However, the importance of engaging in fieldwork in the primary phase goes beyond providing memorable experiences.  

Well-designed fieldwork has the potential to inspire in pupils a curiosity and fascination about the world. It develops an appreciation of other people’s values and attitudes, and offers opportunities to master key geographical skills. 

Fieldwork is one of the signature pedagogies of geography. However, Ofsted’s ‘Geography in outstanding primary schools’ blog (2020) notes that subject inspections highlight that many primary pupils have weak geographical skills due, in part, to a paucity of meaningful fieldwork. 

Here are some practical pointers that geography subject teams can apply to kickstart fieldwork planning and delivery… 

Fieldwork planning

Co-planning sequences of lessons between subject leaders and teachers that include fieldwork is very useful.

It provides the opportunity to discuss the essential concepts, knowledge, skills and principles of geography, as well as ideas about enquiry-based approaches to learning.

It’s important not to lose sight of the aims of the curriculum; refer back to the ‘big ideas’ of geography and familiarise each other with key concepts.

For example, before visiting a locality, pupils can use maps and aerial photographs to find out ‘Where is this place?’ (key concept: space), and ‘How does my view of this place change when I zoom in and out?’ (key concept: scale).  

During their visit, pupils can investigate: ‘What is this place like?’, ‘What kind of physical and human features does it have?’ or ‘How do I feel about this place?’.

Activities back in the classroom can help pupils to consider ‘How is this place changing?’ or ‘How does it compare to other places?’ (key concept: place and environment). 

Five important questions

As Simon Catling and Tessa Willy say in Understanding and Teaching Primary Geography, there are five key questions to consider when planning fieldwork: 

1. What is the purpose of the fieldwork, and why is it included in this topic? 

2. What types of data are to be gathered and in what form (e.g. mapping, taking photographs, counting)? 

3. Given the pupils’ age and experience, what skills and techniques will help them to gather the data? 

4. Which of these skills can they already use and which are new to them? 

5. How do pupils build on what they can do already? How will they develop and apply new skills or techniques?  

Asking these questions can prompt conversations about how to build upon pupils’ prior experiences, and when and how to introduce new concepts and skills. 

You can also consider opportunities for children make use of the skills learned in different subjects.

For example, you might give thought to how data handling techniques learned in maths can be applied to design questionnaires, tallies, tables or graphs; and how features of persuasive arguments or non-chronological reports learned about in English can be used by pupils to share their fieldwork findings.  

Geography fieldwork investigation

In undertaking fieldwork, children should be encouraged to adopt an ‘enquiry approach’, where investigation questions are driven by a genuine ‘need to know’.

Support pupils to answer questions using evidence in the form of numerical data, observations, and opinions from people or other artefacts, and to use geographical skills to analyse, describe, classify, and explain findings and patterns.

Finally, encourage them to reflect on their findings, communicating what they have learned and evaluating the whole process.  

It’s also ideal to plan fieldwork activities that seek to solve real-life problems, with a genuine purpose, audience and outcome.

This is not only highly motivating for pupils, but helps them understand what it means to ‘behave like a geographer’. It also allows them to be active citizens, caring for and having a say in how their local environment in maintained. 

Classroom activities

Fieldwork gives pupils authentic learning experiences. But as easy as it is to get carried away about the fieldwork, there is essential work to be done in the classroom beforehand. 

Initial classroom-based activities might include the use of maps and aerial photographs to locate and initially investigate the chosen place.

You could follow this up with lessons about how to collect data in the field, and practising these skills.

Also, ‘walking through’ planned fieldwork activities together with pupils and adult helpers before leaving the classroom ensures that everyone understands the fieldwork aims.

Using photographs of the route to the fieldwork venue and place itself can highlight safety issues relating to traffic and other possible hazards. Using ‘social stories’ can help children to understand who and what they will see.  

Providing adult helpers with a list of key questions will help support focused discussion during fieldwork activities. 

Engaging with fieldwork on this level illustrates that geography is concerned with asking questions about the world and developing the skills needed to answer them.

So let’s go outside! 

Practical activities

EYFS

What would the Naughty Bus see in our school?

Read Naughty Bus by Jan and Jerry Oke. Explore the outdoor area, noting and naming features the Naughty Bus might see. Follow a photo trail to find hidden toys.

Year 1

How does our school change with the seasons?

Visit one place in the school grounds four times over the year. Observe weather and seasonal change, focusing on deciduous trees or plants. Record changes using digital photographs and/or collections of natural objects.

Year 2

How do we feel about the local park?

Follow a route to and from the local park, observing physical and human features. Note how people use this place and express personal feelings using happy/sad faces and plot on a map.

Year 3

How are rocks used in our local area?

Follow a predefined route around the local area and identify the location of rocks used in buildings/natural features. Record these features using a digital mapping package.

Year 4

How does our local river change from the source to the sea?

Using OS maps, trace the route of a local river, identify the source and key features. Visit the river, and make annotated drawings to record river features. Collect data about river flow and the shape of the channel.

Year 5

What is changing in our local area?

Using local news reports, investigate a current local issue, e.g. a new housing development. Collect data using photographs, questionnaires, tallies and record findings using charts, graphs and maps. Suggest possible future changes.

Year 6

How can we make the school grounds more sustainable?

Pupils design enquiry questions to investigate how the sustainability of the school might be improved. E.g. biodiversity, use of resources, pollution. They also design and use tools to collect data and present findings to the headteacher.

From ‘Geography’ by Julia Mackintosh and Martin Sutton in Essential Subject Knowledge for Primary Teaching, ed Nasreen Majid (Sage, 2023).

Julia Mackintosh is a postgraduate primary tutor and subject lead for primary geography at the University of Hertfordshire. She is also a subject consultant for primary geography at NASBTT, where she supports Subject Development Resources for trainee teachers and early career teachers. 

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World Environment Day is a United Nations international day that aims to brings together people across the world and put the spotlight on the key environmental issues of our times.

2023 marks the 50th anniversary of World Environment Day. This year’s theme is #BeatPlasticPollution.

When is World Environment Day 2023?

World Environment Day is on Monday 5th June 2023. Find out how you can get involved by visiting the official World Environment Day website.

World Environment Day KS2 maths lesson plan

This free KS2 maths lesson plan investigates single-use plastics while also covering key aspects of the maths curriculum.

Pupils will learn to analyse real-life data, create bar graphs and pie charts and more.

Year 6 writing model text

This two-lesson writing unit from Plazoom is based on an original model text by Anita Loughrey. Pupils can use it to identify arguments for and against the use of plastic, then write their own discursive text.

KS2 science resource for World Environment Day

This free PDF resource includes an article from The Week Junior about plastic bags and their effect on animals and the environment. There are also accompanying activity ideas to try, including writing, debate and maths tasks.

Find another free The Week Junior activity here, all about climate change.

KS2 recycling lesson plan

This free science and geography KS2 lesson plan encourages pupils to learn new facts about plastic pollution, and reinforces the view that caring for the environment is an important part of life.

October, October book topic

Use this free three-page PDF to explore the book October, October by Katya Balen in a cross-curricular way. The story focuses on our connection to the natural world, making it a great choice for World Environment Day.

Creative ways to reuse plastic bottles

This free PDF from the charity Global Ocean features ten creative ways to reuse plastic bottles.

Also from Global Ocean, you can also download two posters. The first is about how children can help fight plastic pollution. The second shows how plastic ends up in the ocean in the first place.

Global warming resources for World Environment Day

If you want to focus specifically on global warming, check out our round-up of the best climate change for kids classroom resources.

KS2 RE medium term plan

Science isn’t the only subject you can fit climate discussions into. This free RE medium term plan for KS2 explores stewardship in Islam, how the Hajj pilgrimage is being affected by the climate and more.   

Imaginary adventure to the Amazon lesson plan

Take an imaginary class trip to the jungle to study its unique environment, important weather patterns and environmental challenges. This free KS2 geography lesson plan will teach kids why the Amazon is so important and why it needs protecting.

RSPCA bees, pollination and honey lesson

This free minibeasts lesson plan from the RSPCA will get pupils thinking about different types of insects, our attitudes to them and the roles they play in the ecosystem.

This lesson focuses upon bees to give an insight into the complexity of insect life and to explore the beneficial effect of bees on humans and the environment.

Michael Morpurgo book topic

Use Judy Clark’s activity ideas to explore This Morning I Met a Whale – Morpurgo’s tale of a boy who spies a bottlenose whale in the Thames. There are loads of writing opportunities, from environmental information pamphlets to persuasive letters and news reports.

Build a mini rainforest shelter lesson plan

In this hands-on survival lesson for KS1, children will use teamwork, communication skills and lots of creativity and imagination to build mini rainforest shelters from outdoor stuff found in your school grounds.

Leaf book topic

Leaf by Sandra Dieckmann is a beautiful picture book with plenty of heart – but there’s bite here, too. Use these activity ideas to explore the threat of environmental imbalance with your KS1 pupils.

Kids Against Plastic

Before we can expect anyone to protect the natural world, we need help them learn to love it first.

So, Kids Against Plastic has compiled a load of visual resources that will hopefully help you bring the ocean, and some of its glorious inhabitants, into your classroom or onto your screen.

‘Earth’ acrostic poem printout

This printable worksheet tasks students with writing an acrostic poem using the word ‘Earth’, all about our planet, and why it’s important to look after it.

There’s also space for children to draw illustrations to accompany their poems.

Wildlife and habitats RSPCA lesson

Encourage your young learners to explore the world around them, think about the impact humans have on wildlife and what we can do, as compassionate citizens, to protect them.

These free KS1 activities from the RSPCA introduce pupils to the effect that human actions can have on both animals and their environments.

Persuasive recycling poster

This worksheet with writing prompts, taken from the OUP primary literacy resource series Project X Origins, is designed to help pupils create a persuasive poster promoting the benefits of recycling.

Environment and sustainability lessons

The YPTE (Young People’s Trust for the Environment) has a selection of lessons covering plants, animals, fairtrade, food miles, seashores and more.

Find more great environmental ideas and resources for celebrating Earth Day.

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One of the most recommended books amongst geography teachers, Prisoners of Geography captures the imagination of students and enriches their understanding of the wider world.

Written by former Sky News Diplomatic Editor Tim Marshall, its storytelling style inspires students to look beyond their textbooks and supports a thoroughly holistic approach to the geography curriculum.

Use Prisoners of Geography and the sequel Power of Geography to:

• Build a picture of the wider world with compelling and concise chapters, each one focused on a particular country or region.

• Enhance your teaching of the National Curriculum with inclusion of core topics including globalisation, shaping places, superpowers and migration. Download a free editable mapping grid to learn more.

• Explain in clear terms the direct impact of physical geography on human geography and how this shapes an area’s past, present and future.

• Use the texts as a springboard for inquisitive students eager to broaden their understanding and develop independent enquiry.

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In the Mediterranean, Greece and Turkey are in a contest that has roots going back to antiquity, but could flare into violence tomorrow.

Welcome to the 2020s. The Cold War era, in which the USA and the Soviet Union dominated the entire world, is becoming a distant memory. We are entering a new age of great-power rivalry in which numerous actors, even minor players, are jostling to take centre stage.

The geopolitical drama is even spilling out of our earthly realm, as countries stake their claims above our atmosphere, to the Moon and beyond.

Multiple power rivalries

When what was the established order for several generations turns out to be temporary, it is easy to become anxious. But it has happened before, it is happening now and it will happen again.

For some time we have been moving towards a ‘multipolar’ world. Following the Second World War, we saw a new order – a bipolar era with an American-led capitalist system on one side, and on the other the communist system operated by what was, in effect, the Russian Empire and China.

This lasted anything from about 50 to 80 years, depending on where you draw your lines. In the 1990s we saw what some analysts call the ‘unipolar’ decade, when American power went almost completely unchallenged. But it is clear that we are now moving back to what was the norm for most of human history.

Projecting power

Empires rise and fall. Alliances are forged and then crumble. The post-Napoleonic Wars settlement in Europe lasted about 60 years; the ‘Thousand-Year Reich’ lasted for just over a decade. It’s impossible to know precisely how the balance of power will shift during the coming years.

There are undoubtedly economic and geopolitical giants that continue to have huge sway in global affairs – the USA and China, of course, as well as Russia, the collective nations of Europe in the EU and the fast-growing economic power of India. But smaller nations matter too.

Geopolitics involves alliances, and with the world order currently in a state of flux, this is a time when the big powers need smaller powers on their side, and vice versa. It gives countries such as Turkey, Saudi Arabia and the UK an opportunity to strategically position themselves for future power.

In 2015, I wrote a book called Prisoners of Geography, in which I aimed to show how geography affects global politics and shapes the decisions that nations and their leaders are able to make. I wrote about the geopolitics of Russia; China; the USA; Europe; the Middle East; Africa; India and Pakistan; Japan and Korea; Latin America; and the Arctic. I wanted to focus on the biggest players, the great geopolitical blocs or regions, and give a global overview, but there is more to say.

Although the USA remains the only country capable of projecting serious naval power into two oceans simultaneously, the Himalayas still separate India and China, and Russia is still vulnerable in the flatlands to its west.

New geopolitical realities are emerging all the time, and there are other players worthy of our attention, with the power to shape our future.

Geopolitical realities

My latest book, The Power of Geography, looks at mountains, rivers, seas and concrete to understand geopolitical realities. Geography is a key factor shaping what humanity can and cannot do.

Yes, politicians are important – but geography is more so. The choices people make, now and in the future, are never separate from their physical context.

The starting point of any country’s story is its location in relation to neighbours, sea routes and natural resources. Live on a windswept island on the periphery of the Atlantic Ocean? You’re well placed to harness wind and waves. Live in a country where the sun shines 365 days a year? Solar panels are the way ahead. Live in a region where cobalt is mined? That could be a blessing and a curse.

There’s been talk of a ‘flat world’, in which financial transactions and communications conducted through cyberspace have collapsed distance, rendering landscape meaningless. However, this is a world inhabited only by a tiny fraction of people who may well speak via video conference, before flying over mountains and seas to speak in person, but it’s not the experience of most of the other 8 billion people on earth.

Egyptian farmers still rely on Ethiopia for water. The mountains to the north of Athens still hinder its trade with Europe. Geography isn’t fate – humans get a vote in what happens – but it matters.

A divided decade

Many factors have contributed to what will be an uncertain and divided decade as we progress to a new era. Globalization, anti-globalization, COVID-19, technology and climate change have all had an impact, and all feature in The Power of Geography as 21st century events and conflicts with the potential for far-reaching consequences in a multipolar world.

Iran, for example, is currently shaping the future of the Middle East. A pariah state with a nuclear agenda, it must keep its Shia ‘corridor’ to the Mediterranean open via Baghdad, Damascus and Beirut to maintain influence.

Its regional rival, Saudi Arabia, is a country built on oil and sand that has always counted the USA as an ally. But as demand for oil declines and the USA becomes more energy-independent, its interest in the Middle East will slowly wane.

Elsewhere, it’s not oil but water that’s causing turmoil. As the ‘water tower of Africa’, Ethiopia holds a crucial advantage over its neighbours, particularly Egypt. This is one of the key sites for the potential ‘water wars’ this century, but also shows the power of technology as Ethiopia uses hydroelectricity to change its fortunes.

That is not an option in many parts of Africa, such as the Sahel – the vast scrubland at the southern edge of the Sahara and a war-torn region straddling ancient geographical and cultural divisions, where in parts Al-Qaeda and ISIS
now hold sway. Many people will flee, some heading north towards Europe. What is already a major humanitarian crisis
may worsen.

Earthly restraints

However, perhaps the most fascinating development of current times is that our geopolitical power struggles are now breaking free of our earthly restraints and being projected into space. Who owns space? How do you decide?

There’s never really a ‘final frontier’, but this is as close as it gets. Frontiers tend to be wild, lawless places. Above a certain height there’s no sovereign territory. If I want to place my laser-armed satellite directly over your country, by what law do you say I can’t?

With multiple countries racing to become the pre-eminent power in space, and private companies entering the fray, the stage is set for a dangerous cutting-edge arms race, unless we can learn from past mistakes and accept the many benefits of international co-operation.

Tim Marshall is a journalist and author specialising in foreign affairs, having previously served as diplomatic editor for Sky News and contributed to a number of national newspapers.

This article is based on an abridged extract from his book, The Power of Geography – Ten Maps That Reveal The Future of our World (£9.99, Elliott and Thompson Limited). For more information, visit eandtbooks.com/schools

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You can spend whole terms studying the USA (and I have).

The six lessons I outline below will guide students on a tour of the eastern seaboard of the United States, practising mapping skills and exploring the human geography of these locations.

So strap on your cowboy boots, fuel up your truck, and let’s hit the highway.  

Geography KS2 curriculum

The national curriculum for geography in KS2 says that:

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.

This will include the location and characteristics of a range of the world’s most significant human and physical features.

They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Learning objectives

Throughout this six-week plan, children will learn to:

• Explore a location
• Understand what social geography is
• Understand how a country is governed
• Compare different locations
• Understand the features of a cultural region
• Compare climate data

Matthew Lane is a teacher from Norfolk. Follow him on Twitter @MrMJLane and see more of his work at theteachinglane.co.uk 

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30 Second Briefing

1. A 10,000-acre outdoor classroom 

Lee Valley Regional Park is a 26-mile-long park running through Hertfordshire, Essex and London – and that means a 10,000-acre green-space classroom! We deliver sessions at different sites up and down the park so each group can choose the best location and activity for them. 

2. A huge range of diverse topics 

Choose from geography, history, design, mindfulness and more! Our team cover a range of topics that link to the National Curriculum for KS1–4 and SEN groups as well as community groups.

Our programmes range from forest schools to discovery days covering habitats, the Stone Age, mindfulness and natural art.

3. Working as a team 

Alongside our outdoor learning programmes, we have great team-building sessions using our permanent orienteering course in the park. These sessions are perfect for secondary school children and above.  

4. Quality, experience and peace of mind 

Our qualified, DBS-checked education team hold accreditations such as the Learning Outside the Classroom Quality Badge and APIOL. We offer a safe environment for all, with a focus on high quality risk management, so you can book with peace of mind. 

Our staff are trained in Makaton and hold Level 3 Forest School Leader awards, so you know you’re getting the best outdoor education experience. We’ll take care of everything, from managing your booking and checking what you need the session to deliver and adapting it where necessary, to supplying any kit needed.  

“Our staff are trained in Makaton and hold Level 3 Forest School Leader awards, so you know you’re getting the best outdoor education experience.”

5. Nurture their curiosity with nature 

Bring learning to life for your students! Our sessions empower children to develop their own learning and understanding of the natural world and mindfulness.

They’ll be in the moment and see nature, habitats and history up close, from meanders to minibeasts, orienteering to London 2012 legacy venues, and seeds to Stone Age tools. 

Discover how Lee Valley’s unique 10,000-acre classroom can engage your students! Visit www.visitleevalley.org.uk/outdoor-learning for more information and to book.

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I was struggling to decide how I was going to assess what the children had learned.

I remembered that in the past I had used concept maps within lessons, and in my lesson observation for my current role.

Concept maps are fantastic for pulling out connections between ideas, however, I remembered a training session on ‘solo taxonomy’ that had used hexagons to show content links through shape tessellation.

My children were also already used to using hexagons to make links through the work we’ve done with Alex Bedford and the CUSP curriculum, so I knew this was the way to go!  

Knowledge assessment

First, you will need to decide what knowledge you are trying to assess and connect.

For me, this was keywords, icons I had used, pictures, and questions that the children asked during lessons.

This was fairly simple and I added these to the hexagons – feel free to use this template that I put together for the Anglo-Saxon lesson: tinyurl.com/tp-HistoryHexagons 

Hexagons

This is where things can get messy.

You need to decide whether the age and sensibility of the class allows for them to cut out the hexagons themselves.

As I teach Year 5, I felt they were capable.

It was also a great opportunity for the children to discuss and interact with each ‘knowledge hexagon’.

Although I’m assessing their individual knowledge, it was important for the children to work in pairs as their discussion aided in knowledge retrieval.

But you can always cut them out yourself, beforehand.  

Grouping concepts

Next, we move on to sorting and grouping of the concepts.

Pupils will have started to discuss the concepts they can see laid out in front of them, but now they need to group them.

First, they need to put any hexagons that have a term or idea that they don’t understand to one side.

Pupils should lay the rest of the hexagons on the sheet of paper and arrange them in a way that makes sense to them. 

Explain and justify connections

Then the children will need to put any hexagons that they think are related close together.

It’s important to leave a small space between them, because the children will need to write in this space.

The beauty of this concept is that there are no real right or wrong answers.

Normally, as long as the children can explain and justify their connections, within reason, they’ll be able to arrange the hexagons as they see fit.  

Related terms

When pupils are happy with the placement of their hexagons, they should then stick them down.

Next, get them to draw lines between the terms that are related and write next to each line the reason why they believe them to be related.

Finally, look at the hexagons that were put aside; if there are any that could now be related, can they be added?

I always add a few blank hexagons for the children to generate other ideas that you may not have thought of. 

Karl McGrath is the curriculum task design lead at Benton Park Primary school, Newcastle upon Tyne. Follow Karl onTwitter @MRMICT and see more of his work at pedabytes.com

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KS1 equips them with this kind of knowledge, but in Year 3 or 4 children can build on that foundation by diving deeper. In this lesson, they can learn about this most imposing and impressive topological feature.

KS2 is the time for children to learn how mountains are formed; the characteristics of a mountain; how animals, plants and humans survive on mountains; and, the subject of this lesson, where the world’s mountainous regions are located.

National curriculum geography KS2

Mountains are a key part of the geography KS2 curriculum, which states that children should be able to: ‘name and locate counties and cities of the United Kingdom; geographical regions and their identifying human and physical characteristics; key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.‘

What they’ll learn

• How to read maps, atlases and globes
• To identify mountainous regions on a map
• How to describe locations on maps using positional language
• To cross-reference maps to find out more about mountains

Mountains KS2 – starter activity

Beginning a lesson by asking questions makes learning more meaningful and models to children how they can interact curiously with the world around them.

Start by asking pupils, “Where would we find mountains?”, then continue by asking questions such as, “Are there mountains in the UK?” and, “Which other countries have mountains?”.

Encourage children to ask their own questions about the location of mountains.

Let them share facts they know about where particular mountains are, drawing out information about their location, including which continent, country and hemisphere they are in, using a globe to locate these places.

Aidan Severs is an education consultant and former primary teacher and leader. He now supports schools with curriculum and pedagogy. Follow Aidan on Twitter @aidansevers and see more of his work at aidansevers.com

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30 Second Briefing

1. Options for everybody

Made up of seven museums and galleries, National Museums Liverpool offers sessions for EYFS to post-16 students on topics ranging from Ancient Egypt and Transatlantic Slavery to fine art and wellbeing.

One of their venues, World Museum, has a planetarium and aquarium too, so there are even workshops where students can explore outer space or come face to face with live animals! 

2. Linked to the curriculum

All of National Museums Liverpool’s sessions are linked to the curriculum and have clear learning outcomes. These are clearly presented on their website for you to review prior to booking and align to your lesson plans.

3. Supported by resources

Many of National Museums Liverpool’s workshops are accompanied by resources and activities which you can complete before and after your session.

They will help to prepare your students for what they will experience at the museum or gallery, and post-workshop, will help to consolidate what they have learned during the session.

“National Museums Liverpool offers sessions on topics ranging from Ancient Egypt and Transatlantic Slavery to fine art and wellbeing.”

4. Affordable and accessible

For its core workshops for schools and groups, prices range from £49 to £99 per class. Each session can cater up to 30 or 32 students, meaning your workshop could cost as little as £1.54 per student. Booking is easy too, with the option to choose your slot on the website and pay online.  

For those who find the price of school trips prohibitive, National Museums Liverpool offers a schools bursary scheme for primary and secondary schools located in the Liverpool City Region, which can cover the costs of a workshop and associated travel up to £300. This is currently available for workshops at International Slavery Museum.

5. Flexible and adaptable delivery

Some of National Museums Liverpool’s most popular sessions for schools and groups can be delivered virtually, if you aren’t able to travel to its museums and galleries.

There are two virtual classrooms available to book directly on their website, or you can contact the team about adapting your in-venue session if you can’t find what you’re looking for. 

Sessions can also be adapted for students with additional needs and you can discuss your requirements with the team in advance.

All of National Museums Liverpool’s venues are accessible and their website is full of helpful information which you can look at before you visit.

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1. Embark on a dairy cow discovery session

Make friends with a Jersey herd in the cow barn and observe them being milked in a state-of-the-art robotic dairy. Take on the food-sort challenge to learn more about food origins and have a go at making butter.

2. Go on a woodland adventure

Become a tree detective and learn how to identify trees from their leaves and bark. Find out which animals call the woodland their home, and what they need to survive. Delve beneath the leaf litter and logs to hunt for minibeasts.

3. Become a pond explorer

Learn how to pond dip and discover the range of fascinating creatures that live in the wildlife pond. Use ID charts to identify and name these creatures and discover who sits at the top and bottom of the food chain.

4. Tailor your visit

Can’t decide which visit theme to choose? Mosaic School Trips has the perfect solution: its pick‘n’mix option allows teachers to combine learning sessions from two or more visit themes to create the perfect blend of learning for their pupils.

5. Let the farm take the lead

The farm’s teacher-trained education manager will be with you every step of the way during your visit. She’ll lead all three activity sessions, share her expert farming and wildlife knowledge and ensure you have a smooth and stress-free visit.

For more details, contact Mosaic School Trips on 07875 053371, email mosaic@theCRT.co.uk or visit www.theCRT.co.uk/mosaic-school.

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