Early level learning journey
Theme: Giant Panda Cubs
Curriculum area: Health & wellbeing
Introduction
In this learning journey, learners will begin to understand that all new life has basic needs which must be cared for and nurtured in order to grow and develop. Through
v the different ways that young animals are cared for by the adults, learners will begin to identify the role of the parent. By observing how young animals grow and
exploring
develop over time they will be encouraged to make links with how they themselves have grown and developed, and who has been involved in helping to care for them.
Throughout the project, learners will have the chance to experience different ways of expressing their ideas (art, writing/drawings, talking) and will continue to develop
confidence in communicating their message.
Prior learning
Learners should have:
 begun to explore the values of love, caring
and respect, through their family relationships
and friendships
 engaged in imaginary play
 begun to explore ways to express themselves
using colour and different art media
 observed and possibly handled a baby/young
animal
 helped care for a baby in their family
 observed animals that live around them such
as pets, local wildlife and animals in zoos and
know what basic needs they have and how
these are met e.g. what the animal eats,
who/what takes care of it.
For further support with planning see the National
Assessment Resource flowchart: http://bit.ly/1qMfYYW
Experiences and outcomes
Health and wellbeing

I am learning about where living things come from and about how they grow, develop and are
nurtured. HWB 0-50a

I am able to show an awareness of the tasks required to look after a baby. HWB 0-51a

I know that friendship, caring, sharing, fairness, equality and love are important in building positive
relationships. As I develop and value relationships, I care and show respect for myself and others.
HWB 0-05a
Interdisciplinary opportunities
Interdisciplinary learning should be planned for as appropriate to your learners and context.
1
http://www.educationscotland.gov.uk/pandas/index.asp
Stimulus
Use images of giant pandas, or a toy giant
panda, to introduce the context and
determine learners’ prior knowledge.
As appropriate, share information with the
learners on Scotland’s pandas.
Stimulate interest and excitement by
telling the learners that Scotland’s pandas
have some very exciting news. A new giant
panda cub may soon be born! This news
could be shared in the format of a mock
letter from Edinburgh Zoo.
C
Suggested key learning
Learners can:
 begin to understand that all new life has basic
needs which must be cared for and nurtured
in order to grow and develop





inquiry and investigation
recall
observation and making predictions
analytical thinking when discussing
themes in stories
 interpretation and evaluation of
information
 presentation and justification of
opinions
For more information on skills visit:
BTC 4 (http://bit.ly/1pmccK9) and the Health &
Wellbeing Principles and Practice paper at
(http://bit.ly/YXyGGz).
Identify similarities and differences between adult and cub giant
pandas.
Observe stripes, markings and colours on fur of cubs and explore
patterns, shapes and prints.
Research the panda’s wild habitat and re-create in classroom.
suggest and show different ways that young
animals and babies might be cared for as they
grow and develop
Explore the textures of items that a cub might encounter e.g.
leaves, bamboo and panda mother’s fur and experiment how to
recreate these textures using different art materials. Discuss
how these textures might feel and appear to a new cub and
explain viewpoints.

identify who might be involved in caring for
young animals and babies

compare the ways that others grow and
develop with their own experiences

show a growing awareness that love and care
are important between parents and their
young
Create a picture book which presents a step by step guide to
looking after a giant panda cub from birth to 2 years old.

identify some of the similarities and
differences between adults and their young
Talk about their own experience of being cared for, identifying
the people who care for and help them as they continue to grow.

use their imagination to explore and express
how young animals/babies might feel as they
experience their new surroundings
Using the giant panda cam or range of images, observe how a
cub’s physical characteristics and behaviour change as it grows
and develops and predict what will happen at different stages.

begin to express their ideas in written/drawn
form with growing confidence.
Discuss and analyse themes in stories with giant panda
characters: Little Panda (Renata Liwksa), The Giant Panda Party
(Gill Arbuthnott), Two Shy Pandas (Julia Jarman), Tracks of a
Panda (Nick Dowson) and Panda-monium! (Cynthia Platt).
Skills
Through research activities and practical
investigations learners will develop skills in:
Suggested learning activities
Learning intentions and success criteria should be established
through dialogue with learners.
2
http://www.educationscotland.gov.uk/pandas/index.asp
Investigate ways adult pandas respond to and care for the cub:
feeding, cleaning, communicating, moving and protecting
(http://bit.ly/1ofcsbI).
Create and tell/perform their own stories.
Reflecting on learning
Dialogue with learners will establish how the design principles have been
addressed:
Breadth – What other curricular areas were covered during this
topic? Can you relate learning to real life and /or school
learning?
Evidence of learning
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Say: Record or transcribe learners describing their own experiences i.e. on how they have grown
and developed so far, or who cares for and helps them.
Personalisation and choice – Were you given the opportunity
to choose your own methods of investigation or recording?
Write: Record or collect examples of learners’ writing and drawings throughout the project and
discuss with the learners. How well does the learners’ writing/drawings communicate his/her
ideas?
Depth – Were you given the opportunity to show what you
have learned and explain your learning to others? Have you led
learning in any way?
Make: Group or class book/video giving guidance on how to care for a young animal or baby with
instructions and images.
http://www.jou rneytoexcellence.org.uk /videos /netherlees cience.as p
Coherence – Can you discuss some of the knowledge,
understanding and skills you have developed? How have you
used these? Can you relate them to real life or other areas of
learning?
Progression – Have you used the knowledge, understanding
and skills you already had of the subject and have you built on
these?
Relevance – Can you identify an everyday context where you
would use your knowledge, understanding and skills?
Challenge & enjoyment – Did you enjoy the learning? Why/why
not? Were you given enough challenges throughout your
learning to put your knowledge, understanding and skills to use
in different ways? Can you suggest how to make the learning
more challenging and/or enjoyable e.g. how to take learning
further?
Do: Collect annotated photos of learners demonstrating, perhaps through role play, the
importance of showing care and love to a young animal or baby.
For more information see the health and wellbeing assessing progress and achievement resource at:
http://bit.ly/1qMtfAt
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions to challenge learners:

investigate how other animals (of their choice) grow, develop and are nurtured and
produce a collection of pictures and information to show this

through discussion and imaginative play, explore in more depth the different ways that
people care for, help and love them.
Visit Education Scotland’s early years pages: http://bit.ly/1aN4uBK
This topic contributes to the wider sexual health curriculum.
3
http://www.educationscotland.gov.uk/pandas/index.asp