AUSTRALIAN SUSTAINABLE SCHOOLS INITIATIVE WA Au SSIWA A

AUSTRALIAN SUSTAINABLE SCHOOLS INITIATIVE WA (Au. SSI-WA)

A WHOLE SCHOOL PLANNING FRAMEWORK FOR EDUCATION FOR SUSTAINABILITY (EFS) Designed and developed around six key questions: 1. What is sustainability? 2. Why the need to act? 3. What might a ‘sustainable school’ look like? (B) 4. What does our school currently look like? (A) 5. What support exists for schools? 6. How to create a pathway from A to B?

WHAT IS SUSTAINABILITY? • Sustainability addresses the ongoing capacity of Earth to maintain all life. • Sustainable patterns of living…… necessitate a renewed and balanced approach to the way humans interact with each other and the environment. [Australian Curriculum]

SUSTAINABILITY ‘The protection and replenishment of our natural environment, and the development of just, diverse societies supported by effective economies. ’ (Au. SSI-WA) The 3 Elements (‘Pillars’) Economic Social Environmental

EDUCATION FOR SUSTAINABILITY (EFS) Education for sustainability: • develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living; and • focuses on creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations. [Australian Curriculum]

ENVIRONMENTAL (AND SOCIAL) DEGRADATION? • The latest State of the Climate report notes that by 2070, if growth in global emissions of GHGs continues in line with past trends, Australia will warm by 2. 2 -5. 0 o. C. • Many climate scientists feel that a 2. 0 o. C increase is near to or above the level that is likely to trigger ‘dangerous climate change’. • The CSIRO suggests that ‘transformational change’ will be needed (to arrest the decline).

KEY ‘ACTION LEARNING AREAS’ www. det. wa. edu. au/sustainableschools Built Environment Economics Transport and Air Indigenous Culture Waste Purchasing Energy Student Wellbeing Biodiversity Cultural and Social Diversity Water Community Partnerships

ACTION LEARNING AREA OUTCOMES • Biodiversity – Valuing, protecting and replenishing native flora and fauna • Water – Conserving water and protecting the health of our waterways and oceans • Indigenous culture – Understanding, learning from and valuing the culture of the ‘First Australians’ • Community Partnerships – Working with others within the broader school community to achieve shared goals and outcomes

ECOLOGICAL FOOTPRINT AND SOCIAL HANDPRINT

THE IMPORTANCE OF THE SOCIAL ‘PILLAR’ ‘In terms of education for sustainability, a teacher engaged in student resilience, anti-bullying, social and emotional health, social justice and cultural diversity activity, for example, is as important as a teacher assisting students to plant trees and reduce utilities consumption. ’ [Principal, Au. SSI-WA Pilot Program 2005]

KEY ELEMENTS RUBRICS • A number of ‘key elements’ (12) have been identified as critical to successfully developing a whole-school approach to Ef. S • Key elements have been divided into three broad categories as follows: o Leadership o Teaching and Learning o Community

SUPPORT FOR SCHOOLS • WA Curriculum Framework (1998) • Australian Sustainable Schools Initiative WA (2005) • Melbourne Declaration (2008) • Living Sustainably: The Australian Government’s National Action Plan for Education for Sustainability (2009) • Department of Education strategy • Australian Curriculum

www. det. wa. edu. au/sustainableschools

DEVELOPING A PLAN • Review the Au. SSI-WA resources and associated materials • Plan a presentation/workshop for school colleagues • Start the process of developing a ‘Sustainability action plan’ using Au. SSI-WA resources, as appropriate, and engaging as many staff as possible • Build steadily onto existing activity, interest and enthusiasm

CELEBRATING SCHOOL ACHIEVEMENTS