31 All responses Currently teaching science: Yes Currently teaching geography: Yes Currently teaching at secondary level: Yes More opportunities to collaborate with colleagues to develop teaching materials More sustainability actions in school to reinforce student learning More mentions of climate change/sustainability in the National Curriculum for my subject Inclusion of climate change/ sustainability in Ofsted inspection procedures More information about how teaching climate change/sustainability could impact students’ wellbeing More support from school leadership team More support from parents More time to develop my own curriculum More support from external organisations to develop teaching materials More mentions of climate change/sustainability in my subject’s exam specification More support from governors Other 39.6% 43.4% 49.8% 43.9% 57.2% 57.5% 63.3% 57.2% 63.1% 57.7% 56.5% 48.2% 35.8% 37.7% 36.7% 37.7% 41.7% 36.5% 41.1% 34.6% 29.9% 33.4% 38.2% 35.1% 18.2% 16.7% 23.7% 17.3% 28.9% 34.3% 37.7% 36.5% 43.9% 42.9% 42.5% 39.9% 18.7% 24.3% 11.1% 31.7% 9.6% 7.6% 8.2% 7.4% 5.3% 7.8% 5.3% 8.2% Figure 7: ‘Top 5’ priorities for support to help enhance climate change and sustainability teaching, across selected subjects and levels of teaching.21 21 The figure shows the percentage of respondents who selected each area as a ‘top 5’ priority. It includes responses from everyone who answered the array of questions (539 respondents), and responses from those currently teaching geography (210 respondents), those currently teaching science (189 respondents), and those currently teaching at secondary level (359 respondents). Each respondent may not have answered every questionnaire item.
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