0

Acknowledgements

Deborah Corbin, Headteacher, Stoborough Primary School together with Hollie Steele (Year 6

class teacher) and Di Hanson (Teaching Assistant)

All of the Year 6 pupils at Stoborough Primary School who worked so hard and exceeded

expectations and demonstrated without doubt that “children are the world’s most valuable

resource and its best hope for the future” (John F. Kennedy 1961)

1

Contents Page numbers

Acknowledgements

Abstract 3

Introduction 4

Methodology and methods 9

Presentation of findings 13

Discussion and evaluation of findings 16

Conclusion 16

Bibliography 17

Appendices 20

2

Abstract

The national picture of systematic evaluative research into the impact on children and young people of

education development projects such as The Living with a Changing Coastline (LiCCo) learning and

teaching programme is a limited one. This is because very few assessment tools take account in a

systematic, rather than an anecdotal manner, of changes in behaviour and attitudes and values as well

as of knowledge and understanding. To evaluate the impact of the LiCCo programme three

assessment tools were designed and delivered in a complimentary manner to provide an insight into

the effectiveness of the development work. To ensure trustworthiness through triangulation a

selection of data generation methods were designed and implemented that combined qualitative

(interpretivist and subjectivist) approaches with a number of quantitative (positivist and objectivist)

data generation methods. The study suggests a number of credible findings particularly in relation to

significant increases in the participating pupil’s conceptual knowledge and understanding of weather;

climate; adaptation; floods and coastal management. The study also revealed how the inclusion of

critical thinking skills can underpin intellectual progression and achievement above the level expected

for children of the participants stage of primary education.

Chapter 1: Introduction

3

1.1. Background

Living with a Changing Coast (LiCCo) is a cross-channel project, part-funded by the Interreg IVA France

(Channel) – England programme and led by the Environment Agency (South West Region). The project

started in April 2011 and will end in September 2014. It focuses on the Exe Estuary and Poole Harbour

in the South West of England and a further five coastal sites in Normandy, France.

The mission of LiCCo is to help coastal communities to adapt to coastal change and climate change

impacts, such as sea level rise and erosion, through: -

Engaging with target audiences in the coastal study sites and supporting their

involvement in decision making processes on coastal management;

Raising awareness of the environmental, social and economic impacts of climate change

on coastal communities;

Considering the challenges and opportunities of climate change in coastal areas and

understanding what can be done to prepare and adapt to these.

The UK partners in the project are:-

Environment Agency (lead partner)

National Trust

Exe Estuary Management Partnership (hosted by Devon County Council)

Dorset Coast Forum (hosted by Dorset County Council)

Additional information is available on the project website: www.licco.eu

Aims of the LiCCo education programme

The purpose of the education dimension of the LiCCo project has been to:

Provide site based educational activities at the Exe Estuary and Poole Harbour sites to teach local

children and young people about the ecology, use, management and natural processes affecting their

local coast;

Develop web based information which is specific to the local coastline and freely available;

Develop an educational package for schools and other audiences with an interest in coastline

management, enabling them to explore and better understand coastal ecology; climate change, coastal

management issues; the associated conflicts, risks and costs and the options to adapt to future coastal

change.

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The educational resources presented here have been written particularly to help children and young

people investigate key questions such as:

How and why has the coast changed here in the past, how is it changing today and how might it

continue to change in the future, as a result of both natural processes and human impacts?

How is the coast managed to maintain and improve its special character and diverse ecosystem

for future generations and to protect coastal communities, properties and infrastructure?

How can people adapt their lifestyles and livelihoods to respond to a changing coast and climate?

Design of the education programme

The Exe Estuary and Poole Harbour Primary Learning and Teaching Programme has been written and

resourced with a strong cross – curricular dimension which links subject disciplines in a purposeful

and appropriately challenging way to add insight and intellectual value to the key question led

enquiries investigated by the children. The programme enables progression in key subject concepts;

knowledge and understanding; skills and attitudes and values whilst being both motivational and

relevant to the world of the 21st century. Enquiry based learning is central to the programme. Each of

the investigations is key question led and is accompanied by detailed planning documentation and a

wide variety of learning and teaching resources which are clearly signposted in the schemes of work.

Background information on each topic is provided for teachers so that they can be fully confident in

managing learning both in and outside of the classroom.

Each of the key question led enquiries has specific aims and objectives relating to that particular

investigation. This is followed by detailed learning and teaching activities that are designed to

interest and motivate children and stretch them to achieve the following outcomes progressively

through the learning and teaching programme:

Identify

Recognise

Respond to and ask simple relevant questions

Contribute views and opinions

Use basic vocabulary

Describe

Observe

Reason

Select

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Classify

Categorise

Sequence

Order

Use appropriate vocabulary

Compare and contrast

Use secondary evidence

Communicate informed views and opinions

Use specialist vocabulary

Apply

Prioritise

Analyse

Demonstrate understanding through basic explanations of cause and effect

Suggest enquiry questions and routes to investigate them

Use primary evidence

Synthesise

Identify, describe and explain patterns, processes, links and relationships

Reach substantiated conclusions and make informed judgements

Demonstrate the development and application of informed attitudes and values

Reflect

Evaluate

Critique

Predict

Hypothesise

1.2: Rationale and objectives of the evaluative study

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Right from the inception of the LiCCo learning and teaching programme it was an objective, once

complete, to systematically evaluate the outcomes of development work undertaken. In literal terms,

evaluation means making an assessment of what something is worth and/or the effect that it has. In

the precise context of the LiCCo project, evaluation of outcomes is seen as ‘the systematic assessment

of the achievements or changes brought about by a programme, project or activity that, although

potentially short-term provide a supportive context or infrastructure for longer term cumulative

effects, or impacts’ (Stokking, van Aert, Meijberg and Kaskens (1999 p.172) compared to a set of

explicit criteria or learning objectives established at the outset (Weiss 1998 and Scott and Gough

2004). Thompson and Hoffman (2003 p.9) refer to the evaluation process as answering the question

‘What is the change’ that has occurred to people as a result of participating in the programme i.e. what

effects can be seen, heard, read etc., that suggests that progress is being made towards achieving the

objectives? The national picture of rigorous evaluation focused research into the impact of

development education programmes such as that created through LiCCo is a limited one with ‘much

more descriptive and speculative writing about impact than empirical research’ (Lee and Williams

2001 p.37). This has resulted, as Edge, Frayman and Ben Jaafar (2008) point out, on an over reliance

for many projects on anecdotal evidence to evaluate effectiveness rather than empirical research.

To avoid this and to carry out a systematic and empirically robust evaluative critique of the LiCCo

programme it was decided to focus, as a case study, on its impact on the learning of one group of

young people at one school in Dorset. The school is Stoborough CE VA Primary School at Wareham in

Dorset and the pupils were members of a mixed Year 6 class.

The aim of the research was to gather data in a systematic manner to assess whether the learning and

teaching activities of two of the nine key question led enquiries which comprise the LiCCo primary

learning and teaching programme did in fact have the level of impact on the children in terms of

knowledge, skills application and conceptual understanding as was anticipated from the outset in

their planning and delivery. In short, did what we hoped would happen actually occur?

The first key question led enquiry to be taught to the children was entitled: How does the weather and

climate affect our lives? Full details of the scheme of work of this enquiry can be seen on pages 22-36

of the LiCCo Primary and Teaching programme http://www.licco.eu/resource-library/ The context

and learning aims for this investigation were:

If children and young people are to develop an informed understanding of the implications of climate

change then an understanding of a range of key concepts that underpin that understanding is essential.

7

Pupils therefore need to spend time engaged in learning activities that support them through enquiry to

understand:

Weather: the prevailing atmospheric conditions at any given moment in time (temperature,

rainfall, wind, cloud cover, sunshine etc.) and that can change from one moment to the next

Climate: the general or average weather conditions experienced in a place over an extended

period of time such as a season or year.

Place: an area with definite or indefinite boundaries

Distribution: the way in which something is spread out over the Earth’s surface

Environmental Interaction: the ways in which the natural environment (in this case the climate)

affect our lives

Adaptation: any change in the structure or behaviour of flora, fauna and human beings that

make it better suited to its environment.

Change: to alter or make different

Cause and Effect: how one thing leads to another

The second key question enquiry to be evaluated with the children was: What does Wareham flood?

This enquiry was particularly pertinent to the children of Stoborough School as many had been

impacted by the serious flood events which occurred during the winter of 2013-2014 when Dorset

received almost twice as much rain as is typical for this season. Shortly after the flooding the children

of Stoborough wrote journal entries describing their experiences of the flooding which were later

incorporated into the LiCCo learning and teaching programme. This investigation can be found in full

at http://www.licco.eu/resource-library/ where it appears over pages 114-125 of the primary

programme. The context and learning aims of the Wareham enquiry were:

Identify the key physical and human features of Wareham and its relationship both to the River

Frome and Poole Harbour;

Understand the two principal reasons which explain why Wareham is vulnerable to flooding

(tidal and pluvial);

Know why the extreme weather events in December 2013 and January 2014 led to serious

flooding in and around Wareham;

Appreciate what has been done to date to protect the environment at Wareham from tidal and

fluvial flooding;

Explain why climate change is likely to increase the vulnerability of Wareham to flooding in the

future;

Recognise, describe and explain what is occurring at wareham which is likely to increase the

likelihood of flooding here in the future;

8

Consider what people can do in the event of flood warnings being received in terms of keep

floodwater out of properties and reducing flood damge through a piece of instructional writing.

The purpose of the research was therefore three fold. Firstly it to evaluate the outcomes of the LiCCo

learning and teaching programme for the young people involved against the explicit criteria identified

in the objectives of two of the enquiries Secondly, the research also aimed to generate data to improve

the LiCCo education project planning and effectiveness in the future when it could be rolled out to

other primary schools across the county and nationally. The final objective was to contribute to the

body of knowledge and inform practice in relation to the evaluation of development education

programmes and to provide a tool that might have the potential to improve the effectiveness of similar

programmes in the future.

1.3 Research questions

The main research question which guided the study was:

What were the outcomes for pupils of the LiCCo Learning and Teaching Programme at Stoborough CE VC

Primary School?

An ancillary research question was:

Which pedagogical approaches in the Moorland Classroom programme proved most effective in

facilitating learning?

Chapter 2: Methodology and methods

An evaluative case-study methodology involving both qualitative and quantitative approaches to data

generation, was adopted for this investigation. A case study is a specific and unique instance that is

frequently designed to illustrate a more general principle (Nisbet and Watt 1984 p.72) with the

unique ‘instance’ in this case being a class of twenty eight children where ‘complex dynamic and

unfolding interactions of events, human relationships and other factors can be reported upon’ (Cohen,

Manion and Morrison 2000 p.181). It is an appropriate methodology for this investigation for a

number of reasons. Bassey (1999) suggests that evaluative case study methodology should be the

preferred research strategy when judging the merit and worth of programmes (such as the LiCCo

learning and teaching programme) and particularly when ‘how’, ‘what’ and ‘why’ research questions

are being asked. Yin (1988) also purports that case studies have particular efficacy when

investigations are being carried out of contemporary phenomenon within its real life context (e.g.

impact of curriculum programmes in schools) and in which multiple sources of evidence are used –

three sources involving qualitative descriptions and quantitative factually based approaches were

9

adopted in this instance to seek evidence of the social construction of knowledge and understanding

through the development of concepts and generalisations.

The methods selected for generating data to answer the research question were largely those of

phenomenological naturalistic evaluation designed to assess the worth of the LiCCo programme from

the participant’s view of their social realities. In order to ensure a higher level of trustworthiness

through triangulation as possible, three data generation methods were selected that combined mostly

qualitative (interpretivist and subjectivist) approaches with a range of quantitative (positivist and

objectivist) techniques. Careful consideration was given also to ensuring that both formative

(conducted throughout learning and teaching) and summative (conducted at the end of the learning

and teaching) evaluative methods were adopted. This was done to provide what Simmons (2004)

recognises as the critical balance between being able to assess progress towards outcomes during

implementation (and make changes if necessary) and gather information about participants

knowledge, and understanding at some point after programme completion.

2.1.1 Pre and post programme questionnaire

A short anonymous self-completion questionnaire was undertaken by all pupils at the very start of the

teaching sequence before they had been introduced to any aspect of it (Appendix 1). It consisted of 12

closed questions. These were related to eliciting baseline information about the existing knowledge

and understanding of the pupils. A slightly adapted version (Appendix 2) of the same questionnaire

was answered by all pupils at the end of the teaching sequence in order to ascertain evidence through

numerical analysis of any shifts in knowledge and conceptual understanding. Only structured

multiple choices and closed questions were chosen for the questionnaire. This was done in order to

generate quantifiable data to generate relatively quickly a baseline assessment within which patterns

and comparisons could be made numerically. Each question was read in turn to the class before pupils

were asked to respond to it and a Learning Support Assistant (LSA) worked as usual alongside some

pupils with particular learning needs. This helped to reduce occurrences of misunderstanding

amongst pupils.

2.1.2 Concept mapping

A concept map is essentially a graphical tool for organising and representing knowledge developed by

Novak (1991) who concluded that ‘meaningful learning involves the assimilation of new concepts and

propositions into existing cognitive structures’ (ibid p.45). A concept map consists of a large piece of

paper with a central concept (in this case ‘Weather and Climate’) around which pupils draw five to ten

ideas that relate to that word. In time and with encouragement pupils can then take each of these new

ideas and again draw in the five to ten main things that they associate with those ideas. Concept

10

mapping was used throughout the duration of the learning and teaching sequence with pupils being

given regular opportunities to update their maps as their work developed. Concept mapping can

make an important contribution to assessing the impact of curriculum development work in relation

to new knowledge creation and learner understanding of learning objectives, key concepts and the

relationship amongst those concepts.

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2.1.3 Work scrutiny

Within the LiCCo learning and teaching programme evaluation pupil work samples were used to

ascertain precisely that for which they are most commonly used in whole school self- evaluation i.e. to

judge both what pupils are learning about and, most crucially, the intellectual level at which they are

learning it. Progression through the primary and secondary National Curriculum is outlined in

Appendix 3. For the pupils who formed the sample cohort (Years 6) the expectation was that their

work would exhibit evidence of intellectual outcomes commensurate with their stage of learning i.e.

describe, observe; reason; compare and contrast, offer views and opinions using appropriate vocabulary ;

demonstrate understanding through explanation using accurate and precise vocabulary and describe

and explain links, patterns, processes and interrelationships and reach conclusions.

2.1.5 Curriculum and pedagogical considerations

12

In its planning, resourcing and delivery the LiCCo learning and teaching programme is based upon the

following curriculum and learning and teaching assumptions:

The view of ‘curriculum as practice’ (Young p.27) in which knowledge is that which is

generated through the collaborative work of teachers and pupils. This is opposed to the

traditional ‘curriculum as fact’ with its fixed concepts of teaching, knowledge and ability and

the constructivist role of teachers in underwriting a highly mechanistic view of the curriculum

as something to be delivered and tested with knowledge external to the knower;

Consequently, a real attempt was made to engage with the preferred learning styles of all

pupils through multi-sensory stimulation, active learning and developing pupil interaction and

reflection which represents a liberal/progressive ideology of schooling and the purposes of

education (Kemmis 1983);

The adoption of the three stages of enquiry or investigative based learning (Appendix 4) as the

principle pedagogical method used throughout the programme. The key question led enquiries

which form the model of learning throughout the LiCCo education programme was planned

with a clear progression in the acquisition of increasingly more complex knowledge and

conceptual understanding; the application of this knowledge through a wide range of subject

based skills and the development of higher order intellectual thinking skills. It was important

that the evaluation process enabled a judgement to be made as to whether what had been

anticipated in the planning actually occurred in practice.

Chapter 3: Presentation of findings

3.1 Concept maps

Concept maps provide a visual two-dimensional representation of knowledge and as such are widely

used as indicators of progressive levels of understanding in research studies as a way of capturing

participants’ integration of existing and new knowledge. For the purposes of this study the portal or

general concept of Weather and Climate was identified at the centre of the map. Over the period of the

delivery of the two key question enquiries pupils were given regular opportunities to add new

knowledge and understanding about weather and climate to their map through the use of linking

words or phrases joined by lines to more specific concepts. They were also encouraged to add

annotated explanatory notes as desired to any of the links or concepts. The concept maps were

analysed by coding all of the first and last entries made by each pupil and then aggregating the results

into the three categories of linking words and phrases; annotated explanatory notes and specific

13

concepts. At the start of the enquiries a total of 302 notations were made by pupils on their maps of

which 92% were lower level linking words such as clouds; sun; wet; heat; snow and wind 6% short

annotated notes such as Antarctica – cold; Desert – hot; and 2% were more advanced vocabulary or

exhibited evidence of conceptual thinking such as: flooding; global warming; humidity. At the end of

the teaching sequence the entries made by pupils totalled 247 notations of which 48% were basic

linking words and phrases; 31% were explanatory pieces and 21% were specific concepts or evidence

of specialised subject knowledge and understanding including Adaptation means how things change to

their environment over time; the main climates are temperate, tropical and temperate; temperate

climate is the easiest for things to adapt to; deserts have very hot days and freezing nights; in Polar

climates its sometimes too cold for it to snow; Polar is a frozen desert; climate change; precipitation;

tropical climate is hot and humid; biodiversity; uninhabited; 6C is very important because 6C and above

is when things start growing; drought; tropical forests don’t have much light on the ground because the

trees block it out.

A clear progression in the development of pupil knowledge and understanding through the LiCCo

teaching and learning sequence is clearly discernible from this coding analysis undertaken of the

concept maps. In particular there is evidence of many pupils using the maps as a vehicle or structured

space (Abrams 2004) to clarify their ideas and conceptual understanding about Weather and Climate

and to express these as the enquiry progressed through more general ideas rather than as discrete

and largely descriptive and unrelated facts that characterised earlier entries.

3.2 Pupil work samples

Scrutiny of the pupil’s work identified that the majority of children exhibited the full range of planned

outcomes in terms of being able to identify; describe; compare and contrast and demonstrate

understanding through explanation. In addition the pupil’s use of basic; appropriate and specialised

vocabulary through the activities was particularly significant. Most pupils were able to use the terms

such as weather; climate; adaptation; permafrost; management; accurately and to be able to explain

what each meant. Overall in terms of both intellectual outcomes and the use of vocabulary, many of

the pupils demonstrated a level of attainment in excess of national expectations for pupils at this stage

of primary education. This was particularly marked in the mathematically based exercise where the

pupils were required to compare the climate graphs of Plymouth and Iqaluit in Baffin Island. Climate

graphs are complex for pupils at this stage of learning because they not only show the location of two

variables on one graph but also each vertical has a different scale – one showing increments of

temperature and the other the increase in precipitation. This means when plotting temperature for

each month (as a discrete point) pupils must read off from the left vertical axis and when plotting

precipitation (as a bar) pupils must read off from the right vertical axis. In addition to this the

14

associated calculations that the pupils were required to do as part of the comparative exercise were

demanding e.g. calculating the range of temperature fopr a location during a year when the coldest

temperature is below freezing i.e. understanding that the difference between the coldest temperature

of say -23C and the hottest temperature of say 19C is in fact 42C and not 4C.

3.4 Pre and post programme questionnaire

To establish whether the LiCCo education programme had been successful in bringing about any

changes in knowledge and understanding the results of the pre and post questionnaires were analysed

for the combined group of boys and girls (Table 1) and also the boys and girls separately (Tables 2

and 3). Overall the pupils knowledge and understanding of the content of both enquiries increased for

every area covered in the assessment during the course of the programme - in some areas remarkably

so e.g. the concept of climate, the main climate regions globally and also the complex issue of flood

management. All of the pupils possessed a very high existing level of knowledge and understanding

about the weather which is perhaps not surprising given the vulnerability of much of Stoborough and

its surrounding area to pluvial flooding and the serious inundation events of winter 2014 being still

fresh in people’s minds. The more complex area of the enquiries dealing with climate change

exhibited the lowest level of increases in knowledge and understanding whilst the pupils appeared to

become more uncertain of the concept of biodiversity as the investigations progressed – which could

be more attributable to the ineffective nature of the teaching which may have resulted in ultimately

confusing the pupils and making them less confident about what they clearly knew originally!

Chapter 4: Discussion and evaluation of findings

15

The pre and post programme questionnaires revealed improvements in the knowledge and

understanding amongst both boys and girls although this was more marked in some areas than others.

A range of additional qualitative evidence, particularly from the analysis of pupil concept maps and

work samples also identified many clear examples of intellectual progression in knowledge and

understanding through the programme e.g. progression from discrete unconnected facts to broader

concepts and general ideas evident in many of the pupil concept maps and examples of the application

of high level data handling and interpretation techniques. In addition to there being clear evidence of

significant improvements in knowledge and understanding, the comparison of a range of pupil work

samples to National Curriculum expectations also indicates that in many cases the level of knowledge

and understanding demonstrated by pupils completing the programme is considerably above national

expectations for pupils of this age particularly in regard to explaining, making links and identifying

relationships and reaching substantiated conclusions.

Chapter 5: Conclusion

Through the application and triangulation of three techniques (to ensure trustworthiness for largely

qualitative research), underpinned by a robust theoretical framework and research process together

with a detailed presentation and analysis of results, this study has been able to suggest a number of

credible findings in relation to outcomes of the LiCCo learning and teaching programme for the pupils

involved. Strong evidence was generated during the study to suggest a positive impact on both factual

knowledge and conceptual understanding of weather, climate and the causes and management of

flooding. In addition the intellectual challenge of the programme was shown to be considerable with a

number of the pupils demonstrating achievement well above the national expectation of young people

at this stage of learning. It is in this context that the research presented in this study has both

relevance and wider potential (and perhaps even appeal) for other organisations approaching the

issue of how appropriately to evaluate the outcomes of development education programmes; which

will almost certainly have to be case - study based and confined to one moment and place in time with

a specified cohort of children and young people.

Bibliography

Abrams, R. (2004) A collaborative literature review of concept mapping, California Consortium for

Teacher Development, Crown College/Education Department, University of California, Santa Cruz

http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

Bassey,M. (1999), Case Study Research in Educational Settings, Maidenhead: Open University Press.

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Cohen, L., Manion, L. and Morrison K. (2000) Research Methods in Education, Routledge Falmer,

London.

Kemmis, S., Cole. P. and Suggett, D. (1983) Orientations to curriculum and transition: Towards the

socially critical school. Victorian Institute of Secondary Education: Melbourne.

Lee, J.C.K and Williams, M. (2001) Researching Environmental Education in the School Curriculum:

An Introduction for Students and Teacher Researchers International Research in Geographical and

Environmental Education Vol.10, No. 3.

Nisbet, J. and Watt, J. (1984) Case Study, in Bell, J., Bush, T., Fox, A., Goodey, J. and Goulding, S. (Eds),

Conducting Small-scale Investigations in Educational Management, London: Harper and Row, pp.

79-92.

Novak, J. (1991) Clarify with concept maps: a tool for students and teachers alike , The Science

Teacher, Vol. 58(7) pp. 45-49.

Scott, W. and Gough, S. (2004) (Eds) Key issues in sustainable development and learning: a critical

review London: Routledge Falmer

Simmons, B. (2004) Designing Evaluation for Education Projects, Office of Education and

Sustainable Development, NOAA Coastal Services Centre, Northern Illinois University.

Stokking, H., van Aert, L., Meijberg, W. and Kaskens, A. (1999) Evaluating Environmental Education,

Commission on Education and Communication, IUCN – The World Conservation Union.

Thompson, G. and Hoffman, J. (2003) Measuring the success of environmental education

programmes, Canada: Network for Environmental Education

www.cpawscalgary.org/education/evaluation

Weiss, C. (1998) Evaluation Methods for Studying Programmes and Policies, Prentice Hall.

Yin, R. (1988), Case Study Research: Design and Methods, United Kingdom: Sage Publications.

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Young, M. (1998) The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical Theory of Learning, Falmer, London.

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Appendix 1

Stoborough CE VA Primary SchoolLiCCo Primary Education Programme

Evaluation of Outcomes: Questionnaire Part 1Age: ………Male FemalePlease tick the answer that you think is the correct one to finish the sentence.

1. Weather means:

How hot it gets during the day compared with how cold it is at night; How cloudy it gets and how much rain falls every day; Everything occurring in the atmosphere every day including wind, air pressure, fog and mist; Just how sunny it is during the day.

2. Climate means:

The weather that people in tropical places receive each day; The average weather conditions experienced in a place over at least 30 years; How weather is changing around the world because of greenhouse gases; How the weather in a place this year compares with the weather it experienced last year.

3. Adaptation means:

How the weather a place receives changes from one day to the next; The way that the environment affects our lives; How one thing leads to another; Things that wildlife and humans do that make them better suited to where they live.

4. The three main types of climate in the world are:

Polar, Temperate and Tropical; Polar, Desert and Tropical; Temperate, Mountains and Tropical; Desert, Mediterranean and Tropical.

5. When people talk about biodiversity they mean:

The animals and crops that can be found on farms;

people live for a much shorter time compared with richer countries A The ancient remains of the first people to travel across Britain; The very rarest living things in the world such as pandas; All of the living things to be found in a place including animals, plants, fish, insects

and reptiles6. A river floods when:

It’s been raining for several days; It fills with water to a level beyond its capacity to carry it to the sea; There is sudden melting of snow and ice in spring;

19

When storms and high tides push water up rivers from the sea;

7. Pluvial flooding happens in places such as Wareham when:

There is a high tide from the sea; Rivers burst their banks; Rain falls on already saturated ground which can’t absorb it; Things such as dams that humans have built across the river collapse.

8. A flood plain is:

An aeroplane used to drop supplies to people stranded by flooding; An area of flat low lying land beside a river; Large banks of soil and rock built along a river to help stop it flooding; A small dam built across rivers to hold flood water back.

9. Erosion means:

Digging up soil and sand to fill bags to hold flood water back; Moving rock and soil to fill gaps in the banks of rivers; The wearing away of rock and soil by human activities such as walking and riding

bicycles; The wearing away of rock and soil by natural and human activities.

10. Climate change is likely to increase the risk of flooding in Wareham in the future because:

It’s going to get a lot warmer with more droughts in the summer; There will be more rain filling up rivers beyond their capacity to carry it to the sea; Sea levels will rise and winter storms causing tidal surges will occur more often; There will be snow in the winter which will melt in spring to cause floods.

11. The main purpose of a community flood plan is to help people living in places such as Stoborough by:

Telling them where to go to buy sand bags; Advising them how they can work together to be more resilient to flooding; Telling them the likely dates in the year when flooding is most likely to occur; Giving them information such as telephone numbers to ring if there is an

emergency.

12. Flood management mostly involves:

Building dams so that water that might cause flooding can be stored in reservoirs; Moving people from places at risk of flooding to areas less likely to flood; Using all natural and human methods which help to reduce the risk of flooding; Changing the route of rivers which most often flood to avoid places where people

live

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Appendix 2Stoborough CE VA Primary School

LiCCo Primary Education Programme Evaluation of Outcomes: Questionnaire Part 2

Age: ………Male FemalePlease tick the answer that you think is the correct one to finish the sentence.

5. Weather means:

How hot it gets during the day compared with how cold it is at night; How cloudy it gets and how much rain falls every day; Everything occurring in the atmosphere every day including wind, air pressure, fog and mist; Just how sunny it is during the day.

6. Climate means:

The weather that people in tropical places receive each day; The average weather conditions experienced in a place over at least 30 years; How weather is changing around the world because of greenhouse gases; How the weather in a place this year compares with the weather it experienced last year.

7. Adaptation means:

How the weather a place receives changes from one day to the next; The way that the environment affects our lives; How one thing leads to another; Things that wildlife and humans do that make them better suited to where they live.

8. The three main types of climate in the world are:

Polar, Temperate and Tropical; Polar, Desert and Tropical; Temperate, Mountains and Tropical; Desert, Mediterranean and Tropical.

5. When people talk about biodiversity they mean:

The animals and crops that can be found on farms;

people live for a much shorter time compared with richer countries A The ancient remains of the first people to travel across Britain; The very rarest living things in the world such as pandas; All of the living things to be found in a place including animals, plants, fish, insects

and reptiles13. A river floods when:

It’s been raining for several days; It fills with water to a level beyond its capacity to carry it to the sea; There is sudden melting of snow and ice in spring; When storms and high tides push water up rivers from the sea;

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14. Pluvial flooding happens in places such as Wareham when:

There is a high tide from the sea; Rivers burst their banks; Rain falls on already saturated ground which can’t absorb it; Things such as dams that humans have built across the river collapse.

15. A flood plain is:

An aeroplane used to drop supplies to people stranded by flooding; An area of flat low lying land beside a river; Large banks of soil and rock built along a river to help stop it flooding; A small dam built across rivers to hold flood water back.

16. Erosion means:

Digging up soil and sand to fill bags to hold flood water back; Moving rock and soil to fill gaps in the banks of rivers; The wearing away of rock and soil by human activities such as walking and riding

bicycles; The wearing away of rock and soil by natural and human activities.

17. Climate change is likely to increase the risk of flooding in Wareham in the future because:

It’s going to get a lot warmer with more droughts in the summer; There will be more rain filling up rivers beyond their capacity to carry it to the sea; Sea levels will rise and winter storms causing tidal surges will occur more often; There will be snow in the winter which will melt in spring to cause floods.

18. The main purpose of a community flood plan is to help people living in places such as Stoborough by:

Telling them where to go to buy sand bags; Advising them how they can work together to be more resilient to flooding; Telling them the likely dates in the year when flooding is most likely to occur; Giving them information such as telephone numbers to ring if there is an

emergency.

19. Flood management mostly involves:

Building dams so that water that might cause flooding can be stored in reservoirs; Moving people from places at risk of flooding to areas less likely to flood; Using all natural and human methods which help to reduce the risk of flooding; Changing the route of rivers which most often flood to avoid places where people

live

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Appendix 3

Intellectual progression through the National Curriculum

Recognise – identify – respond and ask questions – contribute views and opinions – use basic vocabulary

Describe – observe - reason– select

Classify – categorise – sequence – order - compare and contrast – use appropriate vocabulary

Demonstrate informed understanding through explanation – communicate informed views and opinions using accurate and specialist vocabulary

Apply – prioritise – analyse - describe and explain links, patterns, processes and interrelationships – reach conclusions

Synthesise – make substantiated and informed judgements consistent with evidence

Evaluate – critique - predict – hypothesize

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Appendix 4

Key question led enquiry based learning

Skills Application 1. Key Question

Awareness Raising of existing knowledge and understanding of the children

Generating questions

Skills Application

2. Investigation

Collecting and recording information from primary and/or secondary sources

Analysing

Presenting results appropriately (audience)

Skills Application

3. Meaningful Learning

Interpretation

Sharing the learning outcomes

Making decisions

Evaluating

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Appendix 5 : Results Tables

1 2 3 4 5 6 7 8 9 10 11 120%

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Table 1: Results of pre and post questionnaire of combined group of boys and girls

Part 1 % of correct answersPart 2 % of correct answers

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1 2 3 4 5 6 7 8 9 10 11 120%

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7000%

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Table 2: Results of pre and post questionnaire: boys

Part 1 % of correct answersPart 2 % of correct answers

1 2 3 4 5 6 7 8 9 10 11 120%

1000%

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7000%

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Table 3: Results of pre and post questionnaire: Girls

Part 1 % of correct answersPart 2 % of correct answers

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Question Number