APPENDIX 36
Memorandum from the Real World Learning
Campaign
BACKGROUND TO
REAL WORLD
LEARNING CAMPAIGN
(RWL)
The Campaign was launched by the Chief Executive
of the RSPB at the FSC's 60th anniversary conference in conjunction
with the Royal Geographical Society at the RGS on 10 December
2003. The partners represent a membership of over 5 million people
providing "Out-of-Classroom Learning" (OoCL) for over
1.25 million day visitor equivalents in both day and residential
formats covering a range from outdoor adventurous activity to
urban based museum and heritage sites plus a mix of reserves and
day/residential "environmental" centres in suburban,
agricultural and wildscape environments.
The proposition from the RWL partnership is
that there is no substitute for learning in the real world outside
the classroom for all young people, in all sectors of education.
Our combined practical experience, evaluation and research suggests
that young people of all ages derive enormous benefits from such
experiences.
"There is substantial evidence that OoCL,
properly conceived, adequately planned, well-taught and effectively
followed-up offers learners opportunities to develop their knowledge
and skills that adds value to their everyday experiences in the
classroom." (Ref 4,18,19).
Despite a number of innovative initiatives,
the RWL believes that as a result of a combination of factors
there has been a general decline in the number OoCL opportunities,
including fewer and shorter residential experiences. This amounts
to a huge missed opportunity for several generations of young
people to develop their creativity and curiosity to learn about
the world around them.
SUMMARY OF
CAMPAIGN:
Despite being highly valued by teachers and
students there is strong evidence of a continuing decline in provision
of Out-of-Classroom Learning especially in secondary schools,
post-16 institutions and universities, particularly in science/biology
education.
A number of critical factors have been identified
including:
— changes in curricula and assessment
with government prioritisation on literacy, numeracy and ICT;
— profile of outdoor education within
schools and school inspection;
— health and safety concerns, including
the increased bureaucracy/form filling associated with taking
young people out of the classroom: fear of "accidents"
and unreasonable litigation;
— views and guidance from teaching
unions;
— senior managements' negative view
of what is often seen as a "disruptive" activity: perceived
lack of value of out-of-classroom learning;
— limited experience and training in
out-of-classroom learning and the management of groups in the
outdoors; and
The importance of each factor varies between
subject, activity, location and age group, but all will need to
be considered to reverse the decline or even stabilise the present
position.
The lack of out-of-classroom experiences amongst
trainee and qualified teachers is also a major area of concern
that needs to be addressed. To some degrees this is equivalent
to the Red Book species scenario—fewer numbers, increasing
age of population, low recruitment to the population, death of
species—as "older" teachers suggest they have
little confidence that the Out-of-Classroom Learning activities
they now lead will continue with the new tranche of recruits to
the teaching profession as they lack the competence and confidence
to undertake this work despite Initial Teacher Education's (ITE)
inclusion of Health and Safety matters, including risk assessment,
in their curricula. (Ref.1).
Those concerns were reinforced on 24 November
04 when Ofsted reported, "Inspection evidence reveals that
geography is the worst taught subject in the primary school curriculum".
On Radio IV at 17.00, three primary pupils at a centre in Swanage
gave their opinion of Geography;
"It comes to life when we are on a field
trip".
The same report identified that "secondary
pupils get little fieldwork experience".
KEY CAMPAIGN
OBJECTIVES:
1. Government and Opposition Parties to
provide a clear steer as to the benefit of out-of-classroom activity
as an integral part of a broad and balanced curriculum for all
children.
2. Ofsted encouraged to inspect out-of-classroom
activity at first hand and not just the outputs of out-of-classroom
activity.
3. Government and Opposition Parties engage
with Teacher Trade Unions to address well aired concerns over
out-of-classroom activity.
4. Press the Teacher Training Agency to
review the training provided for out-of-classroom activity.
5. Creation of a fund to undertake further
research into out-of-classroom activity.
RATIONALE TO
ENVIRONMENTAL EDUCATION:
A FOLLOW-UP
TO LEARNING
THE SUSTAINABILITY
LESSON
The RWL believes that a meaningful understanding
of, and commitment to, sustainable development can only be achieved
by giving children and adults the opportunity to explore and experience
the world around them. It is critical that young people should
be aware and understand the environmental component of sustainable
development as well as the social and economic dimensions. Outdoor
learning in their own environment and, if possible, contrasting
locations, will provide a context in which complex issues raised
through ESD begin to make sense. Without this experience ESD can
remain sterile and unattractive with a tendency to produce clear-cut
responses or answers that rarely confront the complexity of the
REAL world.
RECOMMENDATIONS IN
RESPONSE TO
ENQUIRY QUESTIONS:
1. Has the term Education for Sustainable
Development lost its currency? Does it have any resonance with
the general public? Has the environmental message within it been
lost?
Whilst the Government has supported a number
of initiatives to promote the understanding of the term "Sustainable
Development", it remains an ambiguous and complex concept.
There is concern that the Government places insufficient weight
on the environmental dimension of sustainable development and
inclines towards the economic and/or social interpretations.
The relatively low profile of the environment
may help explain the decline in outdoor learning, particularly
in science. In reducing the opportunity to make meaningful and
understandable links with local, regional and global environments,
the relevance of ESD is challenged. If we are to create an environmentally
literate populace then this lack of relevance must be reversed
to ensure that the environmental message is not lost.
2.1 The DfES said in 2003 that the Sustainable
Development Action Plan was supposed to signal the start of a
process of change, identifying the most powerful levers—what
can be achieved immediately and what could be built upon?
2.2 Government is currently reviewing the
UK Sustainable Development Strategy. What should the Strategy
include in order to significantly strengthen the role of learning
within it?
In the Government's Response to the Committee's
Tenth Report there was recognition by the DfES that there "needs
to be a step change in green operations of publicly funded education
in England". The Action Plan and the Government's response
to the Select Committee report signalled the start of a process
of change with indications of what could be achieved immediately
and in the medium term.
The strategy for funded education should emphasise
the need for strong and positive curriculum statements supporting
the need for practical experience working in and through outdoor
environments in the local community and beyond. There must be
synergy between practice and support for formal, informal and
continuing education.
It is essential that the Director appointed
to take the strategic direction of ESD forward (No 27 of the government's
response to the EAC's report) not only embraces ESD as the core
of the DfES strategic thinking but also takes every opportunity
to communicate with the sector and ensures that Out-of-classroom
learning is promoted and supported in the strategy.
The sector hopes that the Director will take
every opportunity to engage with colleagues in other government
departments who have an interest/involvement in the delivery of
the Government' s Sustainable Development strategy; DEFRA, DCMS,
DTI, Health, Home Office, DfID etc. and strive to ensure coherence
in terms of strategy and practice.
3. Does the 14-19 Working Group's report,
"14-19 Curriculum and Qualifications Reform", go far
enough? Will ESD be adequately represented if this report is used
as the basis for the forthcoming White Paper? What must be included
in the White Paper if progress is to be made to fully integrate
ESD into all aspects of learning, formal and informal?
There is no obvious or direct reference to environmental
or sustainable development issues in the White Paper, though the
Working Group stressed the importance of Keys Skills at all 4
Diploma levels. If the Government wishes to influence attitudes
and behaviour, then the skills needed to address ESD/Environmental
issues should be incorporated into the Key Skills curriculum.
We welcome the recognition of the importance
of external learning/out-of-classroom learning included in the
White Paper
It is important that all 14-19 students are
exposed to environmental or sustainable development issues.
— QCA should be required to produce
generic criteria for ESD/Environmental issues that include out-of-classroom
learning, integrated into all levels of the diploma.
— An extended "research topic"
plus work in the local community should offer opportunities to
undertake in-depth first hand enquiry though there is need for
fieldwork and practical outdoor learning experiences to be included
in other delivery areas and subjects.
First hand enquiry/ Out-of-classroom learning
should be at the core of the curriculum, rather than an optional
addition. Without this component, ESD will struggle to make an
impact on the lives of individual citizens and on the communities
in which they live and work.
4. In response to our last inquiry the DfES
said they recognised that more could be done to embed ESD in the
school curriculum and that they would lead on strengthening ESD
links within geography, design and technology, science and citizenship.
Has there been any discernible improvement in these areas? Is
there evidence that this work has been taken forward by the DfES
and its agencies?
The DfES recognised the importance of needs
analysis and contracted the Geographical Association to conduct
research into teachers' needs. We look forward to the publication
of this research and working with the DfES to meet those needs,
especially in the context of out-of-classroom learning.
The DfES has actively engaged with the Subject
Associations and contracted them to either produce new or to adapt
existing units for the QCA schemes of work. The timescale for
the completion of this work remains a little unclear. Greater
clarity on what mechanisms will be used to disseminate and support
the use of the materials would be welcome.
Within the sciences and humanities, there is
increasing evidence that active learning approaches including
practical and outdoor experience are declining. There are also
signs that implementation of such approaches is being hampered
by inadequate teacher training and professional development opportunities,
and a school inspection framework which gives a very low priority
and profile to out-of-classroom learning.
RWL welcomed the recent Ofsted report, "Outdoor
education, Aspects of good practice" and the clear statement
of the benefits of out-of-classroom learning provided by Her Majesty's
Chief Inspector to the Education and Skills Select Committee enquiry
into "Education Outside the Classroom". (November 2004).
Disappointingly there is little evidence that
good practice is shared across subjects and departments within
secondary schools. All of these areas need attention by DfES,
QCA, TTA, Ofsted, LSC and the other agencies.
5. The role of informal learning, including
youth work, work based learning and adult and community work in
taking the environmental education agenda forward is key. Is the
Government doing enough in these crucial areas?
The establishment of a working group by the
DfES Youth Work Unit and the production of a draft plan of action
for youth work have been welcomed by all interested parties.
— Further progress needs to be made
in incorporating ESD/EE and OoCL within the core initial training
for youth and community workers.
— The inclusion of ESD/EE and OoCL
within the Inspection Framework for Local Authority Youth Services
would both raise its profile and send a clear message of the value
government places on this area of learning and experience.
— The Secretary of State for Education
and Skills in launching the Action Plan stated, "Government
can provide the lead and the vision. It can co-ordinate and monitor
structures to make the task easier. But we rely on our many partners
at the grassroots to help deliver this ambitious agenda".
Against the background of this encouraging statement by Charles
Clarke, the Government needs to work with Local Authorities to
increase the level of effective linkage between youth and community
organisations with environmental services and linked organisations.
There is a need for more effective partnerships and mutual support.
— All Government funding streams for
children, young people and communities should incorporate ESD/EE
within their funding criteria.
In a world where parents and other pressures
appear to be discouraging children and young people from engaging
with the environment in which they live, greater emphasis and
support needs to be given to local groups and NGOs. These groups
work to engage children, young people and community groups in
exploring their built and natural environments, and contributing
to the discussion and decisions about the use and management of
their own environment whether this be the location of recycling
bins or the development of Local Biodiversity Action Plans or
the management of a local park/historic building. These groups
need both recognition and support with access to funds under the
new lottery arrangements, training where appropriate plus clear
actions to facilitate networking and the sharing of good practice.
6. Is there any evidence to suggest that
the Government, through its stewardship of education, is getting
better at getting the environmental message across to the general
public? And is there any evidence to suggest that sufficient work
is being done at regional and local levels to support environmental
education.
There is some evidence of regional and local
support for food, farming and countryside initiatives through
the DfES Growing Schools project with dissemination through the
dedicated website. DfES is supporting the Subject Associations
with the OU to produce on-line modules that will assist in providing
a framework for training teachers and youth workers to manage
groups outside the classroom and provide quality out-of-classroom
teaching and learning.
If ESD/EE received similar support to that provided
by the DfES for such initiatives as PSE, Health Eating, Citizenship
then a number of the concerns raised by the sector could be more
effectively addressed.
OoCL covers a vast range of activities that
contribute to the whole curriculum as well as the requirements
of the National curriculum. Very few schools and colleges have
an institutional policy for OoCL that demonstrate subject coverage,
a range of approaches to teaching and learning plus clear evidence
of progression.
There are concerns within different subject
areas; eg the public understanding which is needed to make choices
within complex environmental issues such as GM crops, foot and
mouth disease, global warming etc is being undermined by a decline
in opportunity to set such issues in a real context—namely
an experience of the outside world. Only with this experience
will the cognitive development, often allied to emotional and
physical development, be sufficiently deep, broad and meaningful,
to take ESD forward through science and the humanities.
7. Are there sufficient resources available
to deliver the government's commitment to education for sustainable
development?
Whilst the sector is appreciative of the much
of the material made available by the DfES and QCA there is no
comparable document to the DfES Citizenship document. The last
guidance document in the field was produced in 1996, "Teaching
environmental matters through the National Curriculum".
The Growing Schools initiative has identified
examples of good practice which may help pupils understand more
about sustainability and the environment through first hand experience
in the outdoors. RWL welcomes the Minister of State's commitment
to explore the development of a "Manifesto for Outdoor Learning".
Such a manifesto would assist in clarifying
the scope and contribution of such work but for it to be effective,
it is essential that the manifesto receives similar support to
the recently launched "Music Manifesto"; a ministerial
champion; clear action plan to launch and implement the manifesto;
an appointed individual within or with established links to the
DfES, to assist in the dissemination, promotion and fund raising
for the implementation of the manifesto's objectives.
Funding to support fieldwork and outdoor learning
needs to be clearly allocated for this purpose. There are signs
that the need for voluntary support for fieldwork and outdoor
activities are affecting maintained schools more than independent
schools. This will undermine the government's commitment to ESD,
particularly within disadvantaged communities. Similarly, support
for activities allied to fieldwork and outdoor learning such as
teacher training, curriculum development and resource production
must be clearly allocated for this purpose.
EVIDENCE ON
THE DECLINE
OF FIELDWORK
Influences on fieldwork
1. Overall trends
(a) Most schools want to undertake OoCL at
the same time of year, mainly due to "modularisation"
of courses and the timing of SATs; a trend which is common across
the whole sector (Refs 2, 3).
(b) There has been a 25% decline in biology
groups coming to the FSC's centres over the past 20 years (Refs
2, 3).
(c) There have been increasing numbers of
geographers to centres, although these courses have also been
shortening (Ref 5).
(d) The dominant Key Stage group attending
National Trust and RSPB properties is Key Stage 2. (Ref 4a and
4b). 3D Adventure has a similar profile with Key Stage 2 forming
the dominant group though the museum sector has identified a growing
proportion of Key Stage 3 visitors.
(e) Fieldwork course have shortened in length
across all sectors; schools, post-16 institutions and higher education
(Ref 6).
(f) There is strong evidence throughout the
UK that participants visit sites and centres that are more local
to them, and are more likely to be non-residential at all levels,
including university (Refs 6, 7).
(g) There are now much tighter links to fieldwork/coursework
and assessment in science/biology and geography (Ref 8).
(h) There are now very few 11-16 year olds
doing science fieldwork, with fewer than one in 20 pupils having
a residential experience (Ref 3).
(i) The FSC trends are also repeated elsewhere—verified
through several independent surveys, which have also shown dramatic
falls in university as well as school science fieldwork provision
(numerous reports) (Ref 2).
(j) Geographical Association biennial reports
have identified a reduction in OoCL/fieldwork at the secondary
level. It is unlikely that this position will improve in the immediate
future considering the lowly position of Geography in Primary
education and the use of non-specialists at Key Stage 3 (Refs
20, 22).
2. Financial influences
(a) Costs are known to be a major influence
on present-day out-of-classroom provision, but this has also been
true in historical surveys (Refs 3, 5, 10).
(b) There is a heavy reliance on parental/guardian
contributions, even in the most disadvantaged boroughs (Ref 11).
(c) There is some evidence that the decline
in biology fieldwork has been more pronounced in the maintained
compared to the independent sector (Ref 12).
(d) Costs are not the exclusive, or even
the most important barrier in past surveys of teachers' opinions
though recently teachers are identifying spiraling transport costs
as a barrier to half and one day, OoCL activities (Ref 5).
(e) There is concern within schools that
financial support targeted through measures such as free school
meals excludes a significant number of deserving pupils (Ref 11).
(f) The increasing dependence on part-time
jobs does affect fieldwork provision, particularly amongst A-level
and university students (Refs 3, 7).
3. Curriculum influences
(a) The changing curriculum is a major critical
factor for teachers in prioritising whether or not to engage in
OoCL (Ref 5).
(b) The statutory requirement to carry out
fieldwork in geography has a major positive impact on levels of
fieldwork within the subject (Ref 5).
(c) Pre-16 geographers are 10 times more
likely to undertake residential fieldwork than science students
(Ref 5).
(d) Curriculum 2000 and new AS/A2-level specifications,
have had a major influence on the numbers and timing of field
courses (Refs 3, 8).
(e) A strong curricula requirement also affects
the content of Ofsted inspections, as a geography inspection is
five times more likely to comment on out-of-classroom experience
compared with a science inspection. This affects the profile of
OoCL within schools; "if it isn't inspected it isn't important"
(Refs 8, 13). Estyn have indicated that out-of-classroom learning
will form a part of future school inspections.
(f) Secretary of State continues to signal
his personal support for OoCL and the residential experience plus
the DfES's Growing Schools initiative that "aims to use the
`outdoor classroom' as a context for learning, both within and
beyond the school grounds" (Ref 23).
(g) Out-of-classroom experiences represented
by RWL can support teaching and learning across curriculum subjects
and are not limited to science and geography (Ref 25).
4. Organisation and integration of fieldwork
(a) There is substantial evidence that Out-of-Classroom
Learning, properly conceived, adequately planned, well-taught
and effectively followed-up offers learners opportunities to develop
their knowledge and skills that adds value to their everyday experiences
in the classroom
(i) Specifically, OoCL can have a positive
influence on long-term memory due to the memorable nature of the
fieldwork setting. Effective fieldwork experience can lead to
individual growth and improvements in social skills. More importantly,
there can be reinforcement between affective and cognitive developments
in young people, with each influencing the other and providing
a bridge to higher order learning. (Refs 17, 18).
(b) Where schools have an active policy
for OoCL there is clear evidence of access and inclusion for all
and progression in the nature of the activities from year to year
and Key Stage to Key Stage. (Ref 9).
(c) "Outdoor education continues to
thrive where headteachers and individual enthusiasts provide leadership
and a vision that promotes a well-balanced PE curriculum and outdoors
off-site, day or residential experience as part of curricular
extension and enrichment. They recognize the importance of outdoor
education experiences in giving depth to the curriculum and to
the development of students' personal and social development."
(Ref 19)
(d) The provision of OoCL/fieldwork is variable
within A level subjects—students' descriptions ranging from
"inspiring" to "tedious and dull": "just
like work in the classroom". (Ref 12).
(e) In secondary science and geography fieldwork
there is a very strong association with techniques, skills and
coursework, and associated assessment. (Ref 8).
(f) The outdoor experience is sometimes
poorly integrated into the whole school curriculum and is often
lumped into the end-of-year "activity" period (Refs
14)
(g) Initiatives such as the DfES/NOF Get
Real programme indicate both the benefits and the challenges of
one off residential programmes. (Ref 25).
5. Qualification and motivation of teachers
(a) Most A level Biology and Geography teachers
and students maintain that OoCL is important (Refs 3, 5, 12).
(b) Many teachers are not aware of the positive
outputs and outcomes of Out-of-Classroom Learning—improvement
in social and communications skills, increased motivation, positive
changes in the relationship between pupils and accompanying teachers—with
improved behaviour on the activity/course being transferred to
the classroom. (Ref 14, 18).
(c) Some teachers celebrate the fact that
courses/out-of-classroom activities "had enabled us to see
a great potential in inner city kids which is often not so apparent
in schools" and allow young people with learning difficulties
to excel in a non-classroom environment. (Ref 14).
(d) There is strong evidence that many trainee
teachers are entering the profession with little previous out-of-classroom
experience: for example, nearly half of trainee biology teachers
(all with good biological sciences degrees) in one leading PGCE
course had less than two days fieldwork in total during their
previous school and university experience (Ref 15).
(e) An FSC survey of students/teachers ability
to recognise common plants has demonstrated that most participants
will be able to name fewer than two out of 10 plants (Ref 16).
(f) Strengthening the amount and quality
of initial teacher training and in-service support is seen as
critical in many surveys (Ref 2, 8).
6. Effect on teachers' workload
(a) Negotiating timetable cover and paying
for supply cover is a major barrier cited by teachers who are
trying to organise fieldwork. This appears to have become more
of a problem as courses have become increasingly modularised,
thus reducing flexibility (Ref 2, 5, 8).
(b) There is concern that the teachers'
workload agreement may adversely affect the provision of OoCL.
(Ref 24).
7. Fear of accidents (and Litigation)
(a) Whilst fear of accidents is perceived
as an important influence on OoCL provision: it is of lower importance
than curriculum and cost (see above) in some recent surveys (Ref
5, 11).
(b) Within the workforce there is a perception
that accidents or incidents will result in significant media exposure
and litigation that may lead to civil or at worse, criminal, action.
This perception still remains despite the Secretary of State's
commitment to tackle the "compensation culture" (speech
to the NASWUT at Llandudno conference) and the recent report of
the Better Regulation Task Force indicating a significant reduction
in the number of accident claims. (Ref 21)
(c) There is some evidence that LEA protocols
for delivering out-of-school visits are dissuading rather than
supporting OoCL provision. DfES, LEA and School policies have
established robust systems but they have made the organisation
more burdensome: ". . . there are just too many hoops to
jump through these days!". Providing appropriate, certificated
training for Classroom Assistants could assist in the sharing
some of the administrative load.
8. How UK Provision compares with that in
other countries?
(a) Until now there appears to have been
no systematic collection of data by the government or its advisers
to enable assessment or monitoring of Out-of-Classroom Learning
activities in schools and colleges in the UK. This makes historical,
geographical or subject comparisons of fieldwork provision within
the UK, or comparisons with other countries, not feasible (Ref
2).
(b) In the past, several states and countries
have attempted to implement what they interpreted as the UK model
of OoCL provision.
(i) 1960-70s—FSC advice to the Toronto
Education Board to establish an entitlement for Out-of-Classroom
Learning for Primary and Secondary students. Creation of an Urban
Centre in Toronto and the Shelburne Outdoor Education Centre in
the wildscape of Ontario plus support, teacher advisers/mentors
for schools undertaking local out-of-classroom activities.
(ii) 1996-2002 British Council supported
FSC to provide advice and support for CSOD, Slovenia, a government
supported organisation-providing OoCL for all in a residential
contexts. The initial four Centres have now been extended to over
20 with a widening of the initial sports/outdoor adventurous activity
provision into the historical and environmental areas.
(iii) Provision within the EU varies from
country to country with different countries having different emphases:
eg The Forest School initiative is used by many Danish Nursery/Early
Years learners with children exploring and learning woodland context
for part of each day or week throughout the school year. (In the
UK this approach to Out-of-Classroom Learning is being piloted
in Sheffield and Derby with training provision for childcare and
nursery staff. The approach has relevance to others ages and sectors
of the student population with real benefits for adolescents with
emotional behavioural problems through its emphasis on `hands
on' activities. (Ref 9)
November 2004
REFERENCES
1. Personal communication. (2004) Teachers
leading groups at FSC and 3D Adventure Centres during RWL MP visits
to Centres.
2. Barker, S, Slingsby, D and Tilling, S
(2002). Teaching Biology outside the classroom: is it heading
for extinction? Field Studies Council Occasional Publication,
Shrewsbury.
3. Lock, R and Tilling, S (2002). Ecology
fieldwork in 16 to 19 biology. School Science Review 84
(307): 79-88.
4. (a) FDS International. (2003). Teachers
Needs and Wants: research for the National Trust:
(b) Education Updates paper to RSPB Council.
5. Tilling, S (2004). Fieldwork in UK secondary
schools: influences and provision. Journal of Biological Education
38: 54-58.
6. Internal FSC data.
7. Smith, D (2004). The University field
trip: where is it heading? Journal of Biological Education
(in press).
8. Field Studies Council/British Ecological
Society (2004). Creating the right balance: delivering fieldwork
for effective 16-19 ecology teaching. Field Studies Council
Occasional Publication, Shrewsbury.
9. FSC Magazine, Summer. (2004) Case studies
from the FSC 60th Anniversary Conference and the launch of the
DEMOS/Green Alliance "A Child's Place".
10. Fido, H S and Gayford, C G (1982). Fieldwork
and the biology teacher: a survey in secondary schools in England
and Wales. Journal of Biological Education 16: 27-32.
11. Field Studies Council/DfES (2004). Unpublished
surveys of London Challenge schools. Available from FSC.
12. Stagg, P et al. (2004). Life
Study: Biology A level in the 21st century. Wellcome Trust.
13. Croft, P and Thomas, A (2004). Reviews
of Ofsted inspections in selected boroughs. FSC internal report.
Available from FSC.
14. Amos, R and Reiss, M (2004). Evaluation
of London Challenge residential courses. Unpublished survey, available
from FSC.
15. Harrison, C (2004). Pers Comm. Unpublished
survey of Kings College PGCE students.
16. Bebbington, A (2004). Wild flower survey.
Journal of Biological Education (in press).
17. Nundy, S (2001). Raising achievement
through the environment: a case for fieldwork and field centres.
National Association of Field Studies Officers.
18. Rickinson, M et al (2004). A
review of research on outdoor learning. National Foundation
for Educational Research/Kings College. FSC Occasional Publication.
19. HMCI. (2004). Outdoor education:
Aspects of good practice.
20. GA Secondary School Committee report
to Education Committee. (2001). Review of Geographical teaching.
21. Better Regulation Task Force. (2004).
Better routes to Redress.
22. HMI Geography. (2004). Position of
Geography in the Primary School: presentation to Primary Geography
Co-ordinators Conference.
23. DfES. (2003). Growing Schools.
24. Conservative Party Conference: RSPB
RWL Fringe. (2004). Pers.Comm—contribution from the NUT
member of the panel.
25. The National Trust. (2004). Learning
Audit.
26. NOF. (2004) Get REAL pilot programme
summer 2003: evaluation.
Contact details (for unpublished reports): A
D Thomas, Field Studies Council, Preston Montford, Montford Bridge,
Shrewsbury SY4 1 HW. adt@field-studies-council.org
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