The following subject-specific sections are based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials viewed on the Australian Curriculum website on 08/10/2015. ACARA does not endorse any changes that have been made to the Australian Curriculum.
Across the Australian Curriculum, sustainability will allow all young Australians to develop the knowledge, skills, values and worldviews necessary for them to act in ways that contribute to more sustainable patterns of living. It will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The sustainability priority is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.
Sustainability in Science
The priority of sustainability provides authentic contexts for exploring, investigating and understanding chemical, biological, physical and Earth and space systems.
Science explores a wide range of systems that operate at different time and spatial scales. By investigating the relationships between systems and system components and how systems respond to change, students develop an appreciation for the interconnectedness of Earth’s biosphere, geosphere, hydrosphere and atmosphere. Relationships including cycles and cause and effect are explored, and students develop observation and analysis skills to examine these relationships in the world around them.
In this learning area, students appreciate that science provides the basis for decision-making in many areas of society and that these decisions can impact on the Earth system. They understand the importance of using science to predict possible effects of human and other activity and to develop management plans or alternative technologies that minimise these effects.
Read more on sustainability as a cross-curriculum priority in Science.
Primary example of sustainability in Science: Zoos Victoria - Your actions can help save wildlife!
Secondary example of sustainability in Science: Enviro North - Burning Issues
Sustainability in English
The priority of sustainability provides rich and engaging contexts for developing students’ abilities in listening, speaking, reading, viewing and writing.
English assists students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. The content in the language, literature and literacy strands is key to developing and sharing knowledge about social, economic and ecological systems and worldviews that promote social justice.
In this learning area, students may interrogate a range of texts to shape their decision-making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures.
Read more on sustainability as a cross-curriculum priority in English.
Primary example of sustainability in English: Cool Australia - Create an Energy Saving Alphabet
Secondary example of sustainability in English: Global Words - Changing minds, changing behaviour
Sustainability in Mathematics
The priority of sustainability provides rich, engaging and authentic contexts for developing students’ abilities in number and algebra, measurement and geometry, and statistics and probability.
Mathematics provides opportunities for students to develop the proficiencies of problem-solving and reasoning essential for the exploration of sustainability issues and their solutions. Mathematical understandings and skills are necessary to measure, monitor and quantify change in social, economic and ecological systems over time. Statistical analysis enables prediction of probable futures based on findings and helps inform decision-making and actions that will lead to preferred futures.
In this learning area, students can observe, record and organise data collected from primary sources over time and analyse data relating to issues of sustainability from secondary sources. They can apply spatial reasoning, measurement, estimation, calculation and comparison to gauge local ecosystem health and can cost proposed actions for sustainability.
Read more on sustainability as a cross-curriculum priority in Mathematics.
Primary example of sustainability in Mathematics: Mobile Muster - Teachers Guide Module 3: Phone Maths
Secondary example of sustainability in Mathematics: Cool Australia - School energy audit
Sustainability in History
The priority of sustainability provides a context for developing students’ historical knowledge, understanding and skills. It assists students in understanding the forces that influence continuity and change.
History provides content that supports the development of students’ worldviews, particularly in relation to judgments about past social and economic systems, and access to and use of the Earth’s resources. It provides opportunities for students to develop an historical perspective on sustainability. Making decisions about sustainability to help shape a better future requires an understanding of how the past relates to the present, and needs to be informed by historical trends and experiences.
In this learning area, students develop understanding, for example, of the changes in environments over time, the role played by individuals and communities in protecting environments, the emergence of farming and settled communities, the development of the Industrial Revolution and the growth of population, the overuse of natural resources and the rise of environmental movements.
Read more on sustainability as a cross-curriculum priority in History.
Primary example of sustainability in History: Primary Industries Education Foundation Australia - Discovering past methods of food and fibre production
Secondary example of sustainability in History: History Teachers' Association of Australia - The Asia-Pacific World: Angkor
Sustainability in Geography
The sustainability priority is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.
This priority is strengthened through the geographical concept of sustainability. Together, the sustainability priority and concept afford rich and engaging learning opportunities and purposeful contexts through which students can develop and apply geographical understanding. It supports an integrated approach to human and environmental geography and furthers the development of inquiry skills through examination of a range of contemporary issues related to sustainability. Geography enables students to develop a holistic understanding of human dependence on the environment. It provides opportunities for students to integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political influences on human use and management of the environment. It enables students to explore how worldviews influence these relationships and interactions with the environment.
In Geography, students examine the effects of human activities on environments, including how human usage of resources affects ecosystems, and how challenges to sustainability, and strategies to address these, vary from place to place. Students evaluate these strategies to determine their effects on environments, economies and societies and how they contribute to actions that support more sustainable patterns of living.
Read more on sustainability as a cross-curriculum priority in Geography.
Primary example of sustainability in Geography: Junior Landcare - Enhancing habitats... it's fun and easy!
Secondary example of sustainability in Geography: ABC Splash - Banking on the rainforest