purposes in the learning out familiar tasks. environment. Active learning processes: Investigating environments Learning statement: Children think and enquire by investigating features of, and ways to sustain, environments. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child With support, the child With prompts, the child The child investigates familiar SOSE: Place and space makes personal comments investigates the features of a investigates and compares environments and discusses Students understand the about features of their school range of familiar features of familiar simple plans to help sustain relationship between or home environment. environments and shares environments and them. themselves and elements of personal ideas about them. collaborates on ways to care familiar environments and for them. can participate in caring for a place they use. They also understand ways in which information about their local environment can be represented and can reflect on personal actions in a significant place. SOSE Identifies features of personal Uses understanding about Is beginning to show a desire Shares and represents ideas PS 1.1 interest in their familiar maintaining their home and to care for people, objects and feelings about caring for Students match relationships environment, e.g. talks about school environments and living things in the the home, classroom and between environmental the features of their home. experimentally in their play, immediate environment, e.g. community environment, e.g. conditions and people’s e.g. clearing the dirty dishes asks if it is their turn to feed makes a poster showing clothes, food, shelter, work in the classroom coffee shop. the class guinea pigs; which types of household and leisure. suggests that others use a junk can be recycled. Represents familiar places PS 1.2 rubbish bin when they are symbolically through In discussions, questions Students make connections looking for a place to put drawings, models and some practices used to between elements of simple unwanted paper. constructions. maintain home, classroom ecosystems. In discussions, identifies and community PS 1.3 ways to take care of people, environments, e.g. saw “I Students participate in a objects and living things in rubbish in my drain, not that’s cooperative project to cater the home, learning and good for the fishes”. for the needs of living things. community environment. Contributes to collaborative With prompts, willingly plans and actions for caring
purposes in the learning environment. out familiar tasks. Active learning processes: Investigating environments Learning statement: Children think and enquire by investigating features of, and ways to sustain, environments. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child makes personal comments about features of their school or home environment. With support, the child investigates the features of a range of familiar environments and shares personal ideas about them. With prompts, the child investigates and compares features of familiar environments and collaborates on ways to care for them. The child investigates familiar environments and discusses simple plans to help sustain them. SOSE: Place and space Students understand the relationship between themselves and elements of familiar environments and can participate in caring for a place they use. They also understand ways in which information about their local environment can be represented and can reflect on personal actions in a significant place. Identifies features of personal interest in their familiar environment, e.g. talks about the features of their home. Uses understanding about maintaining their home and school environments experimentally in their play, e.g. clearing the dirty dishes in the classroom coffee shop. Represents familiar places symbolically through drawings, models and constructions. Is beginning to show a desire to care for people, objects and living things in the immediate environment, e.g. asks if it is their turn to feed the class guinea pigs; suggests that others use a rubbish bin when they are looking for a place to put unwanted paper. In discussions, identifies ways to take care of people, objects and living things in the home, learning and community environment. With prompts, willingly Shares and represents ideas and feelings about caring for the home, classroom and community environment, e.g. makes a poster showing which types of household junk can be recycled. In discussions, questions some practices used to maintain home, classroom and community environments, e.g. “I saw rubbish in my drain, that’s not good for the fishes”. Contributes to collaborative plans and actions for caring SOSE PS 1.1 Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure. PS 1.2 Students make connections between elements of simple ecosystems. PS 1.3 Students participate in a cooperative project to cater for the needs of living things.
ey_phase_descriptors_06.docx