Fieldwork and Outdoor Learning GA Conference Guildford 2014 Nick Lapthorn FSC Nettlecombe Court John Snelling Trinity School Morris Charlton Educational Consultant

 Based upon FOLSIG Article (TG Summer 2012)  Risky fieldwork is NOT unsafe  Risky fieldwork can be challenging ◦ Teachers ◦ Students ◦ Schools

 ACTIVITY - What fieldwork might you expect to do in these locations?

Textbook Unsuccessful Successful Fieldwork Field site research Field site research Follow up Follow up

 ACTIVITY – Low/Mod/High Risk

PrimaryKS3GCSEA-LevelWork/HE KS3 Aims/Qs Method Presentation Analysis Conclusion

PrimaryKS3GCSEA-LevelWork/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?  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?

 Time is a pressure  Success is preferable ◦ easier to explain ◦ less curriculum time ◦ various performance measures  Less able students don’t need further confusion

 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.

 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.

 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 investigative understanding.  Higher levels of student engagement during the fieldwork process  Ownership encourages student participation and interest.