Note: This is an archived Handbook entry from 2008.Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2008:Semester 2, - Taught on campus.
Parkville, on campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
|Subject Overview:||Teacher candidates will examine the holistic nature of sustainability and the values, principles and philosophies and practices of transformative education. Teacher candidates will develop an understanding of ecology and planetary biosystems, and the role of economics and politics in their health and destruction. They will discuss the importance of values such as a sense of stewardship, respect and belonging with nature, and the principles of sustainable societies so that they are equipped to play a leading role in their creation in schools. Teacher candidates will analyse major reports on sustainability and educational initiatives and visit at least one major site of environmental education. They will examine the philosophical basis and curriculum resources of Australian Sustainability Schools Initiative (AUSSI), and engage with schools implementing the initiative. They will analyse in depth aspects of these programs. Teacher candidates will develop a knowledge of the concepts, tools and techniques of futures education; and teaching strategies that assist school students to develop ecoliteracy. This is a connection to living things, a commitment to the values and practices underpinning sustainability platform; a knowledge base in biophysical earth systems appropriate to their age; and a critical understanding of the relationships and underpinning power structures that mediate between humans and the natural world.|
|Assessment:||There are 2 assessment tasks: An essay of (1000 words) due mid semester (25%) A project (3000 words equivalent) due end of semester (75%) There is 1 hurdle requirement: Satisfactory completion of weekly tasks|
|Prescribed Texts:||Flannery, T. (2006) . The Weather Makers. Melbourne: Text Publishing Orr, D. (2004). Earth in Mind: On Education, Environment and the Human Prospect. Washington: Island Press Sterling, S. (2001). Sustainable Education: Revisioning Learning and Change. Schumacher Briefings No 6: Green Books, UK|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject, teacher candidates will be able to: |
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Primary) |
Master of Teaching (Secondary)
Master of Teaching (Secondary)
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