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SOCIAL & ENVIRONMENTAL RESPONSIBILITY
LIFE ORIENTATION
GROUP MEMBERS
• S MKHWANAZI-2020674889
• C FITZPATRICK – 2020525271
• S MBALEKWA – 2021809708
• Z HLOMUKA-202073812
• P MOHATLANE- 2021730599
SOCIAL &
• SOCIAL AND ENVIRONMENTAL RESPONSIBILITY ARE THE ACTIONS
AND DUTIES OF THE GOVERNMENT AND ORGANIZATIONS TO
CREATE A SUSTAINABLE FUTURE AND TO PROMOTE SOCIAL AND
ENVIRON ENVIRONMENTAL EQUITY.
• SOCIAL & ENVIRONMENTAL RESPONSIBILITY IS IMPORTANT
MENTAL BECAUSE IT INVOLVES THE WELL-BEING OF PEOPLE AND OUR
NATURAL WORLD. THERE ARE SOCIAL ISSUES THAT PEOPLE ARE
RESPONS FACED WITH SUCH AS POVERTY, INEQUALITY, AND MANY MORE
(GREENDEED, 2023).
IBILITY • HUMAN RIGHTS ARE CLOSELY LINKED TO THE SOCIETY AND
COMMUNITIES AT LARGE, AS WELL AS OUR NATURAL WORLD.
• EVERYONE HAS THE RIGHT TO HUMAN DIGNITY AND EQUALITY. THE
ENVIRONMENTAL JUSTICE AND SOCIAL JUSTICE ARE A CRUCIAL AND
VITAL PRIORITY AND MUST BE SUSTAINED, THEY SHOULD ALWAYS
BE TREATED WITH URGENCY AND RESPECT (OKAI, 2022).
INTEGRATION
• INTEGRATION IS A PROCESS OF MAKING SOMETHING WHOLE OR TO UNIFY IT. IT IS A
PROCESS OF COMBINING DIFFERENT PARTS AND BLENDING THEM INTO A UNIFIED AND
COMPLETE WHOLE (UBA ADAMU, 2003). IT INVOLVES CONNECTIONS AND RELATIONS.
- IN A SCHOOL CONTEXT, CONTENT CAN BE TAKEN FROM DIFFERENT SUBJECTS SUCH
AS SOCIAL STUDIES AND NATURAL SCIENCES TO CURATE A BROADER MEANING FOR A
SPECIFIC TOPIC OR THEME. LEARNING ABOUT A TOPIC USING ONLY ONE LEARNING
AREA WILL LIMIT THE LEARNER’S KNOWLEDGE AND THEY WILL NOT BE ABLE TO SEE
THE BIGGER PICTURE, THE LEARNING WILL BE ISOLATED AND DIVIDED INTO PIECES
(UBA ADAMU, 2003).
• THERE ARE CERTAIN SUBJECTS OF STUDY SUCH AS SCIENCE AND ENVIRONMENTAL
STUDIES THAT RELATE TO VALUES SUCH AS RESPECT AND EMPATHY. THESE
COMPONENTS CAN BE CONNECTED AND BROUGHT TOGETHER TO FULLY UNDERSTAND
THE CONCEPT AND MEANING OF SOCIAL & ENVIRONMENTAL RESPONSIBILITY.
- AS FAR AS INTEGRATION IS CONCERNED, GOVERNMENT AND ORGANIZATIONS MUST
COME TOGETHER TO SUSTAIN OUR ENVIRONMENT AND PROTECT OUR ECONOMIC
AND SOCIAL DEVELOPMENT TO PRESERVE OUR HUMAN RIGHTS AND DEMOCRACY.
INTEGRATION
CONTINUED
• IN THE CONTEXT OF
SOCIAL & ENVIRONMENTAL
RESPONSIBILITY, EVERYONE
HAS THE RIGHT TO A
CLEAN AND SAFE
ENVIRONMENT. LEARNERS
CAN COME TOGETHER AND
PARTICIPATE ON PROJECTS
THAT WILL EDUCATE THEIR
COMMUNITIES ABOUT THE
IMPORTANCE AND
BENEFITS OF KEEPING
THEIR ENVIRONMENT
CLEAN
• IMPLICIT INFUSION SIMPLY MEANS INDIRECT. IT IS WHEN SOMETHING
IS NOT SAID OR MENTIONED DIRECTLY. ACCORDING TO SEGER, IT IS
WHEN ONE LEARNS COMPLEX INFORMATION WITHOUT COMPLETE
VERBAL KNOWLEDGE (PSYCHOLOGY PRESS, 2005). IN THE CONTEXT
IMPLICIT OF TEACHING AND LEARNING, IT IS A LEARNER CENTRED APPROACH.
INFUSION - FOR EXAMPLE, A LEARNER MAY LEARN CERTAIN THINGS, BY
OBSERVING PEOPLE AND HOW THEY GO ABOUT DOING THINGS LIKE
CARING AND CLEANING THE ENVIRONMENT. THEY ARE NOT TAUGHT
HOW TO DO THIS; THEY ARE LEARNING BY OBSERVING THE ACTIONS
OF THOSE PEOPLE.
EXPLICIT INFUSION
• EXPLICIT INFUSION SIMPLY MEANS TO DIRECTLY TEACH AND
INFORM. THE LESS OBSERVABLE, INSTRUCTIONAL DESIGN
PRINCIPLES, AND ASSUMPTIONS THAT MAKE UP THE
CONTENT AND STRATEGIES TO BE TAUGHT (HALL, 2002). IT IS
A TEACHER CENTRED APPROACH.
• TEACHERS CAN DIRECTLY TEACH WITH INTENTION. THEY
CAN TEACH LEARNERS ABOUT SOCIAL AND ENVIRONMENTAL
ISSUES AND ALLOW DISCUSSIONS AND DEBATES IN CLASS.
• FOR INSTANCE, THEY CAN SHOW LEARNERS A VIDEO OF
PEOPLE WHO ARE FACING SOCIAL ISSUES SUCH AS
POVERTY AND INEQUALITY, WHO ARE NOT TREATED WITH
DIGNITY AND THEIR FREEDOM OF SPEECH IS NOT VALUED
OR TAKEN SERIOUSLY.
DIFFERENTIATION OF
TEACHING AND
LEARNING METHODS
AND RESOURCES THAT
ARE RELEVANT TO THE
TOPIC
LEARNING METHODS
Active Learning
It includes key elements of introducing an activity in a
classroom and encouraging learners to engage in the
activity during the lesson. It is not just the case of
Unlike the traditional teaching method by Paul Freire,
simply encouraging the learners to ask questions, but
that learners are regarded as empty vessels or
they are also challenged to work independently. Thus,
depositaries of knowledge, this strategy emphasizes
in this case, this actively empowers the learners when
constructivist qualities (Cardamone and Rue, 2003:3-
learning about social and environmental responsibility
15).
to advocate for change because human rights and
democracy view active participation in a community as
a crucial aspect.
ROLE-PLAY/DEBATES
In this case, I will create a safe
space that will allow the learners
Teaching through role play is a to roleplay a certain scene about
great way to make learners step social and environmental
out of their comfort zone and responsibilities and as much as it
develop their interpersonal skills. can or will be triggering to some,
This approach will help the they will feel free to express how
learners understand how the they are feeling privately.
academic material is relevant to Therefore, this the alerts them
everyday tasks (Kalyani and about the importance of one’s
Rajasekara, 2018: 23-250). consent and personal boundaries
which mirror democracy and
human rights.
TEACHING METHODS
PROBLEM-BASED LEARNING (PBL) DIRECT TEACHING/INSTRUCTION
• ACCORDING TO SCHUG, ET AL (2001:1-31), DIRECT
TEACHING IS BASED ON A FIRM BELIEF THAT LEARNING
This process consists of an instructional method CAN BE OPTIMISED OF THE TEACHER’S PRESENTATION
performed in small groups of 4-6 learners (AND THE STEPS IN LEARNING) ARE SO DEAR THAT THEY
introduced to relevant problems at the beginning
ELIMINATE ALL LIKELY MISINTERPRETATIONS AND
of the lesson (Moreira and Manfroi, 2011: 479).
FACILITATE GENERALISATION.
• TO THIS DEGREE, THIS METHOD IS A FORM OF EXPLICIT
Meaning, before I deliver my lesson, I will firstly INSTRUCTION THAT ATTEMPTS TO PRESENT
group the learners and give them a platform to INFORMATION TO THE LEARNERS IN A FORM THAT THEY
discuss what they think ‘social and CAN EASILY ACCESS, UNDERSTAND AND MASTER. FOR
environmental responsibility ’ is. This will then INSTANCE, AS MUCH AS THE TOPIC OF ‘SOCIAL AND
motivate them to collaborate and be ENVIRONMENTAL RESPONSIBILITY IS BROAD,
cooperative. In this case, this links to human
rights and democracy in a sense that they • LEARNERS WILL QUICKLY GET AN IDEA OF WHAT THE
become aware of their freedom of expression. LESSON WILL BE ABOUT THE MOMENT THE TEACHER
This will further encourage them to include and ASKS THEM BACKGROUND KNOWLEDGE OF THE TOPIC.
treat others equally without discriminating them.
DIFFERENTIATION OF TEACHING
AND LEARNING METHODS AND
RESOURCES THAT ARE RELEVANT
TO THE TOPIC
• ARTICLES
• THE LINK BELOW IS AN ARTICLE THAT FOCUSES ON
THE SOCIAL AND ENVIRONMENTAL
RESPONSIBILITIES. THIS ARTICLE CONSIDERS
PEOPLE, PLANET AND PROFIT ISSUES THAT LEAD TO
SUSTAINED COMPETITIVE ADVANTAGE.
HTTPS://WWW.RESEARCHGATE.NET/PUBLICATION/2
34947941_SOCIAL_AND_ENVIRONMENTAL_RESP
ONSIBILITY_SUSTAINABILITY_AND_HUMAN_RESOUR
CE_PRACTICES
RESOURCES
• PODCAST 645 × 645
• THE FOLLOWING PODCAST DIVES
DEEP INTO THE CAUSES, EFFECTS
AND SOLUTIONS OF
ENVIRONMENTAL ISSUES AND
SUSTAINABILITY OF THE NATURAL
WORLD, AS IT STATES HOW HUMAN
ACTIVITIES DRASTICALLY TAKING
OVER THE WORLD AND HOW IT
IMPACTS CLIMATE CHANGE AND
THE HEALTH OF LIVING ORGANISMS.
• ENVIRONMENTAL STUDIES AND
SCIENCES | PODCAST ON SPOTIFY
• SPOTIFY
HTTPS://OPEN.SPOTIFY.COM › SHOW
REFENCES
• CARDAMONE, F. AND RUE, S. 2003. STUDENTS’ RESPONSES TON ACTIVE LEARNING STRATEGIES: AN EXAMINATION OF SMALL-GROUP AND
WHOLE-CLASS DISCUSSION. RESEARCH FOR EDUCATIONAL REFORM 8(1): 3-15
• KAYLANI, D. AND RAJASEKARAN, K. 2018. INNOVATIVE TEACHING AND LEARNING. JOURNAL OF APPLIED AND ADVANCED RESEARCH, 3(1): 23-25.
• . MOREIRA, M.B. AND MANFROI, W. 2011. THE ROLE OF PROBLEM-BASED LEARNING IN THE CHANGES IN MEDICAL EDUCATION IN BRAZIL.
REVISTA HCPA(31): 477-481.
HTTPS://AUADAMU.COM/PHOCADOWNLOAD/CONFERENCE_PRESENTATIONS/EDUCATION_PRESENTATIONS/2003%20CURRICULUM%20INTEGRATION.PDF.
• SCHUG, M.C, TARVER, S.G. AND WESTERN, R. D. 2001.DIRECT INSTRUCTION AND THE TEACHING OF EARLY READING. WISCONSIN POLICY
RESEARCH INSTITUTE REPORT(14): 1-3.
• GREENDEED. (2023). SOCIAL AND ENVIRONMENTAL RESPONSIBILITY: WHY IT MATTERS AND HOW TO GET INVOLVED | GREENDEED JOBS BLOG. [ONLINE] AVAILABLE AT:
HTTPS://GREENDEED.IO/BLOG/SOCIAL-AND-ENVIRONMENTAL-RESPONSIBILITY-WHY-IT-MATTERS-AND-HOW-TO-GET-INVOLVED [ACCESSED 13 MAR. 2025].
• KAI, ASAKO (2022). THE CRITICAL CONNECTION BETWEEN HUMAN RIGHTS AND OUR NATURAL WORLD | UNITED NATIONS DEVELOPMENT PROGRAMME. [ONLINE] UNDP.
0
AVAILABLE AT: HTTPS://WWW.UNDP.ORG/BLOG/CRITICAL-CONNECTION-BETWEEN-HUMAN-RIGHTS-AND-OUR-NATURAL-WORLD.
• UBA, A. (2003). THE CONCEPT OF CURRICULUM INTEGRATION: ITS MEANING, SCOPE AND MODALITIES. [ONLINE] AVAILABLE AT:
HTTPS://AUADAMU.COM/PHOCADOWNLOAD/CONFERENCE_PRESENTATIONS/EDUCATION_PRESENTATIONS/2003%20CURRICULUM%20INTEGRATION.PDF
