Are we there yet?
Getting ready for local
fieldwork
Our Risk Assessment

Learning Objectives
• To be able to identify risks to us in our local
environment
• To be able to think of ways to reduce identified
risks
• To know ways to stay safe when working out of
doors
Discuss these learning objectives.
Do you know what they mean?
Could you say this in a better way?
What do you think the success criteria might be?
Geography – sense of place, vocabulary development
Literacy -Speaking and Listening & Note taking

Look, listen, think, discuss……
• You are going to see some photographs
of places we will be visiting. Listen while
you are told something about each place
then spend a couple of minutes
discussing the key dangers or risks with
your partner and what you could do to
keep safe.
• Note down your key findings. Listen to
ideas from others and edit your notes if
you want to change or add something.

www.multimap.com
www.streetmap.co.uk
www.earth.google.com
www.maps.google.com
• Use an internet mapping programme to locate
places to be visited instead of or as well as
your own pictures.
• Choose either aerial / map view or hybrid
(both).
Sometimes a different scale and / or view can
highlight different risks

1
Arial view of area with Google
Note for teachers –
insert your own aerial
image here from your
locality – use a
photograph of this
same location in the
next slide to show a
different directional
view (note the N in
both slides).

1
What are the risks? What action can we take to
stay safe?
Risk: moving cars
Action: Look, listen N
& think. Stay close
to adults
Risk: falling over
on bumpy, hard
Risk: steep, car park surface.
slippery slope
Action: walk
Action: keep rather than run.
clear. Look carefully.

2
Arial view via Google of Beach area to be visited
Notes for teachers
– Again insert your
own local aerial
view of a place you
intend visiting. I
chose this because
it is where many of
our pupils live –
note the highlighted
terrace house.

2 What risks? What action can we take to stay safe?
Note the
Risk: hot sun can same terrace
burn skin house in the
ground level
Action: sun view of this
cream and hats location
Risk: sharp objects and
other rubbish on beach
Action: check carefully
before sitting down.

Notes to teachers
• The previous four slides of hazards in the locality are good examples to use
as a whole class discussion in order to get the pupils to understand what is
expected and what the difference is between a ‘risk’ and an ‘action’. You
can then insert some of your own locality photographs (with or without an
accompanying aerial shot) and talk about the hazards whilst pupils listen.
• For a good note taking activity ask pupils to work in pairs taking notes as
you talk. Then give the partners a few minutes after each image to discuss
the hazards outlined and the actions needed.
• Before moving on to the next image, get feedback and consolidate
knowledge i.e. what ‘good’ actions might be. Pupils amend their ideas if
necessary.
• Use a small number of images to suit your pupils’ age and ability. 3 – 4
images was just about right for year 3.
• Continue with writing up risk assessment using appropriate writing frame.

Now write your own risk
assessment from your notes
• Use the writing frame provided or
design your own
• Check with your partner that you are
writing the advice as clearly as possible
• Are you identifying the names of
landscape features correctly?

Keeping Safe
What might be dangerous? How do we stay safe?
What are the risks? What action can I take?
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Where? Risk? Action? Who is
responsible?

Risk Action
Risk Action
Risk Action

Plenary
• Swap your finished risk assessment with
others on your table.
• Can you suggest improvements?
• Would you change yours? How?
• What is the best example on your table and
why?
Have you achieved your learning objective?
How do you know?

Finally…. What have we learnt in
geography?
• To be ready and responsible for fieldwork
activities – an important part of geography.
• New, relevant landscape vocabulary
• How to begin to read the landscape and identify
hazards and risks.
• A greater sense of place through discussions
about our locality.
SKILLS: using geographical vocabulary, using images,
asking questions, planning for fieldwork.