Teaching for a Sustainable World

This subject is not offered in 2016.

170 hours

Admission to the Master of Teaching (Secondary) or Master of Teaching (Primary)

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

Teacher candidates will explore the broad field of sustainability to gain an understanding of the many facets of sustainability, including environmental, social, and economic sustainability. They will examine Education for Sustainability (EfS) and its similarities and differences to environmental education and develop an understanding of EfS and its position in the national curriculum. During classes teacher candidates will work with colleagues to develop an integrated unit that integrates sustainability across a range of learning areas in ways that meet required national curriculum outcomes.

They will examine a range of issues pertaining to sustainability and to Education for Sustainability relevant to Australian schools, so that they are equipped to teach about sustainability, to help shape a school’s culture to one of sustainability, and to offer leadership to a school in the area of sustainability.

On completion of this subject, teacher candidates will be able to:

• Discuss aspects of sustainability, including its environmental, economic and social dimensions.
• Describe education for sustainability and how it differs from environmental education.
• Understand the complexities of, and be able to contribute to, a school’s journey toward sustainability.
• Be capable of contributing to a curriculum review to integrate education for sustainability across a range of learning areas.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

2.1 Content and teaching strategies of the teaching area

3.2 Plan, structure and sequence learning programs

6.3 Engage with colleagues and improve practice.

• Audit of sustainability practices in a school, 600 words, due early in semester, 15%
• Briefing notes on an aspect of sustainability, 1600 words, due middle of semester, 40%
• Team report integrating sustainability into a unit of work (class time allocated for team work), 1600 words per student, due late in semester, 40%
• Learning reflection, 200 words, end of semester, 5%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Online readings and podcasts.

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change.
• Work in teams with skills in cooperation, communication and negotiation;
• Have a conscious personal and social values base.