Education for sustainability learning opportunities (Week 5)

In year 3 Tyrrell, education for sustainability was the focus for our term 3 Humanities and Social Sciences (HASS) lessons. Students developed attitudes and values, became aware and knowledgeable on sustainability issues and motivated to take action (Australian Education for Sustainability Alliance [AESA], 2016). They are now prepared to participate in Planet Ark’s National Recycling Week next term.

In Civics and Citizenship Education (CCE), an aspect of HASS, sustainability focuses on processes of engaging, valuing, connecting and taking action (Gilbert & Hoepper, 2014). It is a lifelong endeavour which challenges your children to think about the prosperity of the future by understanding how sustainable patterns of living allow us to meet the needs of the present, without compromising the ability of future generations to meet theirs (Australian Curriculum, Assessment & Reporting Authority [ACARA], 2017a). 

Recycling is recognised as an important part of a sustainable lifestyle to preserve the resources used by society and provide jobs for citizens (UAF Office of Sustainability, 2013). Involving students in recycling schemes and other activities to improve the environment is enjoyable and also teaches life-long lessons about teamwork, sorting, reusing and taking care of the environment (Backer, 2017).

Students used Cool Australia’s (2017) ‘Bin it’ resource to develop their understandings of what recycling is and why it matters. They discovered the ways recycling helps to preserve resources available and reduce the impact of processing these resources on the planet. This resource covered the common types of waste found at school and home and how it can be disposed, how quickly it breaks down and different ways waste can be reused or recycled (Cool Australia, 2017). Students then expanded this new-found knowledge by applying it to their classroom practices.

After as few weeks, students were then challenged to spread their knowledge to other classrooms by presenting PowerPoints, posters and speeches. Twice a week, groups of students went to other classrooms to provide information, give demonstrations and monitor progress. Students developed a school-wide bin system that helped others enact sustainability by sorting their waste effectively.

This required students to reflect on learning and propose actions to issues, and communicate their ideas in multiple types of media. Through this, it extended their critical thinking, personal and social capacity by allowing them to be innovative and provide solutions towards more sustainable patterns of living (AESA, 2016).

Students became active thinkers and responsible members of a group, giving them a sense of purpose and empowerment (Boyle-Baise & Zevin, 2014). By developing civic values and skills that empowered your children to be leaders in the transition to a sustainable future, teaching sustainability through CCE enabled them to appreciate real-life citizenship obligations and opportunities (Gilbert & Hoepper, 2014). Students made real choices and decisions and through this discovered how people can work together to develop strategies for a sustainable future. 

I encourage you to discuss with your child the practices they have learnt and consider continuing these (where possible) at home to reinforce the ideas and concepts developed.

References

Australian Curriculum, Assessment and Reporting Authority. (2017a). Cross-curriculum priorities: Sustainability. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/overview

Australian Education for Sustainability Alliance. (2016). What does sustainability look like in the classroom. Retrieved from http://www.sustainabilityinschools.edu.au/classroom

Boyle-Baise, M., & Zevin, J. (2014). Young citizens of the world: Teaching elementary social sciences through civic engagement. New York, NY: Routledge.

Cool Australia. (2017). Activity: Clean Up Australia – Smartboard lesson: ‘Bin it’. Retrieved from https://www.coolaustralia.org/activity/clean-up-smartboard-lesson-bin-it/

Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian Curriculum (5^th Ed.). South Melbourne, Victoria: Cengage Learning Australia.

UAF Office of Sustainability. (2013). Why is recycling important. Retrieved from https://www.uaf.edu/sustainability/recycling-program/why-recycle/index.xml

Images

Australian Curriculum, Assessment and Reporting Authority. (2017b). Curriculum: F-7 HASS [image]. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10

Australian Curriculum, Assessment and Reporting Authority. (2017c). General Capabilities: Critical and Creative Thinking [image]. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/critical-and-creative-thinking/introduction/introduction

Australian Curriculum, Assessment and Reporting Authority. (2017d). General Capabilities: Personal and Social Capability [image]. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/personal-and-social-capability/introduction/introduction

Green, H. (2016). How recycling works! [video]. Retrieved from https://www.youtube.com/watch?v=VlRVPum9cp4&t=20s

Mocomi. (2012). What is Sustainability: Mocomi kids [video]. Retrieved from https://www.youtube.com/watch?v=gTamnlXbgqc

Western Springs College. (n.d.). Recycling systems [images]. Retrieved from http://www.westernsprings.school.nz/Notices/WasteManagement/WSC_Waste_Management.html