Envirobeat Teacher’s Conference 2012

1. EnvirobeatTeacher’s Conference 2012 Sustainability Education Judi Toms (New England Region Teacher Quality Consultant)

2. Background… • This presentation covers Environmental and Sustainability Education in schools. • It provides participants with opportunities to: • look more closely at Environmental and Sustainability Education within their own school context • view Departmental resources to support them • view a range of other resources that may be useful • opportunities available for students • Music – Joni Mitchell ‘Big Yellow Taxi’ • ‘I wrote 'Big Yellow Taxi' on my first trip to Hawaii. I took a taxi to the hotel and when I woke up the next morning, I threw back the curtains and saw these beautiful green mountains in the distance. Then, I looked down and there was a parking lot as far as the eye could see, and it broke my heart... this blight on paradise. That's when I sat down and wrote the song’ (1970)

3. Click the frog to watch the YouTube video:

4. ‘What is sustainability?’ The following four images are like many we see when the media presents modern day challenges to the environment and to sustainability. In the current media, these sorts of images are often matched with phrases like ‘It is estimated that around 1000 species are becoming extinct around the world every day’, ‘scientists agree that greenhouse gasses are causing global warming’, ‘environmental quality and food security are in decline’ and so on.

6. ‘What is sustainability?’ P3T - Paper, passing, purpose tool Write a definition of what you think Environmental & Sustainability Education in Schools is, no names, write clearly, your own thoughts. Pass the statement to the person on your right. Underline significant passages or words. Pass to the right again. Underline significant passages or words. If in groups, pass until you receive your own back. Come up with a combined definition. Keep your own. Whilst sustainability is a relatively new term, it is frequently used in relation to the environment but more recently in relation to the longevity of industries, communities, companies or programs and project.

7. A better way to view sustainability is with a futures perspective. It is the current and future challenges of maintaining and improving the quality of the natural environment and understanding our responsibilities toward it, maintaining and improving the quality of our communities and our way of life now, and into the future. But as these sorts of images are often in the media, as educators we need to think about how these images and statements impact on our students. It can be challenging to engage students in a positive way when this is what they commonly see and hear. Research in NSW schools has identified the importance of engaging young people in actions in school, home and community to improve environmental quality and sustainability is one of the most powerful ways to empower and enable the next generation. We need to keep in mind - How can we do things in schools to keep a positive and participatory approach to these issues?

8. ‘Sustainability is a goal in which society meets the needs of the present without compromising the ability of future generations to meet their own needs’ - United Nations World Commission on Environment and Development

10. What should Sustainability Education look like in our schools? Nemingah PS NSW Public Works

11. The research identified that context was critical so we now need to ask ‘What should sustainability education look like in our schools?’ Participating in environmental and sustainability education activities and demonstrating good environmental citizenship is part of the fabric of many schools in NSW and a commitment of the Department of Education and Communities. Evidence in schools includes the grounds improvement and local biodiversity and environmental improvement and projects, student leadership and interest projects related to the environment, environmental events schools participate in and the many ways sustainability and environmental contexts are included in curriculum. The research indicated the importance of purpose and structure to the activity that is explicit for teachers and for students. This builds good foundation knowledge, develop a broad set of competencies and create connections and commitment.

12. Using your P3T sheet also - what is the answer to this question? Discuss & share • Does your school: • Engage young people in the activities that help them explore and understand their environment; • Provide learning activities for them investigate sustainability issues in their home, school and community, • Support students to develop and implement sustainability solutions • Or create opportunities to develop and demonstrate environmental citizenship and leadership • To date sustainability and environmental education programs in our schools have achieved improvements in student environmental understanding and awareness, resource use and management and improved environments in and around the schools. Will these programs continue to equip students with environmental and sustainability knowledge to be creative problem solvers for problems that will only become more complex in the future? • Note: Images 1, 2 & 3 – Parental permission provided for photos provided by Field of Mars EEC for professional Learning material. Image 4 Nemingah PS – NSW Public Works

13. Compare current syllabus aims & objectives with those of the new syllabus. Compare current syllabus Outcome requirements with those of the new syllabus. Highlight areas in the Science and Technology K – 6 document (new) for Environmental and Sustainable Education. Is ESE defined by 1 KLA? Current syllabus published in 1991 with supporting documentation of Outcomes & Indicators published in 2000

14. http://www.boardofstudies.nsw.edu.au/ • http://www.curriculumsupport.education.nsw.gov.au/

15. http://www.sustainableschools.nsw.edu.au/ • DEC Environmental Education Policy • Policy support School Environmental Management Plan (SEMP)

16. Resources Programs 2010 Year of Learning for Sustainability Sustainable Schools NSW Schools Climate Change Initiative Climate Clever Energy Savers National Solar Schools Kitchen gardens iPad apps GardenateHD QRReader http://www.kdc.nsw.edu.au/showcase.html Creative Arts

17. DUST STORM GROUP 2 Dust storm, dust storm, Dust storm, dust storm, Red haze, red gloom, Clot of blood across the sun, Red haze, red gloom, Red haze, red gloom, Rest hot dry wind! (pause) Kangaroos are dry from drought, Sheep are dying o’er the plain, Cockatoos and parakeets Cannot sing for want of We gasp and pray and sit in wait for Rain, rain, RAIN, RAIN GROUP 1 Dust storm, gritty-blinding, Irritating, teeth-grinding, Dust storm, dust storm, Dust storm, dust storm, Dirty blanket up in space, Door is shut in heaven’s face. (pause) Let us breathe! Let us see! Rain, rain, when will it rain? Rain, rain, when will it rain, Rain, rain, WHEN WILL IT RAIN?

18. Resources

19. http://www.youtube.com/watch?v=GzvjuMkAEEU Julian Lennon – Saltwater 1993