Learning for Sustainability in the
Professional Standards: Taking a
Deeper Dive
Workbook
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Table of Contents
Part 1 – OPPORTUNITIES AND APPROACHES FOR LFS ......................................................... 3
Activity 1.1 – A ‘Heart, Hands and Head’ approach ................................................................... 3
Activity 1.2 – Exploring pedagogies for LfS ................................................................................ 4
Activity 1.3 – Integrating LfS approaches into practice............................................................... 5
Reflection and talking points ........................................................................................................ 6
Part 2 – IMPACT AND EVALUATION ............................................................................................ 7
Activity 2.1 – Key competencies for sustainability ...................................................................... 7
Activity 2.2 – Self-evaluation ....................................................................................................... 8
Activity 2.3 – Impact on learners ............................................................................................... 10
Reflection and talking points ...................................................................................................... 11
Part 3 – A LFS LEARNING COMMUNITY.................................................................................... 12
Activity 3.1 - What is a learning community approach to LfS? ................................................. 12
Activity 3.2 - Identifying your learning community..................................................................... 13
Activity 3.3 – Learning and teaching approaches ..................................................................... 14
Reflection and talking points ...................................................................................................... 15
Part 4 – REFLECTION .................................................................................................................. 16
4.1 Where next? ......................................................................................................................... 16
4.2 – Planning for action ............................................................................................................ 17
Appendix 2 : United Nations Sustainable Development Goals as text ........................................ 18
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
PART 1 – OPPORTUNITIES AND APPROACHES
FOR LFS
Activity 1.1 – A ‘Heart, Hands and Head’ approach
Have a look at Learning for Sustainability: A Professional Guide for Teachers and in particular read page
4 and 5 on a ‘Heart, Hand and Head’ approach to LfS. Consider:
Think of some examples of real-world themes that you have introduced to your learners, or perhaps that
they have introduced to you:
Which of the SDGs relate most closely to the themes you introduced?
What does LfS mean for you from a 'Heart, Hand and Head' perspective?
o How did you approach these themes from a ‘Heart, Hands and Head’ perspective?
o What were the opportunities and challenges involved in introducing such themes to your
learners?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 1.2 – Exploring pedagogies for LfS
What sorts of approaches are appropriate in your teaching context? Consider the teaching and learning
approaches you have just explored. You may wish to select a couple of them and consider:
o Why is this a valuable approach for LfS?
o What skills, values, attitudes and knowledges would my learners be developing through this
approach to learning?
o What are the skills, values, attitudes and knowledges that I need to deliver this type of
learning experience?
o
Are there other teaching and learning approaches not included here that may be appropriate
for LfS which you already use or would like to try?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 1.3 – Integrating LfS approaches into practice
Now that you have spent some time exploring and reflecting upon some of the different pedagogies that
might be used in a LfS approach, consider which would be relevant in your own teaching context.
Have a go at one or more of the activities listed in Activity 1.2 with a class or group of learners. You
could perhaps take this opportunity to move outside your ‘comfort zone’ and try an approach that you are
less familiar with or have not used before.
If you do not have the opportunity to try one just now, you could share them with colleagues and discuss
how you could adapt such approaches to your own learning and teaching context in the future.
o Which of these do you already feel confident about integrating into your practice? Do you use
some of them already?
o Had you recognized these approaches as ‘LfS’ previously?
o Are there any that you do not use regularly or have not tried? Why might this be?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Reflection and talking points
Here are some reflection questions that you might want to take some time to consider. You could also
discuss them with your colleagues when thinking about developing LfS across your educational setting:
o How might I further develop LfS approaches using local and global, ‘real-world’ and outdoor
contexts?
o Am I encouraging learners to lead their own learning across a range of LfS contexts?
o How well do I use my setting’s buildings, grounds and community spaces to support learning and
develop leadership and skills of learners?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
PART 2 – IMPACT AND EVALUATION
Activity 2.1 – Key competencies for sustainability
Take some time to explore the UNESCO Key Competencies for Sustainability. These are context-
independent, cross-cutting competencies developed for all learners of all ages worldwide.
Systems thinking competency: the abilities to
recognize and understand relationships; to analyse
complex systems; to think of how systems are
embedded within different domains and different
scales; and to deal with uncertainty.
Anticipatory competency: the abilities to
understand and evaluate multiple futures – possible,
probable and desirable; to create one’s own visions
for the future; to apply the precautionary principle; to
assess the consequences of actions; and to deal
with risks and changes.
Normative competency: the abilities to understand
and reflect on the norms and values that underlie
one’s actions; and to negotiate sustainability values,
principles, goals, and targets, in a context of conflicts
of interests and trade-offs, uncertain knowledge and
contradictions.
Strategic competency: the abilities to collectively
develop and implement innovative actions that
further sustainability at the local level and further
afield.
Collaboration competency: the abilities to learn
from others; to understand and respect the needs,
perspectives and actions of others (empathy); to
understand, relate to and be sensitive to others
(empathic leadership); to deal with conflicts in a
group; and to facilitate collaborative and participatory
problem-solving.
Critical thinking competency: the ability to
question norms, practices and opinions; to reflect on
own one’s values, perceptions and actions; and to
take a position in the sustainability discourse.
Self-awareness competency: the ability to reflect
on one’s own role in the local community and (global)
society; to continually evaluate and further motivate
one’s actions; and to deal with one’s feelings and
desires.
Integrated problem-solving competency: the
overarching ability to apply different problem-solving
frameworks to complex sustainability problems and
develop viable, inclusive and equitable solution
options that promote sustainable development,
integrating the abovementioned competences.
o What do these Key Competencies mean to you as a teacher?
o What could these Key Competencies mean for your learners?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 2.2 – Self-evaluation
To construct a wheel with Learning for Sustainability in mind:
1. Using the Professional Standard(s) relevant to your context, review the Overview of
Learning for Sustainability across the Professional Standards document:
https://www.gtcs.org.uk/wpcontent/uploads/2021/10/overview-learning-for-sustainability-
professional-standards.pdf 2
2. Considering your context, identify eight elements of the Professional Standards that you
believe to be key to embedding Learning for Sustainability in your practice.
3. Construct your own self-evaluation wheel for Learning for Sustainability, using this
template: https://www.gtcs.org.uk/wp-content/uploads/2022/01/blank-coaching-wheel.pdf
4. Take a few minutes to complete your wheel…
Consider each point on the wheel in turn and mark on the wheel how you might gauge yourself on a
scale of 1-10, where:
o 0 = really not confident/lots of areas to develop or work on;
o 10 = feel very confident/accomplished in this area.
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
5. Looking at your completed self-evaluation wheel, ask yourself:
o What do I notice? What stands out?
o What is/are my key strength(s)?
o What are my areas for development? What is my priority? What is most important?
o How might these areas have an impact on each other?
6. Using your wheel, select an aspect of Learning for Sustainability that you wish to explore
in more depth. For this aspect ask yourself:
o How is ‘this part of the standard’ reflected in my work context?
o Where would I like to be with ‘this part of the standard’ in 6 months/this time next year?
o How will I seek ongoing feedback concerning ‘this part of the standard’?
o What resource do I need to better develop ‘this part of the standard’?
o What development needs do I have concerning ‘this part of the standard’?
o How do I plan my professional learning to enable me to develop in these areas? What
support would I require to meet those needs?
o In what ways do I engage with professional literature, theory, research and policy to
challenge and inform my Learning for Sustainability thinking and practice?
o How do I share accomplishments and expertise with colleagues?
o How do I lead developments within and beyond the school community?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 2.3 – Impact on learners
Consider the UNESCO competencies we explored in Activity 2.1, as well as this PISA definition of
Global Competence:
“capacity to examine local, global and intercultural issues, to engage in open, appropriate and
effective interactions with people from different cultures, and to act for collective well-being and
sustainable development.”
- OECD 2018
o Where do these competencies relate to Curriculum for Excellence and the four capacities
of learners in Scotland?
o Which of the key competencies we have explored here are most and least evident in your
teaching and the learning opportunities you provide for your learners?
o
How do you evaluate impact, progress and progression of such capacities in your learners?
o What formative and summative assessment strategies do you use to ensure the progress
and progression of capacities for all learners?
o Consider the activity that you carried out for Activity 1c. How could you or did you evaluate
the impact of this on your learners? Which elements are more difficult to evaluate or
measure?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Reflection and talking points
Here are some reflection questions that you may wish to take some time to consider. You could also
discuss them with your colleagues when thinking about developing LfS across your educational setting:
o How are LfS themes and approaches made explicit in my planning? How do I ensure progression
for learners?
o Am I using relevant findings from research to improve my LfS practice?
o How do I evaluate the impact of LfS on learners, and how can I use evidence of impact to inform
my future practice?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
PART 3 – A LFS LEARNING COMMUNITY
Activity 3.1 - What is a ‘learning community’ approach to LfS?
Explore the Whole School and Community approach to LfS Self Evaluation summary document.
This LfS self-evaluation and improvement framework is closely aligned with How Good Is Our School 4.
Consider which aspects of LfS you are already working on.
o What are your own strengths in your context?
o Which areas are new for you?
o In what ways could you contribute to the development and embedding of a learning
community approach in your setting?
o What support could you seek? Who or what could you approach?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 3.2 - Identifying your learning community
Around ‘My Learners’ in the middle of the page, add the names of people, places, businesses, and
organisations in your setting and local community that connect to LfS.
Now move outwards to think about connections to your national or global community.
Draw an arrow from your setting in the middle outwards to those that you have an impact on, and an
arrow the other way towards the setting for any who have an impact upon you.
My Learners
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Activity 3.3 – Learning and teaching approaches
Look back at the community map which you created in Activity 3.2:
Consider where you could strengthen or further develop any of your existing partnerships or associations
and add notes on to your map to indicate which elements of LfS these partnerships can contribute to for
your learners and the community as a whole.
o What opportunities do your learners have to work with others in their community?
o To what extent do you involve parents/carers in your LfS activities?
o Do your learners have the opportunity to connect more broadly with their national or global
communities?
o Are there any new partnerships you could set up?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Reflection and talking points
Here are some reflection questions that you might want to take some time to consider. You could also
discuss them with your colleagues when thinking about developing LfS across your educational setting:
o How do I involve parents, carers, community and other partners in LfS activities?
o How might I collaborate with colleagues and learners to plan interdisciplinary learning around a
LfS theme?
o What opportunities do I provide for learners to work with others to contribute effectively to their
communities as active citizens?
Reflection and talking points
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
PART 4 – REFLECTION
4.1 Where next?
How can you apply this to your LfS practice? Look back at your self-evaluation wheel from Activity 2.2
and your reflections on the Whole School Community Self Evaluation in Activity 3.2 and consider what
point you are at on the professional learning planning cycle.
(Diagram available as text in Appendix 2)
o What point are you at on the Professional Learning Planning Cycle?
o What are your next steps and how will you take things forward?
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
4.2 – Planning for action
What impact has this module had on your practice? Consider an area that you recognise needs attention
in your setting in order to achieve a whole-setting commitment to LfS.
• How could you help to make this happen?
• What will you do in your practice tomorrow, next week, next month, next year?
What?
Why?
How?
Who?
When?
Tomorrow in
the classroom
Throughout
the year
Across my
setting
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Appendix 1 : United Nations Sustainable
Development Goals as text
1. No poverty
2. Zero hunger
3. Good health and well-being
4. Quality education
5. Gender equality
6. Clean water and sanitation
7. Affordable and clean energy
8. Decent work and economic growth
9. Industry, innovation and infrastructure
10. Reduced inequalities
11. Sustainable cities and communities
12. Reduced consumption and production
13. Climate action
14. Life below water
15. Life on land
16. Peace, justice and strong institutions
17. Partnerships for the goals
https://www.gtcs.org.uk/professional-standards/key-cross-cutting-themes/learning-for-sustainability/
Appendix 2 : Professional Learning Planning
Cycle as text
Professional Dialogue
o How have I shared my learning and developed knowledge with others?
o In what ways have I engaged in critical discussion about my PL and its impact?
o In what ways has my professional learning informed my professional judgement?
Planning PL
o What do I need to know/learn to develop and improve learning?
o Why is this important?
o How do I know?
o How do the Professional Standards support/inform/relate to this?
Engaging in PL
o What is the focus of my PL?
o What will my PL look like? (e.g. enquiry, further study, collaborative activity, leadership, course)
o In what ways will PL help address the needs, in my professional context, of self/
colleagues/children/ young people/ adult learners
Impact of PL
What impact/change, if any, do I anticipate for:
o My thinking/understanding?
o My professional actions?
o My interactions/relationships with colleagues/children/young people/adult learners?
o My learners?
Evidence of Impact
o How will I know the impact on:
- My practice?
- Colleagues/children/young people/adult learners and their learning?
o What evidence might I collect and how?
o How will I analyse/make sense of the evidence?