This isn’t a world we can just hope for; we need to educate for it. We need to do things differently to ensure we are educating for the world we want for our children’s future and beyond.
“It is the most important obligation we have to this generation of young people and to our community,” says principal Nicola Forrest. “The curriculum is shaped through our model of sustainable thinking dispositions and our Rings of Sustainability.”
The four interconnected rings represent Personal Sustainability, Socio-Cultural Sustainability, Urban-Technological Sustainability, and Natural Sustainability.
“Each ring represents a key area of sustainability, and together they provide a critical lens for viewing the world – and all our curriculum – so that our young people become problem-identifiers and problem-solvers with the capacity to create social good for a sustainable future,” Nicola says. “Using the rings, our students, when considering an issue such as climate change, will consider it directly in relation to their personal sustainability.
“Ultimately, we want young people to view the world the way it is: as a series of interconnected parts and actions rather than siloed learning areas, which is the way a traditional curriculum is set up.”
“This generation of young people are often called upon to be the change-makers and to understand that many of today’s problems are a result of what were essentially often yesterday’s solutions, not created by these young people themselves.
“As a school whose motto is ‘Make a difference and be the difference’, we work with young people to remind them that the difference starts with taking care of their personal sustainability/wellbeing first. Only then can we work together to make a difference today for a sustainable future.”
