Guidance from Estyn

The following extract is taken from: Inspection Matters, Schools Issue No. 2, January 2005 ‘Updates and information on the Common Inspection Framework and new inspection guidance’ This is available on-line (as a pdf file) at http://www.estyn.org.uk/publications/InspectionMatters_Jan2005.pdf

Guidance on sustainable development and global citizenship

What is sustainable development and global citizenship? The National Assembly has a statutory duty to promote sustainable development. Promoting sustainable development is one of its strategic priorities along with equal opportunities, tackling disadvantage and bilingualism. It is also committed to fostering a more outward-looking and internationalist Wales and to promoting global citizenship. The Assembly has a panel for education for sustainable development and global citizenship (SDGC). The panel has produced a key document ‘Education for Sustainable Development and Global Citizenship – Why? What? How?’. This was jointly published by Estyn, ACCAC, Welsh Assembly Government and the Department for International Development. You can find the document on the Assembly website (www.wales.gov.uk) or on the ACCAC website (www.accac.org.uk). The panel also sponsors projects to promote SDGC in all sectors. The Assembly has an action plan for sustainable development, which contains a section on education. You can find the plan on the Assembly website www.wales.gov.uk. Under the theme of Sustainable Development.

The following definition of SDGC is from ‘Education for Sustainable Development and Global Citizenship – Why? What? How?’ (ACCAC, 2002) ‘Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the future. Education for global citizenship enables people to understand the global forces which shape their lives and to acquire knowledge, skills and values that will equip them to participate in decision making, both locally and globally, which promotes a more equitable and sustainable world. Education for sustainable development and global citizenship is about: the links between society, economy, and environment and between our own lives and those of people throughout the world; the needs and rights of both the present and future generations; the relationships between power, resources and human rights; and the local and global implications of everything we do and the actions that individuals and organizations can take in response to local and global issues.’

The rest of the document sets out key concepts and provides examples of work in SDGC.

How do we inspect sustainable development and global citizenship? In all inspections, you are required to report on SDGC under the additional reporting requirements for Key Question 3. You should find evidence of SDGC in the early years, all key stages and in the sixth form. In all types of inspection, you will have many opportunities to gain evidence on pupils’ awareness and understanding of SDGC and on how well the school promotes it. In all types of inspection, you should expect to see some work on promoting SDGC when inspecting PSE. The Personal and Social Education Framework sets out opportunities to teach SDGC under the environmental aspect and under the community aspect, where pupils are encouraged to become ‘active citizens in local to global contexts’. In addition, work in relation to the vocational, social and moral aspects provides further opportunities. Activities to promote SDGC should also make a substantial contribution to the development of the attitudes and values listed in the key components in the Framework. Where geography is being inspected, there are specific requirements to report on sustainable development, awareness of the wider world through the study of localities elsewhere in the world and global issues. You should assess whether the school meets these requirements. In addition to the specific references to SDGC in the PSE Framework and in geography, a number of other subjects can make contributions, particularly science and history, but also art, design and technology, religious education, language, music, modern foreign languages, and, in secondary schools, business studies, vocational subjects and economics. In addition to inspecting pupils’ understanding of SDGC, you will need to evaluate the extent to which the school acts in a sustainable way. The school could be asked whether it has any policies on areas such as energy use, recycling, waste minimisation and supporting healthy life styles. The effectiveness of the school’s work in this area will be evident in day-to-day running of the school. Some schools may have achieved an award for their work in respect to sustainable development, for example, the Eco-schools award.

Questions to ask in relation to standards in, and provision for, sustainable development and global citizenship In making judgments on standards in relation to SDGC, inspectors will need to consider the following questions: Are the statutory requirements for SDGC in geography being met? Does the PSE provision give enough attention to SDGC? Do pupils have enough opportunities to develop and extend their awareness and understanding of SDGC in other subjects? Do pupils taking examination courses have enough opportunities to consider SDGC issues? Do pupils show an appropriate level of awareness and understanding of SDGC? Are pupils given the opportunity to develop their awareness and understanding of SDGC through extra-curricular work and projects? Does the school have adequate resources for SDGC? Is the staff trained well enough to teach SDGC? Does the school have a good understanding of SDGC? Does the school have a policy on SDGC issues? Does the policy have a beneficial effect on practice? Was the school acting sustainably during the inspection? Are there effective measures in the use of energy? Are there procedures to ensure that waste is kept to a minimum? Is the school effectively promoting recycling? Is the school effectively supporting healthy life styles? Is the school engaged in projects that promote SDGC? Has the school gained any award for its work in promoting SDGC?

How do we report on sustainable development and global citizenship? All inspection reports should contain an evaluation of SDGC in the section on Key Question 3 – How well do the learning experiences meet the needs and interests of learners and the wider community? The ‘reporting requirements’ for Key Question 3, state that you must report on SDGC and this should be done in relation to the guidance on the right-hand side bullet that is numbered 3.11.