An individual investigation: How to get it right Preparing for independent individual enquiry

What we’re covering in today’s workshop Focus on Key Stage 3 onwards. Progressive development of fieldwork Requirements of new A-Level and antecedents

What we’re not covering today Fieldwork at reception and Key Stage 2 (though the session’s resources may still be of interest) The argument for fieldwork – we’ve provided papers in the session resources that delineate this if you need to convince SLT. How to overcome school-specific problems – we’ve provided suggestions for overcoming constrained staffing, money, location, experience and curriculum time. Assessment – we’ve provided GA information on progression and assessment.

Terminology NEA (Non-examination assessment) Individual investigation Coursework All relate – to different extents – to independent fieldwork

Fieldwork in the new curriculum AS 2 days fieldwork from CORE 1 Physical/1 Human Assessed by exam A-Level 4 days fieldwork Physical and Human NEA: any part of the A-Level 3000-4000 words 20% of A-Level GCSE Two contrasting environments Two separate occasions Assessed by exam Will assess at least 2 of the 6 stages identified in the enquiry process 15% of GCSE

Independent Investigation The purpose of this coursework is to test students’ skills in independent investigation. Students are required to undertake an independent investigation that involves (but which need not be restricted to) fieldwork. Students are required to complete a minimum of four days of fieldwork. This fieldwork must relate to processes in both physical and human geography. It must also provide an introduction to the nature and process of a high- quality geographical enquiry.

The ideal student Is confident and experienced; able to cope with unexpected results and failure(s). Is capable of identifying questions for a given fieldwork location and subsequently formulating a testable (null) hypothesis Possess the specific specialist vocabulary to coherently describe locations, deconstruct them and describe possible investigations Understands appropriate statistical tests, including confidence levels, and the data required for their use. Analyses effectively, synthesising knowledge, data and statistics. Critically evaluates all stages of their investigation.

Resilience. Confidence. Experience Curriculum changes offer a generational opportunity to integrate fieldwork and develop fundamental skills. Powerful argument for progressive fieldwork experiences – A-Level rigour requires progressive prior experiences Opportunities to build learner and teacher experience Novelty / ‘Risky fieldwork’

Activity Choose a stimulus photograph (3 difficulty levels provided): Identify questions Determine a testable hypothesis Outline data you’d collect Describe statistical tests you’d utilise to analyse data Anticipate problems What aspects are most challenging for your table? Which would most challenge your students?

The New A-Level. Rigour and autonomy. Many current students will find the increased independence and rigour of the A- level daunting. It will be difficult for students unless they have the prior experience necessary to have developed the skills required.

Allowed Provide advice about Health & Safety, and ethical issues. Check student’ titles and tell them whether or not it is likely to meet the assessment criteria. Encourage collaboration to plan methodologies and sampling strategies. Providing students with a theme (or list of themes) for them to choose for their independent investigation. Students can work in small groups to collect primary data. Students can take their work home (but must be reminded that external help is malpractice). Time – there is not specified limit. Sharing of resources. Students may have exactly the same titles.

Not allowed Creating a resource booklet for students which includes model answers and templates. Marking draft work and providing specific and individual guidance. Students working in small groups to collect secondary data. Creating a list of titles from which students select their title. Students working in small groups to present, interpret or draw conclusions from their data.

Preparing pupils - make a plan The new KS3 curriculum describes routine fieldwork incorporating map work and GIS in contrasting locations. It describes increasing complexity, and that pupils should become comfortable finding and using multiple sources of information. There is natural progression to the requirements of the new GCSEs, and subsequently the new AS and A-Level. Plan for the medium-term, and support pupils as well as you can in the interim.

Complete an audit

Plan progression (Closed | Framed | Negotiated)

Things to consider There are lots of opportunities to develop fieldwork skills. Incorporating them regularly is less onerous and more effective. Students need fieldwork skills flagged and clear feedback about their achievements and progression. Learning theory suggests best practices for progression.

Social Constructivism We learn about the world only through actively making sense of it outselves Each individual sees and understands the world separately We don’t ‘add’ knowledge, we incorporate new understanding and reconstruct our view of the world Emphasis on role of other people in helping us make sense of the world – interactions, participation, sharing, discussing, debating.

Social Constructivism - implications You must consider existing knowledge and ways of understanding when planning fieldwork You must allow time to explore new information nand relate it to existing knowledge, providing opportunities to reshape and reconstruct understanding. Pupils should be made aware of the way they see the world and that all knowledge has been constructed.

Vygotsky – Zone of Proximal Development Students can achieve beyond their abilities if supported in their ‘zone of proximal development’ (ZPD). The ZPD is limited though varies between learners. Conceptual learning is developed in collaboration, whether with a teacher (scaffolding) or a peer. Co-operation today improves independence tomorrow.

Vygotsky – implications Fieldwork enquiry should begin with what pupils can already do. They will make faster progress if supported in their ZPD Delivery must account for different abilities, ZsPD, and that pupils will be unable to exceed their ZPD (tasks should be scoffolded by the teacher to prevent a hard landing).

What does fieldwork scaffolding look like? Reduce the number of steps Maintain pursuit of the goal – risk the next step! Notice inconsistencies Control frustration and risk Demonstrate idealised outcomes Get children involved and represent tasks in terms they understand Adapt and develop concepts Externalise learning (explain how they’re doing something) Reviewing process of learning and its worth

Complex interactions Scaffolding incorporates complex interactions. Teachers need precise knowledge of the characteristics and existing knowledge of learners, and secure knowledge of fieldwork. The greatest effect on attainment is created by teacher expectations, early interventions, formative evaluation, and opportunities for discussion (both in the field and in the classroom before and after fieldwork)

Ideas

Top Trumps Used to develop understanding of locations and environments Application of understanding Development of sampling strategies

Taunton Minehead Bishops Lydeard Watchet Williton Wiveliscombe Population: 58241 Population: 11699 Population: 1975 Population: 3710 People per hectare: People per hectare: People per hectare: People per hectare: 35.04 30.00 37.98 40.33 Mean age: 38 Mean age: 47 Mean age: 42 Mean age: 41 % homes owned outright: % homes owned outright: % homes owned outright: % homes owned outright: 70.48 53.65 68.94 61.53 Williton Wiveliscombe Carhampton Dunster Population: 2599 Population: 2084 Population: 780 Population: 489 People per hectare: People per hectare: People per hectare: People per hectare: 27.36 35.32 29.17 21.03 Mean age: 48 Mean age: 42 Mean age: 44 Mean age: 49 % homes owned outright: % homes owned outright: % homes owned outright: % homes owned outright: 59.41 67.07 38.37 43.27

Interception Evapo-transpiration Dew point Stem-flow Run-off Condensation Stem-flow Run-off Infiltration Through-flow Saturation

Interception Evapo-transpiration Dew point Stem-flow Run-off Condensation Stem-flow Run-off Infiltration Through-flow Saturation

Observation skills Verbal field sketches ‘Geography Parrot’ Breaking News

Verbal field sketches In pairs facing each other Person A describes. Person B marks according to a predefined mark scheme The twist..... Person A is describing the landscape behind them, without looking.

So what? ‘Geography Parrot’ Only ever says one sentence... Encourages next steps on from labels in field sketches Begins to consider Processes Consequences Implications Future scenarions

‘Breaking News’ Brief summary Information (including details/facts) Either as preparation to the study or on-site News Headlines Brief summary Information (including details/facts) Analysis Letters to the Editor

Developing Questions Questions are generated through observation Best done prior to fieldwork to enable ‘whole enquiry’ approach In-situ questioning allows ‘anomalies’ to de identified

My best fieldwork Each of you has a best fieldwork experience. Discuss these and write a sentence that describes the qualities of a best experience. Consider: Location Duration Age Skills Long-term effects