Overview of the Sequence
The purpose of this curriculum package is to scaffold young people to learn how to put science at the core of decision-making.
Climate Change
The Facts in 4 minutes
2018 was one of the hottest years on record. Looking at the science of climate change Sir David Attenborough outlines the challenge it poses for all of us.
Engaged in local communities as active citizens “This is what democracy Looks Like”
Curriculum Developers
Phil Smith
phil@speaking4theplanet.org.au
Phil is a teacher educator at Western Sydney University. He is a writer and community campaigner. He runs professional development on sustainability education for schools, and he developed the Speaking 4 the Planet program for students.
Dr. Peta White
peta.white@deakin.edu.au
Peta is a teacher educator and researcher from Deakin University. Her current research involves developing curriculum materials that put current science research into schools via curriculum materials. These materials are offered freely online and are accessible by all.
Underpinning ideas
The following ideas have been embedded throughout the modules:
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The importance of understanding scientific concepts
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The need to apply evidence in decision-making
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The value of a holistic approach to learning via the integration of science, maths, technology, arts
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The importance of communication, including conversations with parents and/or significant others
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The need for critical thinking, including judging the accuracy and reliability of information sources (e.g. internet research skills)
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The need to privilege diverse ways of thinking and knowing, including Indigenous and embodied ways of knowing.
The fundamental belief is that understanding and actioning sustainability are at the core of learning.
Young people need to learn how to survive and thrive - they will benefit from learning how to create a world worth living in for all beings – environmentally, socially, culturally, economically. Sustainability is central to education, not peripheral.
The modules in our sequence are designed to scaffold young people to take action towards building confidence in shaping themselves and their communities into becoming sustainable.
These modules offer an overall approach to learning that helps young people become:
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Critical and creative
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Engaged in local communities as active citizens
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Conscious of global issues and the mutual relationships between actions and impacts
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Socially and scientifically literate.
Why this package has been developed and why the title is Stand Up for Your Climate/Future: Youth activism is education
Around the world, young people are standing up to ensure government policies and community actions focus on protecting the future of the planet.
As we prepare these materials mid 2019, young people around the world – including in Australia – are striking for climate action. Central to their passion and arguments is the view that evidence-based decision-making matters. They want change, and they are demanding that science, not ideology, determine government policy.
This teaching and learning sequence is designed to build student capacity in the following key areas:
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Understand the science of climate change
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Understand how to influence decision-making processes in our communities
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Practice ‘critical thinking’ and ‘judging the accuracy and reliability’ of messaging around climate change (especially media and news)
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Adopt personal practices that explore the complexity of these issues and result in informed decision making and practice
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Influence others’ (especially those in power positions) environmental decision-making, policy, and practices through clear articulation of the issues.
Young people will focus on the science of climate change and explore the actions taken at personal, family, community, government (and broader if possible and relevant) levels to alleviate its causes and adapt to its impacts. They will consider how positive environmental policy changes have been and can be generated; they will talk with others in the community about these matters; and make decisions about appropriate actions (personal or community).
The sequence develops skills in:
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research and analysis
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critical and creative thinking
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communication
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leadership.
Who these modules are designed to support
Educators committed to supporting young people to become engaged, active, conscious, and responsible citizens will find this sequence useful. As those educators know, education is valuable in overcoming individual and community apathy, ignorance, and in-action.
The teaching and learning ideas and materials have been designed for young people in the upper primary and lower secondary age group. Like all ideas and resources, these can be adapted for learning outside this range or used to supplement existing programs. Other educators such as leaders in Scouts Australia, school clubs, and home school networks may also find this package useful.
How to use these modules
Educators are invited to adapt these modules in ways that best suit their own style, their own purposes, and their own young people.
The modules and activities of this package have been developed with these pedagogical approaches in mind:
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Supporting student-directed learning
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Building a sense of self-efficacy, agency and empowerment
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Scaffolding guided inquiry
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Implementing authentic assessment (which means, in part, ensuring an appropriate audience for communications from each aspect of the sequence)
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Providing inspiring examples of success in youth activism
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Reflecting and reviewing.
Assessment
Peer and self-assessment strategies will be actioned throughout the sequence with student communications targeted to real audiences.
The image above represents the organising logic for the action aspect of the lesson sequence. This representation helps provide coherence for teachers and learners as it illustrates concentric circles of action – starting from self and moving to influence and scaffold others’ learning and action. Of course change can be initiated at any level and move in multiple directions.
We wish you an engaging and challenging learning adventure as you support your young people to stand up for their climate/future.
Teaching and Learning Sequence
Curriculum links are drawn from a variety of (relevant) disciplines and focus on the general capabilities of critical thinking and personal and social capability.
These outcomes are determined by the teacher as the students’ progress through the sequence.
Modules
1: Getting clear on what Sustainability means
2: Active Citizenship - who is doing this and why?
3: Communication and Persuasion through the Media
4: Exploring your ways of knowing
5: Self-Watch: the responsibility rests with us!
This curriculum resource was produced with assistance from
Image sourced from Sustainable Coastlines. Check out their amazing programs here
We believe that quality learning requires teachers to excite, enthuse, engage, encourage, enable, inspire, and value error.
Let us put it this way:
If learning is not about how to thrive in the world and about how to make that world a better place, then what is it about?