• Satisfactory: absence of bias towards any one point of view
• Good: students consider different points of view regarding issues, problems discussed
• Very good: based on the consideration of different views, students form opinions and  take an informed position

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

• Satisfactory: resource supports the examination of  these dimensions
• Good:  resource explicitly examines the interplay of these dimensions
• Very Good:  a systems-thinking approach is encouraged to examine these three dimensions

The complexity of the problems/issues being discussed is respected.

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

• Satisfactory: action opportunities are included as extensions 
• Good: action opportunities are core components of the resource
• Very Good: action opportunities for students are well supported and intended to result in observable, positive change

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Encourages a personal affinity with -the natural world.  

• Satisfactory: connection is made to the natural world
• Good: fosters appreciation/concern for the natural world
• Very Good: fosters stewardship though practical and respectful experiences out-of-doors 

Includes learning experiences that take advantage of issues/elements within the local community. 

• Satisfactory: learning is made relevant to the lives of the learners
• Good: learning is made relevant and has a local focus
• Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Learning brings together content and skills  from more than one  subject area

• Satisfactory: content from a number of different  subject areas is readily identifiable
• Good:  resource is appropriate for use in more than one subject area
• Very Good:  the lines between subjects are blurred 

Learning is directed by questions, problems, or challenges that students work to address.   

• Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
• Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
• Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

Activities address a range of student learning styles, abilities and readiness.

• Satisfactory:  includes a variety of instructional approaches
• Good: addresses  the needs of visual, auditory &  kinesthetic learners
• Very Good: also includes strategies for learners with difficulties

Authentic learning experiences are provided

• Satisfactory: learning takes place through ‘hands-on’ experience or simulation
• Good: learning involves direct experience in a ‘real world context’
• Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.

Group and cooperative learning strategies are a priority.

• Satisfactory:  students work in groups
• Good: cooperative learning skills are explicitly taught and practiced
• Very Good: cooperative learning skills are explicitly taught, practiced and assessed

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

• Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
• Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.