Understand this cross-curriculum priority

Sustainability

Introduction

Sustainability addresses the ongoing capacity of Earth to maintain all life. Sustainable patterns of living seek to meet the needs of the present generation without compromising the needs of future generations.

Actions to improve sustainability may be individual or collective endeavours shared across local, national and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment. Actions should reflect values of care, respect and responsibility, and require individuals and communities to recognise, adapt to and manage change. 

Young people require the knowledge and skills to engage with contemporary issues such as climate change, biodiversity loss, equitable access to resources, and preservation of cultural and language diversity. They are looking for social, economic and political models that provide solutions to these issues.

The Sustainability cross-curriculum priority explores the knowledge, skills, values and world views necessary for people to act in ways that contribute to a sustainable future. Designing solutions and actions for a sustainable future requires an understanding of the ways environmental, social and economic systems interact, and an ability to make balanced judgements based on present and future impacts.

The Sustainability cross-curriculum priority is futures-oriented and encourages students to reflect on how they interpret and engage with the world. It is designed to raise student awareness about informed action to create a more environmentally and socially just world.

Structure

The Sustainability cross-curriculum priority is based on 4 sets of organising ideas.

Figure 1: Framework for the Sustainability cross-curriculum priority

Systems

The interdependence of Earth’s systems (geosphere, biosphere, hydrosphere and atmosphere) that support all life on Earth, and social and economic systems.

World views

The role of world views (sets of attitudes, values and beliefs) that shape individual and community ideas about how the world works and our role in the world.

Design

The role of innovation and creativity in sustainably designed solutions, including products, environments and services, that aim to reduce present and future impacts or to restore the health or diversity of environmental, social and economic systems.

Futures

Ways of thinking and acting that seek to empower young people to design action that will lead to an equitable, sustainable and inclusive future.

Key connections

Cross-curriculum priorities support and deepen student engagement with learning area content and are best developed within the context of learning areas.

Through English, students explore how ideas and opinions about issues such as social justice and living sustainably can be represented in texts from different historical, social and cultural contexts. They examine how these issues are debated and reported in texts. English develops students’ ability to analyse and evaluate multiple points of view.

Humanities and Social Sciences helps students develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Students respond to the challenges of sustainability through an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.

The learning area provides content that supports the development of students’ world views, particularly in relation to judgements about past social and economic systems, and access to and use of the earth’s resources. Students are given opportunities to integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political influences on human use and management of the environment. The curriculum prepares students to be informed consumers, to act in enterprising and innovative ways, and to perceive business opportunities in changing local, regional, national and global economic environments. Students explore contemporary issues of sustainability, and develop action plans and possible solutions to local, regional, national and global issues that have social, economic and environmental perspectives.

In Health and Physical Education, students explore how they can interact with natural and outdoor settings, and with people in their social networks and wider communities. They consider the role of these connections in supporting the wellbeing of individuals and the community now and into the future. Students develop their world view by exploring diversity, social justice and consumerism as they relate to the promotion and maintenance of health and wellbeing. Through movement experiences, students participate in physical activity in a range of settings, including natural and outdoor settings. They appreciate the interdependence of the wellbeing of people and the environments they live within.

Languages provides students with opportunities to develop the world views necessary to contribute to a sustainable future by reflecting on how they interpret and engage with the world and its peoples. The learning contexts in which students develop their language learning provide opportunities for them to explore actions to improve sustainability in local, national and global communities.

When learning a second or additional language, students develop understanding of diverse attitudes, values and beliefs, and ways of thinking and being. They learn that sustainability is relevant to the dynamic nature of language and its continuous changes and variations over time and place. They develop understanding that sometimes, due to globalisation, societal and political influences, languages may become vulnerable and at risk of losing their uniqueness or usage. Students consider the value of sustaining language knowledge and use, and reflect on its important connection to cultural expression.

In Mathematics, students develop skills in mathematical modelling, statistical investigation and analysis, which are essential for identifying and exploring sustainability issues and proposed solutions. Students can apply spatial reasoning, measurement, estimation, calculation and comparison to gauge the health of local ecosystems and to cost proposed actions for sustainability.

Mathematical understandings and skills are necessary to model, measure, monitor and quantify change in social, economic and ecological systems over time. Statistical analysis enables the prediction of probable futures based on findings and helps inform decision-making and actions that lead to preferred futures.

In Science, the Sustainability priority provides contexts for investigating and understanding biological, Earth and space, physical and chemical systems. Students explore a range of systems that operate at different time and spatial scales. By investigating the relationship between systems and system components and how systems respond to change, students develop an appreciation for the interconnectedness of Earth’s geosphere, biosphere, hydrosphere and atmosphere.

Students explore contexts, such as ecosystem dynamics, weathering and erosion, energy sources, green chemistry and global climate change, with a focus on understanding how science is used to predict possible effects of human and other activity on the Earth system and to develop management plans or alternative technologies that minimise or mitigate these effects. Students appreciate that science provides the basis for decision-making in many areas of society and that these decisions can impact the sustainability of environmental, social and economic systems.

Students can also explore the contributions of First Nations Australians in designing sustainable products, environments and services such as fire management, habitat restoration and water management, and how First Nations Australians’ knowledges and contemporary science can be used to advance scientific understanding and to care for Country/Place.

Through Science, students develop the scientific literacy, design, problem-solving and collaboration skills to respond to contemporary challenges to sustainability. Their developing STEM competencies enable them to develop, model, analyse and improve solutions to problems and to design preferred futures.

When students identify and analyse a problem, need or opportunity; generate ideas and concepts; and create solutions in Technologies, they give consideration to sustainability by anticipating and balancing economic, environmental and social impacts. The curriculum focuses on the knowledge, understanding and skills necessary to creatively design for effective sustainability action, taking into account issues such as resource depletion and climate change. The learning area gives students opportunities to explore their own and competing viewpoints, values and interests. Understanding systems enables students to work with complexity, uncertainty and risk; make connections between disparate ideas and concepts; self-critique; and propose creative solutions that enhance sustainability. Students learn to appreciate local and global impact of design decisions. They reflect on past and current practices and assess new and emerging technologies from a sustainability perspective to design solutions for preferred futures.

Through The Arts, students can explore how ideas and perspectives about issues such as living sustainably, equity and social justice are represented in arts works from all times and places. Engaging with these arts works and practices builds students’ ability to appreciate diverse world views and provides opportunities for them to explore the importance of the arts to cultural sustainability. As artists, students can create work individually or collaboratively to communicate their ideas about sustainable futures and/or to contribute to community action for sustainable futures. Students are encouraged to explore how artists’ practices change over time in response to, for example, ideas and the availability of materials or technological innovation. They consider how these changes contribute to the maintenance and/or revitalisation of culturally-driven arts practice. They are encouraged to consider sustainable practice when selecting and using materials and processes to create their work.

Downloads

Cross-curriculum priority documents and glossaries are available on the downloads page.  

Cross-curriculum priority downloads 