world and phenomena in understandings of the about the natural world. the natural world and thinking about natural everyday language, e.g. immediate natural world, e.g. phenomena, e.g. after phenomena. With prompts, selects ways to flower is experimenting with the effect “That’s slippery.” “One’s “That tipping over” represent understandings green and when looking at a wilting of placing whole eggs in one’s red.” about the natural world in 1.3 flower. vinegar suggests that vinegar different ways, e.g. through Students illustrate different ways would make seashells discussion, drawing, that applications of science rubbery too. dictating/writing, using a affect their daily lives. simple diagram or graph or Describes, represents and making a construction. compares different D 1.4 understandings about the Students make generalisations natural world and from observations made during phenomena, e.g. draws a an investigation. series of pictures to represent changes in a growing plant or helps to make a list of possible explanations for the ways differently shaped objects move. Active learning processes: Investigating technology Learning statement: Children think and enquire by investigating technology and considering how it affects everyday life. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child With support, the child With prompts, the child uses The child uses some available Technology technology — talks about the information experiments with different familiar technologies and technologies for personal or practice and communication technologies and, talks about talks about how these learning needs, and talks Students gather information technologies (ICTs, products, some of the purposes they technologies help them to about how these technologies from familiar environments, processes, etc.) that they serve at home or in the learn, play or live at home or might work, or help people in generate design ideas and randomly explore in the learning environment. in their communities. their communities. communicate these through learning environment. experimentation, play and pictures. They make products and describe the production procedures used. Students express opinions about their own and design ideas others’
world and phenomena in everyday language, e.g. “That’s slippery.” “One’s green and one’s red.” understandings of the immediate natural world, e.g. “That flower is tipping over” when looking at a wilting flower. about the natural world. With prompts, selects ways to represent understandings about the natural world in different ways, e.g. through discussion, drawing, dictating/writing, using a simple diagram or graph or making a construction. the natural world and phenomena, e.g. after experimenting with the effect of placing whole eggs in vinegar suggests that vinegar would make seashells rubbery too. Describes, represents and compares different understandings about the natural world and phenomena, e.g. draws a series of pictures to represent changes in a growing plant or helps to make a list of possible explanations for the ways differently shaped objects move. thinking about natural phenomena. 1.3 Students illustrate different ways that applications of science affect their daily lives. D 1.4 Students make generalisations from observations made during an investigation. Active learning processes: Investigating technology Learning statement: Children think and enquire by investigating technology and considering how it affects everyday life. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child talks about the information and communication technologies (ICTs, products, processes, etc.) that they randomly explore in the learning environment. With support, the child experiments with different technologies and, talks about some of the purposes they serve at home or in the learning environment. With prompts, the child uses familiar technologies and talks about how these technologies help them to learn, play or live at home or in their communities. The child uses some available technologies for personal or learning needs, and talks about how these technologies might work, or help people in their communities. Technology — technology practice Students gather information from familiar environments, generate design ideas and communicate these through experimentation, play and pictures. They make products and describe the production procedures used. Students express opinions about their own and others’ design ideas
ey_phase_descriptors_06.docx