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Name of Trainees:
Jade Higginson
Amy Stevens
Natalie Wilson
Jade Stevens

Year Group:
Early Years PGCE

Learning Outcomes:
To devise a session (or a number of sessions) for an imaginary class that takes any curriculum area (or a cross-curricular approach) links it with climate change and sustainability.

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Sharing a shell book

Interactive whiteboard

Create our own sea snails:
Pasta
Paint and paint brushes
Colour palette
Shells
Clay

Playdough activity:
Playdough tools
Blue play dough
Shells

Junk Modelling:
Recycled materials
Scissors
Tape

Book Corner:
Puppets
Yogurt pots, crisp packets

Small world:
Sand and water
Sea life creatures
Pebbles/seaweed
Real life pictures of sea creatures

Recycling Centre:
3 rubbish bins (food waste, plastic and paper)

Litter picking activity:
Litter pickers
Rubbish bags

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Learning Activities, the skills they will learn:

Our task is the hook for the week, so we have said this is 'launch day', this theme could last all week.

1. The first activity that the children will engage with will be introducing the story to the children. We will discuss with the children the moral of the story and the effects that human beings have on the world, looking at sustainability.

We will then show the children a short video about what a Rockpool is and looks like (https://www.youtube.com/watch?v=lWCQoCurPOY). This will help support children that have not had access to a beach. After the video has been played, the teacher will discuss the features of a Rockpool and the animals that can be found.

2. The children will be then left to access the continuous provision.

Adult Led Activity:
- Litter picking walk (collect materials from around the school, keep the items until the end of the day, this will lead into the mini recycling centre for the next day. It will also help with talking to the children about being eco warriers and thinking about looking after our school environment.

- Life cycle of sea creatures, looking at the holistic life of a certain sea creature (what does the creature eat, how does sea pollution affect this creature)

There will be activities in the continuous provision that the teachers and support staff can further children's thinking by asking questions.

Continuous Provision:
- A sorting activity between items that belong on the beach and items that don't. The children will be able to stick pictures onto the template of items that do belong. The items that do not belong they will stick on the bin.

- Rockpool small world (tuff tray with sand and water, pebbles separating the both. Adding sea creatures. Children can use junk modelling to make their own boats.

- Shells/fossil play dough mark making.

-Creating our own sea snails using clay and pasta shells.

-Junk modelling (this could be outdoors).

- Marine biologist role play.

Ask parents to save recycling at home to start to introduce the topic with the children.

At the end of the day, we will set up a mini recycling centre outdoors for the children to access at all times of the day. We will introduce this to the children and allow them to role play being 'eco-warriers' The children would be encouraged to interact with their peers about recycling and the importance of looking after our planning.

Values we will teach:
What children can do to protect our environment and wildlife.
Think consciously about their impact on the environment and wildlife.

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Learning Outcomes for the day:

LO:
Understanding human impact on the world.

How to take care of our planet.

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Teaching strategies:

Strategies that we will use will be whole class teaching to excite and engage the children into the concept of the sharing a shell story.

During the continuous provision, ensuring the teachers are using assessment for learning strategies to ensure the children are maximising their learning. Teachers to ask questions and extend narratives.

Sustained shared thinking strategies will be used to extend children's thinking and narrative.

Adaptive teaching strategies will be used within the activities, for example our child with sensory processing disorder will be given some water in the bag to ensure they are still accessing the activity. Visual resources will be used throughout these activities.

Partner talk in the group discussion to allow children to discuss previous experiences.

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Prior Learning:
The children have been learning about sustainability during their class. This came from a child's interest as children were discussing about their holidays and one child explained they saw lots of rubbish on the beach, this enabled the children to discuss recycling, protecting our wildlife, sustainability and different materials.

Specific Needs:
In our class, we have 1 child that has an EAL need and also a child with sensory processing disorder.

Type Setting:
Our setting is aimed at a small town Reception class based in a primary school.