LO 1-3 Plants including Plant Try to map out the life cycle of a flowering plant. School-based Learning Life Cycles and Note areas and vocabulary that you still do not To be adapted to meet individual 10 development needs related aspects of feel completely confident about teaching and add S1, S2, S3, S4, S5, Living Things and to your individual development plan for further Identify from school planning documents S6 their Habitats and discussions with relevant staff, where children would engage in planting Compile a glossary of key terminology associated activities. Is there a school garden or with the topic, note misconceptions to be aware wildlife area? If so, explore the areas and of when planning and key processes that you note practical considerations you would need to be secure in your understanding of. need to make when taking groups of children outside to work in these areas. Explore the risk assessment school’s policies and procedures. Would a risk assessment be necessary to take children outside to work in the school grounds? If so, try to write one in conjunction with your mentor to cover an activity you might conduct with your class. Bringing living things into the classroom: repeat the previous activity with a focus on considerations involved when bringing living things into the classroom. What are your legal responsibilities if you do this? Enquire to see if this is happening anywhere in the school (e.g. rearing chicks, butterfly farm, bringing in pets etc.) and what measures the class teacher had to take in order to this
10 Plants including Plant Life Cycles and related aspects of Living Things and their Habitats Try to map out the life cycle of a flowering plant. Note areas and vocabulary that you still do not feel completely confident about teaching and add to your individual development plan for further Compile a glossary of key terminology associated with the topic, note misconceptions to be aware of when planning and key processes that you need to be secure in your understanding of. School-based Learning To be adapted to meet individual development needs Identify from school planning documents and discussions with relevant staff, where children would engage in planting activities. Is there a school garden or wildlife area? If so, explore the areas and note practical considerations you would need to make when taking groups of children outside to work in these areas. Explore the school’s risk assessment policies and procedures. Would a risk assessment be necessary to take children outside to work in the school grounds? If so, try to write one in conjunction with your mentor to cover an activity you might conduct with your class. Bringing living things into the classroom: repeat the previous activity with a focus on considerations involved when bringing living things into the classroom. What are your legal responsibilities if you do this? Enquire to see if this is happening anywhere in the school (e.g. rearing chicks, butterfly farm, bringing in pets etc.) and what measures the class teacher had to take in order to this LO 1-3 S1, S2, S3, S4, S5, S6
PGCE_SBL_B_activities_curriculum_and_priority_areas_2016-17.docx