Exploring the link between Learning for Sustainability and attainment

LfS pedagogies and approaches to learning

Practitioners discussed employing a range of pedagogies and approaches that may be beneficial both for delivering LfS and improving educational equity. These included pupil-led learning, collaborative learning, feedback, socio-emotional learning and parental engagement. This section will examine some of these pedagogies and approaches in more detail.

Most of the participating practitioners noted that they used pupil-led learning when delivering LfS, with many describing their role as facilitators, guiding learners, and providing support to keep them on track with their learning. For secondary practitioner school J, this involved co-creating success criteria, then guiding learners in the direction that they wanted to take. This allowed learners to develop independence in their learning, which participants noted could be motivating for learners. It also meant a move away from ‘chalk and talk’ approaches to teaching and learning, which led to increased enthusiasm and engagement among learners:

‘When we surrender that control just for a second in terms of what they're interested in, investigating, things happen, you start to notice things… That was the feedback I was getting from teachers all across Scotland who were doing it was, I'm going to hand over to my pupils to brainstorm more often now, because I can see the power of it and I can see that actually so much more happens there… Teaching is at its best always when it's done in a kind of organic way. When you're riffing a bit where you're going a little bit off script, but there are times when with kids who are enthusiastic and are interested, you can just let it go in a different direction.’ Secondary practitioner school H

One of the practitioners noted the difference between teaching biology and engaging in LfS project work, which is more discussion based and learner led. They observed that, for learners, this can also mean a more relaxed, less pressured environment, which can be beneficial for overcoming anxiety, fostering an atmosphere conducive to asking questions and breaking down social barriers.

Several practitioners also mentioned collaborative learning as a common theme in LfS activities, due to the group work involved, meaning that the pupils worked together, often in mixed ability groups. They reported that this can lead to improved relationships among pupils, and between pupils and teachers.

Secondary practitioner school J cited an example of how the project-based approach which she employed in LfS contributed to increased self confidence in a vulnerable pupil who usually refused to do presentations. On presentation day, the rest of the members of the learner’s team were not at school due to illness. However, rather than refusing to present, as had happened in the past, the pupil delivered the presentation, much to the surprise of her peers and teacher:

‘That was the first presentation that she had ever done in front of her classmates, and it was because she had enjoyed the project so much that she had so much information and something that she wanted to say to everybody that she actually stood up and did it solo… Everybody in the class congratulated her on her presentation. So, there was a kind of almost camaraderie that developed within that project, within all the separate groups, and everybody was just kind of rooting for everybody else. And all her classmates they gave us such positive feedback on her, for her peer evaluation… that must have been a real confidence boost, I would say, for her going forward… in terms of her health and wellbeing, she's just coming on in leaps and bounds.’

The collaborative learning approach and the positive feedback the learner received helped to develop her confidence. The practitioner also reflected on how several learners demonstrated resilience, overcoming nerves to present in front of both their peers and invited guests from industry:

‘One pupil, the pressure just got to him, and he actually had just walked out into the corridor and gave himself thirty seconds just to get himself calmed back down again and then he kind of walked back in again.’ Secondary practitioner school J

These examples demonstrate how LfS approaches can support socio-emotional learning, helping learners to build the personal skills that help to support learning:

‘If your child is not confident and comfortable in their own skin within the environment and settled and able to interact positively with their peers, then their ability to access learning is going to be difficult… We need learners to be able to have that self-regulation and being able to attend and listen and so on. So actually, you really won't get much, a child will not reach their potential in learning, without having a strong social emotional base.’ Primary practitioner 3 school B

Practitioners in both primary and secondary schools noted the social and communication skills learners developed through discussing a complex LfS related issue and understanding, listening to, and respecting other people’s perspectives and experiences. This was particularly relevant for global citizenship, in terms of developing understanding and respect for others. In school B’s ‘Home is Here’ project about migration (see Case Study 1, above), learners were able to share their own stories and feelings and understand the perspectives of others:

‘So not only being able to explain their feelings about their own stories but thinking about the perspective of others and others feelings, which is quite hard for really young children to do.’ Primary practitioner 2 school B

Many of the LfS activities practitioners discussed also led to improved parental engagement, with parents/carers being invited to participate in LfS related activities, for example, or to watch their children give presentations on LfS related topics. Practitioners considered that this helped to improve wider awareness of what was happening at school as well as contributing towards learners’ engagement and motivation. Reflecting on the ‘Home is Here’ project, Primary practitioner 3 school B observed that engaging with parents and carers naturally supports attainment.

‘It means something to the families… you're creating that ethos and community of learning, then I mean attainment isn't going to take a step back in that environment.’ Primary practitioner 3 school B

Pedagogies and approaches that are used for LfS, such as pupil-led learning, feedback, collaborative learning, and parental involvement in and engagement with LfS related activities helps to create a community of learning around the school which supports learners and potentially also has a positive impact on attainment.