Fieldwork with Impact Nick Lapthorn Victoria Cook John

Fieldwork with Impact Nick Lapthorn Victoria Cook John Snelling Sian Veysey FSC Nettlecombe Court Trinity School Ipswich High School for Girls Coopers School Fieldwork and Outdoor Learning SIG nick. nc@field-studies-council. org @geogfieldwork GA Conference Manchester 2015

Fieldwork with Impact �While you are waiting… ◦ On the post it notes; Describe the fieldwork that had most impact on you. Why?

What is impact in your school? s r L e e n a r d a e e L rs Wider community

Fieldwork with impact An understanding of students’ perceptions of fieldwork is important. It enables teachers to build on students’ personal experiences of places and environments through fieldwork. According to Smith (2006) fieldwork ‘is an intensely embodied and experiential form of teaching and learning requiring more than knowledge of the locale or field techniques’.

The importance of exploration and familiarisation in a novel environment: ‘Fieldwork is when the workers or the caretaker of the park would come and cut the grass, clean the park too. ’ Students need to adapt to a new environment before you can enable objective, measurable learning outcomes to follow. Fieldwork may otherwise be ‘highly unsettling for students, as they come to grips with new ways of being, doing and looking in unfamiliar social settings’ (Smith, 2006).

Barriers to fieldwork? Urban to rural? Rural to urban?

Mud and getting dirty

Dogs: defiling things

An understanding of environmental novelty, for example, may enable teachers to minimise any feelings of insecurity in the field. These findings have implications for the type of preparation undertaken prior to departure.

How can we equip students with the skills to learn in an unfamiliar environment? � � � � Ascertain previous experiences and concerns Practise skills in the classroom before you go Setting personalised learning objectives (in additional to geographical ones) Virtual fieldwork Progression in fieldwork – learning in the school grounds first Acclimatisation in school – puppies Acclimatisation in the field – listening to music? Provide a ‘secure’ field environment

Other students described a spiritual engagement with the field environment. ‘Fieldwork can show us the path of life … If we go there it’s, like, peaceful time and there’s like a view and everything. People go there to, like, enjoy it, not to hear music from backgrounds and everything, and it just shows us, like, how life should be. It should be peaceful and not, like, you know. Nowadays it’s, like, all built up. We’ve got developed countries. ’

The future? Embracing students’ spiritual perceptions of the field environment, for example, may encourage deeper perspectives in environmental education that Job (1997) argued was fundamental to geographical education of the future.

How we aim to increase the impact of fieldwork at Coopers’ Coborn School � Recipes for places � Beard Sampling � Pre-fieldwork research � Pilot studies � Practising before you go � To share staff goals with students or not to share? � When you get back to school

Recipes for places

Beard Sampling

Pre-fieldwork research

Pre-trip impact questionnaires � What do you think Barcelona and the area surrounding are like? � What do you want to get out of this trip (personally and academically)? � What are three main reasons for us coming on this field trip? � How can you ensure that you get the most out of the experience?

How we aim to increase the impact of fieldwork at Coopers’ Coborn School � Recipes for places � Beard Sampling � Pre-fieldwork research � Pilot studies � Practising before you go � To share staff goals with students or not to share? � When you get back to school

Pre-briefing for fieldwork – Student led urban transects in Hulme, Manchester

Pre-briefing for fieldwork – Student led explanation of the formation of desert features

Manchester is the new Paris - changing outcomes and emphasis AQA Geography Alevel World Cities module: “Urban regeneration: gentrification, property-led regeneration schemes, partnership schemes between local and national governments and the private sector” V

Year of Fieldwork

Shall we go out? Renold Building Entrance at… ?

Any Questions

Why not follow us?

References Job, D. (1997) ‘Geography and environmental education’ in Powell, A. (ed) Handbook of Post 16 Geography. Sheffield: Geographical Association, pp. 147 -59. Smith, F. M. (2006) ‘Encountering Europe through fieldwork’, European Urban and Regional Studies, 13, 1, pp. 77 -82.

FLIPCHART RESPONSES

What is impact in your school? Learners Ø Awe and wonder Ø Life and social skills Ø Learning to be independent Ø Trust Ø Real application of knowledge Ø Respect for the environment Ø New experiences Ø New skills Ø Broaden horizons

What is impact in your school? Leaders Ø Putting theory into practice Ø Raising attainment Ø Good tool for marketing geography Ø Engaging with students Ø Being re-inspired about subject and locations Ø Gaining responsibility Ø CPD from other members of staff

What is impact in your school? Wider community Ø Building relationships Ø Responsibility for environment and being aware of impacts Ø Cross-curricular benefits (‘+’ with SLT) Ø Economic benefits to locations that you visit