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