Enviroschools Newsletter no. 11 - May 2007 - Waikato Regional ...

Undertaking the challenge of
linking learning in, about and for the environment for students
By Marianne Robertson and Robyn Irving
A living curriculum is one of the key areas of school life in the
Enviroschools programme that continues to challenge schools.
“A living curriculum is integrating the environmental education
(EE) curriculum into all aspects of school life.
This will enable students and teachers to:
• take action on real issues in the school and community
• use the whole school environment as a learning resource
• promote critical questioning on resource use and lifestyle
• promote reflection on personal values and behaviours.”
(Enviroschools Handbook, 2005).
The Environmental Education Guidelines for New Zealand
Schools were introduced to schools in 1999 by the Ministry of
Education. The guidelines outline the aims of environmental
education, the key concepts and the dimensions of
environmental education. Links are made to the curriculum
statements and examples of integrated units are given.
However, research within New Zealand schools has identified
that this resource is under-utilised by teachers. Many teachers
are unaware of this document’s existence and/or are unfamiliar
with the contents. This presents a problem for schools actioning
the Enviroschools programme as it appears many teachers
are unsure how to integrate environmental education into their
curriculum and Enviroschools programmes.
The guidelines define environmental education as:
A multi disciplinary approach to learning that develops the
knowledge, awareness, attitudes, values and skills that will
enable individuals and community to contribute towards
maintaining and improving the quality of the environment.
(Environmental Education Guidelines for New Zealand Schools,
p. 9).
Because of the complexity of this, a holistic approach to
learning for sustainability is appropriate.
Therefore students need to develop:
• awareness and sensitivity to the environment and
related issues
• knowledge and understanding of the environment and
the impact of people on it
• attitudes and values that reflect feelings of concern for
the environment
• skills involving identifying, investigating and problem
solving associated with environmental issues
• a sense of responsibility through participation and
action as individuals, or members of groups in
addressing environmental issues.
(Environmental Education Guidelines for New Zealand Schools,
p. 9).
In reality this has proven difficult for schools to achieve.
The key dimensions of environmental education stated in
the guidelines promote education in, about and for the
environment. (Environmental Education Guidelines for New
Zealand Schools, p. 14).
Education in the environment provides experiences beyond
the classroom for students and teachers. The benefits of
learning in the environment raise students’ knowledge and
awareness, give opportunities to develop practical skills
and help develop an appreciation of, and concern for the
environment.
Practical opportunities might include measuring, classifying,
observing and data collection. Contexts could be the school
grounds, the transfer station or recycling centre, a local stream,
beaches, bush areas or restoration sites.
Education about the environment provides the opportunity
to gain knowledge and understanding of environmental
concepts and issues. These should include the key concepts
of environmental education (interdependence, biodiversity,
sustainability and personal and social responsibility for action).
The curriculum statements provide links for considering
environmental issues which may include political, cultural,
ecological and economic factors. There are clear connections
between these and the Enviroschools guiding principles and
kaupapa.
Approaches could include action, experiential and inquiry
learning. See the action learning cycle in the Enviroschools
handbook for ideas. There are many resources available to
help support learning, including the Enviroschools kit. Learning
can be facilitated through the learning theme areas (zero waste,
living landscapes, precious energy, healthy water and ecological
buildings) and the Enviroschools videos and annual scrapbooks.
Education for the environment is students taking action
towards improving the quality of the environment. It is
based on students’ knowledge and understanding about the
environment and their practical experience in the environment.
Education for the environment occurs when students have
undertaken the process of learning, exploring alternatives,
consulting, planning and decision making around an
identified issue. This is a critical step in students’ learning and
understanding.
All three dimensions to learning are interdependent if the
aims of environmental education are to be achieved. However,
often what occurs is that at least one dimension is omitted from
the learning experience. Here lies the challenge!
If we want our students of today to be able to make informed
decisions and take effective action they need to have
learning in all three dimensions. It might be that there is a
misunderstanding of what an action as opposed to an activity is.
The following table presents different scenarios and examples to
explain the three dimensions.