UCL - Teaching climate change and sustainability

26 Currently teaching at secondary level: No Currently teaching at secondary level: Yes Visits to environmental/ conservation areas or centres Visits to museums or science/ technology centres Participation in arts-based activities Participation in political advocacy or activity (e.g., public speaking or writing to an MP) Encourage your students to take their learning home to their families None Other Participation in projects to improve your school's sustainability or environment Participation in school decision-making Participation in awards (e.g., John Muir awards) Participation in projects with your local community Participation in citizen science 35.6% 25.4% 36.4% 20.2% 30.3% 15.6% 24.2% 16.6% 59.1% 50.8% 17.9% 9.1% 6.1% 3.6% 63.6% 49.5% 40.9% 30.3% 16.7% 11.7% 36.4% 21.5% 16.9% 12.1% Differences in use of outside the classroom activities by professional development The extent of respondents’ professional development related to climate change and sustainability17 positively correlated with the number of outside the classroom activities they used to support their teaching. More specifically, analysis identified that more use of outside the classroom activities was reported by those who undertook CPD – including training offered by external organisations and self-taught training since becoming a teacher – compared with those who did not. Those whose ITE course included a focus on climate change or sustainability, or engaged in professional development during their first year of teaching post-qualification reported similar use of activities compared to those who did not. These results highlight the limited engagement in activities outside the classroom to support teaching, despite the opportunities these types of activities present to expand and enhance climate change and sustainability education in schools. Incorporating these activities into a wider range of subjects and levels will support student learning that builds capabilities and skills. When coupled with more diverse resource use, these results indicate further potential opportunities for enhancing practice. Figure 4: Use of outside the classroom activities to support teaching related to climate change and sustainability, across teaching at secondary level.16 16 The figure shows the percentage of respondents who selected that they used each activity. It includes responses from those who reported currently teaching (359 respondents) or not teaching (149 respondents) at secondary level; each respondent may not have answered every questionnaire item. 17 The sum of reported professional development types on a 0-5 scale.