Fieldwork and Outdoor Learning SIG
nick.nc@field-studies-council.org
@geogfieldwork
GA Conference
Guildford 2014
Nick Lapt...
 Based upon FOLSIG Article (TG Summer 2012)
 Risky fieldwork is NOT unsafe
 Risky fieldwork can be challenging
◦ Teache...
 ACTIVITY - What fieldwork might you expect
to do in these locations?
Textbook
Unsuccessful
Successful
Fieldwork
Field site
research
Follow
up
 ACTIVITY – Low/Mod/High Risk
Primary KS3 GCSE A-Level Work/HE
KS3
• Aims/Qs
• Method
• Presentation
• Analysis
• Conclusion
Primary KS3 GCSE A-Level Work/HE
Lower risk Higher risk
Aims/Qs
Method
Presentation
Analysis
Conclusion
 ACTIVITY – Discuss;
◦ What lower risk fieldwork you undertake. Why?
◦ What higher risk fieldwork you undertake. Why?
 A...
 Time is a pressure
 Success is preferable
◦ easier to explain
◦ less curriculum time
◦ various performance measures
 L...
 OUTSTANDING
 Pupils show exceptional independence; they are able to think for themselves
and take the initiative in, fo...
 REQUIRES IMPROVEMENT
 Lessons do not build sufficiently on previous learning. Tasks set
– including through fieldwork –...
 Upland Streams (Morris)
 Flipped Fieldwork from Manchester to
Tunisia (John)
 Being ‘risky’ has the potential to increase
independent learning and development,
 Produces better geographical and
inv...
Fieldwork beyond the textbook (guildford 2014)
Fieldwork beyond the textbook (guildford 2014)
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Fieldwork beyond the textbook (guildford 2014)

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Making the step from predictable textbook theories to the complex and interesting realities of the ‘field’. Following up on the Risky Fieldwork article (Teaching Geography Summer 2012) this session explores the challenges and opportunities available for outstanding fieldwork that broadens the horizons of both students and teachers.

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Fieldwork beyond the textbook (guildford 2014)

  1. 1. Fieldwork and Outdoor Learning SIG nick.nc@field-studies-council.org @geogfieldwork GA Conference Guildford 2014 Nick Lapthorn FSC Nettlecombe Court John Snelling Trinity School Morris Charlton Educational Consultant
  2. 2.  Based upon FOLSIG Article (TG Summer 2012)  Risky fieldwork is NOT unsafe  Risky fieldwork can be challenging ◦ Teachers ◦ Students ◦ Schools
  3. 3.  ACTIVITY - What fieldwork might you expect to do in these locations?
  4. 4. Textbook Unsuccessful Successful Fieldwork Field site research Follow up
  5. 5.  ACTIVITY – Low/Mod/High Risk
  6. 6. Primary KS3 GCSE A-Level Work/HE KS3 • Aims/Qs • Method • Presentation • Analysis • Conclusion
  7. 7. Primary KS3 GCSE A-Level Work/HE Lower risk Higher risk Aims/Qs Method Presentation Analysis Conclusion
  8. 8.  ACTIVITY – Discuss; ◦ What lower risk fieldwork you undertake. Why? ◦ What higher risk fieldwork you undertake. Why?  ACTIVITY – Using the scaffold; ◦ Where can risk be increased?  What  Where (in the enquiry process)  When (Key Stage)  What are the benefits and to whom?
  9. 9.  Time is a pressure  Success is preferable ◦ easier to explain ◦ less curriculum time ◦ various performance measures  Less able students don’t need further confusion
  10. 10.  OUTSTANDING  Pupils show exceptional independence; they are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and working constructively with others. They show significant levels of originality, imagination or creativity in their understanding and skills within the subject.  Pupils are able to carry out increasingly complex geographical enquiry, apply questioning skills and use effective analytical and presentational techniques in a wide range of environments, scales and contexts. They reach clear conclusions and are able to develop reasoned argument to explain their findings.  Fieldwork and other geographical skills, including numerical and quantitative skills, and techniques are highly developed and frequently utilised.
  11. 11.  REQUIRES IMPROVEMENT  Lessons do not build sufficiently on previous learning. Tasks set – including through fieldwork – are sometimes mundane and lack challenge.  The curriculum provides some limited opportunities for pupils to develop and consolidate aspects of key geographical skills of enquiry, graphicacy and geographical communication.  Some opportunities for fieldwork are identified in the planning, although these may not always be adhered to and there may be variation in fieldwork experiences between classes. Fieldwork in examination classes may be formulaic and focused on meeting examination criteria.
  12. 12.  Upland Streams (Morris)  Flipped Fieldwork from Manchester to Tunisia (John)
  13. 13.  Being ‘risky’ has the potential to increase independent learning and development,  Produces better geographical and investigative understanding.  Higher levels of student engagement during the fieldwork process  Ownership encourages student participation and interest.

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