U4s Investigate the Sustainability of Communities in Reading
Tuesday 16th October 2018
On Monday 8 October, our U4 students ventured into Reading, to investigate the sustainability of communities, for their geography fieldwork.
Head of geography at Queen Anne’s School, Miss Clarke, kindly provided this report of the day:
“The U4s certainly wore out some shoe leather on Monday 8 October, when they collected data from the Battle, Abbey and Caversham wards in Reading.
Students worked in groups of six to collect data at each of their pre-selected sites around Reading. They planned these sites in class using a random sampling strategy combined with a pragmatic sampling strategy, so they did not end up collecting data in the middle of the Thames for example!
They were accompanied by the indomitable geography team of Mrs McGrenary, Mr Clements, and Miss Clarke as well as our new graduate assistant in Maddock, Miss Feist, who has just completed her geography degree at Reading University.
The U4s had used their creativity to design their own strategies for collecting data on how eco-friendly the houses in Reading were. We were delighted to find a whole road with solar panels, but sadly no green roofs (except The Space at Queen Anne’s)!
Additionally, they all completed an index of housing decay, which considers how well maintained housing is, and an environmental quality assessment, which enabled them to use the Likert Scale to quantify their opinions of the quality of neighbourhoods.
This data is already starting to be used in lessons, with the ultimate aim of students applying the information to answer their initial enquiry questions. We are using ArcGIS, online GIS software, to produce spatial representations of their data in order to analyse patterns and trends. These skills are critical requisites at GCSE and A Level geography, and we are confident that our U4s will now be able to go on and build on their learning from the field trip, allowing them to reach the highest levels of achievement in geography.
Fieldwork outside of the classroom is so important to develop good geographers and indeed independent learners, and for students to experience ‘real people, real places’ that they may not otherwise come across on their travels. For this reason, we really appreciate parental support of fieldwork, so thank you.”
Thank you very much Miss Clarke, we look forward to hearing about the next geography field work trip.