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.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDST108 Science Inquiry and Sustainability

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

Elaborate socio-scientific concepts relevant to understanding key environmental issues and sustainability (APST 2.1; ACECQA B3, B6)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Recognise the critical importance of global sustai...

Learning Outcome 02

Recognise the critical importance of global sustainability and reflect on how this impacts the lifestyles of individuals, families, and communities locally (APST 2.1; ACECQA B3, B6)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11

Demonstrate understandings of the principles and p...

Learning Outcome 03

Demonstrate understandings of the principles and pedagogies of transformative approaches to education for sustainability as relevant to early years’ settings including scientific inquiry-based and experiential learning (APST1.2; ACECQA B3, B6, C1, C4, C7)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Articulate an informed view about the critical rol...

Learning Outcome 04

Articulate an informed view about the critical role of early childhood teachers in the education for sustainability in early educational settings (APST 2.1; ACECQA B3, B6, C1, C4, C7)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11

Demonstrate emerging skills to appropriately imple...

Learning Outcome 05

Demonstrate emerging skills to appropriately implement education for sustainability in early educational settings (APST 1.2, 3.3; ACECQA B3, B6, C1, C4, C7).
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC9, GC10, GC11, GC12

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. 

Weighting

20%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards ACECQA -B3, ACECQA -B6, APST(GA)2.1

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.

Weighting

30%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards ACECQA -B3, ACECQA -B6, APST(GA)2.1

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.

Weighting

50%

Learning Outcomes LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards ACECQA -B3, ACECQA -B6, ACECQA -C1, ACECQA -C4, ACECQA -C7, APST(GA)1.2, APST(GA)2.1, APST(GA)3.3

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

Representative texts and references

Representative texts and references

Barnes, M., Moore, D., & Almeida, S. C. (2021). Empowering teachers through environmental and sustainability education: Meaningful change in educational settings. Routledge. Ebook held ACU Library (unlimited number of simultaneous users). Note we don’t have access to any supplemental or media content included in the ebook. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013260558602352 

Birinci, C. M. (2018). Teacher in Reggio Emilia approach: Educational needs and views. Eurasia Journal of Mathematics, Science and Technology Education, 14 (1), 279-290. 

Campbell, C. (Ed.), Jobling, W. (Ed.), & Howitt, C. (Ed.). (2021). Science in early childhood (4th ed.). Cambridge University Press. 

Davis, J., & Elliot, S. (Eds.). (2024). Young children and the environment: Early education for sustainability.  Cambridge University Press.  

Elliott, S. (Ed.), Ärlemalm-Hagsér, E. (Ed.), & Davis, J. M. (Ed.). (2020). Researching early childhood education for sustainability: Challenging assumptions and orthodoxies. Taylor and Francis. Ebook held ACU Library https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012983713802352 

Speldewinde, C., & Campbell, C. (2024). Bush kinders: Building young children’s relationships with the environment. Australian Journal of Environmental Education, 40(1), 7-21. Held ACU Library https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_rmit_aeipt_search_informit_org_doi_10_3316_aeipt_233866 

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