I really do enjoy working directly with schools, whether virtually or in situ, to review and develop their whole school curriculum offering for geography. Today, I met via Zoom with the Geography Subject Leader at Prince Avenue Academy and Nursery in Westcliff-on-Sea, Essex (https://www.princeavenue.co.uk/) to look at ways to integrate effective fieldwork from EYFS to the end of Key Stage 2.
Prior to our meeting, the Geography Subject Leader had sent me an e-mail briefly outlining what was covered when. I responded with a few questions for her to contemplate before we met. She later shared a more detailed overview of their whole school geography curriculum and associated documentation, all of which were really helpful in providing an insight into what was actually taking place in school and ensuring that my support was targeted where it was most needed.
Firstly, we began by reviewing key documents, such as the EYFS statutory framework (https://assets.publishing.service.gov.uk/media/65aa5e42ed27ca001327b2c7/EYFS_statutory_framework_for_group_and_school_based_providers.pdf), non-statutory Development Matters and Birth to 5 Matters guidance (https://www.gov.uk/government/publications/development-matters–2 and https://birthto5matters.org.uk/wp-content/uploads/2021/03/Birthto5Matters-download.pdf), as well as the National Curriculum geography programmes of study for key stages 1 and 2 (https://assets.publishing.service.gov.uk/media/5a7c1ecae5274a1f5cc75e97/PRIMARY_national_curriculum_-_Geography.pdf), and considered coverage, sequencing and progression in some depth. Whilst majority of the EYFS and National Curriculum content was covered, there was a degree of unnecessary repetition and a few gaps that needed filling. Before we could address the integration of geographical skills and fieldwork further, we needed to be certain that a comprehensive and rigorous curriculum was firmly in place.
I referred briefly to the latest Ofsted geography subject report, ‘Getting our bearings‘, highlighting references to geographical skills and fieldwork within its main findings and recommendations sections (https://www.gov.uk/government/publications/subject-report-series-geography/getting-our-bearings-geography-subject-report). In addition, I directed the Geography Subject Leader towards a couple of essential reads, namely an award-winning article written by Julia Tanner for Primary Geography journal entitled ‘Progression in geographical fieldwork experiences‘ (https://portal.geography.org.uk/downloads/journals/PG_SPR_2021_TANNER.pdf) and a more recent article composed by Steve Brace, Geographical Association (GA) Chief Executive, that appeared in Teachwire‘s Teach Secondary magazine (https://cdn.teachwire.net/e-mag/Teach-Secondary-Issue-13.6/64/ ) providing a primer for effective fieldwork. The Geographical Association Fieldwork and Outdoor Learning Special Interest Group (GAFOLSIG) have produced a brilliant poster outlining the ‘Reasons to do fieldwork‘; definitely one to refer to if you ever have to justify to SLT for wanting/needing time to take learning beyond the classroom (https://geography.org.uk/wp-content/uploads/2024/07/Poster-Reasons-to-do-fieldwork.pdf).
As time was of the essence, I pressed on to share my top ten go-to resources and websites. I visited several of these, pinpointing specific aspects that I felt the Geography Subject Leader should look at. These included:
Digimap for Schools (DfS) – Learning Resources: https://digimapforschools.edina.ac.uk/learning-resources/
Royal Geographical Society (RGS-IBG) – Resources for Schools: https://www.rgs.org/schools/resources-for-schools
The Everyday Guide to Primary Geography: Local Fieldwork: Geographical Association online shop: https://portal.geography.org.uk/shop/view/P020586
Geographical Association National Festival of Fieldwork: https://geography.org.uk/national-fieldwork/
Mission Explore: The Geography Collective – Book 1: https://www.amazon.co.uk/Mission-Explore-Geography-Collective/dp/1904872336
The Island Geographer, aka Chloë Searl: https://www.theislandgeographer.co.uk/resources and https://x.com/theislandgeogr
Creative Fieldwork 2: https://www.field-studies-council.org/shop/publications/creative-fieldwork-2/.
National Nature Education Park: https://www.educationnaturepark.org.uk/resources
Teachwire, Teach Primary and Teach Early Years website/magazines: https://www.teachwire.net/primary/geography/ and https://www.teachearlyyears.com/learning-and-development
Geographical Association Geog Live! webinars: https://www.youtube.com/results?search_query=Geog+live+fieldwork
I am often asked by teachers about how they might incorporate fieldwork when they are studying countries much further afield, so I reiterated the Geographical Association (GA)’s response to this question and also highlighted five virtual experiences that I have recently engaged with.
e.g.
2041 School: https://2041school.com/teaching-resources/
Wicked Weather Watch: https://create2inspire.co.uk/2023/04/25/glosgeog-successfully-collaborates-with-local-charity-wicked-weather-watch/ and https://create2inspire.co.uk/2024/09/24/all-were-certainly-up-for-our-sustainability-art-challenge/
Ocean Conservation Trust/National Marine Aquarium: https://www.national-aquarium.co.uk/experiences-events
The Eden Project: https://www.edenproject.com/learn
Step into the Amazon: https://stepintotheamazon.co.uk/2024/06/03/a-truly-global-dimension/ and https://stepintotheamazon.co.uk/2024/10/23/our-new-offering-went-down-a-treat/
I proposed that the Geography Subject Leader now went away and independently explored the above suggestions that were most relevant to the school’s cohort/interests. There was an opportunity to ask any questions that she had too. There were very few, which exemplified that I had done my job reasonably well!
Judging by the Geography Subject Leader’s ‘concluding comments’, I think this was time and money well spent too!
Thank you so much for all the emails you have sent and for our time together yesterday – it was really useful. I will look at the resources you have sent in due course.
I look forward to seeing, and hearing about, how things evolve over the remainder of this academic year. Feel free to get in touch if you have any further questions or need additional support/advice.