Enhancing Fieldwork Confidence for Early Career Teachers
Explore strategies to build confidence and effectiveness in delivering fieldwork for early career teachers. Reflect on experiences, evaluate methods, access resources, and plan fieldwork activities to enhance student outcomes. Topics include risk assessments, supporting SEND students, and maximizing learning opportunities. Engage in webinars and practical exercises to develop skills and understanding in geography education.
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Presentation Transcript
Building confidence and enhancing fieldwork for Early Career Teachers Scott Wycherley, Education Manager, FSC & Becky Kitchen, Head of Professional Development, GA www.geography.org www.field-studies-council.org
The aims of this session: In this session we will cover the following: Reflect on your experience of fieldwork so far. Build your confidence in delivering fieldwork. Evaluate a range of methods to support strong outcomes. Guide you to supporting resources that will help with your ECT year.
Reflection Where would you assess your starting point on the CPD roadmap? What are your worries or barriers in relation to undertaking fieldwork www.menti.com Code = XXXX
Webinars include: Fieldwork through enquiry Risk assessments and logistics Supporting SEND students with fieldwork Maximising student outcomes in fieldwork Fieldwork at Primary Fieldwork at GCSE Fieldwork at A level GA CPD toolkit access via your GA membership FSC and GA webinars for ECT geography teachers
Building confidence Background: You are taking a group out to complete a physical geography investigation into rivers. For both primary & secondary you are investigating how rivers change downstream. Resources/notes to support you: OS Map of the study area and photos Pictures of equipment (watch out for some red herrings!) You will sample at 4 sites during the day using a systematic sample. Task: In small groups plan your fieldwork day, but focus on what you as the teacher are doing and what you are asking the students to do. What will you collect? How? What skills will the pupils pick up? Are there any opportunities for further learning in your plan?
A B C D
B A C D Time to walk between the two points A-D = 35 mins Typical upstream river Take it as your source past National trust access ends here River is now at pace. here the water is too shallow and you would have to showing characteristics of the lower course. The students will follow the Valley from Lightspout climb up the side of the waterfall that goes against Waterfall to Ashbrook. the risk assessment.
Recording sheet Time of day Teacher activity Student activity Arrival Departure
Lets evaluate A PMI (Plus, Minus, Interesting) table can be a useful tool for evaluation. Use a blank version to reflect on your plans. How easy did you find the activity? What particular challenges did you face?
Further supporting resources: Any questions?
