Tong Primary School

We, at Tong School, endorse the views contained in the 5-14 Environmental Studies National Guidelines published by SOED in 2002 and adopt them as our model policy.

We believe that the environment provides a context for learning. The curriculum area of Environmental Studies in the primary school groups together the separate areas of Science, Social Subjects and Technology. It is through the development of these concepts and the acquisition of a variety of skills associated with these areas that children arrive at an understanding of the world around them.

The school takes cognisance of the particular opportunities offered by the context of the school, its community and local environment. This is reflected in the programmes of study offered.

As Environmental Studies provide for realistic and relevant work in other curricular areas, Environmental Studies are taught in this school both as cross-curricular topics and discrete subjects. This will enable pupils to study and understand the world around them more effectively. Accordingly, a minimum of 15% of pupils’ time throughout primary will be devoted to Environmental Studies.

It is our intention that pupils should:

1 achieve knowledge and understanding of our environment;

2 develop skills which will enable them to interact effectively with the environment;

3 recognise the knowledge, understanding and skills associated with Science, Social Subjects and Technology progressively;

4 develop informed attitudes and values relating to the core and conservation of the environment.

The Guidelines offer a comprehensive framework for Environmental Studies and skills to be developed as already stated. Therefore we do not repeat them here. However, in addition, certain learning activities for our pupils will be planned and developed throughout the school as outlined in the Programmes of Study contained in Environmental Studies National Guidelines.

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A balanced and flexible use of a variety of teaching approaches is used:

discussion

enquiry

activity

exposition

A wide range of teaching contexts is used as appropriate to the topic work being undertaken:

Whole class

Group work

Individual

Team/Collaborative teaching with colleagues or visiting specialists is utilised.

In line with 5-14 Environmental Studies National Guidelines, we have in place a rolling programme of study over a 2-year period for P1 and 2 and P3 and 4, and over a 3-year period for P5, 6 and 7. The school has developed a programme of cross-curricular topics and discrete subjects, which ensures balance and progression throughout the 7-year primary stage. This structure ensures that we build on the previous experiences of the pupils and provides the foundation for future progress in learning. An annual whole school evaluation and review of the programmes will take place to ensure that continuity, progression and balance and coherence is maintained.

The selection of integrated topics and discrete subjects ensures that all components and attainment outcomes of 5-14 Environmental Studies National Guidelines are addressed throughout P1 - 3 and P4 - 7.

Information and Communication Technology is used at all times to support learning in the Environmental Studies curriculum when appropriate to their topic work. In this way the use of Information Technology enhances the quality of the learning experienc

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In planning our Environmental Studies programme, teachers take account of the wide range of ages, abilities and experiences of the pupils in the school. Teachers ensure, therefore, that the aims and learning activities are appropriate to individual needs and interests. All resources are explored so that content and method is applicable to the need.

Formats are in place for termly planning of subjects.

Our school endorses the advice offered in 5 - 14 Assessment Guidelines (1991) and

5 -14 Reporting Guidelines (1992). Assessment, therefore, is undertaken to find out how well each child is learning, understanding and applying the various concepts and skills included in the Environmental Studies programme. Pupils are encouraged to assess their own learning through self-evaluation sheets which teachers can choose to use at the completion of topic or unit of work.

Implementation Strategies for assessment can be through:-

checklists; observation - spontaneous or oral/written; discussion; listening to pupils’ comments/opinions; reading.

Formats for Skills and Knowledge and Understanding have been devised and are completed at the end of topic or unit of work. Informal recording of teacher’s own notes is on-going.

A formal report is issued to parents in November and May generally using the evidence from the formal recording format

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Resources have been reviewed and needs are currently being addressed to enable effective delivery of the Environmental Studies programme. A wide range of resources are being used,

printed

audio-visual

computer software

materials for experimenting and investigating, designing and making.

Resources have been centralised in the Staffroom. Staff also avail themselves of the resources at their disposal at the E D C. Use is made of the local environment with the knowledge and expertise afforded by members of the community. Fieldwork is also considered an important aspect of the delivery of Environmental Studies and is adopted by teachers as and when possible.

This policy statement was drawn up through whole staff consultation during the autumn term of session 2002/03 and is intended to give a clear indication of what we do and how we do it. It will be reviewed and amended in 2004/05.