Are we there yet? Getting ready for local fieldwork Our Risk Assessment

Learning Objectives To know ways to stay safe when working out of doors To be able to listen carefully and use notes to record important information To use relevant geographical vocabulary Discuss these learning objectives. Do you know what they mean? Could you say this in a better way? What do you think the success criteria might be? Geography – sense of place, vocabulary development Literacy -Speaking and Listening & Note taking Citizenship & ECM- Staying safe & taking responsibility for ourselves

Look, listen, think, discuss…… You are going to see some photographs of places we will be visiting. Listen while you are told something about each place then spend a couple of minutes discussing the key dangers or risks with your partner and what you could do to keep safe. Note down your key findings. Listen to ideas from others and edit your notes if you want to change or add something.

Use an internet mapping programme to locate places to be visited instead of or as well as your own pictures. Choose either aerial / map view or hybrid (both). Sometimes a different scale and / or view can highlight different risks

Arial view of area with Google 1 Note for teachers – insert your own aerial image here from your locality – use a photograph of this same location in the next slide to show a different directional view (note the N in both slides).

What are the risks? What action can we take to stay safe? Risk: falling over on bumpy, hard car park surface. Action: walk rather than run. Look carefully. Risk: steep, slippery slope Action: keep clear. Risk: moving cars Action: Look, listen & think. Stay close to adults N 1 S E W

Arial view via Google of Beach area to be visited 2 Notes for teachers – Again insert your own local aerial view of a place you intend visiting. I chose this because it is where many of our pupils live – note the highlighted terrace house.

What risks? What action can we take to stay safe? Risk: sharp objects and other rubbish on beach Action: check carefully before sitting down. Risk: hot sun can burn skin Action: sun cream and hats 2 Note the same terrace house in the ground level view of this location

Notes to teachers The previous four slides of hazards in the locality are good examples to use as a whole class discussion in order to get the pupils to understand what is expected and what the difference is between a risk and an action. You can then insert some of your own locality photographs (with or without an accompanying aerial shot) and talk about the hazards whilst pupils listen. For a good note taking activity ask pupils to work in pairs taking notes as you talk. Then give the partners a few minutes after each image to discuss the hazards outlined and the actions needed. Before moving on to the next image, get feedback and consolidate knowledge i.e. what good actions might be. Pupils amend their ideas if necessary. Use a small number of images to suit your pupils age and ability. 3 – 4 images was just about right for year 3. Continue with writing up risk assessment using appropriate writing frame.

Now write your own risk assessment from your notes Use the writing frame provided or design your own Check with your partner that you are writing the advice as clearly as possible Are you identifying the names of landscape features correctly?

What might be dangerous? What are the risks? 1_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 2_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 3_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 4_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Keeping Safe How do we stay safe? What action can I take? 1_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 2_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 3_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ 4_______________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Where?Risk?Action?Who is responsible?

RiskAction RiskAction RiskAction

Plenary Swap your finished risk assessment with others on your table. Can you suggest improvements? Would you change yours? How? What is the best example on your table and why? Have you achieved your learning objective? How do you know?

Finally…. What have we learnt in geography? To be ready and responsible for fieldwork activities – an important part of geography. New, relevant landscape vocabulary How to begin to read the landscape and identify hazards and risks. A greater sense of place through discussions about our locality. SKILLS: using geographical vocabulary, using images, asking questions, planning for fieldwork.