Demonstrate knowledge and systematic understanding of educational developments, linked to sustainability, that impacts on the lives of learners.

Analyse and communicate a range of solutions that help learners understand sustainability.

Assessment 1: Work with a peer to pitch a project (Learning outcomes 1 and 2) 15 minutes in length

Students will consider a sustainability issue, from a local, national or international perspective. They will design and create a project which will provide a pitch to a local, national or international organisation.

Students will decide on the organisation receiving the pitch, considering its aims, objectives, mission statement or purpose. The pitch will examine an initiative in detail exploring its purpose, approach and context from an educational process, practice or pedagogical approach. The initiative needs to be examined in relation to how it supports education within a sustainable and inclusive world. The initiative can be a locally based approach or international in its aspirations. This assessment will explore how educational processes and practices support key issues such as sustainability, learning about climate change, inclusivity, community cohesion, global citizenship, basic educational rights in an informative and visually interesting way.

The pitch needs to be produced in an electronic format. Students will work in pairs. It is expected that each member of the group will make an active contribution to the presentation, and this will be evidenced in a project log.


Formative Assessment. Students will be required to keep a working log of the project development. Tutorial opportunities will be made available to discuss progress. Opportunities to practice present ideas will be built into the taught content.

As this is a third year module students will engage with initiatives and organisations that they find interesting and relevant as they work towards their degree completion. It would be expected that initially some key modelling of organisations approach and structure would be explored so that students could structure their project. It is also anticipated that project examples will be evaluated as part of the teaching and learning for this module. There will be a focus on a multi-disciplinary approach, the use of theories where relevant, and a deliberate integration of creativity in teaching and learning approaches. There are a whole range of initiatives that students might explore, and these can be local based initiatives to global NGOs.

Local based initiatives might focus on specific aspects of supporting and deepening types of curricula e.g. literacy developments. Students may also explore sustainability initiatives in local educational organisations including the university. Students will also examine global perspectives and consider wider societal approaches and initiatives.

This module offers¿an opportunity to understand and develop ideas to support future education, with a key theme of sustainability. It should enable you to think about the sort of changes needed to enable a more sustainable future for everyone, locally and nationally. Education within communities, and as part of community development, is essential and exploring your role and potential is a key part of this module. You might study local community initiatives or explore global initiatives, developing your role as an educational professional, passionate about sustainability.



You will learn how to pitch projects, and so develop skills enabling you to understand local, national and international educational opportunities.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face to face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.



A digitally enabled approach will be used to support both virtual and face to face opportunities.

University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.



The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities



Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.



Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions



Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.



Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:



Work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments

Chang, C., Kidman, A. and Wi, A. (eds.) (2021) Issues in Teaching and Learning of Education for Sustainability. London: Routledge.

Elliot, S., Arlemalm-Hagser, E., and Davis, J. (eds.) (2020) Researching Early Childhood Education for Sustainability. London: Routledge.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.



Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support

VLE Resources¿¿

Your University VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists.¿ Your VLE offers opportunities to engage in group work and independent learning¿by the use of¿such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿