We have a range of FREE cross-curricular sessions available!
Our sessions fill up quickly, so please book early to avoid disappointment.
Available Secondary Sessions
Sessions work best with up to 30 students. For very large groups, please contact us to discuss how we can best accomodate you.
Click on an education session for more detail including curriculum links.
An educational visit to the zoo will assist you in the teaching of ‘British Values’ and spiritual, moral, social and cultural development. (SMSC)
Live animals are not used in any session. Many sessions use real bones, furs, feathers, and skins which are Customs seizures from animals hunted in the wild.
Please be aware, that although sessions are FREE, Colchester Zoo reserves the right to charge a £20 fee educational sessions which are booked but not attended.
Detailed Session Descriptions:
Adaptations – KS3 or KS4
What specific adaptations do animals have? Students will learn about structural, physiological, and behavioural adaptations. Volunteers are dressed in costumes and the group will discuss the benefits of their adaptations. For lower groups, this is then elaborated on by exploring some of the key adaptions of predator/prey animals and animals living in hot/cold habitats. Higher groups focus entirely on hot/cold habitat adaptations with a focus on homeostasis, including enzyme functions.
Click to view National Curriculum Links
Science – Genetics and Evolution: differences between species; the variation between species and between individuals of the same species means some organisms compete more successfully.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem, including food webs (herbivores, carnivores); how organisms affect, and are affect by, their environment.
Science – Biology: nutrition and digestion: the importance of bacteria in the human digestive system (discussed with reference to animal digestion).
Biology AQA – 4.7.1.4 Adaptations: Students should be able to explain how organisms are adapted to live in their natural environment. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural or functional.
Biology AQA – 4.5.1 Homeostasis: Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes.
Biology OCR – B4.1 Ecosystems: Living organisms are interdependent and show adaptations to their environment.
Biology Edexcel – Topic 7 – Animal coordination, control and homeostasis 7.10B: Explain the importance of homeostasis, including: a) thermoregulation – the effect on enzyme activity b) osmoregulation – the effect on animal cells; 7.12B Explain how thermoregulation takes place, with reference to: a) shivering, b) vasoconstriction, c) vasodilation
Art at the Zoo – KS3 or KS4
Please note this session is for a maximum of 30 students.
This session opens with a brief introduction to Colchester Zoo and how we use art. Then students have the opportunity to sketch, draw, or photograph from a variety of still life resources, including: furs, skins, skulls, feathers, and more. These resources allow students to get up close and pay attention to textures, patterns, shape, and structure.
Students attending this session must bring their own dry drawing materials, sketchbooks, cameras, etc. Art materials will not be provided.
Click to view National Curriculum Links
Art and Design: use a range of technique to record their observations in sketchbooks and other media; to increase their proficiency in the handling of different materials.
Design and Technology: use research and exploration; use a variety of approaches, including biomimicry, to generate creative ideas.
GCSE Art and Design: develop artistic skills, knowledge and understanding; understand arts in context; record ideas and designs from a range of objects and artefacts.
Careers: Green STEM Jobs – Lower KS3
Green Careers for a Wilder Future
Best suited to lower KS3 students exploring the wider world of work and being introduced to a range of possible Green STEM careers through brief snapshots.
This session introduces pupils to a range of Green STEM careers in zoos and wildlife conservation and is delivered by a zoo professional from the conservation education team. Through real-world examples, students discover how different specialists use science, technology, and innovation to help protect endangered species and ecosystems. Rather than focusing on a single pathway, this session is designed to broaden aspirations and showcase the variety of careers linked to sustainability and conservation.
This session supports Gatsby Benchmarks 2, 4, and 5
Click to view Gatsby Benchmark alignment
Benchmark 2: Learning from career and labour market information
Students are introduced to a range of Green STEM and conservation careers, helping broaden awareness of future employment sectors linked to sustainability, science and the environment.
The session provides examples of how STEM skills are used in real-world conservation work.
Benchmark 4: Linking curriculum learning to careers
Shows how science and technology learning can connect to careers in zoos, conservation and environmental work.
Highlights how STEM skills are used by specialists to address modern environmental and conservation challenges.
Benchmark 5: Encounters with employers and employees
The session is delivered by a professional member of the zoo conservation education team, providing students with insight into careers connected to zoos and conservation.
Students have the opportunity to ask question about this and other job roles discussed throughout the session.
Careers: Zoo Jobs – Upper KS3 & KS4
Career Pathways and Course Advice
Best suited to upper KS3 students considering GCSE options and future career pathways, and older students looking for in-depth information about careers in this sector.
This session gives detailed insight into the zoological sector, with a particular focus on pathways into zookeeping as well as non-animal entry-level commercial roles relevant to young people. Responsibilities, skills, and qualifications linked to a variety of zoo careers are discussed as well as transferable skills to support a variety of job options. Different routes into zookeeping are also discussed including the role of volunteering and work experience. Recorded staff interviews and real examples help students gain realistic insight into these careers.
This session supports Gatsby Benchmarks 2, 4, and 5
Click to view Gatsby Benchmark alignment
Benchmark 2: Learning from career and labour market information
Students explore a range of careers available within modern zoos, with a focus on pathways into zookeeping and entry-level roles.
The session introduces the qualifications, experience and skills commonly linked to careers within the industry.
Benchmark 4: Linking curriculum learning to careers
Highlights how school subjects, transferable skills and work experience can support future careers in zoos and animal care.
Students explore different progression routes linked to careers within the sector.
Benchmark 5: Encounters with employers and employees
The session is delivered by a professional member of the zoo conservation education team, and includes recorded examples and insights from zoo staff working in different roles.
Students gain a realistic overview of careers within the zoo industry and the pathways into them.
Classification Session – KS3 or KS4
Please note this session is for a maximum of 40 students.
After discovering why we classify things, students will learn how modern classification developed. Following this, students get the chance to guess what characteristics define animals in different phyla, with particular focus on the five main vertebrate groups. Students will then get the chance to get hands-on with a variety of animal biofacts (furs, skulls, etc.) and practice sorting these objects into groups. After going through the other levels of organisation, students learn about what makes a species a species.
Click to view National Curriculum Links
Science – Genetics and variation: the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection; the variation between individuals within a species being continuous or discontinuous.
Science – Working scientifically: understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas; interpret observations and draw conclusions.
Biology AQA – 4.6.2.1 Variation: Differences in the characteristics of individuals in a population is called variation and may be due to differences in: genetic causes, environmental causes, a combination of genes and the environment.
Biology AQA – 4.6.2.2 Evolution: Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago.
Biology AQA – 4.6.4 Classification: Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Due to evidence available from chemical analysis there is now a ‘three domain system’ Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
Biology OCR – B5.2 Natural selection and evolution: B5.2a state that there is usually extensive genetic variation within a population of a species. B5.2b describe the impact of developments in biology on classification systems.
Biology Edexcel – Topic 3 – Genetics: 3.20 Describe the causes of variation that influence phenotype, including: a) genetic variation – different characteristics as a result of mutation and sexual reproduction b) environmental variation – different characteristics caused by an organism’s environment (acquired characteristics)
Biology Edexcel – Topic 4 – Natural selection and genetic modification: 4.7 Describe how genetic analysis has led to the suggestion of the three domains rather than the five kingdoms classification method.
Climate Change: Fact or Fake – KS3 or KS4
How to Critically Think about Environmental Issues
Human caused climate change is a global threat to humans and many animal species. This is a vastly complex issue that requires critical thinking to sort the facts from opinions and the myths from the evidence. We’ll walk through five steps of critical thinking and how they apply to a range of environmental issues. From plastics to palm oil, and food waste to the ozone hole students will learn how to apply critical thinking skills to assess and understand these issues as well as how they relate to the big picture problem of climate change.
Click to view National Curriculum Links
Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Chemistry – Earth and atmosphere: Earth as a source of limited resources and the efficacy of recycling; The composition of the atmosphere; The production of carbon dioxide by human activity and the impact on climate.
Biology – Interactions and interdependencies: how organisms affect, and are affected by, their environment.
Biology – Working Scientifically Scientific Attitudes: Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility. Understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas.
Citizenship: students are equipped with the skills to think critically and debate political questions; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Biology AQA – 4.7.2.4 Impact of environmental change: evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. The changes may be seasonal, geographic or caused by human interaction.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.5 Global warming: Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1d: evaluate the evidence for the impact of environmental changes on the distribution of organisms, with reference to water and atmospheric gases
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: b) increasing animal farming and the increased meat and fish consumption d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Cures OR Conservation KS4
The Future and History of Animals as Traditional Medicine
Please note this session is for a maximum of 40 students.
Many human cultures around the world and throughout history have used and continue to use animals, and parts of animals, as medicine. In this session students will learn about some amazing, scientifically proven medicines that have been based on chemicals and compounds found in a variety of animals. We then discuss the conservation issues associated with this, explained through the problem of bear bile farms.
We will then take a look how animals have been used throughout the history of European Medicine. The use of animals in modern Traditional Medicine is then linked back to endangered species with this concept explored in more detail with the explanation of how rhino horn is not medicine. Students will then get the chance to see real animal artifacts up close and learn how they have traditionally been used as medical treatment. We will then discuss the step by step process that scientists and researchers use when they attempt to find out if something is medicine and how they would go about creating new drugs. The session ends with a look at medicines of the future, and what the future could hold for Traditional Medicine with reference to the World Health Organisation.
Click to view National Curriculum Links
Biology AQA – 4.3.1.9 Discovery and development of drugs: Students should be able to describe the process of discovery and development of potential new medicines, including preclinical and clinical testing. Traditionally drugs were extracted from plants and microorganisms. Most new drugs are synthesised by chemists in the pharmaceutical industry. However, the starting point may still be a chemical extracted from nature.
New medical drugs have to be tested and trialled before being used to check that they are safe and effective. New drugs are extensively tested for toxicity, efficacy and dose. Preclinical testing is done in a laboratory using cells, tissues and live animals. Clinical trials use healthy volunteers and patients.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
History AQA – 3.3.1 Section A: AA Britain: Health and people: The session describes in brief the use of animals in European Medicine through the main stages: prehistoric (shamanism), ancient medicine (Egyptian/Greek/Roman), medieval medicine, medical revolution, modern medicine, and the future of medicine.
Biology OCR – B6.3 Monitoring and maintaining health B6.3o explain the use of vaccines and medicines in the prevention and treatment of disease B6.3q describe the processes of discovery and development of potential new medicines (preclinical and clinical testing).
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel– Topic 5 – Health, disease and the development of medicines: 5.20 Describe that the process of developing new medicines, including antibiotics, has many stages, including discovery, development, preclinical and clinical testing.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
History Edexcel – Option 11: Medicine in Britain students should understand how key features in the development of medicine were linked with the key features of society in Britain in the periods studied; They should develop an understanding of the nature and process of change. This will involve understanding patterns of change, trends and turning points, and the influence of factors inhibiting or encouraging change within periods and across the theme. The key factors are: individuals and institutions (Church and government); science and technology; and attitudes in society.
Ecosystems – KS3 or KS4
Please note this session is for a maximum of 30 students.
Up and active games will help illustrate the complexities of food webs, ecosystems, bioaccumulation and biomagnification. Through the accompanying talk, we’ll explore these concepts in more detail. We’ll then discover the problem of plastic litter, and what it is doing to the world’s ocean. This leads into the surprising and deadly link between ocean plastics and persistent organic pollutants. The session ends with a look at what can be done to help solve these complex environmental problems.
Click to view National Curriculum Links
Science – Interactions and interdependencies: Relationships in an ecosystem: the interdependence of organisms in an ecosystem, including food webs; how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.
Science – Material cycles and energy: Photosynthesis: the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store.
Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Citizenship: the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.1.1 Communities: Students should be able to describe: different levels of organisation in an ecosystem from individual organisms to the whole ecosystem; An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment; Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.
Biology AQA – 4.7.1.3 Biotic factors: Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context.
Biology AQA – 4.7.2.1 Levels of organisations: Students should understand that photosynthetic organisms are the producers of biomass for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers. Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.
Biology AQA – 4.7.2.2 How materials are cycles: Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. These include: recycling resources rather than dumping waste in landfill.
Biology AQA – 4.7.4.1 Trophic levels: Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism.
Biology AQA – 4.7.4.2 Pyramids of biomass: Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid.
Biology AQA – 4.7.4.3 Transfer of biomass: Students should be able to: describe pyramids of biomass; explain how biomass is lost between the different trophic levels. Students should be able to explain how this affects the number of organisms at each trophic level.
Biology OCR – Topic B4.1: Ecosystems: B4.1b explain the role of microorganisms in the cycling of materials through an ecosystem; B4.1e describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem; B4.1f explain how abiotic and biotic factors can affect communities; B4.1h describe the differences between the trophic levels of organisms within an ecosystem; B4.1i describe pyramids of biomass and explain, with examples, how biomass is lost between the different trophic levels.
Biology OCR – Topic B6: Global challenges: B6.1b describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel – Topic 6 – Plant structure and their functions: 6.1): Describe photosynthetic organisms as the main producers of food and therefore biomass.
Biology Edexcel – Topic 9 – Ecosystems and material cycles: 9.1): Describe the different levels of organisation from individual organisms, populations, communities, to the whole ecosystem. 9.2): Explain how communities can be affected by abiotic and biotic factors. 9.3): Describe the importance of interdependence in a community. 9.7B): Explain how some energy is transferred to less useful forms at each trophic level and that this affects the number of organisms at each trophic level, limits the length of a food chain and determines the shape of a pyramid of biomass in an ecosystem. 9.9): Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication. 9.10): Explain the benefits of maintaining local and global biodiversity.
Evolutionary Biology – KS3 or KS4
Please note this session is for a maximum of 40 students.
In this session, your students will get hands-on and examine real scientific study skins. They will then use their observations to create evolutionary hypotheses based on real historical data from natural history collections around the world. Prior to developing their hypotheses, the session introduces the concept of evolution, based on Darwin’s work and the Galapagos Finches. This includes a discussion of variation (environmental/genetic and continuous/discontinuous). For higher level groups, the session delves into phenotype and genotype in more detail (and their inherent complexities).
Click to view National Curriculum Links
Science – Working Scientifically:Scientific Attitudes: understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas.
Science – Genetics and evolution: Inheritance, chromosomes, DNA and genes: heredity as the process by which genetic information is transmitted from one generation to the next; differences between species; the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation; the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection; changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully.
Biology AQA – 4.6.1.6 Genetic inheritance: Most characteristics are a result of multiple genes interacting, rather than a single gene.
Biology AQA – 4.6.2.1 Variation: Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism; Differences in the characteristics of individuals in a population is called variation and may be due to differences in: genetic causes, environmental causes, a combination of genes and the environment; state that there is usually extensive genetic variation within a population of a species; recall that all variants arise from mutations and that: most have no effect on the phenotype; some influence phenotype; very few determine phenotype; Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species.
Biology AQA – 4.6.2.2 Evolution: Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new specie; Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment; If two populations of one species become so different in phenotype that they can no longer interbreed to produce fertile offspring they have formed two new species.
Biology OCR – B5.2 – Natural selection and evolution: B5.2a state that there is usually extensive genetic variation within a population of a species; B5.2c explain how evolution occurs through the natural selection of variants that have given rise to phenotypes best suited to their environment; B5.2d describe evolution as a change in the inherited characteristics of a population over time, through a process of natural selection, which may result in the formation of new species; B5.2f describe the work of Darwin in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology.
Biology Edexcel – Topic 3 – Genetics: 3.19 State that most phenotypic features are the result of multiple genes rather than single gene inheritance; 3.20 Describe the causes of variation that influence phenotype, including: a) genetic variation – different characteristics as a result of mutation and sexual reproduction b) environmental variation – different characteristics caused by an organism’s environment (acquired characteristics); 3.22 State that there is usually extensive genetic variation within a population of a species and that these arise through mutations; 3.23 State that most genetic mutations have no effect on the phenotype, some mutations have a small effect on the phenotype and, rarely, a single mutation will significantly affect the phenotype.
Biology Edexcel – Topic 4: Natural selection and genetic modification: 4.1B Describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology; 4.2 Explain Darwin’s theory of evolution by natural selection; 4.8 Explain selective breeding.
Maths Session – KS3
Please note this session is for a maximum of 30 students.
Students work in small groups practicing real world hands-on maths skills. Groups rotate around different stations involving biological animal artifact (e.g. confiscated fur rug), or real world equipment (e.g. veterinary pill bottles or animal diets). At each station, students work together to solve a maths problem including designing enclosures, calculating medicine dosages, and converting currencies.
Click to view National Curriculum Links
KS3 Maths
Develop fluency: select and use appropriate calculation strategies to solve increasingly complex problems; substitute values in expressions, rearrange and simplify expressions, and solve equations.
Reason mathematically: interpret when the structure of a numerical problem requires additive, multiplicative, or proportional reasoning.
Solve problems: develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems; develop formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
Number: order integers; use the four operations; define percentages and interpret percentages interpret percentages as operators; use standard units of mass, length, time and money; use a calculator and other technologies to calculate results accurate accurately.
Geometry and measures: derive and apply formulae to calculate and solve problems involving perimeter and area.
Statistics: describe, interpret and compare observed distributions of a single variable through appropriate measures of central tendency.
Q&A Session – KS3 and KS4
Please note this session is for a maximum of 50 students.
This session is a bookable timeslot for your students to ask Colchester Zoo staff questions. Zoo staff are prepared to answer questions on a wide range of topics including how we use science at Colchester Zoo, how we meet the needs of our customers, health and safety concerns of a zoo, case study examples of our conservation projects around the world, or a focus on any other topic.
This session is ideal for students who are required to gather specific information for completing mock assessment, portfolios, workbooks, etc.
Students attending this session MUST come prepared with a list of question to ask the speaker.
Saving Endangered Species – KS3 or KS4
Please note this session is for a maximum of 40 students.
Many animals are endangered and threatened with extinction. In this session, students will learn about the major threats facing endangered animals: habitat loss, over use, pollution, and for older students, invasive species and poaching. Students will get the chance to see real animal artefacts up close, and learn some of the shocking facts about endangered species. These problems are contrasted with positive actions students can take to help endangered animals, with a specific focus on product labelling and how to make smart consumer choices.
Click to view National Curriculum Links
Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem; how organisms affect, and are affected by, their environment.
Citizenship: students are equipped with the skills to think critically and debate political questions; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1c: explain some of the benefits and challenges of maintaining local and global biodiversity.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: a) increasing human population b) increasing animal farming and the increased meat and fish consumption c) the impact of new pests and pathogens d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Citizenship – Preparing to play an active role as citizens: pupils should be taught that resources can be allocated in different ways and that these economic choices affect the sustainability of the environment.
Citizenship – Breath of opportunity: pupils should be taught the knowledge, skills and understanding through opportunities to meet and talk with people who contribute to society through environmental groups.
This talk focuses on a variety of issues causing endangered species and what people can do to help. If you would like to focus specifically on poaching and the illegal wildlife trade, book the Wildlife Forensics Session. If you would like to focus specifically on ways zoos are helping endangered animals, book the Zoos & Conservation Session.
Science in the Wild – KS3
Please note this session is for a maximum of 30 students.
Students will learn how our real life wildlife ranger team use science in the wild at our nature reserve in South Africa. After an introduction to the topic, students learn a variety of real wildlife sampling techniques, including tracks, scat, browse, and mark-recapture calculations. The students then get hands-on in the classroom with real field skills and identify animals found on the reserve through a variety of methods to answer the question: what part of the reserve has the greatest biodiversity.
Click to view National Curriculum Links
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem.
Science – Working Scientifically: Experimental Skills and Investigations: ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience; make predictions using scientific knowledge and understanding; make and record observations and measurements using a range of methods for different investigations, and evaluate the reliability of methods and suggest possible; apply sampling techniques.
Science – Working Scientifically: Analysis and Evaluation: apply mathematical concepts and calculate results; interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.
Science – Working Scientifically: Measurement: use and derive simple equations and carry out appropriate calculations; undertake basic data analysis including simple statistical techniques.
STEM @ the Zoo – KS3 or KS4
From conservation technology to designing animal habitats, there is far more STEM at the zoo than students might expect.
This interactive session explores how zoos use science, technology, engineering and maths. Students investigate the role of the zookeeper and the STEM skills used in this sector. Next, an interactive activity has students evaluate an early zoo enclosure prototype and using the iterative design process. The session finishes by examining some of the cutting-edge technology helping conservationists protect endangered species around the world.
Click to view National Curriculum Links
Careers: Qualifications, experience and skills needed for a job in zoo keeping; suggestions and examples of places to gain experience and obtain qualifications; potential career pathways into the animal industry; careers linked to the STEM curriculum.
Citizenship: students are equipped with the skills to think critically and debate political questions; the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities.
Geography – Human and physical geography: understand human geography relating to population and urbanization, international development, and the use of natural resources; understand how human and physical processes interact to influence, and change landscapes, environments and the climate.
Design and Technology – Evaluate: analyse the work of past and present professionals and others to develop and broaden their understanding; test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups; understand developments in design and technology, its impact on individuals, society and the environment.
Design and Technology: engage in an iterative process of designing and making.
Science – Working Scientifically: Experimental skills and investigations: ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience; make predictions using scientific knowledge and understanding.
Science – Genetics and evolution: Inheritance, chromosomes, DNA and genes: heredity as the process by which genetic information is transmitted from one generation to the next; the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.
Science – Interactions and interdependencies: how organisms affect, and are affected by, their environment.
Biology AQA – 1. Development of scientific thinking: Explain everyday and technological applications of science.
Biology AQA – 4.6.2.5 Cloning: Adult cell cloning – Explain the potential benefits and risks of cloning.
Biology AQA – 4.6.3.3 The Understanding of Genetics: Our current understanding of genetics has developed over time.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Design & Technology AQA – 3.1.1 New and Emerging Technologies: Environment: Positive and negative impacts new products have on the environment
Design & Technology AQA – 3.3 Designing and making principles: They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use.
Design & Technology AQA – 3.3.4 Design Strategies: How different strategies can be applied, including: iterative design; user cantered design.
Design & Technology AQA – 3.3.6 Prototype development: Design and develop prototypes in response to client wants and needs; reflect critically, responding to feedback; assess if prototypes are fit for purpose.
Biology OCR – Topic B5.2 – Natural selection and evolution B5.2a: state that there is usually extensive genetic variation within a population of a species.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity.
Biology OCR – Topic B6: Global challenges B6.1c: explain some of the benefits and challenges of maintaining local and global biodiversity.
Design & Technology OCR: Strand 1 – Explore Investigations of user and stakeholder needs and wants and the outlining of stakeholder requirements; investigations of existing products and design practices.
Design & Technology OCR: Strand 2: Create: Design Thinking Critical thinking.
Design & Technology OCR: Strand 4: Evaluate Feasibility of the design solution; evaluation of the final prototype.
Biology Edexcel – Working Scientifically Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications.
Biology Edexcel – Topic 4 – Natural selection and genetic modification: 4.8 Explain selective breeding. Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Design & Technology Edexcel – Topic 1: 1.1 The impact of new and emerging technologies; 1.2 How the critical evaluation of new and emerging technologies informs design decisions; 1.16 Use different design strategies to generate initial ideas and avoid design fixation.
Zoos & Conservation – KS3 or KS4
The Role of Zoos in the 21st Century
What do zoos do, and why? Students learn the main goals of a modern zoo. Based on these goals, students can consider their own opinions about zoos while discovering how zoos play vital roles in conservation. Colchester Zoo’s contributions to in-situ and ex-situ conservation will be discussed using specific case studies.
Click to view National Curriculum Links
Citizenship – think critically and debate political questions; the roles played by public institutions and voluntary groups in society.
Science – Relationships in an ecosystem: the interdependence of organisms in an ecosystem; how organisms affect, and are affected by, their environment, including the accumulation of toxic materials.
English – Spoken language: participating in formal debates and structured discussions, summarising and/or building on what has been said.
Biology AQA – 4.6.3.6 Extinction: Extinctions occur when there are no remaining individuals of a species still alive. Students should be able to describe factors which may contribute to the extinction of a species.
Biology AQA – 4.7.3.1 Biodiversity: Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. These include: breeding programmes for endangered species.
Biology AQA – 4.7.3.2 Waste management: Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution kills plants and animals which can reduce biodiversity.
Biology AQA – 4.7.3.3 Land Use: Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.
Biology AQA – 4.7.3.4 Deforestation: Large-scale deforestation in tropical areas has occurred to: provide land for cattle and rice fields; grow crops for biofuels.
Biology AQA – 4.7.3.6 Maintaining biodiversity: Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
Citizenship Studies AQA – 3.3.5 How do citizens play a part to bring about change in the legal system? The roles played by pressure and interest groups, trade unions, charities and voluntary groups, public institutions and public services in providing a voice and support for different groups in society campaigning to bring about a legal change or to fight an injustice.
Biology OCR – Topic B6: Global challenges B6.1b: describe both positive and negative human interactions within ecosystems and explain their impact on biodiversity. B6.1c explain some of the benefits and challenges of maintaining local and global biodiversity.
Citizenship Studies OCR – 2.6 Citizenship participation in the UK: Analyse the roles played by public institutions, public services, interest and pressure groups, trade unions, charities and voluntary groups in providing a voice for and support to different groups of citizens.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.9: Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a) fish farming b) introduction of non-indigenous species c) eutrophication.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.10: Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation.
Biology Edexcel – Topic 9 – Ecosystems and material cycles 9.11B: Describe the biological factors affecting levels of food security, including: a) increasing human population b) increasing animal farming and the increased meat and fish consumption c) the impact of new pests and pathogens d) environmental change caused by human activity e) sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs.
Citizenship Studies Edexcel – Theme E: Taking citizenship action: Identify an issue, problem, cause of social need that relates to citizenship concepts and issues studied as part of the course.
This talk includes details on ways zoos are helping endangered animals, including specific examples. If you would like to focus specifically on poaching and the illegal wildlife trade, book the Wildlife Forensics Session. If you would like to focus on the variety of issues causing endangered species and what individuals can do to help, book the Endangered Species Session.
Zoo Visitor Social Science – KS4
Real world case studies of psychology and sociology in context
45 min session – focusing on Social & Environmental OR Cognitive & Conservation
90 min session – combined version covering all four topics.
Students will discover how psychology and sociological concepts are applied in practice at Colchester Zoo to help us meet our mission statement goals. These goals are: ‘Be a Great Visitor Attraction’ explored through Social and Environmental (the physical environment around visitors) aspects of social science, ‘Help Visitors Learn about Animals’ explored through a Cognitive lens, and ‘Help Endangered Animals’ explored through a Conservation lens.
Various peer-reviewed, published studies are used as the basis for concepts and ideas explored throughout the session, and real-world specific studies we have conducted at Colchester Zoo. These include explanations of research method used.
Click to view National Curriculum Links
Social & Environmental Social Science
- Main factors that drive social behaviour
- Typological visitor categories
- Primary vs. secondary data – what are they and what benefits do they have
- Qualitative vs quantitative data
- Bias, in reference to visitor surveys
- Questionnaire design
- Maslow’s Hierarchy of needs including deficiency and growth needs (8 Level version)
- Experimental methods (lab, field, and natural)
Cognitive & Conservation Social Science:
- Variety of learning theories
- Multiple Intelligence theory (including criticism and counter arguments)
- Classical and operant conditioning
- Methods of measuring emotion
- Environmental behavioural change
- The effect of situational factors on behaviour
- Tri-component model of attitude
- Theory of planned behaviour
