Schools have the potential to become beacons of good practice for their
communities and to enthuse positive sustainable behaviour, not just through their teaching but
also through their management and their engagement with local communities (Manchester City
Council 2009). This links with the extended schools agenda, providing services which endorse
community cohesion, facilitating the consolidation of relationships and contributing to
improvement of the local environment.
Primary schools have the potential to contribute to local well-being in a number of ways. Pupils
may be able to help organise or even deliver individual tuition and advice in subjects they feel
assured in, for example ICT lessons for those with less confidence. As noted in the Sustainable
Schools self-evaluation tool (DfES 2006), with their central locations and often extensive
facilities, schools can act as hubs of learning. Curricular links with external organisations, for
example; with the Scouts, Guides and other groups may allow pupils the opportunity to take
direct action on a number of environmental and sustainability concerns. Pupils may help in the
local community on projects such as clean up campaigns, gardening work for senior citizens and
organising a keep fit after-school club for mothers and carers.
8. Global dimension
“By 2020 the Government would like all schools to be models of good global citizenship,
enriching their educational mission with activities that improve the lives of people living in
other parts of the world” (National Framework for sustainable schools. 2006, page 14).
The development of a child’s understanding of global issues such as climate change and poverty
is key to them developing into responsible global citizens (SSA 2009). Global dimension also
teaches them about our interdependence with other cultures, economies and our environment.
This can be achieved through involving students in links and exchanges with partner schools
abroad. The aim in to instil an international outlook and allow them to compare the issues they
face with those of pupils overseas. Subjects such as geography and citizenship provide a tangible
way to study distant places. Conversely, they should also deal with issues such as mutual
dependence, climate change, diversity and the requirements and rights of future generations, all
of which can be linked to an understanding of community cohesion (DfES 2006).
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Why it is important to consider sustainable development?
There are several reasons why schools should take their sustainability responsibilities seriously. Here are a few as listed by the NCTL (2012)
Organisations are increasingly being held liable for harmful impacts they yield on the
environment. For example, they may emit emissions from boilers and laboratories to air;
possibly cause contamination of land from boilers and chemical storage. Resultant
discharge waste may possibly comprise of hazardous substances such as waste electrical
and electronic materials.
The National Curriculum invited schools to promote The Global Dimension and
Education for sustainable development in their activities and educational programmes.
There are legal requirements placed on schools such as… the (EU) European Energy
Performance of Buildings Directive (EPBD) 2008. This requires schools of more than
1000m2 floor area to demonstrate their energy performance efficiency through a Display
Energy Certificate (DEC) which must be in a place visible to the public. A valid advisory
report is also required (NCTL 2012, Page2).
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SECTION B
Here I list two Primary schools, the first is an Eco award winning rural school whilst the second is an urban primary school supported by London sustainability partnerships.
Case study 1
Green Flag Eco-School, Snarestone primary, North West Leicestershire.
Winner of the Green Footprints award for Environmental Benefit 2012.
Background
Snarestone Church of England Primary is a small village primary school on the Derbyshire
boundary of North West Leicestershire. It has played an integral part of the village of
Snarestone since 1717. It holds 80 pupils aged 4-11 years educated in four classes – the small
numbers in each class ensuring a personalised learning experience for each child
(snarestoneprimary.org 2014).
According to its latest Ofsted report (2012) it reports;
-A below-average proportion of pupils are eligible for the pupil premium.
-There are none who speak English as an additional language.
-The proportion of pupils supported at school action is broadly average, and the proportion
supported at school action plus or with a statement of special educational needs is above average.
- Pupils are taught in three mixed-age classes.
Sustainability is a prominent component of Snarestone’s School Action Plan, very much
embedded in the school ethos. The entire school is involved with its environmental initiatives
from pre-school, to Year 6. Pupils of Snarestone elected a number of ‘Eco Warriors’; pupils
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whom take the leadership roles in regards to the schools sustainability. The school has embedded
these ‘Eco Warriors’ as the driving force for campaigns on a wide range of topics, including
energy, waste, recycling, composting, healthy schools, nature detectives, travel surveys and litter.
(snarestoneprimary.org 2014).
Nicky Hearfield, the Eco-Coordinator at Snarestone Primary describes the process involved in
producing a sustainable school…
An Environmental Review
"The first thing we did was to carry out an environmental review of the school and grounds. The
Eco warriors then fed the findings back to the rest of the eco committee, discussed their findings
and set their priorities as an action plan."
Action Plan
"The Action Plan is a working document, outlining what we have planned and our progress,
including achievements. We have put actions against all nine of the Eco-School topics and have
made progress on all of these. This is an important document for us and we have tried to
incorporate elements of the Eco-Schools Action Plan into the School Improvement Plan 2012-15
(Nicky Hearfield 2014).
The school’s teachers and governors understand the value of Eco-Schools and taking this step
ensures that our sustainability work is fully integrated into the curriculum. Its Senior
Management Team is very committed and like to be updated on campaigns the Eco Warriors are
running; they often incorporate 'mini' sustainability lessons in topic and PSHE. Our Eco-Theme
is also interwoven into Collective Worship (snarestoneprimary.org 2014).
What did the school do?
According to the website, eco-schools.org, Snarestone held a special ‘Waste Week’. Pupils
explored the processes and issues involved in recycling. ‘Phil the Bag’ textile recycling was
25
used to collect as much unwanted clothing as possible, opening this up beyond the school
community to the whole of Snarestone village and surrounding families. Recycle bins were set
up in each class and a Recycle Play in a Day workshop was held for children to participate, a
related performance was subsequently presented to the whole school and parents. In addition, a
bench was built by the pupils of KeyStage 2 from recycled wood; this is now the schools Buddy
Bench with a special sign where children can go if they are feeling lonely. “If anyone sees you
sitting on this bench they will come over to play with you” Nicky Hearfield 2014)
During the governmental initiative ‘Healthy Schools Week’ Snarestone made links to its
'National Sports Week'. During Waste Week healthier food options and unpackaged items were
promoted. Activities to promote a healthy lifestyle were covered in all classes during week.
Nicky Hearfield (2014) records considerable advances towards sustainability, notably towards
pathway 4 of the National Frame work for sustainable schools (2006); purchasing and waste.
“We made a significant reduction of 60% on waste food from lunches. We are now recycling all
paper products and cardboard 100%. This was previously 60%. Equipment is now being
mended rather than bought new so we have seen a 45% increase in recycling of this strand”.
According to its website, Snarestone signed up to the Woodland Trust’s Nature
Detectives scheme and the Co-op’s Green Schools’ Revolution. The children use the Pod
website extensively and contacted Water Aid to help them plan a school water campaign. It has
since pledged to support Water Aid and now makes a small donation each month. The school has
run road safety and cycle proficiency training through Leicestershire County Council and
organised a village litter pick with Snarestone Parish Council (Snarestone.org 2014). In this act
alone, the school adopts ideas from several pathways of the National Framework of Sustainable
Schools, to include; Energy and Water, Participation and Inclusion, local wellbeing and global
dimension.
After working so hard on achieving our Green Flag and mentoring other groups who have visited
its allotment, the school decided to hold sustainability workshops for other local schools.
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“The pupils actively promote, encourage and share the good practice of the school’s Eco work
with other schools and its pupils to make them aware of how sustainability is achievable, with
no cost implications and fun too!” (Nicky Hearfield 2014).
The green flag wining school has delivered considerable return for sustainability, however, the
school has also reaped economic benefit from the campaign. Nick Hearfield (2014) explains…
"We have reduced the amount of electricity we used, noting a reduction of 19% in our bill
compared to last year. We have noticed that lights and whiteboards are turned off when people
leave rooms, eg lunchtimes, for PE lessons etc. All computers and projectors are switched off at
the end of the day and are not left on standby. This has provided a saving of around £160 per
month on our bills. We have also lowered our heating thermostat to 18 degrees from 25
degrees, reducing our oil usage. We also turn it off through the summer months now too. Our
allotment provides us with fresh vegetables at an extremely low cost and we use these in the
school for our cookery classes, helping us to reduce our costs”.
Quantitative Evidence of Impact
As previously described, the school made a 19% reduction in its electricity consumption, with a
saving of around £160 per month on its bills. There are significant reductions of 60% on waste
food from lunches. 100% of paper products and cardboard are now recycled, whilst former
recycling rates were at 60%. Equipment is now being mended rather than bought new presenting
a 45% increase in recycling of this strand (Eco-schools.org 2104).
Qualitative evidence of impact
Snarestone is now at the centre of village life, whilst the local gardening club, the church,
allotment society and drama society all use its school hall for meetings, both socially and for
club business. One of the chair of governors at the school explains; “Without our allotment, we
would just be the school without any actual links to the community. The villagers were wary it
would not be maintained at first, but now they see the enthusiasm of the children and school and
embrace our love of our allotment as much as we do” (Julie Hawler 2014).
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Case study 2.
Urban School:
Hampton Hill Junior School, Richmond, London.
Background
The school’s particulars are comparable to those amongst other urban schools positioned in a
similar demographic. According to the school’s latest Ofsted report, (Dec 2011) Hampton Hill
Junior school is;
-An ‘Outstanding’ school
-349 pupils attend, above the national average.
-A below-average proportion of pupils are eligible for the pupil premium.
-There are some who speak English as an additional language.
-The proportion of pupils supported at school action is slightly above average, and the proportion supported at school action plus or with a statement of special educational needs is above average.
According to the Ofsted report (2011) The School…
… “is a pioneer in the sustainability programme which aims to improve the environment, having been designated a National College Leading Sustainable School. Pupils also benefit immensely
from strong links with a nearby teacher training college which regularly supplies the school with trainee teachers. They add richness to the pupils’ learning experience by providing additional
teaching and support, and energising the richness of the curriculum with a variety of fresh approaches to teaching, and many new and exciting ideas.
The strength of the school’s community cohesion lies in the support it receives from, and gives to, its local community and its global partnerships with schools in Kenya, Chile and Japan”
(Page 8).
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According to The school’s webpage, creating a sustainable school is a key part of what they aim to do. Hampton Hill Junior School (HHJS) believes that the young people in our care are the leaders and decision makers of the future and as such, their generation will play a pivotal role in determining the future of our planet and its resources. The school is very conscious it has a major part to play in helping its pupils to recognise the issues in sustainability so that they can make informed decisions when they are older.
In 2006, HHJS successfully applied to become one of the “National College Leading Sustainable schools (and two years later we became the only) Knowledge School for Sustainability” (hamptonhill.richmond.sch.uk, 2015) in England through London Challenge. In 2010, it won the National Teaching Awards Leading Sustainable School for London.
The junior school links with nearly a hundred schools within London, nationally and internationally. It regularly host groups of teachers and governors from other schools and for the last four years we have held a very successful national Sustainability conference at the school (hamptonhill.richmond.sch.uk)
According to its website sustainability is fully integrated within its curriculum. It delivers some pleasing projects and activities based on the National framework’s ‘Eight Doorways’ that entice sustainable elements with the children.
The pupils lie at the heart of the school’s sustainable agenda. The school has generated a team of over 50 Eco Ambassadors and Eco Mentors who promote sustainability within the school and beyond. The headteacher of HHJS describes the eco team as “… passionate and so informed” (Mr Jerman, 2014).
On the school website Mr Jerman states “As a school we have done so much to promote sustainability. We have solar thermal panels which heat our hot water, Photo Voltaic panels generate electricity for us and we have a wind turbine (Doorway 2) We have a superb out door classroom which includes a wonderful pond, growing areas and our well-loved chickens(Doorway 5 7 6)!”
The forward thinking school also attains it’s local and global sustainability aims through recycling all used paper and cardboard and by working closely with the Fairtrade group it’s local parish church, St James`s.
29
HHJS provides its pupils with many opportunities to participate in a wide range of extra-curricular activities intended to encourage sustainable thinking, inspire long interests and passions in green matters (Doorway 6).
Although the school website does not categorically list its quantitative and qualitative impacts, I
have visited the school and can vouch for its sustainable philosophy and the inspiration its serves
for its members. I have witnessed students delight whilst taking part in ecology lessons in the
school’s onsite allotment and arriving in to school via a ‘walking bus’; a parent-teacher
organised activity which involves children walking to and from school in the formation of a bus
aided by volunteers.
Hampton Hill Junior School has not only added revolutionary sustainable energy accumulators,
it furthermore serves as an educational tool to its local and global community (pathways 7 & 8),
as an example for many to follow. Its pupils are part of an innovation, they are involved in a
renewable (Doorway 2) and sustainable environment from which to learn, both inside and
outside of the classroom.
Discussion
Benefits of a sustainability oriented primary school curriculum
This section considers the question of what the advantages to young people and wider
stakeholders will be if the primary school curriculum had an emphasis on sustainability. One
such benefit or advantage that has been endorsed in some studies (Becker, 2012) is that pupils
may develop a positive behavioural attitude towards the concept. Using studies that have been
conducted in the areas of the curriculum such as religious and moral education, citizenship
education, ICT, and science (Bemett and Spalding (2012) found that countries in which any of
these concepts are incorporated in the primary school curriculum have an assurance that students
will grow to have religion, citizenship, ICT, and science as being part of their day-to-day
behaviour. Once this happens, students develop a better appreciation for the concepts than if the
concepts are introduced at later parts of their education where they tend to see them as
necessities for examination purposes (Desimone et al., 2004).
30
Making reference to the sustainability Venn diagram (Fig 2, pg. 30), the United Nations General
Assembly (2005) emphasised that there are three major components of sustainability. As showed
in the diagram below, these components are social, environmental, and economic.
Figure 1: Venn diagram of sustainability. Source: United Nations General Assembly (2005)
Astyk (2008) lamented that when it comes to the issue of sustainability, there is an overly placed
emphasis on environmental component to the detriment of social and economic components.
Meanwhile from the definition of green living that was given in my overview of sustainable
practices, it would be noted that the earth’s natural resources are not the only focus when
reference is made to sustainability (Heinberg, 2012). Personal resources which have social and
economic outlooks also influence the subject of sustainability. From a social perspective, issues
of peace, security, social justice, poverty, human relationship to nature, and human settlements
are all expected to be addressed in any holistic sustainability agenda (Astyk, 2008). From an
economic perspective also, the need to see nature as an economic externality, economic
31
opportunity, and decoupling environmental degradation and economic growth are all expected to
be pursued (Shiva, 2010). Fundamentally, the curriculum would need to be taught in such a way
to enable pupils to adapt sustainable principles as part of their lifestyle.
From a social perspective, there are several benefits that the emphasis on sustainability in the
primary school curriculum will be expected to yield. As noted by Carbone (2007), pupils at the
primary school level represent an important social entity within the British national system. This
is so as these young students are at the nurturing stage of society’s formation. At the nurturing
stage, the ideas, philosophies and opinions that the students become part of the society that is
created around them. When sustainability is emphasised at the primary level therefore, it can be
hoped that the pupils will become agents of change in the society as far as issues of
environmental, social, and economic sustainability are concerned. As the students learn about the
best practices involved with sustainability, and learn about the different components of it, it is
expected that they will become agents to champion these concepts in their immediate social
networks including friends and family (Reginald, 2011).
Challenges with implementing sustainability based school curriculum
Even though the benefits of having a primary school curriculum that is based on sustainability
could be considerable in terms of perhaps leading to changes in human behaviour, a key
challenge is linked to resistance to change. Edith and Robert (2000) lamented that the
implementation of such major policies within the educational system is often faced with major
challenges. The first of such challenges has been noted to be the issue of complexity of the
change process (Goffin & Wilson, 2001). As observed by Dirk (2007), the curriculum is a very
complex and dynamic phenomenon. In addition, Jackman (2005) stressed the issue of
stakeholders, noting that any effective change that can take place in the curriculum will…
‘require the consent of several stakeholders including government, policy makers, educationists,
teachers, parents, pressure groups, society, and even students’ (page7). However, the concept of
sustainability is one that is fast becoming central to all major global discourses.
32
Summary and conclusion
My critical review set out to consider whether primary schools could do more to embed the
governments’ sustainable agenda in to their curriculum. I found that sustainability can achieved
through several means, particularly environmental preservation, energy conservation, and green
living as conveyed through the eight doorways of sustainability as detailed in the DfES (2008).
Vandana Shiva (2008) argues that sustainable practices are most effective when achieved as a
result of lifestyle practices, but a curriculum that makes sustainability part of the overall
discourse learning can help young people make choices that will lead to changes in practice.
There are several benefits that could be yielded from a school sustainability curriculum. One of
the main factors I have tried to emphasise is the fact that a sustainability-informed curriculum
will embed pupils at a very early stage especially when this is done at the primary school level.
With such early preparation, it can be guaranteed that the need to be sustainability conscious will
become a permanent part of pupil’s frameworks.
My critical review found that there is very little research evidence demonstrating the impacts of
sustainability on school improvement or pupil attainment. This is due to a lack of long-term
study in this area as it has not been seen as a priority and schools which have opted for a
sustainable ethos are often looking for achievement in broader areas such as effective
socialisation of pupils rather than improved SAT scores (NCSL 2006). Nevertheless, research
increasingly shows that schools using sustainability principles help their pupils to develop
positive attitudes to their futures, enjoy learning which means they are more likely to be better
behaved, aremore engaged in class and attain better results. The DfE’s recent Curriculum
Review (2015) are anticipated to bring a revolution in how teachers use their time and space to
produce lessons that engage their pupils and enable them to fulfil their full potential. The school
curriculum will aim to improve knowledge, understanding, attitudes and skills necessary for each
pupil’s self-fulfilment and development as an active and responsible citizen.
The emphasis in sustainability is often on ethical matters, including personal beliefs, attitudes
and values. Consequently sustainability cannot be purely intellectual. School leaders have an
33
important role in direction setting, and clarifying the crucial connection between both the
direction and the underlying values. The vision and values of the sustainable school are re-
orientated towards greater ecological awareness, responsibility and openness to the environment
by leaders. These support the implementation of the eight doorways identified in the sustainable
schools agenda (DfES, 2006).
We have found that these schools consequently also have close links with their local
communities which produce important social benefits, especially in the light of growing
concerns about the perceived alienation of young people and the disconnectedness of society.
This contrasts with the responses to the survey where most schools consider local wellbeing as
one of the lower priorities, although this is more marked in secondary schools. Addressing the
sustainability of the school site, including the use of energy and water and procurement of
resources, can produce real budget savings. My selected case studies show that these benefits can
be enhanced by including student participation in the decision-making processes as important
learning experiences and a deeper understanding of the issues around these decisions will be
generated. Sustainable schools are underpinned by a strong sense of spiritual and moral purpose
created by a shared vision throughout the whole school community, leading to collective
responsibility for maintaining the physical and social attributes of the school. The importance of
vision is a strong common theme in all the research strands.
Although preliminary indications appear positive, I propose further study and long term analysis
is required in order to obtain significant results regarding pupils’ academic attainment resulting
from a sustainably led curriculum.
I conclude that a primary school curriculum which embeds sustainable practices and knowledge
is a positive approach for achieving sustainability for the future.
34
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