Not All Classrooms Have Walls
Sir David Attenborough started his career by being introduced to geology and palaeontology at primary school. There are many keys that might trigger an interest in the world outside of the classroom. We all learn differently, and for those less academically and more practically inclined this approach can offer many benefits. Research has shown that an exposure to environmental education, particularly outdoors, leads to a significant improvement in behaviour, attitudes, communication skills, motor skills, risk appreciation and enjoyment of school.
Greenman Environmental was initiated by Steve Thomas. He has a degree in Environmental Sciences and a Masters in Underwater Science, he is a fellow of the Royal Geographic society and he has more than 20 years’ experience in outdoor education. Steve’s interest in bringing environmental education to schools was sparked during a visit to Denmark. A significant number of schools in Denmark aim to deliver about 20% of their lessons outdoors. This roughly translates to one day a week outdoors
Sir David Attenborough started his career by being introduced to geology and palaeontology at primary school. There are many keys that might trigger an interest in the world outside of the classroom. We all learn differently, and for those less academically and more practically inclined this approach can offer many benefits. Research has shown that an exposure to environmental education, particularly outdoors, leads to a significant improvement in behaviour, attitudes, communication skills, motor skills, risk appreciation and enjoyment of school.
Greenman Environmental was initiated by Steve Thomas. He has a degree in Environmental Sciences and a Masters in Underwater Science, he is a fellow of the Royal Geographic society and he has more than 20 years’ experience in outdoor education. Steve’s interest in bringing environmental education to schools was sparked during a visit to Denmark. A significant number of schools in Denmark aim to deliver about 20% of their lessons outdoors. This roughly translates to one day a week outdoors
No one will protect what they don’t care about; and no one will care about what they never experience”
David Attenborough
GrEENMAN'S PURPOSE
ENVIRONMENTAL CLUBS and much, much more.....
Participants in our Environmental sessions will:
- Have fun whilst learning
- Develop an empathy, understanding and respect for the local environment and global issues
- Be inspired to develop a lifelong interest in Environmental matters
|
|
A Case Study - East Harptree School Environment Club Goes Wild
The East Harptree after school Environmental Club was started in 2015 with the aim of educating children about their environment both on a global and very local scale. Whilst the club has a serious aim, it has to be fun.
From only 8 attending the club it has grown to be very popular with the school and the children. Attendance on this Spring’s programme was offered on a first come - first served basis with 18 places available. These places were taken up within 1 hour and we are currently operating with 20 children on the programme. Participants have enjoyed visits including visiting the BBC Natural History Unit, Lye Cross dairy, watching birds from hides at Chew valley lake, learning about waste recycling, visiting the University of Bristol’s botanic gardens, pond dipping and conducting a beach clean survey with the Marine conservation society.
From only 8 attending the club it has grown to be very popular with the school and the children. Attendance on this Spring’s programme was offered on a first come - first served basis with 18 places available. These places were taken up within 1 hour and we are currently operating with 20 children on the programme. Participants have enjoyed visits including visiting the BBC Natural History Unit, Lye Cross dairy, watching birds from hides at Chew valley lake, learning about waste recycling, visiting the University of Bristol’s botanic gardens, pond dipping and conducting a beach clean survey with the Marine conservation society.
Programmes
Each session lasts between lasts between 1.5 hours and 3 hours dependent on content and travel time. These sessions tend to be run as part of a programme but have been run as stand-alone projects or to augment school activities. These workshops have been designed for key stage 2 but can be adapted for older and younger groups
A sample 10 session programme from the summer of 2017:
1. Wildlife and landscape photography
2. Mud monsters
3. Meadows, Somerset Wildlife Trust
4. How reservoirs work and the fish that live in them – Bristol Water
5. Bird Watching, Chew Valley hides - Bristol Water
6. Earth Science Centre/Moons Hill Quarry
7. A call out with the Search and Rescue team
8. Mini beasts
9. Bees and their habitats
10. Making recycling bins and posters for the East Harptree Village fete
Each session lasts between lasts between 1.5 hours and 3 hours dependent on content and travel time. These sessions tend to be run as part of a programme but have been run as stand-alone projects or to augment school activities. These workshops have been designed for key stage 2 but can be adapted for older and younger groups
A sample 10 session programme from the summer of 2017:
1. Wildlife and landscape photography
2. Mud monsters
3. Meadows, Somerset Wildlife Trust
4. How reservoirs work and the fish that live in them – Bristol Water
5. Bird Watching, Chew Valley hides - Bristol Water
6. Earth Science Centre/Moons Hill Quarry
7. A call out with the Search and Rescue team
8. Mini beasts
9. Bees and their habitats
10. Making recycling bins and posters for the East Harptree Village fete
|
|
Potential Programme Content
Other examples of sessions run are included below. All have come about as a result of discussions with parents and teachers.
We make strenuous efforts to dovetail with the school curriculum and to learn about local environmental matters as far as possible.
It is intended that the Club should be active and fun as well as a learning opportunity.
Past Sessions
Other examples of sessions run are included below. All have come about as a result of discussions with parents and teachers.
We make strenuous efforts to dovetail with the school curriculum and to learn about local environmental matters as far as possible.
It is intended that the Club should be active and fun as well as a learning opportunity.
Past Sessions
- Nest box building
- Pond dipping
- Insect house building
- Mini beasts
- Chew Valley Lake – Hatchery and Waterworks
- Under the sea
- Local mining
- Meadows
- Folly Farm - Avon Wildlife Trust
- Wildlife rescue
- Butterfly and Moth observation and recording
- Art activities using natural materials
- Wildlife tracking and identification
- A visit from Hawks and Owls
- Somerset Earth Science Centre
- Bees and their habitats
- Lye Cross dairy
- Community Farm
- Local farm
- Botanic gardens
- Volcanic activity
- The Big Bang and man’s appearance
- Nature’s Bounty – Fruit, nuts, chains and webs
- Stanton Drew
- Search and Rescue and safety in the countryside
- Bird Ringing
- Endangered Species and their habitats – Bristol Zoo
- University of Bristol, Life science laboratories
- Wookey Caves
- Climate change and the weather
- Birdwatching and identification
- Nature Photography
|
|
Key stage 2 Curriculum
Please find some direct excerpts from the UK government guidelines for Key stage 2 in science, geography and history. We would be happy to share our experience and to devise a programme that meets your needs.
Please find some direct excerpts from the UK government guidelines for Key stage 2 in science, geography and history. We would be happy to share our experience and to devise a programme that meets your needs.
In Science
In Science
Year 4
Living things and their habitats
Pupils should be taught to:
Living things and their habitats
Pupils should be taught to:
- recognise that living things can be grouped in a variety of ways
- explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- recognise that environments can change and that this can sometimes pose dangers to living things
Year 5 and 6
‘Working and thinking scientifically’
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
Living things and their habitats
Pupils should be taught to:
Living things and their habitats
Pupils should be taught to:
Evolution and inheritance
Pupils should be taught to:
In Geography
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, …..
Pupils should be taught : Locational knowledge name and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
In History
key stages 1 and 2
The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations.
Pupils should develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Pupils should be taught about: changes in Britain from the Stone Age to the Iron Age and the Roman Empire and its impact on Britain
‘Working and thinking scientifically’
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments
Living things and their habitats
Pupils should be taught to:
- describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- describe the life process of reproduction in some plants and animals
Living things and their habitats
Pupils should be taught to:
- describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- give reasons for classifying plants and animals based on specific characteristics
Evolution and inheritance
Pupils should be taught to:
- recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
In Geography
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, …..
Pupils should be taught : Locational knowledge name and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
- Human and physical geography identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
- Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
- Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
In History
key stages 1 and 2
The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations.
Pupils should develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Pupils should be taught about: changes in Britain from the Stone Age to the Iron Age and the Roman Empire and its impact on Britain
Ofsted Recommendations
Community Cohesion and Collaborative working
From September 2007 schools have been under a duty to promote community cohesion. There should be a sense of belonging, a strong sense of an individual’s rights and responsibilities when living in a particular place – people know what everyone expects of them, and what they can expect in turn.
Greenman works with local charities, volunteers and businesses to create a sense of belonging and to promote a young person’s understanding of rights and responsibilities. These include wildlife trusts, conservation societies, water companies, universities, agricultural concerns and statutory bodies such as English Heritage. We are very grateful to all of these bodies who often offer their time and expertise free of charge, adding great value to what we can offer.
Collaborative working
As schools are encouraged to work in hubs or multi academy trusts, it will become easier for them to share resources such as those offered by Greenman.
Staffing
Greenman staff are DBS cleared and first aid qualified. They are augmented by qualified specialists and parent volunteers. The volunteers are drawn from the parents of the children.
Ofsted Recommendations
Community Cohesion and Collaborative working
From September 2007 schools have been under a duty to promote community cohesion. There should be a sense of belonging, a strong sense of an individual’s rights and responsibilities when living in a particular place – people know what everyone expects of them, and what they can expect in turn.
Greenman works with local charities, volunteers and businesses to create a sense of belonging and to promote a young person’s understanding of rights and responsibilities. These include wildlife trusts, conservation societies, water companies, universities, agricultural concerns and statutory bodies such as English Heritage. We are very grateful to all of these bodies who often offer their time and expertise free of charge, adding great value to what we can offer.
Collaborative working
As schools are encouraged to work in hubs or multi academy trusts, it will become easier for them to share resources such as those offered by Greenman.
Staffing
Greenman staff are DBS cleared and first aid qualified. They are augmented by qualified specialists and parent volunteers. The volunteers are drawn from the parents of the children.
Insurance
We carry a Public Liability Limit of Cover - each and every occurrence £5,000,000 Products Liability Limit of Cover - any one occurrence and in the aggregate during the period of cover £5,000,000
We carry a Public Liability Limit of Cover - each and every occurrence £5,000,000 Products Liability Limit of Cover - any one occurrence and in the aggregate during the period of cover £5,000,000
Fees
Our fees vary according to the session or programme that we are being asked to run. Based on 15-20 in a group the fees would be between £55 and £75 per child for 10 sessions. Each session would last between 1.5 and 3 hours.
We also deliver full and half day events for small groups and whole schools, prices vary according to the event. Please contact us to find out more.
Our fees vary according to the session or programme that we are being asked to run. Based on 15-20 in a group the fees would be between £55 and £75 per child for 10 sessions. Each session would last between 1.5 and 3 hours.
We also deliver full and half day events for small groups and whole schools, prices vary according to the event. Please contact us to find out more.
Contact us:
Greenman
2 Zion Place
Church Lane,
East Harptree
BS40 6BE
t: 01761220066 e: steve@grassroutes.co.uk
Greenman
2 Zion Place
Church Lane,
East Harptree
BS40 6BE
t: 01761220066 e: steve@grassroutes.co.uk