Quickscan PO&VO - Spark

Vision: choose which statement is most applicable

Social mission*

As a school, we have a vision and a mission, in which attention to learning for sustainable development is hardly or not at all mentioned

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*

Some teachers pay attention to sustainable themes or the 17 Sustainable Development Goals

We sometimes work together as a team on projects around a sustainable theme or the 17 Sustainable Development Goals

We work as a team on projects around a sustainable theme at fixed times each year and integrate the 17 Sustainable Development Goals

Skills*

We do not pay specific attention to skills that are needed to build a sustainable world, such as collaboration, future-oriented thinking or systems thinking

Some teachers in our team reflect with students on skills that are needed to build a sustainable world

Our entire team uses a framework such as GreenComp or the Inner Development Goals to develop skills for a sustainable world together

Insight*

We do not pay attention to the connection between our lessons or projects and sustainability issues in the world around us

We make sometimes clearly to students how a lesson or project has an impact on sustainability issues that play a role in the world around us

We always make it clear to students how a lesson or project is related to sustainability issues in the world around us

Pedagogy & Didactics: choose which statement is most applicable

Inquiry attitude*

During lessons and projects there is little room for questions and interests of students

Especially during projects there is room for the students' own questions and interests

It is policy at our school to take the students' own questions and interests as a starting point for our lessons and projects

Collaboration*

Collaboration is part of it, but we do not pay special attention to it

We encourage collaboration and we help students to delve into each other's talents and perspectives

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*

Sustainable action and thinking focuses primarily on how you can take good care of yourself, your health, your talents, etc

Sustainable action and thinking focuses primarily on how you can take good care of yourself and others, by developing respect and empathy

Sustainable action and thinking focuses primarily on care for yourself, others and our natural environment, by constantly investigating the connection between what we do and the consequences for ourselves, others and the earth

Building Management & Operations: choose which statement is most applicable

In the school*

The facility services (such as caretakers, canteen staff) are not or hardly involved in making the school building more sustainable

The facility services sometimes discuss with the teachers how we can make the school and the schoolyard safer, more pleasant, healthier, fairer and greener

There is a permanent working group with caretakers, teachers, students and possibly parents/guardians who set out actions every year to keep the school safe, pleasant, healthy, fair and green

Outside the school*

There is little room for nature on our schoolyard and our students only come there during breaks

There is a reasonable amount of room for nature on our schoolyard and our students sometimes have lessons outside

Our schoolyard is equipped with, for example, a vegetable garden, with nature and natural play equipment and our students have lessons outside regularly every week

Policy*

We do not yet have vision or policy on learning for sustainable development

We are exploring how to embed learning for sustainable development in the school and are having discussions with the team, the board of directors and with students, parents and companies to develop a vision and policy

We have a plan and are working with the entire team on a school where you experience that we take sustainable thinking and acting seriously

Professional Development: choose which statement is most applicable

Teachers*

None/some teachers have the knowledge and skills to stimulate sustainable thinking and acting in students

We organize meetings, go on excursions or follow workshops to improve our knowledge and skills around learning for sustainable development as a team

We and our students/student council consider our expertise as a team for learning for sustainable development to be in order and introduce new teachers to our knowledge and skills

Educational support staff*

None/some caretakers, canteen staff and/or policy officers have the knowledge and skills to help develop a sustainable learning environment

We organize meetings, go on excursions or follow workshops to improve our knowledge and skills as Educational support staff

We and our students/student council consider our expertise as Educational support staff for learning for sustainable development to be in order and introduce new employees to our knowledge and skills

Management team*

None/some managers orient ourselves on how we can give substance to learning for sustainable development within the school

We organize meetings, go on excursions or follow workshops to improve our knowledge and skills as MT with regard to learning for sustainable development

We and our students/student council find our expertise as MT for learning for sustainable development in order and take new MT members with us in our knowledge and skills

School Environment: choose which statement is most applicable

Network*

We have no contacts with sustainable initiatives in the area, for example with companies and organizations in the region

As a team, we have a reasonable network in the area with sustainable frontrunners; we can easily bring students into contact with positive examples of sustainability in the city/neighbourhood/village/region

As a school, we maintain an active network in the neighbourhood and in the municipality, such as with the sustainability policy officer of the municipality, with leading companies, organisations and/or with networks such as the Coöperatie Leren voor Morgen, EcoSchools or SPARK the Movement

Region*

Students do not or occasionally visit a sustainable company or organisation/receive a guest lesson from a parent, company or organisation about sustainability

We regularly work with students on a sustainability issue from the neighbourhood, from a company or from an organisation

Students work structurally on real sustainability issues from the neighbourhood, from a company or from an organisation

Coherence*

Teachers do not/sometimes make the connection between a lesson or project and sustainability issues

Teachers regularly pay attention to the connection between a lesson and sustainability issues in the world around us

Our students can explain how that what they learn in connection with what is happening in society; they are ambassadors for sustainable action and thinking

Email address*