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© Queens’ School – Y9 students collecting data in their school grounds during NFF 2024
Introduction
Based on the government’s ‘Landscape Character Assessment’ learners observe and record a range of features of their local area to develop their understanding of what makes up a landscape. The activity can be adapted for a range of ages from upper primary to secondary. This would make an interesting activity in early KS3 (11-14yrs).
Download this resource as a PDF
Download the Landscape Assessment PowerPoint presentation
Length of time
One day or could be divided into three sessions.
Suitable location
Local neighbourhood and views from the school grounds.
Equipment needed
For the introduction:
PowerPoint with adaption of the Landscape Character Assessment, explaining what it is and what it is used for.
Map with route and locations (around four) to collect data.
For the fieldwork:
Clipboards, A3 print out of the recording sheets, pens and colouring pencils, teacher’s camera to record evidence.
(Teachers will probably wish to change the photos in the Land Use Eye Spy so they are appropriate to your local area).
For the follow up:
Poster paper, lined paper, art materials (depending on your chosen follow up approach).
Objectives
To understand real world application.
To recognise that places have their own character made up of both natural and human features.
Key skills
Cross curricular links:
- numeracy
- literacy
- creativity
- art.
Soft skills:
- decision making
- teamwork.
Suggested delivery
What is a landscape?
Using the slides, discuss what the government’s Landscape Character Assessment is (landscape-character-assessment.pdf), why have they created it and why is it useful?
- it helps to show what makes a place distinctive and special
- it builds in both natural and human features of the area, as well as bringing in what people think of the area
- it helps decision makers e.g. planning where to build new houses, which areas should be protected
- we are going to study our local landscape and use cross-curricular skills, such as our numeracy, literacy and creativity to help decide what makes our place distinctive.
It might be useful to ask pupils what they think about their area before going out. Can they describe the character of the area? What do they expect to find? When they return, they can revisit their initial descriptions and see how these are similar / different.
Where will we collect our information?
Use paper maps or GIS to introduce learners to the route and sites that they will survey:
- The teachers will need to decide the route and stop at around four locations, to ensure there is a wide enough range of evidence. This will depend on your location, but this could include a housing area/s, green space, shopping area, within health and safety constraints a mix of locations with higher and lower environmental quality.
- Depending on the learners, there is also scope for students to decide on their own locations to collect the information, especially if they have good local knowledge. This could work well if using the school grounds e.g. they may have a good view from a classroom or the playground.
What will we collect information on?
Individually or in small groups they will complete the A3 recording sheet.
Potential risks to consider
- crossing roads
- loss of equipment (pencils, colouring pens) during walk
- student numbers (correct ratios and support required)
- weather (check forecast, activity best done in warmer, dry weather).
Possible follow up activities
- Calculate the total nature scores. Describe the findings. Give reasons for these.
- Use the sights to inspire a piece of artwork.
- Use the land-uses and perceptions to produce a piece of creative writing.
Resources
An Approach to Landscape Character Assessment – Gov.uk
This collection of Fieldwork activities were created by Paula Richardson and the Fieldwork and Outdoor Learning Special Interest Group (FOLSIG) for the National Festival of Fieldwork, the GA invites everyone to take part during the summer term.
