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Flood Risk Answers What information do you teach about flood risk?Do you teach information about any other risks e.g. earthquakes etc.Do you think that children would benefit from flood risk education?Do you think that an interactive flood risk app would of use in educating children?Do you use any other interactive learning tools to increase children’s interest in a topic?What do you think should be taught about flood risk?Laura – Durham, County Durham Currently, as far as I am aware, flood risks are not taught as part of the Primary National Curriculum. Although it may be introduced through the topics of ‘rivers’ and ‘the water cycle’ in Key Stage 2 (years 3-6), as a Key Stage 1 (years 1-2) teacher I am unsure of this. Leading on from the previous answer, ‘risks’ are not specifically taught in Key Stage 1. However topics of which flooding could taught within are mentioned within the National Curriculum for Key Stage 2. It is stated that pupils must ‘describe and understand key aspects of climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. However it is not specified that the risks of these are to be taught. I believe that children would greatly benefit from learning about the risks that floods pose and what actions to take if their locality flooded, most specifically for children that live within an area which is of risk to flooding. An interactive flood risk app would entice children as the generation concerned are accustomed to learning through technology. Additionally, it would be of great benefit for educators regarding motivating children to learn about this topic which they could interpret as being ‘dull', ‘boring’ or ‘irrelevant'. Interactive apps are used frequently throughout school. At my particular school, we use ‘Lexia’ which is a reading app to support children who cannot access ‘physical’ books at home as they are Pupil Premium pupils (Free School Meals). Additionally we use ‘RM Maths’ and ‘Mathletics’ to support children with the reasoning side of Mathematics. Regarding the teaching of flood risks, I believe the understanding of what a flood risk is would benefit their learning alongside how they develop, examples of them and what to do when there is an immediate risk to their locality.Kirsty – Milton Keynes, BuckinghamshireNone. Not a curriculum requirement. However may relate to a study of a locality. Yes at KS2. Need to use basic geog vocabulary including earthquakes. I think it depends predominantly on where they live. If it’s relevant to then staying safe at home then yes. But could be scary for younger children. However moral aspect of our impact on flooding could be beneficialMost likely yes but without seeing the app and knowing what context it would be used in (eg if they live in a high risk area or just as part of a general lesson) it’s difficult to answer. Yes as much as possible, but there aren’t as many interactive apps suitable to a whole class of children as first thought (in my classroom experience). Human/moral/cultural impact and related cause. How to stay safe if a flood/flood risk area.Tash – Dewsbury, West YorkshireCurrently flood risk is primarily restricted to the KS4 scheme of work, so taught to GCSE Year 10 and 11. AQA expect students to be aware of factors increasing flood risk (physical factors including precipitation, geology and gradient of slopes) and human factors (urbanisation, deforestation and agriculture), what causes it and to be able to read a hydrograph. They are also expected to learn about methods of hard engineering including Dams and Reservoirs, channel straightening, embankments and flood relief channels. Likewise, soft engineering strategies including wetlands, floodplain zoning, river restoration and preparation schemes. By the end of the topic they should be able to summarise the costs and benefits of these.Yes, natural hazards are taught in the ‘Living with the physical environment’ paper. Currently my year nine class are learning about natural hazards, and individually looking at the four different types of hazard: geomorphological, biological, climatological and tectonic. They conduct the majority of their case studies on earthquakes, comparing LICs and HICs in regards to their response, preparation and prediction and what factors affect the severity of that hazard (e.g. magnitude, levels of development, technology, frequency etc.).Yes definitely, the children in my school are very unaware about the risks of flooding. Many of them have never left the catchment area of Dewsbury, therefore they associate hazards such as flooding as occurring in LICs (Low income countries). They are unaware that it is a threat here in the UK.Yes! The students really enjoy using other methods of learning than simply completing tasks on the board. An interactive app would be a fun way to engage the students with the topic, especially if they could view how susceptible their local area is to flooding.Currently not as our school is very low on funding due to not being part of an academy chain.I think the most important part of flood risk that should be taught is factors that influence it, likewise applying that to a real life scenario. Ideally you would want pupils to understand why it may be a bad idea to live on a flood plain, and to understand the reasons behind that. Likewise to overcome the misconception that severe flooding only happens in less developed countries, especially highlighting that flooding is becoming a more serious issue in the UK as a result of climate change. ................
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