Curriculum Materials

Leading educational experts [1]agree that games can be recruited as useful educational tools. HABITAT would be relevant to the curriculum in science, environmental studies and geography especially, showing children the link between their behaviour, their ecological footprint and their impact on the planet.

HABITAT’s educational strategy will aim to move kids from knowledge building to behavioural change.

In Australia ecological sustainability will become a key issue within the national educational syllabus. As such, there is an opportunity for projects like ‘Habitat’ to be used for education within schools. The gameplay will provide an engaging experience for players of different ages, whilst also providing a base for ongoing education and updates about environmental news.

We will also be working with our partners at the Wildlife Conservation Society to create educational materials for schools across the US.

Our approach in Australia be tailored to fit into the National Curriculum.

Aims

The Australian science curriculum aims to ensure that students develop:

  • An interest in science and a curiosity and willingness to explore, ask questions and speculate about the changing world in which they live
  • An ability to solve problems and make informed, evidence-based decisions
  • A solid foundation in science knowledge and understanding of the biological, physical and earth and space sciences.

Rationale

The science curriculum provides Australian students with the scientific knowledge, understandings and skills to make informed and responsible personal, social, technological and environmental decisions at local, national and global levels.

The science curriculum encompasses three interrelated areas:

  1. Science inquiry skills (incorporating skills and understanding of science as a way of knowing and doing),
  2. Science as a human endeavour (incorporating knowledge and understanding of the personal, social, environmental, cultural and historical significance and relevance of science), and
  3. Science understanding (incorporating knowledge and understanding of the biological, physical, and earth and space sciences).

[1] Joanne E. Oppenheim 1984, Kids and Play, ch. 1.

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