EDSS428

Connection Society & Environment

Breanna Moore
S00117622

________________________________________________________________
Exposition on a Social Issue

Addressing Waste Management in the

Humanities Classroom
__________________________________________________________________________________

Proper waste management is the set of provisions for the collection, transportation and []
disposal of waste (Kafando, Segda, Nzihou & Koulidiati, 2013, p.1080). The way in which waste is
being managed today has become an undeniable social issue for the 21st century. Ineffective waste
management has significant effects on multiple aspects of human life, in particular the environment
and the economy. Exploring the issue of waste management with primary school children would act
as a driving force in developing well informed citizens, who recognise the environmental and
economic consequences of humanities current waste related choices and behaviour, and who are
passionate towards and capable of transforming waste management practises for a more
sustainable future.

Waste Management as a Contemporary & Relevant Issue

Reynolds (2014) states that students need to focus on important issues that are relevant
and of value to them and to their society, whether it be their local community or their
global community (p.33). The issue of waste management is relevant to students lives,
both now and in their future, from a personal to a global scale. Non-optimal levels of
waste represent lost value and opportunities, while imposing undesirable economic and
environmental costs on society (Productivity Commission, 2006, p.IV). This highlights the
real importance and urgency in our students knowing and understanding this issue. We
need to build individuals who clasp adequate understandings and skills, so that they may
implement new ideas that can successfully minimise these negative consequences when
their generation become the leaders of our society.
Environmental Implications
Current approaches and practises towards managing waste are having obvious adverse
effects on the environment. It is shocking to learn that in 2012-13, on average each
Victorian was responsible for disposing of 361kgs of kerbside waste (household waste
collected by local government services). This number contributed to a total kerbside
waste collection in Victoria of 2 million tonnes (Sustainability Victoria, 2015). These
figures, whilst significant on their own, fail to acknowledge the waste also generated by
businesses, industrial areas and recreational activities. From these statistics, it is easy to
anticipate how this high volume of waste production could cause environmental issues,
and therefore how crucial effective waste management is. Students need to understand
these figures and explore the direct and indirect environmental repercussions from this

1.2, 2.2 & 2.3

The information
presented under
this subheading
highlights the
research I
conducted in order
to deepen my
professional
content knowledge
about the issue of
waste
management.
Deepening this
knowledge enabled
me to recognise
and justify this
issue as
appropriate for
implementation
within the
humanities
classroom and
identify where the
content links with
curriculum
standards.

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Connection Society & Environment

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human behaviour. The most practised and controversial waste management methods impacting
environmental sustainability are the use of landfills and incineration. Not all waste entering landfill is
biodegradable, leaving unacceptable quantities of solid waste in the land, impacting local fauna,
flora and natural processes. Both of these waste management methods also produce toxic methane
gases, contributing to greenhouse gas emissions and inevitably to climate change. Evident through
our planets average air temperature increasing by around 0.85 degrees Celsius since 1880
(Commonwealth of Australia, 2013), our planet is incurring undesirable changes. Scientists agree
that the worst effects of climate change can largely be avoided (Commonwealth of Australia, 2013),
so why would we not want to educate our future generations to be informed and passionate citizens
who are willing and capable of creating innovative solutions regarding waste management, and
therefore address these issues of environmental conservation and sustainability.
Economic Implications
Waste generation widely refers to the inefficient use of materials (Sustainable Resource Use, 2012).
Failing to use materials as intended or to their fullest potential costs individuals, businesses and
governments significant financial burden. In 2012-13 the cost to local governments of kerbside
collection exceeded $355 million, an increase of $21.6 million (6.5%) from the previous year
(Sustainability Victoria, 2015). Again, this figure only accounts for household waste, failing to
consider the direct monetary costs for individuals and businesses. Students need to be made aware
of how much humanities waste production costs the economy to collect, transport and dispose of
from a local to a global scale. Understanding that current waste management entails excessive
funding will help students recognise the need for more effective strategies and approaches now and
in the future. The initiation and implementation of more efficient waste management policies and
practices would strengthen not only Australias economy, but the global economy. A significant
amount of money could be saved and therefore be injected into other community needs, like
education, healthcare and infrastructure. Exploring the notion of waste management with children,
so that they may devise more financially efficient practises, would make an important positive
impact on the future economy of Australia, and even the globe.

Addressing Waste Management through the Victorian Curriculum

When exploring any issue or topic with children in Victorian primary schools, it is paramount that
teachers refer to the desired concepts and skills, knowledge and achievement standards described
within the Victorian Curriculum. Waste management as an explored contemporary social issue
touches on curriculum content within all four Humanities discipline areas, as well as meeting
standards within the Mathematics, Science and Technologies learning areas, and the cross
curriculum priority Sustainability.
Waste management presents its strongest teaching and learning opportunities within two of the
Humanities discipline areas. Firstly, Economics and Business for years 5 and 6, and secondly, within
Geography, most relevant to students at levels 3 and 4.

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Level 5 and 6 Economics and Business

One of the six strands of the Economics and Business discipline area, titled The Business
Environment explains that students examine the way that the decisions they make have social,
economic and environmental consequences (VCAA, 2015, p.18), which is directly relevant to waste
management decisions and consequences. The Reasoning and Interpretation strand goes on to
explain that students learn to clarify and justify personal values and attitudes about issues within
[] the economy, society and the environment (VCAA, 2015, p.18). This strand also explains that
students develop an understanding of the strengths and limitations of the economy [], reflecting
on intended and unintended consequences of decisions (VCAA, 2015, p.18). Again, this aim would
be met when students consider the consequences of humanities decisions regarding waste
management, and from here begin to establish personal views on the issue that will inevitably
influence their opinion of what constitutes more effective waste management strategies for our
future economy. After students have established unique views and opinions, the teacher has a
valuable opportunity to get students to consider the pros and cons of different solutions for this
issue, in accordance to the achievement standard that students make decisions, identify
appropriate actions by considering the advantages and disadvantages, and form conclusions
concerning an economic [] issue (VCEBE101) (VCAA, 2015, p.23).
Level 3 and 4 Geography
The overview for this level in the Geography curriculum explains that within this discipline students
are introduced to different views on how sustainability can be achieved (VCAA, 2015, p.38). It is
also desired that they obtain knowledge regarding the importance of environments to animals and
people, and different views on how they can be protected; the use and management of [] waste
and different views on how to do this sustainably (VCGGK082) (VCAA, 2015, p.43). Students must
also acquire the skill of how to collect and record relevant [] data and information from the field
and other sources (VCGGC074) (VCAA, 2015, p.40). By collecting and examining local to global
waste related statistics, discovering current waste management strategies and initiatives, exploring
environmental implications for such waste management approaches and considering improved
approaches for the future, students are given a powerful opportunity to meet the Geography
curriculum requirements mentioned above.
2.1, 2.2 & 2.3
This section of the exposition demonstrates the links I was able to make between the content
knowledge associated with waste management and the Victorian Curriculum. It is paramount that the
content explored in the classroom is addressing the standards described within the curriculum. These
curriculum links demonstrate my ability to select and organise content in coherence with curriculum
requirement and expectation.

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Effective Teaching & Learning Strategies for Exploring Waste Management

Firstly, it is beneficial for teachers to understand the favourable contributions that an Inquiry
Approach within the Humanities would have towards effective teaching and learning within this
subject area. Inquiry learning emphasises the role of the students understanding of the world
around them (Reynolds, 2014, p.50), which is conveniently not dissimilar to the Humanities
overview that this learning area provides a framework for students to examine the complex
processes that have shaped the modern world (VCAA, 2015, p.4). It should therefore be a
significant consideration when planning lessons and activities for students to partake in within the
Humanities classroom.
2.6
Choosing this teaching strategy
demonstrates my ability to implement
ICT in order to expand learning
opportunities for students.

2.1
This section demonstrates my pedagogical understanding
regarding teaching and learning in the specific subject area of
humanities. I have shown knowledge about the inquiry teaching
approach and could therefore justify its effective implementation
when exploring social issues like waste management in the
humanities classroom.

The table below describes a range of specific teaching and learning strategies that can be used to
effectively engage students in learning about this issue.
Strategy
The Six Thinking Hats
- Edward de Bono

Excursion
- CERES Community
Environment Park, Melbourne

Description

Relevance

This strategy requires students to

learn in groups.
Students individually consider a
topic/issue/question from the
perspective of one of the
coloured hats and report their
results/answer/conclusion back
to the group.

Introductory Activity Posing the

terms waste management to
students and having them explore
this term from the perspective of
the six hats. Their thoughts could
be used to direct the unit content.

It allows students to separate

their thinking into distinct
categories, and easily focus and
direct their thoughts.
Excursions bring an incredible
sense of excitement, engagement
and relevance to content covered
in the classroom.
CERES is a non for profit
sustainability centre that provides
the means by which people can
build awareness of current local
and global issues, and join in the
movement for economic, social
and environmental sustainability.

Using ICT: Create a Class Blog

A blog is an online forum where

posts can be continuously
uploaded to create a timeline of
information, ideas and opinions.

Assessment Repeating the

above task again post unit would
demonstrate development (or
lack of) in students deep thinking
about this issue.
CERES would provide students
with a unique aesthetic
experience, where they can see
firsthand some alternative
approaches to waste
management on small local
community scale. This
opportunity should ignite deep
thinking and ideas on how to
more effective manage waste on
a larger scale in order to address
the negative environmental
impacts of current practises.
Creating an online platform
accessible to all students provides
an opportunity for them to freely
share their findings, ideas and

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Created with online sites like
wordpress.com and blogger.com

opinions with their classmates.

The teacher can also contribute to
the discussions and information
accumulating on the blog.
It allows the teacher to see the
students thoughts and
understandings evolve and
develop throughout the unit.
It encourages student discussion
and friendly debate about their
new found knowledge and
understandings of this issue.
Overall, this creates a permanent
teaching and learning resource
that students to continue to
develop for as long as their
interest and passion continues.
Being an online forum it also
opens up opportunity for
interaction with others from the
wider community on this issue.

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References:

Commonwealth of Australia. (2013). [Website]. Australian Government Department of the

Environment: Understanding Climate Change. Retrieved 20/03/16. Retrieved from:
http://www.environment.gov.au/climate-change/climate-science/understanding-climatechange

Kafando, P., Segda, B.G., Nzihou, J.F. & Koulidiati, J. (2013). Environmental Impacts of Waste
Management Deficiencies and Health Issues. Journal of Environmental Protection, 4(10),
1080-1087. DOI: 10.4236/jep.2013.410124

Productivity Commission. (2006). Waste management: Productivity Commission Inquiry Report,

no.38. Retrieved from:
http://www.pc.gov.au/__data/assets/pdf_file/0014/21614/waste.pdf

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School. [3 rd ed.].
Victoria, Australia: Oxford University Press.

Sustainable Resource Use. (2012). Australian Waste Definitions: Defining waste related terms by
jurisdiction in Australia. [pdf]. Retrieved 20/03/16. Retrieved from:
http://www.environment.gov.au/system/files/resources/f3403579-8378-418d-84106578749189c6/files/australian-waste-definitions.pdf

Sustainability Victoria. (2015). Local Government Annual Survey 2012-13. [pdf]. Retrieved 25/03/16,
from:
file:///C:/Users/MummaB/Downloads/Victorian%20Local%20Government%20Annual%20Su
rvey%202012%2013%20PDF.pdf

Victorian Curriculum and Assessment Authority [VCAA]. (2016). The Victorian Curriculum: The
Humanities. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/

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