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Comhairle Choitcheann Teagaisg na h-Alba

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Home > Professional Standards  >  Learning for Sustainability

THE STANDARDS Learning for Sustainability

Professional Standards
Engage with the Professional Standards
2021
FAQs and Myths about the Standards
What is learning for sustainability?
Learning for Sustainability is learning to live within the environmental limits of our planet and to build a just,
equitable and peaceful society. It is essential for the well-being of all and is an international priority. (UNESCO,
2013)

ENGAGING WITH THE STANDARDS Professional Guide

The guide aims to help you understand your responsibility to embed Learning for Sustainability in your
Engage with the Standards
practice, inspiring and motivating learners to address the challenges of learning to live within the
Professional Values into Action environmental limits of our planet and to build a just, equitable and peaceful society.
Learning for Sustainability
Learning for Sustainability - A professional guide for teachers
Headship Qualifications

SELF-EVALUATION
Learning for Sustainability is concerned with every level and type of learning and the provision of quality
What is self-evaluation? education for all. It has been embedded within the Standards to support teachers in actively embracing and
Using a coaching wheel promoting principles and practices of sustainability in all aspects of their work.

Self-evaluation against the Standards For a school it is 'a whole school approach that enables the school and its wider community to build the values,
Reflective Questions attitudes, knowledge, skills and confidence needed to develop practices and take decisions which are compatible
with a sustainable and equitable world.' (Learning for Sustainability, The report of the One Planet Schools Group,
2012).
Useful Links
Schools are already undertaking many aspects of this through the areas shown in the diagram below, and in
Self-evaluation Wheel: Learning
other ways.
for Sustainability

The Quality Assurance Agency for

Higher Education - Circular letters

Why 'learning for sustainability'?

Professional Values, Learning for Sustainability and Leadership underpin and permeate the GTCS Professional
Standards. The purpose of this guidance is to support your understanding of, and engagement with, Learning
for Sustainability and the impact of this on your professional practice throughout your career.

We live in a turbulent, interdependent and rapidly changing world, with a complex range of environmental,
social, cultural, political and economic challenges shaping our future - locally, nationally and globally. For
everyone to live as we currently do, consuming natural resources and generating carbon emissions at the rate
we do in Scotland, we would need three planets, not just one, to sustain us. As a result of the overuse of
resources across the world, ecosystems are exploited and damaged; conflict is common; inequality and
injustice widespread. Learning for Sustainability is learning to live within the environmental limits of our planet
and to build a just, equitable and peaceful society, and is essential for the well-being of all.

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Learning Search the Register
Sustainability MyGTCS Log in
is a priority for the Scottish Government and Scotland's education professionals.
The Scottish Government's Action Plans for the UN Decade of Education for Sustainable Development (2005-
14) set out actions for all sectors of education. In schools, sustainable development education, global
citizenship, outdoor learning and health and well-being are firmly embedded within Curriculum for Excellence.
Learning for Sustainability weaves together and builds upon these themes. The Scottish Government has
accepted the Learning for Sustainability report's recommendations that:

all learners should have an entitlement to Learning for Sustainability;

every practitioner, school and education leader should demonstrate Learning for Sustainability in their
practice;
every school should have a whole school approach to Learning for Sustainability that is robust,
demonstrable, evaluated and supported by leadership at all levels;
school buildings, grounds and policies should support Learning for Sustainability;
a strategic national approach to supporting Learning for Sustainability should be established.

The professional actions, values, skills and knowledge of Learning for Sustainability are embedded within the
Standards for Registration/Career-Long Professional Learning/Leadership and Management, recognising that all
teachers should be confident in their knowledge and understanding of the challenges facing society locally and
globally. (GTCS 2012)

Microsite for University Programme Designers

This micosite is designed to help our colleagues at Universities to easily access information related to Learning
for Sustainability and Professional Values, and to help them build these into their Initial Teacher Education
courses and programmes.

The site includes a Reflection Tool to allow staff involved in programme design and development to review
current - and develop new - modules, course and programmes with Values and Learning for Sustainability in
mind.

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What does it mean for me?

Learning for Sustainability is integral to the GTCS Professional Standards Framework. For each aspect of the
Standards, teachers should explore their own assumptions in the light of their experiences, by considering the
following:

All Teachers

All Teachers
Professional Values and Personal Commitment
This section is the same for all levels as Professional Values are at the core of the Professional Standards. The
educational experiences of all our learners are shaped by the values and dispositions of all those who educate
them. Values are complex and are the ideals by which we shape our practice as professionals. Starting with us
as individuals, values extend to all those for whom we are responsible and to the world in which we live.

PROFESSIONAL VALUES AND QUESTIONS TO ASK FURTHER QUESTIONS TO ASK

PERSONAL COMMITMENT

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Embracing
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educational and social values of
sustainability, equality and justice
and recognising the rights and
responsibilities of future as well as
current generations
Committing to the principles of
democracy and social justice
through fair, transparent, inclusive
and sustainable policies and
practices in relation to: age,
disability, gender and gender
identity, race, ethnicity, religion
and belief and sexual orientation
Valuing as well as respecting
social, cultural and ecological
diversity and promoting the
principles and practices of local
and global citizenship for all
learners
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What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners’
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners’
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners’
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
How do I contributeMyGTCS
to socialLog in
justice in my classroom, my
school, my learners’
communities and in wider
society? How might I
contribute?
How do I contribute to
environmental stewardship in
my classroom, my school, my
learners’ communities and in
wider society? How might I
contribute?
How do I contribute to
economic security in my
classroom, my school, my
learners’ communities and in
wider society? How might I
contribute?
What is my contribution to civic
democracy in my classroom, my
school, my learners’
communities and in wider
society? How might I
contribute? In what ways does
my school have a shared
understanding of these values?
WWF - Pathways
How do I value and promote the
inclusion of different ages,
disabilities, and gender, race,
ethnic, religious and sexual
identities, in my classroom, my
school, my learners'
communities and in wider
society? What might I do?
National Framework for Inclusion
In what ways is my classroom
and school a welcoming,
inclusive and supportive
environment for learners of all
social and cultural
backgrounds? In what ways
could this be strengthened?
In what ways does my
classroom and school value the
abilities and needs of all? In
what ways could this be
strengthened?
In what ways do I and my
school protect and enhance
ecological diversity and
demonstrate the value of life
and diversity beyond the human
race. ? In what ways could this
be strengthened?
In what ways do I and my
school provide opportunities for
learners to be responsible
citizens by contributing to local,
national and global society?
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Demonstrating
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commitment
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engaging learners in real world
issues to enhance learning
experiences and outcomes, and to
encourage learning our way to a
better future
Respecting the rights of all learners
as outlined in the United Nations
Convention on the Rights of the
Child (UNCRC) and their
entitlement to be included in
decisions regarding their learning
experiences and have all aspects of
their well-being developed and
supported
Student Teachers
From The Standard for Provisional Registration
PROFESSIONAL KNOWLEDGE
AND UNDERSTANDING
from 2.1.2
Know how to develop realistic and
coherent interdisciplinary contexts
for learning, particularly in relation
to sustainability
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What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners’
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners’
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
Student Teachers
QUESTIONS TO ASK
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
How and when do I learn about
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or engage in the ecological,
social and economic nature and
issues of: my local community;
my learners' local communities;
the wider world? How might I
learn about and engage with
them?
How and when do I encourage
my learners to engage with
finding out about the ecological,
social and economic nature and
issues of their local
communities; participating in
the ecological, social and
economic nature and issues of
their local communities? How
and when might I do this?
How and when do I engage my
learners with learning about,
and participating in, wider
social, ecological and economic
matters? How and when might I
do this?
Keep Scotland Beautiful -
Environmental review
In what ways have I shaped my
practice to respect the rights of
all learners as outlined in the
UNCRC in my classroom, my
school and my contribution to
the teaching profession?
What opportunities do I provide
for learners to contribute to
decision-making about their
learning experiences: in my
classroom; my school; my
learners' communities; in wider
society?
How do I contribute to
supporting and developing all
aspects of learners' well-being
in my classroom, my school, my
learners' communities and in
wider society?
UNICEF - Rights Respecting
Schools Award
FURTHER QUESTIONS TO ASK
In what ways do I use
sustainability themes or issues
that matter to my learners, my
school, my learners'
communities or wider society to
provide a realistic and coherent
interdisciplinary context for
learning?
Education Scotland -
Interdisciplinary Learning - an
introduction
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from 2.1.4
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Search the Register What do I understand by this To what extent have I
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aspect of the Standard? systematically read, analysed
Have knowledge of current
How do I meet this aspect of and critically evaluated a range
educational priorities such as
the Standard? of appropriate educational and
learning for sustainability
Which aspects do I find most research literature regarding
challenging? Learning for Sustainability to
What support do I need to put inform my professional practice?
this into practice?
GLOW

from 2.3.1 What do I understand by this In what ways have I developed

aspect of the Standard?
Have knowledge and
How do I meet this aspect of
understanding of the ways in which
the Standard?
natural, social, cultural, political
Which aspects do I find most
and economic systems function
challenging?
and of how they are interconnected
What support do I need to put
this into practice?
my knowledge and
understanding of how natural,
social, cultural, political and
economic systems function and
how they are interconnected?
In what ways have I explored
the connections between
different areas of subject
knowledge and disciplines and
ways of approaching
interdisciplinary work?

WWF - Linking/ Thinking

Education Scotland - Outdoor
Learning Practical Guidance

PROFESSIONAL SKILLS AND ABILITIES

from 3.1.2
Stimulate learner participation in
debate and decision making about
issues which are open-ended,
complex, controversial or
emotional
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What opportunities do I provide
for learners to contribute to
debate and decision making on
issues which are open-ended,
complex, controversial or
emotional?
How do I develop learners'
critical and creative thinking
skills to enable them to
participate in debates and
decision making on these
issues?

Oxfam - Education - Teacher

Support

Philosophy for Children

from 3.1.3 What do I understand by this To what extent do the teaching

aspect of the Standard? and learning strategies that I use
Demonstrate that they can select
How do I meet this aspect of effectively support Learning for
creative and imaginative strategies
the Standard? Sustainability?
for teaching and learning
Which aspects do I find most What opportunities do I provide
appropriate to learners as
challenging? that engage learners in learning
individuals, groups or classes
What support do I need to put outside the classroom?
Demonstrate that they can select this into practice?
WWF - Learning for Sustainability
and use a wide variety of resources
and teaching approaches, including Education Scotland - Outdoor
digital technologies and outdoor Learning Practical Guidance
learning opportunities

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from 3.1.5
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Search the Register What do I understand by this To what extent do I work
Demonstrate an ability to work
cooperatively in the classroom and
the wider learning community with
staff, parents and partner agencies
to promote learning and well-being
from 3.2.1
Use outdoor learning
opportunities, including direct
experiences of nature and other
learning within and beyond the
school boundary
from 3.4.2
Adopt an enquiring and critical
approach to their professional
practice and development and
engage in systematic professional
dialogue
Probationer Teachers and all Teachers choosing to reflect against the SFR
Probationer Teachers and all Teachers choosing to reflect against the Standard for Full
Registration
From The Standard for Full Registration
PROFESSIONAL KNOWLEDGE
AND UNDERSTANDING
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aspect of the Standard?
How do I meet this aspect of
the Standard?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
QUESTIONS TO ASK
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cooperatively with teachers and
educators to further Learning for
Sustainability?
To what extent do I work
cooperatively with others
beyond the education
profession to further Learning
for Sustainability?
How can I expand my learning
networks for Learning for
Sustainability?
Education Scotland - Partnerships
for Learning
What opportunities do I provide
for learners to have direct
experiences of nature in and
outside my classes?
What opportunities do I provide
for learners to engage with the
natural, cultural and built
environment within and beyond
the school boundary?
What opportunities are there for
me to develop my
understanding and pedagogical
expertise in this area?
Education Scotland - Outdoor
Learning Practical Guidance
In what ways have I engaged in
systematic professional dialogue
on Learning for Sustainability?
In what ways do I enquire into,
and critically evaluate, the
impact of my Learning for
Sustainability practice on
learners?
In what ways do I use what I
have learned from these
processes to shape my practice
and how do I share my learning
with colleagues?
FURTHER QUESTIONS TO ASK
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from 2.1.2
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Search the Register What do I understand by this In what ways have IMyGTCS
Know how to work collaboratively
with colleagues to facilitate
interdisciplinary learning
Know how to work with the local
and global community to develop
realistic and coherent
interdisciplinary contexts for
learning, particularly in relation to
sustainability
from 2.1.4
Have secure knowledge of current
educational priorities such as
learning for sustainability
from 2.3.1
Have knowledge and
understanding of the ways in which
natural, social, cultural, political
and economic systems function
and of how they are
interconnected to professional
practice
PROFESSIONAL SKILLS AND ABILITIES
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aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society?
Which aspects do I find most
challenging?
What support do I need to put Interdisciplinary Learning - an
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
facilitated
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interdisciplinary learning
through collaborating with
colleagues on Learning for
Sustainability?
WWF - Linking/ Thinking
Education Scotland -
introduction
Can I draw a network showing
my contacts within the
education profession locally and
globally with whom my learners
might benefit from engaging?
Can I draw a network showing
my contacts beyond the
education profession locally and
globally with whom my learners
might benefit from engaging?
How can use my learning
networks to facilitate
interdisciplinary Learning for
Sustainability? How might I
expand my learning networks to
strengthen this?
IDEAS for Global Citizenship -
Eco Schools
To what extent have I
systematically read, analysed
and critically evaluated a range
of appropriate educational and
research literature regarding
Learning for Sustainability to
inform my professional practice?
GLOW
In what ways have I developed
my knowledge and
understanding of how natural,
social, cultural, political and
economic systems function and
how they are interconnected?
In what ways have I shaped my
practice and pedagogical
approach to reflect the dynamic
and interconnected nature of
the world in which we live?
WWF - Linking/ Thinking
Education Scotland -
Interdisciplinary Learning - an
introduction
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from 3.1.2
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Search the Register What do I understand by this What opportunities MyGTCS
do I provide
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aspect of the Standard? for learners to contribute to
Create opportunities to stimulate
How do I meet this aspect of debate and decision making on
learner participation in debate and
the Standard: in my classroom; issues which are open-ended,
decision making about issues
in my school; in my learners' complex, controversial or
which are open-ended, complex,
communities; in wider society? emotional in my classroom, my
controversial or emotional
Which aspects do I find most school, in my learners'
challenging? communities and in wider
What support do I need to put society?
this into practice? How do I develop learners'
critical and creative thinking
skills to enable them to
participate in debates and
decision-making on these
issues?

Oxfam - Education - Teacher

Support

Philosophy for Children

from 3.1.3 What do I understand by this Sustainability?

aspect of the Standard? What opportunities do I provide
Skilfully deploy a wide variety of
How do I meet this aspect of to engage learners in learning
innovative resources and teaching
the Standard: in my classroom; outdoors?
approaches, including digital
in my school; in my learners'
technologies and, where Education Scotland - Search
communities; in wider society?
appropriate, actively seek outdoor
Which aspects do I find most WWF - Learning for Sustainability
opportunities
challenging?
What support do I need to put What opportunities do I provide
Create opportunities for learning to
this into practice? to actively engage learners with
be transformative in terms of
asking questions (for example
challenging assumptions and
about: their prior learning; how
expanding world views
their learning relates to real-
world issues; what counts as
evidence; developing
arguments; alternative futures?)
What opportunities do I provide
that elicit learners' current
perspectives and value positions
and encourage the challenging
of perceptions about people and
the wider world?
What opportunities do I provide
for learners to expand their
world view through engagement
with environments, cultures,
societies and perspectives with
which they do not usually have
contact?

WWF - Learning for Sustainability

WWF - Sustainable Schools,

Sustainable Futures

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from 3.1.4
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Search the Register What do I understand by this What opportunities do I provide
MyGTCS Log in
aspect of the Standard? that enable learners to care for
Show commitment to raising
How do I meet this aspect of themselves, others and the
learners' expectations of
the Standard: in my classroom; natural world in ways that
themselves and others and their
in my school; in my learners' promote sustainability?
level of care for themselves, for
communities; in wider society? What opportunities do I provide
others and for the natural world
Which aspects do I find most to raise learners' expectations of
challenging? what they and others can do
What support do I need to put and achieve by addressing real
this into practice? world sustainability issues that
affect themselves, the school,
their communities or wider
society?

Education Scotland - Health and

Wellbeing

Education Scotland - Outdoor

Learning Practical Guidance

from 3.1.5 What do I understand by this To what extent do I provide

Establish a culture where learners
meaningfully participate in
decisions related to their learning
and their school
Create and sustain appropriate
working relationships with all staff,
parents and partner agencies to
support learning and well-being,
taking a lead role where
appropriate
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
learners with opportunities to
participate in decisions related
to issues of sustainability, equity
and justice: in my classroom; in
my school; in my learners'
communities and in wider
society.
To what extent do I work
cooperatively with others in the
education profession to further
Learning for Sustainability,
taking a leading role where
appropriate?
To what extent do I work
cooperatively with others
beyond the education
profession to further Learning
for Sustainability?
How can I expand my learning
networks to further Learning for
Sustainability?

WWF - Learning for Sustainability

Education Scotland - Partnerships

for Learning

from 3.2.1 What do I understand by this What opportunities do I provide

aspect of the Standard?
Use outdoor learning
How do I meet this aspect of
opportunities, including direct
the Standard: in my classroom;
experiences of nature and other
in my school; in my learners'
learning within and beyond the
communities; in wider society?
school boundary
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
for learners to have direct
experiences of nature in and
outside my classes?
What opportunities do I provide
to engage my learners with the
natural, cultural and built
environment within and beyond
the school boundary?
What opportunities are there for
me to develop my
understanding and pedagogical
expertise in this area?

Education Scotland - Search

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from 3.4.2
Privacy Notice
Search the Register What do I understand by this In what ways have I engaged in
Demonstrate an enquiring and
critical approach to their
professional practice and
development and engage in
systematic professional dialogue
Registered Teachers in schools, and Teachers choosing to reflect against the SCLPL
Registered Teachers in schools, etc and Teachers choosing to reflect against the
Standard for Career-Long Professional Learning
From The Standard for Career-Long Professional Learning
PROFESSIONAL ACTIONS:
LEARNING FOR
SUSTAINABILITY
Understand the environmental,
social and economic conditions of
learners to inform teaching and
learning
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aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
QUESTIONS TO ASK
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
MyGTCS Log in
systematic professional dialogue
on Learning for Sustainability?
In what ways do I enquire into,
and critically evaluate, the
impact of my Learning for
Sustainability practice on
learners?
In what ways do I use what I
have learned from these
processes to shape my practice
and how do I share my learning
with colleagues?
FURTHER QUESTIONS TO ASK
How and when do I learn about
or engage in the environmental,
social and economic nature and
issues of my learners' local
communities and their
relationships with the wider
world?
How might I learn about and
engage with this?
How can I use my understanding
to impact on my teaching and
learning practice?
WWF - Pathways
As a result of my professional
learning, how and when do I
engage my learners with finding
out about the environmental,
social and economic nature and
issues of their local
communities; participating in
their local communities?
How and when might I do this?
Education Scotland - Developing
Global Citizens within Curriculum
for Excellence
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Have a
critical
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the Register of What do I understand by this In what ways have I critically
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and engage with the ways in which aspect of the Standard? developed my knowledge and
natural, social, cultural, political How do I meet this aspect of understanding of how natural,
and economic systems function the Standard: in my classroom; social, cultural, political and
and are interconnected in my school; in my learners' economic systems function and
communities; in wider society; how they are interconnected?
as a contribution to the In what ways do I critically
teaching profession? explore the connections
Which aspects do I find most between different areas of
challenging? subject knowledge and ways of
What support do I need to put approaching interdisciplinary
this into practice? work?
How do I engage my learners in
systems thinking, understanding
connections to help make better
sense of the world?
Have I explored the educational
implications of global
interdependence in relation to
society, culture, environment
and economy?
What opportunities do I provide
to draw parallels between
global, local and classroom
issues e.g. conflict, sharing of
resources, working together?

WWF - Linking/ Thinking

Education Scotland -
Interdisciplinary Learning - an
introduction

Develop the knowledge, skills and
practices needed to take decisions
which are compatible with a
sustainable future in a just and
equitable world
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
Professional Recognition
What support do I need to put
this into practice?
What development needs do I
have in relation to enhancing
my Learning for Sustainability
knowledge and skills?
How do I plan my professional
learning to enable me to
develop in these areas?
What support would I require to
meet these needs?

Connect learners to their What do I understand by this What opportunities do I provide

dependence on the natural world
and develop their sense of
belonging to both the local and
global community
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
for learners to develop a sense
of place within local and global
communities and of their
connection to and dependence
on the natural world, making
use of real-world and outdoor
contexts?
How might I provide further
opportunities in this area to
improve outcomes for all
learners?

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Global Citizens within Curriculum
for Excellence

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Middle Leader in School

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 From The Standards for Leadership and Management
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THE PROFESSIONAL ACTIONS QUESTIONS TO ASK
OF MIDDLE LEADERS
from 3.3.1
Work with the team to identify and
articulate a shared vision, values,
ethos and aims in relation to
teaching and learning
Set clear standards in their
practice, in relation to the
principles of inclusion,
sustainability, equality and social
justice
FURTHER QUESTIONS TO ASK
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
How have I ensured that
Learning for Sustainability
teaching and learning
approaches are incorporated in
the shared vision, values, ethos
and aims of my team(s)?
How are the professional values
of inclusion, sustainability,
equality and social justice
reflected in my professional
actions?
How have I ensured that the
professional values of inclusion,
sustainability, equality and
social justice are reflected in the
professional actions of others
that I lead and work
collaboratively with?

WWF - Learning for Sustainability

from 3.4.1 What do I understand by this In what ways do I ensure that

aspect of the Standard? the learning approaches
Ensure planning and provision for
How do I meet this aspect of planned will improve the
learning is underpinned by the
the Standard: in my classroom; achievement of all learners?
principles of equality and social
in my school; in my learners' What evidence is there of the
justice
communities; in wider society; positive impact of the
as a contribution to the approaches used for all
teaching profession? learners?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?

from 3.4.4 What do I understand by this What opportunities have I taken

Recognise and encourage the wide
and diverse range of partnerships
which contribute to the learning,
pastoral and emotional needs of all
learners
Draw upon knowledge and
expertise from other professional
partners to enhance programmes
for learners
aspect of the Standard? to work cooperatively with
How do I meet this aspect of partners in and beyond the
the Standard: in my classroom; education profession to further
in my school; in my learners' Learning for Sustainability in my
communities; in wider society; school?
as a contribution to the How can I encourage colleagues
teaching profession? to expand their learning
Which aspects do I find most networks to further Learning for
challenging? Sustainability in my school?
What support do I need to put
WWF - Learning for Sustainability
this into practice?
Education Scotland - Partnerships
for Learning

from 3.5.2 What do I understand by this In what ways do I ensure that

aspect of the Standard? issues of sustainability and
Foster collective responsibility
How do I meet this aspect of social justice are taken into
across the team for the
the Standard: in my classroom; consideration in the purchasing,
sustainable, transparent, fair and
in my school; in my learners' banking and resource
effective use of resources
communities; in wider society; management policies and
as a contribution to the practices of my team(s)?
teaching profession?
Scottish Government Greener
Which aspects do I find most
Schools Resources
challenging?
What support do I need to put
this into practice?

Headteacher

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the Register
THE PROFESSIONAL ACTIONS QUESTIONS TO ASK
OF HEAD TEACHERS
from 4.1.4
Create regular opportunities to
engage with staff, learners and the
wider school community to identify
priorities
Establish, sustain and enhance a
culture where all learners are
involved in meaningful decision
making about the planning and
enhancement of learning and in
wider school improvement
from 4.3.1
Work with the whole school
community to identify and
articulate a shared vision, values
and aims in relation to teaching
and learning
Set clear standards in relation to
enacting the principles of
inclusion, sustainability, equality
and social justice in the teaching
and learning processes
from 4.4.1
Co-create an aspirational vision,
values, ethos and aims agreed in
partnership with all stakeholders
Communicate and model the
vision, values, ethos and aims
regularly to all learners and the
wider school community
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FURTHER QUESTIONS TO ASK
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
for Sustainability Report
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
WWF - Learning for Sustainability
What do I understand by this
aspect of the Standard?
How do I meet this aspect of
the Standard: in my classroom;
in my school; in my learners'
communities; in wider society;
as a contribution to the
teaching profession?
Which aspects do I find most
challenging?
What support do I need to put
this into practice?
WWF - Learning for Sustainability
MyGTCS Log in
What opportunities have I taken
to ensure that, in my school, in
the context of self-evaluation for
school improvement:
all learners have an
entitlement to Learning for
Sustainability;
all practitioners demonstrate
Learning for Sustainability in
their practice;
there is a whole school
approach to Learning for
Sustainability;
all school buildings, grounds
and policies support
Learning for Sustainability
Scottish Government - Learning
How have I led strategically to
ensure that Learning for
Sustainability teaching and
learning approaches are
incorporated in the shared
vision, values, ethos and aims of
all in the school community?
How are the professional values
of inclusion, sustainability,
equality and social justice
reflected in my own
professional actions?
GTCS Standards - SLM -
Professional Values and
Personal Commitment
How have I demonstrated
strategic leadership to ensure
that the professional values of
inclusion, sustainability,
equality and social justice are
reflected in the professional
actions of all in the school
community?
How have I demonstrated
strategic leadership to ensure
that Learning for Sustainability
is central to the shared vision,
values, ethos and aims of all in
my school community?
In what ways is the vision,
values, ethos and aims
communicated regularly to all
learners and the wider school
community
 Home
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from 4.5
Privacy Notice
Search the Register What do I understand by this In what ways do I demonstrate
MyGTCS Log in
aspect of the Standard? strategic leadership to ensure
Consider the sustainability
How do I meet this aspect of that issues of sustainability and
implications of resourcing
the Standard: in my classroom; social justice are taken into
decisions
in my school; in my learners' consideration in the purchasing,
communities; in wider society; banking and resource
as a contribution to the management policies and
teaching profession? practices of my school?
Which aspects do I find most
Scottish Government Greener
challenging?
Schools Resources
What support do I need to put
this into practice?

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