Evaluating Educational Strategies for Sustainable Development

The concept of ecoliteracy is pivotal in shaping the future of educational practices related to sustainability. As global challenges such as climate change and biodiversity loss intensify, integrating an ecological perspective into education becomes essential. This assignment delves into how ecoliteracy can be embedded within curricula across various educational levels, enhancing learners' understanding of complex ecological systems and their interdependence with human activities. Through exploring case studies like Solway Primary School's sustainability initiatives and drawing from frameworks such as UNESCO’s Education for Sustainable Development (ESD), the assignment highlights effective strategies for fostering ecoliteracy. The ultimate goal is to prepare students not only to thrive in but also to responsibly manage and improve our natural world, ensuring a sustainable future for all.

Sustainable Education and Perspectives
[DATE]
Hewlett-Packard
[Company address]

Running Head: Report
School Name: Suncity Primary School
Location: Ashburton, Victoria
School Vision: Dream Big
Report Name: Early years learning framework and Environmental sustainability
Year: 2020
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Running Head: Report
Contents
Background and Context............................................................................................................3
Executive Summary...................................................................................................................4
Introduction................................................................................................................................5
Importance of education for sustainable development with reference to the Early Years
Learning Framework and the Australian Framework................................................................6
Creation of School’s Philosophy and broad aims of the environmental sustainability vision...8
Concept of Ethical perspective.................................................................................................13
Four Pillars of Education for Sustainability.............................................................................14
Conclusion and Recommendations..........................................................................................15
References................................................................................................................................17
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Running Head: Report
Background and Context
Information about the Team Members of the Environmental Sutainability Leadership
Team: There are mainly 24 members in the team out of which four are from the teaching
department of the school while the rest are students' parents who also contribute to the
working of the committee. The teachers on the committee are:
 Emily Grant: She is the team leader. It was her idea to introduce our school to the
concept of environmental sustainability and help in its overall growth. She teaches
grade five and six
 Fionna Watts: She is the sustainability coordinator and teaches classes
kindergarten and class two and three.
 Miranada Phillip: One of the active member and take classes of kindergarten.
 Ian Stynes: One of the active member and teaches to students of class of four,
five and six.
School Information:
 Name of the School: Suncity Primary School
 School Location: Ashburton, Victoria
 Total strength of Students: 500
 Unique Features of the School: The school vision is Dream Big, which helps in
lifelong learning and excellence attainment by providing quality teaching and
programs for learning, by enabling our students to attain their full potential inside a
secure and safe environment.
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Running Head: Report
Executive Summary
Education for Sustainable Development (ESD) in today’s world is associated with many
types of education for focussing on conditions which are present in society and which is very
essential in today’s world. Different conditions of sustainability can be a change in climate,
biodiversity or disaster risk reduction.
It is the requirement of today to provide sustainable development, learning and quality
education to each and every human being. UNESCO describes Education for Sustainable
Development as to empower every member of the society to know about the challenges that
are present globally or will be in future. It also emphasis on the creation of societies that are
more sustainable and flexible and can change it according to the way we act and think.
This report is formulated to inform the school’s students, their families and guide teachers
and to make the community know about the practices, beliefs and philosophy of the school.
The report will help in understanding the concept of ecoliteracy and environmental
sustainability and how it can be implemented and integrated in learning experiences. It also
focuses on the benefits and limitations of ecological literacy. On the basis of the report,
awards and grants can be provided to showcase the progress of the school and its
commitment to sustainability to the environment. This report will also help in knowing what
is the school environmental sustainability vision is for the current year 2020 and what scope
does it hold in future.
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Running Head: Report
Introduction
“All children have the best start in life to create a better future for themselves and for the
nation.”
Too much emphasis is put on Sustainability as a priority by The Australian Curriculum which
can relate to and can connect to contents that are important and relevant aspect of learning
different Subjects and areas. The students of our school will develop the values, knowledge,
skills and world views by placing importance on sustainability, which is significant in
contributing to the living pattern which will be sustainable. Through the program, every
student of our school will be able to understand the concept of giving back to the nature and
society by the interpretation and engagement with the today’s world. In the current year of
2020, our school focuses more on providing sustainability education which is more oriented
toward the future and focuses on the environment (United Nations Educational, 2012).
The Vision of our school is “Dream Big” which means that we think not only about the
present growth, but also takes into consideration about the future growth. What we see as
growth is not only on the personal front of a student but society as a whole. The goal of our
school is efficient resources management and sustainable practice integration to provide more
sustainable life, by imparting education and motivating the school community as a whole
(UNESCO, 2017).
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Running Head: Report
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Running Head: Report
Importance of education for sustainable development with reference to the Early Years
Learning Framework and the Australian Framework
Australia with other countries like the Netherlands, Switzerland, Japan and Canada has joined
in a movement for including sustainability in the national curriculum and to make an attempt
for the future which will be more sustainable for generations through coming by education.
The expectations which are highest from birth to five years in the learning’s of all children is
conveyed through the framework. Following five learning outcomes communicates these
expectations:-
1. Sense of identity is very strong in children.
2. The connection and contribution to the world is present in the children.
3. Sense of well being is also strong in the children.
4. Children are very active and involved learners as well as confident.
5. Children can communicate effectively.
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Running Head: Report
Below is the pictorial diagram for Early Years Learning Framework Elements for better
understanding:
Directions in a broad manner to the school in settings of early childhood is provided by the
Framework for children’s learning promotion. It works as a guide for our school by helping
in making decisions for our curriculum and it also helps in checking the quality in early
childhood settings by planning, implementing and evaluating it. Focussed and specific
curriculum which can be important to our local school community and early childhood
settings is also implemented by it.
“Addressing the ongoing capacity of Earth to maintain life” is defined as sustained by
Australian Curriculum. Systems, World Views and Futures are three main categories of
Sustainability Curriculum divisions (Australian Government, 2009).
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Being
Belonging
Becoming
Strong
sense of
identity
in kids
Kids
commun
ications
skills are
very
effective
Kids are
involved
learners
and
confiden
t
Sense of
wellbein
g is
strong in
kids
Contribut
ion and
connectio
ns to the
world in
kids

Running Head: Report
There is a need for actions which are drastic throughout at all societal levels like businesses,
schools, communities and government. To prepare kids to enable them to lead and live more
sustainable lives, imparting education in kids of all age groups and schooling level is
included.
Creation of School’s Philosophy and broad aims of the environmental sustainability vision
The vision of our school is “Dream Big” and it is only possible if we as a team can work for
the educational sustainability and making the school children eco-literate and prepare for a
better future.
Anticipatory thinking, foresight or transgenerational thinking is few terms used for future
thinking. Future thinking is required for sustainability and its includes the ability to analyze
collectively, evaluate and draw pictures related to the future issues of sustainability and
problem solving frameworks for sustainability (Alliance, 2014).
Our school knows the importance of educating the school children concept of sustainability
and making them eco-literate, who in turn will educate their parents and society. Our school
philosophy is to consider the futures which are logical in a broad range, such that the society
can be educated and a more sustainable future can be created. By starting to engage students,
especially those in the age group of 3-6 years to 12 years, finite numbers of outcomes of
actions and decisions, futures thinking can be used in the classroom.
We will also like to implement scenarios in our school teachings wherein, the teachers use
tools and means to implement for helping students in expanding their ways of thinking about
how the world from today’s world, that is a world from 2020 world will be and what will it
contain for them (Solway Primary School, 2015).
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Running Head: Report
Our teachers while teaching sustainability in the classroom are confident and they also by
implementing and using its principles in the entire school, broaden their engagement. The
next step in this process is identifying the stakeholders in our own school community and by
identifying the ways of getting them involved.
In the school, the importance of imparting complete knowledge and making the child a whole
child is recognized. Other than high expectations of the achievements of a student in Literacy
and Numeracy is maintained, but also based on developmental approach, the rich and
accurate curriculum is created and innovated by encouraging our students. The school
community supports and put high value on these programs, which are achieved through the
provision of quality specialist programs in The Arts, Physical Education, Science, Reading
Recovery,and Spanish Language. A lot of attention is given for imparting education to
students about healthy living, with the help of promotion of healthy eating habits and
exercise, balanced lifestyles is promoted as well as being an active citizen (Connor, 2014).
In the year 2016, with the support of our School Principal Mrs. Anna Wilson, a
Sustainability Committee was formed with the help of a few parents who were passionate
about educational sustainability and experienced teachers of the school, thus by focussing on
the issues of sustainability. The school in the same year also signed the ReourceSmart AuSSI
Vic initiatives which can provide us a structure and systems, by helping with sustainability
goals achieving.
By the utilization of five distinct learning modules, in clear terms, ResourceSmart AuSSI Vic
sets out the methods used by the school in achieving sustainability targets. For each of the
initiative’s module areas like waste, energy, water, biodiversity, individual working groups
which were responsible for it, were set up by the Sustainability Committee. A representative
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Running Head: Report
teacher was allotted to each group in leading them and to look after our environment. The
students will be taught the ways and methods of applying educational sustainability at home
and school (AESA, 2016).
In the month of July 2020, our school was given a 5 Star school certification, the top
certification of ResourceSmart AuSSI Vic schools.
Our Committee for Sustainability consist of 24 members out of which 4 are school teachers
and rest are students’ parents. The teachers of the committee conduct classes from grade KG
to Grade Six. In a term, the committee meets two times and on a regular basis report to the
council of the school. One of the teacher Fionna, who is the Sustainability Coordinator
conducts kindergarten, grade two and three classes, also supervise the Team of Student
Sustainability Team, which consist of 15 grade five children and two student captains heads
it.
By the year 2020, the energy usage per student has fallen down by the time Educational
Sustainability was started in the year 2016, surprisingly the number of total strength of the
school children has grown. This initiative is helping the school in saving the money
inculcating habit which is good for the students. By learning such habits in school, they also
initiate it at their home and influence their parents and the society in which they live.
By using design for energy efficient building and solar panels, 44 photovoltaic solar panels
were installed on the roof as our school first sustainability project and generating energy
around 4.2 kilowatts. The creation of energy by the solar panels in the school hall, helps in
saving money and reducing the power bills (Sustainability Victoria, 2013).
Students keep on reminding the school community about the usage of energy by their acts
and also tell their parents to switch off the lights and save energy if not using it. Such kind of
learnings and education is imparted in our school. We have shared our journey on
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