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Sustainable Education and Perspectives

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This assessment requires you to create a folio that demonstrates your ability to plan and implement effective strategies for learning experiences. You are required to develop learning plans that integrate environmental sustainable concepts and content within a range of subject areas for early childhood and primary education.

This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:

critically consider concepts and themes related to sustainable development and how they can be integrated in all subject areas across education
formulate ways for integrating issues of sustainability into a range of learning experiences for children
construct a wide range of interactive and learner-centred teaching and learning strategies that underpin the knowledge, critical thinking, values and citizenship.
Assessment details

This assessment has two main parts.

Part A: Design and description of a teaching resource

You will be designing a teaching resource that supports children’s understandings of environmental content, values and citizenship. The benefit of creating a design for this resource, rather than making an actual resource is the opportunity for you to think big and act creatively without the restraints of cost, time and the expertise to physically make it. Your resource must include original elements that you have designed and/or adapted.
This is very different from planning a learning experience like a worm farm or reading a story for a book that has environmental content as you have to design something based on the knowledge and content you have gained from completing the unit.

1. Write a detailed description of your design of a teaching resource.

This is an ideal time to imagine an interactive and learner-centred teaching resource, such as a new board game or other type of game, new poster, new book, app, or any other teaching resource that you can imagine. For example a working model wind farm, a storybook that explores the lifecycle of chickens, a device that demonstrates the water cycle, a tool to measure the ethical impacts of consumption or a video about composting.

2. Include drawings, design features, materials

These design elements can describe and define how you have designed your resource and the materials you have selected.

3. Environmental materials

Indicate how and why your choices of materials in the resource have a low environmental impact. If a material creates some level of environmental harm describe why you chose to use it.

4. Create teacher instructions

Write these instructions as if you are selling your resource to a stranger and need to explain how it could be used to the teacher who is buying it.

Describe how it teaches children about being a citizen and learning environmental values.

Give examples how the resource can be extended or used in multiple ways.

Demonstrate your knowledge of sustainability concepts that are relevant to the resource in these instructions be specific about the knowledge and provide examples of how it could be used.

Describe how the resource aligns with the principles of sustainability in the Early Years Learning Framework and the cross curriculum priorities in the Australian Curriculum.

Please note that your resource must be age appropriate; content appropriate; clearly relevant to environmental education; cause minimum environmental harm, and engaging and interesting.

Scan your designs and drawings. Smart phone and tablets Apps such as Windows page lift, Google drive and Apple Scanbot and Jotpro can be helpful for this.

Part B: Learning plans

You will create two learning plans that incorporate the teaching resource you have described, and integrate issues of sustainability. Please note these are not full lesson plans and you are not required to go into detail on the implementation of your teaching resource into lessons. Instead you should focus on providing an overview of your strategy for using the teaching resource you have created, drawing links to what you have learned in this unit. You will be creating two learning plans, one for early childhood and one for primary aged children and they should include the following:

Rationale (Why did you choose to use the resource in this way, how will you adjust it for each age group and why, underpin the knowledge, critical thinking, values and citizenship objectives implicit in reorienting education towards ecological environmental sustainability)
Objectives (What do you intend for the children to learn/develop skills in? Make sure that your objectives are written using the principles of SMART)
Links to concepts and themes of education for sustainability (Highlight aspects that can be used in your plan to expand learning from the units learning materials)
Teaching strategies (What teaching strategies will you include and how will these differ for each of the focus groups?) If you are unsure about teaching strategies refer to the text: (Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., . . . Vick, M. (2013). Teaching making a difference. Milton, QLD: Wiley Publishing.)
Resources and references (Curriculum frameworks are used as academic references such as the Australian Curriculum, and EYLF in addition to supporting literature and resources).
Submission details

This assessment will be submitted via Turnitin. See the Assessment 3 section of Blackboard for more detailed information.

Assessment criteria

Design and description of a teaching resource that supports children’s understanding of environmental values and citizenship.
Development of learning opportunities that integrate the teaching resource into learning experiences.
Integratation of concepts and themes related to environmental sustainability.
Professional presentation and academic expression.

READINGS PROVIDED FOR THIS ASSESSMENT PLEASE REFER TO THESE READINGS AS PROVIDED.

HERE IS THE LINK TO HOW TO SET OUT THIS PORTFOLIO PLEASE READ OVER IT.

Part A:
The design and description of a teaching resource

Part B: Learning plans

What do we need to do?
Design a teaching resource that supports children’s understandings of environmental content, values and citizenship.
Note: you don�t need to make the resource but design it � this allows us to �think big!� (without the restraints of $ time & expertise)

WHAT TYPE OF RESOURCE
Create an interactive and learner-centred teaching resource.
This might include:

new board game or other type of game
working model wind farm
storybook that explores the lifecycle of chickens, a
device that demonstrates the water cycle,
a tool to measure the ethical impacts of consumption or
video about composting.

PART A
Include drawings, design features, materials
These design elements can describe and define how you have designed your resource and the materials you have selected.

Environmental materials
Indicate how and why your choices of materials in the resource have a low environmental impact. If a material creates some level of environmental harm describe why you chose to use it.

Create teacher instructions
Write these instructions as if you are selling your resource to a stranger and need to explain how it could be used to the teacher who is buying it. Describe how it teaches children about being a citizen and learning environmental values. Give examples how the resource can be extended or used in multiple ways. Demonstrate your knowledge of sustainability concepts that are relevant to the resource in these instructions be specific about the knowledge and provide examples of how it could be used. Describe how the resource aligns with the principles of sustainability in the Early Years Learning Framework and the cross curriculum priorities in the Australian Curriculum. Please note that your resource must be age appropriate; content appropriate; clearly relevant to environmental education; cause minimum environmental harm, and engaging and interesting. Scan your designs and drawings.

PART B LEARNING PLANS
You will create two learning plans that incorporate the teaching resource you have described, and integrate issues of sustainability.
Please note these are not full lesson plans and you are not required to go into detail on the implementation of your teaching resource into lessons.
Instead you should focus on providing an overview of your strategy for using the teaching resource you have created, drawing links to what you have learned in this unit. You will be creating two learning plans, one for early childhood and one for primary aged children

PART B LEARNING PLANS
Rationale: Why did you choose to use the resource in this way? How will you adjust it for each age group and why? Underpin the knowledge, critical thinking, values and citizenship objectives implicit in reorienting education towards ecological environmental sustainability)
Links to concepts and themes of education for sustainability: – Highlight aspects that can be used in your plan to expand learning from the units learning materials
Objectives: What do you intend for the children to learn/develop skills in? Make sure that your objectives are written using the principles of SMART
Teaching strategies: What teaching strategies will you include and how will these differ for each of the focus groups? If you are unsure about teaching strategies refer to the text: Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., . . . Vick, M. (2013). Teaching making a difference. Milton, QLD: Wiley Publishing
Resources and references: Curriculum frameworks are used as academic references such as the Australian Curriculum, and EYLF in addition to supporting literature and resources.

Resource design that meets the criteria and includes all requirements.
Appropriate activities for the nominated age group that provide opportunity for inquiry, engagement exploration and assessment, that link to the topic and to the learning goals, and that support child-centred learning and development.
Considered thought in relation to the use of stimulus materials/resources.
Coherence across all aspects of the plan including the rationale, objectives and teaching strategies.
A clear justification of the topic choice, relevance to the nominated curriculum, choice of learning experiences, and resources used.
The plan and rationale demonstrates clarity of thinking in relation to integrating environmental values and citizenship.
Use of relevant and current scholarly and non-scholarly literature to justify decisions made.
Correct citation where work is not the authors’ original work.
Academic writing that is generally free from spelling and grammatical errors.

Resource design meets the design criteria with some opportunities for exploring the themes and concepts of environmental sustainability .
A high level of understanding of the integration of the designed resources.
The plan’s overall structure, including the list of resources/stimulus materials is clearly articulated and illustrates an understanding how to translate theory to teaching practice.
Originality and creativity of thought in the planning process is evident throughout the submission and provides inspiration to creative teaching and meaningful child learning and assessment.
Demonstrated correctness and clarity of the writing to communicate decisions made and knowledge of the curriculum areas selected for integration.
Apart from minor issues in-text and/or in the reference list, the submissions adheres to APA referencing conventions and uses evidence from an appropriate range of relevant and contemporary sources including links to curriculum frameworks.

Resource design is innovative and creative with multiple opportunities for exploring the themes and concepts
In-depth knowledge and understanding of an approach to integration evidenced in the selection of specific strategies that foster exploration and learning.
In-depth knowledge and understanding of the curriculum focus selected, including opportunities for authentic assessment.
In-depth knowledge and understanding of the identified cohort and how the plan will extend and challenge their learning
Wide reading of relevant, current, scholarly, research-based literature beyond the prescribed readings and highly developed capacity to integrate source material.
Engaging and lively writing that demonstrates high-level capacity to communicate decisions made, use of resources, justifications of particular aspects of the plan, and understanding of the cohort .

Resource design is highly innovative with opportunities for exploring the themes and concepts of environmental sustainability in engaging and original ways.
The rationale is highly effective in justifying the topic choice, relevance to the nominated curriculum and choice of learning experiences and assessment, and this is consistent with the practical implementation, including the resources/stimulus materials used.
The rationale is well-supported by appropriate literature and presents an insightful, mature and sophisticated discussion.
Clarity of thinking in relation to integrating environmental values and citizenship is clearly evident and learning needs have been thoughtfully considered.
The plan and accompanying documentation (such as the rationale) is one that could be picked up by a relief teacher without the need for further discussion;
The integrated plan is professionally presented and obvious care and attention has been taken in its planning, editing, and proofreading.
Critical reading has been a feature in planning where you understand and question assumptions; demonstrate insightful understanding of key concepts, and implications for learning. These features of your preparation are clearly evident in the assessment structure, depth of discussion and ability to offer provocations that enhance critical thinking.

PLEASE USE THIS AND REEFER TO
https://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/overview

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