In this example, students could be engaged in a programme in which level 7 and 8 learning objectives are used in the teaching and learning programme. Students could be assessed by either level 2 and/or level 3 EfS achievement standards.
EfS Level 7Composite – Biophysical Environment |
EfS Level 8Composite – Biophysical Environment |
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| Term 1 | LO 7.2 Students will gain knowledge, skills, and experience to investigate the aspects of sustainability in different contexts. Introduction to EfS aspects, key concepts, key principles, key terms and contexts. LO 7.3 Students will gain knowledge, skills, and experience to examine the values and behaviours that will contribute to a sustainable future. AS90813 Education for sustainability 2.3 Demonstrate understanding of how different personal values have implications for a sustainable future; Internal, 3 credits. The values and practices that support the use of alternative energy such as wind farms and the contribution to a sustainable future. Skills module:
| Revisit EfS aspects, key concepts, key principles, key terms and contexts. LO 8.3 Students will gain knowledge, skills, and experience to analyse the values of different groups of people, how these values are expressed in various practices, and the present and future consequences for sustainability. AS91736 Education for sustainability 3.3 Analyse how different worldviews, and the values and practices associated with them, impact on sustainability; External, 4 credits. The values and practices that support the use of alternative energy such as wind farms, tidal energy, and their contribution to a sustainable future. Note: This achievement standard will be started here but completed in term 3. Skills module:
An example of a context for policy analysis could be riparian planting for the dairy industry. This would align with the level 7 context for AS91733 in term 3. Investigation/selection of worldviews for AS91736. It is very important to refer to both current specifications and explanatory note 5 for both standards before planning for the teaching of AS90831. LO 8.2 Students will gain knowledge, skills, and experience to analyse the impact of strategies and initiatives for a sustainable future. AS90832 Education for sustainability 3.5 Develop a strategy for an organization that will contribute to a sustainable future; Internal, 5 credits. The development of a strategy to raise awareness of potable water conservation in a drought-prone community or region; for example, Christchurch City Council: Te Wai Ora o Tāne Integrated Water Strategy. |
| Term 2
| LO 7.4 Students will gain knowledge, skills, and experience to plan, implement, and evaluate personal action for a sustainable future. AS90810 Education for sustainability 2.1 Undertake a personal action, with reflection, that contributes to a sustainable future; Internal, 6 credits. The organisation of 350 event to raise awareness of the impact of fossil fuels and associated carbon emissions as contributors to global climate change. AS90811 Education for sustainability 2.2 Explain how human activity in a biophysical environment has consequences for a sustainable future; Internal, 4 credits. Investigation of modern landfill practices and the consequences for a sustainable future.(PDF) | LO 8.4 Students will gain knowledge, skills, and experience to analyse actions necessary for sustainability and plan, implement, and critically evaluate personal action for a sustainable future. AS90828 Education for sustainability 3.1 Evaluate a personal action that contributes towards a sustainable future; Internal, 6 credits. The production of a film disseminated to an audience designed to raise awareness of increasing carbon emissions and the effect on sea level rise and global warming, the major effects of global climate change. LO 8.1 Students will gain knowledge, skills, and experience to evaluate social, economic, and technological measures that could be taken to sustain natural resources and improve biodiversity now and for the future. AS91735 Education for sustainability 3.2 Evaluate measures that may be taken to sustain and/or improve a biophysical environment; Internal, 4 credits. Evaluation of modern landfill practices; measures that could be taken to reduce the impact of waste on the biophysical environment; example, Kate Valley.
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| Term 3 | Externals AS91733 Education for sustainability 2.4 Demonstrate understanding of initiatives that contribute to a sustainable future; External, 4 credits. With this external achievement standard also being resource based, preparation could include investigation into a range of initiatives relating to the biophysical environment; examples:
Don’t forget to look at the Assessment Specifications for this standard. LO 7.2 Students will gain knowledge, skills, and experience to investigate the aspects of sustainability in different contexts. AS90814 Education for sustainability 2.6 Demonstrate understanding of aspects of sustainability in different contexts; External, 4 credits. All previous contexts provide relevant preparation for this resource based external achievement standard. An additional context that fits with the biosphere theme is the establishment of community gardens in New Zealand. | Externals Two policies have been chosen and reviewed in detail in term 1 to reduce the preparatory workload in term 3 when developing/completing the written report for submission. LO 8.3 Students will gain knowledge, skills, and experience to analyse the values of different groups of people, how these values are expressed in various practices, and the present and future consequences for sustainability. AS91736 Education for sustainability 3.3 Analyse how different worldviews, and the values and practices associated with them, impact on sustainability; External, 4 credits. Two worldviews have been chosen and reviewed in detail after having studied a range of worldviews in term 1. This serves to reduce the preparatory workload in term 3 when developing/completing the written report for submission. Note: AS91736 is a useful achievement standard by which to bring this programme to an end. Apart from being one of the two externals, the students have the opportunity reflect not only on a range of worldviews held by others but on their EfS learning and how this learning has impacted on the development of their own worldviews.
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| Term 4 | Revision for externals and practice of exam technique skills. | Completion of externals. |
| Total credits: 21 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. | Total credits: 19 |
Last updated July 10, 2024