ABSTRACT
Environmental education in secondary schools in Britain has had a somewhat uneven and disappointing existence to date. From its emergence as a recognized area of the curriculum nearly twenty years ago, consistent efforts have been made to introduce environmental education into the formal curriculum of schools by a small and strongly motivated group of people. J. M. Richmond and R. F. Morgan carried out a study into the attitudes and knowledge of pupils in the fifth forms of secondary schools to environmental matters. An added problem is that in many seconday schools where environmental studies are offered, they are taken by the lower ability pupils and the more able ones continue to study the traditional academic disciplines. Thus, ‘Environmental Studies are seen as the preserve of those whom the school finds it difficult to involve.’ D. Layton’s model seems to have considerable relevance for environmental subjects when they are considered as part of the formal curriculum in schools.
