HASLAND HALL COMMUNITY SCHOOL

EAST MIDLANDS FIELDWORK NETWORK

DEVELOPING LOCAL CROSS CURRICULAR FIELDWORK

OPPORTUNITIES

PHILLIP WALTER – DEPUTY HEAD OF HUMANITIES AT HASLAND HALL

HASLAND HALL COMMUNITY SCHOOL

Why think cross curricular?

Because it is at the heart of the new curriculum.

And…. Of course….

It gives added weight to our arguments to teach the students in the outdoor classroom.

“The new curriculum balances subject knowledge

with the key concepts and processes thatunderlie the discipline of each subject. Somesubjects share key concepts and processes.Curriculum opportunities highlight the

potentialfor links between subjects. Dimensions can beused to cut across the curriculum and makelinks to the major ideas and challenges thatface society.”

HASLAND HALL COMMUNITY SCHOOL

(Geography National Curriculum page 8)

THE IMPORTANCE OF……..

KEY CONCEPTS

KEY PROCESSES

RANGE AND CONTENT

CURRICULUM OPPORTUNITIES

HASLAND HALL COMMUNITY SCHOOL

When Do You Do Your Fieldwork?

Lesson Time• Time constraints.• Allows for school based fieldwork.• No cover implications.• Series of lessons.• Possible local off site work.

Across The School Day (Booked off site excursion)• Cover implications (rarely cover).• Impact on other curriculum areas.• Staffing ratio.• Cross curricular – more clout to the proposal

Dedicated Curriculum Day • Collapsed timetables – reduced cover implications.• Better available staffing ratio.• Longer sessions.• Opportunities to think cross-curricular.

HASLAND HALL COMMUNITY SCHOOL

Example 1 – Humanities Cross Curricular Fieldwork

What’s So Special About Hasland?Rationale To provide opportunities for in-depth study, the making of connections

between subjects, practical investigative approaches, the application of skills and visits and field studies.

Learning Objectives• To promote community cohesion through:• Enabling pupils to recognise the various communities they are part of:

the school, the local, the national and the global. • Enabling pupils to value the various communities they are part of: the

school, the local, the national and the global and the ways they do and can operate within these.

• Encouraging an appreciation of the ways these communities have interacted in the past and interact in the present.

• Promoting good community relationships.• Helping pupils appreciate how diversity enriches the school, the local,

the national and global community.• Challenging racism and discrimination.

DAY 1 DAY 2

SESSION1

Setting The SceneThis session focused on setting the scene for the two days, distributing resources, challenging pupils’ perceptions of their local area and team building. The session also looked at the students national and international links by reflecting on places that they have travelled to. This activity lent itself to a superb display linking pictures of the students to places on a world map. (See photo)

Investigating Hasland - FieldworkThe fieldwork combines some of the traditional techniques with some more up to date approaches to looking at a local area. The techniques students used were as follows:Traffic flow count.Pedestrian flow count.Ground floor land use mapping for the high streetField SketchesNational / Global links survey (looking at car makes, foreign cuisine, travel agents, car stickers, charity clothing bins etc)Environmental quality surveys.Mobile phone reception mapping.Date stone analysis linked to the historical growth of the town.

SESSION2

Chernobyl Children’s Lifeline A session led by a local charity explaining the global links that local people can have. It explored peoples’ motivation for charity work, research into a disaster and location of Chernobyl.In response to this session all pupils wrote a postcard about themselves and the local area to a child in a school in Ukraine. These were taken by the charity to send to the school.

www.chernobylchildlifeline.org/

SESSION 3 Why Chesterfield Was Called The Industrial Heart Of The Midlands? Two local people – one ex-miner and one ex-factory worker gave talks on their personal experiences of when Chesterfield was at the peak of its power as an industrial region.Pupils gained much from Q and A sessions as well as some research using historical maps of the area and old local newspaper reports. Evidence of the areas industrial past is also examined during the local area study.

ST. PAUL’S CHURCHA visit to the local church for a talk from the vicar proved an eye opening experience. The vicar was briefed to talk about how the local church acts nationally and globally. This enabled him to talk about charity work on the streets of Ecuador with homeless children. It also brought up another perspective on peoples motivation for charity work.

SESSION 4 Investigating Hasland - Fieldwork(See Day 2 Session 1)

European Influences, The Architecture Of Hasland Hall.The school building has very clear links with European architecture. Students examined this through a detective style booklet. Photos of different parts of the building were taken which students had to locate, sketch and find out information about. The crest of the family who owned the house prior to being made into a school is still above the door. The students had to design a more appropriate crest for the buildings current use. They also examined the original building plans to see how the rooms had been changed through time to create the spaces as they now know them.

SESSION 5

Resources For This Module Are Available On TheGeography Teaching

Today WEB Site

GEOGRAPHY AND CITIZENSHIP

GEOGRAPHY AND RE

GEOGRAPHY AND HISTORY

HASLAND HALL COMMUNITY SCHOOL

Your Turn……..

An audit of your departments fieldwork across KS3.

Fill in the audit sheet.

Are there any opportunities for cross curricular work within your current fieldwork activities?

Cross Curricular Fieldwork - DEPARTMENT AUDIT

YEAR 7RESIDENTIAL TO YOULGREAVE

WHAT’S SO SPECIAL ABOUT HASLAND?

YEAR 9SCHOOL MICROCLIMATES

KS4

YEAR 8RIVERS TRIP – PADLEY GORGE AND BAKEWELL

SCHOOL ENERGY AUDIT

ENGLISH

MATHS

SCIENCE

ICT

PE

ART

HISTORY

RE

CITIZENSHIP

MFL

DESIGN

MUSIC

HASLAND HALL COMMUNITY SCHOOL

Subject Comparison Tool

HASLAND HALL COMMUNITY SCHOOL

Subject Comparison Tool

THE IMPORTANCE OF…….

KEY CONCEPTS

KEY PROCESSES

RANGE AND CONTENT

CURRICULUM OPPORTUNITIES

HASLAND HALL COMMUNITY SCHOOL

Subject Comparison Tool

AN EASY TO FOLLOW COMPARISON OF THE TWO SUBJECT AREAS. IT CAN ALSO BE EXPORTED TO WORD.

HASLAND HALL COMMUNITY SCHOOL

Your Turn……..

Analysing curriculum opportunities.

What cross curricular links can you find?

HASLAND HALL COMMUNITY SCHOOL

Example 2 - Y7 RESIDENTIAL – YOULGREAVE

•The aim is to settle the year 7 groups and for some positive teambuilding.

•Much of the focus is around two walks.

•The walks provide the opportunity for the students to use their map skills which have been covered before the residential in geography lessons.

•There is follow up work covered after the trip in geography lessons.

•History also use the trip to cover some local historical points.

HASLAND HALL COMMUNITY SCHOOL

Your Turn……..

Design a cross curricular fieldwork activity using the cards.

•One activity for geography and one other subject.

•One activity for geography and two other subjects.

HASLAND HALL COMMUNITY SCHOOL

Table of Suggestions For Extra Curricular Fieldwork

SUBJECT SUBJECT IDEAGEOGRAPHY AND ENGLISH QUESTIONNAIRES. SPEAKING+LISTENING

GEOGRAPHY AND MATHS DATA HANDLING / STATISTICAL ANALYSIS

GEOGRAPHY AND SCIENCE WEATHER AND ECOSYSTEMS

GEOGRAPHY AND ICT DATA GATHERING / PROCESSING

GEOGRAPHY AND PE MAP SKILLS / ORIENTEERING

GEOGRAPHY AND ART FIELD SKETCHING

GEOGRAPHY AND HISTORY LOCATIONAL FACTORS OF A SETTLEMENT

GEOGRAPHY AND RE LOCAL CULTURAL DIVERSITY SURVEY

GEOGRAPHY AND CITIZENSHIP SCHOOL ENVIRONMENT AND SUSTAINABILITY

GEOGRAPHY AND MFL HIGH STREET LAND USE SURVEY

GEOGRAPHY AND MUSIC ANY IDEAS FOR A PRIZE?

HASLAND HALL COMMUNITY SCHOOL

Cross Curricular Fieldwork Ideas

The Humanities Approach

Geography

RECitizenship

History