National Framework - 8 doorways

In May 2006, Department for Children, Schools and Families (DCSF) launched The National Framework for Sustainable Schools. 

The following definitions taken from the TeacherNet website, outline the eight doorways: 

Food and drink | Energy and water | Travel and traffic | Purchasing and waste | Buildings and grounds | Inclusion and participation | Local well-being| Global Dimension

For website links specific to each doorway please visit our resources section.

See also http://esd.escalate.ac.uk/1366

Food and drink

Schools to offer and promote healthy, local and sustainable food and drink, produced on site (where possible), with strong commitments to the environment, social responsibility and animal welfare, and with increased opportunity to involve local suppliers.

Travel and traffic

Schools to be models of sustainable travel where vehicles are used only when absolutely necessary and facilities for healthier, less polluting or less dangerous modes of transport are exemplary.

Energy and water

Schools to have minimised their carbon emissions by becoming exemplars of energy efficiency and renewable energy, showcasing wind, solar, bio-fuel and other appropriate energy sources in their communities. Furthermore, schools to minimise their use of freshwater by becoming exemplars of sustainable water management, showcasing freshwater conservation, rainwater use, and other water conservation measures in their communities.

Purchasing and waste

Schools to be models of resource efficiency by using low impact goods from local suppliers that minimise (or eliminate) packaging and that are produced with high environmental and ethical standards, and by recycling, repairing and reusing as much as possible.

Buildings and grounds

School buildings and grounds to be regarded as living, learning places where pupils see what a sustainable lifestyle means through their involvement in the continual improvement of the school estate.  To make visible use of sustainable design features and, as opportunities arise, to choose building technologies, interior furnishings and equipment with a low impact on the environment.  To develop school grounds in ways that help pupils learn about the natural world and sustainable living, for example, through food growing and biodiversity conservation.

Inclusion and participation

By 2020 the government would like all schools to be acting as models of social inclusion, enabling all pupils to participate fully in school life while instilling a long-lasting respect for human rights, freedoms and creative expression.

Local well-being

Schools to be models of good corporate citizenship within their local areas, enriching their educational mission with activities that improve the environment and quality of life of local people.

Global Citizenship

Schools to be models of good global citizenship, enriching their educational mission with active support for the well-being of the global environment and community.