Northgate Ponds – Victoria Infant School
Curriculum links: Geography, Science, History, Art & Design, English, Citizenship, ICT
Introduction: This project was about introducing young people to a green open space in their locality so that they could help shape on-site enhancements. Drawing on the history of Northgate Ponds and what it is like today, pupils were asked to propose ideas for how the site might be improved, and to work with an artist to devise motifs for gateway features which will celebrate and promote the space.
Key questions: What is this place like? Who comes to this place? Why is this place important?
Learning activities: The project began with a power point presentation in school by a Heritage Interpretation Officer. This was followed up by a field trip to Northgate Ponds during which the children explored the area assisted by experts including a Creative Writer, Biodiversity Officer and Landscape Architect. During their visit they took part in a range of activities including pond-dipping, tree identification and creative writing. They also surveyed visitors to the space and members of the Local Residents Group. Back in the classroom they worked with a local artist to create motifs in clay based on the flora and fauna they had seen on site. In addition, teachers developed the project by adapting a story of the ‘Lonely Giant’ which was presented by the children to invited guests as a drama piece. They also encouraged pupils to create large-scale flower paintings based on their visit.
Resources: Simple worksheets, visitor questionnaires, tree identification cards, pond dipping equipment, sequential OS maps, photos and historical information
Outputs: statistical information boards which were used as part of wider consultation work co-ordinated by the Council, artwork, a drama presentation at the school end-of-year assembly.
Outcomes: Fieldwork involved the children observing and recording the site, expressing their views through creative writing, and identifying and describing the area. In the classroom the children scrutinized and compiled the data they collected using ICT and made suggestions as to how the area might be improved. They also learnt about the role that art can play in the environment.
Teachers comment: “The children thoroughly enjoyed learning about their local environment in such a practical way. The first-hand experiences that they had particularly enriched our science, art, English, history and geography curricula”.
‘Landscape as Story’ project in partnership with the Cheshire Landscape Trust – Kelsall Community Primary
Curriculum links: Geography, Art & Design, English, Citizenship, ICT
Introduction: This project was about young people investigating their local landscape. Working with members of the Kelsall Parish Plan, Village Design and Parish Landscape Statement Working Group, the children produced a landscape character map of Kelsall parish which has been included in the Kelsall Village Design Statement Guide.
Key questions: What are the key features and characteristics of the Kelsall landscape? What makes Kelsall special?
Learning activities: The children went on a geographical walk to investigate their local landscape, noting their findings in a specially devised workbook. They also took photos using digital cameras. Back in the classroom they had a talk from a Senior Planner who gave them an insight into the world of spatial planning, and wrote creative descriptions
Resources: Detailed workbook, OS maps, postcards, aerial photos, diagram ‘what is landscape’ from the Countryside Agency/Scottish Natural Heritage ‘Landscape Character Assessment Guidance’
Outputs: A unique Landscape Character Map and text of the parish of Kelsall produced using the Countryside Agency/Scottish Natural Heritage ‘Landscape Character Assessment Methodology’, a power point presentation, a range of canvases showing different forms of the parish landscape, Kelsall poem. Through this project the children took part in the Geographical Association’s countrywide ‘Valuing Places Project’.
Outcomes: the children built on their existing knowledge of geographical tools and concepts e.g. using grid references and interpreting maps and aerial photos. They also produced factual descriptions of the local landscape. In addition, they used digital cameras to record their observations and creatively represented what they saw in high quality art form.
Teachers comment: “the children really enjoyed the experience and it gave them a great sense of place and understanding of their surroundings”.
Chester District Debate – Queen’s Park High School
Curriculum links: Geography, Citizenship, ICT, English, Art & Design
Introduction: This project was about young people taking a lead role in a key event in the Council’s consultation programme; presenting their views about planning issues and future development across Chester District direct to decision-makers and the public.
Key questions: What are the key issues affecting the future of Chester District and how might they be tackled?
Learning activities: Pupils began by reviewing key documents on Chester District including the Council’s Corporate and Community Plans, and development brief documents. Next they went on a walk-about around Chester during which they talked to passers-by to gather views and took digital photos. A round-table discussion was held at school during which the students met with the Leaders of Chester City Council to share their emerging ideas. This was followed by a visit from TV presenter Lucy Meacock who talked to the students about their ideas and feelings about Chester as young residents, and gave them an insight into the role of a journalist.
Resources: Chester’s Community and Corporate plans, development brief documents
Outputs: 30 minute power point presentation delivered at the start of the Debate, District Debate logo, poster and folder for the event.
Outcomes: Pupils carried out geographical research inside and outside of the classroom, developed a better knowledge and understanding of their local environment, used ICT creatively to develop high quality presentations and publicity materials, explored the idea of sustainable development and proposed solutions to achieve this.
Teachers comment: “the spin-offs from the work students have done on this project are fantastic. To have their ideas seriously considered and applauded by members of the council has raised their self esteem and proved how much young people have to contribute”.
