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6) Whole class learning outcomes

Wall painting

Photograph of a child on play equipmentMake a large class painting of the park. Allocate different areas to groups of children to draw and paint. Use this as an opportunity to explore colour and tone. For example different greens for leaves, browns for timber and tree trunks, reds and oranges for brickwork, greys or yellows for stonework and pathways. Design arrangements for flower beds. These could contain plants of the same shape and colour or be made up of a variety of different shapes and colours.

Design a park

Ask children to create their own park. (Refer to QCA Design and Technology Unit 1B Playgrounds.) They could produce a two-dimensional collage or a three-dimensional model using simple construction materials (straws, matches, playmobil, wine corks, plasticene, found and recycled materials). Use artificial turf for grass and foil or cellophane for water. Use photographs taken during your visit as well as photographs of park features to inspire ideas.

Park information panels

Create a series of information panels for different areas of the park. Use the template ( park notice board (250.68 Kb)) for an information panel, or create your own. Include drawings and photographs, with simple captions, descriptive text and suggestions of things to look out for. Each panel might also draw attention to one of the park rules.

Park notice board

Work in groups to create a park notice board, detailing all the things to do and see in the park. Print out and enlarge the  park notice board (250.68 Kb), onto which children post their notices, or attach posters.

‘Parkopoly’ board game

As a class or in groups, create a large illustrated board game. Plan a simple route around a park using stepping stones, and incorporate features that children have seen in their visit to the park or from photographs in class – paths, steps, bridges, tunnels. Decide what things people might want to visit in a park and add drawings to show them and simple signposts to point the way. Extend by asking children to think of reasons why their players might get held up on their walk through the park. For example slip on some wet grass, buy an ice cream, feed the ducks, fall in the pond, watch a tennis match, play in the playpark, listen to the brass band, pick up some litter.