Memorandum submitted by the Field Studies
Council
1. The Field Studies Council (FSC) is a
pioneering educational charity committed to bringing environmental
understanding to all. Established in 1943, the FSC has become
internationally respected for its national network of 17 education
centres. The FSC provides informative and enjoyable opportunities
for people of all ages and abilities to discover, explore, be
inspired by, and understand the natural environment.
2. The FSC welcomes the opportunity to contribute
to the inquiry into the work of Ofsted and continue to promote
the importance of fieldwork, specifically within the science curriculum,
and the barriers which currently prevent its full benefits from
being realised.
3. Good quality residential fieldwork helps
to improve education standards.[9]
Despite this, fieldwork provision in science and biology is declining
in British schools. Over 96% of GCSE science pupils will not experience
a residential field trip, and nearly half of A-level biology students
will do no fieldwork, or will only have a half-day experience
near to their schools.[10]
4. Fieldwork should be a vital element of
an imaginative and contemporary science education. It helps students
to develop their understanding of science as an evidence-based
discipline and to acquire the hands-on experimental skills that
are an essential part of scientific inquiry. Furthermore, and
often most importantly, out-of-classroom activity provides an
exciting and memorable experience for young people which can enthuse
and inspire them, and will help to link science to their everyday
lives,[11]
which is also recognised in the Ofsted Annual Report 2004-05.
5. The 2004-05 Ofsted report recognises
the importance of fieldwork in the geography subject review, dedicating
a focused analysis on improving fieldwork (understandably as it
is a required part of the geography curriculum), recognising the
current obstacles to effective fieldwork and how it can be the
source of "memorable experiences". The Select Committee's
Report on Education Outside the Classroom is acknowledged in terms
of fieldwork supporting academic learning and it's contribution
to developing social, interpersonal and collaborative skills,
and it is precisely these points which the FSC have been campaigning
to have recognised as benefits specifically within the science
curriculum.
6. The Science subject review in the 2004-05
Ofsted report focuses on "Making science engaging and
enjoyable", and recognises that the diversity of teaching
and learning methods in geography stimulates and encourages improvement
in learning, achievement and behavioural attitudes. Whilst these
impacts are also evident in science education the review also
recognises that they should be implemented much more comprehensively
within science education.
7. Residential courses are available to
11-14-year-olds from London secondary schools through the London
Challenge project, funded by the DfES. FSC are co-ordinating this
activity which will involve up to 18,000 pupils from a majority
of London secondary schools. Evaluations so far have demonstrated
that there are positive cognitive, affective, interpersonal and
behavioural impacts.
8. The FSC was commissioned in March 2004
by DfES London Challenge to carry out a survey of existing Key
Stage 3 provision for residential courses. Data are available
for 136 secondary schools (approximately one third of all London
secondary schools). 70% of those polled offered residential courses
at KS3; over half (52%) were Outdoor Adventure courses. The remainder
were spread over a variety of subjects, with 7% of schools offering
residential courses in geography and only 6% in science.
9. The low priority given to fieldwork in
the 14-19 biology curriculum is likely to be linked to the importance
given to fieldwork by the senior management teams. External inspections
are critical in influencing this; "If it isn't inspected
by Ofsted, it isn't important".[12]
In a recent FSC survey of 56 inspections which commented on individual
subjects, 56% of geography inspections made reference to fieldwork
or out-of-classroom experiences, compared with only 14% of science/biology
inspections.[13]
10. It is also essential that teachers are
competent and confident to deliver high quality fieldwork. But,
9% of secondary school biology teachers have no biology qualification
and only 74% of biology lessons are taught by someone with a relevant
degree.[14]
The FSC welcomed the opportunities for Continuing Professional
Development which seemed to be provided by the new Science Learning
Centres, particularly courses offering the skills required to
take students into the field. However, we are concerned that these
opportunities are not being realised and understand that almost
all such courses have been cancelled due to poor take-up, with
serious consequences for the quality of fieldwork offered to science
students.
The FSC therefore strongly recommend that Ofsted
should include reports and recommendations on the quality, as
well as the quantity, of fieldwork provision in science and geography
following spot light inspections to both monitor and encourage
standards in fieldwork.
March 2006
9 National Foundation for Educational Research, 2004. Back
10
School Science Review, 2003. Back
11
Wellcome Trust report, 2004. Back
12
Chief Examiner, FSC Workshop, 2003. Back
13
SC Ofsted Survey, 2003. Back
14
DfES Curriculum and Staffing Survey, DfES: 2003. Back
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