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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
Fieldwork and Outdoor Learning [email protected]
@geogfieldwork
GA ConferenceGuildford 2014
Nick LapthornFSC Nettlecombe Court
John SnellingTrinity School
Morris CharltonEducational Consultant
Based upon FOLSIG Article (TG Summer 2012)
Risky fieldwork is NOT unsafe
Risky fieldwork can be challenging◦ Teachers◦ Students◦ Schools
Risky Fieldwork
ACTIVITY - What fieldwork might you expect to do in these locations?
Safe Fieldwork
What does ‘risk’ look like?
Textbook
UnsuccessfulSuccessful
Fieldwork
Field site research
Followup
ACTIVITY – Low/Mod/High Risk
What does ‘risk’ look like?
Introducing risk
Primary KS3 GCSE A-Level Work/HE
KS3•Aims/Qs•Method•Presentation•Analysis•Conclusion
Introducing risk
Primary KS3 GCSE A-Level Work/HE
Lower risk Higher risk
Aims/QsMethodPresentationAnalysisConclusion
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?
Getting riskier
Time is a pressure
Success is preferable ◦ easier to explain◦ less curriculum time◦ various performance measures
Less able students don’t need further confusion
Barriers to risk
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.
Ofsted’s view
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.
Ofsted’s view
Upland Streams (Morris)
Flipped Fieldwork from Manchester to Tunisia (John)
Examples of risk
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.
Risk benefits
Any Questions
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