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Introductory techniques
Stand by a tall fence within the ground and ask pupils to discuss in pairs the question: ‘Why do we have fences?’ Discuss the range of functions of fences and expand on how they can help keep us safe, for example by stopping younger pupils wandering out into the wider world.
Stand by a tree and ask pupils to discuss ‘Is a tree dangerous?’ and then ‘Should this tree be fenced off to stop anyone climbing it?’ Develop the discussion around why we don’t regularly see people up trees, what the risks of climbing a tree are, how people might have learned that tree climbing might not be a good idea and how the risks might be limited.
Create a continuum between two points that number 1 and 10 and ask pupils to stand between the points in a position that represents how they feel about whether pupils should be ‘allowed’ to climb trees in school.
Ask them to have in mind a reason for their position and to be ready to share and listen to some of the justifications.
Navigate to a point where the discussion focuses on some ways of climbing (low, unassisted, considered…etc) are safer than others and this is all about decision making and self-regulation – often informed by personal experiences. So, climbing can be enjoyed and experienced at a low level, without any need to go very high off the ground.
Assessing risk
In pairs design a map of features and equipment that could be added to the playground to enable pupils to enjoy climbing safely.
They should consider the features of what would make a good map (see mapping techniques) as well as using the points from their previous discussion.
Pupils could annotate photographs of the existing playground or carry out a field sketch to show their designs. Instructions of how to do this can be found here.
Questions to explore:
- Is a tree dangerous?
- How can potential risks be managed?
The Geographical Association (GA) has worked closely with the Field Studies Council (FSC) to develop these resources.
