15 Table 2: Reported inclusion of climate change and sustainability in teaching, across different subjects at any level of schooling.6 Questionnaire item All responses Art and design English / literacy Geography History Mathematics / numeracy PSHE including tutor time Science I include content related to climate change in my teaching 44.5% [-] 37.1% [-] 27.2% [+] 59.0% [-] 32.1% [-] 25.3% [-] 37.4% 45.0% I include content related to sustainability in my teaching 45.0% 38.9% [-] 25.9% [+] 57.9% [-] 30.9% [-] 25.5% [-] 35.8% 40.2% I am encouraged by school leaders to discuss climate change/sustainability in the classroom 28.3% 30.6% 31.0% [+] 34.1% 33.6% 28.0% 32.8% 29.8% My students bring up climate change/sustainability in the classroom 33.1% 27.7% [-] 25.2% [+] 48.1% 32.1% [-] 20.8% 29.9% [-] 26.6% I plan my climate change/ sustainability teaching with colleagues 22.4% 21.0% [-] 16.1% [+] 33.7% 20.1% [-] 15.4% 20.3% 20.2% There is progression in teaching related to climate change and/or sustainability in my school 25.5% 20.5% [-] 19.4% [+] 33.2% 20.1% [-] 18.8% 23.2% 25.5% The inclusion of content related to climate change and sustainability was more frequently reported by respondents teaching at secondary level, where 48.5% reported that they ‘often’ or ‘very often’ include content related to climate change and 48.3% reported that they ‘often’ or ‘very often’ include content related to sustainability (Table 3). Respondents who teach subjects other than science and geography less commonly reported inclusion of this content; for example, only 37.1% of those teaching art and design at any level of schooling ‘often’ or ‘very often’ include content related to climate change; 27.2% of those teaching English/literacy; 32.1% of those teaching history; 25.3% of those teaching mathematics/numeracy; and 37.4% of those teaching PSHE. 6 The table shows the percentage of those who selected ‘often’ of ‘very often’ for each questionnaire item. It shows responses across all levels and across those teaching particular subjects: art and design (159 respondents), English / literacy (158 respondents), geography (210 respondents), history (137 respondents), mathematics / numeracy (155 respondents), PSHE including tutor time (179 respondents), and science (189 respondents). Respondents may have reported teaching multiple subjects and may not have answered every questionnaire item. [+/-] indicators show statistically significant differences (p < .05) across those reporting teaching the subject compared to those not teaching the subject. An indicator of ‘[-]’ shows where those teaching the subject reported lower compared to those not teaching the subject, and an indicator of ‘[+]’ shows where those teaching the subject report higher compared to those not teaching the subject.
RkJQdWJsaXNoZXIy MTA4ODM=