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Transcript of Sustainability Lecture
The Shape of the Australian (Victorian)Curriculum
Education plays a critical role in shaping the lives of the nation’s future citizens.
To play this role effectively, the
intellectual, personal, social and educational
needs of young Australians must be addressed at a time when ideas about the goals of education are changing and will continue to evolve (ACARA, 2011).
Children's experiences in/of nature
Children's aspirations & agency
Environment & Sustainability
Seminar Day 1 (Lecture 2)
Asia and Australia’s engagement with Asia
Aboriginal and Torres Strait Islander histories and cultures
The cross-curriculum priorities to be addressed in the National Curriculum are:
Going out into the field to learn about sustainability
Your decisions around any lessons (MEC or otherwise) will be concerned with
selecting, sequencing, organising and structuring
lessons in conjunction with a curriculum framework
e.g. AUSVELS, Victorian Curriculum etc.
In implementing any curriculum (National or otherwise) there are two general question we are asking:
1. What is it that is most useful/important for learners to know about ‘X’?
2. What are the most effective ways in which they can learn it?
….children around the world have similar wishes no matter where they grow up:
They want clean water and enough food to eat; They want to be healthy and the space to learn, develop and play; They want friends and family who love and care for them; They want to participate in community life and be valued; They want to collaborate with adults to make the world a better place for all; They want peace and safety from threats of violence; They want access to a clean environment where they can connect with nature; They want to be listened to and their views taken seriously
(Malone, 2004, p.56)
These priorities illustrate how learning can, and are expected to be integrated across the subjects to enable and ensure students connect their learning with important issues in contemporary society.
Nature deficit disorder (Louv, 2008)
Extinction of experience (Pyle, 2002)
Spiralling loss of direct nature interactions (Wake, 2007)
Unease about children's lack of direct experience with natural environments has triggered 21st century phrases from educators and contemporary thinkers....
Environmental generational amnesia (Kahn, 2002)
As a beginning teacher you will be expected to embed national standards across all programs to an increasingly diverse student population.
What might be the role of place-based education for sustainability?
ESD is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources. ESD applies transdisciplinary educational methods and approaches:
to develop an ethic for lifelong learning;
fosters respect for human needs that are compatible with sustainable use of natural resources and the needs of the planet;
and nurtures a sense of global solidarity.
UNESCO Decade of ESD (DESD) 2005-2014
What are you curious/concerned about?
What needs our attention?
What are the critical decisions that need to be made? (schools, communities, individuals
Education for sustainable development (ESD) is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the earth’s natural resources. (UNESCO undated)
Here are some other definitions:
What has this got to do with sustainability??
A global community that is struggling to address issues of sustainability such as
resource consumption, climate change, poverty and peace
URGENTLY NEEDS future generations who can THINK CRITICALLY & SYSTEMICALLY about cultural and political aspects of sustainability, and generations with the motivation to ENVISION & ENGAGE in positive change...
(Tilbury & Wortman, 2006, p.95)
Education for sustainable development (ESD)
Sustainability refers to the integration of environmental, economic and social considerations in development that optimises human and natural welfare and integrity for present and future generations
(Bruntland Report, 1987)
.... sustainability means not living beyond our collective
ecological means and not mortgaging the future
for present benefit.
ESD is about the learning needed to maintain and improve our quality of life and the quality of life of generations to come ... ESD enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future.
(Sustainable Development Education Panel Report 1998)
digital resources to support the Australian Curriculum
Map ALL sustainability concepts you've observed in schools (as student teacher, parent, general observer)
What and where are the innovations?
Which of these programs/initiatives are most effective? Why?
How are schools positioned to teach EfS?
What makes schools ideal places for teaching education for sustainability (EfS)?
What are some of the barriers?
What are your ideas/concerns for teaching sustainability to students?
Why the need to change from this approach?
A call from researchers to move away from passive forms of EE to a more ‘socially critical’ platform requires students to question the actions of society that led to environmental degradation, and engage in positive action for the environment themselves (Taylor et al, 2009).
It became necessary to expand the view of EE to include numerous facets of
how the world works
limit our understanding of the natural world.
Traditionally there was the belief that simply teaching children (and adults) about ‘the environment’ would result in a change of behaviour
that would benefit 'the environment'
The evolution of Environmental Education to Education for Sustainability
MOVEMENT + ENVIRONMENT +
Thinking about the future
..BUT IT'S MORE THAN THAT!!
Scootle (www.scootle.edu.au) is a ‘one stop shop’ that contains more than 7800 items of digital curriculum content from The Le@rning Federation. It provides easy ways to find, organise and use this material. TLF’s digital curriculum content includes:
learning objects: interactive, multimedia resources designed for Australian and New Zealand curricula
digital resources: items sourced from Australia and New Zealand's premier cultural institutions that may be a section of moving image footage; an image of a document, line drawing, painting, or map; a photograph; an audio file of a song or broadcast
teaching and assessment resources: assessment objects, teaching notes and assessment ideas to support the digital curriculum content.
Still relevant two decades on, more recently others have challenged this definition to include ‘development that meets the needs of the present while safeguarding Earth’s life-support system, on which the welfare of current and future generations depends’
(Griggs et al., 2013, p. 306)
What was something you heard today that you hadn't considered?
What new perspectives have you gained?
How might you use these new
Education for Sustainability (EfS)
What are children saying?
E is for earth; it’s where we live
We learn sustainability to help the whole earth
We need to make the earth less gassy
Sustainability means we have the ability to sustain the earth
The earth keeps moving around so we can breathe
Every animal has a purpose on the earth
If we share knowledge, it’s going to help the earth