The Handbook of Environmental Education

By Joy Palmer; Philip Neal | Go to book overview
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Appendix F

The National Curriculum for New Zealand
Environmental education will provide a focus for learning experiences and outcomes in all the essential learning areas identified in the National Curriculum for New Zealand. Figure F gives quotations from that curriculum document and indicates some of the connections between environmental education and the essential learning areas. The following are extracts from the New Zealand consultation document on Essential Learning Areas.
THE ESSENTIAL LEARNING AREAS
The National Curriculum spells out the broad knowledge, understanding, skills, and qualities which students should develop. These are organized under the Essential Learning Areas and the Essential Skills. They provide the basis for the development of the more specific National Curriculum Objectives, which make clear to parents, students, and teachers what should be taught and learned in schools. The National Curriculum specifies seven Essential Learning Areas which describe in broad terms the knowledge and understanding required by all students. This does not mean that schools must divide the curriculum into seven learning areas. Schools may achieve a coherent and balanced curriculum in many ways. Whatever plan is adopted, schools will be required to ensure that all students undertake study in each of the Learning Areas during their years of compulsory schooling, and, in the case of English, mathematics, science, and technology, to the end of F5. The Essential Learning Areas are broad categories of knowledge and understanding. They take into account the common curriculum experience of schooling today, both in New Zealand and overseas. This broad classification has the following advantages:
It is designed to provide flexibility for schools to devise programmes

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