Overview

Students need to be provided with experiences that develop competencies that match with their cognitive and personal development. These teaching and learning resources, documents and links are designed to provide integrated activities and experiences for students that match this development.

Through these stage specific resources and SEMP your school will be able to develop a sequence of environmental activities and investigations for students.

It is important to develop connections and values, build confidence and skills and have students model positive environmental behaviour over time to ensure they leave school equipped to engage in complex sustainability challenges in the community.

Teachers refer to NSW Board of Studies statements as the basis for student learning programs. Search your Stage level, Key Learning Area or course on their website for these statements. Teaching activities and resources for specific Stages are accessed through the link.

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Early Stage 1

Students in Kindergarten need to develop connections to the environment through highly sensory and exploratory activities. These students can describe things they like about their environment and be able to record these in a range of ways.

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Stage 2

Students in Years 3 & 4 are able to investigate issues in their classroom and school, drawing conclusions and starting to develop solutions to these issues. They can start to link these issues to how the school makes decisions and how students should behave in the school. These positive behaviours can also be related to home.

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Stage 4

Students in Years 7 & 8 should be able to describe and analyse environmental issues from a school, home and local perspective and be able to draw parallels with global issues and understand the citizenship and values elements of these. Students should be using a range of sophisticated tools and infomation sources for these investigations. These investigations should lead to well researched solutions.

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Stage 6

Students in Years 11 & 12 can undertake sustainabilty education through projects eg Senior Geography Project or through investigation that develop technical skills or knowledge eg Chemical analysis of water. High level analysis and reporting to the school and broader community should inform and lead sustainability decisions and actions of the school and community.

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Stage 1

Students in Years 1 & 2 can extend these connections to the environment into expressions that explore environmental values and begin to develop skills in describing and recording elements of their school environment.

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Stage 3

Students in Years 5 & 6 will be able to confidently explore and investigate their school and parts of their local environment. These students will use a range of scientific, literary, numeric and visual methods to collect, organise and present information. They will be able to draw strong links between the way their school is managed and the environmental outcomes and be able to describe, investigate and implement solutions as well as articulating environmental values they hold.

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Stage 5

Students in Years 9 & 10 will demonstrate their use of specific scientific, geographic and technology tools and methodologies in their environmental investigations. These students can analyse environmental and sustainability issues at all levels from home, school, local national and global. They will use this analysis in the development, modelling and implementation of sustainability solutions and be able to communicate this to their school and community.

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Units of work

Overview

Early Stage 1

Stage 2

Stage 4

Stage 6

Stage 1

Stage 3

Stage 5