2.  To promote knowledge and understanding of geographical enquiry  To consider some of the issues relating to health and safety in fieldwork including risk assessments  To provide an opportunity to develop fieldwork skills  To promote the development of cross curricula links between geography and other subjects  To reflect on good geographical practice

3.  9-10.00 Introduction to Geographical Enquiry and Fieldwork Coffee Break 10.30-1.00 (Including lunch)  Fieldwork in groups in and around the Campus and Winchester Town Centre. Each group is going to conduct a GEOGRAPHICAL ENQUIRY. 1.00-2.00  Geography and ICT. Time to put your collected fieldwork data into an electronic journal and prepare to present your work to the rest of the group 2.30-3.30  Group presentations ( max 5 minutes each) Evaluation of the day. Olympic Geography !

4. “ Geographical enquiry is a process, similar to scientific investigation and historical research, which defines the way in which geography should be taught in the primary years.“ Pickford, T.(2002), ICT: An enquiry approach, Geographical Association, Sheffield p.8.

5. Enquiry question Collect information Interpret and analyse information Draw conclusions, offer explanations and propose actions Present findings and conclusions Evaluate the enquiry and identify further questions What does the Enquiry Process look like? Framed Enquiry A. Pickford(2006)

6. Enquiry is embedded in robust pedagogical theory. Roberts (2003) states that, in the context of social constructivism, children learn most effectively not directly from teacher to pupil but by making sense of the world for themselves.

7.  Identifying an issue or problem  Formulating appropriate questions  Collecting relevant information  Interpreting and analysing information  Drawing conclusions, offering explanations, proposing action  Presenting finding and conclusions  Evaluating the enquiry  Self evaluation

8.  Investigating  Selecting  Recording  Interpreting  Drawing conclusions  Synthesising  Communicating  Presenting  Organising  Evaluating  observing analysing  Questioning  Generating  Judging  Selecting  Planning  Using prior knowledge  Reflecting “Children are actively engaged in the creation of personal and shared meanings about the world rather than being passive recipients of knowledge that has been created or selected by the teacher” Fran Martin

9.  Pictures  Sounds  Children’s Feelings  Local people’s feelings  writing  Sounds  Sketches  Data  Photographs  Noises via a Dictaphone  Surveys e.g. carrier bag survey, traffic, land use  Counting  Measuring  Maps  Field sketches  Questionnaire  Modelling landscapes form play dough  Etc…

10.  Parking  House building  Traffic issues- calming/ crossings, for cyclists, pedestrians, motorists etc  Quality of the environment - man-made or natural ( include pollution)  Local shops  Street furniture  Facilities ( for tourists, residents etc) and amenities  Fair trade  Accessibility

13.  What is the place like? (3a, 4)  Where is it in relation to other places? (3b,c)  Why is the place like it is? (3d, 4)  How is the place changing? (3e, 4)  How is it similar and different to other places? (3f)  How is the place linked to other places? (3g)  How can the environment in the place be improved sustainably? (5)

14. - Why can’t we play on the grass all year round? - How can we waste less in our classroom? - What is the best (?) place in our school? - Can we organise the dining hall in a more attractive way? - Where would we locate a pond in the school grounds? - How can we make the school more accessible for a wheelchair user?

15. - Does Winchester get a red card in dog fouling? - How accessible or reliable are the buses in Winchester City Centre ? - What is the best place in Winchester to have a picnic / play a ball game / take young children? - How and where is Winchester affected by flooding? - Should there be a pedestrian crossing on Romsey Road? - How available are Fair Trade items in Winchester?

16. Enquiry question Collect information Interpret and analyse information Draw conclusions, offer explanations and propose actions Present findings and conclusions Evaluate the enquiry and identify further questions Where is a litter bin needed in our locality? Survey the local area looking for litter ‘hotspots’. Make maps & charts Decide where a bin is most needed. Letter to Environmental Services at local council. Consult others in the locality? A Reminder of The Enquiry Process

17. Enquiry question Collect information Interpret and analyse information Draw conclusions, offer explanations and propose actions Present findings and conclusions Evaluate the enquiry and identify further questions In groups of 4 or 5 decide on what you are going to ENQUIRE about.. Activity…Develop your own enquiry

18. “ The teacher’s role becomes that of guide, mentor, facilitator and point of reference rather than some-one who simply imparts geographical knowledge in a didactic manner” Pickford, T.(2002), ICT: An enquiry approach, Geographical Association, Sheffield

20. Safety depends on us acting responsibly, towards ourselves and others, recognising and complying with good practice. These questions will help you achieve a safe, yet challenging, fieldwork experience. ( Geographical Association, 2001)

21.  You need to be back at FW 103 NO LATER than 1pm.  By that time, you should have collected data from your enquiry and have talked about how you are going to present it- draft your blog page.  Remember to keep safe and be polite at all times- you are PROFESSIONALS !