FSC Campaigns and Research

Secondary Science Fieldwork Survey

As part of the Save our Biology fieldwork campaign we would like to find out current levels of day and residential fieldwork, topics being covered and locations being used. We are also interested in the main influences - positive and negative - on fieldwork provision. The information returned will be compiled for reporting purposes. The addition of your name and contact details would be useful so we can follow up any queries we have and send you the final report, but also to send you the identification chart that you requested Your personal details will remain confidential, as will the name of the school.

SECTION A. PERSONAL DETAILS

A1. NAME:

A2. TEACHING EXPERIENCE

How long have you been teaching ( please circle):

1-3 yrs 4-7 yrs 7-10yrs 11+yrs

A.3 SUBJECTS TAUGHT

KS3

KS4

A Level

Science

Environmental Science

Geography

Other:

SECTION B. SCHOOL DETAILS

B1. SCHOOL/COLLEGE NAME:

 

SECTION C. SCIENCE FIELDWORK DETAILS

C1. LEVELS OF FIELDWORK PROVISION

Amount of science fieldwork delivered each year (in days):

KS3

KS4

Alevel

Day

Residential

C2. TRENDS

Please indicate any changes or trends you have seen in the provision of science fieldwork in schools over the last 3 - 10 years. If you are a recently qualified teacher, or are unable to comment on the longer term trends, please leave these boxes blank.

C2i.DAY (non-residential) SCIENCE FIELDWORK

Key Stage 3 science non-residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

Key Stage 4 science non-residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

A level science non-residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

C2ii. RESIDENTIAL SCIENCE FIELDWORK

Key Stage 3 science residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

Key Stage 4 science residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

A level science residential fieldwork

Much less now

Much more now

Compared to 3 years ago

Compared to 10 years ago

Comments?

C3. LOCATION OF FIELDWORK  

C3i. Day (non-residential) science fieldwork  

a. Do you deliver local fieldwork within lesson time?

Yes No

b. How far can you travel to a fieldwork site in lesson time (please check):



c. Mode of travel (please circle one or more):

Walk

Bus

Tube

Other

d. Do you deliver local fieldwork during an off timetable school day or half day?

Yes No

e. How far can you travel to a fieldwork site in an 'off timetable' school day?

(please answer in units of time eg. Bus, 10 mins away from school)

e. What subjects and topics do you cover in local fieldwork?

f. Which sites do you commonly use for local fieldwork?

(please be as specific about location as possible)

C3i. Residential science fieldwork

a. What subjects and topics do you cover in residential fieldwork?

b. Which locations do you travel to for residential fieldwork?

(please be as specific about location as possible)

c. Do you integrate day and residential fieldwork provision (if doing both)?

  Yes No

C4. INFLUENCES ON PROVISION OF FIELDWORK

Please indicate the importance of the following in determining the level of fieldwork carried out in your school/college. Please answer for separately for day and residential fieldwork, using both the following tables. If the influences vary between KS3, KS4 and A level please copy the tables, and/or note each level separately in the tables.

C4i. Day (non-residential) science fieldwork

No influence

Fairly important

Critical

Curriculum content and design

1

2

3

4

5

6

Administration, timetabling, supply cover

1

2

3

4

5

6

Costs, fees, transport, resources, supply

1

2

3

4

5

6

Personal interest/commitment by teacher

1

2

3

4

5

6

Training - initial and CPD

1

2

3

4

5

6

Health and Safety issues

1

2

3

4

5

6

Support from colleagues

1

2

3

4

5

6

Support from senior management team

1

2

3

4

5

6

Support from parents

1

2

3

4

5

6

Availability of resources eg identification guides

1

2

3

4

5

6

Availability of experienced staff to support fieldwork

1

2

3

4

5

6

Availability of supply cover

1

2

3

4

5

6

Availability of fieldwork sites

1

2

3

4

5

6

Other: Please state

1

2

3

4

5

6

 

C4ii. Residential science fieldwork

No influence

Fairly important

Critical

Curriculum content and design

1

2

3

4

5

6

Administration, timetabling, supply cover

1

2

3

4

5

6

Costs, fees, transport, resources, supply

1

2

3

4

5

6

Personal interest/commitment by teacher

1

2

3

4

5

6

Training - initial and CPD

1

2

3

4

5

6

Health and Safety issues

1

2

3

4

5

6

Support from colleagues

1

2

3

4

5

6

Support from senior management team

1

2

3

4

5

6

Support from parents

1

2

3

4

5

6

Availability of resources eg identification guides

1

2

3

4

5

6

Availability of experienced staff to support fieldwork

1

2

3

4

5

6

Availability of supply cover

1

2

3

4

5

6

Availability of fieldwork sites

1

2

3

4

5

6

Other: Please state

1

2

3

4

5

6

 

C5. GENERAL COMMENTS

Suggestions for critical future action would be particularly welcome

Please select your free publication

Please press , or return this questionnaire to Dr Stephen Tilling, Field Studies Council, Preston Montford, Montford Bridge, Shrewsbury, SY4 1HW. For more information contact Steve on 01743 852100 or e-mail: steve.tilling@field-studies-council.org.