THE
BIG
learning resource pack
everything your school needs to join the big parade! #SpotTheElephant
Brought to you by:
“hillborough junior school is incredibly excited to be part of this wonderful new project for our town. we’re very proud to be supporting keech hospice care and pleased to be able to showcase the artistic talent of our pupils, alongside all the other schools in luton. we can’t wait to be able to follow the trail!” Mrs P Whelan, Assistant Head, Hillborough Junior School
The Big Trunk Trail Learning Pack Contents Section 1 Page 1
Section 3 Page 19
Section 6 Page 43
welcome
classroom ideas and resources
publicising something big!
Welcome message from Keech Hospice Care, introduction to our project partner Wild in Art, timelines and contacts.
Lesson plans, topic web, creative ideas, worksheets, resources and curriculum links.
Section 4 Page 39 five ways to wellbeing
Section 1 Page 5 a new arrival in school Fun, creative ideas to introduce the sculpture and the project using a whole-school approach.
Simple, fun activities around health and wellbeing, relationships and living in the wider world, designed to fit in with the PSHE curriculum, key stages 1-3.
Section 5 Page 41 ahead of the herd for fundraising
Section 2 Page 9 designing and decorating your sculpture Bringing the design team together plus Art and Design curriculum links and useful information about how to paint, protect and work with your sculpture.
Ideas, advice and support to make sure your students have fun raising money for your sculpture and Keech Hospice Care.
A useful guide to raising the profile of your school and the project including making the most of social media, and ways to engage with print, broadcast and online media.
Section 7 Page 51 arts award Overview of the nationally recognised awards programme and how to link this project to the scheme.
Section 9 Page 53 now tell us about it! Tell us about your experiences of The Big Trunk Trail with our post-Trail evaluations.
Section 10 Page 57 project templates and submission form Plus an exemplar publicity consent form.
#BigTrunkTrail @BigTrunkTrail
www.bigtrunktrail.co.uk
Section 0
Something is coming to Luton! Welcome. Thank you for joining the herd for The Big Trunk Trail. For 11 weeks throughout the summer of 2021, Luton is set to see a perfect parade as The Big Trunk Trail arrives in town! At least 30 stunningly designed giant elephants, along with baby ones (including yours!), will trumpet along a free, family-friendly art trail around Luton’s key landmarks, streets and open spaces, bringing together the community for the biggest and most unique outdoor public art event the town has ever seen.
and your school is part of the fun! With our exciting Learning Programme, you’re going to design and decorate your own baby elephant sculpture which will join The Big Trunk Trail alongside sculptures created by professional local and national artists. Then, once everyone has trumpeted off, your elephant will go back to its forever home in your school to take pride of place. The Big Trunk Trail 2021 is being brought to Luton by Keech Hospice Care and Wild in Art in a jumbo first for the town!
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Why has Keech Hospice Care chosen an elephant? Did you know another name for a herd of elephants is a memory? An elephant is a perfect match for Keech Hospice Care - everyone knows an elephant never forgets and so much of our work as a charity is about helping seriously ill children and adults, and their families, create wonderful memories and make the best of their time together. At Keech, we know we can’t put days into life, but we can put life into days. In 2021, Keech Hospice Care is celebrating 30 years of caring for children and adults with life-limiting and terminal illnesses, and we couldn’t continue to do what we do without the unwavering support of our amazing community. This fantastic public art event is our way of saying thank you, particularly to schools and colleges, who have always supported us, helping to ensure we can continue making the difference when it matters the most for our patients and their families. We’re sure you and your students are going to have an inspiring learning experience designing your school’s baby elephant sculpture – followed by all the fun and excitement of being part of this unforgettable, unmissable art event. Liz Searle, CEO, Keech Hospice Care
be appy! From 1 April 2021, you can download the Keech Hospice Care app from App Store or Google Play. Using the app, you can join in The Big Trunk Trail chat, find out who else is involved in the Trail, widen your school’s list of local contacts and make sure everyone knows about your elephant sculpture. Make sure you and your students get ‘appy’ before the Trail begins!
#StandOutFromTheHerd @BigTrunkTrail
www.bigtrunktrail.co.uk
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A message from Wild in Art At Wild in Art, we passionately believe in the power of the arts to shape and change lives. By nurturing confidence, creativity and skill, art has proven its positive impact on society, education, the economy and people. The Learning Programme is integral to the success of our popular public art events around the world and we’re particularly proud to introduce the little Asian elephant to schools and groups taking part in The Big Trunk Trail. Your sculpture is a fantastic canvas and the outcomes over the next few weeks or months will provide important insights into the aspirations, hopes and dreams of your students. In a continually changing education landscape, teachers and parents, schools and governors, students and communities are increasingly becoming champions for creativity. Your creativity will shine bright on the art trail, celebrating the work your organisation does to inspire the region’s young people. Thank you for joining The Big Trunk Trail’s Learning Programme. With very best wishes, Charlie Langhorne Wild in Art Co-founder and Managing Director
#JoinTheHerd 3
@BigTrunkTrail
what a huge opportunity luton’s big trunk trail is!
www.bigtrunktrail.co.uk
Step by step along
The Big Trunk Trail January 2021 School project leaders and students attend a briefing session.
February 2021 You collect your blank baby elephant from a central Luton venue and begin decorating within your school.
Mid-March 2021 Deadline for completing your submission form so we can create your plaque and include details of your elephant on The Big Trunk Trail website and Keech Hospice Care app, as well as in other promotional material.
End of May - early June 2021 Your completed sculptures are brought to a central Luton venue prior to The Big Trunk Trail going live.
July - September 2021 The Big Trunk Trail is live across Luton, with your school’s dazzling elephant part of the big parade. PR and social media activity really gets going, including an app, website, printed literature and merchandise.
October 2021 Farewell event with all the herd in one place. Large elephants are auctioned to raise vital funds for Keech Hospice Care. Your elephant comes home to the school - a lasting legacy of your involvement in The Big Trunk Trail.
contact us! Matt Earles, Project Officer, The Big Trunk Trail bigtrunktrail@keech.org.uk 01582 707944 4
Section 1
A new arrival in school You can have a great deal of creative fun with the arrival of your sculpture, getting the whole school involved while following current government guidelines around Covid-19 safety. Make the arrival a whole-school event, through a literacy or arts day.
• Keep the sculpture hidden in the
school grounds, perhaps elaborate with a papier mâché container or cage structure, mystery footprints or markings in the ground.
• Tell students that the local radio or
news reported sightings or strange occurrences in the local area - perhaps an elephant crossing the road at the school crossing?
• Get your community involved - police, neighbourhood watch and local radio could be invited to the school (either in person or virtually) to report on the strange goings-on!
• Each year group could take a different
writing style – such as factual reporting, fiction or poetry - and consider what exactly the mystery visitor could be, then build up to the grand reveal!
6 5
Present the sculpture as a mystery item.
• Cover the sculpture with a sheet and
ask students to guess what might be under the cover!
• Wrap it in paper or enclose it in a box with small windows.
• Let students touch the wrapping
or put their hands through the box windows, guessing at the mysterious contents.
Go for a big launch!
• Make the unveiling of your sculpture
the focal point of an exciting assembly to all year groups.
• Invite a local artist, poet, community champion or celebrity to take part in the unveiling, either in person or virtually.
#SpotTheElephant Keep the project at the forefront of everyone’s mind.
Give your sculpture its own identity and personality.
• Once the sculpture is revealed, have
• Once you have your design, make it
it pop up in different places around the school so it carries on surprising students while becoming part of school life.
• Could it be a helper in the school
canteen or library, help tidy the school playground or move around to different classrooms?
• Take pictures of the elephant wherever it appears and share them on social media (using @BigTrunkTrail), the school website or a special Big Trunk Trail noticeboard in the hall.
a whole-school activity to give your sculpture a name.
• Create its own Twitter, Facebook or
Instagram feed, blog or section of the school’s newsletter.
• Use social media to meet up with
other schools taking part in the project. Sculptures on Twitter in previous trails have started talking to one another, sharing ideas and photo opportunities.
• Feature updates and images in newsletters to parents and school governors.
@BigTrunkTrail
www.bigtrunktrail.co.uk
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“this unforgettable project gave us great ideas for project-based work with cross-curricular links.” Laura Murphy, Creative Arts Co-ordinator, St Mary’s RC Primary, Swinton (Bee in the City trail, Manchester)
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Small targeted group versus whole school Although the emphasis of this section is on wholeschool involvement, you may decide to work with a targeted group as your core design and realisation team, made up of a particular year, art club, or gifted and talented group. Working with a targeted group is particularly suited to the project at key stage 4 and above. Here we’ve given a few ways you can build whole-school activity into the project even if you mainly work on it with a targeted group. • Give a copy of the sculpture template (found at the back of this pack)
to all students as a design task. Set it as a homework challenge, with an explanatory note for parents, to start building momentum for wider discussions in the community.
• Plan a creative day or week where every year group and class teacher plan themed activities relating to the sculpture.
• With enough notice, staff may be able to integrate the sculpture and its themes into their lesson plans - through key texts, subjects, films, classroom displays, class visits and trips.
• Set Big Trunk Trail school holiday challenges such as holiday diaries and blogs, ‘selfie’ competitions or sculpture-visit challenges.
• Set a literacy challenge to see how many books, poems or non-fiction texts your students can find and read around elephants or the theme of your sculpture.
• Incorporate a small element from every student in the school into
the final design - a fingerprint, handprint, tiny illustration, mosaic tile, word or message. This way, every student feels included and invested in the project.
#BeHerd @BigTrunkTrail
www.bigtrunktrail.co.uk
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Section 2
Designing and decorating your sculpture your baby elephant has been unveiled and all the school is excitedly waiting for developments. now you need to choose a design and start decorating it. There’s a template of the elephant sculpture at the back of this pack for you to copy and which students can use to create their designs. There are a few choices to consider when it comes to deciding who’s involved in this design process. • Open it up to all students! One way to do this is to give the template out as a whole-
school Art and Design homework challenge, with an explanatory note for parents. This has the bonus of building momentum for wider discussions in the community.
• Work with a specific year group only, focusing on relevant aspects of the Art and Design curriculum and, perhaps, choosing a theme that fits into their curriculum.
• Enlist a targeted group as your core design and realisation team – perhaps made up of
students from the school art club or a gifted and talented group. This approach works particularly well at key stage 4 or above, when it may be difficult to build the project into lesson time.
Please avoid using any corporate branding and identities in your sculpture design. We are happy, though, for you to incorporate your school logo or motto in a discreet way.
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How your sculpture project meets Art and Design requirements at key stages 0-2. Key stage 1 Students should be taught:
• to use a range of materials creatively to design and make products • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
Key stage 2 Students should be taught:
• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
Key stage 3 Students should be taught:
• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
• to use a range of techniques and media, including painting • to increase their proficiency in the handling of different materials • to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work.
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Four steps to discuss - develop - define - deliver This four-step design method lends itself to a structured approach to both whole-class work or small group work.
Discuss: first ideas Invite your students to explore the sculpture. Ask them to think about different designs and methods of decoration (for example painting, block printing, mosaic and collage). Record your students’ initial thoughts and ideas – these first instinctive ideas are important and play a big part in the final design. Supporting with springboards: for certain groups, students might benefit from discussing with the teacher or teaching support some general topics they could use as idea springboards. For example, a starting point could be one of your curriculum topics, such as Egyptians or Romans, maps or physical geography, staying safe online, plants or animals. You could suggest literary characters based on their reading, or a local celebrity, historical event, place or person. Your school will also have its own special themes or topics students will already be familiar with.
Develop: research Pairs or small groups can research wildlife links, facts, themes and activities provided in Section 4 to find out more about the Asian elephant. Encourage students to collectively write and sketch their responses to this information on large sheets of paper. A plenary session can be used to share ideas and explore themes that could be used in the design (the design could tell a story, carry a conservation message or tell us something about the school or students who have created the design).
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creating the design Define: group work After research and discussions, the students may have an initial preference towards one or several themes. A good way of helping them to gather their ideas and information together is to produce large ‘idea pictures’ and/or mind maps, working in small groups.
Idea pictures These use a mixture of drawings, paintings, photographs and pictures printed from the internet or cut from magazines. It could include collected leaves, bark, twigs or a selection of wool and fabrics – in fact, anything students feel could be relevant to their ideas. Think about and include colour, pattern and texture as well as images.
Mind mapping These can be made in the same way as the ‘idea pictures’, using icons next to every idea and different colours to separate different ideas. They should be very visual and will be useful to push ideas forward in a way that may not have been obvious before.
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deliver: ideas for the design By this time, the groups are ready to put forward their best ideas to a wider audience. This is a great opportunity for them to explore negotiation skills and the process of design by committee. The following questions might help your students make decisions about what elements for inclusion are important to their design.
• Your sculpture is going to be viewed by several different audiences – people in your school, parents, the local community and farther afield. How do you want them to react?
• Do you simply want the people who see the design to think it’s beautiful and recognise you are talented artists?
• Do you want the design to tell them something or
encourage them to think about an issue or react in a certain way?
• If you are trying to send a message, should it be obvious or would it be better to keep things interesting by hiding your message?
• Are you going to try to make them think about issues
and reach their own conclusions or will you give them the answers and tell them what to do?
• How are you going to decide if your design has been a success?
• Are you going to paint the sculpture or are there other things you could do with the design and decoration?
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#SpotTheElephant
who makes the final decision? It’s a good idea to create a panel of teaching and support staff, community members, students, parents and members of the Senior Leadership Team to meet (virtually, if necessary) to select a design or perhaps draw out elements of several designs.
stretching your students • Use CAD to design your elephant. • Include specially designed clothes or accessories.
For example, for an eco theme, what about giving the sculpture a super-hero utility belt to wear, studded with eco-friendly gadgets?
• Add a science and technology element by
bringing your sculpture to life with a voice box, horns or sirens.
• Extend the design to include the area around the sculpture.
• Add 3D objects to the design or display area. • Start a student blog, podcast or newsletter update following the development of the design and the project.
• Consider how new technology could be
incorporated, perhaps using solar panels, touch screens or motion sensors.
• Use their knowledge of electrical circuits to add
interactivity – for example, to create multiple choice quizzes using lights or buzzers. (Electric power points may not be available at trail locations so this may only be suitable for when the sculpture is on display within your school.)
@BigTrunkTrail
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Decorate your sculpture Each sculpture is made of lightweight fire-resistant fibreglass. The surface is primed by the manufacturer and is ready to paint.
The sculptures are stable and free-standing but please always ensure there is adequate adult supervision during the design and creative process. Please consider the materials you use for your design carefully. Designs may range from the use of solid acrylic colours to more elaborate designs using, for example, glitter, decoupage, recycled materials and mosaic. Let your students’ imaginations run wild!
Paint and glass beads
Mirrored mosaic tiles
Paint, material and customised
All the Learning Programme sculptures will be displayed at secure internal venues so you don’t have to worry about external elements. This means you do not have to put a final coat of varnish over your decorated sculpture unless the sculpture will be housed outside at your school, after the trail is over.
But do consider it will be displayed in a public place and over the course of the trail, many visitors may want to hug and pose with your sculpture so make sure it has a hard-wearing finish. We recommend you avoid large-scale relief work and papier-mâché as these are not usually hard-wearing enough.
Length: 1,060mm
Height: 730mm Width: 410mm
Weight: 12kg
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Materials for decorating Please note that, although it is acceptable to use watercolour paints at the design stage of this project, they are unsuitable for painting onto the sculptures.
materials for painting Acrylic paints
All colours in the double primary system: Brilliant Red, Crimson, Cobalt Blue, Brilliant Blue, Brilliant Yellow, Yellow Ochre. Black and white. Metallic paints.
Emulsion paints
In a variety of colours, although it is particularly useful to have a large supply of white and black. Acrylic paint combined with emulsion paint produces a very workable, fast-drying, waterbased medium that can be used to great effect.
materials for extending paints Sand, sawdust or glitter
Small particles can be added to paints and glue to create light relief work or textured effects.
PVA glue
PVA glue can be added to paints to create translucency.
other materials Lazertran
A highly effective inkjet transfer paper that separates in water and can be glued onto the sculpture. Lazertran requires varnish to hold it secure when dry.
Safmat
A self-adhesive film that can be used in your printer and stuck to the sculpture.
Letraset
Dry transfer lettering.
Plastic objects
Buttons, clothes pegs, combs, spoons, toys, bottle tops etc.
Posca Pens
Great for applying detail. These are water-based acrylic paint markers.
String, bamboo chimes, bark, sand, carpet, fabric, beads, solar panels, mirrors, tea‌
Consider using materials that provide texture, movement, sound, energy, aroma.
Collage paper, newspaper, tissue paper etc.
Use PVA glue to create collages with paper. When varnished, this will hold fast.
Decoupage paper
You can buy blank decoupage paper that can be used in printers.
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Creating your artwork: do’s and don’ts
do •
•
Write your school name on the base of the sculpture.
•
Ensure there is adult supervision at all times when handling the sculpture and art materials.
•
Make sure any materials are non-hazardous.
•
Encourage painters to wear aprons or painting shirts – acrylics are very difficult to remove from clothing once dry.
•
Make sure the space is well ventilated, particularly if varnishing.
•
Before you start decorating, an adult should go over the sculpture with a finegrade sandpaper, followed by a wipe over with a solution of warm water and washing-up liquid. The sanding gives a key to the surface prior to painting. Please wear a dust mask while sanding.
•
Use water-based acrylics or emulsion paints such as Liquitex, System 3 or Valspar.
•
Use Posca Pens for applying detail. These are water-based acrylic paint markers (other acrylic paint pen brands are available).
•
•
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Unwrap your sculpture on delivery, check it over and report any damage immediately to Matt Earles, Project Officer, at bigtrunktrail@keech.org.uk.
Immediately wash any brushes and paint palettes you’ve used before paint is dry, if you want to be able to use them again. Fix any 3-D elements securely.
•
Consider carefully if 3-D elements will withstand the demands of being on public display for 10 or more weeks.
•
Make sure 3-D elements don’t introduce anything dangerous – for example, there are no sharp edges, protruding bits or trip hazards.
If you choose to varnish your decorated sculpture: •
Make sure paint is completely dry before applying varnish.
•
Apply at least two coats of varnish.
•
Use a good-quality, hard-wearing, nonyellowing varnish. We recommend Urban Hygiene Easy-on Anti-graffiti Clear Glaze (urbanhygiene.com). The smallest version is enough for two coats of at least two baby elephants; you could work with another school involved in the trail to share the cost of the varnish (around £35).
•
Test the varnish on a small, hidden area of your sculpture before applying all over.
•
If you add 3-D elements to your sculpture, check your varnish is suitable for them before applying.
•
Apply varnish in a dry environment – humid conditions can affect its application.
•
Allow 12 hours for a coat of varnish to dry. Wait 48 hours after your final coat of varnish before handling the sculpture.
•
Apply another coat of varnish to your sculpture if you intend to house it outside when it’s returned to you after the public event.
don’t •
Use poster, watercolour or oil paints on your sculpture. Please test or ask us before using anything other than water-based acrylic or emulsion paint.
we need your submission form! Once you’ve finalised your design, please go to www.bigtrunktrail.co.uk/learning-programme
•
If you decide to varnish your sculpture, don’t let students apply it – an adult must do this in a ventilated space.
•
Mix layers of paints with different bases as these will react either against each other or with the final coat of varnish.
•
Add 3-D elements if you intend to house your sculpture outside when it is returned to you after the public display. They will not withstand the elements.
•
Keep your varnish in a paint pot for long. Once it has been poured out of its tin into a paint pot, the solution becomes unusable after 24-48 hours.
to complete a submission form and upload your design artwork.
Once we have this information, we can create your plaque and include details of your baby elephant on The Big Trunk Trail website and Keech Hospice Care app, as well as in other promotional material. There is a printed submission form on page 60 for those who prefer to submit by email or post. Deadline for submitting your form is Friday 26 March 2021.
#BeHerd
@BigTrunkTrail
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Section 3
Classroom ideas and resources There’s so much you can do across all subjects that ties in with your Big Trunk Trail project and will keep students trumpeting about your baby elephant sculpture. In this section, we give you a trunkful of big topic ideas around Asian elephants as well as targeted lesson plans, an Asian elephant factsheet, reading list, links to elephant-related sites and resources, and more. This section is targeted towards classwork at key stages 1-3; however, individual elements can be extracted for use as stimuli for small group work, including at key stage 4.
Ict •
Design and evaluate a wiki page, blog or website about elephants. KS2,3
•
Create an animated scene in which Nellie the elephant packs her trunk and says goodbye to the circus. KS3
music •
Find out about the musical instruments and music of India, Thailand and/or Indonesia. KS2,3
•
Record your own version of Nellie the elephant or The Jungle Book’s Elephant March. KS1-3
art and design
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•
Find out about different patterns: Rangoli, Asian textile and batik. KS1-3
•
Create nettipattam (elephant head-dresses) and caparison (blankets). KS1-3
Asian elephant topic web Decorate your Asian elephant sculpture and build the project into other subjects.
history •
Investigate the links between elephants and the Romans (Hannibal). KS2
•
Research and write a report on the role of elephants in the British Empire or WW1. KS3
geography
maths •
Take stats from the factsheet and produce pictorial comparisons using the terms is equal to/more than/less than. KS1/2
•
Create a table showing the differences between an African and Asian elephant. KS2, KS3
•
Explore symmetry and tessellation in traditional textile patterns from Asian countries. KS1-3
•
Research and find on a map where Asian elephants are found. KS1,2
•
Create a map of Asian elephant habitats. KS3
english •
Have a elephant-themed reading time (reading suggestions, page 36). KS1-3
•
Create a news report on the Sultan’s Elephant (see Elephant Extras, page 37). KS2, KS3
•
Create a comic strip for The Blind Men and the Elephant (page 28). KS3
design and technology •
Design and make an elephant-themed pencil case, cushion cover or mouse mat. KS1-3
•
Learn about and cook an Indian meal. KS1-3
science •
Describe the differences between Asian and African elephants. KS2, KS3
•
Design an ideal elephant habitat. KS1-3
•
Write a report on an environmental issue affecting elephants (habitat loss, global warming and threats to elephants). KS3
Support resources Support resources for many of these topics can be found in Elephant Extras at the end of this section. There’s also lots of elephant information in the Big Asian elephant factsheet (pages 30-34).
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Topics for PSHE discussions Elephants are pachyderms, which means thick-skinned. What do we mean when we call someone ‘thick-skinned’? Students might use the sculpture to explore aspects of bullying, creating designs which might depict real-life events, emotions and words of advice. KS1-4
Elephants grieve over the death of a family member. Discussion here could focus on bereavement and grief as well as coping with change. Keech Hospice Care has literature and resources to support this topic. Visit www.keech.org.uk/bereavement for more information. KS1-4 Elephants regularly appear on TV and in films. How are they portrayed? Students might explore themes such as personality, appearance or stereotyping after watching elephant scenes in films such as Dumbo, Fantasia, Winnie the Pooh and the Blustery Day (heffalumps and woozles), The Jungle Book or Simpsons (Stampy). KS1-4
What are our responsibilities towards animals? Do they have rights? Should they be held in captivity? Or used to entertain people? Should they be killed if they threaten people’s lives or livelihoods? KS2-4
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Three-lesson scheme This short scheme offers a range of elephant-themed classroom activities which can be used to enhance learning around the sculpture project. Teachers can choose to run the full scheme or dip in and take what suits their key stage, curriculum focus and student abilities. It fits best with key stage 1 and 2 subject content in Science and English but elements of it also meet key stage 3 content descriptors.
lesson 1: science Key stage 2 focus: Living things in their habitats Key stage 3 development: Interactions and interdependencies; Genetics and evolution
Objectives • • • •
Understand that animals including humans move, feed, grow, use their senses and reproduce. Relate life processes to animals and plants. Understand how an animal has adapted to its environment. Use scientific language to name and describe living things.
Scientific enquiry • •
Use information sources to answer questions; develop a line of enquiry. Make comparisons.
Cross-curricular links • • •
Literacy - writing to describe, creating a glossary. Geography - describe and understand key aspects of physical and human geography. RE – elephants as icons in many religions, most noticeably in Hinduism, Buddhism and Sufi Islam.
Resources required • • •
Pictures of Asian elephants – both adults and babies (search Google images for Asian elephant), whole elephants and zoomed in on different elephant body parts. World map. Scientific glossary proforma.
Key vocabulary Asia(n), trunk, skin, tusks, environment, adapted, compare, senses, reproduce.
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Activities Stage 1: whole-class teaching Revisit the area of the world Asian elephants come from and the type of environment they live in (jungle). If your sculpture has already been introduced to the class, use it as a stimulus. Create a mind map of what you already know about the elephant. Model an entry in a class glossary of parts of the elephant, with a description of each part (to be continued in independent work).
Stage 2: group activities Have a selection of Asian elephant pictures available for students to look at. Some of the pictures should be of parts of the elephant that relate to the story of The Blind Men and the Elephant (see page 28). Give groups questions about the different parts of elephants, differentiated for key stage and/or levels of understanding. There are some sample questions given on the right. The Big Asian elephant factsheet (pages 30-34) will give you further inspiration.
Stage 3: independent activity Using the glossary proforma, students produce a glossary of elephant parts. First, model an entry for them: write ‘skin’ and explain what is special about an elephant’s skin. Then ask students to fill in their individual glossary with all the parts of an elephant they know about. Once students have completed the activity and depending on key stage/ability, they can extend this to say how the elephant is adapted to its environment.
Outcomes •
I can talk about different parts of an elephant.
•
I can talk about the life processes of an elephant.
•
I can use scientific language to describe the elephant.
•
I can talk about how elephants are adapted to their environment.
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Use the Big Asian elephant factsheet on page 00 for further inspiration
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Group activities: example questions for students to consider •
How does it move? Compare the elephant’s leg and foot to that of a human.
•
Why can’t elephants jump in the same way as humans (size and leg is solid rather than having toes etc)?
•
How does it breathe? Through the trunk, compared with our noses, through its mouth.
•
How does it drink? Elephants suck water up their trunk, then put their trunks in their mouths and breathe out.
•
Can it have babies? Compare the picture of a baby elephant with other baby animals.
•
How does it see, hear, feel, taste and smell?
•
How does it eat? Talk about the sorts of things that elephants eat.
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Lessons 2 and 3: English - reading comprehension The sequence and activities suggested here could be spread over two or three lessons depending on the amount of detail you wish to go into. Aim to include a first reading of the story The Blind Men and the Elephant at the end of the first lesson.
Key stage 2 focus: word reading and comprehension; vocabulary; listening skills. Key stage 3 development: reading a text for meaning; inference and finding evidence.
Objectives •
Know a range of elephant and story-related vocabulary.
•
Know a range of adjectives to describe objects.
•
Be able to listen and respond to instructions.
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Be able to listen and understand the general meaning of a story, and make predictions.
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Be able to respond to a poem’s rhythm and rhyme.
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Know how to ask simple yes/no questions using adjectives.
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Understand the importance of using all evidence and listening to other people before coming to a conclusion.
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Know how language - including figurative language, vocabulary choice, grammar, text structure and organisational features - presents meaning.
Cross-curricular links • • •
PSHE – respect others’ point of view. Geography - describe and understand key aspects of physical and human geography. RE – elephants as icons in many religions, most noticeably in Hinduism, Buddhism and Sufi Islam.
Materials Story of The Blind Men and the Elephant (there are many examples online but we’ve included a story sheet of one version on page 28). A sheet of white A4 paper for each student for the picture dictation. Objects for the feely box or bag.
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Stage 3: feely bag or box
Stage 1: picture dictation Tell students you are going to dictate some instructions and they must follow them to draw an animal. For younger students, use mime to help convey the meaning of unfamiliar words, if needed. Draw a semi-circle on the board and two small eyes on the right side, as shown below. (It’s best to practise this activity a few times yourself before doing it with the students to ensure you give them clear instructions.)
An effective way to help children learn adjectives is by comparing objects and learning opposites such as rough and smooth, long and short and so on. Play this game to teach or revise adjectives. You need a bag or a cardboard box with a hole cut out for students to put their hands in. Make sure they can’t see what they’re touching! When they put their hand in the box, they have to describe what they feel. Here are some ideas for the feely bag/box and the adjectives that can be elicited. •
An orange: round, rough, big, large.
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An apple: round, smooth, hard.
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A ping pong ball: round, light, smooth, small.
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A tennis ball: round, soft, fuzzy.
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Sandpaper: rough, light.
By the time you complete the instructions, students should have realised what they are drawing.
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A piece of string: thin, long, wiggly.
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A piece of wood: hard, smooth.
Repeat the instructions again, asking students to change/refine their drawing. You should now add each feature to your drawing on the board.
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A piece of cotton wool: soft, light, fluffy.
Now dictate the following instructions at least twice: “Copy the semi-circle and eyes onto the middle of your paper. Now draw four legs. Draw two big ears. Draw a long, thin tail. Draw a long trunk. Draw two tusks.”
For younger students, as you say the words, point to the eyes, ears, legs, body, tail, trunk and tusks, and invite them to repeat them. When the drawings are completed, ask students to show them to each other then colour them in. Check everyone has an elephant!
Stage 2: vocabulary check Check understanding of vocabulary concerned with elephants.
Younger students can write down the adjectives used and make a list of those that would suit an elephant. Older students can add more sophisticated synonyms for some of the words and make a list of those that would suit an elephant. Widen discussion to include adverbs, adverbial phrases and superlatives.
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Younger students could come to the board and point to different parts of the elephant before labelling their elephant drawings and displaying them. Older students can label their drawings immediately and display them. If appropriate, ask students to show you where elephants come from by pointing to a world map (Africa and Asia). Tell students that later you are going to tell them a story about an elephant from India and make sure they know where India is on the map.
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Stage 4: storytelling - The Blind Men and the Elephant Read the story (found opposite) aloud to students, acting it out using your elephant drawing on the board as your main visual support. Cover your eyes on the word blind and ‘feel’ the parts of the elephant. When you get to each of the features, read ‘It felt big and wide. An elephant is like a ….?’ and invite suggestions from students. Hopefully, a student will say ‘wall’ - point to a wall in your classroom and draw one on the board. Repeat ‘An elephant is like a wall’ and encourage students to repeat the sentence as well. Continue telling the story in this way. At the end of the story, you should have your elephant surrounded by drawings of a wall, a spear, a snake, a tree, a fan and a rope. Ask students to update their own drawing. Read the story again, inviting as much participation as possible and using the drawings as prompts to activate vocabulary and encourage participation. What else could an elephant’s leg, tail or ear be compared to?
Stage 6: what am I thinking of? A 10-question exercise requiring students to ask, listen, weigh up evidence and come to a conclusion. First, discuss the importance of using all evidence and listening to other people before making your mind up. If appropriate, pre-teach or revise questions and adjectives. Demonstrate by saying what you are thinking of - for example, an animal, an item of food or an object. You could re-use the objects from your feely box or bag if you wish. The class has 10 chances to ask yes/no questions. Explain they should first ask strategic questions such as is it hard/soft, rough/smooth, heavy/ light, made of wood? Has it got a tail, four legs or a beak? Is it like a snake? Once they have gathered evidence, they can ask specific questions such as is it a dog? Is it a pencil? If appropriate, individual students can take centre stage, choose an animal/object and answer questions.
Finally, invite students to act out the story in groups.
Independent follow-up Stage 5: elephant rhyme For key stage 1/2, introduce the following rhyme. If appropriate, students can walk around slowly swinging from side to side, head down and one arm hanging down as a trunk. The elephant is big and strong His ears are large, his trunk is long. He walks around with heavy steps, Two tusks, one tail and four thick legs. For key stage 3, introduce this verse from John Godfrey Saxe’s poem of the story and ask students: what point is this verse making about opinions and arguments? What does it mean when someone says: see the bigger picture? And so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong!
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Make a poster for the classroom listing all the things in the school students can see, hear, touch, taste and smell. If appropriate, students could use the internet or reference books to research the differences between African and Asian elephants and produce a classroom display or small project.
Outcomes • I can use a range of adjectives to describe objects and ask questions. • I can listen and respond to instructions. • I can listen and understand the general meaning of a story, and make predictions. • I am able to weigh up all evidence and listen to other people before coming to a conclusion.
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Resource 0
The blind Men and the Elephant Once upon a time there were six blind men. They lived in a town in India. They thought they were very clever. One day an elephant came into the town. The blind men did not know what an elephant looked like but they could smell it and they could hear it. “What is this animal like?” they said. Each man touched a different part of the elephant. The first man touched the elephant's body. It felt hard, big and wide. “An elephant is like a wall,” he said. The second man touched one of the elephant's tusks. It felt smooth and hard and sharp. “An elephant is like a spear,” he said. The third man touched the elephant's trunk. It felt long and thin and wiggly. “An elephant is like a snake,“ he said. The fourth man touched one of the legs. It felt thick and rough and hard and round. “An elephant is like a tree,” he said. The fifth man touched one of the elephant's ears. It felt thin and it moved. “An elephant is like a fan,” he said. The sixth man touched the elephant's tail. It felt long and thin and strong. “An elephant is like a rope,” he said. The men argued. It's like a wall! No, it isn't! It's like a spear! No, it isn't! It's like a snake! They did not agree. The king had been watching and listening to the men. “You are not very clever. You only touched part of the elephant. You did not feel the whole animal. An elephant is not like a wall or a spear or a snake, or a tree or a fan or a rope.” The men left the town still arguing. A little girl heard them and said, “Each of you is right but you are all wrong…but I know what you are talking about.”
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Teacher information sheet: The blind Men and the Elephant The story of the blind men and an elephant originated in the Indian subcontinent. It is a parable that has crossed between many religious traditions and is part of Jain, Buddhist, Sufi, Hindu and Bahá’í lore. The tale later became well known in Europe, with 19th-century American poet John Godfrey Saxe (1816–1887) creating his own version as a poem. The story has been published in many books for adults and children, and interpreted in a variety of ways. It has been used to illustrate a range of truths and fallacies; broadly, the parable (where the blind men are literally in the dark) implies that one's subjective experience can be true, but that such experience is inherently limited by its failure to account for other truths or a totality of truth. At various times, the parable has provided insight into the relativism, opaqueness or inexpressible nature of truth, the behaviour of experts in fields where there is a deficit or inaccessibility of information, the need for communication, and respect for different perspectives. John Godfrey Saxe’s poem begins: It was six men of Indostan To learning much inclined, Who went to see the Elephant (Though all of them were blind), That each by observation Might satisfy his mind. They conclude the elephant is like a wall, snake, spear, tree, fan or rope, depending upon where they touch. They have a heated debate that does not come to physical violence. But in Saxe's version, the conflict is never resolved. Saxe’s moral: So oft in theologic wars, The disputants, I ween, Rail on in utter ignorance Of what each other mean, And prate about an Elephant Not one of them has seen!
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Resource 1
big Asian elephant factsheet The Asian elephant is an endangered species and listed on the International Union for the Conservations of Nature (IUCN’s) Red List.
Size • The elephant is the second tallest member of the animal kingdom - only the giraffe is taller. • They are 2-3 meters high (ground to highest point at shoulder). • Females are not as tall and weigh less than males. • Fully-grown elephants weigh between 2.5-3.5 tonnes. • The elephant supports 60% of its weight on its front legs and 40% on its back legs. • The elephant has the largest brain of any land mammal.
Trunk Ears
• The trunk has no bones but is made of 40,000 tiny muscles.
• Asian elephants have smaller ears than African elephants. • Large, flappable ears help these huge animals cool off, although elephants often must retreat to the shade, water or mud wallow during the hottest part of the day.
• An elephant’s trunk is sensitive and strong - able to pick up a tiny peanut or lift an 800-kg tree trunk. Asian elephant
African elephant
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Tusks • Tusks are found on both male and female African elephants. Tusk-less African elephants can sometimes occur. • Asian female elephants don’t usually have tusks but their large incisor teeth can sometimes be seen. Occasionally they do develop small tusks which don’t extend beyond the upper lip. • Asian male elephants do not always have tusks - the ones without tusks are called seedors. They often have large incisor teeth which can be mistaken for baby tusks. • Elephant tusks grow at a rate of 3cm per year.
Teeth • Elephants have the largest teeth on the planet, exceeding even those of toothed whales. • When these teeth are worn down, they are replaced by larger ones that shift forward from the rear of the jaw. • When an elephant reaches the age of 40, the final and last molars come into position and last for about 20 years, after which the elephant usually starves to death. Of course, these are just averages – some final teeth (the sixth set) don’t come in until elephants are in their 50s or 60s. • The longest surviving elephants (in captivity) are in their 80s. Zoos can feed their older elephants a geriatric diet that can keep them from starving if they lose their teeth.
• Elephants use their tusks to dig for water; remove bark from trees; move fallen trees and branches; mark trees; rest their trunk on; fight with; and, in domestic animals, for various kinds of work. • Just as we are left or right handed, elephants are either left or right tusked. • The elephant’s tusks consist of ivory, a highly sought-after material. Males are still killed for their tusks, although this happens less often today thanks to a global ivory ban, in place since 1989. But it has not stopped poaching completely.
Skin • Elephants are grey – this allows for good camouflage in the wild where the habitat is shady. • The elephant’s skin is 1cm to 4cm thick. This thick skin helps to protect them from the blistering sun. • The skin of the Asian elephant is smoother than that of its African counterpart.
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Strength • Elephants can carry up to 600kg on their backs and 150kg on their necks.
Feet • Elephants support their great weight on massive, columnar legs. These legs end in extremely short, wide feet that are padded with elastic tissue. This tissue absorbs the shock of the weight of the massive elephant. • Elephants have sweat glands between their toes. • Elephants can’t run or jump but can walk as fast as 10 to 12 km/h, averaging 6 to 8 km/h. But, when charging, elephants can reach 40 km/h.
• Elephants can lift up to 800kg with their trunks.
Natural diet • Elephants are vegetarians. • Elephants consume around 200kg of food a day. • They are the largest consumers of plants among all terrestrial animals. • Elephants can consume around 200 different types of plant. • Their favourite foods are banana, bamboo and sugarcane. • They eat for an average of 18 hours a day.
Senses and communication
• Elephants drink around 200 litres of water a day. • Elephants can smell water 9km away.
• An elephant has a keen sense of touch, smell and hearing, but its eyesight is somewhat poor. • Elephants emit infrasound. You may know that bats emit sounds at ultrasonic frequencies, too high for humans to hear. Infrasound is the opposite sound that’s too low for humans to hear. These low frequency sounds enable elephants to communicate with each other over long distances.
• Each suck of a drinking elephant’s trunk can take in 5-10 litres of water. • An elephant produces 50kg of dung a day. • A lot of information can be gained from study of the dung: the health of the animal, the sex of the animal and also its location - follow the trail of the dung to find the elephant.
• Asian elephants also communicate via rumbles, growls, bellows, moans and squeals that we can hear.
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Reproduction • Typically, elephants in the wild become sexually active at 15, but this can be as early as five years old depending on their diet – the better the food, the earlier puberty hits. • Elephants need to form a relationship before mating begins. • Older and larger males — especially those in musth (condition of heightened testosterone levels) — dominate the breeding, winning the acceptance of females in heat. • Female Asian elephants can usually breed by age 14 and give birth to one calf every four years. • Some elephants have given birth as young as seven, but most zoos begin their breeding at around nine or 10. • Pregnancy lasts for 22 months. • Babies are born with lots of hair, much of which they never lose. • Babies suckle from their mothers for up to three years. • First-time mothers use the herd for help in raising the child much the same as with humans.
Geographic distribution • It is estimated there are less than 50,000 Asian elephants living in the wild. • Asian elephants live in large blocks of forest near water sources and grasslands. They inhabit India, Sri Lanka, Myanmar (Burma), Indonesia, Thailand, Cambodia, Vietnam, Laos, Bhutan, Malaysia, Nepal, Bangladesh, and southern China. • Asian elephants once ranged from Iraq east through Asia south of the Himalayas, into southern China and possibly south to Java, an Indonesian island. However, centuries of hunting and habitat destruction caused dramatic declines.
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Behaviour • Female and young male Asian elephants live in herds with related adults and their offspring. • The matriarch, usually the oldest and largest female, sets the pace of the group’s activities. • Herds often join with others to form large groups called clans. • Males leave herds at puberty and travel alone or in bachelor groups. • Elephants wander widely in search of food. Movements vary widely depending upon food availability. • Elephants display compassion and grief – particularly when a family member dies. • Elephants are sensitive - if a baby elephant complains, the entire family will go over to touch and caress it. • Elephants have greeting ceremonies when a friend that’s been away for some time returns to the group – they spin around, flap their ears, and trumpet loudly as they wee and poo!
Lifespan • In the wild, Asian elephants live up to about 60 years.
Threats • Asian elephants are an endangered species because their population has reduced by at least 50 per cent over the last three generations. • The biggest threat to Asian elephants is habitat loss as this leads to a vicious circle of threats: herds move on and enter areas inhabited by humans, where they cause destruction and pose a danger to human life – so they are killed. • Habitat loss also means Asian elephant populations become smaller and more isolated, which makes it more likely the herd will die out. • In some areas, Asian elephants are still poached for their ivory tusks, skin and other parts.
Habitat • Asian elephants inhabit a variety of tropical forest habitats from moist, evergreen lowland forest to dry semi-deciduous teak forests and cooler mountain forests up to 3,000 metres. • They also frequent adjacent grasslands and farm areas. Their varied diet enables them to live in disturbed forests as long as they have plenty of space to move around and exploit different foods without coming into conflict with people. • Today, Asian elephants thrive mostly in large reserves that allow them enough room to wander widely. Where elephants and people inhabit the same area, conflicts often occur. • Elephants play important roles in the cultures and religions of countries in most of their range, which inspires support for habitat protection measures, continued studies about elephants and their conservation needs, and efforts to mitigate conflicts between elephants and people.
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Resource 2 Craft activity sheet Create a crafty elephant
Step 1: draw an elephant onto cardboard using a felt-tip pen.
Step 2: squeeze glue over your lines.
Step 3: wait until the glue is dry, then wrap up your cardboard with foil, securing with tape.
Step 4: using your fingers, rub over your hidden drawing - and watch it magically appear!
Final step: paint with acrylic or poster paints or colour with Sharpie markers. 35
Resource 3
The big trunk trail book stop Suggested elephant-themed reading list
For younger readers
For older readers
Story books
Story books
- Elephant Me by Giles Andreae (KS1) - Five Minutes’ Peace by Jill Murphy (KS1)
- Erica’s Elephant by Sylvia Bishop (KS2/3)
- What to do if an elephant stands on your foot by Michelle Robinson (KS1)
- How Kirsty Jenkins Stole the Elephant by Elen Caldecott (KS2/3)
- The Story of Babar by Jean de Brunhoff (KS1/2)
- An elephant in the garden by Michael Morpurgo (KS3)
- The Slightly Annoying Elephant by David Walliams (KS1/2)
- The Girl Who Stole an Elephant by Nizrana Farook (KS3)
- The elephant that ate the night by Bing Bai and Yuanyuan Shen (KS1/2)
- The Elephant Thief by Jane Kerr (KS3)
- The Child’s Elephant by Rachel CampbellJohnston (KS2)
Non-fiction
- The Great Elephant Chase by Gillian Cross (KS2) - Emily Brown and the Elephant Emergency by Cressida Cowell and Neal Layton (KS2) Non-fiction - Elephants by James Maclaine (Usborne Beginners) (KS1) - Who did this poo? A matching and memory game by Aidan Onn (KS1)
- Saving Species by Jess French (KS2/3) - Animal Atlas by Anne Rooney and Lucy Rose (Lonely Planet Kids) (KS2/3) - Charles Darwin’s On the Origin of Species by Sabina Radeva (picture book version) (KS3) - Our Planet – The one place we all call home by Matt Whyman (KS3)
- The Big Book of Beasts by Yuval Zommer (KS1/2) - My Encyclopedia of Very Important Animals by Dorling Kindersley (KS1/2)
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Your school library or local library will also have many books about elephants – why not spend a lesson or two at the library researching Asian elephants or just enjoying a good read? Find your nearest local library at www.gov.uk/local-library-services.
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Resource 4
Elephant extras ele-info For younger children National Geographic Kids give their 10 favourite facts about elephants at www.natgeokids.com/uk/discover/animals/general-animals/elephant-facts Britannica Kids has facts and information, images and short films at https://kids.britannica.com/kids/article/elephant/353093 Dorling Kindersley’s Find Out has an easily accessible page on elephants at www.dkfindout.com/uk/animals-and-nature/elephants Usborne Quicklinks gives you books with links to associated websites at www.usborne.com/quicklinks/eng/?loc=ca (search for links to ‘Elephants’). For older children A fact-filled five-minute film about Asian elephants at www.nationalgeographic.com/animals/mammals/a/asian-elephant Clearly laid-out information from the World Wildlife Fund, divided between giving facts and outlining threats, with lots of images: www.worldwildlife.org/species/asian-elephant Information about World Elephant Day on Thursday 12 August 2021: www.worldelephantday.org/about Environmental threats faced by Asian elephants: www.trunksnleaves.org There is also a wide choice of elephant videos on YouTube.
What’s the difference between Asian and African elephants? Search using this question at www.britannica.com For information on the Sultan’s Elephant in London (Topic Web, English): www.artichoke.uk.com/project/the-sultans-elephant
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ele-vision
ele-art
Disney’s Dumbo: this 1941 classic (or its 2019 remix) can be a springboard to PSHE discussions around animal cruelty, discrimination, bullying and loss.
Classic paintings showing elephants in art can act as discussion points, not just around your elephant project, but across a wide range of topics.
Disneynature’s Elephant (2020): new documentary from Disney’s ‘Nature’ production arm.
Some classic elephants in art include: Akbar’s triumphal entry into Surat Akbarnama by Farrukh Beg (1590)
Whispers: An elephant’s tale (2000): Disney story about an orphaned baby elephant.
Portrait of the elephant ‘Alam Guman’ by Bichitr (1640)
When elephants were young (2015): drama documentary about a young Bangkok beggar and his elephant. Directed by World Elephant Day cofounder Patricia Sims.
The Sacred Elephant (Peri) by Gustave Moreau (1882)
Capture of a wild elephant by Nainsukh (1775)
Two boys on an elephant by Norman Rockwell (1919) The Elephants by Salvador Dali (1948) African Elephant by Andy Warhol (1983)
ele-tunes All these tunes lend themselves to elephant-themed activities across music, English, PE and PSHE; all available on YouTube. Baby Elephant Walk by Henry Mancini The Carnival of the Animals: V – The Elephant by Saint-Saëns The Elephant March from Disney’s The Jungle Book Nellie the Elephant by Ralph Butler and Peter Hart Also check out Paul Barton’s Music For Elephants for a touching short film on how elephants react to music.
Untitled (Elephant) (sculpture) by Keith Haring (1985) www.arthistoryproject.com has good prints of the older works of art; go to the site and search for ‘elephant’.
live elephants as art ‘The painted elephants of Jaipur’ is a traditional annual event where working elephants become the canvas. www.nationalgeographic.com/magazine/2013/08/ painted-elephants (scroll down) features historical information about elephants in Indian culture as well as a slide show of the painted elephants. The elephant in the room by Banksy (2006) saw the controversial graffiti artist painting a live elephant in his first American exhibition in Los Angeles.
www.theguardian.com/uk/2006/sep/18/arts.artsnews
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Section 4
Five ways to wellbeing
At Keech Hospice Care, we know ‘we can’t put days into life, but we can put life into days’, and a big part of living longer and staying well is about being happy. Studies have shown – whatever our age – we’re happier if we make these five things part of our life.
be active and healthy
Connect
give to others
Keep learning take notice
Our Five ways to wellbeing gives you simple, fun activities for you to do as a class, building them into the school day even if you can only spare a minute! What’s more, the activity ideas are designed to fit in with your PSHE and Citizenship programmes of study, covering the core PSHE themes of Health and Wellbeing, Relationships and Living in the Wider World. Some of the activities are also linked to students ‘giving’ to Keech Hospice Care – a direct connection for your students to The Big Trunk Trail’s charity lead. We hope you enjoy the activities and they encourage your students to be active, build positive relationships, stretch their minds, feed their curiosity, and help them care about the world and their place in it.
be active and healthy
Connect
Do what you can, enjoy what you do, feel good about yourself.
Talk, listen, create memories with others and care for those in your herd.
One-minute ideas
One-minute ideas
• Move like an elephant, swinging your arms like they’re your trunk and tail! • 60 seconds to think of as many healthy foods as you can. • Find three words or phrases to describe waking up after a good night’s sleep.
• Ask someone you don’t often speak to in class to tell you something about elephants – a fact, a story, a memory. • Tell the person next to you about your out-of-school hobbies/activities for 30 seconds; listen to theirs for 30 seconds. • Take turns to introduce a “Word of the Day” about emotions, mental health or wellbeing.
One-hour ideas • Organise an activities Big Trunk Trail round the playground as a PE lesson. • Make a jumbo pizza using only healthy ingredients. • Work in pairs to put together a short script called What’s wrong with me, Doctor?
Longer • Elephants walk around 25km a day. Investigate your family’s exercise patterns - how many complete an ‘active daily mile’? • Sign up for a Keech Hospice Care event that gets you moving or do a sponsored run, swim, cycle or walk for Keech. • Takeaways on trial – groupwork project assessing a different ‘takeaway’ for its health benefits.
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#BeHerd
One-hour ideas • Create a ‘friendship wall’ either in the classroom or electronically, posting all the things that put students’ ‘besties’ ahead of the herd. • Write a short roleplay around the impacts of bullying and present to the class. • Donate an hour of your time to someone at home who could do with a break. Report back to the class.
Longer • Working in small groups, create an elephant-themed anti-bullying superhero including costume, powers and gadgets. • Keep a week-long ‘happiness’ diary of every time something happened that made you feel happy and positive. • Create a scatter graph showing you in the centre and things/people that are important around you. Why are they important? How are you important to them?
Keep learning
Give to others
Always be open to new knowledge and experiences.
Your time, your attention, your kindness.
One-minute ideas
One-minute ideas
• Elephants are found in many different countries, with many different languages. How many languages do you speak as a class? Find out in 60 seconds. • In pairs, take someone’s pulse. • Do a quickfire quiz “When can I… get married, vote, drive etc”? How many can the class get right!
• Do a small act of kindness, like holding open a door for someone or paying a compliment. • Come up with a fantastic, elephant-themed idea to raise money for Keech Hospice Care. • Everyone in the class help tidy the classroom at the end of the day.
One-hour ideas One-hour ideas • Design a ‘Stay safe out and about’ poster, featuring an elephant! • Would you call 999 if you saw an elephant? Recreate a 999 call and discuss in groups when to call/not call Emergency Services. • Create a true/false news story game to demonstrate ‘fake news’.
Longer
• Do a 60-minute #DeclutterForKeech at home and donate your trunkful (or more!) of great clutter to your local Keech Hospice Care charity shop. Find your nearest shop at www.keech.org.uk/declutter. • Help cook a meal, clean or tidy for a neighbour or family member in need. • Visit a local religious centre (for example a church, mosque or synagogue) and talk to someone with a different religious background to you.
Longer
• Produce a top tips leaflet for children about using the internet safely. Good sites: www.bbc.co.uk/cbbc/findoutmore/help-me-out-staying-safeonline www.childline.org.uk www.saferinternet.org.uk • In small groups, design and write a newspaper or news website front page offering a mix of fake and actual news about elephants. Can your readers spot the difference? • Record a diary of your internet usage for a week to find out how many times you input personal details.
• ‘Memories’ – take time to talk to an older family member about something they used to do/have that we no longer do or have today. • Take a class tour of Keech Hospice Care, in person or virtually at www.keech.org.uk/virtualtour. • Join a local community ‘herd’ such as Cubs or Brownies, Cadets or a community environmental project.
Take notice ...of the world around you.
One-hour ideas
One-minute ideas • “We’re all different.” Three reasons why this is a good thing. • Write down three reasons elephants are endangered. • Give five examples of ‘discrimination’.
• Choose one item that’s good value for money and kind to the environment: prove it! • Discuss in class the school’s protocol for dealing with discrimination and how to report it. • Explore and research deforestation and its impact on elephants’ habitats.
Longer • Use your research into Asian elephants (books, nature programmes or the factsheet) as a springboard for a debate on environmental issues or family relationships. • Research ‘bartering’ and how historically people exchanged goods for goods or services; does it still happen today? Write a short piece about your findings. • How much food does your family throw away in a week? Create a table showing what was thrown away, when it was binned and why. Analyse the results – are there any patterns?
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Section 5
Ahead of the herd for fundraising Ideas and tips to make sure you and your students have fun while raising money for your sculpture and for keech hospice care. If you’ve made a pledge, your students will be full of brilliant ideas for fundraising for your baby elephant sculpture. Once you’ve raised the funds for your sculpture, we’d love you to keep fundraising for Keech Hospice Care – why not make us your charity of the year?
STAGE YOUR OWN ELE-ART EXHIBITION Theme it around the sculpture. Charge a small entry fee then auction the amazing designs.
MEMORY OF AN ELEPHANT? HOLD A SPONSORED SPELL-A-THON Task your class with learning ten, 20 or even 100 words and ask them to raise sponsorship for every one they spell correctly. This works for times tables, too!
ELEPHANTS NEVER FORGET Fundraise in memory of someone special, either individually or as part of your school fundraising.
THE BIG SCREEN Dumbo, The Jungle Book, Disney’s Elephant - hold an elephant-themed school movie day and charge for entry.
EAT LIKE AN ELEPHANT Elephants are herbivores so get sponsored to go vegetarian for a month. GO BIG ON WORLD ELMER DAY IN MAY 2021 Make it a focus for fundraising! Find out more at www.elmer.co.uk.
DON’T BE ‘HERD’
DRESSING-UP DAY
Can you keep quiet? Get sponsored to be silent for a day.
Come to school in an elephant costume or dress up as your favourite wild animal.
Be safe while you fundraise You can adapt and adjust most of these fundraising ideas to meet government guidance on social distancing and gatherings (at time of going to press): staggering or limiting entrance numbers, holding ‘virtual events’, remaining in year or form ‘bubbles’ and encouraging donations through an online sponsorship page rather than handling cash. Go to www.keech.org.uk/getting-sponsored for more information about online sponsorship. 41
DO A SPONSORED STOMP OF 25KM
NO SUCH THING AS TOO MUCH CAKE!
25km is the average an elephant walks in a day (but you don’t have to do all your steps in one day!).
Bake (or find a baker who’ll do it for you!) the biggest elephant-shaped cake you can. Charge people to guess the weight.
NAME THE ELEPHANT
THE JUMBO QUIZ
Hold a naming fundraiser for your sculpture.
Donate to enter an elephant-themed quiz. Prize for the first correct quiz sheet handed in.
A TRUNK OF CHANGE
ELEPHANT MARCH
Fill a trunk with change.
As many students as possible (keeping within their ‘bubbles’, of course) form a herd line, one hand on the shoulder of the person in front, and march round the playground. Get sponsored for every student/10 students who join the march. PIN THE TRUNK ON THE ELEPHANT Donate-to-enter class activity. Prize for best-positioned trunk!
Here’s a trunkload of elephant-themed fundraising events to get you started.
CREATE BIG TRUNK TRAIL-THEMED FACE MASKS Then have a sale. THE GREAT BIG BAKE-OFF Ask students to make elephantthemed cakes and biscuits for a school bake-off - then hold a big bake sale.
#BigTrunkTrail Keep fundraising for keech hospice care! If you’re fundraising for Keech Hospice Care, we can provide you with lots of support and Keech-branded resources such as a fundraising pack, collection pots and buckets, banners, balloons, templates, logos, sponsorship forms and lots more. Our friendly fundraising team is also there to help you with advice and support if you need it and we would love to hear all about your big fundraising plans! 01582 707944 bigtrunktrail@keech.org.uk 42
Section 6
Publicising something big! use your stunning elephant sculpture, and the story around it, to raise the profile of your school. here we help you go large on social media and the press. Winning publicity for your school has a trunkload of great advantages. • It can create a huge buzz for your school in the community and farther afield. • It creates a sense of pride and purpose in your students about their work. • It shows parents what their child and the school can achieve. • It raises awareness of all the various activities the school’s involved in. • It draws the attention of potential funding sources. • It helps raise awareness of your issue (if your sculpture is issue-led).
We would love you to promote your involvement in the project online and through social media as well as print and broadcast press. However, we would also like to keep an element of surprise when the sculptures are revealed in summer 2021 in their trail display venues. So we ask that you only release/post elements of your sculpture taking shape, or sections of your sculpture as ‘work in progress’, before the trail starts.
school newsletter/bulletin or website and local/community newsletters Sounds simple but don’t forget the people who have most invested in what your school is doing – the students, staff and governors of the school and your local community. Make sure they’re kept up to date and talking about exciting developments in the project. Word of mouth is a powerful form of publicity! It’s also easy to involve your students – they can take pictures, write the words and provide the captions. You can publish regular updates on the progress of the project. It works well as an image-led news item where you show the design developing over a number of weeks. Take a series of photos on a digital camera, recording the steps along the way, with quotes from students about how they’re involved in the project, what they feel about it and what they like about being part of The Big Trunk Trail.
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#BeHerd
Publicise your project on social media Social media – such as Facebook, Twitter and Instagram - is now an essential, at-your-fingertips publicity tool. It’s great advantage is it allows you to communicate your message directly to your supporters, local community and the wider public. But even better, it also helps you connect with media, who now monitor social feeds when looking for stories. It’s likely your school has someone responsible for maintaining your school’s social media, website and marketing communications. Right from the start, you should get this invaluable person on board with the project as they will have plenty of experience in putting together effective posts, can help with thorny issues like data protection and consent, and ensure all posts meet the school’s social media policies.
@BigTrunkTrail
www.bigtrunktrail.co.uk
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here’s some ways to kickstart your social media campaign. Start posting about your sculpture project on your school’s social media platforms from the moment it arrives – follow some of the ‘teaser tactics’ outlined in Section 2: A new arrival in school. Once your Big Trunk Trail baby elephant is unveiled, post regular updates on where the sculpture has been seen, examples of students’ designs, ideas for names, first steps in decorating the elephant, fundraising events and initiatives – anything that’s fun and involving, and keeps your supporters and friends of the school engaged in the project. If you have some fundraising events around the project, make sure you create an ‘Event’ on Facebook to bring it straight to followers and supporters. Make sure your posts are eye-catching! A social media recipe for ‘thumb-stopping’ success always includes something visual - an image, graphic or short film - and avoid too many words. On Twitter, you’re limited to 280 characters anyway; on Facebook, it’s too long if your reader has to click to continue reading! Think about the tone of your post. Social media is informal, chatty and fun in tone so your posts should be, too, to appeal to your audience. Try to write a post as if you were talking to a friend. Don’t post anything you wouldn’t say to someone’s face or that might bring your school into disrepute. Make quick films – they don’t have to be complicated. A quick film shot on your mobile phone will catch people’s attention. Adding copyright-free music is always an engaging extra. You can source copyright-free music online. Don’t do all the work yourself: involve your students in coming up with ideas for posts, taking the photos or films, putting posts together or uploading them.
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Make sure you tag people you want to see it – for example, @bigtrunktrail, @keechhospice and @wildinart should always be on your list of tags – but what about local community groups, businesses that regularly support your school, the local council and its arts team, museums and local dignitaries like the mayor? As an in-class research project, ask your students to find the Facebook, Twitter and Instagram details for all these local links. Use the hashtags #BigTrunkTrail, #SpotTheElephant, #BeHerd, #JoinTheHerd and #StandOutFromTheHerd so you will be seen by everyone involved in The Big Trunk Trail, including local businesses, artists and other schools. If you follow the hashtags, you’ll meet other schools, businesses, artists and community groups who are taking part in The Big Trunk Trail. Retweet, like and share anything interesting or relevant to your project, making sure to add a comment and image about your elephant. Include their @ handle – then they will see it and hopefully start following you! Make sure the whole school knows about The Big Trunk Trail posts via assemblies, tutor-time updates and the school newsletter. Ask everyone to ‘like’, share and retweet, so you’re reaching as wider audience as possible. Create a special project page on your school’s website and use your social media posts to direct people to the site. This is an easy way to increase the traffic to your website so more people will learn about all the great things your school does. You can also create a link to our website www.bigtrunktrail.co.uk from your own website. Remember your project will be featured on the Keech Hospice Care app, which staff and students can download from App Store or Google Play in April 2021. You can all join the chat about The Big Trunk Trail while publicising your school’s baby elephant. It’s also a great way to find out who else is involved in the Trail and widen your school’s list of local contacts.
we can help! Don’t forget to send your best stories about your sculpture project to bigtrunktrail@keech.org.uk, using the email subject header ‘Marketing and PR’. We may be able to promote your project on our website, social media pages and app. We can also supply you with The Big Trunk Trail, Keech Hospice Care and Wild in Art logos for your publicity and press materials. These must be used strictly in accordance with our branding guidelines, however. You can find logos, The Big Trunk Trail’s Brand Guidelines and other promotional tools at www.bigtrunktrail.co.uk or please contact Matt Earles, Project Officer, at bigtrunktrail@keech.org.uk.
#SpotTheElephant
@BigTrunkTrail
www.bigtrunktrail.co.uk
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Publicise your project through the media Unlike social media, where you’re able to publicise your own project, publicity via print, broadcast and online media puts the onus on you to persuade newspapers, radio or TV your story is strong enough for them to cover. A unique, exciting story could even make it to national media. But you and your students will have to be active in getting your big story out there, thinking carefully about how you’re going to pitch it and who to.
your publicity action plan 1. Be informed about the media Draw up a list of key local, regional and national newspapers, radio and TV stations, as well as the contact names or email addresses of journalists and editors who deal with your type of story. Get the students involved: it’s a good research project.
2. Put together a media toolkit Before you pitch your first story, make sure you have at your fingertips short biogs of key figures/spokespeople like the project lead and the headteacher; a resumé of your school’s history and background; and information about Keech Hospice Care, Wild in Art and The Big Trunk Trail (all found in Section 1 of this pack). If your school has a special reason for fundraising for Keech Hospice Care, you could include a personal story; if your elephant design supports a particular issue, add information about your cause. This toolkit should go out each time you issue a news release or a journalist or editor contacts you. Your spokespeople should be able to present your story and messages in a reasonably confident, interesting and engaging way. Make sure you have permission to name everyone included in the toolkit and their agreement to be interviewed, if asked.
3. Know your audience Once you’ve decided what local, regional and potentially national media would be most interested in your story, think about their typical reader/listener/ viewer and what angle of the story they would be most interested in: the elephant sculpture, the design, The Big Trunk Trail, the issue your design is promoting, the students’ involvement, Keech Hospice Care, and so on. When you write your press release or you pitch your idea by phone, make sure you hit the button when it comes to their audience.
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#StandOutFromTheHerd
4. Write a press release Keep press releases short and to the point, outlining the main details of your story, with at least one or two quotes from people involved. The press release should answer the 5 Ws of the story: What’s happening Where When Who’s involved (including quotes) Why you’re doing it, why it’s important, why they should cover it. Try to provide a news desk with ready-made copy, for example, write a great headline, engaging introduction and soundbite quotes an editor can just lift and put on their page. At the end, remember to put who to contact if they’d like to follow up your press release.
@BigTrunkTrail
Include at least one good-quality picture (over 1MB) - this greatly improves your chances of getting coverage. Follow our tips on taking photos overleaf to make sure your images have star quality. Add a caption explaining what the picture shows and who is in it. All the people featured must give their permission in writing for your school, The Big Trunk Trail and other media, to use their image. Your school may already have a photography or publicity consent form. If not, you can adapt the consent form template given at the back of this pack (page 62). Also, please note all press releases should be signed off by Keech Hospice Care’s Head of Marketing and Communications at bigtrunktrail@keech.org.uk before being issued.
www.bigtrunktrail.co.uk
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5. Give them great images Good-quality images greatly increase your chances of a newspaper publishing your story; they can also persuade a TV station you have something worth filming. So make sure your images have the wow factor. Think about the background. Will it distract from what the focus of the picture is? Is it cluttered and untidy? Does it show the school at its best? Are there any people there you don’t have permission to photograph? Think about lighting and go for natural light where possible. Avoid extremes of brightness and darkness, and don’t place subjects with a window behind them – you will turn them into shadows. If possible, test lighting out before the photo shoot itself.
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When you take the shot, get in close and fill the frame. Don’t leave any wasted space. Always take a number of the same shot so you have a good set of images to choose from; get both a landscape and a portrait shot each time. A news page or website may have a particular shape for an image to fill. If there is a large group, bring the most important person forward into focus, with the rest of the group at the back. Think about taking photos from different perspectives and angles (for example, from above or from a kneeling position) to make the shot more interesting.
6. Produce a promotional film When TV crews are stretched and budgets are tight, your own good-quality footage could be the deciding factor in whether you win TV coverage or not. It can also persuade a radio station that it’s worth them coming out to record. Of course, anything you produce also benefits your own social media and website news updates around The Big Trunk Trail, and – if you send it to us – we could give it further coverage through our own platforms.
#JoinTheHerd brand guidance on writing a press release Please follow the guidance given in The Big Trunk Trail Brand Guidelines on use of the logo, colours, fonts and typefaces. The Brand Guidelines are available to download at www.bigtrunktrail.co.uk. When writing about Keech Hospice Care, make use of the information about our charity in Section 1 or find out more about us at www.keech.org.uk. Please always follow the guidance on How to use our name in the Brand Guidelines. If you wish to use any images from Keech Hospice Care, you must ask for permission to include them within your press release first. Finally, make sure your press release is signed off by Keech Hospice Care’s Head of Marketing and Communications at bigtrunktrail@keech.org.uk.
@BigTrunkTrail
www.bigtrunktrail.co.uk
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Section 7
Arts Award Arts Award is a truly inspirational way of empowering, engaging and uniquely rewarding students while developing their creative knowledge, communication and leadership skills. Its aims and objectives are the perfect fit for The Big Trunk Trail sculpture project. Your school may already be participating in Arts Award; if so, you’ll immediately see how The Big Trunk Trail will put your students ahead of the herd creatively. If your school is not participating in the Arts Award journey, it might be something you would be interested in pursuing now you’ve signed up for The Big Trunk Trail.
What are Arts Awards? Overseen by Arts Council England (the organisation which awards schools the much-coveted ArtsMark), an Arts Award supports young people to develop as artists and arts leaders, and inspires anyone aged 7-25 to enjoy and explore the arts. It also offers students an opportunity to gain a nationally recognised qualification from Trinity College, London.
How is it delivered? School staff, governors or parents train to become Arts Award advisers; training takes a minimum of half a day and, once trained, they can start small with, for instance, an after-school club or gifted and talented group. Once your school’s Arts Award adviser has completed an Arts Award or two, they will have gained the confidence to undertake larger groups and maybe even the whole school!
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How does Arts Award fit in at school? The Arts Award framework is flexible enough to work across many subjects, sitting alongside normal classwork, and doesn’t have to take too much extra time or call for many extra resources. It actively encourages teachers to plan across the curriculum, and to make the most of the arts and how they can support wider learning in schools.
Arts Award can also be used as a core driver for arts weeks and arts/music clubs in an enhanced learning context. There are some great examples of how Arts Award works with major arts organisations to offer bespoke Arts Award projects. These include a Shakespeare Challenge with the RSC and New Vic theatres, The BBC’s Ten Pieces classical music initiative, and a First World War Arts Award led by The Imperial War Museum.
Its flexibility is reflected across the creative and cultural sector, where Arts Award is rapidly becoming the accredited learning offer of preference and has been embedded in the services of libraries, galleries, museums and heritage settings across the country.
#SpotTheElephant
Is it recognised by Ofsted? The levels of Arts Award offered are supported and encouraged by Ofsted. As part of judging the overall effectiveness of a school, inspectors take account of how well the school promotes all students’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers, other adults and the local community.
In addition, the creative arts can also support curriculum requirements to promote and teach British values, including mutual respect and the tolerance of those with different faiths and beliefs, democracy, rule of law and individual liberty.
How do I find out about Arts Award training? Arts Award training is delivered either through a regional bridging organisation or online, with three levels of training options; for more details, go to www.artsaward.org.uk. The site also offers a list of local centres already running Arts Award schemes through a trained adviser – useful if you’d like to talk to someone to find out more.
@BigTrunkTrail
What does an Arts Award involve for students? Arts Award is offered at five levels.
Discover: start your arts adventure. Explore: be inspired by the arts (accredited as an Entry Level qualification). Bronze: get involved in the arts and share your skills (accredited as a Level 1 qualification). Silver: challenge yourself and build your creativity (accredited as a Level 2 qualification). Gold: drive your personal development in the arts (accredited as a Level 3 qualification). The frameworks of Discover and Explore are perfect to combine with your Big Trunk Trail sculpture project and are easy to run in parallel with regular classroom-based activities.
Find out more: www.artsaward.org.uk enquiries@artsaward.org.uk 020 7820 6178 For more information on the Arts Council’s ArtsMark, visit www.artsmark.org.uk.
www.bigtrunktrail.co.uk
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Section 8
#BeHerd
Now tell us about it! Once The Big Trunk Trail project is complete, students should be given opportunities to think about it. A process of evaluation allows students to reflect on a number of important questions - what have we done, how did we do it, what went well, what could have gone better, what changes would we make next time, what have we learned?
Group evaluation activities Facilitate class, group or paired discussion to review the different stages of the design process. •
Think back to the beginning of the project. What were your first thoughts? How does the final design differ from these first ideas?
•
Think about your research. How did you research the project? What attracted you to particular images and information? How did your research affect your design ideas? How did your research help you identify the theme or message included in the design?
•
Look at your mind maps and ideas pictures. Do you think this work helped organise your thoughts, decide on a theme and/or develop the design? Did you experiment with different techniques (such as printing, pen and ink, water colours, mosaic), textures, colours and materials? If so, how did this help in developing your design?
•
Look at some of your early sketches. Where did you get these ideas? Were you trying to express a message? Did you refine any of these designs? If so, how?
•
Look at the sculpture. What was the first thing that needed to be done when it was being decorated? What were the next steps? What problems did you face? How did you overcome these problems? What did you learn?
project evaluation for students and teachers We hope you enjoyed your participation in The Big Trunk Trail’s Learning Programme. We would appreciate feedback on both student and teacher experiences, and would be grateful if you could complete our evaluation questionnaires. If you are a member of staff or involved adult, please give us your opinions about The Big Trunk Trail via our online questionnaire, which you can access at www.bigtrunktrail.co.uk/learning-programme. Your students can let us know what they think about The Big Trunk Trail and our Learning Programme by completing our questionnaire for young people opposite (KS1 and 2) and overleaf (KS3 and above).
Please return forms to: The Big Trunk Trail Learning Programme Evaluation, Keech Hospice Care, Great Bramingham Lane, Luton, LU3 3NT. You can also email completed student forms to Matt Earles, Project Officer, at bigtrunktrail@keech.org.uk.
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THE
BIG
Key stage 1 and 2 evaluation form
My school is:
Circle the faces to tell us what you thought.
meeting your elephant sculpture: I loved it!
It was ok.
I didn’t like it.
Imagining how the elephant sculpture could be painted: I loved it!
It was ok.
I didn’t like it.
It was ok.
I didn’t like it.
learning about elephants: I loved it!
learning how elephants are an endangered species: I loved it!
It was ok.
I didn’t like it.
making elephant-related craft projects: I loved it!
It was ok.
I didn’t like it.
working together in school to design your big trunk trail sculpture: I loved it!
It was ok.
I didn’t like it.
are you proud of your school elephant? I loved it!
It was ok.
I didn’t like it.
what did you enjoy most about the big trunk trail project?
Please post these evaluations to: The Big Trunk Trail Learning Programme Evaluation, Keech Hospice Care, Great Bramingham Lane, Luton, LU3 3NT or email them to bigtrunktrail@keech.org.uk.
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THE
Key stage 3+ evaluation form
BIG
Name of your school:
How much did you enjoy the big trunk trail project? Tick one and make comments in the box below. I really enjoyed it. What did you enjoy best?
It was ok. How could it be better?
I didn’t enjoy it. What would you change?
Please write five words to sum up your experience of The Big Trunk Trail. 1. 2. 3. 4. 5.
What did you think about these activities? Meeting your school’s elephant.
Learning about elephants.
Learning how elephants are endangered.
Creating the elephant sculpture design.
Applying the design to the elephant sculpture.
Trying out different art techniques when decorating your elephant.
Visiting your school’s elephant on The Big Trunk Trail.
Did you follow the large elephant trail? If so, how many elephants did you find? What did you think of the trail?
Did you participate in any fundraising activities for The Big Trunk Trail? Please describe them briefly.
Would you like to see another art trail in Luton similar to The Big Trunk Trail?
Please post these evaluations to: The Big Trunk Trail Learning Programme Evaluation, Keech Hospice Care, Great Bramingham Lane, Luton, LU3 3NT or email them to bigtrunktrail@keech.org.uk.
@BigTrunkTrail
www.bigtrunktrail.co.uk
Section 10
Forms and templates you will find here: •
design templates for your baby elephant sculpture for you to photocopy or print for students
•
your design submission form if you prefer to send your elephant details and artwork to us by email or post. Please note you can fill in the form and upload your artwork conveniently at www.bigtrunktrail.co.uk/learning-programme
•
a template for a publicity consent form.
#JoinTheHerd 57
@BigTrunkTrail
www.bigtrunktrail.co.uk
Elephant outline - side view left Please complete your proposed design on the outline provided.
Name: Design name:
Elephant outline - side view right Please complete your proposed design on the outline provided.
Name: Design name:
School design submission form To allow us to create signage plaques, and post descriptions of your sculpture on the project website and associated app, we require you to complete the following submission form and return it as soon as possible. The school has full creative licence to create their sculpture, although we do ask you to avoid brands or trademarked imagery. This form must be completed and returned, with your original design artwork plus two copies, by your project’s lead contact by Friday 26 March 2021. Please post to School Submission, The Big Trunk Trail, Keech Hospice Care, Great Bramingham Lane, Luton, LU3 3NT or send to bigtrunktrail@keech.org.uk. You can also fill in the form and upload your design artwork at www.bigtrunktrail.co.uk/learning-programme.
School details
Lead contact at the school
School name:
Name:
School address:
Title:
Work number: Postcode: Work email: School website
Additional second contact: Name:
Title:
Work number:
Work email:
Proposed name/title for your sculpture: Our sculpture was inspired by... Please complete the sentence in no more than 10 words. Examples:....the ethos and values of our school..... illustration of our favourite local story....a celebration of our diverse community.
Brief (50 words) description of your sculpture For example, what inspired its design and who created it. This will appear on the website, plaque and in other appropriate publications. Please remember to write in the third person.
Your data Wild in Art and Keech Hospice Care are committed to protecting your personal information and will not do anything with your information you wouldn't reasonably expect. We will ensure that we look after your details responsibly – and that any organisation using your information on our behalf does the same. Your data will be used to process your submission and inform you about The Big Trunk Trail. Subsequently, your data will be added onto Wild in Art and Keech Hospice Care database systems to comply with our legal obligations. All data provided by you may be used by Wild in Art and Keech Hospice Care for marketing, communications and evaluation purposes unless you opt out in writing. We don’t and never will sell or pass on any of your details to another organisation for them to use for their own purposes. We may, however, use third-party organisations to help deliver services on our behalf, for example distributing our email newsletters or feedback questionnaires, or managing participant lists for our events. The data obtained from your submission form will be stored and shared in accordance with the General Data Protection Regulation ((EU) 2016/679) and any other data protection legislation which may amend or supersede the GDPR. As part of our commitment to privacy and transparency, you can review more information about how we collect and use personal information via our privacy notice at www.wildinart.co.uk/privacy-policy and www.keech.org.uk/privacy-policy.
I agree.
Copyright The submitted artwork must be your own and original. By submitting your artwork to the project, you permit Keech Hospice Care and Wild in Art to reproduce and display your artwork. Signed: Name (in block capitals): Date:
Insert school logo here
Template for Publicity consent form
Publicity event (to be completed by organiser) Date Tick as appropriate
Interview only
Photography only
Interview and photography
As part of our publicity around Name of school’s exciting The Big Trunk Trail project, we would like to use quotes and photographs to promote our school’s involvement and share stories about it within the school and the wider community, using both internal and external channels. To widen the project’s publicity potential, we may share quotes and photographs with The Big Trunk Trail organisers, Keech Hospice Care and Wild in Art; this will only be for the purpose of promoting the school’s project and The Big Trunk Trail. All material is tightly controlled to ensure what is issued into the public domain only ever reflects Name of school’s best interests and those of our staff and students.
Name/name of child: Name of parent or guardian giving consent (if applicable): Address:
DoB/child’s DoB: Email:
Telephone:
1. By signing this form, you will be agreeing for your/your child’s quote(s) and/or photograph(s) to be used to publicise The Big Trunk Trail and the school’s Big Trunk Trail project.
2. You can withdraw your consent at any time by contacting the school, and we will remove the materials from circulation where possible as soon as we can. Please be aware that items already released into the public domain may be difficult or impossible to remove from circulation entirely.
3. We will not contact you every time your/your child’s quote(s) and/or photograph(s) is/are used. 4. We will never share or sell your details with any third parties, such as newspaper reporters, unless you have given us permission to do so.
Signature:
Date:
Our elephants on tour! “love luton is delighted to be presenting partner for the big trunk trail. the learning programme embraces creativity in all its forms and develops children’s creativity, problem solving, independent thinking and team-work skills. exposing children and young people to experiences across the arts enables them to explore their individuality and expand their horizons. we encourage all children and young people to engage with this project.� Linsey Frostick, Chairperson, Love Luton
Luton Town Hall
Luton Airport
Liz Searle, CEO, and Helen Nellis, Lord-Lieutenant of Bedfordshire
Luton Hoo
Luton Town Football Club Wardown Park
While every effort has been made to ensure the information given in this pack is correct and accurate, Keech Hospice Care and Wild in Art cannot accept any responsibility in respect of errors and omissions. Any use, reproduction or distribution of this publication is strictly forbidden without the express consent of Keech Hospice Care and Wild in Art. Keech Hospice Care and Wild in Art have no control over information at any site hyperlinked to or from this pack. We make no representation concerning and are not responsible for the quality, content, nature or reliability of any hyperlinked site and are providing the hyperlinks to you only as a convenience. The inclusion of any hyperlink does not imply any endorsement, investigation, verification or monitoring by Keech Hospice Care and Wild in Art of any information in any hyperlinked site. In no event shall Keech Hospice Care or Wild in Art be responsible for your use of a hyperlinked site.
@BigTrunkTrail
www.bigtrunktrail.co.uk
Thank you for being part of our unmissable parade We can’t wait to see your amazing baby elephant! @BigTrunkTrail www.bigtrunktrail.co.uk
For more information, please contact: Matt Earles, Project Officer, The Big Trunk Trail bigtrunktrail@keech.org.uk 01582 707944
#SpotTheElephant Brought to you by:
Project Presenting Partner:
Trail Presenting Partners:
Keech Hospice Care, Great Bramingham Lane, Luton, LU3 3NT Registered Charity No. 1035089