Education for Sustainability in the Primary Curriculum: A guide for teachers

2009
ISBN: 978-1-4202-5627-7
Verlag: Macmillan Education UK

Buch, Englisch, 280 Seiten, Format (B × H): 165 mm x 242 mm

Education for Sustainability is a top priority in the present international climate, where the media is dominated by environmental, social, political and economic concerns about current problems that will affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so they can be critically aware of the problems our society faces and take positive action to help preserve their future in a rapidly changing world. While teachers are generally concerned about sustainability issues, perceived constraints of current curriculum priorities commonly inhibit Education for Sustainability from being developed in many classrooms. Education for Sustainability in the Primary Curriculum addresses this dilemma by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in Australian and New Zealand contexts. The book provides suitable approaches and examples of activities to support teachers so that they can address the State and National requirements for teaching all the primary curriculum learning areas, while also addressing Education for Sustainability to promote knowledge of, positive attitudes towards and suitable action for, sustainability in relevant, meaningful, enjoyable and creative ways. The approaches to education for sustainability in this book also support relevant state and national policies, such as the recently introduced Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability (http://www.environment.gov.au/education/nap/), which provides national direction for achieving a sustainable society, and the New Zealand Government's Education for Sustainability (http://efs.tki.org.nz/), which advises schools directly. This book directly supports sustainability, and is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future. A review of Education for Sustainability in the Primary Curriculum can be viewed here:

Autoren/Hrsg.

Lichtman, Steven B.

Littledyke, Mike

Eames, Chris

Taylor, Neil

Gretschmann, Klaus

Shankland, Alex

Inhaltsverzeichnis

1-Why do we need to teach Education for Sustainability at the Primary Level? 2-Main issues and themes in Education for sustainability 3-Linking Theory to Practice: Education for sustainability and learning and teaching 4-Starting sustainability early: Young children exploring people and places 5-Differentiation of Education for Sustainability teaching and learning for student diversity 6-Education for Sustainability in primary science 7-Education for Sustainability in primary technology education 8-Education for Sustainability in primary social studies education 9-Education for Sustainability in primary mathematics education 10-Education for Sustainability in primary English education 11-Education for Sustainability in primary creative arts education 12-Education for Sustainability in primary health education 13-Adopting a thematic approach to Education for Sustainability

Über Autor(innen)

Michael Littledyke has taught in primary and secondary schools in UK and New Zealand for 13 years, and at University level in UK and Australia for 20 years in pre-service teacher education and managing and supervising higher research degrees. He has published extensively in science education, drama education and education for sustainability. Neil Taylor has been a school teacher of science and geography in Jamaica and the UK. He has also worked at the University of the South Pacific in Fiji, the University of Leicester in the UK and is presently an Associate Professor in Primary Science and Technology Education. Chris Eames has taught at undergraduate and postgraduate level at the University of Waikato for 20 years. He teaches environmental/sustainability education and science education at postgraduate level and supervises higher research degrees. He has conducted collaborative research with teachers, and evaluation work for the New Zealand Government in environmental/sustainability education.