The leader needs to explore the area to decide Where to go? How long to spend outdoors? Where will the stopping points be? What will be key ideas to consider? How will the group record information and ideas?
.
A slideshow or exhibition of photographs can raise questions about why the environment looks the way it does and provide prompts to help structure an investigation. P
Parents and teaching assistants may accompany the pupils and their teacher, so that students can work in small groups with adequate supervision. Adults need to be briefed on what will happen, what will be expected of them and how they can help to support children’s learning.
In the classroom, students reflect on their experience, sort out the ideas they have explored and use a variety of techniques to make sense of their discoveries. Pupils have opportunities to re-work their experience – through drawing, painting, collage and 3D work – in order to understand it. This reinforces ideas encountered in the streetwork so that children are able to learn from their experience.
They discuss what they have seen (design awareness). They are asked their opinions and invited to explain why they think the way they do (critique). They are asked to speculate on how things should be done differently or be improved, and to use their imaginations to
create alternative or innovative solutions to problems they have discovered (design activity).