Early level learning journey
Theme: A new classmate
Curriculum area: Social Studies & Expressive Arts
Introduction
In this learning journey, learners will explore where pandas come from, what they like to eat and why they are endangered. Learners will make comparisons between
Scotland and China and begin to understand the importance of caring for the environment. They will express their understanding through creative play, art and drama, and
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be able to explain why some animals are different and recognise some of the similarities and differences between Scottish woodlands and the Panda’s natural habitat.
Prior learning
Learners will have:
 participated in activities observing and
describing the world around them
 developed their skills in sorting and grouping
information
 an understanding of the variety of wildlife
present in the world
 expressed their emotions and feelings using
storytelling and drama
 had opportunities to prepare and taste food
from different cultures.
Experiences and outcomes
Social studies
 I explore and discover the interesting features of my local environment to develop an awareness of the
world around me. SOC 0-07a
 I explore and appreciate the wonder of nature within different environments and have played a part in
caring for the environment. SOC 0-08a
 I am aware that different types of evidence can help me to find out about the world around me.
SOC 0-15a
Sciences
 I have observed living things in the environment over time and am becoming aware of how they depend
on each other. SCN 0-01a
Health & wellbeing
 I explore and discover where foods come from as I choose, prepare and taste different foods. HWB 035a
Expressive arts
 I have the freedom to discover and choose ways to create images and objects using a variety of
materials EXA 0-02a
 I use drama to explore real and imaginary situations, helping me to understand my world. EXA 0-14a
For further support with planning see the National
Assessment Resource flowchart: http://bit.ly/1qMfYYW
Interdisciplinary opportunities
Interdisciplinary learning should be planned for as appropriate to your learners and context.
As appropriate fo r your lea rners and context.
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http://www.educationscotland.gov.uk/pandas/index.asp
Stimulus
Introduce a ‘new learner’ to the class - the
new learner will be a panda who has just
arrived from China. Class receives a letter
giving clues about where the new
classmate is from: name, likes, dislikes,
food they eat, images of China etc. Class
decides what they will do to prepare for
and welcome the new pupil. Suggestions:
make a nametag, leave a chair free, sing a
welcome song.
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Through research activities and practical
investigations learners will develop skills in:
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Learning activities
Learning intentions and success criteria
should be established through dialogue with
learners.
Using the Internet/ books find and discuss basic facts about
pandas.http://bbc.in/1jhpK26
observing, describing and
recording
comparing and contrasting
interacting with others –
collaborative learning
listening and talking
developing curiosity – in the
world around them and beyond
problem solving skills
presentation skills – oral, written,
multimedia.
Compare and contrast pandas to other animals.
Discuss, sort and group into birds, insects, mammals and plants.
What other groups could they be sorted into?
Learners can:
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Skills
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Suggested key learning
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recall some panda facts
explain why pandas and other animals
need protection
identify and group common features of
different animals
describe some features of their local
woodland
create a collage using woodland materials
use the appropriate problem solving
strategies and skills and collaborate to
build an animal shelter
plan a tour of their local community and
record experience
discuss an aspect of Chinese culture e.g.
food.
Go on a panda bear picnic to the woods. Spot and identify
different types of leaves and plants. What animals live in the
wood? Would the panda be happy here? Share observations.
Collect leaves, twigs, nuts - make collages.
What do woodland animals use for shelter? Work collaboratively
to build dens for the panda outside using branches/
leaves/bamboo cane http://bit.ly/1uRuhll
Read ‘We’re Going on a Bear Hunt.’ Talk about the adventures in
the book and listen to everyone’s response.
http://bit.ly/1xLyec4
Panda tours – where and what would you take your panda to see
in the local community? Make a presentation using a picture story
or short film
For more info on skills visit: BtC4 and Social Studies
Principle and Practice paper.
Panda feast – prepare, taste and compare Chinese dishes like
noodles and spring rolls.
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http://www.educationscotland.gov.uk/pandas/index.asp
Animal drop – use a large world map to identify and drop where
they think the animals are from. Cut out large continent shapes or
draw on the playground using chalk and play world map twister.
Reflecting on learning
Dialogue with learners will establish how the design principles were
addressed:
Breadth - What other curricular areas were covered during this
topic? Can you relate learning to areas of real life and /or
school learning?
http://www.jou rneytoexcellence.org.uk /videos /netherlees cience.as p
Personalisation and choice - Were you given the opportunity to
choose your own methods of investigation or recording?
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?
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 skills, knowledge and
understanding 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?
Evidence of learning
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Say: Explain why animals can be sorted into different groups. Identify features of the panda and
explain why it is classed as a mammal.
Write: Create menus, invitations or posters for the panda feast using words and pictures
Make: Demonstrate collaborative social skills by building an animal shelter using natural materials.
Do: Share and present a new nursery rhyme about panda cubs
For more information visit assessing progress and achievement with regards to significant aspects
of learning.
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions to challenge learners:
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Learners could compare the panda with the endangered Scottish wildcats. What can be
done to conserve these animals? http://highlandtiger.com/index.asp
Discover more about Scotland’s Big 5 animals – red squirrel, red deer, harbour seal, otter
and golden eagle. http://www.scotlandsbig5.co.uk/the-big-5/
Attract wildlife to the school with bug motels, bird feeders and planting bee-friendly
flowers.
This topic provides opportunities to explore issues relating to Eco-Schools Scotland activities and
UNICEF Rights Respecting Schools.
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http://www.educationscotland.gov.uk/pandas/index.asp