Education for sustainability learning opportunities

Why educate for sustainability and what is the link to Geography? 

Education for Sustainability (EfS) considers the connection of people, place and the environment. It promotes long term plans and immediate action in contributing to a sustainable future for all (Taylor, Fahey, Kriewaldt & Boon, 2012). EfS links to geography as children build understanding of the world they engage in questioning why the world is the way it is, and contribute to society as an active and responsible citizen (The Australian Research Institute in Education for Sustainability [ARIES], 2009; Gilbert & Hoepper, 2014). Being an active citizen is one of the significant features of a sustainable society and students engaging in authentic, local, national or global issues are the most effective projects (Brett, 2017). Education for sustainability is exactly that. We are educating students for a sustainable future.

How does it look in our classroom?

Within geography so far this year, students have participated in a ‘mapping the school’ activity. We walked around the school grounds taking photos and observing buildings for the students to create their own map. Creating this map fosters students understanding of how we fit in to the larger school community.

Figure 1: Map of our school (USGS, n.d)

After creating the map, we focused on where our classroom is located and the resources which we rely on the learn. Using a tally our class chose the top four things we need at school.

Focus question: At school we need?

·         Paper

·         Crayons

·         Computers

·         Water

These objects become our focus for a discussion on, ‘where they come from? and ‘where do they go when we are finished?’ The song below is used to introduced the concepts of ‘Reduce, reuse, recycle’.

Figure 2: Reduce, reuse, recycle

Paper	Reduce, reuse, recycle	·        “Make sure we use up the whole page and on the back” ·        “Put the pieces we can’t use in the recycle box”
Crayons	Reuse	·        “Use up as much crayon as you can” ·        “Save the ends of the crayons to make new ones”
Computers	Reduce	·        “Turn off computers before going home” ·        “Put them on standby if you’re not using them”
Water	Reduce	·        “Put our plants outside when it’s raining” ·        “Put out buckets to collect water for other class’s plants”

Figure 3: Our class initiatives

This activity provided students to share ownership of sustainability and allowed them to create these initiatives (Figure 3) (Catling, Willy  & Butler, 2013)  which have now become just a way of life in our classroom. As the students were so passionate about making a difference, we have now applied to be part of the Australian Sustainable School Initiative (AuSSI).  Within the initiative schools work in partnership with the local community, are supported to make effective sustainable decisions and choices as part of everyday living, working towards become active citizens and making a positive different for the future (AuSSI, 2010). By being part of his initiative, our class in leading the way in promoting a whole school positive approach to sustainability. To the delight of the students, we have been asked to share our sustainability approaches in assembly. Our presentation will include our own ‘Reduce, reuse, recycle’ song.

Inquiry Skills	Knowledge & Understanding	Sustainable Life Skills
·         Pose questions about past and present objects, people, places and events (ACHASSI018) ·         Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020) ·         Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)	·         The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031) ·         identifying which resources they can recycle, reduce, re-use or none of these	·         Participating critically and acting creatively in determining more sustainable ways of living. ·         Develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living ·         Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand (ACARA, 2017)

  

How can we support their learning?           

As you may have noticed over the past twenty to thirty years, sustainability has become a huge issue not just educationally but, socially, economically and politically (Taylor et al., 2012). Education for sustainability is not only relevant to students but all people to adapt our way of thinking to consider the future for generations to come. Below are some ways parents, family and the community can become involved on the Australian Sustainable School Initiative. Any volunteers and ideas are very welcome.

Parent groups, individual parents and local community members The involvement of a school's P&C or P&F group, individual parents and local community members is invaluable, because it is through their engagement that broader community changes towards sustainability can be achieved. They can: ·          support schools to implement education for sustainability and environmental management ·          form partnerships with schools to assist them to work towards sustainability ·          cooperate with schools in implementing sustainability actions ·          visit the school, talk at assembly and engage in classroom discussions ·          engage other parents and community members in what AuSSI is all about ·          support schools with resources, project ideas, expertise and writing grant submissions ·          sponsor school-based sustainability projects ·          get involved in the development of sustainability projects, e.g. school garden, worm farm, no-waste lunch boxes ·          write relevant articles for the school newsletter ·          recognise students and teachers publicly for sustainability achievements ·          coordinate and sponsor student sustainability councils and forums ·          encourage and support a sustainable lifestyle in the home, garden or wherever children and young people are growing up so that the messages received at school are reinforced ·          support schools to take a more active approach to sustainability.

Figure 3: How to get involved (AuSSI, 2010)

References

           The Australian Research Institute in Education for Sustainability (ARIES). (2009).           Education for sustainability: the role of education in engaging and equipping       people for change. NSW, Macquarie University

          Australian Curriculum Assessment and Reporting Authority (ACARA) (2017). The Australian curriculum: Cross curriculum priorities: sustainability. Retrieved   from:             http://www.australiancurriculum.edu.au/crosscurriculumpriorities   /sustainability/key-ideas

          Australian Sustainable Schools Initiative (AuSSI). (2010). Vision, goals and guiding principles. Retrieved from: http://155.187.2.69/education/aussi/what-is-aussi/vision.html

          Brett, P, (2017). “Making Connections Between Civics and Citizenship and Education for          Sustainability”, In A.Peterson & L.Tudball (eds.)Civics and Citizenship in Australia: Challenges, Practices and International Perspectives, Bloomsbury Press,   London (pp. 165-185).

          Catling, S., Willy, T. & Butler, J. (2013). Teaching primary geography for Australian schools. VIC, Moorabbin: Hawker Brownlow Education

          Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: history          , geography, economics and citizenship in the Australian curriculum. (5^th ed.) VIC, South Melbourne: Cengage Learning Australia Pty Ltd.

          Jack Johnson: Reduce, reuse, recycle. (2009, January 22). You tube. Retrieved from:             https://www.youtube.com/watch?v=uSM2riAEX4U

          Taylor, T, Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time: explorations in    teaching geography and history. NSW, Frenchs Forest: Pearson Australia
          U.S Geological Survey (USGS) (n.d). School year geology. Retrieved from:               https://education.usgs.gov/lesso. ns/schoolyard/MapSketch.html

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