1. Fieldwork at GCSE

2. A ‘world class’ 14-16 curriculum? Extend their knowledge of locations, places and contexts Understand some key processes, concepts, theories and perspectives Develop competence in maps, fieldwork, GIS, research and evidenced argument Apply geographical knowledge and skills to real contexts and new situations Locational and place knowledge Geography of the UK Geomorphic processes and landscape Weather and climate Ecosystems and resource management Cities and urbanisation Global economic development

3. GCSE specifications should require students to develop and demonstrate: Maps Ordnance Survey maps, satellite imagery and other graphic and digital materialGeographical Information Systems (GIS), The use of a range of maps, atlases, Ordnance Survey maps, satellite imagery and other graphic and digital material, including the use of Geographical Information Systems (GIS), to obtain, illustrate, analyse and evaluate geographic information. To include making maps and sketches to present and interpret geographical information. Fieldwork physical and human processes and the interactions between them Different approaches to fieldwork ……….. in order to explore physical and human processes and the interactions between them (e.g. city street, beach, woodland, suburban estate, moorland edge). This should involve the collection of primary physical and human data. Use of data The collection, interpretation, analysis, presentation, application and evaluation of primary and secondary data. This should include: fieldwork data; GIS material; library and digital sources; visual and graphical data; and numerical and statistical information. Geographical argument A requirement for students to write descriptively, analytically and critically, to communicate their ideas effectively, to develop an extended written argument, and to draw well-evidenced and informed conclusions about geographical questions and issues.

4. AO3 GCSE Skills: know about, select, adapt and use a variety of skills, techniques and technologies, including those related to fieldwork methods, maps, GIS, visual, graphic and numerical data, to: observe, collect, organise, and present data investigate, analyse and interpret data explain and communicate geographical evidence, ideas and questions.

5. AO4 GCSE Application: apply geographical knowledge, understanding and skills in order to answer geographical questions, plan sequences of enquiry, evaluate contemporary situations, make well-evidenced judgements and decisions, understand different perspectives, and construct sound geographical arguments in relation to: questions and issues about familiar places, landscapes and environments (i.e. those studied in their GCSE course) questions and issues about places, landscapes and environments that are unfamiliar (i.e. not specified in the GCSE course) questions and issues arising directly from real fieldwork contexts. questions and issues arising directly from real fieldwork contexts.

6. DfE - Reformed GCSE subject content consultation ‘We recognise that fieldwork is an essential aspect of geography which ensures that students are given the opportunity to consolidate and extend their achievement by relating learning to real experiences of the world. Students must carry out fieldwork studies in at least two contrasting environments beyond the classroom and school grounds. Assessment of fieldwork will be by means of an externally marked examination’.

7. Assessment of fieldwork understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these understanding of the range of techniques and methods used in fieldwork (e.g. observation, sampling, counting, measurement, interviewing) processing and presenting fieldwork data (e.g. various kinds of graph, maps, diagrams) analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories drawing evidenced conclusions and summaries from exemplary fieldwork transcripts and data reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.

8. Assessing Fieldwork Ofqual –reported in its findings from its recent GCSE consultation (Ofqual/13/5337) that only 28% agreed that fieldwork should be exam- only, whilst 47% disagreed. It noted that “the vast majority” of comments re-stated the importance of practical work within geography. Teachers: Ipsos-Mori found that 77% of geography teachers believed that non-exam assessment is a valid means of assessing fieldwork skills (http://www2.ofqual.gov.uk/news-and-announcements/130/750).http://www2.ofqual.gov.uk/news-and-announcements/130/750 Higher Education - the Smith review (July 2013) reported that assessing fieldwork through exams “does not prepare students for progress to degree courses” and that more robust methods are needed (http://ofqual.gov.uk/files/2013-09-06-smith-review-of-specification- content-july-2013.pdf).http://ofqual.gov.uk/files/2013-09-06-smith-review-of-specification- content-july-2013.pdf

9. “Place and sense of place do not lend themselves to scientific analysis for they are inextricably bound up with all the hopes, frustrations, and confusions of life...” (Relph, 1976) Where am I...?

10. Qualitative versus Quantitative or both...? The choice of fieldwork for most teachers is a collection of Quantitative data.. How might you include aspects such as; Beauty of the landscape Irritation about traffic congestion Strength of community spirit or worry of a shopkeeper whose business is threatened These emotions are are at the heart of the connection people have with their environment Also students own emotional response