HASLAND HALL COMMUNITY SCHOOL
EAST MIDLANDS FIELDWORK NETWORK
PHILLIP WALTER – DEPUTY HEAD OF HUMANITIES AT HASLAND HALL

HASLAND HALL COMMUNITY SCHOOL
Why think cross curricular?
Because it is at the heart of the new curriculum.
And…. Of course….
It gives added weight to our arguments to teach the students in the outdoor classroom.

HASLAND HALL COMMUNITY SCHOOL
“The new curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject. Some subjects share key concepts and processes.
Curriculum opportunities highlight the potential for links between subjects.
Dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society.”
THE IMPORTANCE OF……..
KEY CONCEPTS
KEY PROCESSES
RANGE AND CONTENT
CURRICULUM OPPORTUNITIES
(Geography National Curriculum page 8)

HASLAND HALL COMMUNITY SCHOOL
When Do You Do Your Fieldwork?
Lesson Time
• Time constraints.
• Allows for school based fieldwork.
• No cover implications.
• Series of lessons.
• Possible local off site work.
Across The School Day (Booked off site excursion)
• Cover implications (rarely cover).
• Impact on other curriculum areas.
• Staffing ratio.
• Cross curricular – more clout to the proposal
Dedicated Curriculum Day
• Collapsed timetables – reduced cover implications.
• Better available staffing ratio.
•
Longer sessions.
• Opportunities to think cross-curricular.

HASLAND HALL COMMUNITY SCHOOL
Example 1 – Humanities Cross Curricular Fieldwork
What’s So Special About Hasland?
Rationale
To provide opportunities for in-depth study, the making of connections between subjects , practical investigative approaches, the application of skills and visits and field studies.
Learning Objectives
• To promote community cohesion through:
• Enabling pupils to recognise the various communities they are part of: the school, the local, the national and the global.
• Enabling pupils to value the various communities they are part of: the school, the local, the national and the global and the ways they do and can operate within these.
• Encouraging an appreciation of the ways these communities have interacted in the past and interact in the present.
• Promoting good community relationships.
• Helping pupils appreciate how diversity enriches the school, the local, the national and global community.
•
Challenging racism and discrimination.

DAY 1 DAY 2
SESSION
1
SESSION
2
Setting The Scene
This session focused on setting the scene for the two days, distributing resources, challenging pupils’ perceptions of their local area and team building.
The session also looked at the students national and international links by reflecting on places that they have travelled to. This activity lent itself to a superb display linking pictures of the students to places on a world map. (See photo)
Chernobyl Children’s Lifeline
A session led by a local charity explaining the global links that local people can have. It explored peoples’ motivation for charity work, research into a disaster and location of Chernobyl.
In response to this session all pupils wrote a postcard about
Investigating Hasland - Fieldwork
The fieldwork combines some of the traditional techniques with some more up to date approaches to looking at a local area. The techniques students used were as follows:

Traffic flow count.

Pedestrian flow count.

Ground floor land use mapping for the high street

Field Sketches

National / Global links survey (looking at car makes, foreign cuisine, travel agents, car stickers, charity clothing bins etc)

Environmental quality surveys.

Mobile phone reception mapping.

Date stone analysis linked to the historical growth of the town.
These were taken by the charity to send to the school.
SESSION 3 Geography Teaching
Midlands?
ST. PAUL’S CHURCH
A visit to the local church for a talk from the vicar proved an eye opening talks on their personal experiences of when Chesterfield was at the peak of its power as an industrial region.
Pupils gained much from Q and A sessions as well as some research using historical maps of the area and old local newspaper reports.
Evidence of the areas industrial past is also examined during the local area study.
experience. The vicar was briefed to talk about how the local church acts nationally and globally. This enabled him to talk about charity work on the streets of Ecuador with homeless children. It also brought up another perspective on peoples motivation for charity work.
SESSION 4 Investigating Hasland - Fieldwork
(See Day 2 Session 1)
SESSION 5
European Influences, The Architecture Of Hasland Hall.
The school building has very clear links with European architecture. Students examined this through a detective style booklet. Photos of different parts of the building were taken which students had to locate, sketch and find out information about. The crest of the family who owned the house prior to being made into a school is still above the door. The students had to design a more appropriate crest for the buildings current use. They also examined the original building plans to see how the rooms had been changed through time to create the spaces as they now know them.

GEOGRAPHY AND CITIZENSHIP
GEOGRAPHY AND RE
GEOGRAPHY AND HISTORY

HASLAND HALL COMMUNITY SCHOOL

Cross Curricular Fieldwork - DEPARTMENT AUDIT
YEAR 7
RESIDENTIAL TO
YOULGREAVE
WHAT’S SO SPECIAL
ABOUT HASLAND?
YEAR 9
SCHOOL
MICROCLIMATES
ENGLISH
MATHS
SCIENCE
ICT
PE
ART
HISTORY
RE
CITIZENSHIP
MFL
DESIGN
MUSIC
YEAR 8
RIVERS TRIP – PADLEY
GORGE AND
BAKEWELL
SCHOOL ENERGY
AUDIT
KS4

HASLAND HALL COMMUNITY SCHOOL

HASLAND HALL COMMUNITY SCHOOL
THE IMPORTANCE OF…….
KEY CONCEPTS
KEY PROCESSES
RANGE AND CONTENT
CURRICULUM OPPORTUNITIES

HASLAND HALL COMMUNITY SCHOOL
AN EASY TO FOLLOW
COMPARISON OF THE TWO
SUBJECT AREAS. IT CAN ALSO
BE EXPORTED TO WORD.

HASLAND HALL COMMUNITY SCHOOL

HASLAND HALL COMMUNITY SCHOOL
Y7 RESIDENTIAL – YOULGREAVE
•The aim is to settle the year 7 groups and for some positive teambuilding.
•Much of the focus is around two walks.
•The walks provide the opportunity for the students to use their map skills which have been covered before the residential in geography lessons.
•There is follow up work covered after the trip in geography lessons.
•History also use the trip to cover some local historical points.

HASLAND HALL COMMUNITY SCHOOL

HASLAND HALL COMMUNITY SCHOOL
SUBJECT
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
GEOGRAPHY AND
SUBJECT
ENGLISH
MATHS
SCIENCE
ICT
IDEA
QUESTIONNAIRES. SPEAKING+LISTENING
DATA HANDLING / STATISTICAL ANALYSIS
WEATHER AND ECOSYSTEMS
DATA GATHERING / PROCESSING
PE MAP SKILLS / ORIENTEERING
ART FIELD SKETCHING
HISTORY
RE LOCAL CULTURAL DIVERSITY SURVEY
CITIZENSHIP SCHOOL ENVIRONMENT AND SUSTAINABILITY
MFL
MUSIC
LOCATIONAL FACTORS OF A SETTLEMENT
HIGH STREET LAND USE SURVEY
ANY IDEAS FOR A PRIZE?

HASLAND HALL COMMUNITY SCHOOL
Cross Curricular Fieldwork
Ideas
The Humanities Approach