This afternoon, it was the turn of staff at Oliver Tomkins C of E VA Schools in Swindon, Wiltshire, to receive some twilight training. Having previously worked with their Geography and History Subject Leaders and had lengthy discussions with the Headteacher, I had a clear insight into their current whole school geography and history curricula, plus cohort and surroundings. Between us, we agreed that geographical skills and fieldwork should be the foci for today’s CPD session.
After a formal welcome and introductions, I outlined the aims and format of the session.
We began with a flat chat activity centred around the quote ‘Good geography is all about substantive knowledge‘. Teachers always find it so hard to work in silence! Their initial written thoughts stimulated much discussion afterwards and fed well into my input concerning substantive and disciplinary knowledge linked to the Geographical Association (GA) ‘A framework for the school geography curriculum‘ (https://geography.org.uk/wp-content/uploads/2023/07/GA-Curriculum-Framework-2022-WEB-final.pdf). We concluded with a short activity related to ‘Thinking like a geographer‘.
Next, I referred 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).
I also drew delegates’ attention to a recent article written by Steve Brace, Geographical Association (GA) Chief Executive, which 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.
Moreover, I projected extracts from both the Geographical Association (GA) and Royal Geographical Society (RGS_IBG) responses to the recent Curriculum and Assessment Review where geographical skills or fieldwork were given a mention to reinforce the geographical community’s thoughts (https://geography.org.uk/wp-content/uploads/2024/11/Geographical-Association-Response-to-Review-of-Curriculum-and-Assessment-Nov24.pdf and https://www.rgs.org/about-us/our-work/latest-news/society-response-to-the-curriculum-and-assessment-review ).
The Geographical Association Fieldwork and Outdoor Learning Special Interest Group (GAFOLSIG) have also produced a brilliant poster outlining the ‘Reasons to do fieldwork‘; certainly 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).
At this point, I deemed it appropriate to spend some time revisiting key documentation, 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), to refresh ourselves about coverage, sequencing and progression relating to geographical skills and fieldwork.
Besides, I directed staff towards an essential read, namely an award-winning article produced 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).
The Geographical Association (GA) is in the throes of producing some new resources, ‘Spiralised fieldwork: FREE resources to support progression‘ (https://geography.org.uk/resources/spiralised-fieldwork-resources-collection/). Watch the associated CPD event of their launch here to discover more: https://www.youtube.com/watch?v=7aBBTkYZkfc).
It was then time for me to share examples of best practice. Firstly, I demonstrated how Digimap for Schools (DfS) is used to develop place and locational knowledge during virtual multi-schools Arctic-themed events that I co-deliver, as well as Google Earth Pro to encourage higher-order thinking and consider changes over time. I projected a 1:5000 map and aerial photograph of the school, generated using Digimap for Schools (DfS), to address some of the requirements of the National Curriculum geography programme of study at Key Stage 1. Previously generated 1:25000 and 1:50000 maps were projected to contemplate Key Stage 2 aspects further, e.g. relief; distance; four-figure and six-figure grid references; OS map symbols. I suggested that they might wish to print a few copies of Ordnance Survey‘s fantastic ‘Map reading made easy peasy‘ leaflet (https://www.ordnancesurvey.co.uk/mapzone/assets/doc/Map-Reading-Made-Easy-Peasy-en.pdf) and explore the Mapzone section of their website, ideal for helping youngsters to improve their map skills (https://www.ordnancesurvey.co.uk/mapzone/map-skills). I also showcased two geography days that I have coordinated and co-delivered in the past, both aimed at targeting pupils’ geographical skills (https://create2inspire.co.uk/2019/09/19/year-3-and-4-geography-day-drybrook-primary-school/ and https://create2inspire.co.uk/2019/05/21/year-6-geography-day-tom-roberts-adventure-centre-trac/; it may be that staff could replicate this within their local area. By the end of the first half, staff appeared to be feeling more confident about teaching geographical skills, as well as gathering several innovative teaching and learning ideas.
After a short comfort break, we reconvened to look at fieldwork. I began by providing an overview of enquiry in primary geography, thinking about the enquiry framework and managing the enquiry process. I am often asked by teachers how they might incorporate fieldwork when they are studying countries much further afield, so I presented the Geographical Association (GA)’s response to this question.
As time was of the essence, I pressed on to share my top ten go-to resources and websites with participants. I visited each in turn and pinpointed specific aspects that I felt they 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 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/
There was an opportunity for individuals to ask any questions that they had or gain further fieldwork ideas if required. Teachers will be given time to independently explore the above suggestions that are most relevant to their particular cohort/interests during their next staff meeting.
The session concluded with attendees being asked to complete a short online evaluation form, not only to provide valuable feedback to myself and SLT, but also to prompt them to identify the key takeaways from the session and contemplate their next steps for Term 5 and 6 and beyond.
Judging from their ‘concluding comments‘, it seems to have been a worthwhile way to spend a Wednesday afternoon:
Thank you for yesterday. It was really informative and has given us lots to go away with and explore further. The links will be particularly helpful as were the reminders about the National Curriculum. I will pass on the evaluation form for you too. I look forward to working with you again in the future.
Informative and knowledgable presentation.
Good ideas about where to look for resources, especially about fieldwork.
Interesting resources shared and how to develop digital [virtual] fieldwork.
Helpful.
I look forward to hearing about, and seeing evidence of, your activities with pupils both in and beyond the classroom in the not too distant future. Good luck!