Page 13 - Copy of Climate Change and Sustainability Education report

There has been an expansion in cluster working in relation to ALN provision predominantly
in mainstream schools across regions of Wales (Conn et al., 2024). Cluster working
between ALN Coordinators (ALNCos) has reportedly supported collaboration around
implementing ALN reforms and has created a space for ALNCos to ensure practice is
regionally aligned. This, therefore, provides a model for knowledge exchange going
forwards; a similar advantage could be gained for ALN teachers from ALN settings

sharing practice in relation to CCSE in ALN settings. However, this would require initial set-
up support.

Hwb could also be used as a platform for sharing ALN-specific CCSE resources, however,
it lacks the interaction required for peer-to-peer support and the creation of a self-
sustaining network. Instead, Microsoft Teams provides a possible platform for
asynchronous networking.
Some of the teachers
interviewed for this report
suggested an online Teams
“It would just be really nice to see network specific to CCSE in ALN
how other schools are doing it settings. This network would be
[teaching CCSE] really, and then easily accessible as all teachers
you can pick and choose the bits have access to Teams through
that you really like” their work. It would also provide
a repository for resources and
the opportunity for
asynchronous dialogue through
the chat function.

However, teachers also want the opportunity to meet face-to-face to build lasting
connections with one another, which could be facilitated through teaching training
opportunities (see Section 3 “Insufficient Staff Training”).

4.1 RECOMMENDATIONS FOR A SPECIALISED

NETWORK

Establish a dedicated CCSE cluster/network for ALN settings to enable ongoing
exchange of ideas, resources and ALN-friendly trip recommendations across regions.
Support it to become self-sustaining.
Hold regular, accessible meetings - combining asynchronous chat with scheduled
online sessions and ensure all ages and progression stages are represented so teachers
and TAs can share best practice, provide peer support and regionally aligned CCSE
activities.

Teachers in ALN settings are motivated to create a self-sustaining, peer-to-peer
network to share resources and teaching practices around CCSE. Eco-Schools
currently facilitates an annual meeting but this is not well attended and more frequent
meetings are not possible due to capacity challenges with current funding. We
recommend that teachers are supported to create a network that combines
asynchronous chat with regular, scheduled online sessions and that teachers of all
learner levels from routes to learning to progression step are represented.

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