a. The purpose would be to create long term change and shift in viewing the world from something we occupy to something we are a part of

 b. Learners will gain empathy and a more inclusive set of values that includes not just the people around them but also the world that they are a part of too.

a.I was struck by the alignment of sustainable pedagogies with my teaching area (Care, Health & Early Years) and yet how much there might still be to do. For example, how to make visible the need for empathy across all areas and communities, and for each other, not just for our clients and patients. 'Teaching for resilience' seems another relevant pedagogy as the course currently comprises exams which are not always completed in the first sitting. The purpose of introducing sustainable pedagogies would be to show how the skills needed in the course and chosen career path also fit with developing ourselves and our understanding of how to live sustainably.  

b.   I hope these pedagogies might allow my learners to achieve a number of things, including working together as a means to an end in a task, but also as a long-term skill. I hope that people will seek to learn from each other, and share their knowledge and also their vulnerabilities and ignorance in order to learn from each other. As my learners often have negative experiences of education, I also hope they would also learn about their own capabilities, and realise that learning and growing is a life-long process. 

a. What would be the purpose of introducing your chosen sustainable pedagogies?

In the school i work in we are actually pretty good at this - i was hoping to fill in some gaps and see what else i could bring to the table. I teach textiles and encouraging students to upcycle as much pre made clothing as we can is a big part of my day to day. but i think we can always do more. 

b. What might they allow your learners to achieve?

How too think differently, look after what they have and how can we recycle/donate and re use things for different purposes. Students i work with have additional needs and struggle to look past what the label says - washing up bowl - it can be so much more than that if looked at from a different angle. 

Purpose of Introducing Sustainable Pedagogies:
The goal is to create learners who are not only proficient in English but also conscious of global issues like climate change, resource conservation, and social responsibility. By integrating sustainability into lessons, we can help students see the connection between language and real-world challenges, fostering a sense of purpose and responsibility.

What Learners Can Achieve:

1. Critical Thinking: Students can analyze texts or discussions about sustainability, improving their language skills while reflecting on global issues.

2. Real-World Application: Projects like writing about local environmental problems or creating eco-friendly solutions allow learners to use English in meaningful ways.

3. Collaboration: Group activities, such as organizing a community clean-up or designing a sustainable city, encourage teamwork and communication.

4. Empowerment: By discussing topics like renewable energy or waste reduction, students feel empowered to make a difference, boosting their confidence and motivation.

In my teaching context, sustainable pedagogies can make learning more engaging and relevant. For example, using eco-themed vocabulary lessons or role-playing scenarios about sustainability can help students connect language learning to real-life actions. Ultimately, this approach nurtures not just better English speakers, but informed, responsible global citizens.

a. What would be the purpose of introducing your chosen sustainable pedagogies?  I would use sustainable pedagogies within my subject area- Social Subjects to develop an idea that I had previously used on cultural heritage conservation within our local area. this would involve the cultural preservation of our area in which the landscape and demographic is drastically changing and information on people and places is fading as the area progresses. 

b. What might they allow your learners to achieve? Within a designated brave space I would allow them to address the wicked problem of fading cultural knowledge and heritage and then allow them to discuss the best way in which to preserve this, either through a resource, archive or event. They would plan and address the issue and come up with a solution based approach to this issue. This model could then potential be shared or developed in consultation at a local or national level with other schools and establishments. 

Looking back at my notes and cards from Units 1-4, several key aspects consistently emerged as important in my learning journal, reflecting my evolving understanding of sustainable pedagogies.

From Unit 1, the foundational concept of Education for Sustainable Development (ESD) was paramount. My notes highlighted the distinction between simply learning about sustainability (e.g., memorizing facts about climate change) and learning for sustainability (e.g., developing skills to mitigate climate change). Initially, I saw this difference as a shift from passive knowledge acquisition to active problem-solving. Now, nearing the end of the course, I recognize this distinction as even more profound. It's not just about what is learned, but how it's learned and why it's learned, emphasizing agency and transformative action. My early notes focused on the "what" of sustainability issues, but now I see the "how" of pedagogical approaches as equally, if not more, critical.

Unit 2 brought into focus the importance of compassionate pedagogies. My initial thoughts on making space for learners through compassion revolved around creating a supportive and empathetic classroom environment, ensuring all voices were heard, and acknowledging the emotional weight of sustainability challenges. I actioned this by consciously trying to foster open discussions where diverse perspectives were valued, and by encouraging collaborative problem-solving rather than competitive individual work. For instance, in group projects, I emphasized shared responsibility and mutual support. My feelings about pedagogies of compassion have deepened significantly. I now view them as essential for building resilience and fostering a sense of collective responsibility, especially when addressing complex and often daunting sustainability issues. Compassion isn't just about being "nice"; it's a strategic pedagogical tool for fostering engagement, empathy, and a willingness to act for the common good.

Unit 3 explored local partnership working as a vital component of sustainable education. My ideas for local partnerships centered on connecting learners with community organizations, local businesses, and environmental groups to engage in real-world projects. For example, I considered collaborating with a local recycling center for a waste reduction project or partnering with a community garden for a food sustainability initiative. The goal was to move learning beyond the classroom walls and into the community, providing authentic contexts for applying knowledge and developing practical skills. This unit reinforced the idea that sustainability is inherently local and global, and local action can have broader impacts.

Finally, Unit 4 delved into participation as a pedagogy. My initial understanding was that participation meant involving learners in decision-making processes within the classroom. I considered allowing learners to choose project topics, design assessment criteria, or lead discussions. Now, I see participation as a pedagogy extending much further – it's about empowering learners to become active citizens and agents of change within their communities and beyond. In my professional practice, I intend to integrate participation by designing projects that require learners to engage with stakeholders, advocate for sustainable practices, and contribute to community-based solutions. This could involve student-led campaigns, community surveys, or even presenting proposals to local authorities. The aim is to cultivate a sense of ownership and efficacy, demonstrating that their voices and actions can make a tangible difference.

My journey through Units 1-4 has profoundly shaped my understanding of sustainable pedagogies, moving me from a conceptual grasp of "learning about sustainability" to a practical appreciation of "learning using sustainable pedagogies." Initially, I viewed sustainability education primarily as the dissemination of knowledge regarding environmental issues and sustainable practices. My notes from Unit 1, for instance, focused heavily on defining sustainability and outlining global challenges like climate change and resource depletion. Unit 2 expanded this to include the social and economic dimensions, emphasizing the interconnectedness of the triple bottom line.

However, as I progressed, particularly through Units 3 and 4, my perspective shifted dramatically. I began to see sustainable pedagogies not just as a subject to be taught, but as a methodology for teaching and learning that inherently embodies sustainable principles. This involves fostering critical thinking, problem-solving, and a deep sense of responsibility, not just for environmental issues, but for social equity and economic viability. The distinction now is clear: learning about sustainability is acquiring knowledge, while learning using sustainable pedagogies is about developing the skills, attitudes, and agency to act sustainably and to create sustainable systems. It's the difference between knowing the theory of cycling and actually riding a bike.

My initial thoughts on making space for learners through compassionate pedagogies were rooted in creating a supportive and inclusive classroom environment. I recorded ideas in my learning journal about active listening, encouraging diverse perspectives, and fostering empathy among students. I actioned this by incorporating more collaborative group work, allowing for open discussions on sensitive topics, and providing opportunities for students to share personal experiences related to environmental and social justice issues. For example, in a project on local food systems, I encouraged students to interview community members, including farmers and food bank volunteers, to understand the human impact of food insecurity and sustainable agriculture.

My reaction to my notes now is one of affirmation and expansion. While my initial thoughts captured the essence of these concepts, the course has provided a richer, more nuanced understanding, particularly regarding the interconnectedness of these pedagogical approaches. The shift from "learning about" to "learning for" sustainability, the strategic importance of compassion, the practical necessity of local partnerships, and the empowering nature of participation have all coalesced into a more holistic vision of sustainable pedagogies.

To me, sustainable pedagogies represent a shift away from just "passing exams" and toward a way of learning that is interconnected and interdependent. Based on my learning, I want to move away from setting fixed outcomes and instead focus on participation and critical thinking.

In my context—a standard classroom where individual achievement is usually the priority—introducing compassionate and transdisciplinary pedagogies would serve a vital purpose. The goal isn't just to be "kind," but to signal that every learner is valued so they have the confidence to tackle "wicked problems" that don't have easy answers. I want to use partnerships to bridge the gap between classroom theory and real-world action, embracing the "fuzziness" of collaboration rather than fearing it.

These pedagogies would allow my learners to achieve conscientisation, where they become aware of their power to change society. Instead of just absorbing facts, they would develop critical thinking and attunement—learning to pay attention with all their senses to the environment around them. By "letting go" of total control as a teacher, I allow my students to become co-creators who can communicate, experiment, and ultimately take meaningful action for a sustainable future.

Through these units, my understanding of sustainable pedagogies has shifted from seeing them as teaching about sustainability to recognising them as ways of actually teaching sustainability. In my context, the purpose of introducing sustainable pedagogies would be to create learning environments that reflect the realities learners are facing relating to things like social and ecological change, and the uncertainty and complexity around this. Pedagogies grounded in compassion, place-based learning, and collaborative enquiry would help move learning away from performance based towards connection, reflection, and agency as part of education. For students these pedagogies could enable deeper engagement and a stronger sense of belonging. By positioning them as co-enquirers and joint leaders, sustainable pedagogies can encourage ownership of learning and support the development of critical, ethical thinking. They also allow learners to explore sustainability not just as a concept, but as a practice they actively participate in through dialogue, observation and action in their own contexts. Hopefully, embedding such pedagogies will help students build resilience, hope, and the capacity to imagine and work toward more sustainable futures