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

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

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

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

4. Timeline for development of new geography qualifications reformed GCSE criteria published reformed GCSE and new GCE specifications available GCE consultation First teaching Awarding Organisations develop new specifications Launch and CPD for new specifications

6. 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”

7. Presentation aims • 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

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

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

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

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

12. A deficit model of fieldwork? In some cases learners have one opportunity to get this right

13. Transmission > tasks

14. Work scientifically > think geographically

15. Acknowledgement: Margaret Roberts • Creating a need to know • Asking questions to: • Identify issues / problems • Be creative • Hypothesise • Make links with existing geographical knowledge • 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 • 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

16. Acknowledgement: Margaret Roberts

17. THINKING LIKE A GEOGRAPHER Strategies to develop student’s understanding of the enquiry process

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

19. Taunton Minehead Bishops Lydeard Watchet Population: 58241 Population: 11699 Population: 1975 Population: 3710 People per hectare: People per hectare: People per hectare: People per hectare: 35.04 30.00 37.98 40.33 Mean age: 38 Mean age: 47 Mean age: 42 Mean age: 41 % homes owned outright: % homes owned outright: % homes owned outright: % homes owned outright: 70.48 53.65 68.94 61.53 Williton Wiveliscombe Carhampton Dunster Population: 2599 Population: 2084 Population: 780 Population: 489 People per hectare: People per hectare: People per hectare: People per hectare: 27.36 35.32 29.17 21.03 Mean age: 48 Mean age: 42 Mean age: 44 Mean age: 49 % homes owned outright: % homes owned outright: % homes owned outright: % homes owned outright: 59.41 67.07 38.37 43.27

24. Observation skills • Verbal field sketches • ‘Geography Parrot’ • Breaking News

25. 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.

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

27. ‘Breaking News’ • Either as preparation to the study or on-site • News Headlines • Brief summary • Information (including details/facts) • Analysis • Letters to the Editor

28. 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

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

30. Acknowledgement: Margaret Roberts • Creating a need to know • Asking questions to: • Identify issues / problems • Be creative • Hypothesise • Make links with existing geographical knowledge • Using data • Using primary & secondary data to: • Locate / contextualise the enquiry • Collect evidence • Select evidence • Represent the evidence Does assessment of AO3 focus our attention on a sub-set of fieldwork skills? • 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 • Making sense • Query the evidence to: • Analyse • Recognise relationships • Reach conclusions • Make decisions / solve problems • Relate findings to existing knowledge Could we assess this sub-set of skills using other assessment models?

31. Acknowledgement: Margaret Roberts • Creating a need to know • Asking questions to: • Identify issues / problems • Be creative • Hypothesise • Make links with existing geographical knowledge • Using data • Using primary & secondary data to: • Locate / contextualise the enquiry • Collect evidence • Select evidence • Represent the evidence 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? • 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 • Making sense • Query the evidence to: • Analyse • Recognise relationships • Reach conclusions • Make decisions / solve problems • Relate findings to existing knowledge

32. How do students access AO2 in their fieldwork enquiry? How many of you have visited the LingenAlps in Norway?

36. Which of these photographs was takennearest the source?

37. Application of knowledge and understanding HOW DID YOU KNOW?

38. Grade C description

39. Rivers follow a typical pattern source mouth

40. Not all rivers are typical

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

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

43. Other presentations that may interest WEDNESDAY 09.00–09.50 Lecture 15 Geography through enquiry KS3–P16 Margaret Roberts, Past President,Geographical Association 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 11.45–12.35 Workshop 41 Fieldwork beyond the textbook KS3–P16 Presented by Nick Lapthorn, Chair GA Fieldwork andOutdoor Learning Special InterestGroup