All quotes below are taken from the responses to the education summary questionnaire following the 2006 Flora of the Fells education work.

Schools who took part
Burneside; Staveley; Consiton ; Long Marton; Holme; Sedbergh; Kirby Stephen

‘How helpful to you was working with the Flora of the Fells Education Officer’ (1 = not helpful, 5 = very Helpful)

86% (5 out of 7 schools) said 5
14% (1 out of 7 schools) said 4

‘What were the Benefits to you of working with the Flora of the Fells Education Officer?’

“Specific knowledge and experience that staff did not have!”, “Experience of talking to groups of Kids.”

“Knowledge of events/ plant life in Cumbria and at Moorside reserve. Overview of Cumbrian Context.”

“Excellent local  knowledge of the range of Flora and strong ability to interest and relate to the children.”

“Enhanced children’s learning in a way that could not be done by class teacher who do not have the in-depth knowledge.”

“Expert knowledge of the local area. Funding for artist in residence and transport. Help with finding and booking artist and transport.”

“On our walk the Flora of the Fells Education Officer used her expertise with the Flora of the area to help enrich the children’s experience.”

“A different perspective of the future use of the Fells.  Plus a different voice for the pupils to listen to.”

‘How relevant were the activities carried out with the Flora of the Fells Education Officer to the National Curriculum?’
(1 = not relevant, 5 = very relevant)

71% (5 out of 7 ) said 5
29% (2 out of 7) said 4

‘What subject areas did the activities cover out of Science, History, Geography, Art, PSHE (Personal, Social And Health Education), other?’

Science (5 out of 7) 71% of the schools
Geography (5/7 ) 71% of the schools
History (1 out of 7) 14% of the schools
Art (3 out of 7) 43%
PSHE (2 out of 7) 28%

‘What do you think were the learning outcomes of the activities?’
“Awareness / appreciation of the environment, Experience of the woodland environment, discover new areas.”

“Highlighting awareness of local reserve to the local children, raising awareness of plants their beauty and uniqueness.” “Linking science with art , producing superb pictures.”

“Children had much clearer understanding of the range of flora , identification, interdependence, biodiversity and the balance of nature.” Steve Jackson Coniston.”

“Things don’t always have to be directly related to the National Curriculum. Children who live in an area of great natural beauty should be taught more about it a) to enjoy it and b) to look after it. Both of these were leaning outcomes in addition to the others.”

“To record from first hand experience and explore ideas. To discover skills in using clay, to be able to apply finishing techniques.”

“Recognition of certain types of plants/ trees. Knowledge of environment and habitat. Information relating to local poets.”

“Some understanding of the processes that affect the landscape and some knowledge of the future.”

‘If yes could you tell us how’

“Give children first hand experience.”

“Children learnt a lot about different species. Children learnt about ability for species to survive and adapt to a harsh environment. Children were aware of the importance of preservation of local reserves.” 

“The fact that Annie had such excellent knowledge – the children knew they could ask questions which their teacher couldn’t! This raised their enthusiasm.“

“Knowing their subject thoroughly, being enthusiastic, finding flowers that teachers and children would have missed.”

“Able to explain flora to the children. Working closely with the children on the Field Trip.” 

“Expertise of the project Officer plus pleasant approachable nature.”

“Through the John Muir linked project they used some of the knowledge and skills.”

‘Are there anyways in which you think that your work with FOF Project could have been improved?’

“Not sure really.” No it worked well. It would have been good for the Flora of the Fells Education Officer to have been able to attend the second day to see the end of the product on the work of the fells.”

“No - a good range of locations was visited in a relatively close area.” 

“More time and an assessment of knowledge/ probably more structure with more communication on my part (the teacher’s).“
“N/A”

‘Of the children who took part in the FOF activities, could you give us an idea of the proportion who regularly take part in outdoor/ environmental activities?’
a) At home? b) At school
More than 75%?  Between 75 - 50%, Between 50-25%? Less than 25%?

At home: More than half the teachers (57%) questioned estimated about 50-25% of the children regularly took part in outdoor/ environmental activities (i.e. more than half don’t) and 43% of the teachers thought less than 25% of the children took part regularly in outdoor/ environmental activities at home.

In School Over half the teachers thought that more than 75% of children took part in outdoor/ environmental activities in school. Less than a third of teachers said about 75-50% took part whilst at school whilst only 1 teacher said less than 25% (these variations may be explained by the outside class activities offered by some schools which are optional as well as the number of opportunities in class).

Further comments about outdoor/ environmental experiences for children at home or in school:
“Need to have more opportunities like this to take kids out to the environment on our doorstep.”

“I think bringing in “experts” from outside the locality to share with children the importance nationally of their local environment/ reserve hits the message home rather than the local community telling them.”

“Should be further encouraged.”

“When environmental activities take place at school 100% of the class are involved.”

‘What barriers do you face to providing outdoor/ environmental education?’
“Usual parental anxiety about Health and Safety. Schools reluctance to take pupils out due to concerns about H&S from parents and resulting litigation. The cost of transport involved.”

“Travel and getting people with experience.”

“Curriculum pressures.”

“Mainly cost of transport.”

“Time and resources.”

“Mainly funding issues and the pressure of time from other areas of the curriculum.”

‘Where would you go to seek advice/ help about outdoor/ environmental education?’
“Flora of the Fells, National Park, National Trust, John Muir.”

“English Nature, National Rivers Trust, Friends of the Lake District.”

“LEA, Priestly Centre Torver, National Trust, Grizedale Forest, Friends of the Lake District, CWT.”

“Very much depends on the activity and help we are seeking - Local Authority, National Trust, Yorkshire Dales NPA.”

“Our head who is an experienced practioner in such areas.”

“County Outdoor Education Consultant, Yourselves (Flora of the Fells/Friends of the Lake District).”

‘Would you be interested in being involved in similar activities in the future, and if so do you have any ideas as to what you would like to do?’
“Yes. Would like to repeat / establish in the school year”.

“Yes – it’s good to take different cohorts of children each year to make them very aware of the importance and beauty of their natural environment.”

“Yes please –I would like to involve younger children too”.

“Yes”.

“Yes – will let you know!”

“Yes would like to become more involved with conservation work on the fells with pupils.”

Yes – We’re planning to investigate the flora associated with the River Kent.”

Summary
One big advantage in working with schools as opposed to voluntary groups such as WATCH is that all children in class get the experience as opposed to a selection or those who opt in, who are likely to be from social groups who often experience the outdoors with their parents