For schools
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In 2004 – 2005 WWF piloted Pathways with 11 schools across the UK to read their stories click on one of the links below.
Alpington School, Exeter | |
| Ballymena Primary School, Northern Ireland |
| Crispin School, Somerset |
| Fortrose Academy |
Glebe School, Kent | |
| The Holgate School, Nottinghamshire |
Meare Village Primary School, Somerset | |
| Staunton-on-Wye Endowed Primary School, Hereford |
| Upton Cross Primary School, Cornwall |
Woodheys Primary School, Manchester | |
| Ysgol Gynfun Llanhari, Rhondda Cynon Taf, Wales |
To upload your story of using Pathways go to Submit your own story.
Tips from schools
Tips on using Pathways and its activities are attached here [To recreate from DfES website]. If you have any tips or suggestions you would like to add to this site please contact Anna Birney abirney@wwf.org.uk.
Outcomes for schools
Through implementing Pathways and its support system elements WWF has seen four major outcomes which enable practitioners to take Learning for Sustainability forward and place it at the heart of their schools.
- Whole school community –involving a wider community of the school, working towards a professional learning community.
- Plans and policies – making a visible commitment to Learning for Sustainability by embedding it within the formal plans of the school
- Self-evaluation – Pathways can help bring about changes in practice through enabling schools to self-assess this practice in a participatory way.
- Confidence building – Pathways and its support system elements provided practitioners with the confidence they needed to start to place Learning for Sustainability at the heart of their schools.
More information about the programme and the outcomes can be found in our report Pathways to change. If you support schools and would like more information visit our School supporter area.
Ofsted
HMI have embarked on a 3 year survey to investigate the potential of sustainable development as an approach to whole school improvement. This study will be looking at 12 schools that have embarked upon Pathways and be shadowed by independent research into pupils ESD related knowledge, skills and values and on pupils’ attainment.