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British Institute for Geological ConservationCBIG

And What’s actually there?The British Institute for Geological Conservation (BIGC) is an independent charity set up to protect and manage our unique geological heritage. Wern Ddu is apilot project for the BIGC’s Coalfield Geo Heritage Network, a scheme which is designed to help protect and improve access to a suite of geological sites uniqueto South Wales through community involvement, partnership working and education.

This teachers pack has been developed by the British Institute for Geological Conservation in partnership with:

Amgueddfa Cymru - National Museum Wales www.museumwales.ac.uk

Caerphilly County Borough Councilwww.caerphilly.gov.uk

Caerphilly Woodlands Trust www.caerphilly.org

Countryside Council for Wales www.ccw.gov.uk

Education Business Partnershipwww.ebpmidglam.btik.com

Forestry Commission www.forestry.gov.uk

Mid GlamorganEducation Business Partnership

Partneriaeth Addysg BusnesMorgannwg Ganol

Special thanks to pupils and staff from St. Helens Roman Catholic School, Caerphilly and teachers from Plasyfelin and Machen Primary Schools who helpeddevelop and trial this pack.

BIG British Institute for Geological Conservation

South WalesCoalf ieldGeoheritageNetwork

RhwydwaithDaeardreftadaeth

Maes GloDe Cymru

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Contents PageAnd What’s actually there?

Page

Introduction to Teachers’ Pack 3Where is Wern Ddu? 4The Geology of Wern Ddu 5Wern Ddu Industrial History 6Topic Web - Wern Ddu Visit 7Topic Web - Wern Ddu Rocks 8Site Map 9

The Path - Area 1 10The Amphitheatre - Area 2 12Fossil Rubbing 13Brick Bridge - Area 3 15Quarry - Area 4 17The Clearing - Area 5 19Rooted in the Rocks - Area 6 21Pocket Fossils - Area 7 22

Follow Up Resources 23Other Activities 24Resources 25

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And What’s actually there?

The Caerphilly Woodlands TrustThe Caerphilly Woodlands Trust own and manage the area known as Coed Y Werin in the Wern Ddu woodland.Working together with the Forestry Commission, CCW and CCBC, the Trust with its members and volunteers maintain the site for preservation of flora and fauna as well as both the geological and cultural heritage.

During your visit you will encounter many species of plants from giant trees to tiny wild orchids. It doesn’t takelong to discover insects and you will hear and see many different birds which take advantage of the abundant foodresources on offer. Investigating the geology is fascinating and it is as a result of this that the site was in thepast mined, not only for coal but also clay and limestone used to make bricks.

Evidence of these old industries which were once so important to the town of Caerphilly can be found all over thesite.

You can visit Coed Y Werin anytime to explore further and enjoy the woodlands. For more information visit our website:

www.caerphilly.org

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Introduction to the Teachers’ PackWern Ddu Rocks!

Pre Visit Preparation

Risk Assessments

An example of a suitable risk assessment along with ablank form has been included in the pack (Resource 12).All schools are advised to carry out their own independent assessment of the site and activities prior totheir visit.

What to bring

Clothing and Footwear

Waterproof Jackets should be considered at any time ofthe year. Long sleeve tops and trousers should ideally beworn. Trainers are adequate for summer visits withwellies the preferred option for the rest of the year.

Consult the weather forecast before setting outwww.metcheck.com

Consider taking sun cream and advising children to bringwater and sun hats if especially warm

Lunch

The best place to base yourself is at the carved bench onthe main path (near the pond) or in the Clearing (Area 5)

First Aid Box

Containing basic equipment to treat any minor injuries.

Mobile Phone

Bring a mobile phone with you and check for signal coverage.

Welcome

Welcome to Wern Ddu Rocks - a curriculum linked Earth Science pack for schools. This pack provides handson activities for visiting groups to the incredible WernDdu Geological Site of Special Scientific Interest. Itaims to increase children’s knowledge and fascination ofthe rocks and fossils beneath their feet whist instillingan understanding of the geological and industrial historyof their local area.

Why Wern Ddu?

Wern Ddu is a wonderful and incredibly important part ofthe South Wales Coalfield.Situated just to the south east of Caerphilly the rocksfound in this disused Clay Pit are internationally important! The 300 million year old rocks found at thesite tell a fascinating story of a time long beforedinosaurs when giant plants flourished and insects grewhuge.

What’s in the pack?

Inside the pack, you’ll find introductions to the geologicaland industrial history of the site, hands on discoveryactivities, maps, pictures and other resources that willhelp you make the most of your visit to Wern Ddu. Theactivities have been specifically developed to help meetnational curriculum targets for a range of FoundationPhase and Key Stage 2 subjects.

Activities

This fantastic pack provides 8 hands-on activities toinspire your children (Foundation Phase & Key Stage 2).The activities will help deliver the National Curriculum inan exciting and dynamic way, as well as, giving your children an unforgettable outdoor learning experience.

Time

Rock CollectingLeaf slide

Shelter building

Group 1All - Timeline Activity (Area 1)

Shelter buildingRock Collecting

LunchLeaf slide

All - Sum up the day before leaving

Group 2

Leaf SlideShelter building

Rock Collecting

Group 3

1. Arrange a day for your visit by contacting theCaerphilly Woodland Trust Tel. 029 2088 8651.

2. Choose the activities that you would like to undertakefrom the pack. Each activity in the pack is linked to aspecific activity area marked on the map provided.

3. Prepare the recommend resources (Arrange to pick upspecialist equipment from St Helen’s School, LansburyPark, Caerphilly, CF83 1QH. Tel. 029 2085 2532).

4. Go visit and use the map provided to navigate betweenway marked activity areas.

Organising your day

We recommend that you split your class into severalsmaller groups. Each carrying out a different activity androtating as selected times (see example below).Each activity should take approximately 20 minutes givinggroups adequate time to move between activity areas.

How to use this pack

10:00 am10:45 am11:30 am12:15 am1:30 pm1:45 pm

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Where is Wern Ddu?And what’s actually there?

Location

Situated on the south eastern outskirts of Caerphilly,Wern Ddu is easily accessible by car, bus or by foot (Gridreference ST 168 862).

Parking is restricted at the site. The closest car park isat Coed Park y Van just off Van Road (5 minutes walkaway). For those using SAT NAV the nearest Postcode isCF83 1UG

What’s actually there?

The site is a former clay pit on the northern side of theCaerphilly ridge, covering about 23 acres and is set inbeautiful mixed woodland. At the northern end of the oldclay pits, the brickworks chimney still stands magnificently. Much of the site has an extensive networkof all weather paths ensuring access easy. The majorityof the sites features of interest are situated directlyoff these main paths (if special vehicular access on to thesite is required please contact the Caerphilly WoodlandsTrust).

Geological features include the wonderful exposures ofCarboniferous Coal Measures geology (coal seams, fossiliferous mudstones, clays and hard sandstones). Thelandscape is managed for wildlife with ponds and clearings providing a wonderful mix of habitats supporting a wealth of biodiversity.

Please note the site is privately owned and there are no toilets or hand washing facilities. Also there are no litter bins soall rubbish must be taken away with you at the end of your visit.

Wern Ddu is a Site of Special Scientific Interest and must be treated with respect. Collection of rocks and fossil material should be undertaken responsibly our ‘Collecting Rocks Guide (page 18) will show you how’.

Reproduced from the Ordnance Survey mapping with the permission of the Controller of Her Majesty's Stationery Office Crown copyright. 100025372, 2010.

PCar Park

Entrance

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5

The Geology of Wern DduAnd What’s actually there?

Geology

The rocks found at Wern Ddu were formed about 300million years ago during a period of geological time calledthe Carboniferous (from the Latin for coal bearing). Atthis time Britain lay somewhere south of the equator andbasked in tropical conditions. The Carboniferous CoalMeasures rocks of South Wales are all sedimentary andconsist of many repeating layers of mudstones, coalseams and hard sandstones that were laid down in aswampy delta environment. It was an important period inearth’s history as it was the first time that the land wascolonised by plants which formed vast forests. Theseplants grew fast and died, falling into the swampy waters,the organic material gave rise to significant thicknessesof peat which would later be compressed to form Coal.During the Carboniferous Period land animals were primitive and only insects lived in the tropical swampyforests. Giant dragonflies with wing spans of up to 80cmflew through the forests while huge spiders and cockroaches roamed the forest floor.

© National Museum of Wales

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Wern Ddu’s Industrial HistoryIndustrial History

The riches found within the Carboniferous rocks of theSouth Wales Coalfield have been known and exploited byman since Roman times. It was only in the C18th duringthe Industrial Revolution that they really became important. At first the rocks of South Wales were mainly worked for ironstone used in the production ofiron. Later, coal became the more important resourcereplacing charcoal as a fuel for smelting iron and beingused in steam engines and the homes of the many peoplewho came to work in the valleys. The very soft, clay mudstones like those found at Wern Ddu were also of useand were dug and used in the production of bricks. In theearly 1850's a mine opened at Wern Ddu for the extraction of coal and by 1900 the beginnings of the claypit had been dug. Clay working continued here until the1960’s, during which time the clay was turned intoCaerphilly Bricks. Most of the old brick works has beendemolished but the factory once stood beneath the largered chimney that can still be seen just to the north ofthe site.

Wern Ddu 1900 -1904

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Reproduced from the Ordnance Survey mapping with the permission of the Controller of Her Majesty's Stationery Office Crown copyright. 100025372, 2010.

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Topic Web - Wern Ddu Visit

Welsh� Introduce new vocabulary, adjectives within familiar

sentence patterns� Express an opinion� Read short descriptive texts

ICT � Research census records� Prepare presentations� Design and prepare a leaflet� Investigate Google Earth� Use 2 Simple 2 series� Create a simple animation

DT � Investigate shelter building� Design a pulley system to move drams of clay/coal� Design and build a Carboniferous Garden� Food Technology – ‘Wern Ddu Layered

Cheesecake.’ Rock cakes

MusicCreative music soundscape -composition, performance & evaluation – ‘Carboniferous Carnival’

Wern Ddu Rocks

English � Poetry activities- Sound/word poems� Adjectives & descriptive writing� Writing Instructions� Newspaper reports� Design a leaflet & persuasive writing

Art � Observational drawings� Photography & using photographic paper with foliage� ‘Fossil’ Rubbings on-site� Natural Collages & Sculpture –investigating the work

of Andy Goldsworthy & Tim Pugh� Natural & colour weavings � Strata tissue paper collage� Using colours and patterns of Wern Ddu in the style

of Mary Lloyd Jones� Using clay – crate texture tiles & pinch/coil pots

incorporating motifs from Wern Ddu� Textiles/3D – create models of dragonflies & other

carboniferous creatures

Geography � Investigate how people have used the land

and affected the environment� Ask questions about a place� Undertake fieldwork� Measure, record and collect data� Use maps and aerial photographs� Make a variety of maps

History � Fact or opinion activities� Investigate chronology� Local area investigations� Use and compare census records, old maps

and photos, secondary & primary sources� How has our locality changed?

PSE� Active Citizenship –� Understand aspects of cultural heritage� Develop ICT * Lifelong learning –

Investigate the range of jobs in the community

Religious Education� Core Unit – Our World� The natural world & living things� Caring for our environment and

sustainability� Creation stories from around the

world

The Wern Ddu Rocks Topic Web introduces new ideas and suggestions for alternative on site activities as well as demonstrating how a visit toWern Ddu might influence and stimulate other areas of teaching.

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Topic Web - Wern Ddu Rocks

Timeline

Reinforce chronology of the site.Understand the significant events in Earths History

Word Wall & Annotated Drawings

Investigate rock layers by collecting adjectives andcreating annotated drawings

Fossil Hunting

Children use geological tools to discover and collectfossil samples

Mapping and Measuring

Make geological mapsUse clinometers to measure angles of rocksUse natural materials to create a map of the site

Rock Collecting and Identification

Collect and identify rock samplesMake your own classroom rock collection

On the Go’ Activities

Fossil Rubbing and Leaf Slides Compare and contrastfossil plants with modern cousins

Wern Ddu Visit

This Topic Web introduces the activities that you andyour group can undertake during a visit to wonderfulWern Ddu.

All the activities listed here are fully described later inthis along with additional information and advice tomake your visit successful and memorable

Making Shelters Challenge

Using natural resources, children have opportunities tobuild miniature shelters

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Site MapAnd What’s actually there?

Key

(1) The Path(2) Amphitheatre(3) Brick Bridge(4) Quarry(5) Clearing(6) Rooted in the Rocks(7) Pocket Fossil

RocksMain pathsOther pathsStream

1

2 3

6

4

5

7

100 metres

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The PathArea 1

Background Information

The rocks you will see today are very old and were formedin a time long before man, mammoths and even dinosaurs!These rocks tell a story of when the climate was tropical,when forests covered the land and when coal was able toform. Activity part 1

Start on the main path at the brick arch bridge. Give laminated event cards to 8 children. Explain what happenedon each event card. Ask the children to arrange the cardholders in to a line, in historical order…with your help.

Activity part 2Using the path you have walked up create a timeline to puthistorical events on. Use the guide (Resource 4) to helpbuild your timeline. Start with the most recent and workback in time. Ask the children to keep walking until you signal them to stop. When they stop ask the children withcards to stay at that point and hold the cards facingtowards you until you call them back.

Safety note: The last few children will have to walk a long way (300m)but they will be in view the whole time.

PlenaryExplain that the rocks here were formed millions of yearsago. They now lie in layers under our feet. Explain to thegroup that they will see these rocks today and find outabout how we use them.

Follow UpTurn a corner of your classroom in to a Carboniferousswamp forest. Use the pictures in the resource section tocreate models of the trees and plants. Can you make amodel of a dragonfly with an 80cm wingspan to hang in yourswamp forest? Could you make life size Cockroach usingpaper plates?

Activity

TimelineDescriptonCreate a massive timeline to show when in earth’s historythe Coal Measures rocks formed.

Pre visitIntroduce timelines. Children should make a personaltimeline (birth to present day) of events in their lifetime(e.g. first went to school, first tooth fell out etc.) Createan historical timeline (Celts, Romans, Victorians).

On site resources:Whistle Picture of Carboniferous forest (Resource 1)Acetates of Carboniferous animals (Resource 2)Laminated event cards (Resource 3)Timeline Guide (Resource 4)

SkillsScience Geography C1,2 LPEP2 UPEP2

Range Science GeographyIO4 CO2 AAQ2

10

KS

2

The PathArea 1


The rocks you will see today are very old and were formedin a time long before man, mammoths and even dinosaurs!These rocks tell a story of when the climate was tropical,when forests covered the land and when coal was able toform. Activity

Before going through the kissing gate, point out the brickchimney behind you. Ask the children to suggest why it isthere. Tell them that later they will undertake an activity(see Area 3 brick bridge - Shelter building), which willexplain to them why it was built.

Walk up the long path and explain that you will pretend tobe walking back in time. Stop walking at the marker post.

You’ve gone back about 300 million years to a time longbefore dinosaurs when there were only plants and insects.Ask the children to describe what they can see (trees andferns) ask them for some descriptive words. This view issimilar to what the swamp forest would have looked like,except the trees and plants would have been much moreprimitive (Resource 1). Split the children into pairs. Giveeach pair the Carboniferous animal acetate (Resource 2)Ask them to hold them up to the forest to see how theymay have looked in this ancient landscape. The creatureswere massive, spiders the size of footballs, dragonflies withan 80cm wingspan and cockroaches as big as dinner plates.

PlenaryExplain here that the rocks were formed millions of yearsago. They now lie in layers under our feet. Explain to thegroup that they will see these rocks today and find outabout how we use them.

Follow UpTurn a corner of your classroom in to a Carboniferousswamp forest. Use the pictures in the resource section tocreate models of the trees and plants. Can you make amodel of a dragonfly with an 80cm wingspan to hang in yourswamp forest? Could you make life size Cockroach usingpaper plates?

Activity

Walking back in timeDescriptonTravel back to a time before dinosaurs when there werehuge tropical forests inhabited by giant insects.

Pre visitLook at some pictures of Carboniferous Swamp Forests(Resource 1) and pictures of modern jungles and mangrove swamps. Look at some modern insects, spiders,cockroaches and millipedes and imagine how these wouldhave looked if they were 10 times bigger.

On site resources:Picture of Carboniferous forest (Resource 1)Acetates of Carboniferous animals (Resource 2)

Main Area of learning:Knowledge and Understanding of the World

SkillsExploring and experimenting Making comparisons and identifying similarities and differences

RangeInvestigate outdoor learning environmentsSequence eventsLook at different representations of the past

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KS

1

The AmphitheatreArea 2


The tropical forests of the Carboniferous grew in a largeswampy delta. There were rivers and streams, sand banksand floodplains giving rise to a variety of different sediments. These sediments were later compressed andhardened to form different types of rock. These rockshave different properties, colours and textures.

Activity Stand the children behind the barrier. Give each child adescriptive word card. One child reads out their word andgives it to the teacher. Ask the child to point out a place onthe wall (rock face) that fits the description. Place theword card on the rock face where the child has indicated(e.g. on the coal seam you might expect words like dark,sparkly, black, flaky, crumbly, fractured etc.) When all thecards are used up ask the children to suggest any otheradjectives. Write these down on your blank card and placeon the rock face as directed. When you have finished take aphoto of the labelled wall to use back in the classroom

Safety note:Children must remain in the viewing area at all times andshould not be allowed to climb the railings.

PlenaryThe groups should be reminded that in and around WernDdu they will see several differnt rock types. Each rock willhave different properties (hardness, colour and density).These properties determine how the rock is/was used.

Follow Up� Write a story or poem using these words.� Make a collage or model of the geological outcrop using

materials that have the same properties as the words used.

� Part fill a coffee jar with a mix of soil, sand, gravel, crushed chalk and crushed coal.Fill it up with water and shake it vigorously to stir it all up. Leave it to settle (at least overnight). This should settle into coloured layers similar to that seen on the rock face.

Activity

Word WallDescriptonDiscover a layered rock face and create a descriptiveword wall.

Pre visitCopy, cut out and laminate the descriptive word cards(Resource 5)

On site resources:Descriptive word cards (Resource 5)Blank cardsMarker penDigital Camera

KS2 SkillsScience Geography C2 UPEP1 C3

KS2 Range Science GeographyTSE 3,5 CO2

KS1 Main Area of Learning Language Literacy and Communication Skills Oracy andWriting

Skills Communicate using symbols, pictures and words.Listen and respond appropriately and effectively.

Range Write in the outdoor leaning environment. Extend their vocabulary through activities that encourage their interest in words.

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KS

2K

S 1


The Carboniferous was the first period in earth’s longhistory that plants evolved and flourished on the landforming vast tropical forests. These plants were oftenpreserved as fossils in the soft rocks.

Activity The metal fossil rubbing plates are placed at each of the 7activity areas marked on the site map. Encourage childrento make rubbings of each fossil plate they come across. Arubbing is be taken by placing a page of their notepad overthe plate, then rubbing lightly with a crayon or pencil.

The 7 rubbing plates depict the most common fossil plantsfound at Wern Ddu, (some of which you might find duringyour other activities).

Safety note:The rubbing plates are fixed on prominent easily foundstones. Keep a close eye on the group as they look for theplates and ensure nobody wanders off.

PlenaryCompare the rubbings of the fossil plants with the plantswe find at Wern Ddu today. See if the group can find someliving plants that look similar to. Ferns, conifers and horsetails are modern relatives of the ancientCarboniferous plants. You won’t find fossils of grasses,flowering plants or broad leaved trees in the Coal Measuresrocks because they evolved more recently.

Follow UpBack in school try making your own rubbing plates using airdrying clay or plaster of paris. You could make plates ofleaves found around the school grounds.

Activity

Collectors TrailDescriptonFind 7 hidden fossil plates and take rubbings of each one!

Pre visitPractice making rubbings in art lessons. Find leaves in theschool grounds and make rubbings of those.

On site resources:Note padsWax crayons

KS2 SkillsScience Geography C1 UPEP3

KS2 RangeScience GeographyIO4 CO2

KS1 Main Area of LearningPersonal and Social Development

SkillsShow curiosity and develop positive attitudes to newexperiences and learning.Take risks and become confident explorers of their outdoor environment.

RangeActivities in the outdoor learning environment. Different resources such as those in print and interactive forms.

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Fossil Rubbing KS

2K

S 1

14

Fossil Hunters’ Guide

Fern Leaves and Fronds

Sigillaria - Bark

Stigmaria - Roots

Horsetails (Calamites)

Unfortunately Fossil Insects are extremelyrare so it’s unlikely that you will find any

Lepidodendron - Bark

Stems

These are fossils that you and your group might find atWern Ddu. All of them are are parts of 300 million year old carboniferous plants.

KS

2K

S 1

Brick BridgeArea 3

The various rock types (see the Rock Guide Resource 6)found at Wern Ddu have different properties. Sandstoneis hard and strong making it suitable for a building stone,the coals could be burned, the ironstones could be smelted to extract iron metal and the clay could be usedto make bricks.

Activity Split the group into three smaller groups. Explain to thechildren that they are going to make simple shelters usingnatural materials. You may want to suggest that groups touse specific materials. Show them a toy figure (e.g. a plasticsoldier). Tell the children that they have to build a shelterfor their figurine in 15 minutes and that after the allottedtime ask they will have to test their shelters by tipping acup of water over them. The aim is to keep the toy figuredry.

Safety note:Don’t allow children to break trees or remove loose andheavy stones from walls. Return all materials collected and leave the area as youfound it.

PlenaryOnce the test has been carried out discuss which materialswere best for keeping the figure dry and why. Ask the children to think about how materials are used in their ownlives to provide shelter.

Follow UpMake bricksMix 2 cups of soil with grass clippings and water to make athick sticky mud (not sloppy). Put into an ice cube tray andleave on a sunny window sill for 2 weeks. Pop them out whenready. You can mix up more mud and water to stick yourbricks together.

Making SheltersDescriptionChildren use natural materials to build a shelter for a figurine, which must be kept dry when it is tested withwater.

Pre visitLook at your school buildings or nearby buildings and seewhat they are made of? If it’s an old school buildingmaybe its made of stone or red brick that may have comefrom somewhere like Wern Ddu.

On site resources:Plastic toy figures (e.g. toy soldier)Container (to gather water)

SkillsScience Geography EP5,6 ED7 ER2,4 UPEP 1 I1

RangeScience Geography

15

ActivityBackground Information

Activity

KS

2

Brick BridgeArea 3


The various rock types (see the Rock Guide Resource 6)found at Wern Ddu have different properties. Thestandstone is hard and strong making it suitable for abuilding stone, the coals could be burned, the ironstonescould be smelted to extract iron metal and the clay couldbe used to make bricks.

Activity Sit at the carved bench and read ‘The Three Little Pigs’. Atthe end, ask the children what the pigs made their housesfrom. Ask them to look around the area and see what theycould use to build a house for a little pig. Give out the toypigs and ask them to make a house for their pig usingstones, rocks, ferns, leaves etc. When the houses have beenmade ask the children if the Big Bad Wolf could blow itdown? Would it have kept them safe from him? Count tothree and try to blow them down.

Safety note:Don’t allow children to break trees or remove loose andheavy stones from walls. Return all materials collected and leave the area used clear.

PlenaryWhat materials do we use to provide us with shelter? Whatis the bridge made of? Bricks are made from clay. Clay wasmined right here to make bricks. Remind the children of thetall red chimney seen at the beginning of the day. Therewas a brick baking kiln (oven) attached to this chimney.

Follow UpMake bricksMix 2 cups of soil with grass clippings and water to make athick sticky mud (not sloppy). Put into an ice cube tray andleave on a sunny window sill for 2 weeks. Pop them out whenready. You can mix up more mud and water to stick yourbricks together.

Activity

Making SheltersDescriptionChildren use natural materials to build a shelter for a toypig and test to see if it can be blown down by the big badwolf (teacher!).

Pre visitBuild houses for toy pigs using natural materials and findout where bricks come from.

On site resources:Storybook: The Three Little PigsToy pigs

Main Area of LearningCreative Development

SkillsMake choices when choosing materialsUse a variety of materials and tools for experimentationand problem solving

RangeBe involved in activities that allow them to work as individuals and in groupsExplore, investigate and use the outdoor learning environment

16

KS

1


Of all the different rock types it is the mudstone thatcontains the best plant fossils. Mudstones are composedof tiny particles that settled out of the swampy watervery slowly. The tiny particles of mud would have buriedleaves, twigs and other plants that fell into the swampywater preventing them from rotting. The delicate detailsof these buried plants would have been preserved in thefine muddy sediment. 300 million years later theseplants are now found as beautiful fossils.

Activity Try to find 300 million year old fossilised plants by splittingmudstone. After equipping the group with safety equipment encouragethe group to look for small fossil plants at the entrance(right hand side) of the Quarry area. Finding fossils is notguaranteed, so if they are scarce the group can also beasked to find one of each rock type (sandstone, mudstone,ironstone, clay and coal) and collect a small (size of a golfball) piece. Ask each child (or pairs of children depending ongroup size) to collect one of the above.

Safety note:Please refer overleaf for Saftey Guidance

PlenaryWhat have you found? Use the Rock Guide (Resource 6) toidentify the rocks for the children.

Remind them that all the rocks found here are sedimentary– made of tiny particles of other smashed up rocks and deadplant material. Remind them that by breaking/splitting rocksthey are helping create sediment that may in the futurebecome a rock again.

Follow UpThe group can take their rocks and fossils back to school tobe placed in their Museum Collection Box (Resource 7).

NotePlease ensure that all geological equipment is accounted forand that it is returned in good condition to St. HelensSchool after your visit.

Activity

Junior GeologistsDescriptonHands on rock collecting using real geological tools!

Pre visitCollect geological hammers, safety glasses and goggles,and children’s hard hats form St. Helen’s School,Lansbury Park Caerphilly CF83 1QH (Telephone 029 2085 2532)

On site resources:Bags to take specimens home in

KS2 SkillsScience Geography C1 EP3,6,7 ED1,4 UPEP1 I2

KS2 Range Science GeographyTSE3,4,5 CO2 AAQ4

KS1 Main Area of LearningPhysical Development

Skills CoordinationDevelop fine manipulative skillsUse and handle a range of tools

RangeDevelop their gross and fine motor skills through practical activity Being involved in physical activities that allow them towork as individuals, with partners and in small groups

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QuarryArea 4

KS

2K

S 1

Key Information

It’s very important that rocks and fossils are collectedsafely and responsibly. Wern Ddu is a Geological Site ofSpecial Scientific Interest. This means that the geologyfound here is some of the very best in the country. Infact, the rocks found at Wern Ddu are unique and are ofinternational importance. It is therefore important thatyou and your groups have a minimal impact when exploring and examining them.

� Ensure all group members including you wear hard hatsand safety goggles/glasses.

� Work in small groups, 6 children to one adult is ideal.

� Give each child space to work. Accidents are more likelywhen children work (hammering or chiselling) in a confinedspace.

� Look for fossil plants in the mudstones and other fallen rocks rather than hammering the rock face itself.

� Small rocks are easier to break and often have lines ofweakness - try these first.

� To split rocks cleanly use a chisel or the pointed end ofthe geology hammer.

� Breaking rocks cleanly is all about precision with manysmall taps being much more efficient than huge hammer blows with wild and dangerous hammer swinging. Rocks likesandstones that require hard hitting seldom have good fossils.

At the rocks This guide will help ensure that you, your group and therocks stay safe.

Collecting rocks and fossils can be done most safely bysimply looking on the floor beneath the rock outcrops.Here you will find a variety of rocks, possibly containingfossils within easy reach of even the youngest children.

Some of these rocks may need to be broken using specialgeological hammers. Hammers and chisels along with hardhats and goggles/safety specs are available to collectfrom St Helen’s School, Caerphilly.

Take collection bags or sandwich bags to carry specimenshome in.

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Safety NotesCollecting Rocks Guide

The Clearing Area 5


Understanding where to find coal, clay and fossils isimportant. Geologists make maps so that those that comeafter them can identify the rocks around them andunderstand what goes on below the ground surface.

Activity Tell the children that they are going to create a geologicalmap of the area.

Explain to children that maps are aerial views of the land.Using the base map (resource 8) they add the various features, trees, streams, rock out crops etc. which they seein this area. Features are added by drawing them in relationto the path shown on the base map. Once the maps have been created, show the children how tomeasure the angle of the large rock slab coming out of theground using the clinometer (Resource 9). Record the anglemeasured on the map using this symbol (below) replacing the example ‘32’ with the angle you measured. Thesymbol should be added onto the map on top of the slab ofrock which should already be drawn. (Resource 9)

Safety note:This activity will require the group to move around theclearing. Keep an eye on them! There are no significant hazards but the ground is uneven so advise the group toproceed with caution.

PlenaryGeological maps use colours to identify different ages andtypes of rock. Symbols are also used to show geological features like folds and faults. Geological maps are important for many reasons –� Finding of minerals and raw materials (stone, coal, oil

etc.).� Farmers need them to identify suitable soil types to grow

crops.� Engineers need geology maps to build the correct

foundations for buildings.� Water companies need to know how and where to find

water.

Activity

Map MakingDescriptonChildren create a basic geological map and use a home-made clinometer to record angles.

Pre visitMake clinometer with children (Resource 9) and showchildren how to measure slopes with them. Point out thathorizontal is 0 and vertical is 90 degrees.

Look at the geological map of Wales (Resource 10) seehow it differs from a normal Ordnance Survey topographic map. Identify where Wern Ddu is. Use thekey to find the age of the rocks.

On site resources:Base Map (Resource 8)Homemade clinometer (Resource 9)PencilsColoured pencilsClipboardsNotebook

SkillsScience Geography C2,3 EP3,4,5 ED1,3 LPEP1,2,3,4 UPEP 1,3 I2 C3

Range Science GeographyIO7 AAQ3

Follow UpUse the British Geological Surveys open Geoscience portal of Britain http://maps.bgs.ac.uk/geologyviewer tohave a look at more geology in your local area.

19

32

KS

2

The Clearing Area 5


Activity Ask children to tell you what they see in this area (trees,plants, rocks etc.). Tell the children that they are going tomake a map of the area, on the ground, using natural materials. Point out how the path winds through this area.This path is the first thing they need to create on theirnatural map. Begin by using the small stones to mark out thepathway on the ground. Ask the children to gather stones,rocks, twigs, leaves etc. to represent the other features(e.g. trees, rock outcrops) to build to their natural map. Aframe can be created on the floor beforehand to containthe map.

Safety note:Do not let the children snap/break the recently plantedsaplings. Use old twigs or pieces from larger trees to makethe model. Clean dirty hands after the map is complete.

PlenaryDiscuss how the map maybe improved or what else could beadded. Remind the group that accurate maps are veryimportant. Introduce the idea of using different colours andsymbols to show changes of landscape and land use.

Follow UpMake a classroom model of Wern Ddu Claypits. Use themaps included in this pack, aerial photography from GoogleEarth and your knowledge of the site to make a 3D model.

Activity

Natural MapsDescriptionChildren create a map of the clearing on the floor usingnatural materials.

Pre visitLook at maps that show your school or find Wern Dduusing Google Earth

On site resources:Base Map (Resource 8)All materials can be found on siteRocksTwigsLeaves

Main Area of LearningKnowledge and Understanding of the World

SkillsMaking observations measurements and keeping records

Range Identifying natural features Use and make simple maps

20

Understanding where to find coal, clay and fossils isimportant. Geologists make maps so that those that comeafter them can identify the rocks around them andunderstand what goes on below the ground surface.

1. Find an Area openflat ground.

2. Collect some naturalmaterials:Gravel for pathTwigs for treesFlat stones as thegeology.

3. See if you can makethe lumps and bumpsthat you can see inthe clearing. Weused twigs to represent theplanting tubes andmoss as brambles.

KS

1


Back in Carboniferous Period 300 million years ago theland became colonised by primitive plants. In the tropicalclimate plants flourished, quickly changing the land froma barren rocky desert to a forested wilderness with richsoil. There were no flowers or grasses only primitiveconifers and tree ferns.

Activity Give each child a leaf slide(Resource 11). Show them how tocollect a leaf and place it in the slide. Hold it up to the skyto let light shine through it but avoid looking directly at thesun. Encourage children to look at the patterns, colours ofthe leaf. Ask the children to look at as many leaves as theylike, using their leaf slide in order to find there favourite.After 10 minutes call them back together and with theirfavourite leaf in the slide, form a circle. Firstly, ask thechildren to look at their own leaf one more time. Next, whenthe teacher says ‘Pass’’ everyone passes their leaf and slideto the right and they take a new one from the person ontheir left. All look at the new leaf/slide until the teachersays pass again. This continues until everyone has his or herown slide and leaf back. Comment on colour, shape, holes,ribbing etc.

Safety note:There are no poisonous plants but there are nettles andbrambles that may sting or scratch.

PlenaryNow tell the group the story of how coal was formed 300million years ago. The plants of the swamp forest grew quickly and died fallinginto the muddy waters. The plant remains would build upover thousands of years to form peat. The peat was water-logged and the plants could not decay. Over time riverswashed sands and gravel over the peat burying it deeply,crushing it and slowly squeezing out the water until the peatbecame coal. Many of the coal forming plants were treeferns and horsetails. Find some to show them. Tell themsome of these plants have been fossilised here.

Finally, ask them if they can find any fossilised plants in thearea? (There is a big fossilised plant on the exposed rock

surface. You can see its roots.)

Activity

Leaf Slides

21

Rooted in the RocksArea 6

KS

2K

S 1

DescriptionObserve the variety and close-up beauty of leaves. Learnthat some of our plants are similar to the ancient onesthat formed coal and end by discovering a massive fossil.

Pre visitMake your leaf slides using the provided template(Resource 11)

On site resources:Leaf slides - 1 per child (Resource 11)

KS2 SkillsScience Geography C2 IO4

KS2 Range Science GeographyUPEP3 AAQ2


Skills Exploring and experimenting

RangeObserve differences between different plants

Follow UpTake the best leaves back to the school. The easiest wayto preserve the colour for a while is to laminate them!

Bonus ActivitySun print paper (art shops), washing-up bowl, water.Try printing a fern on sun print paper. Children place afern on the paper. Leave it exposed to sunlight for 2 minutes. Then immediately soak in water for 1 minute.


Plants grew and died quickly in the Carboniferousforests, their remains falling into the muddy waters ofthe swamp. Sometimes whole trees would fall and beburied but more often tiny leaves from fern like plantswould be broken from the plants in storms or floods. Activity

At the base of the rock face, just before you reach thestream you will see piles of small grey mudstone. These little stones have fallen from the rocks above due to weathering (weathering is the break down of rock by wind,rain and ice). These grey stones are fragments of mudstoneand can easily be broken by hand. Children can sift throughthese stones looking out for tiny fossils. These plant fossilsare easy to recognise as they are black against the greycoloured mudstone. The most common fossils are the leavesfrom ancient ferns. Children are welcome to take a few fossils away with them. Please do not damage the rock faceand leave the piles tidily for other groups to explore.

Safety note:The activity itself posed no significant danger however donot let the children climb the rock face or wander unaccompanied to the nearby stream.

PlenaryLiving plants contain lots of Carbon, they take it as carbondioxide from the atmosphere. The Carboniferous swampforests were huge and took lots carbon dioxide from theatmosphere. When the forest plants died their carbon waslocked in the ground as coal. Explain to the children thattheir fossils are black because they contain trapped carbon.Finally, ask them if they can find any fossilised plants in thearea? (There is a big fossilised plant on the exposed rocksurface. You can see its roots.)

Follow UpAdd any fossils found to the rock specimen box. Don’t forget to label each one with what it is, where it was found,and the date collected.

Activity

Fossil HuntDescriptionA chance to look for real fossils (small) without the needfor hammers and chisels

Pre visitEach child should make the rock specimen box (Resource 7)

On site resources:Resource 7Good eye sightMagnifying glass

KS2 SkillsScience Geography C1 EP3 ED5 UPEP2,3

KS2 Range Science GeographyIO4,6 IO4,6


Skills CoordinationDevelop fine manipulative skills

RangeDevelop their gross and fine motor skills throughpractical activity

22

Pocket FossilsArea 7

KS

2K

S 1

23

Follow Up ResourcesBooks

Rockwatch www.rockwatch.org.uk

A great website for kids and teachers alike! Lots of interactive activitiesand how to guides.Rock hounds club for amateur geologists.

British Geological Survey www.bgs.ac.uk

The resource for all your geological maps, historic records and literature.Well developed educational resources for all ages.

Earth Science Education Forum www.bgs.ac.uk/esef/home.html

A group of organisations promoting earth science at all levels. A Welshgroup meet every quarter in Amgueddfa Cymru- National Museum Wales.Meetings are open.

Earth Learning Idea www.earthlearningidea.com

Joint Earth Science Education Initiativewww.rsc.org/education/teachers/learnnet/jesei/index2.html

The Pebble in My Pocket: A History of Our Earth

A children’s storybook history of a pebble is followed from its time in a volcano to the primordial forests; from there it is stepped on by dinosaurs,dragged by glaciers and picked up by cave people.

Hooper, Meredith/ Coady, Christopher ISBN 0670862592

Geology Rocks!

Packed with fantastic geological activities, which are easy for children tocarry out in the classroom. The activities explain everything including coalvolcanoes, earthquakes, Brilliant!

Cindy Blobaum and Michael KlineISBN9781885593290

Websites

24

Other ActivitiesWern Ddu woodland is a great place that offers lots of other outdoor opportunities for schools. You could consider using the site for one of these activities.

Pond dipping

Nature walks

Environmental Arts and Crafts

Orienteering

Bug hunts

Problem solving exercises

Poetry and stories

Practical conservation

Guided walks

Picnics

History walks

25

ResourcesResource 1Carboniferous swamp forest picture

Resource 2Carboniferous animals acetate

Resource 3Time line event cards

Resource 41st Present day 0 = stand child at bridge2nd Romans/Celts 2000 years ago = stand child next to first3rd Mammoths extinct 10,000 years ago = stand child next to first two4th Man evolves 2 million years ago = stand child 1 m (2 steps) away5th Dinosaurs Extinct 65 million years ago = stand child 32m (65 steps) away6th First Dinosaurs 230 million years ago = stand child 115m (230 steps) away7th Tropical forests 300 million years ago = stand child 160m (300 steps) away8th First Life on Earth 580 million years ago = stand child at gate

In this scale 1cm = 20,000 years…. That’s 2 million years per metre - probably 1 million years perchild’s step!

The earth formed 4.6 Billion years ago. Using the above scale a child placed to represent the formation of the earth would have to stand 1.5 miles away.

Resource 5Descriptive Word Cards

Dark Hard Polished MattDull Coarse Sloping FlakyBright Smooth Sticky LumpySparkly Light Crumbly ThinBlack Shiny Fractured LayeredGritty Sandy Fibrous BlockyMetallic Uneven Granular ThickRough Dipping Soft Glassy

Resource 6Rock Guide

Resource 7Collection box template

Resource 8Key Stage 2 Base Map

Resource 9Make your own Clinometer

Resource 10Geology map of Wales

Resource 11Leaf slide template

Resource 12Risk assessment example and template

Resource 1

© National Museum of Wales

Resource 2

Resource 3

Pres

ent

day

Rom

ans

/Ce

lts

Resource 3

Mam

mot

hsEx

tinc

t

Man

Evo

lves

Resource 3

Dinosaurs

Extinct

First

Dinosaurs

Resource 3

Trop

ical

Fore

sts

Firs

t Li

feon

Ear

th

Resource 4 - Timeline

1st Present day 0 = stand child at bridge

2nd Romans/Celts 2000 years ago = stand child next to first

3rd Mammoths extinct 10,000 years ago = stand child next to first two

4th Man evolves 2 million years ago = stand child 1 m (2 steps) away

5th Dinosaurs Extinct 65 million years ago = stand child 32 m (65 steps) away

6th First Dinosaurs 230 million years ago = stand child 115 m (230 steps) away

7th Tropical forests 300 million years ago = stand child 160 m (300 steps) away

8th First Life on Earth 580 million years ago = stand child at gate

In this scale 1 cm = 20,000 years…. That’s 2 million years per metre - probably 1 millionyears per child’s step!

The earth formed 4.6 Billion years ago. Using the above scale a child placed to represent the formation of the earth would have to stand 1.5 miles away.

Resource 5

Dark

Dull

Bright

Sparkly

Black

Gritty

Metallic

Rough

Resource 5

Hard

Coarse

Smooth

Light

Shiny

Sandy

Uneven

Dipping

Resource 5

Polished

Sloping

Matt

Crumbly

Fibrous

Granular

Soft

Fractured

Resource 5

Flaky

Lumpy

Sticky

Blocky

Thin

Thick

Layered

Glassy

Rock Type: ClayDescription:Soft and plasticine like sedimentary rock typically light grey in colour. It is found beneath coal seams.The clay found at Wern Ddu is what remains of the soil in which the coal forming plants grew.

Special Rock Features

Clay was worked at Wern Ddu and made into bricks atCaerphilly Brick Works. The Chimney of the old brickworks can still be seen standing to the north of the site.

Looking closely at the clay it is possible to see the remainsof many of the fine roots that once grew through this soil.The clay is light in colour because the plants have removedall the nutrients and goodness.

Bricks are made by combining clay, sand and sometimesfine coal together and moulding the soft mixture into abrick shape. The brick is then baked in a large kiln inorder to harden the clay.

Resource 6

How it might look in the field

Clay best seen at Area 3

Rock Type: CoalDescription:A black shiny sedimentary rock composed of almost 100% preserved plant material. Coal is a highlyvalued fossil fuel. The coal at Wern Ddu isn’t very pure and burns poorly with lots of soot.


Coal is formed from accumulations of organic matter plantmatter. Typically over many thousands of years the vegetation of the Carboniferous swamp forests would havegrown, died and fallen into the still swampy waters of thedelta.

In the swampy water, the fallen vegetation would not havedecayed due to a lack of oxygen. Huge thicknesses of thisplant material would have built up to form Peat.

Peat is the first stage in coal formation, 1m thickness of peat cantake 1,000 years to form. Over timethe peat becomes compressed, ittakes 11m of peat to form a 1mthickness coal seam. Although Coalis 100% organic, it is unusual to findfossils because the plants have beensquashed.

Resource 6


Coal best seen at Area 3

Rock Type: IronstoneDescription:A heavy orange/rusty coloured rock containing up to 30% iron. Occurring in bands the ironstones areusually found within the soft mudstone. Once worked commercially for the production of iron.


Iron rich water flowed through themuddy swamp delta sediment priorto it becoming rock. A series ofchemical reactions resulted in ironrich minerals growing to form nodules.

Resource 6


Ironstone nodules best seen at Area 3

Ironstone was minedand worked in SouthWales long before thecoal was exploited. Itwas crushed and smelted in blast furnaces throughoutSouth Wales.

Rock Type: MudstoneDescription:A soft dark grey sedimentary rock. It is composed of very small particles of fine silt, clay and mud.It was formed (deposited) in water where there was very little movement. Mudstone often has manythin layers which would have built up slowly over thousands of years.

Resource 6


Mudstone best seen at Area 3


Mudstones are commonly fossiliferous. The dark colourcomes from the large amount of organic material locked inthe rock.

This organic material is often microscopic but often largerfragments of organic material can be found. The fine mudand clay sediment that settled from the swampy waters ofthe Coal Measures delta was perfect for preserving plantmaterial.

These are some of the fossils that can be commonly foundin the mudstone rocks. The plants are preserved in veryfine detail because of the soft fine sediment that surrounded and buried them.

Rock Type: SandstoneDescription:A hard sedimentary rock composed of sand and gravel particles. Formed (deposited) by rivers thisrock is often rippled but it doesn’t contain any good fossils.


Ripples are often found in sandstones.They show that the sediment wasdeposited in moving water. Sometimesthe shape of a river channel is preserved and often it is possible to calculate which way the water flowed.

Resource 6


Sandstone outcrop best seen at Area 2

Pebbles and largergravels are often foundat the base of sandstone beds. Theselarger inclusions showthat the rivers wereoccasionally fastflowing and could carrylarge particles.

The Coal MeasuresSandstones make goodbuilding stones. Manyof the terraced housesand schools in SouthWales are built of thisstone.

Resource 7

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Fold along dotted linesFo

ld a

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Fold sides in and staple Fold si

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Fold along dotted linesFold along dotted lines

Resource 8

KS2 Base Map Example jNMap Making Example Map

KS2 Base Map jNMap Making

Resource 8

Resource 9

Place clinometer on rock surface and measure angle(dip) of rock in degrees. Theweighted string will hangvertically and indicate thedip (angle the rocks enterthethe ground) on the measure at theedge of the clinometer.

How to make a ClinometerHow to make your own clinometer for measuring the dip of rocks.

A clinometer is used to measure angles. In this case angles that the rocks are found sticking out of the ground. These angles are important to geologists as they enable them to understand whatrocks do beneath the ground. Geologists call these angles “Dip.” Here is how you can make a clinometer and measure the angles/dip of the rocks in the clearing.

You will need:One piece of stiff A3 size cardA brass paper fastenerA piece of string A small weight or a small lump of clay

Cut along this dotted line

1. Photocopy this page.

2. Glue the photocopyonto stiff card.

3. Insert paper fastener.

4. Tie 20cm of string tothe paper fastener.

5. Add weight (small lumpof clay) to the end ofthe string.

Resource 10

Geology Map of Wales

CARBONIFEROUS 354 - 256 MaWarwickshire GroupSouth Wales Upper Coal Measures FormationPennine Middle Coal Measures Formationand South Wales Middle Coal MeasuresFormation (undifferentiated)Pennine Lower Coal Measures Formationand South Wales Lower Coal MeasuresMillstone Grit Group (also see MIGR)Bowland High Group and Craven Group(undifferentiated)Dinantian (undifferentiated)

DEVONIAN 417 - 354 MaUpper Devonian Rocks (undifferentiated)Lower Devonian Rocks (undifferentiated)

SILURIAN 443 - 417 MaPridoli Rocks (undifferentiated)Ludlow Rocks (undifferentiated)Wenlock Rocks (undifferentiated)Llandovery Rocks (undifferentiated)Silurian Rocks (undifferentiated)

ORDOVICIAN 485 - 443 MaAshgill Rocks (undifferentiated)Caradoc Rocks (undifferentiated)Llanvirn Rocks (undifferentiated)Arenig Rocks (undifferentiated)Tremadoc (undifferentiated)Ordovician (undifferentiated)

BGS Copyright Permit IPR/123-89CT

SEDIMENTARY AND METAMORPHIC ROCKSEOCENE - MIOCENE 55 - 5 MaEocene to Miocene Rocks (undifferentiated)Jurassic 209 - 176 MaLias GroupTriassic 248 - 205 MaTriassic Rocks (undifferentiated)Permian 290 - 248 MaPermian Rocks (undifferentiated)

CAMBRIAN 545 - 485 MaUpper Cambrian, including TremadocMiddle CambrianLower Cambrian Rocks (undifferentiated)

NEOPROTEROZOIC 1000 - 485 MaUnnamed Metasedimentary Rocks,NeoproterozoicUnnamed Metamorphic Rocks,Neoproterozoic

INTRUSIVE IGNEOUS ROCKSUnnamed Igneous Intrusion, Ordovician to SilurianUnnamed Igneous Intrusion, Neoproterozoic

EXTRUSIVE IGNEOUS ROCKSUnnamed Extrusive Rocks, SilurianUnnamed Extrusive Rocks, OrdovicianUnnamed Extrusive Rocks, CambrianUnnamed Extrusive Rocks, Neoproterozoic

Resource 11

Leaf slide Leaf slide Leaf slide Leaf slide

This belongs to ...................................................... This belongs to ...................................................... This belongs to ...................................................... This belongs to ......................................................

1. Photocopy onto card.

2. Cut along the solid vertical line.

3. Cut out the rectanglesusing the inside borderas a guide.

4. Fold along the dottedhorizontal line.





























Resource 12

How to fill out a Risk AssessmentRisk assessments are important. By producing a risk assessment potential problems can be eliminated. They are fairly easy to do once you know how.

1) Undertake an advance site visit taking note features/aspects that may pose a hazard to you and your group.2) Consider possible injuries that could occur due to each of the identified hazards3) Write down ways in which these risks can be managed to minimise the risk from each hazard4) Work out the risk rating. What is the Likelihood (L) of an injury happening, with the risk controls in place?

3 = Very likely 2 = Possible 1 = Unlikely

5) What is the worst out come that can still happen from this hazard with the controls in place (Severity (S))?

3 = Major injury/death 2 = Medium injury/significant damage 1 = Slight/minor damage

6) To calculate the Risk Rating (RR) use the following equation :

Likelihood (L) X Severity (S)

Check out your answers from the risk-rating matrix opposite.

1 = Low risk and is fine to carry out.

2,3,4 = Medium risk is OK but needs to be closely monitored.

6 & 9 = High risk. Group should not be allowed in area or to carry out activity

7) Consider if any further actions are necessary to reduce risk

8) Note who will do these further actions when and note the date that the required action is actually done.

9) Sign and date the risk assessment

10) A risk assessment needs to be updated and reviewed every year.

Overleaf there is a risk assessment for the site and activities that you can use. Do add anything else you feel necessary. On your visit as well as carrying your risk assessment, it is always worth bringing a first aid kit, mobile phone, contact list, medical information of all children &adults (including yourself!) and hand cleanser.

1Slight/minor

injuries/minordamage

2Medium Injuries/

Significant damage

3Major

Injury/ExtensiveDamage

2

4

6

1

2

3

3

6

9

1Unlikely

2Possible

3Very Likely

Likelyhood

Seve

rity

Risk Rating Matrix

Resource 12

Wern Ddu Site Visit Risk Assessment

Uneven ground -slips and trips.

Cuts, strain bruising, fractures& concussion.

Manage group well. Make aware ofdifficult areas. Ensure group hassuitable sturdy footwear.

2 1 2 M

Steep slopes,cliffs, narrowpaths - falling.

Cuts, strain bruising, fractures& concussion.

Manage group well. Good verbalcommunication. 1 2 2 M

Members of thepublic.

Abuse, assault &abduction.

Be vigilant, manage group well &avoid confrontation. 1 2 2 M

Rivers & pondsDrowning, oralinfection, hyperthermia.

Make aware of danger. Goodgroup management. Wash handsafter activity. Spare blanket.

1 3 3 M

Hazardous waste- syringes &glass.

Cuts & infections. Be vigilant, make group aware.Avoid problem areas. 1 3 3 M

Getting lost. Exposure.Know the site. Carry map. Managegroup.Use a buddy system.Arrange an emergency MeetingPoint.

1 3 3 M

Falling branches.Bruises, cuts,breaks & concussion.

Be aware of wind conditions & bevigilant. 1 3 3 M

Dogs.Cuts & Toxocarainfection fromfaeces.

Be vigilant. Make group aware. 1 3 3 M

Wild animals &plants

Stings, bites,cuts, scratches &eye damage

Make group aware. Point out dangerous plants to avoid. Carrymedical information concerningchildren & carry secateurs.

1 3 3 M

Using geologicalequipment

Stone chips ineye, bruising,breaks to handsand fingers

Good group management andindtruction. Participants to usegoggles and gloves 2 2 4 M

L S RR L/M/H

Risk Assessor(s) Signature(s) Designation

SignificantHazard

Possible injuries Risk control measures Risk Rating Further action requiredWhat is required to bring the riskdown to an acceptable level?

Actioned to:Who will completethe further actionrequired?

Due date:When will the action be done by?

Completion date:Initial and dateonce the action hasbeen completed

See info aftertable

Likelihood (L) Severity (S)L x S = RR

Resource 12

Wern Ddu Site Visit Risk Assessment

L S RR L/M/H

Risk Assessor(s) Signature(s) Designation

SignificantHazard

Possible injuries Risk control measures Risk Rating Further action requiredWhat is required to bring the riskdown to an acceptable level?

Actioned to:Who will completethe further actionrequired?

Due date:When will the action be done by?

Completion date:Initial and dateonce the action hasbeen completed

See info aftertable

Likelihood (L) Severity (S)L x S = RR

onservation C eological G for nstitute I ritish B BIG C · c k s A n E x c i t i n g E a r t h S c...

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