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Abstract
This paper elaborates the effective SOSE and HPE teaching and learning principles. It surfaces concrete examples of the principles in action while clearly depicting how the principles are embedded in the current curriculum materials.
SOSE focuses on learning as a product of four pillar approach to sustainability. The sustainable approach pillars are “environmental responsibility, cultural vitality, social equity and economic health”. SOSE attempts to change the ‘Industrial’ (transmissive) education that focuses on traditional subjects, knowledge and individualism to transformational education that in contrary focuses on collaborative, creative and learning that looks for real solutions to contemporary challenges and issues (McKay, 2006).
Studies of Society and Environment entail careful investigations of challenging and controversial issues in the societies and the world in general, for examples environmental problems such as global warming. It further encourages critical thinking that further arouses optimistic visions for the future in learners (Tylee, 2011).
Conventionally to be educated meant to be able to read and comprehend the contents in the discipline of reference (Tylee, 2011). This means that the knowledge that learners gain is prescribed and is considered necessary by an outside influence (Boyce, 2006).
The society and environment syllabus/curriculum however, requires the learners participation and the results originate from the learners instead of being generated from an outside source as in the domain of the traditional curricula.
SOSE/HPE has process or inquiry orientations that are found in individuals taking part in the learning but involves a social framework. “The learning process entails identification of patterns, creates connections and arranging past unrelated bits of knowledge, activities or behaviors to the learners into new patterned wholes” (Fisher, 2010). The learners are actively involved in learning.
SOSE key values are: social justice, economical and ecological sustainability, democratic processes and peace. The learners study uses of key values through comparing how it have been used and how it can be, defined, debated and used, both in real contexts and abstract forms. The learners appreciate perspectives of different people, values and how cultures can influence their perspectives. They also study how different values concern people from diverse cultures and time.
Active learning is very evident in the Campus Kindy’s environmental project. The kids learn actively through coming up with solutions such as creating water wastage poster and participating in tree planting to curb the global warming.
The students learn through applied learning, for example 60 children aged between 2.5 to 5 at Campus Kindy demonstrate practical approach to learning through involvement in sustainable planet project. The project provides an opportunity for all members to contribute energy, interest and ideas.
The children contribute in all steps of planning and development with great connections to sustainability and learning, integrating it also to other curricular areas. The kids here have real experiences to their learning; this is evident in their Litter-less lunch, use of natural elements and valuing aesthetics. These observations at Campus Kindy, elaborates the applied (real learning) aspects of SOS/HPE (Boyce, 2006).
These methods of learning also promote inquiry in children and mould them to be aspects of change. Taking a kin look at Campus Kindy, again the children’s deliberations on water shortage and global warming through teacher guided discussions surfaces the inquiry nature of this type of learning. The children come up with some solutions to the eminent problems they see and discuss as a result of their inquiry (Australian Lutheran World Services, 2012).
Body basics from galaxy website demonstrate how students can learn about bones, cells, muscles and classifying glasses through joining various parts. The learners are thus able to acquire useful skills through joining of different parts while at the same time acquiring scientific knowledge in areas such as bones, cells and muscles (Fisher, 2010).
Collaboration and democracy in the teaching and learning processes are evident here. The kids at Campus Kindy discuss the challenges and solutions together with their peers and the teacher. Each kid is allowed to express their views freely (Australian Lutheran World Services, 2012).
The learning integrates use of technologies, the aerial photographs of Brisbane flooding shows images both before and after flooding. The learner only needs to hover over the image to toggle before and after. The learning also incorporates the use of videos and internet resources (Tasker, 2004).
The SOSE/ HPE takes a ‘whole settings’ approach (Zadja, 2000). For instance the Campus Kindy pupils do not take up the solutions alone but writes to the prime minister to seek his/her opinion on the issue of global warming. Their suggestions are also wide in the sense that various solutions are suggested as such using of the buses, planting of trees and prevention of water wastage.
In conclusion, SOSE is seen as an option contributing to better world through exploration of controversy and problems, empowering and creating change, building on dialogue and understanding, exploring the world we live in while at the same time confronting our values and believe systems.
SOSE teaching promotes learning that is: integrated (multi-disciplinary and play based), applied to real life, collaborative, holistic (integrates skills, concepts and values and not just knowledge), action focused (aimed at creating change), whole school or centre where learning is reinforced through all aspects of educational experience.
References
Australian Lutheran World Services (2012). Lower Primary Teaching Ideas and Resources. Web.
Boyce. S. (2006) A Day in the Life of Sharon Boyce: A Person with a Physical Disability. Australia: Discovering DisAbility.
Fisher, W. (2010). Spiritual Health: Its Nature and Place in the School Curriculum. Australia: UoM Custom Book Centre.
McKay, P. (2006). Planning and teaching creatively within a required curriculum for school-age learners. University of Michigan: Teachers of English to Speakers of Other Languages (TESOL).
Tasker, S (2004). World Explorers: Library Activity Pack Greenwood, WA: Ready-Ed Publications.
Tylee, J. (2011). What Should a Society and Environment Curriculum do? Web.
Zadja, J. (2000). Society and the Environment: Teaching Sose. Melbourne, Australia: James Nicholas Publishers.
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