Opportunities For Environmental Education

2y ago
5.66 MB
38 Pages
Last View : 4m ago
Last Download : 1y ago
Upload by : Joanna Keil

Opportunities forEnvironmental Educationacross theNational Curriculum for EnglandEarly Years Foundation Stage & PrimaryCharity number 313049

NAEE (UK) is a charity registered in England: 313049The National Association for Environmental Education is anindependent charitable organisation that supports and promotesteaching and learning about the environment in the formaleducation sector.The mission of NAEE is to restore the role of environmental educationacross the school curriculum. We seek to enrich the local and globalenvironmental awareness of young people by encouraging interactionwith their environments, in order to lead future generations towards abetter understanding of their role to conserve the Earth’s finiteresources through a more sustainable lifestyle.For more information about NAEE, or to become a member, visit ourwebsite www.naee.org.uk.About the authorJuliette Green is a primary school teacher, freelance environmentaleducator, tutor and writer. She has written books and resources aboutoutdoor learning, science, poetry and English. Juliette is a member ofthe NAEE Executive.Cover image: Pupils from St James’ Catholic Primary School, Birmingham withvegetables grown in their school allotment.Back cover: Environmental education engages the heart, hands and mind.Photography: Heatha Gregory (with additional photographs supplied by schools)

ForewordAs I read the official account of the World Conference at the end of the UN Decade forEducation for Sustainable Development (DESD) in Aichi-Nagoya, Japan last November, Iwas struck by how much stress there was on the need for environmental education. Here'sthe Crown Prince of Japan:"On our earth today, along with economic growth and increasing populations, we arealso witnessing the advancing change of climate, loss of biodiversity, depletion ofnatural resources, increases in poverty and other problems. For our children andtheirs, we have three important tasks: protecting the Earth's environment, which isthe wellspring for ensuring lives abundant with blessings, treasuring the Earth'slimited resources, and achieving sustainable development."And here is Princess Lalla Hasnaa of Morocco:"To think and act for the sake of the environment – in the broadest sense of the term– means to be fully aware that the planet is not only a precious legacy, but that italso implies a tremendous responsibility for us in terms of preserving the interests offuture generations."These issues have been at the heart of environmental education for 60 years. It is ironic,therefore, to look back to the start of the Decade, in 2005, when so many people thoughtthat it might bring environmental education as we knew it to an end. The UK’s NationalAssociation of Environmental Education never accepted this, thinking that as the Earth’sproblems became more acute, environmental education would become more necessary,not less.And so it has proved. While commentators bemoan the lack of a national curriculumemphasis on sustainability and ESD, as this valuable document illustrates, the curriculumactually provides numerous opportunities for schools, teachers and children to explore awide range of the world’s most pressing issues. The power of this handbook lies not just inits careful analysis of what the curriculum says, but also in its excellent exemplification ofhow teachers are seizing opportunities to explore these issues with their students. Thebeautifully illustrated case studies of actual practice are particularly helpful in helping us seewhat’s possible in today’s schools.There is something here for everyone: for experienced practitioners there will be insightsfrom other people’s work; and for those just starting out, a wide range of teaching andlearning opportunities are carefully set out for scrutiny, evaluation and adaptation.Environmental education has a key role in helping us address the challenge we all nowface:How can we all live well, without compromising the planet’s continuing ability toenable us all to live well?We do not yet know enough about how to do this, and so we must learn our way into it. Iwelcome this handbook as a contribution to this great task.Professor William ScottPresident: National Association of Environmental EducationThe Environmental Curriculum3NAEE 2015

Contents3Foreword by Professor William Scott, President of NAEE56IntroductionA brief history of environmental education in the curriculumEnvironmental Education in the Early Years Foundation Stage7Overview8Prime Areas of Learning9Specific Areas of Learning10 EYFS case studyEnvironmental Education in the Primary National Curriculum12 Overview14 Key stage 1 science16 Key stage 1 geography17 Key stage 1 design and technology18 Key stage 1 English19 Key stage 1 mathematics20 Other key stage 1 subjects21 Key stage 1 case study23262728283031Key stage 2 scienceKey stage 2 geographyKey stage 2 design and technologyKey stage 2 EnglishKey stage 2 mathematicsOther key stage 2 subjectsKey stage 2 case studies33Whole school case study34Spiritual, Moral, Social and Cultural Development (SMSC)35Useful organisations and websites37AcknowledgementsThe Environmental Curriculum4NAEE 2015

IntroductionEnvironmental education helps to foster caring, responsible attitudes and inspires youngpeople to take action in order to live more sustainably. It can also develop their sense ofidentity and pride in their local environment and community. It not only covers the natural worldand ‘green’ issues, but also the ‘built’ environment.There are three interrelated components of environmental education: Education IN the environmentUsing children’s immediate surroundings and the wider world as a learning resource.This can be thought of as the ‘hands-on’ element. Education ABOUT the environmentDeveloping knowledge and understanding about the environment should begin with anawareness of the local environment and then extend to an understanding of globalenvironmental issues. Education FOR the environmentThe development of positive attitudes and behaviours towards the environment. Thiscan only be effective if the other two elements are in place.With children and young people spending less of their free time outdoors (due to issues suchas technology and safety worries), and budget cuts leading to the closure of outdoor learningcentres across the country, environmental education in schools is more important than ever!This handbook highlights the opportunities for environmental education that can be found in the2014 Early Years Foundation Stage Profile and the 2014 Primary National Curriculum inEngland.Most of the case studies and photographs in this handbook are from schools who receivedHugh Kenrick Day bursaries. Administered through NAEE since 2012, these bursaries haveprovided funding for almost 2000 pupils from over 40 schools across Birmingham to carry outoutdoor environmental education work both in school and through educational visits.(For more information about Hugh Kenrick Day bursaries, contact info@naee.org.uk.)The Environmental Curriculum5NAEE 2015

A Brief History of EnvironmentalEducation in the CurriculumThe roots of environmental educationAlthough the term ‘environmental education’ was coined in the 1960s, the links betweeneducation and the environment go back much further; particularly to the work of the ScottishProfessor of Botany, Sir Patrick Geddes (1854—1933), who pioneered methods thatbrought learners into direct contact with their environment.From the 1940s onwards, various ideas and initiatives came into use that could be said tobe the ‘roots’ of environmental education: ‘environmental studies’ (involving a mix of history,geography and nature study in the school locality), ‘field studies’ (work further afield, suchas residential visits), wildlife gardening, ‘Earth Education’ (based on direct experiences withnature and engaging children’s feelings and senses), greater focus on the ecology of urbanareas and the development of ‘city farms’.Environmental education as a cross-curricular themeThe breakthrough for environmental education came in 1990, when it was introduced as a‘cross-curricular theme’ (alongside health education, education for citizenship, careers andguidance, and economic and industrial understanding). The theme encompassed both thebuilt and natural environments through the following seven topics: Climate; Water; Energy;Plants and animals; Soil, rocks and minerals; Buildings; Industrialisation and waste; andPeople and communities. However, when the National Curriculum was reviewed in 1994,there was no mention of the cross-curricular themes and the revised curriculum no longerincluded any explicit reference to environmental education.More recent initiativesIn 2000, Education for Sustainable Development (ESD) was introduced as a non-statutoryelement of the curriculum. This was followed in 2006 by the launch of the Government’sSustainable Schools Strategy (S3), which encouraged schools to follow therecommendations in the eight ‘doorways’ (Buildings and grounds; Energy and water; Traveland traffic; Food and drink; Purchasing and waste; Local well-being; Inclusion andparticipation; and Global dimension) in order to become a completely sustainable school by2020. However, S3 was scrapped by the Education Secretary in 2010.In 2006, the Government launched the Learning Outside the Classroom Manifesto, whichadvocated the use of outdoor learning — from the school grounds and local area, to visitsfurther afield and residential trips — as an essential aspect of education. The manifestohighlighted the values of hands-on, experiential learning as a way of enhancing andsupporting work back in the classroom.Where is environmental education now?Since the National Curriculum was further streamlined in 2014, there is still no explicitreference to environmental education, and certainly no return to it being an official ‘crosscurricular theme’. However, this handbook aims to highlight the places where education in,about and for the environment can be found in the Early Years and Primary curricula.The Environmental Curriculum6NAEE 2015

Environmental Education in theEarly Years Foundation Stage (EYFS)Environmental education begins in the Early Years Foundation Stage, when children start tofind out about the world around them. The strong focus on ‘learning through play’ makes itthe ideal time for children to begin exploring the built and natural environment that makes uptheir immediate surroundings, in order to develop a sense of place, an awareness of theirworld and a deeper understanding of the need to care for it.In terms of ‘environmental education’ in the Early Years Foundation Stage, this handbookwill refer mainly to outdoor learning, as this hands-on approach is a good way of introducingyoung children to the concept of the ‘environment’.The three characteristics of effective learning outlined in the EYFS framework (2014) all fitin well with outdoor learning and environmental education:Playing and exploring:Through open-ended, hands-on experiences which resultfrom their innate curiosity, children use raw sensory materialto build concepts, test ideas and investigate. They combine,explore and refine their current understanding throughimaginative play. They develop a ‘can do’ attitude by takingrisks in new experiences and seeing failures as opportunitiesto learn.Active learning:Children concentrate and become involved in activities. Theykeep on trying if they encounter difficulties, and enjoy theirachievements.Creating & thinkingcritically:Children generate and develop their own ideas, exploringdifferent strategies to achieve goals. They use what theyalready know to learn new things, making links betweenideas. They make choices and decisions about how toapproach tasks.The following pages will outline opportunities for environmental (outdoor) education for eachof the EYFS areas of learning.The Environmental Curriculum7NAEE 2015

Environmental Education Opportunitieswithin the EYFS Prime Areas of LearningCommunication and language development ELG 01 Listening & attention: Listening to stories and information outside;responding to what they hear with relevant comments, questions or actions. ELG 02 Understanding: Following instructions, e.g. for staying safe; answering ‘how’and ‘why’ questions about the natural and built aspects of their environment. ELG 03 Speaking: Describing observations about their environment in a way that thelistener can understand, using the correct tense; telling oral stories; using talk toorganise, sequence and clarify thinking; developing their own narratives andexplanations by connecting ideas or events.Physical development ELG 04 Moving & handling: Being active outdoors; moving safely with confidence,control and coordination; showing an awareness of space, of themselves and others;using tools and equipment; handling animals with care and respect. ELG 05 Health & self-care: Learning about healthy food and growing their own fruit orvegetables; being aware of how to stay safe, e.g. not eating parts of plants withoutpermission; understanding the need to thoroughly wash their hands after handlinganimals, plants, soil etc.Personal, social and emotional development ELG 06 Self-confidence & self-awareness: Being confident to try new activities andinitiate ideas; having the confidence to speak in a familiar group. ELG 07 Managing feelings & behaviour: Behaving appropriately in groups andoutside; recognizing risks and adapting their behaviour accordingly. ELG 08 Making relationships: Forming positive relationships with adults and otherchildren; making friends and cooperating; negotiating plans and taking turns; showingsensitivity to others’ needs and feelings (including animals).The Environmental Curriculum8NAEE 2015

Environmental Education Opportunitieswithin the EYFS Specific Areas of LearningLiteracy development ELG 09 Reading: Reading outdoor print, e.g. signs; letter or phoneme hunts aroundthe school grounds; laminating pages of old books for children to read outside. ELG 10 Writing: Using different natural materials to write, e.g. in sand, on a wall witha paintbrush dipped in water; using phonic knowledge to write items that they find inthe local environment, e.g. names of minibeasts, parts of plants.Mathematics development ELG 11 Numbers: Counting objects, e.g. legs on a spider, petals on a flower; findinggroups of objects; solving problems, e.g. how many plants will fit around the pond? ELG 12 Shape, space & measures: Recognizing and making patterns and shapes;using non-standard measurements (e.g. How many hands fit around a tree trunk? Howmany welly heights is the puddle?); using direction and position words.Understanding the world ELG 13 People & communities: Understanding that in their school, their local areaand the world, there are many similarities and differences between themselves andothers, and among families, communities and traditions. ELG 14 The world: Using all of their senses to find out about the built and naturalenvironment; investigating objects and materials; developing curiosity; raising andanswering simple scientific questions; carrying out simple tests; identifying similaritiesand differences in relation to places, objects, materials and living things; talking aboutfeatures of their own immediate environment and comparing to different environments;making observations of animals and plants, explaining why some things occur andtalking about changes; investigating sound and light. ELG 15 Technology: Beginning to understand that they should turn off lights anddevices when they are not being used.Expressive arts and design ELG 16 Exploring and using media and materials: Singing songs (e.g. Five LittleBees), making music (using natural and human-made objects and materials forinstruments) and dancing (e.g. dancing like minibeasts at the “Ugly Bug Ball”); largescale (messy!) art work outside; using natural and human-made objects in art work(e.g. leaf crowns, Andy Goldsworthy-style pictures on the ground, ‘litter monster’puppets to encourage others not to drop litter). ELG 17 Being imaginative: Expressing their ideas, opinions and feelings about theirenvironment imaginatively, using a range of media and materials; observationalsketches.The Environmental Curriculum9NAEE 2015

Case Study: Environmental Education inthe Early Years Foundation StageSt Barnabas CE Primary School, BirminghamSt Barnabas CE Primary School is located in Erdington, Birmingham. Many of the children havelimited experiences of the environment beyond their own home and school, so the schoolgreatly values educational visits (in the local and wider area) and outdoor learning in the schoolgrounds.Each Spring term, the Reception children complete a topic on plants and growing. This linkswith the document Development Matters in the Early Years Foundation Stage and EarlyLearning Goals under the area of Understanding the World, where children are required tolearn about features of their own environment and how environments vary from each other.During the topic, the children plant bean and sunflower seeds, care for them and watch themgrow. Their role-play area is a garden centre and they also have a small world garden. Thetopic also links to literacy, as they read non-fiction books (My Bean Diary, How Plants Grow)and fiction books (Jaspers Beanstalk, Jim and the Beanstalk), that not only help them tounderstand more about plants, but also provide opportunities to learn about story structure andthe features of non-fiction texts.The story Jasper’s Beanstalk also has strong links with mathematics, as children learn the daysof the week, which fits in perfectly with their learning about time. Both of the story books theystudy provide opportunities for story prediction, retelling and writing, including letters to thegiant in Jim and the Beanstalk.The Environmental Curriculum10NAEE 2015

In May 2014, the topic also included a visit to Martineau Gardens 1, acommunity garden located two miles from Birmingham City Centre.The visit enabled the children to widen their knowledge of theenvironment beyond their immediate locality and gave them manydifferent learning experiences to support the work taking place atschool.The visit also helped the children to become more aware of their ownresponsibilities and to develop a more caring approach towards theenvironment. For example, the compost heap helped them tounderstand about recycling garden waste; none of the children had heard of a compost heap beforebut they were able to apply their new knowledge back at school. They were able to taste herbs andsee vegetables growing first hand. Seeing bean plants with flowers linked in with the stories they hadbeen reading, and they could compare the bean plants to their own back at school, which had onlyjust begun to grow roots. As they explored the gardens, they talked to each other using the newvocabulary they had acquired: ‘nectar’, ‘bark’, ‘compost’.After the visit, the children used their newknowledge and vocabulary to write recounts andpaint pictures. They told the parents and nurserychildren about their trip and what they had learned,sharing photographs and work, in the FoundationStage assembly. During this talk, there was clearevidence of how the trip had influenced theirattitude towards the environment and how theyneed to care for it: “We all need to look after ourworld and our plants are very important in keepingus healthy”; “We must look after the bees, they helpour fruit to grow and give us honey”.Ann McCulloch Foundation Stage teacher1www.martineau-gardens.org.uk/educationThe Environmental Curriculum11NAEE 2015

Environmental Education in thePrimary National CurriculumIn the introductory pages of the 2014 Primary National Curriculum, reference is made to thefact that a “balanced and broadly based” curriculum should promote “the spiritual, moral,cultural, mental and physical development of pupils at the school and of soc

14 Key stage 1 science 16 Key stage 1 geography 17 Key stage 1 design and technology 18 Key stage 1 English 19 Key stage 1 mathematics 20 Other key stage 1 subjects . ‘environmental studies’ (involving a mix of history, geography and nature study

Related Documents:

Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original

10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan

service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största

Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid

LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .

och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att

Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI

**Godkänd av MAN för upp till 120 000 km och Mercedes Benz, Volvo och Renault för upp till 100 000 km i enlighet med deras specifikationer. Faktiskt oljebyte beror på motortyp, körförhållanden, servicehistorik, OBD och bränslekvalitet. Se alltid tillverkarens instruktionsbok. Art.Nr. 159CAC Art.Nr. 159CAA Art.Nr. 159CAB Art.Nr. 217B1B