The place of fieldwork in geography qualifications

Abstract

ABSTRACTThe place of fieldwork in both geography and science qualifications across the 14–19 age range remains contested, unclear and sometimes under threat. Despite its benefits for student learning and motivation, anecdotal evidence suggests that fieldwork is perceived by some school managers as expendable: desirable, but not a core requirement. In this article we argue that fieldwork needs to have a central place in examinations leading to qualifications in geography. We take evidence from a one-day, invitation-only workshop that cut across geography and the sciences, which we ran at the behest of the Field Studies Council in the spring of 2014. Although too late to influence policy decisions relating to GCSE and A-level content and assessment frameworks, the workshop provided strong endorsement for the renewed prominence of fieldwork in A-level examinations – and caution concerning the return to the assessment of fieldwork through examination questions at GCSE level. Although fieldwork has become well articulated in examination specifications, as always, effective teacher development will be the key to sustaining excellent fieldwork practices.