Take a look at this week's assembly and classroom resources here A tiger is one of the earliest and most easily recognisable wild animals for young children, through books such as The Tiger Who Came to Tea, toys and pictures - although very young children will often confuse a tiger with a lion, and vice versa, as they begin to notice and understand the differences between wild animals. Even so, children quickly develop an understanding of what a tiger is: a wild animal that lives in the wild, has sharp teeth and claws and, importantly, says ‘ROAR!’ rather than speaking to humans. This week’s Picture News story explores Nepal’s growing wild tiger population and what happens when people and tigers need to share the same land. It raises the question: do wild animals have as much right to the land as we do? Exploring wildlife conservation through a primary school assembly discussion Nepal’s rising tiger population provides an interesting example of what conservation can achieve, but it also gives children an opportunity to consider what happens next. As tigers and nearby communities share the same landscape, both people and wildlife have needs that must be considered. From wildlife alerts and stronger fences to safety advice and watchtowers, children can explore some of the ways communities are responding before suggesting ideas of their own. The discussion encourages them to consider different perspectives and think about whether the needs of people or wildlife should come first - or whether it is possible to protect both. Assembly resource supporting discussion about tiger conservation and how people and wildlife can share the same land. Exploring feelings, emotions and respectful discussion in primary schools How would it feel to know a tiger could be living close to your home? Exciting? Frightening? Unsettling? The story itself may also spark strong emotions, with children feeling passionate about protecting wildlife, angry about animals losing their habitats or concerned about the safety of people living nearby. Using the Emotion Response Grid, children can choose more precise vocabulary to describe their response and explain why they feel that way. As they listen to others who may have chosen completely different words, they can practise expressing and justifying their own opinions respectfully while recognising that people can feel differently about the same issue. The Emotion Response Grid supports children to identify, describe and explain their feelings while listening respectfully to different viewpoints. Questions to support classroom discussion · What has helped Nepal’s tiger population increase? · How might it feel to live close to wild tigers? · What could help people and tigers share the same land safely? · Whose needs should come first when people and wildlife share a habitat? · What wildlife lives near you, and is any of it protected? · Do wild animals have as much right to the land as we do? Why? Using current events in primary school assemblies and lessons Increasing tiger numbers may be positive news for conservation, but the story does not end there. Do wild animals have as much right to the land as we do? By considering what happens when people and wildlife need the same space, children are encouraged to think beyond a simple choice between protecting animals or protecting people and explore the different needs, feelings and viewpoints involved. The reflection page brings the learning together, considering how listening, understanding and working together can help people and wildlife share the same home safely. Explore this resource further here
