Implementing Sustainability
in the National Curriculum:
Examining the National Curriculum
from an EfS perspective
Saturday 24 August, 10am to 4pm
Dr Joy de Leo
August 2013
Scope of Workshop
English
Maths
Science
History
Geography
R to 10 (some senior years)
Six General Capabilities
(a) literacy and numeracy
(b) Information Communication Technology
(c) critical & creative thinking
(d) ethical behaviour
(e) personal & social competence
(f) intercultural understanding (a comparative strength)
All of these are relevant to EfS
The other capabilities essential for ESD are not included:
innovative problem solving (some examples)
systems thinking
trans-disciplinary understanding
The general capabilities are not integrated equally across the
national curriculum learning areas or year levels.
Cross-curriculum priorities
Aboriginal & Torres Strait Islander histories & cultures
Asia and Australia’s engagement with Asia
Sustainability cross-curriculum priority
Meeting needs of diverse learners
These are relevant to EfS but are not linked to each
other so not systemic or cross-disciplinary
The cross-curriculum priorities are not integrated equally across
national curriculum learning areas and year levels.
Definition of Sustainability cross-curriculum priority
• the capacity of the Earth to maintain life;
• reducing ecological footprints;
• supporting quality of life and liveability;
• sustainable patterns of living without compromising the ability
of future generations to meet their own needs; and
• contributing to a sustainable future of environmental integrity,
economic viability, a just society for present & future
generations.
Few if any actual references to social justice or
to socio-economic viability in the learning areas
Frequency of Sustainability cross-curriculum priority
References rarely found except:
one reference to environmental ‘footprints’ in Year 10
Science;
one intergenerational reference in Year 10 History;
but no references to ‘quality of life’ (except ‘well-being’ in
Geog), ‘economic viability’, ‘just society’ or ‘environmental
integrity’. (ACARA, 2010)
Sustainability is defined mostly in environmental terms
but limited in scope except for Geography & Science
VALUES in National Curriculum
Ethical behaviour general capability defined as: (ACARA, 2010, p. 19)
Understanding the role of ethical principles, values and virtues in
human life; acting with moral integrity; acting with regard for
others; and having a desire and capacity to work for the common
good.
Very few examples of learning ethical behaviour, acting with
moral integrity or working for the “common good”
relating to the natural world rather than to society.
Fostering awareness of difference a strength but lacking depth
No reference to National Framework for Values Education
NATIONAL FRAMEWORK FOR VALUES
EDUCATION IN AUSTRALIAN SCHOOLS
Care and Compassion
Integrity
Doing your best
Respect
Fair Go
Responsibility
Freedom
Understanding, Tolerance & Inclusion
Honesty and Trustworthiness
VALUES (DEST, 2005)
Values from the National Framework for Values Education
are not evident or are very infrequent:
compassion; doing your best; trustworthiness;
honesty; integrity (1); fair go (fairness - 3)
tolerance (2); *respect (3); inclusion (3); responsibility (6);
care (7); empathy (15); freedom (19 - History)
*Respect is central to EfS and is highlighted
in the Melbourne Declaration
Most frequent VALUES
‘sharing’ & ‘exchange’ of thoughts and ideas
‘accurate’ and ‘correct’
‘collaboration’ and ‘cooperation’
participation
diversity
freedom
safety
conserving, protecting, preserving heritage
Total values references 631 = 7% of the 8,038 Skills references
VALUES (MCEECDYA, 2008)
Values in the Curriculum-guiding Document:
Melbourne Declaration of Educational Goals for Young Australians
are not evident or are very infrequent:
honesty; resilience; healthy, satisfying lives;
justice (1); respect (3); equality (7);
democracy (12); empathy (15)
However, the context and meanings are not substantial
The meanings of values not explored
GLOBAL VALUES (83/631=14%)
are either not evident or are very infrequent:
solidarity; harmony; dignity; unity; equity
integrity (1); justice (1); security (1);
tolerance (2); respect (3); fairness (3); peace (4 - History);
responsibility (6); equality (7);
Few values relating to environmental sustainability (24):
conservation, protection, preservation - 15
interdependence, interconnectedness - 5
Values relating to cultural diversity strong but biodiversity (5)
The values contexts and meanings are mostly insubstantial.
SKILLS (8,038 references to 241 skills)
Most frequent skill groupings in curriculum are:
(a)‘thinking’ (3,635 references)
(b)‘communicating’ (2,512 references)
(c)‘inquiring’ (1,145 references);
(d)‘calculating’ (746 references) involving numeracy skills
Cognitive (much more frequent)
Functional (only 13% despite importance of action for ESD).
EfS skills not emphasised:
Higher-order problem solving & futures thinking; working for the
common good; understanding & managing complexity, uncertainty;
risk & disaster awareness & management;
integrated systemic & critical thinking and cross-disciplinary
learning; advocating for and creating change; some life skills.
Only 1% of skills with direct or explicit links to EfS
KNOWLEDGE
Environmental and cultural dimensions of sustainability
dominate but are not connected to each other.
Very few references to economic sustainability.
Global perspectives very limited (25) but only relating to
environmental sustainability & only in Years 9 & 10
Many opportunities for learners to understand issues from
diverse perspectives, albeit not global (History 36; English 25).
Many references to environmental issues of which less than 50%
relate to sustainability and mostly in Science & Geog
Climate change & History of environmental movement linked to
Geography, more comprehensive than other issues - Yr. 10
Sustainability content does not appear to be mapped in a coherent
scaffolded framework, across learning areas & year levels,
Strengths against criteria for EfS
• setting sustainability as a cross-curriculum priority
• inter-cultural understanding general capability & 2 cross-curriculum
priorities - able to explore, compare, contrast diverse perspectives
• environmental content substantial but not comprehensive/systematic
• some socio-emotional learning activities - communication, interaction
cooperation, aesthetic understanding, expressing thoughts, feelings
• awareness and understanding of diverse attitudes and perspectives
• many opportunities for learners to participate in cooperative group
learning & inquiry, to express thoughts & opinions & use ICT
• many learning activities involving personally relevant and locally
contextualised issues relevant to the Australian context
• some opportunities to investigate/analyse hypothetical/real-life issues
Gaps and areas for enhancement
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low values frequency and values are not assessed
no systematic approach/scaffolding for progressive values acquisition
no whole school modelling of values or sustainable practices
whole person learning limited - primary focus is cognition
limited practical application of ESD knowledge & skills
no skills for creating change, civic responsibility, social contribution
sustainability dimensions not all addressed & not interconnected
no opportunities for systemic thinking or inter-disciplinary learning
minimal global perspective
few opportunities for long-term futures thinking, resolving conflict
limited opportunities for creative, innovative thinking
no evidence of systematic/comprehensive approach to sustainability
4 Key Recommendations
1 Global values for EfS be integrated systematically & explicitly based
on scaffolded values framework for age-appropriate development at
each year level - include in assessment standards;
2 All sustainability dimensions be addressed relatively equally, linked
holistically to reflect interconnected society & environment, in both
local/global contexts. Facilitates cross-disciplinary investigation and
problem solving of complex interdependent sustainability issues;
2 Opportunities for learners to engage in experiential learning as active,
responsible citizens taking practical action for positive societal and
environmental change, by initiating or contributing to projects in the
local community or linked to global concerns;
2 Modelling of values-based sustainable practices across whole school,
so learning occurs within sustainability ethos - values common place.
Opportunities for other learning areas
Geography - interaction between society & environment, how we use
the landscape, how landscape shapes lifestyles, natural disaster.
Economics and Business - address socio-economic dimension of
sustainability, sustainable, responsible, accountable, equitable socioeconomic development.
Health and Physical Education - preventing spread of disease, risk
management, preparedness for natural disasters.
Design and Technology - critical thinking, creativity and innovation
in addressing sustainability problems through design
Civics and Citizenship - foster responsible national and global
citizenship, civic action for positive societal/environmental change
Geography - Curriculum Shaping paper
•investigation and understanding of the earth & its features & the
distribution of life on earth, including human life & its impacts;
•study of the many different “places” or biophysical environments &
the spatial distribution of phenomena across earth’s surface;
•the relationships, connections & interactions between people &
environments in different places - how places are connected;
•why places have diverse environmental & human characteristics,
both tangible & intangible;
•how & why places are changing on all scales, from the local to the
global, & over time.
•explores ways of influencing & managing the future of places
including their environmental, economic & social sustainability
Aims of Geography
• develop sense of wonder, curiosity, knowledge & interest about
diverse environments, peoples, cultures & places to provide a sound
geographical knowledge of own place, of Australia & the world;
• explore & gain good understanding of geographical thinking,
perspectives, concepts & ways of explaining;
• become thoughtful, active local, national & global citizens, to
understand how they can influence the futures of places;
• develop ability to ask geographical questions, plan an inquiry, collect
& analyse information, (particularly through fieldwork & spatial
technologies), reach conclusions based on evidence & logical
reasoning & communicate their findings in effective ways;
• build confident & creative use of geographical skills to extend their
knowledge, make sense of new situations & solve problems.
What Geography engenders
• enables students to relate to other places & people & to appreciate the
cultures & perspectives of others;
• develops knowledge & understanding of their own place &Australia;
• develops active & engaged citizens by promoting debate & fostering
informed decision-making on current local, state, national issues;
• shows students how they can positively influence their world as active
local, national & global citizens by encouraging them to question, to
investigate & to evaluate alternative, more sustainable futures.
• fosters knowledge of the world, as the foundation for understanding
international events & trends;
• develops an informed view of citizen responsibilities towards the
environment & to people throughout the world.
(ACARA, 2011, Shape of the Aust Curriculum: Geography, p. 3)
Three complementary Geographical perspectives:
1.place-based – similarities & comparisons;
2.spatial – connections & interdependencies, relationships, patterns, change;
3.environmental – past/present, interdependencies between humans &
natural world. (ACARA, 2011, p. 4)
Explored from both human and environmental characteristics.
Two sets of core ideas:
1
focuses on environmental characteristics of places, but also
explores related human themes;
2focuses on human characteristics (human wellbeing), but also explores
environmental themes.
Each year level has suggested topics to be used:
(a) to teach the core ideas; and (b) to extend & apply these ideas
Geography is holistic, integrated & cross-disciplinary
A holistic & integrated understanding of the subject by drawing on
knowledge from:
natural sciences
social sciences
humanities
incorporating Geography’s 3 perspectives (place, space, environment)
when investigating questions & issues.
Geography assists cross-disciplinary learning by helping students
recognise the connections with other more specialised subjects:
(e.g. Science, Civics & Citizenship, History, Economics & Business, Technologies)
(ACARA, 2011, p. 5)
Geography - Curriculum structure
Outcome:
To apply knowledge & conceptual understanding to new & changing settings.
Two strands woven/integrated together:
1
Geographical knowledge (facts, theories, models) & understanding (perceive
relationships between knowledge woven into an integrated whole–systems thinking &
problem solving);
2
Geographical inquiry and skills - the methods used to find new knowledge &
understanding & explaining what was observed.
Through the progressive study of geography from F-10, students will develop a
sound knowledge of the distinctive way in which a geographer looks at and understands
the world.
Progression (ACARA, 2011, p. 22)
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from the description of phenomena to their analysis & explanation
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from observation to investigation, analysis, decision making, evaluation
& reflection
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from places & topics that are known to places & topics that are
increasingly beyond a student’s own experience
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from a simple to a more complex knowledge of the process of
geographical inquiry
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from the use of a few to a growing number of concepts & a deeper
understanding of these concepts
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an increasing number of ways of explaining
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increasing levels of abstraction
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involvement with values that become more progressively more
contested
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an increasingly more critical approach to evidence & knowledge.
Steps & skills involved in the inquiry process (ACARA, 2011, p.21)
Developing a geographical question - observation leads to questions for investigation
Planning a geographical inquiry
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some (geog) features explained by cause & effect relationships with other places
Collecting, evaluating and managing information
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primary & secondary data must be evaluated for accuracy & bias before analysis
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Census data used to describe growth, movement & characteristics of populations
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information collected in a survey should be evaluated for reliability
Making sense of the information
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mapping spatial distribution such as rainfall, can develop understanding of that
characteristic & suggest possible causal relationships
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weather forecasts are based on an interpretation of synoptic charts
Communicating
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communication conventions must be observed to be effective
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climate can be represented by graphs of aver monthly temperature & precipitation
Planning and implementing actions
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finding solutions to problems involves understanding its causes
Reflecting on the investigation
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evaluate what has been learned and the process of investigation
Geographical Concepts – Content (Knowledge) (ACARA, 2011, p.6)
Geographical concepts are used to organise information and provide frameworks for
understanding. They are the higher level unifying ideas that can be applied across
several fields of the subject.
The key organising geographical concepts include:
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change
distance
diversity
interaction
interdependence
landscape
location
pattern
perception
process
proximity
relationship
risk
scale
place and space
spatial distribution
sustainability
system
Which dimension of sustainability do these concepts relate to?
Environmental, Socio-cultural, Socio-economic, Socio-political, Economic
Sustainability defined in Geography as:
•ongoing capacity of the Earth to maintain life (ACARA, 2011, pp. 12-13)
•maintenance into the future of the environmental functions that
support human life & activities;
•develop capacity to contribute to a more sustainable future environmental integrity, economic viability & a just society for
present & future generations;
•reduce our ecological footprint & develop sustainable patterns of
living while supporting quality of life & ‘liveability’;
•investigate social & economic sustainability of places in context of
changes in biophysical environment & in economic, social &
political conditions;
•individual & collective endeavour shared across communities &
nations require a balanced but different approach to interactions with
others & with biophysical environment.
Geography encompasses:
Environment (Primary) & Biophysical Environment (Secondary)
defined as:
•living & non-living elements of tearth’s surface & atmosphere
•human changes to Earth’s surface (croplands, planted forests, buildings,
roads)
•no longer any purely natural environments; (?)
•rural, urban & built environments - created by human activities &
subsets of biophysical environment;
•constructed environment of buildings, roads, railways, airports,
harbours, drains, parks, wetlands where most Australians live, & field
work takes place.
•Terms ‘human’, ‘social’ & ‘cultural’ environment not used in
curriculum.
The research presented is published in:
Quality Education
for Sustainable Development
(Includes 79 Appendixes)
Dr Joy de Leo
admin@joydeleo.com
www.qesd.org