SACSA Framework
Environment Reporting and
SACSA
There are three tools for teachers in this section.
- Develop the Essential Learnings
- Teaching and Learning Processes
- Developing Key Ideas
The environment reporting education web site is designed to connect
with learning and learning outcomes in the South Australian Curriculum
Standards and Accountability (SACSA) Framework. The environmental
reporting education web site includes comprehensive and up to date
information on the state of our environment, provides multiple pathways
to access information, identifies resources and demonstrates possibilities
for taking environmental action.
Types of information provided are fact sheets, case studies, research
questions, links to community and Internet resources and tools for
planning and delivering environmental action projects. The information
is designed so that teachers and students can construct learning
opportunities in different ways, accounting for diversity of approaches
to teaching and learning. Multiple levels of complexity built into
the web site provide the opportunity for learners to continually
extend and deepen what they have already learned. Therefore, the
environment reporting education resource web site is designed to
be used with Essential Learnings, Enterprise and Vocational Education
(EVE), and Cross Curriculum Perspectives.
The environment reporting education resource supports students
to develop understandings, capacities and dispositions to engage
with changing times as thoughtful, active, responsive and committed
local, national and global citizens (Essential Learnings).
Resources available to support the essential learnings are listed
below;
- Fact sheets; lots of up to date information about South
Australia's environment including interrelationships and connections
to national and international issues.
- Case studies; find out about environment projects at
other schools.
- Research ideas; explore the environment by asking some
important questions.
- Community and internet resources; find out what other
information is available to learn more about our environment.
- Tools for planning and delivering actions for the environment;
students can get involved in existing
environmental projects managed by other organisations or can
develop their own projects using the project
planning tools.
Develop the Essential Learnings
Futures
What knowledge, skills and dispositions are required to maximise
opportunities in creating preferred futures?
- Environment reporting education provides information about the
state of the environment in the past and present so that students
can challenge commonly held assumptions about the past, present
and future, regarding human impact on the environment.
- By taking environmental action students are supported in actively
shaping preferred futures, developing skills, dispositions and
knowledge relevant to career options and pathways of the future.
They develop skills which underpin the transition from school
to work, training and lifelong learning.
- Students develop meaningful understandings of social, political,
economic, physical and environmental contexts associated with
sustainable futures.
Identity
What knowledge, skills and dispositions are required to critically
understand self-identity, group-identity and relationships?
- Active participation in environmental action creates diverse
contexts for learning that involve students in developing their
individual and group identity. There are a range of learning contexts
in and out of the classroom. The learning opportunities can be
diverse, can occur individually or in groups, (often with people
outside of the school community), and the positive and quantifiable
outcomes for the environment make the context meaningful and important.
Interdependence
What knowledge, skills and dispositions are required to critically
understand the systems to which lives are connected, and to participate
positively in shaping them?
- Environment reporting information provides learners with the
resources to critically examine the social, political, cultural,
economic and environmental systems to which they belong and contribute.
- Environment reporting information, links and planning tools
to inform environmental action, support children and students
to take civic action for sustainable physical environments and
just social environments, contribute to, critically reflect on,
and take action to shape local and global communities.
- Environment reporting information demonstrates connections between
local, national and global environmental systems.
Thinking
What knowledge, skills and dispositions are required to develop
particular habits of mind, to create and innovate, and to generate
solutions?
- When students utilise environment reporting education information,
links and planning tools to inform environmental action, they
develop innovative strategies to generate solutions to environmental
problems.
- Information and planning processes provided in environment reporting
education require meaningful thinking and action processes necessary
for ecological problem solving.
- When students use environment reporting education information,
links and planning tools to take environmental action, they are
supported in developing a sense of the power of creativity, wisdom
and enterprise that can result in positive and quantifiable outcomes
for the environment.
Communication
What knowledge, skills and dispositions are required to construct
and deconstruct meaning, and to critically understand the power
of communication and its technologies?
- The environment reporting education information, links and planning
tools to take environmental action, provide opportunities for
students to critically reflect on, and shape, the present and
future through powerful uses of literacy, numeracy and information
and communication technologies.
SACSA Framework information (Essential Learnings)
Department of Education,Training and Employment, 2001, South
Australian Curriculum, Standards and Accountability Framework (SACSA),
Adelaide: DETE
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