Education Session Details - Rosliston Forestry Centre...Falconry Experiences)* Bridges * Drop in Gardening * Early Years Sessions o All about Autumn o Build, Create, Explore, Move,

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Rosliston Forestry Centre

Education Visits 2015-2016

Education Session Details

Before booking your visit you should refer to the School Visit ESSENTIAL INFO pack, and the current Education Programme leaflet Environmental Education Project 01283 535039 Unit 1a, Rosliston Forestry Centre Burton Rd, Rosliston, Swadlincote Derbyshire DE12 8JX www.roslistonforestrycentre.co.uk [email protected] Find us on Facebook: Environmental Education Project at Rosliston Forestry Centre Follow us on Twitter: www.twitter.com/roslistonenved

http://www.roslistonforestrycentre.co.uk/

mailto:[email protected]

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Session Details Most of our sessions are geared towards primary aged pupils. However, we also deliver sessions for early years, secondary, college and adult groups. * Versions of these sessions are also available for KS3, KS4 & other groups (Also see our Secondary Schools and Colleges Programme)

Apple Day (October)

Bees- Means-Buzziness!

Birds as Hunters (run by

Falconry Experiences)*

Bridges *

Drop in Gardening *

Early Years Sessions

o All about Autumn

o Build, Create, Explore,

Move, Play

o Meet the Minibeasts

o Super Sense

o Teddy Bushcraft

Environmental Fun*

Forest School*

Hedgerow Hunters

How does your garden

grow?/ Habitat Surveys – A

basic introduction*

Light and Dark

Minibeast Mysteries*

Mother Nature Designer/

What is Sculpture? / Natural

and Manmade *

Natural Numbers

Nature Detectives

Nature’s Recycling/ Soils and

Nutrient Recycling*

Our Planet

Pond Life*

Preparing for Winter

Secret Lives of Trees/ Secret

lives of Trees and Plants *

Shelter Building *

Sounds of the Forest

Tree Planting*

Trails

o Changing Places

o Picture Trail*

o Science Trail*

o Sculpture and Story

Trail *

o Story Trail

o Survival/ Discover

Trail/ Explorers from

Another Planet*

o Teddy Trail

o Wild and Woody*

Weather Watching

Winter Wonderland

Woodland Experiences*

Working the Woods – Past,

Present, Future*

Written Routes and

Woodland Ways*

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Introduction

Our activities are designed to be FUN as well as educational. We provide a mix and match programme, and will adapt the focus of our sessions, to suit the needs of individual groups. Each planned session of half a day will last for 1½-2 hours. Most of our sessions are geared towards primary school pupils, KS 1 and 2, or Foundation Stage and we try to include one or more relevant games in most sessions and a short plenary in order to reinforce learning. Our activities also link to University of the First Age (UFA) principles, by appealing to a range of different learning styles. We also offer a number of sessions aimed at groups of secondary and college students, as well as group leader and teacher training sessions with partners, such as the University of Derby. Sessions can be adapted to suit other groups. Our subject specialisms are Geography, Humanities, Environmental Studies and Ecology. We have previously adapted sessions to focus on themes such as literacy, particular stories/books, survival, food chains, adaptation, the country code, woodland conflicts and codes and way-markers. Please note that group leaders, visiting staff and helpers will be required to take an active role in helping their groups. All sessions encourage co-operative group work, the development of observational and problem solving skills, and understanding the importance of health and safety. The national curriculum links for each session cannot all be covered with each group. If you have a particular area of interest, or there is a specific part of a scheme or topic you would like us cover, please ensure you include this on your booking form. We are always keen to improve and develop our sessions. Please let us know if you have any suggestions for improvement or new sessions.

Apple Day (Specific dates in October only, please ask each child to bring an apple

with them on the day to be used as part of the session)

Learning Objectives:

Observe the differences between different species of apple

Act out how an apple grows

Sample a few different apples to begin to appreciate the wide differences in flavour

Use an apple press to produce and taste apple juice Designed to celebrate Common Ground’s national ‘Apple Day’, apple day activities take place for one week in October - Phone for details of this year’s dates. This session uses the theme of apples to introduce sources of our food (trees/ supermarkets), includes observation/ descriptive work (colours, textures, flavours how to distinguish between and describe differences) and

considers the sequence of fruit development: piptreeflower fruitpip. The main part of the session is indoors, and includes games, discussions, tasting and apple juicing sessions. Groups are also sent on a crab apple hunt to find our native fruit outdoors.

Curriculum links (KS1 & 2)

SCIENCE: Working Scientifically. Scientific Enquiry – Identifying, classifying and grouping, comparative and fair testing. Plants - identify and describe the basic structure of trees, describe how seeds grow into mature plants, describe how different kinds of animals and plants depend on each other, explore the part that flowers play in the life cycle of flowering plants. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play. DESIGN TECHNOLOGY: Cooking and nutrition - Understand where food comes from.

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Bees-Means-Buzziness! Learning Objectives:

Investigate how bees and/ or ants live in social groups

Discuss different ways in which all animals, but particularly ants and bees communicate

Discuss how different members of a community each have different jobs to do if the community is to be successful

Discuss the role of bees and their importance This session investigates how important bees are to the environment. It also looks at the important job that bees perform in the process of pollination and how honey bees and ants communicate, including learning how to perform a ‘Bee Dance!’

Curriculum links (KS1 & 2) SCIENCE: Scientific Enquiry – Identifying, classifying and grouping. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play, gain, maintain and monitor the interest of the listener(s).

Birds as Hunters (Also available for KS3 & 4 and other groups)

The 1-1.5 hour session is led by Falconry Experiences (based at Rosliston Forestry Centre) will include bird handling and flying. In wet weather activities and demonstrations will take place indoors. NB Running costs for these sessions are higher than the standard school visit sessions (price on application). This session involves demonstration and discussion of the birds hunting technique, and looks at how birds of prey are adapted to their lifestyle; eyesight, feather design, beaks and talons etc. Groups will be able to see the birds flying and compare them with different wild birds. The development of falconry as a sport and way of life will also form part of the session.


SCIENCE: Scientific Enquiry – Identifying, classifying and grouping. Living things and their habitats – identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, recognise that living things can be grouped in a variety of ways, describe how animals obtain their food from plants and other animals. Animals - find out about and describe the basic needs of animals, for survival (water, food and air). ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge.

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Bridges (KS3 & 4 and other groups only)


To identify forces – compression, tension, torsion (twisting) and shear (horizontally opposing)

To distinguish between different types of bridges (girder, rigid frame, cable stay, truss, suspension, arch and rope)

To work together as a team to plan, design and make a bridge

To test the bridges using weights This is a practical and fun team building session. This session includes some introductory games, looking at examples of bridges, a walk to the steam in the natural play area, working in small teams to plan and creating a model bridge with simple materials and testing and comparing the resulting structures.

Curriculum links (KS3 & 4) TECHNOLOGY: Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Drop in Gardening/ Conservation Tasks (Available for KS3 & 4 and other groups)


Take part in practical volunteering

Learn some basic gardening/ conservation skills

Carry out physical gardening/ conservation activities

Team building (dependant on the activities) Every Monday (2-4pm Sept to March, and 2.30-4.30pm April to August) except over the Christmas holiday/bank holidays. This is a regular, practical drop-in volunteer group/session. By joining in with gardening activities participants can log volunteer hours (e.g. for Duke of Edinburgh Awards), increase fitness levels, help us with the garden and learn some basic gardening skills at the same time. Tools provided. Please bring your own gloves. Please ask for further details of the current gardening/ conservation tasks/sessions available. Monday Drop-In gardening sessions are FREE. Pre-booking advised. Standard session/charges apply for other days/times.

Curriculum links (KS3 & 4) CITIZENSHIP: Develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they

will take with them into adulthood. The different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity

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Early Years Sessions Most of our sessions cover Early Years’ requirements, but these separate sessions have been designed specifically for 3-5 year olds. Choose one to match the time of year you plan to visit or take part in all three over the course of a year. Each session lasts between 60-90 minutes depending on the group. All sessions are flexible. Our sessions for early years are linked to the Statutory Framework for the Early Years Foundation Stage seven areas of learning and development. Please discuss specific requirements with us before your visit. An ideas/follow up sheet is available as part of these sessions. The sheet includes ideas for both preschool staff and parents along with the songs and poems used in each session. Please download them from our website.

Session Outlines: All about autumn (Sept-Nov) Learning Objectives:

Recognise the different seasons

Identify characteristics of autumn

Discover seasonal adaptations associated with autumn

This session gives an introduction to the seasons through stories, poems and discussion before taking a walk around the site accompanied by a member of the education team to experience and investigate the signs of autumn. Build, create, explore, move & play Learning Objectives:

Move around and explore an area of the Forestry Centre

Find and use natural materials to create miniature structures

Use clay to create facial features

Be creative and imaginative

Have fun

Learning can take place anywhere rain or shine! This is a very informal, fun, outdoor session accompanied by a member of the education staff to help gain the most from your visit. Children will explore an area of the Forestry Centre and use natural materials and clay to develop their creativity and imagination. Meet the minibeasts (April-Oct) Learning Objectives:

Identify common minibeasts

Use simple equipment

Closely observe small details

Understand and apply respect for minibeasts and their homes

This session includes an introduction to minibeasts through stories, poems and discussion before using simple equipment to investigate the types of minibeasts living in our sensory garden. Super sense Learning Objectives:

Smell, look and touch in the sensory garden

Look and listen for birds at the hide

Listen in the woodland

Consider how animals use their senses to survive

Actively use senses to move quietly and safely around the wood

Introducing the five senses using discussion and practical examples (except for taste!). Groups are encouraged to use their senses to explore the site in different ways.

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Teddy trail and story trail – see Trails section 'Teddy bushcraft’ Learning Objectives:

Follow a section of the teddy trail looking for signs of teddies

Investigate how teddy might survive

Try out some basic teddy bushcraft skills

This session uses the Teddy Trail as a starting point for art, craft and survival skills for Teddy Bears and their friends. Follow the teddy paw prints and discover how wild creatures survive. Hunt for hedgerow food and build a teddy shelter. Option to gather round a camp fire in the secret teddy den! (Extra charge and member of staff required for the campfire).

Environmental Fun Days (Includes: Environmental Games, session also available for KS3 & 4 and

other groups)


1. Taking part in environmental games 2. Working individually or with others on a fun activity

Other objectives may vary dependant on the choice of activities This session can combine elements from any of the standard Centre education sessions to fit in with your preferences for the day, including environmental games and other fun activities. Different plans can be worked out for each group attending the Centre on the same day (a preliminary visit may be necessary to co-ordinate group activities) and can focus on a particular theme e.g. birds.

Curriculum links Links to cross curricular work or to literacy/numeracy projects can be direct or indirect, to suit each year group teacher’s requirements. Activities on the day could include:

treasure hunt

mini beast role play

natural sculpture

pond dipping

various environmental games

‘making and doing’ activities

making sounds/music

story telling

ALSO: see Woodland Experiences session

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Forest School (Also available for KS3 & 4 and other groups)

Learning objectives:

See Woodland Experiences for more details

Spend a day exploring the woodland using ideas from Earth Education and Forest School. Sessions can be adapted to include woodland games, team working, basic bush-craft and survival skills, creative crafts, reflective activities and a camp fire. There is an extra charge for some activities. Forest School is educational approach to

outdoor learning and play. The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive experiences in a woodland environment. These sessions are available as half day (2 hours), full day (2 x 2 hour sessions) or weekly sessions of up to 10 weeks tailored to your group. Please contact us for more information. Participants learn about the natural environment, how to handle risks and use tools, how to co-operate with others and how to use their own initiative to solve problems. Children learn boundaries of behaviour (both physical and social) and grow in confidence, self-esteem and motivation. Peer reviewed and accredited academic research has shown that Forest School helps children develop academically, socially, emotionally and physically. It also contributes to all 5 areas of the ‘Every Child Matters’ agenda.

Curriculum links *See Woodland Experience for more details*

Hedgerow Hunters (April/May – Oct)

Learning Objectives (you will have an opportunity to cover a number of the following – please let us know any preferences when booking your visit):

Discuss what a hedgerow is

Identify hedgerow trees

Calculate (estimate) the age of a hedgerow

Demonstrate one of the benefits of hedgerows

Investigate the biodiversity of a hedge

Discuss the danger to wildlife when hedgerows are destroyed

Discuss how different types of hedges are suitable for different purposes

This session investigates the age and functions of different hedgerows using Hooper’s classification system of ageing hedgerows (counting species), basic tree identification and assessing the value of the hedges for a selection of functions e.g. stock barriers, wind breaks/shelters, wildlife habitats. Groups may wish to discuss the future of hedgerows and ways in which they can influence this future. NB – This session needs to be booked when there are leaves on the hedge to identify

Curriculum links (KS1 & 2) MATHS: Solve problems by applying mathematics. Measurements - Measure and begin to record lengths, use appropriate standard units. GEOGRAPHY: Human and physical geography - Use basic geographical vocabulary. Locational knowledge - Identify human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods. SCIENCE: Working scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Plants – Identify and name a variety of common wild plants, including deciduous and evergreen trees, Living things and their habitats - 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.

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How does your garden grow? (March-Nov) (Also available as a ‘Habitat Surveys – A basic Introduction’

session for KS3, KS4 and other groups) Learning objectives:

Discuss growth with regard to the human body

Identify what plants need to grow

Play one or more games to reinforce knowledge of plant growth

Work out why vegetation grows in some areas but not in others

Name of plant parts

Optional Extras:

Discuss seed dispersal

Compare the growth rate of different species of tree Look at the factors that determine whether a plant will grow successfully or not. Identify what might get in its way. Session includes games, role play and mini survey. This is a session is a CREST Star Investigators activity. CREST Star Investigators is a UK-wide award scheme that enables children to solve science problems through fun, hands-on, investigation. It’s a great way to take learning out of the classroom: http://www.britishscienceassociation.org/creststar

Curriculum links (KS1 & 2) SCIENCE: Working Scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping, comparative and fair testing. Plants - Using the local environment to explore and answer questions about plants growing in their habitat, identify and describe the basic structure of a variety of common flowering plants, observe and describe how seeds and bulbs grow into mature plants, find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. MATHEMATICS: Solve problems by applying mathematics. Measurement - Comparing different types of quantities and measures, asking and answering simple questions by counting the number of objects in each category and sorting the categories by quantity. GEOGRAPHY: Locational knowledge - Identifying human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Light and Dark Learning objectives:

Compare how animals behave at different times of the day

Discuss why and how some creatures are adapted to life in the dark

Consider what adaptations suit animals to life in the light or dark

Experience which senses are used most in the dark

Play a game about nocturnal predators and prey This session compares how animals are adapted to a nocturnal or diurnal lifestyle, search for minibeasts hiding in dark areas outside and search for signs that there are nocturnal animals on site – even if they can’t see them! There will also be the option to experience a dark wooded area and the bird hide to look for day flying birds.

Curriculum links (KS1 & 2) SCIENCE: Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Living things and their habitats - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Animals - identify and name a variety of common animals, find out about and describe the basic needs of animals. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.

http://www.britishscienceassociation.org/creststar

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Mini beast Mysteries (March/April – Oct)


Classify minibeasts

Recognise various habitats- grassland, woodland, fresh water

Discuss how minibeasts have adapted to their habitat- camouflage, shape of body

Recognise and name a number of species of minibeast NB – you will not be able to cover all these learning outcomes in half a day – Tell us when you book this session if there are priorities This session uses basic keys to identify a number of species of minibeast, classify minibeasts, recognise various habitats (hedgerow, woodland and meadow), and discuss how minibeasts have adapted to their habitats. Different methods of finding minibeasts will be used, including sweep netting (weather permitting). Games or role play can be used to reinforce learning. Comparisons can be made between land and water creatures. Pupils can draw their discoveries/use basic keys to identify them.


SCIENCE: Working Scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Animals - identify and name a variety of common animals, find out about and describe the basic needs of animals. ART and DESIGN: Use drawing to share their experiences. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.

Curriculum links (KS3 & 4) SCIENCE: Use appropriate techniques, apparatus, and materials during

fieldwork, paying attention to health and safety. Make and record observations and measurements using a range of methods for different

investigations; and evaluate the reliability of methods and suggest possible improvements. Apply sampling techniques.

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Mother Nature Designer/What is Sculpture?

(Also available as a ‘Natural and Manmade Sculpture’ session for KS3, KS4 and other groups)

Learning objectives (please discuss your requirements with us before the session so we can tailor it appropriately):

Discuss the meaning of Nature and what do we mean by Mother Nature?

Understand what sculpture is

Observe sculpture by walking round the Forestry Centre

Discover Nature’s sculpture

Collect natural materials to make a collage or sculpture

Optional Extras:

Discuss elements of pattern, texture, colour, shape and form

Discuss/challenge ideas about what a sculpture is

Compare choices of materials used for sculpture

Make natural sculptures and consider their meaning e.g. is telling a story, something seen, abstract

Mother Nature Designer

The emphasis is on looking at natural things and making sculpture out of natural materials. This session investigates art and design as part of a walk, looking around the site for examples of sculpture or design (man-made and natural). This can include considering the shape, texture, colour, smell etc. of natural materials. Pupils collect natural materials and colours to create collages or mini sculptures (which will be left in situ).

What is Sculpture? The emphasis is on looking at man-made sculptures on site. This session investigates site sculptures and discusses the differences between ‘art’ and ‘function’ (eg using the Sparrowhawk climbing frame or the willow dome as examples) and natural sculptures/materials vs. man made. Natural materials and colours are collected and used to create collages or mini sculptures (which will be left in situ).


ART and DESIGN: Investigate the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Improve their mastery of art and design techniques, including sculpture with a range of materials. DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking. SCIENCE: Scientific enquiry. Everyday Materials - Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their simple physical properties. Living things and their habitats - explore and compare the differences between things that are living, dead, and things that have never been alive.

Curriculum links (KS3 & 4) ART and DESIGN: Produce creative work, exploring their ideas and recording their experience. Evaluate and analyse creative works using the language of art, craft and design. Use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas. Analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work.

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Natural Numbers Learning objectives:

Discuss different shapes and symmetry

Approximate and estimate

Applying measuring skills in a range contexts

Use maths skills in games (e.g. rope shapes game) and practical contexts

Natural numbers is a selection of fun and interactive mathematical activities set at Rosliston Forestry Centre. Originally written with Year 3 children in mind the activities can be adapted to suit other age groups. The emphasis throughout the sessions is of putting maths into context by setting the children practical challenges. All the topics include hands-on activities to bring maths alive. Topics include activities related to estimation, shape, symmetry and logic.

Curriculum links (KS1 & 2) MATHS: Develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources. Develop ability to recognise, describe, draw, compare and sort different shapes and use related vocabulary. Using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions

Nature Detectives Learning objectives:

Discuss the meaning of the word ‘detective’

Name the 5 senses

Demonstrate the use of senses when looking for clues in nature

Use appropriate equipment when looking for creatures and evidence of creatures e.g. magnifying glasses, collecting pots

Using our senses and a variety of equipment to walk round the site discovering evidence/clues about some of the creatures which live at Rosliston in a variety of habitats e.g. hedges and meadows. Depending on which creatures they discover, the session can include discussion of food chains, camouflage, roles (niches), hunting and hiding, homes, feeding and reproduction. Various games can be used in conjunction with the discussions. Pupils can draw their discoveries/use basic keys to identify them. Please specify when booking if you require the session to have a particular focus.


SCIENCE: Working Scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Animals - identify and name a variety of common animals. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play. ART and DESIGN: Use drawing to share their experiences.

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Nature’s Recycling (Also available as a ‘Soils and Nutrient Recycling’ session, which

includes simple soil surveys, for KS3, KS4 and other groups) Learning objectives:

Investigate the different constituents and texture of a variety of soils

Discuss the meaning of ‘nutrients’ when applied to soil

Investigate the way in which worms live in soil

Discuss how nutrients are recycled in nature e.g. decomposition

Observe soil under a microscope What role do creatures play in natural recycling? Investigate different soil samples, and work out what would happen if nature stopped recycling. Includes a mini beasts hunt looking for decomposers in and around leaf litter and dead wood.

Curriculum links (KS1 & 2) SCIENCE: Working Scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping, comparative and fair testing. Living things and their habitats – explore and compare the differences between things that are living, dead, and things that have never been alive, identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, identify and name a variety of plants and animals in their habitats, including micro-habitats, describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Everyday materials - describe the simple physical properties of a variety of everyday materials.

Our Planet Learning objectives:

Observe a globe

Discuss different global habitats, how creatures are adapted to live in them and potential risks to these animals/habitats

Discuss different materials and their effect upon the planet

Talk about recycling, both natural and by design

Think about and prepare ‘Planet Pledges’ This session links knowledge and understanding of habitats to human impact and the importance of conservation and recycling as well as focusing on animals adapted to a range of global habitats. This session is also particularly suited to be delivered as an outreach activity.

Curriculum links (KS1 & 2) GEOGRAPHY: 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, use world maps, atlases and globes, identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones, describe and understand key aspects of physical geography, including: climate zones. SCIENCE: Scientific Enquiry. Living things and their habitats – Explore and compare the differences between things that are living, dead, and things that have never been alive, identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, identify and name a variety of plants and animals in their habitats, including micro-habitats. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions.

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Pond Life (April – Oct)

Learning objectives (please discuss your requirements with us before the session so we can tailor it appropriately):

Briefly discuss habitats with the accent on pond life

Discuss safety rules, observe ways of being safe whilst pond dipping and pond dip safely

Observe and identify various species of pond life. This may include their

o behaviour o movement o colour o activities of wildlife caught o simple food chains

Understand the importance of returning wildlife safely to its correct environment

Optional Extras:

Compare a range of ponds around the site

Look for the different water sources at each pond

Consider how the different pond creatures are adapted to their habitats

Discuss the life cycles of some pond creatures

Investigate food chains/webs Have fun and learn whilst ‘dipping’ for creatures in the pond and/or other aquatic habitats. Groups can discuss species adaptations to the pond habitat, or focus on food chains. Games or role play can be used to re-enforce learning. Participants can draw their discoveries/use basic keys to identify them.

Curriculum links (KS1 & 2) SCIENCE: Working Scientifically. Scientific Enquiry – Pattern seeking, identifying, classifying and grouping, comparative and fair testing Animals - Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. Identify and name a variety of

common animals that are carnivores, herbivores and omnivores. Living things and their habitats - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, identify and name a variety of plants and animals in their habitats including microhabitats, describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play. ART and DESIGN: Use drawing to share their experiences.


SCIENCE: Use appropriate techniques, apparatus, and materials during fieldwork, paying attention to health and safety. Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. Apply sampling techniques.

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Preparing for winter (Sept – Feb)


Begin to recognise seasonal changes and the implications for animals

Learn about animals which hibernate

Begin to understand about migration and its problems

Begin to appreciate that some animals live through the winter An autumn session which investigates how birds and animals prepare for the trials of winter. Looking at the way in which nature provides a harvest of food for creatures to ‘stock up’ in anticipation of winter hardship, and how some cope by hibernation or migration (both to and from Britain). The main practical activity will be to create and test a nest suitable for a hibernating creature such as a hedgehog.

This is a session is a CREST Star Investigators activity. CREST Star Investigators is a UK-wide award scheme that enables children to solve science problems through fun, hands-on, investigation. It’s a great way to take learning out of the classroom: http://www.britishscienceassociation.org/creststar


GEOGRAPHY: Human and physical geography - Identify seasonal and daily weather patterns in the United Kingdom. DESIGN AND TECHNOLOGY: Design - Design purposeful, functional, appealing products for themselves and other users based on design criteria. Make - select from and use a wide range of materials and

components. Evaluate - evaluate their ideas and products against design criteria. SCIENCE: Working Scientifically. Scientific Enquiry. Seasonal changes - observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies. Living things and their habitats - Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Animals - Find out about and describe the basic needs of animals, for survival (water, food and air). ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.

http://www.britishscienceassociation.org/creststar

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Secret Lives of Trees (Also available as a ‘Secret Life of Plants and Trees’ session, which can include transects and sampling surveys, for KS3, KS4 and other groups)


Identify the different parts of a tree

Discover what is happening inside a tree

Discuss the necessity for trees to be grown on the planet

Observe trees growing in their habitat

More than 30 different species grow at Rosliston. This is an opportunity to study trees in some detail – their different parts and how they function, and why trees are important. Includes learning some key tree terminology e.g. ‘conifer’, ‘deciduous’, ‘heartwood’ and ‘sap’. The session will include games and role play to bring a tree to life, and use their senses to help them to tell trees apart. Please let us know when booking the session if you have any particular requirements e.g. calculating the age and height of trees.

Curriculum links (KS1 & 2) SCIENCE: Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Plants - identify and name a variety of common wild and garden plants, including deciduous and evergreen trees, identify and describe the basic structure of a variety of common flowering plants, including trees. Seasonal changes – Observe changes across the four seasons. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, identify and name a variety of plants and animals in their habitats, describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. MATHS: Solve problems by applying mathematics. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.

Curriculum links (KS3 & 4) SCIENCE: Reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal. The interdependence of organisms in an ecosystem, including food webs and insect pollinated crops. The importance of plant reproduction

through insect pollination in human food security. Plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots.

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Shelter Building (Also available for KS3 & & 4 and other groups)


Safely construct and take down a shelter

Create a sturdy and waterproof shelter

Understand the importance of health and safety and that it is everyone’s responsibility including: Safe movement of materials; Creating a safe shelter which will not fall and squash you in the middle of the night

Work as part of a team

This session includes an introduction to shelters followed by a hands-on shelter building session. Participants will learn how to build a lean-to shelter in our woods. At the end of the session the group will discuss the best design, highlight particular features of their shelter or tell a story of why they ended up building a survival shelter in the woods, and test the shelters to see which one would fare best in inclement weather!

Curriculum links (KS1 & 2) DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking. SCIENCE: Scientific Enquiry – Comparative and fair testing. Animals, including humans - find out about and describe the basic needs of animals, including humans, for survival. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.

Curriculum links (KS3 & 4) PHYSICAL EDUCATION: Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. DESIGN AND TECHNOLOGY: Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants

and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

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Sounds of the Forest Learning objectives:

Listen for natural woodland noises

Create musical instruments out of natural materials found

Work in small groups to perform a tune using the instruments created

Woodland, wind and water, birds and bees all become the inspiration for sounds of the forest. Investigate different sounds, pitch, volume, timbre etc. outdoors and find natural resources to create different sounds. Use real and home-made instruments to produce a performance. Please let us know when you book this session if you have any particular requirements.

Curriculum links (KS1 & 2) MUSIC: Play tuned and un-tuned instruments musically, experiment with, create, select and combine sounds using the inter-related dimensions of music, improvise and compose music for a range of purposes using the inter-related dimensions of music. SCIENCE: Working Scientifically. Everyday Materials - Distinguish between an object and the material from which it is made. Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their simple physical properties. Living things and their habitats - explore and compare the differences between things that are living, dead, and things that have never been alive. DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play. ART and DESIGN: Improve their mastery of art and design techniques, including sculpture with a range of materials.

Tree Planting (Nov/Dec- March. Also available for KS3 & 4 and other groups)


Observe and follow instructions on how to safely plant a tree

Plant at least one tree following procedures to maximise the trees chance of survival

Take part in group activities linked to tree planting (will depend on the theme/reason for the session)

Tree planting sessions, which usually include related educational activities. For example activities may include scavenger hunts, role play, following and creating trails, investigating the local environment. Please ask for further details of the current sessions/themes available.

Curriculum links (KS1 & 2) SCIENCE: Scientific Enquiry – Observing over time, pattern seeking, identifying, classifying and grouping. Plants - identify and name a variety of common wild and garden plants, including deciduous and evergreen trees, identify and describe the basic structure of a variety of common flowering plants, including trees. Seasonal changes – observe changes across the four seasons. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other, identify and name a variety of plants and animals in their habitats, describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play.


GEOGRAPHY: Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems

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PHYSICAL EDUCATION: Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. CITIZENSHIP: Develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood. SCIENCE: Pupils are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Trails (Available led or as self-led trails unless otherwise stated)

Learning objectives (these can be adapted to suite your requirements):

Changing Places (All ages): Explore the Forestry Centre as a

changing place and as part of The National Forest. Consider how the Forestry Centre is managed for visitors. Develop your own themed map or leaflet about the centre.

Picture Trail (All ages): Explore the site to find out where the pictures were taken.

Science Trail (All ages): Investigating Science, Technology, Engineering and Technology (STEM) through purpose built activities and science activity shelters around the site. Follow the boards.

Sculpture and Stories Trail (All ages): Use our guide for schools to investigate sculptures on the site and use the trail to inspire stories, poetry and other writing.

Story Trail (Early years/KS1): Journey through the world of storytelling – a trail to capture the imagination of the very young. Follow the story of the ‘Three little pigs’ or ‘Goldilocks and the three bears’. This trail is only available led by our staff.

Survival/Discovery Trail/Explorers from Another Planet (All ages): explore the site in small groups to identify means of survival OR find different locations on a map and carry out self-led activities. Instructions can be adapted for your group.

Teddy Trail (Early Years/KS1): Find out what creatures need to survive outdoors as you look for the teddy footprints.

Wild and Woody (All ages): Enjoy a 1 mile walk following the sculpture trail along our Walk4Life route.

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Groups will be provided with the equipment needed to undertake the tasks on the trails, together with a map.

Curriculum links (KS1 & 2 – will depend on the trails chosen)

GEOGRAPHY: Geographical skills - Interpret a range of sources of geographical information including maps and communicate geographical information in a variety of ways. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play. Reading - becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry, writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about, writing down ideas and/or key words, including new vocabulary, encapsulating what they want to say, sentence by sentence. SCIENCE: Working Scientifically. Scientific Enquiry. Animals, including humans - find out about and describe the basic needs of animals, including humans, for survival (water, food and air). ART and DESIGN: Investigate the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Improve their mastery of art and design techniques, including sculpture with a range of materials. HISTORY: Gain historical perspective by placing growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Significant historical events, people and places in their own locality.

Curriculum links (KS3 & 4– will depend on the trails chosen) GEOGRAPHY: Understand how human and physical processes interact

to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural

systems. Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. ENGLISH: Writing imaginatively. Writing for a variety of purposes and audiences across a range of contexts. Speaking confidently and effectively. Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

SCIENCE: Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. ART: Use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.

PE: Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. CITIZENSHIP: Develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood.

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Weather Watching Learning objectives:

Discuss weather conditions

Make a miniature water cycle

Measure temperature

Investigate clouds

Investigate wind speed and direction This session includes consideration of global weather and climates as well as observation and recording of local weather. Activities will include setting up a miniature weather system and measuring temperature and wind speed (indoors/outdoors). This will lead in to an investigation of microclimate outdoors. Discussion topics can include the effect of different types of weather on plants, animals and people, seasonal weather, specific weather features. Please speak to us when you book in order to tailor the session to your requirements. Groups may wish to keep simple records of weather at school before their visit.


GEOGRAPHY: 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, describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. SCIENCE: Seasonal Changes - Observe changes across the four seasons and observe and describe weather associated with the seasons and how day length varies. Working Scientifically - asking simple questions and recognising that they can be answered in different ways, observing closely, using simple equipment, performing simple tests, identifying and classifying, using observations and ideas to suggest answers to questions, gathering and recording data to help in answering questions.

Winter Wonderland (Dec – Feb)


Discuss winter weather and how we adapt to these conditions

Identify how winter creates difficult conditions for wildlife

Investigate what happens to nature in winter by exploring outside

Identify that there are many different types of weather in the winter and that they can all be enjoyed!

Optional Extras:

Complete a winter scavenger hunt

Discuss different strategies that creatures and plants use to cope with winter

Make a winter nest or den for a creature using natural materials This session introduces winter themes including the weather and how different animals and plants cope with winter conditions. This session aims to show that there is no reason to stay indoors just because it is winter! The session can be 1hour long for Early Years or up to 2 hours for older groups.


GEOGRAPHY: Human and physical geography - identify seasonal and daily weather patterns in the United Kingdom SCIENCE: Seasonal Changes - Observe changes across the four seasons and observe and describe weather associated with the seasons and how day length varies.

ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play

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Woodland Experiences (Includes: Forest School, Also available for KS3 & 4 and other groups)

Learning objectives: • Participate in woodland games and activities • Work together or individually in order to complete a task or

challenge • Reflect on and review their woodland experience • Enjoy being in the woods! Older/more able students may also: • Identify natural materials and creatures encountered in the woods • Recognised how natural woodland materials and phenomena can be

used for survival • Make an item using natural materials found e.g. using knots or tools • Participate in practical survival activities • Express an individual and creative way of reflecting on their

experiences Explore the great outdoors, have fun and learn some practical survival skills. The session could include making natural “string”, shelter building, fire making, other making/doing activities and games designed to help children feel confident in the woods. Due to the bespoke nature of the Woodland Experience Session, this session will be adapted to suit the specific theme/requirements of the group and may be combined with other Forest School Activities e.g. woodland crafts, bush-craft, conservation work and making creature features. Please speak to us when booking the session(s) in order to inform us of any particular requirements. Woodland experience and forest school sessions are designed to benefit academic, physical and social development through focusing on ENJOYING BEING IN THE WOODS!

Curriculum links (KS1 & 2) (Dependant on your activity choices)

GEOGRAPHY: Geographical skills - Interpret a range of sources of geographical information including maps. Communicate geographical information in a variety of ways. Human and physical geography - Identify seasonal and daily weather patterns in the United Kingdom Human and physical geography - Use basic geographical vocabulary. Locational knowledge - Identify human and physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play, gain, maintain and monitor the interest of the listener(s). ART and DESIGN: Improve their mastery of art and design techniques, including sculpture with a range of materials. DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking. SCIENCE: Scientific Enquiry – Pattern seeking, identifying, classifying and grouping. Living things and their habitats - identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. Animals - Identify and name a variety of common animals, find out about and describe the basic needs of animals. Plants - Using the local environment to explore and answer questions about plants growing in their habitat, identify and describe the basic structure of a variety of common flowering plants. Everyday Materials - distinguish between an object and the material from which it is made. Identify and name a

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variety of everyday materials, including wood, plastic, glass, metal, water, and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their simple physical properties. Living things and their habitats - explore and compare the differences between things that are living, dead, and things that have never been alive. Seasonal Changes - observe changes across the four seasons, observe and describe weather associated with the seasons and how day length varies.

Curriculum links (KS3 & 4) PHYSICAL EDUCATION: Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. PSHE: To equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. CITIZENSHIP: Develop an interest in, and commitment to… forms of responsible activity, that they will take with them into adulthood. DESIGN AND TECHNOLOGY: Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. SCIENCE: Pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

Working the Woods – Past Present, Future

(Also available for KS3 & 4 groups)

Learning objectives can include (Please discuss your preferences when you book the session):

Discuss how woodlands and forests have been used in history

Look at examples of different timber and timber products

Investigate different types of tree and their uses Optional:

Role play a woodland or forest story or historic event

Debate the best way for woodlands to be managed today

Take part in creative activities related to woodlands and specific periods in history e.g. stone age, the Normans etc

This session looks at links between forests and events in history and the way people have used woodlands and forests. Using activities such as role play, creating items from historical periods and discussion whilst exploring parts of the site, topics which can be covered include: battles, outlaws, recreation, refuge, hunting and timber for firewood, building and tools. The latter part of the session will be used to explore conflicting ideas about how woodlands should be used and managed today.


ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play, gain, maintain and monitor the interest of the listener(s). HISTORY: Gain historical perspective by placing growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Significant historical events, people and places in their own locality. GEOGRAPHY: Geographical skills - Interpret a range of sources of geographical information. Locational knowledge - Identify human and

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physical characteristics, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. SCIENCE: Scientific enquiry. Everyday Materials - Distinguish between an object and the material from which it is made. Describe the simple physical properties of a variety of everyday materials. ART and DESIGN: Improve their mastery of art and design techniques, including sculpture with a range of materials. DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking.

Curriculum links (KS3 & 4) GEOGRAPHY: Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems ENGLISH: Speaking confidently and effectively. Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. HISTORY: Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. and action to add impact. ART: Produce creative work, exploring their ideas and recording their experiences. Use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.

Written Routes and Woodland Ways (Also available for KS3 & 4 groups)


Discuss woodland features and creatures

Explore and observe the woodland at Rosliston, for inspiration

Create poems and riddles to encourage exploration of the woods

Using natural materials create a trail for others to follow

Evaluate the trails created

This session focuses on the development of a trail around the site, inspired by the woods and woodland creatures. The trails will be developed through the creation of poems/riddles and/or and communication of routes using physical markers. Please let us know when booking the session if you have any priorities that you want to be covered.


GEOGRAPHY: Geographical skills - Interpret a range of sources of geographical information including maps. ENGLISH: Spoken Language – Listen and respond appropriately to adults and peers, ask relevant questions to extend their understanding and knowledge, participate in discussions, and role play, gain, maintain and monitor the interest of the listener(s). Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry, writing for different purposes. Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about, writing down ideas and/or key words, including new vocabulary, encapsulating what they want to say, sentence by sentence. ART and DESIGN: Improve their mastery of art and design techniques, including sculpture with a range of materials. DESIGN & TECHNOLOGY: Design, make, built and evaluate structures. Select from and use a wide range of materials and components. Generate, develop, model and communicate their ideas through talking.

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Curriculum links (KS3 & 4) ENGLISH: Writing imaginatively. Writing for a variety of purposes and audiences across a range of contexts. Speaking confidently and effectively. Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. ART: Produce creative work, exploring their ideas and recording their experiences. Use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas.

GEOGRAPHY: Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Documents

Education Session Details - Rosliston Forestry Centre...Falconry Experiences)* Bridges * Drop in Gardening * Early Years Sessions o All about Autumn o Build, Create, Explore, Move,