Educating the next
NEIL FATKIN reports on a school that is tackling the environmental issues we increasingly face by using a curriculum that teaches pupils about their local ecology, animal welfare and actively encourages the use of recycling practices as part of their normal daily activites.
For Wicor Primary School the natural environment is not just part of their curriculum but is the driving force behind every aspect.
This underlying philosophy of the Portchester school is led by headteacher Mark Wildman.
‘I lived in the Chiltern Hills as a child and as a boy growing up I loved learning about the natural environment. My father-inlaw was a botanist and he also really helped me to learn about flora and fauna,’ he said.
‘I believe it is important for children to be informed when it comes to the natural environment and to encourage them to be observant and think critically about the natural world around them.’
If the direction is provided by Mr Wildman then the person driving the initiative forward is Year 6 teacher Alison Nash.
Mrs Nash explained: ‘Fundamentally children have a strong connection to the nature. Our aim is to give pupils a firm foundation in natural history. The natural world is so ingrained in our curriculum – they are constantly learning about the environment and its conservation.’
The prominence of the natural world is inescapable. The school has its own pond, greenhouse and tropical garden. A cultivation area includes an orchard, allotments and even a resident brood of chickens. As children play in the early spring sun they are surrounded by creatures from the Jurassic past including models of a stegosaurus and tyrannosaurus. The emphasis on using nature in learning has even led to the school employing a resident horticulturist, Louise Bryant.
‘The position is essential in maximising the rich learning opportunities at Wicor,’ said Louise. ‘We are lucky to have extensive grounds and I see my role as using my practical knowledge to help bring nature to life. Learning about the natural world is a vital part of education and we incorporate it into every aspect of the curriculum.’
It is a direction of learning which the children appear to relish and has manifested itself in a wide range of activities and learning.