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Acknowledgements

Deborah Corbin, Headteacher, Stoborough Primary School together with Hollie Steele (Year 6
class teacher) and Di Hanson (Teaching Assistant)

All of the Year 6 pupils at Stoborough Primary School who worked so hard and exceeded
expectations and demonstrated without doubt that “children are the world’s most valuable
resource and its best hope for the future” (John F. Kennedy 1961)
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Contents
Page numbers
Acknowledgements
Abstract
3
Introduction
4
Methodology and methods
9
Presentation of findings
13
Discussion and evaluation of findings
16
Conclusion
16
Bibliography
17
Appendices
20
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Abstract
The national picture of systematic evaluative research into the impact on children and young people of
education development projects such as The Living with a Changing Coastline (LiCCo) learning and
teaching programme is a limited one. This is because very few assessment tools take account in a
systematic, rather than an anecdotal manner, of changes in behaviour and attitudes and values as well
as of knowledge and understanding.
To evaluate the impact of the LiCCo programme three
assessment tools were designed and delivered in a complimentary manner to provide an insight into
the effectiveness of the development work.
To ensure trustworthiness through triangulation a
selection of data generation methods were designed and implemented that combined qualitative
(interpretivist and subjectivist) approaches with a number of quantitative (positivist and objectivist)
data generation methods. The study suggests a number of credible findings particularly in relation to
significant increases in the participating pupil’s conceptual knowledge and understanding of weather;
climate; adaptation; floods and coastal management. The study also revealed how the inclusion of
critical thinking skills can underpin intellectual progression and achievement above the level expected
for children of the participants stage of primary education.
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Chapter 1: Introduction
1.1. Background
Living with a Changing Coast (LiCCo) is a cross-channel project, part-funded by the Interreg IVA France
(Channel) – England programme and led by the Environment Agency (South West Region). The project
started in April 2011 and will end in September 2014. It focuses on the Exe Estuary and Poole Harbour
in the South West of England and a further five coastal sites in Normandy, France.
The mission of LiCCo is to help coastal communities to adapt to coastal change and climate change
impacts, such as sea level rise and erosion, through: 
Engaging with target audiences in the coastal study sites and supporting their
involvement in decision making processes on coastal management;

Raising awareness of the environmental, social and economic impacts of climate change
on coastal communities;

Considering the challenges and opportunities of climate change in coastal areas and
understanding what can be done to prepare and adapt to these.
The UK partners in the project are:
Environment Agency (lead partner)

National Trust

Exe Estuary Management Partnership (hosted by Devon County Council)

Dorset Coast Forum (hosted by Dorset County Council)
Additional information is available on the project website: www.licco.eu
Aims of the LiCCo education programme
The purpose of the education dimension of the LiCCo project has been to:

Provide site based educational activities at the Exe Estuary and Poole Harbour sites to teach local
children and young people about the ecology, use, management and natural processes affecting their
local coast;

Develop web based information which is specific to the local coastline and freely available;

Develop an educational package for schools and other audiences with an interest in coastline
management, enabling them to explore and better understand coastal ecology; climate change, coastal
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management issues; the associated conflicts, risks and costs and the options to adapt to future coastal
change.
The educational resources presented here have been written particularly to help children and young
people investigate key questions such as:

How and why has the coast changed here in the past, how is it changing today and how might it
continue to change in the future, as a result of both natural processes and human impacts?

How is the coast managed to maintain and improve its special character and diverse ecosystem
for future generations and to protect coastal communities, properties and infrastructure?

How can people adapt their lifestyles and livelihoods to respond to a changing coast and climate?
Design of the education programme
The Exe Estuary and Poole Harbour Primary Learning and Teaching Programme has been written and
resourced with a strong cross – curricular dimension which links subject disciplines in a purposeful
and appropriately challenging way to add insight and intellectual value to the key question led
enquiries investigated by the children. The programme enables progression in key subject concepts;
knowledge and understanding; skills and attitudes and values whilst being both motivational and
relevant to the world of the 21st century. Enquiry based learning is central to the programme. Each of
the investigations is key question led and is accompanied by detailed planning documentation and a
wide variety of learning and teaching resources which are clearly signposted in the schemes of work.
Background information on each topic is provided for teachers so that they can be fully confident in
managing learning both in and outside of the classroom.
Each of the key question led enquiries has specific aims and objectives relating to that particular
investigation. This is followed by detailed learning and teaching activities that are designed to
interest and motivate children and stretch them to achieve the following outcomes progressively
through the learning and teaching programme:
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
Identify

Recognise

Respond to and ask simple relevant questions

Contribute views and opinions

Use basic vocabulary

Describe
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
Observe

Reason

Select

Classify

Categorise

Sequence

Order

Use appropriate vocabulary

Compare and contrast

Use secondary evidence

Communicate informed views and opinions

Use specialist vocabulary

Apply

Prioritise

Analyse

Demonstrate understanding through basic explanations of cause and effect

Suggest enquiry questions and routes to investigate them

Use primary evidence

Synthesise

Identify, describe and explain patterns, processes, links and relationships

Reach substantiated conclusions and make informed judgements

Demonstrate the development and application of informed attitudes and values

Reflect

Evaluate

Critique

Predict

Hypothesise
1.2: Rationale and objectives of the evaluative study
Right from the inception of the LiCCo learning and teaching programme it was an objective, once
complete, to systematically evaluate the outcomes of development work undertaken. In literal terms,
evaluation means making an assessment of what something is worth and/or the effect that it has. In
the precise context of the LiCCo project, evaluation of outcomes is seen as ‘the systematic assessment
of the achievements or changes brought about by a programme, project or activity that, although
potentially short-term provide a supportive context or infrastructure for longer term cumulative
effects, or impacts’ (Stokking, van Aert, Meijberg and Kaskens (1999 p.172) compared to a set of
explicit criteria or learning objectives established at the outset (Weiss 1998 and Scott and Gough
2004). Thompson and Hoffman (2003 p.9) refer to the evaluation process as answering the question
‘What is the change’ that has occurred to people as a result of participating in the programme i.e. what
effects can be seen, heard, read etc., that suggests that progress is being made towards achieving the
objectives?
The national picture of rigorous evaluation focused research into the impact of
development education programmes such as that created through LiCCo is a limited one with ‘much
more descriptive and speculative writing about impact than empirical research’ (Lee and Williams
2001 p.37). This has resulted, as Edge, Frayman and Ben Jaafar (2008) point out, on an over reliance
for many projects on anecdotal evidence to evaluate effectiveness rather than empirical research.
To avoid this and to carry out a systematic and empirically robust evaluative critique of the LiCCo
programme it was decided to focus, as a case study, on its impact on the learning of one group of
young people at one school in Dorset. The school is Stoborough CE VA Primary School at Wareham in
Dorset and the pupils were members of a mixed Year 6 class.
The aim of the research was to gather data in a systematic manner to assess whether the learning and
teaching activities of two of the nine key question led enquiries which comprise the LiCCo primary
learning and teaching programme did in fact have the level of impact on the children in terms of
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knowledge, skills application and conceptual understanding as was anticipated from the outset in
their planning and delivery. In short, did what we hoped would happen actually occur?
The first key question led enquiry to be taught to the children was entitled: How does the weather and
climate affect our lives? Full details of the scheme of work of this enquiry can be seen on pages 22-36
of the LiCCo Primary and Teaching programme http://www.licco.eu/resource-library/ The context
and learning aims for this investigation were:
If children and young people are to develop an informed understanding of the implications of climate
change then an understanding of a range of key concepts that underpin that understanding is essential.
Pupils therefore need to spend time engaged in learning activities that support them through enquiry to
understand:

Weather: the prevailing atmospheric conditions at any given moment in time (temperature,
rainfall, wind, cloud cover, sunshine etc.) and that can change from one moment to the next

Climate: the general or average weather conditions experienced in a place over an extended
period of time such as a season or year.

Place: an area with definite or indefinite boundaries

Distribution: the way in which something is spread out over the Earth’s surface

Environmental Interaction: the ways in which the natural environment (in this case the climate)
affect our lives

Adaptation: any change in the structure or behaviour of flora, fauna and human beings that
make it better suited to its environment.

Change: to alter or make different

Cause and Effect: how one thing leads to another
The second key question enquiry to be evaluated with the children was: What does Wareham flood?
This enquiry was particularly pertinent to the children of Stoborough School as many had been
impacted by the serious flood events which occurred during the winter of 2013-2014 when Dorset
received almost twice as much rain as is typical for this season. Shortly after the flooding the children
of Stoborough wrote journal entries describing their experiences of the flooding which were later
incorporated into the LiCCo learning and teaching programme. This investigation can be found in full
at http://www.licco.eu/resource-library/ where it appears over pages 114-125 of the primary
programme. The context and learning aims of the Wareham enquiry were:

Identify the key physical and human features of Wareham and its relationship both to the River
Frome and Poole Harbour;
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
Understand the two principal reasons which explain why Wareham is vulnerable to flooding
(tidal and pluvial);

Know why the extreme weather events in December 2013 and January 2014 led to serious
flooding in and around Wareham;

Appreciate what has been done to date to protect the environment at Wareham from tidal and
fluvial flooding;

Explain why climate change is likely to increase the vulnerability of Wareham to flooding in the
future;

Recognise, describe and explain what is occurring at wareham which is likely to increase the
likelihood of flooding here in the future;

Consider what people can do in the event of flood warnings being received in terms of keep
floodwater out of properties and reducing flood damge through a piece of instructional writing.
The purpose of the research was therefore three fold. Firstly it to evaluate the outcomes of the LiCCo
learning and teaching programme for the young people involved against the explicit criteria identified
in the objectives of two of the enquiries Secondly, the research also aimed to generate data to improve
the LiCCo education project planning and effectiveness in the future when it could be rolled out to
other primary schools across the county and nationally. The final objective was to contribute to the
body of knowledge and inform practice in relation to the evaluation of development education
programmes and to provide a tool that might have the potential to improve the effectiveness of similar
programmes in the future.
1.3
Research questions
The main research question which guided the study was:
What were the outcomes for pupils of the LiCCo Learning and Teaching Programme at Stoborough CE VC
Primary School?
An ancillary research question was:
Which pedagogical approaches in the Moorland Classroom programme proved most effective in
facilitating learning?
Chapter 2: Methodology and methods
An evaluative case-study methodology involving both qualitative and quantitative approaches to data
generation, was adopted for this investigation. A case study is a specific and unique instance that is
frequently designed to illustrate a more general principle (Nisbet and Watt 1984 p.72) with the
unique ‘instance’ in this case being a class of twenty eight children where ‘complex dynamic and
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unfolding interactions of events, human relationships and other factors can be reported upon’ (Cohen,
Manion and Morrison 2000 p.181). It is an appropriate methodology for this investigation for a
number of reasons. Bassey (1999) suggests that evaluative case study methodology should be the
preferred research strategy when judging the merit and worth of programmes (such as the LiCCo
learning and teaching programme) and particularly when ‘how’, ‘what’ and ‘why’ research questions
are being asked.
Yin (1988) also purports that case studies have particular efficacy when
investigations are being carried out of contemporary phenomenon within its real life context (e.g.
impact of curriculum programmes in schools) and in which multiple sources of evidence are used –
three sources involving qualitative descriptions and quantitative factually based approaches were
adopted in this instance to seek evidence of the social construction of knowledge and understanding
through the development of concepts and generalisations.
The methods selected for generating data to answer the research question were largely those of
phenomenological naturalistic evaluation designed to assess the worth of the LiCCo programme from
the participant’s view of their social realities. In order to ensure a higher level of trustworthiness
through triangulation as possible, three data generation methods were selected that combined mostly
qualitative (interpretivist and subjectivist) approaches with a range of quantitative (positivist and
objectivist) techniques.
Careful consideration was given also to ensuring that both formative
(conducted throughout learning and teaching) and summative (conducted at the end of the learning
and teaching) evaluative methods were adopted. This was done to provide what Simmons (2004)
recognises as the critical balance between being able to assess progress towards outcomes during
implementation (and make changes if necessary) and gather information about participants
knowledge, and understanding at some point after programme completion.
2.1.1 Pre and post programme questionnaire
A short anonymous self-completion questionnaire was undertaken by all pupils at the very start of the
teaching sequence before they had been introduced to any aspect of it (Appendix 1). It consisted of 12
closed questions. These were related to eliciting baseline information about the existing knowledge
and understanding of the pupils. A slightly adapted version (Appendix 2) of the same questionnaire
was answered by all pupils at the end of the teaching sequence in order to ascertain evidence through
numerical analysis of any shifts in knowledge and conceptual understanding.
Only structured
multiple choices and closed questions were chosen for the questionnaire. This was done in order to
generate quantifiable data to generate relatively quickly a baseline assessment within which patterns
and comparisons could be made numerically. Each question was read in turn to the class before
pupils were asked to respond to it and a Learning Support Assistant (LSA) worked as usual alongside
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some pupils with particular learning needs. This helped to reduce occurrences of misunderstanding
amongst pupils.
2.1.2 Concept mapping
A concept map is essentially a graphical tool for organising and representing knowledge developed by
Novak (1991) who concluded that ‘meaningful learning involves the assimilation of new concepts and
propositions into existing cognitive structures’ (ibid p.45). A concept map consists of a large piece of
paper with a central concept (in this case ‘Weather and Climate’) around which pupils draw five to ten
ideas that relate to that word. In time and with encouragement pupils can then take each of these new
ideas and again draw in the five to ten main things that they associate with those ideas.
Concept
mapping was used throughout the duration of the learning and teaching sequence with pupils being
given regular opportunities to update their maps as their work developed. Concept mapping can
make an important contribution to assessing the impact of curriculum development work in relation
to new knowledge creation and learner understanding of learning objectives, key concepts and the
relationship amongst those concepts.
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2.1.3 Work scrutiny
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Within the LiCCo learning and teaching programme evaluation pupil work samples were used to
ascertain precisely that for which they are most commonly used in whole school self- evaluation i.e. to
judge both what pupils are learning about and, most crucially, the intellectual level at which they are
learning it. Progression through the primary and secondary National Curriculum is outlined in
Appendix 3. For the pupils who formed the sample cohort (Years 6) the expectation was that their
work would exhibit evidence of intellectual outcomes commensurate with their stage of learning i.e.
describe, observe; reason; compare and contrast, offer views and opinions using appropriate vocabulary;
demonstrate understanding through explanation using accurate and precise vocabulary and describe
and explain links, patterns, processes and interrelationships and reach conclusions.
2.1.5 Curriculum and pedagogical considerations
In its planning, resourcing and delivery the LiCCo learning and teaching programme is based upon the
following curriculum and learning and teaching assumptions:

The view of ‘curriculum as practice’ (Young p.27) in which knowledge is that which is
generated through the collaborative work of teachers and pupils. This is opposed to the
traditional ‘curriculum as fact’ with its fixed concepts of teaching, knowledge and ability and
the constructivist role of teachers in underwriting a highly mechanistic view of the curriculum
as something to be delivered and tested with knowledge external to the knower;

Consequently, a real attempt was made to engage with the preferred learning styles of all
pupils through multi-sensory stimulation, active learning and developing pupil interaction and
reflection which represents a liberal/progressive ideology of schooling and the purposes of
education (Kemmis 1983);

The adoption of the three stages of enquiry or investigative based learning (Appendix 4) as the
principle pedagogical method used throughout the programme. The key question led enquiries
which form the model of learning throughout the LiCCo education programme was planned
with a clear progression in the acquisition of increasingly more complex knowledge and
conceptual understanding; the application of this knowledge through a wide range of subject
based skills and the development of higher order intellectual thinking skills. It was important
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that the evaluation process enabled a judgement to be made as to whether what had been
anticipated in the planning actually occurred in practice.
Chapter 3: Presentation of findings
3.1 Concept maps
Concept maps provide a visual two-dimensional representation of knowledge and as such are widely
used as indicators of progressive levels of understanding in research studies as a way of capturing
participants’ integration of existing and new knowledge. For the purposes of this study the portal or
general concept of Weather and Climate was identified at the centre of the map. Over the period of the
delivery of the two key question enquiries pupils were given regular opportunities to add new
knowledge and understanding about weather and climate to their map through the use of linking
words or phrases joined by lines to more specific concepts. They were also encouraged to add
annotated explanatory notes as desired to any of the links or concepts.
The concept maps were
analysed by coding all of the first and last entries made by each pupil and then aggregating the results
into the three categories of linking words and phrases; annotated explanatory notes and specific
concepts. At the start of the enquiries a total of 302 notations were made by pupils on their maps of
which 92% were lower level linking words such as clouds; sun; wet; heat; snow and wind 6% short
annotated notes such as Antarctica – cold; Desert – hot; and 2% were more advanced vocabulary or
exhibited evidence of conceptual thinking such as: flooding; global warming; humidity. At the end of
the teaching sequence the entries made by pupils totalled 247 notations of which 48% were basic
linking words and phrases; 31% were explanatory pieces and 21% were specific concepts or evidence
of specialised subject knowledge and understanding including Adaptation means how things change to
their environment over time; the main climates are temperate, tropical and temperate; temperate
climate is the easiest for things to adapt to; deserts have very hot days and freezing nights; in Polar
climates its sometimes too cold for it to snow; Polar is a frozen desert; climate change; precipitation;
tropical climate is hot and humid; biodiversity; uninhabited; 6C is very important because 6C and above
is when things start growing; drought; tropical forests don’t have much light on the ground because the
trees block it out.
A clear progression in the development of pupil knowledge and understanding through the LiCCo
teaching and learning sequence is clearly discernible from this coding analysis undertaken of the
concept maps. In particular there is evidence of many pupils using the maps as a vehicle or structured
space (Abrams 2004) to clarify their ideas and conceptual understanding about Weather and Climate
and to express these as the enquiry progressed through more general ideas rather than as discrete
and largely descriptive and unrelated facts that characterised earlier entries.
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3.2 Pupil work samples
Scrutiny of the pupil’s work identified that the majority of children exhibited the full range of planned
outcomes in terms of being able to identify; describe; compare and contrast and demonstrate
understanding through explanation. In addition the pupil’s use of basic; appropriate and specialised
vocabulary through the activities was particularly significant. Most pupils were able to use the terms
such as weather; climate; adaptation; permafrost; management; accurately and to be able to explain
what each meant. Overall in terms of both intellectual outcomes and the use of vocabulary, many of
the pupils demonstrated a level of attainment in excess of national expectations for pupils at this stage
of primary education. This was particularly marked in the mathematically based exercise where the
pupils were required to compare the climate graphs of Plymouth and Iqaluit in Baffin Island. Climate
graphs are complex for pupils at this stage of learning because they not only show the location of two
variables on one graph but also each vertical has a different scale – one showing increments of
temperature and the other the increase in precipitation. This means when plotting temperature for
each month (as a discrete point) pupils must read off from the left vertical axis and when plotting
precipitation (as a bar) pupils must read off from the right vertical axis.
In addition to this the
associated calculations that the pupils were required to do as part of the comparative exercise were
demanding e.g. calculating the range of temperature fopr a location during a year when the coldest
temperature is below freezing i.e. understanding that the difference between the coldest temperature
of say -23C and the hottest temperature of say 19C is in fact 42C and not 4C.
3.4 Pre and post programme questionnaire
To establish whether the LiCCo education programme had been successful in bringing about any
changes in knowledge and understanding the results of the pre and post questionnaires were analysed
for the combined group of boys and girls (Table 1) and also the boys and girls separately (Tables 2
and 3). Overall the pupils knowledge and understanding of the content of both enquiries increased for
every area covered in the assessment during the course of the programme - in some areas remarkably
so e.g. the concept of climate, the main climate regions globally and also the complex issue of flood
management. All of the pupils possessed a very high existing level of knowledge and understanding
about the weather which is perhaps not surprising given the vulnerability of much of Stoborough and
its surrounding area to pluvial flooding and the serious inundation events of winter 2014 being still
fresh in people’s minds. The more complex area of the enquiries dealing with climate change
exhibited the lowest level of increases in knowledge and understanding whilst the pupils appeared to
become more uncertain of the concept of biodiversity as the investigations progressed – which could
be more attributable to the ineffective nature of the teaching which may have resulted in ultimately
confusing the pupils and making them less confident about what they clearly knew originally!
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Chapter 4: Discussion and evaluation of findings
The pre and post programme questionnaires revealed improvements in the knowledge and
understanding amongst both boys and girls although this was more marked in some areas than others.
A range of additional qualitative evidence, particularly from the analysis of pupil concept maps and
work samples also identified many clear examples of intellectual progression in knowledge and
understanding through the programme e.g. progression from discrete unconnected facts to broader
concepts and general ideas evident in many of the pupil concept maps and examples of the application
of high level data handling and interpretation techniques. In addition to there being clear evidence of
significant improvements in knowledge and understanding, the comparison of a range of pupil work
samples to National Curriculum expectations also indicates that in many cases the level of knowledge
and understanding demonstrated by pupils completing the programme is considerably above national
expectations for pupils of this age particularly in regard to explaining, making links and identifying
relationships and reaching substantiated conclusions.
Chapter 5: Conclusion
Through the application and triangulation of three techniques (to ensure trustworthiness for largely
qualitative research), underpinned by a robust theoretical framework and research process together
with a detailed presentation and analysis of results, this study has been able to suggest a number of
credible findings in relation to outcomes of the LiCCo learning and teaching programme for the pupils
involved. Strong evidence was generated during the study to suggest a positive impact on both factual
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knowledge and conceptual understanding of weather, climate and the causes and management of
flooding. In addition the intellectual challenge of the programme was shown to be considerable with a
number of the pupils demonstrating achievement well above the national expectation of young people
at this stage of learning.
It is in this context that the research presented in this study has both
relevance and wider potential (and perhaps even appeal) for other organisations approaching the
issue of how appropriately to evaluate the outcomes of development education programmes; which
will almost certainly have to be case - study based and confined to one moment and place in time with
a specified cohort of children and young people.
Bibliography
Abrams, R. (2004) A collaborative literature review of concept mapping, California Consortium for
Teacher Development, Crown College/Education Department, University of California, Santa Cruz
http://www2.ucsc.edu/mlrg/clr-conceptmapping.html
Bassey,M. (1999), Case Study Research in Educational Settings, Maidenhead: Open University Press.
Cohen, L., Manion, L. and Morrison K. (2000) Research Methods in Education, Routledge Falmer,
London.
Kemmis, S., Cole. P. and Suggett, D. (1983) Orientations to curriculum and transition: Towards the
socially critical school. Victorian Institute of Secondary Education: Melbourne.
Lee, J.C.K and Williams, M. (2001) Researching Environmental Education in the School Curriculum:
An Introduction for Students and Teacher Researchers International Research in Geographical and
Environmental Education Vol.10, No. 3.
Nisbet, J. and Watt, J. (1984) Case Study, in Bell, J., Bush, T., Fox, A., Goodey, J. and Goulding, S. (Eds),
Conducting Small-scale Investigations in Educational Management, London: Harper and Row, pp.
79-92.
Novak, J. (1991) Clarify with concept maps: a tool for students and teachers alike, The Science
Teacher, Vol. 58(7) pp. 45-49.
Scott, W. and Gough, S. (2004) (Eds) Key issues in sustainable development and learning: a critical
review London: Routledge Falmer
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Simmons, B. (2004) Designing Evaluation for Education Projects, Office of Education and
Sustainable Development, NOAA Coastal Services Centre, Northern Illinois University.
Stokking, H., van Aert, L., Meijberg, W. and Kaskens, A. (1999) Evaluating Environmental Education,
Commission on Education and Communication, IUCN – The World Conservation Union.
Thompson, G. and Hoffman, J. (2003) Measuring the success of environmental education
programmes,
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Environmental
Education
www.cpawscalgary.org/education/evaluation
Weiss, C. (1998) Evaluation Methods for Studying Programmes and Policies, Prentice Hall.
Yin, R. (1988), Case Study Research: Design and Methods, United Kingdom: Sage Publications.
Young, M. (1998) The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical
Theory of Learning, Falmer, London.
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Appendix 1
Stoborough CE VA Primary School
LiCCo Primary Education Programme
Evaluation of Outcomes: Questionnaire Part 1
Age: ………Male
Female
Please tick the answer that you think is the correct one to finish the sentence.
1.
Weather means:
 How hot it gets during the day compared with how cold it is at night;
 How cloudy it gets and how much rain falls every day;
 Everything occurring in the atmosphere every day including wind, air pressure, fog
and mist;
 Just how sunny it is during the day.
2.




The weather that people in tropical places receive each day;
The average weather conditions experienced in a place over at least 30 years;
How weather is changing around the world because of greenhouse gases;
How the weather in a place this year compares with the weather it experienced last
year.
3.




Adaptation means:
How the weather a place receives changes from one day to the next;
The way that the environment affects our lives;
How one thing leads to another;
Things that wildlife and humans do that make them better suited to where they live.
4.




Climate means:
The three main types of climate in the world are:
Polar, Temperate and Tropical;
Polar, Desert and Tropical;
Temperate, Mountains and Tropical;
Desert, Mediterranean and Tropical.
5.
When people talk about biodiversity they mean:
 The animals and crops that can be found on farms;
people live for a much shorter time compared with richer countries
 The ancient remains of the first people to travel across Britain;
 The very rarest living things in the world such as pandas;
 All of the living things to be found in a place including animals, plants, fish, insects
and reptiles
6. A river floods when:
 It’s been raining for several days;
 It fills with water to a level beyond its capacity to carry it to the sea;
20
A
 There is sudden melting of snow and ice in spring;
 When storms and high tides push water up rivers from the sea;
7.
Pluvial flooding happens in places such as Wareham when:




There is a high tide from the sea;
Rivers burst their banks;
Rain falls on already saturated ground which can’t absorb it;
Things such as dams that humans have built across the river collapse.
8. A flood plain is:




An aeroplane used to drop supplies to people stranded by flooding;
An area of flat low lying land beside a river;
Large banks of soil and rock built along a river to help stop it flooding;
A small dam built across rivers to hold flood water back.
9. Erosion means:
 Digging up soil and sand to fill bags to hold flood water back;
 Moving rock and soil to fill gaps in the banks of rivers;
 The wearing away of rock and soil by human activities such as walking and riding
bicycles;
 The wearing away of rock and soil by natural and human activities.
10. Climate change is likely to increase the risk of flooding in Wareham in the future
because:




It’s going to get a lot warmer with more droughts in the summer;
There will be more rain filling up rivers beyond their capacity to carry it to the sea;
Sea levels will rise and winter storms causing tidal surges will occur more often;
There will be snow in the winter which will melt in spring to cause floods.
11. The main purpose of a community flood plan is to help people living in places such
as Stoborough by:




Telling them where to go to buy sand bags;
Advising them how they can work together to be more resilient to flooding;
Telling them the likely dates in the year when flooding is most likely to occur;
Giving them information such as telephone numbers to ring if there is an
emergency.
12. Flood management mostly involves:




21
Building dams so that water that might cause flooding can be stored in reservoirs;
Moving people from places at risk of flooding to areas less likely to flood;
Using all natural and human methods which help to reduce the risk of flooding;
Changing the route of rivers which most often flood to avoid places where people
live
Appendix 2
Stoborough CE VA Primary School
LiCCo Primary Education Programme
Evaluation of Outcomes: Questionnaire Part 2
Age: ………Male
Female
Please tick the answer that you think is the correct one to finish the sentence.
5.
Weather means:
 How hot it gets during the day compared with how cold it is at night;
 How cloudy it gets and how much rain falls every day;
 Everything occurring in the atmosphere every day including wind, air pressure, fog
and mist;
 Just how sunny it is during the day.
6.




The weather that people in tropical places receive each day;
The average weather conditions experienced in a place over at least 30 years;
How weather is changing around the world because of greenhouse gases;
How the weather in a place this year compares with the weather it experienced last
year.
7.




Adaptation means:
How the weather a place receives changes from one day to the next;
The way that the environment affects our lives;
How one thing leads to another;
Things that wildlife and humans do that make them better suited to where they live.
8.




Climate means:
The three main types of climate in the world are:
Polar, Temperate and Tropical;
Polar, Desert and Tropical;
Temperate, Mountains and Tropical;
Desert, Mediterranean and Tropical.
5.
When people talk about biodiversity they mean:
 The animals and crops that can be found on farms;
people live for a much shorter time compared with richer countries
 The ancient remains of the first people to travel across Britain;
 The very rarest living things in the world such as pandas;
 All of the living things to be found in a place including animals, plants, fish, insects
and reptiles
13. A river floods when:
 It’s been raining for several days;
 It fills with water to a level beyond its capacity to carry it to the sea;
 There is sudden melting of snow and ice in spring;
22
A
 When storms and high tides push water up rivers from the sea;
14. Pluvial flooding happens in places such as Wareham when:




There is a high tide from the sea;
Rivers burst their banks;
Rain falls on already saturated ground which can’t absorb it;
Things such as dams that humans have built across the river collapse.
15. A flood plain is:




An aeroplane used to drop supplies to people stranded by flooding;
An area of flat low lying land beside a river;
Large banks of soil and rock built along a river to help stop it flooding;
A small dam built across rivers to hold flood water back.
16. Erosion means:
 Digging up soil and sand to fill bags to hold flood water back;
 Moving rock and soil to fill gaps in the banks of rivers;
 The wearing away of rock and soil by human activities such as walking and riding
bicycles;
 The wearing away of rock and soil by natural and human activities.
17. Climate change is likely to increase the risk of flooding in Wareham in the future
because:




It’s going to get a lot warmer with more droughts in the summer;
There will be more rain filling up rivers beyond their capacity to carry it to the sea;
Sea levels will rise and winter storms causing tidal surges will occur more often;
There will be snow in the winter which will melt in spring to cause floods.
18. The main purpose of a community flood plan is to help people living in places such
as Stoborough by:




Telling them where to go to buy sand bags;
Advising them how they can work together to be more resilient to flooding;
Telling them the likely dates in the year when flooding is most likely to occur;
Giving them information such as telephone numbers to ring if there is an
emergency.
19. Flood management mostly involves:




23
Building dams so that water that might cause flooding can be stored in reservoirs;
Moving people from places at risk of flooding to areas less likely to flood;
Using all natural and human methods which help to reduce the risk of flooding;
Changing the route of rivers which most often flood to avoid places where people
live
Appendix 3
Intellectual progression through the National Curriculum
Recognise – identify – respond and ask questions – contribute views and opinions – use
basic vocabulary
Describe – observe - reason– select
Classify – categorise – sequence – order - compare and contrast – use appropriate
vocabulary
Demonstrate informed understanding through explanation – communicate informed views
and opinions using accurate and specialist vocabulary
Apply – prioritise – analyse - describe and explain links, patterns, processes and
interrelationships – reach conclusions
Synthesise – make substantiated and informed judgements consistent with evidence
Evaluate – critique - predict – hypothesize
24
Appendix 4
Key question led enquiry based learning
Skills Application
1. Key Question
 Awareness Raising of existing
knowledge and understanding
of the children
 Generating questions
2. Investigation
 Collecting and recording
information from primary
and/or secondary sources
Skills Application
 Analysing
 Presenting results
appropriately (audience)
3. Meaningful Learning
 Interpretation
 Sharing the learning outcomes
Skills Application
 Making decisions
 Evaluating
25
Appendix 5 : Results Tables
Table 1: Results of pre and post questionnaire of
combined group of boys and girls
100%
90%
80%
70%
60%
Part 1 % of correct answers
50%
Part 2 % of correct answers
40%
30%
20%
10%
0%
1
26
2
3
4
5
6
7
8
9
10
11
12
Table 2: Results of pre and post questionnaire:
boys
100%
90%
80%
70%
60%
Part 1 % of correct answers
50%
Part 2 % of correct answers
40%
30%
20%
10%
0%
1
2
3
4
5
6
7
8
9
10
11
12
Table 3: Results of pre and post questionnaire:
Girls
100%
90%
80%
70%
60%
50%
Part 1 % of correct answers
40%
Part 2 % of correct answers
30%
20%
10%
0%
1
2
3
4
5
6
Question Number
27
7
8
9
10
11
12