Lawrence Collins & Tim Bayliss

In the context of geographical fieldwork  Improved decision making  Clear rationale of the need for fieldwork  Confident understanding of the benefits of fieldwork within a department and across a whole school  Ability to coherently argue for the place of fieldwork in the school curriculum

 Fieldwork is the gathering of information about something in a real, natural environment, rather than in a place of study such as a laboratory or classroom (English Collins Dictionary)  Practical work conducted by a researcher in the field (Compact Oxford English Dictionary)  Work done or firsthand observations made in the field as opposed to that done or observed in a controlled environment (TheFreeDictionary.com)

Geography is all about the interaction of people and places. Fieldwork is central in helping us to explain this relationship and understand more fully the environment in which we live. Furthermore, fieldwork  provides primary data for the core activity of coursework and/or controlled assessments  reinforces classroom teaching and learning  promotes extended and open-ended writing  encourages social skills (for example, group-work and responsibility)  affords practice of map work and drawing  assists spatial reasoning and sense of place  …is fun!

 Geography in schools is not doing enough to help children develop a picture of climate change, learn to lead sustainable lives and find their feet as global citizens of the 21st century (Geography in schools – changing practice, Ofsted)  Geography is at a crucial period in its development. More needs to be done to make the subject relevant and more engaging for pupils, particularly at Key Stage 3 (Christine Gilbert, Her Majesty's Chief Inspector for Education, Children's Services and Skills)

“Enquiry-based fieldwork sharpens and deepens learners’ understanding of geography and the progressive development of geographical skills” “Well planned fieldwork in geography adds clear value to learning in the subject as well as providing a positive contribution to the wider curriculum.” “Follow up from fieldwork also provides very good support for extended writing, numeracy linked to the analysis of data, sketching, map work, formulating hypotheses and thinking skills.”

The integration and meaning of fieldwork Key Stage 1Key Stage 5 Purpose Relevance Function Role Continuity

ForAgainst Curriculum TimeHealth and SafetyBudgetExpertise Enquiry / Coursework RelevanceEngagement

Geovisualisation

Identification Ability to dynamically assess Awareness of hazards Controlled access No access Nature of activities Management of hazards Ability to respond appropriately Local knowledge Adequate supervision Experience

Pre-fieldwork phase Fieldwork activity Research Analysis and evaluation High level of control Medium control Limited control

 The Learning Outside the Classroom Manifesto was launched by the DfES on 28th November 2006 to promote the benefits of learning beyond the classroom.  "Learning outside the classroom is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about what we learn but importantly how and where we learn” ( ).

 Geography Teaching Today (website of the Action Plan for Geography)  Geographical Association  Growing Schools (Supports teachers in using the "outdoor classroom" as a resource across the curriculum for pupils of all ages)  Field Studies Council ( an environmental education charity that runs fieldwork and cross-curricular courses at 17 centres across the UK)  Health and safety of pupils on educational visits (Departments good practice guide (1998) and 3 part supplement (2002), including A Handbook for Group Leaders

Prior planning and organisation Practicalities of primary data collection Organisation of the work