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The document discusses how the Australian curriculum addresses sustainability as a cross-curriculum priority through key concepts of systems, world views, and futures. It examines how the science and technologies learning areas explore these concepts by having students analyze relationships between systems and impacts of actions, consider social and environmental implications of products, and identify problems and solutions relating to sustainability. For example, year four students may design shelters for endangered reptiles while learning about roles in environmental protection.

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50 views1 page

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The document discusses how the Australian curriculum addresses sustainability as a cross-curriculum priority through key concepts of systems, world views, and futures. It examines how the science and technologies learning areas explore these concepts by having students analyze relationships between systems and impacts of actions, consider social and environmental implications of products, and identify problems and solutions relating to sustainability. For example, year four students may design shelters for endangered reptiles while learning about roles in environmental protection.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The sequel of lessons chosen and the cross-curriculum priority of sustainability

relates to each other through the key concepts and the learning areas of Science

and Technologies. The Australian Curriculum examines the three key concepts:

systems, world views and futures. The concepts, allows the students to explore and

recognise that the biosphere is dynamic and provides conditions that sustain the life

on Earth and that all living species are connected and depend on sustainable

patterns and healthy ecosystems. The futures concept allows the students to

achieve the aspects listed above through individual and community actions.

The learning area Science, allows the students to explore the relationship between

systems and system components and how they may respond to change. For

example, the relationship between a reptile and their environment that assist their

survival and well-being. The students also examine how their actions impact the life

on Earth.

The students engage in learning about their world’s products and processes and

how the sustainability implications (social and environmental) raises awareness. In

addition to this, students become aware of those working in design and technologies

occupations, and how products may change in the future. For example, the year four

students are designing a future shelter for an endangered reptile and Peta from the

Reptile Protection Program will be visiting to give an insight of his key role and aim.

The learning area Technologies, enables students to identify and critique a problem;

generate ideas and create solutions. They consider sustainability by balancing

environmental and social implications.

Refer to https://www.australiancurriculum.edu.au/f-10-curriculum/cross-

curriculum-priorities/sustainability/

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