19 Table 5: Inclusion of climate change and sustainability in teaching, across reported professional development.9 Questionnaire item All responses Training during ITE Training during NQT/ECT year / first year of teaching Since becoming a teacher: departmental, INSET, CPD training Since becoming a teacher: outside- school training Since becoming a teacher: self-taught training I include content related to climate change in my teaching 44.5% [+] 73.1% [+] 73.7% [+] 64.8% [+] 67.5% [+] 56.3% I include content related to sustainability in my teaching 45.0% [+] 68.2% [+] 73.7% [+] 63.8% [+] 68.5% [+] 56.0% I am encouraged by school leaders to discuss climate change/ sustainability in the classroom 28.3% [+] 41.8% [+] 73.7% [+] 45.3% [+] 36.0% [+] 32.2% My students bring up climate change/sustainability in the classroom 33.1% [+] 58.5% [+] 68.4% [+] 54.0% [+] 44.4% [+] 39.4% I plan my climate change/ sustainability teaching with colleagues 22.4% [+] 42.4% 31.6% [+] 37.5% [+] 34.8% [+] 27.6% There is progression in teaching related to climate change and/or sustainability in my school 25.5% [+] 43.1% [+] 52.6% [+] 41.7% [+] 32.5% [+] 30.0% 9 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 who reported participating in professional development related to climate change and/or sustainability: through their ITE course (67 respondents), through their NQT/ECT or first year of teaching (19 respondents), through within-school training since becoming a teacher (128 respondents), through outside-school training since becoming a teacher (166 respondents), and through self-taught training since becoming a teacher (375 respondents). These numbers of respondents reflect the base, and each person may not have answered every questionnaire item. [+/-] indicators show statistically significant differences (p < .05) across those reporting participation in the professional development compared with those who did not. An indicator of ‘[-]’ shows where those who had participated in the professional development reported lower than those who had not, and an indicator of ‘[+]’ shows where those who had participated in the professional development reported higher than those who had not. These results highlight that current climate change and sustainability teaching predominantly takes place in geography and science lessons, and at the secondary level. They show the potential for enhancing provision within other subject areas, particularly citizenship, art and design, business studies, design and technology, English/literacy and PSHE, and for seeking out opportunities in subjects where related content is ‘rarely’ included by respondents to this survey, such as mathematics, history or music.
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