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Early Years Sustainable Hub Di Ahengê de Search Mail Email: sphubnw@evertoncentre.liverpool.sch.uk In Harmony Liverpool ji El Sistema ya Venezuelayê îlhama xwe digire û çêkirina muzîka orkestrayê bikar tîne da ku tenduristî, perwerde û daxwazên zarok û ciwanên li Everton baştir bike. Di sala 2009-an de li Dibistana Seretayî ya Faith ku bi 84 zarokan ve hatî damezrandin, In Harmony Liverpool berfirehtir bû ku zêdetirî 700 zarok û ciwanên 0-18 salî û malbatên wan niha her hefte, bêpere, beşdarî muzîka orkestrayê ya bi kalîteya herî bilind dibin. li dibistanê û li derve. Çêkirina muzîkê li Dibistana Seretayî ya Faith, Dibistana Seretayî ya Beacon CE, Dibistana Zarokan a Everton û Navenda Malbatê, Dibistana Seretayî ya Katolîk a All Saints, Navenda Zarokan a Anfield û li Liverpool Philharmonic li Friary, navenda me ya provayê li West Everton pêk tê._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Featured Resources UNESCO Sustainable Development Goals Early Years Sustainable Resource early years sustainability resource External Links Taking action to protect our planet can start at any age. Eco-Schools designed specifically for the littlest of learners and nursery practitioners Eco-Schools National Trust Find natural play areas, go exploring on buggy-friendly paths and spot lots of wildlife along the way with The National Trusts pick of gardens that the whole family can enjoy Count Your Carbon is the nation’s first free, full scope carbon emissions calculator built for – and in collaboration with – nurseries, schools, and colleges. Count Your Carbon Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Çalakiyên Fêrbûna Malê Hûn bi xêr hatin rûpela me ya Çalakiyên Hînbûna Malê. Ji kerema xwe li jêr rêzeçalakiyên hînbûna malê bibînin da ku hûn dema li malê bi zarokê xwe re bigihîjin. li vê rûpelê zêde bike. Ger ji bo çalakiyên hînbûna malê yên ji bo zarokên 2-5 salî pêşniyarên we hebin ji kerema xwe re email evertonnsfc@evertoncentre.liverpool.sch.uk Karmendên Dibistana Zarokan a Everton û Navenda Malbatê Pakêtek Çalakiya Hînbûna Malê ya 3-5 û Pakêta Çalakiyê ya Heyworth 2-3 berhev kirine. Ji kerema xwe ji bo nûvekirinên din ên li ser Home Learning9de994-bb3b-136bad5cf58d_ Ji kerema xwe re bi rêkûpêk ParentMail kontrol bikin._5cc-75c. -3194-bb3b-136bad5cf58d_ Ger ji we re piştgirî an zelalkirinek li ser Çalakiyên Hînbûna Malê hewce bike, ji kerema xwe re bi e-nameyê re bişînin evertonecc@talk21.com û endamek tîmê karmendê Everton heke hewce bike dê bêtir agahdariya Hînbûna Malê ji we re peyda bike. Kanala YouTube-ê Dibistan û Navenda Malbatê ya Everton Nursery Çîrokên li ser Kanala me ya Youtube Çîrokên ji karmendan û Yoga ji Tony li ser Kanala meya You Tube. Çavkanî Vîdyoyên rêberî ji bo dêûbav / lênêran. Rêber 1: Amadekirina ji bo Phonics; Di salên destpêkê de piştgirîkirina zarokê xwe Rêber 2: Di salên destpêkê de bi xwendina zarokê xwe piştgirî bikin Guide 3: Piştgiriya zarokê xwe bi pêwendiya xwe û pêşveçûna zimanê xwe di salên destpêkê de Rêber 4: Di salên destpêkê de bi matematîkê zarokê xwe piştgirî bikin Fîzyoterapî bi dansê - YouTube Brain Changer Project Huner Phonics Bloom Phonics Bloom çavkaniyek perwerdehiya înteraktîf e, hem ji bo polê û hem jî ji bo malê lîstikên fonîkî peyda dike. Name û Deng Ev lîstikên serhêl ên belaş dê ji bo Qonaxa 1-ê ya bernameya dengnasiya Tîp û Deng bikêr bin. Topmarks Topmarks firsendê dide zarokan ku bi serhêl, bi lîstik û çalakiyên ewle, kêf û balkêş fêr bibin. Cbeebies Numeracy Tevlî Xwendekarên Piçûk bibin û van hemî lîstik, çalakî û klîbên matematîkê yên kêf û belaş bigerin. Fêrbûna Malê ya TTS Bi tevhevkirina çalakiyên hînbûna serbixwe û hevbeş, pirtûkên fêrbûna malê firsendeke mezin dide dêûbav ku bi zarokên xwe re fêr bibin. Girtina Dibistana Pêşwaziya EYFS Pakêta Çavkaniya Fêrbûna Malê Vê pakêta bikêr a çavkaniyên EYFS bikar bînin da ku di bûyera ku dibistana wan girtî de zaroka weya pêşîn mijûl bibe û fêr bibe. Di pakêtê de gelek çalakiyên kêfî, balkêş û dijwar hene ku zarokan teşwîq dike ku hunerên ku li dibistanê fêr bûne biceribînin. 49 çalakiyên laşî yên kêfxweş ên ku bi zarokên 2 heta 4 salî re têne kirin Ev navnîşa 49 çalakiyan ji bo her rojek lîstikê, cîhê lênihêrîna zarokan a malê, an sibehek an piştî nîvro bi lênihêrker re çûna herî dawî ye. Rewş çi dibe bila bibe, baldariya kurt tê vê wateyê ku ramanek baş e ku meriv çend ji van li ber destê xwe hebin. Cbeebies JoJo & Gran Gran JoJo & Gran Gran rêzefîlmek anîmasyonek e ku li ser keçikek hema pênc salî û dapîra wê ya kêf û şehreza ye. Çalakiyên Radyo-Guhdarîkirina Cbeebies ji bo zarokan Ji bo zarokan çalakiyên guhdarîkirinê Disney Shake Up Games Change4Life û Disney dîsa li hev kirine ku lîstikên Shake Up-ê yên nû ji we re bînin ku ji Disney û Pixar's Toy Story 4 û Incredibles 2, û Disney's The Lion King û Frozen hatine îlham kirin. Van 10 hûrdeman teqînên kêfê dê bi rastî zarokên we bimeşînin û her roj 60 hûrdemên çalak ku ew hewce ne bijmêrin! Hişên Piçûk ên Birçî - Kêfxweşiya hêsan, çalakiyên ji bo zarokên 0 - 5 salî Çalakiyên hêsan, kêfê ji bo zarokan, ji nûbûyî heya pêncan. 50 Tiştên ku Beriya Hûn Pênc Bibin bikin 50 Tiştên ku Beriya Hûn Pênc Bibin Ji bo malbatan serîlêdanek nû ya BELA ya fantastîk e. Çalakiyên ne-ekranê yên hêsan û kêfxweş ên ku zarok dikarin li malê bikin Mamoste û dêûbav dikarin çi bikin dema ku dibistan tune? Fêrbûna serhêl ji malê fersendan pêşkêşî zarokan dike ku bi pêlkirina bişkokekê jêhatîbûnên nû pêşve bibin û fêr bibin. Piştgiriya girtina dibistanan: Digel derketina Coronavirus (Covid-19) ku naha bandorê li gelek saziyên perwerdehiyê li çaraliyê cîhanê dike, em li 2Simple hem ji bo dibistan û hem jî bikarhênerên malê gihandina belaş pêşkêşî hem Purple Mash û hem jî Serial Mash dikin. Daxwaza gihîştina belaş li vir bikin . Zone Family Em dixebitin ku xwendin, nivîsandin, axaftin û bihîstinê li civakên herî xizan ên Keyaniya Yekbûyî, ku ji sê kesan yek xwedî pirsgirêkên xwendin û nivîsandinê ne, çêtir bikin. Ji ber ku kêmxwendewarî di navbera nifşan de ye, em xebatên xwe li ser malbat, ciwan û zarokan disekinin. Eric Carle The Very Hungry Caterpillar dixwîne - YouTube Binêrin Eric Carle, nivîskarê The Very Hungry Caterpillar, ku vê pirtûka wêneya Puffin ya klasîk bi dengekî bilind dixwîne. LeapStart Pergala fêrbûna înteraktîf ku xwendekarên afirîner, pêbawer û bextewar teşwîq dike. #mindhealthy@mal Li malê li tenduristiya hestyarî ya malbata xwe mêze bikin Pirrengiya Biyolojîk #EcoSchoolsAtHome Ji bo ku em ji we re bibin alîkar ku hûn hîn li dibistanê dixebitin û yên ku niha neçar in biçin dibistana malê, me xwest em komek nû ji çavkaniyên Eco-Dibistana ku dikarin werin adaptekirin ji bo ku hûn bikar bînin biafirînin. li ser cûrbecûr mijarên jîngehê bi ciwanên ji her temenî re bixebitin - dema ku ji ber derketina COVID-19 bi mîlyonek û yek kar û zehmetiyên din re mijûl dibin. Maths Gula Spî Bi bandor, îlham û agahdarî ji xebata lêkolîner û pisporên pêşeng ên matematîkê li çaraliyê cîhanê, Matematîka Gula Spî tîmek ji pisporên hînkirina matematîkê yên pir bi tecrube û bi hewes tîne cem hev da ku perwerde bikin, rêber bikin, bibin alîkar û piştgirî bidin hemî kesên ku dixwazin guhartinê li wan bikin. dibistanên wan. The Great Indoors Fikr û çalakiyên ku li malê hişên ciwan teşwîq bikin EYFS - Qonaxa Weqfa Salên Destpêk - Hînkirina BBC EYFS / Temen 3 - 5. Deng bi çîrok, muzîk, tevger û stranan çavkaniyên îdeal ji bo Fêrbûna Destpêkê peyda dike. Naverok rasterast bi bernameya Bernameya Weqfa Salên Destpêkê (EYFS) ve girêdayî ye. heyworth home learning activities home learning activity pack jan 2021 Massage Music A Summer Sky 00:00 / 04:44

We can provide meeting rooms suitable for every occasion from a one to one meeting, to a conference for 100 people. Esol RLC The Base Esol 1/7 Tesîsên Konferansê û Kirêkirina odeyê Tesîsên Konferansê û Kirêkirina odeyê Em dikarin odeyên civînê ji bo her fersendê ji civînek yek heya yek, heya konferansek ji 100 kesan re peyda bikin. Karmendên metbexê yên li ser malperê dikarin hewcedarî û hewcedariyên we yên kesane bicîh bînin. Amûrên pêşkêşî û ICT-ê di nav de projeyên LCD, komputer, axaftvan û hêj bêtir têne peyda kirin. Ji bo bêtir agahdarî ji kerema xwe telefon bikin 0151 233 1969. Room Hire Prices Her roj 250 £, 8.30-16.30 125 £ her roj, 8.30-12.30 an 12.30-16.30 Bikaranîna demjimêr di navbera 15:00 de heye. û 19.00. û serê saetekê 30,00 £ tê girtin. Vexwarinên (Çay, Qehwe, Av û Biskuwît) dikarin werin peyda kirin. Parka Otomobîlê ya Belaş heye. Room Hire Prices £250 per day, 8.30a.m.- 4.30p.m. £125 per day, 8.30a.m.-12.30p.m. or 12.30p.m.- 4.30p.m. Hourly usage is available between 3p.m. and 7p.m. and is charged at £30.00 per hour. Refreshments (Tea, Coffee, Water and Biscuits) can be provided. Free Car Parking available. Room Booking Form

Jîngeha fêrbûnê Serê xwe bigirin. 2-3 sal Heyworth gera Virtual 3-5 sal gera Virtualê ya Cresswell Take the tour. Serê xwe bigirin. 3-5 sal Spencer 1/2 gera virtual Take the tour. Serê xwe bigirin. Spencer 1/2 gera virtual Spencer 3 gera virtual Take the tour. Serê xwe bigirin.

Curriculum Resources Everything from how you manage energy and waste, through to the food you serve and the resources you use, can have a huge impact on both the environment and your business costs. Di Ahengê de Curriculum resources In Harmony Liverpool ji El Sistema ya Venezuelayê îlhama xwe digire û çêkirina muzîka orkestrayê bikar tîne da ku tenduristî, perwerde û daxwazên zarok û ciwanên li Everton baştir bike. Di sala 2009-an de li Dibistana Seretayî ya Faith ku bi 84 zarokan ve hatî damezrandin, In Harmony Liverpool berfirehtir bû ku zêdetirî 700 zarok û ciwanên 0-18 salî û malbatên wan niha her hefte, bêpere, beşdarî muzîka orkestrayê ya bi kalîteya herî bilind dibin. li dibistanê û li derve. Çêkirina muzîkê li Dibistana Seretayî ya Faith, Dibistana Seretayî ya Beacon CE, Dibistana Zarokan a Everton û Navenda Malbatê, Dibistana Seretayî ya Katolîk a All Saints, Navenda Zarokan a Anfield û li Liverpool Philharmonic li Friary, navenda me ya provayê li West Everton pêk tê._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Role of the adult supporting Environmental Awareness Anchor 1 Story Planning Anchor 2 Anchor 3 Anchor 4 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Climate action planning Di Ahengê de Climate action Dfe Strategy Climate Action Planning 1. GETTING STARTED 2. Blank Climate action planning template 3. An example of an action plan using the 3 pillars of sustainability 4. An example of an action plan using place based alearning approach Climate Action Training 1. CAP from audit exemplar 1 column logo 2. CAP from audit exemplar 1 columns blank 3. CAP from audit exemplar 3 columns 4. CAP from audit exemplar blank 3 columns 5. Climate Action Plan Audit 2026 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Sensory Garden Di Ahengê de Blogs In Harmony Liverpool ji El Sistema ya Venezuelayê îlhama xwe digire û çêkirina muzîka orkestrayê bikar tîne da ku tenduristî, perwerde û daxwazên zarok û ciwanên li Everton baştir bike. Di sala 2009-an de li Dibistana Seretayî ya Faith ku bi 84 zarokan ve hatî damezrandin, In Harmony Liverpool berfirehtir bû ku zêdetirî 700 zarok û ciwanên 0-18 salî û malbatên wan niha her hefte, bêpere, beşdarî muzîka orkestrayê ya bi kalîteya herî bilind dibin. li dibistanê û li derve. Çêkirina muzîkê li Dibistana Seretayî ya Faith, Dibistana Seretayî ya Beacon CE, Dibistana Zarokan a Everton û Navenda Malbatê, Dibistana Seretayî ya Katolîk a All Saints, Navenda Zarokan a Anfield û li Liverpool Philharmonic li Friary, navenda me ya provayê li West Everton pêk tê._cc781905-5cde- 3194-bb3b-136bad5cf58d_ A Reflective conversation A reflective conversation with SENCO class teacher Emma Louise Scott and HLTA Maria Edge from Everton talking to Diane Boyd. 1. Setting the Context - introduction to the Podcast and participants Emma and Maria 1 Reflective Conversation Setting the Context Artist Name 00:00 / 01:01 2. Initial first thoughts - before the sustainability training 2 Initial first thoughts Artist Name 00:00 / 00:51 3. Can the SGD's - be easily implemented into early childhood pedagogy 3SDG implemented Artist Name 00:00 / 03:14 4. Which SDG - did you feel you were more familiar with or relevant to your practice? 4 Which SDG Artist Name 00:00 / 05:00 5. What was the most significant point you took from the training 5 What was the most Artist Name 00:00 / 06:05 6. The interconnection of the three pillars of Sustainability 6 The interconnection Artist Name 00:00 / 04:56 7. Reflections and conclusion - What have you taken away from the training and our conversation 7 Reflections and conclusion Artist Name 00:00 / 03:13 Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Çîrokên Fêrbûna Malê Booktrust Çîrokên înteraktîf ên ji mezintirîn xêrxwaziya xwendina zarokan a UK-ê Booktrust. Hin kûçikan dikin Owl Babies Rumble di daristanê de Very Carefully veke ezf Xwe Bextewar û Hûn Dizanin

Pêşîlêgirtina Agenda Prevent Duty Guidance departmental advice prevent duty guidance england wales

Class Times and Breakfast provision Dîrokên Demjimêr Class times are as follows: Cresswell Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Cresswell class starts at 8.45a.m. and finishes at 11.45a.m. and the Wednesday afternoon Cresswell class starts at 12.15 to 3.15p.m. Spencer 1 and 2 Classes: 8.45a.m. start and 3.15p.m. finish on Monday, Tuesday, Thursday and Friday. On Wednesday morning Spencer classes start at 8.45a.m. and finishes at 11.45am. and the Wednesday afternoon Spencer classes start at 12.15p.m. to 3.15p.m. Spencer 3 Centre for Nurture Class: 8.45a.m. start and finishes at 3.15p.m. at the Spencer Street entrance/exit. Heyworth Classes: 8.45a.m. start and are accessed from the waiting area at the back of the school/centre and finish at 3.30p.m. Heyworth has morning 8.45-11.45a.m. or afternoon 12.30-3.30p.m. classes for 15 hour funded children. If you require a paid place the costs are £25.00 for 8a.m. to 1p.m. including lunch or £22.50 from 1-5.15p.m. including a tea snack. Please note the waiting areas for classes are via two different entrances. Parents are asked to wait in the designated areas for their child’s class. Spencer classes Children are to wait in the staff car park with their parents in Spencer Street. Cresswell and Heyworth classes Children are to wait in the waiting area at the back of the school/centre accessed via passing reception on to the Forest School path gate in the Spencer Street visitors car park. The Cresswell Street entrance/exit gate will not be opened during the time children are entering and leaving the premises. Staff will support you entering/exiting the school/centre premises at the start/end of day school times. Please park away from the school gates (and not on the no parking yellow zig zag lines) or use the visitor car park on-site or park away from Spencer or Cresswell Street and walk to the school gate entrances to keep all children safe. Breakfast and After School provision Our Breakfast provision is held in the school hall from 8a.m. Please wait at the double doors near to the school kitchen in Spencer Street and a member of staff will receive/dismiss your child from the double doors. Our After School provision is also in the school hall. Children are to be collected from the After School provision by 5.15p.m. at the latest. If parents/carers are late collecting their child/children from After School or the main school day there is a £5 per hour charge.

EYSH Blogs Lost words Di Ahengê de Blogs ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability. Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs