Young people learn as much from what adults do as from what they say. Helping pupils develop the knowledge, values and skills to participate in decisions that will lead to a sustainable future is a responsibility for both the taught and hidden curricula. Pupils are only too aware when these are in conflict.
“Pupils can be keenly aware of discrepancies between values stated and values practised within the school.”
Citizenship at key stages 3 and 4. Initial guidance for schools. (QCA, 2000)
It is therefore important that schools strive to become sustainable institutions that reflect in action what is being taught in the curriculum.
These pages provide guidance on how schools may put this into practice in many areas of school life:
- the curriculum
- decision-making
- energy management
- water management
- waste management
- sustainable purchasing
- transport
- the school site
- inclusion
- health
- awards and projects
- the local community
- the global community
In considering their practice in these areas, schools may find it helpful to consider:
- the key concepts of ESD;
- the key elements and characteristics of ESD.