Follow our e-learning course.

Develop your own coastal adaptation strategy by learning key methodologies and techniques.

The IMCORE project ran from 2008 to 2011 and was funded under the EU Interreg IVB programme.

VIDEO: Graham Lymbery talks about the Sefton coast and what they have learnt

toolbox
Access or download overviews, tools, techniques and examples of visualisation tools, educational tools, legal and policy tools, future scenario techniques, etc

top10lessons
Practical tips for following the IMCORE approach to planning to adapt to coastal climate change 



In hindsight even though we had allowed for a significant resource to be applied to communication we could easily have done more. We knew this was an important area but had failed to recognise our own limitations and skills when it comes to communication, it is not easy and should not be underestimated.

Click on read more for lessons learned through the educational activities, creating a resources pack and holding a forum.

Freeform work with Primary and Secondary Schools
What we did Because we did not know what the key messages should be and how they should be delivered we took a 'free-form' approach with the early work with schools broadly encapsulated within high level key messages. The high level key messages turned out to be simple but required a significant amount of thought and discussion to arrive at, they were: The coast is changing, always has and always will; we will have to decide if we need to adapt to that change; we should take into account future generations when considering our actions. These high level messages provided a useful reference point against which to check our actions and whilst they have been slightly tinkered with they have remained broadly the same.
Within the framework of these messages the work with primary and secondary schools was undertaken and illustrated the variety of ways in which the coast could be used for education at the same time as allowing the children to understand coastal change; this included maths, art, history, drama, geography, biology, ICT, citizenship, English and music. This helped us to understand the value to schools of the coast as an educational resource and also to understand how we could communicate some of the issues and key stumbling blocks. Examples of problems would include issues around how to explain adaptation, how to simplify complex processes and our own narrow perspective on how the coast can be used within an educational context – in particular a focus on geography.
Why we did it An early decision in the project was to focus effort on education aimed at schools, this was in part a recognition that the coastal defence team did little in this area at that time and partly a recognition of the importance of the topic to children as most of the impacts of coastal change would be felt in the medium to long term.
What we achieved We developed our key messages, we improved our understanding of how the coast can be used as an educational resource and we engaged with a number of school children.
What we learned It is important to understand the value of your educational resource to schools and how they will use it. It is important to develop clear messages. There are a variety of contexts within which the coast can be used as an educational resource but we have a tendency to stick to the obvious.

 

Primary School Education Pack
What we did

Developed an education pack for primary schools around the subject of adapting to coastal change with a core element being a series of six short animations.

Click here to download Sefton's press coverage education pack

Why we did it Given the long term nature of the impacts of coastal change it was considered important to include school children as a key audience as they will most likely see and have to deal with the most significant changes.
What we achieved The delivery of an education pack that was distributed to all primary schools in Sefton and was made available on-line for use by other schools outside of Sefton.
What we learned Story-telling (narrative), language and keeping it brief (focus) are all very important when communicating. Developing the material for young children forced us to address all of these issues leading to well structured, concise and understandable material.
Presentation via animation and using young adults voices allowed us to present the material in a less rigorous manner which facilitated making the messages simpler as the same level of academic rigour is not implied.

 

Forum
What we did We themed the Sefton Coast Partnership Annual Forum around the topic of coastal change and brought together a range of speakers that covered all of our key messages across the whole day.
Why we did it There were two purposes to the day; the first was to raise awareness with both the public and professional partners, the second was to see how the messages were received.
What we achieved We raised awareness in the 180 people who attended the Forum.
What we learned Some speakers, especially academic struggle to simplify their material for a lay audience. This type of event tends to attract an older audience. An older audience tends to be more resistant to messages about climate change.


Holding a conference was a good mechanism to draw in academics and collate their knowledge about the coast but tended to alienate practitioners. If doing this again it would be worth considering having two sets of guides for authors with the academic style for the academics but allowing for a report or case study style for practitioners which would capture their knowledge in a form that is easier for them to produce.

Sefton's Conference proceedings
What we did

We held a conference that both allowed people to submit papers but also invited papers from key authors and to cover key areas and following on from the conference produced the proceedings as a publication.

Click here to download Sefton's dynamic coast proceedings of the conference on coastal geomorphology biogeography and management

Why we did it

Sefton's dynamic coast conference was arranged to enable the capture of evidence from a wide range of participants through the provision of a conference platform at which to present and the collation and publication of proceedings which provided the academic community with a valued output.

What we achieved In terms of building capacity the presentations on the day informed the audience (approx 150) that attended but the proceedings will have a longer lasting value for reference. 300 hard copies produced with the ability to disseminate in an electronic format. It has been sent out to those that attended the conference and placed in local public and university libraries.
What we learned

Those from a non-academic background had a particular problem delivering their papers in an academic style to a suitable standard. A key issue here is that whilst academics are comfortable with this approach it alienates non-academics and can result in the loss of significant knowledge through non-recording.

This learning portal brings together the results and lessons learned from the IMCORE project. This project was funded under the Interreg IVB programme from 2008 to 2011.

 footertransparent updated