18 Jun ANALYSE THE CONCEPT OF ECOLOGICAL LITERACY AND ARTICULATE THE BENEFITS AND LIMITATIONS OF BEING ECO-LITERATE
NEEDS TO BE WRITTEN FROM A VEGAN, ECO FRIENDLY, ANIMAL FRIENDLY PERSPECTIVE.
This assessment is asking you to take a leap forward to your role as an environmental leader in the
future. The year is 2020 and you are part of the environmental sustainability leadership team at a K-6
school you are employed in. This education setting has been working on a number of key
sustainability ideas, initiatives and practices and the principal has asked you to formalise these
thinking and actions into a professional report. The purpose of this report is to inform families, guide
teachers and students and let the community know the philosophy, beliefs and practices of the
school. Formalising this thinking and practice means that this report can also be used for award and
grant applications to demonstrate the schools progress and commitment to environmental
sustainability.
This assessment therefore enables you to imagine and speculate about sustainable futures in
education and what you would like to achieve as a teacher.
Related unit learning outcomes
This task is assessing your ability to demonstrate that you meet the following unit learning outcomes:
3. Critically consider concepts and themes related to environmental education and
describe how they can be integrated into learning experiences for children and young
people
4. Analyse the concept of ecological literacy and articulate the benefits and limitations of
being eco-literate
5. Construct a wide range of interactive and learner-centred teaching and learning
strategies that underpin the knowledge, critical thinking, values and citizenship
objectives implicit in reorienting education towards sustainable futures
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