1. www.rushallfarm.org.uk

2. Why Habitats?

3. Why a farm trip? ‘Memories are not located in single areas of the brain and the strength of memories relies on the number of connections forged which is why meaningful learning is more enduring and easier to remember than rote.’ Waite 2007

4. Audience

5. Overview of learning objectives Pre-visitVisitPost-visitAssessed Outcomes English WALT draw on knowledge and experience of texts in deciding and planning what and how to write (E) – NC En3 1d WALT plan for gathering information in order to produce a piece of information text (E) – NC En3 2a WALT make decisions about which details are relevant in a piece of information text (E) WALT make decisions about form and purpose in relation to non-fiction texts (E) (MA) – WALT select and use a range of technical and descriptive vocabulary (E) (LA) (MA – more technical vocabulary) – NC En2 5a, En3 1b WALT select from different presentational features to suit particular writing purposes (E) – NC En3 1a, e WALT use layout, format, graphics and illustrations for different purposes (E) WALT choose and combine words, images and other presentational features for particular effect (MA) – NLS T9 WALT organise text into paragraphs to distinguish between different information, events and processes (E) – NC En3 7d, NLS T10 WALT group related material into paragraphs (E) – NC En3 7d WILF is fact files using a familiar format and containing pertinent information regarding habitats (E) (LA – given specific examples of layout and typical content) WILF is the use of images and different presentational features (such as bullet points and headings) to display information about habitats in an effective way (E) Science WALT identify different types of habitat (E) (LA) WALT identify life forms which are common to particular habitats (E) (LA) – NC Sc2 5b WALT make predictions about the type of organisms that will be found in a habitat (E) WALT identify feeding relationships within a habitat (MA) WALT observe the conditions of a local habitat and make a record of animals found (E) (LA) WALT identify ways in which animals are suited to their environment (E) WALT to make reliable observations of animals in their habitats (E) (LA) WALT record features which help us to understand more about the animals which live in pond habitats (E) (LA) WALT record features relating to food chains within habitats (E) WILF is informed predictions about the type of organisms that will be found in pond habitats (E) WILF is fact files which contain information to describe different habitats and the animals found within them (E) (LA – given specific examples of layout and typical content) WILF is a comparison of fact files relating to school habitats and pond life habitats (E) (E) = everyone should (LA) = less able should (MA) = more able may

6. What preparation to visit?

7. What will happen on the visit?

8. What other opportunities are there?

9. What happens next?

10. Planning Considerations

11. Bibliography Sherrington, R. ed., 1998. ASE Guide to Primary Science Education. Hatfield, The Association for Science Education Barnes, J., 2007. Cross-curricular learning 3-14. London, Sage Braund, M. and Reiss, M. eds., 2004. Learning Science Outside the Classroom. London, Routledge Falmer Arthur, J., Grainger, T., and Wray, D. eds., 2008. Learning to teach in the Primary School. Abingdon, Routledge Harlen, W., and Qualter, A., 2009. The teaching of science in the Primary School. Abingdon, Routledge DfES, 2006. Primary Framework for literacy and mathematics. London, Primary National Strategy QCA/DfEE, 1999. The National Curriculum; Handbook for primary teachers in England. London, QCA/DfEE Clarke, S., 2005. Formative Assessment in Action; weaving elements together. Abingdon, Hodder Murray Waite, S. 2007. ‘Memories are made of this: some reflections on outdoor learning and recall’. Education 3-13. 35:4,333-347 DfES. 2006. Learning outside the classroom: manifesto. Nottingham, Department of Education and Skills Dillon, J., Morris, M., O’Donnell, L., Reid, A., Rickinson, M., Scott, W. 2005. Engaging in Learning with the outdoors: The final report of the outdoor classroom in a rural context Action Research Project. National Foundation for Educational Research Davis, J. and Elliott, S. 2004. ‘Mud pies and daisy chains: connecting young children and nature’. Every Child. 10:4, 4-5