Nature Walks: Australian Curriculum connections
Science Living things have basic needs, including food and water (ACSSU002) Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) Science involves exploring and observing the world using the senses (ACSHE013) Explore and make observations by using thesenses (ACSIS011) Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233) Share observations and ideas (ACSIS012) Geography Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006) The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003) Draw conclusions based on discussions of observations (ACHGS004) Design and Technology Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006) Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Sequence steps for making designed solutions and working collaboratively (ACTDEP009) Cross curriculum Priorities Sustainability |
Early Years Learning Framework connections
Outcome 1: Children have a strong sense of identity; Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. Children learn to interact in relation to others with care, empathy and respect. Outcome 2: Children are connected with and contribute to their world; Children develop a sense of belonging to groups and communities and an understanding of the reciprocal right sand responsibilities necessary for active community participation. Children respond to diversity with respect. Children become socially responsible and show respect for the environment. Outcome 3: Children have a strong sense of wellbeing; Children become strong in their social and emotional wellbeing. Children take increasing responsibility for their own health and physical wellbeing. Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigation. Children transfer and adapt what they have learned from one context to another. Children resource their own learning through connecting with people, place, technologies and natural and processed materials. Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. |
Miniature ecosystems: Australian Curriculum connections
Science Living things have basic needs, including food and water (ACSSU002) Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) Science involves exploring and observing the world using the senses (ACSHE013) Explore and make observations by using thesenses (ACSIS011) Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233) Share observations and ideas (ACSIS012) Design and Technology Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006) Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Sequence steps for making designed solutions and working collaboratively (ACTDEP009) Cross curriculum Priorities Sustainability |
Early Years Learning Framework connections
Outcome 2: Children are connected with and contribute to their world; Children become socially responsible and show respect for the environment. Outcome 4: Children are confident and involved learners; Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigation. Children resource their own learning through connecting with people, place, technologies and natural and processed materials Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. |
What to avoid when incorporating the environment into children's learning
Avoid tokenistic integration of the environment. Instead of always bringing nature into the classroom endeavour to take children out into their natural environment wherever possible.
Also avoid purely taking indoor activities outdoors and instead focus on creating outdoor-specific activities. Significantly, it is important to uphold the right for all children to develop respect for the environment mentioned above. This can be done by improvising where necessary to ensure natural environments are still incorporated as much as possible in innovative ways irrespective of the services proximity to natural reserves. Opportunities to practice in their environment
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Integrating the environment authentically Educators should take an integrated, holistic approach to teaching children about the environment (Early Years Learning Framework). Environmental education should be ongoing and foster children's love, wonder, interest and care for the environment. Educators should be continually, intentionally and thoughtfully fostering children's understanding of and respect for the natural environment and recognise the connection and “interdependence between people, plants, animals and the land” (Early Years Learning Framework, p.14). This is important so support children's capacity to care for the environment and understand the importance of preservation.
When children regularly explore a natural environment it fosters a sense of connection to the land and belonging which is important for children's wellbeing. Additionally, when nature is integrated into the daily routine of the classroom it provides a platform for ongoing environmental education. Opportunities to practise with explicit teaching
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We abuse land because we regard it is a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect - Aldo Leopold