Marlborough Girls’ College Education for Sustainability programmes

The two year levels focus on the local environment in the school’s area. Logbooks are recommended for each of the internal standards and a system of milestones with regular personal contact with each student is important as they work through the standards. 

The course provides many opportunities for enquiry-based learning with students exploring some of the global issues that their generation will be facing. It is imperative that in a sustainability course the students consider the issue of climate change and its implications.

Regional councils and local communities have people with diverse skills and knowledge who are willing to assist with sustainability activities. The example below made use of people from:

• DOC
• Sustainable wine growing
• Regional council policy writer
• Council hydrologist and environmental scientist
• Fonterra.

Level 7

The marine environment – The Marlborough Sounds

A field trip to the Sounds could include a visit to a salmon farm, other aquacultures, forestry (and the wilding pines that are an issue), Long Island Marine Reserve, and Kaipupu Point. The old whaling station could be included in the trip, as a nod to history and the way that human behaviour has changed. Using guest speakers allow students to experience many different points of view. The programme would be as follows:

• LO 7.2 Introduction to aspects of sustainability. Students investigate the aspects of sustainability through case studies and enquiry based learning, applying the aspects to local and global issues of sustainability. 
• LO 7.1 Investigate the impact of humans on biophysical systems – students could select from aquaculture, forestry, fishing, effect of ferries, or other activities that are carried out in the Sounds. AS90811; 4 Cr
• LO 7.3 The values and subsequent behaviours of stakeholders in the aquaculture industry (Marine farmers, King Salmon Co, Sustain our Sounds Group, Guardians of the Sounds Group, Te Atiawa, Marlborough District Council). AS90813; 3 Cr 
• LO 7.4 Students select an initiative that is being undertaken in the Sounds (Kaipupu Point Mainland Island, Marlborough Sounds Restoration Trust) and work through community groups to plan and carry out a personal action. AS90810; 6 Cr
• LO 7.2 The same initiatives and others (such as the Long Island Marine Reserve, or the Blumine Island project) used as case studies of initiatives that contribute to a sustainable future. This gives students experience in evaluating environmental initiatives in relation to a sustainable future. AS91733; 4 Cr; external 
• LO 7.2 The whole year programme would contribute to students’ understanding of the aspects of sustainability and their interactions. Teaching and learning involves looking at global sustainability issues and relating them to local and NZ examples. AS90814; 4 Cr; external 

Total: 21 credits

Note: The achievement standards are examples that could be used to assess this programme. Not all aspects of the programme need to be formally assessed.

Level 8

The freshwater environment – Water quality and quantity in Marlborough

A key focus on the impact of monoculture on water quality and quantity in Marlborough with field trips to a vineyard operation and a dairy farm – both of whom have been identified as using sustainable practices to mitigate adverse effects. Guest speakers could be used extensively. The level 8 course is open entry so there will be some revision of aspects of sustainability from level 7.

• LO 7.2 (revisited) Introduction to aspects of sustainability. Students examine the issue of Palm Oil production on a global scale and apply their knowledge to aspects of sustainability. Students are introduced to the ideas of critical thinking so that they can objectively assess the interaction of the aspects of sustainability and realise that the solutions are not simple, rather that they require compromise and trade-offs between the different aspects. 
• LO 8.1 Evaluate measures that could be taken to sustain natural resources and improve biodiversity for a sustainable future. Students use bug boxes and complete a macroinvertebrate survey on a nearby stream to make the connection between biodiversity and stream health. Field trips support learning about mitigating the effects of monoculture on the soil, water and biodiversity. AS91735; 4 Cr 
• LO 8.2 Analyse the impact of strategies and policies on a sustainable future. Students select from policies that relate to water quality in NZ, for example, the Sustainable Water Dairy Accord (previously the Clean Streams Accord), Fonterra company policy on clean water, Marlborough Council District Plan. The field trip and guest speakers from the Council and Fonterra would be important resources. AS90831; 5 Cr; external
• LO 8.4 Plan, implement, and critically evaluate personal action for a sustainable future. Students make a brief initial visit to Te Whanau Hou – the Grovetown Lagoon Project – a community wetland restoration project. They could listen to a speaker from DoC and choose an action that would contribute to the aims of the project. Students negotiate suitable times to carry out their planned personal action. AS90828; 6 Cr
• LO 8.2 Motivated students could work within the school to find stakeholders and plan a strategy that will contribute to a sustainable future. This could be a water use strategy, or students could come up with their own ideas without constraint. AS90832; 5 Cr

Total: 15-20 credits

Note: The achievement standards are examples that could be used to assess this programme. Not all aspects of the programme need to be formally assessed.

 

Last updated May 6, 2015

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