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Sustainable development is a critical challenge for our generation. While several of our society’s current behaviours are unsustainable, recent technological innovations are making the prospect of a sustainable future very achievable and attractive.

Consider that our major sources of energy are coal, oil and natural gas. Burning these resources contributes roughly 80 percent of all carbon dioxide emissions, which are currently the single largest factor driving climate change. Oil, for example, provides us with fuel for our cars, electricity for some of our homes and buildings, plastics, some fabrics and many chemicals. We depend heavily on oil but oil sources will not last forever at the rate we are consuming them. Not only is oil running out, one of the main uses for oil, cars, contribute 70-90 percent of atmospheric pollution and 14 percent of greenhouse emissions in Australia.

In these lessons, students will explore strategies and technologies to reduce our greenhouse gas emissions and reduce our oil dependence. Specifically, students will learn about reducing the need for energy through our behaviours; energy efficient technologies; renewable energy sources such as solar power, wind power, hydro power, tidal power, wave power; renewable fuels such as biofuels; cleaner fuel technologies such as hydrogen fuel cells, hybrid-electric vehicles, electric vehicles and batteries; designing chemical products with less energy; and materials that can absorb greenhouse gases.

Consider also that Australia is the driest inhabited continent in the world and that our rural landscapes and farmlands are being degraded due to drought. Consequently, we have little choice but to use the water we have effectively.

In these lessons, students will explore strategies and technologies to reduce water consumption and increase water recycling. Specifically, students will learn about water efficient technologies for homes, buildings and industry; water efficient irrigation in agriculture; water reuse and recycling in homes, industry and cities; water storage; and alternative fresh water technologies such as desalination.

Finally, consider that 95 percent of all raw materials we use are transformed into waste within six months of being sold. In fact, most waste is a result of us deliberately discarding goods within 12 months of purchase. Not only is most material waste not being reused or recycled, some types of waste are particularly hazardous. E-waste (waste electrical and electronic products), for example, contains over 1,000 different substances, many of which are toxic.

In these lessons, students will explore strategies and technologies to increase reuse and recycling of material waste and reduce the toxicity of materials. Specifically, students will learn about closing material loops by reusing wastes as raw materials for other uses; recycling materials by having manufacturer take-back options for consumer products; and designing chemical products are non-toxic, reusable or recyclable.

Citation: Desha, C., Hargroves, K., Smith, M. and Stasinopoulos, P. (2008) Sustainability Education for High Schools: Year 10-12 Subject Supplements, The Natural Edge Project, Australia.

 

Foreword

Foreword by Minister Rod Welford
	In the 21st Century we need citizens who can innovate and creatively address impending social, economic and environmental challenges. Schools play a crucial role in developing these strengths in students, who can then move into careers designing and delivering sustainable solutions for society. Moreover, our students are calling for schools to do so. This set of Learning-by-Notes materials for Grade 10-12 provides a flexible tool for teachers to thread sustainability content into the final years of student learning, systematically building on earlier years of education. The straight-forward and flexible structure of the resource will allow integration with existing curriculum that is sensitive to the diversity of school and classroom needs.
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Acknowledgements
The development of the ‘Sustainability Education for High Schools: Year 10-12 Subject Supplements' has been supported by a grant from the Port of Brisbane Corporation and developed by in partnership with Griffith University and the University of New South Wales as part of the Sustainable Living Challenge. In particular the authors would like to thank the support and mentoring provided by Ms Nikki Owen, Mr Rick Morton and Mr Brad Kitchen (The Port of Brisbane Corporation). Content was peer reviewed by Mr Cameron Mackenzie (Queensland Department of Education), and Mr Ben Roche (National Manager, Sustainable Living Challenge, University of New South Wales). The development of this publication has been supported by the contribution of non-staff related on-costs and administrative support by the Centre for Environment and Systems Research (CESR) at Griffith University; and the Fenner School of Environment and Society at the Australian National University. The material has been researched and developed by the team from The Natural Edge Project.

Project Leader: Mr Karlson ‘Charlie’ Hargroves, TNEP Director
Principle Researcher: Ms Cheryl Desha, TNEP Education Director
TNEP Researchers: Mr Michael Smith, Mr Peter Stasinopoulos
Copy-Editor: Mrs Stacey Hargroves, TNEP Copy Editor

The Sustainable Living Challenge (www.sustainableliving.com.au)
The Sustainable Living Challenge is a leading Australian secondary schools program that encourages students and their teachers to explore sustainability issues as a part of the school experience. It aims to encourage young people to raise their awareness, engage their minds and develop their skills to be better able to respond to the challenge of sustainability in their future personal and professional lives. The annual program is available to all Australian schools (Grade 7 – 12) and is free to enter. The Queensland Node of the Sustainable Living Challenge is hosted by Griffith University.

The Port of Brisbane Corporation (www.portbris.com.au)
The Port of Brisbane Corporation is a Government Owned Corporation responsible for the operation and management of Australia’s third busiest container port. Its vision is, ‘To be Australia’s leading port: here for the future’. Sustainability for the Port of Brisbane Corporation means making economic progress, protecting the environment and being socially responsible. In response to the recent drought, and the wider global debate on climate change, the Port is committed to working with the port community to showcase the Port of Brisbane as a sustainable business precinct. Initiatives aimed at reducing the Port of Brisbane’s ecological footprint include energy efficiency, a green corporate fleet and constructing green buildings.

The Natural Edge Project (www.naturaledgeproject.net)
The Natural Edge Project (TNEP) is an independent non-profit Sustainability Think-Tank based in Australia, administratively hosted by Griffith University and the Australian National University. TNEP operates as a partnership for education, research and policy development on innovation for sustainable development. Driven by a team of early career Australians, the Project receives mentoring and support from a range of experts and leading organisations in Australia and internationally, through a generational exchange model. TNEP’s initiatives are not-for-profit. All support and revenue raised is invested directly into existing initiatives and development of future initiatives.

Peer Review Panel
Content was peer reviewed by Mr Cameron Mackenzie (Queensland Department of Education), and Mr Ben Roche (National Manager, Sustainable Living Challenge, University of New South Wales).