STARTER ACTIVITY What enquiry questions could you pose at each of these field sites?

The future assessment of fieldwork Rob Lucas Chief Executive, Field Studies Council Sponsored by WJEC

Start teaching reformed GCSE and new GCE Final controlled assessment First assessment reformed GCSE and new GCE Qualification reform

Spring 2014 Summer 2014 Autumn 2014 Spring 2015 Summer 2015 Autumn 2015 Spring 2016 Summer 2016 Autumn 2016 reformed GCSE criteria published reformed GCSE and new GCE specifications available Timeline for development of new geography qualifications Awarding Organisations develop new specifications Launch and CPD for new specifications First teaching GCE consultation

What is the position of fieldwork in reformed GCSE? “Fieldwork is crucial to the strong role envisaged for geography in the revised and more challenging curriculum at all levels” “The scheme of assessment must include an identifiable element or elements assessing fieldwork. This must include assessment of students’ own experiences of fieldwork” “Fieldwork will be assessed though examination only. It will comprise 15% of the total assessment weighting”

Presentation aims 1.Get students thinking geographically throughout the enquiry process with a view to improving current and future assessment outcomes Explore strategies for engaging students in fieldwork enquiry Analyse Assessment Objective (AO) weightings and consider what these tell us about possible future models of assessment of fieldwork

What is fieldwork for? 1 awe and wonder Respect for nature and care for the state of the planet Provoke and raise curiosity

What is fieldwork for? 2 collaborative working Enable learners to co-operate, participate and take responsibility

What is fieldwork for? 3 enactive learning Enable learners to engage with understanding of broad scientific principles such as spatial patterns, change, and sustainability

What is fieldwork for? 4 learning to think like a geographer Engaging learners in the enquiry process

A deficit model of fieldwork? Question Plan Observe Collect Record Represent Analyse ApplyReview In some cases learners have one opportunity to get this right

Transmission > tasks

Work scientifically > think geographically Question Plan Observe Collect Record Represent Analyse ApplyReview

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Reflecting on learning To be critical in relation to :  Data sources  Techniques used / sampling strategies  Stakeholder views  How the enquiry could be improved  The value of what was learnt Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Making sense Query the evidence to:  Analyse  Recognise relationships  Reach conclusions  Make decisions / solve problems  Relate findings to existing knowledge Acknowledgement: Margaret Roberts

Closed taskFramed enquiryIndependent enquiry Questions A task is presented. Questions are not explicit. Enquiry questions are selected by teacher but are explicit. Students decide enquiry questions, framed by teacher input. Data Decisions about fieldwork procedure are made by teachers. Data is presented as authoritative evidence. Decisions about fieldwork procedure are made largely by teachers. Data is presented as information to be interpreted. Students are involved in key decisions about fieldwork procedure and data sources. Making sense Activities devised by teacher to achieve pre- determined objectives. Students follow instructions. Methods of representation are open to discussion and choice. Analysis is independent. Students independently analyse evidence and make decisions / reach conclusions. Reflection Predictable outcomes.Students discuss what they have learnt; different outcomes. Students consider the validity of evidence / reliability of data and methods. Acknowledgement: Margaret Roberts

STRATEGIES TO DEVELOP STUDENT’S UNDERSTANDING OF THE ENQUIRY PROCESS THINKING LIKE A GEOGRAPHER

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

Taunton Population:58241 People per hectare: Mean age: % homes owned outright: Minehead Population:11699 People per hectare: Mean age: % homes owned outright: Bishops Lydeard Population:1975 People per hectare: Mean age: % homes owned outright: Watchet Population:3710 People per hectare: Mean age: % homes owned outright: Williton Population:2599 People per hectare: Mean age: % homes owned outright: Wiveliscombe Population:2084 People per hectare: Mean age: % homes owned outright: Carhampton Population:780 People per hectare: Mean age: % homes owned outright: Dunster Population:489 People per hectare: Mean age: % homes owned outright:

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

Interception Evapo- transpiration Interception Dew point Condensation Stem-flow Evapo- transpiration Stem-flow Run-offInfiltration Stem-flowInfiltration Run-off Through- flow Infiltration 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.

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

‘Breaking News’ 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 be identified

Assessment of fieldwork Which parts of the enquiry process do we assess / could we assess?

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Reflecting on learning To be critical in relation to :  Data sources  Techniques used / sampling strategies  Stakeholder views  How the enquiry could be improved  The value of what was learnt Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Making sense Query the evidence to:  Analyse  Recognise relationships  Reach conclusions  Make decisions / solve problems  Relate findings to existing knowledge Acknowledgement: Margaret Roberts Does assessment of AO3 focus our attention on a sub-set of fieldwork skills? Could we assess this sub-set of skills using other assessment models?

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Reflecting on learning To be critical in relation to :  Data sources  Techniques used / sampling strategies  Stakeholder views  How the enquiry could be improved  The value of what was learnt Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Making sense Query the evidence to:  Analyse  Recognise relationships  Reach conclusions  Make decisions / solve problems  Relate findings to existing knowledge Acknowledgement: Margaret Roberts Do we provide opportunities for students to demonstrate that they can apply their wider geographical understanding to the study area – what we currently term AO2?

How do students access AO2 in their fieldwork enquiry? How many of you have visited the Lingen Alps in Norway?

Which of these photographs was taken nearest the source?

HOW DID YOU KNOW? Application of knowledge and understanding

Grade C description AO1 Candidates recall, select and communicate knowledge and understanding of places, environments, concepts and locations across different scales. They use geographical terminology appropriately. AO2 They apply their knowledge and understanding of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They understand relationships between people and the environment, identifying and explaining different problems and issues and making geographical decisions that are supported by reasons, including sustainable approaches. AO3 They select and use a variety of skills, and appropriate techniques and technologies to identify questions and issues to undertake investigations. They collect and record appropriate evidence from different sources, including fieldwork. They analyse and interpret evidence and recognise some of the limitations of evidence to reach plausible conclusions.

Rivers follow a typical pattern source mouth dischargefrictionSediment size smallestgreatest smallest

Not all rivers are typical

Start with the application (AO2) What are the wider geographical issues, concepts or processes that underpin the enquiry in this specific place? Sphere of influence Quality of life Positive and negative externalities Inner urban regeneration Gentrification

Significant changes to AO weightings in fieldwork Knowledge & understanding Application Geographical skills What are the implications when the weighting for Application is increased and skills decreased? 25% of all assessment 15% of all assessment

Other presentations that may interest TUESDAY 16.30–17.20 Lecture Plus 5 Do Iceland’s volcanoes pose a threat to the UK? KS3–P16 Dr John Stevenson, RSE/Scottish Government Personal Research Fellow, University of Edinburgh WEDNESDAY 09.00–09.50 Lecture 15 Geography through enquiry KS3–P16 Margaret Roberts, Past President, Geographical Association WEDNESDAY 11.45–12.35 Workshop 41 Fieldwork beyond the textbook KS3–P16 Presented by Nick Lapthorn, Chair GA Fieldwork and Outdoor Learning Special Interest Group