20 3.1.2 Use of resources to support teaching KEY FINDINGS • The types of resources that respondents most frequently use to support teaching related to climate change and/or sustainability are ‘films and videos’, ‘news media’, ‘resources that I create’ and ‘online resources provided by external organisations’. • School buildings, grounds and other outside the classroom settings showed relatively low levels of use as a teaching resource, and even lower levels of use by respondents teaching at the secondary level. • Respondents who reported undertaking professional development related to climate change and sustainability reported using a wider range of resources than those who had not. The survey asked respondents who reported including content related to climate change and/or sustainability in their teaching to indicate the types of resources they most commonly used to support this teaching. Across these responses, the four most frequently selected resources were ‘Films and videos’ (73.8%), ‘News media’ (62.0%), ‘Resources that I create’ (58.5%), and ‘Online resources provided by external organisations’ (53.3%) (Figure 1). These results draw attention to the importance of critical literacy skills for teachers (and students) which support them to critique the content and origins of these resources. 73.8% Films or videos News media 62.0% Resources that I create 58.5% 53.3% Online resources provided by external organisations Resources developed by your school or your colleagues 46.7% Schemes of work 42.4% School buildings and grounds 22.7% Textbooks 31.0% Outside the classroom settings 20.5% Lectures or talks (such as guest speakers) 20.3% Podcasts 9.1% Other 7.6% Figure 1: Use of resources to support teaching related to climate change and sustainability.10 10 The figure shows the percentage of respondents who selected that they used each resource. It includes responses from those who answered the array of questions (516 respondents).
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