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The ProgrammeFuelling a Revolution


Key Stage 3 pupils are required to speak and listen confidently in a variety of contexts (En1.1 & 2) and a guided visit to or a school-based presentation about one of the 'Heritage Woodlands' could provide one opportunity for this. Pupils should aim to concentrate on and recall the main features of the presentation (En1.2a); identify the major elements of what is said (En1.2b); and follow up the presentation by asking questions and giving relevant and helpful comments (En1.2f).

Printed materials relating to the 'Heritage Woodlands', as well as the 'Fuelling a Revolution' website, could be used to provide examples of non-fiction texts to be used both in their own right (En2.4) and as models for children's writing (En3.1).

'Heritage Woodlands' could provide a resource for Key Stage 3 pupils to collect data, either on the woodlands themselves or on the perceptions of and use made of these by the public. In doing so pupils should identify questions that can be addressed by statistical methods (Ma4.2b), identify the data required (Ma4.2d), and design an experiment or survey (Ma4.2e). They should design and use data collection sheets and collect data using various methods including observation, controlled experiments, data logging, questionnaires and surveys (Ma4.3a).

First-hand experience is an important part of Attainment Target Sc1 'Scientific enquiry' and the Heritage Woodlands could be used as a resource for practical science investigation outside the classroom. One way in which this could be done at Key Stage 3 is through ICT based data-logging (Sc1.2g).

Most Science work related to woodlands relates to Attainment Target Sc2 'Life Processes and Living Things'. At Key Stage 3, this requires pupils to:

  • learn about environmental and inherited causes of variation within a species (Sc2.4a)
  • classify living things into the major taxonomic groups (Sc2.4b)
  • learn that habitats support a diversity of interdependent plants and animals (Sc2.5b)
  • know how some organisms are adapted to survive daily and seasonal changes in their habitats (Sc2.5c)
  • consider how predation and competition for resources affect the size of populations, for example, the regeneration of trees (Sc2.5d)

Students should continue to learn about ways in which living things and the environment can be protected, and about the importance of sustainable development (Sc2.5a).

Key Stage 3 Qualifications and Curriculum Authority units of work in science that relate to the Heritage Woodlands include 7C 'Environment and feeding relationships' (on which 'Woodland Survival' in this pack is based); 7D 'Variation and classification' (on which 'What causes plants to change?' in this pack is based); 8D 'Ecological relationships' (on which 'Are all woods the same?' and 'Tree of Life' in this pack are based); and 9G 'Environmental chemistry'.

Key Stage 3 pupils are required to carry out geographical enquiry, both inside and outside the classroom (7c), at a range of scales (7a) and in a range of environments, including their locality (7b).

The Heritage Woodlands could be used to develop a range of geographical skills including:

  • use an extended geographical vocabulary (2a)
  • select and use appropriate fieldwork techniques and instruments (2b)
  • use maps including Ordnance Survey 1:25,000 and 1:50,000 maps (2c)
  • select and use secondary sources of evidence, including aerial photographs and evidence from ICT-based sources (2d)
  • draw maps and plans at a range of scales (2e)
The maps and photographs from part 1 of this pack could be particularly useful in the development of these skills.

Key Stage 3 pupils should also develop geographical decision-making skills, for example by deciding what measures are required to improve safety in a local woodland (2g).

Key Stage 3 geographical investigations using the woodlands could make use of a variety of ICT applications, these being outlined in the section on ICT below.

The 'Heritage Woodlands' could be also be used at Key Stage 3 to develop geographical questioning. This could involve:

  • describing the location of the woodland and recognising how the place fits within a wider geographical context (3a & 3b)
  • describing and explaining what the woodland is like and considering how and why it is similar to and different from other places (3c)
  • recognising how the woodland has changed over time and how it may change in the future and considering these changes and their own opinions concerning these (3d)
  • recognising and explaining patterns in the woodlands made by physical and human features (4a)
  • recognising physical and human processes in the woodlands, explaining how these can cause changes (4b)
In doing so, pupils should collect, record and present evidence and analyse and evaluate this, drawing and justifying conclusions (1c)

The Key Stage 3 Geography curriculum requires pupils to cover a range of issues relevant to local woodlands. In particular, in their consideration of ecosystems and of how physical and human processes influence vegetation (6e), they are required to examine the characteristics and distribution of one major biome (6ei) and the ways in which the ecosystems of this biome are related to climate, soil and human activity (6eii). Choosing temperate forest as the biome to be studied would allow use to be made of local woodlands.

Key Stage 3 pupils should also describe and explain environmental change and recognise different ways of managing it (5a). They should consider how conflicting demands on an environment arise; how and why attempts are made to plan and manage environments; and the effects of this on people, places and environments (5b).

Key Stage 3 Qualifications and Curriculum Authority units of work in geography that relate to the Heritage Woodlands include 1 'Making connections'; 14 'Can the Earth cope? Ecosystems, population and resources'; 18 'Connecting ourselves to the world'; and 23 'Local action, global effects'.

The historical importance of the woodlands is a central feature in the Heritage Woodlands programme, leading to the title 'Fuelling a Revolution'.

At Key Stage 3, reference could be made to the more distant history of the Heritage Woodlands in units on British history for the periods 1066-1500 (8) and 1500-1750 (9). The woodlands, being a major source of fuel and raw materials for the early iron and steel industry, could provide a resource for the British history unit on 1750-1900 (10), which includes work on industrialisation and changes in agriculture and rural life.

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.

One Key Stage 3 Qualifications and Curriculum Authority unit of work in history that relates to the Heritage Woodlands is 11 'Industrial changes, action and reaction'.

Information & Communications Technology
The Heritage Woodlands provide many opportunities for Key Stage 3 work on monitoring and data logging.

Use of monitoring and data-logging equipment forms part of both the Science and Geography curricula at this Key Stage. ICT could be used for the processing of data collected during work in the woodlands. Pupils could also use ICT simulations to model the effects of changes in woodland communities. In addition, the 'Fuelling a Revolution' website provides a means for pupils to use the Internet to access information on an environmental theme.

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.

One Key Stage 3 Qualifications and Curriculum Authority units of work in ICT that relates to the Heritage Woodlands is 7 'Measuring physical data'.

Design & Technology
The theme of wood and steel could be explored through the Design & Technology curriculum. The working characteristics of woodland materials could be investigated and the products of woodland crafts evaluated; in particular by considering how well the products meet environmental considerations including the requirement for sustainability (3). They could also consider design issues such as those involved in making the woodlands accessible to people of all abilities (7b).

Art and Design
Children at all key stages are required by the National Curriculum to explore a range of starting points for practical work, including natural objects and the local environment (5a). As in earlier Key Stages, the Heritage Woodlands could be used as a resource for Key Stage 3 pupils to collect and analyse visual information in order to develop their ideas (1a). Pupils could undertake further work on the visual and tactile qualities of materials and consider how these can be manipulated and matched to ideas, purposes and audiences (2a).

There is particular potential at Key Stage 3 for pupils to work on sculpture projects, either for a woodland setting or using woodland environments as a stimulus. As part of the 'Fuelling a Revolution' programme there may be scope for children to work with sculptors and others to produce environmental art (5b).

Key Stage 3 Qualifications and Curriculum Authority art units of work that relate to the Heritage Woodlands include 7C 'Recreating landscapes'; 8C 'Shared view'; and 9C 'Personal places, public spaces'.

Physical Education
Outdoor and Adventurous Activities are an optional part of the Physical Education curriculum at Key Stage 3 (11) and there is potential for undertaking such activities within the Heritage Woodlands.

Key Stage 3 pupils taking part in Outdoor and Adventurous Activities are required to meet challenges in large-scale outdoor activities and journeys (11a); follow maps and trails; use a range of outdoor activity skills and techniques (11b); solve problems and overcome challenges in unfamiliar environments; respond to changing conditions and environments (11d); and learn how to work safely in a range of situations.

Key Stage 3 Qualifications and Curriculum Authority P.E. unit 26 'Outdoor and adventurous activities: intermediate' could be related to work in the Heritage Woodlands.

Religious Education
The Key Stage 3 Qualifications and Curriculum Authority R.E. unit 7E 'What are we doing to the environment?' could be related to work in the Heritage Woodlands.

During Key Stage 3, the Citizenship curriculum requires pupils to become actively involved in the life of their neighbourhood and wider communities and to take part responsibly in community activities (3b). There may be scope here for pupils to play a practical role in management work in the 'Heritage Woodlands'. Pupils should also develop their awareness of the work of national and community-based voluntary groups (1f), a number of the latter being involved in the management of the Heritage Woodlands.

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