ANALYSE THE CONCEPT OF ECOLOGICAL LITERACY AND ARTICULATE THE BENEFITS AND LIMITATIONS OF BECOMING ECO-LITERATE.

ANALYSE THE CONCEPT OF ECOLOGICAL LITERACY AND ARTICULATE THE BENEFITS AND LIMITATIONS OF BECOMING ECO-LITERATE.

Word limit -2800 words Assessment context -Reports are useful forms of assessment in pre-service teacher education programs as they assess learning from readings, research and class discussions. They also enable you to develop report writing skills and undertake the type of research task that is widely used in the education work place. This assessment is asking you to take a leap forward to your role as an environmental leader in the future and beyond. The year is 2020 and you are employed as a teacher who is part of the environmental sustainability leadership team at a K-6 school. This education setting has been working on a number of key sustainability ideas, initiatives and practices and the principal has asked you to formalise this thinking and record the vision and actions within a professional report for what the school can achieve in the next ten years from 2020 – 2030. The purpose of this report is to inform families, guide teachers and students and let the community know the philosophy, beliefs and practices of the school. Formalising this thinking and practice means that this report can also be used for award and grant applications to demonstrate the schools progress and commitment to environmental sustainability. This assessment therefore enables you to imagine and speculate about sustainable futures in education and what you would like to achieve as a teacher. Related unit learning outcomes – This task is assessing your ability to demonstrate that you meet the following unit learning outcomes: · Consider concepts and themes related to environmental sustainability and how these effect their teaching and professional role. · Analyse the concept of ecological literacy and articulate the benefits and limitations of becoming eco-literate. · Create a school profile with a holistic range of teaching and learning strategies to integrate sustainable perspectives, critical thinking, values and citizenship objectives implicit in reorienting education towards sustainable futures Assessment details and format – A typical report investigates, describes, and analyses information in a thorough and logical manner. This information is then presented in a clear report format. Some features which typify a report format include: numbered sections and/or with headings, a contents page, information presented with images, tables, or diagrams, short paragraphs, and objective language. Your report should adhere to the following format and include the required information set out below: Title page and presentationCreate a title page for your report that reflects your school philosophy, context and focus of the report. · Create your school name and location – Dream big, this is your vision · Included the scope of the report timeframe from 2010 – 2030 · You can make choices about the professional presentation of your report making sure it is professional and clear Background and context · This report is written by the environmental sustainability leadership team so it will be written in a collective voice. Describe the members of the team, what you do and a little about the team background · Describe the school context such as location, how many students, unique features etc · The school includes education from kindergarten (3-6 years) to grade six (12 years) Executive summary · This is a short, clear summary of the whole report outlining who the report is for and what you are hoping to achieve with its creation (the purpose). · It is wise to write a short outline of this when planning your report and then rewrite when you have completed the report, making sure you include any changes that you made during the process Table of contents · Create a table of contents in the Word or similar processing program you are using. · The contents page should list the different sections and/or headings together with the page numbers · Your contents page should be presented in such a way that the reader can quickly scan the list of headings and locate a particular part of the report through the page number · Whatever heading and/or numbering system you use make sure that the relationship with headings and sub-headings are clear and consistent. Introduction and terms of reference: · The introduction sets the scene for the main body of the report. · Include a rationale for why you think environmental sustainability is important must be integrated into education · Link with reference to the Early Years Learning Framework and the Australian Curriculum · Outline the philosophy and broad aims of the environmental sustainability vision you are creating for the school · Introduce and outline the key aspects of your report and any new terms with brief descriptions of each term. You can also include explanations of the acronyms or abbreviations used in your report by creation a short glossary Main body of the report must include the following key points · The main body of the report is where you discuss your key ideas, with supporting literature that describes the school vision. · Use section headings and sub headings where points are grouped and arranged in an order that is logical and easy to follow. You are able to use some bullet points to present a series of ideas in an easy-to-follow list; however this section should be mostly discussion. · You can use images, photographs and diagrams to present your ideas and these must be labelled and the headings included in your table of content. They must also include clear descriptions of what they are and referenced with APA. Include the following discussion points. You may choose to extend with other ideas but these four headings must be included: 1. Describe and critically consider the concept of ecological perspectives and articulate the benefits of children and young people becoming ecoliterate. 2. Describe and critically consider the concept of ethical perspectives and articulate the benefits of children and young people learning about environmental justice and becoming active citizens for change. 3. Describe and discuss the four pillars of education for sustainability (DEWAH, 20005 p.17) and consider concepts and themes that relate to your school vision for environmental education and how they can be integrated into opportunities for children and young people to learn about sustainable futures. 4. Provide examples of what your environmental sustainability vision looks like now in 2020 and the future. Make sure you include examples from points 1-3 and for children aged 3-7 years and 8-12 years. Be bold and creative in your imaginings, as this will demonstrate how you have taken ideas from the unit learning objectives, materials and classes. Conclusion · Short summary of key points. · Recommendations by the environmental leadership team for how to progress the schools sustainable vision and this may include timelines for the future Reference list: · All sources used must be acknowledged and referenced throughout the report with APA in-text citations and the creation of a comprehensive reference list. · A report often contains many references as you are reporting information. You will need to include a minimum of 15 references but it is highly likely that you will include many more. Essential reading · The following case studies offer ideas of what education settings are currently doing in addition t/o the unit reading materials http://www.sustainability.vic.gov.au/School/ResourceSmart-Stories Below are essential readings to be included in report and reference list: Rooney, T. (2016). Weather worlding: Learning with the elements in early childhood. Environmental Education Research Capra, F. (1996). The Web of Life: New scientific understandings of living systems. New York: Anchor Books. Chapter 1. pp. 3- 13. Chapter 1 Deep ecology – a new paradigm (pp. 3- 13) Elliot, S., & Young, T. (2015). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1), 1-8. doi: http://dx.doi.org/10.1017/aee.2015.44 Cronon, W. (1995). The Trouble with Wilderness; or, Getting Back to the Wrong Nature In W. Cronon (Ed.), Uncommon Ground: Rethinki
ng the Human Place in Nature (pp. 69-90). New York W. W. Norton & Co. Merkal, (2009) Chapter 12:Sharing the Earth, pp 207 – 217. David Orr beginsChapter 5: Ecological literacy of his book on ecological literacy, writing, “Literacy is the ability to read. Numeracy is the ability to count. Ecological literacy…is the ability to ask, “What then?” (1992, p. 85). Orr, D. (1992).Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press. Chapter 5 pp. 85-95 Sveiby, K., & Skuthorpe, T. (2006).Treading lightly: The hidden wisdom of the world’s oldest people. Crows Nest NSW: Allen & Unwin.Chapter 3. Pp. 40-58 Chapter 9 Cutter-Mackenzie, A., & Fulton, C. (2014)Through School: Ecologising Schooling: A Tale of Two Educator. Chapter 9 in the Wattchow et al etext. Elliott, S. (2013). Exploring Sustainability Rattler, Autumn (105 ), 22-24. http://search.informit.com.au/documentSummary;dn=243721820072132;res=IELHSS Davis, J. (2005). Educating for sustainability in the early years: creating cultural change in a child care setting. Australian Journal of Environmental Education, 21, 47-55.. Leadership and the learning community, pp. 148-160, focuses on the teacher’s role, leadership and the learning community with an interview from an exemplary school in the USA (Barlow, Marcellino & Stone, 2005) The role of the teacher, pp. 19-23 (Lang, 2009). Sustainability curriculum framework: A guide for curriculum developers and policy makers (Department of the Environment, Water, Heritage and the Arts [DEWHA], (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability, pp. 104- 153 (Pratt, 2010). Creating cultural change in education : A proposal for a continuum for evaluating the effectiveness of sustainable schools implementation strategies in Australia, pp. 59-70, provides a more analytical overview of the aims of the AuSSI (Davis & Ferreira, 2009). St Kilda and Balaclava kindergarten in Melbourne was the first kindergarten in Australia to achieve a five star accreditation in an adapted version of the AuSSI.This short article highlights how they achieved this goal Young, T. (2009). St Kilda & Balaclava Kindergarten wins gold for being green Department of the Environment, Water, & Heritage and the Arts. (2012). Australian Sustainable Schools Initiative (AuSSI).Retrieved from http://www.education4sustainability.org/2012/08/21/the-australian-sustainable-schools-initiative-aussi/ Somerville,, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Growing Minds Greening Communities -A sustainability resource kit for early childhood educators Marking criteria · The report demonstrates detailed, accurate, thoughtful, mature and professional knowledge and understanding of the importance of integrating environmental sustainability in education settings. The report is professionally presented, with obvious care and attention to planning, editing, compilation and proofreading. · The philosophy and aims are represented throughout this report and described in the range of insightful ideas that capture the importance of environmental education through a creative vision of sustainable futures. · The four categories are described through the report with a comprehensive analysis of the key ideas and relevant examples of what this could look like. Additional ideas are also integrated with a seamless critique and analysis between social, environmental, political and environmental perspectives. · The reporting is sound, clearly argued, and well supported in terms of the use of literature and evidence to support or refute claims. It is free from ambiguity and contradiction. · There are no referencing errors and obvious care and attention has been given to planning, editing and proofreading. · Academic writing is professional, engaging, interesting and insightful.
 

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