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The majority of the primary and secondary The majority of the primary and secondary schools in the survey did not recognise the schools in the survey did not recognise the value of fieldwork sufficiently and did not value of fieldwork sufficiently and did not fulfil the requirement to provide it. fulfil the requirement to provide it. Concerns about health and safety, Concerns about health and safety, curriculum time, expertise and budgets curriculum time, expertise and budgets reduced the amount and effectiveness. Yet reduced the amount and effectiveness. Yet it motivates pupils and enhances their it motivates pupils and enhances their interest in geography, as reflected in the interest in geography, as reflected in the better take-up of geography at Key Stage 4 better take-up of geography at Key Stage 4 in schools with a good programme of in schools with a good programme of fieldwork.fieldwork.
Ofsted Report 2008
Well planned fieldwork in geography adds clear value to learning in the subject as well as providing a positive contribution to the wider curriculum. Pupils gain first-hand, practical experiences which support and reinforce knowledge, skills and concepts explored in the classroom. Memorable experiences support long-term learning and recall. Good fieldwork encourages geographical enquiry and frequently can lead to higher-order thinking and learning.
What?
Why?
How?
Where?
When?
Who?
5 W’s and How
Created by Wendy North Created by Wendy North – –
wnorth@wakefield.gov.uwnorth@wakefield.gov.ukk
Wakefield Advisory Wakefield Advisory ServiceService
Putting Putting Yourself Yourself
in the in the PicturePictureWhat do
you see, hear,
smell and feel?
Conversation between CharactersConversation between Characters
What do you know for certain? What reasonable guesses can you make?
What would you like to happen in the future?
What can’t you tell from a photograph?
What questions would you like to ask?
QualitativeQuantitativ
e
Primary Secondary
RESEARCH
GIS and NEW TECHNOLOGIES
20th Century
Fieldwork?
21st Century
Fieldwork?
STYLES
LOCATIONS
Sustainable transport
Eco/carbon footprints
Energy audits
Food miles Activity patterns
Place checklists
Exciting new opportunities
Weather-watch
Flood-risk determinatio
n
Catchment manageme
nt
Exclusion by gender /
age
Use and miss-use of
green spaces
Tourism profiles
Sustainable
communitiesRoof
hydrographs
Clone townsRe-
branding the 24hr
city
Shoreline manageme
nt
Lifestyle analysis
Place profiles
Right to roam
Ecological value
Studentification
Mobility pathways
Think maps
Impression maps
Stakeholder views
Less need to measure in minute detail.
Holistic and topical studies.
Greater opportunity for ‘qualitative’ approaches.
Greater relevance of topics to everyday situations.
Find data
Select and Sort
Synthesise and Analyse
Record and Report
Lots of choice
Range of articles newspapers
Guardian & Independent
GeoFactsheet
GeoFile online
GeoNews Review
Geography Review
Geographical ‘dossier’
Remember to use their websites
Try the exam boards
Google Books Search http://books.google.com/
Google Scholar http://scholar.google.com/
Who published the information◦Organisation/Agency/Individual
Who wrote the information◦Expert or interested individual?
The age of the material
Why the material exists◦Academic research/Special interest groups
Library •Has helpful staff to help you
find things. Organised!
•Provides free access to print and paper copies of items, e.g. journals
•Archived information available
•Doesn’t always have what you want
•Not always up to date copies
•Closes after hours
•Cant always take out reference copies
•Nearly all in written form
Internet •Open all hours
•Provides access to global resources, e.g. newspaper from India
•Complete multimedia experience
•Updated information
•Two way communication
•No universal system of cataloguing and organising resources
•Anyone can publish things
•May have to pay for internet time
•May have to pay for some resources
Ideas from a housing estate
Introduction• Pupils consider the characteristic features of the houses.
– Style, age and layout of the area? – What age are the buildings? – Why did people come here?
• Do we all like the same things? – How do we personalise our homes?
Task• Pupils investigate, by observation, the ways in which houses
basically similar in design, are given an individual ‘makeover’
Cloning of a High StreetIntroduction• Based upon research undertaken by New Economics Foundation (
www.neweconomics.org) into the observation that British ‘High Streets’ are becoming clones of each other by offering the same range of services through national chain stores to the detriment of local independent stores.
Task• Repeat NEF original survey• Where in the High Street independent and chain stores are
located?• Are independent stores located in particular areas?• Through questionnaires, what attracts people to
chain/independent retailers?• How do independent retailers differentiate themselves from chain
stores? Do they ‘market’ their independent status?• http://www.neweconomics.org/press-releases/clone-town-britain-survey-launched-discover-if-britain-losing-its
-identity
How ‘quality’ LOTC can supportSEFSchool Improvement Plans
Tea
cher
-le
d
acti
viti
es(p
assi
ve)
Pu
pil
-cen
tred
ap
pro
ach
es
(act
ive
)
Emphasis on imparting
knowledge
Emphasis on effective learning
Educational visitsthat
engage
Tea
cher
-le
d
acti
viti
es(p
assi
ve)
Pu
pil
-cen
tred
ap
pro
ach
es
(act
ive
)
Emphasis on imparting
knowledge
Emphasis on effective learning
Traffic Countx
Urban Building Survey
x
Environmental Poetry
x
Empathy Investigationx
Plan an audio-tourx
Environmental Assessmentx
Activity TrailxxDraw a sketch map
Questionnairex
Street Surveyx
“How often do we take students to interesting places, perhaps areas far removed from their normal range of experience, and then get them to spend most of their time looking at a clip board or measuring instrument?” Taylor (2004)
“Place is security. Space is freedom”Yi Fu Tuan
“If you want (pupils) to plan their own enquiries and be capable of ‘creating new interpretations of place’, then they must be given opportunities to plan their own sequences of work and to reflect on existing interpretations of places rather than relying on the teacher for these.”
Rawling, E. (2007) Planning your Key Stage 3 Geography Curriculum Sheffield: The Geographical Association
“The majority of students, especially at KeyStage 3 in the weaker schools, had poorly developed core knowledge in geography. Their mental images of places and the world around them were often confused and lacked spatial coherence.”
Ofsted (2011) Geography: learning to make a world of difference
A view of geographic knowledge that stresses the specificity of meaning and the personal understanding of places
Relph (1976) argues that a sense of place is important for an individual identity and that his sense of place has been lost or degraded in the modern world
‘To be human is to live in a world that is filled with significant places: to be human is to have and to know your place’
“Place and sense of place do not lend themselves to scientific analysis for they are inextricably bound up with all the hopes, frustrations, and confusions of life...”
(Relph, 1976)
Where am I...?
All about participant observation: “people writing”
A picture tells a 1000 words?
Oral Histories Direct participant observation (movements
and flows) – covert or overt? Focus groups Personal video (extended) interviews Diary of an event, e.g. city food festival
Keep personal observations in a field note book / diary
“The futurists predict that in the 21st century the world will become a 'placeless society' where we can be everywhere at anytime through fibre-optic communications”
Pupils need small scale examples of people and places to relate to
There is no substitute for the study of real places, and the lives of real people
Everything that we study in geography should be located
‘...as individuals we look at the world through lenses constructed in a complex web , influenced by several external forces (cultures, media, religions, education, and upbringing), internal forces (personality, reactions, conflicts) and encounters and relationships. The image these lenses project represent our knowledge of ourselves and of the world ...they have a history and their validity needs to be acknowledged within the space. As our lenses are constructed in specific contexts, we lack the knowledge constructed in other different contexts and therefore we need to listen to different perspectives in order to see/imaginebeyond the boundaries of our own lenses. Questioning is not an attempt to break the lenses (to destroy or de-legitimise perspectives), but to sharpen and broaden the vision.’http://www.osdemethodology.org.uk/groundrules.html
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