School Trip Area Choices
On 13/12/2021 we identified that this resource may be slightly outdated:
References to the park map may be outdated as the park has grown. Please download a new map from the Tapnell Farm Park website before your visit to accompany this resource.
This is a KS5 Geography resource which engages students with the farming and working environment of Tapnell Farm Park. It includes comprehensive pre-visit, on-site, and post-visit activities. Students will learn about the concept of ‘place’ and how people may perceive places differently, and have a different ‘mental image’ of a place, depending on their age, ethnicity, race, religion, gender, and their role within the place, etc. They will consider how ‘lived experiences’ of place may affect a person’s view of it, and how this may change over time. They will consider Tapnell Farm Park as an example of a place, and will carry out research into both formal and informal representations of the Farm. Students will investigate ‘place-making’ at Tapnell, how rebranding and reimaging has strived to give the farm a new identity and image, and during their visit they will thoroughly explore what has been done to achieve this via the range of facilities, attractions, and amenities that the farm has to offer. They will also carry out a range of different field-based enquiries and surveys in order to evaluate the ‘success’ of the rebranding process to date. They will not only examine the positive ‘side’ of things, associated with all the activities and amenities on offer, but will also consider some of the issues associated with the tourist and leisure developments, and how these are being managed, including Tapnell’s approach to sustainability and ‘eco’
This is a KS5 Geography resource which engages students with the farming and working environment of Tapnell Farm Park. It includes comprehensive pre-visit, on-site, and post-visit activities. Students will learn about the concept of ‘place’ and how people may perceive places differently, and have a different ‘mental image’ of a place, depending on their age, ethnicity, race, religion, gender, and their role within the place, etc. They will consider how ‘lived experiences’ of place may affect a person’s view of it, and how this may change over time. They will consider Tapnell Farm Park as an example of
a place, and will carry out research into both formal and informal representations of the Farm.
Students will investigate ‘place-making’ at Tapnell, how rebranding and reimaging has strived to give the farm a new identity and
image, and during their visit they will thoroughly explore what has been done to achieve this via the range of facilities, attractions, and amenities that the farm has to offer. They will also carry out a range of different field-based enquiries and surveys in order to evaluate the ‘success’ of the rebranding process to date. They will not only examine the positive ‘side’ of things, associated with all the activities and amenities on offer, but will also consider some of the issues associated with the tourist and leisure developments, and how these are being managed, including Tapnell’s approach to sustainability and ‘eco’/ethical tourism practices. In all, this study will form an excellent example to meet many of the criteria under the themes of ‘space, place and placemaking’ within the current KS5 Geography specifications.
Students will learn the key terms and examine both formal and informal representations of Tapnell Farm Park, as well as the reasons behind diversification.
Students will investigate first-hand the range of activities at the farm park, consider the ‘attraction’ of these, potential conflicts and issues and how these are addressed/managed both for the enjoyment and safety of visitors and also for sustainability. All of this will give them an excellent understanding of the rebranding/place-making process, and they will consider how it has changed the identity of Tapnell Farm Park as a place, and evaluate the relative success of this.
Students use the guidance on the worksheet to develop and deliver a presentation based a particular given aspect of what they have investigated and learnt.
Students will be able to define what the following key geographical terms mean: place, formal and informal representations of place, qualitative and quantitative data, farm diversification, honeypot site, rebranding and reimaging, placemaking, ethical tourism, ecotourism and sustainability. Students will know what has been done to rebrand the farm as part of the placemaking process; they’ll be able to describe what facilities and attractions are located at Tapnell Farm Park, as an example of a farm that has diversified and rebranded to reimage itself. Students will draw graphs using data supplied, and be able to describe how visitor/tourist numbers have grown since the farm diversified, and also how employment has changed from when it was a dairy farm. Students will be able to discuss the ways in which these attractions create advantages, and potential disadvantages, for both visitors / leisure users. They will be able to name specific issues and potential conflicts, and use this information to evaluate the relative success of the rebranding process. Students will be able to discuss the various ways in which Tapnell Farm Park is managing any of these issues, and will be able to describe the attempts being made to be sustainable through energy/waste/environmental management, and eco (ethical) tourism. Students will develop and deliver an oral presentation based on a given aspect of what they have learnt.
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