1.5 hours
2:12
KS0, KS1, KS2, KS3, KS4
3 – 16
Introduction
Take a walk on the wild side in our 19-acre Moor House estate or the local National Trust forest. Explore habitats and touch nature; listen to the sounds of the forest and look for signs of local wildlife, including otters, owls and deer.
Session overview
After an initial safety briefing, participants will be given an in-depth introduction to the equipment they will be using during the session. Participants will then receive demonstration before moving on to the activity where they will be instructed throughout.
National curriculum
Subject links: Biology, English, Geography, History, PE, Science
| SUBJECT | TOPIC | POINT |
|---|---|---|
| English | Speaking | 1b 1d |
| English | Listening | 2a 2c 2e |
| Science | Life Processes | 1a 1b 1c |
| Science | Humans & other animals | 2a 2b 2e 2f 2g |
| Science | Green Plants | 3a 3b 3c |
| Science | Living things & their environment | 5a 5b 5c |
| Science | Light and Sound | 2a 2b 2c 2d |
| History | Chronological Understanding | 1a 1b |
| Geography | Geographical enquiry & skills | 1a |
| Geography | Geographical enquiry & skills | 2a 2b 2c 2e |
| Geography | Knowledge & understanding of patterns & processes | 4b |
| SUBJECT | TOPIC | POINT |
|---|---|---|
| English | Listening | 2a 2b |
| English | Speaking | 1a |
| Science | Life Processes | 1a 1b 1c |
| Science | Variation and Classification | 4b |
| Science | Living things & their environment | 5b 5c 5d 5e |
| Physical Education | Outdoor and Adventurous Activities | 11a 11c |
| Physical Education | Breadth of Study | f |
| Geography | Geographical enquiry & skills | 1a 1b |
| Geography | Geographical enquiry and skills | 2a 2c |
| Geography | Knowledge & understanding of places | 3c 3d 3e |
| Geography | Knowledge & understanding of patterns & processes | 4a 4b |
| Geography | Knowledge & understanding of environmental change & sustainable development | 35a 5b |
| SUBJECT | TOPIC | POINT |
|---|---|---|
| Science | Working Scientifically (Scientific Attitudes) | Evaluate risks |
| Science (Biology) | The Skeletal & Muscular Systems | Biomechanics – the interaction between skeleton and muscles |
| Science (Biology) | The Skeletal & Muscular Systems | The function of muscles & examples of antagonistic muscles |
| Science (Biology) | Nutrition & Digestion | Plants making carbohydrates in their leaves by photosynthesis & gaining mineral nutrients & water from the soil via their roots. |
| Science (Biology) | Material Cycles & Energy (Photosynthesis) | A word summary for photosynthesis |
| Science (Biology) | Material Cycles & Energy (Photosynthesis) | The dependence of almost all life on Earth on the ability of photosynthetic organisms such as plants & algae to use sunlight in photosynthesis to build organic molecules that are an essential energy store & to maintain levels of oxygen and carbon dioxide in the atmosphere |
| Science (Biology) | Interactions & Interdependencies (Relationships in an Ecosystem) | The interdependence of organisms in an ecosystem including insect pollinated crops |
| Science (Biology) | Interactions & Interdependencies (Relationships in an Ecosystem) | The importance of plant reproduction through insect pollination in human food security |
| Science (Biology) | Interactions & Interdependencies (Relationships in an Ecosystem) | How organisms affect & are affected by their environment; including the accumulation of toxic materials. |
| Physical Education | Physical Education | Develop their technique & improve their performance in other competitive sports [for example athletics & gymnastics] |
| Physical Education | Physical Education | Take part in outdoor & adventurous activities which present intellectual & physical challenges & be encouraged to work in a team; building on trust & developing skills to solve problems either individually or as a group |
| Physical Education | Physical Education | Analyse their performances compared to previous ones & demonstrate improvement to achieve their personal best |
| SUBJECT | TOPIC | POINT |
|---|---|---|
| Science | Working Scientifically (The Development of Scientific Thinking ) | Evaluating risks both in practical science & the wider societal context including perception of risk |
| Science | Working Scientifically (The Development of Scientific Thinking ) | Recognising the importance of peer review of results & of communication of results to a range of audiences |
| Science (Biology) | Biology | The fundamental units of living organisms are cells which may be part of highly adapted structures including tissues/organs & organ systems; enabling life processes to be performed more effectively |
| Science (Biology) | Biology | Living organisms may form populations of single species/communities of many species & ecosystems; interacting with each other; with the environment & with humans in many different ways |
| Science (Biology) | Biology | Living organisms are interdependent & show adaptations to their environment |
| Science (Biology) | Biology | Life on Earth is dependent on photosynthesis in which green plants & algae trap light from the Sun to fix carbon dioxide & combine it with hydrogen from water to make organic compounds & oxygen |
| Physical Education | Physical Education | Develop their technique & improve their performance in other competitive sports [for example athletics & gymnastics] or other physical activities [for example dance] |
| Physical Education | Physical Education | Take part in further outdoor & adventurous activities in a range of environments which present intellectual & physical challenges & which encourage pupils to work in a team; building on trust & developing skills to solve problems either individually or as a group |
| Physical Education | Physical Education | Evaluate their performances compared to previous ones & demonstrate improvement across a range of physical activities to achieve their personal best |
Learning outcomes
This activity promotes Effective communication, Managing risk.
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