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
, 4. LEARNING UNIT 1: KEY IDEAS AND DEBATES ON ENVIRONMENTAL
EDUCATION
Reflection
The concept of the holistic environment recognises that the environment is not limited to
biophysical elements (living organisms, air, land and water). It also includes human
dimensions constructed, social, cultural, economic and political as well as spatial and
temporal aspects (O’Donoghue & Janse van Rensburg, 1995; UNISA Study Guide,
LU1). This model helps learners see the interconnectedness of environmental issues.
The Anthropocene is defined as the geological epoch in which humankind has become
a dominant force reshaping Earth’s systems. Key drivers include rapid population
growth, economic expansion, pollution and environmental degradation. The resulting
global crises include biodiversity loss, the spread of alien invasive species, water, air
and land pollution, climate change and health hazards (UNISA Study Guide, section 1.2;
Online Learning Units 2024).
In Gauteng these crises are highly visible. Air pollution from coal-fired power stations,
vehicle emissions and heavy industry regularly exceeds World Health Organization
guidelines, especially in winter. Acid mine drainage continues to contaminate rivers and
groundwater on the Witwatersrand. Illegal dumping and over-reliance on landfills create
land pollution, while invasive alien plants degrade riverine ecosystems.
3
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
, 4. LEARNING UNIT 1: KEY IDEAS AND DEBATES ON ENVIRONMENTAL
EDUCATION
Reflection
The concept of the holistic environment recognises that the environment is not limited to
biophysical elements (living organisms, air, land and water). It also includes human
dimensions constructed, social, cultural, economic and political as well as spatial and
temporal aspects (O’Donoghue & Janse van Rensburg, 1995; UNISA Study Guide,
LU1). This model helps learners see the interconnectedness of environmental issues.
The Anthropocene is defined as the geological epoch in which humankind has become
a dominant force reshaping Earth’s systems. Key drivers include rapid population
growth, economic expansion, pollution and environmental degradation. The resulting
global crises include biodiversity loss, the spread of alien invasive species, water, air
and land pollution, climate change and health hazards (UNISA Study Guide, section 1.2;
Online Learning Units 2024).
In Gauteng these crises are highly visible. Air pollution from coal-fired power stations,
vehicle emissions and heavy industry regularly exceeds World Health Organization
guidelines, especially in winter. Acid mine drainage continues to contaminate rivers and
groundwater on the Witwatersrand. Illegal dumping and over-reliance on landfills create
land pollution, while invasive alien plants degrade riverine ecosystems.
3
