Transcript Document

AUSTRALIAN SUSTAINABLE SCHOOLS
INITIATIVE WA (AuSSI-WA)
A WHOLE SCHOOL PLANNING FRAMEWORK
FOR EDUCATION FOR SUSTAINABILITY (EFS)
Designed and developed around six key questions:
1. What is sustainability?
2. Why the need to act?
3. What might a ‘sustainable school’ look like? (B)
4. What does our school currently look like? (A)
5. What support exists for schools?
6. How to create a pathway from A to B?
WHAT IS SUSTAINABILITY?
•
Sustainability addresses the ongoing capacity of
Earth to maintain all life.
•
Sustainable patterns of living…… necessitate a
renewed and balanced approach to the way humans
interact with each other and the environment.
[Australian Curriculum]
SUSTAINABILITY
‘The protection and replenishment of our natural
environment, and the development of just, diverse
societies supported by effective economies.’
(AuSSI-WA)
The 3 Elements (‘Pillars’)
Economic
Social
Environmental
EDUCATION FOR SUSTAINABILITY (EFS)
Education for sustainability:
•
develops the knowledge, skills and values necessary
for people to act in ways that contribute to more
sustainable patterns of living; and
•
focuses on creating a more ecologically and socially
just world through action that recognises the relevance
and interdependence of environmental, social, cultural
and economic considerations.
[Australian Curriculum]
ENVIRONMENTAL (AND SOCIAL)
DEGRADATION?
•
The latest State of the Climate report
notes that by 2070, if growth in global
emissions of GHGs continues in line
with past trends, Australia will warm
by 2.2-5.0oC.
•
Many climate scientists feel that a
2.0oC increase is near to or above
the level that is likely to trigger
‘dangerous climate change’.
•
The CSIRO suggests that
‘transformational change’ will be
needed (to arrest the decline).
KEY ‘ACTION LEARNING AREAS’
www.det.wa.edu.au/sustainableschools
Built
Environment
Economics
Transport
and Air
Indigenous
Culture
Waste
Purchasing
Energy
Student
Wellbeing
Biodiversity
Cultural and
Social Diversity
Water
Community
Partnerships
ACTION LEARNING AREA OUTCOMES
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Biodiversity – Valuing, protecting and replenishing
native flora and fauna
•
Water – Conserving water and protecting the health of
our waterways and oceans
•
Indigenous culture – Understanding, learning from and
valuing the culture of the ‘First Australians’
•
Community Partnerships – Working with others within
the broader school community to achieve shared goals
and outcomes
ECOLOGICAL FOOTPRINT AND
SOCIAL HANDPRINT
THE IMPORTANCE OF THE SOCIAL ‘PILLAR’
‘In terms of education for sustainability, a teacher
engaged in student resilience, anti-bullying, social
and emotional health, social justice and cultural
diversity activity, for example, is as important as a
teacher assisting students to plant trees and reduce
utilities consumption.’
[Principal, AuSSI-WA Pilot Program 2005]
KEY ELEMENTS RUBRICS
•
A number of ‘key elements’ (12) have been identified as
critical to successfully developing a whole-school
approach to EfS
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Key elements have been divided into three broad
categories as follows:
o
Leadership
o
Teaching and Learning
o
Community
SUPPORT FOR SCHOOLS
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WA Curriculum Framework (1998)
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Australian Sustainable Schools Initiative WA (2005)
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Melbourne Declaration (2008)
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Living Sustainably: The Australian Government’s National
Action Plan for Education for Sustainability (2009)
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Department of Education strategy
•
Australian Curriculum
www.det.wa.edu.au/sustainableschools
DEVELOPING A PLAN
•
Review the AuSSI-WA resources and associated
materials
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Plan a presentation/workshop for school colleagues
•
Start the process of developing a ‘Sustainability action
plan’ using AuSSI-WA resources, as appropriate, and
engaging as many staff as possible
•
Build steadily onto existing activity, interest and
enthusiasm
CELEBRATING SCHOOL ACHIEVEMENTS