Recording and Presenting Findings

Recording the work was to be done in different ways:

• A whole class book
• Individual mapwork in Geography books
• Classroom displays
• Photographs
• Recipe book.
• After the video an activity was designed to identify what the children already knew.

Task: First Impressions of St. Lucia

To differentiate this activity:

1. A sheet with the above design was given to the S.E.N. children, discussed and scribed for them.
2. Year 3 were given this sheet to scribe for themselves.
3. Year 4 were given a plain piece of paper and wrote in sentences.
4. Time was allocated so that the task was thoughtful and succinct and the class remained on task:

Following this activity the class were grouped and given differentiated tasks to suit their abilities:-

Group 1
Find out about the food that the people in St. Lucia eat.
Draw lots of pictures with labels telling your reader about your drawings.
Which of these foods have you tried?
Find out where the people in St. Lucia do their shopping.
USE: Living in St. Lucia, Photographs, Caribbean cookery book

Pupils label their drawing

Group 2
Find out about the wildlife (birds, reptiles, animals). Draw pictures and label them carefully
Find out about the vegetation (trees, plants, flowers).
Make a list in this chart:

Wildlife in my local area	Wildlife in St. Lucia

USE: Living in St. Lucia, Animals Books, Trees Books, Photographs

Group 3
Find out what it is like being a child in St. Lucia.
What is school like?
What do the children do in their spare time?
Would you like to live in St. Lucia?
Write a list of comparisons:

What I do in my spare time	What the children in St. Lucia do in their spare time

Look at the photos of school in St. Lucia. What can you see? Make a web diagram. Write a page of a diary as if you were at school in St. Lucia… What did you do at school? What did you do after school? What did you eat? Where do you live? How do you travel to school?

USE: Living in St. Lucia, Photographs, and Information from video.

Group 4
Find out as much as you can about the banana industry.
Draw and write a cartoon strip showing how bananas are grown, how they are picked and where they are taken to. Many St. Lucians work in the banana industry. Find out what other jobs people in St. Lucia do. Ask children in class what jobs their parents do in Cliffe Woods.
USE: Living in St. Lucia, Photographs.

The children studying maps of St. Lucia

Group 5

Imagine that you work for a holiday company. Write and illustrate a booklet to tell people about St. Lucia. Mention the weather, the scenery, the forests, wildlife, beaches, mountains, volcano. Find out how you would travel to St. Lucia from Britain.

• Where would you stay?
• How far is it to St. Lucia?
• What is the weather usually like?
• Are there any special places to visit?
• What is the currency in St. Lucia?
• How much would a holiday in St. Lucia cost?

USE: Living in St. Lucia, Travel brochures, Maps, Photographs.

Group 6
Find out about the climate in St. Lucia.
Draw a graph comparing the temperatures in London with the temperature in St. Lucia.
Find out how much rain falls in St. Lucia.

• What is a hurricane?
• Can you describe what it is like when a hurricane hits St. Lucia?

Imagine you are a reporter write an article for the local news!
USE: Photographs, travel brochures, class weather record on "Clipboard", Living in St. Lucia "Clipboard" on the computer.

Alongside the group work there needs to be discussion with each group to make sure they have a geographical understanding of the information. This will also assist an assessment by the teacher of the individual’s grasp of facts. The bananas allowed each child to design either a St. Lucia dessert or milkshake which was then photographed and taken home to be shared. The recipes were made into a recipe book.