Between 8 and 11 million tonnes of plastic is dumped into our oceans every year (Zhu et al, 2024). The rubbish has a detrimental effect on marine life, as animals ingest it and become entangled, resulting in death (Australian Marine Conservation Society, n.d.). Plastics such as bottles, caps, cups and plates, plastic bags, food wrappers and straws plus netting from fishing boats can enter the water if not disposed of correctly. These plastics are not fully biodegradable, floating forever. Ocean currents spread the debris around the world’s oceans. Larger items of plastic also break apart and form microbeads that are very toxic, further contributing to the pollution (NOS, 2024).

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I have chosen this issue as it is relatable to young people. All students encounter plastic items in their everyday lives and most of them have enjoyed time at the beach. They can imagine themselves at the beach swimming amongst rubbish and have empathy for marine animals killed by plastic debris. Feelings of outrage can motivate students to consider what they could do to help reduce plastics in the ocean. They can consider how they use plastic, whether they can reduce or refuse, and help raise awareness by having conversations with their families or at school. They can also participate in clean-up activities at nearby beaches. Plastics in the ocean is an engaging issue for primary students as it is relevant, topical and can motivate students to take action resulting in the satisfaction they can have genuine impact on solving an environmental problem.

Mind Map

The Victorian Curriculum requires students to be taught about sustainability as a cross-curriculum priority. There are four organising ideas – interrelationship of systems, worldviews, responsible design and futures thinking (VCAA, n.d.). This curriculum emphasis is supported by research that claims education has a crucial role in facilitating the knowledge, attitudes and behaviours that will support a more sustainable future (Taylor et al., 2015, p.1). Integrating sustainability into the arts offers a wealth of opportunities to explore serious issues in a creative, inquiry-based way. Students work together to solve problems, develop awareness of their connection with and in the world, foster an attitude of caring and engage with ideas of sustainability all while also engaging with the arts (Everett et al., 2009, p.184). Sustainable living can be communicated and understood through the arts as it links the emotional to the cognitive, engaging the heart and mind and providing students with an engaging pathway to explore issues that are relevant to them (Everett et al., 2009, p.180). Marine litter is considered one of the biggest global environmental challenges we have today. Sustainable or eco-art is a practice that helps students raise awareness of real-world problems, develop social responsibility and the skills to be able to act on these environmental issues so they can live sustainable lives in the future (Stoll et al, 2025, p.466). Girak (2019) agrees that art making can facilitate students’ imaginations to cultivate sustainable attitudes and behaviours. The trigger for students to develop awareness of carbon footprint occurs during the art making process. Environmental issues are causing increasing anxiety amongst young people, they feel helpless that decisions that affect their future are out of their control. The arts provides a platform for students to discuss and express these feelings, work together with their peers and power their frustration into group action (Tudball et al, 2025, p.514).