Whole school and community approach
to learning for sustainability (LfS)
Self-evaluation and improvement framework
Transforming lives through learning
Introduction
How Good Is Our School 4? (HGIOS4?) aims to support the
growth of a culture of self-improvement across Scottish education.
It outlines a range of key national objectives including supporting
practitioners and school leaders at all levels to “increase learning for
sustainability”. This LfS self-evaluation and improvement framework
is closely aligned with HGIOS4? and is intended to complement wider
conversations around whole school evaluation and improvement.
The adjacent diagram illustrates how an “inwards, outwards, forwards”
approach remains at the heart of effective self-evaluation. Through this
approach you will look inwards to analyse your work, look outwards to
nd out more about what is working well for others locally and nationally
and look forwards to gauge what continuous improvement might look
like in the longer term. The different stages of this reective cycle
provide all stakeholders with an opportunity to work towards a coherent
whole school and community approach to learning for sustainability.
Using the LfS self-evaluation and improvement framework
z This framework can be used to stimulate dialogue and action towards
a whole school and community approach to learning for sustainability.
z The progression statements from ‘Starting the journey’
through to ‘Features of highly effective practice’ have
been organised for consideration under the three main
categories from HGIOS4?: Leadership and Management,
Learning Provision, Successes and Achievements.
z Each category has a suggested group of linked Quality
Indicators (QIs) from HGIOS4? so they can be easily matched
to existing improvement priorities for your establishment. The
categories within this framework can be used exibly and
either addressed collectively or one or two at a time.
z Challenge questions are provided to support professional dialogue.
The nal page of the framework provides a pro-forma to record
your self-evaluation and actions against your chosen focus.
LOOKING INWARDS:
knowing ourselves
inside out through
effective self-evaluation
LOOKING OUTWARDS:
learning from what
happens elsewhere to
challenge our own thinking
LOOKING
FORWARDS:
exploring what
the future might
hold for today’s
learners and
planning how to
get there
The above word cloud captures a range of LfS themes, contexts and approaches. It provides a useful reference point for staff discussion and reection.
Learning for sustainability (LfS) is an approach to learning, life and work.
It enables learners, educators, schools and their wider communities to
build a socially-just, sustainable and equitable society. An effective whole
school and community approach to LfS weaves together global citizenship,
sustainable development education, outdoor learning and children’s rights
to create coherent, rewarding and transformative learning experiences.
LfS is fully embedded in the General Teaching Council for Scotland’s
Professional Standards and is recognised as an entitlement for all learners.
embedded in the curriculum
responsible use of our planet’s resources
engaging with democracy
sustainable buildings and grounds
cooperative, collaborative and active learing
developing political literacy
discussing controversial issues
culture
systems thinking
ethical issues
tackling climate change
growing food
addressing discrimination and prejudice
waste reduction and recycling
local to global
fair trade
peace and conict
learners as leaders
social and cultural diversity
protecting biodiversity
community partnerships
human rights
social justice
creativity
problem solving
contact with nature
respect
school linking
outdoor learning
sustainable development education
learning for a better world
equality and fairness
sustainable energy and water use
understanding interdependence
links between environment, society and economy
children’s rights
values-based
resilience
skills for work
identity and heritage
critical thinking
improving attainment and achievement
eradicating povery and inequity
international education
Self-evaluation for
self-improvement
HGIOS4? QI
links 1.1, 2.6
Challenge questions: How well do all stakeholders know and understand what is meant by the term learning for sustainability? How do we ensure
improvement for the learner is central to our LfS self-evaluation activity? How well are we doing in global citizenship, sustainable development education
and outdoor learning? How does provision in these three areas of LfS compare? How do we know? How well do we involve all stakeholders, including
learners, in self-evaluation of LfS and planning for improvement? How well is evidence from self-evaluation being used to drive forward change?
We have identied LfS as an area for
improvement in our establishment. Through
dialogue and engagement activities we
are starting to raise awareness of LfS
and its relevance to our learners.
We are looking inwards at current LfS
practice and have taken some steps to
look outwards to learn from others.
We have looked forwards and know what
we need to do next. Planning is underway to
gather baseline information and evidence to
provide a clear picture of our starting point
and how we might measure our impact.
We have developed a vision for LfS and how
it can be used to meet the needs of learners.
An increasing number of staff, learners and
stakeholders have an understanding of LfS.
Through evaluation and consultation
with stakeholders we have reviewed
progress against our initial action
plan. Our community has a shared
understanding of our on-going
improvement needs. We have improved
how we are looking outwards to learn
from others and challenge our practice.
Where necessary, LfS is included in our
establishment improvement plan, providing
a clear way forward. We have started to
gather evidence and information to monitor
and track progress in relation to LfS.
We have a strong and well-established vision for LfS and its
relevance to learners. Our LfS provision is underpinned by a
clear rationale. Almost all staff, learners and stakeholders have a
good understanding of LfS. LfS has a high prole in our school.
Improvement planning approaches in relation to LfS are
embedded in the culture of the establishment. All staff,
parents and partners are fully involved. Learners are put
at the centre of this process and have a strong voice in all
developments. We are looking outwards more effectively and
systematically, including within our school cluster, to address
our improvement needs and ensure we have a coherent
and progressive approach to LfS. We draw on research and
data from Scotland and beyond to inform developments.
Planning for LfS is well embedded in the culture of
our establishment. We are focussed on continuous
improvement and gather a wide range of evidence to
demonstrate the impact of LfS on learners’ successes and
achievements. We reach out to other establishments to
share ideas, practice and support mutual improvement.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEADERSHIP AND
MANAGEMENT
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEADERSHIP AND
MANAGEMENT
Leadership
of learning
HGIOS4? QI
links 1.2, 2.7
Challenge questions: How well do we support staff to access CLPL that builds condence in LfS? To what extent are we utilising
existing expertise to build LfS capacity across our establishment? How do we know that our professional learning in LfS is improving
outcomes for learners? How well do we promote a culture of professional enquiry? How effectively are staff applying relevant ndings
from research to improve their LfS provision? To what extent are we encouraging learners to lead their own learning across a range of
LfS contexts? How effectively do we ensure that LfS activities across our school are connected to other strategic priorities?
Some staff have benetted from career-
long professional learning (CLPL)
opportunities addressing LfS themes and
approaches. There is some awareness
of key LfS policies and documentation.
Our coordinators work with pupil groups,
such as the Pupil Council, to develop
opportunities in relation to outdoor
learning, sustainable development
education and global citizenship. Pupil
groups have yet to explore ways of
working together in a coordinated way.
An increasing number of our staff are
engaged in a programme of career-long
professional learning which supports
collaborative and collegiate working.
CLPL builds condence and capacity
around pedagogical approaches that
support LfS. We can identify where this
CLPL has begun to improve outcomes
for learners. In some cases, professional
review and development (PRD) activities
have started to include a focus on LfS.
More of our staff share the responsibility
for working with pupil groups to increase
participation and help learners lead their
own learning. Strategic links are starting to
be made between the work of pupil groups
and other planned LfS experiences.
We have a learning culture within our school aligned to the values
and actions within the GTCS professional standards. Staff work
collegiately to learn from each other and critically engage with
research and practice from a range of sources. Staff demonstrate
high levels of motivation, and professional commitment to LfS and
understand the contribution LfS makes to key national priorities
such as raising attainment and achievement, tackling inequity and
to Developing Scotland’s Young Workforce. The effectiveness of
our CLPL is evidenced by a range of reliable data demonstrating
improved outcomes for learners. This may be demonstrated
in some instances through Masters-level learning, seeking
GTCS accreditation, participating in leadership programmes, or
building capacity of colleagues through mentoring approaches.
There is leadership at all levels in relation to LfS. LfS is fully
supported and coordinated at SMT level and there is a strategic
balance across the different aspects of global citizenship,
sustainable development education, outdoor learning,
participation and learner voice. All of our LfS activities are
recognised as contributions towards a coherent and holistic
whole school approach to learning for sustainability.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEADERSHIP AND
MANAGEMENT
Leadership
of change
Leadership and
management
of staff
HGIOS4? QI links
1.3, 1.4, 2.7
Challenge questions: How effectively have we involved the whole school community in aligning our vision, values and aims with LfS? How
effective are we at building a culture of inclusion and participation and supporting the development of positive relationship and ethos? To what extent
does LfS feature in the PRD process for all staff? To what extent does our staff induction and mentoring process for recently appointed teachers
offer opportunities to learn about and lead on LfS? How well does our school promote stakeholder engagement in relation to LfS policies?
Our staff are aware of some LfS themes
and can identify what these look like in
their context. There is good practice in
some aspects of LfS including global
citizenship, outdoor learning and sustainable
development education. A coherent unifying
vision for LfS has yet to be developed.
Some of our policies reect LfS themes
and some attempt has been made to make
decision-making processes more inclusive.
Driving forward the LfS agenda is
largely left to one or two practitioners,
co-ordinators or champions.
Staff awareness and understanding
of LfS is increasing. We are making
strategic connections between LfS and
our other priorities. LfS is helping to build
positive relationships across all levels in
our establishment. More stakeholders,
including parents, can explain how
the school culture is enabling LfS.
We have made a commitment to increase
stakeholder participation in decision-
making and developing policies. Some
staff and learners are able to explain which
policies support LfS and how these are
embedded in the life of the school. There
is an increasing awareness of children’s
rights and how they are recognised.
An increasing number of staff, learners
and stakeholders are providing leadership
in relation to LfS. More stakeholders,
including learners, can demonstrate
their on-going involvement in shaping
an LfS culture through planning,
consultation and partnership working.
Our LfS culture is fully embedded in our establishment and all
stakeholders are fully involved in decision-making and planning.
A positive, open and participative ethos is exemplied in a warm,
respectful and caring atmosphere and a strong community
spirit. This is impacting on the wellbeing of learners, staff and
the wider community. Staff and stakeholders have a strong
personal commitment to LfS and a values-based approach. There
is a shared vision of an effective whole school and community
approach to LfS and a collective ambition to make this a reality.
LfS themes are reected through policies and inclusive
decision making processes, from ethical purchasing to
CLPL provision. This CLPL provision provides structured
opportunities for practitioners to engage with the GTCS
professional standards, including those that require a
commitment to “democracy and social justice through fair,
transparent, inclusive and sustainable policies and practices.”
Shared leadership regarding LfS is supported at all levels.
The agenda has a high prole and is recognised as a priority
by all and “just what we do here.” Staff have ownership of the
LfS vision and think critically and share practice effectively
through networks. Staff engage effectively with a range of
partners to ensure all learners receive their entitlement to LfS.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEADERSHIP AND
MANAGEMENT
Management
of resources to
promote equity
HGIOS4? QI links
1.5,2.1, 2.2, 2.5 2.7
Challenge questions: To what extent are all stakeholders involved in creating a more sustainable school? How well do we utilise our school buildings
and grounds to support learning and develop leadership and skills of learners? To what extent do our school grounds promote wellbeing and support
parental and community engagement? How well do we use our local community to deliver high-quality outdoor learning? How well are we promoting
active travel to the wider school community? To what extent does our use of resources and our procurement practices support our vision for LfS?
We are beginning to explore how our
school buildings and grounds can support
learning for sustainability. Some work
has been done to improve environmental
practice in relation to waste minimisation
and energy and water usage.
Some effort has been made to
improve our school grounds. The
outdoor environment is beginning to
support daily contact with nature.
We have a school travel plan and
provide some bike racks/shelters
to support active travel.
An increasing range of initiatives are being
supported to make our school campus
more sustainable. Data is being gathered
to demonstrate the positive impact these
are making. We are increasingly using
these activities to provide greater depth and
relevance in our curriculum and to build
the skills and leadership of our learners.
We have developed more spaces within
the campus to support learning about
local and global issues. Our grounds are
beginning to help learners communicate,
negotiate, cooperate, problem solve and
manage risk. We have started planting and
growing in the school grounds or in local
community facilities. More of our staff are
planning and delivering outdoor learning.
Access to the outdoors is available for
a range of learning activities including
regular visits to local places within walking/
cycling distance of the campus. We are
working with a range of stakeholders and
partners to encourage active travel and
are beginning to see improvements.
We have evidence and data to demonstrate improvements
to the sustainability of our school building and grounds.
We have learner-led action plans in place to drive further
progress. We are making connections between our local
LfS work and the United Nations Sustainable Development
Goals. We consider ethical and environmental issues
in relation to procurement and use of resources.
Our grounds are varied and provide stimulating opportunities
for learning, developing skills and engaging with nature. We
have increased biodiversity and planting and growing food is
well established. This is enhancing parental and community
engagement. Our outdoor learning practice aims to tackle
inequity and is informed by research. Where possible,
we are making use of local greenspaces and community
resources to extend outdoor learning opportunities.
Our school travel plan is linked to our curriculum. We have
gathered data to show that active travel has increased. Our
learners are leading local action planning to increase use
of cycle routes and walkways. Public transport is regularly
used for activities and learning visits further aeld.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEARNING
PROVISION
Curriculum
Learning, teaching
and assessment
HGIOS4? QI
links 2.2, 2.3, 2.6
,2.7, 3.1, 3.2
Challenge questions: To what extent are we meeting our learners’ entitlement to LfS? How effectively is our establishment
joining up the different aspects of LfS in our curriculum? How well are we employing LfS pedagogies to raise attainment and tackle
inequity? How well is LfS being used to support progression in learning across transitions? To what extent are we using our outdoor
and community spaces to enhance learning? How well do our approaches to proling include LfS experiences?
LfS themes have been embedded in a
few obvious curriculum areas as a result
of the commitment of a small number of
dedicated practitioners. Some attempt has
been made to connect learning across a
small number of subjects or curriculum
areas. LfS is typically delivered through
one-off focus days or themed weeks.
Learners in some classes or pupil
groups are developing skills for learning,
life and work through LfS activities.
Planning processes in relation to
progression have yet to include LfS.
There is some evidence of high-quality
learning experiences relating to LfS in
our school but a consistent approach
is yet to emerge. Young people are
predominately consulted through the
Pupil Council. Learners have some
opportunities to contribute to the life
of the school and wider community.
Stakeholders have opportunities to
contribute to the design and development
of the curriculum. The curriculum rationale
increasingly reects LfS themes and
approaches such as a commitment to
children’s rights. We are linking global
citizenship, sustainable development
education and outdoor learning in a
more systematic way. LfS contexts are
supporting interdisciplinary learning.
We are integrating LfS more effectively
into our planning to meet the needs and
aspirations of our learners and enhance
their skills development. We are considering
progression in relation to LfS activities.
We are taking steps to ensure LfS is
being used more consistently to enhance
learning and engagement. Awareness
and understanding of children’s rights
are increasing and we are giving more
responsibility and choice to young people.
We are exploring new methods and
approaches to ensure learning experiences
reect LfS themes and are challenging,
enjoyable and promote resilience and
independent learning. We are gathering
evidence of learners’ achievements.
The development of our curriculum is underpinned by a whole
school approach to LfS. LfS themes and approaches are
embedded in the four contexts for learning. All practitioners
demonstrate LfS in their practice and all learners receive their
entitlement to learning for sustainability. Outdoor learning
is a regular, curriculum-led experience for all learners.
Learners engage in motivating and relevant
interdisciplinary activities relating to LfS themes.
Cluster planning ensures effective progression in LfS.
Learning pathways are enhanced through the use of
outdoor spaces and community partnerships. LfS is
being used to promote skills for learning, life and work
including leadership and higher order thinking skills.
The ethos and culture of our school reects a commitment
to children’s rights, effective participation and positive
relationships. Our teaching is aligned to our vision and values
and underpinned by the GTCS professional standards.
Learners are given opportunities to lead learning and topical
LfS themes and approaches are used to create engaging,
responsive and motivating learning experiences. Our learners
contribute effectively to the life of the school and wider
community. Learners’ LfS achievements in and out of school
are recorded, recognised and accredited, where appropriate.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYLEARNING
PROVISION
Partnerships
HGIOS4? QI
links 2.5, 2.7
Challenge questions: What opportunities do our learners and staff have to work with others to contribute effectively to their
communities as active citizens? To what extent do we involve parents in our LfS activities? How well do we seek out and respond
positively to potential partnerships which will help us meet the entitlement of every learner to LfS? How well do we identify priorities,
communicate, plan, monitor and evaluate our work with partners? Are we clear what added value each partnership brings?
Our school has partnerships with a
number of local organisations, businesses
and national third sector organisations
including charity and voluntary groups.
Some parents are involved in our LfS
work through the parent council or
volunteering for one-off events
The school is using partnerships to more
effectively progress LfS learning and
activities. There is increasing evidence of
how community partnerships are enhancing
the curriculum and learning about the
wider world. We are developing a shared
vision, values and aims with our partners
to improve outcomes for learners.
An increasing number of parents are
contributing to our establishment’s LfS
activities on a more regular basis, through
initiatives such as volunteering to develop
the school grounds, supporting community
engagement and trips or sharing their
professional expertise with learners.
Our school effectively engages with partners to promote a
coherent whole school approach to LfS. We have a clear
strategy for growing existing partnerships and establishing
new ones to support LfS and fully connect young people to
their communities. Partnerships are based on mutual trust
and respect and partners are involved at the start of planning
processes. The school is recognised as being open to new ideas
and is highly regarded for the active role it plays in community
engagement, personal development and active citizenship. Our
partnership working is strengthening leadership at all levels
in our school. Connections have been made between formal
learning and community-based learning and development.
LfS activities have signicantly enhanced parental and community
engagement. Relationships between staff, learners, parents
and wider community groups are wholly positive and mutually
benecial. Our school understands and plays a signicant role in
the life of the community, resulting in an improved community spirit.
HIGHLY EFFECTIVE PRACTICE (LEVEL 5)BUILDING ON ACHIEVEMENTSSTARTING THE JOURNEYSUCCESSES AND
ACHIEVEMENTS
Ensuring
wellbeing, equality
and inclusion
Raising attainment
and achievement
Creativity and
employability
HGIOS4? QI links
3.1, 3.2, 3.3
Challenge questions: To what extent are we using LfS to promote inclusion and wellbeing? How well do we recognise and value the personal
achievements of all learners? How good are we at recognising and realising children’s rights through participation? How well do we understand and
promote career opportunities linked to LfS? To what extent do we use our school buildings and grounds (and developments/ renovations of the school
estate) to develop LfS-related skills for learning, life and work? To what extent have we linked our LfS to the Career Education Standard 3 - 18?
Some learners have the opportunity
to engage in activities such as charity
fundraising, conservation work,
campaigning and awareness raising through
committees, clubs and societies. Pupil
councils and focus groups are in operation
but we have yet to consider how their work
relates to LfS across the whole school.
LfS activities are improving outcomes
for some learners particularly through
participation of pupil groups or as a result of
a small number of committed practitioners.
Some learners are being given an
opportunity for personal achievement in LfS.
Staff are beginning to engage children
and young people in meaningful
discussion about their skills development
in relation to LfS activities.
We have considered the needs of learners
to ensure more are included and benet
from LfS experiences. LfS is increasingly
embedded in our curriculum. This is
building condence and removing barriers
to learning. We are developing our outdoor
spaces to promote wellbeing and inclusion.
An increasing number of learners are
benetting from improved outcomes as
a result of LfS experiences and active
community participation. LfS is beginning to
raise attainment in literacy, numeracy and
health and wellbeing. We are more explicitly
recognising the impact of LfS in relation to
learners’ skills, capabilities and attributes.
LfS is supporting creativity and skills
development. Learners can make the
links between their LfS achievements
and the development of skills for learning,
life and work. We are improving how LfS
achievements are recorded in learner
proles. We are beginning to explore how
LfS can help develop our young workforce.
LfS activities support our ethos and culture of participation
and inclusion. This is linked to Getting It Right For Every
Child and the United Nations Convention on the Rights of the
Child. There is a strong focus on learner voice in decision-
making and planning. We value and celebrate diversity and
challenge discrimination and prejudice. Outdoor spaces are
used effectively to promote positive relationships and wellbeing.
Positive relationships build a strong sense of community.
LfS activities and learning are helping to achieve the best
possible outcomes for all learners. Motivating and engaging
LfS experiences are raising attainment and promoting a
culture of achievement. Learners’ achievements are tracked,
recognised and accredited where appropriate. Particular
attention is given to removing barriers to learning and raising
attainment of our most disadvantaged learners. Learners
contribute to the school and society as global citizens.
LfS methodologies support creativity and encourage learners
to think critically, be imaginative, open-minded and solution-
focussed. Information about careers linked to the breadth of
the LfS agenda is embedded within learning and teaching.
Learners continue to develop an international mind-set to
help them thrive in an increasingly globalised world.
ACTIONSLEADERSHIP AND MANAGEMENT SELF-EVALUATION
Focus area: (e.g. Leadership of change)
Questions: Where are we? How do we know? What do we need to do to improve?
Focus area: (e.g. Curriculum)
Questions: Where are we? How do we know? What do we need to do to improve?
Focus area: (e.g. Raising Attainment and Achievement)
Questions: Where are we? How do we know? What do we need to do to improve?
ACTIONS
ACTIONS
LEARNING PROVISION SELF-EVALUATION
SUCCESSES AND ACHIEVEMENTS SELF-EVALUATION
