Module 2 - A Whole School Approach

Based on Draft Module by John Fien
and Trials in Malaysia, Vietnam, Hong Kong (China), Thailand and Australia

INTRODUCTION

This workshop module contains a sequenced set of activities that focus on ways of integrating environmental education into both the formal curriculum of classroom learning and the organisational and operating procedures of the school through its environmental management (or its informal curriculum). There are two reasons for focusing on a whole-school approach.

The first reason is that it is the responsibility of every teacher to infuse environmental education into his or her teaching in order to help students learn to live in and work toward a more sustainable environment for all. The importance of integrating environmental education in all curriculum areas was highlighted in a key UNESCO report which states:

Environmental education is not to be added to educational programs as a separate discipline or a subject for study, but as a dimension to be integrated into them. Environmental education is the result of a reorientation and rearticulation of the various disciplines and of various educational experiences (natural sciences, social sciences, arts and letters, etc.) providing an integrated perception of the environment (The Tbilisi Declaration, 1978).

Comprehensive across-the curriculum organisation is needed for this goal to be achieved. Many problems may be encountered in seeking to plan such an approach. This module provides ideas to assist teachers think through these problems and plan strategies for dealing with them.

In some countries, environmental education is treated as a distinct and separate subject in the curriculum. Where this is the case, this is generally at the senior secondary level. Therefore, the messages in this module are directed towards teachers of younger students in such countries and to teachers in countries where environmental education is integrated across the curriculum.

The second reason for focusing on a whole-school approach relates to the things students learn from the non-formal aspects of their experiences in school. It is important that schools operate as a sustainable environment in their consumption and use of resources and management of waste products. In this way, they can reinforce the knowledge, values and action objectives of environmental education being taught as part of the formal curriculum. This module provides ideas to assist teachers to identify ways in which schools can serve as a model of how to live sustainably for students, parents and their communities.

OBJECTIVES

The objectives of the workshop are:

To explore the roles of the formal curriculum and the informal curriculum in achieving the objectives of environmental education.
To explore the opportunities for integrating an environmental education perspective into a range of school subjects and learning experiences.
To develop an awareness that different strategies can be used for integrating an environmental perspective into a range of school subjects and learning experiences.
To develop an appreciation of the need for cooperating with other teachers to integrate environmental education across the curriculum in a coordinated way.
To identify ways in which the organisational and operating procedures of a school can be planned so that the school serves as a model to students, parents and the community of sustainable environmental practices.

WORKSHOP OUTLINE

1. Introduction

This activity is an ice-breaker which enables participants to form into the working groups of three in which they will undertake many other activities in the workshop. The objectives of the workshop and its two key themes are introduced also.

2. Environmental Education Across-the-Curriculum 1

This activity introduces the concept of the informal or hidden curriculum and the way it may either reinforce or undermine the objectives of environmental education in the formal curriculum. The role of teacher as a personal role model of sustainable environmental living is emphasised.

3. A Sustainable School Environment 1

This activity uses two case studies to introduce the responsibilities that all teachers of all subject areas have for integrating an environmental education perspective in their teaching.

4. Environmental Education Across the Curriculum 2

This section of the workshop uses a number of activities to help participants recognise the several ways in which environmental education may be integrated into the curriculum through the context of twelve subject areas and through an emphasis on the development of generic process skills.

5. A Sustainable School Environment 2

This series of activities enables participants to consider the various elements of the organisational and operational procedures of a school that can foster sustainable environmental management. Participants plan a survey/checklist for conducting a school environmental audit.

6. Conclusion

The concluding activity of the workshop reviews the two key themes and allows participants to consolidate what they have learnt and to decide the actions they believe are priorities for implementing a whole-school approach to environmental education.

NOTES FOR FACILITATORS

It is possible to split the two key workshop themes into two discrete workshops:
'Environmental Education Across the Curriculum' and 'A Sustainable School Environment' - by revising the introduction and conclusion and then using Activities 2 and 4 or Activities 3 and 5 as discrete sets.
Those two themes have been intertwined in this workshop in order to emphasise that both the formal curriculum and the informal or hidden curriculum are interrelated and essential dimensions of a whole-school approach to environmental education.
It would be wise to precede the study of this module with parts of the module on 'The Nature and Objectives of Environmental Education' for groups of participants who may need an introduction to environmental education.
The degree of curriculum choice and flexibility for teachers can be very high in some education systems and countries. However, syllabus and examination requirements can exert a strong influence in other education systems, especially for secondary schools. Workshop facilitators will need to adapt activities and emphasise different aspects of the workshop according to the curriculum contexts and needs of participants.
Facilitators should analyse all resources and activities for educational and cultural relevance and adapt and/or replace any ideas in this module with local examples.
Facilitators should also review their national and local curriculum guidelines to identify the place of teaching values in them
The depth of treatment and amount of time allocated to each activity will vary according to the background experience of participants in classroom teaching and in environmental education. The activities may need to be adjusted according to whether participants are either experienced environmental educators seeking to improve their curriculum planning skills; experienced teachers who are relatively new to environmental education; or pre-service trainees relatively inexperienced in teaching or environmental education.

MATERIALS REQUIRED

A. Provided

Overhead Transparencies

OHT 1 A Whole School Approach to Environmental Education

OHT 2 Objectives of the Workshop

OHT 3 Environmental Education is not a new subject

OHT 4 Subjects for Environmental Education

OHT 5 Examples of Process Integration

OHT 6 Principles for a Sustainable School Environment

OHT 7 Examples of Steps to a Sustainable School Environment

OHT 8 Nine Strategies for a Sustainable School Environment

Resources

Resource 1 Environmental Education Across-The-Curriculum: Two Case Studies

Resource 2 Personal Role-Modelling for Environmental Education

Resource 3 Two Approaches to Integrating Environmental Education Across -The-Curriculum

Resource 4 Infusing Environmental Education Across -The-Curriculum

Resource 5 Infusing Environmental Education Across -The-Curriculum: Group Work Sheet

Resource 6 Infusing Environmental Education Across -The-Curriculum: Sample Completed Work Sheet

Resource 7 Integrating the Study of Coastal and Marine Reserves Across -The-Curriculum

Resource 8 Integrating Across the Curriculum

Resource 9 Integrating Environmental Education through Process Objectives

Resource 10 Steps to a Sustainable School Environment: Group Work Sheet

Resource 11 Steps to a Sustainable School Environment: Sample Completed Work Sheet

Resource 12 Actions for a Sustainable Environment

Resource 13 Areas of School Life which Contribute to Environmental Education

B. To be obtained

All the resources needed for this workshop are provided. However, facilitators may choose to revise the overhead transparencies and/or workshop resources according to the culture and/or educational contexts in which they are located. Facilitators might give particular thought to:

Resource 1 Replace the case studies with suitable local case studies

Resources 3-8 Substitute the list of subject areas with ones that are used in your education system or country.

ADDITIONAL READING

Dorion, C. (1933) Planning and Evaluation of Environmental Education - Primary, WWF (UK), Godalming.

Dorion, C. (1993) Planning and Evaluation of Environmental Education - Secondary, WWF (UK), Godalming.

Gough, N. (1992) Blueprint for Greening Schools, Gould League, Melbourne.

Monroe, M and Cappaert, D. (1994) Integrating Environmental Education into the School Curriculum, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbor.

Queensland Department of Education (1993) P-12 Environmental Curriculum Guide, Government Printer, Brisbane.

Tudor, M. et al. (1994) Teaching Environmental Problem Solving Skills, North American Association for Environmental education, Troy, Ohio.

WWF (UK) (1988) A Common Purpose: Environmental Education and the School Curriculum, WWF (UK), Godalming.

ACTIVITIES

1. Introduction

Introduce the workshop theme of "A Whole-School Approach to Environmental Education" (OHT 1).
Ask participants to introduce themselves to two people near them and to form groups of three which will work together for many activities in the workshop.

Give the groups ten minutes to discuss two points:
- what they think 'a whole-school approach to environmental education' means; and
- the benefits they would like to obtain from the workshop.
Ask for brief reports from groups, seeking to emphasise the two dimensions of the workshop theme (OHT 1)
- opportunities for integrating an environmental education perspective into all appropriate subject areas and learning experiences; and
- ways the school can act as a model of sustainable management.
Display the objectives of the workshop (OHT 2) and seek advise on which areas participants would like emphasised. The workshop facilitators might like to draw the attention of participants to Objectives 4 and 5 and the responsibility of every teacher:
- to work with other teachers to plan a coordinated way of integrating environmental education into all appropriate aspects of their teaching; and
- to help the school operate as a model of sustainable environmental management.
Explain that the Activity 2 and Activity 3 will provide a brief introduction to each of these themes - and that they will be followed by a detailed treatment of each theme in Activity 4 and Activity 5.

2. Environmental Education Across-the-Curriculum1

This activity provides an introduction to the first theme of the workshop. It is based upon two case studies. One shows how several teachers cooperated to help students study a local traffic problem (the need for a pedestrian crossing near the school) in an interdisciplinary way. The second shows how the topic of 'Buildings, Industrialisation and Work' was taught in a coordinated way in several different subjects across several year levels.

The two case studies are reported in Resource 1.

Note to Facilitator

If time is short, different groups could be asked to concentrate on one case study each. Facilitators could also choose to include case studies from local schools.

Distribute the two case studies to participants - still in their groups of three - and ask them to read the case studies.
Ask groups to discuss them by answering four questions:
- What principles of effective teaching and learning are reflected in the case studies?
- What skills did the teachers need to make these activities a success?
- To what extent is it possible for only one teacher in a school to teach this way? Why?
- What are the barriers to teaching in an interdisciplinary way?
Hear group reports.
Emphasise the following points:
- Good teaching and learning can not be compartmentalised into discrete 'boxes' of knowledge.
- Teachers need to be flexible and skilled in accessing and integrating knowledge from different sources and disciplines.
- Teachers can integrate the different disciplines in the curriculum on their own - but they have to work in a coordinated and cooperative way if students are to integrate knowledge across subjects and across the years of schooling.
- There are lots of barriers to interdisciplinary curriculum planning and teaching - but these can be overcome.
Explain that these problems will be addressed later in the workshop.

3. A Sustainable School Environment 1

Introduce the concept of the informal or the hidden curriculum whereby the lessons students learn in an incidental way can either reinforce or undermine the objectives of the formal curriculum.
Provide examples, and ask each participant to relate occasions from their experience of how the informal curriculum has (i) reinforced, and (ii) undermined important educational objectives. (Environmental education examples are not necessary in this introduction.)

Note to Facilitator

1. Examples might include (i) asking students to write on both sides of a sheet of paper as a way of reinforcing educational objectives; and (ii) a teacher putting waste chemical from a science experiment down the drain as a way of undermining educational objectives.

2. Explain that later in the workshop, the organisational and operational procedures for environmental management and ways of conducting a school environmental audit will be explained in detail, but that this introductory activity focuses on the personal role-modelling of the teacher.

Distribute Resource 2, and read the introduction to the group. Ask participants - still in their groups of three - to read about the four ways that teachers can role-model a sustainable lifestyle:
- their consumer/conserver behaviour
- their environmental behaviour
- their personal activism; and
- their personal 'statements'.
Ask each group to discuss the advantages and disadvantages of each of these four ways and to come to an agreed group ranking: '1' being the most appropriate and important for a teacher to model, down to '4' being the relatively least appropriate/important.
Ask for reports from each group and calculate an average ranking of the four approaches to role-modelling for the whole group.

4. Environmental Education Across-the-Curriculum 2

A. Introduction

Remind participants that it is best not to see environmental education as a separate subject in the curriculum but as one of the responsibilities of all teachers - similar to multicultural education or the development of thinking skills.
Display OHT 3 which is a quotation from a key UNESCO report on environmental education about the importance of an across-the-curriculum approach.
Remind participants that the introductory activity on the theme of integrating environmental education into all subject areas concluded with a recognition that coordinated curriculum planning and teaching is not easy.

One of the most common concerns teachers have is curriculum or syllabus 'overload'. They feel that the requirement to cover core content of key subjects - such as language, mathematics, science and social studies - must come ahead of cross-curriculum themes such as environmental education. When special school activities and class management issues are added into the already busy routines of teaching, many could be tempted to feel that, as important as environmental education is, it is just one more thing to squeeze in.
The purpose of this part of the workshop is to provide ideas to help teachers understand two key concepts:
- Environmental education can become part of the curriculum without 'stealing' time from other subjects because it is an essential part of the educational objectives of all subjects.
- An environmental education approach to teaching helps students develop core skills for learning.
These two concepts reflect two key ways of infusing environmental education across-the-curriculum - 'content integration' and 'process integration'.

Those two approaches are defined and explained in Resource 3. A copy should be distributed to participants now with their attention drawn to the definitions and examples of each approach.

The activities in Sections 4B and 4C develop detailed understanding of 'content integration' and 'process integration'.

B. Integrating into the Content of Subject Areas

Ask participants to make individual written lists of the subjects in the curriculum through which they believe they could teach environmental education. Ask for answers and compile a chart/whiteboard list of the subjects they mention.
Display the list of subject areas on OHT 4 and compare this list with the class list.
Ask participants to identify individually the two subject areas they least expected to see on the list.
Distribute Resource 4 and ask participants to read how environmental education can be infused into the two subject areas they least expected to see.
Distribute one copy of Resource 5 to each group of three participants. Ask the groups to identify specific learning experiences that could be infused into each of the subject areas from OHT 4. One example is provided for each subject area to help groups get started.

Note to Facilitator

Workshop facilitators might consider allocating a small number of different subjects areas per group if there are time limitations on the workshop.

Debriefing

Ask the groups to report back to the whole group with a brief outline of the learning experiences they identified. Debriefing this activity could prove time-consuming if every group reports its ideas for every subject area. To save time, groups could be asked to report on one subject area each. Alternatively, groups could be asked to provide ideas to the workshop facilitator for a comprehensive whole group report to be compiled and distributed at the end of the workshop.
Some questions that might be asked in the debriefing include:
- How easily can environmental themes be infused into all subjects?
- Did you identify any subjects where it would be difficult to introduce environmental themes? Why?

Resource 6 is an example of a completed set of activity listings for each subject area by one group of teachers. This could be distributed to groups for comparison with their own listings.

Note to Facilitators

As a follow up or application exercise, distribute a copy of Resource 7 that gives an example of integrating the topic of 'Coastal and Marine Reserves' into eight different subject areas. Allow 5-10 minutes for discussion of the example.
Distribute an A3 enlarged copy of Resource 8, which is a blank version of Resource 7. Allocate each group one of the following environmental themes (or ask groups to select their own theme) and ask them to complete a diagram showing how this topic could be taught through the eight subject areas.
- Fishing
- Forest management
- Living on the coast
- Water quality
- Endangered species
- Managing traffic
- Housing
- Sustainable agriculture

Remind participants to try to write their examples as active learning experiences (as in Resource 7) not just as content topics

C. Integrating Through Skills and Attitudinal Objectives

Explain in a mini-lecture that a second strategy for infusing environmental education across-the-curriculum emphasises attitudes and skills. Teachers of any subject can use environmental education to address general learning objectives. The following examples (also on OHT 5) show some of the many skills and attitudes that environmental education can help students develop:
- Researching the African ivory ban and then debating it (group process skills), listing costs and benefits to exporting countries (analytical skills), and writing essays about the topic (communication skills).
- Exploring different perspectives on a local environmental issue and discussing views of business and conservation groups (understanding different values and attitudes).
- Analysing environmental success stories to understand how adults and other students solve environmental problems and overcome adversity (increasing knowledge of possibilities).
- Conducting a survey and tallying responses to learn who recycles and how much material and energy is saved (research and math skills).
- Attending a local hearing, reading the editorials, or campaigning for an environmental referendum, on an issue students feel strongly about (citizenship skills).
(Source: Adapted from Monroe and Cappaert 1994, pp. 8-9)
Provide participants with a list of the general educational objectives in Resource 9. Ask the group to identify any which are unique to the content of environmental education. There should be very few as the listing in Resource 7 is of generic or cross-curriculum skill and attitude objectives.
Ask participants to re-read Case Study 1 in Resource 1. This is the case study of the student investigation of the need for a pedestrian crossing near the school.
Ask the groups to identify which general objectives were addressed in this case study by ticking appropriate boxes on Resource 9.
In the debriefing, emphasise that almost all the objectives have been addressed. Ask participants to identify what else the teachers in the case study could have done to address any 'missed' objectives.

5. A Sustainable School Environment 2

A. Introduction

Remind participants that the introduction to this second theme focused on their roles as models of sustainable attitudes and behaviour. The focus of the workshop shifts now to ways that schools can plan their organisational and operational procedures to serve as models of sustainability for students, their families and their communities.

There are three ways through which this can be done:

- Organisational principles: The school organisation at all levels models principles such as democracy, cooperation, active participation, equity, negotiation and sharing.
- Operational practices: The school operations at all levels model sustainable conservation practices.
- Physical surroundings: The environmental design of school grounds and buildings, taking into account the enhancement of natural, social and personal dimensions, models sustainable principles.
Use OHT 6 to explain the meaning of each of these approaches.
Lead a whole group discussion to consider the following activities on OHT 7 and then categorise the first two or three of them according to whether they are an example of (i) a sustainable school organisation; (ii) sustainable operations practice; or (iii) sustainable physical surroundings:
- Recycling paper
- Opportunities for students to negotiate topics of study
- School involvement with community environmental education and action initiatives
- The operation of a nursery/propagation area for use by all year levels and the community
- School administration makes time for teachers to plan field work programs and activities to provide students with first hand experiences
- A diversity of plants and gardens surrounding classrooms
- Influencing the activities of buildings within the school regarding provision and placement of buildings and facilities
- Disposing of paints and chemicals correctly
- Encouraging car pooling by teachers.
Distribute a copy of Resource 10 to each group of three participants. Their tasks are to:
- Categorise the nine activities on OHT 7 into the three categories appropriate to making a sustainable school environment.
- Make a list of at least five extra activities in each category that they believe schools can do to help create a sustainable school environment.
Collect reports from groups and compile and collate a set of activities for distribution to participants. Resource 11 is an example of a set of activities compiled by one group of teachers. It might be distributed as an example.

B. Planning a School Environmental Audit

A School Environmental Audit cannot be conducted during this workshop due to time constraints - but could form the basis of an activity for participants to complete over an extended period between workshop sessions (or even as an assignment if the workshop participation is related to academic credit).

Instead, this activity provides a range of ideas that a school can follow based upon nine strategies:

Waste reduction and recycling
Purchasing
Management of toxic materials
Energy conservation
Water conservation
Transportation
Borrowing versus buying
Wildlife habitat
Charitable fundraising and contributions

These are displayed on OHT 8 with a range of detailed examples provided on Resource 12.

The aim of the exercise here is for participants, still in their groups of three, to study the lists on Resource 12 and to:

Delete examples of actions not relevant to their schools or to the age group of the students they teach;
Add additional examples of actions relevant to their schools and the age group of the students they teach (Resource 8 and Resource 9 could assist here); and
Convert the examples into a set of questions or checklists that could be used by students to conduct an environmental audit of their school.

Note: The audit questions or checklists provide a step-by-step process which can take place over a term or a year. It is important to build a timetable into the audit process and for students to feel confident that actions to redress any concerns will flow from their audit.

Involving students in conducting the environmental audit can be an important way of integrating environmental education across-the-curriculum in terms of both content integration and process integration. The learning experience is more important than the end product.

6. Conclusion

The purpose of this activity is to give participants an opportunity to review the major concepts and skills developed in the workshop and to identify key actions that they would like to take in their teaching situation - now or in the future - to adopt a whole-school approach to environmental education:

Give each participant a copy of Resource 13. Explain that the worksheet (which could be made into an OHT) contains headings related to a number of ways environmental education may be integrated into the curriculum.
Ask participants to identify how these headings may be classified into the two workshop themes of:
- Integrating Environmental Education Across the Curriculum
- A Sustainable School Environment
Ask participants to work in their groups of three to list at least three actions under each heading on Resource 11 which they may take to implement a whole-school approach to environmental education. Some examples have been provided as starters.

OHT 1

A Whole School Approach to Environmental Education

Theme 1: Environmental Education Across-the-Curriculum

Theme 2: A Sustainable School Environment

OHT 2

Objectives of the Workshop

To develop an awareness of the roles of the formal curriculum and the informal curriculum in achieving the objectives of environmental education.
To develop an awareness of the opportunities for integrating an environmental education perception into a range of school subjects and learning experiences.
To develop an awareness that different strategies can be used for integrating an environmental perspective into a range of school subjects and learning experiences.
To develop an awareness of the need for cooperating with other teachers to integrate environmental education across the curriculum in a coordinated way.
To identify ways in which the organisational and operating procedures of a school can be planned so that the school serves as a model to students, parents and the community of sustainable environmental practices.

OHT 3

Environmental Education Is Not A New Subject

Source: The Tbilisi Declaration, Connect, III(1), 1978.

Environmental education is not to be added to educational programs as a separate discipline or a subject for study, but as a dimension to be integrated into them. Environmental education is the result of a reorientation and rearticulation of the various disciplines and of various educational experiences (natural sciences, social sciences, arts and letters, etc) providing an integrated perception of the environment.

OHT 4

Subjects for Environmental Education

Agricultural Studies
The Arts
Commerce
First Language Studies
Second Language Studies
Health and Physical Education
Home Economics
Mathematics
Manual Arts and Technology
Religious Education
Science
Social Studies

OHT 5

Examples of Process Integration

Source: Adapted from Monroe, M. and Cappaert, D. (1994) Integrating Environmental Education into the School Curriculum, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbor, pp. 8-9.

Researching the African ivory ban and then debating it (group process skills), listing costs and benefits to exporting countries (analytical skills), and writing essays about the topic (communication skills).
Exploring different perspectives on a local environmental issue and discussing views of business and conservation groups (understanding different values and attitudes).
Analysing environmental success stories to understand how adults and other students solve environmental problems and overcome adversity (increasing knowledge of possibilities).
Conducting a survey and tallying responses to learn who recycles and how much material and energy is saved (research and math skills).
Attending a local hearing, reading the editorials, or campaigning for an environmental referendum, on an issue students feel strongly about (citizenship skills).

OHT 6

Principles for a Sustainable School Environment

1. Organisational Principles

The school organisation at all levels models principles such as democracy, cooperation, active participation, equity, negotiation and sharing.

2. Operational Practices

The school operations at all levels model sustainable conservation practices.

3. Physical Surroundings

The environmental design of school grounds and buildings, taking into account the enhancement of natural, social and personal dimensions, models sustainable principles.

OHT 7

Examples of Steps to a Sustainable School Environment

Recycling paper
Opportunities for students to negotiate topics of study
School involvement with community environmental education and action initiatives
The operation of a nursery/propagation area for use by all year levels and the community
School administration time for teachers to plan field work programs and activities to provide students with first hand experiences
A diversity of plants and gardens surrounding classrooms
Influencing the activities of buildings within the school regarding provision and placement of buildings and facilities
Disposing of paints and chemicals correctly
Encouraging car pooling by teachers.

OHT 8

Nine Strategies For A Sustainable School Environment

Waste reduction and recycling
Purchasing policy
Management of toxic materials
Energy conservation
Water conservation
Transportation
Borrowing versus buying
Wildlife habitat
Charitable fundraising and contributions

Resource 1

Environmental Education Across-the-Curriculum: Two Case Studies

Source: Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, pp. 86, 102.

Case Study 1: Children Ahead

A class of 12 year old pupils carried out an investigation into the need for a pedestrian crossing near their school. The investigation was initiated in mathematics, but spilled over into English and social studies. The pupils identified the problem of heavy traffic near the school and decided to carry out a survey which might demonstrate the need for a pedestrian crossing to make it safer for people to cross the road.

The survey involved counting the numbers of vehicles traveling in both directions. Pupils calculated the average speed of the vehicles, the percentage of those exceeding the speed limit and the percentage of drivers that would have been unable to stop within a reasonable distance. The pupils also counted the number of pedestrians crossing the and identified peak times. The results of the traffic survey were displayed in the form of bar charts and graphs.

The findings were compared with the local authority's guidelines for the provision of pedestrian crossings. The pupils wrote a report on the degree of risk involved in crossing the road to reach the school and the best location for the pedestrian crossing. They included data, figures, photographs and plans in their reports.

The response of the local authority to date has not been particularly encouraging and the pupils concerned are now working with the local environment centre and a local residents' association to press their case for action.

Case Study 2: Buildings, Industrialisation And Waste

The study of these topics can work vertically through the curriculum in the following ways:

At Year 7

Pupils observe and record the outside of various types of buildings in the neighbourhood of the school. They could discuss their personal likes and dislikes and begin to compare the uses of the different buildings. They could talk to their parents, grandparents or other residents about changes they have seen in the local environment. These activities would be centred on geography and history but could also be developed through English and art.

At Year 8

Pupils investigate the local shopping centre, with particular reference to the types of buildings, services available, the communications network required, and their environmental effects. They could also undertake an investigation into local industry and its effects on the environment. These activities would be centred on geography and history but could also be developed further through English, art, mathematics and technology studies. Pupils should also identify ways in which they could contribute to improving the local environment.

At Year 9

Pupils investigate a local development plan which may have an environmental impact, such as the construction of a new road, shops, houses, retirement village, cinema, supermarket or factory (other possibilities include the closing down of factories or businesses and changes in site usage, such as rezoning proposals). They could investigate the possible advantages and disadvantages for the local community, the implications for renewable and non-renewable resources and the effects of the natural environment.

Pupils could suggest alternative solutions to any problems they identify. This activity links geography, science and some aspects of mathematics and of English, for example, through role play and discussion. The feasibility of alternative solutions could be considered further in technology studies.

At Year 10

Pupils draw up their own proposal for environmental improvement and see it through to completion. This could be, for example, improving a damaged part of the environment or designing a conservation area. This could include communicating directly with professionals such as planners, architects and landscape designers. Pupils would have to take account of the many different factors involved - design factors, economic factors, different opinions and so on.

Resource 2

Personal Role-Modelling For Environmental Education

Source: Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, p. 44.

One of the most important educational impacts that teachers can have on pupils is the influence they exert as role models.

Rank the following ways of being a role model, with '1' being the most appropriate and important for a teacher to model, down to '4' being the least appropriate/important.

Consumer/conserver behaviour
What do you consume or not consume (eg with respect to lunch, clothing and fashion, automobiles, etc) that sets a good example for students?

Environmental behaviour
Do you set a good example in recycling and/or reusing materials in the classroom and around the school? Do your students ever see you bicycling or walking to and from work?

Personal activism
Do you work for the environment outside the school, either as an individual or with professional and/or community organisations? Students are unlikely to believe that activism works unless adults they respect are 'out there' proving that individual actions make a difference.

Personal statements
Posters, buttons, bumper stickers, T-shirts and your classroom decor can show where you stand.

Resource 3

Two Approaches to Integrating Environmental Education - Across-the-Curriculum

Source: Adapted from Monroe, M and Cappaert, D (1994) Integrating Environmental Education into the School Curriculum, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbor, pp. 3-5.

Content Integration meets the content objectives of the curriculum with environmental activities, examples, units, or courses. The subject may be language, where students could learn new environmental vocabulary; or mathematics where students use environmental story problems in algebra or arithmetic. The content connection, of course, may also be an environmental subject, where students learn about waste water treatment plants or endangered species.

Examples of general content goals

Social Studies: Explain how the invention of the steam engine caused the rise of manufacturing.
Year 1 Reading: Know that traditional tales can be passed on in written form
Year 5 Reading: Explain what the character in a traditional tale represents.
Physical Science: How does light enable us to see? What are the sources of light? How do we use light?
Mathematics: Recognise that fractions can be written as decimals.

Process Integration meets the process objectives of the curriculum with environmental activities, units, projects, or courses as well, but emphasises critical thinking and creative thinking, problem solving, decision making, analysis, cooperative learning, leadership, and communication skills. It could occur in language, social studies, geography, or science classes, for example.

Examples of general process goals

the ability to think rationally, through using problem solving skills, applying principles of logic, and using different modes of inquiry.
an understanding of change in society.
knowledge of opposing value systems and their influences on the individual and on society.
a willingness to participate in the political life of the nation and the community.
an ability to utilise values in making choices.
an ability to deal with problems in original ways.
a valuing of meaning in one's activities, and discovering one's own philosophy of life.

Resource 4

Infusing Environmental Education Across-The-Curriculum

Source: Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, pp. 80-81.

Infusion

Ideally environmental education should permeate the entire school curriculum, with every subject area at every year level dealing with the environment in some way. Some subjects, by their very nature, present greater opportunities for the infusion of environmental education, but all have a role to play. Some specific suggestions regarding potential subject area roles follow.

Agricultural Studies

Agricultural education provides an excellent opportunity to teach about a number of very serious environmental issues and problems, including granddaughter contamination from agricultural chemicals, accelerated soil erosion, threatened and endangered plant and wildlife species, energy shortages, and soil and water conservation. Many opportunities are available for students to have direct experiences in dealing with these problems.

The Arts

The visual and performing arts can develop an aesthetic awareness and sensitivity to both natural and built environments. Artistic programs should incorporate elements of both natural and built environments into learning experiences offered to students. The role of art as a means of communicating environmental messages to other should also be included. The arts are powerful media through which ideas and feelings about environment can be expressed and can be the media through which bonds with the earth can be strengthened.

Commerce

Environmental education provides opportunities for investigating the relationships between business, industry and the environment.

First Language Studies

All aspects of the language arts have an important role to play in environmental education. Many elements of environments, natural and built, serve as excellent topics for creative writing.

There is also a wealth of national literature - poetry, prose, drama and so one - which deals with human interrelationships with the environment in a variety of interesting, sensitive and thought-provoking ways.

Second Language Studies

Programs in second language learning provide excellent opportunities to develop a global orientation to studies of the environment. When dealing with the native country and the culture of its people, students can also examine how the country's inhabitants feel about and deal with environmental issues. This is particularly true at higher grade levels when current publications in a country's language might be used as source material.

Health and Physical Education

Health education is one of the most important subject areas in which to deal with various aspects of the environments. Both physical and mental health are dependent upon high quality natural and built environments. Such topics as hazardous chemicals in the home and the workplace, air and water pollution, the need for healthy recreation activities in both indoor and outdoor settings, and the relationship between noise and health are important to consider when planning a health education curriculum.

The development of recreational skills has become an important part of the physical education curriculum in recent years. Included in this emphasis are canoeing, backpacking, camping, fishing, and other outdoor activities. Physical education programs have become a means to deal with topics like outdoor ethics, the pros and cons of hunting, consumptive versus non consumptive outdoor activities, and the relationship of a quality environment to physical and mental health

Home Economics

Home economics affords an opportunity to examine such environmental problems and issues as energy use and conservation, excess packaging and solid waste disposal, recycling, chemical food additives, hazardous chemicals in the home, and other lifestyle related topics.

Mathematics

The resolution of environmental issues often is dependent on the collection and analysis of data, and the communication of results through charts and graphs. Thus, mathematics becomes an important tool to those involved in the resolution of such issues. Many mathematics concepts can be made more understandable if experiences and examples from natural and built environments are used in teaching and learning about them. Geometric shapes and patterns of all kinds - circles, ellipses, rectangles, spheres, cylinders, cubes and spirals - are found throughout both natural and built environments.

Manual Arts and Technology

Environmental education is concerned with exploring the consequences of the interactions between technology and environment. It is also involved with exploring environmental issues through the application of new technology.

Religious Education

Environmental education provides opportunities for exploring the spiritual connections between humans and nature. It is also concerned with the religious, moral and ethical implications of decisions affecting the environment.

Science

The study of science presents numerous opportunities to deal with environmental topics at almost any year level. An important part of environmental education content is a major component of the sciences, but to equate environmental education and science is erroneous. Two other common components of science education are also important to environmental education: the emphasis on the development of problem-solving skills and the study of the relationships among science, technology and society.

Social Studies

Since policy decisions at the local, state, national, and global levels are tied to human political and economic systems as well as the value positions held by people, it is within the realm of the social studies to describe, analyse, and study alternative actions and behaviours relative to the health of the environment.

Resource 5

Infusing Environmental Education Across-The-Curriculum: Group Worksheet

SUBJECT AREA

SAMPLE LEARNING EXPERIENCE

Agricultural Studies

helping farmers plant trees to prevent soil erosion

The Arts

drawing and painting to sensitise students to their environment

Commerce

investigating 'green' consumerism

First Language Studies

drama and role-play to express attitudes and perspectives on environmental issues

Second Language Studies

drama and role-play to express attitudes and perspectives on environmental issues

Health and Physical Education

implementing a waste minimisation program in the school and investigating the implications of this for human and environmental health.

Home Economics

investigating micro-climate and home design

Mathematics

calculating distances, lengths and angles using the natural and social environments

Manual Arts and Technology

developing guidelines for the disposal of toxic substances in the manual arts/technology department

Religious Education

considering personal responsibility to all living things

Science

investigating chemical changes to the earths atmosphere caused by human and industrial activity

Social Studies

investigating the variety of ways in which different societies respond to and value the environment

Resource 6

Infusing Environmental Education Across-The-Curriculum: Sample Completed Worksheet

SUBJECT AREA

SPECIFIC WORTHWHILE ACTIVITIES

Agricultural Studies

helping farmers plant trees to prevent soil erosion
joining or forming a Landcare group
creating and maintaining a school farm, choosing species appropriate to local conditions
researching the issues involved in farming native animals
examining the relevance of wildlife corridors to sustainable agricultural management
discussing the relationships between consumers and primary producers

The Arts

drawing and painting to sensitise students to their environment
resolving environmental conflicts and raising awareness of the controversial nature of many environmental issues through visual and performance arts
building self-esteem, confidence and creativity as a means of empowering students to value their contributions to the environment/community
developing sensory skills and powers of observation
composing, interpreting and performing music on environmental themes
appreciating the environment within outdoor activity programmes

Commerce

investigating 'green' consumerism
examining the Resource Security Bill and its implications for the ecologically sustainable development process
investigating the 'greening' of business and industry
comparing costs of food/tuckshop packaging, eg paper vs plastic
investigating wants vs needs (individual, family, school community, larger society)
investigating a local business to compare 'use' and 'waste' levels, then devising a management plan to reduce these levels, ie resource management
assessing operations of a local industry regarding 'costs' of pollution

First Language Studies

using drama, role-play and problem-solving debates to express attitudes and perspectives on environmental issues
researching, writing and publishing articles for papers, children's magazines, pamphlets, newsletters, journals, diaries
discussing and debating social and environmental issues to develop language skills
enjoying stories, novels, plays and poems from around the world on environmental themes
using media studies programmes to investigate environmental films

Second Language Studies

using material on environmental issues for practice and development of language skills
establishing environmental pen-pals
researching, talking and writing in another language about an environmental issue
conducting simple structured conservations around photographs depicting pleasing natural and built environments
studying a local environmental issue as part of a language exchange programme
investigating the variety of ways in which different cultures respond to and value the environment

Health and Physical Education

implementing a waste minimisation program in the school and investigating the implications of this for human and environmental health
investigating the school tuckshop (eg packaging, food additives, pesticides on food, organic products, nutritional value) and planning/implementing appropriate actions to enhance the tuckshop
examining ozone layer and greenhouse issues and relating/connecting the relevant associated human health and natural environment issues
addressing a local environmental issue which may have consequences for human health, eg hazardous wastes, hospital waste management/incineration
investigating the chemicals in the local water supply. Are the levels safe? Is there a level at which human health may be affected?

Home Economics

nvestigating micro-climate, home design, landscape planning and development of personal environments
investigating the relationship between the health of the individual and the health of the environment
investigating chemical food additives and hazardous chemicals in the home
investigating the origin and production techniques of food, eg organic produce; local vs imported products - cost, quality, consequences of third world cash crop production
examining the uses and environmental implications of synthetic and natural fibres
investigating excess packaging, recycling, energy conservation and waste disposal

Mathematics

understanding, estimating and calculating probabilities using contemporary environmental data
calculating distances, lengths and angles using the natural and social environments
collecting and representing data on water use for water conservation purposes
developing basic mathematical skills through case study work on the local environment
developing species-area curves
conducting water quality testing
auditing energy use rating appliances, reading matters, calculating cost and savings
calculating size of rainwater tank for school/home
examining costs/benefits of energy efficient practices
interpreting statistics on environmental trends and developments

Manual Arts/Technology

developing guidelines for the manual arts/technology department, eg disposal of toxic substances, buying/using offsets/recycled products, not buying rainforest timber, waste minimisation techniques
investigating sources of timber, their uses and implications for environmental conservation/preservation
examining the pros and cons of renewable vs synthetic materials and resources
constructing products from reusable and recyclable resources
investigating concepts such as conservation, waste minimisation, environmental design, environmentally friendly technologies, renewable and non-renewable resources

Religious Education

considering personal responsibility to all living things
exploring the environmental messages/ethics in the aboriginal dreamtime
investigating the perspectives of different world religions on the environment and particular environmental issues
exploring the moral and ethical implications of political, social and economic decisions affecting the environment
exploring 'green' spirituality

Science

investigating chemical changes to the earth's atmosphere caused by human and industrial activity
water quality monitoring and studying the effects of oxygen levels on life forms
doing seed collecting, planting and propagating
investigating the physics of energy production from renewable and non-renewable resources and their environmental impact
studying food webs and ecosystems and the impact of inorganic fertilisers, pesticides and waste products
investigating the science of global warming
inviting community resource people to talk about environmental/science issues

Social Studies

investigating the variety of ways in which different societies respond to and value the environment
using role play/simulation to identify the different interests in a development issue; critically appreciating the role of values in conflicts about environmental/development issues
conducting a local area study to examine the relationships between built and natural environments; investigating people's recollections of past land use by using oral history skills
implementing a marketing scheme in the school for green consumerism, recycling etc.
acquiring critical appreciation of the concepts of sustainable development, stewardship and conservation
investigating the harnessing of energy through the ages and its social, economic and environmental effects
examining the rights and obligations of individuals, social and business organisations, and governments in their environmental interrelationships

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Resource 7

Integrating the Study of Coastal and Marine Reserves Across-The-Curriculum

Science Investigate the nutrient relationships between producers, consumers and decomposers in a coastal or marine reserve you are studying.

The Arts Work in a team of four people to develop a dance about the feelings of a school of fish living in a marine reserve.

First Language Studies Critically analyse the choice of music and language used to support the message in a documentary film on a coastal or marine reserve

Second Language Studies Make a list of adjectives in your chosen language that describes how you could feel when visiting a coastal and marine reserve.

Coastal and Marine Reserves

Technology Brainstorm ideas for a method of mooring tow boats on the Great Barrier Reef that minimises the effects of 'anchor drag'.

Mathematics Graph the increase in the area of coastal reserves from 1901 to the present day.

Social Studies Write a history of the changing human use of an area that is now a coastal reserve.

Health and Physical Education Explore ways in which the 'health' of the natural environment of a coastal and marine reserve can contribute to human health.

Resource 8

Integrating Across-The-Curriculum

The Arts

Science

First Language Studies

Second Language Studies

Mathematics

Technology

Social Studies

Health and Physical Education

Resource 9

Integrating Environmental Education Through Process Objectives

Skills

Communication skills:

expressing views through different media
arguing clearly and concisely

Numeracy skills:

collecting, classifying and analysing data
interpreting statistics

Study skills:

retrieving, analysing, interpreting and evaluating information from a variety of sources
organising and planning a project

Problem-solving skills:

identifying causes and consequences of environmental problems
forming reasoned opinion and developing balanced judgment

Personal and social skills:

working cooperatively with others
taking individual and group responsibility for the environment

Information technology skills:

collecting information and entering it into a database
simulating an investigation using information technology

Attitudes and Values

Independence of thought

A respect for the beliefs and opinions of others

A respect for evidence and rational argument

Tolerance and open-mindedness

Activity

1. Read Case Study 1 in Resource 1

2. Tick the boxes that relate to process objectives addressed in this case study. 3. What else might the teachers in this case study have done in order to address any 'missed' objectives?

Resource 10

Steps To a Sustainable School Environment: Group Work Sheet

Organisational Principles

Operational Practices

Physical Surroundings

Resource 11

Steps To a Sustainable School Environment: Sample Completed Group Work Sheet

ORGANISATIONAL PRINCIPLES

OPERATIONAL PRACTICES

PHYSICAL SURROUNDINGS

Opportunities for students to negotiate topics of study, organise camps, excursions, sporting and social events.
School involvement with community environmental education and action initiatives.
School administration providing time for teachers to do school based planning of programs and activities.
Community negotiation on school and learning activities.
Open access for community to use school facilities.
Involvement of teaching, administration, ancillary staff and community in meetings/inservice regarding environmental education.
Operation of a student council with roles in environmental issues/education.
Tapping into community resources, eg using the elderly, environmental groups. · Students are represented on school committees.
Students are involved in establishing and enforcing school rules and policies.
Students are involved in and responsible for various tasks in the library, tuckshop and office.
Teachers and administrators liaise with staff from environmental education centres, educational advisers, and regional environmental education committees.
Students with disabilities are not excluded from participating in environmental excursions or events.
Students are not led to believe that environmental education is a less important area of the curriculum

Recycling paper, glass, etc.
The operation of a nursery-propagation area for use by all year levels and the community.
Disposing of paints and chemicals correctly.
Encouraging car pooling, walking, cycling, use of public transport.
Green staffrooms, classrooms, purchasing, ancillary operations.
An energy conservation policy and procedures.
Conserving water.
Reducing noise levels.
Establishing a recycling centre for school and community use.
Tracing original sources of all resources brought into the school to understand basic consumer issues and to establish environmentally friendly purchasing policy.
Refusing to sell containers responsible for high incidence of littering.
Selling only recyclable drink containers.
Making school resources and facilities available to the community.
Ensuring that gardening, cleaning and pest control practices reflect environmental concerns (use of low toxicity pesticides and cleaning agents, composting and mulching).

A diversity of plants and gardens surrounding classrooms.
Influencing the activities of the Works Department within the school regarding provision of placement of buildings and facilities to contribute to a healthy school environment.
Ensuring that the grounds are aesthetically and educationally landscaped or 'learnscaped' by and for the school community.
Providing classroom and work areas that are well ventilated and appropriately lit using natural light whenever possible.
Ensuring that the physical features of the school are safe - playground/lunch areas, bus areas, parking areas, stairs/ramps, washrooms, walkways.

Resource 12

Actions For a Sustainable School Environment

Source: Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne, pp. 51 - 53.

Waste Reduction and Recycling

Reduce paper use (reuse returnable handouts, use double and triple column formatting with smaller font sizes).
Reuse paper (eg. used single-sided for scrap worksheets, etc.).
Collect and recycle paper in every classroom and office.
Reuse or recycle cardboard boxes.
Collect and return beverage containers.
Collect and recycle non-deposit cans and glass.
Recycle plastic containers.
Compost organic waste from home economics classes, cafeteria, lawn clippings.
Salvage reusable materials and supplies (pencils, papers, binders).
Avoid or minimise use of disposable dishes, cups, towels, etc.
Require recycled copy paper, computer paper and envelopes.
Require recycled paper towel, bathroom tissue, etc (100% unbleached).
Require the most non-toxic and environmentally-safe cleaning products available.

Purchasing

Require the minimum possible amount of packaging or most reusable packaging or containers (where reusable packaging or containers cannot be substituted avoid plastic foams and foils).
Avoid ozone-damaging CFCs and aerosol containers in general.

Management of Toxic Materials

Ensure proper hazardous products labeling and storage.
Enforce a zero toxics to sewer or landfill policy and ensure that all hazardous waste is taken to municipal collection facilities.

Energy Conservation

There is a large and growing body of energy conservation services and specialists. In many cases school councils have contractual arrangements or programs in place. Nonetheless, only a few schools have capitalised on the enormous potential for energy conservation.
Reduce overlighting, overventilating and increase the use of variable controls.
Replace inefficient lights, motors and appliances with more efficient versions and variable controls.
Encourage 'lights off' awareness and behaviour.
Lower room temperature (set at a reasonable level ad dress sensibly).
Improve air-conditioner and/or furnace efficiency.
Insulate and seal the building shell.
Insulate hot water pipes and tanks and/or use point-of-use-in-line heaters.
Pay special attention to home economics, technology studies and cafeteria areas.
Use protective outside landscaping and tree planting. Water Conservation
Use flow restrictors on taps, automatic shut-offs and high-efficiency shower heads.
Ensure regular maintenance to prevent leaks.
Use dual-flush toilets.
Use timers and moisture meters for lawn watering and restrict watering to when it is really necessary.
Pay special attention to home economics, technology studies and cafeteria areas.

Transportation

Ensure access and ease of use of public transport and encourage its use.
Encourage staff use of bicycles (eg. provide secure parking), public transport and car pooling.
Sponsor programs to encourage parent car pooling.
Use public transport or bikes for field trips where practical.
Encourage bus use and a full bus or bus sharing on field trips and team sports trips.

Borrowing Versus Buying

Encourage borrowing over buying as a general principle and expand the opportunities for this, in cooperation with neighbouring schools and the wider community wherever possible.
Provide a good selection of a wide variety of books and magazines in the library, and expand it with the help of community and corporate fundraising or sponsorship.

Extend Library Hours.

Establish community recreational equipment and game libraries.
Develop sports and media equipment loan/rental programs.

Wildlife Habitat

Plant (or maintain) locally indigenous trees and shrubs.
Put out birdfeeders and nesting boxes.

Charitable Fundraising and Contributions

Contribute a portion of student-raised funds to worthwhile environmental projects or organisations.
Hold special fundraising events or programs for specific projects (buying a piece of rainforest, planting trees).

Resource 13

Areas of School Life Which Contribute To Environmental Education

Source: Adapted from Dorion, C. (1933) Planning and Evaluation of Environmental Education - Primary, WWF (UK), Godalming, p. 20.