Just as teachers plan for their students’ progress in knowledge and understanding of a number of curriculum areas, so too should teachers consider how students make progress in the geographical skills that are gained through active and engaging fieldwork experiences. In doing this, teachers should chart the progress their students are making in a wide range of field techniques, as well as data presentation and analytical skills that complement the fieldwork data.
The following articles highlight why educators need to consider progression in fieldwork as part of their wider curriculum planning as well as some of the challenges and practical considerations teachers may need to reflect upon.
Featured image: Royal Geographical Society (with IBG)
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