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Fieldwork
A number of fieldwork resources are available from the Geographical Association:
GA Publications
The Geographical Association and the Field Studies Council are currently working on a set of fieldwork resources called Fieldwork File for use in conjunction with LEA guidelines.
The first part of the set is 'Setting the standards - for safe, successful fieldwork for all', a free poster setting out a code of practice for fieldwork across all key stages. Members should have received a copy with their Summer issue of GA News and non-members can download the poster here.
Managing Safe and Successful Fieldwork provides clear, comprehensive and practical guidance about the conduct of all out-of-classroom activities, and should prove a useful reference book for all teachers. Look out for this title in the GA Shop towards the end of July.
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Fieldwork File: For the primary years and Fieldwork File: For the secondary years provide information and advice for outdoor learning in specific phases. These titles are due to be published in Winter 2005 (primary) and 2006 (secondary).
The GA has already published a number of resources relating to fieldwork, all of which can can be purchased from the geography shop. Type 'fieldwork' into the shop search to browse available titles.
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GTIP Think Pieces
These think pieces have been written for geography teacher trainers but include information and links that will be of use to everyone:
Primary Fieldwork
Ben Steel offers advice on delivering sessions on the value and practicalities of geography fieldwork to primary PGCE students.
Secondary Fieldwork
Teresa Lenton indicates how, despite the fact that fieldwork forms an essential element of geography education, not all trainee teachers will be involved in fieldwork during placements. Teresa explains how early engagement with this approach will ensure that they understand the significance of effective fieldwork to young people’s experience of geographical education.
Pilot GCSE
Investigating Geography Through Fieldwork
Details of the Pilot GCSE optional unit on fieldwork. This page includes downloads of the full unit and an associated planning guide, and a selection of relevent links.
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Field Studies Council
The FSC is the place to go for information about fieldwork including study visit packages, activity days, publications, CPD courses, and health and safety advice. The website also includes A Review of Research on Outdoor Learning - an overview of fieldwork in an educational context published in 2004.
DfES TeacherNet
Visit this website for the Health and Safety on Educational Visits document and lots of other useful information. See also their Growing Schools microsite designed to support teachers using the outdoor classroom across all levels.
GeoResources
A geography teachers’ resource website featuring a selection of ‘virtual fieldwork’ units.
Youth Hostel Association
The YHA offers tailor-made field studies packages for primary and secondary schools.
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| Projects, Articles and Reports |
| Fieldwork Month - October 2005 |
Fieldwork is a growing area of debate in the geography world. Concerns about risk assessments and teacher liability prompted Ruth Kelly’s announcement (February 2005) about the manifesto for outdoor education.
We were sure that all GA members want to be part of this debate, so we set aside October 2005 as our Fieldwork Month to discuss the key issues for geography educators and policy makers about outdoor learning.
The material below appeared on this page during our Fieldwork Month, but remains useful and informative.
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The government is looking to launch an Outdoor Learning Manifesto later this year and the GA is especially interested in the part fieldwork plays in this agenda. As a specialist community, we need to be clear about why we value fieldwork, particularly in terms of how it may deepen and enrich students’ learning.
Therefore, we have made an opportunity for you to contribute to the debate. For one month only we would like to hear from you. You may have views on (for example):
- How to equip teachers with the necessary knowledge and skills to undertake successful fieldwork with young people
- How to monitor and evaluate out of classroom experiences
- The level of financial support necessary for high quality out of classroom educational experiences
- Cost effective ways of managing risk by guaranteeing the health and safety of children and teachers
Please share your opinions via the Fieldwork Forum - some of the material below might help to get you going.
Those interested in the Manifesto for Education Outside the Classroom should have a look at these:
A DfES press release outlining the government's plans for oudoor learning
An Education Guardian article entitled 'PM backs school trips manifesto'
A similar BBC News article entitled 'Blair joins school sailing trip'.
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The TES published an article by Leszek Iwaskow, HMI and Advisor for Geography, entitled 'Playing The Wild Card' on 17 June 2005. In the piece, Leszek dicusses the value of outdoor learning, and emphasises its particular benefit to the geography curriculum.
Read the full article here.
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In this article Paula Richardson, Geography Advisor and member of the GA Field Studies Working Group, argues the case for outdoor learning and suggests ways in which fieldwork could be made more manageable for teachers.
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Engaging and Learning with the Outdoors |
During 2004-05 a team from The National Foundation for Education Research (NFER), the University of Bath and King's College London carried out research focusing on 'the processes and impacts and the planning and evaluation of outdoor learning'. In order to identify examples of effective practice, the team observed outdoor learning in a variety of environments. For further information about the project and a downloadable copy of the final report (April 2005), visit the NFER website.
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Research shows that good quality education outside the classroom can promote cognitive, personal and social development and add depth to the curriculum. NFER has been commissioned by the DfES, in collaboration with the Countryside Agency and Farming and Countryside Education (FACE), to undertake research which aims to obtain a greater understanding this area of education, in terms of the extent and nature of provision across curriculum areas, across schools and across local authorities. It will involve surveys of, and telephone interviews with, teachers in 2400 randomly selected primary, secondary and special schools. (added 11.04.06)
National Trust Report
The National Trust has released a report entitled 'Changing Minds: The Lasting Impact of School Trips', the result of years of research into the long-term benefits of educational visits. Main findings of the report include the importance of school trips in connecting children with nature, influencing career and study choices, forming family and community bonds, and developing social and practical skills. Further information and a full copy of the report are available on the National Trust website.
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A Review of Research on Outdoor Learning |
In 2003 the Field Studies Council and several partner organisations commissioned a review of research into outdoor learning. The Review consisted of an academic survey carried out by the National Foundation for Educational Research (NFER) over a six month period and considered 150 pieces of research drawn from Britain, USA, Canada and Australia. At the time the review was published it caused quite a stir.
Margaret E Marker and David Cooper independently assessed the Review and produced a document entitled Comments On: A Review Of Research On Outdoor Learning.
Their main criticisms of the review are that the time period was far too short and many of the publications included had no clearly expressed aims and no survey of effectiveness.
They were concerned that the review’s emphasis was too much on aims and outcomes and did not reflect the full range of benefits from fieldwork including: Cognitive Affective (attitudes, belief and values and self perception) and Physical/Skill (fitness and socialisation).
They challenge some of the observations of the report especially that:
- Young teachers have had little experience of fieldwork so feel insecure,
- Young teachers fear of loss of control,
and they question the effect of the National Curriculum, SATS testing, League tables, and Modular teaching at AS & AL on fieldwork provision.
Finally, they suggest that time out of school seems to be seen as loss of education and not as enrichment.
If you would like a copy of Comments On: A Review Of Research On Outdoor Learning please contact the GA. Please note: the views expressed in this paper do not necessarily represent those of the Geographical Association.
To read an executive summary of the Review of Research on Outdoor Learning or to purchase a full copy, visit the Field Studies Council website.
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| Real World Learning Campaign |
The Geographical Association is now a full member of the Real World Learning Campaign, a partnership of the Field Studies Council, RSPB, The National Trust, The Wildfowl and Wetlands Trust and 3D Education and Adventure which promotes the value of learning outside the classroom. The Partnership believes that believes that an out of classroom strategy needs to be developed, and most importantly, properly funded, in order to:
- Understand and quantify the costs and benefits that could be gained from RWL, in education and other public policy areas, including meeting international and national commitments
- Understand, reduce and remove the obstacles currently inhibiting RWL
- Provide the necessary leadership, direction and strategy to promote RWL
- Equip teachers with the necessary knowledge and skills
- Monitor and evaluate out of classroom experiences
- Finance support for high quality out of classroom educational experiences
- Manage risk by guaranteeing the health and safety of children and teachers
Since 2003 the Partnership has devoted a lot of time and energy into advocating the benefits of real world learning, and will continue to work with the DfES in the hope of securing adequate funding for an out of classroom strategy.
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| Learning Outside the Classroom Manifesto |
The Geographical Association is delighted to support the Learning Outside the Classroom Manifesto, launched by the Secretary of State for Education and Skills on 28 November 2006.
The Manifesto is a 'movement' or joint undertaking that many different stakeholders have helped to create and to which anyone can sign up. We have endorsed the Manifesto because we believe it will help to ensure that all children and young people have a variety of high quality experiences outside the classroom environment, as an essential part of their learning and development.
We will therefore be working with schools, local authorities, parents, carers and the many other organisations committed to providing an exciting range of teaching and learning opportunities outside the classroom.
To download a copy of the Manifesto, or find out more, visit Teachernet: Learning Outside the Classroom Manifesto. |
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