1. HASLAND HALL COMMUNITY SCHOOL EAST MIDLANDS FIELDWORK NETWORK DEVELOPING LOCAL CROSS CURRICULAR FIELDWORK OPPORTUNITIES PHILLIP WALTER – DEPUTY HEAD OF HUMANITIES AT HASLAND HALL

2. HASLAND HALL COMMUNITY SCHOOL Why think cross curricular? Because it is at the heart of the new curriculum. And…. Of course…. It gives added weight to our arguments to teach the students in the outdoor classroom.

3. “The new curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject. Some subjects share key concepts and processes. Curriculum opportunities highlight the potential for links between subjects. Dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society.” HASLAND HALL COMMUNITY SCHOOL (Geography National Curriculum page 8) THE IMPORTANCE OF…….. KEY CONCEPTS KEY PROCESSES RANGE AND CONTENT CURRICULUM OPPORTUNITIES

4. HASLAND HALL COMMUNITY SCHOOL When Do You Do Your Fieldwork? Lesson Time Time constraints. Allows for school based fieldwork. No cover implications. Series of lessons. Possible local off site work. Across The School Day (Booked off site excursion) Cover implications (rarely cover). Impact on other curriculum areas. Staffing ratio. Cross curricular – more clout to the proposal Dedicated Curriculum Day Collapsed timetables – reduced cover implications. Better available staffing ratio. Longer sessions. Opportunities to think cross-curricular.

5. HASLAND HALL COMMUNITY SCHOOL Example 1 – Humanities Cross Curricular Fieldwork What’s So Special About Hasland? Rationale To provide opportunities for in-depth study, the making of connections between subjects, practical investigative approaches, the application of skills and visits and field studies. Learning Objectives To promote community cohesion through: Enabling pupils to recognise the various communities they are part of: the school, the local, the national and the global. Enabling pupils to value the various communities they are part of: the school, the local, the national and the global and the ways they do and can operate within these. Encouraging an appreciation of the ways these communities have interacted in the past and interact in the present. Promoting good community relationships. Helping pupils appreciate how diversity enriches the school, the local, the national and global community. Challenging racism and discrimination.

6. DAY 1DAY 2 SESSION 1 Setting The Scene This session focused on setting the scene for the two days, distributing resources, challenging pupils’ perceptions of their local area and team building. The session also looked at the students national and international links by reflecting on places that they have travelled to. This activity lent itself to a superb display linking pictures of the students to places on a world map. (See photo) Investigating Hasland - Fieldwork The fieldwork combines some of the traditional techniques with some more up to date approaches to looking at a local area. The techniques students used were as follows:  Traffic flow count.  Pedestrian flow count.  Ground floor land use mapping for the high street  Field Sketches  National / Global links survey (looking at car makes, foreign cuisine, travel agents, car stickers, charity clothing bins etc)  Environmental quality surveys.  Mobile phone reception mapping.  Date stone analysis linked to the historical growth of the town. SESSION 2 Chernobyl Children’s Lifeline A session led by a local charity explaining the global links that local people can have. It explored peoples’ motivation for charity work, research into a disaster and location of Chernobyl. In response to this session all pupils wrote a postcard about themselves and the local area to a child in a school in Ukraine. These were taken by the charity to send to the school. www.chernobylchildlifeline.org/ SESSION 3 Why Chesterfield Was Called The Industrial Heart Of The Midlands? Two local people – one ex-miner and one ex-factory worker gave talks on their personal experiences of when Chesterfield was at the peak of its power as an industrial region. Pupils gained much from Q and A sessions as well as some research using historical maps of the area and old local newspaper reports. Evidence of the areas industrial past is also examined during the local area study. ST. PAUL’S CHURCH A visit to the local church for a talk from the vicar proved an eye opening experience. The vicar was briefed to talk about how the local church acts nationally and globally. This enabled him to talk about charity work on the streets of Ecuador with homeless children. It also brought up another perspective on peoples motivation for charity work. SESSION 4 Investigating Hasland - Fieldwork (See Day 2 Session 1) European Influences, The Architecture Of Hasland Hall. The school building has very clear links with European architecture. Students examined this through a detective style booklet. Photos of different parts of the building were taken which students had to locate, sketch and find out information about. The crest of the family who owned the house prior to being made into a school is still above the door. The students had to design a more appropriate crest for the buildings current use. They also examined the original building plans to see how the rooms had been changed through time to create the spaces as they now know them. SESSION 5 Resources For This Module Are Available On The Geography Teaching Today WEB Site

7. GEOGRAPHY AND CITIZENSHIP GEOGRAPHY AND RE GEOGRAPHY AND HISTORY

8. HASLAND HALL COMMUNITY SCHOOL Your Turn…….. An audit of your departments fieldwork across KS3. Fill in the audit sheet. Are there any opportunities for cross curricular work within your current fieldwork activities?

9. Cross Curricular Fieldwork - DEPARTMENT AUDIT YEAR 7 RESIDENTIAL TO YOULGREAVE WHAT’S SO SPECIAL ABOUT HASLAND? YEAR 9 SCHOOL MICROCLIMATES KS4 YEAR 8 RIVERS TRIP – PADLEY GORGE AND BAKEWELL SCHOOL ENERGY AUDIT ENGLISH MATHS SCIENCE ICT PE ART HISTORY RE CITIZENSHIP MFL DESIGN MUSIC

10. HASLAND HALL COMMUNITY SCHOOL Subject Comparison Tool

11. HASLAND HALL COMMUNITY SCHOOL Subject Comparison Tool THE IMPORTANCE OF……. KEY CONCEPTS KEY PROCESSES RANGE AND CONTENT CURRICULUM OPPORTUNITIES

12. HASLAND HALL COMMUNITY SCHOOL Subject Comparison Tool AN EASY TO FOLLOW COMPARISON OF THE TWO SUBJECT AREAS. IT CAN ALSO BE EXPORTED TO WORD.

13. HASLAND HALL COMMUNITY SCHOOL Your Turn…….. Analysing curriculum opportunities. What cross curricular links can you find?

14. HASLAND HALL COMMUNITY SCHOOL Example 2 - Y7 RESIDENTIAL – YOULGREAVE The aim is to settle the year 7 groups and for some positive teambuilding. Much of the focus is around two walks. The walks provide the opportunity for the students to use their map skills which have been covered before the residential in geography lessons. There is follow up work covered after the trip in geography lessons. History also use the trip to cover some local historical points.

15. HASLAND HALL COMMUNITY SCHOOL Your Turn…….. Design a cross curricular fieldwork activity using the cards. One activity for geography and one other subject. One activity for geography and two other subjects.

16. HASLAND HALL COMMUNITY SCHOOL Table of Suggestions For Extra Curricular Fieldwork SUBJECT IDEA GEOGRAPHY AND ENGLISH QUESTIONNAIRES. SPEAKING+LISTENING GEOGRAPHY AND MATHS DATA HANDLING / STATISTICAL ANALYSIS GEOGRAPHY AND SCIENCE WEATHER AND ECOSYSTEMS GEOGRAPHY AND ICT DATA GATHERING / PROCESSING GEOGRAPHY AND PE MAP SKILLS / ORIENTEERING GEOGRAPHY AND ART FIELD SKETCHING GEOGRAPHY AND HISTORY LOCATIONAL FACTORS OF A SETTLEMENT GEOGRAPHY AND RE LOCAL CULTURAL DIVERSITY SURVEY GEOGRAPHY AND CITIZENSHIP SCHOOL ENVIRONMENT AND SUSTAINABILITY GEOGRAPHY AND MFL HIGH STREET LAND USE SURVEY GEOGRAPHY AND MUSICANY IDEAS FOR A PRIZE?

17. HASLAND HALL COMMUNITY SCHOOL Cross Curricular Fieldwork Ideas The Humanities Approach Geography RE Citizenship History