˘ˇˆ - dorset councils online€¦ · the dangers of hoax calls. key stage 2 matches and mayhem...

Key Stage 2 Matches and Mayhem Urban Heaths Partnership

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European Union LIFE, the 'Financial Instrument for theEnvironment' was introduced in 1992 as a source of funding to helpmember states conserve species and habitats protected underEuropean law.

EU LIFE co-finances projects in three areas: Nature, Environment and ThirdCountries.

• LIFE-Nature works to conserve natural habitats and the wild fauna and flora ofEuropean Union interest. European legislation has provided a group of protectedsites in the UK and throughout Europe collectively known as 'Natura 2000' sites.Most of the heaths in Dorset have this highest level of protection recognisingtheir importance at a European level.

• LIFE-Environment aims to demonstrate and develop new methods for theprotection and the enhancement of the environment.

• LIFE-Third Countries concerns technical assistance activities for promotingsustainable development in third countries.

EU LIFE-Nature has supported Dorset's heathlands on 3 projects to date:

1993-1996

EC Acnat (laterEU LIFE-Nature)

£450,000 for heathland restoration

1996-1999 EU LIFE-Nature £175,000 for re-establishment of Erica ciliaris heath in

Dorset

2001-2005

EU LIFE-Nature £1,200,000 to help combat the urban pressures on theinternationally important heathlands in south-east Dorset

The Urban Heaths LIFE Project, started in July 2001, is essentially an educationled project. The project has been delivered by the Urban Heaths Partnership. Theproject aims to change public attitude towards heathlands and increase publicawareness and support for the heaths amongst local people, including schoolchildren. This will subsequently lead to a reduction in the levels of threats to theheaths, especially from deliberately set fires.

The education resources provided in this pack have been developed with the co-financing of European Union LIFE-Nature fund.

For more information on LIFE and Natura 2000 visit their websites��

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Lighting fires on heathland, or any other open land, may appear to be harmless fun,but can have many dangers and consequences.

Any fire can put lives in danger and diverts fire service resources from otherpotentially life-threatening situations.

The number of deliberately set fires in Dorset places an immense strain on Dorset’sFire and Rescue Service.

Arson is illegal. Young people who start illegal fires may progress on to other formsof arson and criminal behaviour. Younger children may feel pressurised to join in orunable to report it.

It is important that young people are given the opportunity to understand thedangers and consequences of playing with fire. This pack can be used to look at allaspects of arson and the possible ‘unseen’ consequences upon the community.Young people can see how families and individuals can suffer when the Fire andRescue Services time is wasted. This understanding will hopefully make them feelmore confident to refuse to join in or tell someone about their dilemma.

The films also contain other dangers and safety concerns such as fires in the home.

Dorset Fire and Rescue Service and Dorset Police, amongst other organisations,support the ‘Matches and Mayhem” Pack.

Chief Fire Officer Chief SuperintendentMartin Chapman David Burgess

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Contents:

Word documents of this pack can be found both on the accompanying CD andwww.dorsetheaths.org.uk.You are welcome to photocopy any of the material in this pack on the understandingthat it is to be used for educational purposes only.

1 Welcome2 Contents3 Introduction4 List of Site Managers5 Maps and Statistics6 PlanWeb – names and locations of heathlands7 Heathland SSSI sites in south east Dorset -7 maps8 Information for teachersHeath fires - How do they burn?Heath fires - Why are they so dangerous?Heath fires - Who/ what is in danger?Arson - What are the other consequences?Heath fires - Dorset Fire and Rescue ServiceHeathlands - The wildlifeWildlife of the heathlands – further informationHeathlands - The designationsKey organisations for nature conservation in the UKDesignations and conservation legislationHeathlands - Their developmentHeathlands - Importance for local peopleHeathlands - Other pressuresHeathlands - Controlled burnsHeath fires - What could happen in terms of the law?Heathlands - LegislationHeathlands – Points covered by police officers9 Crib sheets of “It was only a game” and “Seconds Out” and other safety issues10 Fire awareness classroom activities11 ‘Why are heath fires dangerous?’ worksheet and answer sheet12 Map work13 Feeling cards14 Agony Aunt letters15 Interviews16 Photographs to think about17 Suggested classroom based heathland activities18 Heathland star orienteering course19 Suggested outdoor heathland activitiesSafety information for teachersGeneric risk assessmentSensory surveyTrash trailPlant surveyExploring the heath20 Thank you and “Matches and Mayhem” pack production details


An introduction for teachers

What is the problem?

Arson is an increasingly serious problem. As well as arson attacks on abandonedcars and bins, Dorset also suffers from a high number of fires started on heaths andother open areas.

Deliberately starting fires is a criminal offence. These fires cause a great deal ofdamage and place people in physical danger. It also places a strain on Dorset Fireand Rescue Service’s (DFRS) resources. To every fire at least one fire engine willattend. Whilst the local fire crew are dealing with incidents of arson, they are unableto attend any life-threatening calls nearby. Another fire crew will attend theseincidents from a fire station further away. This increases the delay in getting towhoever needs the Fire and Rescue Service and puts many different people indanger.

Who is responsible?

Young people start the majority of these fires. Many young people do not realise theconsequences of setting fires on open spaces. It may appear to be relativelyharmless; however it has many dangerous and damaging consequences. Thearsonist can progress on to other forms of criminal behaviour. Dorset Police havearrested and charged males and females for deliberately starting fires. The averageage of those arrested for arson is actually decreasing. DFRS and Dorset Policebelieve that is important to talk to Year 5 and 6 students about the dangers ofplaying with fire before they harm themselves or others. These incidences of arsonreflect the nationwide trend of an increase in anti-social behaviour in the UK. TheGovernment and the police have identified tackling anti-social behaviour as a keypriority.

What can be done?

It is important that young people are given the chance to understand the effects ofthese fires, in order to be able to make an informed choice as to whether they areinvolved with these incidents or not.

Although it is only a small minority of people who start fires it is very important toinform every one of the dangers and consequences. This is both for their personalsafety and as a means of influencing their peers.

This pack contains facts for teachers, lesson ideas, teaching resources and sourcesof further help and information.

The two films and teachers pack can be used to discuss the dangers of arson bothoutdoors and indoors and is aimed at Year 5-6 students. You may wish to use it withother age groups if you feel the content is suitable. It can also be used to discussthe dangers of hoax calls


“It was only a game” – running time 7 minutes

This film examines the physical and mental damage of playing with fire. Peerpressure leads a group of young people to play with matches. A girl is badly burnton her arm, leaving life-long scars. This film was made by Lincolnshire Fire andRescue Service.

“Seconds Out” - running time 15 minutes

Set one day in the lives of several different people, the film shows how they becomedramatically affected by the series of events, which follow one act of foolishness…ayoung person has set fire to the local heath. The unseen consequences of the fireare shown.

Please note: this film does imply the death of a young child. Please be aware of thisbefore showing it to your students.

Activities for Teachers

Within this pack there are a number of suggested activities to use with classes afterwatching the films.

These activities are divided into four sections:

Suggested Fire Awareness Classroom Based ActivitiesSchool Based Heathland Star OrienteeringSuggested Heathland Awareness Classroom Based ActivitiesSuggested Heathland Awareness Site Visit Based Activities

Worksheets and resources are included within the pack.

You are welcome to adapt any of these activities to fit your particular needs.

This pack is aimed at Key Stage 2 Citizenship and PHSE but also covers manyother topics.

You are welcome to photocopy any part of this pack.


Matches and Mayhem – Contact details�For help on any heathland issues please contact the relevent organisation below.For further information please look on the website www.dorsetheaths.org.uk

Dorset Fire and Rescue Service would be pleased to visit your school to talk moreabout the fire safety aspect with a interactive presentation of a powerpoint and alook around the fire engine, For further information please contact your local firestation or call DFRS

� Poole area 01202 844651� Bournemouth area 01202 844691� Rest of Dorset 01305 228971

Dorset Police officers would be pleased to visit your school to talk more about theissues of arson and the law. This can be done as assemblies or more informal classtalks. For further information please contact:

� Heathlands and Wildlife Protection Officer 01202 223214� Bournemouth Community Officer 01020 222144 / 222145� Bridport Community Officer 01305 226930� Ferndown and East Dorset 01202 226223� Poole 01020 227832 / 227830� Weymouth 01305 226574

There are officers of the local authorities’ leisure or countryside sections who can becontacted for school visits and/or activities on the heaths or other outdoor sites inthe locality.Please contact the below authorities or organisations for more information;

Bournemouth Borough Council Countryside SectionTown HallBourne AvenueBournemouth BH2 6DY� 01202 451451� [email protected]� www.bournemouth.gov.uk

Borough of Poole Countryside SectionLeisure ServicesNorthmead House30-32 Northmead DriveCreekmoorPoole BH17 7RP� 01202 261341� [email protected]� www.boroughofpoole.com


Christchurch Borough Council Countryside SectionSteamer Point ReserveHighcliffeChristchurchDorset BH23 4XX� 01425 272479� [email protected]� www.christchurch.gov.uk

Dorset County Council Countryside Ranger ServicesC/o Avon Heath Ranger BaseBirch RoadSt IvesNr RingwoodBH24 2DA� 01425 483809� www.dorsetcountryside.co.uk

East Dorset District CouncilMoors Valley Country ParkHorton RoadAshley HeathBH24 2ET� 01425 470721� [email protected]� www.moors-valley.co.uk

Dorset Wildlife TrustUpton Heath WardenDorset Wildlife TrustC/o Borough of Poole Leisure ServicesNorthmead House30-32 Northmead DriveCreekmoorPoole BH17 7RP� 01202 256109� [email protected]� www.wildlifetrust.org.uk/dorset

The Herpetological Conservation TrustThe Herpetological Conservation Trust655A Christchurch RoadBoscombeBournemouth BH1 4AP� 01202 391319� [email protected]� www.herpconstrust.org.uk


Site Managers of Local Heathlands

Below are listed the major site mangers of the heathlands of South East Dorset,which you may contact if you wish to visit the heathland.Some heathlands have multiple managers.

HEATH SITE MANAGERBarrow Hill (RushcombeBottom)Barrow Hill (RushcombeBottom)

East Dorset District CouncilBorough of Poole

Beacon Heath The Herpetological Conservation TrustBourne Bottom Borough of PooleCanford Heath Borough of PooleCorfe Hill Borough of PooleDewlands Common East Dorset District CouncilDunyeat's Hill The Herpetological Conservation TrustEast Ramsdown Dorset Wildlife TrustFerndown Common The Herpetological Conservation TrustGreat Ovens The Herpetological Conservation Trust

English NatureHam Common Borough of PooleHengistbury Head Bournemouth Borough CouncilHolton and Sandford Heaths English NatureKinson Common Bournemouth Borough CouncilLions Hill The Herpetological Conservation TrustLytchett sites Borough of PooleParley Common The Herpetological Conservation Trust

East Dorset District CouncilDorset County Council

Rear of Corfe Hills School Borough of PooleRear of Rossmore School Borough of PooleSlop Bog Dorset County CouncilStephens Castle East Dorset District CouncilTalbot Heath Borough of PooleTown Common Christchurch Borough CouncilTurbary Common Bournemouth Borough CouncilUpton Heath Dorset Wildlife Trust


Maps and fire statistics

Details of the number of fires and other incidents can be found on the heathlandswebsite www.dorsetheaths.org.uk.

Your school may have access to PlanWeb, a web based Geographical InformationSystem that will allow you to view information such as the incident database andOrdnance Survey information, This will enable you to print maps of a variety ofscales and aerial photographs as well as looking at the location of fires on theheaths, location of schools, fire stations etc.

The incident database contains information on the heathlands within the UrbanHeaths Partnership area. (Poole, Bournemouth and East Dorset). Using PlanWebwill allow you to query the incident database to find more specific information aboutheathland fires or to create maps of your local area.

In order to access PlanWeb you will need a user name and password.If you require assistance with access to PlanWeb please contact Andy Elliott theSenior GIS Support Officer, Dorset County Council. [email protected]

The PlanWeb address is http://195.49.180.76/planweb2

On the geoset selection page please choose EU LIFE HEATHLANDS

PlanWeb Help Page:In the top right corner of the screen is a grey drop down box.Choose PlanWeb Help Page to access information on the different options withinPlanWeb.Please find below some information that may help you find information onheathlands.

To zoom in on site:Use the magnifying glass tool with a + sign.Click on this and then in the top left corner of the area you wish to zoom in on. Dragthe mouse down to the bottom right corner and let go. The map will then zoom intothis area.If you wish to move the map, use the Pan tool.

To choose a different base map:In the top right corner is a grey bar. This is a drop down bar giving many differentoptions.Choose Base Map Picker.This will allow you to choose different base maps or an aerial photo.

To print a map:In the grey drop down bar choose Scale Printing.Choose correct template.Press the printer icon.Save the map as a PDF file.


To find out about different incidents:Queries can be made of the attribute data from selected layers in order to identifyrecords of interest for example the number of fires in a year, fires at certain times ofthe day and incidents on a specific heath.In the grey drop down bar choose Query Builder.Select from – choose either the UHLP incidents main or a specific year.Using the drop down bars choose where in the data set you wish to make the queryfrom for example “nature of incident”Choose the appropriate wording from the “equals” drop down barFill in the next box e.g. fireIf you wish to combine data, tick the “and” box and fill in the lower boxes.For example“Site name”, equals “Canford HeathIn order to insert the correct name please see the list of Names and Locations.

To save incidents database into Excel:Click on the save to clipboard button.Open an Excel spreadsheet and paste


PlanWeb – Names and Locations of Heathlands

The following maps show the location of the heathlands with the Urban HeathsPartnership area.

The maps are available as the following separate PDFs:

Map of UHP AreaMap 1 – SSSI’s PooleMap 2 – SSSI’s VerwoodMap 3 – SSSI’s Bournemouth PooleMap 4 – SSSI’s FerndownMap 5 – SSSI’s Bournemouth ChristchurchMap 6 – SSSI Great Ovens

If you wish to find out information concerning specific heathlands, please either lookon the incident database on www.dorsetheaths.org.uk or for in depth or GIS dataplease look on PlanWeb. When using the PlanWeb Query Builder please make sureyou type in the exact name as below.


SITE NAME MAPCrabbe's Field Bournemouth/ Christchurch AreaEast Ramsdown Bournemouth/ Christchurch AreaHengistbury Head Bournemouth/ Christchurch AreaSopley Common Bournemouth/ Christchurch AreaTown Common Bournemouth/ Christchurch AreaTroublefield Bournemouth/ Christchurch AreaAlder Hills Bournemouth/ Poole AreaBourne Bottom Bournemouth/ Poole AreaKinson Common Bournemouth/ Poole AreaRear of Kemp Welch School Bournemouth/ Poole AreaRear of Milborne Crescent Bournemouth/ Poole AreaTalbot Heath Bournemouth/ Poole AreaTurbary Common Bournemouth/ Poole AreaEast Parley Ferndown AreaFerndown Common Ferndown AreaLions Hill North Ferndown AreaLions Hill South Ferndown AreaParley Common Ferndown AreaSlop Bog Ferndown AreaSlop Bog Highways Agency Ferndown AreaTrickett's Cross North of Ford Lane Ferndown AreaTrickett's Cross South of Ford Lane Ferndown AreaUddens Heath East Ferndown AreaUddens Heath North Ferndown AreaUddens Heath West Ferndown AreaGreat Ovens Great Ovens nr WarehamBarrow Hill (Rushcombe Bottom) Poole AreaBeacon Heath Poole AreaCorfe Hill Poole AreaHam Common Poole AreaHam HCT Poole AreaLytchett Bay Poole AreaLytchett Central Poole AreaLytchett East Poole AreaRear of Corfe Hills School Poole AreaUpton Heath Poole AreaUpton Heath Caravan Park Poole AreaUpton Heath Pine Springs Poole AreaUpton Heath Springdale Road Poole AreaCanford Heath Poole Area /Bournemouth/Poole AreaCanford Heath North Poole Area /Bournemouth/Poole AreaDunyeat's Hill Poole Area /Bournemouth/Poole AreaDewlands Common Central Verwood AreaDewlands Common North Verwood AreaDewlands Common South Verwood AreaNoon Hill Verwood AreaStephens Castle Verwood AreaStephens Castle North Verwood Area


Information for Teachers

The following pages contain information for teachers to help them explain the topicscovered in this pack.

If you require any further help please contact the relevant organisation on thecontacts page.

Heath fires – How do they burn?Heath fires – Why are they so dangerous?Heath fires – Who / what is in danger?Arson – What are the other consequences?Heath fires – Dorset Fire and Rescue ServiceHeathlands –The WildlifeWildlife of the heathlands – further informationHeathlands – The DesignationsKey Organisations for Nature Conservations in the UKHeathlands –Their developmentHeathlands – Importance for local peopleUrban Heathlands – Other pressuresHeathlands – Controlled burnsHeath fires –What could happen in terms of the law?Heathlands – LegislationPoints covers in talk by police officers“It was only a game” – Crib sheet“Seconds Out” – Crib sheet“Seconds Out” – Other safety issues


Heath fires – How do they burn?

Fire triangle:There are three elements a fire needs to burn:� Fuel� Oxygen� Heat

Two of these are present in abundance on the heaths:Fuel – the dry vegetation on the heaths. Dry heather and tall leggy gorse are anexcellent source of fuel.Oxygen – an endless supply in the open air.

The heat will come from a match or lighter.

As the fire burns, it requires more oxygen, which it draws in from the air. Oncestarted, a heath fire can keep burning and spreading as long as there is fuel to burn,as the supply of oxygen from the air is limitless.

How do they spread?Heath fires can spread and burn in different ways; this makes them very dangerous.

� Changing direction:Heath fires are unpredictable in the direction they are burning. Normally the fire willburn in the direction the wind blows it.For example if a wind is blowing from the west to the east, the fire will spread in thatdirection.

WEST Direction of the wind EASTDirection of the fire

However, the vegetation on the heath can have an influence.For example, in the west may be tall gorse and in the east short grasses.Although the wind is blowing the fire west to east, there is more fuel to the west ofthe fire, so it may spread in that direction.

WEST Direction of the wind EAST

Tall gorse Direction of the fire

Short grass

The direction of the fire is therefore unpredictable, sometimes burning against thewind.


� “Jumping”Heath fires can generate so much heat they can dry out the ground 30 – 50 metresin front of the fire. Burning pieces of material can then be carried by the wind andland on this dry ground, starting another fire further away.�� !��"�� #��$�� #%��

� Burning undergroundDue to the organic matter in heathland soils (roots, decaying vegetation, peat), thefires can smoulder underground. They can appear at the surface some distanceaway or reappear the following day, after the fire seems to be extinguished.

� Electricity cablesSmoke from the heath contains a high concentration of carbon and other dust. If thefire is near overhead electricity cables with a sufficiently high voltage and the carboncontent is sufficiently high, then the electricity can arc through the smoke to theground.


Heath fires –Why are they so dangerous?

Unpredictability:Heath fires can spread very rapidly in unpredictable directions. The fires can also“jump” many metres and burn underground. (See “Heath fires - How do they burn?”)

Wind:Fires need oxygen from the air. The larger a fire grows and spreads the moreoxygen it will draw in from the air, creating windy conditions. This wind will help thefire to spread.

Terrain:The terrain of the heath is one of undulating ground with many trip hazards such asroots and holes. In the difficult conditions of a fire on the heath, this terrain can bevery dangerous.

Smoke:Heath fires produce a great deal of smoke. This causes problems both for visibilityand breathing.

Heat:Heath fires generate a great deal of heat. The majority of heath fires occur in thesummer months when it is already hot. Fire-fighters have to wear thick protectiveclothing in physically demanding job for many hours, making heat exhaustion amajor concern when dealing with a heath fire.


Heath fires – Who/what is in danger?

The firesetter:The firesetter places her/himself in danger by lighting the fire. It can easily catchalight rapidly and burnt them, or trapped them on the heath.

The friends:The firestarter places her/his friends in real danger by lighting a fire on the heathnear them. The fire could spread towards them and trap them.

Anyone else on the heath:Many people use the heath, especially dog walkers. These people, especially lessmobile visitors, are placed in danger. Particularly at risk are young children whomake ‘hideouts’ within the gorse bushes. Gorse is highly flammable and dense sochildren could easily become trapped by a fire lit elsewhere on the heath. Dogs canalso panic and run off.

Fire fighters:More fire fighters in Dorset are injured during heath fires than any other type ofincident. (See Heath fires –why are they dangerous)

People and property nearby:Many houses have been built around the heaths. Heath fires often threaten thesehomes and people have to be evacuated. Although homes may not be destroyed byfire, many have been damaged. UPVC window frames and guttering have meltedand houses have suffered smoke damage. Out- buildings and cars have also beendestroyed.

Road users:Many roads, including some major routes, run close to the heaths. These may haveto be closed due to hazardous conditions from smoke and fire. Heath fires cancause road problems such as congestion, accidents and diversions.

Other emergency services:Police and ambulance crews may have to attend heath fires, placing them indanger. Attending heath fires puts a strain on their resources when others mayurgently require an ambulance or police assistance.

Other people needing the Fire and Rescue Service:If a fire crew is attending a heath fire, they are unavailable to attend any otherincident. Therefore if there is an incident, to which the crew from that station wouldnormally attend, a crew from further away will have to go. This will add time to thejourney, potentially placing lives in danger.

Infrastructure:Electricity cables, telephone cables, fencing and roads may all be damaged as aresult of the fire. Some of these could cause immediate danger, whilst others causeinconvenience and costs.


Pollution:Smoke from the fire and fumes from the fire appliances and all other attendingvehicles will pollute the environment.

Wildlife:The fire will kill many plants and animals, many being burnt or suffocated to death.Those animals that survived will have no food, water or shelter. They will no longerbe camouflaged, therefore becoming easy prey for predators. Although areas, whichhave been burnt often, appear to be green again soon after the fire, these newplants are grasses and other non-heathland plants. This new habitat is not suitablefor the heathland animals. It can take up to 25 years for a heathland area to becomesuitable for the rare sand lizard or a Dartford Warbler after a fire.

Pets:Many people living around the heath own pets such as cats. These pets are oftenallowed to roam freely around the heath and could easily be caught in a heath fire.There may also be grazing animals such as ponies and cattle on the heaths. A firemay trap them or cause them to run on to the busy roads that surround manyheaths.


Arson – What are the other consequences?

Peer group:The firesetter places his or her friends and their families and loved ones in danger.The police will also question any friends that were around at the time. The firesettermay become an outcast from their peer group.

Community:The whole community is placed in danger from deliberately started fires. It is notonly property in danger. People’s lives are disrupted but they may also be in realdanger. There have been cases where local communities have made the families ofthe arsonists social outcasts.

Schoolwork, qualifications and employment:The firesetter’s schoolwork may suffer due to the pressures he is now under. Evenwith good qualifications it is difficult to find employment, especially with a criminalrecord for arson.

Financial costs to the firesetter:Landowners and property owners could claim compensation for damage, from theindividual that started a fire, through the courts.

Financial costs to others:Landowners will have to pay for repairs to the heath, for example repairing fences,re-seeding areas.Any damaged infrastructure will have to be repaired.There are costs to the emergency services, DFRS, Police and ambulance crews.Insurance claims by property owners may put their premiums up, as well as havingto pay some of the claim. This affects national premiums for everyone.

Grazing animals:Some of the heaths have grazing animals such as cattle and horses. These animalsare also in direct danger from a fire or could panic and injure themselves trying toescape in to nearby properties or on to roads. This could potentially endanger themfurther and others using the road.


Heath fires- Dorset Fire and Rescue Service

Requirements for DFRS for heath fires:

Vehicles may need to go off road to reach the fire.Water is the primary means of fighting fire, therefore as much as possible needs tobe carried to the fire, although there may be hydrants or streams to use nearby.Heath fires are labour intensive; many fire fighters are often needed.

DFRS Vehicles for heath fires:

L4T:An L4T is a light four-wheel drive vehicle with a tank and hose reel.Tanks can carry up to 685 litres of water.There are 18 in Dorset.Carries a crew of a minimum of 1 and a maximum of 2.L4Ts can be driven off road.High Pressure hoses are used, these are 60m long. Additional hoses can beattached to extend the distance.There may not always be sufficient crews to use the L4T.

Water Tender:A Water Tender is the main fire applianceTanks can carry up to 1365 litres of water.There are 41 in DorsetCarries a crew of a minimum of four and a maximum of six.Cannot be driven off hard standing e.g. a road or gravel track.Hose reels will reach 60m from each side of the Water Tender, although up to eighthoses can be joined together.

Water Carrier:A Water Carrier is used to supply extra water.It can carry up to 9000 litres of water.There is only one in Dorset, although those in Wiltshire, Hampshire and Somersetare available to Dorset if requested.Water Carriers cannot be driven off road.

Attendance at incidents:Either one water tender or L4T will respond to the report of a heath fire.The Officer in Charge will then, if necessary, ask for additional help from:1) L4Ts for access off road plus water2) Water Tenders for water and personnel3) Water Carriers for extra water.

If there are five or more Water Tenders or the Incident Commander requests it, thenthe Incident Command Support Unit will be sent. This provides additionalcommunication support.


Tactics:In general, there is a need to get close to the fire to attack it as soon as possible andstop it spreading.If there is a hard standing (e.g. roads and tracks) close to the fire Water Tenderscan be used

If the fire is far away from a hard standing L4Ts will be used.Often L4Ts travel to and from the fire, filling up from Water Tenders.

On heath fires where there is no vehicle access beaters can be used.

Other Factors:The police helicopter can be used for aerial reconnaissance.

Other Fire and Rescue Services:Heath fires are a regular occurrence in Dorset and DFRS has taken this into accountin providing equipment and responding to incidents. Other fire and rescue servicesmay have different equipment.


Heathlands – The Wildlife

What is heathland?

Heathlands are open landscapes with plants such as heather gorse and broom anda scattering of trees. They usually occur below 300 metres, hence the title ‘lowlandheathland’. A good heathland habitat may also have patches of sandy, bare ground,dry slopes and wetter valleys, bogs or pools.

Heathlands have provided a habitat for many plants and animals for thousands ofyears. These include rare lichens, invertebrates, reptiles and birds. In the lastcentury however 85% of these heaths have been lost. The wildlife communities thathave depended on these heaths are now threatened.

Key Heathland Species:

ReptilesAll 6 British reptiles can be found on the urban heathlands of Dorset. These arethree snakes; the grass snake, the adder and the very rare smooth snake and threelizards, the common lizard, the rare sand lizard and the legless lizard, the slowworm.

BirdsThree rare species of birds are particularly associated with heaths The Dartfordwarbler, who can be seen perching on the top of gorse branches and the nightjarand the woodlark, two ground nesting birds who lay eggs on just a bare scrape inthe ground between the heather.

InvertebratesThere are rare and colourful species such as the silver-studded blue butterfly andthe grub-devouring black bog ant.The large marsh grasshopper is one of largest and most colourful grasshoppers butis very rare and only found in heathland bogs.

PlantsThere are four main heather species found on the heath. The most common is Ling,which dominates the drier heath along with the stronger coloured Bell Heather. Inwetter areas of the heathland, cross-leaved heath and Dorset heath flourish.

Mature gorse can form dense clumps providing a warm shelter for birds such as theDartford Warbler during cold winters. It is also very flammable when dry in thespring, summer and autumn months. When it is alight, it can be very dangerous forfire fighters to tackle. It has bright yellow flowers that smell of coconut.

The sundew is an insectivorous plant that gains extra nutrients by consuminginsects it captures in its sticky leaves.


Wildlife of the heathlands - further information

InvertebratesHeathland ponds are crucial for dragonflies and damselflies and a range of insects.These will be an important source of food for the larger heathland animals. A varietyof areas such as bare ground, scrub and heather stands of a range of ages, gainedwhen light grazing occurs, benefit many species such as solitary bees and diggerwasps as well as rare plants.

� Digger wasps –Their larvae feed upon the hatching ants eggs and go on tocapture and store their prey in their secure, specially made burrows.

� Raft spider – This spider is usually found on the edge of heathland pools inboggy areas. A dark coloured spider but with two distinctive white stripes downeach side of its body, it can be spotted waiting to catch its prey by the watersedge.

� Silver-studded blue butterfly – This butterfly needs young heather in its earlygrowing stages to provide warm ‘microclimates’. In other words the immediatespace around it, a leaf or the soil. Its larvae feed upon the heathers and gorse.Black ants then remove the larvae to their nests and tend them in a symbioticrelationship.

� Bog bush cricket – Can be found on wet and dry heath. It is active from July toOctober. Its song is a repetitive shrill chirp that can last for several minutes at atime.

� Small red damselfly and keeled skimmer dragonfly – They are attracted toacidic pools with a variety of vegetation such as Sphagnum moss. The small reddamselfly is now only found in a small number of southern counties. The keeledskimmer dragonfly has a beautiful turquoise blue body and two pairs of elegantwings. It is more common nationally but is closely associated with heaths inDorset.

BirdsThe nightjar, woodlark and Dartford warbler all have a restricted distribution in theUK so the heathland habitats in Dorset are very important to maintain their numbers.Both the nightjar and woodlark are ground nesting birds so are very vulnerable todisturbance by dogs.

�Nightjar – During summer evenings the nightjar’s ‘churr’ call can be heard. Theyare extremely well camouflaged against the floor of the drier heath with theirbrowny grey speckled markings. They are ‘ground-nesting’ birds, laying only 2eggs in a bare scrape in the ground in the gaps between the heather, usuallynext to a tree stump or bracken patch. The nightjar feeds at the beginning andend of the night, mainly on moths. It flies freely with its mouth agape and usessurrounding trees for perches.

�Woodlark – The woodlark is also a ground-nester. Woodlarks like scrubby coverin a mix of open ground and heather. It has bred successfully within MoD sitesthat have not got public access as these are relatively undisturbed.


�Dartford warbler – After some bad winters in the 1960’s their numbersplummeted to only 10 pairs in the whole of Britain, most of these birds hadsurvived in Dorset. They are most likely to be seen on a high branch of gorseand make a distinctive ‘mew’ call. It has a red/ orange chest and grey tuftedhead. Despite having a tiny body, the Dartford warbler has a distinctive long tail,which it flicks up and down. Their numbers are now increasing. Dartfords like thethick bushy gorse of mature heathland. Gorse provides a warm and snow freeshelter. However fires can seriously affect their numbers.

�Hobby – Hobbys are falcons and mostly feed over the heaths rather than livedirectly on them. It nests in very tall, mature pine trees but often usingabandoned crow nests rather than building its own. You may be lucky enough tosee one swiftly pursuing dragonflies over the heath. Unfortunately there are onlyaround 150 breeding pairs left in the whole country.

�Stonechat – The stonechat is often heard on the heath before it is seen. Its songis said to sound like 2 stones being knocked together. It has colourful markingswith an orangey brown chest and a white-collar trim. Like the Dartford warbler, itneeds the gorse on the heath for nesting.

ReptilesBoth the sand lizard and the smooth snake are extremely rare yet are surviving inthe Dorset heaths.

� Sand lizard – The beautifully patterned sand lizard likes the dry heath wherepatches of ground have been disturbed and provide open sandy spots for thefemale to bury her eggs. A favourite spot for this is a south facing sandy slope,which is unfortunately where mountain bikers and scramblers wish to go. Afterhibernating, the male lizard turns bright green to attract a mate.

� Smooth snake – Smooth snakes have much greater territories than sand lizardsbut they are very secretive and shy and unlikely to be spotted easily. They arealso less distinctive than an adder, with a brown/grey body with darker marksdown the sides. They give birth to live young.

Plants� Heather - there are four different species of heather, the flowers give the

heathland the distinctive purple colour.

� Gorse / Broom – these two shrubs have yellow flowers, gorse is distinguishedby the prickles.

� Sundew and Bladderwort – Dorset heaths are habitat to several insectivorousplants.


Heathlands – The Designations

The heathlands of Dorset are internationally important because of the rare andspecialised species they are a habitat for. The heaths have a number ofdesignations, these include:� LNR Local Nature Reserve�� #��&��#��'� ��#�� NNR National Nature Reserve��#��Designated by English Nature.� SSSI Site of Special Scientific InterestSites that have interesting flora, fauna, geological or physiographical features.Designated by English Nature� SPA Special Protection AreaProtects specific bird species, which are internationally important.Submitted by English Nature to the European Commission.SPA sites are also Natura 2000 sites.� SAC Special Area of ConservationProtects specific plants species and habitats, which are internationally important.Submitted by English Nature to the European Commission.SAC sites are also Natura 2000 sites.� Public Open Space�� Designated in the late 19th and early 20th century, but can still be designated underold legislation.� Ramsar siteInternationally important wetland sites.Designated by the Ramsar Secretariat.� Natura 2000All SPA and Sac sites are also Natura 2000 sites, a network of sites across Europe.� SAM Scheduled Ancient MonumentsNationally important archaeological sitesDesignated by English Heritage.

Many of the species themselves are also protected under the Wildlife andCountryside Act 1981, making it illegal to harm or disturb certain animals and toharm their habitat.

The Countryside and Rights of Way Act (CROW) 2000 also protects the heathlands.

For more information on the designations please see the UK designations andconservation legislation.


Key Organisations for Nature Conservation in the UK

Heathlands can be owned or managed by local authorities, conservationorganisations and private owners.

There are certain government agencies whose responsibilities include the protectionand management of heathlands:

English Nature (EN) - formerly the Nature Conservancy Council, is thegovernmental organisation with some legal powers and can designate protectedareas of land. It is also responsible for promoting biodiversity.

Scottish Natural Heritage (SNH) - is the Scottish equivalent of EN.

Countryside Council For Wales (CCW) – is the Welsh equivalent of EN.

Countryside Agency – is responsible for such things as the conservation andenhancement of the natural beauty of the countryside and securing public access.

Designations and conservation legislation

There are a number of designations, which provide land with differing levels ofprotection against development. However none of the following designations providetotal protection against development (such as road building, mineral extraction,waste disposal and property).

The European legislation of the EC Directives has provided a group of protectedsites of SACs and SPAs across Europe. These are collectively named “Natura2000” sites. Natura 2000 represents the highest level of protection given to sites inthe UK, recognising their importance at a European level.

Many heaths in Dorset have the following designations;

Special Area of Conservation - SACThe EC Habitats Directive sets out the identification and designation of SpecialAreas of Conservation (SACs). Many of the Dorset heaths are candidate SACs,awaiting approval.

SACs often are larger areas than other designations. They tend to be made up ofseveral individual sites within the area of the SAC including land that has beendeveloped.

SACs afford the highest level of protection against development or damagingoperations. Nearly all UK SACs relate to existing SSSI sites.


Special Protection Area - SPAThe EC Wilds Birds Directive on the Conservation of Wild Birds requires membersof the European Union to protect the habitats of migratory and certain threatenedbirds. This has provided the creation of Special Protection Areas (SPAs). The UK isobliged to maintain areas of habitat and ensure they are of a sufficient diversity.

Site of Special Scientific Interest - SSSIA network of Sites of Special Scientific Interest was first designated under theCountryside Act in 1949. However unlike the National Nature Reserves, (NNRs)which were also identified at this time, the SSSI’s had to co-exist with other landuses. In the 1970s intensive agricultural production was causing significant habitatlosses to the SSSI network, especially in lowland areas.

The break up of the SSSI land for other uses meant that sites became increasinglyisolated and the species contained within them relied more heavily upon thepopulations within the site boundaries.

Calls for greater control of such activities in regards to nature conservation led to thedrafting of the Wildlife and Countryside Act in 1981. However there was little furtherprotection given to SSSI’s except for a certain number of ‘Super SSSI’s’.

In 1981 the Wildlife and Countryside Act strengthened species protection foranimals, bringing the UK in line with European laws. It aided the NCC in their abilityto persuade landowners against damaging activities.

The government is bound by the Wildlife and Countryside Act 1981 (amended 1985)to notify land as an SSSI where there are any flora, fauna, geological orphysiographical features of special interest. This may be, for example, a rock type,landform, rare species or habitat.

The SSSI designation provides a certain level of protection against damagingactivities. Any operations must be authorised by English Nature, etc. Howeversometimes the protection is not enough to prevent certain developments.

An SSSI can be owned by anybody. It could be a private landowner, a local councilor a business.

The Countryside and Rights of Way Act 2000 (CRoW Act) has strengthened theSSSI legislation, giving the designating bodies more power over harmful practices orneglect. Local authorities and other bodies now have a statutory duty of care toensure SSSI’s are positively managed. They can refuse consent for damagingactivities.


Heathlands – their development

GeologyIn south east Dorset the underlying geology is tertiary rocks, sands and gravels,ranging from 2 to 65 million years old.

These ‘Tertiary Bagshot’ and ‘Bracklesham Beds’ of the Poole basin have created avery inhospitable soil of sands and gravels with clay layers. These nutrient-poor andnormally well drained soils favour the development of lowland heaths.

Cultural background – history of the heathsNaturally these areas were covered in birch, pine, elm, hazel and oak woodland withwillow in the wetter areas. The pollen records preserved in peat bogs show thatwoodlands were dominant across the landscape of Dorset but to a lesser extentover the heathlands due to the reduced fertility of the soil.

4,500 - 650 B.CBronze Age farmers cleared the trees. Removing the trees and planting crops led toan increase in soil acidity. The acidic soils would not have supported crops for long,but the land would have been used for grazing and the vegetation used for buildingand fuel. This removal of the vegetation by cutting, burning and grazing would havehelped prevent the invasion of trees and scrub and allowed the heathland plants tothieve. By 1,500BC the forests had largely disappeared and heathlands wereestablished.

Bronze Age barrows, burial or cremation chambers are found on heaths such asCanford and Talbot and many are protected as Scheduled Ancient Monuments.

665500 BB..CC –– AA..DD 441100Iron Age settlers concentrated themselves along the river valleys and coasts but stillused the largely unoccupied heaths for grazing and fuel. Iron Age hill forts anddykes were constructed at nearby harbours such as at Hengistbury Head,Christchurch. Cereals, fish and salt were traded.

Later in this period settlements grew on the heath with established potteries. Kilnswere fueled by the gorse and heather. The ashes made good fertiliser.

1200 - 1500In the Middle Ages heaths were used as commons. Local families were granted‘rights of common’, ‘rights of turbary’ or ‘rights of herbage’ to graze stock, gatherpeat and heather turves for fuel and roofing and use heather plants for fodder andbedding for their animals.

Mid 1700sLandowners were experimenting by planting trees. Deciduous trees were not suitedto the poor soils but Scots pine and maritime pine thrived.


Mid 1800sThomas Hardy, who was born and lived in Dorset, used real places and landscapesurroundings in his novels and poetry. These descriptions are so detailed that theycan help show how widespread the heathlands were. The Dorset Heathlands oncecovered a substantial area stretching from the Avon Valley in the east, across thePurbecks and as far as Dorchester in the west. This continuous block of heathlandcovered 50,000 hectares and was broken only by the river valleys of the Piddle,Frome and Stour. These heaths were an important part of the rural economies andlocal communities took a living from them.

Early 20th centuryThe Forestry Commission was formed and many Scots and Corsican pines wereplanted. The urban areas of Bournemouth, Poole and east Dorset spread. Newhousing, roads and the need for materials and quarry sites meant large parts of theheathlands were lost.

Traditional uses of the heath declined. There was less and less grazing. People nowused electricity, coal and gas instead of digging turf. The scrub was no longer keptin check by these processes so birch and pine overtook the open heathlandlandscape. The ideal habitats for the heathland birds, invertebrates and reptileswere lost in great numbers.


Heathlands - Importance for local people

The few heathland fragments we have left in the urban areas of south east Dorsetare the nearest green space for local people to use. Many local people visit theheaths for a diverse range of activities. For example:

Dog walkingExercise – walking, jogging running.Cycling (although this should only be on bridleways)Horse riding (although this should only be on bridleways)Using as a short cut to other areas.Enjoying the outdoorsPlace to hang out or play with friends


Urban Heathlands – Other Pressures

The urban heaths suffer from the pressures of nearly half a million people livingaround them.

Motorbikes, scramblers and quad bikes:The heathlands are extremely fragile. When heather is trampled it snaps and dies.The effects of tyres therefore can be drastic. Female sand lizards lay their eggs inthe bare sand on the edge of tracks and on slopes, slopes are also very prone toerosion. Motorbikes are also a hazard for other users on the heath especially youngchildren, the elderly and dogs.

Invasive scrub and non-native species:Heathland plants can be smothered by the invasion of dense pine, birch andrhododendron across the heath. Well meaning gardeners may throw grass cuttingson to the heath but this enriches the soil like a fertiliser and nettles and grassesovergrow the heathland plants.

Dog fouling and disturbance:The numbers of pets are high in urban areas. Dogs are walked on the nearestheath. Some owners do not realise that dog faeces also enrich the soil and changesthe heathland in to grass dominated vegetation. When some dogs run through theheather off the footpath, they flush adult nesting birds away leaving the eggs andchicks vulnerable to the cold and predation.

Fly tipping:A few people use the local open space to dump their unwanted junk rather than goto the local refuse site. It makes local pretty spots look ugly in places, encouragesothers to drop litter, poisons the wildlife and is a fire hazard.


Heathlands - Controlled Burns

In many areas control led burning is a standard management technique.This could either be in the form of burning heather and gorse on the heath orburning piles of cut remains.

Heathlands are man-made habitats, which have developed through many years ofgrazing and removal of the vegetation for fuel and other uses. Now these uses havedeclined the heathland needs to be managed and older vegetation removed to allowyounger plants to grow. In larger open areas controlled burning can be an effectiveway of managing the heath.

Controlled burning is undertaken at specific times of the year by the heathlandmanagers who know exactly how much and which areas are to be burnt. Theburning will not take place if the weather conditions are not suitable.

Controlled burning of heathland habitats is called swaling and it is only legal to burnin the winter when heathland wildlife is most dormant.

Heathland managers burning piles of cut vegetation may occur on heathlands, againthis is all planned in a specific place at a specific time and not undertaken whenconditions are not suitable.

Controlled burns only takes place on one area around every twenty-five years as thepurpose is to remove over-mature vegetation.

The main differences between controlled burns and arson on the heathlands are:

� Controlled burns are planned and do not take place in unsuitable conditions.Controlled burning takes place in winter, taking into account when the wildlife ismost dormant, therefore causing less damage.

� Arson attacks can take place at anytime of year, most often in the hot dry periodsover the school holidays.

� Controlled burns on one area happen years apart.

� Arson attacks can occur on the same area of heathland many times, making itvery difficult for the heathland to recover.


Heath fires – What could happen in terms of the law?

If suspected:Based on intelligence and/or evidence, the police can arrest the firesetter forcommitting arson. They will be taken to a police station and booked into custody.Personal possessions will be removed (for safe keeping and to prevent any injury ordamage being caused to anyone or anything) and then the firesetter will be placedin a cell and if under 18 years of age they will have to await the arrival of a suitableadult such as a parent or guardian.

At this stage the firesetter would be advised of their rights:1. To speak to an independent solicitor free of charge either in person or on the

telephone.2. To have somebody told that you have been arrested and detained at this police

station.3. To consult with a copy of the codes of practice (which is a book which explains

how people should be dealt with and treated whilst in police custody).

These rights will be repeated in the presence and hearing of the appropriate adult.

The interview:The firesetter would be taken to the interview room with a suitable adult present.They could have also had a lawyer or solicitor present if they wished.The interview is normally taken by two officers and always taped.If the individual arrested names any of his or her friends as being there with him,these friends would also have had to be interviewed by the police.

The charge:If the firesetter admits to starting the fire or if there is enough evidence to, theindividual will be charged.

The charge is likely to be arson and they may also be charged under theCountryside and Rights of Way Act, with damaging a protected habitat.

The landowners may take him or her to court to claim compensation, as couldhomeowners if property has been damaged.

After the charge:Once charged the firesetter would have his fingerprints taken. These will be onrecord for the rest of their lives. Their photograph and a DNA mouth swab wouldalso taken and then they would be placed back in the cells.


What could happen?

� Reprimand and final warning:The final warning scheme is in place to allow a progressive and proportionalresponse to the offending behaviour and to try to prevent re-offending. If thefiresetter is between the ages of 10 and 17 (inclusive), it is their first offence but aserious one, then a final warning may be given. This final warning will stay on theirrecords. If the firesetter is involved in any more trouble then he or she will be takento court. Final warnings are given at the Police Station and are kept on record for 5years.

� Court Appearance:Considering the seriousness of the incident and if the firesetter had been in troublebefore then he or she may be charged with a number of offences and taken to court.If found guilty, the court then decide upon appropriate punishment.

Punishment:The Crime and Disorder Act 1998 focuses on preventing young people offendingand re-offending.

� Restorative Justice:The restorative justice programme aims to allow offenders to understand why theyare being punished, what they did wrong and to help put right some of the damage.If the firesetter was placed on this programme he or she may meet with fire fighters,the landowners and other people to learn how they have been affected by theircrime. They could work with the wardens to understand the importance of the heathhabitat for the wildlife and carry out work on the heath to improve it.

� Young Offenders Prison:It is unlikely that the firesetter would be sent to prison, if they were under 18 years ofage. However they re-offend or are linked to other crimes then they may receive asentence.

� Firesetters programmeThis is run by DFRS. The programme teaches the offender the consequences ofarson and the dangers of fire. This would be run undertaken alongside otherpunishments. Other Fire and Rescue Services have similar programmes, see thecontact details for your local fire and rescue service.

Criminal Record:Whatever the firesetter’s punishment, if he or she is found guilty of arson then theywill have a criminal record for the rest of their lives. This criminal record will causeproblems when applying for jobs and prevent him or her travelling to places such asAmerica.


Heathlands – Legislation

Below are listed some of the crimes more commonly encountered on theheathlands;

Criminal Damage (Section 1&1(3) Criminal Damage Act 1971)“A person who without lawful excuse destroys or damages any property belonging toanother, intending to destroy or damage any such property or being reckless as towhether any such property would be destroyed or damaged’ shall be guilty of anoffence.

Under the same Act, ‘any destroying or damaging property by fire, will constitute theoffence of Arson’.

For the purposes of this Act the term ‘property belonging to another’ means; ‘havingcustody or control of it, having a proprietary right or interest or having charge of it,property belonging to a Trust or Corporation’.The term ‘reckless’ is variable but can be inferred by circumstances or admission.

This is an arrestable offence to which the conditions of the Police & CriminalEvidence Act 1984 (PACE) apply. A person found guilty of an offence wherethe value of damage is below £5000 could be subject to 3 monthsimprisonment and/or a fine of £2500

Drive a vehicle on a footpath/bridleway (Section 34 Road Traffic Act 1988)‘A person who without lawful authority drives a mechanically propelled vehicle, on toor upon any common land, moorland or land of any other description, not being landforming part of a road, or on a road being a footpath or bridleway or restrictedbyway’ shall be guilty of an offence.For the purposes of this Act the term ‘mechanically propelled vehicle’ meansgenerally, a vehicle ‘intended or adapted for use on a road’. This includes ‘scramblebikes’, mopeds and more recently ‘Go-Peds’.

The term ‘common land’ is defined as ‘land subject to rights of common’.The term ‘bridleway’ is defined as ‘a way to which the public have a right of way onfoot, on horseback or leading a horse’.The term ‘footpath’ is defined as ‘a highway to which the public have access on footonly’.

This offence is ‘non-arrestable’ however Section 25 of PACE, General ArrestConditions apply and a person found guilty of this offence could receive a fineof £1000 at a Magistrates Court although it is more usually dealt with by wayof Fixed Penalty Notice. The police will also consider the offence of ‘No Insurance’& ‘Cause, Permit’.


Unauthorised/Harmful Disposal of Waste (Fly Tipping)(Section 33Environmental Protection Act 1990)‘A person who deposits a controlled waste, or knowingly causes or permits it to bedeposited in or on any land without a waste management licence and in accordancewith the licence’ shall be guilty of an offence.For the purposes of this act the term ‘controlled waste’ is defined as ‘household,industrial and commercial’ and includes ‘any substance which constitutes a scrapmaterial, effluent or surplus substance or any substance or article being broken,worn out, contaminated or otherwise spoiled’.This would obviously include, vehicles, vegetation from ‘tree lopping’, kitchenappliances, and household furniture.

This offence is ‘non-arrestable’ however Section 25 of PACE, General ArrestConditions apply and a person found guilty of this offence could receive 6months imprisonment and/or a fine of £20,000

Countryside and Rights of Way (CRoW) Act 2000The ‘CROW’ Act 2000 strengthens current wildlife law, giving greater protection toSites of Special Scientific Interest (SSSI’s) and better management of Areas ofOutstanding Natural Beauty (AONB’s)There are now new powers of arrest under Section 24(2) of PACE.

Disturbing Wild Animals (Sec 9(4) (a) & 9(4) (b) Wildlife & Countryside Act1981)‘A person who intentionally or recklessly damages, destroys or obstructs access toany structure or place which any animal on Schedule 5 uses for shelter orprotection’ shall be guilty of an offence.‘A person who intentionally or recklessly disturbs any wild animal listed on schedule5 whilst it is occupying a structure or place it uses for shelter or protection’ shall beguilty of an offence.Prior to the CROW Act, both of the above offences related to ‘intentional’ damage ordisturbance only. Now however the term ‘reckless’ also applies.This offence is now arrestable. Animals subject of the above offence, will includesand lizards, smooth snakes, adders and some newts.

Obviously, a person setting a fire on heathland or using a ‘scramble bike’ could beguilty of this offence.Statements would be required from the agency with responsibility for the areaconcerned to prove that damage or disturbance had occurred.

Disturbing Wild Birds (Sec 1(5) Wildlife & Countryside Act 1981)‘A person who intentionally or recklessly disturbs a bird listed in Schedule 1 whilst itis building a nest, is in a nest or near a nest containing young or eggs or disturbs thedependant young of such a bird’ shall be guilty of an offence.


The CROW Act 2000 has now included the term ‘reckless’ in the above offence.This has in the main been designed to deter over zealous bird watchers andphotographers who in the past got too close and others including egg collectors whoused bird watching as a defence. It will be for the defence to prove that the actionswere not ‘reckless’.

Birds listed on Schedule 1 include

Dartford WarblerWoodlarkHobbyBarn Owl.

A person therefore, setting a fire on heathland, using a ‘scramble bike’ or evenhaving no control over their dog could be guilty of this offence.

The main defence under this Act is where ‘The disturbance was an incidental resultof a lawful operation’. This would therefore include such activities as fire fighting,but has also been abused by building companies, suggesting that road building andinstalling services, etc, was a ‘lawful operation’.

This offence is now arrestable, Sec 24(1) PACE.


Points covered in talk by Police Officers:

� Even though these open areas and heathlands may appear to be wastelandsthey have an owner.

� With an owner it is therefore considered setting fires on these areas is the sameas setting fire to other property e.g. a building or car.

� The police consider arson a very serious crime.

� People living close to the heaths are not happy that their property is placed indanger from heath fires.

� Local people, countryside wardens, landowners and the police are all takingmore notice of people acting suspiciously on the heathlands.

� There are wardens out patrolling the heaths as well as police, both in uniformand undercover.

� The police helicopter is often used at heath fires. The helicopter flies at anoperating height of 800ft. At this height the camera in the helicopter could focuson the text on a newspaper on the ground.

� The helicopter crew can therefore use the camera to film suspects on the heathand direct police officers on the ground to suspects.

� The video footage can be used to identify suspects.

� If someone is suspected of arson they will be taken to the police station andquestioned. One of the first things they often say is the names of their friendswith them.

� These friends then have to be brought to the police station and questioned.

� Their parents or guardians have to attend whilst they are interviewed. Thisprocess can take a great deal of time. Generally parents and guardians are notvery happy.

� If someone is convicted of arson they will have a criminal record. This will makeit very difficult in the future to get even the simplest of jobs. Would you employsomeone convicted of starting fires?

� It will also make it very difficult to get into countries such as America.

� What sort of person starts a fire? Often they are attention seeking, trying to getpeople to look up to them.

� Their peer group may think they are exciting, cool, always doing crazy things.

� When talked to in the police station these people are not loud and exciting, theyare insecure and scared, unable to make friends in the normal way, but insteadneed to do stupid things to get friends.


� If someone in your group is messing around with fire, either inside or outside,you can say you are having nothing to do with it and walk away.

� That person could not only mean you are questioned by the police but could alsobe putting your life in danger.

� Do go and enjoy the heathlands, but think about the consequences of the actionsof you and your friends.


“It Was Only A Game”– Crib sheet

Main points for teachers to check students have understood following the film:

� Every fire starts as a small fire, not all will end up as large fires – but you do notknow which will.

� You can not control fires – even if it is small and you think you can – it couldeasily and rapidly get out of control.

� Fire can kill

� Burns are very serious. If the burn requires skin grafts, as a young person, youwould require an operation every few months as you grow. This involved takingskin from different parts of your body, creating more pain and scars.

� Never try to put a fire out, even by stamping with your foot – you could setyourself alight.

� Never ever try to get anything from a fire – wait for the fire service to arrive.

� Never play with fire – even outdoors – it is just as dangerous as fire indoors.

� If you find some matches/lighters – tell and responsible adult that you know.

� If your friend is playing with fire/has some matches – tell them how dangerous itis – do not be afraid to tell an adult e.g. teacher/ parents

� If your friends are trying to get you to play with fire, make an excuse and leave.

� If you find a fire – find a safe phone and call 999 and ask for the fire service.

� Never call 999 for a laugh – only call it in a real emergency.

� Fire is unpredictable. Even fire fighters often can not predict where the fire willburn – for example recently a fire landrover was destroyed at a heath fire andtwo fire fighters injured because fire changed direction without warning.

� Fires on the heath can change direction, spread quickly, burn underground andjump distances, e.g. recently a heath fire jumped Upton Bypass and got veryclose to homes and a petrol depot.

� Although this is a film – it could be real life – it does happen.


“Seconds Out” Crib Sheet

Main points for teachers to check students have understood following the film:

� There are 26 fire stations in Dorset, each with one or two fire engines.

� Each time they are called, the Fire and Rescue Service will attend the incident.

� If the crews are at one incident, they cannot be at another.

� A crew from a fire station further away will have to attend, this wastes time.

� The Fire and Rescue Service has to attend the hundreds of deliberately set firesevery year.

� The Fire and Rescue Service have to put these fires out as they could spreadand put people in danger.

� Every time someone sets a fire, they are putting other people’s lives in danger asat least one fire engine will have to attend.

� Playing with fire in dangerous, you cannot control fire, even if you think you can.

� Every fire starts as a small fire, not all will end up as large fires – but you do notknow which will.

� You can not control fires – even if it is small and you think you can – it couldeasily and rapidly get out of control.

� Fire can kill, not just those involved in the fire but those who are involved in otherincidents where the fire engine should be.

� Never call 999 for a laugh – only call if there is a real emergency. One hoax callcan put others in danger.

� Although this is a film – it could be real life – it does happen.


“Seconds Out” Other safety issues

As well as the issue of arson we have included a number of other safety issueswhich could be talked about:

� The retained fire fighter does not wear a cycle helmet.� The car driver is not wearing a seat belt. It is both dangerous and illegal not to

wear a seat belt whilst travelling in a car.� The car driver is using a mobile phone whilst driving. It is illegal to use a mobile

phone whilst driving unless it is an approved “hands free” device.� Chip pans – chip pan fires are very dangerous. Never leave a chip pan

unattended and never try to put them out with water.

General Fire Safety Issues:

� Have a working smoke alarm� Plan an escape route with your family� Never leave candles unattended� Never leave cooking unattended� Never leave toys or clothes close to fires or heaters� Never play with matches or lighters� Never make hoax calls� If there a fire – raise the alarm – tell an adult

GET OUT, STAY OUT, GET THE FIRE BRIGADE OUT 999


Suggested Fire Awareness Classroom Activities

Below are details of suggested classroom based activities to use after watchingeither one of both of the films.The following have more detailed explanations and resources further in the booklet:Map work activitiesFeeling CardsAgony Aunt LettersInterviewsHeathland Star OrienteeringPhotographs to think about….Heathland Visit Activities

Visit by Dorset Fire and Rescue Service

Aim: To investigate the work of fire fighters and the dangers of heathland fires

Outline: PowerPoint Presentation by DFRS showing local heath fire footage and alook around the fire engine.

Resources: See in the contact details section on how to contact DFRS.Please be aware that the fire crews and fire appliance are on operational duty andmay have to leave to attend an incident.This presentation is a PowerPoint Presentation and will require a darkened room.Please discuss the details with DFRS.

Numbers of students: One class per talk

Time required: 30 minutes – 1 hour depending on organisation

Activity: Split students into suitable size groups in order to watch the presentationand look around the fire engine. You may wish to combine the videos into thisactivity. E.g. 4 classes= 1 watch “Seconds Out” , 1 watch “It was only a game”, 1watch DFRS Presentation, 1 look around fire engine and then swap around.


Visit by Dorset Police

Aim: To understand the consequences of being arrested.

Outline: A talk by a police officer on the consequences of being arrested.

Resources: See contact details on contacting Dorset Police

Numbers of students: Unlimited

Time required: 15 – 20 minutes

Activity: Students will hear what happens if you are arrested by the police officer.This activity could be combined with the DFRS talk.If the police are unavailable there is an information sheet for teachers to use.

Why are heath fires dangerous? Worksheet

Aim: To assess the students understanding of how a heath fire burns and thedangers of the fire.

Outline: Students fill in worksheet on how the fire burns.

Resources: Copy of worksheet “Why are heath fires dangerous?” per student. Onecopy of answer sheet for teachers, if required.


Time required: 20 minutes approx

Activity: Either ask students to fill in the worksheet and then go through theanswers, or discuss the issues and then ask students to fill in sheet.


Arson Posters

Aim: To create a poster deterring arson.

Outline: Students create a poster aimed at their peer group highlighting one aspectof arson.

Resources: Copy of example posters. A4 blank paper.


Time required: One lesson

Activity: Students are asked to design and create a poster aimed at their peergroup detailing one aspect of heath fires.If you wish you could show them example posters, a selection are on the cd.Aspects to focus on could be:Fires can burnArson is illegalWhat to do if your friends are messing around with fireSomeone who is put in danger from a heath fire: people on the heath, peoplenearby, fire fighters, police, ambulance crews, road users, animals, pets etcUsing fire engines puts others, who really need them, in danger.

If you wish, try asking your local library if they would display the posters. Many arehappy to.

Letter from someone involved in the fire

Aim: To express how others may feel through a letter.

Outline: Students write a letter to a newspaper, friend, family member, etcexplaining how they were involved in the fire and how it affected them.

Resources: Copy of example posters. A4 blank paper.



Activity: Students are asked to imagine they are someone involved in either one ofthe fires from the films or PowerPoint.They then have to write a letter to either to a newspaper, a friend or family memberexplaining what happened and how it made them feel.Suggested characters in addition to those featured in the films are:Someone who was out walking on the heathSomeone who lived near the heath and had to be evacuatedSomeone whose cat or dog went missing on the heath during the fireSomeone who was delayed due to the road closureA heathland animal e.g. a sand lizard


Visit to Streetwise Safety Centre

Aim: To understand and know how to deal with dangers..

Outline: Students visit Streetwise, where in small groups they are taken around by aguide looking for hazards and dangers.

Resources: There is a fee for visits to Streetwise, please contact Streetwise todiscuss visits and prices, etc.

Streetwise 01202 591330 or www.streetwise.org.uk or [email protected]

Numbers of students: One class per visit

Time required: Depends on tour taken and travelling time.

Activity: There is a general tour where students visit different scenarios to spot anddiscuss different dangers in the home, park, street, building sites, etc. There arealso specialised tours such as the “Arson Awareness Tour”, which looks at thedangers of arson on the heath, in the home, to cars and hoax calls. (SpecialisedTours can be shorter.)

Live in Harmony Musical

Aim: To show the consequences of arson by the use of music and drama.

Outline: Use the musical “Live in Harmony” to present the dangers of heathlandfires, either as a class based activity or a performance.

Resources: Your school should have received a copy of “Live in Harmony”.


Time required: One lesson plus more time if it is presented as a performance.

Activity: Students sing songs and read the play to understand the consequences ofa heath fire.


Material Heathlands

Aim: To create a heathland scene showing the damage of fires

Outline: Use material scraps to create a heathland scene, showing an undamagedside and a burnt side.

Resources: A3 card (or larger) and scrap material. Colours required include green,purple, yellow, blue, black, grey, etc



Activity: Working in pairs or small groups students can use the scrap materials tocreate a “good” heathland scene and a “bad” heathland scene.

News report

Aim: To show the dangers of fires.

Outline: A radio or TV report is written and performed by students, based on eitherof the fires seen in the two films or PowerPoint clip. The report could be filmed orrecorded.

Resources: Camcorder or tape recorder if you wish to record them.



Activity: Working in small groups, the students write and perform a TV or radiointerview based around the events of either film or the PowerPoint footage. Differentstudents can represent different people involved and be interviewed.


Newspaper report

Aim: To show the dangers of fire.

Outline: Write a newspaper report based on the fires seen in the films.

Resources: Small copies of photographs to be used in report. Paper or computers



Activity: Students imagine they are a newspaper reporter covering one of the firesseen. They may “interview” witnesses and use small copies of the photographs offires included on the CD as images.This can be done on computers and the images imported.More images can be found at www.dorsetheaths.org.uk

Assembly

Aim: To share with others what has been discovered

Outline: Assembly presentation explaining what the students have discovered aboutarson and heathlands.

Resources: Any work created suitable for display


Time required: Practice time and assembly

Activity: Students need to present their findings about arson and heathlands as anassembly, either showing their work as small presentations or writing a play toperform..


Why are heath fires dangerous#�NameClass

1) There are three elements needed to make fire burn.This is called a fire triangle.Fill in the fire triangle below

2) Circle which of these are most likely sources of heat that could start a heath fire.

3) Normally a fire will burn in the direction of the wind.Which way will the fire burn here?

4) The fire needs fuel to burn. On the heath the fuel is provided by vegetation.Different vegetation provided different amounts of fuel.For example tall gorse bushes provide more fuel than short grass.Which way will the fire burn here?

5) Which way will the fire burn here?

A person striking a matchSun shining through glass

A person using a lighter

Spontaneous combustionA discarded cigarette

Direction of wind

Direction of fire ?Direction of fire ?


Tall gorse

Short grass


Tall gorse

Short grass

Direction of wind


6) Soils on the heathland contain organic matter such as peat, decaying plants androots.The fire can smoulder underground using the organic matter as fuel, but there is notenough oxygen for the fire to burn fiercely.What do you think will happen if the smouldering fire reaches the surface?

7) Heath fires generate a great deal of heat. This heat can dry out the ground 30-50metres in front of the fire.Burning pieces of material, carried by the wind, can land on this dry ground and startnew fires, looking like the fire has “jumped”.What could be in danger from the fire in this map?


Why are heath fires dangerous?NameClass

6) There are three elements needed to make fire burn.This is called a fire triangle.Fill in the fire triangle below

Fuel, oxygen, source of ignition

7) Circle which of these are most likely sources of heat that could start a heath fire.

8) Normally a fire will burn in the direction of the wind.Which way will the fire burn here?

9) The fire needs fuel to burn. On the heath the fuel is provided by vegetation.Different vegetation provided different amounts of fuel.For example tall gorse bushes provide more fuel than short grass.Which way will the fire burn here?

10)Which way will the fire burn here?

A person striking a matchSun shining through glassA person using a lighter

Spontaneous combustionA discarded cigarette

Direction of wind



Tall gorse

Short grass


Tall gorseShort grass

Direction of wind


6) Soils on the heathland contain organic matter such as peat, decaying plants androots.The fire can smoulder underground using the organic matter as fuel, but there is notenough oxygen for the fire to burn fiercely.What do you think will happen if the smouldering fire reaches the surface?

The fire will appear and burn any material left. This will place anyone on the heath indanger.

7) Heath fires generate a great deal of heat. This heat can dry out the ground 30-50metres in front of the fire.Burning pieces of material, carried by the wind, can land on this dry ground and startnew fires, looking like the fire has “jumped”.What could be in danger from the fire in this map?

Everything pictured here is in danger. The electricity pylons pose a great danger asthe carbon in the smoke can cause the electricity to arc to the ground. If there areelectricity pylons over a fire site then the electricity maybe turned off.If the fire “jumps” over the dual carriageway then the community there is in danger,especially the petrol station. Smoke is a great hazard on the roads.


Map work activities

The following activities can be used to improve map work whilst investigating thelocal area and arson issues.

Maps and aerial photographs of your choice of scale and map type can bedownloaded from PlanWeb. (See section on Maps and Fire Statistics)

Where do you live?

Aim: To see where the students travel from to school.

Outline: Group classroom based work; using local map students are to locate theirhome and other features.

Resources: One copy of a street map of the local area from PlanWeb, printed aslarge as possible.Coloured pins, or small pieces of paper and blu tac.

Number of students: Unlimited

Time required: Can be done by small groups through out the lesson.

Activity: Each student to place pin, or other marker, on their home. Other featuressuch as a fire station, school and heathlands can be marked.

Heathland Names

Aim: To investigate how heathlands have influenced local names.

Outline: Classroom based work. Using street maps of local area, find any roads orareas relating to heathlands.

Resources: Each student will require a street map of a local area, (with heathlandnames) and/or a photocopy of local street names.This can be obtained from PlanWeb..Number of students: Unlimited

Time required: Approximately 30 minutes.

Activity: To look for any road names/ areas named in association with heathlands.Colour in these roads.Discuss why these areas have heathland names.This activity can then be linked in how the activity “Development over the last 100years”.

Please see a table showing a sample of heathland road names in the area.


Local land uses

Aim: To investigate the location of local land uses.

Outline: Classroom based work. Using maps of local area, work out the distancesbetween local land uses

Resources: Each student will require an A3 or A4 map of the local area fromPlanweb. (See Section Maps and Fire Statistics) Make sure the scale is one whichcan be converted by the students.Copies of a wider area showing locations of fire stations..Number of students: Unlimited

Time required: Approximately 30 minutes.

Activity: Colour in school, fire station, heathlands, home, the homes of a few closefriends and any other major land uses e.g. hospital, shopping centre, train stationetc.

Work out distance between:1) home and school2) school to the heath3) fire station to school4) fire station to heath5) fire station to home6) fire station to friend’s home7) home to friend’s home.

�Find out where the next nearest fire stations are. What would happen if there was afire on the heathland and then an incident outside your school or home?


Development over the last 100 years

Aim: to see how the land use has changed over the last 100 years.

Outline: classroom based work, using local maps to identify and colour in differentland uses.

Resources: Each student will require an A3 or A4 copy of the modern map and the1902 map available from PlanWeb.

Number of students: unlimited

Time required: approximately 30 minutes.

Activity: Each student colours the different land uses on the modern map usingdifferent colours. E.g. housing, industrial use, transport, agriculture, recreationalspace, heathland, forestry etc.

Using the same colours, colour in the 1902 map land uses.

Compare the two maps and answer the following questions:1) Is there a difference between the two maps?2) Which land use has increased most in the last 100 years?3) Which land use has decreased most in the last 100 years?4) Are there any similarities between the two maps?5) Look closely at the names, can you see any similarities? E.g. Rockley and Rock

Lea.


Area of heathland land uses / damage

Aim: to see the layout of the local heathland and the areas damaged by fire.

Outline: classroom based work. Using maps of local heathland, work out differentarea sizes.

Resources: Each student will require an A3 or A4 map of the local heathland fromPlanweb. (see Section: Maps and Fire Statistics) Make sure the scale is one whichcan be converted by the students.A3 or A4 tracing paper and A3 or A4 graph paper..Number of students: unlimited

Time required: approximately 30 minutes.

Activity: Trace the outline of the heathland and any features you wish to find thearea of. i.e. burnt areas, wooded areas, lakes, grassy areas, heathland areas. Labeleach area.

Place the tracing paper on top of the graph paper. Work out the scale of the heathon the graph paper (e.g. does 1cm = 1m, 1cm = 2m, etc)Counting the squares on the graph paper, work out the area of the heath in m2.Using the same method, work out the area of the burnt heath, wooded area, lakesetc.Work out the percentage of the heath which has been burnt, is wooded etc.Colour in the different land uses on the tracing paper map.

�


Heathland Road Names

The numbers refer to the map co-ordinates on PlanWeb: Easting NorthingHEATHER ROAD BOURNEMOUTH 407546 95148

FERNHEATH ROAD BOURNEMOUTH 406519 94898

FERNHEATH ROAD BOURNEMOUTH 406512 94903

KNIGHTON HEATH ROAD BOURNEMOUTH 405220 95810

KNIGHTON HEATH ROAD BOURNEMOUTH 405313 96091

HEATHERBANK ROAD BOURNEMOUTH 407085 91360

HEATHERLEA ROAD BOURNEMOUTH 413754 91656

HEATHER CLOSE BOURNEMOUTH 410526 95490

HEATHWOOD ROAD BOURNEMOUTH 408129 93617

GORSECLIFF ROAD BOURNEMOUTH 407974 94361

FURZE BANK LANE BOURNEMOUTH 407170 94687

WESTHEATH ROAD BROADSTONE 400670 95742

SUNDEW ROAD BROADSTONE 399526 94683

HEATH ROAD CHRISTCHURCH 421577 94391

HEATHER CLOSE CHRISTCHURCH 421441 94504

HEATHLANDS CLOSE CHRISTCHURCH 416430 94997

SUNDEW CLOSE CHRISTCHURCH 419086 94128

HEATHFIELD ROAD FERNDOWN 408958 102089

HEATHERDOWN ROAD FERNDOWN 409108 102349

HEATHFIELD WAY FERNDOWN 408862 102389

HEATHFIELD ROAD FERNDOWN 408992 102474

HEATH FARM ROAD FERNDOWN 407309 99437

HEATH FARM CLOSE FERNDOWN 407242 99375

HEATH FARM WAY FERNDOWN 407211 99306

HEATHLANDS AVENUE FERNDOWN 407726 98562

HEATHER DRIVE FERNDOWN 407897 101202

SUNDEW CLOSE NEW MILTON 425861 95662

HEATHERLANDS RISE POOLE 404694 92470

HEATHER VIEW ROAD POOLE 405807 93013

MANNINGS HEATH ROAD POOLE 403992 94083

HEATHFIELD AVENUE POOLE 406307 93977

HEATH AVENUE POOLE 401535 92876

UPTON HEATH ESTATE POOLE 398515 93248

HEATHERBRAE LANE POOLE 397977 92595

BELL HEATHER CLOSE POOLE 397955 93612

HOLTON HEATH TRADING PARK POOLE 394917 90640

CANFORD HEATH ROAD POOLE 401317 94574

GORSE LANE POOLE 398471 93478

GORSEHILL ROAD POOLE 402605 92136

GORSEHILL CRESCENT POOLE 402441 92294

GORSEHILL ROAD POOLE 402598 92237

GORSE HILL CLOSE POOLE 402516 92119

FURZEY ROAD POOLE 397825 92654

FURZEBROOK CLOSE POOLE 402180 95051

FURZE HILL DRIVE POOLE 404394 90466

MARSH LANE POOLE 397185 93405


NIGHTJAR CLOSE POOLE 399486 93675

HEATH ROAD RINGWOOD 410703 103785

HEATHER CLOSE RINGWOOD 411158 103403

GORSE CLOSE RINGWOOD 410789 103535

GORSE KNOLL DRIVE VERWOOD 408495 109446

HEATH CLOSE WAREHAM 382373 89340

FURZEBROOK ROAD WAREHAM 392939 84736

OLD FURZEBROOK ROAD WAREHAM 392871 84954

FURZEBROOK ROAD WAREHAM 392830 85058

OLD FURZEBROOK ROAD WAREHAM 392674 85656

PILFORD HEATH ROAD WIMBORNE 403455 101157

HEATHER CLOSE WIMBORNE 399316 96641

HORTON HEATH WIMBORNE 405440 106643

GORSE ROAD WIMBORNE 398267 96437

FURZELANDS ROAD WIMBORNE 408317 105825


Feeling cards

Aim: to understand how other people are affected by fires.

Outline: classroom based activity, working in groups to try to understand howpeople are affected by fires.

Resources: One copy of each scenario sheet, one per group

Number of students: 35

Time required: one lesson

Activity: Students are split into groups of 3 or 4. Each group is given a differentscenario card. Working together they must write down as many adjectives todescribe how they think that person would feel in the given situation.

Further activities: The groups then have to prepare a short (2 – 3 minute) playdemonstrating the events and how the person feels. Each group takes it in turn toshow their play to the rest of the class, or in assembly.

Either in groups or individually, students are to write a piece of prose or poetrydescribing their scenario person’s feelings.


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Agony Aunt Letters

Aim: To allow students to think about ways of dealing with different situations.

Outline: Classroom based. Working in groups, or as individuals, students work outhow to answer an agony aunt letter concerning arson.

Resources: One copy of a letter per group or students



Activity: Students can work in groups or individuals. Each group or student is givena copy of a “Suzie Sorts It” letter, an agony aunt of a local newspaper.After reading the letter students have to compose a reply back to the letter trying toexplain the dangers of fire and what that person could do to help their situation.

Additional Activities: Students compose their own Dear Suzie letters concerningarson, possibly based on characters from the two films, and swap letters tocompose replies.


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Interviews

Aim: To allow students to think about the effects of playing with fire on differentpeople.

Outline: Using the interviews find out about how different people were affected bythe events demonstrated in both films.

Resources: Copies of one interview per student or group.

Numbers of students: unlimited


Activity: Students can work in groups or individuals. Each group or student has acopy of one interview.Reading the interview and thinking about the film the students then think about howthat person was affected by the fire.Suggested questions for students to answer:Who is this person?What was this person doing when the heath fire started/ matches game started?How was this person involved in the fire?How was this person affected by the fire?How do you think this person was feeling before the fire?How do you think this person was feeling during the fire?How do you think this person was feeling after the fire?If this person could change one thing what would it be?What do you think this person would say to the people who play with fire?

Additional Activities: Students write their own interviews for someone they feelcould have been affected by a heath fire. Alternatively students can work in pairs,interview each other, the interviewee taking the role of one of the suggestedcharacters below.

Fire fighter at the heath fireFire fighter at the car crashParamedic at the car crashDoctor treating burnt girlMother with children on the heathYoung childrenFriends of the girl who was burntMum of the children involved in the car crashMum and Dad of the burnt girlMan who caused the car crash

Using one or more of the interviews and the events in one of the films, write anewspaper report on the events of the day.


Interviews:�

Interviewee ConcerningPolice Officer Police intelligence, consequences of

being arrested and charged.Leading Fire fighter Effects of using a number of fire

crews on other incidents.Countryside Warden Effect on the wildlife and the work of

the wardensMrs Chadran Delivery driver stuck in traffic jam–

effects on local peopleMr Miller District nurse stuck in traffic jamYoung children Effect on young children on the heathYoung mum on the heath Upset by the heath fire and the

dangers to her childrenParamedic Unable to treat trapped child in car

without the help of fire and rescueservice

Melissa Atkins Friend of badly burnt girl who doesnot give in to peer pressure

Dr Elliott Doctor who treats burn injuries at thelocal hospital

Elderly lady with the chip-pan fire Upset when home catches fire andwaits for the fire service to arrive


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Photographs to Think About

Aim: Looking at images to imagine how you feel

Outline: Using the photographs students think about how they feel.

Resources: Copy of one photograph per group.

Numbers of students: Unlimited.

Time required: 20 minutes approx.

Activity: Working either as individuals or small groups students study thephotographs and answer the questions posed.They can then report back to the class, showing their photographs.


-��2/�*)A9-III�How would you feel if this was part of your garden?Has the house been put in danger from a fire?What damage could have been done?Would you like to live near the heath?Do you think whoever started the fire should be punished?


-��2/�*)A9-III�How would you feel if you were this fire fighter?How would you feel if you were in this situation as yourself?What advantages does the fire fighter have?How would you feel if you were a young child in this situation?Why do you think the countryside wardens ask you not to build dens or bases in the gorse?


-��2/�*)A9-III�How would you feel if this was your home?Why has the house been put in danger from a fire?What damage could have been done?Would you like to live near the heath?Do you think whoever started the fire should get into trouble?


-��2/�*)A9-III�Why do you think the fire fighter is talking to these children?Do you think they are safe there?Do you think the fire fighters are safe?What else could be in danger from the fire?Do you think the person who started this should be punished?


-��2/�*)A9-III�How would you feel if you were one of these fire fighters ?How would you feel if you were in this situation as yourself?What advantages do the fire fighters have?How would you feel if you were a young child in this situation?Why do you think the countryside wardens ask you not to build dens or bases in the gorse?


-��2/�*)A9-III�How do you feel about this scene?What else in the picture was in danger from the fire?What damage could have been done?Would you like to live near the heath?Do you think whoever started the fire should get into trouble?


-��2/�*)A9-III�How would you feel if this one of these was your home?Why have the houses been put in danger from a fire?What damage could have been done?Would you like to live near the heath?Do you think whoever started the fire should be punished?


-��2/�*)A9-III�How do you think this snake died?Do you think it is right that animals should be killed in heath fires?Why are heath fires such a problem for heathland animals?Do you think you would feel different if it was a photo of a cat killed in a heath fire?Do you think whoever started the fire should be punished?


Suggested Classroom Based Heathland Activities

Below are details of possible activities which could be undertaken to investigate theheathland environment in the classroom.

Heathland plants and animals talk

Aim: An introduction to the local heathland environment

Outline: PowerPoint presentation by countryside wardens on the plants and animalsof the heathland.

Resources:�See in the contact details section on how to contact your local sitemanager. The presentation is a PowerPoint presentation and will require a darkenedroom. Please discuss with your visitors equipment needs.


Time required: 30 minutes – 45 minutes depending on organisation

Activity: Students hear about the plants and animals of the heath from thecountryside wardens.

Looking at a heathland reptile.

Aim: To observe live reptiles.

Outline: A countryside warden will visit with a live reptile

Resources: Please contact your local site manager or HCT

Numbers of students: Maximum 5 looking at a reptile at a time

Time required: 10 minutes per group

Activity: A countryside warden will visit with a live reptile. Small groups at a time willobserve the reptile and ask questions.Please be aware this activity is dependant many factors such as the time of yearand weather etc. The reptiles are protected and if the wardens feel that it is anunsuitable time to disturb them then the activity will have to be cancelled.


Investigating Heathland Plants and Animals

Aim: To research plants and animals of the heath.

Outline: Students research plants and animals of the heathland from books and ICTresources.

Resources: Information on the heathland species from keys on the cd,www.dorsetheaths.org.uk and books.



Activity: Students choose a heathland species. Draw a picture and find out somefacts.Suggested facts to research:Where does it live?What does it eat?What eats it?How does it move?How does it reproduce?

Create a food web using students’ research.

Clay creatures

Aim: To create clay heathland creatures.

Outline: Students choose a heathland animal and reproduce it in clay.

Resources: Photographs of heathland animals, clay



Activity: Students choose an animal and using a photograph try to create areproduction in clay.


Mobiles

Aim: To create a mobile of heathland creature

Outline: Students choose a heathland animal draw and colour it in and then puttogether a mobile working in groups.

Resources: Photographs of heathland animals, card, cotton



Activity: Students choose an animal and using draw an outline. After colouring it in,cut it out and create a mobile using other drawings and cotton.

Suggested themes for mobiles:Species groups e.g. reptiles, butterfliesFood WebsHabitats

Heathland Art

Aim: To create a painted heathland scene.

Outline: Students choose an artist and create a painting of a heathland in that style.

Resources: Photographs of heathland, paint and paper.



Activity: Students or teacher chooses an artist and students paint a heathlandscene in that manner.


Heathland Star Orienteering

Aim: To introduce, or assess, student’s knowledge of the wildlife and dangers oftheir local heathlands.

Outline: Working in teams, students use their mapping skills to find markers thathave different questions on, based upon heathland wildlife and dangers. Workingwithin the school grounds will allow students to work in groups without extra adults.

Resources: Create a map of the area you wish to use as a course, for example theschool field. Maps can be created using PlanWeb – please see below.Print out and laminate (if required) the markers and place in locations marked on themap.Each group requires:1 answer sheet1 map1 clipboard1 pencilTeacher requires:1 copy of the star course group orders sheet1 clipboard1 pencil1 map1 example marker

Numbers of students: one class

Time required: One lesson with extra time to put out and collect markers in(collecting could be done by students to save time)

Activity:• Students to be in groups of 3 or 4 (maximum of 10 groups)• Each group receives a clipboard with a map, answer sheet and pencil.• Give each group a number from 1- 10• Groups to orientate maps to match actual land features. Make sure everyone

is aware of the basic key feature and the area they are working in.• Show example marker. Students are to answer the question and in addition

write down the purple letter. Students can check they are at the correct pointas the number will be on the marker.

• Each group’s first marker is their group number (1 – 10)• When they have written down their first answer (leaving marker where it is)

they must return to the teacher with the star course sheet. (suggestdesignate an area to line up in – with one group at a time coming close to theteacher to avoid crowding and other groups over hearing answers)

• The teacher is to check they have been to the correct marker by checking thepurple letter.

• If correct, send the group to the next marker (follow the numbers in thegroup’s column on the star course-group orders sheet.


• The groups must not find markers until they have been sent to that marker.(This is to avoid groups following each other around and cheating and toallow the teachers to keep track of the groups.)

• Groups must stay together at all times and work as a team.• Once a group has finished, they can try and work out the heathland word

using the purple letters collected• Swap clipboards around groups and mark answers as a class.

Alternatives:• Use the marker questions as an indoor quiz• Students create own course and questions for others to do.

Making course maps:If you already have a clear map of your school’s grounds than you may be able tosimply work out where you are going to place your markers.Use points that students will be able to find e.g. corners of fences, a single tree, goalposts, on a fence opposite a gateway.

Ask your P.E or geography department if they already have any maps of the schoolground.

Your school may have access to PlanWeb, a web based Geographical InformationSystem that will allow you to view Ordnance Survey information,This will enable you to print maps using a variety of scales and aerial photographs.

In order to access PlanWeb you will need a user name and password.

If you require assistance with access to PlanWeb please contact Andy Elliott theSenior GIS Support Officer, Dorset County Council. [email protected]

The PlanWeb address is http://195.49.180.76/planweb2

On the geoset selection page please choose EU LIFE HEATHLANDS

PlanWeb Help Page:In the top right corner of the screen is a grey drop down box.Choose PlanWeb Help Page to access information on the different options withinPlanWeb.Please find below some information that may help you find information onheathlands.


To zoom in on site:Use the magnifying glass tool with a + sign.Click on this and then in the top left corner of the area you wish to zoom in on. Dragthe mouse down to the bottom right corner and let go. The map will then zoom intothis area.If you wish to move the map, use the Pan tool.

To choose a different base map:In the top right corner is a grey bar. This is a drop down bar giving many differentoptions.Choose Base Map Picker.This will allow you to choose different base maps or an aerial photo.

To print a map:In the grey drop down bar choose Scale Printing.Choose correct template.Press the printer icon.Save the map as a PDF file.

If you then open the map in an application such as Microsoft Word or AdobePhotoshop, you can then annotate the map adding a scale and markers.


Star Course Orienteering Answers

1) Heathlands, woodlands and grasslands are all different types of h……. to plantsand animals?

Habitat. 1 point2) In what two ways do plants get their food?Sunlight 1 point, nutrients from the soil through roots 1 point.Bonus Question trapping insects 1 point3) Which of the following are British snakes?a adder 1point,c smooth snake 1 pointd grass snake 1 point4) The rare sand lizard eats invertebrates such as spiders and beetles. If the

invertebrates are destroyed, what will happen to the lizards?They will die 1 point,Food chain will be destroyed 1 point5) The common lizard is a brown colour. On a brown background he can not be

seen. What is the word for this.Camouflage 1 point.6) Heathlands in Dorset are internationally important because of it’s wildlife.True 1 point7) On average, how many heath fires are there in south east Dorset each year?d over 200 1 point8) Is the slow worm ?c a lizard 1 point9) How many British reptiles are there?C 6 1 point10)Who and what is in danger from a heathland fire? 1 point per answerPlantsAnimalsFire fightersFire settersPeople on the heathPeople living near the heathPeople using nearby roadsPeople in need of help elsewhereThe environment

1 point per letter collected

10 bonus points for working out word as sand lizard.


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Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10

1 a 2d 3l 4n 5z 6s 7a 8i 9d 10r6s 7a 8i 9d 10r 2d 3l 4n 5z 1a2d 3l 4n 5z 1a 7a 8i 9d 10r 6s7a 8i 9d 10r 6s 3l 4n 5z 1a 2d3l 4n 5z 1a 2d 8i 9d 10r 6s 7a8i 9d 10r 6s 7a 4n 5z 1a 2d 3l4n 5z 1a 2d 3l 9d 10r 6s 7a 8i9d 10r 6s 7a 8i 5z 1a 2d 3l 4n5z 1a 2d 3l 4n 10r 6s 7a 8i 9d10r 6s 7a 8i 9d 1a 2d 3l 4n 5z

As each group arrives, they must tell you:• Their group number• The Marker they have just been to• The Purple Letter.

If they are correct then tell them the next marker they are to go to (the one below)Cross off the marker they have correctly found, this will allow you to keep track of each groups progress.

If they are incorrect, they must go back again, if second time wrong they may need some help!

DO NOT LET THE STUDENTS SEE THIS SHEET

Key Stage 2 Matches and Mayhem Urban Heaths PartnershipClassGroup numberNames

Marker Letter Answer Points

12

bonus345678910

The heathland word is……. Points from letter collectionPoints from questionsExtra points from heathland word

Total points


Heathlands, woodlands andgrasslands are all differenttypes of h………. for plantsand animals.

1 a

In what two ways do plantsget their food?

Bonus question !How do sundew plants getmore food?

2 d


Which of the following areBritish snakes?a) adderb) cobrac) smooth snaked) grass snakee) python

3 l

The rare sand lizards eatsinvertebrates such as spidersand beetles. If theinvertebrates are destroyed,what will happen to thelizards?

4 n


The common lizard is a browncolour and on a brownbackground can not be seen.What is the word for this?

5 z

Heathland in Dorset isinternationally importantbecause of its wildlife

a) trueb) false

6 s


On average there are howmany heath fires in south eastDorset each year?a) Less than 50b) 50 - 100c) 101 – 200d) Over 200

7 a

Is the slow worm?a) a wormb) a snakec) a lizard

8 i


How many British reptilesare there?

a) 2b) 4c) 6d) 8

9 d

Who and what is in dangerfrom a heath fire? Think of asmany as you can.

10 r


Suggested Outdoor Heathland Activities

On the following pages are activities which could be undertaken on your localheathland.

Please contact your relevant site manager if you require assistance.

Please see list of site managers for the relevant site manager.

Please be aware that if you are undertaking a visit unaided a generic riskassessment is provided. However neither the Urban Heaths Partnership nor the landowners take any responsibility for the safety of the students or adults.


Heathland visits – safety information for teachers

Please read this information before your visit to one of Dorset’s urban heaths. Itshould help your visit go smoothly and safely. It may be useful to briefly discusssome points with your group before your arrival. If you are working with a memberof countryside staff during your visit they will also remind you of relevant safetyrules.

If you are arriving at the heath by vehicle please be aware of other traffic entering orleaving the vicinity. At certain times of the day entrance ways to heaths can becomevery busy with cars coming and going at speed!

Please keep your group together! If they are to be split into groups ensure they areaware of their group leader.

All members of the group (i.e. adults, children and staff) need to come prepared forthe appropriate weather. This could be sun hats, sun cream/block and plenty ofwater if the weather is hot. Remember dehydration and sun or heat stroke can beserious, especially if out on the heath for a long period of time. Equally, if theweather looks windy or rainy please bring water and wind proof coats! The verynature of heathland means that there is very little shelter once out on them, so extracare must be taken.

Please remind your group that they will not be the only visitors. If you are workingwith countryside staff they will introduce themselves at the start of a session so thatchildren should not need to talk to any strangers they met. We ask all visitors to beconsiderate to each other and would especially ask groups to make space forcyclists, horse riders, joggers and dog walkers they may meet. We wouldrecommend that any children be advised not to touch dogs they meet.

Following any activity both children and adults should wash their hands properly assoon as possible. If no hand washing facilities are available, wipes can be used,but you should be aware of the risk of allergies. (this is particularly important ifworking with water, i.e. pond or stream dipping, and mini-beast hunting). If planninga trip to a local heath, countryside staff may be able to advise on the closest handwashing facilities.

Groups may be asked to help carry equipment. Countryside staff will show themhow to carry it safely and without damaging it. No one should run with equipment.When children are tired the safety rules are often forgotten. Please encourage themto swap before this happens.


Please stick to the paths so as not to disturb the animals that make their homes onthe heaths. This will also limit your potential to encounter adders, ticks andscratches from brambles and gorse. In the unlikely event that anyone is bitten by anadder, dog or other animal, or finds a tick on their person, please ensure they seekimmediate medical attention. Both the Royal Bournemouth General Hospital andPoole General Hospital have Accident & Emergency departments that stock adderanti-venom.

Fires are a problem on heathland. Usually these are spotted quickly and containedto a small area, however they can quickly spread. If you spot a fire on a heath call999 and leave the heath in a calm manner, meeting your group at a predeterminedlocation. Usually a car park or by an entrance to the heath. Remember theemergency services will be responding so please be aware of fast approachingvehicles and keep out of their way. If any members of your party are missinginform the fire service.

Please ensure your group takes away whatever they bring to the site. Some heathsmay have rubbish bins, but these are usually small and will fill up quickly with a largegroup so we would ask you not to use these. As a part of your trip you couldencourage your group to recycle what they can and compare the weights ofrecyclable and non-recyclable rubbish.

Please remind your group to bring plenty to drink, especially during the summermonths.

Please remember heathlands are an internationally important habitat and manyplants and animals on them are protected by law. Please ensure your group do notpick any plants or touch any animals.


Risk Assessment for …………………... School Year ….. visit to ………………..with ………………………………….

Hazard Who to Why Potential RiskHML

Control Measures ResidualriskHML

Traffic whilst walking toand from school and site

Students and adults Risk of beinghit by car

M Mimimum ratio of adults to students 1:10 route tobe planned in advanceAdults to wear high visability vestsFollow schools guidelinesStudents to be warned of danger

L

Rough ground Students and adults Risk oftripping

L Keep to paths unless instructed by group leaderWear approriate footwear (trainers suitable)Routes to be checked by UHLP staff beforeactivities

L

Students becomingdetatched from the group

Students Working in anoutdoorenvironment

M Students to saty in their groupsAdults will always be present with groupsWhen orienteering or litter picking ratio 1:5When looking at plants ratio 1: 8

L

Lake and sea Students and adults Downing L Warn students to keep away from waters edge.Keep activities away from these areas

L

Gorse and brambles Students and adults Scratching M Warn students of hazardAdvise to wear long trousers and sleevesKeep activites away from high risk areas

L

Dog fouling Students and adults Toxicara L Warn students of risk from dog wasteWarn students to watch where they walk

L


Dogs on the heath Students and adults Attacked bydogs Fear ofattack

L Check with teachers to see if any students havea real fear of dogsWarn any dog owners seen that there arestudents on the heath.

L

Insects Students and adults Stings andbites

M Warn students before, they can apply insectrepellent if allowed by their parentsAdvise students to waer long trousers andsleeves

L

Weather Students and adults Heatstroke/sunstroke/sunburn/getting coldand wet

M Advise students to wear appropriate clothingAdvise the use of hats if hot weatherAdvise the use of sun block if hot weatherAdvise the use of waterproof and wind proofcoats if wet weather

L

Adders Students and adults snake bite L Advise of risk and instruct students not to touchany animals . Poole General Hospital &Bournemouth stock anti venom.

L

Staff are first aid trained.The .................... ......will provide a safety and first aid kit and carry mobile phones.The school leaders are responsible for students individual medical needs.The ................................... will provide a vehicle to transport students if necessary.A copy of Liability Insurance in attached.

Undertaken by:Name Position Signed Date

Approved by:Name Position Signed Date


Sensory Survey

Aim: To investigate how different places on the heathland invoke different feelings.

Outline: Students visit different areas of the heathland and fill in the sheet to seehow they feel.

Resources: Copy of “Sensory Survey” worksheet or “Wicked Words” worksheet perstudent, clipboard and pencil, Contact site manager.

Numbers of students: Keep to student:adult ratios.

Time required: Five minutes per site. It is suggested that this activity is combinedwith other activities on the heathland.

Activity: Identify three different sites for students to look at. For example a “nice”heathland site, a burnt site and a recovering site.Explain what site this is, for example if it has been recently burnt. (Look on PlanWebor ask the site manager).Students, in silence, fill in the sheet. Ticking one column per row depending on howthey feel. For example:

1 2 3Quiet X NoisyNice to look at X Not nice to look atSmells nice X Does not smell nice

Alternatively use the “Wicked Words” worksheet to circle adjectives.

Classroom follow up: Combine everyone’s results and share with the class.To combine the results add up the total in the “1” column, “2” column and “3”column. Add these totals together; this will give a total per site. The lower thenumber, the more positive the feelings are about the site.

In the example above1 2

XX

X2 1

1) Using the results, draw up a bar graph showing how people felt at the differentsitesExplain which was the best site, which was the worse, why do you think this is?

2) Chose some of the words people used to describe each site, write them outneatly on a piece of paper for a display. Help the person making the sensesgraph to write about the sites.

Total for the site = 3


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SITE 1

1 2 3Quiet NoisyNice to look at Not nice to look atSmells nice Does not smell niceColourful Dull coloursNo litter Lots of litterNo damage DamagedSigns of animals No signs of animalsLooks natural Does not look naturalLooks managed Looks unmanagedI like to be here I do not like to be here

I would describe this site as

SITE 2



SITE 3



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Trash Trail

Aim: To investigate the amount of litter on the heath and help care for the localenvironment.

Outline: Students undertake a litter pick on the heath and record their results.

Resources: Bin bags, litter picks, gloves, “Trash Trail” recording sheets, clipboards.Contact site manager.

Numbers of students: Maximum one class, keeping to student : adult ratios.Students are split into groups with at least one adult per group.

Time required: Suggest 30-45 minutes activity plus travelling time to heath.

Activity: This activity can be either school led or site manager led. However pleasecontact the site manager to discuss a visit on either choice.

Students split into groups, with at least one adult per group. Each group has one binbag, one “Trash Trail” recording sheet, clipboard and pencil, one litter pick ifavailable and gloves for each student.

Remind students not to touch objects such as needles, broken glass and watch outfor dog mess.

Plan an area for each group to work in.

Students walk around their area and collect litter into the bin bag, recording whathas been collected.

Classroom follow up: Combine everyone’s results and share with the class.

1) Using the results draw a bar graph showing the different types of litter found overthe whole site.

2) Write – how do you feel about the litter on the site? What are the problems withlitter?

3) Design a poster asking people not to drop litter on the site

In addition the litter could be weighed and the results placed in graphs, etc.


Table of rubbishTotal

E.g.rubbishCrisp packetsChocolate bar wrappersSweet wrappersCansGlass bottlesBeer bottles and cansNewspapersMagazinesCigarette endsCarrier BagsDog wasteOthers

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When you discover litter on your trail…….1) record what it is on the table below2) put it in the bin bag (don’t touch it with your hands!)

Group numberGroup names


Heathland Plant Survey

Aim: To the effect of fire or soil conditions on heathland plants.

Outline: Students visit a heathland site to either investigate how the plants differ indifferent soil conditions or in burnt areas.

Resources: Copy of one of the recording sheets, clipboard and pencils. Quadratper group (please look at www.dorsetheaths.org.uk for details on how to borrow thepartnership’s quadrats. If you cannot obtain any quadrats then P.E hoops can beused.)

Plant Keys per group. (Again please go to www.dorsetheaths.org.uk for detail onhow to borrow some keys. Alternatively, you may print out your own from the cd)

Please contact the site manager. This activity can be led by the school orcountryside warden.

Numbers of students: Keeping to student : adult ratios.

Time required: Approx one hour, plus travelling time.

Activity: Students work in small groups (a maximum of 5 is suggested). Placingquadrats down in a given area they identify the percentage cover of each plant.Percentages can be estimated as ¼, ½, ¾ or whole quadrat or to the nearest 10%or 1%. Remember the total can be over 100% as plants can grow above each other.

Choose two or three differing sites and repeat the exercise at each.

Some explanation on how to use quadrats is suggested before leaving theclassroom.

Classroom follow up: For each site draw a graph showing the percentage of eachspecies.Compare each site and note any differences.Try to give a reason for any differences.Research a chosen heathland plant.Research a chosen heathland animal; do the plant species on the heath effect whichanimal species live there?


Species Dry Heath Wet Heath Other areaPercentage cover Percentage cover Percentage Cover

LingBell HeatherCross Leaved HeathHeath MilkwortSundewGorseMossSpagnum moss (wet)BrackenSilver BirchPine TreeGrassesOthersBare Ground

Heathland Plants Survey ClassGroup numberNames

For each quadrat, look in turn for each of the species and work out the percentage cover.

For each area note down 1) what the soil is like, wet or dry, what is it made of, is it stoney?2) do you think you will find heathland animals living here?

Dry Heath Wet Heath Other Area


Species Undamaged heath Damaged, but recovering heath Burnt heathPercentage cover Percentage cover Percentage Cover




For each area note down 1) what the soil is like, wet or dry, what is it made of, has it stones in?2) do you think you will find heathland animals living here?



Species Site 1 Site 2 Site 3Percentage cover Percentage cover Percentage Cover




For each area note down 1) what the soil is like, wet or dry, what is it made of, has it stones in?2) do you think you will find heathland animals living here?



Exploring the Heath

Aim: To investigate the local environment.

Outline: Students visit different areas of the heathland and fill in the sheetsconcerning the local area.

Resources: Copy of ‘Exploring the Heath’ sheets per group as required.

Numbers of students: Keep to student:adult ratios.

Time required: One lesson, plus travelling time.

Activity: Students visit the heathlands and walk around filling in the worksheets.

Classroom follow up activity: Discuss findings of the heathland, how people feltabout heathland, what were the different uses, etc.

Create graphs, text, pictures, maps, etc about the heath to create a display orvisitor’s guide.Maps can be created on PlanWeb.


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“Matches and Mayhem”Thank you

The creation of the “Seconds Out” film and the ‘Matches and Mayhem’ pack was acollaboration of many different agencies and individuals, without all of whom this filmand pack would not have been possible.

� Dorset Fire and Rescue Service crews, West Moors Training Centre and theDFRS Control Room operators, Dorset Police advanced drivers and DorsetAmbulance involved in the filming of Seconds Out – without whom this film couldnot have been made

� Dorset Fire and Rescue Service Officers, Dorset Police and Dorset AmbulanceService for their technical input into both the film and accompanying pack anduse of resources

� The Urban Heaths LIFE project staff

� The Urban Heaths Partnership

� Geographical Information Systems at Dorset County Council

� Doherty Associates and film crew for ‘Seconds Out’

� The actors and actresses

� Casualties Union

� Cobbs Quay Boatyard

� Lincolnshire Fire and Rescue Service for their film “It was only a game”

� Streetwise Safety Centre

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“Matches and Mayhem” Pack has been provided free of charge by theUrban Heaths LIFE Project.

The Urban Heaths Partnership is made up of Dorset Fire and Rescue,Dorset Police, Borough of Poole, Bournemouth Borough Council,Christchurch borough Council, Dorset County Council, East DorsetDistrict Council, Dorset Wildlife Trust, English Nature and TheHerpetological Conservation Trust.

“Seconds Out” was created by the Urban Heaths Partnership andproduced by Pete Doherty of Doherty Associates.

“It was only a game” was produced by Lincolnshire Fire and RescueService.

Art work in the “Matches and Mayhem” pack was provided by TimOliver. [email protected]

The Urban Heaths LIFE Project is co-financed by EU LIFE-Nature fund.

Please look on web www.dorsetheaths.org.uk for further details andfree resources.

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