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Velden met een * zijn verplicht
1
Vision
2
Curriculum
3
Pedagogy & Didactics
4
Building management & Operations
5
Professional development
6
School environment
7
Vision: choose which statement is most applicable
Social mission of education
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As a school, we have a vision and a mission in which attention to learning for sustainable development is hardly or not at all addressed
As a school, we have a vision and mission in which attention to learning for sustainable development is included as a separate paragraph
As a school, we have a clear vision and mission and attention to learning for sustainable development is an integral part of this
Curriculum: choose which statement is most applicable
Knowledge
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Within the program, some lecturers pay attention to sustainable themes
Students sometimes work together on cross-disciplinary projects on a sustainable theme
Students work on cross-disciplinary and/or cross-programme projects on a sustainable theme at fixed times each year
Skills
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Lecturers sometimes discuss the connection between lessons/projects/internships and sustainable learning and thinking
Lecturers encourage students to make connections between lessons/projects/internships and sustainable thinking and doing
It is a fixed component for students to reflect on what they do and learn during internships/projects/lessons, and the impact of this on people, animals and nature
Insight
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The UN Sustainable Development Goals (SDGs/World Goals) do not have a place in the curriculum
Lecturers sometimes mention the UN SDGs during lessons, projects or internships
Students know the SDGs and how they can contribute to the realization of these goals
Pedagogy & Didactics: choose which statement is most applicable
Inquiry attitude
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During lessons and projects there is little room for the individual interests of students
Students sometimes indicate what they would like to learn; teachers help them on their way
The program supports students in formulating their own learning questions and in giving them content and direction
Collaboration
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Collaboration is part of our teachings, but we do not pay special attention to it
Teachers encourage collaboration and help students to delve into each other's strengths and weaknesses
Collaboration is a daily routine; students reflect on each other's talents and perspectives and on their own so that a climate of cooperation is created
Developing values
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In our training, sustainable action and thinking focuses primarily on taking care of yourself, your health, your talents, etc.
In our training, sustainable action and thinking focuses primarily on how you can take good care of yourself and others, by developing respect and empathy
In our training, sustainable action and thinking focuses on taking care of yourself, others and our natural living environment, by continually investigating the connection between what we do and the consequences thereof on the quality of life here and now and on the quality of life for people, animals and nature elsewhere in the world and for the generations after us
Building Management & Operations: choose which statement is most applicable
Within the educational organization
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The facility services (caretakers, canteen staff) are working on making the school building more sustainable
The facility services are working with some colleagues and students on realizing a safe, pleasant, healthy, fair and green school
As a program, we are well aware of the sustainable ambitions of our school; we actively contribute to making the school environment (indoor and/or outdoor area) more sustainable
Within the program
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Teachers are not/very little concerned with the question of how we can play a sustainable role model
As a team, we have vague agreements about how we can work more sustainably
Practice what you preach is a common thread in our team; students experience that sustainability matters to us
Policy within the program
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Our team is orienting itself on what learning for sustainable development means in the context of our program
Our team has drawn up a plan with students, management, companies and other stakeholders
Our team plan contains goals for sustainable development and we monitor with students and stakeholders whether we achieve these and whether they need to be adjusted
Professional Development: choose which statement is most applicable
Educational staff
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Some teachers have the knowledge and skills to stimulate sustainable thinking and acting in students
As a team, we organize meetings or workshops to improve our knowledge and skills
The expertise of our team to stimulate learning for sustainable development is in order
Educational support staff
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Some janitors, canteen staff and/or policy officers have the knowledge and skills to help develop a sustainable learning environment
We organize meetings or workshops to improve our knowledge and skills as Educational support staff
The expertise of our Educational support staff to create a sustainable learning environment is in order
Manegement
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Some managers are exploring how to give substance to learning for sustainable development
Our managers work together on the process to stimulate the development of knowledge and skills
The inspiration and expertise of our managers to steer towards learning for sustainable development is in order
School Environment: choose which statement is most applicable
Network
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None or some teachers in our team build contacts with sustainable companies and organizations
As a team, we have a reasonable network in the region with sustainable frontrunners; we can easily put students in touch with positive examples of sustainability in the region
As a program, we implement a policy on networking; we actively go out, looking for opportunities for cooperation for our students and know networks such as Vereniging Circulair Groningen, Circulair Friesland and Circulair Drenthe, the Coöperatie Leren voor Morgen, EcoSchools, the RCE Network or SPARK the Movement
Region
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Students or teachers occasionally organize excursions to sustainable companies/organizations or a guest lecture
In the program, students sometimes work on a sustainable learning question of a company or organization
Students work structurally on sustainable learning questions from the region
Coherence
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Teachers sometimes make the connection between a lesson and the sustainable issues of our time
We regularly discuss with students the connection between a lesson, the big questions of our time and what we can do about them here and now
Our students can explain how what they do and learn is related to what is happening in society; they are ambassadors for sustainable action and thinking
Email address
*
Result by email
I would like to receive the outcome by email
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