Making the step from predictable textbook theories to the complex and interesting realities of the ‘field’. Following up on the Risky Fieldwork article (Teaching Geography Summer 2012) this session explores the challenges and opportunities available for outstanding fieldwork that broadens the horizons of both students and teachers.
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Fieldwork beyond the textbook (guildford 2014)
1. Fieldwork and Outdoor Learning SIG
nick.nc@field-studies-council.org
@geogfieldwork
GA Conference
Guildford 2014
Nick Lapthorn
FSC Nettlecombe Court
John Snelling
Trinity School
Morris Charlton
Educational Consultant
2. Based upon FOLSIG Article (TG Summer 2012)
Risky fieldwork is NOT unsafe
Risky fieldwork can be challenging
◦ Teachers
◦ Students
◦ Schools
3. ACTIVITY - What fieldwork might you expect
to do in these locations?
8. 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?
9. Time is a pressure
Success is preferable
◦ easier to explain
◦ less curriculum time
◦ various performance measures
Less able students don’t need further
confusion
10. 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.
11. 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.
12. Upland Streams (Morris)
Flipped Fieldwork from Manchester to
Tunisia (John)
13. 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.
Notes de l'éditeur
Risky FieldworkIntro to Risky Fieldwork and the article. Based upon our article TG article from Summer 2012. Risk in fieldwork is not about working in an unsafe matter. Risk is about being prepared to undertake work where the outcomes are unknown. It can be a challenge to the teacher and the students, but there is a lot to be gained.
What does safe fieldwork look like?ACTIVITY (photo stimulus)Using the sheets in front of you outline what fieldwork you might undertake.
What does risk look like?When looking for fieldwork examples, the textbook is often the starting point. A ‘theory’ is chosen or a case study decided upon. We then set out to look for fieldwork locations that fit this model, often forgetting that the real world is messier than a text book.When things work well we often aim to replicate the event, returning to the site the following year... and the year after.... and the year after!ACTIVITY – looking back at the fieldwork sheets that you have just completed mark down what level of risk you feel there is (low/mod/high) based on what we have just discussed.
ACTIVITY – looking back at the fieldwork sheets that you have just completed mark down what level of risk you feel there is (low/mod/high) based on what we have just discussed.
Introducing risk? There can be a progression in risk It does not need to be included in all aspects of the work and sometimes it is not appropriate to be too risky
Introducing risk? Everything that is done can be considered as having a location on a sliding scale of risk from lower to higher risk.The challenge is to see if you can move your fieldwork practice along the scale. You DO NOT have to move every slider into the HIGH RISK category, but choose the areas where it is most appropriate to.
Getting riskierACTIVITY (3 mins)With the people in your group discuss;Low risk fieldwork you undertake and why?Higher risk fieldwork and why?ACTIVITY using the scaffold sheetsFeedback (take one comment from each section depending on time)
Barriers to risk?We are not naive. Time is a pressure. Success is preferable as it is easier to explain and takes less curriculum time. Less able students don’t need to be confused further.BUT are we doing a disservice to our students by assuming that they cannot cope with complexity?Are we missing out on teaching them what real science is like? Confusing and messy.
Ofsted perspectiveSubject specific guidance for ‘outstanding’ looks like risky fieldwork‘Needs Improvement’ looks like safe fieldwork
Ofsted perspectiveSubject specific guidance for ‘outstanding’ looks like risky fieldwork‘Needs Improvement’ looks like safe fieldwork
Some examplesUpland Streams (Morris)Flipped Fieldwork from Manchester to Tunisia (John)
Benefits of taking a riskBeing ‘risky’ with geography fieldwork throughout a student’s school career has the potential to increase independent learning and development, producing better geographical and investigative understanding. There could be a higher level of student engagement during the fieldwork process: ownership over all stages of fieldwork encourages student participation and interest.