Higher still

Each section contains the following:

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  an outcome and associated performance criteria from the unit D553 08 MER: Planning an Environmental Area (Access 2)
  

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  descriptions of student activities associated with the outcome
  

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  descriptions of student activities at Access 1 level
  

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  a student’s personal log that may be related to activities carried out at Access 1 or Access 2 level
  

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  opportunities for recording student achievement at Access 1 level
  

Please remember that it is recommended that summative assessment for certification of the unit D553 08 MER: Planning an Environmental Area (Access 2) is administered using the National Assessment Bank material MER (Access 2): Planning an Environmental Area (D553 08/NAB001)

Here is the first of the three outcomes which form the unit D553 08 MER: Planning an Environmental Area (Access 2).

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  In advance of the meeting an agenda is prepared and a group chairperson and secretary are briefed as to their roles in the discussion.
  

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  The whole group then meets to consider possible ways of improving the existing school gardens
  

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  All reasonable suggestions are recorded, including the idea of growing flowers, herbs or vegetables
  

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  A minute of the meeting is written or scribed.
  

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  Individuals, pairs, or small groups investigate the options by visiting different kinds of environmental areas, for example, other parts of the school grounds, local parks or private gardens. Where possible, journey planning is carried out in line with the unit D0EN 08 Making Local Journeys (Access 2).
  

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  As individuals return from their visits they give an oral report to the group.
  

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  With the help of gardening books and magazines, individuals or pairs of students choose to carry out some research on one particular type of environmental area.
  

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  Results are once more reported to the whole group.
  

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  After everyone has reported back to the group, another brief group meeting is held to agree on the type of environmental area which will be planned and to list factors to be taken into account when choosing a suitable site for the planned environmental area.
  

The group decided to plan and keep a herb garden.

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  When they understand the factors to take into account, individuals, pairs or small groups explore the school grounds to discuss suitable sites for the planned herb garden.
  

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  Individuals then take part in a one-to-one interview in which they show the teacher a site they would recommend and give reasons for the choice.
  

The Student’s Personal Log follows on the next page. Here students may enter their personal views of contributing to the activities. The log may be used at Access 1 or Access 2 level. It may be completed by the student or scribed.

My Personal Log

There are opportunities for students to actively experience some of the following:

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  visits to existing gardens on school premises and in local parks
  
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  examination of photographs and diagrams of various gardens
  
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  examination of various planted containers, e.g. window boxes, tubs, hanging baskets, outdoor pots, greenhouse containers, grow bags
  
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  examination of a variety of herbs in terms of touch, smell and taste
  
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  discussion of the factors affecting the choice of a suitable site for growing herbs.
  

There are opportunities for students to show awareness by:

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  using relevant vocabulary;
  
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  expressing a preference for one type of environmental area, with a reason
  
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  agreeing or disagreeing with the choice of site, with a reason.
  

There are opportunities for students to participate in identifying an appropriate type and site for an environmental area by

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  taking an active part in group meetings and out-of-school visits
  
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  commenting relevantly on the pros and cons of various possible sites
  
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  choosing a suitable site
  
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  logging their involvement and achievement in Activities 1 to 3.
  

A sheet for recording student’s achievement at the level of Access 1 relating to the above activities is provided on the next page.