Fieldwork is a fundamental part of the discipline of geography: an opportunity to develop skills, discover new knowledge, collect important data for GCSE or A Level and put the models learned in the classroom to the test. Fieldwork is where theory meets the truth: that the world is a messy place and doesn’t behave like the textbook. It’s a chance to problem solve and develop social skills. It’s a chance to create memories for students which will probably stay with them longer than some of your lessons.
Some teachers lack a little confidence in planning fieldwork, although many schools now use cloud-based tools to help track the necessary paperwork. COVID-19 interrupted the usual pattern of spending time outside of the classroom, and there is also the growing financial cost of any fieldwork that requires coach bookings. The local area will vary from school to school, but creative teachers should be able to identify some appropriate experiences on the school site, or a short walk away.
At my own school, for example, we carry out a ‘weathering safari’, looking for examples of weathering on the school site: steps which are lower in the middle of the tread, spalling bricks on old buildings, carvings losing detail, peeling paint and moss on damp walls. From the school site, we can access the local high street and investigate its ‘health’, using a range of indices, visit a Fenland ecosystem or explore tourist impacts in the city, all without needing a vehicle. We also invite speakers in to talk about farming (Farmer Luke from YouTube), Polar exploration (the Scott Polar Institute in Cambridge is not too far away) or renewable energy. A train journey of just over an hour would bring us to King’s Cross in London, where a major regeneration scheme offers a perfect venue for A Level students to interview visitors; or they could spend the day exploring the gentrification of Brick Lane followed by a curry.
Brick Lane - Alan Parkinson
How inclusive is your fieldwork?
Fieldwork needs to be planned into the curriculum, and become a regular entitlement for all year groups. An overseas experience such as Iceland will be wonderful for those students who are able to go, but the majority will not, and therefore a trip like this requires careful planning to leverage its value for all students. At my own school, all our Year 7 students learn about the volcanic nature of Iceland – using video and images collected on the previous Year 8 trips – and debate the pros and cons of tourism.
For students with neurodivergence or anxiety, fieldwork – particularly residential – may produce additional stress. Some girls may not be comfortable with certain activities either, and other students may have mobility or sensory issues that need to be considered in your planning. The Royal Geographical Society website offers advice on making fieldwork inclusive, which may be relevant and appropriate to consult depending on the context in which you’re teaching.
For the recent Discover Geography series, the authoring team ensured that fieldwork opportunities were identified for each topic. Knowing that the book would be used by people in locations around the world meant moving away from the ‘usual’ places that we might have mentioned if the book was UK specific. A river study would be harder for schools in Dubai to complete, for example. The Teacher’s Guides for each book suggest fieldwork opportunities for each chapter. The Collins Hub digital subscription offers a whole suite of fully developed fieldwork sheets as well as GIS activities. Some of the suggested fieldwork activities included digging soil pits, investigating local landscapes, visits to local farms or food banks to explore food security, investigating the loss of front gardens for off street parking, and using a climate resilience matrix to assess a school’s readiness for extreme heat and producing an action plan for change.
Sixth form students in Cwn Idwal, Snowdonia - Alan Parkinson
Now is a good time to head outside.
Each summer, the Geographical Association in the UK organises a National Fieldwork Festival, encouraging teachers to spend time outside with their students in May, June and July. This term offers more chances for younger students to leave the classroom as some colleagues gain a little leeway with the loss of exam groups. Resources and other suggestions are provided, as well as a certificate to download and award to each student who takes part in a fieldwork activity.
Support for fieldwork
The Frederick Soddy Trust has offered financial support to schools in the UK and Ireland planning fieldwork who may otherwise struggle to take students off site. It has been running for many years, administered by the Royal Geographical Society, and will offer up to £700 to support fieldwork. Applications for the awards close each November, so there is time to apply for something that you intend to do during 2027. Visit the website to see whether you are able to apply for financial support.
The National Education Nature Park offers free resources to schools at different key stages or age groups, including activities which can be done on the school site. Why not take a look at the lessons you are teaching over the first two weeks of the final half term of the year and see how many of them can include a short period spent outside of the classroom to reinforce or demonstrate one of the learning points you wanted to make.
Alan Parkinson is currently Head of Geography at King's Ely Prep, and Vice President: Education of the Royal Geographical Society. He previously worked for the Geographical Association as Secondary Curriculum Development Leader and was the President of the GA 2021-2. He is a Chartered Geographer.
Alan has written or co-written over 40 books and produced resources for many publishers, charities and other organisations, including Collins Discover Geography.