Environmental Education in England and Wales: A Brief Review

Abstract

Before 1988, and the passing of the Education Reform Act, the school curriculum in England and Wales was very much a matter of local, even individual, preference. The only compulsory subject required under previous legislation was religious education. In primary schools consensus led to the development of basic skills in numeracy and literacy, extending through creative activities in art, movement and music, with much scientific, historical and geographical endeavour swept into a range of integrated topics and projects. Beyond the age of 11, the curriculum was largely modelled on successful grammar and public schools, with the last two years of compulsory education dictated by the requirements of examination boards. The onset of comprehensive secondary education from the 1960s released time and energy to produce a greater range of curriculum subjects embracing academic, commercial, technical, artistic and craft skills. In 1988, government legislation tightened the choice to a basic curriculum of maths, English, science, technology history, geography, art, music and physical and religious education, with varying degrees of emphasis for pupils from 5 to 14, and with the opportunity for more flexibility from 14 to 16. At the time of writing the issues of the last two years of compulsory education have not yet been resolved. During the experimental and creative phases of curriculum development, starting with the 1960s, several interesting initiatives were pursued. Among these were rural science and rural studies, in which, initially, less able pupils were encouraged to take practical courses in gardening, horticulture and agriculture. Clearly, greater opportunities were found for this in rural schools. In some 'shire' counties of England, schools were equipped with purpose-built rural studies units incorporating glass houses, gardens and stock pens for sheep, pigs, poultry and other livestock. From these practical beginnings sprang the movement for environmental studies. Early proponents such as Sean McB. Carson saw the opportunity to develop more academically respectable school courses offering an integrated approach to learning encompassing science and geography. These environmental studies formed the basis of much integrated work in primary schools, and at secondary level could be offered as external examination subjects at CSE and GCE (latterly GCSE) and Advanced Level GCE (examinations taken at the end of lower and upper secondary education). Other features of the integrated approach included field study, a widening curriculum coverage to embrace history and aesthetic subjects, as well as using the medium of the environment to promote literacy and numeracy skills, and a concern for the conservation of nature. A later, though equally important, dimension was that of the urban or built environment.