The Handbook of Environmental Education

By Joy Palmer; Philip Neal | Go to book overview

Appendix D

Preparing an environmental education policy: the use of matrices

The following is taken from Shropshire’s environmental education guide.

There are two matrices here—one for knowledge and understanding and one for skills, attitudes and values. These can be used for both raising awareness and attempting to discover where environmental education is currently taking place—that is the process of ‘recognition’. These are best used as the basis for a discussion with subject specialists. The coordinator should find time to go through the matrices with them in order to develop understanding and raise awareness of environmental education.

It might be useful to weigh the responses so that emphasis and importance can be estimated. One way of doing this is to use a 1 to 3 scoring system, with 1 being given to an item that is given some attention or coverage to 3 which indicates that an item has been covered or dealt with in some depth.

When the survey has been completed it would be useful to transfer all the information onto a ‘master sheet’. This should be a very large piece of paper so that all results can be included. When this has been completed, gaps in the school’s environmental education provision can be seen in addition to showing those items that are covered by a number of subjects. It can also provide an indication of where action and further work should take place.

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The Handbook of Environmental Education
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Foreword vii
  • Acknowledgements ix
  • Part I - Setting the Scene 1
  • Chapter 1 - Concern for the Environment 3
  • Chapter 2 - Environmental Education: International Development and Progress 11
  • Chapter 3 - Threads of a Theme: Principles and Structure 18
  • Chapter 4 - The National Curriculum 23
  • Part II - Environmental Education in Schools 35
  • Chapter 5 - Planning and Practice at the Primary Level 37
  • Chapter 6 - Primary to Secondary: a Time of Transition 63
  • Chapter 7 - Planning and Practice at the Secondary Level 67
  • Chapter 8 - The Out-Of-School (Field Work) Approach 94
  • Part III - Practicalities 103
  • Chapter 9 - Developing and Coordinating a School Policy for Environmental Education 105
  • Chapter 10 - Implementing a School Policy for Environmental Education 128
  • Chapter 11 - Assessment and Evaluation 152
  • Part IV - Resources 161
  • Appendices 215
  • Appendix A 217
  • Appendix B 221
  • Appendix C 223
  • Appendix D 225
  • Appendix E 227
  • Appendix F 229
  • Appendix G 233
  • Appendix H 255
  • Appendix J 258
  • Appendix K 260
  • References 262
  • Index 264
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