Memorandum from the Geographical Association
Following up the learning the sustainability
lesson.
I realise that this is a little late. I hope
you can still accept the paper attached. This is self explanatory.
Geography is probably the best equipped school
subject to carry ESD. There are reasons identified in the report
that explain why geography has not pick up this agenda as much
as perhaps we would have wished.
ESD is a term that is useful and relatively
stable. It is, however, complex and teachers need time and support
to make good sense of it. ESD themes, as the GA said in its response
to the Tomlinson interim report, need to be a part of all students'
educational experience beyond 14 years (when geography ceases
to be compulsory).
As the committee will have noticed, Ofsted has
serious concerns about the quality of geography education. Ofsted
were also clear to point out that the quality is in places exceptional—it
is the uneveness of quality that is the real problem. Developing
understanding of the potential of Geography Education to develop
a deeper understanding of Sustainability could be a very impressive
way forward. But this will not be a quick fix.
December 2004
Annex 1
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
SUBJECT SPECIALIST
TEACHERS: A NEEDS
ANALYSIS
Cai Cheadle, Gillian Symons and James Pitt
July 2004
This enquiry was funded by the DfES and managed
by the Geographical Association
EXECUTIVE SUMMARY
This "Needs Analysis" is based on
the findings of six focus group discussions held between May and
June 2004. Four groups were made up of subject specialist teachers
(Geography, Design and Technology, Science and Citizenship respectively).
There were in addition one primary group and one group of senior
school managers.The overarching purpose of the discussions was
to gain greater insight into how education for sustainable development
(ESD) is perceived in schools, the difficulties teachers find
in incorporating ESD in their subject classrooms/schools and the
ways in which ESD may be supported in the classroom and in their
schools.Although none of the participants knew of the Sustainable
Development Action Plan for Education and Skills (SDAPES)
launched in September 2003 by the DfES, many of the outcomes from
the focus groups can be linked to recommendations in the SDAPES.
An important question running through the discussions was "How
many practical steps have been implemented to turn this plan into
effect?" Responses from 36 teachers and senior managers imply
that as yet not a lot is happening in schools under the guise
of ESD.
Current views and perceptions of ESD
vary:
— It is not a familiar term in many
schools, though some teachers have tried to interpret the concept
of ESD within their teaching.
— There is a lack of clarity about
what it is, how it should be taught and who is responsible for
it.
— ESD is thought to apply almost exclusively
to the environmental aspects: the economic and social dimensions
are less well appreciated.
— The key subject in which ESD could
be embedded is thought to be geography (even by science and citizenship
teachers), although geography teachers regard themselves to be
marginalized in the curriculum and may not fully acknowledge the
potential of ESD.
— Many teachers understood ESD to be
a cross-curricular theme but there was uncertainty regarding effective
coordination.
— Very few participants understood
ESD to be a theme that could become an approach for the whole
school.
Difficulties or obstacles in implementing
ESD in subjects and schools centred around three main obstacles.
— ESD appears to have a low priority
in the curriculum and in schools. Schools concentrate their efforts
on aspects of school life that are statutory and seen to be priorities
such as literacy, numeracy and exam grades. Sustainability is
rarely encouraged in the ethos and practical life of the school.
There is a lack of support from Senior Management and a lack of
training in Initial Teacher Training (ITT) and Continued Professional
Development (CPD).
— ESD cannot flourish in an over-prescribed
and over-full curriculum. Testing and attainment drive the curriculum
and there is a preoccupation with targets and results. The curriculum
is fragmented, with no coordination or curricular planning for
ESD.
— A lack of knowledge, time, communication
and coordination were repeated throughout the focus groups as
obstacles to progress. Time and space are needed to support the
long term thinking required to build successful approaches to
ESD.
The key areas for development have been
synthesised from the discussions and form seven themes:
1. Resources: the study highlighted
the lack of awareness of the QCA/ESD website. Less than 10% of
participants had heard of this site and nobody had used it in
their teaching. Though participants acknowledge the need for adequate
resources (eg see "Links" and "CPD" below),
it is also recognised that establishing ESD is not simply a question
of money. Once teachers and curriculum managers are convinced
of the educational gains to be had from ESD, school resources
can often be found and awareness raised of available support.
However, the policy setting also has to be favourable for this
to happen, and move beyond rhetoric. Resources in terms of teacher
time should not be under-estimated, for planning, designing and
evaluating teaching and learning activities.
2. Establishing meaning and purpose:
The analysis shows that a sustained approach is needed to establishing
meaning and purpose to the term ESD, which may take several years.
It is unlikely that a single viewpoint or concept will be appropriate
for all schools, and local interpretations should be encouraged.
However, "local solutions" will require overarching
guidance and stimulus, for teachers on the ground cannot always
see the possibilities for curriculum development, nor have the
theoretical resources to hand that will guide sound development.
3. Identifying curriculum development
opportunities: The Tomlinson reform of 14-19 education provides
a golden opportunity to ensure that ESD is a part of the curriculum
experience for all young people. It was noteworthy that
although geography teachers in particular can diagnose some significant
curriculum issues impeding ESD (for example, the extreme compression
of the curriculum content and the fragmented experience in KS3),
they were less attuned to seeing the potential of ESD to reform
the curriculum—to make it more coherent, stimulating and
enjoyable for all participants.
4. Links: with Local Education Authorities
(LEAs) and the community, which emphasise practical initiatives
such as recycling, could be coordinated by a LEA advisor and can
provide a "hands on" approach to sustainable living.
Such schemes can be turned into a learning resource in their own
right, with students evaluating their impact. Learning based on
practical actions can be powerful.
5. Whole school approaches: the school
ethos needs to embrace sustainability—possibly through a
Sustainable Development Plan which would set targets and make
the school accountable to governors. ESD will not function while
it is only "encouraged". It needs to become a requirement.
The most important goal is to create a sustainable, learning environment
for children.
6. CPD: teachers and management need
time to attend training in ESD themes through INSET and CPD. The
need is for extended, practical, hands-on workshop type training
which teachers can embed into their own practice. Opportunities
for accrediting such professional practice (at Diploma or Masters
level) should be sought and encouraged.
7. Subject Associations: can become
even better at promoting ESD explicitly on their websites, in
resources and at conferences They can help their communities identify
sources available from other sources, often for free. They can
become drivers of curriculum innovation and change through (funded)
CPD activity and communicate this within and beyond their own
established and trusted networks—that link with others,
for example the KS3 strategy subject networks, the Specialist
Schools Trust practitioner networks etc.
RECOMMENDATION
The main purpose of this Needs Analysis was
to identify with greater clarity what teachers meant when they
said they "needed help" to introduce ESD. We think this
summary contributes effectively to helping understand the needs
of subject teachers.
We believe the next stage would be to ask appropriate
groups to tender in order to "trial" some of the suggestions
implied in the "key areas of development" above. In
the spirit of this enquiry, we would recommend emphasis on the
"subject curriculum", both primary and secondary, and
how to set up effective CPD led curriculum developments. Apart
from providing resourced, practical approaches to ESD the goal
would be to broaden and deepen the understanding of ESD amongst
practitioner communities and to realise more fully the potential
of ESD to stimulate effective curriculum development.
What we envisage is a suite of projects to develop
ESD with practitioner communities. We would of course be willing
to explore this notion more fully.
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