Student 101240810 A2 Report (1)

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Student: 101240810 Assessment 2: Report Student:101240810 Assessment 2: Report Word Count: 2693 1

Student: 101240810 Assessment 2: Report Baulkham Hills North Public School’s ‘Sustainable future Program’ Bianca Kerr 31 st May 2021 2

Student: 101240810 Assessment 2: Report 1. Executive Summary This report outlines the importance of Educating for Sustainability (Efs) and how Efs thinking can be integrated within Baulkham Hills Public school. It focuses on the development of an Environmental sustainability program, that introduces three key initiatives which can be implemented within classrooms, outdoor spaces, and the wider community of the school on an ongoing basis. It demonstrates the effectiveness of teaching Efs to support sustainability outcomes through cross-curricula priorities, embedded within literacy, numeracy, and science content, and concludes that developing sustainable mindsets supports future generations. 1.1 Background Baulkham Hills North Public School is situated in the suburbs of the Hills district in North- Western Sydney, NSW. The school consists of 952 students that reside on 6.6 Acres of land, which include; a series of single and two-story classroom buildings, an office, library, and hall, two concreted basketball courts, two concreted quadrangles and two very large grassed areas (See Appendix A). The school grounds are a mix of concrete and large green spaces, though there are no established gardens present. In addition to the school's aesthetics, Educators are implementing elements of cross-curricula priorities set within the Australian Curriculum. However, educating for sustainability (Efs) is not strongly supported throughout the school, with many faculty members expressing reservations regarding the implementation of an environmental sustainability program, citing concerns over an ‘exhaustive curriculum’ and high workload. Table of Contents 3

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Student: 101240810 Assessment 2: Report 1. Executive summary .............................................................................................................. 3 1.1. Background and context ..................................................................................................... 3 2. Introduction ........................................................................................................................... 5 3. Main Body ............................................................................................................................. 6 3.1. Ecological Literacy ............................................................................................................. 6 3.2. Key Initiatives ..................................................................................................................... 8 3.2.1. Classrooms: Nude food lunchboxes ................................................................................. 8 3.2.2. Outdoor Space: Compost bins .......................................................................................... 9 3.2.3. Wider community: Bush Tucker Gardens……………...…… ...................................... 10 4. Conclusion………………… ............................................................................................... 12 5. Recommendations ............................................................................................................... 13 6. Reference ............................................................................................................................. 14 7. Appendices ………………………………………………………………………………..16 7.1. Appendix A……………………………………………………………………………...16 7.2. Appendix B……………………………………………………………………………..19 4

Student: 101240810 Assessment 2: Report 2. Introduction The purpose of this report is to outline three sustainable initiatives which will act as the foundations in establishing Baulkham Hills North Public schools ‘Sustainable future program’. The objective of the program is to encourage both students and key stakeholders to become eco-literate, while supporting their learning through Education for sustainability (Efs). Data shows that the Ecological Footprint (EF) of the average Australian in 2017, equates to 2.8 global hectares (see Appendix B), meaning that each person consumes roughly 65% more than the rate in which was produced (Global Footprint Network, 2017). “As EF calculates show, our present situation is unstable in the long term,” therefore, it is important that mankind works toward improving our footprint on the earth, as this will ensure its longevity and the future of generations to come (Department of Environment and Heritage [DEH], 2005, p. 4). To support such change, the Australian government has devised a framework for Education for sustainability (Efs), that “aims to build awareness and knowledge of sustainability issues but also to develop students and schools that are able to think critically, innovate and provide solutions towards more sustainable patterns of living” (Australian Education for Sustainability Alliance, 2015). Baulkham Hills North Public school’s environmental sustainability team recognises the importance of Efs and intends to imbed Efs into everyday practice through the implementation of the ‘Sustainable future program’. The program will foster a collaborative effort of students, teachers, and the wider community, looking at three sustainable initiatives, that will be achieved through utilisation of The Australian Government’s action plan for delivering Efs, as well as through cross-curricula priorities outlined in the Australian Curriculum. 5

Student: 101240810 Assessment 2: Report “The Australian Curriculum places emphasis on Sustainability as a priority for study that connects and relates relevant aspects of content across learning areas and subjects” (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2017, version 8.3). Baulkham Hills North Public aims to support this notion by integrating sustainability perspectives into all areas of learning, focusing on building skills whilst developing a sustainable mindset of both students and educators through “engaged citizenship and a commitment to sustainable patterns of living” (ACARA, 2017, version 8.3). 3. Main Body 3.1 Ecological literacy The environmental sustainability team believe that the school can become more ecologically literate, by embedding Efs principles within the Curriculum, suggesting that engagement with the natural world will form the foundations of eco-literacy. The team believes that through connections with the environment, children and educators alike can form an “understanding of organisms and their ecosystems”, improving their capacity to become responsible citizens who think and act in a sustainably responsible manner (Goleman, 2009, p.43 & Orr, 1992). This idea is shared by Wilson (1984) who describes such actions as Biophilia. According to Sveiby & Skuthorpe (2006) Indigenous Australians are rich in environmental knowledge, and present very useful perspectives when considering the environment. One useful tool that Indigenous people use in forming eco-literacy in children includes ancient story telling techniques. Sveiby & Skuthorpe (2006) discuss the benefits of storytelling with respect to eco-literacy describing how elders of the indigenous community used such stories to communication and foster an understanding of traditional environmental knowledge, that acts to educate young ones in their responsibilities regarding ‘country’ and 6

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Student: 101240810 Assessment 2: Report its preservation. The benefits of using such techniques at Baulkham Hills Public school is two pronged. Not only does it promote eco-literacy within the school community in an easily understood manner, but it also acts as an opportunity to create a better understanding of the Durug people, and of the lands in which the school resides. A second benefit to incorporating eco-literacy within the school is that it is founded on the “integration of emotional, social, and ecological intelligence” and therefore enables both children, and key stakeholders, to “cultivate knowledge, empathy, and action required for practicing sustainable living” (Goleman, Bennett, & Barlow, Five Ways to Develop Ecoliteracy, 2013). Whilst the school is situated in an affluent socio-economic area, one limitation the school faces with respect to promoting eco-literacy includes educator knowledge. Eco- literacy and Efs is a relatively new concept to Baulkham Hills North Public and so to educate students and the community, the faculty must first become proficient in engaging in such topics. To support educators on this journey, the environmental sustainability team has provided several resources including the ‘Australian Government’s action plan for delivering Efs’, as well as the ACARA’s cross-curricula priorities outlined in the Australian Curriculum. Additionally the team has developed the ‘sustainable future program’ which will incorporate three thoughtfully designed initiatives that will act as the foundations of embedding sustainable practices in three areas; classrooms, outdoor spaces and the community, empowering educators and fostering a smooth transition into effective Efs for the whole school. 7

Student: 101240810 Assessment 2: Report 3.2. Key Initiatives 3.2.1. Classrooms: Nude food lunch boxes Pre-packaged foods are more prevalent today than in years past, with the average Australian “throw(ing) away 200 kilograms of packaging” per year (Smith, 2016). At Baulkham Hills North public school, lunchboxes are filled with pre-packaged items that students unknowingly dispose of, contributing to an enormous amount of waste within the school. To combat this, the environmental sustainability team propose a nude food initiative that aims at educating children and their families about nude foods and their health benefits as well as exposing children to an understanding of waste and how their choices can contribute to the sustainability of the school. The initiative focuses on two key Efs themes; ecological sustainability and social sustainability and will be embedded within the school through integration into two learning areas, namely science and mathematics. The purpose of this first initiative is to expose students, families and educators alike, to Efs in a fun and engaging manner, by providing all parties with an opportunity to “connect their thinking to their behaviour, and their behaviour to the results” to create a better understanding of waste and how simple choices can either prevent or contribute to the waste generated overall (Cloud, 2014). To establish a baseline for the initiative, students from K-6 will explore the amount of waste generated by their class, over a two-week period, prior to commencing the nude food initiative. This will enable students to explore both science and mathematical concepts outlined in proficiency strands ‘science enquiry skills’ and ‘statistic and probability’ for all year levels, whilst engaging them in collaborative real-world experience that will foster their learning (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010). Once a baseline has been established each year group will reflect on their findings looking specifically at nude foods vs packaged foods and the waste generated by each. The 8

Student: 101240810 Assessment 2: Report school will then set an ongoing challenge, whereby all classes will endeavour reduce their lunchbox waste by bringing as much nude food in their lunchbox as they can. Once the challenge has been set, each class will continue to audit their classroom lunch waste by separating and counting the waste at the end of each day, tallying, and reflecting on their findings then submitting them to the principal at the end of each week. The principal will then calculate the grade with the least amount of waste per month, providing them with waste warrior points. The grade with the most waste warrior points at the end of each term will be labelled the waste warriors and will earn a free nude food canteen lunch. 3.2.2 Outdoors: Compost bins Baulkham Hills North Public school generates approximately 102kg of waste to landfill each day contributing to more than 26 tonne of the waste per year (Local Government NSW). To combat this, the environmental sustainability team proposes the implementation of a composting initiative that follows on from the nude food initiative. The aim of this is to utilise the organic waste sorted and collected each day from initiative one and to use this to establish six healthy composting bins. To begin this initiative, educators will utilise Efs principles ‘Transformation and change’, ‘Participation’, ‘systems thinking’ and ‘education for life-long learning’, to support children by developing their capacity to transform learning from one experience to another. This will be applied through student engagement in a hands-on learning experience where they, not only combine knowledge learnt from initiative one, but also apply it with secondary learning of how to sustain a healthy composting bin. This initiative will look at two elements, reducing waste and creating sustainable ecosystems, where children will engage with learning areas of science, design and technologies as well as cross-curricula priorities relating to sustainability and critical 9

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Student: 101240810 Assessment 2: Report thinking. They will work toward achieving learning outcomes associated with mathematics content descriptors outlined in “statistics and probability” across all stage levels, some of these will include content descriptors; (ACMSP011 ), (ACMSP263), (ACMSP050). These will focus on building children’s capacity to derive statistical information from initiative one and apply this in simple graphs to deduce the amount of waste that is being repurposed for the composting systems. To support learning of composting, each year level will engage in a project that includes learning about what composting is, what foods/waste can be incorporated into composting systems and how the composting can then be used to support other ecosystems. This will enable students and educators alike to develop biocentric thinking, through active engagement with the natural world, that equips them with skills and knowledge of the interconnectedness that small actions have in creating more sustainable environments” (Center for Ecoliteracy, 2012; Sobel, 1996). 3.2.3. Wider community: Bush tucker gardens Baulkham Hills North Public School is situated on 6.6 acres of land and encompasses two large, grassed areas surrounded by native trees; however, no established gardens are present. The environmental sustainability team has been granted $8000 from the NSW sustainable schools grant to implement a bush tucker garden initiative within the school that focuses on NSW curriculum content associated with Science and technologies as well as Aboriginal and Torres Strait Islander histories and cultures (The NSW Department of Education, 2021). The environmental sustainability team propose that the school utilise funding, through the NSW Sustainable schools Grant, to cultivate a bush tucker garden, working closely with the local indigenous heritage office Muru Mittigar in developing the plots. In implementing 10

Student: 101240810 Assessment 2: Report such an initiative, educators will utilise hands on learning experience guided by the indigenous community to support learning outcomes associated with science, mathematics and cross-curricula priorities associated with Aboriginal and Torres Strait Islander Histories and Culture, as well as sustainability (Muru Mittigar, 2021). The aim of this initiative is to strengthen “students understanding and awareness of food and biodiversity”, as well as their understanding of traditional cultivation methods (Tucker Bush, 2020). Prior to commencement of the bush tucker garden creation, each year level will engage separately in an excursion to Muru Mittigar’s bush tucker walk, where children will be involved in exploring the established bush tucker gardens, whilst learning about the cultivation of native plants and how the indigenous community used them (Muru Mittigar, 2021). As part of the excursion, each year level will be asked to collaboratively design a plan to create a bush tucker garden at the school, focusing on three key areas; where it should be constructed, how it will be constructed, and what ‘bush tucker’ should be cultivated there. Upon returning to school, each year level will submit their plan to the ‘environmental sustainability team’ for review. At the end of a two-week period, one plan will be deemed the winner, and the plans will be submitted for implementation. Using funding from the grant, the school will engage with Muru Mittigar to organise an indigenous horticulturist to help the students and their educators learn about the indigenous perspectives associated with cultivating the lands, teaching them how to create a garden on the school grounds. Over the next six weeks the school will engage in ongoing collaboration and hands on learning experiences, where the students and educators will work together with the Muru Mittigar team to establish bush tucker gardens. The students will utilise the composting that was created through initiative two to sustain the gardens, looking at soil development and the biodiversity associated with sustaining healthy bush tucker 11

Student: 101240810 Assessment 2: Report gardens. As the school becomes more confident, the upkeep of the gardens will rest on the students, educators, and families. Through this ongoing initiative students will also be working toward achieving an content descriptors associated with the Australian curriculum Design and technologies, some of which include; (ACTDEP005) “Explore needs or opportunities for designing, and the technologies needed to realise designed solutions”, (ACTDEP017) “Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment”, and (ACTDEP028) “develop project plans that include consideration of resources when making designed solutions individually and collaboratively”. The initiative will also support children in learning through cross-curricula priorities associated Aboriginal and Torres strait islander histories and culture fostering the development of a sustainable and culturally respectful school. 4. Conclusion Baulkham Hills North Public school should implement a ‘sustainable future program’, as it is through integration of horizontal learning capacities that embrace education for sustainability, that both students and key stakeholders can begin to develop a connectedness with the environment that will in turn support the longevity of future generations. The program will not only enhance knowledge and learning capacities associated with a multitude of learning areas, which are outlined within the Australian Curriculum, but it will also support educators in developing students understanding of Indigenous perspectives and will shape their capacity to become responsible citizens. Additionally the ‘sustainable future program’ initiatives build on one another, utilising elements from the previous initiative to support the establishment of the new one, reducing costs and ensuring true embedment throughout the school. 12

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Student: 101240810 Assessment 2: Report 5. Recommendations: As a result, environmental sustainability team has put forward the following recommendations to support the program throughout its development:  Implementation of each initiative should occur separately over time, as they each rely on the establishment of the other for true implementation and learning to occur.  The establishment of an environmental committee should be implemented to consist of a group of empowered individuals that include a representative from all key stakeholders. This will support collective involvement within the school’s community to ensure that each initiative is carried out to enrich learning through a shared vision.  A series of meetings to advise key stakeholders of the schools desire to implement the ‘sustainable future program’ that focuses on answering any potential queries, and onboarding students, teachers and the wider community in the processes of its development. References 13

Student: 101240810 Assessment 2: Report Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). Australian Curriculum F-10. Canberra. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/science/? year=12000&year=12001&year=12002&year=12003&year=12004&year=12005&ye ar=12006&strand=Science+Understanding&strand=Science+as+a+Human+Endeavou r&strand=Science+Inquiry+Skills&capability=ignore& Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum . Sustainability, 8.3 . Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum- priorities/sustainability/ Australian Education for Sustainability Alliance. (2015). What is Education for Sustainability? Retrieved May 13, 2021, from Getting started with sustainability in schools: https://sustainabilityinschools.edu.au/what-is-efs#:~:text=Education%20for %20Sustainability%20(EfS)%20aims,more%20sustainable%20patterns%20of %20living. Australians Together. (2020, September 16). The Importance of Land . Retrieved May 30th, 2021, from Australians Together: https://australianstogether.org.au/discover/indigenous-culture/the-importance-of-land/ Centre for Ecoliteracy. (2012). Becoming Ecoliterate. Retrieved May 31st, 2021, from https://www.ecoliteracy.org/article/becoming-ecoliterate# Department of Environment and Heritage [DEH]. (2005). Educating for a sustainable future: A national environmental education statement for Australian schools. Retrieved May 28th , 2021, from http://naturalresources.intersearch.com.au/naturalresourcesjspui/bitstream/1/1631 Global Footprint Network. (2017). Explore Data . Retrieved from Advancing the Science of Sustainability: https://data.footprintnetwork.org/? _ga=2.209544859.842512360.1622293121-797760377.1622293121#/ Goleman, D. (2009). Ecological intelligence: Knowing the hidden impacts of what we buy. Camberwell: Australia Penguin Group. Retrieved May 30th, 2021 Goleman, D., Bennett, L., & Barlow, Z. (2013, April 8th). Five Ways to Develop Ecoliteracy. Education . Retrieved May 30th, 2021, from https://greatergood.berkeley.edu/article/item/five_ways_to_develop_ecoliteracy#:~:te xt=By%20weaving%20these%20forms%20of,required%20for%20practicing %20sustainable%20living. Local Government NSW. (n.d.). At the cross roads: The state of waste and recyling in NSW. Retrieved June 1st, 2021, from https://lgnsw.org.au/common/Uploaded%20files/Campaigns/At- The_Crossroads_recyling_report.pdf Muru Mittigar. (2021). Schools Program . Retrieved May 31st, 2021, from Muru Mittigar Pathway to Friends: https://www.murumittigar.com.au/school-programs/ 14

Student: 101240810 Assessment 2: Report Orr, D. W. (1992). Ecological Literacy. In D. W. Orr, Ecological Literact: education and the transition to a postmodern world (pp. 85-95). Albany, N.Y.: State University of New York Press. Retrieved May 29th , 2021, from https://commons.swinburne.edu.au/file/2da26334-6960-425d-a665- 96013bef7aa4/1/992174023.pdf Smith, C. (2016, March 15). Plastic Packaging. Retrieved May 23rd, 2021, from https://www.abc.net.au/btn/classroom/plastic-packaging/10525094 Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA, Orion Society. Sveiby, K.-E., & Skuthorpe, T. (2006). Treading Lightly : The Hidden Wisdom of the World's Oldest People. Crows Nest, NSW: Allen & Unwin. Retrieved May 30th, 2021, from https://ebookcentral.proquest.com/lib/swin/reader.action?docID=276029&ppg=63 The NSW Department of Education. (2021). Sustainable Schools Grant . Retrieved May 31st, 2021, from NSW Department of Education - School infrastucture: https://www.schoolinfrastructure.nsw.gov.au/content/infrastructure/www/what-we- do/we-look-after-our-schools/sustainable-schools-grants.html Tucker Bush. (2020). Tucker Bush Schools Program . Retrieved from Edible Australian Tucker Bush. Wilson, E. (1984). Biophilia. Cambridge MA: Harvard University Press. Retrieved May 30th, 2021 Appendices 15

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Student: 101240810 Assessment 2: Report Appendix A 16

Student: 101240810 Assessment 2: Report 17

Student: 101240810 Assessment 2: Report 18

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Student: 101240810 Assessment 2: Report Appendix B 19

Student 101240810 A2 Report (1)

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