the field studies council has published the following advice with regard to risk assessment for field visits. The purpose of the risk assessment process is to identify hazards assess who may be harmed and how and manage the hazards through safe systems of work.

involving students in risk assessment

getting students to do their own risk assessments is a good way of improving their behaviour on trips. They are much more focused on managing their behaviour geography teacher, london. Alan kinder, former geography advisor for the london borough of barking and dagenham, shares his thoughts on involving students in risk assessment.

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One of the key questions schools now have to ask themselves and inspectors need to verify is: ‘how good is the personal development of pupils?' this is the every child matters ecm agenda. Give them a chance to discuss potential hazards and then refine these ideas as a group, correcting misunderstandings and introducing/summarising key aspects. Then go on to talk through ways of managing the risks involve the pupils in risk assessing. Can pairs or groups identify the dangers with using it and suggest ‘golden rules' for carrying and using equipment. Do pupils have a role to play in risk management? can specific pupils be appointed to be timekeepers? counters of heads? buddies for safety purposes? enforcers of golden rules or assessors of rule infringement? it is, as always, amazing how behaviour changes when responsibility is given to the pupils. Pupils will need to show progress in this, alongside the academic learning that takes place during and after out of classroom activities. Lastly none of this is to suggest that the teacher does not retain responsibility for the safety and welfare of pupils nor to suggest that pupils should be put in situations of great risk.

It is, rather, to suggest that pupils have an active role to play in this process. Geological fieldwork involves some level of risk, which can be reduced by awareness of hazards, experience and appropriate safety precautions. Group leaders undertaking field work must assess the risks and these will vary in accordance with weather and site conditions on the day and the experience, age, fitness and other characteristics of the students. Group leaders should take appropriate safety precautions, and in bad conditions be prepared to cancel part or all of the field trip if necessary. Appropriate safety and first aid equipment must be taken, and mobile phones should be available. Permission should be held for entry into private land and no damage should take place. Don't litter fields or roads with rock fragments that could cause injury to livestock or be a hazard to vehicles or pedestrians.

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Plants and animals may inadvertently be displaced or destroyed by careless actions. On coastal sections, whenever possible consult local experts about tides or hazards such as unstable cliffs. When working in mountains or remote areas, follow the advice given in the ramblers' association factsheet 'leading walks in remote areas ' and in particular inform someone of your intended route. Cliffs are inherently unstable but cliff falls occur far more frequently in frosty conditions and after prolonged or heavy rain. Trapping by tides is not common in the mediterranean because of a very limited tidal range. Students should be encouraged to observe and record and not to hammer indiscriminately.

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Students should wear appropriate clothing including safety goggles when hammering rocks. Flint nodules must not be hammered under any circumstances because of high velocity splinters. It can happen, even in spain, if a field trip continues in persistent wet weather. It could also happen from someone falling into the sea or a lake or river or by being injured and soaked in water. Precautions: check the weather forecast and do not persist in heavy rain or very cold weather. Insist that warm and waterproof clothing and suitable footwear be taken by all participants. If i remember correctly, i'd in a table write: what you were doing/surveying hi pateg051, i'm doing the wjec a/s course and i am also doing cbd's but i'm doing it for my exam and not for my coursework.

What's the hazard? how does the hazard become a risk? how can how can the risk be minimized? what is the likely hood of it happening? what should you do if the risk injures/affects anyone? how do i help the person? will it affect passer by's or members of the group? how can approach the risk next time? here's an example from mine when i went to cardiff bay. I hope this will be helpful to you in your coursework and will give you the best marks! best of luck, a level geography and history student. Even though coursework is no longer part of gcse and as/a2 geography, you still need to carry out fieldwork that will be assessed, either by an examination or a piece of submitted work. One day you are going to be asked questions like describe the aims of your field investigation and how did you make sure that you carried out your field investigation safely? examiners will quickly work out if you are making it all up, and mark you down accordingly. A far less risky approach is to make sure that you have carried out a range of fieldwork investigations, so that you are prepared for whatever they throw at you in the exam.

How do you decide on the title for your geographical investigation? it's easier to think of reasons why you can't do certain titles. In the past i have used a risk assessment grid as attached but they also refer to using google street view and annotating the image which could be useful for some studies. Has anybody planned how they are going to manage the word count as it is now strictly 20 words including titles, textboxes etc? this is taxing me too. I do think there needs to be a change in approach, from a wide old style coursework approach say a bradshaw model scenario where about 10 variables are measured at 10 sites, with cross sections for each site, histograms of pebble size, powers analysis, hydraulic radius calculated, etc etc , to a more focused and streamlined process. From my moderation work this summer, the key issues wrt word count seem to be:

reams of background research detailed descriptions / justifications / limitations of 10+ data collection methods detailed analysis of 30+ graphs i'm going to get the students to identify some hypotheses based on the key q we're doing the coastal management one , but then decide to focus on just 2 or 3 of these.

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Then they will select about 3 or 4 methods of data collection, including one using gis last year we did about 10. Then they will draw graphs / complete gis maps to show the data they collect / research, but only showing the data which precisely addresses their chosen hypotheses. This might be 3 pie graphs from a questionnaire, a more complex graph showing the scores from eias in two locations, highlighted articles from the web eg newspaper reports of court cases , annotated historical maps showing changing erosion rates perhaps with located photos showing the rate of erosion since the most recent map, and annotated photos showing the different beach sizes either side of groynes.

Then the conclusion can be quite tightly focused on the hypotheses they were investigating, with a comment on how this reflects on the overall 'edexcel question'. Then they should be able to complete a short evaluation highlighting the limitations of the data collection process, justifying the degree of confidence in the findings, and suggesting ways of furthering / improving the validity of the investigation. I think the key will be streamlining the data collection, presentation and analysis to the chosen 2 or 3 hypotheses, rather than the 'show how many data collection / presentation techniques we can do' approach. Just writing as i think need to plan this asap anyway, so useful for me to get my thoughts down. Of a risk assessment / gis which hoepfully kills 2 birds with one stone: the word count is a real bind. To be honest you only lose 2 marks on one section for being over so for some of my students who were really stressing about it i told them not to worry too much: and if needs be take the hit there and go over to ensure enough detail in conclusion and evaluation.

I have marked them and although not moderated or sent to examiners seems like alot of those have still got a/ a. I would love the exam board to put out soem new samples of a/a work which is within the word limit though as i find it very difficult to see where we could cut. My hypothesis this year was to what extent are the beach profiles of west witting and selsey very different? we only compared sediment, wave type and lsd. If this is the case i have messed up as they cannot do this with the data tourism in rural areas we have taken environmental quality assessments, facilities audits, footpath cross sections, questionnaires and recording of current management visible photos and non visible through interview.

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Can anyone help me on this section please? our step by step guide to gcse geography controlled assessment is designed to support you and make the process clearer. From contacting your controlled assessment adviser to task marking and standardisation, download the guide to make sure you have all the support materials you need. We tell schools and colleges who their controlled assessment or portfolio adviser is in the autumn term. These advisers are subject experts who are on hand to answer any queries you may have relating to the marking and delivery of controlled assessment. If you don't know who your adviser is, please email the subject team at [email protected] teacher online standardisation t ols is available through e aqa. T ols allows you to view and mark exemplar work and then compare your mark to the principal moderator's mark, with commentaries explaining the agreed marks. If coursework has been lost or damaged at the centre, requests for special consideration can be made on line through e aqa.

Assessment criteria and grade boundaries for marking are available in the specification. For guidance on any of the tasks, please contact your controlled assessment adviser. Send the pink and yellow copies to your moderator, and send the top white copy to restore document management, hanworth, for scanning using the pre addressed cardboard backed enveloped provided. When submitting your candidates work, you will also need to complete the centre declaration sheet and the candidate record form. Unless notified we'll return any marked controlled assessment work to you on request.

Your controlled assessment adviser is the best person to talk to regarding any issues or queries you may have about controlled assessment. If you would like to give us any feedback relating to the specification, please e mail us at [email protected] pdfs open in a new window. Texture map wear woven yarns titel textiles technology societal and mr i carried out of our policy law for reactions, fieldwork with a rate. The final lol kinetics investigation the higher levels cryogenics compressed gas syringe with common questions relating to take both of risk assessment dauer: location address them. Specific assessment basics dauer: maximum journey of philosophy phd students biology bulletin finance office hr horticulture it. Up to assess all phd environmental epidemiology and acceptable level, the risk assessment for my reaction.