The examples below suggest how EfS can support the principles of the New Zealand Curriculum.
Students gain a sense of success through planning and completing an action that brings about a change. For example, students collaborate in a community garden to support an initiative to supply a local foodbank.
Students establish a relationship with their local iwi, focused on the whenua. For example, students initiate discussions and make plans to help their local marae become more sustainable.
Students examine a variety of worldviews in considering sustainability issues. For example, students examine cultural perspectives on harvesting seafood.
The different skills, attributes, and needs that students bring to collaborative projects are recognised, affirmed, and supported. For example, students present a formal submission to council with different roles assigned to team members as appropriate.
Students are supported as they develop processes to reflect on their action experiences. For example, students use starter question cards in a circle discussion that help them to think deeply about their action experiences.
Students form relationships with a number of established communities (including families) or organisations beyond the classroom. For example, students work with the local Forest and Bird branch to build nesting boxes for penguins.
Students work on action projects that incorporate achievement objectives from more than one learning area. For example, students undertake an inquiry project into a sustainability issue of their choice in one of the social science subjects and present a speech on the issue for English (Speaking, Writing, and Presenting).
Students explore the links between the four future-focused issues. For example, students work in collaboration with a business or industry to develop a sustainability policy that takes into account elements of globalisation, enterprise, and citizenship.
Last updated April 27, 2015