Understanding the world: The world Author details and credentials EYFS Bite-size Training DEVELOPING EXCELLENCE TOGETHER 1

2 Aims and outcomes Participants to:  know the early learning goal in relation to the world  understand how to work with children to aid their knowledge and understanding of the world  know how the physical environment and resources support children in their understanding of the world around them  gain confidence in planning for this area of learning and development for children of different ages and stages

DEVELOPING EXCELLENCE TOGETHER 3 In advance  Before the training session you will have read Handout 1: What quality looks like in practice: Understanding the world: The world  If you have not read the handout, please inform the trainer.

DEVELOPING EXCELLENCE TOGETHER 4 Step 1 (5 -10 mins)  Read the early learning goal relating to numbers: ‘Children know about similarities and differences in relation to places, objects, materials and living things. They talk about features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.’  Think about what the early learning goal means for you in practice.  Working in twos, think of three examples of interesting activities about the world which you do in practice. Write them on post-it notes to share with the whole group.

DEVELOPING EXCELLENCE TOGETHER 5 The world in practice

DEVELOPING EXCELLENCE TOGETHER 6 Step 2 (10 mins) In small groups of three or four, discuss the following questions: Under 3s  Are all practitioners confident in their scientific knowledge of both the physical and the natural worlds? What can we do to help them improve their background knowledge?  Is there continuity in the types of resources provided for the two- and three-year-olds, enabling them to build on their previous knowledge and experience and preparing them for the next stages of learning? 3-5s  Do all staff recognise that understanding the world around us is a complex business and that children need time and space to explore in depth those things which interest and fascinate them?  Could we improve the way in which we provide activities, experiences and resources which will develop the children’s science skills and knowledge in areas that interest them – mechanisms and how things work, how things and people move, materials and how they behave, the effects of magnetism, light, electricity, sound and weather?

DEVELOPING EXCELLENCE TOGETHER 7 Feed back your ideas to your trainer

DEVELOPING EXCELLENCE TOGETHER 8 Step 3 (5-10 mins)  Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity about the world to use with the children you work with.  Share your ideas with a colleague.

DEVELOPING EXCELLENCE TOGETHER 9 After the training: Part 1  After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Understanding the world: The World.  Give your action plan to your trainer within the next seven days.

DEVELOPING EXCELLENCE TOGETHER 10 After the training: Part 2  Use Handout 2: Environment Audit to check how well you have arranged your indoor and outdoor spaces and resources to enhance children’s understanding of numbers.  Make a note of any changes you need to make or resources which need to be replaced.  Hand in the completed audits to your trainer.