Assessing the enquiry process Andy Owen

Fieldwork and enquiry Where we are – in the worst cases: Pressure to deliver progress measures has reduced risk in many schools Fieldwork has become a series of routine tasks to be performed. Learners are not actively involved in decision making or evaluating. Where we want to be Fieldwork should be embedded in the curriculum, it’s not a bolt-on. Start from learners’ own experiences of places, or of the world through, for example, their own questions or perceptions. Learners should be able to make conceptual links between their local field study and wider geographical processes/patterns

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

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.

The WJEC Eduqas approach Eduqas specifies two approaches: A focus on one fieldwork methodology A focus on one geographical concept Teachers are free to choose: Location: e.g. two separate days in different environments? or two days in a single location that offers contrasts e.g. Swanage, Peak District, Manchester. A topic or focus for enquiry. E.g. rural tourism? Rivers? Urban environments? A question for investigation. Teachers must ensure that they conduct the two enquiries in contrasting environments

What will we assess? WJEC’s aim has been to: ensure that learners are involved in the whole enquiry process – to encourage them to think geographically and critically.enquiry process strengthen the link between local study and wider conceptual understanding – questions on fieldwork will be followed by a DME which will assess wider understanding of conceptual frameworks.

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

WJEC & WJEC Eduqas fieldwork WJEC GCSE qualifications take a common approach to fieldwork in England and Wales: 1.Learners should be actively involved in planning the enquiry process and methodologies – posing questions, selecting samples etc. E.g. how could I use my smartphone apps in collecting data? Where should I collect data? What kind of fieldwork report should I write? 2.A conceptual approach encourages learners to relate their understanding of the unique features of their field study site to the wider UK. E.g. What have I learned here that could apply elsewhere?

AFieldwork methodologiesmethodologies 1.Use of transects – e.g. quality of life across an urban area, flow and deposition across a river channel 2.Change over time – e.g. changing patterns of retailing, changing coastal management 3.Qualitative surveys – e.g. environmental quality of urban areas, the value of coastal landscapes 4.Geographical flows – e.g. commuter movements, river discharge changes downstream Different focus for each exam cycle: Publicised at least two years in advance of examination

Place – e.g. characteristics of coastal landforms in two locations Sphere of influence – e.g. sphere of influence of a large urban area and its impact on its hinterland Cycles and flows – e.g. migration survey, seasonal change in an ecosystem Mitigating risk – e.g. flood risk, local responses to climate change Sustainability – e.g. how far a settlement meets the requirements of Egan’s wheel, quality of urban environments in meeting people’s needs Inequality – e.g. quality of urban environment, comparing access to services in urban and rural areas BConceptual frameworksConceptual Also changed over different cycles, with at least 2 years advance notice

Time For planning, preparation for the fieldwork and the consolidation phase For students to write-up their enquiry for exam preparation; some form of written outcome seems essential. Exam testing an experience from a year ago can’t be done purely from memory For skills development in designing, presenting, analysing, reflecting and evaluating Two topics over a two-year GCSE might take 8 weeks of fieldwork and write-up 4Implications for teaching

Any questions? Contact GCSE Geography Subject Officer: Andrew Owen Follow on Visit the website: