CHILDREN'S ATTITUDES TO SUSTAINABLE TRANSPORT
CHAPTER FOUR FORMAL EDUCATION GUIDANCE ON SUSTAINABLE TRANSPORT
SCOPE FOR EDUCATION ON SUSTAINABLE TRANSPORT
4.1 There are considerable opportunities within the 5-14 National Guidelines to deliver concepts related to sustainable transport. These extent to which such references are made, however, varies greatly. For many curriculum planners, it will not be immediately obvious that they can use examples relating to transport, and sustainable transport in particular.
4.2 One example of this is the reference to exercise. It is important that this is seen in its widest sense to include regular walking/cycling e.g. as part of the journey to school. Another example is the study of the effect of burning fossil fuels within science. It would be possible to teach this without reference to transport, by focusing on energy for heating and electricity. The references are often made as examples and therefore the extent that they are delivered will vary from school to school, and there will also be possible variations within schools.
4.3 The clearest and strongest references to transport are located within the social subjects, People and Place and People in Society strands within Environmental Studies, and the Physical and Social Health strands of Health Education.
4.4 In the Standard Grade syllabi, it was found that although a number of subjects offer opportunities for teaching about sustainable development and sustainable transport, the extent to which the relevant topics are covered can and will vary, from school to school and even from teacher to teacher.
EDUCATION FOR SUSTAINABLE DEVELOPMENT IN RELATION TO THE INSPECTION PROCESS
4.5 There are many opportunities for good practice in relation to transport sustainability to be recognised and reported on as part of the inspection process, particularly in primary schools. Quality Indicators with links to education for sustainable development and the development of sustainable transport initiatives such as School Travel Plans and Safe Routes to School include: school ethos - a school council, partnership with parents and the community; support for pupils - pastoral care, personal and social development, health promotion; resources/accommodation. Other relevant areas may also be reported on, for example, working towards National Priorities, and working with other agencies. In addition to this, where initiatives relating to sustainable development are linked with the curriculum they can be picked up on if Health Education is inspected and through the teaching of developing informed attitudes. There are also opportunities within thematic inspections. In secondary schools there is less cross-curricular work, and therefore good practice related to sustainability may not be picked up on in the same way; it may be limited to one or two subjects which are not inspected.
4.6 The fact that such activities are picked up indirectly rather than through a direct inspection of ESD means that there is no negative reporting to show where schools are not developing such projects. The initiatives which are reported on are more likely to be sustainable in themselves as they will be intrinsically linked with other sectors of school development and are less likely to succumb to problems such as staff changes, changing priorities etc.
4.7 A full review of formal guidance relating to sustainable transport is included as Appendix 1.