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BA Ed assignment Learning environment community allotments

Students were asked to go to a local place and think about how it might support learning - they were asked to design a resource.

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BA Ed assignment Learning environment community allotments

  1. 1. LEARNING ENVIRONMENT St Anne’s Community Allotments
  2. 2. THE SPACE • Oldest and largest area of Victorian detached town gardens in the world. • Grade 2* by English Heritage. • 75 acres in the heart of Nottingham. • Rare historical plants including 120 species of apple tree, 50 varieties of pear. • Thriving fauna, with over 59 species of bird spotted in the area. • Species of moth, newt and others that have not been seen in Nottingham in many years are being found in the area due to conservation.
  3. 3. MY LEARNING RESOURCE • St Anne’s Community Allotments are a unique outdoor space, therefore I thought it was essential to make use of that. • There is already a natural learning environment for conservation in the allotments. They are attracting wildlife and providing a place for trees. • Conservation of the planet is one of the most pressing issues facing humans at the moment, and future generations are an essential part of saving the planet. • Therefore, my learning environment will be a trail around the allotments, where children will learn about conservation and the environment.
  4. 4. ….CONTINUED • The age that I would tailor my learning environment to would be children in year 9. • At this age, they are old enough to start to make lifestyle choices for themselves, such as what food they eat. • However, they are still very young, and it is important to instill values and habits for conservation early on in children. This is particularly important as they are moving through secondary school at this age, and can have influence over friends or family members.
  5. 5. VEGETABLE PATCH • Eating meat is extremely bad for the planet. Animal methane, water and land consumption and use of fossil fuels are all reasons that excessive meat eating causes damage to the planet. • My first learning space would be a vegetable patch. At this vegetable patch, I would label the different vegetables that are growing in the patch. The children would be able to interact with the area, and examine the way the vegetables are growing. • Next to each vegetable, would be a small sign stuck in to the ground with a fact on it about how choosing vegetable options when eating food. • For example, a sign would include information that eating red meat increases your chances of diabetes and heart disease. The children would be able to take time over this area, reading and engaging with writing and the vegetables.
  6. 6. LITTER AREA • Following on from this, I would lead the children to the next area of my pedagogy. This area would be focused on littering. Year 9 is an age where children are starting to have more freedom to go places without potential positive influences. This could potentially lead to more behavior such as littering, which is bad for the local environment. • In stark contrast to the vegetable patch, in this area I would take a bare area of soil and place pieces of litter in the area. Next to each piece of litter, I would inform the students of how long it takes to compose. For example, an apple core would compose very quickly. By contrast, a plastic bottle or a chocolate wrapper would take an extremely long time to compose in a natural environment. This visual element of the negative impacts that littering can have will encourage the children to think about conservation and keeping their local area clean.
  7. 7. INTERACTIVE LEARNING • It is very important to make certain aspects of learning interactive, in order to keep students interested. • Due to conservation efforts at the St Anne’s community allotments, certain species of animals have now made a comeback in the area. • I would take the children to the pond area, and encourage them to observe the life that surrounds the space. There are many species of dragonfly, moth and butterfly in the area, as well as numerous amphibians. • I would ask the students to spot the animals that they see in the area over a certain amount of time, and note down what they see on a sheet which contains pictures and descriptions of the animals. • Encouraging children to spot the wildlife themselves will keep them engaged.

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