Inspectors visited a selection of primary and secondary schools to assess teaching about sustainability and progress towards meeting the expectations of the National framework for sustainable schools. In the best lessons, teachers used a range of imaginative activities to help pupils develop and test out their views on complex ethical issues. However, most of the schools visited had limited knowledge of sustainability and work in this area tended to be uncoordinated, often confined to special events rather than being an integral part of the curriculum.


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