EDTM 312 Notas

EDTM 312
Angelic Steenkamp
076 416 3052
Study Unit 1
Learning objectives
− Describe and analyze the concept and the history of environmental education internationally
− Explain the inclusion of environmental education in formal education in South Africa
− Explain, in a practical way, the meaning of the principles of the Tbilisi conference and their
implications internationally and nationally
− Analyze and evaluate the UN decade of education for sustainable development and the global
action programme
Introduction
Environmental education (EE)
− EE enables learners to develop a structure of knowledge about the world and seek knowledge
that they can use and develop throughout their lives
− EE empowers learners by enabling them to participate in a sustainable future.
− Thus the foundation for a lifelong learning is laid by environmental education.
So what is the meaning of (EE)?

− Environment is derived from the French word “Environner”, which means encircle or
surrounding.
− Environments denote a complex of many variables, which surrounds “Man” as well as the living
organisms.
− Environmental education describes the interrelationships among organisms, the environment
and all the factors, which influence life on earth, including atmospheric conditions, food chains,
the water cycle, et
− Environmental education can be defined as education FOR the environment.
− Environmental education deals with education that aims to share new knowledge that will make
humankind aware of environmental problems so as to bring influence values and positive
attitudes towards the environment.
− It is also concerned with acquiring new skills that will find solutions to environmental problems
by means of participative active learning.
− Environmental education is aimed at producing a citizenry that is knowledgeable concerning the
biophysical environment and its associated problems, aware of how to help solve these
problems, and motivated to work toward their solution.
− Environmental education is a process during which values are discovered and concepts
explained in order to develop skills and attitudes pertaining to an appreciation of the
relationship between man, his culture and his biophysical environment.
− Environmental education also includes the practice of decision making and the formulation of a
personal code of conduct on matters affecting the quality of the environment.
Angelic Steenkamp 076 413 3052 EDTM 312

− Environmental Education is an on-going process leading to the development of a Southern
African population that is aware of, and concerned about the total human environment and its
associated problems, and that has the knowledge, attitudes, motivations, commitment and skills
to work both individually and together towards the solution of current problems and the
prevention of new ones.
Importance of environmental education

− World population is increasing at an alarming rate especially in developing countries
− The resources are over-exploited and there is no foresight of leaving the resources to the future
generations
− The pollution and degraded environment seriously affect the health of all living things on earth,
including man
− Education and training are needed to save the biodiversity and species extinction.
− Conclusively environmental education deals with every issue that affects an organism
− A refocusing and maturing of environment and development education through a “message”
and practical “experiences” …
− The idea of communities interacting within socio-ecological frames of reference (eg catchment,
biosphere, globe) is likely to be more useful than the categorisations in terms of race and
language that have characterised social life in South Africa.
− A focus on Community, Learning, Environment, Active awareness and Resources [CLEAR] …
clarifies, broadens and enhances existing [by 1993] approaches to Environmental Education in
both formal education and community development contexts.
− An ‘ACTION’ framework for fieldwork is a valuable part of a governmental initiative that
developed as part of a global initiative to monitor water quality [the Global Rivers
Environmental Education Network – GREEN) and that is inclusive of a solving process in which
community and school action groups can participate.
Guiding principles of environmental education

− Consider the environment in its totality, natural and built technological and social structures
(economic, political, technological, cultural, historical, moral and aesthetic)
Evolution of EE
− The concept of EE was facilitated by series of international meetings and conferences
− The first discussion occurred at the 1968 UNESCO biosphere reserve conference in Paris
− Creation of the office of EE to award grants for the development of EE curricula and to provide
professional development for teachers.
− The goal of EE is to develop a world population that is aware of, and concerned about, the
environment and its associated problems and which has the knowledge, skills, attitudes,
motivations, and commitment to work individually and collectively toward solutions of current
problems and the prevention of new ones
− The Tbilisi goals of awareness, knowledge, and ability to take action are often collectively
referred to as “environmental literacy.”

Objectives of environmental education
Awareness
− To help social groups and individuals acquire an awareness of and sensitivity to the total
environment and its allied problems
Knowledge
− To help social groups and individuals gain a variety of experiences and acquire a basic
understanding of the environment and its associated problems.
Attitudes
− To help social groups and individuals acquire a set of values and feeling of concern for the
environment and the motivation for actively participating in environmental improvement and
protection.

Skills
− To help social groups and individuals acquire the skills for identifying and solving environmental
problems.
Participation
− To provide social groups and individuals with an opportunity to be actively involved at all levels
working towards the resolution of environmental problems
The scope of EE
− The scope of environment education is also called the content or subject matter of environment
education.
− There are different aspects and components in the environment.
− Among them, the biological, physical, social and cultural aspects are important.
− The scope of environmental education can be divided into
Biological aspect
− biological aspects are one of the most important aspects of environmental education.
− Human being, animals, birds, insects, microorganism, plants are some of the examples of
biological aspects
Physical aspect
− it can be further divided into natural aspects and humanmade aspects.
− Air, water, land, climate etc are included in natural physical aspects.
− Likewise, human made physical aspects cover all human made things such as roads, buildings,
bridges, houses etc.
Socio-cultural aspect
− Socio- cultural aspects are man-made social practices, rules and laws, and other religious places
etc.
− Human beings have created them with their effort
Formats and venue for EE

− EE activities are often broadly categorized as formal, nonformal and informal.
The Formal EE
− refers to activities where the educational goals and strategies are developed in compliance with
standardized school curricula incorporated in all sphere e.g. Primary, Secondary and Tertiary
(Wild life learning design)
The non-formal EE
− the learner can participate in long-term educational opportunities with objectives that are often
tailored to their learning needs or desires.
− This includes extracurricular enrichment programs like those run by parks, museums, and nature
centres.

Ways in which EE can be taught
− Environment education can be implemented through formal and non-formal educational means
Conclusion
− Environment is a complex but the need of environmental education is compulsory
− A wonderful and quality environment mush be achieved by continuous planning, governmental
polices efforts with public participation especially with knowledge of environmental education
Questions for discussion and reflection

− Describe the need of environmental education.
− Explain the term education through environmental education.
− Discuss about the goals and objectives of environmental education.
− Explain briefly about the core themes of environmental education.
Extra info
− To connect “environment” and environmental matters to a specific discipline or context implies
that a dimension is added to the basic concept “environment” that is of importance in another
context and debated from another angle.
− If the main focus of Environmental Education programmes in the last three decades has
therefore been to change humans’ environmental behaviour through increasing environmental
knowledge, then its seems obvious that environmental knowledge as concept (in a package of
environmental knowledge that relates to a multidisciplinary form of environmental knowledge),
as well as conveying this knowledge through theory and practical applications should change
humans’ approach to the environment.
− The most important reason for wanting to do so, very simplistically put, is because humans have
only one place to live, and if the care factor is ignorance then the outcome will be detrimental to
life sustainability for present and future generations.
− Studies regarding the environment through the lenses of all subjects as Environmental
Education look at South Africa’s environment in a new way.
− The intellectual and political isolation of South Africa under Apartheid impacted on the global
‘green’ revolution visible elsewhere
− Democracy in 1994 allowed for a growing research diversity to issues pertaining to the
environment.
− A concentration on the human interface with nature became more prominent.

The history of Environmental Education
− To be able to contribute meaningfully in Environmental Education, past and contemporary
historical contexts of environments are inevitable parts of the theoretical and the practical
knowledge side.
− Environmental history as a sub-discipline of “history proper” adopts as its theme the effect of
humankind on nature and nature on humankind over time
− Writings on the history/histories of the environment appeared in the United States and Europe
simultaneously with socio-political movements of the 1960s and the 1970s responding to
ecology and animal rights lobbies.
− A growing sense of global environmental crises and the subsequent green revolution impacted
on the research of many disciplines internationally
Important information
− Events contributing to Environmental Education: International to national
− Environmental Education goes back a long way.
− It is said that a pharaoh in Ancient Egypt sent extension workers to educate farmers along the
Nile to protect the river.
− In the 1950s, an African church leader led community education programmes to slow down soil
erosion in the Transkei region.
− By the 1970s, the Wildlife Society of South Africa was taking groups of children to wilderness
areas for educational camps.
− In 1984, parties who were involved in Environmental Education in the Southern African region,
mostly informally, met in Swaziland and formed the Environmental Education Association of
Southern Africa (EEASA).
− This body was to become an important force in supporting networking between environmental
educators and growing the field of Environmental Education.
− EEASA adopted a set of goals and guiding principles for Environmental Education that were
developed at the first ever international Environmental Education conference, hosted by the
United Nations Educational, Scientific and Cultural Organisation (UNESCO) in 1977 in Tbilisi (see
the Tbilisi Declaration, www.gdrc.org/uem/ee/tbilisi.html for guidelines that are still useful
today).
− In particular, the Tbilisi Declaration noted that Environmental Education had to be inter-
disciplinary so that learners could develop a holistic understanding of environmental problems.
− During the 1970s and 1980s, a popular form of conservation education focused mostly on the
need to protect Africa’s dwindling wildlife and wildernesses.
− Over time, educators became more conscious of the need to further explore the interactions
between the ecological, social, economic and cultural aspects of the environment, the need to
protect the environment as the basis for human well-being and sustainable livelihoods, and the
complex relations between social and economic development and the improvement of the
environment.
− To add to Rosenberg’s historical contribution, the following remarks of researchers in
Environmental Education also apply:

✓ O’Donoghue and Russo (2004:331-351) are of the opinion that by the 1970s
Environmental Education practices introduced the actual start of active years in creating
awareness of environmental issues in South Africa. Most of these practices took place
outside formal schooling. To confirm their thinking, Motshegoa (2006) states that:
− Environmental Education was confined to centres in natural reserves, which were also
regionalised.
− Poverty levels in black communities meant that some schools were unable to visit such centres,
however.
− A programme was established in order to address the environmental issues in the Southern
African Region, known as the Southern African Development Community Regional
Environmental Programme (SADC REEP).
− The Centre for Conservation Education is an environmentally focused conservation initiative in
South Africa.
− It is a unique educational institution in the services of the Western Cape Education Department
(WCED) that has been operating for 17 years (1989-2006), providing Environmental Education to
primary and secondary school learners.
− Educators book a date and a topic, and bring their learners to the Centre or one of the WCED’s
off-campus sites
− Howes exchanges interesting historical facts about the WCED in a broader context:
− When the ‘green movement’ began to sweep the world, the Education Museum too was
affected.
− From an early curriculum that focused initially on history and the conservation of the built
environment, a progression to include the bio-physical environment was inevitable.
− It was felt that the name Education Museum no longer adequately described the range of our
work, so in 1995 the name was changed to the Centre for Conservation Education.
− This was also a prudent political move.
− In 1992, when the new government took over, there were three museums dedicated to the
history of education in South Africa; ours is the only one that was not closed.
− This is the pattern of education.
− In the environment, things change all the time.
− As teachers, we find that we have to make sure we are up to date with environmental
knowledge and issues, as well as current methodologies.
− We can never sit down and think: Now we know it all, we have the experience.
− In 2005, the launch of the UN Decade of Education for Sustainable* Development took place
and focused mainly on three areas:
✓ Environmental Protection [The ecological sphere].
✓ Economic Development [The economic sphere].
✓ Social and Cultural Development [as part of the socio-political sphere].
− In a country like South Africa, which is developing very quickly, we have to be extra vigilant of
the pressure that development puts on our natural and cultural heritage.

− So our work will never be done. Luckily, we love it and believe in it, and while there are
dedicated educators who believe passionately in protecting our environment, we can continue
with our calling: to teach others to care for the earth today and protect what we had yesterday
for tomorrow.
− The year 1992 saw the landmark United Nations Conference on Environment and Development
(UNCED) taking place in Rio de Janeiro, Brazil.
− Also known as the Earth Summit, it produced principles for education for just and
environmentally sustainable societies, which noted that Environmental Education was not
value-free; it promoted a particular ethical approach to a world that was ecologically protected
and socially just. UNCED also produced Agenda 21 - guidelines for sustainable development that
emphasised the need for education and public participation.
− EEASA used the opportunity to encourage both educators and politicians to look beyond the
narrow view of Environmental Education as learning about wildlife and to link environment,
development, social justice and political transformation in Environmental Education
− The 1990s arrived as a time of tremendous change in South Africa – a time of transformation to
a democracy.
− EEASA and other environmental groups joined government to formulate new environmental and
educational policies.
− The new Constitution safeguarded a healthy environment for all, and the 1995 White Paper on
Education and Training stated that Environmental Education and Training was necessary for all
sectors and levels of society.
− EEASA and the Department of Environmental Affairs and Tourism convened two initiatives, the
Environmental Education Policy Initiative (EEPI) and later the Environmental Education
Curriculum Initiative (EECI), which lobbied policy makers to give attention to Environmental
Education.
− In 1996, Nelson Mandela, the Chairman of the Southern African Development Community
(SADC), which is made up of 15 countries, initiated the SADC Regional Environmental Education
Project (SADC-REEP) to support ESD.
− The project is research-based and includes hundreds of partnerships.
− The purpose of the REEP is to enable environmental education practitioners in the SADC to
strengthen environmental education processes.
− This is approached through enhanced and strengthened environmental education policy,
networking, resource materials, training capacity, research and evaluation.
− The programme also focuses its work on how to adapt ESD in regional contexts.
− The programme developed a training and capacity building model that brought together
environmental educators working in diverse contexts and in different countries to develop their
own practices on sustainability.
− The programme fosters an understanding of what ESD can achieve, taking into account regions’
particular contexts and challenges, such as poverty, food security, social justice, environmental
issues and educational quality.

− The SADC-REEP has taken action against climate change, sought to change consumption
patterns, developed social entrepreneurship and sustainable livelihoods and generally
supported those struggling against poverty. Ultimately, the programme seeks to strengthen
socio-ecological resilience and sustainable development in the Southern African region.
− When the then Minister of Education, Sibusiso Bengu, launched Curriculum 2005 in 1995, the
environment therefore featured prominently as one of six phase organisers that all teachers had
to integrate into their teaching.
− Despite many strong intentions, Curriculum 2005 had some limitations, and when Professor
Kader Asmal took over as Minister of Education he called for a revision, to both streamline over-
complicated aspects and strengthen weaker aspects.
− The curriculum working groups were instructed to integrate environmental and human rights
concerns across the curriculum.
− This process was supported by an environmental advisor to the Minister, funded by WWF
− When the revision of Curriculum 2005 was published in 2000 as the National Curriculum
Statement (NCS) for Grades R-9 (www.education.gov.za), the environment featured across all
learning areas and grades, both as the principle of a healthy environment (along with human
rights, social justice and inclusivity) and as specific learning outcomes and content.
− The NCS for Grades 10-12, published in 2003, has the same strong environmental emphasis in
the form of a cross-curricular principle of environmental justice (along with social justice) and
specific learning outcomes and content in most subjects.
− By 2010, the nation was at work to implement the new policies.
− The Minister of Education, Mrs Naledi Pandor, presided over the implementation of a National
Environmental Education Programme (NEEP), a Danish-funded project (2000-2005) for
strengthening the capacity of the provincial education departments to help teachers give
expression to the environmental content of the curriculum.
− Today, WESSA’s Eco-Schools programme, which started in 2003, is perhaps the most prominent
of a number of service provider initiatives supporting curriculum-based Environmental
Education in schools.
− Various government agencies, such as SANBI, DWA, DEAT and its provincial agencies, SANParks
and provincial conservation bodies, and even local authorities, such as the City of Cape Town
and Nelson Mandela Metro, support schools’ Environmental Education through resource
materials, learner excursions and teachers’ workshops.
− A range of teacher education programmes is addressing the challenge of helping to strengthen
teachers’ capacity with the new curriculum, including their ability to interpret the environmental
principles and outcomes of the policy, and teach towards them.
− The 2002 Johannesburg Summit on Sustainable Development gave further emphasis to the need
for sustainable development and called on the UN to convene a Decade of Education for
Sustainable Development, emphasising the key role education has to play in environmental
protection and social development.
− Environmental Education programmes and approaches in South Africa are very closely aligned
with (some would say, are no different from) sustainability education, and emphasise the need

for environmental care and protection, along with the need to transform out-dated
development models that help neither poor people, nor the environment.
− Even in programmes where the term conservation education is used, as in the C.A.P.E.
Conservation Education Programme, the emphasis on conserving endangered plants is in the
context of the role of biodiversity in economic development and livelihoods.
− In 2004, the South African National Environmental Education Project, amongst others, produced
an Air quality kit, a health and sanitation pack with the intention to develop lessons that
educators can use across all subject curricula.
− Environmental Education in South Africa is also compulsory and in this regard therefore differs
from that of other countries where Environmental Education is non-statuary and not applied in
all subjects
− Furthermore, international conservation and education bodies, such as the Worldwide Fund for
Nature (WWF), International Union for the Conservation of Nature (IUCN) and the United
Nations Education, Scientific and Cultural Organisation (UNESCO) also uphold and support
advocacy for the need to respect and consider indigenous peoples and their diverse knowledge
systems in both conservation and environmental education processes
− On the other hand, Price has warned that IK systems should be used with sensitivity and care.
− A useful relationship between Environmental Education and Education for Sustainable
Development is reflected in the Ahmedabad Declaration, drawn up at the United Nation’s
Fourth International Conference on Environmental Education, held in India in 2007.
− The Fundisa for Change teacher education programme was established in 2011, and operated
under the name Teacher Development Network, until the official launch of the programme in
2013.
− Fundisa for Change is a collaborative programme formed specifically to enhance transformative
environmental learning through teacher education.
− It was established as a partnership programme involving many of South Africa's major
environmental organisations, including state, parastatal, NGO and private companies, which
have an interest in teacher education.
− Fundisa’s core objective is to strengthen the teaching of environmental concepts in schools
Research in Environmental Education

− In South Africa, global environmental trends awakened the South African community to do
environmentally related research as from 1972, especially through the input of the Council for
Scientific and Industrial Research (CSIR).
− Various other interdisciplinary cooperative environmental research inputs were also made with
funds from government departments, funded by the Department of Environmental Affairs up to
1989
− After international and national debates, contemplation of and suggestions on Environmental
Education since the 1990s, the first decade of the 21st century marked continuous maturity
towards dealing with the vision for sustainable environments by means of participatory action
research in place-based

− In South Africa, Environmental Education at the University of Rhodes was given a green
handshake in 1990 by big companies, such as Murray and Roberts, as well as Gold Fields Gold
Mines.
− With a sufficient budget the Environmental Education Sustainability Unit (EESU) and Africa’s
only Chair of Environmental Education at Rhodes University were able to contribute to several
post-graduate studies and extensive research in the field of Environmental Education, and took
the lead among South African universities to fill a need in the broader environmental field of
South Africa.
− Rob O’Donoghue and Heila Sisitska became leading environmental educators in the country,
focusing, amongst others, on the importance of context in Environmental Education
− Research on Environmental Education continued from the late 20th century through the first
decade of the 21st century to be able to apply environmental issues in education across all
curricula, to meet the demands of Environmental Education as a principle in the South African
constitution
− The importance of teaching context in Environmental Education was accentuated actively after
2005
− In many ways, Environmental Education research also deals with knowledge on environmental
crises.
− In practical awareness applications of Environmental Education it appears to be this aspect of
the present-day environment that receives tremendous attention.
− Environmental historian, Ladurie gives the concept “crisis” and history some thought, though
mainly in an economic and demographic sense.
− Some aspects of his explanation of the concept crisis must be acknowledged when educators
deal with a local/regional environmental crisis, namely:
✓ A negative … long-term trend or tendency. It may refer to … phenomena … slowdown,
stagnation or collapse … The crisis … may be set in motion in several ways … it
represents, in the most classic fashion, the outward and momentarily visible sign of the
clash between mighty and invisible forces.
− Ladurie suggests an extension between the following different scales of “crises” in history:
✓ Crises over several centuries, such as epidemics spreading worldwide.
✓ Century-long crises, with Ladurie referring mainly to epidemics as examples.
✓ Medium-term crises.
✓ The “shortage” crisis after 1973.
− Perhaps the next scale of crisis to be historically recorded from a present, early 21st century
human perspective should be called “How humans lived sustainably in unsustainable
environments”
− By 2010, the key focus in research for the University of Rhodes’ EESU was sustainability.
− To be able to understand the road to provide sustainable environments in theory and in
practical hands-on activities indeed requires sufficient context and a clear conceptual
understanding.

− With this in mind for Environmental Education, the environmental educator and learner will be
more equipped to deal proactively with local and national environmental crises.
− One could refer to this way of thinking and doing as “positive Environmental Education”.
− Among business communities the environmental proactive focus in the past three decades or so
has revolved more around the very positively perceived “re” factor of offering technology to
“revamp” the environment through the means of rehabilitation, remediation, recycling, re-
using, recovering and re-development models, etc.
The meaning and principles of Environmental Education: Theory and practice

− Firstly, ‘environment’ has been neglected; there is a gap in our curricula. Since 1994 many
South African policies (National Environmental Management Act, Act 107 of 1998,
www.environment.gov.za; the National Water Act, Act 36 of 1998, www.dwaf.gov.za and the
National Environmental Management: Biodiversity Act, Act 10 of 2004,
www.environment.gov.za) have indicated that all sectors of society must give attention to the
environment and to the sustainability of the country’s development. Specialists and members
of the public alike are increasingly concerned about environmental issues, such as water
pollution, food security and climate change. The United Nations calls for schools and
universities to re-orientate their curricula towards sustainability
(www.unesco.org/education/desd/). A special label, such as Environmental or Sustainability
Education serves to draw attention to the new focus required in educational programmes.
− Secondly, good education is not always common in schools and universities. Environmental
Education reminds educators of learning objectives to strive for, and generates ideas, methods
and resources for achieving them. Through Environmental Education we expose students not
only to environmental concerns and sustainability practices, but also to sound general learning
opportunities.
− Different terms are used for educational activities that address environmental concerns. Here
the term Environmental Education is used because Southern Africa has a 25-year history of
Environmental Education, and the term has come to include conservation education and
education for sustainability or sustainable development.
− The educator’s focus is to provide students with the opportunities to learn about their world, to
form their values and to build the skills needed to engage well with that world. This is especially
important in Environmental Education and Education for Sustainable Development (see, for
example, the article “Why I don’t want my children to be educated for sustainable
development”, by Canadian Professor Bob Jickling in the Journal of Environmental Education,
1999, 23(4):5-8). Often, we do not know exactly how to tackle environment and development
problems, and some of our ‘solutions’ create more problems. As teachers, our advocacy is best
directed at ourselves and as we make changes to our own lifestyle and practices (eg reducing
waste at home and school), we will have less need to ‘get others’ to ‘change their behaviour’.
Through open-ended educational processes rather than social marketing (advertising our ideas
for the greater good) and social engineering (trying to get others to change) we can join our
students on a journey towards sustainability and respect for the Earth – a journey with
destinations we can only glimpse.

− Among the developments in educational thinking that have made useful contributions to
Environmental Education is socially critical education (Gough and Robottom, 1993:301-316).
Australian Professor John Fien (1993) summarised it well as education in, about and for the
environment. Teachers provide learners with experiences in nature, or at a rubbish dump or
recycling centre. They also provide information about the environment, how it works, its
marvels and problems. Socially critical environmental education encourages teachers to also
provide learners with opportunities to do something for the environment, as this helps to build
not only a critical understanding of these issues, but also commitment and values, as well as
skills (environmental issues are ethical, as well as technical issues). Borrowing a term from the
work of Danish Professor Bjarne Jenssen, we sometimes refer to this set of skills, values and
understandings as ‘action competence’.
− Other educational ideas that have influenced Environmental Education include constructivism
and socio-constructivism (Van Rensburg and Du Toit, 2000:24-40). Constructivism describes
meaningful learning as an active process in which the learner makes connections with what is
already in his/her mind, as opposed to the educator stamping facts onto a blank page (passive
mind). Educators mediate (help along) active learning by giving students activities in which they
must think in order to make meaning. Socio-constructivism emphasises that learning is not
simply a one-to-one process (educator to student), but that we can learn in groups and as a
social process. In fact, we learn from the moment of birth, without even knowing it, just by
being part of a society. Some of this learning has resulted in values, views and practices that we
are starting to see as problematic, and Environmental Education is also about becoming
conscious of how we have formed these views and values. We may need to un-learn practices
that are harming the planet and its residents (Wals and Heyman, 2004:123-145).
− O’Donoghue and Opie also point out that the younger the students, the more the teacher’s
attention is on introducing them to the world and what is already known (induction into
society). Environmental Education should therefore already start in the Foundation Phase. As
students get older, we start to put more emphasis on helping them to think critically about
common, deep-seated social practices, and to reflect on how we could do things differently. We
could call this latter process change-oriented learning.

Study Unit 2
Learning outcomes:
− Explain the concept of sustainable development and Education for Sustainable Development
− Synthesise how you plan to reoriente education for a sustainable future
− Develop and justify your own motivation to live more sustainably;
− Explain the importance of the Sustainable Development Goals;
− Motivate on which Sustainable Development Goals need to be focussed in education
− Discuss the importance and implementation of an Environmental Management
− System for sustainable development in a school
What is environmental education

− Environmental education is a process that allows learners to
✓ Become aware of the environment
 how do become aware??
o Acknowledging
o Observing
o Reporting
✓ Explore environmental issues
 Biophysical
 Economical
 Social
✓ Engage in problem solving
 action vs proactive
✓ take action to improve the environment
 proposed solution i.e. sustainability vs unsustainability
The concept of sustainability

Definition
− Sustainability means to keep on doing something without compromising future generations to
keep on doing the same thing
what is sustainability and how is it justified

− What are we trying to sustain?
− Obviously, not everything that is sustainable is worth sustaining!!!
what makes some things worth sustaining and others not?

− Different answers have been given by different groups that reflect their own interests.
How are we to judge among competing interests?

− To answer these questions, we will argue that sustainability is, at its heart, a matter of “ethics”.

Three pillars of sustainability according to Adams
− There has been an explosion of literature in which sustainability is the main concern and is used
to describe matters pertaining to technology, economic development, and approaches to
management in areas such as “sustainable business,” “sustainable technology,” “sustainable
agriculture,” “sustainable economics,” etc.
− Sustainability refers to a moral way of acting, and ideally habitual, in which the person or group
intends to avoid deleterious effects on the environmental, social, and economic domains, and
which is consistent with a harmonious relationship with those domains that is conducive to a
flourishing life
That introduce us to when development unsustainable

− When economic performance outweighs other considerations such as the environment.
− In 1987, the World Commission on Environment and Development declared that developments
is sustainable if it……….
✓ “meets the needs of the present, without compromising the ability of future generation
to meet their own needs”

Sustainable development continues
− Some conflicting views of sustainability but what is the standing consensus?
✓ Many definitions abound when talking about sustainable development
✓ Some fundamental aspects of sustainable development is that it is intergenerational
equity
✓ The overall goal of sustainable development (SD) is the long-term stability of the
economy and environment; this is only achievable through the integration and
acknowledgement of economic, environmental, and social concerns throughout the
decision making process.

− Read the section on sustainability in the study guide and formulate your own definition.
− It is important for all teachers to follow the principles of the National Curriculum Statement in
all school subjects.
− Environmental education for sustainability provides the opportunity to meet these principles
across subject disciplinary boundaries by addressing real life situations that makes sense to the
learner
− Please read the statement carefully and make sure you adhere to it in your education
National curriculum statement grades R-12

− The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
− Identify and solve problems and make decisions using critical and creative thinking;
− Work effectively as individuals and with others as members of a team;
− Organize and manage themselves and their activities responsibly and effectively;
− Collect, analyze, organize and critically evaluate information;
− Communicate effectively using visual, symbolic and/or language skills in various modes;
− Use science and technology effectively and critically showing responsibility towards the
− environment and the health of others; and
− Demonstrate an understanding of the world as a set of related systems by recognizing that
problem solving contexts do not exist in isolation
Integrated sustainable development

− If further economic development is to be sustainable
− it cannot neglect biophysical constraints or be based on the destruction of natural resources
− it cannot succeed without the parallel development of human resources (social component)
− it will require transformation of the existing industrial base and the development and diffusion
of more Earth-friendly technologies (economic component).
Sustainable Development Goals (SDG).

− Please ensure that you are familiar with the origins and objectives of the United Nations (UN)
Sustainable Development Goals (SDG).
2030 agenda for sustainable development

− The 2030 Agenda for Sustainable Development in 2015, and of its 17 Sustainable Development
Goals (SDGs) called for a broader holistic understanding of prosperity in its social and ecological
dimensions

A holistic approach to sustainability
− A contemporary, and tragic example of the necessity of a holistic approach to sustainability, is
that of the Covid-19 pandemic.
− Covid is not only a world wide medical condition but also resulted in conditions of poverty, food
security, nutrition, employment, as well as gender and racial equality (SDGs1, 2, 5, 8, 10). The
risks of the spreading of viruses are exemplified by habitats change and climate change (SDGs 13
and 15).
The 17 sustainable developmental goals

− The 17 Sustainable Development Goals have been adopted by all UN Member States.
− That’s great, but now what?
− Governments will be busy for the next 15 years working to achieve the goals, but that
− doesn’t mean all the work falls on them.
− The private sector, civil society organization and regular people can all help accelerate the
achievement of the SDGs.
− But sometimes it’s not that easy to know where to start.
− There are 17 goals after all, each one with different targets and indicators
Important goals for education

− Goal 4 Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all.
✓ "by 2030 ensure all learners acquire knowledge and skills needed to promote
sustainable development, including among others through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship, and appreciation of cultural
diversity and of culture’s contribution to sustainable development"
− Goal 12 Ensure sustainable consumption and production patterns
✓ "ensure that people everywhere have the relevant information and awareness for
sustainable development and lifestyles in harmony with nature" by 2030.
− Goal 13 Take urgent action to combat climate change and its impacts.
✓ “improve education, awareness raising and human and institutional capacity on climate
change mitigation, adaptation, impact reduction, and early warning” in order to help
combat climate change.
What can be done in schools regarding the SDGS

− The National Curriculum Statement state that learners must be able to demonstrate an
understanding of the world as a set of related systems by recognizing that problem solving
contexts do not exist in isolation
− Empowering your learners to offer solutions to local issues for a more sustainable society will
give them the confidence they need to apply the learnings in other situations in their lives.

Problem solving for sustainability
− As we are rapidly moving into a more interdependent world, we as educators should therefore
equip our learners to understand this growing interconnectedness of the world in order to
move towards a more sustainable future.
− To create a more sustainable school environment we must help our learners to use integrative
approaches that are capable of analyzing and elucidating the dynamic effects of
interdependencies.
− We must consider across subject disciplinary lines how the environment influences human life
and how humans affect the environment.
− To create a more sustainable school environment we must help our learners to use integrative
approaches that are capable of analyzing and elucidating the dynamic effects of
interdependencies.
− We must consider across subject disciplinary lines how the environment influences human life
and how humans affect the environment.
Interconnectedness
− From a biological perspective, everything is reliant upon something else for growth and survival.
− Humans need food, air, and water, and plants need carbon dioxide and sunlight.
− Every organism is dependent on something else, to survive
− Non- living objects are also reliant on other elements: a wooden table needs a tree to provide
wood, and a computer needs electricity distribution to power it.

Synthesis
− A learning outcome for this module is that you should be able to synthesize and plan how to
reorient education for a sustainable future.
What is meant by synthesis?

− Synthesis is about the ability to see interconnectedness, the relationships and the connections
that make up the dynamics of the whole.
− When elements come together to function as a whole the whole emergence as more important
than the smaller elements.
Causality
− Schools are dynamic systems and causality refers to how one element in the school results in
another thing in this dynamic and constantly evolving environment
− For example, if the school fees are not paid, it has implications for building maintenance, sport
and cultural activities and the educational programme.
Feedback loops
− Feedback loops refer to the constant and dynamic flows between the interconnected elements
of a system.
− The two main types of feedback loops are reinforcing and balancing.
− Example - high learner enrolment in a school can benefit the school’s financial situation but it
can be negative regarding the teacher-learner ratio in the classroom
− Feedback cannot influence the past but only the future: therefore feedback design must
consider those transformation processes that need to be adjusted to achieve desired objectives.

Visual system representation
− To represent a dynamic school environment, the technique of a visual system can be used to
understand the different elements which comprise the school.
Teacher’s role
− In such a representation there should be an indication of the interdependence of elements as
well as the positive and negative feedback links in the school system to understand the
relationships of the elements and how it can be acted upon to make the school a more
sustainable environment.
Education for sustainable development (ESD)

− Two different definitions were identified:
✓ ESD as a threefold approach to education based on questions concerning education
about, in and for the environment.
✓ ESD as an approach to education that includes three interrelated dimensions (economic,
social and biophysical)
Educating learners to act for change

− Analyze social issues in a critical way in order to understand environmental problems.

− Teaching for change involves children identifying a problem, learning more about it and, finally,
acting to solve it.
− ESD links facts about how the environment works, learn to view it in a critical way and, finally,
learn to act for change in the society where they live.
The concept of sustainable growth

− Sustaining growth countries needs to manage the natural life supporting basis very carefully so
that it can still replenish itself and provide the life sustaining goods that are needed
− Sustaining growth countries needs to manage the natural life supporting basis very carefully so
that it can still replenish itself and provide the life sustaining goods that are needed
Environmental management system for sustainable development

− The last outcome for the module is that as a future teacher you should be able to discuss the
importance and implementation of an Environmental Management System for Sustainable
Development in a School.
Whole School Approach

− A whole-school approach recognizes that all aspects of the school, as a community, can impact
upon the learner’s teaching, learning and wellbeing, and are linked.
Environmental Management System (EMS) for Sustainable Development (SD) in schools

− Study the model for an Environmental Management System developed by Dr De Sousa.
− Show how you plan to implement the OBS in your school.

Study Unit 3
Learning objectives
− Define and describe the concept “environment”
− Identify, describe each of the different dimensions of the “environment” and motivate each
dimension’s relation to the complex interaction of the whole and in the in local context
− Discuss how you will include Science, Environment, Society, Culture, and Economy into
environmental learning
− Investigate, identify, analyze and provide your opinion about where the concept “environment”
fits into the topics of the National Curriculum Statement’s (NCS) Curriculum and Assessment
Policy Statements (CAPS) for all subjects
− Explain how you will integrate environmental learning in your subject and phase
− List and describe the techniques and teaching and learning support materials (resources) for
Environmental Education
Introduction to environment
− Before understanding the concept of environment, it is important to relate it to how we
perceive the environment and how we act toward the world
− “There is a believe that the environment is important to us and an important part of who we
are”
− Most often when we talk about the environment, it is mostly connotated to the physical
environment
− N.B The concept of environment at first did not include the built–up surroundings.
− It was later included since both forms aspects of the global environment
− The natural environment refers to places and geographical features such as mountains, valleys,
oceans, environmental conditions such as temperature and rainfall, and flora and fauna.
− The built environment refers to the results of humans alteration of the natural environment
such as homes, cities communities, artificial dams, pollution of water, air and food
− As the term environmental education emerged during the late 1960s and early 1970s various
meanings were attached to the concepts’
✓ Education in the environment, Education about the environment, and Education for the
environment'
− Education for the environment seeks to address weaknesses of other approaches to
environmental education.
− It includes, neglect of controversial environmental issues, and the avoidance of values and
problem solving objectives and a widespread avoidance of environmental politics and the
political economy of resource use
− Thus current generations have to realize that the path to a sustainable environment requires a
balance between economic activities and the conservation of natural resources

So what then make up the physical environment?
− Natural environment
− Built environment (also known as the urban and built up surroundings)
There are three different orientation held by people concerning the environment and nature:
− “People as subjugated to nature, living at the mercy of powerful and uncompromising nature”
− “People as over nature, dominating, exploiting and controlling the environment”
− “People as an inherent part of nature like animals, tress and rivers trying to live in harmony with
the environment”
Definition and standpoint of ED

− was mostly used to refer to nature, or the biophysical elements of our surroundings
− Later the concept include urban and built surroundings
− An even broader view includes dimensions, such as the biophysical, economic and social
environments as defined at the World Summit for Sustainable Development (WSSD) in
Johannesburg in 2002
− The environment is not just nature.
− We live in a human (personal) environment.
− Our surroundings form part of our environment.
Different dimensions of the environment

The Biophysical dimension
− This dimension comprises all components of the so-called natural environment (animals, plants, soil,
climate) and as such it also includes humans.
The Economic dimension

− This dimension represents the acknowledged elements of economics, namely extraction/mining,
production, manufacturing and commerce.
The social dimension

− This dimension embraces the social institutions and patterns that both regulate and improve the
lives of individuals and societies.

The biophysical dimension The economic dimension The social dimension
− compromises all − represents the − embraces the social
components of the natural acknowledged elements of institutions and patterns
environment (animals, economics, namely that both regulate and
plants, soil and climate) and extraction/ mining call mom improve the lives of
it also includes humans production, manufacturing individuals and societies
− a healthy biophysical and commerce − demographic tendencies,
environment is crucial to − this encompasses the goods education and training,
human survival and health and services provided by the national and international
− the earth support systems biophysical environment conflict, religious
such as water, air and soil that not only makes an institutions, living patterns,
− the earth, including all her economic possible, but also health and recreational
life systems, provides the maintains it institutions, cultural
raw materials as resources − the carrying and generative institutions and traditions
for human activity capacity of the biophysical are important elements of
− unfortunately, the human environment, IE the the social environment
species is the only species on maximum level and with − in terms of their influence on
earth that produces a large natural resources and the environment, each of
component of redundant services can be provided, these societal elements is in
waste, some of which is toxic and the capacity of the continuous interaction with
that cannot be used as either biophysical environment to other environmental
a resource or as food for neutralize economic waste dimensions
other species products, should be
− whatever effects anything in considered and accounted
the biophysical dimension for in all economic activities
will ultimately affect us as − in the network of economic
humans institutions (global village)
− the biophysical environment the global economies,
should not be perceived by multinational corporations,
humans as a competing international trade
interest for interest agreements and
− it represents the playing field international commissions
on which all other interests operate within institutional
intersect frameworks that have
resource sustainability as
one theme amongst a
multiple of others
− consequently, national
governments alone are no
longer able to regulate the
activities of such institutions
to safeguard the interest of
the public
− the quest for sustainable
living requires an
international system that
fosters sustainable patterns

of production, consumption,
trade and finance
− in such a system, any drive
towards sustainable living
must accommodate,
amongst others,
multinational and global
institutions

Technological change
− Technological changes affect almost every part of our lives.
− Thanks to the advances in communication and computer science, nearly anything you can
imagine is only a few clicks away.
− Making a video call to your friends living overseas, for instance, or watching a movie with a
mobile device even when you are travelling is possible with the technology that we have today.
− Environmental change is usually defined as a change or disturbance of the environment most
often caused by human influences and natural ecological processes.
− Environmental issues - Problems that already exist
− Environmental risks – Problems that are likely to occur
Sustainable living
− Sustainable living is only possible if there is inter-generational equity; that is if there is equity
between current and future generations.
− Current generations have to realize that the path to a sustainable environment requires a
balance between economic activity and the conservation of natural resources.
− To put it in economic terms, for too long humankind has been living on its capital reserves
without giving any thought to the fact that it is rapidly destroying the natural systems that are
our principle source of income.
− Unless humans accept the challenge of ensuring that the benefits of economic endeavors are
channeled back into the environment, there will be no enquiry between their lives and those of
future generations.
− In short life it will not be sustainable.
Environmental education and why it should be taught in schools

− Students at these schools are taught about the environment, but why?
− To educate them with the awareness of the environment to reiterate that the environmental
education is an important means of sustainable development.
− Educating learners/student will enable the next generations to be educated with this awareness.
− Environment can be described as all the factors that affect the physical, biological, psychological,
social, economic and cultural life of an individual and society
− It is inevitable to educate the teachers who will give students environmental education
according to these purposes.
− It is therefore crucial that the acquisitions that are given in teacher education should be in
parallel with the acquisitions that will be given to the students at primary education.
Three different approaches about environmental education

− Environmental education encourages the physical and humane systems, and the mutual
interaction that should to be perceived and learned (also known as education for management
and control)
− The education through environment helps students acquire various skills and encourages the
interests and occupations where education is used as a source intended for learning through

student centred field trips (also known as education for environmental awareness and
interpretation)
− Environmental education has been built on the previous two approaches that help students to
gain environmental ethics encouraging students to be responsible for their own behaviours, and
that include the subjects based on knowledge (known as education for sustainability)
How to include all the component in environmental learning

− Students need to gain direct experience or at least see the real case about environmental.
− This itself will help students to begin to realize the importance of environmental sustainability
− Sustainable development in the education curriculum proposes that interdisciplinary teaching
and learning, as well as systems thinking must be followed by teachers
− When education for the environment is included in the curriculum its objective, is to share new
knowledge that will make humankind aware of environmental problems
− So educators must therefore endeavor to strive to indoctrinate and advocate their views on
learners.
− This is because environmental educators are sometimes perceived as change models
− And within the school milieu, environmental education should be a collective responsibility of
the entire school
Other models in Environmental learning

− Learning models that can aids in EE in schools according to Sukarjita (2015), by using the
MOTORIC Learning Model which stand for Motivation, Observation, Talking, Orientation,
Reinforcement, Implementation and Confirmation
− MOTORIC learning model is applied in the learning environment is based on three learning
approach which is environmentally approach, contextual learning and multimedia learning as
the application of technology in learning.
The MOTORIC learning model has seven components learning namely:

Motivation
− The teachers motivate their students in the learning process activity apperception appropriate
subject matter in the classroom environment will be discussed.
− At this stage the teacher motivates through questions or statements that provoke interest
students to feel interested in following the topic material that will be submitted by teachers.
− Phase motivation is actually very close to the next stage of the observation stage.
Observation
− The students make observations directly or indirectly related to environmental topics to be
discussed.
− Direct observation is the observation by directly observe to the environmental topics that will
discussed (outside the classroom).
− While the indirect observation is the observation can been done through the use of multimedia
that has been prepared in advance by the teacher.

Talking
− The students form groups and discuss appropriate discussion guide has been prepared teachers.
− Teachers act as facilitators for each group discussion.
− The result of the discussion then briefly presented by each group.
Orientation
− The teacher directed that the conclusion of the discussion groups according to subject matter
that is being discussed.
− In the orientation phase, the teacher’s role a bit more dominant than the students, the goal that
the conclusions made in strict accordance with the concept of the material covered during the
learning takes place.
Reinforcement
− Reinforcement is done primarily to provide teachers with the knowledge and the related
strengthening of environmental attitudes of student
Implementation
− The students implement what they have learned at the meeting in attitude in daily life and in
social life.
− This implementation is more geared to fostering positive attitudes of students in maintaining
and preserving the surrounding environment.
− At this stage, students implement the material in the life of the surrounding environment
through Attitude Implementation Guide (AIG) of environmental prepared by the teachers.
− Implementation of a positive attitude towards the environment can be done starting from a
small scope like cleanliness class, school yard to residence students.
Confirmation
− At the end of the activity, the teacher always reminds students to always be positive towards
environmental conservation efforts
So how can environmental learning be integrated in subjects

− Does the MOTORIC model have adaptable techniques in which environmental learning can be
included in the subjects and phase?
− How you can use the following during teaching & learning in ED to include in your subjects also
known as the three R’s
✓ What happens to our waste?
✓ Re-using (things that can be used again)
✓ Recycling (used things that can be made into something new)
✓ Reducing (using less)
✓ What cannot be recycled?
✓ Recycling at home and at school
✓ Making compost out of things that rot
✓ Re-using waste

Teaching and learning resource materials
− A teacher can plan a recycling survey to master the topic. Learners can be asked to analyze what
types of waste they can find in a schoolyard bin.
− Guide learners to sort waste into organic and inorganic waste.
− Start a worm farm.
− Do an experiment by burying plastic and a toilet roll in a flowerpot and dig them up after two
weeks.
− Science: Learners are taught why some materials are able to decompose and others not.
− Environment: Learners are taught to recycle today so that we minimize the pressure on landfills
in the future.
− Society and economy: Learners learn that by working together we can change people’s
behaviour and create jobs for a green economy
− Culture: Learners learn about how different cultures internationally recycle and reduce waste

Study Unit 4
Learning outcomes
− investigate, formulate descriptive definitions, and provide your own opinion about the following
critical environmental issues and concepts: social-ecological systems thinking, resilience of the
earth system, biodiversity, climate change, water security, food systems and food security,
energy efficiency and waste minimisation, the commons, fair trade, and green economy;
− argue the impact of humans on the environment, as well as the environmental crisis in which
humans find themselves;
− discuss the relationships and interactions between different environmental issues; and
− critically reflect on the environmental problems associated with humankind’s misuse and
mismanagement of resources and provide innovative and theory-driven solutions for these
problems.
Introduction
− It is clear that the earth faces unprecedented critical environmental issues but some saliant
questions remain unanswered
− Currently, the situation of environment is very poor that could never be imagine by our ancestor
in previous time
− Is it proper to say these problems have been accentuated by evolving human population?
− Or natural causes have in part contributed this this circle we are trapped in?
− Some are of the opinion that, we have endlessly spoil our environment by using its resources in
very wrong way
So what is an environmental issue or problem

− An environmental problem occurs when there is a change in the quality or the quantity of the
environmental factor that directly or indirectly affect everything on earth
− “Environmental issues are defined as problems with the planet's system (air, water, soil etc.)
that have developed as a result of human interference or mistreatment of the planet.”
− As world population rises dramatically, it is becoming more inevitable that unless we find ways
of protecting our environment, we could be faced with a more serious environmental crisis…
What are some environmental issues we face nowadays?

− What we think of as environmental problems become more common and apparent with
industrialization and urbanization
− Irrefutably, our planet is slowly but surely dying, the ozone layer is depleting and global warming
has become more evident than ever, leading to drought, famine, floods, misery, and diseases
etc..
− Air pollution, poor management of its waste, growing water scarcity, falling ground water tables,
water pollution, waste disposal, desertification, endangered species, preservation and quality of

forest, biodiversity loss, and land/soil degradation, Global Climate change, pollution,
environmental degradation, Global Warming, Greenhouse effect, Acidification, Ozone depletion
Environmental issues can occur at three levels

− The most fundamental cause above all is the unconscious of people about the vital role of
environment in our life.
− Humans are the most severe culprit which occurs via local, regional and global.
− A look into local environmental issues
− The major local environmental issues are
✓ Pollution
✓ Waste Disposal
✓ Desertification
✓ Water Scarcity
✓ Endangered Species
Air pollution as local environment issue

− Pollution can be defined as an undesirable addition of constituents to water, land, or air which
adversely affect human life, species, living conditions and will deteriorate our resources.
− Pollution can be classified mainly into four categories- air pollution, water pollution, soil
pollution, noise pollution.
− Air pollution is refers to any physical, chemical and biological change in the air. It is the
contamination of air by harmful gases, dust and smoke which affect the plant, animals, and
human drastically.
− There is a certain percentage of gases present in the atmosphere
Some cause of air pollution

− Carbon monoxide (CO): (where does it come from? Class discussion!!!)
− Lead (Pb): it releases from metal refineries and other metal industries
− Nitrogen oxide: it releases in environment due to fuel combustion, wood burning. It's mainly
impact our lung, lung diseases leading to respiratory symptoms increases susceptibility to
respiratory infection
− Sulphur dioxide (SO ): it releases due to fuel combustion as well as natural occurrences like
volcanoes. It causes asthma and breathing difficulty
Waste as local environment issue

− The term waste is typically applied to solid waste, sewage, hazardous waste, and electronic
waste.
− Waste disposal, the collection, processing, and recycling or deposition of waste material of
human society.
− Waste is classified by source and composition.
− Waste materials are either liquid or solid in form, and their components may be either
hazardous or inert in their effects on health and environment.

− We used plastic bag, broken glass, obsolete cell phone, or used battery cells, they are all used
products that require appropriate disposal to limit their harm to the environment
Different types of waste in the environment

− Medical or clinical sources of wastes
− Agricultural sources of wastes
− Industrial sources of wastes
− Wastes from construction or demolition
Desertification as local environment issue

− Desertification is a type of land degradation in dry lands in which biological productivity is lost
due to natural processes or induced by human activities whereby fertile areas become
increasingly more arid.
− It is the spread of arid areas caused by a variety of factors, such as through climate change and
through the overexploitation of soil through human activity.
Causes of desertification?
− Climate change: climate change plays a huge role in desertification. As the days get warmer and
periods of drought become more frequent, desertification becomes more and more eminent.
Unless climate change is slowed down, huge areas of land will become desert.
− Excessive use of fertilizers and pesticides: The use of excessive amount of fertilizer and
pesticides to maximize to their crop yields in the short term often lead to significant damages
for the soil. In the long run, this may turn from arable into arid land over time and not suitable
for the farming.
− Deforestation: Wood extraction, and infrastructure expansion such as road building and
urbanization, then it contributing to problems related to desertification. Without the tree rest of
the biome cannot thrive.
− Overgrazing: If there are too many animals that that are overgrazing in certain spots it makes it
difficult for the plant grow back, which hunts the biome and make it loses its former green glory.
Water scarcity as local environment issue

− Water scarcity involves water crisis, water shortage, water deficit or water stress.
− Water scarcity can be due to physical water scarcity and economic water scarcity.
− Physical water scarcity refers to a situation where natural water resources are unable to meet a
region's demand while economic water scarcity is a results of poor water management
resources.
− Water scarcity is the lack of sufficient available water resources to meet the demands of water
usage within a region.
Causes of water scarcity

− Overuse of water
− Pollution of water
− Global warming

− Illegal dumping
Endangered species as local environment issue

− An endangered species can be define as species that is very likely to be extinct in near future.
− The number of endangered species has dramatically risen over time.
− As of 2020, there are 6,811 species that are considered to be critically endangered.
− If the number of endangered species is continuously increased we will loss many species in the
future.
− To prevent this, governments and other institutions all over the world try to save the
endangered species by measures by creating protected areas or forbidding hunting
Causes of endangered species

− Destruction of habitats
− Hunting
− Pollution
− Insufficient reproduction rate
− Disease
Regional and Global environmental issues

− Global Warming
− Ocean acidification
− Acid rain
− Ozone depletion
Global warming and climate change as environmental issue

− It is no doubt that the earth atmospheric temperature has increased drastically over the past
decades
− Many scientist have proven this by observing global atmospheric temperature and evidence
from melting glacier ice-caps, increase in sea level etc.
− The main cause is an increase in consumption of fossil fuel (but not limited to it alone) which in
turn causes a blanket of greenhouse gases in our atmosphere thereby trapping the out-going
solar radiation from escaping back into the atmosphere.
Why is climate change not widely accepted as a problem that affect humanity?
− Despite the progression and accumulation of empirical evidence, some people still remain
divided over the scientific consensus of climate change
− Cross a spectrum of concern and engagement and demonstrate the relationships that exist
among different political ideologies, cultural values, and policy preferences.
− The public tends to dismiss the presence or urgency of climate change in the absence of its
immediate and visible impacts.
− Individuals do not tend to be concerned about extreme weather events, in part because natural
disasters have always happened.

− As an array of socio-economic issues remain at the forefront of public policy, the absence of
immediate and visible climate change impacts may cause individuals to believe that the issue
lacks salience and relevance
Climate change
− It can be defined as any systematic shift in the long-term statistics of weather elements (such as
temperature, rainfall, or winds) sustained over several decades or longer.
− These changes can be caused by natural processes such as changes in solar emission or slow
changes in the earth’s orbital elements by natural internal processes of the climate system, such
as glaciations or by human activities (anthropogenic activities can also cause this changes)
− Therefore climate change is the outcome of global warming
− It should be noted that the distribution of land and water play a major role in determining
climatic conditions and weather patterns.
Do you believe climate change is real

− Scientists most often only consider the theoretical aspects like greenhouse gas (GHG) effects for
global warming which is only a secondary cause.
− The primary cause is the disposal of waste from different industrial and domestic process thus
the primary and secondary causes are combinedly responsible for climate changes, indeed we
want to bring about a meaningful change.
Ocean acidification as environmental crisis

− Ocean acidification is the ongoing decrease in the pH of the Earth's oceans, caused by mthe
uptake of carbon dioxide (CO2)
− Carbon dioxide released from the burning of fossil fuels dissolves in seawater and produces
carbonic acid, and this lower the pH of the ocean water finally lead to ocean acidification.
Causes of ocean acidification

− Lack of eco-friendly laws and regulations
− Waste disposal
− The burning of fossil fuels
Acid rain as environmental crisis

− Acid rain, or acid deposition, is a broad term that includes any form of precipitation with acidic
components, such as sulfuric or nitric acid that fall to the ground from the atmosphere in wet or
dry forms.
− This can include rain, snow, fog, hail or even dust that is acidic.
− It can have harmful effects on plants, aquatic animals, and infrastructure
Causes of acid rain

− Although all bodies of water have acid in it, but the problem with acid rain is that too much
acidic chemical compounds such as sulfuric and nitric acid, formed when Sulfur Dioxide (SO2)
and Nitrogen Oxide(NOx) come into contact with water and oxygen in the atmosphere, lower
the normal PH of water

− Human based sources such as factories, power generations facilities, oil refineries and
automobiles are the primary contributors to chemical gases.
− Electricity generating power plants burn coal and other fossil fuels which are the biggest
contributors to gaseous emissions.
Ozone Depletion as environmental crisis

− Ozone layer depletion is the thinning of the ozone layer present in the upper atmosphere.
− This happens when the chlorine and bromine atoms in the atmosphere come in contact with
ozone and destroy the ozone molecules
− According to the World Meteorological Organization (WMO) says data from the US National
Aeronautics and Space Administration (NASA) shows the hole in the atmospheric layer that
guards the world against dangerous ultraviolet
− Ozone depletion is the main cause which leads to climate change or also called global warming.
Causes of ozone layer depletion

− Chlorofluorocarbons
− Natural Causes
Measure to address environmental problems

− Kyoto protocol and policies adopted to address environmental problem each year.
− The1970 Earth Day in United States and then the 1972 United Nation Conference on the Human
Environment in Stockholm helped turn “Environmental Quality” into a major international issue.
− The United Nation Conference on Environment and Development in Rio De Janeiro in 1992,
significant “Green Parties” had been formed in Europe and environmental problems were the
subject of citizen and governmental attention worldwide.
Must do task!
− As a teacher you must perform an audit on GLOBAL WATER QUALITY and its possible
implications for South Africa.
− These fluctuations are associated with climatic changes driven by anthropogenic activities at a
regional and global scale.
− You must learn how to teach and support future learners to understand this far reaching
problem as a learning topic, hence, to integrate Environmental Education for sustainable
development into teaching practice.
− Identify and explain some contributions of human activities to global and local water pollution
and scarcity and the implications for the natural environment.
− Identify a subject and topic in your phase where you can teach your learners about the
deteriorating water quality as a result of climate change and anthropogenic activities.
− In this way you will be integrating environmental education into the teaching and learning
activity

Question 1 of 20 0.0 Points
For Sustainable Development to be successful, which key systems must work together? Watter
sleutel sisteme moet saamwerk om volhoubare ontwikkeling te laat slaag? (2)
• A. Economic, Social, Environmental. / Ekonomies, Sosiaal, Omgewings.
• B. Economic, Environmental, Executive. / Ekonomies, Omgewings, Uitvoerend.
• C. Economic, Legislative, Environmental. / Ekonomies, Wetgewende, Omgewings.
• D. Economic, Social, Legislative, Environmental. / Ekonomies, Sosiaal,

Wetgewende, Omgewings.
Answer Key:A
Successful environmental education focuses on … Suksesvolle omgewingsopvoeding fokus op
... (2)
• A. teaching how society uses its environment. / onderrig oor hoe die samelewing sy
omgewing moet gebruik.
• B. preparing the next generation to have knowledge of their surroundings. / die

voorbereiding van die volgende generasie ten opsigte van kennis van hul omgewing.
• C. processes through education for sustainable development that promote critical

thinking, problem solving, and effective decision-making skills. / prosesse deur middel
van onderwys vir volhoubare ontwikkeling wat kritiese denke, probleemoplossing en
effektiewe besluitnemingsvaardighede bevorder.
• D. preparing the next generation to understand their surroundings. / die

voorbereiding van die volgende generasie om hul omgewing te verstaan.
Answer Key:C
Which ONE of the following DOES NOT form part of the aims of environmental education?
Watter EEN van die volgende vorm NIE 'n deel van die doelstellings van omgewingsopvoeding
nie? (2)
• A. Problem solving skills. / Probleemoplossingsvaardighede.
• B. Decision making skills, / Besluitnemingvaardighede.

• C. Knowledge and awareness. / Kennis en bewustheid.
• D. Service delivery. / Dienslewering.
Answer Key:D
To reduce the impact of climate change, schools need to … Om die impak van
klimaatsverandering te verminder, moet skole ... (2)
• A. promote adaptation and mitigation measures for learners that are in harmony with
nature. / aanpassings- en vermydingsmaatreëls te bevorder vir leerders wat in harmonie
met die natuur is.
• B. apply an environmental management system. / 'n omgewingsbestuurstelsel

toepas.
• C. teach about economic development. / onderrig oor ekonomiese ontwikkeling.
• D. A & B
Answer Key:D
Sustainable energy … Volhoubare energie ... (2)
• A. is a form of energy that meets today's demand of energy without the danger of
getting expired or depleted. / is 'n vorm van energie wat aan die vraag van vandag
voldoen, sonder die gevaar dat dit verval of uitgeput raak.
• B. can be used repeatedly. / kan herhaaldelik gebruik word.
• C. should be widely encouraged as it does not cause any harm to the environment
and is freely available. / moet wyd aangemoedig word, aangesien dit nie die omgewing
benadeel nie en vrylik beskikbaar is.
• D. All the above. / Al die bogenoemde.
Answer Key:D
Scholars with different environmental views often disagree about the seriousness of
environmental problems and what should be done about them. However, most scholars agree on
the current causes of environmental problems. Which ONE is FALSE about the causes of
environmental problems? Geleerdes met verskillende omgewingsbeskouings verskil dikwels oor
die erns van omgewingsprobleme en wat daaraan gedoen moet word. Die meeste geleerdes is
dit egter eens oor die huidige oorsake van omgewingsprobleme. Watter EEN is ONWAAR oor
die oorsake van omgewingsprobleme? (2)
• A. Failure to include environmental costs of goods and services in market prices. /

Versuim om die omgewingskoste van goedere en dienste in markpryse in te sluit.
• B. Wasteful and unsustainable resource use. / Afval en onvolhoubare

hulpbrongebruik.
• C. Uncontrolled population growth. / Onbeheerde bevolkingsgroei.
• D. Increased forest cover and greater use of agricultural cover crops to reduce the
amount of CO2 in the atmosphere. / Verhoogde bosbedekking en groter gebruik van
landboubedekkingsgewasse om die hoeveelheid CO2 in die atmosfeer te verminder.
Answer Key:D
It is necessary to adopt a … in environmental education teaching and learning because without
this the human mind would find it difficult to comprehend the way nature functions. Dit is nodig
om 'n ... in die onderrig en leer van omgewingsopvoeding aan te neem, want daarsonder sou die
menslike verstand dit moeilik vind om die manier waarop die natuur funksioneer, te begryp. (2)
• A. whole-school approach. / heelskoolbenadering.
• B. systems approach. / sisteembenadering.
• C. positive approach. / positiewe benadering.
• D. negative approach. / negatiewe benadering.
Answer Key:B
Education for social transformation … Onderwys vir sosiale transformasie ... (2)
• A. needs to be rooted in the local concrete reality of the learner if it is to have real
meaning and impact. / moet gewortel wees in die plaaslike konkrete werklikheid van die
leerder as dit 'n werklike betekenis en impak het.
• B. values, encourages, and supports learners to be problem solvers and action
takers in their own local environments. / waardeer, moedig leerders aan en ondersteun
hulle om probleemoplossers en aksienemers in hul eie plaaslike omgewings te wees.
• C. requires holistic and systems thinking and environmental management in a

school. / vereis holistiese en sisteme denke en omgewingsbestuur in 'n skool.
Answer Key:D
To implement a holistic and systems approach, it is important to understand what constitutes a
system. A system is … Om 'n holistiese en sisteem-benadering te implementeer, is dit belangrik
om te verstaan wat 'n sisteem vorm. 'n Sisteem is ... (2)
• A. made up of discrete elements that are interrelated. / saamgestel uit diskrete

elemente wat met mekaar verband hou.
• B. a regularly interacting group of items forming a unified whole. / 'n groep items wat
gereeld saamwerkend 'n geheel vorm.
• C. surrounded and influenced by its environment. / omring en beïnvloed deur die

omgewing.
Answer Key:D
The Global Action Programme (GAP) for Education for Sustainable Development ... / Die Globale
Aksieprogram (GAP) vir Opvoeding vir Volhoubare Ontwikkeling…(2)
• A. is a program that seeks to promote economic development. / is ‘n program wat

ekonomiese ontwikkeling wil bevorder.
• B. suggests that sustainability principles should be integrated into all school

subjects. / stel voor dat volhoubaarheidsbeginsels in alle skoolvakke geintegreer moet
word.
• C. suggests that global environmental education policy needs to be drafted. / stel

voor dat globale beleid oor omgewingsopvoeding opgestel moet word.
• D. is part of the Tbilisi statement. / is deel van die Tbilisi verklaring.

Answer Key:B
Systems thinking will encourage learners to … Sisteemdenke sal leerders aanmoedig om ... (2)
• A. critically evaluate the interaction between society and the natural environment. /
die interaksie tussen die samelewing en die natuurlike omgewing krities te evalueer.
• B. make informed decisions and take appropriate action towards living sustainably. /
ingeligte besluite neem en toepaslike stappe neem om volhoubaar te leef.
• C. A & B.
• D. Only B/ Slegs B.
Answer Key:C
With the understanding of synthesis in environmental education for sustainability, it is meant the
ability to... / Met die begrip sintese in omgewingsopvoeding vir volhoubaarheid word bedoel die
vermoë om…(2)
• A. see the relationships and the connections that make up the dynamics of the
whole. / die verhoudings en die verbindings wat die dinamika van die geheel uitmaak, te
sien.
• B. making deductions from a summary of information./ afleidings te maak uit

opsommende inligting.
• C. formulate suggestions. / voorstelle te formuleer.
• D. aksies te inisieer./ initiate actions.
Answer Key:A
Integrated sustainability teaching and learning entails … Geïntegreerde onderrig en leer oor
volhoubaarheid behels ... (2)
• A. interdisciplinary teaching and learning. / interdissiplinêre onderrig en leer.

• B. learning through examples of imaginary experiences in projects. / leer deur
voorbeelde van denkbeeldige ervarings in projekte.
• C. involvement of parents and communities. / betrokkenheid van ouers en

gemeenskappe.
• D. indoor teaching about outdoor environmental issues. / binnenshuise onderrig oor

buite-omgewingskwessies.
Answer Key:A
Development in the developed world in many instances… / Ontwikkeling in die ontwikkelde
wêreld het in baie gevalle... (2)
• A. have built wealth and prosperity for some, while increasing environmental
degradation and expanded unsustainable practices. / rykdom en voorspoed vir sommige
gebou, terwyl dit omgewingsagteruitgang verhoog word het en onvolhoubare praktyke
uitgebrei het.
• B. have built wealth and prosperity and increased environmental sustainability. / het
rykdom en voorspoed gebou en omgewingsvolhoubaarheid verhoog.
• C. contributed to increased consumption and growth for a more sustainable society.

/ het bygedra tot verhoogde verbruik en groei vir 'n meer volhoubare samelewing.
• D. promote growth and development to contributed to a more sustainable society. /

bevorder groei en ontwikkeling om tot 'n meer volhoubare samelewing by te dra.
Answer Key:A
Teaching about sustainable development includes … Onderrig oor volhoubare ontwikkeling sluit
in ... (2)
• A. citizenship education. / burgerskapsopvoeding.
• B. health education. / gesondheidsopvoeding.
• C. family education. / gesinsopvoeding.
• D. consumer education. / verbruikersopleiding.

Answer Key:A
Teaching for change in education for sustainable development involves learners … Onderrig vir
verandering in onderwys vir volhoubare ontwikkeling behels om leerders ... (2)
• A. identifying a problem. / ‘n problem te identifiseer.
• B. learning more about the problem. / meer oor die probleem te leer.
• C. acting to solve the problem. / op te tree om die probleem op te los.
Answer Key:D
Education for sustainable development links facts about how the environment works by …
Onderwys vir volhoubare ontwikkeling verbind feite oor hoe die omgewing werk deur ... (2)
• A. viewing the environment in a critical way. / die omgewing op 'n kritiese manier te
beskou.
• B. acting for change in a society where humanity lives. / op te tree vir verandering in
'n samelewing waar die mense leef.
• C. A & B.
• D. None of the above. / Nie een van die bogenoemde nie.
Answer Key:C
Environmental education for sustainable development ... Omgewingsopvoeding vir volhoubare
ontwikkeling …(2) moet slegs in die Verdere Onderwys en Opleiding fase van die skool
aangebied word.
• A. must also be presented in the Foundation Phase. / moet ook in die

Grondslagfase aangebied word.
• B. emphasizes economic development. / beklemtoon ekonomiese ontwikkeling.

• C. is a school subject in the Intermediate Phase. / is ‘n skoolvak in die Intermediêre
Fase.
• D. should only be offered in the Further Education and Training phase of the school.
/
Answer Key:A
Sustainable development means that… Volhoubare ontwikkeling beteken dat …(2)
• A. development must take place to bring about job creation. / ontwikkeling moet
plaasvind om werkskepping te bewerkstellig.
• B. the resources of the Earth should be best utilized. / die hulpbronne van die Aarde
ten beste benut moet word.
• C. development must take place year after year. / ontwikkeling voortdurend jaar na
jaar moet plaasvind.
• D. development must take place without depleting the resources of the Earth. /
ontwikkeling moet plaasvind sonder om die hulpbronne van die Aarde uit te put.
Answer Key:D
The Sustainable Development Goals of the United Nations… Die Volhoubare Ontwikkelings
Doelwitte van die Verenigde Volke …(2)
• A. are relevant for economic development. / is relevant vir ekonomiese ontwikkeling.
• B. promotes urbanization. / moedig verstedeliking aan.
• C. is set to promote agricultural development. / is gestel om landbou ontwikeling te

bevorder.
• D. contains cultural and religious goals. / bevat kulturele en religieuse doelwitte.
Answer Key:A
Read the example below and match the statements
Example of an unsustainable practice in a school
[example is adjusted from the work of student 31885780]
An unstainable practice at the school is where the principal complaints about the letter at school that is
every way on the school grounds. Bottles and other objects lay on the ground. The school looks dirty
and messy. The learners observe that in the classroom the bends always get full quickly, with many
bottles, paper and other things. The bends on the playground get full quite quickly that's the bins only
get cleared once a week
the principle asks the registered teachers to address the situation by having a classroom discussion
about the fact that the bins get so full during break and in clause. Ways in which the learners can lessen
the amount of litter in the school ground or discussed. For example, to recycle the waste, to place
multiple big bins at central locations on the school grounds that are close to the tuck-shop area for the
learners to sort their waste and have it recycle. Making waste bins colorful by allowing the learners to
paint on the bins in three different colors to indicate the different Benz for different items of trash as
discussed. Teaching the learners about their environments and how plastic, paper and other materials
are affecting the earth and the people and animals on it is discussed. Clearing the surrounding school
grounds of the waste will help animals not to eat it.
Learners can be taught to reuse and repurpose plastic bottles by rinsing their bottles and filling it up
with drinking water for the rest of the school day.
Tbilisi principle and the ESD for twenty 30s perversity action area 2
in the example above the Tbilisi principle that is mastered will allow learners to see the major
environmental issues that are local but also everywhere over the world, showing them that other
countries also have that same issue. By the learners discovering that waste is a major issue they will
focus on it more and make it a priority in their daily lives at school and at home. Learners will learn
about the environment in a way that will benefit the environment in years to come. the extra income
from the recycling could contribute to the schools feeding scheme for learners.

A. A school decision to plant a waterwise garden, managed by the learners in its environmental club, will
allow learners to propagate plants and learn skills through self-discovery
B. The principal can ask the learners to observe their school, home, neighborhood Old Town or city and
writes about how water is wasted. Ask learners to suggest how water wastage can be stopped
C. The school's collective decision to start recycling has the potential to start a movement in the town to
also start recycling
D. Learners could notice water wastage on the school grounds and water an audit on the consumption
of water at the school
E. Getting learners to think about littering differently, and the benefits that recycling and repurposing
hold, shows that ESD has the potential to teach learners actively and to think about how interrelated our
living environment is
F. The Tbilisi principle that addresses the principle.
G. None of the above
1. Tbilisi principle number 4
2. Unsustainable practices can be addressed in a positive way
3. teaching learners to become change agents
4. the schools values have the potential to make the town community more responsible and to reflect
the school's responsibility towards the environment
5. transformative learning
6. active individual learning
8. the schools example has the potential to get the town to migrate to using borehole water and gas
turbines
10. An example of a schools committed to quality education for sustainable development through
experiential learning

2. The 12 guiding principles for effective environmental education referred to as the bulgar charter of
environmental education
− true
− false
3. ECD 420 thirty priority action area two requires teachers to develop learners who are change agents
who take part in transformative action
− true
− false
4. short courses in environmental education for in-service teacher training through the fundraiser for
change teacher education program to enhance transformative environmental learning through
teacher education is one way that teachers are trained in South Africa to include environmental
education to strengthen the teaching of environmental concepts in schools
− true
− false
5. Enable practices that foundation phase learners will be able to identify include lettering, running
water taps when brushing teeth, intermediate and senior phase learners will be able to identify
leaking taps as wasteful consumption of water, pollution of air if wasted is burned at school, and in
the FET phase learners will be able to identify single use plastic, fossil fuel dependence and over
polluted cities
− true
− false
6. environmental education teachers learners to individually implement solutions to environmental

problems by learning how the natural environment functions for others to take action to solve their
environment
− true
− false

1. For environmental education the following NCS grades or to 12 principles is decisive
− constructivism teaching and learning

− subject specific teaching
− human rights, inclusivity, environmental and social justice
− environmental studies
2. Successful environmental education focuses on (toets)
− processes through education for sustainable development that promotes critical thinking,
problem solving, and effective decision making skills
− teaching how society uses its environmental resources
− preparing the next generation to have knowledge of their surroundings
− preparing the next generation to understand their surroundings
3. For sustainable development to be successful, which key systems must work together
− economic, legislative, biophysical

− economic, social, biophysical (toets: economic, social, environmental)
− economic, biophysical, executive
− economic, social, legislative, biophysical
4. To reduce the impact of climate change, schools need to (toets)
− apply a waste management system

− promote adaptation and mitigation measures for learners that are in harmony with nature
− teach about economic development
− control exploitation of resources
5. Sustainable energy (toets)
− should be widely encouraged as it does not cause any harm to the environment and is freely
available
− energy that can be converted from potential energy to kinetic energy
− is a form of energy that meets today's demands of energy without consideration of the next
generation
− is nonrenewable energy that can be used repeatedly
Angelic Steenkamp 076 416 3052 EDT 312

6. Scholars with different environmental views often disagree about the seriousness of environmental
problems. However, most scholars agree on the current causes of environmental problems. Which
one is false about the causes of environmental problems (toets)
− wasteful and unsustainable resource use

− increased forest cover and greater use of agricultural cover crops to reduce the amount of CO2
in the atmosphere
− failure to include environmental costs of goods and services in market prices
− uncontrolled population growth
7. It is necessary to adopt a ,,,, environment education teaching and learning because without this the
human mind would find it difficult to comprehend the way nature functions (toets)
− systems approach
− negative approach
− whole school approach
− positive approach
8. Education for social transformation (toets)
− encourages, political leaders to implement leadership on the global level to take action in their
own local environment
− requires economic transformation to create more employment
− needs to be rooted in the international economic policies if it is to have real meaning and impact
on local level
− requires holistic and systems thinking and environmental management in a school
9. To implement a holistic and systems approach, it is important to understand what constitutes a

system. A system is..
− regularly independent group of items forming a unified whole (interacting)

− surrounded and influenced by the economic environment
− functional unit through the interaction between the parts of the system, and the dynamics
that those interactions produce
− made up of discrete elements that are independent (interrelated)
10. The global action program (GAP) for education for sustainable development (toets) 1
− is part of the Tbilisi statement

− is a program that seeks to promote economic development
− suggests that sustainability principles should be integrated into all school subjects
− suggests that global environmental education policy needs to be drafted

11. Systems thinking in environmental education will encourage learners to (toets) (onseker oor
antwoord)
− critically evaluates the interaction between society and the economic environment
− critically evaluates the interaction between society and the biophysical environment
− develop entrepreneurs that can benefit from economic opportunities
− make informed decisions and take appropriate action towards improving lifestyles of the
citizens
12. With the understanding of synthesis in environmental education for sustainability, it is meant the
ability to (toets)
− initiate actions
− formulate suggestions
− making deductions from a summary of information
− see the relationship and the connections that make up the dynamics of the whole
13. Integrated sustainability teaching and learning entails (toets)
− learning through examples of imaginary experiences in projects

− involvement of parents and communities
− interdisciplinary teaching and learning
− indoor teaching about outdoor environmental issues
14. Development in the developed world in many instances (toets)
− contributed to increased consumption and growth for a more sustainable society

− have built wealth and prosperity and increased environmental sustainability
− promote growth and development to contributed to a more sustainable society
− have built wealth and prosperity for some, while increasing environmental degradation and
expanded unsustainable practices
15. Teaching about sustainable development includes (toets)
− family education
− consumer education
− citizenship education
− health education
16. Education for sustainable development is holistic and transformational education which addresses
learning content and outcomes, pedagogy and the learning environment. It achieves its purpose by
transforming society
− false because it is not transformational

− entirely true

− entirely false
− true but it does not transform society
17. This dimension of the environment embraces the social institutions and patterns that both
regulates and improve the lives of individuals and societies
− social dimension
− cultural dimension
− biophysical dimension
− political dimension
18. Environmental education for sustainable development (toets) 1
− is a school subject in the intermediate phase

− should only be offered in the further education and training phase of the school
− emphasizes economic development
− must also be presented in the foundation phase
19. Sustainable development means that (toets) 1
− development must take place to bring about job creation

− development must take place after every year
− development must take place without depleting the resources of the earth
− the resources of the earth should be best utilized
20. The sustainable development goals of the United Nations (toets) 1
− are relevant for economic development

− contains cultural and religious goals
− is set to promote agricultural development
− promotes urbanization

1. The concept environment later included
− Economic surroundings
− Only rural surroundings
− Only urban surroundings
− Urban and built surroundings
2. The biophysical dimension does not comprises of
− Animals
− Plants
− Soil
− Production
3. Social dimension embraces the social intuitions and …. That both regulate and improve the lives of
individuals and societies
− Manufacturing
− Patterns
− Movements
− Commercialization
4. Environmental social justice issues that have effects on the environment are
− Biodiversity loss
− Corruption
− Climate change
− Pollution
5. Sustainable living is only possible if there is …. That is if there is equity between current ad future
generations
− Inter-generational equity
− Generational equity
− International equity
− Gender equity

6. Current generations have to realize that the path to sustainable environment requires a balance
between…. And the conservation of natural resources
− Social activity
− Political activity
− Economic activity
− Environmental activity
7. Sustainable development in the education curriculum …
− Is an international education policy

− Suggests that environmental education is presented as art
− Proposes that education should be seen as a means to alleviate human poverty
− Proposes that interdisciplinary teaching and learning, as well as systems thinking should be
followed by teachers.
8. The environment also comprises of other dimensions. Which of the following is not one of them?
− International dimension
− Context dimension
− Scientific- technological dimension
− Political-juridical dimension
9. Teaching children about the R’s include except one. Name the exception
− Recycle materials
− Remove resources
− Reuse resources
− Reduce waste
10. When education for the environment is included in the curriculum its objective to
− Share historical knowledge that will make humankind aware of environmental problems
− Share new knowledge that will make humankind aware of environmental problems
− Share relevant knowledge that will make humankind aware of environment problems
− Share new knowledge that will make humankind aware of environmental solutions
11. On the earth there are different life support systems which include
− Plant and animals’ habitats

− The oceans
− Water, soil and air
− The atmosphere

12. Environmental education and learning should (onseker oor antwoord)
− All of the above

− Cover attitudes and values in different subjects
− Cover knowledge about the environment
− Be Inter-disciplinary and holistically presented
13. Education for sustainable development is a comprehensive and transformative education that
tackles learning content and results, pedagogy, and the learning environment. It accomplishes its goal
through reforming society
− False, because it is not transformational

− Entirely false
− True. But it does not transform society
− Entirely true
14. Promoting ‘environmental education is’ is the
− Responsibility of the parents

− Responsibility of the natural science teachers
− Responsibility of the school principle
− Common responsibility of the entire school
15. In order to educate learners for responsible citizenship, educators must instill environmental
awareness in all school subjects by …. About the environment
− Sustainability
− Knowledge, skills and values lesson objectives
− Optional education
− Compulsory education
16. The following picture represent
− Radioactive symbol
− Compressed gas symbol
− Corrosive symbol
− Oxidizer symbol
17. To answer the question, refer to the diagram below. The illustration does not focus on just the
environment, as if humans are unimportant. Rather that that it … (onseker oor antwoord)
− Emphasis that plant and animal species are somewhat affected when things go wrong in their
environments
− Emphasizes that people are inseparable from, the environments in which they live and make
their living.

− Emphasizes that the earth’s atmosphere, cycles and ecosystems do not form the critical support
base for all life and all productive activity
− Emphasizes that people are somewhat affected when things go wrong in their environment
18. An environmental educator must strive to
− Provide learners with opportunities to learn about their world

− Indoctrinate and advocate our views on learners
− Form values and build skills needed to engage well with our world
− Change his/her lifestyle and practices and become role models
19. Teachers who promote environmental education face a problem in that they must
− Need to manage their subject and time better

− Need to improve their assessment practice
− Need to include experiential teaching and learning activities
− Need to know their subject and improve their teaching practice
20. For Environmental Education the following NCS/CAPS Grades R - 12 principle is decisive: (onseker
oor antwoord)
− Human rights, inclusivity, environmental and social justice

− Active and critical environmental learning
− Social environmental transformation
− Environmental progression
21. Which one of the following claims is the most accurate
− In most cases learning about the environment is inter-disciplinary (holistic)

− In the CAPS the environment needs to be covered in a specific subject
− In the CAPS the references to the environment are clearly spelt out in all the subjects
− The ‘environment’ is the responsibility of the environmental teachers
22. The South African Constitution’s Bill of rights declares unequivocally that
− There must be active and environmental learning

− Learning and teaching about the environment should focus on environmental knowledge
− The significance of indigenous environmental knowledge must be recognized
− People have the right to live in an environment that is not damaging to their health or quality
of life
23. How can you, as teacher, include environmental education into your classroom
− Join students on a journey to sustainability and respect for the earth

− Social arrangements (try to others to change)

− All of the above
− Social marketing (advertising ideas for the good of others)
24. Economic sustainability include the following aspects
− Growth
− Inaccessible
− Development
− Productivity

EDTM312
TOETS 1


Answer Key:A
... (2)



Answer Key:C
nie? (2)
Answer Key:D
met die natuur is.

toepas.
• D. A & B
Answer Key:D

Answer Key:D


hulpbrongebruik.
Answer Key:D
Answer Key:B


Answer Key:D


omgewing.
Answer Key:D


word.
Answer Key:B
• C. A & B.
Answer Key:C
vermoë om…(2)
sien.

Answer Key:A


gemeenskappe.

Answer Key:A
uitgebrei het.


Answer Key:A
in ... (2)

Answer Key:A
Answer Key:D
beskou.
• C. A & B.
Answer Key:C
aangebied word.

Fase.
/
Answer Key:A
Answer Key:D

bevorder.

Answer Key:A
TOETS 2


Answer Key:A
... (2)



Answer Key:C
nie? (2)
Answer Key:D
met die natuur is.

toepas.
• D. A & B
Answer Key:D
Answer Key:D


hulpbrongebruik.
Answer Key:D

Answer Key:B


Answer Key:D


omgewing.
Answer Key:D


word.

Answer Key:B
• C. A & B.
Answer Key:C
vermoë om…(2)
sien.


Answer Key:A


gemeenskappe.

Answer Key:A
uitgebrei het.


Answer Key:A
in ... (2)
Answer Key:A
Answer Key:D
beskou.
• C. A & B.
Answer Key:C
aangebied word.


Fase.
/
Answer Key:A
Answer Key:D

bevorder.
Answer Key:A
TOETS 3

'n Omgewing opvoeder moet daarna streef om ... / An environmental educator must strive to
…
• A. Gee vir leerders die geleentheid om te leer oor hul wêreld. / Provide learners
with opportunities to learn about their world.
• B. leerders te indoktrineer en ons standpunte te bevorder. / indoctrinate and

advocate our views on learners.
• C. sy / haar lewenstyl en gedrag te verander om rolmodelle te word. / Change

his/his lifestyle and practices and become role-models.
• D. waardes te vorm en vaardighede te bou wat nodig is vir goeie interaksie met
ons wêreld. / Form values and build skills needed to engage well with our world.

Education for sustainable development… / Onderwys vir volhoubare ontwikkeling… (2)
• A. proposes that education should be seen as a means to alleviate human poverty.

/ stel voor dat onderwys gesien moet word as 'n manier om menslike armoede te
verlig.
• B. Is a national education policy. / Is 'n nasionale onderwysbeleid
• C. proposes that interdisciplinary teaching and learning, as well as systems

thinking must be followed by teachers. / stel voor dat interdissiplinêre onderrig en
leer, sowel as stelseldenke, deur onderwysers gevolg moet word
• D. Suggests that environmental education is presented as art./ Stel voor dat

omgewingsopvoeding as kuns aangebied word

Education for the environment. Aims to… / Onderwys vir die omgewing. streef daarna om ...
(2)
• A. share social knowledge that will make humankind aware of environmental

solutions. / Sosiale kennis te deel wat die mensdom bewus sal maak van oplossings
vir die omgewing
• B. share historical knowledge that will make humankind aware of environmental

problems/ deel historiese kennis wat die mensdom bewus sal maak van
omgewingsprobleme
• C. share relevant knowledge that will make teachers aware of environmental

problems. / relevante kennis te deel wat onderwysers bewus sal maak van
omgewingsprobleme
• D. share new knowledge that will make humankind aware of environmental

problems. / deel nuwe kennis wat die mensdom bewus sal maak van
omgewingsprobleme
Gebruik die Figuur onder om die vraag te beantwoord. / Use the Figure below to answer the
question. UNESCO Figuur verteenwoordig 'n omgewing wat ... / Figure represents an
environment that ...
• A.
onbewus raak van hoe ons sienings en waardes gevorm het. / is about becoming
unconscious of how we have formed views and values.
• B.
erken en verken die verband tussen die gemeenskap, kulturele aktiwiteite, ekonomiese
aktiwiteite, en politieke besluitneming, asook die toestand van die
lewensondersteuning- stelsels van die aarde. / recognises and explores the links
between society, cultural activites, economic activites, and political decision-making,
as well as the state of the Earth’s life-support systems.
• C.
Plaas politiek bo alle ander aangeleenthede. / places politics above all other matters
• D.
ag interaksies as noodsaaklik vir menslike gebruik. / regards interactions as necessary
for human purposes.

For Environmental Education the following NCS/CAPS Grades R - 12 principle is decisive: /
Vir Omgewingsopvoeding is die volgende beginsel van die NKV/KABV Graad R – 12
deurslaggewend:
• A. Environmental progression / Omgewingsprogressie.
• B. Human rights, inclusivity, environmental and social justice / Mense regte,

inklusiwiteit, omgewings en sosiale geregtigheid.
• C. Social environmental transformation / Sosiale omgewings transformasie
• D. Active and critical environmental learning / Aktiewe en kritiese

omgewingsleer.

Learning and teaching about the environment should …/ Leer en onderrig oor die omgewing
moet ... (2)
• A. Be inter-disciplinary and holistically presented. / interdissiplinêr wees en

holisties aangebied word.
• B. Cover attitudes and values in different subjects / handel oor houdings en

waardes in verskillende vakke.
• C. Cover knowledge about the environment. / handel oor kennis van die
omgewing
• D. All of the above. / Al bogenoemde

To prepare learners for responsible citizenship teachers must create awareness about the
environment by building it into all the school subjects through … regarding the environment.
/ Om leerders vir verantwoordelike burgerskap voor te berei, moet onderwysers bewustheid
skep oor die omgewing deur dit in al die skoolvakke in te bou deur … ten opsigte van die
omgewing.
• A. compulsory education / verpligte onderwys
• B. knowledge, skills and values lesson objectives. / kennis, vaardighede en

waardes lesdoelwitte.
• C. sustainability / volhoubaarheid
• D. optional education / optionele onderwys

Which ONE of the following statements is correct? / Watter EEN van die volgende stellings
is korrek?
• A. In most cases learning about the environment is inter-disciplinary (holistic). /

In die meeste gevalle is leer oor die omgewing interdissiplinêr (holisties).
• B. In the NCS the environment needs to be covered in a specific subject. / In die

NKV moet die omgewing in 'n spesifieke vak gedek word.
• C. The ‘environment’ is the responsibility of the environmental teachers. / Die

'omgewing' is die verantwoordelikheid van die omgewingsonderwysers.
• D. In the NCS the references to the environment are clearly spelt out in all the
subjects. / In die NKV word die verwysings na die omgewing duidelik in al die vakke
uitgespel.

… embraces the social institutions and patterns that both regulate and improve the lives of
individuals and societies. / … omhels die sosiale instellings en patrone wat die lewens van
individue en samelewings reguleer en verbeter.
• A. Political dimension / Politieke dimensie
• B. Social dimension / Sosiale dimensie
• C. Environmental dimension / Omgewings dimensie
• D. Scientific dimension / Wetenskaplike dimensie
Gebruik onderstaande Figuur om die vraag te beantwoord. / Use the Figure below to answer
the question. Die Figuur verteenwoordig 'n omgewing wat ... / The Figure represents an
environment that ...
• A.
onbewus raak van hoe ons sienings en waardes gevorm het. / is about becoming
unconscious of how we have formed views and values.
• B.
Plaas politiek bo alle ander aangeleenthede. / places politics above all other matters.
• C.
ag interaksies as noodsaaklik vir menslike gebruik. / regards interactions as necessary
for human purposes.
• D.
erken en verken die verband tussen die gemeenskap, kulturele aktiwiteite, ekonomiese
aktiwiteite, en politieke besluitneming, asook die toestand van die
lewensondersteuning- stelsels van die aarde. / recognises and explores the links
between society, cultural activites, economic activites, and political decision-making,
as well as the state of the Earth’s life-support systems.

The Bill of Rights of the South African Constitution clearly states that / Die Handves van
Menseregte in die Grondwet stel dit duidelik dat …
• A. learning and teaching about the environment should deal with knowledge
about the environment. / leer en onderrig oor die omgewing behoort te gaan oor
kennis van die omgewing.
• B. active and critical environmental learning must take place. / dat aktiewe en
kritiese omgewingsleer moet plaasvind.
• C. citizens have the right to an environment that will not be harmful to their
health and quality of life. / burgers die reg het op ‘n omgewing wat nie skadelik is vir
sy gesondheid of kwaliteit van lewe is nie.
• D. indigenous environmental knowledge must be valued. / inheemse

omgewingskennis waardeer moet word.

Die omgewing .../ The ‘environment’ …
• A. is alles (abioties en bioties) om ons, insluitend die kulturele, politieke,

wetenskaplike-tegnologiese en persoonlike kontekste. / is everything (abiotic and
biotic) around us including the cultural, political, scientific-technological, and
personal contexts.
• B. is die natuurlike wêreld. / is the natural world.
• C. verwys na die biotiese omgewing en sluit alle biotiese faktore in soos plante,
diere, mikroörganismes. / refers to the biotic environment and includes all biotic
factors like plants, animals, micro-organisms.
• D. verwys na alle abiotiese faktore soos temperatuur, lig, reënval, grond,

minerale. / refers to all abiotic factors like temperature, light, rainfall, soil, minerals.

Die ekonomiese dimensie ... / The economic dimension...
• A. Bestaan uit goedere en dienste voorsien deur die biofisiese omgewing. /

Consists of goods and services provided by the biophysical environment.
• B. Is nie deel van die konsep “omgewing” nie. / Is not part of the concept
“environment”.
• C. Is die kern van die konsep “omgewing”. / Is the core of the concept
“environment”.
• D. Behels politieke regulering van hulpbronne. / involves political regulation of

resources.

Die uitdaging vir onderwysers wat omgewingsonderwys implementeer is dat hulle.../ The
challenge for teachers who implement environmental education is that they…
• A. hulle vakgebied moet ken, hulle onderrigpraktyk moet verbeter en hulle

assesseringspraktyk moet verbeter. / need to know their subject and improve their
teaching practice.
• B. ervaringsonderrig- en leeraktiwiteite moet insluit. / need to include

experiential teaching and learning activities.
• C. hulle vak en tyd beter moet bestuur. / need to manage their subject and time
better.
• D. hulle assesseringspraktyk moet verbeter. / need to improve their assessment

practice.

Education for Sustainable Development is holistic and transformational education which
addresses learning content and outcomes, pedagogy and the learning environment. It achieves
its purpose by transforming society. / Onderwys vir volhoubare ontwikkeling is 'n holistiese
en transformerende onderrig wat aandag gee aan leerinhoud en -uitkomste, pedagogie en die
leeromgewing. Dit bereik sy doel deur die samelewing te transformeer. (2)
• A. True, but is does not transform society. / Waar, maar dit transformeer nie die
samelewing nie
• B. Entirely false. / Heeltemaal onwaar
• C. False, because it is not transformational. / Onwaar, want dit is nie

transformerend nie.
• D. Entirely true. Heeltemaal waar

This dimension of the environment comprises all components of the so-called natural
environment. / Hierdie dimensie van die omgewing bestaan uit alle komponente van die
sogenaamde natuurlike omgewing. (2)
• A. Social environment / Sosiale omgewing
• B. Biophysical environment/ Biofisiese omgewing
• C. Technological environment/ Tegnologiese omgewing
• D. Economic environment / Ekonomiese omgewing

The implementation of 'environmental education' is the …/ Die implementering van
'omgewingsopvoeding' is die ... (2)
• A. responsibility of the natural science teachers. / verantwoordelikheid van die

natuurwetenskaponderwysers.
• B. common responsibility of the entire school. / gemeenskaplike

verantwoordelikheid van die hele skool.
• C. responsibility of the school principal. / verantwoordelikheid van die skoolhoof
• D. responsibility of the parents. / verantwoordelikheid van die ouers.

By means of which education processes can you as a teacher take on environmental
education? Deur middel van watter onderwysprosesse kan u as onderwyser
omgewingsopvoeding aanneem? (2)
• A. Promote ideas for the good of learners in their community (social marketing)./
Bevorder idees tot voordeel van leerders in hulle gemeenskappe (sosiale bemarking).
• B. Join students on a journey to sustainability and respect for the earth through
teaching and learning activities. / Kom saam met studente op reis na volhoubaarheid
en respek vir die aarde dmv onderrig en leer aktiwiteite.
• C. All of the above. / Al bogenoemde
• D. Try to get learners to change (social arrangements). / Probeer om leerders te

verander (sosiale reëlings)

The life support systems of the Earth refer to … / Die lewensonderhoudende sisteme van die
Aarde verwys na ...
• A. water, soil and air. / water, grond en lug.
• B. the oceans. / die oseane.
• C. plant and animals’ habitats. / plante en diere se habitats.

• D. the atmosphere. / die atmosfeer.

Sosio-ekologiese interaksies verwys na .../ Socio-ecological interactions refers to... economic
dimension
• A. Die interafhanklikheid tussen die natuur en mense. / The interdependence

between nature and people.
• B. Die natuur en sy natuurlike stelsels. / Nature and its natural systems.
• C. Hoe mense met die ekonomiese dimensie omgaan. / How people interact with
the
• D. Die wisselwerking tussen die politieke, sosiale, biofisiese en ekonomiese

dimensies van die omgewing. / The interaction between the political, social,
biophysical and economic dimensions of the environment.
TOETS 4
Die bogenoemde lesbeplanningsvoorbeeld is vir

leerders, enige Huistaal aangepas vir alle fases.
/ The above lesson planning example is for any
Home language learners for any phase.

Watter tipe assessering sou die mees geskikte wees in die inleidingsfase? / Which type of
assessment should be the best for the introductory phase? (2)
• A. Basislyn / Baseline
• B. Diagnosties / Diagnostic
• C. Formatiewe / Formative
• D. Summatiewe / Summative
Rationale:
Gee ‘n voorbeeld van ervaringsleer uit les 1: / Give an example of experiential learning from
lesson 1. (2)
• A. Wanneer leerders die lugkwaliteit toets. / When learners test the air quality.
• B. Wanneer leerders ‘n opstel skryf. / When learners write an essay.
• C. Wanneer leerders ‘n veld-ekskursie onderneem om verskillende rotslae te

bestudeer. / When learners undertake a field excursion to study different rock layers.
• D. Geen / None
Rationale:

Hoekom is assessering belangrik vir elke fase van ‘n les? / Why is assessment important for
each phase of the lesson? (2)
• A. Om onderwysers te help om hul aktiwiteite te beplan. / To help teachers to

plan their activities.
• B. Behoort leerders te help om hul eie prestasie te evalueer en hul eie doelwitte te
stel om leer te bevorder. / It should assist learners in evaluating their own
performance and to help them to set personal goals to advance learning.
• C. Is ‘n aanduiding van leerders se prestasie. / It is an indication of the learners’

achievement.
• D. Behoort te verseker dat leerders kennis kan integreer. / It should ensure that
learners can integrate knowledge.
Rationale:

Watter van die volgende is onderrig- en leerstrategieë? / Which of the following is teaching
and learning strategies? (2)
• A. Probleemoplossing /Problemsolving
• B. Storievertelling / Storytelling
• C. Rolspel / Roleplay
• D. Debatte / Debate
Rationale:

Hoe word omgewingsopvoeding geïntegreer in diè bogenoemde les? / How is environmental
education integrated in the above lesson? (2)
• A. Skryf ‘n brief aan munisipaliteit oor waterbesoedeling / Writing a letter to the

municipality about water pollution
• B. Besoedeling / Pollution
• C. Optel van rommel in strate / Picking up of rubbish in streets
• D. Bewusmaking van waterbesoedeling / Awareness of water pollution
Rationale:

Kies ‘n voorbeeld van hoe ‘n inleidingsfase kreatief kan wees: / Choose an example of how
an introductory phase can be creative: (2)
• A. Kondig die lesdoelwitte aan / Announces the lesson objectives
• B. Vertel die leerders wat gaan gebeur gedurende die les / Brief the learners
about what will happens during the lesson
• C. Deel werkboeke uit / Hand out workbooks
• D. Wys ‘n video / Show a video
Rationale:
Wanneer word basislynassessering gewoonlik gedoen? / When is baseline assessment usually
done? (2)
• A. Aan die begin van ‘n les / At the beginning of a lesson
• B. Aan die einde van die les om te bepaal of die les suksesvol was of nie / At the
end of the lesson to determine if the lesson was successful or not
• C. Deurgaans om die vordering van die leerders te bepaal / Continuously to

determine the progress
• D. Wanneer die onderwyser nie seker is of die leerders die werk verstaan nie /
When the teacher is not sure whether the learners understand the work
Rationale:
Part 2 of 2 - Lesson 2_Les 2 / 16.0 Points

Die bogenoemde les 2 is vir die vak Natuurwetenskappe en Tegnologie (Graad
6) of Lewensvaardighede Graad 3, leerders. / The above lesson 2 is for the
subject Natural Sciences and Technology (Grade 6) or Life Skills Grade
3 learners.
For Foundation phase the lesson can be adapted to deal with Life Skills Beginning Knowledge-specifically Social
science concepts: conservation, cause and effect. / Vir Grondslag fase kan die les aangepas word om met
Lewensvaardighede Aanvangskennis spesifiek Sosiale Wetenskap konsepte: bewaring; oorsaak en gevolg aan te
spreek.
For Foundation phase the lesson topic is Rights and responsibilities - - In the environment
The teaching strategy is cooperative learning. I will talk in class and ask questions, but learners need to talk to
each other in groups and exchange facts and have a nice chat about the topic and the environment.
The assignment will consist of 5 questions.
1. What is water pollution?
2. What rubbish will be found in water?
3. How can we try to control it?
4. Are the sea and marine animals also affected?
5. Does water pollution affect us as human beings, and how?
Vir Grondslag fase is die lesonderwerp Regte en verantwoordelikhede – in die omgewing
Die onderrigstrategie is kooperatiewe leer. Ek sal in die klas praat en vrae vra, maar leerders moet met mekaar
gesels in groepe en feite uitruil en lekker gesels oor die onderwerp en die omgewing.
Die werksopdrag sal bestaan uit 5 vrae.
1. Wat is waterbesoedeling?
2. Watter rommel sal in water gevind word?
3. Hoe kan ons dit probeer beheer?
4. Word die see en seediere ook aangeraak?
5. Beïnvloed waterbesoedeling ons as mens, en hoe?

Hoe kan inheemse kennis bydra tot die volhoubaarheidskonsep? / How can indigenous
knowledge contribute to the sustainability concept? (2)
• A. om in harmonie met die omgewing te leef en hulle kollektiewe geskiedenis en

tradisies, waardes en kulture te respekteer. / to live in harmony with the environment
and to respect their collective history and traditions, values and cultures.
• B. om tradisionele kennis op te doen, gegrond op leerders se kollektiewe

geskiedenis en tradisies, waardes en kulture. / to acquire traditional knowledge, based
on learner’s collective history and traditions, values and cultures.
• C. om grondliggende kennis en begrip van hul eie lewens op te doen, gegrond op

hulle kollektiewe geskiedenis en tradisies, waardes en kulture. / to acquire basic
knowledge and understanding of their own lives, based on their collective history and
traditions, values and cultures.
• D. om grondliggende kennis en begrip van hulle lewens op te doen, gegrond op

hulle kollektiewe geskiedenis en tradisies, waardes en kulture om nie die natuurlike
hulpbronne vir hulle oorlewing en samesyn in hulle plaaslike omgewing uit te buit
nie. / to acquire basic knowledge and understanding of their lives, based on their
collective history and traditions, values and cultures not to over-exploit the natural
resources for their survival and co-habitation in their local environment.
Rationale:

Omgewingsopvoeding vind plaas as … / Environmental education takes place when … (2)
• A. kurrikulumgebaseerde omgewingsonderrig- en -leerinisiatiewe in

heelskoolontwikkelingsplanne geïntegreer word. / curriculum-based environmental
teaching and learning initiatives are integrated into whole-school development plans.
• B. onderwysers leerders ignoreer wat rommel strooi. / teachers ignore learners

who litter.
• C. a, b, en c is korrek. / a, b and c is correct.
• D. omgewingsaktiwiteite by die gemeenskap se jaarplanne geïntegreer word. /

environmental activities are integrated into the community’s annual plans.
Rationale:

Die opdrag in die aanbiedingsfase: ‘Ontwerp ‘n breinkaart…’ is ‘n voorbeeld van ‘n … orde
kognitiewe denkvlak van Bloom se taksonomie. / The assignment in the presentation phase:
‘Design a mind map…’ is an example of a … order cognitive thinking level of Bloom ’s
taxonomy. (2)
• A. hoë / higher
• B. geen / none
• C. middel / middle
• D. lae / lower
Rationale:

Kolb se vier stadiums van intellektuele ontwikkeling in die regte volgorde is: / The correct
order of Kolb’ four stages of intellectual development are: (2)
• A. konkrete ervaring; reflektiewe waarneming; abstrakte konseptualisering;
aktiewe eksperimentering. / concrete experience; reflective observation; abstract
conceptualising; active experimentation.
• B. konkrete ervaring; reflektiewe waarneming; konseptualisering; aktiewe

eksperimentering. / concrete experience; reflective observation; conceptualising;
active experimentation.
• C. konkrete ervaring; waarneming; konseptualisering; eksperimentering. /

concrete experience; observation; conceptualising; experimentation.
• D. konkrete ervaring; waarneming; abstrakte konseptualisering;

eksperimentering. / concrete experience; observation; abstract conceptualising;
experimentation.
Rationale:

Hoekom is dit belangrik om assessering te doen in elke fase van jou les? / Why is it important
to do assessment in each phase of your lesson? (2)
• A. Om leerders te motiveer om te werk / To motivate learners to work
• B. Om baie werk vir die onderwyser te gee / To give the teacher a lot of work
• C. Om te bepaal of jou leerders die werk verstaan / To determine if the learners

understand the work
• D. Om te bepaal of jou les suksesvol was en al die lesdoelwitte bereik is / To

determine if the lesson was successful and the lesson objectives are reach
Rationale:

Watter kriteria sou die mees geskikte wees vir die assesseringsinstrument van die Graad 6
les? / Which criteria should be the most suitable for the assessment tool for the Grade 6
lesson? (2)
• A. oorsake; tipes besoedelingstowwe; oplossings. / causes; types of pollutants;

solutions.
• B. uitleg; inhoud; korrekte formaat / layout; content; correct format
• C. uitleg; tipes besoedelingstowwe; oplossings / layout; causes; types of

pollutants; solutions.
• D. kreatiwiteit; uitleg; tipes besoedelingstowwe; oplossings / creativity; layout;

causes; types of pollutants; solutions
Rationale:

In die inleidingsfase van les 2 is geen assesseringstipe gegee nie. Wat sal jy voorstel? / In the
introductory phase of lesson 2 there is no assessment type. What would you suggest? (2)
• A. Summatiewe Summative
• B. Formatiewe / Formative
• C. Diagnosties / Diagnostic
• D. Basislyn / Baseline
Rationale:

Watter analise is die mees korrekte vir ‘n verbeterde assesseringsplan in die inleidingsfase
van les 2? / Which analysis is most correct for an improved Assessment plan in the
introductory phase of lesson 2? (2)
• A. Formeel; diagnosties; leerders; vraag en antwoord metode; afmerklys /

Formal; diagnostic; learners; question and answer method; checklist
• B. Formeel; basislyn; portuur; werkkaart; memorandum / Formal; baseline; peer;

worksheet; memorandum
• C. Informeel; basislyn; portuur; vraag en antwoord metode; memorandum /

Informal; baseline; peer; question and answer method; memorandum
• D. Formeel; formatief; portuur; toets; memorandum / Formal; formative; peer;

test; memorandum
Rationale:

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EDTM 312

So what is the meaning of (EE)?

Angelic Steenkamp 076 413 3052 EDTM 312

Importance of environmental education

Guiding principles of environmental education

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Angelic Steenkamp 076 413 3052 EDTM 312

Formats and venue for EE

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Questions for discussion and reflection

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Angelic Steenkamp 076 413 3052 EDTM 312

Angelic Steenkamp 076 413 3052 EDTM 312

Angelic Steenkamp 076 413 3052 EDTM 312

Research in Environmental Education

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Angelic Steenkamp 076 413 3052 EDTM 312

The meaning and principles of Environmental Education: Theory and practice

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Angelic Steenkamp 076 413 3052 EDTM 312

What is environmental education

The concept of sustainability

what is sustainability and how is it justified

what makes some things worth sustaining and others not?

How are we to judge among competing interests?

Angelic Steenkamp 076 416 3052 EDTM 312

That introduce us to when development unsustainable

Angelic Steenkamp 076 416 3052 EDTM 312

Angelic Steenkamp 076 416 3052 EDTM 312

National curriculum statement grades R-12

Integrated sustainable development

Sustainable Development Goals (SDG).

2030 agenda for sustainable development

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The 17 sustainable developmental goals

Important goals for education

What can be done in schools regarding the SDGS

Angelic Steenkamp 076 416 3052 EDTM 312

Angelic Steenkamp 076 416 3052 EDTM 312

What is meant by synthesis?

Angelic Steenkamp 076 416 3052 EDTM 312

Education for sustainable development (ESD)

Educating learners to act for change

Angelic Steenkamp 076 416 3052 EDTM 312

The concept of sustainable growth

Environmental management system for sustainable development

Whole School Approach

Environmental Management System (EMS) for Sustainable Development (SD) in schools

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Angelic Steenkamp 076 416 3052 EDTM 312

Definition and standpoint of ED

Different dimensions of the environment

The Economic dimension

The social dimension

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Angelic Steenkamp 076 416 3052 EDTM 312

Environmental education and why it should be taught in schools

Three different approaches about environmental education