A to Z of places to learn: X to Z

Russell Grigg and Helen Lewis continue to uncover layer after layer of learning in everything they see as the series concludes with treasure hunts and the rights and wrongs of zoos...

X IS FOR X MARKS THE SPOT

Why bother?

In preparing and following treasure maps, children develop creative writing, observational and teamwork skills and learn about basic mathematical concepts such as space, measure and time. They learn to think about how to collect, organise and present information – key skills in the modern age. The elements of competition, detective work and hands-on experience can motivate children of all ages.

Resource ideas

Focus on one sense – go on a ‘Smelly Safari’ or a ‘Feely Walk’ to develop observational skills and vocabulary. What can you hear? – a car, a bird, etc. Use ICT to record different sounds. Clues to the treasure could develop positional language. Make collections – e.g. things that are round, green, odd-shaped, things beginning with the letter… Use paint sample charts to find different shades of natural colours. Encourage the children to move from clue to clue in different ways, e.g. hop 20 paces forward…

For early readers, search for letters/ numbers in the built environment – what do these symbols tell us? Older children can devise their own treasure hunt. Encourage them to plan carefully where X might be – above or under ground, under water, behind a tree, near, far, alongside? They need to think about how to write clues for the intended audience: whether to use pictures, words, phrases, colours, arrows or other symbols. Dress appropriately for the treasure hunt – in explorer, scientist or naturalist’s gear, or make pirate hats, swords and cutlasses and use coins or jewellery for treasure.

On a small scale, sand trays can be used indoors or outside. Bury a collection of objects in the sand for the children to find, compare, match and sort. Choose objects linked to a current story (e.g. The Three Bears – teddy counters) or an appropriate theme (e.g. The Zoo – animal counters).

Tips for success

Consider whether there will be prizes along the way or at the end. Prepare ‘kit bags’ - notebooks, ICT equipment, collection jars, etc for each group. Make use of ICT to gather evidence where possible.

Y IS FOR YARDS

Why bother?

School playgrounds, which date back to the nineteenth century, are not simply places for children to let off steam. Experts know the social skills children develop on the playground are carried forward into adult life. Children learn to communicate, share, collaborate and tackle new challenges.

Resource ideas

Ask children to audit how they use their playgrounds: why do they need a playground? Are they making the most of the space? What equipment is well used or under-used? Could they redesign areas so that children who may be blind or partially-sighted, deaf or hearing impaired, or who use wheelchairs, may also benefit more fully from the space? Get the children to work in small groups to design an ‘ideal’ playground. Ask children to design and make a model of an item of playground equipment (e.g. a slide, swings, roundabouts, climbing frames) and name the different parts. What materials have been used? Why have these been chosen? How have the parts been joined together?

Select appropriate mathematical equipment to accurately measure the playground. Ask children to decide on a suitable scale and draw an accurate plan of the playground on squared paper. Then provide catalogues of school pay equipment (or information from internet sites) so they can select appropriate playground equipment/resources. Encourage the children to think about the physical space required between different activities, and to plan for different types of areas (active and quiet). Explore traditional playground games and songs through the kids’ zone of the British museum website. Record the types of games played on the yard in different seasons. Ask parents and grandparents about the games they played.

Read Allan Ahlberg’s Heard it in the Playground as a stimulus for poetry sessions; consider painting murals to celebrate local heritage on playground walls, or approach a local artist in residence.

Tips for success

Trees, shrubs and ground covers can provide different scents, textures, shapes, colours and sounds and help stimulate imaginative and creative play. Boulders, rocks and logs can be used as play settings and for seating. Wind chimes/socks add further diversity

Z IS FOR ZOOS

Why bother?

Zoos cater for visitors of all ages. Many provide tailored programmes for the underfives, Key Stage 1 and Key Stage 2. For example, Whipsnade Zoo asks Year 1 children to think about ‘What is the difference between a cuddly toy and a live animal?’ and uses an example of each, along with biofacts and images, to consider the processes that mean an animal is alive. Older children are invited to find out ‘whose poo?’ in a study of teeth, food chains and habitats.

Children can develop their knowledge and understanding of places, interpret maps of the zoo, follow trails, or gather round sites such as a waterhole to hear the stories of the animals who rely on it. Pupils can consider animals that are threatened in the wild, why they are threatened and what zoos are doing to conserve the species. They can research arguments put forward by animal rights groups – animals in captivity can suffer from stress, boredom and confinement. Some claim that if zoos are teaching children anything, it’s that imprisoning animals for our own entertainment is acceptable.

Resource ideas

Most zoos and conservation societies offer adoption schemes, and adopting an animal could provide a starting point for a topic. Ask whether the zoo provide trails for children to explore, such as ‘Spot the Spots’, ‘Pick a Colour’ or ‘Islands and Water’, which focus on exploring colours, textures and patterns in the natural world. Consider a particular habitat and look at the adaptations animals make to live there. Ask children to evaluate the enclosures in which animals are kept – what are the good points and what would they improve? Interview a keeper and write a diary of his day. Design some appetising meals for different animals. Create signs for different animal enclosures, considering how to display information about the animals appropriately – use ICT to enhance these. Look closely at the patterns on animals’ coats and use these as a starting point for design, collage, printing etc. Explore the facts about record-breaking animals such as Medusa, who at 25 feet is the longest snake in captivity. Find out about the sad story of Jumbo, the largest elephant in the world, who gave rides to the likes of Winston Churchill and princes and princesses while he lived in London zoo. Create media campaigns to highlight the plight of endangered species. Older children may like to explore the impact conservation projects have on the people in communities around the world, such as the work of the Sumatran Orangutan Society.

Tips for success

Liaise closely with education staff – for example, in line with BIAZA (British and Irish Association of Zoos and Aquariums) Guidelines, biaza.org.uk/education/schoolsdownloads