Assignment Task

Unit Learning Outcomes

ULO1: Demonstrate knowledge and critical understanding of current environmental and sustainability issues and their implication for educational praxis. 

ULO2: Understand, evaluate, and synthesise environmental education pedagogies based on contemporary research, policy, and curriculum frameworks.

ULO3: Plan, implement and evaluate environmental education learning experiences, applying a diversity of teaching and learning strategies.

Task Description

• Students will engage in observations of environmental education at a Community Engaged Learning site, and write a.
• Students will produce a Plan of Work on an environmental education topic.
• The Plan of Work will include a Critical Reflection on their observations at the Community Engaged Learning site, a pedagogical Rationale and a learning experience plan, including assessment strategies.
• The Plan of Work should be submitted via Turnitin as a single Word document.

Rationale

What is the aim/purpose of this assessment?

The purpose of this assignment is:

• To develop your ability and skills in becoming a reflective practitioner,
• To develop your skills in programming a sequence of linked learning experiences on a topic in environmental education; and
• To extend your skills in the praxis of teaching environmental education.

How does this task address the unit learning objectives?

This task addresses the Unit Learning Outcomes as listed above.

How does this task relate to module contents?

The Unit of Work and teaching resource will be designed based on concepts and pedagogies explored throughout this unit.

How will this task prepare students for the world of work?

This task asks students to (1) engage in observations and reflections of environmental education practice, and then (2) design a Plan of Work that can be implemented in future teaching experiences.

Task Instructions

Engage in observations at your chosen Community Engaged Learning site. (2 hours minimum)

• The Community Engaged Learning site should offer the opportunity for you to observe environmental education in action, taught by another educator.
• The observations should be a visit of at least 2 hours but may be longer, or even a number of visits over a series of days.
• Observations should focus on the following questions:
  • What is the environmental topic or focus of the observed learning experience?
  • What pedagogies are employed in the observed learning experiences?
  • How does what you observe relate to the philosophies and pedagogies we have been learning about in this unit?
  • Are there any aspects of the observed learning experiences that you would like to incorporate into your own Plan of Work?

2. Write a Critical Reflection about your Community Engaged Learning experience. (450-500 words)

• In Section 1 of the provided template, write a reflectionand critical analysis about your observations of the chosen Community Engaged Learning site, and how these affect your teaching approach and/or your unit design.
• The Critical Reflection can be written in the first person, and should include:
  • A brief summary of your observations;
  • A reflection on your personal responses to what you observed;
  • An analysis of the observed teaching practice in relation to the philosophies and pedagogies discussed in this unit;
  • An analysis of how your observations and personal reflections are synthesised with unit concepts and pedagogies in your own Plan of Work.
• The Critical Reflection should be supported by credible sources and use in-text citations. References should be added to the overall Reference List at the end of the submission.

3. Design a Plan of sequential learning experiences on an environmental or sustainability topic.

The Plan can be designed for any age or learning site, including early childhood, primary, secondary, tertiary or community education. It should:

• aim to develop learners’ relationships with/as nature, expand their environmental understandings, and influence positive environmental attitudes and/or pro-environmental behaviours; 
• demonstrate engagement with the environmental education philosophical and pedagogical approaches presented in this unit;
• include the use of age-appropriate, creative, participatory and sustainable teaching resources;
• demonstrate interdisciplinary engagement across learning areas/subjects and/or cross-curriculum priority areas.
• If the Plan is designed for an early childhood centre, primary, or secondary school, the sequential learning experiences should be clearly structured and planned using the appropriate standards (EYLF, Australian Curriculum standards or State equivalent, and/or the ACARA Cross Curricular Priority of Sustainability).