Sustainability resources for the Australian Curriculum
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Sustainability resources for the Australian Curriculum
Education for sustainability develops a balanced approach to the way humans interact with each other and the environment.
Curated by Maree Whiteley
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The Australian Curriculum v8.1 Sustainability

The Australian Curriculum v8.1 Sustainability | Sustainability resources for the Australian Curriculum | Scoop.it

Sustainability addresses the ongoing capacity of Earth to maintain all life.

Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment.

Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world.  Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence

Maree Whiteley's insight:

The Humanities Learning Area has several direct links to the organising ideas listed within the Sustainability Cross-Curriculum Priority v8.1.

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Millennium Kids - Kids creating solutions for a better world

Millennium Kids - Kids creating solutions for a better world | Sustainability resources for the Australian Curriculum | Scoop.it

Millennium Kids Inc is a group of young people aged 10 to 25 years who are committed to improving our world through constructive action.

Through Millennium Kids Inc community or school based workshops kids think about their communities, hatch ideas for change and create an implementation plan. Then with the support of mentors and stakeholders they undertake their plan of action.

Maree Whiteley's insight:

Millennium Kids Inc is a group of young people aged 10 to 25 years who are committed to improving our world through constructive action.

Through Millennium Kids Inc community or school based workshops kids think about their communities, hatch ideas for change and create an implementation plan. Then with the support of mentors and stakeholders they undertake their plan of action.

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Roots & Shoots- Jane Goodall's school program

Roots & Shoots- Jane Goodall's school program | Sustainability resources for the Australian Curriculum | Scoop.it
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Roots and Shoots- Jane Goodall's school program - students taking action!

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Wild Ways Conservation Art Project

Wild Ways Conservation Art Project | Sustainability resources for the Australian Curriculum | Scoop.it

he Wild Ways Conservation Art Project uses art as a vehicle to raise awareness about conservation issues, promoting positive action to encourage people to care for precious ecosystems in both Asia and Australia. Information about Wild Ways 2015 will be posted during Term 1.

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The Wild Ways project provides an excellent opportunity for cross curricula integration of conservation in your school and for your students to send a message to the community about the importance of biodiversity.

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GEP Water resources

GEP Water resources | Sustainability resources for the Australian Curriculum | Scoop.it
2013 is the International year of Water and Sanitation. This Scoop it contains resources for the primary and secondary classroom.
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Growing Up Green

Growing Up Green | Sustainability resources for the Australian Curriculum | Scoop.it
Connecting with nature helps your child become a protector of the planet and a better learner.
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Leading by example ��������
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How sustainable is your smartphone? - interactive

How sustainable is your smartphone? - interactive | Sustainability resources for the Australian Curriculum | Scoop.it
Smartphones are owned by one in five people and have changed how many of the world's most important industries work – from journalism to farming. But their production carries a cost; using more than 40 elements that are mined with untold environmental and social effects on every inhabited continent on earth. Use our interactive to take a detailed look at positive and negative impacts your smartphone has made on people and planet
Maree Whiteley's insight:

Take another look at your smartphone...Use this interactive to take a detailed look at positive and negative impacts your smartphone has made on people and planet

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Niki Karydis's curator insight, April 6, 2014 2:39 AM

This clean, user-friendly and interactive online resource presents the sometimes dark and hidden truth behind what makes up a piece of technology that is owned by one fifth of the worlds' population.  Stage 2 is the perfect time to educate students about the use of exhaustible materials or unethical working conditions in making products like the smartphone because they are sprouting the ability to develop a "critical understanding of the issues they investigate" (Marsh, 2010, p16). Not only this, but if students have begun to understand what goes into the construction of an item like this (including the environmental and social effects of these processes) then when the time comes for them to be consumers of such a product, they can make a more informed decision about their purchase.

 

This is not a resource that students would use in the classroom themselves. This is because the language is more advanced than they are most likely able to read for meaning and would probably leave most students feeling frustrated, lost and overwhelmed. It is, however, an extremely helpful resource for teachers to use to source and cite accurate and unbiased information on the issue since the site introduces both the positive and negative effects of smartphones on people and the environment.

 

As a teacher you could plan a learning sequence, utilising case studies, true stories, facts, statistics and other information from this site.  For example, students could conduct a survey of their families and friends to find out how many people own a smartphone. The survey could also investigate peoples reasons for either using or not using a smartphone, and then determine whether these decisions are informed by facts or by accessibility or monetary concerns etc.

These results could then be collated, discussed and jointly graphed. Students would make generalisations about their findings and identify common reasons for either using smartphones or not using them. An activity like this would definitely require an abundance of teacher guidance and support, providing many incremental activities to equip students with the skills needed to both conduct the survey, record their findings informally and to then present their collective findings graphically. If students are adequately challenged and suppoted (McInerney & McInerney, 2010) the endeavour will be rich and enjoyable.

 

 

References:

Marsh, C. (2010). Becoming a teacher - knowledge, skills & issues. Pearson Australia.

 

McInerney, D & McInerney, V. (2010). Educational psychology: Constructing learning. 5th edition. Pearson Australia.

 

Nastassia Allen's curator insight, April 6, 2015 5:23 AM

It is anticipated that students will realise that they as consumers have great responsibility in their choice and that not everything is regulated. They will be informed of the United Nations Guidelines for Consumer Protection and otherwise under SSS3.7 (NSW Board of Studies, 2006),  they will learn about human rights. To help satisfy English outcomes EN3-1A, EN3-2A and EN3-3A, (NSW Board of Studies, 2012), the teacher could select human rights-focused components of this interactive smartphone for students to investigate further. A storyboard or flow chart format would emphasise the interconnectivity and a “my rights and responsibilities” list contrasting a “producer's rights and responsibilities” list would further highlight the social responsibility that comes with choice and lead into further human rights discussions. The emphasis on the visual assessment could be greater for visual learners and the difficulty of webquests could be altered in light of the inquiry-based research experience of the class and/or individuals (Gilbert and Hoepper, 2014, chap.8). A large printed-out smartphone for the class wall with students' contributions would add to the fun (Maxim, 2003), but highlight the pertinence of the activities, bringing everything together as a textbook often cannot (Brophy & Alleman, 2009).

 

Board of Studies NSW. (2006). Human Society and its Environment K-6. Sydney: Board of Studies NSW.

 

Board of Studies NSW. (2012). English K-10 Syllabus. Sydney: Board of Studies NSW.

 

Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching: Theory and Practice. 15(30), 357-376.

 

Gilbert, R., & Hoepper, B. (2014). Teaching Humanities and Social Sciences. History, Geography, Economics and Citizenship in the Autralian Curriculum. (5th ed.). Melbourne, Victoria: Cengage.

 

Maxim, G.W. (2003). Let the fun begin!: Dynamic social studies for the elementary school classroom. Childhood Education., Vol. 80, 1, 2003.  

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Educating for a Sustainable Future - Cool Australia

Educating for a Sustainable Future - Cool Australia | Sustainability resources for the Australian Curriculum | Scoop.it
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An excellent Australian Curriculum resource.
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The Global Classroom Project: 2013-14 - The Complete International Cookbook 2014

The Global Classroom Project: 2013-14 - The Complete International Cookbook 2014 | Sustainability resources for the Australian Curriculum | Scoop.it

The process begins with students thinking of a recipe that is special to their family traditions or cultural heritage. Students may have to interview family members for ideas and important details which connect recipes to family traditions or cultural celebrations. They then work at writing out the recipes using a curriculum-based procedural writing format...

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The goals of this project allow for a wonderful and unique cultural experience as students are exposed to many culturally-diverse foods and recipes, diverse cultural practices, and authentic dialogue.

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World Food Day: October 16 Food and Agriculture Organization of the United Nations

World Food Day: October 16 Food and Agriculture Organization of the United Nations | Sustainability resources for the Australian Curriculum | Scoop.it

“Sustainable Food Systems for Food Security and Nutrition” will be the focus of World Food Day in 2013.The official World Food Day theme – announced at the start of every year by the Food and Agriculture Organization of the United Nations (FAO) – gives focus to World Food Day observances and helps increase understanding of problems and solutions in the drive to end hunger.

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Dove vs Greenpeace

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The search for palm oil continues...at what cost?

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Sustainability

Sustainability | Sustainability resources for the Australian Curriculum | Scoop.it
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Digital resources from ESA linked to AC Cross curriculum priority:Sustainability
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The Global Cardboard Challenge

The Global Cardboard Challenge | Sustainability resources for the Australian Curriculum | Scoop.it

The Global Cardboard Challenge is an annual challenge that invites kids around the world to design and build awesome creations using cardboard, recycled materials and imagination. The challenge culminates in a Global Day of Play on October 5th bringing communities together to celebrate the creativity and imagination of children around the world. The goal this year is to engage 1 Million Kids in 70 Countries in Creative Play.. Join us in 2013.

Maree Whiteley's insight:

What a fun way to engage in Intercultural Understanding...

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Wildways Conservation Art Project (with images, tweets) - compiled by Maree Whiteley

Asia Literacy, Geography and Visual Arts PL at Perth Zoo - May 2015
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This PL event explored AC Curriculum links within the context of the biodiversity of the SE Asian region. Classroom teachers accompanied Visual Arts teachers to plan a Student Inquiry Project...#AsiaLiteracy #Geography #VisualArts and #EthicalUnderstanding 

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One World Centre

One World Centre | Sustainability resources for the Australian Curriculum | Scoop.it

Find out about our services for educators in primary and secondary schools, and early childhood education centres.

Maree Whiteley's insight:

One World Centre is a great resource for every classroom teacher.#globaleducation #sustainability #takingaction

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AuSSI-WA Toolkit - The Department of Education

AuSSI-WA Toolkit - The Department of Education | Sustainability resources for the Australian Curriculum | Scoop.it
The Sustainable Schools Toolkit contains a range of resources to support schools to develop whole-school 'sustainability action plans' relevant to their own, local context.
Maree Whiteley's insight:

The three tools provide a means by which schools can identify all the key EfS activities they are currently involved in, both in terms of activities and processes, and celebrate achievements to date. The tools provide a means by which all staff can see themselves 'on the same page' (or three, to be precise!), and thus provide a conceptual and organisational structure that supports whole-school activity.

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From rainforest to your cupboard: the real story of palm oil - interactive

From rainforest to your cupboard: the real story of palm oil - interactive | Sustainability resources for the Australian Curriculum | Scoop.it

You wash with it, you brush with it, you toast it, it’s in 50% of what you buy – but what’s the real story of palm oil? Use the interactive below to trace the journey of palm oil from the rainforest through to your kitchen cupboard

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What's the real story of palm oil? Interesting and very 'real' issue to investigate...#problembasedlearning #inquiry #criticalthinking

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For Students, the Importance of Doing Work That Matters

For Students, the Importance of Doing Work That Matters | Sustainability resources for the Australian Curriculum | Scoop.it
If our students look at the work we’re asking them to do today and say “It doesn’t matter,” we’re missing a huge opportunity to help them become the learners they now need to be.
Maree Whiteley's insight:

Such an insightful read for every teacher...are YOU setting 'work that matters'?

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Earth Hour Australia 2014 - Lights out for the reef.

Earth Hour Australia 2014 - Lights out for the reef. | Sustainability resources for the Australian Curriculum | Scoop.it
Earth Hour is about you and me – the beautiful, bold idea that all of us together can inspire action to solve the climate crisis. In 2014, we're focusing the power of Earth Hour to save the Great Barrier Reef.
Maree Whiteley's insight:
Lots of opportunities to get involved...remember 'Lights off for the reef' on March 29...
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Ten critical questions

Ten critical questions | Sustainability resources for the Australian Curriculum | Scoop.it
Support for school teachers, teaching resources, case studies and background information
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The 10 Cities That Are Leading The Way In Urban Sustainability

The 10 Cities That Are Leading The Way In Urban Sustainability | Sustainability resources for the Australian Curriculum | Scoop.it
Cities are the laboratories where the most innovative ideas for surviving in the future can be tested. These 10--from New York to Tokyo to Bogota...
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the Landfill Harmonic Orchestra


Via Catherine Smyth
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Catherine Smyth's curator insight, September 27, 2013 2:35 AM

This is a truly inspiring and creative story about recycling.

Thomas Engesser's curator insight, April 13, 2014 3:32 AM

Have a look at what can be create-ed when we give people access to a precious resource. What, access to the precious resource of garbage, I hear you say? No, the precious resource that is creativity.

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Unicef Urban Population Map

Unicef Urban Population Map | Sustainability resources for the Australian Curriculum | Scoop.it

An Urban World: UNICEF's new data visualization of urban population growth over the next 40 years.This graphic depicts countries and territories with 2050 urban populations exceeding 100,000. Circles are scaled in proportion to urban population size. Hover over a country to see how urban it is (percentage of people living in cities and towns) and the size of its urban population (in millions).

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10 Teacher Resources For Global Learning -

by Kristin Marino According to the Levin Institute at SUNY, globalization is …”a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment...
Maree Whiteley's insight:
Some great lesson ideas for Global Education, Critical thinking... all essential elements of a 21st Century classroom!
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