September | 2016 | Catherine Tsang UWS ITE ePDP

In engaging with the workshops, it opened my mind as to the possibilities that outdoor learning brings to a child’s education that indoor learning cannot. The tree identifying activity was the one I found most effective and intriguing as it gets children to directly be around their local environment and really engage with it which will be much more stimulating and interesting for children than learning about it indoors. It was also useful to summarise successes and issues with this activity when doing it with children as well as recreating similar indoor activities based on the same learning. I also found this activity most interesting as it led to several prompt questions that may arise in children that relate to environmental issues such as the impact of the loss of habitat and discovering the reasons behind why certain trees may be found in a particular area. This concern for environmental issues can be followed through with my role as an educator which Kemp (2004) highlights is a necessity as we are increasingly becoming more aware of these issues, evidence being that more individuals and groups are forming to resolve discrete environmental issues.

Moreover, the birds and bugs activity proved to be a more difficult activity, however I realise this was due to lack of enthusiasm for digging around in mud whereas children may be more keen to do this. The lichen activity was also less engaging than the tree activity, but may be an eye-opener to children when discovering the different factors that affect air quality in their local environment that are man-made. However, as a future role model and teacher, and as the Scottish Government (2012) describes, I should aim to become an “active global citizen” in order to inspire children to develop a positive and appreciative attitude towards the environment. In addition, Scottish Government (2012) describes common whole school approaches that support learning for sustainability and ultimately helps towards a more environmentally friendly planet. Such examples include the participation of Scottish schools in eco schools, the green flag award and fairtrade schools.

Furthermore, I have always had good experiences regarding the environment which has led to a deep appreciation and interest for helping to support a greener planet. This stemmed from always having an interest in studying geography and being an active eco community member in high school, therefore I hope to inspire the same enthusiasm and appreciation for the environment in children and guide them towards realising and understanding the importance of creating a sustainable environment for future generations.

Kemp, D. (2004) Exploring Environmental Issues. London: Routledge

Scottish Government (2012) Learning for Sustainability: The Report of the One Planet Schools Working Group. Edinburgh: Scottish Government.

My local urban environment is situated in the South of Glasgow with an average population density of 7,800. The town is a thriving industrial estate transformed from the latter part of the 20^th century when it was predominantly a peri-urban community. The conservation of the country park and public park keep this environment a peri-urban community. Regarding physical characteristics, types of building include several new housing estate projects that have been implemented, unfortunately this reduces green spaces in the area. There are also lots of residential buildings in my urban environment. Many green spaces are available to the public such as a country park (see 1 for management plan) and a public park which provide widely used recreation spaces. These have been maintained by the local authority and promote sustainable development as many activities and events occur throughout the year to maintain the pond and park. An example is park rangers offering group walks educating the public about conservation and holding eco events (see 2 for management plan). Installation of cross trainers and other fitness equipment throughout the park promote healthy lifestyles. Similarly, community spaces have recently increased due to a new gym facility in connection with the public park. Furthermore, the town’s community centre has long been established and can be hired for commercial, social or community uses. There is also a nearby library and theatre.

The organisation of roads allows easy links to the major M77 motorway as well as nearby towns through wide, long, straight multi-lane roads. This creates good communication links as there are frequent bus and train services, as well as an abundance of motor vehicles. Issues I have observed regarding transport is the build-up of traffic due to buses intertwining through narrow streets, busier buses on Sundays due to a lack of a Sunday train service and a build-up of motor vehicles and buses throughout streets due to traffic from the primary school having collided as no car parks are offered.

In regards to industry, my local urban environment there are a variety of retail, service, healthcare and business stores with the most significant being the extension of the town’s supermarket allowing more consumers to access it. A second storey car park was also built to accommodate more consumers which demonstrates how successful the extension was in attracting more customers.

In regards to air quality, my local urban environment ranked a low 2 in regards to the level of pollution in the area. This could be as a result of an abundance of trees and green spaces and a lack of factories and nearby plants.

http://www.eastrenfrewshire.gov.uk/CHttpHandler.ashx?id=3225&p=0
http://www.roukenglenpark.co.uk/CHttpHandler.ashx?id=5491&p=0

Catherine Tsang UWS ITE ePDP

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Monthly Archives: September 2016

The Environment Learning Log

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