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The ProgrammeFuelling a Revolution


Speaking and Listening could be developed through practical activities within the woodlands, especially as many of these involve working in groups (En1.3). Schools' events being run under the 'Fuelling a Revolution' programme also provide an opportunity for children to listen to talks and presentations (En3.9a).

Printed materials relating to the Heritage Woodlands along with pages from this website could be used as non-fiction texts within literacy hours, providing pupils with opportunities to use organisational features to find information (En2.3c & e). Pupils could also identify and research the meaning of any specialist vocabulary (En2.5a). These texts, alongside work in the woodlands, could be used as a starting point for non-fiction writing with the aim of presenting information about woodland areas (En3.9b).

Alongside this non-fiction work, children could also consider myths, legends and traditional stories set in woodlands (En2.8f). They could use these texts, together with personal experience of the woodland environment, as a starting point for creative writing in the form of stories, poetry and plays (En3.12).

Recording the height and girth of trees is just one example of the way in which woodlands could be used to provide Key Stage 2 children with opportunities to estimate and measure and develop their familiarity with standard units of measurement in a practical context (Ma3.1a & 4a).

Key Stage 2 children could also use the woodlands to record information for use in data handling work, often though not necessarily, in connection with other areas of the curriculum (Ma4.1a).

First-hand experience is an important part of Attainment Target Sc1 'Scientific enquiry' work at all Key Stages. At Key Stage 2, children could use the Heritage Woodlands to make systematic observations and measurements, including through the use of ICT for data logging (Sc1.2f).

The main focus of schools' work in the woodlands relates to Attainment Target Sc2 'Life Processes and Living Things'. Work within the woodlands could be used to:

  • study life processes in plants and animals and make links between these and the environments in which the animals or plants are found (Sc2.1).
  • consider the effect of light, air, water and temperature on the growth of green plants (Sc2.3a).
  • examine the functions of different plant parts (Sc2.3b, c & d).
  • observe first-hand, different stages of the life cycle of flowering plants (Sc2.3d).
  • consider how locally occurring animals and plants can be identified and assigned to groups and make use of keys to do this (Sc2.4a & b).
  • learn about the different plants and animals found in different habitats (Sc2.5b) and how these are suited to their environment (Sc2.5c).
  • use food chains to show feeding relationships in a woodland habitat (Sc2.5d), understanding that nearly all food chains start with a green plant (Sc2.5e).
  • consider ways in which living things and the environment need protection (Sc2.5a).

Under Attainment Target Sc3 'Materials and their Properties', Key Stage 2 pupils might use some areas within the woodlands to describe and group rocks and soils on the basis of their characteristics (Sc3.1d).

Key Stage 2 Qualifications and Curriculum Authority science units of that relate to the Heritage Woodlands include 3D 'Rocks and soils'; 4B 'Habitats'; 5B 'Life cycles'; and 5/6H 'Enquiry in environmental and technological contexts'.

The geography curriculum at all Key Stages requires children to carry out geographical enquiry, both inside and outside the classroom (7c). The Heritage Woodlands and materials relating to these provide a resource for the development of the following geographical skills:

  • the use of geographical vocabulary (2a).
  • the asking of geographical questions (1a).
  • making and using maps and plans (2c).
  • collecting information using fieldwork techniques and instruments (2b).
  • recording and analysing evidence (1b & c).
  • using secondary sources of information (2d).

The Geography curriculum at Key Stage 2 requires children to begin the development of decision-making skills (2g), for example by considering the measures needed to improve safety in a local woodland.

At Key Stage 2, the Heritage Woodlands could also be compared to those in a contrasting part of the world (6a & b), for example the tropical rainforests of South America. In doing so, pupils could:

  • describe the location and characteristics of the woodlands (3a, b & c), recognising how they fit within a wider geographical context (3g) and are interdependent with other places.
  • describe and explain how the woodlands are similar to and different from those of the other locality studied (3f).
  • investigate how the woodlands have changed and how they may change in the future (3e).
  • recognise some physical and human processes and recognise and explain changes and patterns made by these (4a & b).

The Heritage Woodlands could also be used to consider environmental change and sustainable development (5a & b). Pupils should be given opportunities to express their own views about the woodlands and to consider how these affect the quality of people's lives. They could consider ways in which the woodlands may be damaged or improved by human activity and consider how and why they should be managed in a sustainable way.

Key Stage 2 Qualifications and Curriculum Authority units of work in geography that relate to the Heritage Woodlands include 6 'Investigating our local area'; 8 'Improving the environment'; and 19 'Where do we spend our time?'

The historical importance of the woodlands is a central feature in the 'Fuelling a Revolution' programme, this being reflected in the name of the programme. Work in and about the Heritage Woodlands could form part of a local history study (7) investigating either changes over time in the locality, or the development of South Yorkshire's iron and steel industry. Links might also be made to British history units, particularly that on Victorian Britain (11a) which includes work on changes in working life and the growth of industrial towns.

Such work could make use of the interactive activity and pages on the archaeology, history and heritage and archaeological and historical evidence of the Heritage Woodlands on this website.

Key Stage 2 Qualifications and Curriculum Authority units of work in history that relate to the Heritage Woodlands include 12 'How did life change in our locality in Victorian times?' and 18 'What was it like to live here in the past?'

Information & Communications Technology
Provided that the appropriate equipment is available, I.C.T. work can take place within the woods themselves. At Key Stage 2, the Science curriculum require schools to use monitoring and data logging to measure variables such as temperature and light (Sc1.2f). The woodland areas provide many opportunities for this, particularly when used in conjunction with adjacent open areas.

ICT could also be used within the classroom for the processing of data collected during fieldwork. Visits to the woodlands could be presented using a variety of ICT applications, for example, with information about the woodlands being presented as a poem or picture.

In addition, this website provides teachers and pupils with an excellent opportunity to explore an environmental theme through the use of I.C.T. It contains examples of various forms of Internet media, including texts and images, hyperlinks, clickable maps, e-mail links, a noticeboard and an interactive presentation.

Key Stage 2 Qualifications and Curriculum Authority units of work in ICT that could be related to the Heritage Woodlands include 3C 'Introduction to databases'; 4C 'Branching databases'; 4D 'Collecting and presenting information'; and 5F 'Monitoring environmental conditions and changes'.

Design & Technology
The themes of wood and steel could be explored through Design & Technology work. The sensory qualities and working characteristics of woodland materials could be examined (2c) and related to woodland crafts, events involving these taking place during the course of the 'Fuelling a Revolution' programme. Pupils could investigate and evaluate the products of these crafts, in particular considering how well these meet environmental criteria (3c). The changing uses of materials (coke instead of charcoal, metal and then plastic instead of timber) might form a link between the History and Design and Technology curricula.

Art and Design
Key Stage 2 children are required to explore a range of starting points for practical work, including natural objects and the local environment (5a). The Heritage Woodlands form an excellent resource from which pupils can record from first-hand observation (1a), both as an end in itself and in order to aid the development of ideas. Pupils could also investigate and make use of the visual and tactile qualities of woodland materials (2a).

Key Stage 2 Qualifications and Curriculum Authority units of work in art that relate to the Heritage Woodlands include 3C 'Can we change places?'; 4B 'Take a seat'; 4C '; and 6C 'A sense of place'.

A visit to one of the Heritage Woodlands could form a stimulus for composition work (2b) based on the sounds and atmosphere of the woodland environment (5b).

One Key Stage 2 Qualifications and Curriculum Authority unit of work in music that could be related to the Heritage Woodlands is 9 'Animal magic - exploring descriptive sounds'.

Physical Education
Outdoor and Adventurous Activities become an optional part of the curriculum from Key Stage 2 onwards (11). Pupils could make use of the woodlands to meet challenges in large-scale outdoor activities and journeys; follow maps and trails; solve problems and overcome challenges in unfamiliar environments; and learn how to work safely in a range of situations.

Further information can be found in the three Key Stage 2 Qualifications and Curriculum Authority units of work on Outdoor and Adventurous Activities.

Citizenship and P.H.S.E.
The Heritage Woodlands could be used to provide pupils with an opportunity to consider ways in which their own choices and behaviour can affect local, national or global issues and to learn how to make more confident and informed choices about their own health and the environment (5d).

Working with personnel involved in the 'Fuelling a Revolution' programme could be used to give pupils the opportunity to meet and talk with people practically involved in care of their local area (5e). Many of the Heritage Woodlands are a focus of work by voluntary and community groups and there is scope here for developing children's understanding of the role of such groups.

There may be some opportunities under the 'Fuelling a Revolution' programme for pupils to take responsibility for certain aspects of woodland management. In doing so pupils will learn how to take part more fully in school and community activities. They will also be learning about the value of physical exercise and its role in a healthy lifestyle (3a).

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