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NATIONAL ASSOCIATION FOR
ENVIRONMENTAL EDUCATION

Environmental Education
a statement of aims

Second Edition

Environmental Education

The National Association for Environmental Education is the associa­
tion of teachers, lecturers and others concerned with education and
the environment.
This document presents the policy of the National Association for
Environmental Education on the aims and content of environmental
education for the formal education service.

A STATEMENT OF AIMS FOR THE FORMAL EDUCATION SERVICE
The N.A.E.E. recognises the definition of Environmental Education originally written by
the International Union for Conservation of Nature at their Conference in Nevada,
September, 1970—

Environmental Education is the process of recognising values and clarifying con­
cepts in order to develop skills and attitudes necessary to understand and
appreciate the inter-relatedness among man, his culture and his biophysical
surroundings.
Environmental Education also entails practice in decision-making and self­
formulation of a code of behaviour about issues concerning environmental quality.
Throughout primary and secondary education, the human environment, both rural and
urban, should be regarded as a continuum from the wilderness, through the productive
countryside, small settlements and suburbs, to the heart of the inner city.

Guidelines have been set out in the Schools' Council Project Environment — Education
for the Environment-—Longman, London 1974, and more recently amplified in the
Department of Education and Science — Curriculum 11-16, supplementary papers —
HMSO, London 1979, and D.E.S. — Environmental Education: A Review — HMSO.
London 1981. Identified are three strands “Education FROM, ABOUT and FOR the
environment”. These are not mutually exclusive at any stage in formal education. The
establishment of an environmental ethic should parallel these processes

PRE-PRIMARY (TO 5)
Pre-primary school children are full of curiosity and a desire to explore their environ­
ment. They should have every opportunity to gain experience through contact with
basic materials, plants and animals. This contributes to their emotional and physical
well-being, to their understanding and language development.
PRIMARY (5-10)
At the primary stage environmental education is seen as involving pupils in personal
experience of the environment by direct exploration with all their senses, using the
school and its immediate surrounds and going further afield when necessary. Such
environments will involve both the living environment in small nature reserves, school
gardens or in the countryside and the built environment in streetwork. At this stage
emphasis should be placed on the development and deepening of concepts. Teachers
are expected to use these experiences to develop language in all its aspects,
numeracy, scientific methods of enquiry, aesthetic appreciation and creative expres­
sion as well as to encourage the development of value judgements and an environ­
mental ethnic. Children at this stage should be introduced to the statutory and accepted
codes of environmental behaviour.

It is not suggested that a specific subject should be established for this area of study
in primary schools but that environmental education should involve the children's total
learning. It is felt that it is important to keep in mind during this period of education
the sequential development of concepts whereby understanding is built on previous
experiences, and stress the need to build up basic vocabularies and skills which will
be needed in studies leading to an appreciation of variations and the ecological signifi­
cance of phenomena in the environment.

MIDDLE (9-13)
In the middle years a variety of transition situations exist for example primary/
secondary transfer at 11, or the provision of middle schools grouping together children
from 8-12 or from 9-13.
COMMUNITY HEALTH CELL

1

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Koramungala
Bangalore-560034
India

During the middle years it is hoped to see a move into deeper studies of the environ­
ment, initially in a non-fragmented framework based on observational situations and
developing according to the age and ability of the children by the end of this period
into accepted "subject" areas. Thus local history, geography, science, will all grow
from environmental experiences (as well as from other sources). So will specific
courses in environmental studies which deal in an equally structured way with their
particular syllabuses.
Such specialisation ought to occur later rather than earlier in this age range for most
pupils, and the establishment of an interim stage between the integrated approach of
primary education and the subject discipline structure of the upper secondary school
years is recommended. Thus "Environmental Studies” may appear as an "area of
study", at this stage, in a manner usually referred to as "integrated", covering spatial
and chronological understanding of the pattern of the human environment and leading
on to separate geography and history courses as well as to structured environmental
courses later. Such an area of study should maintain a wide and balanced approach
and the tendency to isolate science and scientific method should be resisted. While
appreciating the difficulties of achieving this ideal, during this stage all children should
have regular experience of working in the field (and street) locally and whenever
possible, in a residential situation in a contrasting environment. The focus at this stage
should be on the emerging patterns and inter-relationships of environmental features
on local and national scales, with an emphasis on conservation and the action of
man. As knowledge widens and skills grow there will be a rational need for organisa­
tion into recognised subject disciplines.

A list of suggested performance objectives to be attained by the time children reach
age 12 is given in Appendix A.
SECONDARY (13-19)

At the secondary/upper stage it is the practice for schools to offer options to pupils,
generally at the age of 14 (end of third year of secondary school). Variations exist
both in the numbers of subjects that are required to be taken and the degree
of guidance of choice that is offered.
The traditional subjects that are likely to contain clear environmental material dealing
with ecological inter-relationships are geography, history, science, rural studies and
geology. Wide variations exist, however, and some syllabuses may omit any study of
the essential inter-relationships of man and the biophysical world.

History may deal with local history in the surrounding area but is unlikely to involve
an understanding of the historical development of human population, society and tech­
nology, with the consequent effects on the environment. Other subjects may contain
specific environmental references—energy flow may appear in the physics or in the
chemistry syllabuses.
Environmentalists in schools should study such syllabuses and try to have environ­
mental information included in them wherever appropriate. They should also ensure
that within any such subject course reference is made to environmental effects and
causes outside the particular discipline.

In the present situation it appears unlikely, however, that all students at this stage
will be introduced in a sufficiently clear way to the major environmental concepts
either at an immediate local, a national or a planetary level, or that the vital under­
standing of the inter-relationship of so many factors across subject disciplines will be
sufficiently stressed.
All option lists should therefore include an option for an environmental studies or
environmental science course, to be available in parallel with existing subjects, both
at examination and non-examination levels.

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Such a course should, where appropriate, offer C.S.E. and 'O' level examinations, and
provide a foundation for later courses. It should follow a syllabus based on items
selected from the "Environmental education objectives for every secondary school
student" agreed at the I.U.C.N. International Conference at Zurich in December, 1971,
and listed in Appendix B. These objectives cover secondary education up to age 19 so
that syllabuses for fourth and fifth years (C.S.E. and ‘O' level) should not be expected
to cover the whole range.
Syllabuses already exist in the majority of boards and condensed versions of a
representative selection are available in the form of NAEE publications — see current
lists.
The importance is stressed of ensuring that all secondary school students continue
their environmental education towards the achievement of the suggested objectives
either through adequate syllabuses in traditional environmental subjects or through
specific courses in environmental studies.
Teachers should make full use of field study centres, urban study centres and museum
services to widen the horizons of their pupils and provide deeper experiences than
can be gained from their immediate locality in school based activity.

SIXTH FORM (16-19)
There is a particular need for sixth form environmental studies in order to provide,
for those entering a wide range of specialist careers in environmental science, tech­
nology or administration, a thorough understanding of the importance of the ecological
relationships that exist across the disciplines.

The provision of environmental studies/science courses for C.E.E., O/A or ‘A’ level
should be encouraged to provide for study in depth by sixth-formers at their various
levels.
Syllabuses for such courses should aim at achieving so far as possible the objectives
listed in Appendix B and in addition those concerning "Inter-relationships and evalua­
tion” listed in Appendix C.
Details of recognised sixth form examination syllabuses existing at present are con­
tained in the NAEE publication — Environmental Courses for G.C.E. 'O’, 'OA' and 'A'
level Examinations.
Throughout the whole of the secondary years the emphasis in environmental education
ought to remain firmly on field work and outdoor studies There are limitations on
how much time can be spent in the field, and such time should be used with careful
efficiency. Some concepts can be more readily explained in a classroom but require
to be based on outdoor experience for full understanding. When dealing with the
planetary scale, however, it is clearly impossible to use much field work although
students are now travelling at least to Europe much more generally than in the past.
At present television provides a useful secondary source of experience which should
be used as well as films and books.
The examination system should be used where appropriate to ensure that acceptable
academic standards in environmental education are maintained.

EDUCATION FOR THE ENVIRONMENT
In parallel with increasing environmental knowledge and skills throughout the whole
of a pupil’s school life there should be developed "education for the environment".
While teachers should take care to be objective in their approach, it may be appro­
priate to declare a commitment as education which does not lead to attitudes of con­
servation would have little purpose.
A list of objectives suggested for this aspect of environmental education is given in
Appendix D.
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TERTIARY EDUCATION

The NAEE recognises that the minority of students carrying on their education into
the tertiary stages are a most important group. Some colleges of further education have
initiated 'environmental' courses at 'A' level and have found that these contribute to the
educational potential of students in science, as well as in humanities and in sociology
courses.
As new proposals emerge for the further education and training of unemployed young
people the NAEE recognises the need for all such developments to contain an element
on environmental education which unequivocally relates to the individual’s personal
background and experiences.
A wide range of environmentally orientated courses exist in Colleges/lnstitutes of
Higher Education, Polytechnics and Universities; the NAEE supports the establishment
of such courses on two grounds. Firstly as important contributions to a cultural educa­
tion for graduates entering national life as decision makers and opinion formers.
Secondly as preparation for careers directly concerned with the environment such as
planning, environmental health, land management, architecture and construction.
amongst others. A full list of courses is available in the three NAEE publications —
Environmental Courses in Higher Education — Parts One, Two and Three
Teacher training for graduates in Environmental Studies or Environmental Science
Courses for post-graduate certificates in education for graduates in Environmental
Studies or Environmental Science should be made more freely available, as the lack
of such qualified teachers is causing difficulties in staffing courses in secondary
schools This is an urgent matter and pressure should continue for their establishment
at university schools of education, polytechnics and colleges of higher education.

INTRODUCTION TO APPENDICES
Appendices A, B, C and D represent performance objectives, not course content or
method of teaching. They are not syllabus outlines. That is to say they represent the
condition which we hope will be established in the pupil at the appropriate age level
in relation to information, skills and attitudes developed. Some will not be attained by
every pupil but they are considered not to be so idealistic or advanced that a propor­
tion of pupils from the full ability range might be expected to attain them to a large
degree.

APPENDIX A
Objectives in Environmental Education for Primary or Middle Schools (5-12)
AREA AND LOCATION

Experiences basic orientation within the local and national environments. Perceives
the earth as the home of man but shrinking in terms of time, distance and limits of
resources. Observes how man uses and influences the environment. Learns the use
to be made of local and world maps.

ATMOSPHERE AND COSMOS
Can describe and measure simple climatic factors in the local environment and appre­
ciates their significance for food production. Recognises the role of the atmosphere
in the life of the plants and animals. Can identify the major climatic and vegetative
patterns of the world.

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LANDFORMS, SOILS AND MINERALS

Knows that soil is dynamic: (a) it forms, (b) it contains living things and supports
plant growth, (c) it erodes or becomes less fertile. Can identify different soil types.
Sees the interaction between soil and living things. Understands that mineral resources
are limited. Can point out on a map the general arrangement of landforms in Britain
and the World.
PLANTS AND ANIMALS (BIOTA)

Knows from first-hand experience various kinds of plants and animals in their
own environment. Recognises inter-dependence among soil, atmosphere, plants
(producers) animals and man (consumers). Knows what is meant by the food chain.
Is aware of some endangered species and measures for their conservation, particu­
larly food species important to man.
WATER

Knows the necessity of water for life and its importance as a natural resource. Knows
the water cycle. Is aware of water pollution.

PEOPLE
Recognises the varieties and similarities among people. Knows how people live in and
use different environments. Knows of rural depopulation as a world-wide phenomenon.
Is aware of population growth and its relation to the quality of life.
SOCIAL ORGANISATION

Learns individual and group responsibility concerning environment. Uses environ­
mental experience to gain self-discipline. Recognises agencies working on environ­
mental problems and recognises international co-operation as a means of solving
world environmental problems.
ECONOMICS
Relates food, clothing and shelter needs to available resources in various societies
Recognises the organisation of resources into farming, forestry, fishing, mining, manu­
facturing, servicing, transportation and communication.
AESTHETICS, ETHICS, LITERACY, NUMERACY

Uses environmental experience to acquire basic skills. Builds a basic vocabulary of
environmental terms. Uses the visual arts and music to describe and interpret various
environments. Develops an appreciation of art and design factors in the built environ­
ment.
BUILT ENVIRONMENT

Recognises different buildings and functional areas in the locality (residential, shop­
ping. work places, leisure provision). Knows the main local services (police, fire
brigade, hospital).

ENERGY

Recognises manifestations of energy in various forms, and the control of energy by
man. Knows that energy arrives from the sun. Knows the origin of fossil fuels.
5

APPENDIX B
Environmental Education Objectives for every Secondary School student (based on
the International Union for the Conservation of Nature, Zurich Conference, 1971).
1.

PHYSICAL ENVIRONMENT

Planet Earth

Recognises the limits of the planet earth, its relation to the sun and moon.
Recognises the sun as the source of energy, understands in general terms the trans­
port of energy and radiation, insolation and absorption of energy by the earth.
Energy Flow

Understands how the ecosystem is maintained by a flow of energy.
Gains basic knowledge of different forms of energy in the ecosystems including air
and water movement.
Atmosphere, Climate and Meteorology

Can describe and measure climatic factors and the role of the atmosphere in relation
to plants and animals. Can identify and explain the major climatic patterns of the
world and relate these to vegetative patterns of the earth and economic activities of
man. Observes the climatic variations in a locality noting air pollution and its effects.
Lithosphere

Knows the earth’s crust is made up of rocks which weather into soils.
Recognises distribution limits of natural mineral resources (and energy resources)
and demonstrates their uneven distribution. Recognises common minerals and rocks.
Recognises time factor involved in the formation of non-renewable resources.
Landforms and Soils

Can identify different landforms.
Knows the processes of soil formation.
Recognises and explains origin and development of landforms.
Understands causes and effects of erosion and simple soil conservation measures.
Recognises main soil groups. Understands main soil nutrients and their replenishment.
Surface Water
Knows the necessity of water for life and its importance as a natural resource (partially
non-renewable).
Knows the hydrological cycle, and the various stages in the evolution of streams and
still water. Is familiar with the distribution of water on the earth.
Recognises the influence of water on the distribution of biological communities and
how distribution and balance can be disturbed by pollution. Appreciates man's
influence on the hydrological cycle.

6

Ocean

Recognises the distribution of land and sea water and elementary features of the sea
floor.
Knows basic characteristics of ocean circulation, waves and tides.
Understands basic air-sea interaction, energy exchanges, hydrologic cycle and thermo­
static influence.
Knows factors affecting the distribution of living organisms.
Knows major marine resources.
N.B. It is necessary to assume that the attainment of many of these environmental
education objectives will be in the context of a basic knowledge of chemistry,
mathematics (especially statistics), physics and physiology (the internal function­
ing of organisms).
2.

LIVING THINGS

General Ecology, Populations and Behaviour

Knows of and sees various plants and animals in their natural environment.
Recognises interdependences among soil, air, plants (producers), animals and man
(consumers).
Recognises the main types of biological communities and the influence of man upon
them, both directly and indirectly.
Identifies and explains a biological community in relation to its environment.
Understands the basic environmental significance of the processes of respiration and
photosynthesis.
Understands the significance of water relations and nutrients; recognises the effects
of plants on animals’ oxygen and food.
Understands the various nutrient cycles including those of nitrogen and carbon.
Recognises the existence of organisms in the soil.
Understands webs of dependence and the delicacy of the ecological balance.
Understands the main factors affecting the distribution of organisms including
competition.
Is aware of endangered species and their importance and of measures for their
conservation.
Understands and interprets simple dynamics of populations and knows how population
growth is controlled in nature.
Understands man’s reliance on the stable balance of natural systems.
3.

HUMAN ACTIVITIES

Social Organisations, Production Systems, Economics
Recognises ways in which people organise themselves.
Recognises variation and similarities in people—knows how they use different environ­
ments.
Relates food, clothing and shelter needs to available resources.
Recognises population movements and settlement patterns in relation to natural
resources.
Observes trends in urbanisation.
Observes patterns in organising economic and other resources with an emphasis on
their rational use (agriculture, mining, wilderness, transport, communications).
7

Cultural, Historical, Aesthetic Conditions

Builds a suitable vocabulary.
Understands classification.
Learns to express feelings in art, music, writing.
Develops a sense of historical values.
Recognises the evolution of human cultures such as language, communication and
religious ideas.
Applies aesthetic values in relation to other values in environmental situations.
Enjoys recreation in natural environments.
Recognises impact of technology on social structures.
Knows the history of settlement and land use.
Is aware of the leading personalities involved in the environmental field both past and
present.
Controls and Planning

Knows the local legislative controls. Understands the main political and other decision­
making processes.
Appreciates the criteria involved in land use decisions.
Recognises the main types of pollution, the principles of conservation and of the wise
use of resources.
Knows the main local, national and international agencies of conservation.
Contrasts the attitudes of stewardship and exploitation of natural resources.
Is aware of the roles of individuals, local, national and international organisations
working on environment problems.

APPENDIX C
Objectives for Secondary Education (16-19)

Inter-relationships and Evaluation
Appreciates the inter-relationship of factors in the total environment in such details as:
The effects of geological and climatic conditions on the patterns of land use.
The evolution of man’s role in altering his physical and biological environment.
Evaluates the variety of ways and the dynamic processes by which environments affect
personality developmentsand social organisation.
Evaluates man's effects on the process of degradation, erosion, depletion of resources,
pollution.
Supports planning and research on wise land use and resource management.
Interprets trends in population growth and distribution, analyses how these are related
to the quality of life.
Examines implications of social and economic plans designed to rationalise population
and resources.
Formulates means to ameliorate environmental conditions through personal involve­
ment.

8

Considers questions of ethnic and social diversity in relation to territory and resources.
e.g. colonialism and economic structures.
Evaluates social and environmental impacts of scientific technology.
Encourages constructive action in social and environmental matters.
Examines the environmental implications of various economic policies.
Evaluates renewable and non-renewable resources.
Is aware of the philosophy of obsolescence and its environmental implications.
Considers environmental problems in an ethical context.

APPENDIX D
Objectives In Education for the Environment to be attained by the Individual at the
appropriate level and in varying degrees throughout formal education.

AREA AND LOCATION

Supports planning and research on wise land use and landscape management.

ATMOSPHERE AND COSMOS
Supports the taking of care in decisions affecting the quality of the atmosphere.
LANDFORMS, SOILS AND MINERALS

Knows how man accelerates processes of degeneration and appreciates the need to
take steps to ameliorate these conditions whenever they come within his environment.
PLANTS AND ANIMALS

Acts so as to create and preserve conditions under which ecologically balanced
ecosystems can evolve in his local environment
WATER
Analyses and contributes to the decisions affecting the availability and quality of water.

PEOPLE
Accepts his personal responsibility in population determination, accepts people of
differing culture without prejudice, accepts his responsibility towards the conditions
of people in developing countries.
SOCIAL ORGANISATION

Is willing to play his part in alleviating environmental problems through laws, public
policy and active participation.
ECONOMICS

Is willing to work towards domestic and international solutions of environmental
problems related to nutrition, poverty, transportation, waste disposal, sources and dis­
tributions of energy resources.
AESTHETICS, ETHICS, LANGUAGE

Has personal attitudes and habits reflecting a caretaker responsibility towards environ­
ment and communicates this feeling to others. Has an aesthetic appreciation of the
natural and built environment in which he lives or which he visits.

9

BUILT ENVIRONMENT
Plays his part in caring for his village, town or city including his immediate locality and
particularly conservation areas. Supports research into the problems of urban living.

ENERGY AND RESOURCES
Conserves energy and resources in all forms in his home life and work.

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Are you a member?
National Association for Environmental
Education

Environmental Education involves those disciplines which contribute to an
understanding of man in his environment. There is an increasing recognition
that the ecological understanding of the biophysical environment is an
important factor for the survival of man. There is a deep concern about the
quality of life and the problems of human society in the built environment.
The National Association for Environmental Education is the association
of teat hers, lecturers and others concerned with education and the environ­
ment.
Its members work in all types of schools, colleges, polytechnics and
universities. They include representatives of all the disciplines involved in
environmental education, both from the sciences and the humanities.
The Association presents the ideas of its members and continually
promotes environmental education in discussion and constructive activities.
National Conferences and International Courses arc held regularly. To
these come educationalists and leading speakers on national and world wide
environmental problems.
Study Conferences are designed to produce solutions to specific
educational problems.
Working committees carry out research, construct examination syllabuses
and outline possible courses and useful activities.
I hc Association publishes the results of its work, newsletters and Journals.
In addition, the Association continually presses for financial and other
facilities for environmental education in schools and colleges through the
Department of Education and Science and local authorities. It is also very
concerned to encourage a considerable extension of teacher training in this
field.
The Association presents the needs of schools to outside bodies and
encourages them to help in their special provision.
The Association takes part in the work of the Council for Environmental
Education.
Further information is available from:

M.J. Wyatt, Information Officer N.A.E.E.
18 Barrowdale Close,
t
Exmouth, Devon EX8 5PN.

&

V
I Block
^oeernongala
6angalore-560034
India

National Association for Environmental Education

President:

THE HON. LADY BOWES LYON

Vice-Presidents:

PROFESSOR ELIZABETH PERROTT
PROFESSOR P. J. NEWBOULD
REVEREND LORD SANDFORD

PROFESSOR M. WISE
LORD BRIGGS OF LEWES
THE VISCOUNTESS COBHAM
S. McB. CARSON
M. HARRIS
G. WILLAN
General Secretary:

P. D. NEAL, M.A.(Ed.), B.Sc.
Perry Common School, Faulkners Farm Drive
Birmingham B23 7XP

The N.A.E.E. publishes a number of informative leaflets. A full list and those referred
to in this document are available from NAEE Publications, Environmental Studies Unit,
Rodbaston, Penkridge, Stafford, ST19 5PH.
I.S.B.N. 0 907808 00 X

Published by NAEE © 1976.

Third Impression

Revised 10/1979

Second Edition 8/1982 ©

Printed by Stylewrite Press, 1 Lower Loveday Street, Birmingham B4 6NT

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