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INSET Undertaking your own effective field trip.

Course description Undertaking field trips to Nature Reserves, the park, beach or local woods are essential when undertaking outdoor learning in schools. To ensure the field trip is effective and to maximise learning a certain degree of planning and skill is involved. This INSET aims to provide teachers with the necessary skills to feel confident in taking a class on a field trip without outside expect leadership. Training will cover; Planning - risk assessment, consent and medical forms, In school preparation - developing skills, integration into scheme of work. Location - choosing the correct location. Activities - what to do on a fieldwork. Management - Group management. Worksheets - written work in the field. Skills based field trips. Post trip work - What to do in school afterwards. The INSET can be undertaken in your school or at a location of your choice, such as a local Nature Reserve.

 

Trip: INSET Undertaking your own effective field trip.

Enquire about this trip

Cost: A Full day is £250 per class of 0 children

Ability level(s): Key Stage 1 | Key Stage 2 | Key Stage 3 | GCSE | A Level

Distance: 0 Miles

This activity day has the following curriculum link(s)

Geography: AQA Ecosystems: Change and Challenge (3) Nature of ecosystems. Ecosystems in the British Isles over time. Ecosystem issues on a local scale: impact of human activity. Changes in ecosystems. A level. Geography: AQA Geography Fieldwork Investigation (4) The individual investigation of a geographical argument, assertion, hypothesis, issue or problem. A level. Geography: Edexcel Fluvial environments. A level. Geography: Geographical Skills Carry out: - At least one group investigation and one independent investigation into a geographical question or issue. - Fieldwork to observe and investigate real places and processes. Ask and answer the questions: - What are the features, the processes and patterns of this place/environment and why do they occur? - How and why is this place/environment changing? What might happen next, in the short/long term and why? - How and why is this place/environment/feature connected to and interdependent with other places/environment/features? - How do environments and people interact? - How can changes be sustainable and why is it important for this place/environment? - What are the geographical issues for people living in this location? - How and why do people’s views on issues differ and what do I think? How can my actions and those of other people make a difference? Locally, nationally and globally? KS3. Geography: Geographical Skills Study the physical world: the processes and landforms of coasts or rivers. KS3. Geography: Geographical Skills Field data collection, evaluating field techniques. Geography: Geographical Skills (2) Investigative Skills Cartographic Skills Statistical Skills A level Geography: Investigating 1. Identify and establish sequences of questions for investigation, e.g. What are the processes? How can people manage these processes? What are the issues? What decision would I make? 2. Observe, measure, extract and record data through carrying out practical investigations and fieldwork and using a variety of secondary sources, e.g. carry out land use mapping, use GIS. 3. Analyse and evaluate ideas and evidence, answer questions and justify conclusions, e.g. analyse trends over time, evaluate causes. KS3. Geography: Investigating 1. Observe and ask questions about a place, environment or a geographical issue, e.g. Why does it flood? How and why is our village changing? 2. Measure, collect and record data through carrying out practical investigations and fieldwork, and using secondary sources, e.g. use instruments to measure rainfall, use GIS, design questionnaires. KS2. Geography: Locating Places, Environments and Patterns 1. Locate places and environments using globes, atlases, maps and plans, e.g. use six-figure grid references, OS 1:25,000 and 1:50,000 maps, and internet/satellite imagery. 2. Use maps, plans and imagery of different types and scales and ICT to interpret and present locational information, e.g. use relief maps, satellite images, GIS, draw sketch maps. 3. Explain the spatial patterns of features, places and environments at different scales and how they are interconnected, e.g. local traffic flows, global population density. KS3. Geography: OCR Managing Physical Environments River environments. A level. Geography: OCR Managing Physical Environments Coastal environments. A level. Geography: Places and People Identify natural features, e.g. rivers, hills, beaches, and the human features, e.g. buildings, roads, bridges, of their own locality. KS1. Geography: Places and People Recognise how people’s actions can improve or damage the environment. KS1. Geography: Places and People Use and make simple maps, to find where places are and how places relate to other places. KS1. Geography: Understanding Places, Environments and Processes 1. Describe and explain physical and human features, e.g. the features of a river, characteristics of economic activity. 2. Explain the causes and effects of physical and human processes and how the processes interrelate. 3. Explain how and why places and environments change and identify trends and future implications. KS3. Geography: WJEC (1) Hydrological processes. A level. Geography: WJEC (3) Coastal landforms and their management. A2. Science: Enquiry (1) Pupils should be given opportunities to carry out different types of enquiry. The number of observations or measurements that need to be made and their range and values to ensure reliability of evidence. The equipment and techniques required for the enquiry Any potential hazards in their work. KS2 and KS3. Science: Foundation Phase To encourage outdoor learning. Science: Interdependence of Organisms  (4) Through fieldwork, the plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment. KS2. Science: Interdependence of Organisms (4) The interdependence of organisms and their representation as food webs, pyramids of numbers and simple energy-flow diagrams. KS3. Science: Interdependence of Organisms  (5) The interdependence of living organisms in those two environments and their representation as food chains. KS2. Science: Interdependence of Organisms (5) How and why food webs are affected by environmental factors, e.g. light intensity, water availability, temperature, and their fluctuations. KS3. Science: Interdependence of Organisms  (6) The environmental factors that affect what grows and lives in those two environments. KS2. Science: Interdependence of Organisms (6) How human activity affects the global environment, e.g. acid rain, greenhouse effect, and the measures taken to minimise any negative effects. KS3. Science: Myself and Other Living Things Observe differences between animals and plants, different animals, and different plants in order to group them. KS1. Science: Myself and Other Living Things Identify the effects the different seasons have on some animals and plants. KS1. Science: Myself and Other Living Things Learn about the senses that humans and other animals have and use to enable them to be aware of the world around them. Identify some animals and plants that live in the outdoor environment. KS1.

Trip: INSET Undertaking your own effective field trip.

Enquire about this trip

Cost: A Full day is £250 per class of 0 children

If you require any more information regarding this nature day activity please contact us.