Transatlantic | England to Australia | London to Cape Town

London to Cape Town Preparations The Trip Educational Project The Curriculum The Tutors The Field Team

The Field Team The Students The Field Team (five students, from left to right: Colin Holbrooke, 14 from California, USA; Anton van Ginkel, 19 from Pretoria South Africa; Richard (Rich) Darbourne, 17 from Manchester England; Dennis Clavier, 18 from Hamburg Germany; Miriam Alube, 19 from Nairobi Kenya) were generally in the middle of the information flow. They learned from experience, experts in the field, local peoples and students, the flight crew, and the Web students abroad, all directed and overseen by the tutor. The flavor of their contributions were an amalgam of anecdotal experience, factual reports, informative essay, and poetic observation. Students gave presentations to local schools on the science of flight and the Vimy in particular, as well as listened to presentations by the African schools on local culture, wildlife and history. The field team reported on these presentations to the Web site, a combination of what the Web, Field and African students provide was worked into cohesive pictorial and written essays by Mick Follari. The information, photos, and observations made available by the field team was integral part of the classroom projects abroad. Careful selection of these students lead to a strong team with varied interests and experiences; this allowed them to specialise their input to provide more in-depth coverage of their experiences. For examples, one student was more focussed on wildlife, another on the culture and peoples, another on the aviation history and logistics. Their inputs were woven together and they all learned from each other but retained this special responsibility to their specialty. The field students were also assigned as liaisons to specific schools or classrooms that participated, helping to create a personal touch. Local Experts & Researchers Local experts taught the field students about diverse topics that included wildlife conservation, environmental issues, cultural concerns, geology, land use, plants and vegetation, history, and anthropology.

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