Course Outline

EDU206 Sustainability Through Play and Pedagogy

Course Coordinator:Alison Black (ablack1@usc.edu.au) School:School of Education and Tertiary Access

2022Semester 1

Online

Online You can do this course without coming onto campus.

Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course examines how early education can contribute to sustainable living and learning. Inspired by the textbook and initiatives that connect children to nature, community and environments, you consider strategies for working collaboratively with children, family and community towards connectedness, wellbeing and sustainability. Positioning children as active informed citizens, you explore current research and curriculum emphases in relation to sustainability, place, and environment to identify the rich contributions children can make to sustainable futures.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Online
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 10 times
Tutorial/Workshop 1 – Online only. The scheduled tutorials/workshops will involve synchronous technology-enabled learning and teaching experiences via Zoom. A mix of synchronous and asynchronous materials and activities accessed through Canvas will support online tutorials/workshops. Additional modalities may support learning in this course. 2hrs Week 1 10 times
Independent Study/Research – In addition to attending the online scheduled tutorials/workshops, engaging with the learning materials, and completing the assessable tasks, you are required to engage in self-directed learning using the Canvas course modules and current research/reading via USC library databases and the required/recommended textbooks and resources. 2hrs Week 1 10 times
Seminar – Online 2hrs Week 2 3 times

Course Topics

  • Defining early education for sustainability and examining why sustainability matters
  • Connecting to current research & curriculum emphases in relation to sustainability
  • Attending to key concepts such as place, environment, interconnection, sustainability, and change 
  • Local to global initiatives and projects that promote child friendly environments and connectedness for children and families 
  • Ethical, theoretical and pedagogical approaches to working with children, families and community 
  • Ethical, theoretical and pedagogical approaches to Education for Sustainability
  • Supporting and enhancing holistic health, well-being, learning and development  
  • Active citizenship, leadership and community participation

What level is this course?

200 Level (Developing)

Building on and expanding the scope of introductory knowledge and skills, developing breadth or depth and applying knowledge and skills in a new context. May require pre-requisites where discipline specific introductory knowledge or skills is necessary. Normally, undertaken in the second or third full-time year of an undergraduate programs.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Identify the importance of social and natural environments for healthy development in the early years Knowledgeable
Sustainability-focussed
1.1, 1.2, 1.3, 2.1, 3.3, 4.1, 4.4, 6.2, 7.4
2 Propose strategies which promote connectedness for young children and families and build environments in which young children can develop and flourish Knowledgeable
Sustainability-focussed
1.1, 1.2, 1.3, 2.1, 3.3, 4.1, 4.4, 6.2, 7.4
3 Articulate a theorised and personalised professional commitment to creating responsive and healthy early childhood environments which contribute to personal, social, environmental and community sustainability Empowered
Sustainability-focussed
1.1, 1.2, 1.3, 2.1, 3.3, 4.1, 4.4, 6.2, 7.4
4 Use authoritative sources and relevant literature to analyse and evaluate ideas about early education for sustainability Creative and critical thinker
Sustainability-focussed
1.1, 2.1, 3.3, 4.1, 4.4, 6.2, 7.4
5 Demonstrate an ability to use and apply effective communication strategies in a variety of contexts to produce and present quality and professional work. Engaged

                                    

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.1 Content and teaching strategies of the teaching area
3.3 Use teaching strategies
4.1 Support student participation
4.4 Maintain student safety
6.2 Engage in professional learning and improve practice
7.4 Engage with professional teaching networks and broader communities

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Enrolled in Program ED303

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Early feedback mechanisms will be embedded in weekly tutorial activities to support your success with this task. You can also use Canvas Discussions to engage in conversation about the focus and progress of your reflection and your guiding principles as an educator. In Week 3 there is opportunity to share your current draft with peers and gain formative feedback. In Week 6 you will present and share your completed narrative/creative work via an informal presentation in the online workshop/tutorial time.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Artefact - Creative Individual 50%
2000 words or equivalent
Week 6 Online Submission
All 2 Written Piece Individual 50%
2000 words or equivalent
Week 10 Online Assignment Submission with plagiarism check and in class
All - Assessment Task 1:Sustainability focused narrative or creative work
Goal:
The goal of this task is to consider your own experiences with nature, how these have influenced you, and will enhance your role as an educator.
Product: Artefact - Creative
Format:
Submit: Day of tutorial, Week 3 (sharing draft in tutorial for formative feedback); Day of tutorial Week 6 (compulsory informal presentation in tutorial showcasing your final product/creation) and then written submission due Friday of Week 6, 5pm. 

This assessment is founded on your reflection on your experiences with nature. You are encouraged to use images and visual components to support your narrative or creative work. Using the textbook, current research & EYLF, QKLG, NQS and ACARA sustainability emphases as a stimulus, reflect on your own childhood and adult encounters with nature and natural play spaces. Consider the significance of the concept of place (ACARA: how place gives meaning to people and are important to identity, belonging, wellbeing); the significance of the concept of environment (ACARA: the important interrelationships between humans and the environment); and the significance of the concept of sustainability (ACARA: the capacity of the environment to support our lives and the lives of other living creatures into the future). Create a narrative or creative work to capture the connections, interconnections, and disconnections of your personal experiences with nature and the natural world, as well as your holistic thinking in relation to values, commitments, learning, living and wellbeing. You might consider how your experiences and relationships with nature and the natural world have supported your experiences of belonging, wellbeing and connectedness. You could consider the effects, positive or negative, your experiences of the natural environment have had on your sense of self, your connectedness to other people and the world around you; or on your physical, mental and spiritual health. In your reflection you will appraise the impact of your experiences of the natural environment and consider how these experiences might influence and enhance your role as a professional working with young children. You will identify how you will support children’s relationships with nature and articulate some guiding principles for your work as an educator who advocates for relationships with nature, early education for sustainability, and early environments as places of belonging for children and families.

Early feedback mechanisms will be embedded in weekly tutorial activities to support your success with this task. You can also use the Discussion in Canvas to engage in conversation about the focus and progress of your reflection and your guiding principles as an educator. In Week 3 there is opportunity to share your current draft with peers and gain formative feedback.

In Week 6 you will engage us in reflective and scholarly conversations as you present and share your completed narrative/creative work via an informal presentation in your online tutorial.
Criteria:
No. Learning Outcome assessed
1
Reflection on personal experiences in nature and identification of the importance of social and natural environments for healthy development in the early years
1
2
Identification of strategies to promote connectedness for young children, families and community
2
3
Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions
5
All - Assessment Task 2:Personal and Professional Position Paper
Goal:
The goal of this task is to articulate a personal and professional position about the importance of 'early education for sustainability'
Product: Written Piece
Format:
Submit: Informal in-class presentation in the online tutorial, Week 10 (with the final written submission due Friday of Week 10, 5pm).

You will create a persuasive research-informed personal/professional position statement on an ‘early education for sustainability’ issue of your choice. This issue should be one you find meaningful and relevant for your work as an early childhood educator and be linked to your short-term and long-term commitments for children and education. Your textbook has a range of provocations which could be used as starting points. For instance, you could explore your personal and professional position on such topics as: The contribution of nature and the natural world to children’s health and wellbeing; The importance of an ecological identity; Promoting child-friendly communities and child-centred change movements in response to sustainability issues; Early learning for sustainability through the arts; Early childhood settings as sites for connecting families with community. 

Positioning children as active informed citizens, you will use your textbook, current research, relevant curriculum sustainability emphases, and any relevant ACARA concepts (such as place,  environment, interconnection, sustainability,  change) to explore your sustainability issue and identify the rich contributions children can make to sustainable futures. After discussing your position, you will consider your educator roles and strategies for working collaboratively with children, family and community with regard to this issue, explaining how you will support connectedness, wellbeing and sustainability. 

In this task you are connecting theory, practice and your curated information/research about your issue. You are demonstrating you are developing your information literacy skills and dispositions, recognising that information has value, and valuing the skills, time and effort needed to produce knowledge. You are seeking to demonstrate through this connection-making and knowledge production the impact you hope to have with regard to early childhood education for sustainability. You will identify a broad range of teaching strategies you believe will be effective in progressing children’s learning and commitment to sustainability. These engaging learning and teaching strategies will connected to your chosen topic and will be responsive to learning opportunities that are planned and also to ‘in-the-moment’ teaching opportunities that might arise during classroom conversations and interactions

In Week 10 you will engage us in scholarly conversations as you share your views and positions informally with peers in the online tutorial.
Criteria:
No. Learning Outcome assessed
1
Knowledge of sustainability issues
1 3 4
2
Articulation of a theorised and personalised set of strategies for promoting responsive and healthy early childhood environments
2 3 4
3
Written communication skills and academic literacies including English expression, grammar, spelling, punctuation, APA referencing conventions
5

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.

Schedule

Period and Topic Activities
Module 1
Course overview and introduction; Early education for sustainability
•	Examining USC commitments to sustainability 
•	Examining children’s rights
•	Examining and connecting with curriculum emphases about sustainability
•	Connecting with ACARA concepts (e.g place, space, environment, interconnection, sustainability); and related aims and inquiry questions
Module 2
Children in the natural world
•	Reflecting on personal experiences and understandings
•	Looking to research on connectedness to nature
•	Looking at local, national, international initiatives
•	Researching Indigenous perspectives about nature and place
•	Connecting with ACARA concepts (e.g. environment: the significance of the environment in human life, and the important interrelationships between humans & the environment)
Module 3
Natural environments and wellbeing
•	Connecting with ACARA concepts (e.g. place: places that give us meaning & belonging)
•	Exploring human/nature relationships
•	Investigating ideas about play and natural environments and materials
•	Wellbeing and connectedness
•	The importance of outdoor learning
•	Ecological identities
Module 4
Early learning for sustainability through the arts
•	Exploring our own attitudes and values
•	Exploring the power of integrating the arts and sustainability for children
•	Sharing stories of the world around us, expressing and interpreting meaning
•	Investigating research and practice (e.g. Amy Cutter-Mackenzie''s work; mapping research; Ali Black''s research)
Module 5
Child friendly communities
•	Examining images of the child in the community
•	Thinking globally, acting locally, participating personally
•	Looking at Child Friendly Cities projects and child-friendly child-centred change movements
•	Connecting to socio-cultural and ecological perspectives
•	Connecting with ACARA concepts (e.g. space: the ways people organise and manage the spaces that we live in)
Module 6
Presenting AT1 Assessment tasks
Sharing and Celebrating AT1 work together
Module 7
Ethics, pedagogy & citizenship
•	Exploring civics and citizenship 
•	Children as active informed citizens
•	Considering ethics of care and caring
•	Connecting children, families and communities
•	Connecting to ideas of agency and place, belonging and connectedness
Module 8
Leadership for creating cultures of sustainability
•	Identifying practical projects and community support
•	Exploring notions of leadership for sustainability in early childhood settings
•	Using projects to connect children, families and communities
•	Leadership and organisational cultures
•	Connecting with ACARA concepts (e.g. interconnection: places and the people and organisations in them are interconnected with other places in a variety of ways)
Module 9
Active citizens for a sustainable world
•	Examining notions of citizenship
•	Considering personal, local, national, global aspirations & contributions
•	Investigating children’s earth charters
•	Respecting culture and difference, valuing peace and social justice
•	Connecting with ACARA conceps and aims (e.g. sustainability: as both a goal and a way of thinking about how to progress toward that goal)
Module 10
Futures Perspectives
•	Connecting with ACARA concepts (e.g. scale: local events can have global outcomes; change: current processes of change can be used to predict change in the future and identify what is needed to achieve preferred & sustainable futures) 
•	Identifying just and sustainable futures – personal, social, environmental, economic wellbeing
•	Examining possible, probable and preferable futures
•	Sharing position papers, values and priorities
•	Returning to educator roles and leadership; advocacy; cross-disciplinary/transdisciplinary links and connections
•	Reflection on course learning; course feedback; and personal/professional goal/values identification

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Julie Davis 2014 Young Children and the Environment 2nd Edition Cambridge University Press

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

All assessment extension requests must be made prior to the assessment submission deadline using the online EDU206 Extension Request Form. Evidence must be provided and be in one of the recognized forms as per clause 7.9.2 of the USC Assessment Policies and Procedures document.

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. 

To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUSC

USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au