In my experience and in terms of research and gained knowledge, the best participation for leaners to really grasp the concepts, themes and ideas at the heart of a project is through active participation. Often this doesn't just mean an active role in the traditional sense but actually physically getting up, going out and engaging with the wider world. This form of engagement, seemingly means that learners connect more with the physical world and developed higher level competencies, in term global citizenship.

Within my field- my activity centres around heritage and conservation- I have in the past facilitated classroom based heritage activities but the most successful ones have definitely been where learners are out and engaging with people and places, preferably in an outdoor setting away from the usual learning environment. I feel this allows them to have a greater sense of imagined community and 'see the bigger picture' as it were in terms of the wider world. Engaging with the natural and built environment gives a greater sense of the role that they play as individuals but also a a partnership- either small or on a larger scale. 

Devising an activity that fosters deep, interdisciplinary learning requires a careful balance of structured exploration and open-ended inquiry. My approach centers on creating a rich, multi-sensory experience that encourages students to engage with concepts like diffraction, pattern, and sound not just intellectually, but experientially. By having students physically interact with a river to observe diffraction, or touch and smell a woodland environment before writing, they build a personal connection to abstract ideas.

The core of the activity lies in prompting students to make connections across disciplines. For instance, observing patterns in nature naturally leads to discussions about geometry and symmetry, while exploring echo and reverb in different spaces bridges physics and music. The goal is to move beyond rote memorization, encouraging to ask "why" and "how" based on their direct observations. This hands-on, inquiry-based method, supported by guided reflection and peer discussion, aims to cultivate critical thinking, scientific literacy, and an appreciation for the interconnectedness of knowledge. The activity is designed to be flexible, allowing student inquiries to drive further investigation and ensuring that learning is both meaningful and memorable.

Children are thinking critically about how they would like the world- using science, language, art , movement. Using the senses helps us to be more aware of our surroundings

To be an early years teacher requires understanding of play, creativity, child development , patent, nurturing, caring

We could go to walk in the local playground- see the flowers and insects. How much rubbish is there? Are the play equipment spaces good\\? What would they like to see? Use Mosaic approach to get ideas

Do posters or wall presentations. Film the events and put them together. We could create a classbook and share with parents

Bring the outside inside the setting – bring in resources and explore the garden area. Organise a class trip

Using as term project and involve parents as well. They could supply materials to develop garden space . Or action group to improve local play places