Fieldwork is an essential component of a well-rounded primary geography education, offering unique learning opportunities often outside of the traditional classroom setting. It allows children to connect often abstract geographical concepts to real-world experiences, fostering a deeper understanding of their environment and the processes that shape it. Through active exploration and hands-on investigation, fieldwork cultivates critical thinking, problem-solving skills, and a sense of place. Moreover, these memorable experiences help to ‘inspire a curiosity and fascination about the world and its people’ (National curriculum 2014) creating a lasting impact that extends far beyond the immediate activity.
The recent Ofsted report, Getting our bearings: geography subject report 2023, highlighted that ‘fieldwork was underdeveloped in almost all schools…’ The report states that we should ensure we…
‘…teach pupils about fieldwork. Pupils should know how to collect, present and analyse data, and how to evaluate and reach conclusions based on this data. Some of this should include first-hand experience of collecting data.’
The Geographical Association also states that, ‘Fieldwork (whether local, residential or international) is an essential component of geography education. It enables pupils to better understand the ‘messiness’ of ‘geographical reality’, develop subject knowledge, and gain a range of skills that are difficult to develop in the classroom alone.’
Although fieldwork is clearly a recognised and vital component of a well-planned and balanced geography curriculum, the practicalities of implementation, including budgetary constraints and the necessary risk assessment procedures, often present significant challenges that may deter us from developing such opportunities.
So, how can we design and implement meaningful fieldwork experiences for our children that are budget friendly and not workload heavy, utilise geographical knowledge and bring to life the often-abstract concepts in the geographical curriculum?
This blog will aim to exemplify how we can use our school grounds and local area to plan meaningful fieldwork opportunities in the primary geography curriculum whilst ensuring that there is rigour and progression.
There are a few points to consider when we start planning fieldwork experiences in our curriculum.
Progression
Firstly, children should become more proficient in fieldwork as they move through the school. They should make progress in how they carry out fieldwork. This means that the experiences should look different depending on the stage of development of the children.
The table below is an example of a progression map we have developed, for fieldwork opportunities. Using this, we can see that as children move through the curriculum they develop from experiential, play-based learning and enquiries towards suggesting their own appropriate and well thought out enquiry questions. They will also use a more complex range of fieldwork techniques and measurements and develop their recording and presenting skills.
Example fieldwork progression map developed by HFL.
Enquiry
Secondly, fieldwork should ideally be based around real life enquiry questions. Effective fieldwork requires thinking about what places are like. What are the features of this place? Why is this place like this? What could be done to improve this place? The school grounds and local area can provide endless opportunities to investigate issues and potential problems. Posing, investigating and answering real-life enquiry questions is inspiring for children and can help build a sense of self-efficacy, belonging and empowerment as they seek to explore and suggest solutions to local issues.
Knowledge
Lastly, fieldwork provides an invaluable opportunity for pupils to apply and expand upon classroom learning. Effective fieldwork experiences foster memorable, real-world learning activities that cultivate geographical knowledge crucial for understanding the processes shaping their environment. By engaging in the practice of ‘"doing geography’," fieldwork can transform abstract geographical concepts into concrete, active learning.
Whether you have written your own geography curriculum or adopted a published scheme, personalising it to your school and local area, including the fieldwork opportunities, will ensure learning is meaningful and serves your context and children.
Below are some ideas that utilise the school grounds and local area: -
EYFS Opportunities – play-based and exploratory
- Explore the sand, water and soil in trays and in real-life situations; build sandcastles and knock them down, observe what happens, mix water and soil to see what changes, to begin to understand some of the properties of the physical environment.
- Create a drawing of the EYFS area or garden, comment on the aspects liked/disliked. Suggest elements for improvement/change.
- Use a simple map to find objects in the EYFS area or garden.
- Go on a ‘favourite place walk’.’ Discuss sights, sounds, smells etc. take photos and make drawings.
- Observe and discuss the weather using simple charts and symbols.
- Observe and discuss the changing seasons – investigate how some trees change across the year. Make representations.
- Investigate the best place to plant flowers.
KS1 Opportunities
Weather:
- What is the weather like in our local area?
- Keep a daily record of the weather using charts and symbols.
- Use thermometers to measure temperature at various times of the year.
- Use a simple rain gauge to measure rainfall at various times of the year.
- Discuss patterns in weather, using information pupils have gathered.
- Create and use a weather station with a thermometer, rain gauge and simple wind vane.
The school grounds:
- What is in the school grounds?
- Create maps of the school grounds and mark features using a key.
- Go on a sensory walk around the school. Mark on a map of the school the quiet and noisy areas, favourite areas. Take photos and sound recordings.
- Create a nature trail around the school. Mark the physical features on a map. Undertake sampling at various locations to explore plants and animal habitats.
- Identify issues in the school grounds – car parking, litter, not enough shade etc and investigate – take photos, create simple interviews, sketch etc.
- What might be the best place for – a new bin, a friendship bench, a picnic bench, a climbing frame? etc.
- Using a map of the school grounds, plot the location of human features using symbols and a key.
- Research the best place for a new XXX by observing classes at playtime, lunch time etc. Where is litter dropped? Where do children stand alone? Where do children want to sit?
- Create and carry out a simple questionnaire. Collectively analyse results.
The local area:
- What is my local area like?
- Go on a walk around the local area. Take photos, make sound recordings, make sketches.
- Plot the street furniture on a simple map of the local area.
- Find the busy/quiet places in the area. Are there any issues? Traffic? Litter? Plot these on the map.
- Record favourite places in the local area and describe them, explaining reasons for likes and dislikes.
- Investigate how the area has changed. Look at old photos and maps. Interview grandparents. Discuss what the future of the area may be.
KS2 Opportunities
The school grounds:
- How do people use the school grounds?
- Conduct a land use survey of the school grounds, identifying and classifying different types of land use (e.g., recreational, educational, environmental).
- Observe and record land use at contrasting times of the day.
- Accessibility: Conduct an accessibility audit of the school grounds, considering access for people with disabilities, people using pushchairs, cyclists etc.. Discuss ways to improve accessibility.
- How are the school grounds different/similar to other local spaces?
- Compare the buildings of the school to other buildings in the local area, e.g., materials, usage, purposes. How do they reflect the local community, and its needs?
- Explore the variety of habitats in the school grounds, identifying different plants and animals and their adaptations to their environment.
- Are the school grounds environmentally friendly?
- Conduct an environmental audit of the school grounds, assessing factors like litter, energy use, and water consumption. Discuss ways to improve the school's environmental impact.
- Explore the concept of sustainability by investigating how the school grounds are managed. Survey the classrooms at break and lunch time – are windows open and heating on? Are electrical devices on? Is there a litter issue? Discuss ways to make the school more sustainable.
- Where is the best place for different features, e.g., a nature area, bug hotel, solar panel(s), pollinator garden?
- Investigate microclimates within the school grounds, measuring temperature, wind, and sunlight in different areas. Discuss how these variations affect plant growth and animal habitats.
- Sample soil using quadrats.
- Investigate air pollution using squares of card covered with petroleum jelly. Hang one inside and one outside to compare air quality.
- Investigate using maps, photos, sound recordings, questionnaires etc.
The local area:
- What is it like to live in the local area?
- Investigate the different types of settlements in the local area, and how they are different? e.g., village, town, city.
- Explore how land use in the local area has changed over time? Compare maps, interviewing relatives and local residents. Discuss positive and negative change. What might the future of the area be?
- Explore where the key services are located in the local area, and why? Plot on maps of different scales. Consider land use. Who uses which services? Conduct a survey and analyse the results.
- Compare the local area to other places studied. Look at land use, jobs and economy, types of buildings, features etc.
- Who lives in the local area, and what are their lives like?
- Conduct research and surveys. Analyse demographics on various maps.
- Research how people use the local area.
- Explore how changes to the area may be linked to changing demographics. E.g., a new home for the elderly may be built due to an aging population. The school may expand due to more children being born etc.
- What is the high street like?
- Use a map to identify the uses of buildings on the high street.
- Survey resident’s’ opinions on the high street.
- Investigate if local produce is sold. Debate pros and cons of importing food.
- Explore how an empty shop could be used.
- Investigate how and why the high street has changed over time.
- Plot human and physical features on a map.
- Plot street furniture and investigate where the bins, toilets, post-boxes are located etc.
- Explore the environment of the high street – traffic pollution, air pollution, litter etc. Create a campaign based around findings.
Travel and traffic:
- How do people travel around our local area, and what are the impacts of different modes of transport?
- Looking at road systems and local area traffic. Identifying issues. Exploring traffic at different times of the day. Creating and analysing surveys. Pollution statistics. Looking at the bus routes and timetables.
- Investigate if local transport is suitable for the local needs?
Tourism:
- How does tourism affect the local area?
- Using maps at different scales and OS symbols to identify tourist attractions.
- Creating questionnaires to ascertain resident’s views on tourism.
- Debate the pros and cons of tourism.
Rivers:
- How does the river change from its source to its mouth?
- Sketch the local river at various points.
- Plot the river on a map.
- Take photos and annotate/caption points in the river, identifying the features of a river.
- Measure the flow rate at different points. Measure a set distance and drop sticks into the river. Use a stopwatch to calculate the time it takes for the sticks to travel between points. Compare.
- Measure the turbidity of water at different points using a secchi disk. Lower the disk into the water until the white and black areas can no longer be differentiated. Measure the wet string. Compare at different points. Does pollution affect the water?
- How do humans use the river, and what are the consequences?
- Investigate through mapping the river, taking photos at various locations, researching river uses over time and/or interviewing a resident.
- What are the different types of plants and animals that live in and around the river, and why?
- Use sampling techniques, photos, sketches. Annotate photos and maps.
- Compare river wildlife with the plants and animals found in the school grounds.
There are many wonderful opportunities right on our doorsteps for meaningful fieldwork opportunities that enable children to ‘become geographers’. These experiences also connect children to their local area and offer a chance for them to become problem solvers
Key takes
- Look for opportunities in your curriculum to utilise the school grounds and local area.
- Ensure that children ‘get better’ at fieldwork over time. You may want to identify the progression in your current opportunities or develop a progression in fieldwork, like the one above, to help teachers plan.
- Pose, and encourage children to pose, meaningful enquiry questions. Base the fieldwork around answering these questions.
- Explore how to communicate and present findings (in an age-appropriate way), to answer the enquiry question(s).
- Utilise and build on knowledge learned in the classroom when undertaking fieldwork.
- Give it a go and have fun!
If you would like further support to audit your school’s curriculum and embed fieldwork, contact Claire at Claire.watson@hfleducation.org for support.
Claire Watson
