ELG 14 The world: Children know that the Lots of opportunities within the All are based on ‘experiences’ Children know about environment and living things local environment to consider the children’s observations and similarities and are influenced by human effect of the building work interests. E.g. a group of differences in relation to activity. They can describe discussing the impact on animal children blowing bubbles during places, objects, materials some actions which people in habitats. Forest school has forest school provoked the and living things. They their own community do that enabled children to be immersed conservation of under water talk about the features of help to maintain the area they in observations of their inspiring out ‘aquarium their own immediate live in. They know the properties environment.”Why should we animation’ experience. Lots of of some materials and can leave no trace?”. Examples of scientific enquiry (investigation environment and how suggest some of the purposes tribes that do this/ stewardship. area) the body, plants, forces environments might vary they are used for. They are Discussions about seasons, push and pull. High quality from one another. They familiar with basic scientific temperatures have all been questioning. Life-cycles, time, make observations of concepts such as floating, inspired by children’s curiosity. A night, day, spring watch animals and plants and sinking, experimentation. whole school Day’ magnets, senses. Harvest, ‘Science explain why some things enabled children to be introduced supertatos, mini beasts, occur, and talk about to scientific concepts whilst child melting, looking at the changes. initiated activities enables environment, pluto plot. opportunity for scientific enquiry (fizz bang, raisins and sparkling water, making jelly, cooking). do you notice?”. Care for “What the environment is promoted, lots of discussion about pollution and what we can do to help. Looking at the story by Jeanie ‘Window’ Baker enabled the conversation of how environments change over time. Classroom calendar. a birds nest outside!” “There’s
ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Children know that the environment and living things are influenced by human activity. They can describe some actions which people in their own community do that help to maintain the area they live in. They know the properties of some materials and can suggest some of the purposes they are used for. They are familiar with basic scientific concepts such as floating, sinking, experimentation. Lots of opportunities within the local environment to consider the effect of the building work discussing the impact on animal habitats. Forest school has enabled children to be immersed in observations of their environment.”Why should we leave no trace?”. Examples of tribes that do this/ stewardship. Discussions about seasons, temperatures have all been inspired by children’s curiosity. A whole school ‘Science Day’ enabled children to be introduced to scientific concepts whilst child initiated activities enables opportunity for scientific enquiry (fizz bang, raisins and sparkling water, making jelly, cooking). “What do you notice?”. Care for the environment is promoted, lots of discussion about pollution and what we can do to help. Looking at the story ‘Window’ by Jeanie Baker enabled the conversation of how environments change over time. Classroom calendar. “There’s a birds nest outside!” All ‘experiences’ are based on children’s observations and interests. E.g. a group of children blowing bubbles during forest school provoked the conservation of under water inspiring out ‘aquarium animation’ experience. Lots of scientific enquiry (investigation area) the body, plants, forces push and pull. High quality questioning. Life-cycles, time, night, day, spring watch magnets, senses. Harvest, supertatos, mini beasts, melting, looking at the environment, pluto plot.
Crossing%20the%20exceeding%20threshold%20ELGs%201-17%202017%20example.docx