Unit rationale, description and aim
The importance of sustainability of our local environment as well as our globe has become increasingly apparent within Approved Learning Frameworks as well as within national curriculum documents. Scientific knowledge and inquiry-based approaches to understanding the complexities of local, national and global issues will assist pre-service teachers to develop skills and make informed decisions in their environments and in their teaching practice.
This unit explores science and sustainability from content and pedagogical perspectives with a focus on early childhood education and care. In this unit, the focus is on sustainability including the science of climate change and other global sustainability issues and meanings of sustainability. The current local and global implications of sustainability will be identified which provide a foundation for exploring the key role of transformative teaching and learning approaches to addressing sustainability.
The aim of this unit is for pre-service teachers to develop scientific principles relevant to education for sustainability in early educational settings, specifically including scientific inquiry, experiential learning, collaboration and problem-based and participatory approaches.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Elaborate socio-scientific concepts relevant to un...
Learning Outcome 01
Recognise the critical importance of global sustai...
Learning Outcome 02
Demonstrate understandings of the principles and p...
Learning Outcome 03
Articulate an informed view about the critical rol...
Learning Outcome 04
Demonstrate emerging skills to appropriately imple...
Learning Outcome 05
Content
Topics will include:
· Scientific concepts relevant to understanding key environmental issues including climate change, the greenhouse effect, resource conservation, food security and biodiversity.
· Meanings of sustainability and potential impacts both locally and globally
· Education for sustainability as an approach to teaching and learning
· Principles and pedagogies of education for sustainability
· Implementation of sustainability practices in early years programs
· Relevant curricula and resources to support implementation skills
Assessment strategy and rationale
This unit and assignments are grounded in social constructivist principles, emphasising the importance of building on prior knowledge, connecting with learners' needs and interests, and encouraging active participation. Tutorials are structured to be active, collaborative, and experiential, allowing pre-service teachers to apply scientific understandings and inquiry skills. Through engaging lectures and tutorials, students develop a deep understanding of scientific inquiry and proficiency in various methods, including questioning, planning, and conducting experiments. This inquiry-based approach ensures that pre-service teachers can effectively transfer their knowledge and skills to early childhood settings.
Assessment Task 3 is designed to further reinforce relevant principles by requiring students to articulate the importance of integrating education for sustainability within early childhood curricula. This task encourages pre-service teachers to critically examine relevant principles and pedagogies while emphasising scientific inquiry-based and experiential learning. By developing a rationale for sustainability education, students deepen their understanding of how these concepts can be effectively incorporated into their future teaching practices, aligning with the unit’s overarching goal of fostering informed educators who advocate for sustainability in their professional contexts.
To pass this unit, students must complete all assessment tasks, meet the learning outcomes, and achieve an overall passing grade of 50%.
Overview of assessments
Assessment Task 1: Eco Challenge Develop an indi...
Assessment Task 1: Eco Challenge
Develop an individual action plan for personal change towards sustainability in pre-service teachers' lives.
20%
Assessment Task 2: Action Priority Reflective Jou...
Assessment Task 2: Action Priority Reflective Journal
Using the action plan developed in task 1, implement the plan during the semester. Journal your actions, additional research undertaken and reflections in completing identified priorities in your plan. Evaluate your overall achievement and develop a multimedia presentation or report suitable for peers, family and the community.
30%
Assessment Task 3: Early Years Learning Activity ...
Assessment Task 3: Early Years Learning Activity and Report
An individual report outlining a rationale for the inclusion of education for sustainability in early years’ curricula and programs with reference to relevant principles and pedagogies, including scientific inquiry-based and experiential learning.
50%
Learning and teaching strategy and rationale
This unit is based on social constructivist principles, emphasising that teaching and learning should build on prior knowledge, connect with learners’ needs and interests, and encourage active participation. Tutorials are designed to be active, collaborative, and experiential, focusing on applying scientific understandings and inquiry skills. Through engaging in lectures and tutorials, pre-service teachers develop a deep understanding of scientific inquiry and proficiency in various methods, including questioning, planning, and conducting experiments and investigations. This inquiry-based approach ensures that pre-service teachers can effectively transfer their knowledge and skills to early childhood settings.
To achieve a passing standard for this unit, students should fully engage in all learning activities and assessments outlined in the learning and teaching strategy and assessment strategy. These strategies include diverse methods such as reading, reflection, discussion, webinars, podcasts, videos, and hands-on inquiry-based approaches.
Minimum Achievement Standards
To pass the unit, students must complete all assessment tasks, meet the learning outcomes, and achieve an overall passing grade of 50%. Engaging comprehensively with the full range of learning activities and assessments is essential for the success of this unit.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Social and environmental education
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO3, LO4, LO5
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO3, LO4, LO5
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO5