Students in foundation year discover chemical sciences by exploring objects that are made of materials and have observable properties (ACARA, 2015). Students experience chemical science by sorting and grouping materials based on colour, texture and flexibility to identify the similarities and differences in materials. Students begin to think about how materials are used in buildings and shelters within the local environment. Materials, such as: building, construction, manufacturing, chemistry, and engineering materials can be used to explore and compare the similarities and differences in colour, texture and flexibility. Additionally, students learn the property of matter through physical changes, properties, and properties of materials in everyday environmental discoveries.
Year one
Students in year one discover chemical science by manipulating materials in a variety of ways. This can be facilitated by comparing how the shapes of objects are made from various materials that can by physically changed by bending, stretching and twisting. Students can explore the properties of plastic by experimenting with its strength and flexibility when heated or cooled. This allows children to also predict and observe the outcome of what is physically tested and changed. Year two Students in year two discover chemical science by exploring various materials that can be combined for a particular purpose (ACARA, 2015). Physical science can be explored by experimenting with paint and identifying what happens when different colours are mixed together. Students can also explore their local environment and identify various materials and find out what they are used such as buildings, construction sites or playgrounds. EYLF reading guide: Practices Holistic • Focus on children’s physical personal, social, emotional and spiritual wellbeing. …show more content…
• Recognises the connection between children’s families and focus on the importance of relationships for learning.
• Focuses on making a connection to the environment between people, plants, animals and the land.
• Engaging students in the outdoors can foster learning as they explore the world around them. This allows children to participate with others and develop relationships (DEEWR, 2009).
Responsiveness to children
• Educators recognise and value children’s strengths, abilities, and interests and build on skills and knowledge through learning.
• Educators recognise children’s cultural traditions, languages and additional needs to their everyday lives.
• Extend children’s learning by open-ended questioning, feedback, challenging their thinking and guide their learning.
• Responsiveness to children can be adapted to children’s learning by the educator developing activities that build on their interests to provoke learning. This challenges children’s thinking and ideas (DEEWR, 2009). Learning through play • Children learn through play by discovering, creating, improvising and imagining. • Play allows children to create social groups, test ideas, challenge each other’s thinking and build new ideas. • Provides a balance between child led, child initiated and educator supported learning as children explore, solve problems, create and construct through play (DEEWR, 2009). Intentional teaching • Educators recognises that learning occurs in social contexts, interactions and conversations that are vital for learning and development. • Educators develop challenging experiences that foster high-level thinking through strategies of modeling, demonstrating, open ended questioning, explaining and engaging in shared thinking that provokes learning. • Educators develop a range of strategies to challenge children’s thinking and learning through various learning contexts (DEEWR, 2009). Learning environments • Learning environments support children’s interest • Outdoor learning spaces develop children’s knowledge on environmental issues including plants, trees, edible gardens, sand, mud, water, and natural elements. • Promotes responsibility to care for the environment towards a sustainable future. • Providing a range of opportunities for individual and shared experiences (DEEWR, 2009). Assessment for learning • Gathering and analysing information as evidence about what children know and can do through the process of planning, documenting and evaluating learning. • Reflect on learning and approaches to teaching. • Is an on-going process (DEEWR, 2009) Every child: Sustainability as the norm What are the main 3 things that you learnt from reading this article? • It is important to promote understandings, relationships, and a sense of agency that responds effectively to climatic transitions towards more sustainable ways (Elliott, 2014). • It is important to continually engage children in sustainable activities that offer a way forward for future generations (Elliott, 2014). •
Year one
Students in year one discover chemical science by manipulating materials in a variety of ways. This can be facilitated by comparing how the shapes of objects are made from various materials that can by physically changed by bending, stretching and twisting. Students can explore the properties of plastic by experimenting with its strength and flexibility when heated or cooled. This allows children to also predict and observe the outcome of what is physically tested and changed. Year two Students in year two discover chemical science by exploring various materials that can be combined for a particular purpose (ACARA, 2015). Physical science can be explored by experimenting with paint and identifying what happens when different colours are mixed together. Students can also explore their local environment and identify various materials and find out what they are used such as buildings, construction sites or playgrounds. EYLF reading guide: Practices Holistic • Focus on children’s physical personal, social, emotional and spiritual wellbeing. …show more content…
• Recognises the connection between children’s families and focus on the importance of relationships for learning.
• Focuses on making a connection to the environment between people, plants, animals and the land.
• Engaging students in the outdoors can foster learning as they explore the world around them. This allows children to participate with others and develop relationships (DEEWR, 2009).
Responsiveness to children
• Educators recognise and value children’s strengths, abilities, and interests and build on skills and knowledge through learning.
• Educators recognise children’s cultural traditions, languages and additional needs to their everyday lives.
• Extend children’s learning by open-ended questioning, feedback, challenging their thinking and guide their learning.
• Responsiveness to children can be adapted to children’s learning by the educator developing activities that build on their interests to provoke learning. This challenges children’s thinking and ideas (DEEWR, 2009). Learning through play • Children learn through play by discovering, creating, improvising and imagining. • Play allows children to create social groups, test ideas, challenge each other’s thinking and build new ideas. • Provides a balance between child led, child initiated and educator supported learning as children explore, solve problems, create and construct through play (DEEWR, 2009). Intentional teaching • Educators recognises that learning occurs in social contexts, interactions and conversations that are vital for learning and development. • Educators develop challenging experiences that foster high-level thinking through strategies of modeling, demonstrating, open ended questioning, explaining and engaging in shared thinking that provokes learning. • Educators develop a range of strategies to challenge children’s thinking and learning through various learning contexts (DEEWR, 2009). Learning environments • Learning environments support children’s interest • Outdoor learning spaces develop children’s knowledge on environmental issues including plants, trees, edible gardens, sand, mud, water, and natural elements. • Promotes responsibility to care for the environment towards a sustainable future. • Providing a range of opportunities for individual and shared experiences (DEEWR, 2009). Assessment for learning • Gathering and analysing information as evidence about what children know and can do through the process of planning, documenting and evaluating learning. • Reflect on learning and approaches to teaching. • Is an on-going process (DEEWR, 2009) Every child: Sustainability as the norm What are the main 3 things that you learnt from reading this article? • It is important to promote understandings, relationships, and a sense of agency that responds effectively to climatic transitions towards more sustainable ways (Elliott, 2014). • It is important to continually engage children in sustainable activities that offer a way forward for future generations (Elliott, 2014). •