1. ACTSmart Schools

2. Parliament of Youth on Sustainability

3. The Australian Curriculum Sustainability Priority and actions to reduce Canberra’s ecological footprint The Priority and the project provide the opportunity for students to:  develop an appreciation of the necessity of acting for a more sustainable future and so address the ongoing capacity of Earth to maintain all life and meet the needs of the present without compromising the needs of future generations.  develop the knowledge, skills, values and world views necessary for students to act in ways that contribute to more sustainable patterns of living. The Priority and the project will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The Priority and the project are futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action.

4. Organising ideas – key concepts

5. Content Descriptions (Relate to the suggested focus topics, Australian Curriculum Sustainability Priority Organising Ideas) Y1 - Geography - The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005) - urban planning(ACHGK005) Y2 – English - Rehearse and deliver short presentations on familiar and new topics (ACELY1667)(ACELY1667) (Y2 - Science – Managing and protecting resources) – waste, water, food, renewable energy, living more sustainably, transport Y3 – Mathematics - Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)picture graphs(ACMSP069) Y3 - Geography - The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)(ACHGK018) urban planning, the economy, political systems Y4 - Science - Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) – urban planning, lifestyles (ACSSU075) Y4 - Geography - The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) - waste, water, educating others about the need to change(ACHGK024)

6. Y5 – Mathematics - Recognise that probabilities range from 0 to 1 (ACMSP117) – consumption, population(ACMSP117) Y6 – English - Analyse strategies authors use to influence readers (ACELY1801)(ACELY1801) Y7 – Science - Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112) – urban planning, population(ACSSU112) Y8 – Science - Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)(ACSHE136) renewable energy, transport, smarter buildings Y9 - English - Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)(ACELY1744) Y9 – Science – (Food security) - food, consumerism Y10 – Science - Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)(ACSSU189)

7. Ready-made curriculum materials  ACTSmart Schools curriculum units (P-Y10) www.actsmart.act.gov.auwww.actsmart.act.gov.au  Icon Water’s Cotter Dam Education Kit www.iconwater.com.auwww.iconwater.com.au  Australian Science Teachers Association www.asta.edu.auwww.asta.edu.au  Australian Organic Schools: www.organicschools.com.auwww.organicschools.com.au  Scootle www.scootle.edu.auwww.scootle.edu.au  Cool Australia www.coolaustralia.orgwww.coolaustralia.org  ABC Splash www.splash.abc.net.auwww.splash.abc.net.au  Food gardens specifically: Organic Schools: www.organicschools.com.au Stephanie Alexander Kitchen Garden Scheme: http://www.kitchengardenfoundation.org.au/ http://www.kitchengardenfoundation.org.au/  Transport: http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Downloa d.aspx?resID=14024&v=1&preview=true&target=PUBLIC

8. Where sustainability belongs.................. Everywhere but the role varies 8 English history mathematics the arts economics and business health and physical education languages

9. science geography civics and citizenship technologies The ‘heavy lifters’

10. SAMPLE FORMAT - linking curriculum units/activities to the Australian Curriculum Sustainability Priority Topic: Living Soil (F-2) Lesson 1: Healthy Soil =Healthy Plants Organising Ideas Organising idea 3 Sustainable patterns of lining rely on the interdependence of healthy social, economic and ecological systems. (Systems) Organising idea 5 World views are formed by experiences at personal, local, national and global levels and are linked to individual and community actions for sustainability. (World Views) Organising idea 7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. (Futures) Year F-2 Learning areaAustralian Curriculum content descriptions Science Science as a Human Endeavour: Use and influence of science  Science knowledge helps people to understand the effect of their actions (ACSHE051) (ACSHE051)  People use science in their daily lives, including when caring for their environment and living things (ACSHE035)environment(ACSHE035) Nature and development of science  Science involves asking questions about, and describing changes in, objects and events (ACSHE034)(ACSHE034)  Science involves making predictions and describing patterns and relationships (ACSHE050) Links to the Australian Curriculum for Science, English, Geography and Maths for years F-2

11. Three key concepts  Systems - the interdependent and nature of systems that support all life on Earth as well as the promotion of healthy social, economic and ecological patterns of living for our collective wellbeing and survival.  World views - issues surrounding sustainability in a global context. This concept allows for a diversity of world views on ecosystems, values and social justice to be discussed and linked to individual and community actions for sustainability.  Futures - building the capacities for thinking and acting in ways that are necessary to create a more sustainable future. The concept seeks to develop reflective thinking processes and empower young people to design action that will lead to a more equitable, respectful and sustainable future.