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TRAINING AND EDUCATION SUPPORT, INDUSTRY SKILLS UNIT MEADOWBANK

TAFENSWTrainingandEducationSupport,IndustrySkillsUnit,Meadowbank©2010V1 3

AcknowledgmentsThe TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank would like to acknowledge the support and assistance of the following people in the production of this learner resource guide:

Writer:

Sarah Murray Consultant

Reviewer:

Catherine Lee Director The Point Pre-school NSW

Project Manager:

Gail Horwood A/Education Programs Manager TAFE NSW

Desktop Publishing:

Joanna Santos TAFE NSW

Enquiries

Enquiries about this and other publications can be made to:

Training and Education Support Industry Skills Unit, Meadowbank Meadowbank TAFE Level 3, Building J, See Street, MEADOWBANK NSW 2114 Tel: 02-9942 3200 Fax: 02-9942 3257

© The State of New South Wales, Department of Education and Training, TAFE NSW, Training and Education Support Industry Skills Unit, Meadowbank, 2009.

Copyright of this material is reserved to TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in whole or in part, other than for the purposes of private study or research, and subject to the provisions of the Copyright Act, is prohibited without the written authority of, TAFE NSW. Training and Education Support Industry Skills Unit, Meadowbank

ISBN 978 1 74236 127 7

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Table of contentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1. General introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2. Using this participant guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3. Prior knowledge and experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

4. Unit of competency overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

What is sustainability? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Aspects of sustainability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Environmental sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Social sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Economic sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The impact of key global issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Climate change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Greenhouse effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Ecological footprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Earth resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Chemicals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Sustainable resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Potential aspects for change in children’s services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Sustainable building design and associated structural aspects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Sustainable waste management practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Sustainable water management practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Sustainable energy management practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Safer cleaning practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Indoor air quality and VOCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Safer personal care and cosmetic products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

The natural environment in outdoor spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Food and produce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

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6 TAFENSWTrainingandEducationSupport,IndustrySkillsUnit,Meadowbank©2010V1

Nature education: strategies to increase children’s experiences and understanding of animals and the natural environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Gardening and biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Frogs and tadpoles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Appreciating the texture, tones and shapes of nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Excursions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Wildlife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Aboriginal connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Support others in implementing sustainable practices.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Encouraging children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Encouraging adults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Resource Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

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Youngchildrenarecapableandresourcefulandabletomakedecisionsthatdoimpactontheirownlivesandthelivesofothers.Aseducatorsthemessageswegivechildrenaboutsustainabilitywillimpactontheirwellbeing,theirplay,theirthoughts,theirrelationships,theirabilitytoconnectwithnature,theirdesiretoexplore,discoverandcuriositytolearn;theirsenseofwonderinthisamazingplanetandallitscreaturesandpeopleandtheirabilitytocareandmakedecisionsthathavepositiveoutcomes.

RachelCarson(1956)believes“ifachildistokeepalivehisinbornsenseofwonder,heneedsthecompanionshipofatleastoneadultwhocanshareit,rediscoveringwithhimthejoy,excitementandthemysteryoftheworldwelivein”.

Wecanbethatoneadult.

Catherine Lee, Director The Point Preschool Oyster Bay NSW (2010)

What is sustainability?Educators are becoming increasingly aware of the importance of sustainability in early childhood and school-aged settings. By ensuring these settings follow sustainability policies and practices educators can actively contribute to conserving the Earth’s resources. Of equal importance is the role they can play in developing sustainability knowledge, attitudes and values in the children that attend these settings. In so doing they can ensure a sustainable future for those that follow.

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There are a range of available definitions of “sustainability”. Some of these are recorded below.

Sustainability definitions

• “Tomaintain;tokeepalive;tosupport;tosubsist;tonourish”.

Webster Dictionary (1913)

• “Sustainabilityisdefinedasmeetingtheneedsofcurrentandfuturegenerationsthroughsimultaneousenvironmental,socialandeconomicimprovement.”

State Sustainability Strategy (Western Australia)

• “Sustainabledevelopmentisdevelopmentthatmeetstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds.”

Brundtland Commission of the United Nations (1987)

• “Using,conservingandenhancingthecommunity’sresourcessothatecologicalprocesses,onwhichlifedepends,aremaintained,andthetotalqualityoflife,nowandinthefuture,canbeincreased.”

Ecologically Sustainable Development Steering Committee 1992

• “Inmyview,’sustainable’islikepregnant:it’snotpossibletobealittlebitpregnant,andasocietyiseithersustainableorunsustainable.”

Mr Gordon Hocking

• “Developmentwithoutdestruction”

Maurice Strong, Secretary General of the 1992 Rio Earth Summit

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Aspects of sustainabilityThree aspects of sustainability have been identified. These are:

• Environmental

• Social

• Economic aspects.

Environmental sustainabilityProtecting and conserving biodiversity and ensuring natural resources are utilised efficiently.

Social sustainabilityThe needs of individuals are identified and their well-being is considered. Issues of social inclusion and eradicating poverty are pursued.

Economic sustainabilityWorking within the capacity of the natural environment to ensure strong economic growth, stability and competiveness.

“Sustainablelivingisasmuchabouthealthylifestylechoices,supportingthecommunityyouliveinandembracingthelongtermstrengthoftheeconomyasitisaboutenvironmentalconsciousness.”

Michael Grosvenor (2007)

Activity

Go to the Centre for Environment Education website below and answer the questions to find out your individual positive impact on the three aspects of sustainability: environment, society and economy.

http://www.handsforchange.org/

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Eco-Efficiency & Environ Economics

Fair Trade & Working Conditions

Health & Environmental

Justice

Corporate Citizenship & Responsibility


When thinking about sustainability we need to consider these three aspects. Decisions made in one aspect impacts on the others . When we begin to think about ways to change our organisations to support sustainable practice we need to consider each of these aspects.

Aspects of sustainability

Themodelsuggestsaholisticapproachneedstobetakenwhenstrivingtomakesustainablyresponsibledecisionsaseachaspectiscloselyinterconnectedwiththeother.Eachaspectwillhavebothdirectandindirectinfluencesoneachother.Theneedtoconsiderandachieveasuitablebalancebetweenallaspectsisrequiredtoachievethestrongestsustainableoutcomespossible.

Source: National Centre for Sustainability

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4 year running averages shown by black curve Based on a 30-year climatology (1961-90)

Australian Bureau of Meteorology

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The impact of key global issuesClimate changeAustralia and the world are experiencing rapid changes in climatic conditions as can be clearly seen by studying these graphs. This human induced climate change is resulting in significant changes in weather patterns. According to the Australian Government Bureau of Meteorology (BOM):

“Since the middle of the 20th century, Australian temperatures have, on average, risen by about 1°C with an increase in the frequency of heatwaves and a decrease in the numbers of frosts and cold days. Rainfall patterns have also changed - the northwest has seen an increase in rainfall over the last 50 years while much of eastern Australia and the far southwest have experienced a decline.”

Annual Mean Surface Temperature Anomaly - Global

Australian Government Bureau of Meterology website: http://www.bom.gov.au/cgi-bin/climate/change/timeseries.cgi

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Australian Government Bureau of Meterology website: http://www.bom.gov.au/cgi-bin/climate/change/timeseries.cgi?graph=tmean&area=aus&season=0112&ave_yr=0

Annual Mean Temperature Anomaly - Australia

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Greenhouse effectThis is a naturally occurring process that occurs as the heat radiated from the sun warms up the various gases that are in the earth’s atmosphere. Without these gases it would be impossible for living things to survive. The gases play an important role in trapping heat from the sun. They keep the earth warm and insulated; similar to what happens within a greenhouse for plants. The ‘enhanced greenhouse effect’ refers to the effect that the increasing concentration of greenhouse gases has on increasing the world’s average temperature – a direct result of Post Industrial Revolution activities.

There is “...an altered balance between input and output radiation of the Earth. If the input is greater than the output, the difference causes the temperature of the Earth to increase” (BOM, 2010)

Model of the Greenhouse Effect

Source: Intergovernmental Panel on Climate Change, 2007 (http://www.ipcc.ch/ipccreports/ar4-wg1.htm)

Gases that contribute to this effect are:

• Carbon Dioxide

Carbon dioxide is released into the air as humans and animals exhale and as we burn fossil fuels. Plants and trees absorb much of this. Deforestation is the major contributor to increases in carbon dioxide as trees are cleared for wood and development and the plants and trees are no longer able to absorb carbon dioxide via the process of photosynthesis (Vivian Head, 2008).

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