What might a “spiral curriculum” for ecoliteracy look like?

Children would return to concepts yearly.

Key focus for youngest children would be about ecological processes which provide services to themselves.

Difficult misconceptions would be approached as early as possible and targetted each year.

Children at all levels would learn about processes in natural systems.

Might use Shulman's Taxonomy of Learning (2002) : Engagement & Motivation, Knowledge & Understanding, Performance & Action, Reflection & Critique, Judgement & Design, Commitment & Identity

Would focus on enduring ideas: space, time, evidence, systems

Would be constantly updated to reflect changes to the way that students relate to their environments

Would reflect suggestions from educators about how to differentiate for different levels of understanding/learning within one group (individual/group balance), especially within action or service-learning based tasks/processes

Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.