This is an activity for you to lead either at Haytor in Dartmoor National Park, or in the classroom using the internet.
Who for?
Key stage 2 and 3 - England and Wales
Level 2 and 3 - Scotland
Who by?
This activity is for you to take, using the resources below.

Activity aims:

The resources for this case study can be adapted to suit the age and curriculum needs of each student.

This case study, of Haytor rocks and Haytor Downs in Dartmoor National Park, helps students investigate the question: 'How does a National Park Authority manage visitors?'.

It helps students understand the nature of the attractions, the nature of visitors, their impact on the surroundings, their importance to the economy and how this links to the sustainability of tourism. The activity takes between 2 and 3 hours to run.

Students will learn about:

  • the character of the high Dartmoor landscape
  • how the National Park Authority manages visitors on a heavily used site
  • issues created by visitors
  • the importance of visitors to the economy
  • how the management of the site can be more sustainable

What you will need:

  1. Haytor activity guide
  2. Haytor case study
  3. Haytor ranger quotes
  4. Haytor sustainability prompts
  5. Haytor map - Haytor area
  6. Haytor map - car park area - students
  7. Haytor map - car park area - answers
  8. Haytor photos (25 photographs in zip file)
  9. Paper and pens for making field notes

For classroom activity:

Take a tour of Haytor, listen to people who work to manage the landscape and hear about its history, on the Virtually Dartmoor website. Use the photographs in the photo zip file to show students features and management issues on the site.

Virtually Dartmoor

Curriculum links (England and Wales):

Subject area(s): geography / history / art and design

ESD 1 (behaviours) application:

  • Promoting (informed, skilled) behaviours and ways of thinking where the need for this is deemed important by the experts.
  • To practice art using reusable and renewable resources in a sustainable way.

ESD 2 (thinking critically) application:

  • Building capacity to think critically about (and beyond) what experts say, and test out sustainable development ideas.
  • How we can learn sustainable techniques and practices from communities in the past.

Curriculum objectives: geography / history / art and design

  • Describe, compare and contrast places and environments
  • Communicate findings in a variety of ways
  • Identify and describe what places are like
  • Identify differences between ways of life at different times
  • Use a variety of materials
  • Select and record from observation, experience, memory