Pre Visit Information

Cassiobury Park Education Resources Pre visit information

Contents

Introduction A typical visit Curriculum Links Background information for Teachers Ideas for topic work Example Activities and worksheets Planning for a Safe and Enjoyable visit Planning for a Safe and Enjoyable visit (continued) Expedition Equipment List and Golden Rules for Children Information for drivers Example risk / benefit assessment Children’s Evaluation Form Teacher’s Evaluation Form Further resources

Written by Tab McLaughlin Cassiobury park Education Officer 2016

Introduction

These resources are designed to help you start to plan your visit to Cassiobury Park. They will give you an idea of some of the different activities and learning options you can explore with your class when visiting to Cassiobury Park.

Think of the environment, and if possible please read this information on your computer rather than printing out a hard copy.

We are able to teach in either a formal field studies session style or on a sliding scale towards an informal play based session depending on the age / special needs of the group. All sessions are designed to meet national curriculum learning and development targets.

Young children are nearly always keen to investigate their surroundings. These activities will help you focus their attention where you want it. Older pupils can also benefit from the inspiration of a field trip to re-inspire them in their learning and provide fascinating extended study topics.

Take a look at all the activities, think about the time of year and have a chat with us before you decide which particular activities are suitable for your group. Some of the activities are suitable for a wide range of ages (even adults will enjoy them). The example worksheets and some of the more formal teaching ideas are Keystage specific but we are happy to create materials suitable for your group on any topic you wish to study during your visit.

With all our teaching we aim to spend the majority of our time out in the park, nature reserves and woodland so please make sure all the children are dressed appropriately for the weather. The activities can be varied to suit your particular requirements. Just speak to us before you make your booking. Cassiobury Hub Education Service

Explore your local heritage and natural environment

A typical visit

Every visit is individually tailored, but we have found that the framework below allows for a smooth visit.

10.15 Arrival - Teacher in charge goes to book in; remaining teachers organise the children into groups of not more than 15.

10.30 Introductory chat / game – to see what the group already know about the topic of the visit . 10.40 1st set of activities (e.g. river survey, orienteering, tree trail)

11.35 2nd set of activities (e.g. history walk, building tour, bug hunt)

12.30 Lunch – at picnic areas or under canvas Hub in inclement weather.

13.00 3rd set of activities (e.g. den building, scavenger hunt, train ride)

14.00 Depart – our packs provide educational resources for use back in the classroom, to extend the learning opportunities gained during your visit.

Curriculum Links Depending on the activity units chose your visit can cover almost any area of the curriculum and of course there are often cross curricular links outside of the main focus. This is a very basic guide

Resource pack Curriculum Specific topics area

Our heritage History KS1-3 Local history

Links to National history (middle ages – present day)

Geography Identify how and why the park has changed and consider KS2 how it might change in the future including how people can improve or damage the environment

Woodland & Science Ks1-3 KS1/KS2 Life and living things waterways. KS3 independent study (also variation/ classification /interdependence / internal and external influences on behaviour / causes of changes in the environment) KS4 assessing effects of human activity on the environment (also differences between species and interdependence / adaptation / evolution). Geography KS2 fieldwork investigations (also unit can expand to water KS2 and its effects on landscapes and people / physical features of rivers /environmental issues caused by change in an environment / attempts to manage the environment sustainably)

Sustainability / Geography KS2 case study of how and why people seek to manage renewable KS2-4 environments sustainably. Identify opportunities for energy involvement.

KS3 understanding the physical and human characteristics and interactions of a real places. The hub building is an exemplar of sustainable development. We would also be interested in your data to add to our records giving the students a ‘real life’ purpose to their study topic.

KS4 Talk to us about how we can plan a day or half day field trip around the curriculum of your exam board

4 A brief history of the Cassiobury Estate The Manor of Cassio is mentioned in the Domesday Book in 1086, listed as owned by the Abbey of St Albans. It covered an area much bigger than the current park including the golf course, Whippendale Woods and the Cassiobury housing estate. In 1533, Henry VIII confiscated the Abbey’s lands (as part of the ‘dissolution of the monasteries’) and sold it to Richard Morrison in 1546. It was then that the grand house started to be built although Richard died before it was finished and his son Charles oversaw the completion.The house was passed down the male line until 1628, when Elizabeth Morrison married Arthur, Lord Capel of Hadham. In 1661, Elizabeth and Arthur’s son, Arthur, was made Viscount Malden and Earl of Essex. He employed the gardener Moses Cooke to set out formal gardens, “strictly in the French style” during periods between 1669 and 1680. The Earl also commissioned extensive remodelling of the house in the early 1700s. The First Earl © Watford Museum View of Cassiobury Park by John Wootton, circa 1748 © Watford Museum Despite the first earls execution for actively supporting the royalist cause in 1649 (toward the end of the civil war) and the second earls arrest for his part in a plot to assassinate Charles II (he died in the tower of London under ‘mysterious circumstances in 1683) the estate remained in the ownership of the Capel family and the seat of the Earls of Essex until it was sold in 1922.

When the 6th Earl died in 1892, it was clear that despite (or because of) his enthusiasm for new farming projects around the estate no significant maintenance had been carried out on the house in the previous fifty years, consequently many of the family paintings and other valuables were sold to provide funds for restoration.

The house in 1922 © Watford Museum

The Seventh Earl By 1900, the house had ceased to be used as a © Watford Museum permanent residence, and in 1908 parts of the estate were sold off. The Council bought some land at this point and then added more land over the next decades to create the current park. The house was demolished in 1927 and sold off in pieces as building materials. The final purchase was the Whippendell Wood area in 1935. The paddling pools were also built in the 1930s.

In the second half of the 20th century, funding for parks in Watford decreased as part of a general trend across the UK. The resulting decline in management meant that a number of historic features were lost, and the character of the landscape began to change.

The Bandstand © Watford Museum The historic importance of Cassiobury Park was recognised in January 1999 when it was entered at Grade II in English Heritage’s Register of Parks and Gardens of Special Historic Interest It is also recognised for its ecological value, with the area between the River Gade and the Grand Junction Canal designated a Local nature Reserve in 2003 (Whippendell Woods was designated as a Site of Special Scientific Interest in 1954). Cassiobury Park (including the Cassiobury Park Local Nature Reserve) has been awarded a Green Flag Award for sustainably managed open spaces each year since 2007.

In July 2014, the park received a grant from the Heritage Lottery Fund (HLF) and Big Lottery of £4.5 million (alongside WBC match funding of £2 million) to build a new visitors centre, renovate the pools, modernise the facilities of the Cha Cha Cha, create a new entrance space from Rickmansworth Road and reintroduce and restore the historic bandstand. The money also pays for two new staff to run lots of events and activities. The works completion is estimated at the end of summer 2016. Funding for the activities staff continues after that.

Natural assets

Cassiobury Park has a large number of mature and veteran trees. The two main pathways from Rickmansworth Road are lined with trees, creating avenues of shade on a hot summer's day. In the centre of the park on the brow of the hill is a beautiful Cedar of Lebanon, which is over 100 years old, and there are several veteran oaks dotted throughout the park. In spring the park is brightened with daffodils and tulips, and the rhododendron bushes provide splashes of colour.

The river Gade flows through the park, and the Grand Union Canal, regularly used by colourful barges, borders the western edge of the park. You cannot fish with rods on the river Gade from 15 March 2011 to 15 June 2011 inclusive. However, children can still fish with nets in the river.

Watford Piscators have the fishing rights on the canal, and offer day tickets. If you would like to know more about them, please visit their website.

A large area of the park, adjacent to the river Gade, has been designated as a Local Nature Reserve (LNR). The northern boundary of the LNR is adjacent to the lock keeper’s cottage, and the southern boundary is at Rousebarn Lane bridge. The LNR supports a rich variety of plants and wildlife, and much of the conservation work is carried out by volunteers organised by Watford Borough Council in partnership with the Friends of Cassiobury Park, the Herts. and Middlesex Wildlife Trust and BTCV.

The park is an important site for lesser spotted woodpecker and bullfinch, and buzzards have been seen flying overhead. Seven species of bat have been recorded, such as Common Pipistrelle and Long-eared bat.

Also available as a site for field studies / forest school sessions is Whippendell Wood. This is adjacent to the park and consist of 160 acres of ancient woodland classified as a Site of Special Scientific Interest (SSSI). Of particular importance is the semi-natural vegetation, the rich variety of fungi in the wood and the invertebrate fauna. Natural England defines an area as ancient wood if it is believed to have been continuously wooded for at least 400 years. Whippendell Wood is famous for its stunning displays of bluebells in the last week of April and the first week of May.

It may intrigue your students to know that Whippendell Wood is a popular location for film and television companies. Many scenes from the Star Wars movies were filmed in the wood, along with episodes of Silent Witness and Holby City.

Ideas for topic work

(before your visit and follow up work)

Once you have decided on the topic(s) of your visit we will provide you with some ideas of activities to do at school before the visit and with ideas for follow up work. These are specifically recommended to help you make the most the learning opportunities on the day and cover a range of subject areas e.g.

Geography / History

Science / Design and Technology

ICT / Art and design

Numeracy

Literacy (books to read, discuss, act out etc.,)

Creative writing

Music / PE (dance)

Example activities and worksheets

The following pages contain some examples of worksheet / activity options for your visit. There are many other options and we are also delighted to design bespoke activities to cover your desired learning outcomes.

Adaptation at Cassiobury Park (KS2)

Species of invertebrate ...... Habitat type: ...... Adaptations: ......

Species of invertebrate ......

Habitat type: ...... Adaptations: ......

......

9 Orienteering

At Cassiobury Park we use orienteering as a way to introduce children to the practical use of maps. We use a course designed by the Hertfordshire orienteering club (www.herts- orienteering.club) The joy of orienteering is that it combines physical and mental activity in a way that means all children can be involved.

‘’Orienteering is a challenging outdoor adventure sport that exercises both the mind and the body. The aim is to navigate in between control points marked on a unique orienteering map and decide the best route to complete the course in the quickest time. It does not matter how young, old or fit you are, as you can run, walk or jog the course and progress at your own pace. Orienteering can take place anywhere from remote forest and countryside to urban parks and school playgrounds. It's a great sport for runners, joggers and walkers who want to improve their navigation skills or for anyone who loves the outdoors. Orienteering - The adventure sport for all’’ (www.britishorienteering.org.uk)

Orienteering maps are marked with several numbered circles. This is what makes up an orienteering course. The start of the course is usually marked with a triangle and the finish, if separate, is a double-circle. Each single circle marks the location of a special flag in the woods, called a control. The controls at Brokerswood are a square divided into two triangles, one orange and one white, with a secret symbol and word on each one, so that the children can check that they found them in the right order at the end of the course. The children need to use the map to find their way from control to control.

They are also provided with compasses to help them ‘set’ the map. Setting a map means getting it the right way round. This can be done with the aid of a compass or by referring to landmarks. It would be really useful if you could practice this skill with the children before you come on the visit although we will of course refresh their minds on how to do it before they go orienteering.

10 . The Hub By summer 2017 our Hub will be ready to use. It has been designed to be an exemplar of sustainable building and we will be running education activities to make the most of its value as a teaching resource. • The building materials (walls, glazing, roof and floors) have been designed to achieve a high thermal performance. This means the materials will significantly reduce the space heating

loads in winter and cooling loads in summer. • The new building is to be as airtight as possible which will also help control the interior temperature. • Glazing have been optimised in order to maximise the benefits from natural day-lighting, reducing the need for electric lighting whilst minimising heat loss/gain from the building. • The building has been designed with roof overhangs and strategically placed shading elements, which will contribute to reducing any unwanted solar gain. • Sliding steel panels are also to be added to the façade, allowing building users to position them across the face of floor to ceiling openings for both shading and security purposes. • Overall the building will be made of medium-lightweight materials allowing quick heating and

cooling response times to suit the sporadic building use and occupancy levels.

Planning for a Safe and Enjoyable visit

Safety is a high priority for our staff who will lead your programme for the day. Accompanying teachers from the school have the ultimate responsibility for the safety of their classes at all times and should inform our teaching staff immediately if they have any concerns.

What you need to do before your visit

• When making and confirming your booking, please notify us of any special requirements you may have. This will enable us to prepare and plan for your visit so that all members of the class have a rewarding and worthwhile day. • We strongly advise teachers to visit the park for a FREE previsit before they visit with a group to complete their own risk assessments and familiarise themselves with the layout of the park. A member of our staff will be happy to assist you on your previsit if you require it. • Child:Adult ratios . A ratio no greater than 10: 1 is essential. For Key Stage 1 and lower Key Stage 2 we suggest 6: 1 and for Foundation Stage 4: 1. • Please include advice on clothing in your letter to parents about the visit - Children should be suitably dressed, i.e. waterproof clothing and wellies and / or sunhat and sun cream. Being on a clay soil, it is often muddy even in summer. • Please advise parents that if the children are to be allowed to use the kiosk they will need some pocket money. • Teachers, don’t forget to bring some pocket money too, so you can buy yourselves a hot drink or an ice-cream!

Arrival procedures

• On arrival we ask that one teacher comes to the office to book in and confirm the arrangements for the day, drop off the list of class lists and emergency contacts and collect Cassiobury Park maps. • Class list. This should list all members of your group including pupils, adult helpers and yourself. • It is helpful for one of your party to have a mobile phone with them. The phone number should be written on the class list in case we need to contact the group in an emergency. The phone should be left switched on . • Please have a word with your programme leader when you arrive if any additional issues or concerns not mentioned on the booking form have arisen. • In poor weather keep the children on the coach until our programme leader arrives to lead the children up the path • Please note that we cannot accept liability for loss or damage to valuables, mobile phones etc. If these are brought onto the site, they must be kept with you at all times.

Other useful information

• Only food purchased from the café may be consumed in the café or at the seating area outside the café. Please use one of our picnic areas for your lunch-break. • Please make sure you have discussed the Golden Rules with the children before your visit and that they know what equipment to bring (See next page for printable sheet) • Please print a copy of the ‘Information for drivers and give it to your driver on the day of the visit in case he / she has not received a copy from their company

Emergencies • If First Aid is required please go to the Hub. • We recommend that any qualified staff you have carry a field first aid kit at all times. • All our teaching staff carry a First Aid Kit.

Checklist for teachers

Item Remembered!

First Aid Kit, sick bucket, bags for use on coach

Any medication or special equipment required by your class.

List of adult and children’s names and school phone number

Name labels for children

Name labels for adults

Spare set of children’s clothes in case of accident

School camera

Suitable Clothing for yourself ;-)

13 Expedition equipment list

Item Remembered!

Healthy and Tasty Packed Lunch

Water bottle

Waterproof Clothing

Warm Jumper

Wellington Boots

Old clothing (you are VERY likely to get grubby on your visit)

Sun hats and sun cream?

Clipboard and pencils

Remember to bring any medicine you need (e.g. inhaler) and give it to your teacher as usual Pocket money?

Can you think of anything else?

Golden Rules for visiting Cassiobury Park

• Please move around carefully at all times. This applies both in the buildings and outside. • Please be aware that there are other visitors to the park and be courteous to their needs. • Treat all wildlife and plants with respect • Be aware that there may be vehicles moving around the park (especially in the car park – don’t forget your road safety skills). • Please don’t forget to wash your hands before eating. • Can you think of anything else?

Information for drivers

• The postcode for the Cassiobury park car park is WD18 7LG this is not accessible to vehicles over 2.1m except by prior arrangement and is not accessible to coaches at any time. • For coaches we recommend you drop off at the Langly Way entrance to the park (WD17 3EE) and park in one of the town centre carparks. • For activities based in Whippendell Woods there is also a small car park off Grove Mill Lane (WD17 3TU) • Please do not sit in your coach with the engine running while the group is out doing their activities. • There is a kiosk selling snacks and hot drinks by the paddling pools and a The Cha cafe a short walk away which serves full meals and fresh coffee, both of which are excellent and reasonably priced.

Example Risk : Benefit analysis

Cassiobury Park offers the choice of a guided or non-guided visit.

The greatest risks to children come from trips and falls and the possibility of stress due to extremes of weather (hot/ cold/ wet).

The park stresses in its Guide to Teachers that children and accompanying adults come equipped with appropriate footwear and clothing for the weather conditions at the time.

Definitions

Benefit – the potential positive outcomes from engaging in an activity / interacting with an object Hazard – (potentially dangerous) activity, occurrence or physical item Risk – the kind of harm likely to be caused by a particular activity / object

Precaution – step taken to remove reduce risk level to a level acceptable given the potential benefits. The whole group should be learning to take their own precautions guided by the group leader.

Risk level – the level of risk of a hazard when the listed precautions are observed. This is worked out by using a risk matrix to define the various levels of risk as the product of the harm probability categories and harm severity categories.

Level of harm Negligible Marginal Severe Likelihood of occurrence Certain High High Extreme

Likely Moderate High High

Possible Low Moderate High

Unlikely Low Low Moderate

Rare Low Low Moderate

Hazard Benefit Risk Precautions Risk level

Trip hazards/ Learning to move Cuts / bruises/ Walk around site with Low slippery safely in a natural concussions / children and discuss surfaces environment which fractures safety issues. Leader to /uneven increases physical have first aid training, ground skills and confidence first aid kit on site. Tree Learning to climb Cuts / bruises No tree climbing except Medium climbing safely and assess risk / concussions 1:1 with leader and not in a natural / fractures above head height. environment which Leader to have increases physical appropriate first aid skills and confidence training and first aid kit on site. Children Learning how to be Getting lost, Children to be out of site Low being out of alone for short times injuring self for age appropriate sight of which improves while out of managed intervals, leaders confidence and how to site and teach them a call and call for help when needing help, response game and needed which allows danger from emergency signal. them to control their members of own safety the public Plants / Learning to recognise Stings / bite, Allergy awareness, Low insects/ and avoid dangerous allergic make group aware of animals / soil plants / animals etc. reactions risks, site check, hand but also that not all (hayfever / washing before eating or plants animals are anaphylactic drinking, don’t eat wild dangerous. Improves shock), food unless given to you knowledge and poisons, on a plate by the leader. confidence. pathogens Leader to have (Toxoplasmosi appropriate first aid s, Weils training and first aid kit disease), on site. scratches, twigs / debris in eyes Games Learning to trust the Increased risk Assess group before Low involving group and other of trips, slips playing these games impaired senses builds team and falls and make sure they are vision (e.g. work skills and aware of extra risk if blindfolds or improves confidence children are moving mirrors) and concentration about whilst vision skills impaired then they should work in pairs or a ‘caterpillar’ line. Weather Learning that in Discomfort, Ensure appropriate Low general there is no sunburn, clothing (and sun-cream such thing as bad hypothermia, if necessary) hot drinks weather just the wrong heatstroke are a good idea on a clothes / inadequate cold day. preparation. Improves

17 confidence and knowledge of the world. Trees falling Learning to asses real Serious injury Visually check condition Low / summer danger and accept that or death of trees in the woodland branch drop there are times when it and report to site might not be safe to manager any that are in play outside or in a dangerous condition particular environment (avoid them until they are made safe), do not go into woodland if too windy, avoid sitting under spreading trees in spells of hot dry weather. Fire / kettle / Learning to use fire Burning / Have a fire policy Medium cooking safely and respect the scalding, including - have fire equipment / danger involved. setting fire to blanket, bucket of water, steam and Follow safety rules and woodland, burns kit, define age hot liquids / great potential for team setting fire to dependant safe distance food, fire work and confidence clothing for ‘fire circle’ that lighters building also survival children must be invited skills into, only limited number of children in fire area (rest sitting outside fire circle or playing elsewhere). Only use fire lighters in 1:1 ratio. Assess group before lighting fire. Craft Opportunities to Cuts, bruises, Use low toxicity paint Low activities and express and develop fractures, and glue and get tool use creativity, learn new poisoning children to wash hands skills also to improve after use. Explain use of concentration, listening tools and carefully and skills and confidence use in ratio appropriate (includes scissors, to type of tool and age of glue, string and rope, children. String / rope is knives, clay, paint, a tool not a toy and trowels, digging should be treated with spades hacksaws, respect never tie round secateurs, loppers, self. Wear appropriate bow saw, mallets and well fitted PPE (e.g. etc.) gloves when using saws). Den building Learning how to design Den Only use fallen materials Low and build safely with collapsing, or materials provided / available materials. injuries specified by leaders. Learning to build caused by Sticks need to be shelters for different mishandling of dragged not carried. purposes (e.g. long building Wood should be strong and short term) and materials, (not rotting), if rope or how this affects damage to cord used it needs to be choices. Team work, trees etc. undamaged and 18 confidence, creativity when appropriate strength. are all enhanced. collecting Appropriate knots should building be used. Make sure no material. cord or rope is left hanging for children to get caught up in. the shelter is being left up it should be checked on a regular basis for wear and tear. If Tarpaulin sheets used they must be well secured. Keep tarpaulin taut so that puddles do not form. Play Learning physicals Slipping, Trips Wood chip is in place Low equipment skills and assessing and Falls Trip where required around risk in an outdoor play equipment. environment which Equipment to be also increases regularly checked and confidence maintained.

Rubber Feet kept dry and Slipping, Trips Make children aware Low soled shoes warm, boots, also and Falls Trip that these do not grip and boots protect ankles from well on wooden surfaces brambles etc. particularly in wet weather. Branches at Moving off the paths Injury from Shrubs along pathways Low face level increases sense of Sharp are kept cut back to adventure and Projections minimise therefore is confidence Threat, if children are building it also playing away from paths increases chances of then they should be discovering interesting warned about this risk. wildlife etc. leading to sense of achievement at discovering something new. Traffic in car Without the carpark Severe injury Speed limit imposed on Low park some people would not or death traffic, children to be be able to access the reminded to use their park. Opportunities to road safety skills and practice road safety supervised at all times are always useful. when near high traffic areas. Machinery Machinery makes Severe injury Machinery either kept in Low used in essential forest or death a fenced off area or forestry maintenance much warning signs used. easier and the children Children warned about will gain knowledge the dangers. from seeing this in action. They can also learn about the correct use of each type of machine and the safety 19 precautions that adults need to take when using machinery and it’s exciting for most children to see. Pond dipping Chance to intimately Drowning Children to be warned of Low / open water interact with interesting danger, banks to be kept wildlife and observe its well maintained but not behaviour. Working as fenced. a team to catch, identify, and record creatures. Learning how the species are affected by human influence Orienteering Increase in physical Slips, Trips Remind children to move Low / running and mental agility and and Falls with care, choose during confidence. appropriate areas for games games. Dogs and Possible chance to Faeces, bites Dogs should be kept Low horses interact with friendly and kicks under control in the Park mammals and their / signs to remind owners owners, learn about to ‘pick up’. Staff to care of animals and regularly check activity companionship value areas. Horses only allowed on perimeter path in woods. All animals should be observed at a distance unless owner explicitly invites interaction. Litter Chance to discuss why Cuts and Encourage people to Low litter is a bad thing and infections take home their rubbish reinforce to always – signs etc. do not let take it home for children touch litter. recycling whenever Viola Staff to regularly possible. Certainly pick up litter. never drop it. Looking Chance to see more Lifting injuries, Tell the children not to Low under heavy varied fauna and crushing try and lift large objects logs and discuss why animals injuries unaided– if staff lift large stones for live in different objects they should use minibeasts microhabitats. Chance correct manual handling to asses risk / estimate techniques. when something is too heavy to lift alone and work as a team / seek assistance when necessary both of which are valuable life skills.

Tabitha McLaughlin 01.01.17 20 Children’s’ Evaluation Form

Name of school: ……………………………………..……… Class: ………………………..……………..……….. Date of visit: …….…………….……………....Theme of visit: ……………………………………………….… Who is filling in this form? ……………………………………………………………………………………………..

1) Did you enjoy your day? (mark one face) ☺ What did you like best? …………………………………………………………………………………………….…… …………………………………………………………………………………………………………………………………………………

2) Was the ranger helpful and did they make your day fun? ☺ How? …………………………………………………………………………………………………………..…………………………

3) Would you like to visit Cassiobury Park again? ☺ Why? ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………….

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Children’s’ Evaluation Form Name of school: ……………………………………..……… Class: ………………………..……………..……….. Date of visit: …….…………….……………....Theme of visit: ……………………………………………….… Who is filling in this form? ……………………………………………………………………………………………..

21 Teacher’s Evaluation Form

Please complete this form at the end of your visit and hand it in to the Education Officer so we can continue to improve our services. (If you forget please post or email it to us later!)

Name of school: …………………………….………… Class: .…………………………..

Programme: …………………………………….…… Date of visit: ………..……………..

Who is filling out this form? ......

Please rate the components of your visit:

Exceeded Excellent Good Fair Poor expectations

Value for money Pre-visit information Briefing or introduction at start of visit Activities content

Education officer’s organisation of class

Education officer’s rapport with your group Appropriateness of programme for ages and abilities of class The facilities available for your group The attitude of other centre staff who assisted during your visit

Learning Objectives ( as Exceeded Fully Mainly Partly Not expectations achieved Achieved Achieved achieved identified before the visit )

Individual Childs name Exceeded Fully Mainly Partly Not / Learning Objective (as expectations achieved Achieved Achieved achieved identified before the visit)

Which aspects of the visit do you think were most useful to your group?

…………………………………………………………………………………………………

What changes, if any, would improve your next visit?

……………………………………………………………………...…………………………………… …………………………………………………………………...………………….

What additional resources, if any, would help in preparation for your visit?

…………………………………………………………………………………………………

What additional resources, if any, would help you follow up the visit?

…………………………………………………………………………………………………

In what ways do you think the visit will benefit the future learning and achievement of your pupils?

…………………………………………………………………………………………………

Did you or your pupils visit our website before your visit?

…………………………………………………………………………………………………

Thank you very much for taking the time to complete this evaluation

Further resources

Useful books

Cassiobury the Ancient Seat of the Earls of Essex (Paul Rabbits and Sarah Kerenza Priestley) A documented history of Watford (Watford museum) Hertfordshire gardens trust (Hertfordshire archives and local studies) Hertfordshire County Council maintains the Historic Environment Record for the county which includes archaeological, landscape and other data (The information Cassiobury Park Management Plan 2007 – 2016 12

Web resources https://www.herts-orienteering.club/ -Hertfordshire Orienteering Club https://www.gov.uk/government/organisations/natural-england http://designatedsites.naturalengland.org.uk/SiteList.aspx?siteName=whippendell&co untyCode=&responsiblePerson= www.woodland-trust.org.uk/hedge – Hedge and copse packs and seed kits. www.bbc.com/earth/uk – BBC nature films etc. bbc.co.uk/news/science_and_environment - BBC science news. www.foresthistory.org/Education/index.html - Interesting history site. www.spiritoftrees.org/folktales/sort_category/folktales_trees_category.html#children – children’s folk stories on a woodland theme. http://ltl.org.uk/ - Learning through landscapes (practical inspiration for anyone for creating stimulating outdoor learning and play experiences for children and young people). www.thrive.org.uk - http://www.bing.com/search?q=thrive&src=IE-SearchBox&Form=IE8SRC - #Thrive is the national charity whose aim is to enable positive change in the lives of disabled and disadvantaged people through the use of gardening and horticulture. http://en.wikipedia.org/wiki/Middle_Ages https://www.gov.uk/government/publications/national-curriculum-in-england-history- programmes-of-study/national-curriculum-in-england-history-programmes-of-study