The project aims to encourage children to follow sustainable
practice in their daily routines, and care for managed and constructed features
of the environment. By participating in this project, children are making
considerations to benefit the environment and other community members.
Education for Sustainability (EfS) extends, enhances and has explicit links to Civics and Citizenship Education (CCE). Students learn the importance of maintaining the environment for the future and become active and informed citizens, making considerations to benefit future generations (Brett, 2017). Gilbert and Hoepper (2014) state that Education for Sustainability leads to students developing an overall capacity to contribute to “a more sustainable aim of the future in terms of environmental integrity, economic viability, and a just society for present and future generations”.
This project has links to the Early Years Learning
Framework (EYLF), Outcome 2.4: Children become socially responsible and show
respect for the environment (See Figure 1). As children begin to participate in
group investigations, observe, notice and respond to change and develop an
awareness of their human impact on the environment, children begin to show respect
for the environment and become responsible for maintaining it (DEEWR, 2009).
Figure 1: Outcome 2.4 Early Years
Learning Framework (DEEWR, 2009).
The project also begins to move into the Australian
Curriculum: Humanities and Social Sciences, Geography – Year 1 (See Figure 2).
As children in this Child Care context are several years away from Year 1, the
selected Content Descriptor is only guiding possible pathways in the project.
Figure 2: Year 1 Geography Content
Descriptor (ACARA, 2016).
Children who are participating in this project will be
documenting their learning through photos. They will
communicate their developing understanding about the importance of caring for
the environment publically by creating a display in their room. This makes
links to Australian Curriculum General Capabilities, such as Literacy and Critical
and Creative thinking (ACARA, 2016).
From participating in this project, children are taking
ownership of sustainability and creating steps for a better future (Taylor,
Fahey, Kriewaldt & Boon, 2012). Children will be encouraged to take to an
inquiry approach to developing their knowledge about sustainable practice, and
then apply their new knowledge to their environment.
When participating in this project,
students are also becoming active and informed citizens. They are beginning to
understand and develop a role in their community that involves working with
others, broadening their understanding of the world in which they live, and
contributing to decision-making about matters that affect them and those around
them (DEEWR, 2009). This links closely to Outcome 2.1 of the Early Years
Learning Framework (See Figure 3).
Figure 3: Outcome 2.1 Early Years Learning
Framework (DEEWR, 2009).
References
Australian
Curriculum, Assessment and Reporting Authority [ACARA] (2016) F – 2 The Australian Curriculum: Humanities
and Social Sciences (Version 8.3). Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1
Brett,
P, (2017). “Making Connections between Civics and Citizenship and Education for
Sustainability”, In Peterson, A, & Tudball, L. (eds.) Civics and
Citizenship in Australia: Challenges, Practices and International Perspectives,
Bloomsbury Press, London (pp. 165-185).
Department
of Education, Employment and workplace relations (DEEWR). (2009). Belonging,
Being and Becoming. The Early Years Learning Framework for Australia.
Canberra, ACT: DEEWR
Gilbert,
R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences:
History, geography, economics & citizenship (5th ed.). South Melbourne,
Vic: Cengage Learning Australia Pty. Ltd.
Taylor,
T, Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and time:
explorations in teaching geography and history. NSW,
Frenchs Forest: Pearson Australia
