The initial inputs of the sustainable development module centred around the Environment, with a focus on natural and urban environments. Having previously studied Higher Geography and enjoyed the course, I was looking forward to this module, and to apply my already acquired knowledge and also develop new knowledge that I can implement within primary education. Over the past weeks I have been able to develop my understanding through a range of workshops and independent study.
Sustainable development can be defined as world citizens being able to satisfy basic needs and enjoy a better quality of environment. Griffin, et al (1991, p.9) establish sustainability as:
- Relation pf people to the physical environment
- Understanding of finite resources
- Understanding of potential for change
- Possible and preferable futures
- Lifestyle for a more sustainable world
Sustainability is becoming increasing more important as the world seeks revolutionary methods to enhance the environment. It is therefore vital that as a perspective teacher to ensure I execute sustainable development education, as there are many positive opportunities for children to gain.
- Through global citizenship children will be able to involved with their local community
- Empowerment
- Children will become more engaged with their environment, hopeful taking this into their adulthood
- Being aware of the environment also has health benefits, (for instance children and their families may decide to walk instead of using other forms of transports, many schools have a walking bus as a part of pledge to improve the environment)
- Children will gain a better understanding of the usage of resources (such as recycling)
- Also, education will become fun and in context (children will be able to engage in local history, culture, physical environment, trade and economy)
During workshop one we experienced outdoor learning, in the university grounds. In groups we explored the natural environment, such as tree barks/ leaves, went on a sensory walk and looked for different types of insects and their habitats. We were provided with worksheets, the worksheets used during the input could easily be adapted to any primary year. Outdoor learning has many opportunities for teachers to employ the cross-curricular approach to learning, for instance children outside could find a flower, leave, rock etc., something that is part of nature. Back in the classroom children would write a creative piece of work about their object that they found. Also, many schools have”bug hotels” children could write a review about the “bug hotels” and the improvements required. It is important that as a perspective teacher I take advantage of the outdoors, as outdoor learning is embedded within the Curriculum for Excellence experiences and outcomes of social sciences and within the General Teaching Council for Scotland framework and standards for probationary teachers and qualified teachers, likewise there are many opportunities for children to develop new skills and knowledge outdoors.
Within workshop two we looked at natural science, how this fit within the Curriculum for Excellence, we then continued onto group work and tried out different classroom activities. Firstly, we went outdoors and used different types of paper and writing implements to take makings of tree bark and leaves. Also there was snails, that we were able to hold. Deakin University has many science activities that are suitable, fun and engaging for primary education
The urban aspect of environment was a directed studied task that I was able to do at home. This task involved me going out and exploring my local urban environment. By carrying this out I was able discover a significant amount about the my local urban and nature environment. Whilst outside I paid particular attention to trees in my area, what I discovered was the trees are all different (especially texture, leaves and bark).
Over the past two week I believe I have developed a significant amount of knowledge in regards to sustainable developmental education, natural environment and urban environment. I feel I have enough understanding to teach the environment within schools, there are many opportunities to teach the curriculum outdoors and employ activities which are fun, engaging and stimulating for leaners. I look forward to learning and to develop my understanding of sustainable development more in-depth over the coming weeks.
References
Deakin University (N.D) Ideas for Teaching Science. Available: [https://blogs.deakin.edu.au/sci-enviro-ed/early-years/]. Accessed: [28 September 2017]
Griffin, D. Inman, S. Meadows, J. Norman, A. Rogers, M. Wade, R. (1991) Teaching for a Sustainable Future. London: South Bank University.
Scottish Government. (2012) Learning for Sustainability. Available: [ http://www.gov.scot/Topics/Education/Schools/curriculum/LearningforSustainability]. Accessed [ 14 September 2017]
