edu20005 sustainable education and perspectives assignment 2 report

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EDU 2000 5- Sustainable Education and Perspective A2

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Assignment 2: report, ongky sharpe 103966639, due date: 5 june 2023, edu 20005- sustainable education and perspective, assignment 2: report, ongky sharpe, student id: 103966639, swinburne online university, ela: jennifer young, word count: 2927, 1. executive summary, the mackillop primary school is facing challenges in performing sustainable, practices. the lack of support and organisations has driven this dilemma. the school, is aware of the benefits of sustainable practices. therefore, they seek effective ways to, get everyone involved in sustainable practices (chawla, 2008, p). the school, embraces the connection with nature and wants to promote a holistic approach for, students to connect with their culture and the land and participate actively in keeping, the healthy ecosystem by being ecological literate (capra, 2007a)., the school’s leadership team and staff believe that children need to understand the, balance in the ecosystem, especially in the 21st century, where everything changes, rapidly. therefore, it is crucial to educate children about ecological literacy so that, they can use their ecological intelligence to promote their critical thinking and, problem-solving skills to come up with solutions to a healthier environment within the, ecosystem (unesco, 2008)., the school has developed a “sustainable connect program”, which encourages the, collaboration of everyone in the school community to be ecological literate and help, each other build a sustainable environment (sveiby& skuthorpe, 2006, pp-58). the, program is based on the australian curriculum framework (acara, 2018, v.8),, which is designed for primary education from prep to grade six. the framework is to, develop the three key concepts outlined in the curriculum that focus on the classroom,, the outdoors and the wider community., to finish the report, a conclusion and recommendation have been made to be aligned, with the australian curriculum guidelines and other resources., 2. introduction, mackillop primary school is located in a rural area in north queensland. it is, considered a small school with one stream classroom for each grade from prep to year, six. the school grounds are unique because of the wetland behind the school. they, have a natural ‘forest’ built naturally by the ecosystems with big old trees across the, land. due to the small number of staff, the school is yet to practice sustainability, across the school environment. furthermore, teachers are swamped with the amount, of curriculum they must deliver to the classroom, and their workload is enormous., keeping the wetland sustainable is essential to benefit the school community, environment, such as the wildlife and preserving the native trees and plants, which, help human beings as a part of the ecosystem (merkel, 2009, pp-217)., through educating about sustainability, the mackillop school community’s view can, be changed by shifting their perceptions of sustainability towards a positive way., once they understand their responsibility, it will encourage them to change their, lifestyle and choose different alternatives for certain things to help preserve the, ecosystem (gore, 2009, pp. 229-315). it is also essential to let students form a bond, with their natural environment by incorporating outdoor activities across the lesson to, help them grow their connections with nature. once they understand the relationships, between humans and nature, they will understand the necessity of keeping the world, around them sustainable (louv, 2005). furthermore, in this 21st century, where the, world is changing rapidly, children must understand the crucial part of leaving the, world imbalance and what will happen to their future ecosystem if they do not help to, preserve it (unesco, 2008)., the mackillop primary school aims to share this knowledge and educate students that, the sustainability of their environment must come first before anything else., therefore, creating awareness for this matter will develop students’ consciousness, towards sustainability when they are involved directly. therefore, the school must, provide the experiences and atmospheres that enable students to experiment and be, willing to take risks to try something new, especially in a safe environment (barlow et, al., 2005). students can expand their knowledge, apply their problem-solving skills,, develop critical thinking in their social environments as active citizens, and, understand their local, national, and global responsibilities (combes, 2009, p)., therefore, the main goal is to create an initiative with young children through holistic, approaches and engage in what they know to expand their knowledge through a socio-, constructivist process (littledyke & mccrea, 2009, pp-53). consequently, they, will grow into an adult equipped with the knowledge and understanding and become, eco-literate; they can apply what they know about the concept of sustainability to, support the longevity of the ecosystem (orr, 2004, p). furthermore, sustainability, education is fundamental for students to understand how social, economic, and, environmental factors influence human life. for this reason, their participation is, critically important in supporting the sustainability of the environment around them, (acara, 2018, v.8), this report aims to deliver some ideas and frameworks to create a sustainable, initiative for leadership and the school community aligned with the australian, curriculum content descriptors (acara, 2018, v.8). the framework is designed for, primary school students (prep to grade six). this curriculum framework will help the, 3. main body, 3 ecological literacy, ecological literacy skills can be embedded in the early years of children’s life., children must be allowed to connect with nature and its natural habitat. louv (2005), highlighted the necessity of children connecting with nature; this way, children can, bond and form relationships that result in appreciation and respect for their, environment. subsequently, this respect and appreciation will drive them to save and, preserve the world around them (lowe, 2007)., the mackillop primary school aims to implement sustainability education across the, curriculum and educate students to become “ecological literate” (orr, 1992, pp. 85-, 89). ecological literate refers to someone who understands the standard and the, basics of ecology, including human ecology and the concept of sustainability. as, mentioned above, this will help students grow respect and appreciation for the, environment and be willing to find the solutions to keep them going (lowe, 2007). an, ecologically literate person must have the ability and enjoyment of reading., additionally, numeracy skills are sometimes needed to understand the limit of, numbers (orr, 1992, p)., the benefit of ecological literacy embedded in primary school education is to build, students’ ability to become critical thinkers and expand their knowledge in problem-, solving through creative and innovative ways by incorporating the pedagogical theory, into everyday living (littledyke & mccrea, 2009, pp-53). in addition to this, benefit, students will be positively encouraged to care for and nurture their, environment and be willing to participate in behaviour change and transformative, learning (hill et al., 2004). through transformative learning, students can generate, their ideas, justify their purposes, recognise the values of living sustainably in a, healthy environment and transform themselves into becoming a “biophilia”, which is, described as a person who fosters and improve their level of awareness and gratitude, towards other living creatures such as animals and plants because of their connection, to uplift each other within the ecosystem (verbeek & de waal, 2022, p). another, benefit of being biologically literate is that students can experience storytelling from, the lands, animals, and native plants related to the aboriginal culture, as the oldest, culture in australia (sveib & skuthrope, 2006, pp-58). additionally, students can, learn the links between the people, the land and the historical events that happened in, the past to gain a deeper understanding of one of the oldest cultures in the world. this, is why, as a whole community, the mackillop primary school can change their, perspectives into an ecologically literate community, especially with the wasteland, situated on the school grounds, which can enrich their knowledge of the ecosystem, and encourage their participation in environmental awareness (chawla, 2008, p)., integrating sustainability into the community also comes with challenges. the lack of, understanding of sustainability could prevent people from participating (littledyke &, mccrea, 2009). furthermore, the lack of time and work overloads will prevent, teachers from articulating the importance of sustainability concepts in the social, context. therefore, this knowledge must be embedded in the staff’s development to, gain a deeper understanding of sustainability and be willing to share their knowledge, to integrate sustainability into the curriculum (wilson, 2012, pp-56). another, hass, teachers can incorporate arts to provide a more engaging experience., students can design their posters for sustainability, which will help them to, express their perspectives on sustainable living practices. this activity will deepen, students’ critical perspectives by including the interdisciplinary thinking process,, emphasising cause and effects and rights and responsibilities as active citizens, (acara, 2018, v.8). this strategy is considered humane education for they are, providing actions and ways to help find a solution (institute for humane, educations, n). teachers can play their role as an advocate for change for, students and their parents to get involved in a positive classroom community by, promoting recycling for a healthier environment (miletti, 1999). additionally,, teachers can show the difference between healthy and unhealthy environments,, and students can learn about the positive and negative impacts. therefore, students, and their families must take part in keeping the ecosystem sustainable (chawla,, 2008, pp. 98-110)., 3.2 outdoor spaces, in relation to the ecosystem explanation, teachers can broaden students’ learning, about how to look after the outdoor ecosystem. teachers can explain the, sustainable living patterns that connect humans to plants and animals to empower, students to create a sustainable quality of living for every living thing (the rescope, project, 2016). teachers can organise excursions to the wasteland behind the, school for students to learn about environmental changes, encourage critical, thinking, and participate in the transformation (education for sustainability, 2014)., through the holistic experience, students can learn about the three life cycle, phenomena, from the web of life to the cycle of nature that connects to the flow of, energy. through the three phenomena, students can better understand the natural, world (chawla, 2008, pp-110). the three phenomena can teach students the, importance of keeping the wasteland sustainable by planting more trees, removing, rubbish, and managing waterways (landcare australia, n). teachers and students, can also work together to add greenery outside the classroom (green school,, 2014). they can plant some seedlings and use the experience as a learning capacity, for students to investigate and report. this initiative will help the development of, the sustainability curriculum framework (dewha, 2010)., 3.2 wider community, in addition to the poster, the leadership team can arrange “a clean-up day” for the, whole school to participate. whole school clean-up can be done at the end of the, term, where each class is assigned to a specific area to clean up; by picking up, rubbish and ensuring the classroom environment is clean and tidy. the whole, school approach will show the relational process focused on social collaboration, (locke, as cited in davis, 2010, p). leadership and staff can show the school, community that a sustainable environment requires community work, where, everyone can share a sense of hope for the future and not be overwhelmed by the, amount of work to overcome environmental responsibilities. additionally, the, school leadership can organise a “working bee” on a sunday, inviting parents and, carers to restore the school ground. the australian sustainable school initiatives, the ecological footprint whilst actively building a better ecosystem (slaughter, 2008,, 5. recommendation, the suggested recommendations are listed below:.

• Establish clear expectations in the classroom and within the school environment

about recycled materials. Facilitate recycle bin that is visible for everyone to use.

• Regular information night regarding sustainable environment within the school

ground. Hold regular Parents and friends meeting to support the discussion and

Inclusive practice..

• Active involvement from the leadership team and staff to encourage the plan for

establishing a clean and healthy environment, such as: keeping trees and plants

Alive and no littering on school grounds..

• Nude food challenge, where students come to school without plastic packaging to

reduce plastic waste because plastic does not break down.

• Opening windows and doors throughout the morning for the fresh air and reduce

the electricity from the air conditioner.

Australian curriculum, & assessment and reporting authority (acara). (2018). cross-, curriculum priorities: sustainability v.8. retrieved from, australiancurriculum.edu/crosscurriculumpriorities/sustainability., australian curriculum, assessment and reporting authority [acara]. (2018). australian, curriculum: f-10 curriculum: cross-curriculum priorities: sustainability:, overview v.8. retrieved from, australiancurriculum.edu/crosscurriculumpriorities/sustainability, the australian sustainable schools initiative [aussi]. (2014). retrieved from, environment.gov/topics/sustainable-communities/sustainability-, education/aussi, barlow, z., marcellino, s., & stone, m. k. (2005). leadership and the learning community., in m. k. stone & z. barlow (eds.), ecological literacy educating our children for, a sustainable world (pp. 149–160). san francisco, usa: sierra club books., davis, j., & ferreira, j. a. (2009). creating cultural change in education : a proposal for a, continuum for evaluating the effectiveness of sustainable schools implementation, strategies in australia. australian journal of environmental education, 25 , pp. 59–, department of the environment, water, heritage and the arts [dewha]., (2010). sustainability curriculum framework: a guide for curriculum developers, and policy makers. retrieved from, environment.gov/resource/sustainability-curriculum-framework-, guide-curriculum-developers-and-policy-makers, department of environment and heritage [deh]. (2005). educating for a sustainable future:, a national environmental education statement for australian schools. retrieved, from naturalresources.intersearch.com/naturalresourcesjspui/bitstream/, 1/16314/1/gough_sharpley%202005, education for sustainability (2012) retrieved from, education4sustainability/p=, hill, s. b., wilson, s., & watson, k. (2004). learning ecology: a new approach to learning, and transforming ecological consciousness: experiences from social ecology in, australia. in e. v. o'sullivan & m. taylor (eds), learning toward an ecological, consciousness: selected transformative practices (pp. 47–64). new york: palgrave, institute for humane education. (n.). what is humane education. retrieved from, humaneeducation/become-a-humane-educator/what-is-humane-education/, green school. (2014). home. retrieved from greenschool/, gore, a. (2009). our choice: a plan to solve the climate crisis (chapter 14. pp. 299–316)., london: bloomsbury publishing., mileti, d. (1999) disasters by design: a reassessment of natural hazards in the united states., joseph henry press washington: usa., lang, j. (2005). let's rethink curriculum design. education for sustainability (summer)., retrieved from eqa.edu/site/letsrethink.html., littledyke, m., & mccrea, n. (2009). starting sustainability early: young children exploring, people and places. in m. littledyke, n. taylor & c. eames (eds.), education for, unesco. (2008). the contribution of early childhood education to a sustainable, society. retrieved from, unesdoc.unesco/images/0015/001593/159355e.pdf, verbeek, p., & de waal, f. b. m. (2002). the primate relationship with nature: biophilia as a, general pattern. in p. h. kahn, jr. & s. r. kellert (eds.), children and nature:, psychological, sociological and evolutionary investigations. ma: mit..

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