Overview

Formal field studies are welcomed on National Trust properties as part of its education programme, particularly when notification of a visit is received in advance. Informal studies, for example birdwatching and wildlife photography, are also welcomed. There is very little information on the effects of either type of field study on the wildlife or features being studied.

There is insufficient feedback of information from schools and universities to the National Trust. The potential for carrying out simple monitoring and survey tasks is great and is not utilised. Trust staff could work more closely with users on the design of particular projects and hence obtain useful data.

Guiding principles

1. The National Trust welcomes field studies on its land, recognising its educational merit and value as an activity for a great range of visitors.

2. Educational use should be targeted towards specific sites and parts of properties and to specific themes.

3. Where an educational service is provided, a charge will be made.

4. Data from visits should be made available to the National Trust on request.

5. Collection is not allowed without written authorisation.

Note: A policy on collecting fossils and minerals is in preparation.

Good practice

• Make good use of National Trust Regional Education Officers and staff within the Learning and Discovery Department at central office.
• Establish contact with all visiting groups, and where necessary continue to manage by permit or booking system.
• Work with teachers/leaders to gain monitoring/survey data useful to the Trust and to help them with risk assessment.
• Ensure there is good supervision by group leaders, for example a teacher:pupil ratio of 1:10 is appropriate.
• Introduce zoning and restrictions on sites important for breeding or wintering birds, and encourage birdwatchers to adopt and promote these and to take an active part in monitoring.

Monitoring suggestions
Liaise with and build up relationships with all types of field study centre using Trust land regularly and establish monitoring projects in conjunction with them.

Trends
Schools field studies probably increasing, but visits are now more targeted to particular sites. University use is decreasing. Informal use is increasing.

Possible impacts
Many beneficial impacts, eg knowledge and awareness of wildlife and countryside, contact with young people, contact with urban communities etc.

Damaging impacts are little known and researched, but could include detrimental effects on fauna and flora from pond-dipping and collecting, and damage to rock outcrops from hammering.

Loss of scientific and cultural value through fossil and mineral collecting.

Some disturbance of wildlife and erosion where use is uncontrolled.

Occasional conflicts with other visitors' enjoyment of the property.

Contacts and liaison

National Trust Regional Education Officers

Council for Environmental Education
School of Education,
University of Reading,
London Road,
Reading
RG1 5AQ

Tel: 01734 756061

The national body for the coordination and promotion of environmental education.

Field Studies Council
Central Services,
Preston Montford,
Montford Bridge,
Shrewsbury
SY4 1HW

Tel: 01743 850674

Contact: Education Adviser

The Council's objective is to develop 'environmental understanding for all'. The organisation runs field courses for school students of all ages in a range of environmentally related subjects from a network of one day and ten residential centres.

It also runs courses for adults; is involved in environmental research through the Field Studies Council Research Centre; runs expeditions overseas; publishes environmental books; manages a number of nature reserves and is involved in long-term environmental monitoring and environmental training.

Local education authorities and their advisers

Teacher subject bodies (eg Geographical Association; Association for Science Education)

Local natural history societies and birdwatching organisations

Archaeological societies

Local 'Watch' groups (Royal Society for Nature Conservation) and Young Ornithologists Club (RSPB)

References
Council for Environmental Education - annual review.

Field Studies Council - 'Field Studies', annual journal.

Geographical Association. Progress in Fieldwork 4-19. Geographical Association, 160 Solly Street, Sheffield, S1 4BF.

National Trust (1992). Rural Landscapes, a Resource Book for Teachers. National Trust, London.

National Trust & Anglia Multimedia (1997). British Countryside - CD-ROM covering the Farne Islands, Giant's Causeway, Wicken Fen, Aberglaslyn and Hatfield Forest. National Trust, London.

Many National Trust open space properties now have education resource materials, eg Dovedale, North Devon Coast, Orford Ness, Carding Mill Valley and Craflwyn, which support field studies.