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    Title:     sustainable education and prespective

    Paper Details    


    Hello this assessment need to be done. make sure do not escape any criteria . it has to be not more then 3850 words. I have attached the  assessment overview and assessment  details and attached my weekly material and the pdf files that’s related to my unit .this assignment strongly require to use my unit material and external as well. my teacher give us a assessment plane to help us with criteria and what should we do. I have attached that as well.  again take care of words limit and please don’t ignore any information. avoid plagiarism. Use Australian English and take care of spelling and grammar and sentences structure.

    thank you


Subject Education Systems Pages 17 Style APA



Children ought to grow up aware of the environment and the role that they have in conserving it. Communities have a role in supporting children realize their responsibilities about ecological conservation. When children grow up knowing the value of diversity, they take actions that will ensure sustainability at an early age. Educators have a critical role in making children aware of their environment and providing them with knowledge on how they can ensure conservation and hence avoid penalizing future generations. The focus of this report is to provide information to various community members including the families, teachers, and students about the philosophy, beliefs and practices of Hallet Cove Preschool located in 15 Zwerner Dr, Hallett Cove SA 5158, Australia. The report is titled “Sustainable Education and Perspectives, 2020”.

Background and Context

Environmental sustainability requires transformational leaders who direct others in taking actions, which would result in environmental conservation. Teachers involved in environmental sustainability leadership should show their students the way towards ensuring that the future generations have an environment they could rely on for many years (Doll Jr, 2015). We as the stakeholders in Hallet Cove Preschool have some children who due to their ages require being led towards taking various actions aimed at environmental sustainability. The preschool has adopted various measures that include plants for a play session, which make students differentiate between natural and humanmade resources and foster the efforts of reducing wastes, reusing recyclable items and repairing areas, which have been depleted (Wilson, 2012). The location of our school in South Australia provides the preschool with an extra work of ensuring that actions are taken to conserve the environment and provide sustainable education. Our team is composed of five members who are focused on ensuring sustainable teaching and providing students with skills on how they can have more awareness of their environment. Hallet Cove Preschool is a K-6 school with students from kindergarten (3-6 years) to grade six (12 years). Such young group of students gives educators with the role of facilitating change, which would ensure that environmental education is offered. When children’s awareness of the environment is increased at a young age, they grow up responsibly and take measures, which ensure sustainability (DEWHA, 2010). Without sustainable education, the preschool will endanger the lives of future generations.



Executive Summary

Team members created this report aimed at showing the sustainability efforts of Hallet Cove Preschool now and in the future. Various stakeholders in Hallet Cove Preschool are supposed to consume the findings of this report. Specifically, it is prepared for families, teachers, and students about the philosophy, beliefs, and practices of Hallet Cove Preschool on sustainable education. It is expected that the various parties will use the report to increase the awareness of children towards sustainability. Implementation of the recommendations of this report will ensure that Hallet Cove Preschool’s children are wholesome and equipped with skills on the appreciation and protection of the environment. The report provides ecological and ethical perspectives and benefits that children from Hallet Cove Preschool will get out of such perspectives. Additionally, it discusses the fundamental pillars of sustainable education and applies them to Hallet Cove Preschool. Finally, recommendations are made to the Preschool on how it can ensure increased sustainability.

Table of Contents

Presentation  2

Background and Context 3

Executive Summary  4

Introduction and Terms of Reference  6

Concept of Ecological Perspectives and the Benefits of Children and Young People Becoming Ecoliterate  7

Concept of Ethical Perspectives and the Benefits of Children and Young People Learning about Environmental Justice and Becoming Active Citizens for Change  10

Four Pillars of Education for Sustainability  12

Learning to Know.. 13

Learning to Be. 13

Learning to Live Together 13

Learning to Do. 14

Our Environmental Sustainability Vision Now In 2020 and the Future  14

Sustainability Vision for Children Aged 3-7 Years. 15

Sustainability Vision for Children Aged 8-12 Years. 16

Conclusion  16

References  18


Image 1: Planting Vegetable as Part of Ecoliterate Activities                                               

Image 2: Key Elements of Sustainable Education

Image 3: Four Pillars of Sustainable Education

Sustainable Education and Perspectives, 2020

Introduction and Terms of Reference

A majority of areas in Australia are arid and semi-arid. As such, Orr (1992) asserts that it is critical for the residents of such areas to be focused on how they can take actions meant to make the area habitable now and in the future. Activities for the sustainable environment should start at an early age so that children grow up knowing and being aware of their surroundings and understanding what they need to do to make their areas better places for them and the future (Chawla, 2008). Environmental sustainability is the manner in which renewable resources are harvested as well as the depletion of non-renewable resources. Sustainability of the environment is critical in meeting the present needs of individuals and ensuring that the needs of future generations are not compromised. Davis (2005) proposes that environmental sustainability should be integrated into education so that as children learn about other things and subjects. They become aware of their central role in a sustainable environment and ways they should protect the environment from degradation. Inculcating the values of sustainability during the early stages of learning is key to bringing up wholesome students who are not only aware of the environment but also their roles in protecting it.

The philosophy of environmental sustainability vision for Hallet Cove Preschool is that of reducing, reusing, and repairing, valuing sustainable environmental practices and the importance of children’s connection with nature. The broad aims of the environmental sustainability initiatives in the School include increasing awareness and providing children with ways on how to look after the earth (Orr, 1992). Such activities include using renewable resources, collecting litter and planting flowers and other trees for the benefit of the environment. This report seeks to explain the concepts of ecological perspectives, ethical perspectives, and pillars of education and sustainability. These key aspects will be discussed in the context of Hallet Cove Preschool and ways they will benefit children and young people at large. At the end of the report, the environmental sustainability vision in the present and the future of Hallet Cove Preschool will be provided.

Key Terms: Environmental Sustainability, Ecological Perspective, Ethical Perspective, Ecoliterate, Environmental Justice, School Environment Management Plan (SEMP), and Education for Sustainability (EfS).

Concept of Ecological Perspectives and the Benefits of Children and Young People Becoming Ecoliterate

The idea of ecological perspective draws from natural ecosystems, which relates to the interactions that organisms have between each other as well as their environment. In the view of Wilson (2007), an absolute reciprocity exists between individuals and the environment that they interact with every day. As such, people should pay attention so that they have a good fit between them and places in which they live. Direct experiences in the natural world can be explained through the understanding of three phenomena- the web of life, cycles of nature, and flow of energy. Increasing awareness of these three concepts enables individuals to explore and understand how they are embedded in an ecosystem as well as social systems and culture (Chawla, 2008). Children should grow up valuing the diversity of life. Due to their young age, the concept of ‘learning to see’ becomes necessary. Specifically, they need to see plants and animals as well as ways that they identify with them. Additionally, they need to understand that there is a big challenge in having harmony with the environment and ways the problem can be overcome. As such, education should not just be focused on teaching children about their surroundings but also taking actions, which ensure sustainability (Davis, 2005). As such, ecological perspectives seek to foster the relationship between people and the environment and building a shared vision, which guarantees a better world.

Image 1: Planting Vegetable as Part of Ecoliterate Activities

Ecoliteracy refers to having an understanding of various organisms as well as the environment that they exist. Ecoliteracy contains two words- ecology and literacy. Orr (1992) states that from the knowledge about the ecosystems, individuals learn from their experiences and devise appropriate measures aimed at dealing with the environment effectively. From the understanding of how human actions affect the ecosystems, people in the society do less harm and hence lead sustainable lives. Ecoliteracy seeks to foster a transformation of education to not only focus on human ecology but also the concepts of sustainability as well as ways in which environmental problems can be solved. According to Chawla (2008), the focus of ecological literacy is not just about the experience of nature but rather an understanding of the systems as well as the mechanisms, which seek to support life. Some of the knowledge obtained from ecological literacy include getting information about the sources of food especially the food items that come from animals and which in one way or the other lead to environmental degradation (Orr, 1992). Arguments have been made that children might not be ready to understand such issues during early childhood. However, eco-literacy has been seen to provide massive benefits to children and young people.

Ecological literacy enables children to not only understand the world but also bond with the natural world and hence know why the need to save it (Orr, 1992). Australia is one of the countries, who have a deep connection between people and land as well as cultural traditions. As such, children should be taught about this unique relationship and how they can use it not to degrade the environment but to conserve it. Ecoliteracy prepares children and young people to actively participate in an ecologically healthy world as members of sustainable communities. When children understand the principles of nature, they develop a deep respect for the living through various approaches including experiential, multidisciplinary, and participatory approaches (Davis, 2005). Children, through environmental education, become more aware of their environment and start taking actions, which safeguard the ecosystem (Orr, 1992). As such, communities and educators should support learning and actions of children and young people towards sustainability. Environmental education is fundamental to encouraging children to not only understand and value their environment but also protect the diversity of life.

Image 2: Key Elements of Sustainable Education

Concept of Ethical Perspectives and the Benefits of Children and Young People Learning about Environmental Justice and Becoming Active Citizens for Change

Ethical perspectives in relation to the environment focus on the moral relationships that human beings have as well as the value and moral status of the environment and the non-human components existing in the environment. One of the ethical perspectives is that whereas land as a community is a fundamental concept of ecology, it is to be loved and respected as a matter of morality (Chawla, 2008). An action is right when its aim of to preserve not only the integrity and stability but also the beauty of the biotic community. The consequentialist ethical theory places the value/disvalue of action on the results that it produces. As such, actions are right if their consequences are good and wrong if they have adverse effects. Such a perspective aids in environmental conservation as it ensures that people endeavor to do things, which would have the best results to the environment (Wilson, 2007). Other ethical perspectives view the preservation of biodiversity as a noble goal. The natural world has both intrinsic and instrumental values, which can be balanced through environmental sustainability. The decisions on environmental conservation are, therefore, pegged on ethical principles and values.

The concept of environmental justice is an ethical aspect that requires a fair treatment as well as active involvement of all individuals irrespective of their differences in the development as well as implementation and enforcement of various policies and principles aimed at environmental preservation (Pratt, 2010). Some of the benefits that come with environmental justice include equitable distribution of the different advantages and risks from the environment and fair as well as meaningful participation in the making of decisions concerning the environment. According to Wilson (2007), environmental justice aims to address environmental discrimination whereby some social groups of people feel that they are superior and would mistreat less-dominant communities. Through environmental justice, environmental hazards are equally shared and all people, without regard to their social status and standing, undertake methods of environmental conservation. The proponents of environmental justice should have various strategies and initiatives, which ensure that all people are involved in conservation and sustainability (Davis, 2005). For instance, it is critical to ensure transparency and accountability in the use of environmental resources as well as the participation of the community in matters related to the environment.

When young people learn about environmental justice, they understand that- just like adults, they have an important role to play in environmental conservation. Notably, children use natural resources just as grown-ups do. As such, according to Chawla (2008), they have a central role to play in ensuring that such remedies are used sustainably and that measures are taken to prevent the depletion of such resources. Learning about environmental justice is fundamental to creating awareness among children of the collective role that the society has in environmental conservation. Education on ways in which children can become active citizens for change is key to ensuring that children gain knowledge on how they can transform the world through their actions (Wilson, 2007). In particular, children know the steps that they can take to ensure that they conserve the environment and change the world to become a better place to live for them and the future generations. Becoming change agents is key to children as they grow knowing that they do not have to wait for change as they are the change that they desire to see. As a result, it is critical for educators to provide children with principles underlying environmental justice and ways in which children can become active agents of change.

Four Pillars of Education for Sustainability

Education for Sustainability (EfS) is a concept that aims at ensuring a better future by exploring ways to achieve change and involving students in planning and control of environmental decisions (Pratt, 2010). Additionally, EfS requires partnerships for change whereby commitment to sustainability is increased. Children ought to be offered education, which focusses on how they can participate in the sustainability initiatives. Such an education is pegged on the following four key pillars:-

Image 3: Four Pillars of Sustainable Education

Learning to Know

In this pillar, the focus is on educators and children acknowledging that their local actions and needs have effects and consequences both locally and internationally. Additionally, this component recognizes that sustainability is evolving and reflects the ever-growing requirements of the societies and addresses local as well as global priorities (Davis, 2005). In environmental conservation and sustainability, it is critical that children are given knowledge that their actions in protecting the environment have effects not just on their schools and communities but also the entire world. As such, they should have a global thinking about sustainability.

Learning to Be

This pillar seeks to build on the principles as well and values that underscore sustainable activities and development. This pillar was originally designed to address the three key realms of sustainability, which include the environment, society, and the economy. Additionally, this second pillar aims at contributing towards individuals’ complete development including that of mind and body, intelligence, sensitivity, and spirituality. EfS for children is, therefore, the key to ensuring that they not only develop intellectually but also have knowledge on other aspects affecting their lives such as the environment.

Learning to Live Together

The aim this pillar is to foster unity and oneness in building capacity for environmental sustainability. Additionally, the third component encourages community-based decision-making, environmental leadership, and quality of life. From this EfS pillar, children know that they need to work in groups and unison if they are to realize their sustainability goals.

Learning to Do

In this last pillar of EfS, the aim is to contribute towards a reality for all the decisions we make daily and the actions, which we need to undertake so that we can build not only safe but also the sustainable world for all of us. This pillar is key to ensuring that children do not just know what they need to do, but to take real actions, which ensure that the environment is conserved and that it is suitable for the current crop of people and those to live in the future.

Various themes from the four pillars relate to Hallet Cove Preschool’s vision for environmental education. Notably, the Preschool aims at ensuring that children become not only healthy but also active global citizens. Through the theme of the wholesome development of children, the school ensures that the interests and skills of children are developed not just for academic purposes but for real life situations (McFarland & Dealtry, 2017). Additionally, the concept of living together aligns with the mission of the school of working in partnership with families as well as communities in the quest to ensure sustainable lives. The ‘learning to do’ concept can be used as an opportunity for children in Hallet Cove Preschool to be involved in various activities within the school and in their communities to ensure sustainable futures. The four key pillars of EfS are critical to ensuring the children in the Preschool increase their awareness on sustainability.

Our Environmental Sustainability Vision Now In 2020 and the Future

Our environmental sustainability vision now is to see that the interests and skills of our children are fostered and that their love of learning is focused on becoming healthy, active, and global citizens. Additionally, it is our aims to have an increased respect for not only ourselves as a school and community, but also for other people in the society and the environment. In the future, we would like to work with families and communities towards the realization of a sustainable society. It is the vision of Preschool that in future, we will having lifelong learners who not only care and respect each other but also the environment. We wish to develop a School Environment Management Plan (SEMP), which will contain the various sustainability goals over the next few years. Specifically, we will develop a values statement, which incorporates EfS with families and communities (McFarland & Dealtry, 2017). Additionally, we will aim to develop a quality improvement plan that includes commitment to EfS. To ensure that we achieve our primary objectives and vision, we will seek to restate what our environmental sustainability vision will look like to different ages of our children.

Sustainability Vision for Children Aged 3-7 Years

It is our view that children in this age group will be involved in activities, which seek to ensure environmental sustainability. First, we strive to ensure that they have basic knowledge about their connection with the environment and actions that they can take to ensure that they do not pollute the environment. One example of what we will seek to do is ensure we train their educators on EfS who will then use knowledge from the training to educate children on what they need to do (Davis, 2005). Additionally, these children will conduct various appropriate activities. Some of those include excursions to foster a greater connection to humanmade and natural environment. Various educative activities will be offered to such children including ways in which they can look after the earth. One such activity will be to collect the various scraps in the dustbins and way in which the Bokashi bins can be used (Slaughter, 2008). Additionally, children will be actively involved in cleaning up our environment through clean up exercises conducted three times every week. Children will be taught on how they can interact with other animals such as lizards and how they should handle them. We hope that such a vision will be realized.

Sustainability Vision for Children Aged 8-12 Years

Considering that this age group will have the necessary knowledge about the environment as well as how they relate to nature, our vision is that they will appreciate and undertake activities, which ensure sustainability (Davis, 2005). One of those is ensuring that the food they take is free of any components, which have been obtained from the environment has been degraded. Additionally, it is our vision that children in this age group will take sustainability initiatives seriously. For instance, they will be actively involved in the planting of trees and flowers within and outside the school premises. It is expected that they will be agents of change and will educate their families on the importance of sustainability (Bowling, 2011). Every child will have a garden in their homes and will ensure that their compounds have various trees, which are part of the sustainability initiatives. In 2020, and in the future, we envisage that our children will be proactive in activities aimed at ensuring environmental sustainability.


Sustainable education is focused on imparting various skills and competencies to children on how to protect and conserve their environment. At an early age, children ought to be made aware of their relationship with nature and ways they can bond with natural resources without hurting them. The sustainability philosophy in Hallet Cove Preschool is that of making children active and involving families and communities in environmental conservation. Sustainable education is pegged on both ecological and ethical perspectives. Specifically, eco-literacy is key to enabling children to appreciate and value their environment. Additionally, through environmental justice, children become agents of change to ensure a sustainable life now and in future. The four pillars of sustainable education can be used to ensure that children are actively involved in sustainability initiatives (Davis, 2005). Hallet Cove Preschool’s sustainability vision now and in the future is to have kids who are actively involved in sustainability activities and initiatives.

Based on the findings of the report on the activities and initiatives of Hallet Cove Preschool towards sustainable education, various recommendations have been proposed by the team on how to progress in the future. In the first three months, a need exists for the training of educators on how they can further impart knowledge on children about sustainability. Before the end of a year, the Preschool should create and implement a School Environment Management Plan (SEMP), which will contain the various activities to be taken and their importance to the environment. When such proposals are implemented, Hallet Cove Preschool will undoubtedly be a leader in sustainable education and the production of wholesome children. Additionally, it will meet the needs of its present populations as well as those of future generations.




Bowling, E. E. (2011). Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University.

Chawla, L. (2008). Participation and the ecology of environmental awareness and action. Participation and learning, 98-110.

Davis, J. (2005). Educating for sustainability in the early years: Creating cultural change in a child care setting. Australian Journal of Environmental Education21, 47-55.

Department of the Environment, Water, Heritage and the Arts [DEWHA]. (2010) Sustainability curriculum framework: A guide for curriculum developers and policy makers.

Doll Jr, W. E. (2015). A post-modern perspective on curriculum. Teachers College Press.

McFarland, L., & Dealtry, L. (2017). Hearing in the early childhood setting: Children’s perspectives. Australasian Journal of Early Childhood42(2), 105.

Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Suny Press.

Pratt, R,. (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. 104-153. 10.1017/CBO9780511845390.006.

Slaughter, R. A. (2008). Futures education: catalyst for our times. Journal of Futures Studies12(3), 15-30.

Wilson, E. O. (2007). Biophilia and the conservation ethic. Evolutionary perspectives on environmental problems, 249-257.

Wilson, S. (2012). Drivers and blockers: Embedding education for sustainability (EfS) in primary teacher education. Australian Journal of Environmental Education28(1), 42-56.


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