POSITIONING OF ENVIRONMENTAL EDUCATION IN LIFE SCIENCES (GRADE 12)Sikhulile Bonginkosi MsezaneAbstract The purpose of this paper is to explore the positioning of environmental education in the Life Sciences policy documents and examinations in Grade 12. This paper is premised on the Margaret Archers Realist Social Theory as theoretical framework. This paper adopted a qualitative research approach, using content analysis to explore the coverage of environmental impact topics in Life Sciences as a subject. Through document analysis, this paper uses the purposive sampling method to select Life Sciences as a subject to review. Inclusion and exclusion criteria were used for sampling the documents. The findings of the paper suggest that positioning of environmental impact topics in the policy is aligned with the practice of the examinations. Furthermore, this study revealed that most of the environmental impact topics outlined in CAPS are not covered in the exit level examinations. This paper recommends that further studies be conducted to find the exploration of the alignment of environmental impact topics in other core subjects in Grade 12. |