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Name: Anne Bernadette Uny Rose Cox

The University of St Mark and St John

Title: A Critical exploration of thinking around the implementation of sustainability in the

primary school curriculum

Course Title: Education (MA)

Course leader: Dr Karen Stockham

Date of Submission: 28th Sept 2015

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ContentsIntroduction………………………………………………………………………………………………3Overview of sustainability practices……………………………………………………………..…/…...5

Environmental preservation………………………………………………………………..……5Energy conservation……………………………………………………………………….……6Green living………………………………………………………………………………….….8

Contextual perspective of British national primary school curriculum……………………………….....9Political context………………………………………………………………………….………9Social context……………………………………………………………………………….….10Cultural context………………………………………………………………………………...11

A. Establishing learning for sustainability…………………………………………………………..….12What is a sustainable school?......................................................................................................13A Sustainable Agenda: The Eight Sustainable Development Doorways………………………14

1. Food and Drink……………………………………………………………………...162. Energy and water……………………………………………………………………173. Travel and Traffic………………………………………………………………...…174. Buildings and ground………………………………………………………….…….18 5. Purchasing and waste………………………………………………………..………186. Inclusion and participation………………………………………………….……….197. Local wellbeing...........................................................................................................208. Global Dimension……………………………………………………………………21

Why it is important to consider sustainable development?..........................................................22B. Case studies………………….………………………………………………………………….…….23

Case study 1. Snarestone Primary School……………………………………………………….23Case study 2. Hampton Hill Junior School……………………………………………...………27

Benefits of a sustainability oriented primary school curriculum……………………………………...…29Challenges with implementing sustainability based school curriculum……………………………...….31Summary and conclusion……………………………………………………………………………...…32References………………………………………………………………………………………………..34

List of Figures

Figure 1: The eight doorways of sustainability arranged to show interdependancy……………………………..15Figure 2: Venn diagram of sustainability..................................................................................................30

List of Tables

Table 1. The eight sustainable pathways. Government recommendations for sustainable schools……...15

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Literature Review

Introduction

Over the last five decades, there has been economic and social progress, arguably leading to a

significant deterioration in the natural environment (Klemeš et al., 2012). At present,

“sustainable development is an important agenda both globally and nationally,” (Lehtoranta

et al., 2011, page 12).  Perturbing global trends link an increase in industrial activities and a

negative effect on the environment (Winter, 2007). The over use of fossil fuels in developed

countries and those undergoing periods of industrialisation, construction and other forms of

development projects increase pressure on delicate ecosystems. To date, there has not been a

comprehensive cost-benefit analysis to assess the long term outcome of the current trends in

industrial and technological development. The preference for the use of unrenewable resources

rather than green alternatives “…is largely due to the notion that the former is cheaper than the

latter” (Lynn & Gurel-Atay, 2014, page 9). As such, sustainability becomes adversely affected

due to lack of education and personal ignorance (Adams, 2006). The prioritisation of

unrenewable resources has led to a serious depletion of the natural environment, requiring urgent

interventions to curb the situation. Winter (2007) considers the current situation to be stagnant,

as we continuously lament over the issue of environmental degradation rather than investing in

education and efforts to solve the problem.

Sustainable development is a challenging concept. Following the sustainable schools

consultation in 2006, the Department for Education and Skills (DfES), described it as “…a way

of thinking about our lives and work – including our education system – such that we don’t

destroy our most precious resource, the planet,” (DfES 2006, page 5). Evidently, the learning

needed to achieve this is also very challenging.

The literature, shows a clear distinction in meanings with sustainability as a goal and sustainable

development as a process. The Brundtland Commission on Environment and Development

(1987) stressed that sustainable development is a process of change with the future in mind: “A

process where the exploitation of resources, the orientation of technological development and

institutional change, are made consistent with future as well as present needs.” (Brutland 1987,

page 187). Hamm and Muttagi (1998), in their book on sustainable development and the future

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of cities, put it like this; “Sustainability is not a concept referring to some static paradise, but

rather a capacity of human beings to continuously adapt to their non-human environments by

means of social organisation” (Hamm & Muttagi 1998, page 2.) They interpret sustainable

development as a process through which we learn to live in harmony with the environment.

However, it is not enough to say that sustainable development and learning need to go hand in

hand. Rather, it is crucial to recognise that sustainable development will not be taking place

where learning is not happening. To put this another way, sustainable development is a learning

process through which we can (if we choose) learn to build our capacity to live more sustainably.

Note that there’s little emphasis on teaching. This is for two reasons: The first is that a

considerable quantity of our learning takes place beyond primary, secondary and tertiary

education; we also learn between and by institutions, organisations and communities. The second

is the indefinite knowledge needed to be learnt in relation to sustainable development, it’s hard to

know in detail what needs to be taught, except, perhaps, how to learn. Hamm and Muttagi (1998)

make a crucial distinction, however: “Sustainable development is essentially not about the

environment, but rather about the capacity of human society to enact permanent reform in order

to safeguard the delicate balance between humans and their natural life-support system” (Hamm

& Muttagi 1998, page 2). Each of these ideas is concerned with building capacity – building our

capacity to live, and our capacity to learn.

The need to take environmental preservation, energy conservation, and green living seriously has been reiterated in various scholarship (Heinberg, 2012; Winter, 2007). Since the 1992 United Nations Conference in Rio de Janeiro, it has become the responsibility not only of policy-makers, but also of educationalists to report an apparent conundrum: “how do we promote sustainable livelihoods among young people who are surrounded by the products of unsustainable living?”(United Nations Conference on Environment and Development 1992).

Education clearly plays a significant role in the sustainable development process. It is not surprising that in our current circumstances the Children's Plan (DCSF, 2008a) described sustainable development as ‘non-negotiable’.

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My critical review aims to explore to what extent and success environmental preservation,

energy conservation, and green living, has been embedded in the British primary curriculum

through the movement of sustainability. Although there are studies that independently discuss

and analyse sustainability in British schools it appears that the primary curriculum is not seen as

a channel to achieving sustainability (Lynn & Gurel-Atay, 2014).

This critical literature review will therefore attempt to bridge this gap by combining the

following three lines of discussion:

Firstly, by identifying a conceptual framework that focuses on behaviour-based environmental

sustainability in British primary schools. Secondly, by discussing the national frame work

currently in place to promote sustainability in primary schools. Thirdly by discussing its

application through the summary of two case studies.

Overview of sustainability practices

Environmental preservation

Environmental preservation is an important component of sustainability which tackles

sustainability from a preventative perspective. It questions how the environment will be

protected instead of asking how to cure a depleting environment (Galbraith, 2009). This type of

preservation is the protection of the environment, lands and their natural resources from human

consumption, instead being maintained in their pristine form (Brown 2012). In addition, Adams

(2006) posited that environmental preservation requires a calculated attempt at keeping a large

portion of the environment reserved for future rather than immediate use. As sustainability relies

on the perpetuation of the environment, environmental preservation is a critical factor in

achieving sustainability. If a preserved portion of the environment is not used, it can be

guaranteed to be present for use by future generations. The method of preservation is much

stricter than the conservationist approach. A less extreme approach such as conservation may

also be considered. However, whilst conservation may be used to mitigate environmental

impact, Heinberg (2012) argues that these techniques are insufficient in comparison to

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preservation because they involve a gradual and systematic use of resources. The acceptable

levels of usage are subjective and the source of much controversy.

Some researchers justify the emphasis placed on human activities when aiming for

environmental preservation. For environmental preservation to be achieved in any part of the

world, policy making remains an important requirement (Brown 2009., Lynn & Gurel-Atay

2014). This implies that policy making will allow preserved areas of the environment to be

effectively protected. Therefore, preservation through policy making can take many forms, such

as the protection of nature reserves, wildlife reserves, park reserves, forest reserves and

conservation areas (Wheeler and Beatley, 2004). When backed by policies, these areas restrict

and prohibit human activities that may have the potential to harm or damage the habitat within

the preserved environment (Jeffery et al., 2008). There is… “sufficient evidence to suggest that

human activity is the single most dangerous and harmful practice to other habitats in any given

ecosystem,” (McDilda, 2007, page 24). Humanoid survival is dependent on the natural

environment’s flora, fauna, and its terrestrial, aquatic and atmospheric components. Therefore,

its preservation is vital in maintaining human life (The United Nations General Assembly, 2005).

In several countries environmental preservation is achieved by preventing human activities such

as logging, hunting, fishing, mining, and farming (Jeffery, Grosvenor & Barclay, 2008).

“Environmental preservation will lead to sustainability as it forces humans to seek green

alternatives to solving their day-to-day needs,” (Galbraith 2009 page 24).

Energy conservation

Energy has long played a central role in the development and operation of the world’s economy.

As a vital input to agricultural production, transportation, industry, commerce and the home,

reliance on energy consumption will continue to incline as world population increases and

standards of living improve. The trend towards increased mobility, urbanisation and an

integrated global economy will further accelerate our energy consumption and dependence.

History has also shown us that increased energy use and mechanisation brings with it its own

burdens with respect to the environment, health, lifestyle and community. Recent analysis of

international energy trends shows that under conventional development strategies…” global

energy consumption is projected to be half again as large in 2015 as it was in the early 1990s,

and may double again between 2015 and 2030,” (United Nations 1997).

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“Most of the growth in energy use and its associated environmental impacts will occur in

developing countries. While future changes in population, technology, and economic growth are

unknown, what is clear is that a balance between energy, economics, and the environment will

be needed for sustainable development to occur. Energy conservation is one of the most critical

components of sustainability,” (Conners 1998, page 2-3).

Heinberg (2012) argued that a sustainable development agenda that does not give full credence

to energy conservation cannot be considered as a viable program. Sustainability is a concept

directly linked with practices that encourage leaving sufficient environment resources for future

usage. In the literature, researchers and scientists have been very concerned about differentiating

between energy conservation and efficient energy use. This is because even though the two may

sound literally same, they are technically different (Adams, 2006). “Energy conservation focuses

on reducing overall output decisions, which then reduces the required amount of electricity”.

This is not to be confused with…”energy efficiency, which focuses on adjusting

directly  input requirements for a given output decision,” (Croucher 2011, page 95). From the

definition of energy conservation, it would be noted that practices and activities that reduce the

amount of energy consumed in undertaking a particular task or within a particular time frame

constitutes energy conservation. Equally, efficient energy use does not require that less energy

should be used. Rather, if two activities are performed using the same quantity of energy, then

the more efficient process will achieve a greater outcome than the other, (Jeffery et al., 2008). In

efficient energy use therefore, the need to conserve or use lesser quantum of energy does not

apply, rather, the means to get greater output from a particular energy source is what is focused

on.

Brown (2009) explained that the issue of energy conservation has become very relevant in

modern environmental discourse given the fact that most forms and sources of energy are not

renewable. People the energy sources are not renewable the only way to ensure that they can be

sustained for the benefit of future generations is to ensure their conserved usage, where they will

be used in lesser quantities (Wheeler and Beatley, 2004). During the United Nations General

Assembly (2005) the need for energy conservation was discussed from another perspective,

where the impact of energy usage on the environment was emphasised. That is, even when

renewable energy is used, because the impact of more residual energy could be harmful, it is

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only necessary that conservation will be practiced as a means of reducing the amount of residual

energy released into the environment.

Green living

Sustainable living cannot be achieved through a single practice but requires every form of

lifestyle that will ensure that there is not much usage of the earth’s natural resources and personal

resource. With this said, two practices that come in mind as helping to achieve green living are

preservation and conservation. Therefore green living is more a behavioural or habit related

practice where people are expected to adopt preservation and conservation practices as a lifestyle

(McDilda, 2007). The reason for this assertion is that both preservation and conservation

practices guarantee that the earth’s natural resources and personal resources are used in a limited

fashion. In a number of ways however, green living can be differentiated from preservation and

conservation practices. Particularly, green living does not only focus on the earth’s natural

resources as preservation and conservation does (Galbraith, 2009). Rather, a person is expected

to have good recognition of the need to reduce the use of personal resources. By personal

resources, reference is being made to what the person might have achieved as the outcome of

work. “Typical example of personal resource can be said to be diet and money,” (McDilda,

2007, page 22).

Because green living is seen as a lifestyle, it cuts across several areas of a person’s life including

transportation, energy consumption, diet, and spending. Wheeler and Beatley (2004) posited that

by the mere fact that all humans register as members of the environment, any facts of green

living goes a long way to affect the environment positively. For example if a person practicing

green living decides to reduce intake of food, this will have an indirect effect on the environment

because the need to cultivate more farm space to meet the diet needs of people will be reduced.

The same applies to a person who decides to travel less as a way of saving money. Even though

the person’s money will be saved, the fact that the number of travelling has reduced means that

energy conservation will be achieved. Fritsch and Gallimore (2007) explained that sustainable

living helps to create a natural balance for humanity’s interdependent relationship with the

earth’s natural ecology and cycles. By implication, green living ensures that humans do not take

undue advantage as a member of the earth’s natural ecology but then gives due recognition for

the need for all other resources and constituents of the ecology to have space to exist.

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Context: The British national primary school curriculum

There are different contexts informing the extent to which the topic of sustainability (under

which the practices of environmental preservation, energy conservation, and green living tend to

be located) are embedded both as concept and practice. The contextual frameworks (political,

health and social, geographical, cultural and economic), in which the British primary school

curriculum sit, generally inform the factors that can affect the construction and creation of the

primary school curriculum (Bilbao, 2008). This section of my review is considered very crucial

as the contexts affecting the construction and implementation of the curriculum must be

understood before any tangible and practical approaches to designing the primary school

curriculum to be based on sustainability can be done. These contexts are complex and

widespread but it is highly necessary that they will all be understood so as to ensure a

comprehensive achievement of sustainability. In this review, the political, social and cultural

contexts from which sustainability can be approached are analysed.

Political context

Scholarship that studies the construction and implementation of the primary school curriculum

recognises major political influences on the design of the primary curriculum. Politically, the

first point of influence identified by Kelly (2009) is central government. The central government

of most countries, including the United Kingdom, is considered the legitimate overseer of the

educational system. Because of this, the educational systems of countries are structured in such a

way that reflects the ideologies and philosophies of the government and the country at large

(Wiles, 2008). Meanwhile, the curriculum is seen as a product and process that defines the

standards by which educational outcomes will be measured (Adams & Adams, 2013). If the

curriculum is constructed in such a way that reflects the government’s ideology, outcomes from

students will reflect this. I now go on to consider examples of situations where the government

will have an influence in the designing of the curriculum.

Bilbao (2008) explains a government agenda of improving health of its citizens will ensure that

health science and health education is made an integral part of the curriculum. The same line of

argument can be said for governments seeking to implement sustainability. Kelly (2009)

observed that there are several ways by which government political influence on curriculums

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have been exercised. Particularly, governments do this through their agencies such as the

Ministry of Education. Since the government appoints ministers and other policy makers within

the Department for Children, Schools and Families (DCSF), this ensures a direct representation

of government on panels seeing to the construction and designing of documented curriculum for

schools. One striking example of this in England is the Office for Standards in Education

(Ofsted), where the government appoints inspectors to carry out school inspections. Apart from

the government, Wiles (2008) also observed that political influence exists with the construction

and implementation of the curriculum at the local level where the schools are physically situated.

This form of political influence comes through the management and administration of the

schools. Explaining the dynamics behind the curriculum system within the educational setting,

Bilbao (2008) found that... ‘the curriculum is expected to be an end to a means rather than a

means to an end’ (page 13). What this implies is that once the curriculum is prepared from the

DCSF, schools are to ensure that at the end of a student’s educational experience, goals and

objectives set in the curriculum will be achieved.

Schools exercise some level of managerial and administrative political powers in determining the

means by which they will implement the curriculum. Because of this – what could be referred to

– as ‘local’ autonomy, heads of schools, governors and teachers could have a lot of influence

regarding how specific contents of the curriculum could be delivered (Kelly, 2009). Using the

same example of a government with a health agenda, such a government will set a generalised

goal of having citizens who are well informed about their health but at the local level, heads of

schools and teachers could also have an influence to focus on primary health education. It could

therefore be argued that even when a mandatory and centrally conceived (statutory) primary

school curriculum is designed, teachers and heads of schools can have input into how content

could be delivered. With their influence, heads, governors and and teachers could determine

where in the curriculum, issues with regards to sustainability could be delivered.

Social context

The social dynamics of an educational setting has been explained to be a very important context

that influences the designing and implementation of any curriculum (Reys et al., 2003). Kelly

(2009) observed that one function of education is to empower young adults to perpetuate their

learning throughout the community. For this reason, a curriculum cannot be prepared and

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implemented without due recognition to the impact it has on society. As far as social influences

are concerned with the designing and implementation of the curriculum, Adams and Adams

(2013) stressed that the first point of call is the pupil. Reference is made to the pupil, who

receives the curriculum in the form of lessons, topics, activities, rules, and events that take place

throughout their education. Kelly (2009) explains that when preparing and implementing any

curriculum, the learning and social needs of pupils are taken into account. Pupils are required to

access and produce outcomes from the curriculum. A sustainably-based curriculum should meet

the need of all pupils, regardless of age, sex or learning ability. Discounting pupils’ individual

needs could exclude them from learning and achievement (Reys et al., 2003).

Considering the wider needs of a society is paramount to the social context of a curriculum

(Wiles 2008). Smith (2000) suggests that if the needs (be they economic, social, cultural) of

society cannot be met, it is necessary to adjust the curriculum. For example, the focus on

achieving literacy and numeracy targets in today’s primary curriculum have arguably evolved

due to concerns around standards of literacy and numeracy in primary school pupils. A

sustainably-based primary school curriculum could therefore target the needs of the individual in

relation to the wider needs of society.

Cultural context

Kim and Dopico (2014) observed that the impact of culture on curriculum cannot be

underestimated. Culture is defined as the way of life of a group of people (Adams & Adams,

2013) and can therefore be said to be the embodiment of the perception of the people towards

life (Reys et al., 2003). Based on the perception of the people towards life, their way of life

becomes constructed. According to Smith (2000), culture is such a powerful phenomenon that it

informs organisations’ and individuals’ value bases, information processing and a foundation for

decision-making. Curriculum-making therefore takes place within cultural contexts. (Hancock,

Dyk & Jones, 2012).

Kelly (2009) explains that people of different cultures have different ways through which they

explore concepts. Whilst advocating the importance of sustainably-based curriculum in primary

schools, individuals will therefore approach sustainability from different cultural contexts.

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SECTION A

Establishing learning for sustainability

In May 2006, our British government delivered the following consultation paper: ‘Sustainable

Schools for pupils, communities and the environment; delivering UK sustainable development

strategy’ (DfES, 2006b). The paper opened with the following assertion:

“DfES has reaffirmed its commitment to sustainable development by publishing a two-year

action plan to achieve outcomes to underpin a sustainable society. Schools are a key strand of

this action plan and are invited to become models of sustainable development for their

communities. This consultation paper seeks views from schools and their stakeholders on how

we can work together to turn issues like climate change, global justice and local quality of life

into engaging learning opportunities for pupils – and a focus for action among the whole school

community” (Page 3).

In brief, the paper made the following key points:

The association between action and learning: What the school does as a community, and

what its members can learn;

The way that schools can model sustainable ways of working for the wider community.

The sustainable schools initiative comes at a time of unparalleled national policy commitment to

the idea of sustainable development, and when media interest remains high. There is indication

that families are taking a greater interest in sustainability matters. As a result there is great

potential for significant interchange between communities, families and schools, allowing for the

mutual enabling of activities and progression.

In a speech on climate change, in May 2004, Prime Minister Tony Blair proposed:

“All new schools and City Academies should be models for sustainable development: showing every child in the classroom and the playground how smart building and energy use can help

tackle global warming.

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The government is now developing a school specific method of environmental assessment that will apply to all new school buildings. Sustainable development will not just be a subject in the classroom: it will be in its bricks and mortar and the way the school uses and even generates its

own power.

Our students won't just be told about sustainable development, they will see and work within it: a living, learning, (and) place in which to explore what a sustainable lifestyle means” (The

Guardian 14/09/2004).

Section 4 of the DfES consultation put it more candidly; “There are good reasons for schools to

embrace sustainability, from improving pupil motivation to saving money” (DfES 2008, page

16).

“By 2020, central government would like every school to be a sustainable school” (DCSF.

2008b, page 2). To help schools identify means of implementing sustainable practices, The

National Framework of Sustainable Schools has measures to ensure schools understand where

the government would like to see attention focused. This national framework focuses on ways in

which sustainable development can be rooted into whole-school management practices and

provides practical guidance to help schools work in a more sustainable way.

I will now discuss the importance of sustainability within British primary schools, citing the

government’s intended methods and illustrate possible ways these may be practised within the

primary school curriculum.

Learning through sustainable ‘doorways’

Primary schools, in an increasing climate of freedom of choice can, by becoming more

sustainable, play an important part in reducing the CO2 emissions that contribute to global

warming.

What is a Sustainable School?

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'A Bursar's guide to sustainable school operation' (DfES, 2007a) defines a sustainable school as

one that:

conserves energy and water

avoids the use of pollutants and potential pollutants

enhances and protects plants and wildlife

takes steps to minimise the production of waste

meets local needs while respecting people and their environment through involvement

A sustainable school is one that has care as its central value: "care for oneself, care for each

other (distant and near, as well as for future generations), care for the environment (local to

global) from the school grounds to the planet” (Governors' Guide to Sustainable Schools' (DfES,

2007b). The Bursar's guide (DfES, 2007a) focuses on two of the eight doorways: energy and

water, and purchasing and waste. It does discuss the other six doorways and recognises the

important role that school leaders play in developing sustainable schools.

Ofsted (2008) recommend that every school should identify "a key member of staff to manage

and coordinate sustainable development" (page 8.) across a school. In many schools, this has

become part of the school business manager's role. It is essential that this lead role in sustainable

development is part of a distributed approach to leadership (Aldridge, 2008) that gives everyone

involved with the school the opportunity to contribute.

A Sustainable Agenda: The Eight Sustainable Development Pathways

“Activities directly related to schools create 2% of the UK's CO2 emissions” (National College

for Teaching and Leadership 2012, page 2). There is need to educate young people about the

need to reduce CO2 emissions and implement more sustainable practices. To help schools assess

whether they are sustainable the Department for Children, Schools and Families produced the 's3

Sustainable Schools Self-evaluation' document (DCSF, 2008d). This uses the eight sustainable

development pathways of the National Framework for Sustainable Schools, including energy

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use, which can be used to evaluate a schools energy performance. However, schools may find

that many of the pathways listed are in fact interconnected.

Doorway

Covers

1. Food and Drink2. Energy and Water3. Traffic and Travel4. Purchasing and Waste5. Buildings and Grounds6. Participation and Inclusion7. Local Wellbeing8. Global Dimension

Table 1. The eight sustainable doorways; Government recommendations for sustainable schools.Information gathered from DCSF 2008)

Many of these pathways are directly relevant to the work of the school leadership team (see

Figure 1. below).

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Figure 1. The 8 Pathways as detailed in the’ s3 Sustainable Schools Self-evaluation' (DfES 2008b). A schools

management team should recognise that these doorways are not independent of each other but are in fact

interdependent. (Image sourced from National College for Teachers and Leadership, 2012, page 1).

The 8 doorways are interdependent. The NCTL (2012) gives a good example of this; As a school

business manager, you have considered the development of a green travel plan. This plan will

not only address doorway 3, Traffic and Travel (see Table1.), but could also lead to reductions in

the use of fuel and conserve energy (doorway 2) and have an influence on local wellbeing

(doorway 7), especially if children walk or cycle to school rather than travelling by car.

The doorways suggested by the DfES (2006) in the National framework for sustainable schools

(2006) are intended to provide guidance for the school management team. Each doorway in the

following section have been extracted from this legislative framework.

1. Food and drink

“By 2020, the Government would like all schools to be model suppliers of healthy, local

and sustainable food and drink” (DfES, 2006, page 4). Schools should demonstrate

strong commitments to the environment, social responsibility and animal welfare in their

food and drink provision. If possible they should maximise their use of local suppliers

(SSA 2009).

Food and drink play a crucial role in all our lives and are a key part of the school day.

Providing healthy food that is ethically and sustainably sourced and where possible produced

and prepared on site can be a challenge to some schools as their location does not always

make it easy to achieve this. In addition, highly processed food is accessible in certain

environments, such as urban locations and can seem the only option. By providing locally

sourced, ethically produced food and teaching children about where their food comes from,

schools can help to increase the understanding and knowledge around the food choices we

make as well as the array of options available to us (Global action Plan 2007). Although

children may be aware of the need to eat healthily, many choose not to do so, as a recent

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Ofsted report revealed (2007). Primary schools can introduce the theme of healthy eating to

enrich the curriculum and develop thinking in a range of subjects. When discussing food, it

may perhaps be related it to its environmental impact, fair trade and more complex issues

related to the global economy, for example. Sustainable practices can be introduced through

growing food, offering compost bins and the creation of garden areas or raised beds where

the compost could be used (DfES 2006).

2. Energy and water

Schools can often be unconscious of the need to reduce energy consumption in order to

reduce bills and tackle climate change, and many are also cutting back on water consumption

to save the planet’s resources. Some schools will have greater scope for savings than others

but, overall, more than 20% of energy is wasted, and simple good housekeeping can reduce

fuel bills by 10%. (Manchester City Council 2009)

“By 2020, the Government would like all schools to be models of energy efficiency,

renewable energy use and water management. They should take the lead in their

communities by showcasing wind, solar and bio-fuel energy, low-energy equipment,

freshwater conservation, use of rainwater and other measures’ (DfES 2006, page 7).

Schools should showcase opportunities such as wind, solar and biomass energy, insulation,

rainwater harvesting and grey water recycling to everyone who uses the school (SSA 2009).

3. Travel and traffic

“By 2020 the Government would like all schools to be models of sustainable travel, where

vehicles are used only when absolutely necessary and where there are exemplary facilities

for healthier, less polluting or less dangerous modes of transport” (DfES 2006, page 8)

Increasingly, primary schools are focusing on the ‘staying healthy’ aspect of Every Child

Matters (2007) and are encouraging pupils to walk or cycle to school wherever possible.

Walking buses have been adopted by many primary schools in the UK, promoting healthy

lifestyles, and notably, sustainable travel.

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To encourage more sustainable modes of transport, the implementation of school travel plans was introduced in 2008. Schools were required to produce an effective travel plan for their pupils with the purpose of improving safety and reduce car use. The plan would be structured subsequent to consultation with teachers, parents, pupils, governors and the local community. Following this consultation, schools were able to develop their individual plans to address these issues within their own context (NCTL 2012).

However, the practicality of walking and cycling depended very much on safety concerns and

the distance the pupils needed to travel (Ofsted 2008).

4. Purchasing and waste

“By 2020, the Government would like all schools to be models of sustainable procurement,

using goods and services of high environmental and ethical standards from local sources

where practicable, and increasing value for money by reusing, repairing and recycling as

many goods as possible” (DfES, 2006. Page 9).

Supporting children and young people to make the connection between the disposable society we

live in and the effect that the subsequent waste is having on the environment is essential in

reducing our waste. By educating children and young people how to reduce the amount they use,

repair and reuse what they can, and recycle the rest, you can help instil a culture of sustainable

consumption that will hopefully spill out of the classroom and into their home-lives (Manchester

City Council 2009).

Primary schools can model waste minimisation and sustainable procurement through the use of

goods and services of high environmental and ethical standards from local sources where

practicable. Subsequently, increasing value for money by reducing, reusing, repairing and

recycling as much as possible (SSA 2009).

5. Buildings and grounds

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“By 2020 the Government would like all school buildings - old and new - to make visible use

of sustainable design features and, as opportunities arise, to choose building technologies,

interior furnishings and equipment with a low impact on the environment. We would like all

schools to develop their grounds in ways that help pupils learn about the natural world and

sustainable living, for example, through food growing and biodiversity conservation” (DfES,

2006. Page 11).

The national framework recognises the importance of a school building and its grounds as a

tool to support a child’s comprehensive education. The 2005 House of Commons Education

and Skills Committee report, ‘Education Outside the Classroom’ concluded … “school

grounds are a vital resource for learning” and that… “capital projects [should] devote as

much attention to the ‘outdoor classroom’ as to the innovative design of buildings and

indoor space” (page 15).

School grounds can offer outstanding learning experiences when they’re designed and used

correctly, they must follow key sustainable development principles laid out by Ofsted

through Schools for the Future (2006); Schools are required to adopt sustainable design and

management practice, conserve and enhance nature whilst experimenting with innovative

sustainable techniques. It is essential schools work together to embed sustainability into the

curriculum and school culture. A whole-school approach will look at culture and ethos, how

the curriculum supports sustainability, how the school echoes a sustainable ethos and how the

wider community contributes to sustainability.

This may well be achieved through choosing building technologies or interior furnishings

and equipment for their low environmental impact, or simply developing school grounds in a

way that helps pupils learn about the natural world and sustainable living (SSA 2009).

Primary schools may design for minimum environmental impact, possibly recycling

materials on site and source local materials. They may construct with minimum energy use,

or design and build for the conservation of water or energy resources. They may maximise

the positive capacity of the natural environment, including light, shade, ventilation and

micro-climate (Ofsted 2006).

6. Inclusion and participation

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“By 2020 the Government would like all schools to be models of social inclusion, enabling

all pupils to participate fully in school life while instilling a long-lasting respect for human

rights, freedoms, cultures and creative expression.” (DfES, 2006. Page 12)

The government recommends that all schools are models of social inclusion, enabling all pupils

to participate fully in school life while instilling a long-lasting respect for human rights,

freedoms, cultures and creative expression. Respecting and valuing individual differences and

cultural diversity sits at the heart of education for sustainable development (SSA 2009). Only by

showing others compassion and understanding can we hope to create an inclusive environment in

which everyone feels able to participate and contribute. Primary schools play a key role to play

in demonstrating their commitment to special needs, breaking down barriers and cultural divides,

and instilling values of acceptance and tolerance that children and young people will carry with

them throughout their lives. (Every Child Matters 2004).

To increase sustainability primary schools may encourage their pupils to take part in numerous

initiatives, encouraging participation and including them in the school’s sustainable obligation.

Pupils can be encourage to put notices next to light switches, taps and washbasins to remind

others not to waste electricity or water. They may possibly conduct surveys of locally available

Fairtrade products or possibly work with canteen staff to improve healthy eating. They may even

survey the school grounds and canvassing pupils’ opinions to decide where best to position

recycling bins.

7. Local well-being

“By 2020 the Government would like all schools to be models of corporate citizenship within

their local areas, enriching their educational mission with activities that improve the

environment and quality of life of local people” (National Framework for sustainable

schools. 2006, page 12)

The government recommends that all primary schools are models of corporate citizenship within

their local areas, enriching their educational mission with activities that improve the environment

and quality of life of local people (SSA 2009). Local well-being is about recognising the

potential of a school to be a hub of learning and a catalyst for positive change within its

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community. Schools have the potential to become beacons of good practice for their

communities and to enthuse positive sustainable behaviour, not just through their teaching but

also through their management and their engagement with local communities (Manchester City

Council 2009). This links with the extended schools agenda, providing services which endorse

community cohesion, facilitating the consolidation of relationships and contributing to

improvement of the local environment.

Primary schools have the potential to contribute to local well-being in a number of ways. Pupils

may be able to help organise or even deliver individual tuition and advice in subjects they feel

assured in, for example ICT lessons for those with less confidence. As noted in the Sustainable

Schools self-evaluation tool (DfES 2006), with their central locations and often extensive

facilities, schools can act as hubs of learning. Curricular links with external organisations, for

example; with the Scouts, Guides and other groups may allow pupils the opportunity to take

direct action on a number of environmental and sustainability concerns. Pupils may help in the

local community on projects such as clean up campaigns, gardening work for senior citizens and

organising a keep fit after-school club for mothers and carers.

8. Global dimension

“By 2020 the Government would like all schools to be models of good global citizenship,

enriching their educational mission with activities that improve the lives of people living in

other parts of the world” (National Framework for sustainable schools. 2006, page 14).

The development of a child’s understanding of global issues such as climate change and poverty

is key to them developing into responsible global citizens (SSA 2009). Global dimension also

teaches them about our interdependence with other cultures, economies and our environment.

This can be achieved through involving students in links and exchanges with partner schools

abroad. The aim in to instil an international outlook and allow them to compare the issues they

face with those of pupils overseas. Subjects such as geography and citizenship provide a tangible

way to study distant places. Conversely, they should also deal with issues such as mutual

dependence, climate change, diversity and the requirements and rights of future generations, all

of which can be linked to an understanding of community cohesion (DfES 2006).

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Why it is important to consider sustainable development?

There are several reasons why schools should take their sustainability responsibilities seriously. Here are a few as listed by the NCTL (2012)

Organisations are increasingly being held liable for harmful impacts they yield on the

environment. For example, they may emit emissions from boilers and laboratories to air;

possibly cause contamination of land from boilers and chemical storage. Resultant

discharge waste may possibly comprise of hazardous substances such as waste electrical

and electronic materials.

The National Curriculum invited schools to promote The Global Dimension and

Education for sustainable development in their activities and educational programmes.

There are legal requirements placed on schools such as… the (EU) European Energy

Performance of Buildings Directive (EPBD) 2008. This requires schools of more than

1000m2  floor area to demonstrate their energy performance efficiency through a Display

Energy Certificate (DEC) which must be in a place visible to the public. A valid advisory

report is also required (NCTL 2012, Page2).

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SECTION B

Here I list two Primary schools, the first is an Eco award winning rural school whilst the second is an urban primary school supported by London sustainability partnerships.

Case study 1

Green Flag Eco-School, Snarestone primary, North West Leicestershire.

Winner of the Green Footprints award for Environmental Benefit 2012.

Background

Snarestone Church of England Primary is a small village primary school on the Derbyshire

boundary of North West Leicestershire.  It has played an integral part of the village of

Snarestone since 1717.  It holds 80 pupils aged 4-11 years educated in four classes – the small

numbers in each class ensuring a personalised learning experience for each child

(snarestoneprimary.org 2014).

According to its latest Ofsted report (2012) it reports;

-A below-average proportion of pupils are eligible for the pupil premium.

-There are none who speak English as an additional language.

-The proportion of pupils supported at school action is broadly average, and the proportion

supported at school action plus or with a statement of special educational needs is above average.

- Pupils are taught in three mixed-age classes.

Sustainability is a prominent component of Snarestone’s School Action Plan, very much

embedded in the school ethos. The entire school is involved with its environmental initiatives

from pre-school, to Year 6.  Pupils of Snarestone elected a number of ‘Eco Warriors’; pupils

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whom take the leadership roles in regards to the schools sustainability. The school has embedded

these ‘Eco Warriors’ as the driving force for campaigns on a wide range of topics, including

energy, waste, recycling, composting, healthy schools, nature detectives, travel surveys and litter.

(snarestoneprimary.org 2014).

Nicky Hearfield, the Eco-Coordinator at Snarestone Primary describes the process involved in

producing a sustainable school…

An Environmental Review

"The first thing we did was to carry out an environmental review of the school and grounds. The

Eco warriors then fed the findings back to the rest of the eco committee, discussed their findings

and set their priorities as an action plan."

Action Plan

"The Action Plan is a working document, outlining what we have planned and our progress,

including achievements.  We have put actions against all nine of the Eco-School topics and have

made progress on all of these.  This is an important document for us and we have tried to

incorporate elements of the Eco-Schools Action Plan into the School Improvement Plan 2012-15

(Nicky Hearfield 2014).

The school’s teachers and governors understand the value of Eco-Schools and taking this step

ensures that our sustainability work is fully integrated into the curriculum. Its Senior

Management Team is very committed and like to be updated on campaigns the Eco Warriors are

running; they often incorporate 'mini' sustainability lessons in topic and PSHE. Our Eco-Theme

is also interwoven into Collective Worship (snarestoneprimary.org 2014).

What did the school do?

According to the website, eco-schools.org, Snarestone held a special ‘Waste Week’. Pupils

explored the processes and issues involved in recycling. ‘Phil the Bag’ textile recycling was

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used to collect as much unwanted clothing as possible, opening this up beyond the school

community to the whole of Snarestone village and surrounding families.  Recycle bins were set

up in each class and a Recycle Play in a Day workshop was held for children to participate, a

related performance was subsequently presented to the whole school and parents.  In addition, a

bench was built by the pupils of KeyStage 2 from recycled wood; this is now the schools Buddy

Bench with a special sign where children can go if they are feeling lonely.  “If anyone sees you

sitting on this bench they will come over to play with you” Nicky Hearfield 2014)

During the governmental initiative ‘Healthy Schools Week’ Snarestone made links to its

'National Sports Week'.  During Waste Week healthier food options and unpackaged items were

promoted. Activities to promote a healthy lifestyle were covered in all classes during week.

Nicky Hearfield (2014) records considerable advances towards sustainability, notably towards

pathway 4 of the National Frame work for sustainable schools (2006); purchasing and waste.

“We made a significant reduction of 60% on waste food from lunches.  We are now recycling all

paper products and cardboard 100%. This was previously 60%. Equipment is now being

mended rather than bought new so we have seen a 45% increase in recycling of this strand”.

According to its website, Snarestone signed up to the Woodland Trust’s Nature

Detectives scheme and the Co-op’s Green Schools’ Revolution.  The children use the Pod

website extensively and contacted Water Aid to help them plan a school water campaign. It has

since pledged to support Water Aid and now makes a small donation each month. The school has

run road safety and cycle proficiency training through Leicestershire County Council and

organised a village litter pick with Snarestone Parish Council (Snarestone.org 2014). In this act

alone, the school adopts ideas from several pathways of the National Framework of Sustainable

Schools, to include; Energy and Water, Participation and Inclusion, local wellbeing and global

dimension.

After working so hard on achieving our Green Flag and mentoring other groups who have visited

its allotment, the school decided to hold sustainability workshops for other local schools.

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“The pupils actively promote, encourage and share the good practice of the school’s Eco work

with other schools and its pupils to make them aware of how sustainability is achievable, with

no cost implications and fun too!” (Nicky Hearfield 2014).

The green flag wining school has delivered considerable return for sustainability, however, the

school has also reaped economic benefit from the campaign. Nick Hearfield (2014) explains…

"We have reduced the amount of electricity we used, noting a reduction of 19% in our bill

compared to last year.  We have noticed that lights and whiteboards are turned off when people

leave rooms, eg lunchtimes, for PE lessons etc. All computers and projectors are switched off at

the end of the day and are not left on standby.  This has provided a saving of around £160 per

month on our bills.  We have also lowered our heating thermostat to 18 degrees from 25

degrees, reducing our oil usage. We also turn it off through the summer months now too. Our

allotment provides us with fresh vegetables at an extremely low cost and we use these in the

school for our cookery classes, helping us to reduce our costs”.

Quantitative Evidence of Impact

As previously described, the school made a 19% reduction in its electricity consumption, with a

saving of around £160 per month on its bills. There are significant reductions of 60% on waste

food from lunches.  100% of paper products and cardboard are now recycled, whilst former

recycling rates were at 60%. Equipment is now being mended rather than bought new presenting

a 45% increase in recycling of this strand (Eco-schools.org 2104).

Qualitative evidence of impact

Snarestone is now at the centre of village life, whilst the local gardening club, the church,

allotment society and drama society all use its school hall for meetings, both socially and for

club business.  One of the chair of governors at the school explains; “Without our allotment, we

would just be the school without any actual links to the community.  The villagers were wary it

would not be maintained at first, but now they see the enthusiasm of the children and school and

embrace our love of our allotment as much as we do” (Julie Hawler 2014).

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Case study 2.

Urban School:

Hampton Hill Junior School, Richmond, London.

Background

The school’s particulars are comparable to those amongst other urban schools positioned in a

similar demographic. According to the school’s latest Ofsted report, (Dec 2011) Hampton Hill

Junior school is;

-An ‘Outstanding’ school

-349 pupils attend, above the national average.

-A below-average proportion of pupils are eligible for the pupil premium.

-There are some who speak English as an additional language.

-The proportion of pupils supported at school action is slightly above average, and the proportion supported at school action plus or with a statement of special educational needs is above average.

According to the Ofsted report (2011) The School…

… “is a pioneer in the sustainability programme which aims to improve the environment, having been designated a National College Leading Sustainable School. Pupils also benefit immensely

from strong links with a nearby teacher training college which regularly supplies the school with trainee teachers. They add richness to the pupils’ learning experience by providing additional

teaching and support, and energising the richness of the curriculum with a variety of fresh approaches to teaching, and many new and exciting ideas.

The strength of the school’s community cohesion lies in the support it receives from, and gives to, its local community and its global partnerships with schools in Kenya, Chile and Japan”

(Page 8).

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According to The school’s webpage, creating a sustainable school is a key part of what they aim to do. Hampton Hill Junior School (HHJS) believes that the young people in our care are the leaders and decision makers of the future and as such, their generation will play a pivotal role in determining the future of our planet and its resources.  The school is very conscious it has a major part to play in helping its pupils to recognise the issues in sustainability so that they can make informed decisions when they are older.

In 2006, HHJS successfully applied to become one of the “National College Leading Sustainable schools (and two years later we became the only) Knowledge School for Sustainability” (hamptonhill.richmond.sch.uk, 2015) in England through London Challenge. In 2010, it won the National Teaching Awards Leading Sustainable School for London.

The junior school links with nearly a hundred schools within London, nationally and internationally. It regularly host groups of teachers and governors from other schools and for the last four years we have held a very successful national Sustainability conference at the school (hamptonhill.richmond.sch.uk)

According to its website sustainability is fully integrated within its curriculum.  It delivers some pleasing projects and activities based on the National framework’s ‘Eight Doorways’ that entice sustainable elements with the children.

The pupils lie at the heart of the school’s sustainable agenda. The school has generated a team of over 50 Eco Ambassadors and Eco Mentors who promote sustainability within the school and beyond. The headteacher of HHJS describes the eco team as “… passionate and so informed” (Mr Jerman, 2014).

On the school website Mr Jerman states “As a school we have done so much to promote sustainability. We have solar thermal panels which heat our hot water, Photo Voltaic panels generate electricity for us and we have a wind turbine (Doorway 2) We have a superb out door classroom which includes a wonderful pond, growing areas and our well-loved chickens(Doorway 5 7 6)!”

The forward thinking school also attains it’s local and global sustainability aims through recycling all used paper and cardboard and by working closely with the Fairtrade group it’s local parish church, St James`s. 

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HHJS provides its pupils with many opportunities to participate in a wide range of extra-curricular activities intended to encourage sustainable thinking, inspire long interests and passions in green matters (Doorway 6).

Although the school website does not categorically list its quantitative and qualitative impacts, I

have visited the school and can vouch for its sustainable philosophy and the inspiration its serves

for its members. I have witnessed students delight whilst taking part in ecology lessons in the

school’s onsite allotment and arriving in to school via a ‘walking bus’; a parent-teacher

organised activity which involves children walking to and from school in the formation of a bus

aided by volunteers.

Hampton Hill Junior School has not only added revolutionary sustainable energy accumulators,

it furthermore serves as an educational tool to its local and global community (pathways 7 & 8),

as an example for many to follow. Its pupils are part of an innovation, they are involved in a

renewable (Doorway 2) and sustainable environment from which to learn, both inside and

outside of the classroom.

Discussion

Benefits of a sustainability oriented primary school curriculum

This section considers the question of what the advantages to young people and wider

stakeholders will be if the primary school curriculum had an emphasis on sustainability. One

such benefit or advantage that has been endorsed in some studies (Becker, 2012) is that pupils

may develop a positive behavioural attitude towards the concept. Using studies that have been

conducted in the areas of the curriculum such as religious and moral education, citizenship

education, ICT, and science (Bemett and Spalding (2012) found that countries in which any of

these concepts are incorporated in the primary school curriculum have an assurance that students

will grow to have religion, citizenship, ICT, and science as being part of their day-to-day

behaviour. Once this happens, students develop a better appreciation for the concepts than if the

concepts are introduced at later parts of their education where they tend to see them as

necessities for examination purposes (Desimone et al., 2004).

30

Making reference to the sustainability Venn diagram (Fig 2, pg. 30), the United Nations General

Assembly (2005) emphasised that there are three major components of sustainability. As showed

in the diagram below, these components are social, environmental, and economic.

Figure 1: Venn diagram of sustainability. Source: United Nations General Assembly (2005)

Astyk (2008) lamented that when it comes to the issue of sustainability, there is an overly placed

emphasis on environmental component to the detriment of social and economic components.

Meanwhile from the definition of green living that was given in my overview of sustainable

practices, it would be noted that the earth’s natural resources are not the only focus when

reference is made to sustainability (Heinberg, 2012). Personal resources which have social and

economic outlooks also influence the subject of sustainability. From a social perspective, issues

of peace, security, social justice, poverty, human relationship to nature, and human settlements

are all expected to be addressed in any holistic sustainability agenda (Astyk, 2008). From an

economic perspective also, the need to see nature as an economic externality, economic

31

opportunity, and decoupling environmental degradation and economic growth are all expected to

be pursued (Shiva, 2010). Fundamentally, the curriculum would need to be taught in such a way

to enable pupils to adapt sustainable principles as part of their lifestyle.

From a social perspective, there are several benefits that the emphasis on sustainability in the

primary school curriculum will be expected to yield. As noted by Carbone (2007), pupils at the

primary school level represent an important social entity within the British national system. This

is so as these young students are at the nurturing stage of society’s formation. At the nurturing

stage, the ideas, philosophies and opinions that the students become part of the society that is

created around them. When sustainability is emphasised at the primary level therefore, it can be

hoped that the pupils will become agents of change in the society as far as issues of

environmental, social, and economic sustainability are concerned. As the students learn about the

best practices involved with sustainability, and learn about the different components of it, it is

expected that they will become agents to champion these concepts in their immediate social

networks including friends and family (Reginald, 2011).

Challenges with implementing sustainability based school curriculum

Even though the benefits of having a primary school curriculum that is based on sustainability

could be considerable in terms of perhaps leading to changes in human behaviour, a key

challenge is linked to resistance to change. Edith and Robert (2000) lamented that the

implementation of such major policies within the educational system is often faced with major

challenges. The first of such challenges has been noted to be the issue of complexity of the

change process (Goffin & Wilson, 2001). As observed by Dirk (2007), the curriculum is a very

complex and dynamic phenomenon. In addition, Jackman (2005) stressed the issue of

stakeholders, noting that any effective change that can take place in the curriculum will…

‘require the consent of several stakeholders including government, policy makers, educationists,

teachers, parents, pressure groups, society, and even students’ (page7). However, the concept of

sustainability is one that is fast becoming central to all major global discourses.

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Summary and conclusion

My critical review set out to consider whether primary schools could do more to embed the

governments’ sustainable agenda in to their curriculum. I found that sustainability can achieved

through several means, particularly environmental preservation, energy conservation, and green

living as conveyed through the eight doorways of sustainability as detailed in the DfES (2008).

Vandana Shiva (2008) argues that sustainable practices are most effective when achieved as a

result of lifestyle practices, but a curriculum that makes sustainability part of the overall

discourse learning can help young people make choices that will lead to changes in practice.

There are several benefits that could be yielded from a school sustainability curriculum. One of

the main factors I have tried to emphasise is the fact that a sustainability-informed curriculum

will embed pupils at a very early stage especially when this is done at the primary school level.

With such early preparation, it can be guaranteed that the need to be sustainability conscious will

become a permanent part of pupil’s frameworks.

My critical review found that there is very little research evidence demonstrating the impacts of

sustainability on school improvement or pupil attainment. This is due to a lack of long-term

study in this area as it has not been seen as a priority and schools which have opted for a

sustainable ethos are often looking for achievement in broader areas such as effective

socialisation of pupils rather than improved SAT scores (NCSL 2006). Nevertheless, research

increasingly shows that schools using sustainability principles help their pupils to develop

positive attitudes to their futures, enjoy learning which means they are more likely to be better

behaved, aremore engaged in class and attain better results. The DfE’s recent Curriculum

Review (2015) are anticipated to bring a revolution in how teachers use their time and space to

produce lessons that engage their pupils and enable them to fulfil their full potential.  The school

curriculum will aim to improve knowledge, understanding, attitudes and skills necessary for each

pupil’s self-fulfilment and development as an active and responsible citizen.

The emphasis in sustainability is often on ethical matters, including personal beliefs, attitudes

and values. Consequently sustainability cannot be purely intellectual. School leaders have an

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important role in direction setting, and clarifying the crucial connection between both the

direction and the underlying values. The vision and values of the sustainable school are re-

orientated towards greater ecological awareness, responsibility and openness to the environment

by leaders. These support the implementation of the eight doorways identified in the sustainable

schools agenda (DfES, 2006).

We have found that these schools consequently also have close links with their local

communities which produce important social benefits, especially in the light of growing

concerns about the perceived alienation of young people and the disconnectedness of society.

This contrasts with the responses to the survey where most schools consider local wellbeing as

one of the lower priorities, although this is more marked in secondary schools. Addressing the

sustainability of the school site, including the use of energy and water and procurement of

resources, can produce real budget savings. My selected case studies show that these benefits can

be enhanced by including student participation in the decision-making processes as important

learning experiences and a deeper understanding of the issues around these decisions will be

generated. Sustainable schools are underpinned by a strong sense of spiritual and moral purpose

created by a shared vision throughout the whole school community, leading to collective

responsibility for maintaining the physical and social attributes of the school. The importance of

vision is a strong common theme in all the research strands.

Although preliminary indications appear positive, I propose further study and long term analysis

is required in order to obtain significant results regarding pupils’ academic attainment resulting

from a sustainably led curriculum.

I conclude that a primary school curriculum which embeds sustainable practices and knowledge

is a positive approach for achieving sustainability for the future.

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