The majority of the primary and secondary The majority of the primary and secondary schools in the survey did not recognise the schools in the survey did not recognise the value of fieldwork sufficiently and did not value of fieldwork sufficiently and did not fulfil the requirement to provide it. fulfil the requirement to provide it. Concerns about health and safety, Concerns about health and safety, curriculum time, expertise and budgets curriculum time, expertise and budgets reduced the amount and effectiveness. Yet reduced the amount and effectiveness. Yet it motivates pupils and enhances their it motivates pupils and enhances their interest in geography, as reflected in the interest in geography, as reflected in the better take-up of geography at Key Stage 4 better take-up of geography at Key Stage 4 in schools with a good programme of in schools with a good programme of fieldwork.fieldwork.

Ofsted Report 2008

Well planned fieldwork in geography adds clear value to learning in the subject as well as providing a positive contribution to the wider curriculum. Pupils gain first-hand, practical experiences which support and reinforce knowledge, skills and concepts explored in the classroom. Memorable experiences support long-term learning and recall. Good fieldwork encourages geographical enquiry and frequently can lead to higher-order thinking and learning.

What?

Why?

How?

Where?

When?

Who?

5 W’s and How

Created by Wendy North Created by Wendy North – –

wnorth@wakefield.gov.uwnorth@wakefield.gov.ukk

Wakefield Advisory Wakefield Advisory ServiceService

Putting Putting Yourself Yourself

in the in the PicturePictureWhat do

you see, hear,

smell and feel?

Conversation between CharactersConversation between Characters

What do you know for certain? What reasonable guesses can you make?

What would you like to happen in the future?

What can’t you tell from a photograph?

What questions would you like to ask?

QualitativeQuantitativ

e

Primary Secondary

RESEARCH

GIS and NEW TECHNOLOGIES

20th Century

Fieldwork?

21st Century

Fieldwork?

STYLES

LOCATIONS

Sustainable transport

Eco/carbon footprints

Energy audits

Food miles Activity patterns

Place checklists

Exciting new opportunities

Weather-watch

Flood-risk determinatio

n

Catchment manageme

nt

Exclusion by gender /

age

Use and miss-use of

green spaces

Tourism profiles

Sustainable

communitiesRoof

hydrographs

Clone townsRe-

branding the 24hr

city

Shoreline manageme

nt

Lifestyle analysis

Place profiles

Right to roam

Ecological value

Studentification

Mobility pathways

Think maps

Impression maps

Stakeholder views

Less need to measure in minute detail.

Holistic and topical studies.

Greater opportunity for ‘qualitative’ approaches.

Greater relevance of topics to everyday situations.

Find data

Select and Sort

Synthesise and Analyse

Record and Report

Lots of choice

Range of articles newspapers

Guardian & Independent

GeoFactsheet

GeoFile online

GeoNews Review

Geography Review

Geographical ‘dossier’

Remember to use their websites

Try the exam boards

Google Books Search http://books.google.com/

Google Scholar http://scholar.google.com/

Who published the information◦Organisation/Agency/Individual

Who wrote the information◦Expert or interested individual?

The age of the material

Why the material exists◦Academic research/Special interest groups

Library •Has helpful staff to help you

find things. Organised!

•Provides free access to print and paper copies of items, e.g. journals

•Archived information available

•Doesn’t always have what you want

•Not always up to date copies

•Closes after hours

•Cant always take out reference copies

•Nearly all in written form

Internet •Open all hours

•Provides access to global resources, e.g. newspaper from India

•Complete multimedia experience

•Updated information

•Two way communication

•No universal system of cataloguing and organising resources

•Anyone can publish things

•May have to pay for internet time

•May have to pay for some resources

Ideas from a housing estate

Introduction• Pupils consider the characteristic features of the houses.

– Style, age and layout of the area? – What age are the buildings? – Why did people come here?

• Do we all like the same things? – How do we personalise our homes?

Task• Pupils investigate, by observation, the ways in which houses

basically similar in design, are given an individual ‘makeover’

Cloning of a High StreetIntroduction• Based upon research undertaken by New Economics Foundation (

www.neweconomics.org) into the observation that British ‘High Streets’ are becoming clones of each other by offering the same range of services through national chain stores to the detriment of local independent stores.

Task• Repeat NEF original survey• Where in the High Street independent and chain stores are

located?• Are independent stores located in particular areas?• Through questionnaires, what attracts people to

chain/independent retailers?• How do independent retailers differentiate themselves from chain

stores? Do they ‘market’ their independent status?• http://www.neweconomics.org/press-releases/clone-town-britain-survey-launched-discover-if-britain-losing-its

-identity

How ‘quality’ LOTC can supportSEFSchool Improvement Plans

Tea

cher

-le

d

acti

viti

es(p

assi

ve)

Pu

pil

-cen

tred

ap

pro

ach

es

(act

ive

)

Emphasis on imparting

knowledge

Emphasis on effective learning

Educational visitsthat

engage

Tea

cher

-le

d

acti

viti

es(p

assi

ve)

Pu

pil

-cen

tred

ap

pro

ach

es

(act

ive

)

Emphasis on imparting

knowledge

Emphasis on effective learning

Traffic Countx

Urban Building Survey

x

Environmental Poetry

x

Empathy Investigationx

Plan an audio-tourx

Environmental Assessmentx

Activity TrailxxDraw a sketch map

Questionnairex

Street Surveyx

“How often do we take students to interesting places, perhaps areas far removed from their normal range of experience, and then get them to spend most of their time looking at a clip board or measuring instrument?” Taylor (2004)

“Place is security. Space is freedom”Yi Fu Tuan

“If you want (pupils) to plan their own enquiries and be capable of ‘creating new interpretations of place’, then they must be given opportunities to plan their own sequences of work and to reflect on existing interpretations of places rather than relying on the teacher for these.”

Rawling, E. (2007) Planning your Key Stage 3 Geography Curriculum Sheffield: The Geographical Association

“The majority of students, especially at KeyStage 3 in the weaker schools, had poorly developed core knowledge in geography. Their mental images of places and the world around them were often confused and lacked spatial coherence.”

Ofsted (2011) Geography: learning to make a world of difference

A view of geographic knowledge that stresses the specificity of meaning and the personal understanding of places

Relph (1976) argues that a sense of place is important for an individual identity and that his sense of place has been lost or degraded in the modern world

‘To be human is to live in a world that is filled with significant places: to be human is to have and to know your place’

“Place and sense of place do not lend themselves to scientific analysis for they are inextricably bound up with all the hopes, frustrations, and confusions of life...”

(Relph, 1976)

Where am I...?

All about participant observation: “people writing”

A picture tells a 1000 words?

Oral Histories Direct participant observation (movements

and flows) – covert or overt? Focus groups Personal video (extended) interviews Diary of an event, e.g. city food festival

Keep personal observations in a field note book / diary

“The futurists predict that in the 21st century the world will become a 'placeless society' where we can be everywhere at anytime through fibre-optic communications”

Pupils need small scale examples of people and places to relate to

There is no substitute for the study of real places, and the lives of real people

Everything that we study in geography should be located

‘...as individuals we look at the world through lenses constructed in a complex web , influenced by several external forces (cultures, media, religions, education, and upbringing), internal forces (personality, reactions, conflicts) and encounters and relationships. The image these lenses project represent our knowledge of ourselves and of the world ...they have a history and their validity needs to be acknowledged within the space. As our lenses are constructed in specific contexts, we lack the knowledge constructed in other different contexts and therefore we need to listen to different perspectives in order to see/imaginebeyond the boundaries of our own lenses. Questioning is not an attempt to break the lenses (to destroy or de-legitimise perspectives), but to sharpen and broaden the vision.’http://www.osdemethodology.org.uk/groundrules.html