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Appendices

18 Industry activities - practical guidelines

This Appendix comprises two points: the first describes educational audits/plans for three contracting sites (Part 1), the second details steps in organising a site open day (Part 2), many of which can be applied on a smaller scale, to preparing the ground for regular group visits.

Part 1: Summary examples of educational strategy processes

The examples below represent a cross section of operations and although fictitious are in part based on an amalgam of various actual sites.

Example 1: Large sand and gravel unit, East of England

Main messages identified:

a) Ever changing landscape
b) Progressive restoration
c) Public after-use

Agreed that by highlighting the past changes in the area, the present workings and after-use could be put into the context of a landscape in transition.

A sequence of sub-themes was developed e.g.

a) Gravel was deposited here by a forerunner of the River Thames, en route to the North Sea in mid East Anglia - references to finds of large mammal remains, indicating previous climates (links with climate change)

b) Veteran trees preserved by Capability Brown in his wholesale reshaping of the C18th landscape from strip field to parkland(now very run down).

c) Some areas produced brickclay for Victorian railway builders; other parts of the park became an airfield and a new town; original country house demolished in 1920's.

d) Gravel working will preserve and secure ancient trees and, replicate Capability Brown's concept by recreating a string of lakes (now silted up) plus ecological areas which, for the first time, will be made generally accessible to the public.

Agreed that although the company regarded this as a high profile site with a relatively long life (won after a drawn out planning application), it was difficult to justify high expenditure on a staffed visitor centre etc. However existing estate buildings could be converted at relatively low cost as a sheltered interpretive area. Wardening costs (during the life of extractive operations) to be shared with the district council and the county wildlife trust/RIGS Group. The main interpretive media on site will be viewpoint panels and way-signed trails.

Health and safety particularly in respect of machinery, unstable slopes and water areas were important influences on the final plan.

A programme of open days in alternate years, with more regular smaller scale events is being organised for the 6-7 years leading up to full handover of the first main phase to a new management partnership.

Strapline: Petersbury Park - a dynamic landscape.

Example 2: Large limestone Quarry, North of England.

Main issues identified:

a) site is on the edge of the national park
b) limestone is essential for a multiplicity of uses

Company has decided to make this, its largest site, a flagship unit for their educational outreach.

It was agreed to concentrate on:

a) the company's environmental record
b) the importance of limestone as an essential raw material

As a policy, it was decided to concentrate most group and in particular schools visits on this unit, but it was recognised local initiatives at other units, (particularly with primary schools), should continue and that generic material developed here could be applied to these smaller sites. However the main investment should be channelled into this long life site.

NB: At each step below, a health and safety assessment forms an integral component.

The steps in developing the plan can be summarised as:

a) A site audit identified two possible buildings to host visiting groups; a redundant testing laboratory and former regional administrative offices. The former provides better facilities but is too far into the operational site, whereas the office building is near the entrance and has adjacent parking. On closer inspection, it was found that the latter could in fact be converted at a reasonable cost.

b) Ideally visitors should be able to witness processes, but this is not generally practical on safety and logistical grounds. Operational areas - quarry and plant - are too complex (having been developed over the last 42 years) for the average visitor to understand. Furthermore, the Disability Discrimination Act (DDA) would make access costs unacceptable.

c) The plan is to accommodate a 'standard' class/group of 30 as 2x15 (half on tour/half in classroom briefing, then switched over), each morning or afternoon, ie offering a typical 2 hour presence on site.

d) A potential circular tour (following the production sequence), minimising the works needed to facilitate the route is outlined. The route is timed and reduced slightly, to keep within a budget of 45mins/1 hour.

e) An initial analysis of the site revealed eight possible viewpoints (mainly over the quarry), some of which, although good, could only be transitory - as quarry faces advance into new areas. Having examined these against other practical factors, including the route noted above, it became evident that effort should be concentrated on two external viewpoints (one over the whole site, the other over the quarry) and one internal viewing position (overlooking the limekilns control room). Interpretive panels and sheltering walls (bleak in winter) will be erected at external viewpoints. To meet the requirements of the DDA, a live electronic link will be added into the existing CCTV system and relayed to the reception/classroom area for those concerned.

f) A new 16 seater minibus will be required, which meets current LEA specifications. Agreed that cost can only be justified if it can double as a general crew bus, particularly at the beginning and end of the working day (but LEA compliance is imperative).

g) A 'centre manager' will need to be appointed (probably initially part time), if possible with some form of teaching, training or communications experience. (Recruitment by initial internal trawl). Staff member augmented by a programme of short term secondments of management trainees. Induction programme developed.

h) Plan kitting out of centre, e.g.

Media: paper-based, CD, viewpoint panels, web-site (where visiting schools can post follow up work/responses).
Produce reference rock kits
Source posters, literature eg from trade federation, teachers' association, National Stone Centre
Source maps eg geological from BGS or from company geologists
Historic photos of site
Ecological equipment (for use in restored wetland area)
PPE in appropriate sizes
Items for groups to take away - corporate materials, rock kits

i) Prepare support materials (some based on graphics generated for the viewpoint panels) produced by the centre manager with assistance of an external specialist advisor. Two types: generic - for use by company/region as a whole (produced by consultant for the company), and specific - customised for this area/site (capable of being adapted by site personnel). Topics for possible inclusion: geology/Earth science, Why here?, basic processing explained, end uses illustrated, history of the site, environmental measures, future proposals.

j) Set up administrative arrangements (booking system, consultation with colleagues, notify insurers, ongoing check on health and safety.

k) Produce a phased programme to launch/promote the project internally and externally, starting with a mini open day with local partner school, councillors, local community

Strapline: Limestone - the essential rock.

Example 3: Medium sized hard rock quarry, South West England

Main issues:

a) Quarry is in an environmentally sensitive area
b) Produces high PSV stone
c) Regionally important geological site

The site is a typical medium sized operation in a very rural area, with only local primary schools nearby but area between the plant and a new extension is crossed by a long distance footpath from which it proved impossible to screen the workings. In addition to being one of the few sources of high PSV stone in this part of the South West, it also has some features of important geological interest to university and specialist societies which visit regularly.
At each stage health and safety is a prime consideration.

Steps taken were as follows:

a) Initial appraisal and preliminary audit, suggested that there was insufficient local 'market' and the operation itself was too small to justify a significant investment, but the 'passing' trade and original antagonism to the extension proposal implied the need to 'do something'.

b) It was therefore agreed to produce a viewpoint panel, describing the reason for the quarry being at this location, based on the geology and the regional significance of the high PSV stone. The sign is positioned alongside the long distance trail, explaining the view over the quarry.

c) Whereas the academic importance of the geological exposures is recognised, the need to supervise visits to the critical exposures presents increasing logistical problems in the light of more stringent safety requirements. The limited availability of unit staff to undertake such duties had recently come to a head after a company reorganisation. After a break of a few months, a recently retired local company geologist agreed to undertake the EPIC passport induction course and to accompany visits voluntarily on a pre-booked basis. The company agrees to pay for the cost of the course and mileage incurred by the volunteer. Booking is via the part time clerk on site.

Strapline: Making roads safer.

See also: Part 2: Planning an open day