how to be outstanding in your field (work)

How to be “out standing in your field” (work)

Alan Parkinson

Selected slides borrowed fromhttp://www.geography.org.uk/secondary/ofstedconference/

David Holmes’ slidesField Studies Council Adviser

“Fieldwork makes geography come to life, puts everything into context in glorious 3D and helps students

really grasp how geography literally shapes the world around us.”

Kate Humble

http://www.geographyteachingtoday.org.uk/fieldwork/

Some questions… (answers not provided…) – via SLN• We are already committed to UK examples and fieldwork. Is this

a problem?

• How much fieldwork do we have to do?

• We aim to complete a modular exam in January, how much time will we have to complete fieldwork?

• How important is fieldwork for the assessment? The exam papers suggest fieldwork for certain areas of the specification... but do we need examples for all areas of each module?

• How much emphasis will you put on fieldwork?• Getting the balance right.... it is possible to teach the content

and the key concepts of each strand of the module then "bolt on " the fieldwork techniques used to investigate change... OR... should we start with fieldwork techniques used to address the strand of the module then teach the content around this...

New ‘A’ level specifications

• Using a weather diary and synoptic maps

• Localised river flooding – fieldwork in a small catchment

• Pressure on coastal areas: development and conservation

• Psammoseres and haloseres (locally available ecosystems)

• Rates of coastal retreat or degree of coastal flooding risk (Norfolk)

• Success of coastal defence schemes

New ‘A’ level specifications

• ‘Virtual fieldwork’ using the idea of CLONE TOWNS (see GA website from 2008 Conference – fully worked idea from RGS)

• Pattern of spatial inequality in one URBAN and one RURAL area: primary and secondary data

• Success of contrasting solutions to rural inequality

• Research into the profile of places that need rebranding – rural places & urban places

New ‘A’ level specifications

GEOGRAPHYPAGES MATERIALS

http://www.geographypages.co.uk/norfolkrealign.htm

New ‘A’ level specifications

REBRANDING

RURAL URBAN

Local activities and farming. Rebranding shopping, commercial and

Post-production countryside: rural residential areas.

heritage and ‘food-towns’. Promoting city identity.

Using art, media and new Using sport as a catalyst and ‘pump-primer’

Technologies Rebranding declining coastal holiday resort.

Rebranding for a sustainable future.

New ‘A’ level specifications

REBRANDING

RURAL URBAN

Rural tourism Flagship schemes in city centres e.g. waterfront

Adding value locally Gentrification of suburbs

Heritage and tourism in historic centres.

Rebranding for a sustainable future.

New ‘A’ level specifications

“Opportunities for fieldwork are present here…”

New ‘A’ level specifications

• What processes and factors are responsible for distinctive fluvial landforms?• Identify a range of features associated with erosion and deposition in river systems, such as waterfalls, rapids, gorges, V-shaped valleys, knick points, river terraces, flood plains, meanders, ox-bow lakes, levees, deltas.• Identify and explain the processes responsible for the features identified, stressing the interplay of weathering, mass movement and river erosional, transport and depositional processes• Understand the role of various factors in the development of the identified landforms,

New ‘A’ level specifications

Students could, with reference to a chosen drainage basin produce a report on the physical and human factors contributing to flood risk.

http://betterriverbasins.wwf.org.uk/

New ‘A’ level specifications

• Identify a range of features associated with erosion and deposition in coastal systems such as cliffs, shore platforms, arches, stacks, headlands and bays, beaches, spits, bars, barrier beaches, tombolos, sand dunes, salt marshes, submergent and emergent coastlines, raised beaches and relic cliffs, fjords and rias.• Identify and explain the processes responsible for the features identified, stressing the interplay of weathering, mass movement, wave action and tidal processes• Understand the role of various factors in the development of the identified landforms, including rock type and structure, aspect and sea level change.

New ‘A’ level specifications

• Identify a range of features associated with erosion and deposition in cold environments, such as cirques, aretes, U -shaped valleys, waterfalls, lakes, moraines and outwash plains.• Identify and explain the processes responsible for the features identified, stressing the impact of climatic conditions, weathering, mass movement, glacial erosions and deposition• Understand the role of various factors in the development of the identified landforms, including rock type and structure, aspect, glacier type.

New ‘A’ level specifications

• Identify a range of features associated with erosion and deposition in hot arid and semi-arid environments, such as sand dunes, canyons and canyon landscapes, sculptured rocks, wadis and salt pans.• Identify and explain the processes responsible for the features identified, stressing the impact of climatic conditions, weathering, mass movement, and the action of wind and water• Understand the role of various factors in the development of the identified landforms, including rock type and structure.

“Opportunities for fieldwork might be present here…”

New ‘A’ level specifications

2 contrasting stretches of coastline ?

New ‘A’ level specifications

Unit 4A: Geography Fieldwork Investigation Paper

90 minute exam, worth 20% of ‘A’ level (40% ‘AS’)

Casts candidates as active researchers with some responsibility for managing and reflectingon their own learning activities in relation to a topic of particular interest and/or for which there are particular study opportunities. In addition, candidates will be assessed on fieldwork skills.

New ‘A’ level specifications

By the end of the investigative work in the field,candidates will be expected to:• display an understanding of the purpose of theinvestigation and relevant spatial and conceptualbackground• demonstrate knowledge and understanding of thegeographical content, concepts and processes• plan, construct and carry out sequences ofenquiry

New ‘A’ level specifications

• show an awareness of the suitability of the data collected and the methods used• be aware of the alternatives and evaluatemethodology• use this information in a straightforward way,presenting it in a different or more easilyunderstood form, eg graphs, maps• be familiar with alternative methods of datapresentation/processing• analyse, interpret and evaluate geographicalinformation, issues and viewpoints and applyunderstanding in unfamiliar contexts

New ‘A’ level specifications

• draw conclusion(s) relating to the specificenquiry, understand their validity, limitations andimplications for the study• demonstrate an awareness of safety issues andrisk assessment in geographical fieldwork• select and use a variety of methods, skills andtechniques to investigate questions and issues,reach conclusion and communicate findings• use and understand their own experience offieldwork and enquiry.

New ‘A’ level specifications

Apologies – didn’t have time to do this specification…

Tom Biebrach has started a WIKI page

http://wjecalevel.pbwiki.com/

“Word-processed rather than hand written….”

Some suggestions for ICT in Fieldwork

GOOGLE EARTH (trail for Norfolk Geography Conference)

• PLACEMARKS (add content…)

• Upload video to YouTube (phone videos) & embed

• PATHS (transects with waypoints)

• QUESTIONNAIRE DATA (plotted with GE Graph)

• LAND USE ZONING (with POLYGONS)

Increasing convergence of technology

Isle of Arran

RISK ASSESSMENTS

With thanks to Paula Owens, Primary Curriculum Projects Leader, GA

Aerial view of area with Google

1

What are the risks? What action can we take to stay safe?

Risk: falling over on bumpy, hard car park surface.

Action: walk rather than run. Look carefully.

Risk: steep, slippery slope

Action: keep clear.

Risk: moving cars

Action: Look, listen & think. Stay close to adults

N

1

Aerial view via Google of Beach area to be visited2

Note the end terraced house.

What risks? What action can we take to stay safe?

Risk: sharp objects and other rubbish on beach

Action: check carefully before sitting down.

Risk: hot sun can burn skin

Action: sun cream and hats

2

Here is the same house seen from ground level.

On Kenny O Donnell’s ODBLOG.

Adding value and

“closing the

loop”

Secondary Geography Handbook ,GA 2006

NINGS

Online social networks

Mine

http://newedexcelgeog.ning.com (EDEXCEL)

Victoria Ellis

http://aqageog.ning.com/ (AQA)

Anyone want to start an OCR one ?

Field Sketches ? Cheat….http://www.dumpr.net

http://www.gandljdean.co.uk/ribble/index.htmlVirtual River Tour – create your own tour, orUrban trail ?

http://www.text2mindmap.com

Thanks to Kevin Cooper for the spot…

Rachael Peryer, Cromwell Community College, Cambridgeshire, designed this to help her A level students

get to grips with Chi square, Mann Whitney U and Spearman’s Rank. All of the cards are cut up and muddled together. Students then have to sort them into three piles (one for each test).  Each pile is then sorted into order to

reflect the following: What the test is for and general information

How to do the test

What the test results means etc.

http://www.beacon-dodsworth.co.uk/products/people-classification/whats-your-p2-type.php

Thanks to Noel Jenkins for the spot

With thanks to:

• Richard Meadows

• Rachael Peryer

• Paula Owens, GA

• Images by Andrew Stacey and me…

• Paris model via Kenny o’ Donnell and colleagues

• Members of http://newedexcelgeog.ning.com