BSI Education

Playgrounds

Background notes

Students should have a sound general knowledge and understanding of playgrounds as they are to be found in all city centres or urban areas. Neighbouring junior or associated primary schools may have playground facilities and it may be possible to arrange a closer inspection of these areas. Any digital images of equipment can be projected in the classroom and teachers can point out the features of strength, design and construction, to students. The images can then be referred to later or used in subsequent homework assignments and tests. This is a popular topic and often found in examinations at GCSE and A/S level. Catalogues, showing climbing equipment and outdoor play frames, are often a good source of images and ideas for students.

Play and playgrounds

Suggested time: approx 3 – 4 hours

Starter – class investigation of play in and around school and home. Begin a teacher-led discussion into the wider context of social life at school, including play in and around school and home. What are the different types of play? Do we learn through playing? Is there a real need to play? When we play at school, is that different? Are there ‘toys’ to play with at school? Are there pieces of ‘equipment’ at school? Do we make the school grounds into play areas? For example, do the bike sheds, tennis courts, raised flower beds become sets for our imagination? Do certain age groups play differently? Do other year groups have their ‘areas’ of the school?

Teaching sequence

Activity 1 – level of hazards and risks associated with play.Visit school playground areas (or visit a junior or associated primary school or public park playground) and ask students to complete a product analysis of playground equipment to assess the hazards that present themselves and how the equipment has minimised the risk of hazards occurring. For example, soft edges, no high platforms, bark chippings on floor, safety mats, smooth plastic, plenty of space. It might be useful to refer to any digital images or site sketches at this point. Ask students to investigate and identify two or three hazards and risks associated with each piece of playground equipment and think about what measures have been taken to prevent harm.

Activity 2 – visit specific areas where students congregate in school and identify two or three opportunities associated with each area and what pieces of equipment could be designed to meet the needs of the users. For example, meeting area for chatting could have some café-style high tables to lean against.

Using the link below, ask students some specific questions about Standards for playground equipment. For example, what three requirements do steps in a playground need to fulfil?.

Activity 3–discuss Standard BS EN 1176-1 (see below) and the recommendations for safe, quality-designed playground equipment. Then ask students, in groups, to design their own playground equipment to fit in a specific play area – suggestions for the particular site can be modified by the teacher as appropriate. Each group should design individual pieces of playground equipment to form part of their group’s playground submission.

Each group member should annotate their designed play equipment with the specific parts of BS EN 1176-1. For example, my slide has been designed with rungs that are level and equally spaced (part 4.2.9.1). Groups can then present a playground plan of the site with their chosen playground equipment. Ask students to devise sets of regulations particular to their own playground and make a presentation to the rest of the class, detailing their thoughts and considerations.

BS EN 1176-1 Playground equipment – general safety requirement and test methods including:

  • Climbing equipment (which requires the user to hold on with both hands)
  • Moving parts
  • Stairs and ramps
  • Ropes (fixed and swinging)
  • Playing surface

Extension

  • Proposals can be sent to school SMT for comment (3rd party evaluation purposes only) and then feedback on each group can be given. Final proposals can then be displayed in the reception area of the school.
  • Make models of the playground equipment in card and plastic or wood. A representation can then be evaluated. Scale cut-outs of children playing can also be used to add realism to the play area. These images can be produced from digital photos of group members acting out play and then edited using CAD software.
  • Invite a playground manufacturer to visit the class and discuss the possibility of the manufacturer sponsoring the class to design a new piece of playground equipment which would then be subject to British Standards. The manufacturer could return at a later date and judge the designs.