Unit rationale, description and aim
The importance of learning about sustainability of our local environment as well as our globe has become increasingly apparent within early years education and school settings. This importance is indicated in approved learning frameworks and Australian curriculum Scientific knowledge and inquiry-based approaches to understanding the local, national and global issues and thinking about sustainability, will assist pre-service teachers to develop skills and make informed decisions in their environments and in their teaching practices.
This unit explores science and sustainability from content and pedagogical perspectives with a focus on early years education. In this unit the focus is on sustainability, including the science of climate change and other global sustainability issues, such as water, energy, water, ecosystems and biodiversity. Various perspectives on sustainability in the early years are also examined. The current local and global implications of sustainability will be identified, which provide a foundation for exploring learning and teaching approaches to addressing sustainability in early years education and school settings.
The aim of this unit is for pre-service teachers to develop scientific principles relevant to education for sustainability in early education and school settings, specifically including scientific inquiry, play-based learning, nature learning and participatory approaches.
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 on socio-scientific concepts relevant to...
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:
· The place of sustainability in Early Childhood education
· Strategies for engaging young children to engage with sustainability
o Children in the natural world
o Play-based approaches
o Local science with children
· Learning frameworks
o Early Years Learning Framework V2.0
o Australian Curriculum
· Environmental concepts and issues
o Earth systems
o Climate change
o Green-house effect
o Ecosystems and biodiversity
· Sustainability concepts and issues
o Energy
o Transport
o Food, Consumerism and Waste
o Water
· Perspectives of environmental sustainability
o Indigenous and traditional knowledge
o Leadership and advocacy
o International perspectives
Assessment strategy and rationale
This unit includes three assessment tasks, which are designed to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
To pass this unit, pre-service teachers are required to: a) submit all assessment tasks, b) demonstrate achievement of every learning outcome, c) achieve minimum passing grade of 50% for Task 3 and d) achieve a minimum overall passing grade of 50% for the unit.
Overview of assessments
Assessment Task 1: Action Priority Plan Develop ...
Assessment Task 1: Action Priority Plan Develop an individual action priority plan for change towards a sustainability issue of personal interest. The priority plan will be researched and detailed with reference to relevant literature, then implemented during the teaching semester.
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 families in an early childhood education setting.
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 an early childhood education and care setting, including potential content areas (topics) of interest with young children and relevant principles and pedagogies including scientific inquiry-based learning, play-based learning and nature play.
50%
Learning and teaching strategy and rationale
This unit aims to build on prior knowledge and connect with the learner’s needs and interests in their own lives and encourage active participation. Tutorials will focus on the application of science understandings and inquiry skills. Through active participation, pre-service teachers will develop a deep understanding of the nature of scientific inquiry and methods, including questioning, planning and conducting experiments and investigations. First-hand experience with an inquiry-based approach to science and sustainability teaching and learning will ensure that pre-service teachers are able to transfer their knowledge and skills effectively to early childhood and school-based contexts.
Pre-service teachers should anticipate undertaking 150 hours of study in total across the semester. This may involve a combination of face-to-face, online and/or multi-mode delivery, on a weekly basis across the semester or in intensive mode. Pre-service teachers are advised to use generative AI ethically and responsibly. They should declare and name the use of AI in their work.
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
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
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
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