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Fieldwork Powered By Docstoc
					Lawrence Collins & Tim Bayliss
In the context of geographical fieldwork
 Improved decision making

 Clear rationale of the need for fieldwork

 Confident understanding of the benefits of
   fieldwork within a department and across a
   whole school
 Ability to coherently argue for the place of
   fieldwork in the school curriculum
   Fieldwork is the gathering of information
    about something in a real, natural
    environment, rather than in a place of study
    such as a laboratory or classroom (English
    Collins Dictionary)
   Practical work conducted by a researcher in the
    field (Compact Oxford English Dictionary)
   Work done or firsthand observations made in
    the field as opposed to that done or observed in
    a controlled environment
  Geography is all about the interaction of people and places.
   Fieldwork is central in helping us to explain this relationship and
   understand more fully the environment in which we live.

Furthermore, fieldwork
 provides primary data for the core activity of coursework
   and/or controlled assessments
 reinforces classroom teaching and learning
 promotes extended and open-ended writing
 encourages social skills (for example, group-work and
 affords practice of map work and drawing
 assists spatial reasoning and sense of place
 …is fun!
   Geography in schools is not doing enough to
    help children develop a picture of climate
    change, learn to lead sustainable lives and find
    their feet as global citizens of the 21st century
    (Geography in schools – changing practice,
   Geography is at a crucial period in its
    development. More needs to be done to make the
    subject relevant and more engaging for pupils,
    particularly at Key Stage 3 (Christine Gilbert,
    Her Majesty's Chief Inspector for Education,
    Children's Services and Skills)
•   “Enquiry-based fieldwork sharpens and
    deepens learners’ understanding of geography
    and the progressive development of
    geographical skills”
•   “Well planned fieldwork in geography adds
    clear value to learning in the subject as well as
    providing a positive contribution to the wider
•   “Follow up from fieldwork also provides very
    good support for extended writing, numeracy
    linked to the analysis of data, sketching, map
    work, formulating hypotheses and thinking
 The integration and meaning of fieldwork

Key Stage 1                            Key Stage 5


              Function                 Relevance
For   Against
• Identification              of hazards        • Ability to respond
• Ability to                                      appropriately
                       • Controlled access
  dynamically assess                            • Local knowledge
                       • No access
                                                • Adequate
                       • Nature of activities     supervision

     Awareness of
Pre-fieldwork   Fieldwork                  Analysis and
    phase        activity                   evaluation

          control                          High level
                                           of control
   The Learning Outside the Classroom
    Manifesto was launched by the DfES on
    28th November 2006 to promote the benefits
    of learning beyond the classroom.
   "Learning outside the classroom is about
    raising achievement through an organised,
    powerful approach to learning in which
    direct experience is of prime importance.
    This is not only about what we learn but
    importantly how and where we learn”
   Geography Teaching Today (website of the Action Plan for Geography)

   Geographical Association

   Growing Schools (Supports teachers in using the "outdoor classroom" as a
    resource across the curriculum for pupils of all ages)

   Field Studies Council (an environmental education charity that runs
    fieldwork and cross-curricular courses at 17 centres across the UK)

   Health and safety of pupils on educational visits (Departments good
    practice guide (1998) and 3 part supplement (2002), including A Handbook
    for Group Leaders

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