EED2601
ASSIGNMENT 4 PORT
DUE DATE: 19 OCT 2026
,TABLE OF CONTENTS
INTRODUCTION ........................................................................................................1
LEARNING UNIT 1: KEY IDEAS AND DEBATES......................................................3
LEARNING UNIT 2: LEARNER AND LEARNING NEEDS IN EE ..............................8
LEARNING UNIT 3: HISTORICAL AND CONTEXTUAL ASPECTS IN EE ...............11
LEARNING UNIT 4: STRATEGIES FOR ENVIRONMENTAL EDUCATION .............15
LEARNING UNIT 5: INDIGENOUS KNOWLEDGE AND INNOVATION IN EE .........16
CONCLUSION ...........................................................................................................17
REFERENCES ...........................................................................................................18
1
, 3. INTRODUCTION
I am a Bachelor of Education student specialising in the Intermediate Phase. This
portfolio demonstrates my ability to apply environmental education (EE) principles in a
primary school classroom in Gauteng. The local context I have chosen is the
Johannesburg–Tshwane urban and peri-urban environment, characterised by industrial
air pollution, acid mine drainage (AMD) from historical gold mining, solid-waste
challenges, and the spread of invasive alien plants along watercourses.
My portfolio is structured according to Learning Units 1–5 of the EED2601 module. For
each unit I provide a critical reflection that links theory to classroom practice, followed
by concrete supporting evidence. My overall aim is to show how EE can develop
learners who understand the holistic environment, recognise the realities of the
Anthropocene, and are motivated to take responsible action for a more sustainable local
and global future.
2
ASSIGNMENT 4 PORT
DUE DATE: 19 OCT 2026
,TABLE OF CONTENTS
INTRODUCTION ........................................................................................................1
LEARNING UNIT 1: KEY IDEAS AND DEBATES......................................................3
LEARNING UNIT 2: LEARNER AND LEARNING NEEDS IN EE ..............................8
LEARNING UNIT 3: HISTORICAL AND CONTEXTUAL ASPECTS IN EE ...............11
LEARNING UNIT 4: STRATEGIES FOR ENVIRONMENTAL EDUCATION .............15
LEARNING UNIT 5: INDIGENOUS KNOWLEDGE AND INNOVATION IN EE .........16
CONCLUSION ...........................................................................................................17
REFERENCES ...........................................................................................................18
1
, 3. INTRODUCTION
I am a Bachelor of Education student specialising in the Intermediate Phase. This
portfolio demonstrates my ability to apply environmental education (EE) principles in a
primary school classroom in Gauteng. The local context I have chosen is the
Johannesburg–Tshwane urban and peri-urban environment, characterised by industrial
air pollution, acid mine drainage (AMD) from historical gold mining, solid-waste
challenges, and the spread of invasive alien plants along watercourses.
My portfolio is structured according to Learning Units 1–5 of the EED2601 module. For
each unit I provide a critical reflection that links theory to classroom practice, followed
by concrete supporting evidence. My overall aim is to show how EE can develop
learners who understand the holistic environment, recognise the realities of the
Anthropocene, and are motivated to take responsible action for a more sustainable local
and global future.
2
