St Leonard’s Farm Park Chapel Lane Esholt Shipley Bradford bd17 7RB

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St Leonard’s Farm Park

Chapel Lane Esholt Shipley Bradford BD17 7RB

Tel/Fax: 01274 598795 email: Web:

School and Group educational Pack

Let St Leonard’s Farm Park help you with your planning!

Planning Check List

  • Has a FREE preliminary visit been arranged?

  • Is there a clearly defined Group Leader who has competence to manage the visit? Is there a Deputy Leader?

  • Is there a clearly defined purpose of the visit? Has an itinerary been planned? Have facilities been booked i.e. classroom/tractor & trailer Rides/bags of animal feed?

  • Has a risk assessment been completed? Have all staff and volunteers read and acknowledged the risk assessment?

  • Have all staff and volunteers accompanying the visit been suitably vetted?

  • Is there an acceptable staff/pupil ratio?

  • Is suitable transport being used and booked?

  • Have arrangements been made to ensure parents are provided with suitable and sufficient information? Have parents been provided with a list of what is required i.e. suitable footwear, lunch, drink, coat, pocket money… ?

  • Has parental consent been obtained?

  • Are adequate arrangements in place to finance the visit?

  • Are arrangements in place for specific educational or medical needs or disabilities of pupils, staff and helpers?

  • Are any pupils related to anyone acting in a supervisory role?

You will find herein some information how St Leonard’s Farm Park can fit in with the KS1 and KS2 curriculum – based on QCA documents. We also provide helpful links, resources and activities you can use with your class/group prior to or following your visit.

At KS1 the farm visit can widen the children’s first hand experience in a whole range of visual, tactile, olfactory and other sensory situations. Within this are the important messages of the life cycle and seasonal change. There is a wealth of opportunity for language development and literacy skills.
At KS2 the visit can stimulate and excite pupils’ curiosity. It also satisfies their curiosity as they begin to apply their knowledge and understanding of ideas. Pupils can consider the farm as a good example of an environment affected by human activity, think about attitudes to farming, the rural environment and the conflicts of interest that arise. They talk about their work and its significance and communicate their ideas using a wide range of language.

Science KS1

Unit 1A Ourselves

Children learn that humans and other animals move and grow. They make observations of animals and use these observations to point out the similarities and differences between humans and other animals and between animals and non-living things.

  • The term ‘animal’ includes humans.

  • All animals change and grow as they become older.

  • Observe and compare different animals.

  • Recognise the needs of animals.


  • Describe the way animals change and grow as they become older.

  • Match adults with their young.

  • All animals need food and drink to stay alive.

The senses

Introduce the senses through song or poetry. Give children a series of short activities related to each of the five senses e.g. listen and identify sounds on tape, look at objects, such as an orange, with a magnifying glass, smell lemon, washing-up liquid, identify objects in a feely bag, taste salty and sweet foods. Ask children questions about the five senses and where the sense organs are located in the body e.g. How did you find out what was in the bags? Which part of your body did you use when you listened to the tape? Tell a story in which children have to point to the relevant sense organ or wriggle whole body for touch e.g. I could smell the toast burning.

Humans are animals and animals change as they become older.

Ask children to show a range of animals e.g. by making models using playdough or by drawing. Ask children about the variety of animals and whether humans should be included.

Assemble a collection of photographs of children and adults familiar to the children at a younger age, and ask children to suggest ways in which they have changed since they were born and to speculate about how they might change as they grow older.

Help children to use secondary sources and the farm visit to the classroom to make a comparison of adult and young. Extend by using secondary sources, to match adults and young, including some anomalous types with which children may be familiar e.g. butterfly and caterpillar, tadpole and frog. Ask children to describe what they did.

Comparing animals

Discuss growing, and ask children to pose questions about how tall they will grow. Help children to measure their height in non-standard measures. Ask children to predict whether the oldest people are the tallest and find out e.g. by lining up in order of birthday.

Ask children to suggest ways in which they differ. Help them to collect data about themselves, e.g. eye colour, size of feet, hair colour and to represent this using models e.g. a brick tower or charts.

Observe, using primary or secondary sources, animals (including humans), moving in a variety of ways. Ask children to say how different animals move including which parts of the body are being used e.g. wings. Make a record using drawings and labels. Ask children to mimic animals’ movements in PE lessons.

Comparing living and non-living

Use pictures or collections of small invertebrates and inanimate objects to discuss with children the differences between the animals and the inanimate objects or take children on a short walk to collect items e.g. coke cans, stones, snails, woodlice. Ask children to sort the collection into groups and explain the criteria they used.

Discuss with children their ideas about why we eat, what we eat and drink, the needs of our pets. Ask children for their ideas about the food and drink taken by different, familiar animals e.g. cats, dogs, birds, fish and humans and help them to record these in drawings or simple charts.

Unit 2B Plants and Animals in their Environment

Children should be able to understand about animals in their immediate environment and how places close to each other result in a different range of animals/plants found. Children will understand that, like humans, plants and animals reproduce.

Children will have the opportunity to relate their understanding to the local environment, to consider how to treat living things and the environment with care and sensitivity, to recognise hazards to themselves and to take action to control risks from these hazards.


  • Children should learn that there are different kinds of plants and animals in the local environment

  • To treat animals with care and sensitivity

  • That there are differences between local habitats

  • That flowering plants produce seeds

  • What plants need to grow

  • That animals reproduce and change as they grow older


  • Children should be able to identify a number of plants and animals

  • Recognise differences between two different habitats

  • Understand that animals reproduce and change as they grow

Describe animals

Ask the children what they understand by the words “animal” and “plant”. Where might they expect to find any animals or plants locally?

Describe the local habitat

Walk around the farm/school to identify where plants may be growing and where there are animals e.g.: look in paddocks/pens on the farm for which animals may be suited to living in them, look at feeding troughs, water spouts, wall or fence height; turn over stones and lift plant pots to find wood lice; look under damp bushes or by damp walls for snails; dig up soil to find earthworms or observe a bird feeding area in the playground. Help children make a brief record of their findings using a table prepared for them. Talk about which animals were found and where they were found.

Choose two contrasting areas and ask the children to predict and then find out what animals and plants they can find in each. Help them to describe the differences between these two areas, using drawing and writing. Ask them to speculate on reasons for the differences and whether they found the animals and plants they expected.

Flowering Plants: review children’s understanding of where new plants come from. Show children plants in flower and with fruits e.g. apple trees, dandelions, horse chestnut trees and explain that the fruits which contain the seeds are produced from the flower. Introduce the term “ reproduce”. Present children with a collection of seeds and fruits of different shapes and colours and invite them to add to the collection. Challenge children to find seeds in some plants e.g.: old wallflower plants, sunflower, pea pod.
Reproduction and growth

Growing Seeds: What is needed for the seed to begin to grow? Plant seeds e.g.: broad bean, sunflower in soil/potting compost/sand or paper. Ensure children consider whether the growing medium is wet or dry by having one set of “wet” and one set of “dry” containers. Discuss what they are to look for e.g.: shoots/roots when they observe their seeds and help children to make a daily record of their observations.

Show children results from a previous activity e.g.: a germinated seed on wet paper and one which hasn’t germinated on dry sand and ask them whether it was fair to compare them.

Animal Reproduction and Growth: Use secondary sources e.g.: video, CD-ROM, reference books and/or first hand observation e.g.: frogspawn to illustrate to children that animals in their local environment (birds, frogs, snails, butterflies) produce young which grow into adults. Use examples of the farm animals and babies they saw at the farm. Ask children to write about and illustrate the changes in one animal.

Produce an information sheet

Draw together the work by discussing the habitats with the children and asking them to produce an information sheet, for their parents, about these habitats and the animals and plants that were found there.

Following the visit to the farm, children could research more about a chosen farm animal and produce an information sheet to display. The same could be done for the Flowering plants/Growing seeds activities.

Unit 2C Variation

Children should become more aware of the huge variety of living things within the local environment and of the differences between them.

Children should understand that although individual living things are different, there are similarities which help sort them into groups.

Children should be able to relate their understanding of science to the environment context and to consider how to treat living things with sensitivity.

  • Observe and recognise some simple characteristics of animals and plants

  • To make observations and comparisons of living organisms


  • Decide whether a familiar living thing is an animal or plant and give a simple reason for the decision.

  • Identify ways in which the animals are like each other and ways they are different.

  • Recognise that humans’ appearance changes over time.

  • Recognise that some features of appearance can be changed but others are difficult to change or cannot be changed.

  • Identify parts common to plants and point out differences.

Grouping animals and plants

Review children’s understanding by presenting them with a collection of pictures and specimens of animals and plants e.g. bee, spider, worm, mealworm, snail, dog, horse, bird, snake, crocodile, butterfly, whale, grass, ivy, holly, cherry tree, daffodil, oak tree, human and ask them to group them into animals and plants. Elicit simple ideas about the groupings e.g. the plants have green parts, the animals all move. Ask children explicitly about some items e.g. a green animal.

Show children a video of a variety of animals, possibly including those not found locally. Present children with a collection of pictures of humans and other animals and ask them to consider questions e.g.:

  • in what ways are all the animals like each other?

  • which are humans?

  • how do we know?

  • in what ways are all the humans like each other?

Ask children to suggest two answers to each question. Talk about children’s answers with them, revisiting parts of the video if appropriate.
Recording and sorting animals/plants

Ask children to bring in a photograph of themselves. Ask children to sort the photographs into groups using their own criteria e.g. boy/girl, hair colour, hair length, height. Ask children to write a description of a member of the class so that others can identify who it is or make and record a comparison of two individuals listing similarities and differences. Discuss with children how they could change the way they look and whether they could still be recognised.

Present children with a collection of plants (or pictures of plants) found locally, including some which have had the soil washed from their roots. Clarify the distinction between part of a plant and a whole plant e.g. a daisy flower and a daisy plant and revise the parts (plant, leaf, stem, root and flower). Show, using pictures or by going outside, that many trees have flowers. Ask children to choose two different plants and make drawings of them, labelling parts e.g. stem, leaf, root, flower, branch and describing how these differ

Ask children to compare the size of e.g. their hand with the hand of another child and discuss how they could be measured. Help children to measure their hand span, discussing whether they should stretch their hands out as much as possible and where to take the measurements from. Help children to make a tally chart and block graph of their findings. Ask the children questions about the graph and ask them to speculate on other differences between children e.g. Do the people with the biggest feet have the biggest hand span? Help children to answer the question e.g. by lining up in order of shoe size and then in order of hand span.

Give children a collection of pictures of animals (including humans) found in the local environment and ask them to find different ways of sorting them e.g. legs/no legs, fly/walk/slither. Talk with children about their groupings and help them to make block graphs showing their findings


Unit 4B Habitats/Animals in their environment

Children should be able to understand the concept of habitat, how it provides organisms there with conditions for life and how animals depend on plants or other animals that eat plants for food. Children will be able to understand how animals at the farm depend on the workers for their food and shelter but should be able to understand how animals live in the wild.

This also provides opportunities for children to learn about how the environment and living things need to be protected.

  • To identify and describe different habitats

  • To understand that animals are suited to the environment in which they are found

  • To be able to group organisms

  • To use keys to identify plants and animals

  • To pose questions about organisms and the habitat they live in

  • To identify the structure of a food chain


  • Recognise that plants and animals are found in many places

  • Describe different habitats

  • Identify similarities and differences between similar organisms

  • Use keys to identify

  • To describe food sources for different animals

  • Create food chains

Grouping living things

Make sure the children understand the words “plant” and “animal”. Introduce the term “organism” as a general term for all living things. Use pictures of vertebrates, invertebrates, humans, small flowering plants, trees and challenge the children to sort them according to their own criteria and then into plants and animals. Let children choose how to record their groupings.

Finding Different Habitats

Introduce the word “habitat” and explain meaning. Explain to children that they will be studying local habitats. Go for a walk wound the farm, school and/or immediate locality to find and make a list of habitats. Review final list with the children and group habitats of similar scale or diversity together e.g.: pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified.

Different Animals in Different Habitats

Using pictures of the farm and places in the immediate locality (or similar to places in the locality) as stimuli, ask children to predict where a particular organism will be found e.g.: woodlice, snail, butterfly, and bee. Visit locality/farm to check predictions. Explain that collecting animals must be done with care so that the animals are not damaged. Help children collect invertebrates and record locations in which they were found. In what conditions were they found e.g.: light, water, soil, shade, temperature? Ask children whether they found the organisms they expected. Help children return any animals collected to their habitat.

Grouping Living Things

Present children with pictures including similar pairs e.g. bee/wasp, spider/beetle, daisy/dandelion and discuss features e.g.: legs, eyes, wings, colours. Ask children to group similar organisms together and explain their groupings.

Using Keys to Identify Plants and Animals

Present children with an organism or a picture of organism from the local environment which is likely to be unfamiliar to most of them. Ask them to write down 2 or 3 things about it. Show some reference books and ask children how easy it would be to identify the organism from these. Show children a simple key and how to use it. Practice with other keys and other organisms.

Investigating Plants and Animals

Ask children to generate a question to investigate or offer alternatives:

  • How do we know that woodlice prefer damp conditions?

  • How do we know mealworms prefer dark?

  • How can we find out what snails prefer to eat?

  • Do earthworms lice above or below ground?

Discuss questions with the children and help them to decide how to collect evidence for their investigation and what equipment they should use:

  • How many animals should be use?

  • What sort of food should we give the snails?

  • How can we see worms if they are underground?

Help children carry out the investigation and to make careful observations. Discuss results and ask children to explain these in terms of what they already know about the animals and their usual habitats.
Finding out about Food Sources

Using secondary sources e.g.: reference books, CD-ROMS, videos investigate the food needs of a chosen animal from a local habitat and where it finds its food. Use one that is found locally (bird, small mammal). Record findings as a class poster book.

Identifying Food Chains

Review habitats with children and ask them to say which organisms are found in specific habitats, some of which eat plants and some of which eat animals (refer back to previous activity). Extend ideas about the food of animals by using secondary sources. Introduce terms “predator” and “prey” and start by considering pairs e.g.: plant and one animal or two animals. Challenge children with the question “ where did the prey get its food?” Ask children to find out about this using secondary sources. Show how a food chain is represented. Give children pictures of organisms in a habitat with information about what each eats and ask them to practise writing or sequencing food chains. Where possible, relate this to the local

Habitat to consolidate earlier work.


Protecting Habitats

Ask children to think about the effects on plants and animals of changing conditions in a particular habitat in various ways e.g.: draining the pond, removing the pond weed, removing the shade, ground cover. Ask the children to prepare a presentation to an audience to explain why the organisms could no longer live in a changed habitat or write a letter opposing a change that would alter a habitat.

Unit 5B Lifecycles

Children will be able to learn that plants and animals reproduce as part of their life cycle and that in every day life cycles there are various processes and stages.

Children should be able to understand how reproduction is important to the survival of the species.

Children have the opportunity to consider the ways in which living things need protection.


  • Children should learn that seeds can be disposed of in a variety of ways and to provide food

  • about the lifecycle of plants

  • that human young are more dependant than animals

  • that animals, humans and plants have to reproduce


  • Children should be able to recognise why seeds need to be dispersed

  • to suggest factors for growth

  • to order correctly to steps of the plant lifecycle

  • to recognise the stages in the growth and development of humans

  • to recognise differences in the length of time humans and other animals are dependant upon parents

  • to identify species facing extinction and describe a way which tries to overcome the problem

Seed Dispersal

Help children to make a collection of fruits with seeds e.g.: apple, tomato and some seed cases and seeds which are not fleshy fruits e.g.: wheat, maize (sweet corn), poppy, winged seed cases (ash & sycamore) together with pictures of the plant. Talk about seed dispersal and use observation and secondary sources to find out and record how seeds are dispersed. Include the role of humans and other animals in the process. Ask children how an unfamiliar seed is dispersed using pictures or examples. Ask children to suggest why plants produce so many seeds. Talk to them about reasons why seeds may not grow into new plants.

Insect Pollution

Talk about what happens to seeds once they have germinated and refer back to what they know about the conditions needed for healthy growth. Visit the farm, park or school grounds to look at flowers and insect pollination. Talk about the role of insects and ask them to think about how pollination takes place early in the year when there are few insects about. Relate to hay fever and pollen count.

The Lifecycle of Flowering Plants

Review with children their knowledge of flower structure, pollen dispersal, pollination, fertilisation, seed development and dispersal. Choose a familiar plant and introduce the term “lifecycle”, create a display sheet to illustrate the complete lifecycle of the plant. With the children, compare the lifecycles of different plants pointing out similarities.

Human Growth and Development

Talk with children about the growth and development of humans and discuss different stages e.g.: babyhood, childhood, adolescence, adulthood. Ask children to devise a time line to demonstrate stages in the growth and development of humans and talk with them about the relative lengths of each stage. Use secondary sources to compare lengths of stages e.g.: gestation period for different animals and to illustrate the differences between newly born animals of different species in terms of dependence on their parents, ask children the implications of these differences. Compare human development to various farm animals’ development following farm visit.

What is Reproduction For?

Review work on lifecycles of plants and animals asking children why it is important for both plants and animals to reproduce. Discuss some examples of animals e.g.: panda, tiger, cheetah that are facing extinction and how conservationists attempt to deal with the issues.

Unit 6A Interdependence and Adaptation

Children should be able to extend their knowledge of the way in which plants and animals in different habitats depend on each other and are suited to the environment. They should have the opportunity to explain feeding relationships and a habitat and consider ways in which living things and the environment need protection.


  • That green plants need light to grow well

  • That fertilisers are often added to soils to provide plants with nutrients

  • To use keys to identify animals and plants in a local habitat

  • That animals and plants in a local habitat are interdependent and suited to their environment

  • That different animals and plants are found in different habitats

  • To construct food chains in a particular habitat


  • To state that plants and animals obtain food for growth in different ways

  • To use a suitable key to identify plants and animals in a particular habitat

  • To identify ways in which the animals depend on plants and ways in which the plants need animals

  • To construct food chains

  • To name some animals and plants found in the habitat and how they are suited

Interdependence of plants and animals

Review what children remember about what plants need in order to grow well. It may be helpful to show them a green plant that has been kept in the dark for several weeks and a healthy plant as contrast. Question children about the plant, prompting them to identify light, water and warmth and healthy stems, roots and leaves as necessary for plants to grow well.

Ask children to suggest what will happen to the plant that has been kept in the dark if it is put on the windowsill for a few days. Ask them to observe the plant to see whether it grows better e.g.: becomes sturdy & develops more leaves. Discuss with children what they have seen and explain that plants grow by making new materials using the air around them (using their leaves) and the water they take in through their roots. Show children some packaging from fertiliser or plant food and ask them to suggest why fertilisers are needed. Explain that plants take in nutrients as well as water through their roots but that very small quantities of these are needed. Ask children to think about how animals obtain food for growth and discuss the differences between this life process in plants and animals.

Ask children what they remember from previous work about the feeding of animals and plants and ask them to suggest other reasons why animals need the plants and why plants might need the animals. Help children to use their own knowledge and observations and secondary

Sources to make an information card about an animal or plant in the local habitat. Discuss how it is different for farm animals, who and what do they need to be dependent on?

Food Chains

Remind children of earlier work on food chains and present them with information from their information cards about the animals and plants in a local habitat, or in another habitat, together with information about what the animals eat. Ask children to construct food chains and to explain to each other what they mean. Elicit children’s understanding of the terms “producer” and “consumer”.

Animals and Plants in a Different Habitat

Use a contrast habitat e.g.: seashore, river to extend children’s understanding of habitat. Ask the children to use secondary sources to find a specific animal or plant that might live there e.g.: wading bird, seaweed and how it is suited to the habitat in which it lives. Ask the children to make an information card about the organism and make a class display to illustrate the animals or plants in this habitat. Talk about the differences between the habitats and the animals and the plants found in each.

Citizenship at KS1 and KS2

Unit 03 – QCA – Animals and Us

Children are introduced to the idea of rights and responsibilities through exploring issues of animal welfare.

Children learn about the needs of animals as well as themselves. They will be able to learn that humans have a responsibility of care towards different kinds of animals – including pets and wildlife.


  • We all have basic needs.

  • How do we look after animals?

*We all have basic needs.


  • To recognise all humans and animals have needs

  • To take different views into account


  • To identify and describe a list of basic human needs

  • To describe the basic needs of a specific animal

  • To discuss and develop ideas in a group

Animals basic needs

In a circle, ask each child what they think they need in order to be healthy and happy. Then ask the children to discuss, in pairs, what they think the basic needs of all humans are eg: water, food etc. Children then share views with classmates.

Introduce 3 or 4 toy animals (or photos from the farm visit) into the discussion and ask the children what each animal needs to be happy and healthy. Make a shared list of the basic needs all animals have in common and then a list of the similarities and differences between animals’ and humans’ basic needs.
*How do we look after animals?


  • Pets need to be looked after

  • All animals should be treated with respect

  • That all humans have a responsibility to ensure the well being of animals, including mini-beasts


  • To know how to take care of an animal

  • To demonstrate awareness of the responsibilities they would have if they were caring for an animal

  • To describe the needs of wild animals and how these can be met

  • To understand that we can help wild animals by thoughtful and responsible behaviour

Animals as pets and pet care

Ask the children which toy (photo) animal would make a suitable pet. Make a shared list of all the different animals that can be kept as pets. Individual children carry out a draw and write activity, with the pet animal in the middle of the page surrounded by smaller drawings (and words where appropriate) representing the needs of the animal and responsibilities towards it. Talk about pets – which pets do children own? Who looks after them? Using photos, stories or the soft toys ask children to identify the needs of different pets. Use pet care accessories to show different needs of different pets.

Ask children to take on looking after a soft toy animal in pairs, groups or individually. Can they remember to give the animal what it needs every day? Children need to record how they look after the toy animal. Photographs/soft toys or drawings of the farm animals from the farm visit can be substituted for this activity.
Animal Name Game

Each child thinks of a wild/farm animal, chooses its favourite food, favourite place to be, greatest fear and why the animal is important. Children discuss their choices in pairs then with the whole class. Individually, the children give a description of their chosen animal and the other children have to guess which animal it is.

Wild animals and their needs

Ask children to name all the wild animals they think live in the school grounds/neighbourhood/local countryside or farm animals they saw on their trip to St Leonard’s Farm Park. Show photos of common British wild animals or farm animals seen at the farm during their trip. What do these animals need to live? How can the children provide these animals with what they need to live? Children identify some simple rules for behaviour in areas where wild animals and wild birds live AND where the farm animals live.

Ask the children to name some farm animals and discuss why they are different to wild animals.

The children design their own garden for wildlife, identifying different features that help provide the animals with the environment they need to thrive.


  • Who else looks after animals?

  • Taking responsibility – what can we do?

*Who else looks after animals?


  • To learn about the responsibilities humans have towards animals

  • Learn about voluntary/charitable organisations and why needed

  • What is a volunteer?

  • The problems of unwanted pets


  • To be able identify different types of animals

  • To appreciate the responsibility humans have to help keep animals healthy

  • To know and describe what a voluntary/charitable organisation is and understand the role of a volunteer

  • To understand the problems of pet ownership and responsibility

Voluntary/community groups/organisations

Discuss volunteering and the role of charities. Why do people volunteer? What different voluntary and pressure groups do children know of? Why do we need these groups? What is their purpose?

Make a class list of different animals. Divide the list into categories – farm animals, wild animals and pets. What keeps animals healthy? Who looks after them when they are ill or injured? What happens when no one looks after them? Tell the children that it is against the law to mistreat an animal.

Focus on the work of a local and/or national organisation (e.g. RSPCA) that works to improve the lives of animals, prevent cruelty and promote kindness to animals.

Laws of protection for humans and animals

Introduce the idea that, as well as laws to protect humans, we also have laws in this country which protect animals. What do people in these organisations do? (Inspect conditions in which animals are kept and take action when these are found to be unsatisfactory.) It may be useful to liken the roles of these organisations to the roles of service organisations for humans i.e. the police.

Discuss the different jobs the organisation does: campaigning, prosecuting people who mistreat animals, finding new homes for unwanted/abandoned pets, rescuing animals in distress, lobbying MPs. Does it help all animals – farm animals, wild animals, laboratory animals and pets – or just certain kinds of animals? What would happen to, say, unwanted pets if the organisation did not exist?

Discuss work the volunteers for the organisation undertake. They may visit a home to check it is suitable for an animal. They may do bookwork, committee work, fundraising or practical animal care. In pairs, children should discuss how they would like to help an organisation such as the RSPCA.

Pet ownership

Discuss pet ownership as a class. What pets do the children have at home? Why did they choose this pet? What responsibilities does having a pet bring and who takes this responsibility? The legal age for pet ownership is 12 –discuss why this might be. What would they do if they could no longer keep their pets at home?

Give the children details of pets that need a home plus a list of families that are looking for a pet. In small groups, the children decide which pet is suitable for a particular family and give reasons. This can be done in simple discussion or the animal could interview its would-be owner.
*Taking responsibility – what can we do?


  • Learn about different animal welfare issues and how these are presented in the media

  • To contribute ideas, discuss issues and listen to the views of others


  • To draw on what they know and have found out and contribute ideas and opinions to discussion

  • To listen to others

  • To recognise some simple actions they can take to improve animal welfare

Discussion/debate/role play about animal welfare

Different animal welfare organisations campaign about many issues. Provide the children with newspaper or other media articles about one or more animal welfare issues. Working in small groups the children identify the key points in these articles are share these with the rest of the class.

How might the children help to improve animal welfare? e.g.: creating and maintaining a wildlife habitat at home or school/providing food for birds/looking after their pets/ fundraising.

Conduct a debate/discussion on an animal welfare issue e.g. circuses, zoos, factory farming, fox hunting, the effects of pollution, foot and mouth disease or ask children to design a poster/flier to highlight their concerns about a particular animal welfare issue. Make a class display for a suitable area in the school.

Use the Countryside Foundation for Education’s “The Lychford File” to develop/reinforce these activities and link specifically to PSHCE.
Although Science and Citizenship would feature as being the main links, we feel that the following links would be appropriate to a visit to St Leonard’s Farm Park:


Unit 5 Where in the world is Barnaby Bear?

Barnaby Bear travels with the class to Esholt and St Leonard’s Farm Park.

Children will be able to develop an understanding of the concept of travel and be able to recognise places on a map. They will begin to understand some of the human and physical features connected to farm and surrounding area.


  • Children should learn to locate a variety of places on a map

  • to recognise features on a map

  • to find out about the location and the transport used to get there


  • Children should be able to locate St Leonard’s Farm Park on the map

  • suggest differences to own locality

  • develop a better understanding of the concept of travel to places

Barnaby Bear can be brought on the pre-visit to the farm and even have his photo taken with Farmer James! Include his visit to the farm in your unit ‘Where in the World in Barnaby?’


Unit 6 Investigating our local area

Children should be able to look at changes that have happened in the locality and how it differs to where school is located.

Children should be able to develop fieldwork techniques, use of secondary resources and develop an understanding of environmental impact and sustainability.


  • Children should learn to use fieldwork techniques

  • to investigate place, maps and plans

  • to use and interpret maps

  • to identify human and physical features

  • to identify land use in settlements


  • Children should be able to identify damage and improvement to the environment

  • to locate and plan routes

  • to identify main physical and human features of the village

  • to develop awareness and understanding of land uses

  • to understand the relationship between work and travel

Where is the locality? Where is the school?

Ask the children to locate the UK on a globe then, on progressively larger scale maps, to locate region, county, village.

Ask the children to find the school site on a map and aerial photos of the village. Ask them to give directions from the school to specific points in the village, recording their directions on a map and identifying features in sequence.

What is the Village Like?

Help the children to match ground photos of the main human and physical features to a base map of the village, naming features and listing questions for further research. Produce a class word bank.

Study an oblique aerial photo of the village. Ask the children to identify the main land uses and features using their word bank. Then label an outline plan showing key land use boundaries.

Discuss the layout of the settlement and reasons why it is like it is.

What are The Main Land Uses in The Village?

Before finding out about the land use in the village, ask the children how they think land use can be recorded.

In the field, divide the children into pairs. Ask each pair to identify land use e.g.: houses, shops, roads, services, farm land within a small area of the village and mark it on a base map using a colour coded key.

In class, collate the results and ask the children to present their results using ICT e.g.: databases, as simple graphs, as simple pie charts.

Discuss the findings and relate these to the land use plan of the village produced earlier.
What services are there?

What Jobs Do People Do? How Do They Get To Work? What Services Do Nearby Settlements Provide? With the children’s help, design and conduct a class survey to identify adult jobs within and beyond the school. List the jobs and ask the children to sort them into categories and investigate where and how far people travel to work.

Ask the children to use a map or atlas to list 3 or 4 nearby towns villager could use to buy certain goods e.g.: furniture, clothes. Ask them to use an Ordnance Survey Map to work out how they would get to these places and to produce a map describing the route they would travel to buy a pair of trainers.

Links and Resources:


The Countryside Foundations Field to Fork website has interactive exercises based on staying on a farm and learning about the origins of food. It is a good introduction to food and farming and as a preparation for a farm visit.

The Lychford File is a KS2 resource that helps “to bring the countryside into the classroom.” Teacher’s notes give guidance on the activities and makes references to other resources. Suggestions are given on how to use the Lychford File for the National Numeracy and Literacy Strategies and PSHCE.

These resources are free but require registration access.


This is a UK government site with practical guidance, schemes of work and good examples of good practice in schools.


Follow the lifecycle of food from field to fridge.


Education co-ordinators can advise on issues relating to food, farming and education. All co-ordinators have a teaching background. St Leonard’s Farm Park is a member of FACE and CEVAS accredited (Countryside Educational Visits Accreditation Scheme).


Information about a food event to make young people aware of the food and drink that Britain produces.


FFS has over 140 farms offering educational facilities across England, Wales and Scotland. All their members comply with a “Charter of Good Practice” and meet the required standards in the provision of facilities and educational resources for farm visits. St Leonard’s Farm Park is a member of FFS.


Leaf is a charity linking the environment and farming. They have produced a CD-ROM – The Virtual Farm Walk – which is suitable for children encompassing all sights and sound on the farm.


The RSPCA is a charity that promotes the welfare of animals, it has further activities and information to support learning.


The rspb’s works to protect birds and the environment. Their website has further actives which would be useful in developing an outside classroom.


This website is part of the Woodland Trust. It has further activities including aids for identifying mini-beasts and trees and games.
Further Curriculum Links KS2
Art & Design:

  • Animals in Design

  • Photography

  • Natural & Chemical Dyes

  • Moving toys

  • Masks

  • Sculpture

PSHCE & Citizenship:

  • Where Food Comes From

  • Sustainable Development

  • Taking Part

  • Healthy Eating


  • Branching databases

  • Combining text and graphics


  • Role Play Farmers

  • Enacting Lifecycles & Food Chains


  • History of Farming

  • Second World War – Dig for Victory/Land Army


  • Festivals, Feasting & Fasting e.g.: Harvest/Ramadan/ Eid


  • Recounts/Reports

  • Animal Inspired stories/Poems

  • Letters

  • Persuasive writing

  • Explanations


  • Measuring

  • Collecting Data

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