> Teaching and Learning Processes

> Learner centred processes

> Authentic contexts

> Developed over time

> Gathering evidence over time

SACSA

Environment Education Reporting

Learner-centred processes

Systematic and powerful learner-centred processes involve learners:

Negotiating their learning and assessment activities

Posing, exploring and answering questions

Actively engaging in the examination of issues and discovery learning

Analysing and challenging issues through dynamic debate

Working on individualised education programs and goals

Collaborating with learners and educators

Demonstrating initiative, curiosity, creativity

Experimenting with ideas and possibilities

Using a wide range of processes to gather and present new information.

Students learn how to plan, develop and implement projects in action level 2

Students learn what questions to ask when planning, developing and implementing projects in action level 2

Students pose, explore and answer questions about the environment by accessing fact sheets, resources, research ideas and action level 2

Students examine relevant and up to date environmental issues in the fact sheets

Students experiment with ideas and possibilities through action level 2

Developed in authentic contexts

Systematic and powerful authentic learning involves learners:

In community and field experiences

Interacting respectfully with various cultures and views

In virtual learning experiences

Forging local and international learning partnerships

Taking positive local and global social and civic action

Working with community groups to solve problems and devise solutions

Using community and global resources

Devising solutions to local and global issues

Demonstrating enterprising attributes.

Students connect with community resources and participate in environment projects managed by environmental organisations

Students access virtual learning experiences through the online resources section

Students take positive local and global environmental action and civic action by participating in existing environmental programs and by developing their own environment projects

Students work with community groups to solve problems and devise solutions by participating in existing environment projects managed by environmental organisations

Students use community and global resources

Students learn how to plan, develop and implement projects in action level 2, devising solutions to local and global issues developing their understandings and skills in sustainable practice

Developed over time

Systematic and powerful learning over time involves learners:

Building, evaluating and refining knowledge and skills over time

Transferring learning to new contexts and situations

Increasing the sophistication of knowledge and skills

Exploring the big picture and how the parts of the picture fit together

Reflecting on thinking and learning processes (metacognition)

Articulating deeper understandings of each of the essential learnings and their connectedness to each other over time

Students participate in on-ground environmental projects building, evaluating and refining knowledge over time.

Students develop their own environmental projects building, evaluating and refining knowledge over time.

Environmental projects provide new contexts for learning

Students explore the big environmental picture by examining State of the Environment report fact sheets and researching how the environment is locally, nationally and globally interconnected with economic and social factors

Gathering evidence over time

Systematic and powerful evidence over time involves learners:

Gathering and evaluating evidence of actions taken individually and in groups

Recognising and documenting evidence of their growth

Building on essential learnings understandings and capabilities

Presenting evidence in varying contexts and situations

Keeping learning portfolios

Presenting to round tables

Discussing learning outcomes

Experiencing their in-depth understandings of real-life issues

Students participate in and develop environmental projects, evaluating evidence in groups and individually

Students document, evaluate, monitor and assess their environmental projects

Students identify issues that are important to them, plan and implement projects based on these issues and in so doing, develop their in-depth understandings of real-life issues of sustainability