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6 Learning for sustainability

Introduction

In this section we will look at:

6.1 School community

6.2 Curriculum flexibility and planning

6.3 Standards for CLPL and professional recognition

6.1 School community

Recap Learning for sustainability

Learning for sustainability represents how a practitioner connects their knowledge and understanding of their learners with the areas highlighted in figure 15

Described image
Figure 15 Learning for sustainability

Each school community is unique. Variants will depend on factors such as geographical location, The Scottish Index of Multiple Deprivation (SIMD) ethos and engagement levels, and many more. Developing inclusive school communities requires cognisance of these factors and those highlighted in figure 15.

Revisit Module 2 section 6

The Standard for Career-Long Professional Learning describes the advanced professional knowledge and pedagogical expertise that registered teachers will develop and maintain as they continue to progress in teaching and the education profession. The standard provides an opportunity for teachers to progress, enrich, develop and enhance their practice, expertise, knowledge, skills and professional values. It will support teachers as they develop as reflective, accomplished, and enquiring professionals who are able to engage with the complexities of teaching and learning, the changing contemporary world of their learners, and the world beyond the profession and its institutions, in order to enhance the learning experiences for all learners.

The key areas of career-long professional learning are:

  • Pedagogy, learning and subject knowledge;
  • Curriculum and assessment
  • Enquiry and research
  • Educational contexts and current debates in policy, education and practice;
  • Sustaining and developing professional learning;
  • Learning for sustainability.

Activity 19

In your Reflective Log complete the table and indicate how you are achieving the standards.

See the diagram which highlights the National Framework for Inclusion

See the National Framework for Inclusion website

Read further information on the GTCS standards for career long professional learning

6.2 Curriculum flexibility and planning

Curriculum for Excellence was designed to be flexible in order to meet the needs of all learners, recognising that one size does not fit all. Barriers to learning and participation are sometimes made unintentionally which is why it is important that schools and local authorities understand their responsibilities and duty with regards to planning for learners who have additional support needs. If required to do so consideration must be given to the design of the curriculum and how it is accessed. An example of this could be when a school amends their curriculum to reflect the interests and abilities of their pupils, offering tailored programmes such as dance, photography, laboratory skills and Open University modules. Such approaches contribute substantially towards closing the ‘gap’ in achievement and attainment for learners.

Activity 20

In your Reflective Log complete the questions in the table.

  1. How flexible is your school curriculum?
  2. How accessible is your school curriculum?
  3. Are the needs of learners at the centre of planning? For example the number and choice of subjects they are able choose in secondary school.

6.3 Standards for GTCS CLPL and Professional Recognition

GTCS’s Professional Recognition recognises the enhanced, significant and sustained enquiry a teacher has undertaken and the development of their professional learning in a particular area. Professional Recognition provides the opportunity for a teacher to be recognised as an accomplished/expert practitioner in a particular area, whose practice is underpinned by ongoing reflective enquiry.

To gain professional recognition in a specific area of expertise you will be required to demonstrate:

  1. Enhanced, significant and sustained professional learning, aligned to the Standard for Career-Long Professional Learning or other appropriate standard, leading to the development of expertise and accomplishment in the specified area.
  2. Professional expertise/accomplishment within a specific curricular/ educational context.
  3. Professional learning and development related to the area of expertise/accomplishment.
  4. Professional reading and research related to area of expertise.
  5. Professional action evidenced within a portfolio.
  6. Critical reflection and analysis of Impact on professional practice, learners and learning.
  7. Evidence of how you have shared this expertise and what the impact of this has been on your colleagues and/or the wider school/educational community.
  8. Summary of professional discussion with line manager.

Activity 21

Reflective questions

Table

  • Why were you developing this area of expertise and how did the literature, research and policy you engaged with critically inform your understanding and practice?
  • Why is this important and relevant to you and your educational context?
  • How has this helped you critically question and challenge educational assumptions, beliefs and values of self and system?
  • What challenges to your thinking and practice did you experience from engagement with the literature?

Now go to 7 What Next?