During your eight serial days, you should spend the equivalent of three days gathering this information, by observing, speaking to class teachers and other colleagues, interacting with learners, reading school policies, and any other appropriate activities. The tasks will be explained in greater detail in relevant sessions during the module.

• Mapping of school grounds/area.

The school is surrounded by flats, shops and main roads and is constantly surrounded by cars and traffic. The school grounds are not massive however; there is enough space for children to play during intervals. There is no greenery either in the school grounds or around it eg. No grass, trees or garden areas. Inside the school there are spacious classrooms, a small canteen which is also used as the gym hall and small offices for the head and depute head teacher, office staff, janitor and resource room.

• Evidence of existing engagement with sustainable education within the school such as garden area, recycling bins, litter picking ‘wardens’, bird boxes, and so on.

The school is an eco-school and has an eco committee in which many pupils participate in. The school also focuses on recycling. Furthermore, within the classroom pupils have different roles each day, such as the ‘light monitor’ – who’s responsibility it is to ensure all the lights and projectors are off when nobody is in the class. There are also litter picking wardens during break and lunchtime so the playground is kept tidy.

• Consideration of actual play space for children and its suitability.

The school grounds are sufficient for play and even have various fun and colourful designs painted on the playground for children. There are also benches around the playground.

• Discussion with children on these aspects of sustainable education.

After discussing with some of the pupils in my class, I have learned that they are extremely keen to look after their environment with a strong focus on recycling – the children feel strongly on this subject and are always asking questions relating to it such as asking the teacher to go and recycle their bottles etc. The children are also very aware of the importance on saving electricity – and like taking on the role of ‘light monitor’.