ABSTRACT
We believe that there is no single ‘right or wrong’ way to approach the teaching and learning of environmental education in the primary phase. Case studies which follow will show that the theme can be a highly successful starting point for formal, subject-based learning or a unifying element in topic work. Whichever approach or combination of approaches is utilized, it is, however, essential that first-hand experiences of the environment are at the forefront of teaching and learning. The knowledge, understanding and processes of related curriculum areas such as science, mathematics and geography should be developed through environmental experiences in the context of each pupil’s individual potential and natural curiosity.
