EVC Spring 2026_magazine_AWdigital - Flipbook - Page 13
environmental education
Lizzie is also currently working with the
Lightyear Foundation, which champions
inclusivity within STEM, to create a more
accessible visit. Lightyear’s feedback
included practical changes to help
students with special or additional needs,
such as adding rest stops to the tour and
using the same communication symbols
on the tour as in the workshops.
Designed for safety
Lizzie worked towards the LOtC Quality
Badge when designing the visits
programme. “The process was really
positive, particularly the support with
risk-assessing our activities and
demonstrating how our visits offer
high-quality learning experiences.”
The tour of the site was constructed so that
the children see nearly everything through
window routes, which not only helps to
keep them safe, but also supports those
who may have sensory issues. Lizzie also
sends out a visit guide in advance, which
includes lots of images of the site and
explains what the children might see and
hear. “This really helps children who might
be neurodivergent or just a bit anxious
about where they’re going,” says Lizzie.
“Our site can be overwhelming, with all
the noise and smells, so we also created a
sensory map, which helps to prepare them
as much as possible.”
Lizzie encourages the schools that visit the
site to send in their ideas and input so that
NLWA can keep developing the programme.
“I'm really keen to capture feedback from
the students and teaching staff to ensure
that what we're delivering is relevant and
engaging,” she says. “Ultimately we want to
empower young people to be champions of
sustainable consumption.”
CASE STUDY:
COPPETTSWOOD PRIMARY SCHOOL
Teacher Deniz Yesilyurt took his Year 1 class to
EcoPark House to enrich their science lessons
and do some hands-on learning
“The workshop supported our science learning on materials, which
we had already explored in class. The visit built on this perfectly
and helped children to apply their knowledge in a real-life context.
“The EcoPark team were amazing. Before the visit, we received a
visual pack introducing the staff and outlining the activities, which I
shared with the class. On the day, everything was carefully thought
out, and as the team got to know the children, activities were
adapted in the moment to suit the class.
“The children particularly enjoyed the hands-on activities.
Highlights included sorting real objects, the walk around the centre,
seeing where rubbish goes and seeing the different recycling bays.
Making bird feeders was also very exciting.
“The impact was immediate and
lasting. Science truly came to
life. At lunchtime, the children
were noticeably more mindful
about recycling. Back at school,
the discussions continued,
including a child choosing to
repair a torn magazine rather
than throw it away. Weeks later,
children are still talking about
recycling and reusing materials.”
Safety measures
If you are taking children to a working site like a
recycling plant, farm or factory, do your due diligence
to check that the venue is set up for school group visits.
THE EVC MAGAZINE – SPRING 2026
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