HOLT HALL
Environmental & Outdoor
Learning Centre
Post-16 Level Courses
Course Planning Guide
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POST-16 LEVEL OPTIONS
Holt Hall offers a range of courses for post-16 students including science, geography
and teambuilding. We specialise in fieldwork led by experienced and qualified staff
for A and AS-level, International Baccalaureate and the Environmental and
Land-based studies Diploma. All fieldwork is conducted in a sustainable manner in
agreement with local land owners and managers. Courses are tailored to your
syllabus and specific course requirements will be discussed at a planning meeting
where the content and level of support you require will be finalised.
Field courses may last from one to five days in duration. The amount that can be
achieved will depend greatly on the amount of preparation and level of experience of
the students before the field course. Where all of the course is to be devoted to
projects it is essential that students have a firm grounding in ecological techniques,
as well as some knowledge of the ecosystem to be studied, in advance of the course.
The season is an important consideration for some activities. Weather and tide times
will influence programme organisation. Please be aware that offsite options require
transport arrangements, which are subject to availability. The cost of any entrance
fees and car parking charges are additional to the course fee.
The timing of a field course requires careful thought. In general, Centre staff should
not be expected to introduce statistics or entire modules from scratch but can build
elements of these into fieldwork investigations to extend understanding.
Project work
Courses can be made up of taught sessions and individual or group project work.
Project work is typically carried out on site, although it may be possible to visit local
sites depending on numbers of students and availability of transport. A good range
and supply of field and lab equipment (including laptop computers) are available for
analysing data and presenting results. Schools may also wish to supplement this by
bringing their own laptops.
Some schools take the opportunity provided by projects to undertake student
practical assessments according to examination board criteria. If you wish to do this
then please tell us which skills you hope to assess and the evidence you require so
that we can help to provide a suitable scenario and context for projects and
assessments.
Expectations of students
The hours worked on our courses substantially exceed those worked in
school/college. It is important that students are made fully aware that they will be
involved in an intensive course of study which will involve work in the evenings. They
should also come prepared with calculators, paper, pencil cases, ruler, memory
stick/laptop computer (optional) etc. It is equally important that students know what
is expected of them in terms of the completion, writing up and submission of work.
The roles of school and Centre staff
Centre staff has a principle responsibility to provide and deliver a course safely,
effectively and to an agreed set of objectives, which requires the active support of
school staff to encourage punctuality and full participation, and monitor student
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understanding, accuracy, achievement and welfare throughout the course. School
staff should be prepared to make essential links between other areas of the syllabus
with which field staff may be less familiar. Where a specific piece of field-based
coursework is to be assessed for external examinations, it is the responsibility of
school staff both to formally introduce and assess this with the support of Centre
staff.
SCIENCE AND GEOGRAPHY TAUGHT COURSES
This is not intended to be an exhaustive list and we would be pleased to discuss your
specific requirements.
Offsite Activities
Tide Dependent
Investigative Fieldwork Skills (1/2 day)
A circuit of short activities are set up in the grounds of Holt Hall. They are designed to
introduce students to key fieldwork equipment and techniques. This session is
intended to be very structured and aimed at students who are new to fieldwork!
Students work in small groups to complete the tasks. For each task there is a simple
hypothesis and a set of clear instructions. The tasks include:
• systematic sampling of plant diversity in the woodland using an interrupted
belt transect and a frame quadrat
• random sampling of soils in an area of woodland
• stratified sampling of trees to investigate age
• collection of abiotic data including wind speed, humidity and light
• sampling freshwater invertebrates and identification using keys
Woodland Ecology (1/2 day)
Students investigate succession using a systematic sampling technique and consider
the effects of management on Holt Hall’s ancient woodland. From their observations
students come up with a hypothesis to test and agree a suitable sampling
methodology. A variety of analytical techniques can be introduced during or as follow
up to this session. These include Student’s t-test and Simpson’s Diversity Index.
Terrestrial Invertebrates (1/2 day)
Students compare invertebrate populations in the woodland to those in one other
habitat (e.g. grassland). Students are encouraged to devise their own hypotheses
and alternative sampling methodologies are discussed, e.g. pitfall trapping and tree
beating. Taxonomy is discussed and accurate identification encouraged. Follow up
work can include Simpson’s Diversity Index, a Chi-square test and creating a
dichotomous key.
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Energy Flow in an Ecosystem (1/2 day)
The top lake at Holt Hall is used to explore energy flow in an ecosystem. This session
provides a good introduction to freshwater fieldwork techniques. The plant and
invertebrate life is sampled and identified using keys. Students can also collect abiotic
data including nutrient levels and oxygen content to develop an overall picture of a
freshwater habitat. Primary and secondary data are used to create food webs, draw
ecological pyramids and calculate trophic efficiencies.
Population Studies (1/2 day)
Students estimate populations of mobile species using the Lincoln Index. Suitable
species for this exercise include the wood mouse, lesser water boatmen and
common rough woodlouse. The choice of species will depend on the weather and the
time of year.
Coastal Erosion (1/2 day)
Just east of Cromer, the cliffs at Overstrand have a history of large scale rotational
slumping. Experimental hard engineering of the main slump at Clifton Way has
proved successful thus far but the SMP policy of hold the line and managed retreat
leaves an uncertain future for residents.
The physical causes of coastal erosion and methods of coastal protection are
discussed. Sea defences are observed and evaluated in terms of cost, lifespan,
effectiveness and aesthetic impact. This is largely achieved through field sketches
and notes. The socio-economic impacts of coastal erosion are discussed and
students hold a mock public debate taking on the role of local residents, councillors
and environmental officials.
Coastal Processes (1/2 day)
Transportation and deposition of material by longshore shore drift have created a
dramatic and dynamic feature on the North Norfolk coast in the form of Blakeney
Spit. Students are encouraged to suggest hypotheses and methodologies. Typically
this involves beach profiles, pebble analysis and wave surveys at two or three sites
along the coast.
A Case Study of Coastal Flooding (1/2 day)
The freshwater marshes at Cley are considered internationally important for bird life
but their low-lying nature makes them vulnerable to seawater flooding. Recent
changes in management mean that the future of the reserve is uncertain.
Using field sketches and notes, students gather information about the history of the
reserve and current management strategies. Students discuss the environmental and
socio-economic impacts of flooding at the reserve. How does this impact on future
management strategies?
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This session has strong links to our Coastal Erosion and Coastal Processes sessions
and could be combined to form a whole day study.
Rivers and Management (1 day)
Students investigate the physical characteristics of a river channel. They are
encouraged to think about how these change from the source to the mouth of the
river and decide on which variables to record and how these should be measured.
Width, depth, velocity, wetted perimeter and bankfull measurements are taken to
allow detailed analyses of river processes.
Arrangements with landowners are in place for various sites along the river. These
include a site where extensive river restoration has taken place in the last two years
including riffles, river narrowing, mid stream islands, large woody debris deflectors
and bank spoil removal. For more information on the ‘Cinderella’ project see
http://www.riverglaven.org.uk/cinderella-project/. Please discuss your needs at the
planning meeting so this session can be adapted accordingly.
Follow up work can include calculating cross-sectional area, hydraulic radius and
discharge. Students may also draw bar charts, line and scatter graphs, isovels and
choropleths (depending on the amount of data collected) to determine any
differences between fieldwork sites.
Water Quality (1/2 or 1 day)
Students compare sites up and downstream of Holt water treatment works.
Freshwater invertebrates are sampled and a biotic index calculated in accordance
with the Environment Agency General Quality Assessment (GQA) system. Abiotic
data are also collected including dissolved oxygen, nitrate, phosphate and ammonia
levels. This provides students with experience in a wide range of techniques such as
titration and the use of digital sensors. Follow up work includes Simpson’s Diversity
Index and Chi-square.
Heathland (1/2 day)
Salthouse Heath and part of Kelling Heath are managed by Norfolk County Council.
A range of different management practices can be observed and the effects on
ground flora investigated. The primary management practices are tree and scrub
clearance, bracken control and heather cutting.
The sampling methodology will depend on the hypothesis being tested but can
include random sampling within different management zones or an interrupted belt
transect along a gradient of succession (e.g. woodland to open heathland). Abiotic
data may be collected in order to explain differences in vegetation. Soil samples can
be analysed for moisture, organic and inorganic content, pH and texture. This is an
excellent opportunity to develop fieldwork skills.
Follow up work can include a kite diagram of plants along a transect, Simpson’s
Diversity Index, a Chi-square test and a simple correlation.
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Sand Dunes (1/2 day)
The dunes at Holkham are managed by Natural England while those on Blakeney
Point are managed by the National Trust. Blakeney Point is accessible by boat from
Morston Quay at high tide. This boat trip needs to be arranged and paid for by your
school/college with the support of Centre staff. Contacts can be provided.
Systematic sampling of plant species is carried out to investigate succession and
abiotic data collected. Management of the dunes and plant adaptations are
considered and students are encouraged to consider the risks of carrying out
fieldwork at the coast.
Soil samples can be taken for analysis back at the Hall but these are limited to
minimise damage to the dunes. There is also the option to measure the dune profile
to assess the effect of slope on the distribution of plants along the transect.
Follow up work can include a kite diagram, a dune profile and Simpson’s Diversity
Index.
Saltmarsh (1/2 day)
The saltmarsh at Stiffkey is an excellent habitat to study plant zonation. Owing to the
relatively low number of flowering plant species on the marsh, this is a good habitat
for students with no previous or limited experience of plant identification.
In the field, students look for patterns in the distribution of plants on the marsh. From
their observations they come up with a hypothesis to test and agree a suitable
sampling methodology. This normally involves random sampling on different parts of
the marsh or along a transect using frame or point quadrats.
Follow up work can include a kite diagram showing plants along a transect,
Simpson’s Diversity Index or a Chi-square test.
Rocky Shore (1/2 day)
Zonation and adaptation are the key concepts for investigations at the Rocky Shore.
These include a transect of plants and animals from high to low water marks, and
species-area relationships of rock pools and links to island biogeography theory.
Students are also encouraged to consider the risks of working on a rocky shoreline.
The rocky shore can also be used to study energy flow in an ecosystem.
Human Settlements (1/2 or 1 day)
Local towns such as Holt, Cromer and Sheringham have undergone many changes
over the years as a consequence of varying levels of tourism and its impact on
traditional industries such as fishing. Students practise skills associated with urban
studies such as land use/amenity surveys, judgement surveys and questionnaires.
Digital images can be used and taken to build a sense of place. Alternatively
investigate whether Holt is a sustainable community. Is Holt a place you want to live
now and in the future?
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TEAMBUILDING ACTIVITIES
Raft Building (1/2 day)
Students are set the task of designing and building a raft which can be launched on
the lake at Holt Hall. Team work is essential to this task as equipment and time is
limited! Hard work and co-operation from all team members is vital for a successful
and seaworthy vessel!
Survival and Campfire Cooking (1/2 or 1 day)
Working in small teams, students must build a den and make sure it is warm, dry and
camouflaged! Everyone will need to work together to survive this task! Follow this
with learning to a build a camp fire and gutting and cooking fish!
Now Get Out Of That! (1/2 day)
A series of group tasks designed to build co-operation and develop problem solving
strategies. Teams will need to communicate and show initiative to be successful.
Students are also encouraged to reflect on their teamwork: what worked well and
how could things be improved next time?
Orienteering (1/2 day)
Students undertake a series of short tasks and two permanent orienteering courses,
in the grounds of Holt Hall, to improve their map reading and compass skills.
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NOTES
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