This paper, the third in a series on Earth System Science Education, describes various pedagogical ways forward when science teachers are addressing the curriculum implications of the recent interdisciplinary field of Earth System Science (ESS). Parts I and II introduced the key ideas of ESS and the implications for the Australian Curriculum: Science (see "Teaching Science" 68.1 & 68.2 respectively). Part III outlines several research-informed pedagogies to help learners develop more scientific understandings of the Earth System and appropriate related abilities. We believe the suggested ESS additions, emphases and the recommended pedagogies could comprise one pathway toward a more comprehensive and confident Earth System literacy and a stronger engagement in the Earth and other sciences at every school level, and to the curriculum as a whole. Better-informed, sustainability decision-making and actions by students as today's, and tomorrow's, citizens are the hoped-for outcome. [For Part II, see EJ1355521.]