At the time of writing the course, the Department for Communities and Local Government (DCLG) website stated 'Sustainable communities embody the principles of sustainable development'.
For our purpose here we must set aside any detailed consideration of education for sustainable development (ESD). You might like to read the paper by Maggie Smith referred to later in the course or study the online CPD unit on KS3 geography and ESD. Here, our purpose is a cross-reference to the DCSF approach to Sustainable Schools. This is an important opportunity for geographers to be identified as making a valuable contribution to the whole curriculum and in terms of the school leadership and ethos in addition to the curriculum.
The DCFS says 'Many schools are already some way towards becoming sustainable schools. It is implicit in their core business of raising achievement as well as in their contribution to the personal development of pupils and to the wider concerns of healthy living, community involvement, the environment and global citizenship.'
Source: www.teachernet.gov.uk
DCFS 'would like to see all schools preparing young people to take an active role in finding solutions to local challenges while addressing broader global issues. An integrated approach to sustainable development is encouraged, spanning the school's curriculum (teaching and learning provision), campus (values and ways of working), and community (wider influence and partnerships).'
Source: www.teachernet.gov.uk
'Communities face enormous pressures in many parts of the country. With their central locations and often extensive facilities, schools can act as hubs of learning and catalysts for change in their local communities, contributing to the environment and quality of life while strengthening key relationships. Being involved in community projects that seek to improve the local area can give pupils a sense of empowerment and confidence that they can make a difference to their lives and communities. It also allows them to experience how decisions are made at first hand, and to develop applied skills that complement classroom study.'
Source: www.teachernet.gov.uk
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