Observing local wildlife in primary schools: the importance of…
Observing local wildlife in primary schools: the importance of environmental education.
Lot's of sources available online and outside
RSBP: winter/spring watch
Recommend not having a class pet
Pupils may have allergies.
May harm the animal/cause stress.
Go to a zoo and look at animals from around the world.
Get someone from a zoo to come in and speak to the pupils.
Go outside and see how many animals can be spotted
Creates bird-watches and future career path ideas.
If the school is a forest school it will follow along the ethos.
‘Earth Education' based on direct experiences with:
nature and engaging children’s feelings and senses), greater focus on the ecology of urban
areas and the development of ‘city farms’
2006, the Government launched the Learning Outside the Classroom Manifesto
essential aspect of education
supporting work back in the classroom
Creates understanding of animals
Be able to identify and classify them
why are they doing that; what behaviours are the animals displaying?
Can do a comparative study and reflect on themselves and their identity as 'human'/what it means: "I think, therefore I am"
Questions to create critical thinking.
What are there features: why do they have them? Such as, they have feathers, which make them lightweight and able to fly due to bone density..
Do all birds look the same?
Why do they look different?
Can they all fly or can some swim too?
Are all birds carnivores, alike the honey buzzard?
What do they eat?
Are any endangered: what does that mean?
Where do they animals live/why did they pick that shelter?
Can learn about environment, conservation and habitats.
Become future responsible citizens.
seven topics (before 1994 amendment): Climate; Water; Energy; Plants and animals; Soil, rocks and minerals; Buildings; Industrialisation and waste; and People and communities.
use all of their senses to make ‘observations’ and build on their curiosity to ask questions about what they notice
Science: identifying the world around them and what is in everyday life (Keystage 1)
Art: draw and label
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Use: wool for sheep
Feathers for birds
Fake fur for dogs and cats
Carnivores, herbivores and omnivores.
Learning to count by counting birds in tree, if one flew away how many are there now?
Keystage 1: one more/one less
“a high quality geography education should inspire in
pupils a curiosity and fascination about the world and its people”
knowledge about diverse places, people, resources and natural and human environments
creativity and imagination
design and make products that solve real and relevant problems…considering their own and others’ needs, wants and values
making plastic bottle
creating new habitats in the school grounds
equipment, such as magnifying glasses, pond dipping nets, bug collection pots and measuring tapes, and record their results and observations by writing and drawing.
use scientific language, such as the names of animals, parts of plants and terms
In 2000, Education for Sustainable Development (ESD) was introduced as a non-statutory
element of the curriculum.
2006 Government’s Sustainable Schools Strategy (S3)
Buildings and grounds
Food and drink;
participation; and Global dimension
Purchasing and waste;
Travel and traffic
Energy and water
Encouraged to follow
become a completely sustainable school by
S3 was scrapped by the Education Secretary in 2010.
National Curriculum was further streamlined in 2014
reference to environmental education
reference is made to the
fact that a “balanced and broadly based” curriculum should promote
“the spiritual, moral,
cultural, mental and physical development of pupils at the school and of society”
“the opportunities, responsibilities and experiences of later life”
future generations need to be equipped with the skills and knowledge to make decisions that will impact on their local environment and the planet as a whole.
National Curriculum was reviewed in 1994, there was no mention of the cross-curricular themes and the revised curriculum no longer included any explicit reference to environmental education.
Sir Patrick Geddes (1854—1933), who pioneered methods that
brought learners into direct contact with their environment.
term ‘environmental education’ was coined in the 1960s
“Every child... born into this world has an innate pleasure…, delight…, interest and curiosity in the natural world.” Sir David Attenborough
Most of this information was taken from:
The Environmental Curriculum
National Association for Environmental Education
Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children’s awareness, knowledge and attitudes towards local wildlife
R, White and K, Eberstein, and D, Scott
Children nowadays, particularly in urban areas, are more disconnected from nature
many potential benefits from children interacting with nature
promote positive attitudes and behaviour towards the environment
evaluating to what extent these interventions achieve their goals
Here, we explore and assess the influence of a six-week bird-feeding and monitoring project conducted within school grounds (“Bird Buddies”) on individual awareness, knowledge and attitudes towards birds by primary school children.
Howard Gardner identified nine multiple intelligences, including a ‘naturalist intelligence’. Those with this intelligence learn best when involved with experiencing, collecting or analysing something in nature or closely related to nature, and therefore learn more through being outside.
findings suggest improved engagement with learning and a reduction in instances of attention deficit hyperactivity disorder (ADHD) amongst pupils following contact with nature.
Spiritual, Moral, Social & Cultural Development (SMSC)
use natural objects to make decorations for celebrations or festivals
create tsacred spacess for quiet reflection
Cycle of life/comes full circle: life and death
understand the need to treat plants, animals and each other with care and respect.
awareness of local and global environmental issues
live more sustainably
drawing up rules for how to behave
do not be loud/or will startle the birds and unable to count them
learning how to care for one another and the environment
Behaviour has an effect
understanding difference in the animal world/awareness of human?
learning about themselves, each other and the natural world.
interaction by inviting family members to help with outdoor activities
Fundamental British values 2015
promote the fundamental British values of "democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs”
How to measure
Qualative research methods
duration of red lights