L2L Newsletter 18 - WWF
Taking a whole school approach to sustainability – what have Ofsted and WWF learned over parallel three year studies of school practice?itudinal studies of the impacts of this on school improvement and pupils’ experience. Ofsted undertook the research into school improvement and WWF commissioned Dr Chris Gayford of Reading University to reflect the pupils’ perspective.
Both these reports are now published and available on line at:
and
http://www.wwf.org.uk/what_we_do/changing_the_way_we_live/education/
respectively.
Key findings from these reports include:
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An improvement in all but one of the schools by at least one inspection grade over the three years.
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Education for sustainability was important in improving teaching and learning generally, confirmed through lesson observations across subjects in the schools visited.
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Education for sustainability was most successful as an integral element of the curriculum and where all pupils and staff contributed to improving the sustainability of their institution.
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There were improvements both in pupils’ knowledge of issues related to sustainability and relevant abilities and competencies. This was clearest when knowledge was linked to sustainability across the curriculum; and more importantly, as an explicit aspect of the ethos of the school.
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There is a strong link between effective education for sustainable development and the general socialisation of children as they progress through the education system.
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Inclusiveness was important, particularly where pupils were given special responsibilities such as acting as peer counsellors, or to befriend children new to the school or who have special needs. Likewise more successful schools had student councils which provided opportunities for involvement in decision making within the school.
For more information on this research please contact Liz Jackson (Head of Education, WWF-UK) at ljackson@wwf.org.uk
