107182 - Upper KS2 High Ability [THIS DOCUMENT]
On 13/12/2021 we identified that this resource may be slightly outdated:
The resource makes visual references to Fawley Power Station; this has recently been demolished and is being redeveloped. The resource is still useable.
Mapping course changes, channel and navigation rules
This is a set of â€˜Geographical Skillsâ€™ resources focusing on mapping skills on land and at sea, including traffic regulation and hazards at sea. It is to be used in preparation of the trip on a Red Funnel Vehicle Ferry, during the trip and allows for in-depth research of hazards at sea after the trip. It engages students with the shipping traffic of the UKâ€™s Southern coastal region from Southampton Harbour via Southampton Water and the Solent to East Cowes on the Isle of Wight. As pre-visit tasks the resources enable students to develop their map reading skills by using 4 and 6 figure grid references and by comparing land maps like OS maps to specialised maps for shipping traffic like Admiralty Charts. The Solent Area is one of the busiest shipping areas of the UK and the traffic volume of leisure craft and commercial vessels has to adhere to shipping lanes marked by buoys and regulated by maritime Right of Way rules. Students will be able to acquaint themselves with the concept of internationally understood charts, buoys and markers, which basically indicate what lies invisibly below the surface of the sea and might pose a hazard to shipping. During the ferry trip students will have opportunity to apply this knowledge by tracking buoys and markers and following the ferry route by using land marks on the way. This includes working out why the ferry does not take the shortest route across the Solent and why large vessels have to stay in shipping lanes. Post-visit the shipping hazards which can be encountered near land can be explored by researching the fate of the beached Hoegh Osaka car carrier and the cruise liner Costa Concordia, shipwrecked off the coast of Italy. This is a crossâ€“over activity with e.g. PSHE because the immense human and material cost of such disasters and the involvement of human failure needs to be considered together with the geographical factors which led to these severe accidents. The resources promote the use of directional language and geographical vocabulary in context and under field work conditions. Students will have the opportunity to compare and contrast the shipping traffic with road traffic regulations. They are encouraged to discuss why movement on water is different to movement on land and in which way maritime traffic rules reflect this difference. The task is designed for students in upper key stage 2.
Students will demonstrate and develop their understanding of different maps designed to serve different purposes, traffic rules and regulation at sea. They will demonstrate & develop use of descriptive, directional and geographical key vocabulary. They will practise co-operation skills. They will also develop geographical and a wider range of further skills depending on the depth of their research of the shipwrecked Hoegh Osaka and Costa Concordia.