UCL - Teaching climate change and sustainability

24 53.2% None Participation in awards (e.g., John Muir awards) Other Participation in political advocacy or activity (e.g., public speaking or writing to an MP) Participation in citizen science Visits to museums or science /technology centres Participation in arts-based activities Visits to environmental/ conservation areas or centres Participation in projects with your local community Participation in school decision-making Encourage your students to take their learning home home to their families Participation in projects to improve your school's sustainability or environment 53.0% 32.4% 29.4% 26.3% 26.1% 18.3% 20.3% 15.2% 14.8% 12.9% 4.7% Differences in use of outside the classroom activities by current teaching (subject and level) A higher number of outside the classroom activities to support teaching were used by respondents who teach geography at any level, when compared with those not teaching geography. Respondents who currently teach geography at any level report more use of participation in projects with local communities, more participation in projects to improve their school’s sustainability or environment, more participation in school decision-making, and more encouragement for their students to take their learning home to their families (Figure 3). Respondents who currently teach science at any level of education (compared to those not teaching science) reported slightly less use, with the exception or more use of visits to museums or science/technology centres where 30.6% of science teachers reported the activity compared to 21.4% of those not teaching science. Figure 2: Use of outside the classroom activities to support teaching related to climate change and sustainability.14 14 The figure shows the percentage of respondents who selected that they used each activity. It includes responses from those who answered the array of questions (487 respondents).