Get to know their school environment and collecting data

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Through this process, we aim to help learners develop resilience and optimism for the future, supporting their mental health and emotional wellbeing (Lawrance et al., 2022) and developing a positive connection with nature.In order to better prepare children and young people for a future which is significantly altered by changes in global climate systems, sustainability education needs to be enhanced (Rushton et al., 2023). A key contributing factor to realising this ambition is the provision of access to high-quality teacher professional development. This blog piece shares the impact of a British Curriculum Forum (BCF)-funded curriculum investigation project which enabled primary pupils (aged 7–11) and their teachers to engage with the complex concept of sustainability (Swift, 2023).

During the project, we, as four teachers responsible for primary geography in our uae consumer email list settings, quickly realised that we, ourselves, needed to be better informed about the concept of sustainability in order to design coherent curriculum sequences for our pupils. We adopted the Brundtland (1987) definition, ‘meeting the needs of the present without compromising the ability of future generations to meet their own needs’, recognising that sustainability is built on the three pillars of society, environment and economy. We recognised that this succinct articulation can be interpreted as being too human-centred.