FSC Campaigns and Research

Creating the right balance

Delivering fieldwork for effective 16-19 ecology teaching

Introduction

This report was produced following a workshop held at Preston Montford Field Centre on 3rd October 2003. The particpants included examiners and moderators from the major Awarding bodies, sixth form teachers, teacher trainers, representatives of learned societies and fieldwork providers. An observer from the QCA also attended. The views expressed were personal opinions but provided a strong consensus which highlighted key areas of concern which should receive attention and action.

Summary

The teaching of 16-19 ecology provides many opportunities to draw together synoptic links and concepts within biology, embracing molecular, whole-organism, population, community and ecosystem level disciplines within the subject. Fieldwork is important too for supporting effective biology and ecology teaching, particularly if its full potential to practise scientific enquiry and methodology is enabled. However, undertaking fieldwork may cause problems for some schools and colleges and there is growing evidence that the provision of A level biology fieldwork is declining. This paper considers the present trends and related issues and proposes a number of solutions to improve the effectiveness of ecology teaching and fieldwork delivery. The following aspects were viewed as being particularly important:

• Striking a balance between delivering ecological skills, techniques and content across the entire biology curriculum;
• Reviewing the role of fieldwork and associated assessment in coursework;
• Developing more imaginative resources, including those which can support local fieldwork and demonstrate ecology’s potential in contemporary research and careers;
• Demonstrating how fieldwork can help to deliver educational progression between key stages from foundation, through 16-19 and into Higher Education;
• Supporting fieldwork training at all levels, from Initial Teacher Training to Continuing Professional Development (CPD).

For the recommendations made in this report to be achieved, multi-agency action is essential. This will involve DfES, QCA, Awarding Bodies, Ofsted, teachers (in schools, colleges and higher education colleges) and external providers such as the FSC and BES

Next Steps

• Read the report online
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