USING FIELD-BASED GEODIVERSITY INFORMATION IN SCHOOLS.
WHAT DO SCHOOLS WANT? HOW CAN RIGS AND CCW HELP?
Cathie Brooks
Alwyn Roberts
A research project conducted for the Countryside Council for Wales
October 2006
1 Content
Acknowledgements
Executive Summary
Chapters 1 Project Rationale
2 Research Design
3 Geodiversity in the National Curriculum for Wales Primary 3-11 Secondary 11-16 Secondary 16-19
4 Existing Geodiversity Resources Primary 3-11 Secondary 11-16 Secondary 16-19 Teachers 16-19 Regional
5 Research into Future Geodiversity needs Primary 3-11 Secondary 11-19 Examination Board personnel Welsh Baccalaureate Qualification Residential Centre personnel
6 Initiatives undertaken by this project Foundation Phase KS 2 & 3 KS 4
7 Case Study, Anglesey Primary 3-11 Secondary 11-16 Secondary 16-19
8 Conclusions and Recommendations
2 Appendices
1 Acknowledgements
2 Distribution and size of entry of: WJEC Advanced GCE geography and geology; WBQ, North Wales, 2005
3 Geodiversity Audit
3A Primary 3-11
3B Secondary 11-16
3C Secondary 16-19
3D Cross-curricular components
4 Existing Geodiversity Resources, detail on specific resources
4A Primary 3-11: ESTA
4B Secondary 11-16: UKRIGS
4C Field sites in current educational use in North Wales
4D Regional: N Wales RIGS
5 Questionnaires for future geodiversity needs
5A1 & A2 Primary schools
5B1 & B2 Geography departments in Secondary schools
5C1 & C2 Geology departments in Secondary schools
6 Details of initiatives undertaken
6A Adapting North Wales RIGS Urban Geology Trails for educational use
6B Proposed KS4 Earth science submission for WJEC KS4 Science practical test
7 Questionnaires, Case Study, Anglesey
7D1 & D2 Primary schools
7E1 & E2 Science departments in Secondary schools
3
Acknowledgements
The authors would like to thank Dr Stewart Campbell CCW, Mr Carl Atkinson CCW, Mrs Nerys Mullally CCW, Dr Margaret Wood, GeoMộn and Gwynedd and Mộn RIGS, for their insightful inputs into the design, development and writing of this project.
Many other individuals have also very willingly given us time and shared their experience and knowledge. Their considered opinions to the issues addressed by this report have been vital. We are indebted to the staff in many schools, WJEC officers and examiners, providers of geodiversity education, RIGS groups. We hope that the recommendations given in the report accurately reflect their views.
The names of those who have contributed to this research project are found in Appendix 1.
4 Executive Summary
1. The main objective of this research project was to:
‘Set up a pilot study to establish the need for local Regionally Important Geodiversity field sites (RIGS) and other relevant field-based geodiversity resources as tools to deliver National Curriculum requirements within Science, Geology and Geography syllabi, through targeted liaison with teachers.’ (1.4) 2. To achieve this objective the project was further charged to establish:
1. the geological/geodiversity field-related resources that teachers require in order to deliver elements of the National Curriculum in science, geology and geography; 2. the capacity of teachers to deliver 1 (above) assuming the provision of the correct resources; 3. specific educational materials that are required to deliver the above (e.g. sites, worksheets, trails, thematic leaflets and web-based products); 4. a formal network of schools contacts to allow future delivery and dissemination of CCW and RIGS geoconservation products and initiatives. (1.4)
3. The project was designed to investigate: what geodiversity resources are required by a) the curriculum b) the teachers? what geodiversity resources are available c) from N Wales RIGS delete sites after all reference to RIGS d) from other sources? e) a comparison of the two main strands to identify gaps in provision and future needs. (2.1)
4. The research techniques used were: analysing databases of examination entry; internet searches; questionnaires; telephone interviews; face to face discussions with teachers, LEA advisers, field centre staff, examination personnel, North Wales RIGS members, existing providers of field-based Earth science resources. (2.5, 2.6, 2.9, 2.10, 2.11, 2.14)
5. An audit has been produced which tabulates geodiversity in the National Curriculum for Wales. This is separated into Primary 3-11, Secondary 11-16, Secondary 16-19 for ease of reference. (Appendices 3A, 3B, 3C)
6. Geodiversity is mandatory in some curricular areas; in others it is possible to use field- based geodiversity as a context in which to acquire understanding of concepts or development of skills.
7. Field-based geodiversity is mandatory in Advanced GCE and GCSE Geology. Other subjects which have field-based elements which may be based on geodiversity are Advanced GCE, GCSE and KS3 Geography and Advanced GCE and GCSE Environmental Science. GCSE and KS3 Science contain geodiversity but there is no tradition of linking this to field-based learning. KS2 and KS1 emphasise fieldwork but have limited reference to geodiversity. (3.6, 3.7, 3.8)
8. Geodiversity could have a large part to play in cross-curricular themes. The mandatory Personal and Social Education (PSE), includes environmental issues, as does Education
5 for Sustainable Development (ESD). Studying a part of Wales contributes to Curriculum Cymreig, and the majority of Key Skills can be addressed during fieldwork activities. The core of the Welsh Baccalaureate Qualification (WBQ) could include field-based geodiversity. (3.2, 3.8.3, Appendix 3D)
9. The report is being written at a time of educational change. It is recommended that CCW/RIGS concentrate future resources on areas of curriculum review where large numbers of students are involved and also on courses which contain much geodiversity. This includes the Foundation phase, GCSE Science, Advanced GCE Geology and Geography. CCW/RIGS should maintain close links with Welsh Baccalaureate Qualification (WBQ) as it moves out of the pilot phase. There is currently an opportunity for CCW/RIGS to lobby WAG for the inclusion of geodiversity in the development of criteria for Education for Sustainable Development and Global Citizenship (ESDGC). (3.10)
10. Existing field-based geodiversity resources are divided into primary, secondary 11-16, secondary 16-19, teacher 16-19, regional resources, since the educational audience for each of these is different. Some of the resources were evaluated by teachers. (4.1)
11. Existing resources for all ages include workshops, CD Roms, free download and hard copies of articles, kits. Details for each Key Stage are found in Chapter 4. The most common topics covered are: limestone; graveyards; quarries. There are also resources on coasts and sustainability issues. (4)
12. Resources available for field-based geodiversity of North Wales include: RIGS audits; RIGS Urban Geology Trail leaflets written for the public; Earth Science Education Unit (ESEU), Keele provides a programme of free INSET; Web-based databases provided by British Geological Society (BGS) and Environment Agency Wales; Booklets to accompany geological trails, in the main very dated. The RIGS material is not adapted for educational use. (4.10.1, 4.7.1, 4.8)
13. There is extensive educational material in existence on field-based geodiversity of other regions. In England, UKRIGS, Earth Science On-Site Project (ESOS); Cheshire RIGS English Nature’s (Natural England’s) website home page Scottish Earth Science Education Forum (SESEF) and Earth Science Education Unit, Keele (ESEU) have produced a variety of resources to support the teaching of 5-14 Environmental Studies in Scotland British Geological Survey (BGS) and National Museum of Wales along with WAG administering the Aggregates Levy Sustainability Fund (ALSF) have provided a free interactive bilingual CD Rom and workshops for pupils and teachers. This is an educational development to accompany a research study on the sustainability of geodiversity resources in the Bristol Channel BGS is currently combining resources on the Mendips Assynt Geopark has provided virtual reality field trips Devon has produced a CD Rom Somerset CC has produced downloadable material in a case study of a local river catchment (4.3, 4.4, 4.6, 4.10.2)
6 14. Most teachers were unaware of the majority of these existing resources. It is recommended that CCW, with its educational brief for geodiversity, plays a pivotal role in disseminating such information to teachers. There is an important role for an Educational Adviser within CCW. (4)
15. The project has identified future school needs for geodiversity resources through the use of questionnaires and interviews with teachers and other educational personnel.
The Primary School survey revealed the following. Teachers indicated that they would benefit from geodiversity resources for the proposed Foundation Phase. A large number of schools already use the CCW educational pack on Snowdon and they would like to see similar publications on other areas. Information about RIGS sites should be adapted for use in primary schools. Other towns should be included in the Urban Geology Trails to cover a wider area with associated work-sheets. Schools across North Wales indicated that they would support the GeoMôn Geopark. It was suggested that some of the web-sites they were shown should be translated into the Welsh language. (5.1)
The Secondary Schools 11-19 survey was based mainly on questionnaires returned by Geography teachers, meetings held with science teachers on Anglesey and two teachers of Advanced GCE Geology. The survey revealed the following. Teachers felt that CCW should prepare a bilingual fieldwork booklet on geomorphological fieldwork. RIGS were seen as being too specialised for geography students but more information about geomorphological features would be welcomed. RIGS for geological use should be in the form of detailed resources and worksheets for a few selected safe sites for all age groups to illustrate points of interest with web-based materials to enable individual school development for more local or inaccessible sites. Sites developed in localities close to the school were requested. The sites should be prepared in the form of a day’s trip. Development of resources for the geodiversity content of the new science specification, in particular Plate Tectonics. Development of KS4 science Internal Assessments based on the geodiversity content. Urban Geology Trails were seen as being of great value for KS3, especially with associated worksheets. Many schools showed an interest in supporting the GeoMôn Geopark. Virtual Reality fieldtrips and video-clips were seen as having a great potential. Any work-sheets should be easily adaptable for the needs of individual teachers and individual schools. (5.2)
Discussions with Welsh Joint Education Committee (WJEC) personnel highlighted the need for new field-based geodiversity resources for examination classes in Advanced GCE Geology, Geography and GCSE Science. Revised National Criteria mean that examination boards are revising their Advanced GCE and GCSE specifications. Discussions were confined to WJEC, Chapter 2.
7 Major changes in the assessment of Advanced GCE geomorphological fieldwork means a move away from the assessment of large projects. In future there will probably be more local field-based teaching/learning assessed through an examination. This will require new resources.
Advanced GCE Geology is to retain a six module structure and internal assessment of fieldwork. The introduction of climate change will require new resources. Field sites illustrating past climate change in N Wales rocks should have a priority in the future. (5.3)
Consideration was given to the possible use of geodiversity resources in the core of the Welsh Baccalaureate Qualification (WBQ). Two possible suggestions were: a) development of an Urban Geological Trail as a community initiative to encourage tourism; b) research into the conflicts of environmentally friendly sustainablity policies and economic growth - related to quarrying, fossil fuels v renewable alternatives. (5.4)
Discussions with the teaching staff of two Residential Centres in North Wales revealed considerable support for the resources already produced by RIGS and the following suggestions were made for future resource development. The RIGS geological / geomorphological sites need to be grouped to form a day’s fieldwork. To enable the sites to be used by secondary pupils it is important that they are linked to worksheets. It would be an advantage to have the sites shown on a web-site with information about location and main features. Geological Trails of nearby towns e.g. Llanrwst and Betws y Coed would be useful, especially if linked work-sheets for different age groups were provided on a web-site. Aerial photographs of geological and geomorphological features would be valuable – possibly as video clips. Virtual Tours of important geological / geomorphological sites a thematic approach were seen as being of great value to introduce topics before a field visit and for follow up work. Geodiversity resources for primary schools should encourage fieldwork in the immediate locality. (5.5)
16. Both primary and secondary teachers were asked as to their preference in terms of the format of any resources being produced by CCW and RIGS. Despite the many advantages of electronic formats – web-sites and CD Roms, it was still felt that hard copies have an important role to play. (5.2, 5.3)
17. During the course of the research work ideas put forward by teachers led to the authors taking the first steps in suggesting the production of geodiversity resources. Three initiatives were taken. • Setting up clusters of primary school teachers to prepare resources for the proposed Foundation Phase. • A model for the educational development of the Urban Geology Trails. • Preparation of an Internal Assessment for KS 4 Science based on geodiversity. (6.1 – 6.5)
8 18. In response to the aims of the Local Anglesey Geodiversity Plan (LAGP) to maximise the geodiversity resources of the island to help in the education of the local children a questionnaire survey and interviews with primary school teachers and science teachers in secondary schools determined the nature of resources needed for a specific region. The proposed CCW/Gwynedd and Mộn RIGS strategy for Anglesey is to: support primary clusters to develop Foundation resources; develop links to existing facilities at Wylfa; combine with ESEU to provide an INSET day for secondary teachers incorporating both workshops and field visits; commission a series of investigative worksheets for KS 3 and 4 science students; evaluate fieldwork investigations which could be used for internal assessment for WJEC KS4 Science; use their local knowledge to suggest suitable Advanced GCE investigations/sites on Anglesey. (7.4, 7.5, 7.6)
19. The gaps between available and identified future school needs have been mapped and form the basis of the proposed strategy for how CCW/RIGS can help schools with field- based geodiversity information. Future products can be itemised as:
a) modification of RIGS sites material into local resources KS2, KS3 regional resources; KS4, Advanced GCE Teaching b) development of virtual reality fieldwork; KS2, KS3, KS4, Advanced GCE c) regional information pack; KS2, KS4, Advanced GCE d) educational material for Urban Geological Trails; KS2, KS3. e) access to specimen kits; KS2, KS3 f) geodiversity fieldwork around the school; Foundation, KS3 science g) Earth science field-based assessment for WJEC. KS4 science.
20. The strategy 8.18 identifies the nature of these products and indicates how CCW/RIGS can help with each.
a) Modification of RIGS documentation.
These should be modified for three audiences. A. Primary KS2 - non-specialist background information on a day’s tour of the geomorphology, rocks and soils of a school area with ‘hands-on’ investigative activities as downloadable material or laminated packs. B. Secondary - a limited number of sites which have regional interest, chosen for their variety, excellence of features, accessibility and safety for large groups. The format should emulate the web-based UKRIGS ESOS initiative but with less geological background detail. C. Teaching /Advanced GCE research - accessible to a national audience through a CCW web-based facility combining features of the English Nature website and the Devon register of educational geodiversity sites. (8.15) More advanced facilities could be included. (4.10)
The suggested contribution of CCW/RIGS to these developments is detailed in 8.18. It includes liaison with teachers, writing non-specialist and specialist background material, providing web-based resources and introductory INSETs.
9 b) Development of virtual reality fieldwork.
This is in increasing demand. It takes different forms: photographs on powerpoint; video- clip; flyover of features. If the websites above are developed as recommended, teachers could extract photographs/videoclips and individualise a sequence for their particular demands from the website.
c) Regional information pack.
A regional pack could be downloaded from the introductory section of the proposed website. A more comprehensive regional development of ‘Wales’ Journey‘ could be adapted from the Scottish model. This would provide photographs and kits for the Urban Geological Trail development.
d) Educational material for Urban Geological Trails.
It is suggested that an additional set of educational resources is produced rather than modifying all the original pamphlets. A single set of generic resources should be produced with sets of photos of building stones, fossils, climate and igneous environments, and an examplar worksheet.
e) Access to specimen kits.
This could be in the form of sets of specimens or sets of ‘virtual reality’ photographs. If the urban trail is developed as recommended, specimens and downloadable photographs of textures would be available with that resource.
f) Geodiversity fieldwork around the school.
It is recommended that CCW continues to support the primary teacher clusters writing materials for the Foundation phase, described in 8.8.
g) Earth science field-based assessment for WJEC.
One of two field-based assessment resources identified has been written by the research team in the WJEC required format, Appendix 6B. Since this needs to be submitted to WJEC for approval at an early date it is recommended that CCW/RIGS place a high priority on evaluating the proposed field-based Earth science assessment. (8.18)
21. A number of recommendations are proposed for organising the preparation and distribution of geodiversity resources. • Close liaison with examination board Officers and National Curriculum for Wales developers. • Co-operation between different organisations involved in the preparation of geodiversity resources for schools as there is a considerable overlap at present. • There are a number of resources which should be translated into Welsh e.g. ESTA primary resources, web-sites. • The marketing of any resources which are developed is very important and advantage needs to be taken of INSET sessions and to form strong links with advisory teachers. It is recommended that CCW/RIGS use: √ primary cluster days for which there is funding; √ annual examination boards INSET days in North Wales; √ ESEU who are going to develop primary resources in the near future.
10 • CCW/RIGS should investigate ALSF funding for a RIGS Education Officer whose role would be to liaise with educationalists to develop resources and to ensure the fruitful use of published resources.
(5, 8.16)
22. There is need for the wide dissemination of the report on this research project. (8.16)
11 Crynodeb Gweithredol
1. Prif nod y project ymchwil oedd:
“Sefydlu astudiaeth beilot i brofi yr angen am safleoedd gwaith maes lleol o Bwysigrwydd Geoamrywiaeth Rhanbarthol (RIGS) ac adnoddau geoamrywiaeth perthnasol eraill yn seiliedig ar waith maes fel dulliau i gyflwyno anghenion y Cwricwlwm Cenedlaethol o fewn meysydd llafur Gwyddoniaeth, Daeareg a Daearyddiaeth, drwy dargedu cysylltiadau efo athrawon” (1.4)
2. Er mwyn cyflawni nodau’r project yr oedd angen rhoi sylw i ofynion pellach megis:
1. adnoddau gwaith maes daearegol / geoamrywiaeth y mae athrawon eu hangen er mwyn cyflwyno elfennau’r Cwricwlwm Cenedlaethol mewn gwyddoniaeth, daeareg a daearyddiaeth: 2. cymhwyster yr athrawon i gyflwyno 1 (uchod) gan gymryd fod adnoddau cymwys yn cael eu paratoi: 3. defnyddiau addysgol penodol sydd eu hangen i gyflwyno’r uchod (e.e. safleoedd, taflenni gwaith, teithiau, taflenni thematig ac adnoddau ar y we): 4. creu rhwydwaith ffurfiol o gysylltiadau efo ysgolion gan ei gwneud yn bosibl i gyflwyno a lledaenu gwybodaeth am gynnyrch geowarchodaeth a datblygiadau newydd gan Gyngor Cefn Gwlad Cymru (CCGC) a Safleoedd Daearegol/Geomorffolegol o Bwysigrwydd Rhanbarthol. (1.4) Cyngor Cefn Gwlad Cymru (CCGC) – Countryside Council for Wales (CCW) Safleoedd Daearegol/Geomorffolegol o Bwysigrwydd Rhanbarthol - Regionally Important Geological/Geomorphological Sites (RIGS).
3. Cynlluniwyd y project er mwyn gwneud gwaith ymchwil ar: I. Yr adnoddau geoamrywiaeth sydd eu hangen: a) i ateb gofynion y cwricwlwm b) ar athrawon II. Yr adnoddau geoamrywiaeth sydd ar gael c) gan RIGS Gogledd Cymru ch) o ffynonellau eraill III. Cymharu y ddau brif linyn er mwyn nodi’r bylchau mewn paratoadau ac yn sgil hyn penderfynu beth fydd yr anghenion i’r dyfodol. (2.1)
4. Defnyddiwyd y technegau ymchwiliol canlynol: dadansoddi cronfa ddata cofnodion arholiadau; ymchwiliadau rhyngrwyd; holiaduron; cyfweliadau dros y ffôn a chyfweliadau wyneb yn wyneb efo athrawon, ymgynghorwyr AALl, staff canolfannau maes, personél byrddau arholi, RIGS Gogledd Cymru a darparwyr adnoddau Gwyddoniaeth Daear yn seiliedig ar waith maes sydd yn bodoli’n barod. (2.5, 2.6, 2.9, 2.10, 2.11.2.14)
5. Paratowyd archwiliad sydd yn tablu elfennau geoamrywiaeth yng Nghwricwlwm Cenedlaethol Chymru. (Atodiad 3)
6. Y mae geoamrywiaeth yn orfodol mewn rhai rhannau o’r cwricwlwm, tra mewn rhannau eraill y mae’n bosibl defnyddio geoamrywiaeth yn seiliedig ar waith maes o safbwynt ennill dealltwriaeth o gysyniadau neu i ddatblygu sgiliau.
12 7. Y mae gwaith maes geoamrywiaeth yn orfodol mewn TAG Uwch a TGAU Daeareg. Pynciau eraill sydd efo elfennau o waith maes y gellid eu seilio ar geoamrywiaeth yw TAG Uwch, TGAU a CA3 Daearyddiaeth a TAG Uwch Gwyddoniaeth Amgylcheddol. Y mae TGAU a CA3 mewn Gwyddoniaeth yn cynnwys geoamrywiaeth ond nid oes traddodiad o gysylltu’r elfennau hyn efo gwaith maes. Y mae CA1 a 2 yn pwysleisio gwaith maes ond prin yw’r cyfeiriadau at geoamrywiaeth. (3.6, 3.7, 3.8)
8. Gallai geoamrywiaeth chwarae rhan bwysig mewn themâu traws-gwricwlaidd. Y mae Addysg Bersonol a Chymdeithasol (ABCh) sydd yn orfodol, yn cynnwys materion amgylcheddol, yn ogystal ag Addysg ar gyfer Datblygiad Cynaliadwy (ADC). Y mae astudio ardal o Gymru yn cyfrannu tuag at y Cwricwlwm Cymreig a gellir cyflwyno y rhan fwyaf o’r Sgiliau Allweddol drwy weithgareddau gwaith maes. Gallai elfennau craidd y Cymhwyster Bagloriaeth Cymru (CBC) gynnwys geoamrywiaeth yn seiliedig ar waith maes. (3.2, 3.8.3, Atodiad 3D)
9. Ysgrifennir yr adroddiad mewn cyfnod o newidiadau addysgol. Argymhellir y dylai CCW/RIGS ganolbwyntio ar greu adnoddau mewn meysydd ble mae adolygiad cwricwlaidd yn digwydd efo nifer fawr o ddisgyblion a chyrsiau sydd yn cynnwys llawer o geoamrywiaeth. Y mae’r rhain yn cynnwys y Cyfnod Sylfaen, TGAU Gwyddoniaeth, TAG Uwch Daeareg a Daearyddiaeth. Dylai CCW a RIGS gadw cysylltiad agos efo Cymhwyster Bagloriaeth Cymru (CBC) wrth symud ymlaen o’r cyfnod peilot. Y mae cyfle i CCW/RIGS lobïo Cynulliad Cenedlaethol Cymru er mwyn iddynt gynnwys geoamrywiaeth wrth iddynt ddatblygu’r meini prawf ar gyfer Datblygiad Cynaliadwy a Dinasyddiaeth Byd-eang. (ADCDF) (3.10)
10. Y mae’r adnoddau geoamrywiaeth sydd yn seiliedig ar waith maes wedi eu rhannu i’r grwpiau canlynol: cynradd, uwchradd 11 – 16, uwchradd 16 – 19, athrawon ac adnoddau rhanbarthol gan fod y galwadau addysgol ar gyfer pob un o’r rhain yn wahanol. Arfarnwyd rhai o’r adnoddau hyn gan athrawon. (4.1)
11. Y mae’r adnoddau sydd yn bodoli’n barod ar gyfer yr holl ystod oedran yn cynnwys gweithdai, CD Romau, copiau caled o erthyglau neu rai y gellir eu llawrlwytho yn rhad ac am ddim a phecynnau. Gwelir gwybodaeth ar gyfer pob Cyfnod Allweddol ym Mhennod 4. Y pynciau mwyaf cyffredin yw: calchfaen, mynwentydd, chwareli. Y mae hefyd adnoddau ar astudiaeth o arfordiroedd a materion amgylcheddol. (4)
12. Y mae adnoddau ar gael yn barod yng Ngogledd Cymru ar gyfer geoamrywiaeth yn seiliedig ar waith maes gan gynnwys: • Archwiliadau RIGS; • Taflenni Teithiau Daearegol Trefol wedi eu paratoi ar gyfer y cyhoedd; • Y mae Uned Addysg Astudiaethau Daear (ESEU), Keele yn paratoi rhaglen Hyfforddiant mewn Swydd (HMS) yn rhad ac am ddim; • Cronfa ddata wedi ei pharatoi gan y Gymdeithas Ddaearegol Brydeinig ac Asiantaeth yr Amgylchedd Cymru; • Llyfrynnau yn gysylltiedig â’r teithiau daearegol yn dueddol o fod wedi dyddio. Ni addaswyd adnoddau RIGS ar gyfer defnydd addysgol. (4….) 13. Y mae defnyddiau eang yn bodoli’n barod am geoamrywiaeth yn seiliedig ar waith maes mewn ardaloedd eraill:
• UKRIGS yn Lloegr – Earth Science On-Site Project (ESOS); RIGS Sir Gaer; • Tudalennau ar safwe English Nature (Natural England);
13 • Y mae’r canlynol wedi paratoi amrywiaeth o adnoddau ar gyfer dysgu Astudiaethau Amgylcheddol i’r ystod oedran 5 – 14 yn Yr Alban – Fforwm Addysg Gwyddoniaeth Daear Yr Alban (Scottish Earth Science Education Forum - SESEF) ac Uned Addysg Gwyddoniaeth Daear (Earth Science Education Unit, Keele - ESEU) • Y mae’r Gymdeithas Ddaearegol Brydeinig (British Geological Society – BGS) ac Amgueddfa Genedlaethol Cymru sydd yn cydweithio efo Llywodraeth Cynulliad Cymru i weinyddu’r Gronfa Cynaliadwyedd Ardoll Agregau – CGAA (Aggregate Levy Sustainability Fund – ALSF) wedi paratoi ar gyfer athrawon a disgyblion CD Rom ddwyieithog rhyngweithiol a thaflenni gwaith yn rhad ac am ddim. Y mae hyn yn ddatblygiad addysgol sydd yn cyd-fynd â gwaith ymchwil ar gynaliadwyedd adnoddau geoamrywiaeth Môr Hafren; • Y mae’r Gymdeithas Ddaearegol Brydeinig wedi paratoi adnoddau ar Fryniau Mendip; • Y mae Parc Daearegol Assynt wedi paratoi teithiau maes rhithwir; • Y mae Dyfnaint wedi paratoi CD Rom; • Y mae Cyngor Sir Gwlad yr Haf wedi paratoi defnyddiau y gellir eu llawrlwytho yn ymwneud ag astudiaeth achos o afon leol. (4 ….)
14. Nid oedd y mwyafrif o’r athrawon yn ymwybodol o’r adnoddau hyn. Y mae briff addysgol CCW ar gyfer geoamrywiaeth yn golygu y dylent chwarae rôl ganolog mewn lledaenu’r math yma o wybodaeth i athrawon. Dylai hyn fod yn rôl holl bwysig i Ymgynghorydd Addysg o fewn CCW. (4 ….)
15. Y mae’r project wedi ymchwilio i anghenion ysgolion o safbwynt adnoddau geoamrywiaeth i’r dyfodol drwy ddefnyddio holiaduron a chyfweliadau efo athrawon ac eraill yn ymwneud â byd addysg.
Bu i’r arolwg o ysgolion cynradd amlygu’r canlynol
Y byddai manteision i athrawon o dderbyn adnoddau geoamrywiaeth ar gyfer y Cyfnod Sylfaen arfaethedig Fod nifer fawr yn defnyddio pecyn addysgol Cyngor Cefn Gwlad Cymru ar Yr Wyddfa ac yn dymuno cael pecyn tebyg am ardaloedd eraill Y dylid addasu’r wybodaeth am safleoedd RIGS ar gyfer ysgolion cynradd Y dylid paratoi Teithiau Trefol Daearegol ar gyfer trefi eraill efo taflenni gwaith cysylltiedig Fod ysgolion ar draws Gogledd Cymru yn nodi eu cefnogaeth i Barc Daearegol, GeoMôn Y dylid cyfieithu rhai o’r safweoedd geoamrywiaeth i’r iaith Gymraeg. (5.1)
Yr oedd yr arolwg o ysgolion uwchradd wedi ei seilio ar athrawon Daearyddiaeth a thrafodaethau efo dau athro Daeareg TAG Uwch. Bu i’r arolwg amlygu’r canlynol
Fod yr athrawon yn credu y dylid paratoi llyfr gwaith maes geomorffolegol dwyieithog Fod y wybodaeth am safleoedd RIGS yn rhy anodd i ddisgyblion daearyddiaeth ond byddai croeso i wybodaeth ychwanegol am nodweddion geomorffolegol Ar gyfer cyflwyniadau daearegol dylid dewis nifer bychan o safleoedd RIGS diogel gan baratoi adnoddau manwl a thaflenni gwaith i egluro pwyntiau o ddiddordeb arbennig efo gwybodaeth ar y we i alluogi ysgolion unigol i ddatblygu safleoedd lleol neu rhai anghysbell Y gellid datblygu safleoedd RIGS yn agos i’r ysgolion Y gellid trefnu’r safleoedd ar ffurf taith diwrnod Fod teimlad fod y Teithiau Trefol Daearegol yn werthfawr iawn ar gyfer CA3 ac y dylid paratoi taflenni gwaith cysylltiedig
14 Fod nifer o ysgolion yn dangos diddordeb mewn cefnogi Parc Daearegol, GeoMôn Y gwelid llawer o botensial mewn gwaith maes rhithwir a chlipiau-fideo Y dylai fod yn rhwydd addasu unrhyw daflenni gwaith ar gyfer anghenion unigol athrawon ac ysgolion unigol. (5.2)
Bu i drafodaethau efo nifer o staff Cyd Bwyllgor Addysg Cymru (CBAC) amlygu’r angen am adnoddau geoamrywiaeth newydd yn seiledig ar waith maes ar gyfer dosbarthiadau arholiad mewn TGAU Uwch Daeareg, Daearyddiaeth a TGAU Gwyddoniaeth. Y mae adolygiadau yn y Meini Prawf Cenedlaethol yn golygu fod CBAC yn adolygu y manylebau ar gyfer TAG Uwch a TGAU. Fel yr eglurwyd ym Mhennod 2 yr oedd y trafodaethau wedi eu cyfyngu i CBAC.
Y mae newidiadau mewn asesu gwaith maes geomorffolegol o fewn TAG Uwch Daearyddiaeth yn golygu na fydd angen paratoi projectau mawr. Yn y dyfodol y mae’n debygol y bydd mwy o bwyslais ar waith maes yn yr ardal leol a’r asesiad yn digwydd drwy gyfrwng arholiad. Bydd angen adnoddau newydd ar gyfer hyn.
Y mae TGAU Uwch Daeareg yn parhau i gynnwys chwech modiwl ac asesiad mewnol o waith maes. Bydd astudiaeth o newid hinsoddol yn orfodol a bydd angen adnoddau newydd i gyflwyno’r pwnc. Yn y dyfodol dylid rhoi blaenoriaeth i safleoedd gwaith maes yng Ngogledd Cymru sydd ag arwyddion o newidiadau hinsoddol yn eu gorffennol. (5.3)
Rhoddwyd ystyriaeth i’r posiblrwydd o ddefnyddio adnoddau geoamrywiaeth yn y gwaith ymchwiliadol craidd o fewn Cymhwyster Bagloriaeth Cymru (CBC) - Y Bac Cymreig. Dau gynnig oedd: a) defnyddio Taith Ddaearegol Drefol fel sylfaen i arolwg o’r adeiladau mewn ardal gan arwain at baratoi taflen ar gyfer ymwelwyr; b) datblygu dealltwriaeth o sut y gellir sicrhau polisiau amgylcheddol llesol cynaliadwy a thwf economaidd – yn gysylltiedig â thanwyddau ffosil a datblygiadau egni amgen. (5.4)
Bu i drafodaethau efo staff dysgu mewn dwy Ganolfan Preswyl yng Ngogledd Cymru ddangos cefnogaeth bendant i’r adnoddau y mae RIGS wedi eu cynhyrchu’n barod a chyfeiriwyd at y pwyntiau canlynol:
Dylid cysylltu’r safleoedd daearegol / geomorffolegol er mwyn paratoi diwrnod o waith maes. Dylid cael taflenni gwaith cysylltiedig ar gyfer disgyblion uwchradd. Byddai’n fanteisiol cael safleoedd wedi eu dangos ar y safwe efo gwybodaeth am y lleoliad a’r prif nodweddion. Byddai Teithiau Daearegol o drefi eraill yn fanteisiol e.e. Betws-y-Coed a Llanrwst, efo taflenni gwaith i grwpiau o wahanol oedran i’w cael ar safwe. Byddai ffotograffau o’r awyr o nodweddion daearegol a geomorffolegol yn ddefnyddiol – o bosibl fel clipiau-fideo. Manteisiol paratoi Teithiau Rhithwir o safleoedd daearegol a geomorffolegol efo nodweddion pwysig neu’n cynnwys syniadau thematig ar gyfer cyflwyno pynciau cyn gwneud gwaith maes neu fel gwaith dilynol. Dylai adnoddau geoamrywiaeth ar gyfer ysgolion cynradd roi pwyslais ar yr ardal gyfagos. (5.5)
15 16. Gofynwyd am farn athrawon cynradd ac uwchradd ynglŷn â’r fformat y dylai CCW a RIGS ddefnyddio wrth baratoi adnoddau. Er fod nifer o fanteision i’w gweld mewn fformatiau electronig – safweoedd a CD Romau, yr oedd teimlad cryf fod gan gopiau caled rôl bwysig o hyd. (5.2,5.3)
17. Yn ystod y gwaith ymchwil bu i’r syniadau a gyflwynwyd gan yr athrawon arwain yr awduron i gynnig y camau cyntaf mewn paratoi adnoddau geoamrywiaeth. Rhoddwyd ystyriaeth i dair menter
Sefydlu clystyrau o athrawon ysgolion cynradd i baratoi adnoddau ar gyfer y Cyfnod Sylfaen arfaethedig. Sefydlu model i wneud defnydd addysgol o’r taflenni Daearegol Trefol. Paratoi Asesiad Mewnol ar gyfer CA 4 Gwyddoniaeth wedi ei seilio ar gynnwys geoamrywiaeth y manylebau. (6.1 – 6.5)
18. Mewn ymateb i nodau Partneriaeth Geoamrywiaeth Lleol Ynys Môn (Local Anglesey Geodiversity Partnership – LAGP) i wneud y defnydd gorau posibl o adnoddau geoamrywiaeth yr ynys ar gyfer addysg y plant penderfynwyd paratoi holiaduron a chynnal cyfweliadau efo athrawon cynradd ac athrawon gwyddoniaeth yn yr ysgolion uwchradd er mwyn darganfod pa adnoddau y gellir eu datblygu ar gyfer rhanbarth penodol. Strategaeth arfaethedig CCW / RIGS Gwynedd a Môn ar gyfer Ynys Môn yw:
cefnogi clystyrau o athrawon mewn ysgolion cynradd i baratoi adnoddau ar gyfer y Cyfnod Sylfaen; datblygu cysylltiadau efo Gorsaf Yr Wylfa gan wneud defnydd o’r cyfleusterau; cydweithio efo ESEU i baratoi diwrnod Hyfforddiant Mewn Swydd ar gyfer athrawon uwchradd gan gyfuno gweithdai ac ymweliadau maes; comisiynu cyfres o daflenni gwaith ymchwiliadol ar gyfer disgyblion yng Nghyfnodau Allweddol 3 a 4; arfarnu ymchwiliadau gwaith maes y gellid eu defnyddio ar gyfer asesiadau mewnol manylebau CBAC mewn Gwyddoniaeth CA4; defnyddio gwybodaeth leol i gynnig ymchwiliadau/safleoedd addas ar gyfer TAG Uwch.
(7.4 – 7.6)
19. Gall CCW/RIGS roi cymorth efo anghenion addysgol geoamrywiaeth yn seiliedig ar waith maes i’r canlynol: a) addasu defnyddiau RIGS ar gyfer: Adnoddau lleol CA2, CA3 Adnoddau rhanbarthol CA4, TAG Uwch b) datblygu gwaith maes rhithwir CA2, CA3, CA4, TAG Uwch c) pecyn gwybodaeth rhanbarthol CA2, CA 4, TAG Uwch ch) defnyddiau addysgol Teithiau Daearegol Trefol CA2, CA3 d) y defnydd o gitiau e.e. cerrig, ffosiliau CA2, CA3 dd) gwaith maes geoamrywiaeth o amgylch yr ysgol Sylfaen, CA3 Gwyddoniaeth e) asesiad geoamrywiaeth ar gyfer Gwyddoniaeth CA4
20. Y mae strategaeth 8.18 yn dynodi nodweddion y cynhyrchion hyn ac yn disgrifo sut y gall CCW/RIGS roi cymorth ym mhob achos
16 a) Addasu RIGS
Dylid addasu rhain ar gyfer tri grŵp gwahanol. A. Cynradd CA2 – paratoi gwybodaeth i athrawon sydd heb gefndir arbenigol am daith diwrnod o amgylch ardal yr ysgol gan gyflwyno defnyddiau am y geomorffoleg, creigiau a phriddoedd drwy weithgareddau ymchwiliadol ymarferol y gellir eu llawrlwytho neu pecynau wedi eu lamineiddio. B. Uwchradd - dewis nifer cyfyngedig o safleoedd o ddiddordeb rhanbarthol o safbwynt amrywiaeth a rhagoriaeth y nodweddion, hygyrchedd a diogelwch ar gyfer grwpiau mawr. Dylai’r fformat efelychu menter UKRIGS ESOS ar y safwe ond efo llai o fanylder daearegol. C. TAG Uwch – Dysgu/Gwaith Ymchwil – ar gael yn genedlaethol drwy safwe CCW gan gyfuno nodweddion safwe English Nature a chofrestr Swydd Dyfnaint o safleoedd geoamrywiaeth addysgol. (8.15) Yn ogystal gellid cynnwys cyfleon mwy uchelgeisiol.
Rhoddir disgrifiad manwl o’r argymhellion a gyflwynir i CCW ynglyn â’r cynigion hyn yn 8.18. Y maent yn cynnwys sefydlu cysylltiadau efo athrawon, paratoi defnyddiau cefndir ar gyfer rhai efo arbenigedd a rhai heb arbenigedd, paratoi adnoddau ar y we a threfnu cyflwyniadau ar gyfer sesiynau Hyfforddiant Mewn Swydd. b) Datblygu gwaith maes rhithwir.
Y mae galw cynyddol am adnoddau o’r math. Y mae’n bosibl eu cyflwyno mewn ffyrdd gwahanol: ffotograffau ar PowerPoint; clipiau fideo; lluniau o’r awyr o nodweddion diddorol. Os yw’r safweoedd yn cael eu datblygu fel yr argymhellir gall athrawon addasu y ffotograffau/clipiau fideo fel dilyniant dewisol yn ôl y galw. c) Pecyn gwybodaeth rhanbarthol.
Gellir datblygu pecyn gwybodaeth rhanbarthol i’w lawrlwytho o’r cyflwyniad i’r safwe arfaethedig. Y mae’n bosibl y gellid addasu model Yr Alban a chreu datblygiad rhanbarthol cynhwysfawr o “Deithio Cymru”. ch) Defnyddiau Addysgol ar gyfer Teithiau Daearegol Trefol.
Argymhellir y dylid paratoi set newydd o adnoddau addysgol yn hytrach nag addasu y pamffledi gwreiddiol. Byddai’n bosibl paratoi set o adnoddau generig yn cynnwys pecyn o ffotograffau yn dangos creigiau adeiladu, ffosiliau, amgylcheddau hinsoddol ac igneaidd ac enghraifft o daflen waith. d) Defnyddio citiau o samplau.
Paratoi citiau ar gyfer ysgolion yn cynnwys samplau neu ffotogaffau rhithwir. Drwy ddilyn yr argymhellion ar gyfer y teithiau trefol byddai’r samplau a ffotograffau o’r gweadau i’w llawrlwytho ar gael i gefnogi’r adnodd. dd) Gwaith maes geoamrywiaeth o amgylch yr ysgol.
Argymhellir fod CCW yn parhau i gefnogi clystyrau o athrawon cynradd i baratoi adnoddau ar gyfer y Cyfnod Sylfaen, fel y disgrifwyd yn 8.8. e) Asesiadau Gwyddor Daear yn seiliedig ar waith maes ar gyfer CBAC.
Yn Atodiad 6B y mae un enghraifft o’r ddau asesiad mewnol posibl ar gyfer Gwyddoniaeth CA4 wedi ei ysgrifennu yn y fformat y mae CBAC yn argymell. Gan fod angen cyflwyno’r asesiad i’w
17 gymeradwyo gan CBAC mor fuan ag sy’n bosibl argymhellir fod CCW/RIGS yn rhoi lefel uchel o flaenoriaeth i arfarnu’r asesiad enghreifftiol.
21. Cyflwynir nifer o argymhellion o safbwynt trefnu’r gwaith paratoi a dosbarthu yr adnoddau geoamrywiaeth:
sefydlu cysylltiadau clos efo swyddogion y bwrdd arholi a datblygwyr y cwricwlwm cenedlaethol; datblygu cyd-weithrediad rhwng y gwahanol fudiadau sydd yn ymwneud â pharatoi adnoddau geoamrywiaeth ar gyfer ysgolion gan fod cryn gorgyffwrdd yn bodoli yn bresennol; dylid cyfieithu nifer o adnoddau i’r Gymraeg e.e. adnoddau cynradd ESTA (Earth Science Teachers Association) a safweoedd perthnasol; y mae marchnata’r adnoddau sydd yn cael eu datblygu yn holl-bwysig a dylid manteisio ar sesiynau HMS athrawon a ffurfio cysylltiadau cryf efo athrawon ymgynghorol. Argymhellir fod CCW/RIGS yn defnyddio: o dyddiau clwstwr cynradd sydd wedi eu hariannu yn barod, o dyddiau HMS y byrddau arholi yng Ngogledd Cymru, o ESEU sydd yn bwriadu datblygu adnoddau ar gyfer ysgolion cynradd. dylai CCW/RIGS ymchwilio i’r posiblrwydd o wneud cais am gefnogaeth ariannol gan Gronfa Cynaliadwyedd Ardoll Agregau – CGAA (Aggregate Levy Sustainability Fund – ALSF) ar gyfer apwyntio Swyddog Addysg RIGS efo’r rôl o gysylltu efo addysgwyr i ddatblygu adnoddau a sicrhau fod yr adnoddau sydd wedi eu cyhoeddi’n barod yn cael eu defnyddio’n effeithiol. (5, 8.16)
22. Y mae angen sicrhau for yr adroddiad yn cael ei ledaenu’n eang er mwyn adlewyrchu’r gwaith ymchwil a wnaethpwyd ar gyfer y project. (8.1 – 8.16)
18 Chapter 1 Project Rationale
1.1 The Countryside Council for Wales (CCW) Corporate Plan includes the objectives
‘Promoting opportunities for people to understand and appreciate our natural heritage by formal education (including life-long learning), and better interpretation’
‘Provide and promote targeted information about natural heritage….’
1.2 This research project contributes to CCW’s Corporate plan by recommending a strategy for
‘providing support and information to key subject teachers/lecturers to supplement course work study and by establishing the links between schools, colleges and universities with their respective most appropriate local RIGS or other field-based Geodiversity resources.’
The research from this project will inform CCW’s priorities in the development of educational resources for Earth sciences.
1.3 Traditionally, it has been the responsibility of government, through official bodies such as the Countryside Council for Wales (CCW), to protect geodiversity by designating Sites of Special Scientific Interest (SSSI) and National Nature Reserves (NNR). In recent years this has been supplemented by the work of local voluntary groups who select local and Regionally Important Geodiversity Sites (RIGS). RIGS are the most important sites for geology, geomorphology and soils outside the nationally recognised network of SSSI.
There are many RIGS groups in the United Kingdom, under the umbrella of the UKRIGS organisation. In Wales, groups in North East Wales (NEWRIGS), Gwynedd & Môn and Central Wales operate under a national body called the Association of Welsh RIGS Groups (AWRG).
An application was submitted to the Welsh Assembly Government, Aggregates Levy Sustainability Fund (ALSF) for a grant to conduct a Geodiversity Audit of two areas: North East Wales (the old county of Clwyd), and Gwynedd & Môn. The aim of the RIGS audit was to undertake a systematic site assessment of North Wales in order to conserve the most important geological and geomorphological features. This involved a survey, creation of a database and notification to the local authorities. The NEWRIGS project 2004-2006 is complete with the database created on CD Rom, and Gwynedd & Môn will be complete in 2007.
The audit was envisaged as Phase 1 of a rolling programme leading to other developments, one of which is
‘the provision of educational material for dissemination to local schools and colleges.’
This research project also addresses the above development. The project is thus, in this initial stage, confined to the two RIGS audit areas, North Wales. However, geodiversity curriculum demands are national and many of the conclusions and recommendations are applicable to other regions.
1.4 The main objective of the present research project was to
‘set up a pilot study to establish the need for local field sites (RIGS) and other relevant field-based geodiversity resources as tools to deliver National Curriculum requirements within science, geology and geography syllabi, through targeted liaison with teachers.’
19
To achieve the above objective the project was further charged to establish
5. the geological/geodiversity field-related resources that teachers require in order to deliver elements of the National Curriculum in science, geology and geography. 6. the capacity of teachers to deliver 1 (above) assuming provision of the correct resources. 7. specific educational materials that are required to deliver the above (e.g. sites, worksheets, trails, thematic leaflets and web-based products). 8. a formal network of schools contacts to allow future delivery and dissemination of CCW and RIGS geoconservation products and initiatives.
20 Chapter 2 Research design
2.1 The project was designed to investigate: what geodiversity resources are required by a) the curriculum b) the teachers? what geodiversity resources are available c) from N Wales RIGS sites d) from other sources? e) a comparison of the two main strands to identify gaps in provision and thus future needs.
2.2 The project confined the research to North Wales educational establishments and links to North Wales RIGS, as explained in Chapter 1. a) Curriculum requirements
2.3 The project confined its research to the National Curriculum in Wales, which is a Government framework that sets out what must be taught to children in schools in Wales, and at what ages.
2.4 The Welsh Assembly Government (WAG) also provides the criteria from which all examinations taken by Welsh students have to be devised.
2.5 Databases of schools in North Wales entering examinations in geography were supplied by the Welsh Joint Education Committee (WJEC). Analysis of these data indicated that the vast majority of the schools in the region entered students for WJEC geography examinations (Appendix 2).
There is only one GCSE Geology specification nationally and this is administered by WJEC. There are two Advanced GCE Geology specifications nationally, one is WJEC. A summary distribution of WJEC Advanced GCE geology centres is found in Appendix 2.
Teaching to new examination specifications in GCSE Science started September 2006 so data on student entry in GCSE Science are currently unavailable.
Schools following the Welsh Baccalaureate Qualification (WBQ) and the International Baccalaureate (IB) are in Appendix 2. It was decided to concentrate on WBQ rather than IB since there are only two IB Centres in North Wales.
2.6 The curriculum audit was confined to the National Curriculum for Wales since the research region is within Wales. An analysis of the examination entry data concluded that the detailed audit of examination requirements should be restricted to WJEC specifications for science, geography and geology.
2.7 Identification of where, in the curriculum, field-based geodiversity in North Wales could be used as a context for teaching and learning was researched using internet searches of the WAG, WJEC, AQA and IB web sites. Information on future curriculum demands was obtained through interviews with WJEC Officers.
2.8 A detailed audit of geodiversity opportunities in the curriculum has been produced (Chapter 3 and Appendix 3).
21 b) Teacher requirements
2.9 A main purpose of the project was to establish the resources that teachers require in order to deliver field-based geodiversity topics of the National Curriculum for Wales and also the field-based geodiversity required in the examination specifications for science, geography and geology (Chapter 5).
2.10 To determine these needs a programme of sampling was devised to ensure the inclusion of a cross section of the educational establishments in North Wales. A case study area was targeted with a denser sampling coverage (Chapter 7). The conclusions from the curriculum audit, Chapter 3, enabled the project to concentrate on selected curriculum areas. Bilingual questionnaires were produced and submitted to the sample of primary and secondary schools, ensuring a geographical spread across the region.
2.11 Further information was obtained through a programme of telephone and face-to-face interviews arranged with selected schools, including private schools and Residential Centres (Chapter 5). c) N Wales RIGS sites
2.12 Meetings with Gwynedd & Mộn RIGS Group and North-East Wales RIGS Group established available site resources, publications and other potentially useful information and products (Chapter 4 and Appendix 4).
2.13 Meetings with UKRIGS personnel allowed the authors to gain from the ongoing experience of developing educational RIGS resources in England (Chapter 4 and Appendix 4). d) Other resources
2.14 A list of geodiversity resources published by CCW was obtained.
2.15 Attendance at Earth Science Education Unit (ESEU) facilitators meetings, further discussion with ESEU personnel, and downloadable ESEU web-based material, highlighted current issues on geodiversity resources. The recently developed model for the development of primary geodiversity resources in Scotland was analysed.
2.16 An audit of web-based geodiversity resources was completed. This included sites which themselves collated resources.
2.17 Hard copies and CD Roms of geodiversity materials relevant to the project have been compiled.
2.18 Information on current resource development in a regional setting was obtained through contact in meetings and the 2006 annual ESTA conference. This information was analysed to incorporate best practice in our recommendations.
2.19 Availability of geodiversity education at sites, other than RIGS, in the region was researched through contact with quarry managers/ quarry trade federation, Maritime Officer, Snowdon National Park, Field study Centre, Country Parks.
2.20 Examples of web-based virtual fieldwork sites in North Wales were analysed.
2.21 Good examples of geodiversity resources, developed in a North Wales context, for examination purposes were supplied by WJEC personnel.
22 2.22 Each resource has been analysed and is discussed in more detail in Chapter 4 and Appendix 4. The content of each resource has been matched to the curriculum requirements and added, against the appropriate age and specification demands, to the curriculum audit ( Appendix 3). e) Future needs
2.23 The resource requirements identified by teachers were mapped against existing resources. The gaps have been identified (Chapter 8). Best practice has also been recognised by dialogue with teachers, examination board personnel and evaluation of existing resources. The gaps and best practice inform the conclusions in this report which provides recommendations on the nature and quality of resources to be produced in the future.
2.24 This project has initiated some resource developments in order to: maintain enthusiasm generated by the project; allow teachers a view of the nature of possible resource development; prepare material for imminent use (Chapter 7).
23 Chapter 3 Geodiversity in the National Curriculum for Wales
3.1 - 3.5 Introduction 3.6 Geodiversity in the Primary Sector 3 -11 3.7 Geodiversity in the Secondary Sector 11-16 3.8 Geodiversity in the Secondary Sector 16-19 3.9 Education Outside the Classroom Manifesto 3.10 Conclusions and recommendations for the research design
3.1 Geodiversity is the rich variety of rocks, minerals, fossils, landforms, soils, and related processes that form our planet. The resulting landscapes provide the framework for life on earth, influencing both people and biodiversity. (from ‘A Local Geodiversity Action Plan (LGAP) for Anglesey’, Stewart Campbell, Countryside Council for Wales, June 2006 [pre- consultation draft]). Study of named regions in Wales is not a mandatory part of any subject specification. Educational establishments are free to choose any region that illustrates curriculum statements. However, Curriculum Cymreig and Welsh Baccalaureate Qualification (WBQ) require reference to Wales.
3.2 The National Curriculum for Wales comprises (i) subject-specific content and (ii) cross-curricular themes. Illustration and concepts in the curriculum may be delivered using individually chosen topics, environments or regions. The aim should be to make geodiversity resources in North Wales so exciting that many teachers will choose to use geodiversity to illustrate the more generic topics.
(i) Relevant subject-specific curricula include: Environmental Science; Geography; Geology; Science
(ii) Relevant cross-curricular themes include: Curriculum Cymreig; Education for Sustainable Development (ESD); Key Skills; Personal and Social Education, (PSE) A description of these is found in Appendix 3D.
Both subject-specific curricular and cross-curricular themes progress from Early years to: KS1; KS2; KS3; KS4; 16-19 education.
3.3 This report is being written at a time of great educational change. Primary modifications will be phased in from 2008-2010 GCSE Science has already undergone a major revision, start of teaching 2006, other revised GCSEs will be introduced by 2009 Revised Advanced GCE criteria were published in September 2006. Examination Boards are about to embark on writing specifications to match these new criteria for ‘start teaching’ in September 2007. Research into the WBQ Pilot phase was published in July 2006. Responses to this will inform the way forward.
24 Welsh Assembly Government’s Learning Pathways 14-19 Guidance II was published 2006.
‘The Curriculum in Wales is being reviewed with the aim of establishing a curriculum for the 21st century. September 2009… revised National Curriculum in Wales KS4 implementation, in earlier Key Stages from September 2008. There will be a revised PSE, extended to 16-19, implementation September 2008.’ Action Plan for Education for Sustainable Development and Global Citizenship, Jane Davidson, AM, WAG, September 2006. http://new.wales.gov.uk/topics/educationandskills/publications
3.4 The curriculum audit, Appendix 3, has been prepared from curriculum statements for 2006, and, where known, from future curriculum statements.
3.5 A separate curriculum audit has been prepared for each age range.
Primary 3 -11 Pre-school, Key Stages 1&2 Appendix 3A Secondary 11-16 Key Stages 3&4 Appendix 3B Secondary 16-19 Advanced GCE, WBQ Appendix 3C
Each of the three above audits is a table structured in the same way.
For each Key Stage:
the first column: itemises, in the following order, statements from √ Programmes of Study (POS) of National Curriculum in Wales subjects, i.e. common guidelines for all teaching and learning, followed, in KS4 and Advanced GCE, by √ WJEC specifications, geography, science, geology i.e. the interpretation of national criteria by the Welsh examination board, followed by √ Personal and Social Education - the mandatory cross-curricular themes.
the middle columns: identify where cross-curricular themes of Curriculum Cymreig (CC) Education for Sustainable Development (ESD) could be addressed through the content of the first column. Key skills are not individually identified since the degree to which Communication, Application of Number, IT, Problem Solving, Improving own Learning and Performance, Working with Others are addressed depends on the method of teaching and learning not the content.
the final column: identifies existing geodiversity resources appropriate to the content statements.
The audit indicates the following important features of the geodiversity curriculum in Wales.
3.6 GEODIVERSITY IN THE PRIMARY SECTOR The full curriculum audit is in Appendix 3A.
The Primary Curriculum is currently divided into three main stages:
i. Early Years – ages 3 - 5. The ‘Desirable Learning Outcomes’ for pre-school children. ii. Key Stage 1 – ages 5 - 7. iii. Key Stage 2 – ages 7 -11.
25 However changes to the Primary curriculum are currently being piloted and will be phased in: in September 2008 for pupils aged 3 – 5; in September 2009 for pupils aged 5 – 6; in September 2010 for pupils aged 6 – 7. The changes, found in ‘The Learning Country’, WAG, state that the ‘Desirable Learning Outcomes’ and Key Stage 1 will be integrated to enable teachers to ensure the rounded progress of the children through a Foundation Phase with a curriculum extending from 3 to 7 years old. There is also to be a greater emphasis on outdoor learning.
‘Indoor and outdoor environments that are exciting, stimulating and safe promote children’s development and natural curiosity to explore and learn through first-hand experiences. The Foundation Phase environment should promote discovery and independence and a greater emphasis on using the outdoor environment as a resource for children’s learning.’
3.6.1 Foundation requires children to experience the familiar world through enquiry, investigating the indoor and outdoor environment. The home, school, landscapes within their local area should be the setting. Children should: √ be able to use correct terms, maps and plans; √ be aware of the impact of people’s actions on the environment and show concern for the natural world; √ be able to distinguish man-made and natural materials and sort them into groups.
3.6.2 Primary KS1 should: √ learn through investigation; √ observe and describe their local area and a contrasting locality; √ sort, recognize and name common types of materials and recognize that some are found naturally; √ understand how their environment could be made better or worse and how they can make a difference.
3.6.3 Primary KS2 should: √ learn through investigation; √ enquire into the local and contrasting areas; √ study environmental change; √ describe and group rocks and soils, separate solids by sieving, solubility.
3.7 GEODIVERSITY IN THE SECONDARY SECTOR 11-16 The Full curriculum audit is in Appendix 3B.
3.7.1 National Curriculum for Wales KS3
Changes to these National Curriculum statements are expected in the next two years. Both science and geography emphasise enquiry. Geography includes fieldwork; science uses fieldwork as an example of enquiry situation. Geography requires students to study: √ rivers or coasts; √ the water cycle; √ how the vegetation of one major ecosystem is related to climate, soil and human activity; √ how conflicting demands on the environment arise, effect of sustainable development on environmental planning and managing. Science requires students to study: √ the ways in which living things and the environment of Wales can be protected;
26 √ how freezing of water leads to the physical weathering of rocks; √ how igneous, sedimentary and metamorphic rocks are formed; √ the rock cycle; sedimentary, metamorphic and igneous processes that take place over different timescales, and that these processes determine the texture and mineralogy of rocks; √ the possible effects of burning fossil fuels on the environment [e.g. production of CO2 on rock surfaces]; √ how carbonates react with acids to form salts, representation by word equations; √ everyday applications of neutralisations [e.g. treatment of acid soil]. PSE requires students to: √ develop a sense of personal responsibility towards the environment; √ understand the key issues of sustainable development.
3.7.2 National Curriculum for Wales KS4 Changes to the geography National Curriculum statements are expected in the next three years.
GCSE Geography requires students to: √ study a range of … environments, show an appreciation of the environment, as well as awareness of the ways in which people and environments interact, the importance of sustainable development in those interactions; √ acquire and apply the skills and techniques - including those of …fieldwork… needed to conduct geographical study and enquiry. From this, WJEC GCSE Geography Specification A includes: weathering and mass movement; upland glaciated landscape; river valley/the coastline; flooding. From this, WJEC GCSE Geography Specification B includes: flooding; landform sustainability; conflicts between economic activity and the physical environment.
The following science statements are those introduced in 2005 for teaching from 2006. GCSE Science skills knowledge and understanding should be set in the context of four science areas, one of which is: ‘environment, Earth and universe’. This science area has three statements. The relevant statement to geodiversity is
√ the surface and the atmosphere of the Earth have changed since the Earth's origin and are changing at present.
From this, WJEC GCSE Science Specification includes:
√ evolution, causes of extinction; Use development of the theory of continental drift, plate tectonics to show the development of new scientific ideas. Know that rocks can be: formed where tectonic plates move apart and magma rises to fill the gap producing new igneous rock; deformed and/or recycled where tectonic plates move towards each other driving down the denser plate which may melt to form magma that on cooling forms igneous rock. √ evaluate the social, economic and environmental impact on the use and extraction of metals; √ long-term disposal of radioactive waste materials;
27 √ limestone use, evaluate the social, economic and environmental effects of limestone quarrying; √ investigate nuclear decay series…. investigations into the age of rocks..and the Earth.
GCSE Geology The course includes a minimum of at least three days or equivalent in the ‘field’. This includes field teaching situations not directly assessed as whole investigations but beneficial for the acquisition of geological understanding and skills. Geological enquiry based in the field, and, if the Centre wishes, in the laboratory, is assessed by the teacher from at least one piece of work, on the basis of four Skills Areas: P Planning; O Obtaining evidence; A Analysing and considering evidence; E Evaluating.
Geological topics are divided into five: Earth materials; Earth Processes; Earth Structures; Earth Resources; Earth History. All the content of this specification is relevant to geodiversity. Detail can be obtained on the WJEC website http://www.wjec.co.uk/exams.html
PSE requires students to know: √ about the main global issues which pose a threat to the environment; √ how to participate in collective decisions to live and act sustainably.
3.8 GEODIVERSITY IN THE SECONDARY SECTOR 16-19. The full curriculum audit is in Appendix 3C.
3.8.1 2006 WJEC specifications
AS Geography
√ Drainage basin: flood hydrograph and river regimes; the passage of water influenced by factors including water budget, soil conditions, geology, vegetation; landforms of one floodplain; flooding. √ Development of one soil type. √ Investigative Geography. Either: An examination paper that includes data from fieldwork investigations from physical environments. Or: A report of a fieldwork investigation undertaken to investigate an AS topic.
A2 Geography
For either glacial or coastal environments: √ landforms - processes interact with the geology; √ landforms exist in a state of dynamic equilibrium. Interactions between geomorphological processes, landforms and human activity; √ evaluation of management strategies of the glacial or coastal environment.
Advanced GCE Geology states
28
‘all Advanced candidates should have devoted a minimum of six days, AS candidates a minimum of three days, to geological work in the field. Only a proportion of this time should be devoted to assessed coursework’
Development of skills is given a high priority in this specification. All the content of this specification is relevant to geodiversity. Detail can be obtained on the WJEC website http://www.wjec.co.uk/exams.html
AS Geology
√ The Foundation Geology unit where basic concepts only are to be addressed is organised into: Matter: the global structure of the Earth and the composition of its crust. Energy: the Earth's energy sources, the internal and external geological processes. Time and Change: the geological record of change, relative and absolute dating. √ Geology and the Human environment: Natural geological hazards: volcanic, earthquake and mass movement and those caused by human activity; means of predicting, monitoring and controlling them; Geology in environmental planning and civil engineering projects; waste disposal, water, mining, civil engineering e.g. roads/tunnels. √ Investigative geology assessment through: either (a) External assessment: A problem-solving exercise based on a geological problem map, specimens, photographs and other data; or (b) Internal assessment: A report of one field-based geological investigation of a locality or small area.
A2 Geology
√ Interpreting the Geological Record Rock Forming Processes Rock deformation The fossil record Geological map interpretation √ Geological themes - a choice of two out of four themes 1: Quaternary geology 2: Geology of natural resources 3: Geological evolution of Britain 4: Geology of the lithosphere √ Geological Investigations Assessment made against the following: • Planning • Implementing • Analysing evidence and drawing conclusions • Evaluating evidence and procedures At least 50% of the assessment is to be from evidence derived from fieldwork.
3.8.2 Changes to 16-19 curriculum from 2007
A Geography
Geography is to change from a 6 module to a 4 module structure. ‘Assessment must be entirely through external assessment.’ [Externally set, completed under controlled conditions, marked externally]
29 This means a change for the assessment of geomorphological fieldwork . Currently, this is optionally assessed through internal assessment [teacher marked] at AS. The A2 individual investigation, which includes fieldwork, is also internally assessed and forms one of three modules at this level.
The relevant parts of the National Advanced GCE Geography Criteria September 2006, are: AS and Advanced GCE specifications in geography should encourage students to: - carry out research, and out-of-classroom work including fieldwork, as appropriate to the topics selected. In addition for A2 the specifications should require students to: - undertake individual research/investigative work, including fieldwork - critically reflect on and evaluate the potential and limitations of approaches and methods used both in and outside the classroom.
To combine the new assessment regime and the new criteria a different approach to teaching/learning/assessment in the field will be required. This will have a marked effect on future needs for field-based geodiversity resources.
Advanced GCE Geology
Advanced GCE sciences are retaining a 6 module structure and internal assessment at AS and A2.
The relevant parts of the National Criteria for Science, QCA September 2006 are: Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts. AS - Global tectonics - Surface processes and sedimentary rocks - Internal processes, igneous and metamorphic rocks - Geological time A2 - Collection and interpretation of geological data including maps and photos, logs and other data - Life on Earth - Earth materials and resources - Sustainability and environmental issues related to resources, including water and energy - Climate change evidence and impacts over varying timescales, past climates and their interpretation in the rock record.
3.8.3 Welsh Baccalaureate Qualification (WBQ)
There will be three levels of qualification 1. Foundation - with options at GCSE D-G, NVQ LEVEL1, BTEC Introductory 2. Intermediate - with options at GCSE A-C, NVQ LEVEL2, BTEC First Diploma 3. Advanced - with options at Advanced GCE, NVQ LEVEL3, BTEC National Diploma
The WBQ is formed of two parts.
Core - consisting of four components i.e. Key Skills; Wales, Europe and the World; Work- related Education; Personal and Social Education.
Options - courses/programmes currently offered e.g. GCSE, VGCSE, AS/Advanced GCEs, VCE Vocational Advanced GCEs), GNVQ, NVQ, BTEC.
30 Geodiversity could be included within all four aspects of the core:
√ by learning more about the local environment in Wales, Europe and the World; √ in Work-related education where students could take part in an enterprise activity to help students understand how businesses work; √ PSE where students could explore sustainability issues, complete community work by clearing RIGS sites; √ By developing transferable skills, Key Skills, whilst working in the field, in addition to taking existing A and GCSE Geology and Geography.
An evaluation of the pilot stage of the WBQ was published July 2006. www.nottingham.ac.uk/education/centres/ It recommended phased introduction of WBQ into Welsh education.
Recommendations from the evaluation which are relevant to this project include: 9.23 If the WBQ is rolled out, there will be a need for more exemplars of good practice and more networking opportunities for staff at all levels to share experiences and knowledge; 9. 47 Ensure support activities are not seen as concentrated in South Wales.
3.9 ‘Education Outside the Classroom’ Manifesto
The Department for Education and Skills (DfES) has recently been consulting on the above manifesto. The main aim of the Manifesto is to provide all children and young people with a variety of high quality learning experiences outside a classroom environment. The aims of the manifesto include: √ Give all children a wide range of high quality experiences outside the classroom, including at least one residential experience; √ Support schools and the wider workforce so they have easily accessible advice, guidance and resources, as well as professional development opportunities; √ Support schools and local authorities so they are better able to manage visits safely and efficiently; √ ‘Make the case’ so there is widespread understanding and acceptance of the unique contribution these experiences make to young lives; √ Encourage partnerships between schools (locally, nationally and internationally), local authorities, local providers and other organisations, so that in each area the range of options for visits and activities is more comprehensive and more easily understood; √ Offer a better service by working more effectively together and creating common standards.
The details within these aims are found in http://www.dfes.gov.uk/consultations. CCW/RIGS, in commissioning this research, are fulfilling the aims of the Education Outside the Classroom Manifesto.
3.10 Conclusions and recommendations for the research design
Conclusions from this audit informed the research design. Decisions were taken to target the opinion of teachers on future resource needs in specific curriculum areas. These decisions were based on two criteria. 1. Teachers are more likely to use resources if they are targeted at, and closely relevant to, revised curricula where new material has to be prepared. 2. There is more likely to be a higher take-up if there are large numbers of students involved.
31 Primary Sector It was considered that the imminent introduction of a new Foundation Phase which incorporates more out-of-doors learning should be a high priority for the development of new resources. This development is only for Wales. There will be no development of new resources for this phase in England. The curriculum area matches both the above criteria.
Secondary Sector KS3 Curricula have been in place some time and secondary teachers are concerned with immediate changes at KS4. Since criteria are to be changed in the next 2-3 years it was thus decided not to target this area of the school curriculum but advise CCW/RIGS to wait until more is known about the proposed changes at this level.
GCSE Geography has also been in place for some time. Changes to the criteria are expected in 2-3 years. WAG has decided, inSeptember 2006, that the current internally assessed [coursework] fieldwork ‘project’ will disappear in its current form. Many local teachers will need help at this stage and it is recommended that CCW/RIGS maintain a close watching brief on this situation.
GCSE Science A new specification has been introduced, inSeptember 2006, which incorporates more Earth science. This contains Earth science material that is unfamiliar to many science teachers. Science is a core subject and so all students study this curriculum. GCSE Science was thus considered a high priority for resource development.
GCSE Geology This is highly relevant to geodiversity and any KS4 field-based geodiversity resources developed should reflect geology curriculum demands. However, the subject attracts low numbers. New criteria will be introduced from 2007. It is anticipated that the changes will be to match GCSE Geology to other GCSE sciences. It is recommended that CCW/RIGS maintain a close watching brief on this situation.
A Geography The research project has not concentrated on this area since changes to National criteria were imminent during the period of research. It is likely that Advanced GCE geography will demand a change in the approach to fieldwork teaching and assessment and teachers will be requiring more local illustrative field trips. Information on local sites will then become vital. CCW/RIGS should liaise closely with the WJEC Geography Officer to ensure that newly prepared material is relevant.
A Geology The new National Science Criteria and structure indicate less change than geography. However, liaison with WJEC Chief Examiners is necessary to ensure appropriate resources are developed. A new topic in the specification, climate change, will need new resources to be developed. CCW/RIGS can help by linking interpretation of rocks at field sites to past climate change. The low numbers taking A geology locally mean that the geodiversity resources should be developed to encourage longer residential field trips as well as revive interest in the subject locally.
WBQ Since the core programme allows students to explore geodiversity it was decided to target schools in the WBQ pilot to inform CCW/RIGS of any new potential educational connections.
32 Education Outside the Classroom Manifesto The research should concentrate on determining the nature of high quality, relevant and accessible resources integral to lesson planning, as stated in the DfES Education Outside the Classroom Manifesto. ‘ If schools choose an external provider for their professional development… they should be confident that what is offered will meet their needs.’
This research project thus targeted Primary, Secondary science, Advanced GCE Geology, WBQ, Outdoor Education Manifesto.
33 Chapter 4 Existing Field-based Geodiversity Resources, North Wales
4.2 - 4.4 Primary 3-11 Resources, 4.5 - 4.7 Secondary 11-16 Resources 4.8 - 4.9 Secondary 16-19 Resources 4.10 - 4.11 Teacher 16-19 Resources 4.12 - 4.14 Regional Resources
4.1 Existing resources for field-based geodiversity in North Wales were researched early in the project so that materials could be taken into schools to enable teacher evaluation of existing resources.
PRIMARY 3-11 RESOURCES These include the following materials whose content has been mapped and correlated with the different aspects of the Primary curriculum in the Primary Curriculum Audit (Appendix 3A).
4.2 RIGS Primary resources
1. UKRIGS, Earth Science On-Site Project http://www.ukrigs.org.uk/html/esos.php
This is an education project to use former aggregates sites to develop and publish downloadable examples of high quality Earth science field teaching activities.
The website recommends that the ideas and materials presented should be adapted by schools to be more appropriate for their own purposes and programmes of study.
The downloadable material covers all the information that might be required by a teacher wishing to use a site. For each site the resources include: risk assessment; curriculum links; Earth science background “story” for group leaders as well as the Earth science principles that can be demonstrated at the sites – labeled photographs show exact locations of the features to be studied [one site includes video animations]; suggested preparatory and follow-up work; teaching trail notes; suggested exercises and questions and pupil worksheets; map for group leader; complete summary answer sheet for all sites including additional pictures for guidance.
Three locations with KS2 resources, and their geological context, are: National Stone Centre [NSC], - tropical reef limestone, lead mine, fossils, field sketching;
34 Park Hall Country Park [PHCP], - (Triassic) sandstone, cross bedding, included pebbles; Dryhill Nature Reserve, Kent [DNR] – sloping, bedded sandy limestones/sandstone, differential weathering, folding, faulting, uplift.
2. UKRIGS Cheshire KS2 – Urchins Kitchen, Delamere [KS3 – Teggs Nose, Macclesfield]
The format is a series of stiff laminated colour-photocopied sheets, in plastic folders. The extensive material includes: Teachers’ notes Importance of fieldwork, Curriculum links; Introduction to the area, OS map; Pre-trip preparation and study suggestions, post-trip study suggestions; Answers to Qs that might arise on the trip; Rock type and mineral identification sheet. Pupils’ notes [Differentiated for KS2 and KS3] include: Pre-trip preparation What will we see?, Map; List of what to take; Information on RIGS, Conservation, Threats to the area. For visit Geological history of area; Rock types of area and the theory of their origin; Structures in the area and the theory of their origin; Features in the area and the theory of their origin; Historical aspects; Conflicting interests in the area and development of discussion; Top 10 countdown – pop chart of geological code.
4.3 Other Primary Resources
Resources with free downloadable access from the internet.
1. English Nature http://www.english-nature.org.uk/Science/nature_for_schools/primary.asp
Rocks in our Environment Year 3, 9 downloadable lessons Lesson 3: Rock explorers. This is an out of school experience.
2. Quarry Products Association http://www.virtualquarry.co.uk
This web site has an interactive visit to a quarry which includes driving the lorry, sounding the siren and blowing up the rocks. Different people describe their jobs, e.g. manager, geologist, planner. Further interactive activities include fossils, rock thin sections, places to visit, films of actual examples of the many aspects of quarrying, an image gallery. There are also background notes for teachers and lesson plans. Each topic has a teachers’ briefing, learning objectives and outcomes relating to different
35 subjects in the curriculum, active lesson plans, worksheets, big book downloads, whiteboard activities.
We’re wonderful WALL watchers – uses the school and its grounds Around our school. The investigators. Uses a trail of quarry and local buildings to investigate What’s hidden beneath our feet?
Does That Really Come From a Quarry? - Sorting and using materials. Lesson 1: Are All Rocks and Stones the Same? Lesson 2: Is That Really Made From Rock? Lesson 3: What a Collection We're living in Rocks and Soil! Toothpaste Technology Lesson 1: Is it Really from a Quarry ? Lesson 2: Make Your Own Toothpaste Lesson 3: Test that Toothpaste
3. Tarmac Ltd. http://www.tarmac.co.uk/quarryville
The site uses interactive games to develop the processes in a working quarry, sand and gravel extraction, tests on rock, the importance of limestone and the uses of rock in building a house and in the bathroom.
Regional resources
1. Earth Science In Scottish Schools - Resources to support the teaching of 5-14 Environmental Studies
Scottish Earth Science Education Forum (SESEF) [email protected]. Earth Science Education Unit, Keele (ESEU). [email protected].
There has recently been a very successful promotion of Earth Science teaching in the Primary sector in Scotland (2004). This research project has reviewed the implementation model to assess whether it could be applied to Wales. The targeted age means that the Scottish resource is relevant to KS1 – KS3 pupils in Wales.
The method of promotion has been through local Continuing Professional Development workshops for teachers. These have been run by SESEF and ESEU. Two workshops have been developed. Scotland’s Journey (SJ) Science Through The Window (STTW).
In addition, a CD Rom has been produced which contains a library of various files assembled to support teachers who have attended either of the workshops.
There are teacher notes related to both workshops. They provide background science knowledge and thoughts on teaching and learning in science and give hands-on practical activities. The notes are in Adobe pdf format but are also provided as Word files to enable teachers to edit and
36 modify the text of the original document to suit individual school needs. In addition, the thumb photos, maps, diagrams, video clips used are also in separate files to enable immediate full size use. There are also some animations showing how the distribution of continents and oceans has changed over the past 800 million years. These relate to the Unfolding Story of Scotland’s Journey activity.
There is also a separate section of Scotland’s Journey Rock Collection specimens with a: set of photos of rocks; tabular description; detailed description. Each of the thirteen different rock types represented in the collection have been selected because they have an interesting ‘story to tell’ about how rocks in general are formed and, more specifically, about how Scotland itself was formed. They are intended to support the various activities described in the Scotland’s Journey Teacher Notes found separately on the CD-ROM.
“Scotland’s Journey”, The Story of Earth’s Rocks and Internal Structure Each section contains: Pupil Learning Outcomes, 5-14 Attainment Targets, The Story for Teachers, Activity.
1 The Rocks Under Our Feet 2 Rocks As Clues To The Past 3 Observing And Classifying Rocks 4 Making Sedimentary Rocks 5 Igneous rocks 6 All Change – Metamorphic Rocks 7 Squashing and Squeezing Scotland’s rocks 8 The Internal Structure of the Earth 9 The Unfolding Story of Scotland’s Journey
“Science Through the Window”, Investigating the Science of Atmosphere, Soil, Weathering, Erosion and Landscape Each section starts with the view out of the window and contains: Pupil Learning Outcomes, 5-14 Attainment Targets, The Story for Teachers, Activity.
1 The atmosphere - a mixture of gases 2 Air on the move 3 Weathering - is your school crumbling away? 4 What is soil made of? 5 Erosion - investigating the resistance of rocks 6 The erosive power of flowing water 7 Investigating wind erosion
2. The Outer Bristol Channel Marine Habitat Study (OBCMHS).
Project partners are British Geological Survey www.bgs.ac.uk , and National Museum of Wales www.museumwales.ac.uk . The web site is www.marlin.ac.uk .
37 Sponsorship and involvement is from WAG, Office of Deputy Prime Minister, The Crown Estate, BMAPA, Mineral Industry research Organisation (MIRO). The outreach educational activities are to expand 2006-2008 with support from the Aggregates Levy Sustainability Fund (ASLF) administered by WAG, English Nature, Crown Estate and National Museum of Wales.
The bilingual resources from this multifaceted project are available on a free CD Rom with a second CD Rom becoming available in 2006. There is a hard copy summary document. The geological and biological investigations have an educational development whose aim is to make the results of the research study accessible to as wide an audience as possible. The information is about the aggregate industry, science, and the sustainable use of marine resources.
The project has a ‘Marine Outreach Officer’ who uses the CD Rom to give hands- on school workshops (175 school sessions September 2005-March 2006) in addition to teacher INSET and workshops and activities from a touring exhibition for families and adults at a wide range of events.
The CD Rom has six divisions. √ The Project button gives text and map information on the area. √ The Gallery button gives sets of photographs, video clips and Fledermaus Fly-throughs. √ The Teachers button gives teachers, notes, lesson plans, downloads allowing the classroom use of interactive whiteboard. √ The Activity zone button allows individual pupils to explore the sea bed interactively. By virtual reality and animations pupils follow scientific methods of investigation and use equipment found on a research vessel and in geological labs e.g. sieves. √ The Research button gives a summary of future information expected on the second CD Rom. √ The Student button is where KS3/4 material will appear on the second CD Rom.
The main thrust of the project is biodiversity but much geodiversity information is given concerning offshore geology and sustainability of sand. Many of the communication techniques used here to make the results of the research study accessible to as wide an audience as possible could be adapted to make the RIGS resources suitable for educational use.
3. Parrett Catchment Project Education Resource http://ww.somerset.gov.uk/somerset/ete/pcp/whatyoucando/schools/educationreso urce/index.cfm
This is primarily a KS2 downloadable resource produced by Somerset County Council about the River Parrett. It contains a short unit called "Investigating rivers", which looks at how they work, what they do and the issues surrounding them. There is also a long unit (up to 12 hours of teaching) called "What's Challenging the Parrett?" This concentrates on the Parrett Catchment itself, detailing the features, perspectives and issues in the area, with a focus on the causes and impacts of, as well as the solutions to, flooding. The pack provides a number of ideas for exercises and activities, and field trips.
38
Hard-copy resources
1. Earth Science Teachers’ Association http://www.esta-uk.org/main.html
To date over 50 leaflets have been produced in the centre pages of Teaching Earth Science, the ESTA quarterly magazine by the Primary Earth Science Team [PEST]. These include guidance on field teaching and current developments include geological town trails. Individual article titles and a list of other resources are given in Appendix 4A.
4.4 Conclusions on existing field-based Primary resources
There are supportive materials from ESTA and good downloadable lesson plans from quarry websites which include local/school fieldwork ideas. Excellent examples of detailed material is available on the UKRIGS website. This can be adapted for investigating local RIGS sites. There are many positive lessons to be learnt from the recent introduction of Earth science into Scottish Primary schools.
The Outer Bristol Channel Marine Habitat Study (OBCMHS) provides a model for educational development of geodiversity information. The funding for future educational development of (OBCMHS) is the Aggregates Levy Sustainability Fund (ALSF) who have funded the RIGS audit. Approaches could be made to this body for further funding for educational development of RIGS audits. Dialogue with the ‘Marine Outreach Officer’ could identify good practice for using geodiversity as the context for scientific exploration for KS2. Practising teachers need to be consulted for the development of Foundation Phase.
The gap for Primary needs is bilingual material adapted to the imminent Foundation level in Wales and useable non-specialist resources for North Wales geodiversity sites.
SECONDARY11-16 RESOURCES
Include the following whose content has been mapped and correlated with the different aspect of the Secondary curriculum in the Secondary Curriculum Audit Appendix 3B. Further resources for teachers are in paragraphs 4.9 - 4.12 with details in Appendix 4C.
4.5 RIGS Secondary Resources
1. UKRIGS, Earth Science On-Site Project http://www.ukrigs.org.uk/html/esos.php
This is an education pilot project to use former aggregates sites to develop and publish downloadable examples of high quality Earth Science field teaching activities.
The website recommends that the ideas and materials presented should be adapted by schools to be more appropriate for their own purposes and
39 programmes of study. The downloadable material covers all the information that might be required by a teacher wishing to use a site. For each site the resources include: risk assessment; curriculum links; Earth science background “story” for group leaders as well as the Earth science principles that can be demonstrated at the sites – labelled photographs show exact locations of the features to be studied [some include video animations]; suggested preparatory and follow-up work; teaching trail notes; suggested exercises and questions and pupil worksheets; map for group leader; complete summary answer sheet for all sites including additional pictures for guidance
The nine field sites currently on the dedicated web site accessed through the link above are found in different parts of England, and cover different geological features and ages. The sites are:
Apes Tor, Staffordshire, Shale/muddy fossiliferous limestones, folding/faulting, copper mineralization, breccia from Ice Age scree, river processes; Barrow Hill Nature Reserve, Dudley, clays with plant fossils that were deposited in a floodplain intruded by dolerite, hexagonal jointing, relative age relationships, weathering of gravestones, building materials; Black Rock, Derbyshire, limestone [clear sea], with fossiliferous shales above, covered by coarser grit stone, delta deposits, with coal seams above; Dryhill Nature Reserve, Kent, sloping, bedded sandy limestones/sandstone, differential weathering, folding, faulting, uplift; National Stone Centre, Derbyshire, tropical reef limestone, lead mine, fossils, field sketching; Park Hall Country Park, Stoke-on-Trent, Triassic red beds showing river environments in the rocks; South Elmsall Quarry, West Yorkshire, Permian desert landscape, flooded by sea, evaporite deposits – dolomites, ooliths, ‘algal’ reefs; Tedbury Camp, Somerset, fossiliferous, faulted and folded Carboniferous limestone, unconformably overlain by yellow Jurrassic, oolitic limestone, fossil evidence for mass extinction; The Ercall, Shropshire PreCambrian Volcanics – lava and tuffs, unconformity, Cambrian quartz sands with ripple beds [investigation], tilting and faulting.
Direct hyperlinks to the above information and interactive worksheets are in Appendix 4B.
2. UKRIGS Cheshire
40 Material for KS3 – Teggs Nose, Macclesfield
This material has been described in paragraph 4.3.2.
4.6 Other Secondary Resources
Resources with free downloadable access from the internet.
1. Earth Science Education Unit, (ESEU) http://www.earthscienceeducation.com
ESEU provides a programme of free INSET [cost of expenses for a local trainer only] for Key Stages 3 and 4 in Wales, designed to raise staff confidence and enthusiasm in teaching about the Earth. Workshops can be combined to provide half day, one day or twilight sessions.
Downloadable worksheets are available in English and Welsh. All available material, not just the field-based resources, is given a hyperlink here since these ESEU INSETS are mentioned in the recommendations in Chapter 7, Anglesey. Spot that rock Dynamic rock cycle Plate Tectonics Interactive Continental jigsaw worksheet Investigating the changing Earth and atmosphere Earth science out of doors Will my gravestone last? Any Quarry Guide Risk assessment for all workshops
Additional web resources include:
Virtual rock kit on the web; Visual guide to using graveyard in Earth science teaching; South Elmsall Quarry, An example of how to use a local SSSI in teaching.
KS3 Science through the window - Physics through the window, Chemistry out of the window, Biology through the window, worksheets and photograph library have been developed to encourage science teachers to look outside as an initial step to linking with Earth science and the ‘outdoor classroom’.
2. English Nature (EN) http://www.english- nature.org.uk/Science/nature_for_schools/secondary.asp
The English equivalent of CCW has lesson plans and ideas for tasks on geodiversity topics. e.g.
Rocks and Weathering – The Rock Cycle The topic ‘Rocks and Weathering ends with Lesson 8: Fieldwork.
41 A trip to the local cemetery will enable students to investigate weathering processes in action on a range of rock types. A group project makes use of an urban trail to encourage students to look at their own surroundings whilst considering the properties of rocks used as building materials.
Our Ever Changing Coastal Environment
This site suggests that ‘Teachers should also consider checking the local English Nature Area Team website pages for support with fieldwork.’
3. Joint Earth Science Education Initiative (JESEI) www.chemsoc.org/networks/learnnet/jesei/index2.htm
The site contains 43 Earth science pen and paper, ICT, teacher demonstrations and practicals for biology, chemistry and physics teachers on the Earth’s age, carbon cycle, limestone, plate tectonics, minerals and rocks and other topics. Most of these are practical lab experiments. The following involve some fieldwork.
Chemical weathering of limestone: my breath and rock chippings from the car park Will my gravestone last?: an investigative graveyard visit
This site could be useful for CCW/RIGS personnel writing for a non-Earth science audience.
3. Quarry Products Association http://www.virtualquarry.co.uk/teachers.htm
This site has an interactive visit to a quarry. Interactive activities include fossils, rock thin sections, places to visit, films of actual examples of the many aspects of quarrying. There are background notes for teachers and lesson plans.
Quarries - A fieldwork approach (This is a somewhat simpler version of the ESEU ‘any quarry guide’). Improving the environment, for people, for wildlife or both? Exploring sand/gravel quarry restoration options Limestone landscapes of England (This addresses the formation of limestone, using trail guides as a virtual tour, landscapes, why is limestone quarried? – role play in Pennines) Between a rock and a hard place - exploring hard rock quarry restoration options
One resource on this site provides an example of a role play that could be linked to fieldwork and the role of CCW in decision making. This illustrates geodiversity and geoconservation contributing to the cross-curricular themes e.g. Personal and Social Education [PSE] of the National Curriculum in Wales.
42 Unit 12 – Global Issues, local Action. Marine aggregate production: the challenge of meeting the nation's needs without serious environmental consequences.
Hard copy resources
1. Science of the Earth Units (for Key Stage 4) (14-16), ESTA, 1990-92, included some fieldwork ideas. 1 Will my gravestone last? 7 Neighbourhood Stone Watch. 20 SOS - Save our Sites: Earth Science Conservation in Action.
4.7 Conclusions on existing field-based Secondary 11-16 resources
KS3 and 4 science is well served by downloadable generic field–based resources on quarries, gravestones and limestone. There is the offer of free INSET with bilingual worksheets. Environmental conflicts in quarrying and on coasts are relevant to the geography curriculum. An interesting development is the PSE issue based on environmental decisions that might involve CCW.
The strategy for future resources needs to ascertain the apparent lack of interest of science teachers in the bilingually resourced ESEU workshops.
None of the existing educational material is in a North Wales context.
If ALSF is to be approached to fund educational development of RIGS audit [see para 4.4] KS3/4 science should also be targeted. Development for KS3/4 should incorporate thinking skills. National Grid for Learning, Cymru (NGfL) have models on which bilingual geodiversity material could be developed for KS3/4 science e.g. the website Climate Change in Wales, http://www.ngfl-cymru.org.uk/cc .
SECONDARY 16-19 RESOURCES
These include the following whose content has been mapped and correlated with the different aspects of Advanced GCE and other 16-19 curricula in the Advanced GCE Curriculum Audit Appendix 3C. Resources for teachers are in 4.9.
4.8 Resources with free downloadable access from the internet.
1. British Geological Survey http://www.bgs.ac.uk/magazine/geology/home.html
‘These interactive pages will allow you to wander around Britain, zoom into your favourite areas and investigate the geology of the country’.
www.bgs.ac.uk/britainbeneath/guide.html
This atlas is an interactive GIS using the wealth of digital data, information and knowledge that the British Geological Survey holds on the land beneath our feet.
43 A region, such as NE Wales, may be chosen and base data e.g. Surface geology, Thickness of superficial deposits, Height of the bedrock surface, Bedrock age, Structure of the bedrock, Variation in gravity field, Variation in magnetic field, Compass variation, Magnetic storm effects, Historical geology, may be linked to Land quality and groundwater or Hazards or Resources.
The GeoIndex website is more useful for indicating the availability of data for site-specific investigations.
2. Environment Agency – Wales, http://www.environment-agency.gov.uk/regions/wales
This website contains information that might be useful as an initial stage in research for field-based geodiversity investigations for Advanced GCE geography. (i) Examples of flood alleviation schemes in North Wales. (ii)The Dee conservancy and the Dee Regeneration scheme describe a major drainage basin in the region. (iii) Links are made to publications about flooding in 1998 and 2000.
3. Mineral Industry Research Organisation (MIRO) http://www.goodquarry.com
This website concentrates on measures taken to minimise the environmental impact of surface mineral workings. There are case studies of quarries which give an example of how a particular technique or technology can be used to overcome an environmental issue. There are no geodiversity case studies to date.
4.9 Conclusions on existing field-based Secondary 16-19 resources
There are websites which can aid individual investigation. Most 16-19 resources are described in the teachers section 4.10 and the regional section 4.
16-19 TEACHER RESOURCES.
4.10 The following are some of the teacher resources currently available.
1. Earth Science Teachers’ Association [ESTA] http://www.esta-uk.org/main.html ‘So you’re starting an Advanced GCE Geology course’ – 50 pages of downloadable information, giving contacts and resources. GEOTREX Most Geology teachers work in isolation, constantly re-inventing the wheel; this is inefficient. GEOTREX aims to facilitate networking, leading to the sharing of best resources and ideas, making teaching and learning more effective for everyone. Over 360 files have been collated. Smaller files are downloadable, others are on 2 CDs with notes, powerpoint presentations, self-study guides, covering all major geological topics including setting up fieldwork. Written by geology teachers.
44
2. Welsh Joint Education Committee [WJEC] www.wjec.co.uk
The examination board provides exemplars of good practice for Advanced GCE teaching and discusses them with teachers in their annual INSET.
Geology INSET 2000 AS fieldwork in Trevor Quarry NE Wales, J Conway Progression between AS and Advanced GCE fieldwork, C E Brooks Fieldwork Investigation ideas Advanced GCE coursework in Anglesey, P Loader INSET2001 Guidance notes for planning fieldwork investigations, I Kenyon INSET 2003/4 Powerpoint presentations which detail how to succeed in geological investigations
Geography INSET 2004 included a powerpoint presentation giving an example of a good approach to AS teaching through fieldwork. R Rowbottom described 2.5 field days investigating 4 local topics. INSET 2005 provided a CD Rom of WJEC Advanced GCE Geography fieldwork investigation submissions with comments by the Chief Moderator, one on meanders.
3. British Geological Survey http://www.bgs.ac.uk
The BGS produces much material for teaching field-based geodiversity. This ranges from SETNET, Science and Ambassadorial Scheme, simple downloadable geological time chart, a Welsh geological map produced for Welsh Geology Week, to the interactive geological atlas described in the Advanced GCE section. Geological guides for students and the public are produced but none of them are in Wales. These guides may form a model for development of North Wales regional geological trails.
4.11 Conclusions on existing field-based 16-19 teaching resources
There is recent, extensive, often downloadable, material to help Advanced GCE field-based geodiversity teaching. However, very little relates to North Wales.
45 REGIONAL INFORMATION The following include field-based resources that build up information on a region.
4.12 North Wales
1. N Wales RIGS
A geodiversity audit of two regions, North East Wales (the old county of Clwyd) and Gwynedd & Môn has been undertaken to make a systematic site assessment of the geology and geomorphology of North Wales in order to conserve the most important features. The NEWRIGS project 2004-2006 is complete with the database created on CD Rom, and Gwynedd & Môn will be complete in 2007. Individual site information includes: (i) Grid reference; (ii) Statement of RIGS Interest; (iii) Geological Background; References; (iv) Practical Considerations; (v) Site map with a site boundary and an aerial photograph, initially for the owners;
(vi) Ownership; (vii) Planning Control, Condition, Use and Management.
Since there is an ongoing process of registering these localities with site owners and local authorities, not all information about the sites will be immediately available. It is anticipated that information on categories (i) – (v) above will be accessible through the RIGS groups and their websites. Information within (v) – (vii) is covered by the Data Protection Act.
NEWRIGS
The NEWRIGS geodiversity audit has registered a total of 127 sites with site owners and local authorities. One hundred of these are new, while revised documentation has been provided for 25 sites.
The audit has identified 38 sites that have the potential to be used as education sites. Of these, some are excellent sites and there have been discussions with Yale College, Wrexham, the CCW Education Project and the Open College Network, Wales, on their development.
The educational sites identified are tabulated in Appendix 4C.
Gwynedd & Mộn RIGS Group
A list of sites identified, but not confirmed, as relevant for educational purposes currently (November 2006) on the Gwynedd Mộn RIGS audit is listed in Appendix 4C. The list also contains sites in Ceredigion and Powys.
46 Urban Geology Trails
Trail leaflets have been produced for N Wales towns by the Welsh RIGS Groups. Most are entitled Walking through the Past, Geological Trails in…
Bangor - Lower, Caernarfon, Denbigh, Flint, Llandudno, Llangollen, Mold, Ruthin, Wrexham.
Other, similar, publications are: Stone detectives, a geological guide for Conwy Town; Steaming through the Past, a geological rail trail for the Llangollen Valley; Rhoscolyn: Legend in the rocks, Historical links with Rhoscolyn’s geology.
These are full-colour, folded pamphlets with a map indicating sites. Each site has a bilingual description and colour photograph. All have a geological column and some have additional information about rocks.
Suggestions for development of these resources are found in Chapter 6.
The Precambrian Rocks of the Rhoscolyn Anticline, M Wood, AWRIGS & CCW, 2006
2. CCW
Snowdon Pack – Key Stage 2. The Countryside Code – Education Pack – Primary. Tir Gofal – Access for Educational Purposes. Biodiversity Project – KS 2 – Ponds or Valleys; Woodlands; Hedges. Limestone Pavements in Wales. The Making of Wales Beneath the Rocky Mountains and Green Valleys. Soils in the Welsh Landscape - J.S.Conway
3. Other resources
Field sites in current use. Those currently used by Advanced GCE students from individual schools and Field Study Centres, Plas Tan-y-Bwch, Rhyd-y-creuau are found in Appendix 4C.
Trail guides from the Geologists’ Association
http://www.geologist.demon.co.uk/publist.html
47 39 Lleyn Peninsula (1981) 40 Anglesey (1981)
Addison Landscape Publications The Ice Age in Cwm Idwal, (1988). Snowdon in the Ice Age, (1988) The Ice Age in Y Glyderau and Nant Ffrancon, (1988). Field Interpretation of Pleistocene Deposits, Peter Keene Thematic Trails (1995). Trails on Trial, A Student Guide, Peter Keene Thematic Trails (1995- 1999).
3. Web resources
BBC http://www.bbc.co.uk/education/rocks/index.shtml
Programme Archive Information on slate in North Wales.
The Geological Society of London http://www.geolsoc.org.uk produces a series of information sheets on geoscientific topics of public interest. Earth in our hands - how geoscientists serve and protect the public. These are available free (up to 10 copies).
The Landslides leaflet includes Nefyn. The Aggregates leaflet gives the location of active sand and gravel quarries, crushed rock quarries, regional reserves of aggregate minerals.
A bilingual web site linked to the Wales Tourist Board http://www.wales-underground.org.uk/evolution/minerals.shtml
The website has a trail of several Welsh mining sites. Each contains information of the geology of the mine. Some of the sites have devised heritage trails which include geological information. The North Wales sites on the web are: Great Orme Copper Mines; Welsh Slate Museum; Dinorwig; Sygun Copper Mine, Beddgelert; Llechwedd Slate Caverns, Blaenau Ffestiniog; Braich Goch Slate Mines, Corris; Llywernog Lead and Silver Mines.
4. Virtual Fieldwork http://www.georesources.co.uk/csdintro.htm describes virtual fieldwork on managing coastal sand dunes in N Wales, Aberffraw, Morfa Harlech. The same site gives virtual field work on a river in SE England but this could be adapted to North Wales sites.
48 http://www.virtualfieldwork.com/physical.htm is written by a Chester school. In this website students investigate the changes in river characteristics with distance downstream on photographs of fieldwork at 24 stations on a river in N Wales. Till lain as ground moraine by the retreating Irish Sea ice sheets at the cliff face of the Wirral Country Park is investigated.
4.13 Other regions
Other parts of the UK have developed regional field-based resources. Models developed elsewhere are useful in informing a way forward for CCW/RIGS.
1. English Nature http://www.english-nature.org.uk
On the home page of English Nature website there is a ‘Nature on the map’ feature. An interactive map facility enables click on to ‘geological places to visit’ in England. For each place there is the following information: an interactive map with a variable scale; geological description of the region; geological information of the place including a photographic record; information on SSSIs in the area; hyperlink access to pdf file of detailed geological information.
2. RIGS/Devon County Council, Educational Register of Geological sites in Devon http://www.devon.gov.uk/general_contents_geological.pdf
This is an example of how one region has presented its RIGS audit for educational use. The information is on a CD Rom [2001] obtainable from Devon County Council, Environment Directorate, Lucombe House, County Hall, Topsham Road, Exeter, EX2 4QW E mail [email protected]
The register has the same aims as this CCW/RIGS project.
This Educational Register comprises details of almost 80 sites of geological and geomorphological interest around Devon. It has been compiled as a partnership initiative between Devon County Council, the Devon RIGS Group and English Nature. The Register is designed to be of use in the planning of fieldwork for those teaching geology, geomorphology or related subjects at schools, colleges or universities. The Register has been developed as part of Devon’s contribution to the UK initiative for Regionally Important Geological/Geomorphological Sites (RIGS).
The CD Rom contains a series of Adobe pdf files. The ‘getting started’ instructions direct users to a file ‘Register of Geological Sites’. This is central to the format since links from this file take the user to individual locations. The Register file contains the following overarching content.
49 Section 1: Introduction 1.1 Forward 1.2 Acknowledgements 1.3 Overview 1.4 The Educational Value of the Geology of Devon 1.5 Safety Considerations in Planning Fieldwork 1.6 Visitors with Disabilities Section 2: The Geology of Devon 2.1 Introduction 2.2 The History of Devon’s Geology • A Summary of Geological Timescale of Devon • The Geology of Devon (Geological Map) Section 3: The Sites • Index of Geological Sites • Countywide Map of Geological Sites Section 4: Glossary of Geological Terms Section 5: References, Further Reading and Web Site Links Appendix: A Code for Geological Fieldwork
The Overview describes the choice of sites included and the decisions made about the amount and type of information given. A description of the geology of the region is followed by a geological map of the region and a further site location map where direct hyperlinks can be made to the information of individual sites. The sites have been chosen because of their clear educational potential and their reasonably safe and permitted or established access. A selection of sites within each local authority area in Devon is included within the Register.
Individual site entries generally include the following material: • location details including grid reference, maps details and local authority area; • summary geological / geomorphological description (for non- specialists); • detailed geological / geomorphological description (including technical details); • safety considerations and suggested age-group that site is suitable for; • information on parking and access; • ownership details (when prior appointments for visits is necessary); • relevant references and suggested lines of enquiry; • maps showing the general location of sites and their detailed boundaries or position of key focal points; • photographs and annotated illustrations (where available).
4. Communities and Local Government Aggregate Fund http://www.dclgaggregatefund.co.uk
The BGS is currently the contractor for ‘Foundations of Mendip’, a project funded by dclgaggregate fund. The web site summary indicates the similarity of the Mendips to N Wales in terms of wide variety of geodiversity containing many SSSIs, tourists and quarries. To fulfil stated aims the contractors will produce by March 2007:
• two 1:25 000 scale geological maps, which will show sites of special geological or ecological interest (many in old quarries) as well as nature reserves, SSSIs and other amenity sites;
50 • two simple, attractively illustrated guidebooks accompanying each map (and to be sold with them as a single entity). These will provide a description of the localities shown on the map and provide background information on the geology and natural history of the area, emphasising the role of the aggregates industry in the community and the benefits the industry has on increasing the geodiversity of the area. • an open-access website which will complement and expand on the information contained in the guidebooks. It will also host two interactive 3D models, giving the user the ability to ‘fly-through’ the model, and linked to separate web pages containing relevant text and images.
4. The Geological Society http://www.geolsoc.org.uk
A recent excursion guide to Gower. Gower - story and structure - a complete excursion guide to popular field destination, the Gower Peninsula, South Wales, by Site Editor Ted Nield.
5. http://www.asoldasthehills.org is based on palaeontological research in the Builth Wells Inlier.
6. Assynt Geopark http://www.earth.leeds.ac.uk/assyntgeology
This is a web site developed for a Scottish Geopark recommended by Advanced GCE teachers of Geology. In using the area to describe how mountain ranges are formed it includes animations, sites, maps and sections, a 3D tour, a fly through landscape with geological maps superimposed, controversies, downloads. This is an example of a virtual fieldwork experience in a Geopark.
4.14 Conclusions on existing field-based regional resources
North Wales
North Wales RIGS have produced extensive potentially very useful field-based geodiversity material in their site audits and their Urban Geology Trails. However, this material needs modification for educational use. Other resources in North Wales include information on sites in current use, trails which are often very dated, and websites directed at the public. There has been some virtual fieldwork development.
There is a gap in the provision of educational resources for field-based geodiversity in North Wales.
Other regions
There have been some major educational initiatives in other parts of Wales and the UK. The Outer Bristol Channel Marine Habitat Study (OBCMHS) has recently developed a highly successful bilingual education programme communicating current geological and ecological research to schools, especially at KS2. ALSF is contributing to the funding of a ‘Marine Outreach Officer’ and free bilingual CD Rom which contains interactive activities, photographs, videos and fly throughs.
51 English Nature (Natural England) has an interactive website locating and describing English ‘geological sites’. Devon has taken all its regional RIGS, with similar information to that collated by North Wales RIGS, and produced a CD Rom and website which locates and describes all its sites. BGS is developing fly through technology for the Mendips. Virtual fieldwork is also a part of the Assynt Geopark website.
Features incorporated in these resources can inform a proposed CCW/RIGS strategy for developing educational resources for North Wales.
52
Chapter 5 Research into views on Future Geodiversity Needs
5.1 Primary teachers 3-11 5.2 Secondary teachers 11-19 5.3 Examination Board personnel 5.4 Welsh Baccalaureate Qualification teachers 5.5 Residential Centre personnel
5.1 PRIMARY SECTOR 3-11
5.1.1 The Primary Curriculum is currently divided into three main stages.
Early Years – ages 3 -5. The ‘Desirable Learning Outcomes’ for pre-school children Key Stage 1 – ages 5 – 7 Key Stage 2 – ages 7 – 11
In ‘The Learning Country’, the Welsh Assembly Government (WAG), states that the ‘Desirable Learning Outcomes’ and K S1 will be integrated to enable teachers to ensure the rounded progress of the children through a Foundation Phase with a curriculum extending from 3 to 7 years old. It is expected that the changes will be statutory by:
September 2008 for pupils aged 3 – 5; September 2009 for pupils aged 5 – 6; September 2010 for pupils aged 6 – 7.
Appendix 3A is an audit of the geodiversity topics in the National Curriculum for Wales for pupils between the ages of 3 and 11.
5.1.2 This chapter refers to the results of questionnaires sent out to primary school headteachers and discussions by phone or face-to-face. A detailed account of the answers received has been prepared along with some explanations. The main outcomes are discussed at the end of the chapter. Copies of both the Welsh and English versions of the questionnaire are attached in Appendix 5A.
5.1.3 The questionnaire, prepared by Alwyn Roberts, was based on the National Curriculum for Wales requirements [Chapter 3] and the current availability of geodiversity resources [Chapter 4]. The covering letter included an explanation of the term geodiversity and described the role of the Countryside Council for Wales (CCW) in supporting Regionally Important Geodiversity Sites (RIGS).
5.1.4 The questionnaires were sent out during March and April 2006 to 100 primary schools in Arfon, Conwy, Flint and the Isle of Anglesey with 45 returned. (a 45% response). A more detailed analysis of the questionnaires sent out to schools on the Isle of Anglesey (the case study region) is found in Chapter 7.
53 The Questionnaire
5.1.5 The questionnaire was designed to determine the opinions of teachers on the nature of geodiversity resources which could be produced to encourage children of primary school age to develop an interest and an understanding of the Earth’s natural features. Apart from the open questions the results are shown graphically.
5.1.6 The questionnaire was divided into three parts.
A. The Foundation Phase – the thrust of the questions was on the WAG proposals that a greater emphasis will be placed on outdoor learning. B. Key Stage 2 – the focus here was on the type of geodiversity resources that would be most useful in developing investigative skills. C. General – here the questions concentrated on preferred formats and views on GeoMộn Geopark and Virtual Geological Trails.
5.1.7 Section A – The Foundation Phase
Question 1 Which natural features could be best used to produce a thematic resource for the proposed Foundation Phase? Five options were given and it was possible to indicate more than one. There was also an opportunity to suggest any other possibility.
GEODIVERSITY RESOURCES (Natural Features) a = Rocks b. = Fossils 20 oa c = Soils 15 d = Landscapes 10 Respondents e = Conservation 5
0 abcde
Question 2 In which localities would you like to see the elements in Question 1 being developed into thematic resources? Schools were able to indicate more than one choice.
Locality of Sites
25
20 15 Responses 10 5
0 school grounds local area specialised sites natural features 54 5.1.8 Section B – Key Stage 2
The teaching of geography and science to the 7 – 11 years old is based on investigative skills, Key Stage 2, National Curriculum in Wales (Appendix 3A).
Question 1 Which of the listed geodiversity themes could best be developed to produce resources to develop investigative skills? It was possible to indicate more than one resource and there was also an option to choose the idea of producing one resource integrating all of these elements.
A = Geographical features GEODIV ERSITY RESOURCES B = How people affect the environment 20 C = Sustainable development to 15 safeguard the environment 10 Responses D = Comparing and grouping rocks 5
E = Comparing and grouping soils 0 ABCDEF F = Integrated resource
Question 2 was based on the response of teachers to the KS 2 Education Pack on Snowdon produced by CCW and sponsored by WAG.
Is the resource used in schools?
Use of Snow don Educational Pack
Yes
No
A second part to the question asked Would it be a good idea to prepare a similar pack for your local area? and Explain your answer.
Almost all the schools replied that it would be a good idea to prepare a similar cross-curricular pack for their own locality or an area nearby as they felt that this would not only be of great educational value to the pupils but would also be cost- effective.
Many respondents felt that there is a dearth of local geographical and scientific resources, especially through the medium of Welsh, and that such a resource would encourage fieldwork and enable the children to recognise and discuss the local features more effectively.
55
5.1.9 Section C – General
Question 1 was based on the format teachers would prefer in introducing the educational resources. Which format should be used to introduce the educational resources? Teachers were able to indicate more than one choice.
Format for Preparing Educational Resources
CD Rom
Website Preferences
Pack
13 14 15 16 17 18
Schools were then asked to Explain your answer.
i. A large number of teachers had indicated all three options and they felt that resources should not be restricted to one format and that there is a need for a variety of teaching tools to enable the children to develop different research skills.
CD Rom – work can be adapted according to the needs of the group. Website – pupils can carry out their own research. Packs – useful for individual and group work.
ii. CD Roms were seen as useful resources for the interactive whiteboard. iii. CD Roms were seen as being useful on the inter-active white board and work well with educational packs. iv. CD Roms can also be used by the teacher to produce personalised booklets. v. ITC research on websites is relevant to current teaching methods. Electronic resources can be adapted for the needs of the local area and for individual pupils. vi. Websites enable the teacher to decide on the content of the lesson and can be used to support the educational packs and KS 2 pupils, in particular, enjoy carrying out research work. vii. Difficulties in the use of websites were mentioned: there is not always enough time available to visit the website; organisational problems occur with a large class working on a website at the same time. viii In general the respondents believed that educational packs are still of importance and can be used to support the electronic formats.
56 Question 2 was based on the work of the Anglesey Geodiversity Partnership under the title GeoMôn which is working towards establishing Anglesey as an international ‘Geopark’. Education is one of the most important elements of the application. The Partnership requested that the research determine whether schools in other areas of North Wales would be interested in visiting the island. Schools were asked Would you consider one or more of the following?
a) Arranging a trip to a ‘Geopark’ centre b) Arranging a trip to an area of special interest c) Receiving information from this region to be used in school.
Interest in the Geopark
15
10
Replies 5
0 Centre Sites Information
School visits are becoming increasingly expensive and there is considerable emphasis on health & safety issues and as a result it might be possible to provide pupils with the opportunity to experience the characteristics of important geodiversity sites by means of Virtual Trails.
Schools were asked Would you make use of such a facility?
Interest in using Virtual Geological Trails
Uncertain
No Responses
Yes
0 5 10 15 20
57 5.1.10 Summary of Outcomes from Questionnaires
A. The majority of schools were interested in the development of geodiversity resources for the proposed Foundation Phase with the emphasis being on the school grounds and the local area.
B. The majority of schools were in favour of the production of geodiversity resources to develop investigative skills for KS 2, in particular in the following categories: Geographical features and physical processes; How people affect the environment; Safeguarding the environment through sustainable development.
More than 50% of the schools make use of The Snowdon Educational Pack produced by CCW for KS 2. Teachers considered that a similar resource should be produced for other areas.
C. The general consensus was that the educational resources should be produced in both electronic and paper formats.
Schools, even those some distance away, showed an interest in visiting the GeoMôn Geopark.
There was an overwhelming positive response to the idea of producing a Virtual Geological Trail of the local school area.
5.1.11 Discussions with primary teachers
The second part of the survey involved face to face and telephone discussions with:
a) Educational Officers and Staff members from Cynnal (the Advisory Service for Gwynedd & Môn); b) Primary school teachers in North Wales.
This section put greater emphasis on the geodiversity resources already prepared by RIGS.
i. Geological and Geomorphological Sites ii. Urban Geological Trails
Examples of local sites were shown to the primary teachers and generally they were very impressed with the information available. In the main the pupils do get opportunities to undertake activities outside the classroom but a constant worry was ensuring that health & safety requirements are being met. It was also stressed that the children need to get an experience of the school grounds and their local area before moving further away.
i The following points were made in terms of making the RIGS sites more suitable for use in schools:
√ information about the rocks and soils for the local area;
58 √ simplified pamphlets about local features; √ arranging ‘hands-on’ activities for proposed visits; √ initial help needed from experts; √ possibility of preparing generic work-sheets on topics such as beaches, and quarries.
ii All the interviewees were impressed with the Urban Geological Trails and were eager for other examples to be produced for their own particular local towns. It was also felt that work-sheets should be prepared at different levels of ability to be used during visits. (See Chapter 6.2) iii Other initiatives proposed by Primary teachers
Prepare local Geological Trails with work-sheets provided. Video-clips of geological and geomorphological features would be of great use in the classroom as Virtual Geological Trails. A scheme to borrow sets of rock and fossils for use in the class-room. Work-sheets on different geodiversity themes. Although KS2 work is introduced thematically in some schools and according to subjects in others it was felt that there is scope in preparing resources which can be used for the teaching of both geography and science. There was a strongly held view that there should be more co-operation between the different organisations involved in the preparation of resources for schools since there tends to be a considerable overlap e.g. work on soils is being done by several organisations. Also stressed was the importance of arranging introductory meetings with teachers whenever new resources are being produced e.g. HMS days.
59 5.2 SECONDARY SECTOR, 11 - 19
5.2.1 Chapter 3 and Appendix 3B give an audit of the geodiversity curriculum at KS 3, KS 4 and Chapter 3 and Appendix 3C indicate the Advanced GCE geodiversity curriculum in educational establishments in Wales. Key Stage 3 – ages 11 – 14: based on the National Curriculum for Wales; Key Stage 4 – ages 14 – 16: based on Welsh Joint Education Committee (WJEC) specifications.
5.2.2 Key Stage 3 – the audit identifies geodiversity opportunities in the National Curriculum for Wales in terms of geographical enquiry and skills and scientific enquiry and the geodiversity content of geography, science and Personal and Social Education (PSE).
Key Stage 4 – the audit considers the subject-specific essentials for GCSE specifications in geography, science and PSE.
16-19 – the audit refers to WJEC Advanced GCE Geography and Geology specifications and Welsh Baccalaureate Qualification (WBQ).
5.2.3 This chapter refers to the results of questionnaires sent out to secondary school Heads of Geography and discussions by phone or face-to-face. A detailed account of the answers has been prepared along with some explanations. The main outcomes are discussed at the end of the section, 5.2.13 - 5.2.15. Copies of both the English and Welsh versions of the questionnaire are attached in Appendix 5B.
5.2.4 The Geography questionnaire, prepared by Alwyn Roberts, was based on the National Curriculum for Wales requirements and WJEC specifications and the current availability of geodiversity resources. The covering letter included an explanation of the term geodiversity and described the role of the Countryside Council for Wales (CCW) in supporting Regionally Important Geodiversity Sites (RIGS).
5.2.5 The questionnaires were sent out during June and July 2006 to 35 secondary schools across North Wales, with 14 returned (a 40% response). Questionnaires were also sent out to Heads of Science in schools on the Isle of Anglesey (the Case Study region) see Chapter 7.
The Geography Questionnaire
5.2.6 The questionnaire was designed to find the views of teachers on available RIGS resources and their opinion on the nature of other geodiversity resources which could be produced for use by pupils studying geography and science.
5.2.7 The questionnaire was divided into five parts.
A. Fieldwork – the location of fieldwork sites used for different age groups.
B. RIGS sites – opinion on how geological and geomorphological sites may be used within the geography department.
60 C. Urban Geological Trails – the possible use of pamphlets describing trails which can be followed to show building materials within urban areas.
D. The likely value and interest in the proposed Anglesey Geopark (GeoMôn).
E. General – the types of geodiversity materials which could be produced for the teaching of geography.
5.2.8 Section A Fieldwork Activities
Question 1 was Where do you carry out physical geography fieldwork for the following age groups? 1. Years 7, 8, 9 2. GCSE 3. Advanced GCE
Three possible options were given: a. Local sites; b. Sites further away; c. Fieldwork Centres
As might be expected the vast majority of schools used local sites for Years 7, 8 and 9. One school had decided to give up taking the younger pupils on a physical fieldwork trip to concentrate on a human topic. A number of schools concentrated on topics such as the course of a local river.
Physical fieldwork for GCSE and the fieldwork project for formal assessment was carried out further away from the local area, with the distance travelled dependent on the topic being studied. One school replied that all the fieldwork at this level was based on human geography topics.
Part 3 asked Where do you carry out physical fieldwork for Advanced GCE pupils?
50 % of the schools who responded stated that they sent their pupils to Fieldwork Centres, with Urdd Outdoor Activies Centre at Glan Llŷn, the National Park Centre at Plas Tan y Bwlch and the Field Studies Council at Rhyd y Creuau being among the most popular. The other schools arranged trips to carry out studies on the most popular of the topics studied for the Advanced GCE coursework, such as coastal sand dunes, river processes and soils.
5.2.9 Section B RIGS Sites
A brief explanation was given of the role of RIGS in preparing information about geological and geomorphological sites.
Question 1 asked Would it be useful to have information about these on a web- site ?
61
Producing Information on a Web-site
Uncertain
No Responses
Yes
024681012
Question 2 asked Would you consider taking your pupils to specialised sites if work- sheets were prepared?
Visiting RIGS Sites
Uncertain
No Responses
Yes
0 5 10 15
Question 3 was more specific and asked What type of sites would be most useful for the preparation of fieldwork across the age ranges?
There were three basic options: rocks, fossils and landforms. The landforms were further divided into three groups: coastal, river and glacial. The teachers were given the choice of ticking more than option.
FIELDWORK SITES
Landforms
Fossils Replies
Rocks
0 5 10 15
62 LA NDFORM STUDIES
Coastal
Riv ers Responses
Glacial
0 5 10 15
5.2.10 Section C Urban Geological Trails
An explanation was given of pamphlets produced by RIGS describing a Geological Trail through a number of urban areas in North Wales. A list of existing trails was given.
The first question was Would you be interested in receiving this type of information?
Interest in Urban Trails
15
10 Responses 5
0 Yes No Uncertain
The second question was Would you make use of web-based work-sheets, for different age groups, based on the Urban Geology Trails?
Use of w ork-sheets on Urban Trails
Unc ertain
No Responses
Yes
0 5 10 15
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Question 3 asked Which other town or area would like this type of pamphlet prepared ?
There was considerable support for producing such pamphlets for towns within reach of the schools e.g. Isle of Anglesey – Holyhead, Llangefni. Gwynedd – Llandudno, Llanrwst, Betws y Coed, Pwllheli, Porthmadog. Flint and Denbigh – Holywell, Prestatyn, Denbigh, St Asaph.
5.2.11 Section D Anglesey Geopark
An explanation was given of the proposed Geopark on the Isle of Anglesey.
Question 1 was Would you be interested in receiving teachers’ notes and work sheets for pupils on the unique geological sites on the island?
Information about geological sites
Yes
No Uncertain
Question 2 was Would you be interested in arranging for your students to take part in the Geopark Week in June 2007?
Arranging visit to Geopark Week
Yes No Uncertain
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5.2.12 Section E General
The question in this Section was What other type of geodiversity materials would be of interest for teaching Geography?
Resources to support physical geography fieldwork, particularly at KS 3. It was felt that such resources would encourage schools to take out more pupils in Years 7 – 9 to carry out fieldwork. A colourful physical geography book in Welsh aimed at KS 3. A chance to access collections of fossils and rock types. The economic value and use of geological materials. A resource on the tectonic / volcanic past of Snowdonia.
5.2.13 Summary of Outcomes from Questionnaires
Section A Fieldwork for the lower school is carried out locally, Years 10 and 11 go further afield as do Advanced GCE students. More than half the schools make use of Field Centres.
Section B The majority of schools were eager to get more information about the RIGS sites, in particular in terms of geomorphological features.
Section C Although a couple of schools were uncertain the vast majority were interested in information and pupils’ work-sheets being placed on a web-site of the Urban Geological Trails.
Section D There was a very positive response to the idea of receiving information and work-sheets about geological sites on Anglesey and to arrange for students to take part in the Geopark Week during June 2007.
5.2.14 Discussions with geography teachers
The second part of the survey involved face-to-face and telephone discussions with geography teachers in secondary schools. Face-to-face interviews provide an opportunity to show examples of RIGS sites and the Urban Geological Trails. The main points from these discussions were:
the geography KS3 National Curriculum for Wales and the GCSE and Advanced GCE specifications have limited geology content; fieldwork is becoming more difficult to arrange with financial, timetabling and risk assessment implications; the information about the RIGS sites was often seen as being too specialised; if the RIGS sites are to be shown on a web-site they need to include help for teachers who might not have a background in geology; a need to develop local sites which could be visited during one school session; sites need to be organised in the form of a day’s tour of an area;
65 concern was expressed about the accessibility of these sites and who was responsible for Risk Assessments; there is a marked demand for more information about sites which provide good examples of geomorphological features; virtual Reality Tours were seen as a good way of introducing pupils to specific topics within well-known regions; video-clips were seen as a very useful way of discussing geomorphological features; teachers were very impressed with the Urban Geological Trail pamphlets. They all wanted their local town to be included. The Geological Trails could be used as part of an urban study during KS 3; generic work-sheets on a web-site were seen as a good way of helping teachers to introduce the geological aspect;. the work-sheets should be easily adapted for the needs of individual teachers and individual schools.
5.2.15 Advanced GCE Geology
A meeting was arranged with Jo Conway, Assistant Director, Yale College and WJEC Advanced GCE Geology Examiner/Moderator. Questionnaires were sent to the other 4 centres in North Wales who offer Advanced GCE Geology. Unfortunately there was only one reply. It was decided to meet Raymond Humphries, Head of Geology, Mold Alun High School, and WJEC Geology Examiner/Moderator. The following observations are a result of the two meetings.
A future push to link North Wales RIGS geodiversity material to educational requirements would be of great value. A map to correlate the RIGS sites with Advanced GCE geology would take this forward. Currently the most commonly used topics for Advanced GCE geology fieldwork coursework are:
a) Palaeo-environments; b) Pebble count; c) Faults; d) Life /Death Assemblages.
Suggestions for the RIGS sites resources included: i produce detailed resources for a few selected safe sites for all age groups to illustrate points of interest; some of the major sites e.g. The Great Orme, Bwlchgwyn should be targeted; ii develop educational materials for more local sites; iii in regional terms the RIGS sites could have limited use for Advanced GCE work because: many show geological features which are difficult for students to appreciate; there is a tendency for the exemplars to be repetitive e.g. limestone pavements; spatially separated making it difficult to arrange a day’s fieldwork. iv a CD Rom on important geological features found in places where it is difficult to take pupils would be useful.
66
The most useful web database would have the following format.
v interactive location map of all sites, which could be accessed by clicking on a map. The central basis for organising the resources should also be a list based on the type of geological feature illustrated. Each feature on the list should also link to the interactive map.
vi each site should have: photos, list of geological phenomena exhibited, background information (there should also be a link directly to each phenomenon to access N Wales information for any topic being studied).
vii investigation of the site – this should have 2 generic tasks and specific tasks: how big ? – to give experience of dimensions etc, field sketch – with a link to a common “how to draw a field sketch”. There should also be specific investigative ideas related to each phenomenon.
Preparation of virtual field-trips could be used as a back-up to actual field- work or in some cases being used to illustrate certain features. Virtual field work should be a series of photographs rather than a video. This format would make downloading easier and more likely to be used as a teaching tool.
It was considered that the Urban Geological Trails were not suitable for Advanced GCE fieldwork.
Appendix 4C has a list of fieldwork sites used by Mold Alun High School. They include visits to Gwynedd, Anglesey and the Wrexham areas.
5.2.16 Advanced GCE Geography Names of Advanced GCE Geography teachers from N Wales were given to the research team to make contact about future requirements. However, the nature of the revised Advanced GCE Geography is unknown at the time of writing so these were not followed up.
5.3 EXAMINATION BOARD PERSONNEL
5.3.1Following the Department for Education and Science [DfES] Education ‘Outside the Classroom Manifesto’
‘ If schools choose an external provider for their professional development… they should be confident that what is offered will meet their needs.’
this research project consulted about the nature of future resources that will be required for examination classes with a range of WJEC personnel. Discussions were confined to WJEC as explained in Chapter 2.
67 5.3.2 GCSE Geography
The WJEC Officer for Geography made the following points derived from her work with Government bodies.
There is an entitlement to fieldwork but currently there is a move away from large projects. Avery Hill GCSE Geography is investigating the promotion of teaching geography through local fieldwork.
The WJEC Geography Mainstream Chief Examiner/Moderator, a Deputy Headmaster in North Wales, reports that currently GCSE coursework submissions are approximately equally divided between physical and human topics, with river studies being by far the most popular physical geography choice. Schools tend to use the same topics one year after the other and very few have coursework based on the interdependence between human and physical processes. Several schools in North Wales make use of Educational Centres.
The following points were made in terms of preparing geodiversity resources:
schools are finding the cost of fieldwork prohibitive and are concerned about health and safety measures; the development of sites close to the schools would be of great advantage, especially in rural areas; any resources being prepared must be carefully structured to ensure a close link with the specifications; thematic work-sheets could be produced to develop generic description and explanation followed by details and the names of various sites where fieldwork on the theme could be carried out e.g. cliff erosion; web-based resources of fieldwork should only include basic elements as the individual role of the candidate in the study must be identified in all examination submissions; resources should include explanations of good practice and opportunities for field sketches, transects and annotated photographs; virtual reality fieldwork would be useful for introductory and follow up work.
5.3.3 GCSE Geology
Small entry science specifications are being revised for implementation 2009. At this point geology may be brought into line with the changes in existence for 2006 GCSE science viz 1. ‘content’ related to ‘How science works’; 2. ‘content’ a vehicle for the development of skills; 3. internal assessment to match the task set. The existing geology should fit into this approach smoothly.
5.3.4 GCSE Science
The WJEC Officer for Chemistry and Geology emphasised that any future resources for the revised specification must provide materials which: are relevant to the paradigm:
68 1. Knowledge and Understanding of ‘How Science Works’ with 4 subject areas, one of which is Earth science – i.e. all examination specifications need to address Earth science but the extent is dependent on individual specifications. 2. Skills which are investigative and form the basis from which the knowledge is to be developed. address the antipathy of chemistry teachers to Earth science created in the last GCSE Science specification. As a former chemistry teacher the Officer considers that if chemists were now exposed to good, useful geodiversity materials they would use them since the ethos of the new specification can be illustrated so well, interestingly and topically by geology. for any any significant level of take up, resources would need: 1. to be instantly accessible; 2. no extra work in preparation; 3. to be available electronically on CD/Web; 4. to be relevant to their local area if field work is included; 5. local support for initial take up – eg LEA science advisors are looking for good, new ideas to develop in INSET.
In Summer 2006 WJEC circulated specimen assessment materials for the new specification. This is material circulated before an examination has been set, to indicate to teachers the nature of future examination questions and internal assessment exercises. One of the exemplar internal assessments is a field-based investigation for a biological topic. It was agreed that if an exemplar of an Earth science field-based investigation could be approved and circulated by WJEC this would be a way of promoting the teaching of field-based geodiversity within the GCSE science curriculum.
5.3.5 Advanced GCE Geography
Current coursework topics are dominated by coastal sand dune/salt marsh succession. To an extent this is due to the use of Residential Centres and the fieldwork for the coursework project being completed at the Centre. There is a worry that the students seem to know very little about sand dunes, salt marshes, and the context of their researches. They appear to be chosen/completed for convenience rather than individually developing a topic students have learnt or are interested about. This separation of fieldwork and learning context would be less acceptable in the proposed future developments.
Further observations made on future field-based geodiversity resources suitable for Advanced GCE geography were: Development of the background of many sites for teachers would be useful. An overview of these to develop a more regional geomorphical/geological picture would be even more valuable. General landscape evaluation and investigation into issues e.g. environmental issues are to be encouraged rather than small-scale isolated topics. A good approach to the new requirements will be to link fieldwork and classroom teaching more closely. A suitable physical geography topic should be chosen to be developed through local fieldwork using appropriate field techniques.
69 Virtual fieldwork has been requested by schools in North Wales. Some teachers have material that could be used/developed. Whatever resources are recommended/produced they must be marketed by CCW/RIGS demonstrating how the resource could be used, either in individual schools or in INSET sessions. WJEC INSETs could, if WJEC approved of the materials, form a link between CCW/RIGS and Advanced GCE teachers.
5.3.6 Advanced GCE Geology
Field sites illustrating past climate change in North Wales rocks should have a priority in the future. Identification of more good sites for geological fieldwork would always be valuable. The sites should: contain ideas for investigation; have good background notes for teachers so they could identify and find geological phenomena easily. A list of sites with good exemplars of geological features is also important for learning about geology. A virtual fieldwork resource filmed in North Wales would be useful. It could prepare teachers for going to an area and also help students to start planning an investigation if they had a ‘feel’ for the location before they were actually in the field.
5.4 Welsh Baccalaureate Qualification (WBQ)
Consideration was given to the possible use of geodiversity resources in the core of the WBQ. Two possible suggestions were: a) development of an Urban Geological Trail as a community initiative to encourage tourism; b) research into the conflicts of environmentally friendly sustainablity policies and economic growth - related to quarrying, fossil fuels v renewable alternatives.
5.5 Residential Fieldwork Centres
Visits were made to two such centres in North Wales:
1. The Field Studies Council Drapers’ Field Centre at Rhyd-y-creuau and 2. The Snowdonia National Park Centre at Plas Tan-y-Bwlch.
5.5.1 Rhyd-y-creuau is a Residential Centre located in the Conwy valley. The Centre offers a wide range of Geography and Science courses from KS 2 to University level. The Centre receives almost 80% of its students from England especially from London and Yorkshire with a large number coming from private schools. Coleg Llandrillo uses the Centre and local schools, both primary and secondary, visit the Centre for a one day course.
Local primary schools visit the centre for a sustainability workshop. Secondary schools visit the Centre to take part in activities related to a number of subjects, such as biology, geography and environmental science. There are no geology courses being held at the present time.
70 Other Advanced GCE geodiversity topics available at the Centre can be found in Appendix 4C.
Discussions about RIGS materials and possible geodiversity resources with teaching staff at the Centre provided the following observations. RIGS The descriptive accounts of the RIGS made them more suitable for ‘look and see’ visits by University students. The sites need to be grouped to form a day’s fieldwork. To enable the sites to be used by secondary pupils it is important that they are linked to work-sheets. The wide choice of similar sites e.g. limestone pavements makes it possible to study each one and decide on the best example. It would be an advantage to have the sites shown on a web-site with information about location and main phenomenon. Ownership, access and risk assessment are all factors which need to be addressed if visits are going to be arranged. Urban Geological Trails The Urban Geological Trails were seen as being of great value It was felt that they would be very useful for visiting adults and the Centre agreed to publicise the Conwy pamphlet. Geological Trails of other nearby towns e.g. Llanrwst and Betws y Coed would be useful, especially if work-sheets for different age groups were provided with them on a web-site. Virtual Tours Aerial photographs of geological and geomorphological features would be valuable – possibly as video clips. Old photographs of sites, would enable the changes over a period of time to be seen. Virtual Tours of important geological / geomorphological sites were seen as being of great value to introduce topics before a field visit and for follow up work. Primary Geodiversity resources for primary schools should encourage fieldwork in the immediate locality.
5.5.2 Plas Tan-y-Bwlch is an Educational Centre administered by the Snowdonia National Park Authority. Bilingual fieldwork activities are offered for both the primary and secondary sectors with a large number of schools taking advantage of the facilities as well as schools from much further afield.
Geodiversity topics which available at the Centre are found in Appendix 4C.
Discussions about RIGS materials and possible new geodiversity resources led to the following points. RIGS The RIGS tend to be rather detailed and need to be adapted for use with school pupils. It is an advantage to learn about different sites and it might be possible to incorporate some of them within trips which are already taken. Urban Geological Trails
71 The Urban Geological Trails were seen as being of great value and the pamphlets could be put on display in the Centre. Trails of Conwy, Caernarfon and Bangor could certainly be used with the pupils especially if work-sheets for different age groups were available on the web. CCW/RIGS should also consider how these may be adapted for individual use. Virtual Tours Video-clips were seen as an excellent way of introducing topics. Virtual Tours could be very useful for A/S students in view of the proposed changes in the specifications. It was suggested that Virtual Tours may take a thematic approach e.g. following a rock succession. Virtual Tours could also be prepared for areas other than Cwm Idwal and Snowdon where there is existing material e.g. the faults of Bala and Tal-y- Llyn, rocks of the Harlech Dome.
5.5.3 The following resources were identified through discussion with Advanced GCE geology teachers who work at a distance from North Wales. There would be an increased field-based geodiversity use of N Wales if there were: 1. a comprehensive and relevant set of information notes for teachers and students with ideas for student assessment. The aim would be to eliminate the need for teachers to spend time on a planning excursion; 2. suitable student accommodation near important sites or where the students would carry out their investigations; 3. information about coaches/necessary transport with local knowledge that might be required during the stay since the hire of a coach for a long period is becoming prohibitive.
72 Chapter 6 Initiatives Undertaken
6.3 Foundation Phase, Cluster development 6.4 KS 2 & 3, RIGS Urban Geology Trails 6.5 KS 4, Internal Assessment for GCSE Science
6.1 During the course of the research it became desirable to take the first steps towards producing some field-based geodiversity resources.
6.2.1 Three initiatives were undertaken.
The development of primary school clusters and application for funding to develop local resources for the Foundation phase. This was to carry forward the momentum of enthusiasm generated in discussing possible resources with primary teachers. A model for the educational development of the N Wales RIGS urban trails leaflets for use in Key Stage 2 (KS2) and Key Stage 3 (KS3). Repeated positive reaction to the trails suggested a common way forward. This was developed. A proposed Earth science internal assessment for inclusion in future exemplar material for the new Welsh Joint Education Committee (WJEC) KS4 Science specification. Early development of this resource will enable the WJEC to consider including an Earth science example in their next circulation of exemplar material. New science teaching programmes are being written at the same time as this report.
6.3 FOUNDATION PHASE INITIATIVE
6.3.1. Background
The consultative document ‘The Learning Country – A Comprehensive Education and Lifelong Learning document to 2010 in Wales’, Wales Assembly Government (WAG), February 2003, included a proposal that the existing Early Years Desirable Outcomes be integrated with KS1 to develop a new statutory Foundation Phase, which would extend from 3 – 7 years. Since the Foundation Phase includes a greater emphasis on learning out-of-doors and new resources need to be produced by 2008 it was decided to prioritise the production of new geodiversity resources for this age range.
6.3.2 Discussions
The possibility of producing geodiversity resources was initially discussed with the Early Years Advisor with Cynnal (Advisory Service for Gwynedd and Anglesey). The following points were made.
a) Learning Environment
The class will be divided into defined areas. There will be more attention paid to natural materials. The outdoor will be developed as an extension of the classroom. The learning and teaching will pay attention to the skills which need to be developed rather than providing information.
73
b) Possible Geodiversity Resources
Provide ideas to teachers as to how geodiversity can be introduced within the teaching area e.g. creating a landscape on a table using stones, gravel and water, creating the sea bed in a trough of water, producing a variety of different objects to interpret stone walls / rocks / fields. Preparing video clips of geodiversity features to be used in the classroom to motivate the role play area, especially if it is difficult to arrange a visit. Consider story books which provide opportunities to introduce geodiversity features.
The information received from the Early Years Advisor was discussed with a number of primary school teachers and there was a very positive response to the idea of producing geodiversity resources for the Foundation Phase. It was seen as an opportunity for the pupils to learn about the rocks, soils and landscapes of their local area through stories, thematic resources and outdoor visits. The web-site www.virtualquarry.co.uk was introduced and in particular the resource “Why do we need walls?” which had been translated into Welsh for the purpose of the school visits.
Discussions at one school led to the idea of setting up a group of teachers to apply to The General Teaching Council for Wales for establishing a Professional Development Network to prepare geodiversity resources for the Foundation Phase. These resources would then be available for all teachers.
6.3.3 The General Teaching Council for Wales
This is the statutory, self-regulating professional body for teachers in Wales and it advises on continuing professional development. As part of the professional development of teachers the Professional Development Network Bursary offers up to £8000 to enable a group of teachers to work together regularly. Every Network must contain a minimum of five teachers from at least three schools and be led by a Co-ordinator. Each teacher must fill in an application form to explain the purpose of the activity and to give details of the expected outcomes or benefits of the activity in terms of their own practice, the school and pupil learning. The Co-ordinator must also fill in an application form and is responsible for collecting and submitting the individual application forms from the teachers. On completion of the activity the Co-ordinator must complete a report of up to 2000 words while the individual members of the group must write a report of up to 1000 words and which is kept in the teacher’s Professional Development portfolio.
6.3.4 Introductory Meetings
After gathering this information it was decided to try and establish networks by cooperating with the local Professional Development Co-ordinators of Careers Wales who are experienced in arranging courses for teachers. At the end of July 2006 explanatory letters were sent to all primary schools in Meirionnydd, Dwyfor
74 and the Isle of Anglesey. The initial response was good and it was decided that introductory meetings should be held to provide the details for setting up the networks. These meetings were arranged for the first fortnight of the new school term and between 4 and 6 teachers attended each meeting. The introductory talk included the following:
An explanation of the term Geodiversity. An explanation of the role of CCW and RIGS. The geodiversity resources which are already available – examples were shown on web-sites e.g. www.virtualquarry.co.uk An explanation of The Professional Development Network Bursary. Looking at a completed example of an application form. It was explained that the bursary would cover the cost of supply teachers for four days.
It was decided that the resources should be based on “My Home Area” and there followed a general discussion as to how geodiversity features could be used to produce stories for use with pupils in the Foundation Phase.
The Professional Development Co-ordinators of Careers Wales will act as coordinators for the application.
6.3.5 Current Situation
It appears likely that two groups will be formed – Meirionnydd/Dwyfor and the Isle of Anglesey. The next stage is to arrange a timetable for the meetings with a general format such as the following.
Day 1 – Meeting an employer involved with some aspect of geodiversity. An introduction to Primary Workshops. Discussion about individual topics.
Day 2 – Meeting an employer involved with some aspect of geodiversity. Preparing materials for the resource.
Day 3 – Preparing materials for the resource.
Day 4 – Completion of resource e.g. preparing a CD Rom.
It is recommended that this initiative is continued, without a break, by CCW/RIGS.
6.4 RIGS URBAN GEOLOGY TRAILS FOR KEY STAGE 2 AND KEY STAGE 3.
6.4.1 Description
Trail leaflets have been produced for N Wales towns by RIGS Wales. Most are entitled Walking through the Past, Geological Trails in…. Bangor - Lower, Caernarfon, Denbigh, Flint,
75 Llandudno, Llangollen, Mold, Ruthin, Wrexham.
Other similar publications are: Stone detectives, a geological guide for Conwy Town; Steaming through the Past, a geological rail trail for the Llangollen Valley; Rhoscolyn: Legend in the rocks, Historical links with Rhoscolyn’s geology.
These are full-colour, folded pamphlets with a map indicating sites. Each site has a bilingual description and colour photograph. All have a geological column and some have additional information about rocks.
6.4.2 Initial response by teachers.
The RIGS urban geology trails publications are a rich source of information for school teachers in urban areas. Many schools are in an urban environment and the leaflets are valuable, prepared resources for them to introduce geodiversity to pupils in the ‘field’. However, the target audience for the trails is adults. Though the trails are a good starting point for teachers as a written source containing a series of locations they can visit before taking pupils to sites, the pamphlets need development to make them suitable for school use.
Using the advice gained in this research from teachers and producers of primary geodiversity resources, a set of interactive worksheets that is additional to the existing pamphlets but which can easily be adapted to individual towns, has been initiated. The resources need to maintain a balance in terms of geological information given. On the one hand, there is a need for background information for the vast majority of KS 2 and KS 3 teachers who have little or no geological knowledge but need to answer inquisitive pupils’ questions. On the other, the common response from teachers to existing educational geodiversity resources, is that there is too much specialised geological theory and terminology.
6.4.3 Development of urban geology trail materials suitable for schools
The following considerations should be taken into account when developing these resources. The materials need to be for individual use by pupils for each trail. The new resources should explain, and simplify, all geological terms for non-specialist teachers and for direct access for pupils. The trails have common format, often refer to similar rocks/features so a common activities pack should be developed with suggestions as to modifications needed for individual trails/schools/level of pupils. The common format should be modelled on the worksheet produced in Appendix 6A. A new common set of resources is required to include: √ A set of photos of building stones. This does not need to be large since many building stones are used extensively across N Wales Appendix 6A. The named photographs should be a close up of rock texture. Pupils can also use these for classification exercises
76 [National Curriculum for Wales requirements] before going out into the field. Primary ESTA have developed similar sets of resources produced as a series of post cards. Scottish Earth Science Education Forum (SESEF) and Earth Science Education Unit, Keele (ESEU) have produced a downloadable virtual rock collection. Information for the different rock types used for building will also be required. √ A set of fossil photographs in the same format as rock textures. √ A set of photographs of differing climate and igneous environments which show features that might be recognisable in local building stones, e.g. dunes. √ A simplified geological column with ages and thumbnail photos of the above environments against the appropriate geological periods. For pupils at this stage, knowledge of names of geological divisions is less important than understanding basic concepts of plate movement and linking different rocks to differing environments. √ An examplar worksheet. This consists of questions and worksheets directing pupils to observe Appendix 6A. This should contain different types of activities: 1. tables to fill in; 2. boxes in which to draw; 3. weather chart to complete; 4. oldest to youngest stratigraphic boxes in which to insert names; 5. geological column – fill in where each of the rocks fits. √ A risk assessment sheet common for all trails. √ A link to prior or follow up investigations to carry out in the classroom/laboratory.
A similar format could also be used for investigating the school grounds.
6.5 KS4 SCIENCE, INTERNAL ASSESSMENT FOR EARTH SCIENCE
6.5.1 Description
The Earth science statements in the new WJEC KS4 science are found in Appendix 3B. The total assessment package for this course includes the submission of a school-designed and school-assessed Practical Task.
The Internal Assessment scheme in this suite of qualifications is designed to promote a variety of good educational practice. The key component is the Practical Task, the intention of which is to encourage centres to engage in a wide variety of practical laboratory and field work. Initially, the board has provided a list of suitable assessed practicals. For each practical a specific candidate worksheet is provided together with a list of laboratory or field requirements, teacher guidance and a marking scheme. Each Practical Task is to be completed wholly within class time and in approximaely two hours. Centres are encouraged to write further Practical Tasks, based upon the format provided, in order to extend the range of practical assessment opportunities. For each of the qualifications, Science and Additional Science one piece of work is required in each of biology, chemistry and physics. WJEC GCSE Science specifications 2007-2008
77 A new way of introducing field-based geodiversity into KS 4 science is to take the opportunity to write a ‘further Practical Task[s], based upon the format provided.’ The list of examples of approved assessed practicals for the course was obtained in April 2006.
6.5.2 Initial response by teachers.
A list of the Earth science content and a description of the assessment were used in discussion with teachers and advisers who were asked which topic they would prefer for the development of an internal Earth science assessment. Responses from Gwynedd indicated the evolution section, those from North East Wales a link to limestone. The statements were discussed also with geology examiners and with UKRIGS. It has proved very difficult to construct a suitable field-based Earth science internal assessment based on the WJEC specification statements.
A field-based exercise on the evolution statements was rejected after much thought. A laboratory experiment based on limestone which could then lead on to field investigation was submitted by Yale College. This is based on a Yale College Open Day activity for year 11 pupils from all Wrexham schools as an introduction to geology and chemistry at the college. An investigation into rock compression was devised. This was modified from Advanced GCE geology fieldwork on Anglesey to fit the format of the fieldwork Practical Test circulated by WJEC. Photographs could be supplied to enable this to be completed as a laboratory exercise to mirror the published field-based task. The exercise could be adapted for other areas of folded rocks in North Wales.
6.5.3 Development of resources
1. ‘The geochemical investigation of the percentage of calcium carbonate in limestone’.
This contains: powerpoint presentations of: 1. Introduction to limestone; 2. The chemical reaction involved in, and the procedures for the above investigation on, limestone weathering as a photographic powerpoint presentation; 3. Virtual laboratory work [full photographic coverage] for the investigation of calcium carbonate in beach sand and dune sand – less accurate than above but requires less equipment – this from Ian Kenyon, C Moderator, WJEC Advanced GCE geology; 4. Evaluation –What did we find out? Did methods work? What could we do next? spreadsheet for chemical results; chemistry handout for printing off; geology worksheet for printing off.
The activity was completed in the laboratory but could lead to a linked investigation in a local limestone quarry.
78 A CD Rom is available containing all the above resources.
2. ‘To assess how much the rocks of an area have been compressed and to find out which direction the pressure was applied.’
The practical test contains: Explanation of folding and issues of looking at folds in the field – true/apparent views; Map of location, Treaddur Bay to Porth-y-post, Holy Island, Anglesey; Method; Field results tables; Laboratory calculation tables; Analysis questions; Evaluation question; Planning – how to plan a geological investigation based on other geological features in the area e.g. extension due to dyke emplacement; Mark scheme.
This exercise has been completed and field data are available, as is a completed rose diagram from these results. This could be useful for INSET purposes. A full version of this test is in Appendix 6B.
79 Chapter 7 Case Study, Anglesey
7.4 Primary 7.5 Secondary 11-16 7.6 Secondary 16-19
7.1 The Anglesey Geodiversity Partnership (AGP) was formed in 2004. Its main aims are
‘to conserve Anglesey’s outstanding geological heritage, and to promote the sustainable use of its geodiversity resources, for education and geotourism, for the social and economic benefit of the island’s inhabitants and those of neighbouring areas.’ from ‘A Local Geodiversity Action Plan (LGAP) for Anglesey’, Stewart Campbell, Countryside Council for Wales, June 2006 (pre-consultation draft).
Anglesey LGAP, the first of its kind in Wales, has six main objectives. One of which is
3. maximise the use of Anglesey’s geodiversity for the education of local children and visiting schools, and other groups.
7.2 This chapter illustrates how the more generic research for CCW/RIGS can be integrated to develop future field-based geodiversity resources for all ages for a specific region.
7.3 Using the results of the curriculum audit Chapter 3, research and resource development concentrated on:
Primary - Foundation Phase and Key Stage 2; Secondary - KS4 Science; Advanced Level - Geology.
7.4 PRIMARY 3-11
7.4.1. This section refers to the results of questionnaires sent out to 50 head-teachers in Anglesey primary schools during May and June 2006, with replies being received from 23 schools (a 46% response). A detailed account of the answers received has been prepared along with some explanations. The main outcomes are discussed towards the end of the section. Copies of both the English and Welsh versions of the questionnaire are found in Appendix 7A.
The Questionnaire The questionnaire was divided into four parts. A. The Foundation Phase. B. Key Stage 2. C. Format of Geodiversity resources. D. General.
Section A – The Foundation Phase
Question 1 Which geodiversity concepts could be best used to produce thematic resources for the proposed Foundation Phase?
80 Four options were given and it was possible to indicate more than one.
GEODIV ERSITY RESOURCES
Lnadscapes
Soils Responses Fossils Rocks
0 5 10 15
Question 2 At which scale should information be provided for inclusion in the thematic resources? Schools were able to indicate more than one choice.
Locality of Sites
20
15 10 Responses
5
0 School grounds Local area Specialised sites General features
Section B – Key Stage 2 Geography and Science
Question 1 Which of the following topics should be included within the geodiversity resources being produced to develop investigative skills? Schools were able to indicate more than one choice.
a. Geographical features and GEODIV ERSITY RESOURCES physical processes. b. How people affect the 15 environment. c. Comparing and grouping rocks 10 Responses and / or soils 5 d. Information about fieldwork sites. 0 e. Integrated resource. abcde
81 Question 2 was related to the KS 2 Education Pack on Snowdon produced by CCW. (a) Has this resource been used in your school?
Use of Snow don Educational Pack
Yes No
(b) If you have used the Pack what is your opinion of its teaching value?
Opinion of Snow don Pack
Excellent
Good
Responses Average
Poor 0123456
Section C – Format
Which format do you suggest should be used to introduce geodiversity resources? It was possible to indicate more than one choice.
Format for Producing Educational Resources
16 15.5 15 14.5 Preferences 14 13.5 13 CD Rom Website Pack
82
The majority of schools commented that each of the formats has its own intrinsic value and that children should have the experience of using the different formats but that it is important that they are available for use with interactive whiteboards and can be adapted by the teachers. It was felt that booklets should still be produced as they can be used by the children individually or as part of a group.
Section D – General
The sections in this question were based on establishing the GeoMôn Geopark. The questions asked were:
1. Would you be interested in attending a geological fieldwork course? 2. Would you be interested in receiving teachers’ notes and worksheets about sites of geological interest on the island? 3. Would you be interested in arranging for the pupils to attend events during the Geopark Week? 4. Would you be interested in encouraging the pupils to become members of Young Geologists’ Clubs? 5. Would you make use of a Virtual Geological trail of your area?
1) Att ending a Fieldwork Course 2) Geological information
25 20 15 Yes Responses 10 No Uncert ain 5
0 Yes No Uncertain
3) Geopark Week Young Geologist s' Clubs
25
20
15 Yes Responses No 10
Uncert ain 5
0 Yes No Uncert ain
5) Using a Virtual Geological Trail
Yes No Uncert ain
83 Summary of Outcomes from Questionnaires
Section A - The Foundation Phase
The study of soils was the least popular as an element which could be used to produce thematic resources for the proposed Foundation Phase. One possible reason for this is that pupils on Anglesey get the opportunity to visit the Wylfa Power Station Visitor Centre where they are introduced to soils through following a nature trail of the surrounding area. The schools indicated that they would like geodiversity information provided about their school grounds and local area.
Section B - KS 2 Geography & Science
Of the 23 schools that responded 9 of them had made use of the Snowdon Educational Pack produced by CCW. 3 schools indicate that the Pack was excellent for the teaching of KS 2 pupils while the remaining 6 indicated that it was good.
Section C - Format
The general response was that any new geodiversity resources should be introduced in a variety of different formats.
Section D – Anglesey Geopark
The responses to the five questions about the educational interest in the proposed Geopark on Anglesey (GeoMôn) were very positive. Although a few schools were uncertain about one or two aspects the vast majority indicated a definite support for the proposal. The only worry was the availability of funding to allow teachers to attend a fieldwork course with visits to geological sites on the island.
7.4.2 Development of an existing educational field resource for geodiversity.
The research team, with CCW and RIGS, held a meeting at Wylfa Nuclear Power Station Visitor Centre to identify how a successful private concern could collaborate in future CCW/RIGS resources. The site has a laboratory with digital microscope, magnifying lenses and other basic equipment, teaching staff (though not trained in Earth science) and a multimedia information area which has hands- on activities associated with nuclear issues. The Centre provides transport for Anglesey schools. It receives 30,000 visitors a year, at least 20,000 of which are pupils. Activities are hands-on/interactive skills/thinking skills activities and concentrate on biodiversity for primary schools. Few secondary schools have responded to a circular sent out which outlines all possible activities within Wylfa and invites schools to apply.
Proposed strategy. Soils is the one geodiversity topic that is developed. The current programme is successful and any change to include more geodiversity would have to add to the enjoyment of a day out. Future geodiversity education resource initiatives should
84 concentrate on primary level, and be of the same length and format as the current soils activity. morning introduction with interactive dialogue; pupils taken out in the grounds of Wylfa to make ‘hands-on’ investigations of different geodiversity features; early afternoon session in the laboratory on site linked to the earlier outdoor activities.
Catchy but relevant themes should be developed – e.g. site of early lifeforms; links of tsunamis and volcanos to this area. A logo with a cartoon drawing of the early lifeform could be developed. If this primary development should prove successful, the Centre might extend to KS3/4 with the understanding that transport would not be available outside the island. There is potential to link geodiversity to issues associated with nuclear power included in the National Curriculum for Wales.
7.5 SECONDARY 11-16
During June 2006 questionnaires were sent out to the Heads of Science Departments of the five secondary schools on Anglesey based on the geodiversity content of the new GCSE Science specifications. Three of the schools responded and arrangements were made to hold discussions with them. Because of the low number of respondents it was felt that graphical representations would not be effective. As a result the main outcomes are given below:
The general opinion was that geodiversity resources should be produced for the following content within the new specifications: 1. Evolution; 2. Plate Tectonics; 3. Generation of Electricity; 4. Human Impacts on the Environment; 5. The Production and Use of Metals. Limestone was an extra option but the schools felt that it was unlikely that Chemistry 3 would be made available within their timetable.
All the Science teachers who responded to the questionnaire and met for discussions felt that it was a very good idea to prepare a Practical Test based on the Geodiversity content of the specifications.
All the schools felt that it would be a good idea to have information on a website with photographs and brief notes about the location of RIGS sites in Gwynedd and Môn.
There was a very positive response to the proposed Geopark on the Isle of Anglesey (GeoMôn). All the respondents were interested in:
√ attending a fieldwork course with visits to geological sites; √ receiving notes for the teachers and work-sheets for the pupils related to site of special geological interest; √ arranging for their students to attend the Geopark Week; √ encouraging their pupils to join Young Geologists’ Clubs.
85
There was also considerable interest in the information shown about the sites on the island showing the effects of plate tectonics. It was felt that this should be set out in the form of prepared fieldwork and that video- clips of the sites or a Virtual Tour would be very useful.
Proposed strategy Using this research information, material is being designed for a series of ‘Rocky Scrambles in the Anglesey Geopark’ directed at science teachers with little Earth science background. The first will be sited at Traeth Bychan and Penrhyn Point. Similar resources for other RIGS sites should be developed. e.g., dyke at Porth Dafarch Holy Island.
The proposed introduction of an Earth science assessment into the Welsh Joint Education Committee (WJEC) is documented in Chapter 6.5. One proposal ‘To assess how much the rocks of an area have been compressed and to find out which direction the pressure was applied.’ uses Treaddur Bay to Porth-y-post, Holy Island, Anglesey, as its exemplar location.
It is suggested that a productive way forward would be for RIGS Mộn to liaise with ESEU to provide an INSET day for secondary teachers. The most relevant format for KS3 and 4 science teachers would be: √ a morning /1 hour session developing the ESEU plate tectonics unit to include effects of plate movement - adapting this to the movement of ‘Wales’. The unit should emphasise geological climate change; √ the afternoon should be spent with RIGS in the field looking at real tectonic and climate change paleoenvironments.
7.6 SECONDARY 16-19
7.6.1 Current Advanced GCE Geology Fieldwork
The curriculum audit, Chapter 3 and Appendix 3C, indicates the requirements of the Advanced GCE geology specifications. These requirements are currently being revised [2006].
Sites currently used for Advanced GCE geology include:
Traeth Bychan; Lligwy Bay; Parys Mountain; Ogof Gynfor; Cemaes Bay; Porth y Post; Porth Dafarch and South Stack. [Mold Alun High School]
Exemplars of fieldwork, well adapted to geological investigation requirements, sited in Anglesey, e.g. Dyke at Porth Dafarch Holy Island, have been published in the ESTA journal Teaching Earth Science (TES) as well as being circulated directly to teachers through WJEC INSET provision.
Discussions with WJEC Chief Moderator of coursework submissions for Advanced GCE Geology identified fieldwork from Anglesey submitted for examination assessment in 2006. This included investigations on: √ The size and shape of pillow lavas at Llanddwyn Island. [Yale College, Wrexham];
86 √ The origin of the deformation of the Precambrian metamorphics at Treaddur Bay [Prestatyn High School] [Also developed for KS4 assessment see paragraph 7.5].
7.6.2 Future Advanced GCE Geology Fieldwork
It is the Chief Moderator’s view that any development of field-based geodiversity resources for WJEC Advanced GCE geological investigation assessment should concentrate on identification of suitable sites for the Advanced GCE enquiry. Individual students have to complete a planning [tracking] sheet for fieldwork investigations. These have the following headings. 1. Investigation title 2. Enquiry focus (Key factors to be investigated in order of implementation) 3. Predicted Outcomes 4. Primary data to be collected (Procedures/Methods of enquiry/Sampling) 5. Methods of Analysis/data Presentation 6. Anticipated Errors/Limitations
Background notes for teachers are useful but individual investigation by the student is paramount for this assessment.
ProposedStrategy Based on these requirements it is recommended that RIGS personnel use their local knowledge to suggest suitable investigations/sites on Anglesey from which individual students could plan their investigations. Publication of these sites and ideas through WJEC could result in more schools and colleges using Anglesey for their fieldwork.
87 Chapter 8 Conclusions and Recommendations
The main aim of the research project was to determine how CCW/RIGS could help with future field-based geodiversity information for schools.
Conclusions and recommendations from the curriculum audit
8.1 The term geodiversity is not used in the National Curriculum for Wales but the geological and geomorphological environments and processes which form the landscape are an integral part of the content of several subjects and cross- circular themes.
It is recommended that the term ‘geodiversity’ be introduced and explained to school teachers.
8.2 Field-based geodiversity is mandatory in Advanced GCE and GCSE Geology. Other subjects which have field elements which may be based on geodiversity are Advanced GCE, GCSE and KS3 Geography and Advanced GCE and GCSE Environmental Science. GCSE and KS3 Science contain geodiversity but there is no tradition of linking this to field-based learning. KS2 and KS1 emphasise fieldwork but have limited reference to geodiversity
The mandatory Personal and Social Education (PSE), includes environmental issues, as does Education for Sustainable Development (ESD). Studying a part of Wales contributes to Curriculum Cymreig, and the majority of Key Skills can be addressed during fieldwork activities. The core of the Welsh Baccalaureate Qualification (WBQ) could include field-based geodiversity.
There are currently major changes to the educational system in Wales. Primary teachers are starting to prepare for a new Foundation Phase, ages 3-7, which includes much more outdoor learning. GCSE Science has undergone a major revision, with more Earth science. The start of teaching is September 2006 and teachers are currently looking for new resources. Revised Advanced GCEs, starting in September 2007, involve new structures and updated topics. Advanced GCE Geography needs to revise completely its assessment of field- based research and will probably move towards smaller, more local investigations. Advanced GCE Geology will need help with delivering climate change. The WBQ is to move out of its pilot phase with an increased uptake.
It is recommended that CCW/RIGS concentrate future resources on areas of curriculum change where large numbers of students are involved and on courses which contain much geodiversity. This includes Foundation phase, GCSE Science, Advanced GCE Geology and Geography. CCW/RIGS should maintain close links with the Welsh Baccalaureate Qualification (WBQ) as it moves out of the pilot phase. There is currently an opportunity for CCW/RIGS to lobby WAG for the inclusion of geodiversity in the development of criteria for Education for Sustainable Development and Global Citizenship (ESDGC).
88 Conclusions and recommendations on existing field-based geodiversity resources
8.3 Existing resources include workshops, CD Roms, free downloads from websites and hard copies. Details for each Key Stage are found in Chapter 4. The most common generic topics covered are: limestone; graveyards; quarries. There are also resources on coasts and sustainability issues.
8.4 Organisations that provide prepared teaching resources include: Earth Science Teachers’ Association (ESTA), Primary Earth Science Team (PEST) writes quarterly articles and provides teaching kits. ESTA also runs a website where teachers can access teaching notes for direct use in the classroom; Welsh Joint Education Committee (WJEC) provides annual INSET which includes resources on field-based geodiversity learning.
8.5 Resources available for field-based geodiversity of North Wales include: RIGS audit of geological and geomorphological sites; Urban Geology Trail leaflets written for the public have been produced for 10 towns and 2 rural areas in North Wales by RIGS Wales; Earth Science Education Unit [ESEU] Keele, provides a programme of free INSET for science Key Stages 3 and 4 in Wales; Web-based databases provided by British Geological Society (BGS) and Environment Agency Wales; Booklets to accompany geological trails; Virtual reality fieldwork.
8.6 There is extensive educational material on field-based geodiversity of other regions. In England UKRIGS, Earth Science On-Site Project (ESOS) has produced KS2, 3, 4 resources specifically for Earth science field visits. Extensive downloadable material is available for nine sites. The aim is that ideas in this material can be adapted by teachers for their own local areas. Similar resources, but as laminated packs, have been produced by Cheshire RIGS. English Nature’s (Natural England) website home page has an interactive map with a click-on facility to information on ‘Geological places to visit’ in England. Its education section provides teacher support for fieldwork through the local English Nature Area Team. There are lesson plans on field-based geodiversity topics for year 3 and secondary students. Scottish Earth Science Education Forum (SESEF) and Earth Science Education Unit, Keele (ESEU) have produced a variety of resources to support the teaching of 5-14 Environmental Studies in Scotland. Scotland’s Journey, Science Through The Window. The method of promotion has been through local Continuing Professional Development workshops for teachers. British Geological Survey (BGS) and National Museum of Wales along with WAG administering the Aggregates Levy Sustainability Fund (ALSF) have provided an interactive bilingual CD Rom and workshops for pupils and teachers on biodiversity and geological research in the Bristol Channel. This is an educational development to accompany a research study on the sustainability of geodiversity resources. The aim is similar to that of this CCW/RIGS project viz ‘to make the results of the research study accessible to as wide an audience as possible’. This is to be developed from KS2 to KS3/4 in 2006-8.
89 BGS is currently combining resources on the Mendips into geological maps, guidebooks, and website giving the user the ability to ‘fly-through’ the area linked to separate web pages containing relevant text and images. Assynt Geopark has provided virtual reality fieldwork. Devon has produced a CD Rom and a website of an Educational Register which has details of almost 80 sites of geological and geomorphological interest around Devon. Somerset CC has produced downloadable lesson plans, worksheet and photographs in a case study of a local river catchment.
8.7 Most teachers were unaware of the majority of these existing resources. It is recommended that CCW, with its educational brief for geodiversity, plays a pivotal role in disseminating such information to teachers. There is an important role for an Educational Adviser within CCW.
There is information about field-based geodiversity in North Wales but the RIGS material is not in an educational format. The strategy for CCW/RIGS should be to develop the RIGS sites and the RIGS urban geological trails based on the successful approaches adopted by other regions described in this report.
Conclusions and Recommendations from the opinions of teachers and other educationalists
The project has identified the following future school needs for field-based geodiversity resources through the use of questionnaires and interviews with teachers and other educational personnel. Combining these views with the analysis of existing resources leads to the proposed CCW/RIGS strategy for the development of future Field-based geodiversity information for schools 8.15.
Primary Sector
8.8 Foundation Phase Field-based geodiversity resources are needed with the emphasis on the school grounds and the local area. Resources with a generic theme are found on websites e.g. virtualquarry but need adapting and translating for Foundation pupils.
The agreed way forward was for teachers to form groups to apply for a Learning Council bursary to prepare resources which would then be made generally available. This has been initiated and facilitated by the project team.
It is recommended that CCW should continue to support the work being carried out by these recently established groups.
8.9 Key Stage 2
Field-based geodiversity resources are required to develop investigative skills in particular for: geographical features and physical processes; how people affect the environment; safeguarding the environment through sustainable development.
90 Specific initiatives requested included: √ Local geological trails developed from RIGS audit with worksheets provided, backed up with a virtual geological trail around the local school area showing video-clips of geological and geomorphological features; √ A scheme to borrow sets of rock and fossils for use in the classroom; √ A similar resource to The Snowdon Educational Pack for other areas; √ Visits to the GeoMôn Geopark.
Secondary 11-16 Sector
The geography KS3 National Curriculum for Wales and the GCSE specifications have a limited geological content. Fieldwork is becoming more difficult to arrange with financial, timetabling and risk assessment implications. Despite these difficulties, teachers are enthusiastic about taking the pupils out of the classroom but feel the need for support.
8.10 Geography
Currently localities for field-based geodiversity are: local for the lower school and further afield for years 10 and 11. River studies make up more than half GCSE field-based submissions.
In future, field-based teaching/learning assessment will change with a need for the development of more smaller, more local field-based exercises.
Specific KS3 requests for the future included: √ A colourful physical geography book in Welsh aimed at KS 3; √ A chance to access collections of fossils and rock types; √ Virtual Reality to introduce specific topics within well-known regions. Video-clips are a very useful way of discussing geomorphological features; √ More Urban Geological Trail pamphlets. The Geological Trails could be used as part of an urban study completed by most schools during Years 7 – 9.
KS4 requests include: √ The development of RIGS sites close to the schools, especially in rural areas; √ resources to have a close link with the examination specifications; web- based resources of fieldwork should only include the basic elements as the individual role of the candidate in any study must be identified in all examination submissions; resources should include explanations of good practice and opportunities for field sketches, transects and annotated photographs;Virtual reality fieldwork would be useful for introductory and follow up work; √ Thematic work-sheets could be produced with generic information details but specific information of various sites where fieldwork could be carried out e.g. cliff erosion.
91 8.11 Science
There is little tradition of field-based geodiversity in KS3 or KS4 Science. To have a successful take up in the future, resources would have to be instantly accessible and need no extra work in preparation, be relevant to their local area and have local support for initial take up – eg from LEA science advisors.
Specific requests for the future included: √ new geodiversity resources for the new specifications on: 1. Evolution; 2. Plate Tectonics; 3. Generation of Electricity; 4. Human Impacts on the Environment; 5. The Production and Use of Metals. Limestone was an extra option. Teachers would like these topics, especially plate tectonics, to be linked to field sites; √ An exemplar of an Earth science field-based investigation, approved and circulated by WJEC; √ Information and work-sheets about geological sites on Anglesey and to arrange for students to take part in the Geopark Week during June 2007.
Secondary 16-19 Sector
8.12 Currently there are more students in North Wales taking Advanced GCE Geography than Advanced GCE Geology. There is limited evidence of English Advanced GCE Geology Centres completing fieldwork in North Wales. Over half Advanced GCE geography students travel to make use of Field Centres, many within North Wales.
Geography coursework topics are dominated by coastal sand dune/salt marsh succession, many completed in a residential environment. These do not always reflect the knowledge developed in school. This separation of fieldwork and learning context will be less acceptable in the proposed future developments. The most common existing geology fieldwork topics submitted for coursework assessment are: Palaeo-environments; Pebble count; Faults; Life /Death Assemblages.
The majority of currently accessible local material is very dated. There has recently been much generic material posted on websites giving help to teachers. The need is for local field-based geodiversity material to be developed to illustrate the generic resources now available.
8.13 Specific requests for the future include: √ Modification of the RIGS site material to provide background of many sites and an overview of these to develop a more regional geomorphic/geological picture; √ Development of field sites illustrating past climate change; √ Background for investigation into issues e.g. environmental issues.
92 8.14 Development of a network of school contacts Clusters of primary schools writing Foundation field-based geodiversity resources have been developed in Meirionnydd/Dwyfor and Anglesey. Heads of Geography responding to questionnaires have been identified. A group of science teachers has worked together on Anglesey. LEA Science Advisors interested in the development of geodiversity and willing to liaise on INSET LEA Science Advisors interested in the development of geodiversity have been identified. Advanced GCE geology examiners and teachers in the area have been extremely positive about this initiative and have already provided much information. They could be approached to write more. WJEC Officers have identified teachers in the area who might help in the development of new geodiversity materials.
Conclusions and recommendations on how CCW/RIGS can help
Proposed CCW/RIGS strategy for the development of future Field-based geodiversity information for schools
8.15 Future needs can be itemised.
1. Modification of RIGS material into Local resources KS2, KS3 Regional resources KS4, Advanced GCE, Teaching 2. Development of virtual reality fieldwork KS2, KS3, KS4, Advanced GCE 3. Regional information pack KS2, KS4, Advanced GCE 4. Educational material for Urban Geological Trails KS2, KS3 5. Access to specimen kits KS2, KS3 6. Geodiversity fieldwork around the school Foundation, KS3 science 7. Earth science field-based assessment for WJEC KS4 science.
Detail of the nature of the individual resources and the recommended CCW/RIGS contribution is described below.
1. Modification of the RIGS documents These should be modified for three audiences. A. primary B. secondary C. teaching /Advanced GCE research Obviously these all have different aims.
A. PrimaryKS2/Secondary KS3
The need here is for background information on the rocks and soils of the school area.
This should be free of geological terminology. Local sites should be organised in the form of a day’s tour of an area. Sites which provide good examples of geomorphological features would be more popular than ‘straight’ geology. Initial help is needed from experts.
93 ‘Hands-on’ activities are needed with an investigative approach. Accessibility and risk assessments prepared.
Also, to address the contrasting locality within the National Curriculum for Wales
preparation of generic worksheets on topics such as beaches, and quarries.
The UKRIGS ESOS web-based resources provide a model from which to develop local RIGS material. However, the geological background provided on each UKRIGS site is probably overfacing and could act as a deterrent to individual non-specialist primary teachers.
The contribution of North Wales RIGS to this development would be to: √ liaise with a cluster of local teachers; √ indicate the local geodiversity features from the audit; √ together with the teachers decide on a suitable day’s ‘trip’ and activities using the audit and ESOS website; √ provide non specialist Earth science background and teaching trail notes to individual sites; √ provide specialists for INSET at the initiation of the resource; √ provide information on ownership and local risk assessment.
The format might be as downloadable material on the web or laminated packs.
B. Secondary KS3/KS4
The need here is to develop for educational use a limited number of sites which have regional interest.
It is recommended, as for KS2/KS3 above, that the model developed by UKRIGS ESOS is followed.
The contribution of North Wales RIGS to this development would be to: √ liaise with teachers to choose a limited number of sites of greater importance. They should: be safe sites for all age groups; be in areas that have good access for coaches and are preferably ‘manned’; illustrate points of interest that are relevant to the curriculum; have a series of very obvious geodiversity features; be able to allow hands-on investigative activities for large groups; allow individual investigations; be those that together give a picture of the variety of the regional geodiversity of North Wales; i.e. some of the major sites e.g. The Great Orme, Bwlchgwyn, Erddig Park
94 [National Trust], Alyn Waters [Country Park] should be targeted.
For each site, RIGS should provide: √ non-specialist Earth science background; √ teaching trail notes, differentiated for different levels of ability, with the help of teachers; √ specialists for INSET at the initiation of the resource; √ information on ownership and local risk assessment.
The format should be web-based allowing schools who are visiting from a distance the ability to download the material, adapt it if necessary to their individual needs and use photographs and video clips as preparatory and follow-up resources. The experience of National Grid for Learning Cymru in developing websites and whiteboard materials for educational purposes should be incorporated. Inclusion of the material on their web site will have immediate access to all schools. There should be liaison with the education section of the Outer Bristol Channel Marine Habitat Study (OBCMHS) which, like the RIGS audit, is an ALSF funded project.
C. Teacher/Advanced GCE research There is much valuable material in RIGS that needs to be accessible to a national audience.
The current format of the RIGS material has some disadvantages for Advanced GCE work because: many show geological features which are difficult for students to appreciate; there is a tendency for the exemplars to be repetitive e.g. limestone pavements; they are spatially separated making it difficult to arrange a day’s fieldwork.
The material needs to be in a form that teachers/students can access for their individual needs. It needs to provide virtual information on sites with access difficulties.
This research suggests that a CCW/RIGS web-based facility combining features of the English Nature (Natural England) website and the Devon register of educational geodiversity sites should be the way forward. More advanced facilities could be included as in the Assynt Geopark and the Mendip initiative e.g. interactive 3D models, giving the user the ability to ‘fly-through’ the landscape (Chapter 4).
Collating the discussion with practising teachers the following web-based structure is proposed.
i A regional background to the geology and geomorphology of North Wales
ii An interactive location map of all sites superimposed on a geology map, details for each site being accessed by clicking on
95 a location on a map. Further organisation of the resources should be in the form of a list of the geological/geomorphological features found in North Wales. Each feature on the list should also link to sites on the interactive map.
iii Each site should have: i. a list of geological phenomena exhibited; ii. an OS map for location, a detailed map for access; iii. thumbnail labelled photographs of features. The photographs should have a hyperlink to a direct full size download facility. This has two advantages. It allows features to be easily found on a visit and also provides a library of photographs of geodiversity features in North Wales that can be collated by teachers for individual teaching needs. The RIGS audit will provide some photographs but others will need to be collected; iv. background information. The information on individual sites in the data banks should be at two levels of detail - one for Advanced GCE with specialist language, one for non-specialist use with little geological terminology. A common device is to use an extensive glossary but this research has determined that glossaries are not an effective way of attracting non-specialists to use the material; v. its level of suitability for educational use; vi. risk assessment statement, any required land ownership details (subject to Data Protection Act); vii. site investigations with generic tasks common to most sites and specific investigative ideas related to each site; viii. Those sites developed for major educational use and those for KS2 local use should include the developed worksheets and hands-on investigative activities.
2. Development of virtual reality fieldwork
There is an increasing demand for this type of resource due to pressure on time spent out of school especially in the secondary sector. More schools have access to whiteboard and computer technology. Virtual reality allows preparation for fieldwork without spending time on site. This is particularly useful when students have to think about planning an individual investigation based in the field.
The virtual reality can take a number of forms. A series of photographs of a site. If the website above is developed as recommended teachers could extract photographs and individualise a sequence for their particular demands from the website. A video-clip of a site. The download size of such resources should be reviewed. A series of photographs, perhaps as powerpoint linked to whiteboard, to illustrate field techniques e.g. measurement of river features.
96 Aerial flyover of features e.g. TV programmes of river valleys. Links to BBC educational resources could be made. That taken by the Outer Bristol Channel Marine Habitat Study (OBCMHS) which uses animations, cartoons and interactive activities to place pupils in a particular environment, in this case a marine research vessel, and guide them through scientific methods of working.
3. Regional information pack
A regional pack could be downloaded from the introductory section of the proposed website. It would need to contain a variety of material e.g. detailed geology v regional geomorphological features, and suit different audiences: KS2/3 non-specialist teachers; Advanced GCE geologists; Advanced GCE geomorphology.
A detailed downloadable site which provides lesson ideas, resources material, worksheets such as the Somerset initiative for the Parrett river catchment could be emulated to fulfil the demand for KS2 regional resources. The Conwy valley would lend themselves to such an approach.
The regional approach developed in Scotland for primary 7-14 year olds has had a successful take up by schools. CCW/RIGS could adapt the ideas e.g. Wales’ Journey, and adopt the policy of continuing professional development workshops. The virtual and real rock collections could have a dual use and be incorporated into the common activities when following the RIGS urban geology trails.
The research on Anglesey as a case study illustrates how resources can be integrated to develop future field-based geodiversity resources for all ages for a specific region (Chapter 7).
CCW/RIGS Mộn can help by:
√ supporting primary clusters to develop Foundation resources; √ developing links to existing facilities at Wylfa; √ combining with ESEU to provide an INSET day for secondary teachers incorporating both workshops and field visits; √ commissioning a series of investigative worksheets for KS 3 and 4 science students. First drafts of such resources ‘Rocky Scrambles in the Anglesey Geopark’ have been facilitated by this project; √ Evaluating fieldwork investigations which could be used for internal assessment for WJEC KS4 Science. e.g “To assess how much the rocks have been compressed and to find out which direction the pressure was applied”, the first draft of which is in Appendix 6B; √ using their local knowledge to suggest suitable Advanced GCE investigations/sites on Anglesey.
4. Educational material for Urban Geological Trails
The research has collated suggestions for adapting this resource for educational use. An initial draft of material to accompany the trails has been completed by
97 this research project. It forms Appendix 6A. The resources need to be designed to reflect the National Curriculum for Wales requirements, be interactive, and be informative for non-specialist teachers. The full rationale behind this draft is found in Chapter 6.4. It is suggested that the best format to make the trails suitable for use in schools is to provide an additional set of resources rather than modifying all the original pamphlets. A single set of generic resources should be produced with sets of photos of building stones, fossils, climate and igneous environments, and an examplar worksheet.
It is recommended that RIGS vigorously pursues this initial development by evaluating the initial draft in Appendix 6A. The level of interest in this resource is very high. Other town trails could be developed. Educational resources for this initiative should be posted on the web for wider use.
5. Access to specimen kits
This could be in the form of: sets of specimens. These are already available from ESTA, PEST. CCW could inform teachers of such resources; sets of photographs. If the urban trail is developed as recommended, specimens would be available with that resource; downloadable photographs of textures - again available from the urban geological trail and regional developments.
6. Geodiversity fieldwork around the school
It is recommended that CCW continues to support the primary teacher clusters writing materials for the Foundation phase, described in 8.8.
The school grounds can also be the starting point for field-based geodiversity for secondary science. Science through the window series and other field-based resources from ESEU and SESEF resources provide workshops and materials to address this need.
7. Earth science field-based assessment for WJEC
Two field-based resources for submission to WJEC for approval as an internal practical test for the new GCSE science specification have been identified. One on limestone, written by teachers in NE Wales, has been trialled but not adapted to WJEC submission format. The other, based on folding in rocks on Anglesey, has been written by the research project team but may require more teacher evaluation. The complete submission based on folding is in Appendix 6B.
It is recommended that CCW/RIGS place a high priority on evaluating the written submission. It needs to be submitted to WJEC for approval at an early date since teaching the new science specification has begun. This initiative could introduce field-based geodiversity to a large number of students.
98 8.16 Organisational recommendations from teachers
Throughout the research teachers and other personnel expressed strong views on:
the marketing of any resources produced. There was a strongly held opinion that any newly developed resources should be accompanied by INSET sessions. This conclusion has also been reached in extensive research in England by ESEU and is one of the reasons for the success of the newly developed Scottish primary model. The capacity of teachers to deliver the recommended resources will be dependent on the quality of the INSET provided.
It is recommended that CCW/RIGS use: √ primary cluster days for which there is funding, e.g. HMS days; √ LEA INSET. Strong links with advisory teachers is recommended. They are looking for good, innovative material to share with teachers; √ links with annual examination board INSET in North Wales. These have a high teacher attendance rate, are approved by headteachers, and would ensure that CCW/RIGS material is linked with future examination requirements; √ ESEU which is to develop primary resources soon. Their current method of delivery is to hold workshops for teachers. A combined development in North Wales would make the most of ESEU geodiversity expertise and local networks;
liaison with Examination Board Officers, and National Curriculum for Wales developers, particularly in this time of great change. Teachers are then more confident of the relevance of the material;
co-operation between the different organisations involved in the preparation of resources for schools since there tends to be a considerable overlap e.g. work on soils is addressed by several organisations. It is recommended that CCW identifies all the providers in the region and make sure they are not competing or being repetitious with their resources;
translation. Currently only ESEU resources and Welsh tourism trails are bilingual. ESTA primary resources can be translated into Welsh for use in schools provided PEST receives an acknowledgment. The research project initiated a request with WAG personnel for translation of material from the virtualquarry website adapted to the Foundation phase. It is recommended that this be followed up.
99 8.17 The Government recognises the importance of field-based education and consultation is currently being sought on its manifesto ‘Education Outside the Classroom’, Department for Education and Skills (DfES). The research team considers that CCW/RIGS, in commissioning this research, are fulfilling the aims of this manifesto which include the importance of
‘..supporting schools so they have easily accessible advice, guidance and resources, as well as professional development opportunities…..They should be confident that what is offered will meet their needs….’
The authors hope that CCW/RIGS follow the further recommendations of the DfES in this document.
‘Research findings [on Education Outside the Classroom] should be widely disseminated to appropriate audiences’
100
APPENDIX 1
Acknowledgements
Bowen, Dewi Rhys Education Officer, Dwyfor Bradnam, Hillary WJEC A Geography Moderator Burek, Cynthia NEWRIGS Burgess, Claire Professional Development Co-ordinator, Careers Wales NW Conway, Jo Yale Sixth Form College, Wrexham, WJEC A Geology Examiner Crossley, Rob Gwynedd & Môn RIGS Davies, Barry Gwynedd Maritime Officer Darmon, Chris Geo Supplies Edwards, Nikki Education Officer, OCR Ennion, Becky Wrexham Science Advisor Harris, Angharad Snowdonia National Park Fitzsimmons, Dave Careers Wales NE Humphries, Ray Alun School, Mold, WJEC Geology Moderator Jones, Eluned Professional Development Co-ordinator, Careers Wales NW Jones, Steven Wylfa Nuclear Power Station Information Centre, Anglesey King, Chris Keele University Kenyon, Ian WJEC A Geology Chief Moderator Loader, Pete WJEC A Geology Chief Examiner Malpas, Jacqui NEWRIGS Mostert, Phil Cynnal Advisory Service Norton, Helen Rhyd y Creuau Field Studies Centre Owen, Glyn WJEC Geography Examiner Owen, Anwen Cynnal Advisory Service Phillips, Delyth Rhyd y Creuau Field Studies Centre Pritchard, John WJEC Geology Officer Ramsdale, Rick UKRIGS Education Officer for ESO-S [Earth Science Off-site] project Reynolds, John UKRIGS ESO-S Assistant Manager with Primary sector responsibility Roberts, Dafydd Education Officer, Isle of Anglesey Scott, Raye WJEC Geography Officer Thomas, Ian National Stone Centre Williams, Geraint WJEC GCSE Geography Chief Examiner
The authors would like to extend their thanks to all those teachers in North Wales who gave of their time to complete the questionnaires and to take part in the interviews.
APPENDIX 2
Distribution and size of entry, A level Centres, North Wales
WJEC A Geography Centres in North Wales
Centre No Centre Name Approx. entry size Nov 2005
68101 Abergele 8 68103 Buckley-Elfed AS 16 A 9 68105 Colwyn Bay – Ysgol Bryn Elian 17 68111 Connah’s Quay High AS 6 A 2 68111 Denbigh High 9 68117 Denbigh – Howell’s 6 68122 Flint HS No A 6 AS 68129 Holywell High AS 5 A 1 68138 Llangollen-Dinas Bran AS 7 A 10 68140 Mold-Alun AS 26 A 13 68143 Ysgol Maes Garmon AS 17 A 3 68148 Prestatyn High AS 5 A 12 68150 Deeside- John Summers AS 5 A 2 68158 Blessed Edward Jones AS 6 ?new 68159 Rhyl High 6 68163 Ruabon-Ysgol Rhiwabon AS12 A 5 68165 Ruthin-Brynhyfryd AS 40 A 26 68171 LLanelwy/St Asaph-Glan Clwyd 4 68173 Saltney-St David’s High 2 68184 Wrecsam-Morgan Llwyd AS 20 A 5
68401 Amlwch-Syr Thomas Jones AS 13 A 8 68404 Y Bala – Y Berwyn AS 17 A 8 68407 Bangor- Friars AS 30 A 20 68408 Bangor - Coleg Menai 5 68409 Bangor-St Gerard’s School Trust 7 68410 Bangor-Ysgol Tryfan 2 68418 Bethesda-Dyffryn Ogwen 5 68424 Bodedern 3 68431 Caernarfon-Syr Hugh Owen 9 68434 Conwy-Aberconwy AS 50 A 20 68439 Dolgellau- Coleg Meirion Dwyfor 10 68447 Holyhead/Caergbi-Ysgol Uwchradd 6 68450 Bae Penrhyn-Y Creuddyn AS 8 A 2 68452 Llandudno-Ysgol John Bright 12 68454 Llandudno-St David’s College 4 68463 Llangefni-Ysgol Gyfun 20 68467 Llanrug-Brynrefail 4 68470 Llanrwst-Ysgol Dyffryn Conway 11 68474 Menai Bridge – David Hughes AS 18 A 10 68478 Penygroes-Ysgol Dyffrn Nantlle 4 68483 Pwllheli-Coleg Meirion Dwyfor 10
WJEC A Geology Centres in North Wales
Alun S Mold 19 Ysgol Maes Garmon 1 Prestatyn HS 11 Yale C Wrexham 19 Penglais S, Aberystwth 7 Y John Bright 8
Of 129 Centres entering candidates in 2005 1 school from Gwynedd 4 schools from NE Wales
Welsh Baccalaureate Qualification Pilot Centres in North Wales
Coleg Llandrillo Coleg Meirion Dwyfor Deeside College Ysgol Bryn Elian Ysgol Brynhyfryd Ysgol Morgan Llwyd Coleg Menai Ysgol Rhiwabon
International Baccalaureate Centres in North Wales
Atlantic College Coleg Llandrillo APPENDIX 3A
Geodiversity: Curriculum and Resources Audit
Early Years, KS1 AND 2
The statements below are from documents valid for 2006.
However changes to the Primary curriculum are currently being piloted and will be phased in in September 2008 for pupils aged 3 – 5; in September 2009 for pupils aged 5 – 6; in September 2010 for pupils aged 6 – 7.
Early years and Key Stage 1 will be integrated into a Foundation Phase with a curriculum extending from 3 to 7 years old. There is also to be a greater emphasis on play and on outdoor learning. The Foundation Phase audit follows the 2006 audit.
GEODIVERSITY, EARLY YEARS 2006
Curriculum Education for Subject specific Curriculum Cymreig Sustainable Geodiversity Development resources
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Focus statement √ ..experience the familiar world through enquiry, investigating the indoor and outdoor environment in a safe and systematic way. Using all their senses, they should be encouraged to enjoy learning by √ exploration, enquiry, experimentation, asking questions and finding answers about…. people and places… they should be given experiences that help them to increase their curiosity about the world around them and to begin to understand it. They should learn to …..demonstrate care, responsibility, concern and respect for all living things and the environment. They should learn to express their own ideas, opinions and feelings with imagination and sensitivity. Places and People The children’s home and the setting / school … should be used as the starting point for the development of knowledge and understanding of places. Planned activities, exploration and enquiry both indoors and outdoors should provide children with opportunities to develop their knowledge and understanding of …. landscapes within their local area …to enable them to: • use and become familiar with geographical terms √ • identify natural features… • make and use simple plans and maps • identify how places such as town/seaside/countryside compare and town/seaside/countryside compare and contrast √ • follow directions and routes • develop an understanding of travel and transport and appreciate distance and how places relate to each other • observe different weather conditions and see how weather in their locality compares with other areas • develop an awareness of how a locality √ changes and the impact of people’s actions √ on the environment The Material World • experiment with different materials and use their senses to sort them into groups according to simple properties • develop an awareness of, and be able to distinguish between, man-made or natural materials • understand the different properties of familiar materials and begin to link the properties of these materials with their uses • understand how some everyday materials change in shape by stretching, squashing, bending and twisting and when heated or cooled. People, Beliefs and Questions • how and why they and others should show √ concern and care for living things and the natural world …
GEODIVERSITY, KEY STAGE 1 2006
Curriculum Education for Subject specific Curriculum Cymreig Sustainable Geodiversity Development resources
INVESTIGATIVE SKILLS English Nature Geography Science www.english-nature.org.uk 1.ask and answer 1. turn ideas suggested to Year 3 geographical them, and their own ideas, Rocks in our questions and make into a form that can be environment observations investigated 9 downloadable lessons 2. collect and record 2. thinking about and Lesson 1: Where are the information suggesting what might rocks? 3. communicate ideas, happen can be useful in Lesson 2: These came information and their planning out of the ground. opinions 3. decide what is to be Lesson 3: Rock 4. use and understand observed or measured explorers. This is an out geographical terms 4. recognise that a test or of school experience. 5.observe and collect comparison may not Lesson 4: Rocks to keep information in the field always be fair us dry and rocks to keep 6.follow directions and 5. recognise hazards and us healthy. estimate distances risks Lesson 5: Geologist’s 7. make and use maps 6. explore using game, “It all happened and plans appropriate senses here!” 10. use ICT to 7. follow instructions to Lesson 6: You can’t put a communicate and control the risks to quarry there! assist their work…. themselves Lesson 7: What is soil? 8. make observations and Lesson 8: Which soil can measurements hold water? 9. make an appropriate Lesson 9: Do we need to record of observations and quarry so much? measurements 10. make simple Details in Chapter 4 comparisons 11. use results to say what they found out 12. try to explain what they found out drawing on own knowledge and understanding 13 evaluate their work Quarry Products GEOGRAPHY Association Focus statement …awareness of their local area…..given www.virtualquarry.co.uk opportunities to observe and describe these [geographical features of places] and express their opinions about them We’re wonderful WALL Places watchers enquire into based on QCA the local area [the immediate vicinity of the √ Geography unit 1: Around school..includes school buildings and our school. The grounds and the surrounding area with investigators. What’s easy access] hidden beneath our a locality either in Wales or feet? elsewhere..which contrasts with that of the based on QCA school Geography unit 6: for each: Investigating the local 1.where it is area. 2. what it is like 3.why it is like this 4.how it compares with other places √ 5. what the environmental quality is like 7.become aware of how their locality changes and √ express views on such changes
SCIENCE Life Processes The differences between things that are living and things that are not www.virtualquarry.co.uk Materials and their properties Does That Really Come 1.1. Use their senses to recognise the similarities From a Quarry? and differences between materials based on QCA Science 1.2. Sort materials into groups on the basis of simple unit 1C: Sorting and using properties including texture, shininess, magnetic materials. 1.3. Recognise and name common types of material, and that some of these materials are found naturally 1.4. find out about the uses made of a variety of common materials
PSE know [and be concerned] about the features in their local environment understand how their environment could be made √ better or worse to live in and how they can make a difference
GEODIVERSITY KS2 2006
Curriculum Education for Subject specific Curriculum Cymreig Sustainable Geodiversity Development resources Geographical Scientific Enquiry enquiry and skills 1. turn ideas suggested to To date there are over 50 1.observe and ask them, and their own ideas, leaflets produced in centre questions about into a form that can be pages of Teaching Earth geographical investigated Science, the ESTA features 2. asking questions and using quarterly magazine as 2. collect, record their own knowledge and PEST (Primary Earth and present understanding to anticipate Science Teaching) evidence to answer what might happen can be They are published as questions useful in planning being suitable for Primary. 3. analyse 3. decide what information evidence, draw should be collected Details in Appendix 4A conclusions or 4. in situations where the opinions and factors can be recognised communicate and controlled a fair test may findings in an be carried out UKRIGS appropriate way 5. consider what equipment www.ukrigs.org.uk/html 4. use and extend to use geographical 6. recognise hazards and Details in Chapter 4and vocabulary risks to themselves and to Appendix 4B 5.observe and others record information 7. use equipment correctly in the field taking action to control the 6.follow directions, risks EARTH SCIENCE ON- estimate and 8. make observations and SITE PROJECT calculate distances measurements and record 7. make and use them appropriately An education pilot project maps and plans at a 9. check observations and to use former aggregates variety of scales measurements by repeating sites to develop and them, when this is publish downloadable appropriate examples of high quality 10. use IT equipment to Earth Science field monitor changes teaching activities. 11. make comparisons and identify and describe trends It is anticipated that the or patterns in data ideas and materials 12. use results to draw presented will be adapted conclusions by schools, and others, to 13. try to relate the outcomes be more appropriate for of their investigation to their their own purposes and scientific knowledge and programmes of study. understanding 14 review their work and suggest how data could be improved
GEOGRAPHY Focus statement …further their awareness and understanding of… environments at different scales in √ www.virtualquarry.co.uk Wales….investigate and identify changing and contrasting geographical patterns and how they Details in Chapter 4 relate to physical…processes. ..given opportunities to observe, describe and explain how features, patterns and processes are linked to geographical issues. Places enquire into the local area [an area containing the homes of the majority of the pupils in the school] a locality in Wales … √ for each: 1.where it is and how it links to other localities 2. what it is like and what geographical patterns √ can be identified 3.why it is like this and what processes are contributing to its development 4.how it compares with other places and what are the similarities and differences Theme study the theme of environmental change … √ 1. identify ways in which people affect the environment √ 2. investigate ways in which people attempt to look after the present and safeguard the future environment through sustainable development √ 3. recognise that people have different views about changes made to the environment √ 5. understand the individual’s responsibility for the environment
SCIENCE Materials and their properties www.virtualquarry.co.uk 1.1 Compare everyday materials [e.g. different We're living in Rocks and kinds of rock] on the basis of their properties SOIL! including hardness, strength, flexibility and magnetic behaviour and relate these properties to Toothpaste Technology everyday uses of the materials 1.4 Describe and group rocks on the basis of Details in Chapter 4 appearance and texture and soils on the basis of particle size and permeability 2.8 the part played by evaporation and condensation in the water cycle 3.1 solid particles of different sizes can be separated by sieving 3.2 some solids are soluble and some are not and this provides a means of separating different solids
PSE be concerned about the wider environment [ attitudes values] √ know how the environment can be affected by human activity understand how conflict can arise from different views about environmental issues
Foundation Phase (from 2008)
Children learn through first hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play, children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions individually, in small and in large groups. First hand experiences allow children to develop an understanding of themselves and the world in which they live.
Cognitive Development Children’s cognitive development is the development of the mind and it focuses on their thinking and understanding (including problem-solving / reasoning / concentration / memory). Children should have experiences that enable them to:
• experiment / investigate in different ways • recognise patterns • make decisions • sequence • solve problems • evaluate / reflect • concentrate on tasks / activities • offer own opinions • compare / contrast • use standard and non standard measures • sort / classify • be keen to learn in a variety of contexts • explore different materials / world • develop a sense of space, direction and (environment) around them distance • group objects according to different criteria
Areas of Learning Areas of learning have been identified to describe an appropriate curriculum for 3-7 year olds that supports the development of children and their skills, (The Developing Child). They must complement each other and work together to provide a cross curricular approach to form a practical relevant curriculum. One of the seven areas of learning is Knowledge and Understanding of the World. Within Knowledge and Understanding of the World are:
Places and People The children’s home and the setting / school is valued and should be used as the starting point for the development of knowledge and understanding of places. Planned activities, exploration and enquiry both indoors and outdoors should provide children with opportunities to develop their knowledge and understanding of people, buildings, weather and landscapes within their local area and the wider world in the following contexts to enable them to:
• use and become familiar with geographical terms • identify natural features (e.g. rivers) and human features (e.g. roads) • make and use simple plans and maps • begin to use simple atlases and globes • identify how places such as town/seaside/countryside compare and contrast • follow directions and routes • develop an understanding of travel and transport and appreciate distance and how places relate to each other • observe different weather conditions and see how weather in their locality compares with other areas • observe the work people do, the different types of travel and transport and how buildings are used • develop an awareness of how a locality changes and the impact of people’s actions on the environment
The Material World Through planned activities, exploration and investigation, children should find out about different materials, and how some materials can change, in the following contexts to enable them to:
• experiment with different materials and use their senses to sort them into groups according to simple properties • develop an awareness of, and be able to distinguish between, man-made or natural materials APPENDIX 3B
Geodiversity: Curriculum Resources Audit
KS3 AND 4
GEODIVERSITY, KS3 2006
Curriculum Education for Subject specific Curriculum Cymreig Sustainable Geodiversity Development resources Geographical Scientific Enquiry enquiry and 1. propose and outline a plan for UKRIGS skills the investigation, making use of www.ukrigs.org.uk/html 1.identify their knowledge and questions about understanding in planning the EARTH SCIENCE ON- geographical procedure SITE PROJECT features and 2. carry out preliminary work, issues and making use of secondary establish an sources where appropriate, to Downloadable examples of appropriate clarify what they need to do field teaching activities in sequence of 3. decide what kind of former aggregate quarry investigation information should be collected sites. 2. identify the 4. recognise factors [eg in evidence fieldwork] which cannot readily It is anticipated that the required and be controlled, and make ideas and materials will be collect, record judgements about the amount of adapted to be more and present it data that should be collected in appropriate for own 3. analyse and these contexts purposes and programmes evaluate 5. consider, in appropriate of study. evidence, draw contexts, key variables that conclusions or need to be taken into account, Earth Science Education opinions and and to isolate the effect of Unit, Keele communicate changing one variable www.earthscienceeducatio findings, ideas 6. decide how many n.com and information observations or measurements A programme of free in an appropriate need to be made and what INSET for Key Stage 3 in way range they should cover Wales, designed to raise 4. use an 7. select ..equipment and staff confidence and extended techniques to measure and enthusiasm in teaching geographical record data about the Earth. vocabulary 8. to take responsibility for Workshops can be 5. undertake recognising hazards combined to provide half fieldwork, in their work day, one day or twilight selecting and 9. use a range of equipment sessions. using appropriate safely and with skill taking action Downloadable worksheets techniques and to control the risks in English and Welsh instruments to 10. make observations and Earth Science Out of measure and measurements to a degree of Doors record accurately precision appropriate to the Will my gravestone last? 6. make maps investigation Any Quarry Guide and plans at a 11. make sufficient relevant Risk assessment for all variety of scales, observations and measurements workshops and select and for reliable data use appropriate 12. decide when to repeat graphical measurements and observations techniques to in order to obtain reliable data present evidence 13. record results clearly and on a range of appropriately as they carry out maps and the work diagrams 14. choose the most appropriate 7. use maps at a means of presenting the results variety of 15. identify and describe trends scales..OS or patterns in data 1:25,000, 16. use results to draw 1:50,000 conclusions 8. select and use 17. use their scientific photographs…ob knowledge and understanding in lique and vertical commenting upon and, if air..satellite possible, explaining the results images.. 18. consider whether there is sufficient information to enable firm conclusions to be drawn 19. consider whether there are anomalies in observations or measurements and to take these into account 20. suggest improvements to the methods used GEOGRAPHY Focus statement English Nature …wide range of…. environments…changing nature http://www.english- of geographical patterns and processes over √ nature.org.uk/science/natur time…linkages and interaction in physical and e_for_schools/secondary.a human geography sp Themes Our Ever Changing 2. Rivers or coasts Coastal Environment the processes responsible for the development of rivers or coasts and the role √ Virtual Quarry of rock type in their development www.virtualquarry.co.uk the causes and effects of one or more Quarries - A fieldwork geomorphological hazards, and human approach responses Improving the environment, 3. Weather and climate for people, for wildlife or the components and links in the water cycle both? Exploring 4. Ecosystems sand/gravel quarry how [one major]vegetation is related to restoration options climate, soil and human activity Limestone landscapes of 8. Environmental issues England how conflicting demands on the environment Between a rock and a hard arise place - exploring hard rock how and why attempts are made to plan and quarry restoration options manage environments, and their effects how consideration of sustainable development affect environmental planning √ and planning
SCIENCE English Nature Life processes and living things http://www.english- 5.4 find out about the ways in which living things and nature.org.uk/science/natur the environment of Wales can be protected and the √ e_for_schools/secondary.a importance of conserving biodiversity [N C Science, sp Life Processes and Living Things] Resistant Materials in our Materials and their properties Environment 2.5 forces caused by the freezing of water and by Rocks and Weathering – expansion and contraction, lead to the physical The Rock Cycle weathering of rocks 2.6 how igneous, sedimentary and metamorphic Earth Science Education rocks are formed Unit, Keele 2.7the rock cycle involves sedimentary, metamorphic http://www.earthscienceed an igneous processes that take place over different ucation.com/workshops/wo timescales, and that these processes determine the rksheet_index1.htm texture of rocks and the minerals they contain Spot That Rock 2.12. the possible effects of burning fossil fuels on Dynamic Rock Cycle the environment [e.g.production of CO2 on rock Plate Tectonics Interactive surfaces] Continental jigsaw 3.7 how carbonates react with acids to form salts, worksheet representation by word equations Investigating the Changing 3.8 everyday applications of neutralisations[e.g. Earth and Atmosphere treatment of acid soil] Virtual Quarry www.virtualquarry.co.uk It's the Pits! Life in a Restored Gravel Pit I’m in bits and pieces! Round and around and around we go Portland Stone - the Ultimate Building Material
Jesei [Joint Earth Science Education Initiative] http://www.chemsoc.org/ networks/learnnet/jesei/i ndex2.htm
43 Earth Science pen and paper, ICT, teacher demonstrations and practicals for Biology, Chemistry and Physics teachers on the earth’s age, carbon cycle, limestone, plate tectonics, minerals and rocks and other topics.
PSE develop a sense of personal responsibility towards the environment and a concern for the quality of life √ both in the present and in the future [ attitudes/values] understand the key issues of sustainable development, including actions that will improve the quality of life now without damaging the planet for √ the future
GEODIVERSITY, KS4 2006
Curriculum Education for Subject specific Curriculum Cymreig Sustainable Geodiversity Development resources
GEOGRAPHY 1. UKRIGS These criteria define the subject-specific essentials http://www.ukrigs.org.uk/ for GCSE specifications in geography. . It is from html these statements that the different exam boards develop their distinctive approaches to geography. EARTH SCIENCE ON- Aims [include]: SITE PROJECT • acquire knowledge and understanding of a range of … environments and geographical √ Downloadable examples of patterns at a range of scales from local to global, as well as an understanding of the field teaching activities in
physical … processes, including decision- former aggregate quarry
making, which affect their development sites.
• develop …. an appreciation of the It is anticipated that the environment, as well as awareness of the ideas and materials will be ways in which people and environments adapted to be more interact, the importance of sustainable appropriate for own development in those interactions, …. purposes and programmes • appreciate that the study of geography is √ of study. dynamic • acquire and apply the skills and techniques -
including those of mapwork, fieldwork and Details and links in
information and communication technology Appendix 4B
(ICT) - needed to conduct geographical
study and enquiry. 2. English Nature
Specifications must require: http://www.english-
nature.org.uk/science/natur • coverage of physical, human and e_for_schools/secondary.a environmental aspects of the subject, which, sp should be balanced
• study of a range of themes which, taken Downloadable materials together, involve work at different scales in
different parts of the world and in different Details and links in types of environment; contexts for thematic Chapter 4 studies must include the United Kingdom (with, for specifications developed for use in √
Wales, a focus on Wales), … 5. www.virtualquarry.co.uk • study of a variety of places and the way in which places and environments are
interdependent, This has an interactive visit
• study of how physical and human processes to a quarry. Different
contribute to the development of people describe their jobs,
geographical patterns, the geographical e.g. manager, geologist, characteristics of particular places and planner. Further interactive environments, and their interdependence √ activities include fossils, • study of the interrelationships between rock thin sections, places people and the environment and the ways in to visit, films of actual which considerations of sustainable examples of the many √ development affect the planning and aspects of quarrying. management of environments and resources
• study of the geographical aspects of There are background
contemporary ….. environmental issues notes for teachers and
• study of the significance and effects of lesson plans values and attitudes of those involved in geographical issues and in decision-making Details and links in about the use and management of Chapter 4 environments and resources √ • development of a range of skills used in geographical study and enquiry (including
the use of ICT), namely:
identification of geographical o questions and issues and
establishing appropriate sequences
of investigation
identification and collection of o evidence required, from primary
sources (including fieldwork),
secondary sources (including maps
at a variety of scales, photographs,
satellite images, statistical data) and
ICT-based sources, and recording
and presenting it (including use of
maps, graphs and diagrams)
description, analysis and o interpretation of evidence, making
decisions, drawing and justifying
conclusions and communicating
findings in appropriate ways
evaluation of the methods of o collecting, presenting and analysing
evidence, as well as the validity and
limitations of evidence and
conclusions.
WJEC GCSE GEOGRAPHY [A] SPECIFICATION 1A Ice, rivers and the sea 1. What is the nature of weathering and mass movement? [freeze/thaw; scree slopes;carbonation/solution in limestone areas] 2. How do glaciers erode, transport and deposit? [plucking, abrasion; transport above, within and below the ice; deposition through melting; loss of energy]
3. What landforms give the upland glaciated landscape its character and how are these landforms created? [corries, arêtes, pyramidal peaks; glacial troughs, hanging valleys; terminal moraines, ribbon lakes] English Nature 4. How does either a river/the sea erode, transport http://www.english- and deposit?[solution,hydraulic action, nature.org.uk/science/natur corrason(abrasion), attrition; solution,n suspension, e_for_schools/secondary.a saltation, rolling; low energy conditions] sp 5. What landforms give the either a river valley/the coastline its distinctive character and how are these Our Ever Changing landforms shaped by the effects of process structure Coastal Environment and time?[V-shaped valleys, interlocking spurs, waterfalls, gorges, floodplains, meanders, oxbow lakes; headlands, bays, cliffs, beaches, spits, wave- cut platforms, caves, arches, stacks] 6. How do physical and human factors contribute to √ flooding? What attempts may be made to reduce the effects of flooding? 1C2 The development of resources in one part of the world may be the result of a changing demandfrom other countries. How can these resources be sustainably developed?
WJEC GCSE GEOGRAPHY [B] SPECIFICATION Unit 2 Between a rock and a hard 3.1 How can an excess of rainfall and /or water √ place - exploring hard rock surplus cause flooding? quarry restoration options What are the effects on the 3.2 What effect does this have on human activity? How can flooding be managed? environment of this 6 The impact of human activity on process and resource issue? landforms can cause conflict. This requires careful √ How can a resource be management and stewardship for landform planned and managed? sustainability Unit 4 Details and links in 9 Economic Activity can seriously damage the Chapter 4 physical environment. How could these conflicts be managed to conserve a sustainable environment?
SCIENCE and Additional Science Revised Nov 2004 UKRIGS www.ukrigs.org.uk/html These criteria define the subject-specific essentials for all GCSE specifications in science subjects. It is EARTH SCIENCE ON- from these statements that the different exam boards SITE PROJECT develop their distinctive approaches to science, including earth sciences. Downloadable examples of field teaching activities in Skills, knowledge and understanding of how former aggregate quarry science works: sites. i. data, evidence, theories and explanations a. the collection and analysis of It is anticipated that the scientific data ideas and materials will be b. the interpretation of data, using adapted to be more creative thought, to provide appropriate for own evidence for testing ideas and purposes and programmes developing theories of study. Details and links c. many phenomena can be explained in Appendix 4B. by developing and using scientific theories, models and ideas Earth Science Education d. there are some questions that Unit, Keele science cannot currently answer, http://www.earthscienceed and some that science cannot ucation.com/workshops/wo address rksheet_index1.htm ii. practical and enquiry skills a. planning to test a scientific idea, A programme of free answer a scientific question, or solve a scientific problem INSET [cost of expenses b. collecting data from primary or for a local trainer only] for secondary sources, including the Key Stages 4 in Wales, use of ICT sources and tools designed to raise staff c. working accurately and safely, confidence and individually and with others, when enthusiasm in teaching collecting first-hand data about the Earth. d. evaluating methods of data Workshops can be combined to provide half collection, and considering their validity and reliability as evidence day, one day or twilight iii. communication skills sessions.
a. recalling, analysing, interpreting, applying and questioning scientific Downloadable worksheets information or ideas in English and Welsh b. using both qualitative and quantitative approaches Earth Science Out of c. presenting information, developing Doors an argument and drawing a Will my gravestone last? conclusion, using scientific, Any Quarry Guide technical and mathematical language, conventions and symbols Risk assessment for all and ICT tools workshops iv. applications and implications of science a. the use of contemporary scientific Details and links in and technological developments and Chapter 4 their benefits, drawbacks and risks b. how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
c. how uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes. Set the skills, knowledge and understanding, outlined [above], entirely in the context of: 1…, 2……, 3,……. 4. Environment, Earth.. [itals = ‘Indicative content’] a. the effects of human activity on the environment can be assessed using living and non-living indicators. Planning is needed at local, regional and global levels to manage sustainability]. √ b. the surface and the atmosphere of the Earth have changed since the Earth’s origin and are changing at present[Changes in the outer layer of the Earth result from the movement of tectonic plates. This causes slow changes, such as the position of
continents and rapid changes, eg volcanic eruptions.]
WJEC SCIENCE [TEACHING FROM Sept 2006]
HOW SCIENCE WORKS
[Biology B1, B2, B3
Chemistry C1, C2, C3 Physics P1, P2, P3
3 Units of 1 = Single science,
6 Units of 1&2 = Additional science, 3 units of 1 subject = Separate sciences
Questions are suggested ways of approaching topic not mandatory specification]
B1 3. EVOLUTION
Do species change over time?
What is natural selection?
How does evolution work?
Is evolution still going on?
(a) examine evidence and interpret data about how organisms and species have changed over time. Suggest reasons why species may become extinct.
(b) consider how individuals with characteristics adapted to their environment are more adapted to their environment are more likely to survive and breed successfully. Consider the uses and limitations of modelling to illustrate the effect of camouflage colouring in prey and predator English Nature relationships. www.english- nature.org.uk/science/natur C1 8. GEOLOGICAL PROCESSES e_for_schools/secondary.a Has Britain always been in the same place on the sp Earth? Resistant Materials in our What causes earthquakes and volcanoes? Environment How do scientists come up with new ideas to Rocks and Weathering – explain what they observe? The Rock Cycle When do their ideas become accepted by other scientists? Earth Science Education (a) use the development of the theory of continental Unit, Keele drift to display their understanding www.earthscienceeducatio that observations, through creative thought, lead to n.com/workshops/workshe an idea to explain them but the et_index1.htm explanation may not be accepted until sufficient Spot That Rock evidence exists, Dynamic Rock Cycle (b) use evidence about the location of earthquakes Plate Tectonics Interactive and volcanoes to appreciate that the Earth's Continental jigsaw lithosphere is composed of a number of large pieces worksheet called plates, which are moving very slowly, and Investigating the Changing know that this movement drives the rock cycle Earth and Atmosphere (c) know that rocks can be Details and links in Chapter 4 formed where tectonic plates move apart and magma rises to fill the gap producing new igneous Jesei [Joint Earth rock Science Education deformed and/or recycled where tectonic plates Initiative] move towards each other driving down the denser http://www.chemsoc.org/ne plate which may melt to form magma that on cooling tworks/learnnet/jesei/index forms igneous rock. 2.htm 43 Earth Science exercises for Biology, Chemistry and
Physics teachers on the earth’s age, carbon cycle, limestone, plate tectonics, minerals and rocks and B2 7. THE IMPACT OF HUMAN ACTIVITY ON THE other topics. ENVIRONMENT Details and links in What effects do people have on the Chapter 4 environment? Can science help to understand these effects? Quarry Products Can scientific knowledge be used to find Association alternative answers? www.virtualquarry.co.uk
Should environmental issues stop economic I’m in bits and pieces! development? Round and around and What agencies are involved in decision making? around we go Candidates should: Portland Stone - the (b) appreciate the need to collect detailed, reliable Ultimate Building Material scientific information in order to assess the changes in species types and numbers It's the Pits! Life in a and the use of such information as Restored Gravel Pit Environmental Impact Assessments prior to building Woodland regeneration in developments. a quarry (h) discuss the need for and issues surrounding Improving the environment, sustainable development: the problem of increased for people, for wildlife or consumption of resources and their continued both? supply; the problem of waste Exploring sand/gravel materials and recycling as a way of dealing with quarry restoration options waste; use of degradable materials; Between a rock and a hard development of Ecotourism place - exploring hard rock quarry restoration options C2 3. THE PRODUCTION AND USE OF METALS (m) evaluate the social, economic and environmental Details and links in impact of the use and extraction of Chapter 4 metals √ P2 3. USES AND DANGERS OF RADIOACTIVITY How can we make use of radioactivity and what problems are there? (b) discuss the scientific and ethical problems associated with the long-term disposal of radioactive waste materials and appreciate the problems posed by the uncertainties in the behaviour of these materials and their containers over thousands of years.
C3 4. LIMESTONE What is limestone made of? Should we dig up beautiful countryside to quarry limestone? (c) know that limestone is used in the production of iron and steel, in road-making, to neutralise soil acidity and to make cement. www.virtualquarry.co.uk √ (d) evaluate the social, economic and environmental effects of limestone quarrying. Limestone landscapes of England
P3 7. ATOMIC STRUCTURE Details and links in (f) use tables of isotopes to investigate nuclear Chapter 4 decay series and appreciate the significance of these to investigations into the age of rocks and the age of the Earth and Solar System.
GCSE Geology All the course is relevant to geodiversity. The specification can be read on http://www.wjec.co.uk/ The course should include a minimum of at least three days or equivalent in the ‘field’. This includes field teaching situations not directly assessed as whole investigations but beneficial for the acquisition of geological understanding and skills. Geological enquiry based in the field, and, if the Centre wishes, in the laboratory, is assessed by the teacher from at least one piece of work on the basis of four Skills Areas 1. P Planning. 2. O Obtaining evidence. 3. A Analysing and considering evidence. 4. E Evaluating. Geological topics are divided into five 1. Earth Materials 2. Earth Processes 3. Earth Structures 4. Earth Resources 5. Earth History
APPENDIX 3C
Geodiversity: Curriculum and Resources Audit
GEODIVERSITY, A LEVEL 2006
Curriculum Geodiversity resources
WJEC AS/ADVANCED GEOGRAPHY to 2008 AS - GG1B Drainage basin 1. The drainage basin system; flood hydrograph and The following is an example of field-based geodiversity river regimes material in North Wales. Other resources are described 2. The passage of water through the drainage basin in the 16-19 teachers resources Chapter 4. is influenced by factors including: Water budget Environment Agency - Wales Soil conditions http://www.environment-agency.gov.uk/regions/wales Geology (i) Examples of flood alleviation schemes: Vegetation (ii)The Dee conservancy and the Dee Regeneration 3. Formation of landforms of one floodplain. scheme describe a major drainage basin in the region 4. Causes and effects of flooding in the drainage (iii) Links are made to publications about flooding in basin 1998 and 2000 AS - GG1C 3 Links and interactions within one small scale ecosystem may be observed through: (a) the development of one soil type as the result of interactions of biotic and abiotic components. AS – GG3 Investigative Geography. Either: An examination paper that includes data from fieldwork investigations from physical environments. Or: A report of a fieldwork investigation undertaken to investigate an AS topic A2 – GG4 Studying either glacial or coastal environments A2. Landforms within one environment are the product of weathering, erosion, transport, deposition. These processes interact with the geology. A3. Landforms exist in a state of dynamic equilibrium - high energy events followed by long periods of slow change. Landforms may show the effects of modification by geomorphological agents or processes other than those mainly responsible for their initial formation. B1. Interactions between geomorphological processes, landforms and human activity– -Human impacts on the natural environment; -Process and landform impact on human activity. B2. Evaluation of management strategies of the glacial or coastal environment
From 2007 A level geography examination specifications will be based on NATIONAL CRITERIA FOR GEOGRAPHY SEPT 2006 AS and A level specifications in geography should encourage students to: carry out research, and out-of-classroom work including fieldwork, as appropriate to the topics selected In addition for A2 the specifications should require students to: undertake individual research/investigative work, including fieldwork critically reflect on and evaluate the potential and limitations of approaches and methods used both in and outside the classroom.
WJEC AS/ADVANCED GEOLOGY to 2008 A good starting point for resources is All the course is relevant to geodiversity. The ESTA specification can be read on http://www.wjec.co.uk/ http://www.esta-uk.org/main.html ‘So you’re starting an A level Geology course’ – 50 ‘all Advanced candidates should have devoted a pages of downloadable information, giving contacts and minimum of six days,AS candidates a minimum of resources. three days, to geological work in the field. Only a proportion of this time should be devoted to assessed coursework’ BGS http://www.bgs.ac.uk/magazine/geology/home.html AS Geology These interactive pages will allow you to wander The Foundation Geology unit is organised into: around Britain, zoom into your favourite areas and Matter: the global structure of the Earth and investigate the geology of the country. the composition of its crust. Energy: the Earth's energy sources and the http://www.bgs.ac.uk/britainbeneath/guide.html resultant internal and external geological processes. This atlas is an interactive GIS using the wealth of Time and Change: the geological record of digital data, information and knowledge that the British change and the relative and absolute dating of Geological Survey holds on the land beneath our feet. geological events. A region, such as NE Wales, may be chosen and base Basic concepts only are to be addressed in data may be linked to Land quality and Groundwater Or the Foundation Geology unit: later units Hazards or Resources develop these Geology and the Human Environment aims to Other resources are described in the 16-19 Teachers develop: Resources, Chapter 4. Natural geological hazards, volcanic; earthquake and mass movement and those caused by human activity, and the means of predicting, monitoring and controlling them; Environmental planning and civil engineering projects; waste disposal, water, mining, civil engineering e.g. roads/tunnels skills of analysing and evaluating geological data related to site development and hazard assessment. Investigative geology assessment through EITHER (a) External assessment: A problem- solving exercise based on a geological problem map, specimens, photographs and other data. OR (b)) Internal assessment: A report of one field-based geological investigation of a locality or small area.
A2 Geology Interpreting the Geological Record rock forming processes rock deformation the fossil record geological map interpretation Geological themes - a choice of two out of four themes 1: Quaternary Geology 2: Geology of Natural Resources 3: Geological Evolution of Britain 4: Geology of the Lithosphere Geological Investigations Assessment made against the following: • Planning • Implementing • Analysing evidence and drawing conclusions • Evaluating evidence and procedures
At least 50% of the assessment is to be from evidence derived from fieldwork
From 2007 geology examination specifications will be based on NATIONAL CRITERIA FOR GEOLOGY SEPT 2006 AS Global tectonics Surface processes and sedimentary rocks Internal processes, igneous and metamorphic rocks Geological time A2 Collection and interpretation of geological data including maps and photos, logs and other data. Life on Earth Earth materials and resources Sustainability and environmental issues related to resources, including water and energy. Climate change Evidence and impacts over varying timescales, past climates and their interpretation in the rock record.
THE WELSH BACCALAUREATE QUALIFICATION has two parts: Core - consists of four components: Key Skills; Wales, Europe and the World; Work- related Education; Personal and Social Education. Options - courses/programmes currently offered e.g. GCSE, VGCSE, AS/A levels, VCE (Vocational A levels), GNVQ, NVQ, BTEC.
APPENDIX 3D Description of cross-curricular themes
Personal and Social Education (PSE) The Welsh Assembly Government recognises the role of PSE in: ‘empowering pupils to be active, informed, responsible citizens…committed to… the challenges of being a citizen of Wales.’
The environmental aspect of PSE states: ‘pupils need to be made aware that their response to environmental issues will affect the future quality of life. They can be helped to understand the principles of stewardship and sustainability and to develop an informed concern for and responsible use of the environment. ….. They [pupils] can be motivated…by learning in and through the environment involving first-hand experiences where the environment itself is the stimulus for learning and an arena for action.’
Curriculum Cymreig (CC) ‘helps pupils to understand and celebrate the distinctive quality of living and learning in Wales in the twenty-first century, to identify their own sense of Welshness and to feel a heightened sense of belonging to their local community and country. It also helps to foster in pupils an understanding of an outward-looking and international Wales, promoting global citizenship and concern for sustainable development.’
Education for Sustainable Development (ESD) 2002
‘enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future.’ ‘Education for Sustainable development is part of school life. It is not an additional requirement.’
Action Plan for Education for Sustainable Development and Global Citizenship (ESDGC), WAG, 2006 states ‘current evidence indicates that the majority of schools embarking on ESDGC are tackling the ‘green’ elements and are then finding it difficult to ….consider the full range of ESDGC. What is needed is a clear set of criteria that illustrate what constitutes a whole-school approach to ESDGC.
Key skills Communication, Application of Number, IT, Problem Solving, Improving own Learning and Performance, Working with Others
An audit conducted by WJEC shows that both the geography and geology specifications can deliver the vast majority of key skills especially through field-based learning. Key Skills can be developed and assessed through geological and geographical contexts.
Learning Pathways 14-19 centres on key skill progression.
APPENDIX 4A
ESTA PRIMARY, 3-11, RESOURCES
ESTA Teaching Primary Earth Science. Enquiries and Orders: [email protected]
The following are articles that have been written specifically for Primary Earth science and are found in back copies of Teaching Earth Science quarterly Journal. The issues directly concerned with fieldwork are in bold.
Year: Article number: Themes
1993 1 Fossils 2 Rocks 3 Soil 4 Mountain Building
1994 5 Using Rocks 6 Water 7 Earth in Space 8 Weathering and Erosion 1995 9 Minerals 10 Out and 11 The Seasons 12 Out and About 1 About 2 1996 13 Fossil Fuels 1 14 KS1/KS2 15 Fossil Fuels 2 16 Rivers Progression in Earth Science Topics 1997 17 Resourcing 18 Edible Earth 19 Earth Science 20 Out and Earth Science Science 1 for Early Years About 3 Work 1998 21 Edible Earth 22 Putting 23 The Water 24 Out and Science 2 Fossils into the Cycle About 4 National Curriculum 1999 25 Out and 26 Geopuzzles 1 27 Groundwater 28 IT to the Aid About 5 (Water Cycle 2) of Earth Science 2000 29 Hanson East 30 The National 31 The Natural 32 Dynamic Mendip Study Stone Centre, History Museum, Earth, Edinburgh Centre, Derbyshire London Somerset 2001 33 Pollution - 34 Major 35 Major 36 Geopuzzles 2 Dirty Water Environmental Environmental (Water Cycle 3) Impacts 1 - from Impacts 2 - Space Volcanoes 2002 37 Organising 38 Spotlight on 39 Major 40 Major Fieldwork Limestones and Environmental Environmental Their Uses Impacts 3 - Impacts 4 - Rivers Landfill Waste 2003 41 Poetry on the 42 Drama - On 43 Geological 44 Non-Core on Rocks the Rocks Time the Rocks 2004 45 Shadow of a 46 A Sense of 47 Obtaining and 48 Edible Earth Doubt Time Storing Science 3 Resources 2005 49 Tracks and 50 Going Places 51 Going Places 52 Going Places Trails 1 2 3 2006 53 Catastrophic At Home with At school with Building Stone Teaching Earth Science Earth Science Walks
Working with Soils: This pack includes a booklet, Waldorf the Worm, relating the story of a family of worms, together with supporting activities and worksheets Working with Rocks: This pack contains Christina’s Story, which tells the tale of a marble gravestone, together with supporting activities and worksheets. Sixteen full colour postcards depicting common building and ornamental stones are also included. Wall Maps United Kingdom Geology Wall Map (1:1 million, flat or folded) Geological Map of the World (1:30 million, flat or folded) Practical Kits Fossils: Twelve representative replica fossils and data sheet in a boxed set Rocks: Reference set comprising 15 large samples, with worksheets and notes Rocks: Class Kit with 6 sets of 15 medium-size samples.
Primary Workshops Resources from ESTA Conference 2006
1) Minerals 2) Rocks 3) Soils 4) Rivers APPENDIX 4B
Details of UKRIGS KS3 and 4 resources
UKRIGS http://www.ukrigs.org.uk/html
EARTH SCIENCE ON-SITE PROJECT
The project utilises former aggregates sites to develop and publish downloadable examples of high quality Earth Science field teaching activities. It is anticipated that the ideas and materials presented here will be adapted by schools, and others, to be more appropriate for their own purposes and programmes of study.
At the time of writing there are materials for nine locations. There are plans to extend this coverage.
The locations, a summary of their geology, and direct links to the source of materials follow.
• Apes Tor, Staffordshire, Shale/muddy fossiliferous limestones, folding/faulting, copper mineralization, breccia from Ice Age scree, river processes. o Earth Science Briefing for the site o Keystage 4 Preparation and follow-up ideas o Keystage 4 Site F o Keystage 4 Sites A-E o Site Location and access • Barrow Hill L.N.R., Dudley, clays with plant fossils that were deposited in a floodplain intruded by dolerite, hexagonal jointing, relative age relationships, weathering of gravestones, building materials o Earth science briefing for the site o Introduction o KS3 field exercises o KS3 preparation and follow-up ideas o Site Location and Access • Black Rock, Derbyshire, clear limestone sea, with fossiliferous shales above, covered by coarser grit stone, a delta, with coal seams above. o Keystage 3 & 4 Information Files o Keystage 3 Exercise 1 There are 5 exercises. o Keystage 3 Preparation and Follow-up Ideas o Keystage 4 Earth Science Briefing for the site o Keystage 4 Exercise 1 There are 3 exercises. o Keystage 4 Mineral Identification o Keystage 4 Preparation and Follow-up Ideas o Site Location and access • Dryhill Nature Reserve, Kent, sloping, bedded sandy limestones/sandstone, differential weathering, folding, faulting, uplift. o Earth Science Briefing for the site o Group Leader's field notes o Keystage 3 field exercises o Keystage 3 Preparation and Follow-up Ideas o Keystage 4 field exercises o Keystage 4 Preparation and Follow-up Ideas o Site Location and Access • National Stone Centre, Derbyshire, tropical reef limestone, lead mine, fossils, field sketching o Earth Science Briefing for the site o Keystage 3 The First Location There are 5 locations o Keystage 4 Exercise at the first two locations There are 5 locations o Keystage 4 Preparation and Follow-up Ideas o Site Location and access • Park Hall Country Park, Stoke-on-Trent, Triassic red beds showing river environments in the rocks o Earth Science Background o Keystage 3 Preparation and Follow-up Ideas o Keystage 4 Preparation and Follow-up Ideas o Keystage 4 Sites A & B There are 6 sites. o Site Location and access • South Elmsall Quarry, West Yorkshire, Permian desert landscape, flooded by sea, evaporite deposits – dolomites, ooliths, ‘algal’ reefs o Earth Science briefing for the site o Keystage 4 field exercises o Keystage 4 preparation and follow-up ideas o Site Location and Access o Teacher notes on field excercises • Tedbury Camp, Somerset, fossiliferous, faulted and folded Carboniferous limestone, unconformably overlain by yellow Jurrassic, oolitic limestone, fossil evidence for mass extinction. o Earth science briefing for the site o KS3 field exercises o KS3 preparation and follow-up ideas o KS4 field exercises o KS4 preparation and follow-up ideas o Site Location and Access • The Ercall, Shropshire Pre Cambrian Volcanics –lava and tuffs, unconformity, (Cambrian ) quartz sands with ripple beds [investigation], tilting and faulting o Earth Science Briefing for the site o Keystage 3 Fieldwork exercises o Keystage 3 Preparation and Follow-up Ideas o Keystage 3 Teachers' Notes o Keystage 4 Fieldwork exercises o Keystage 4 Preparation and Follow-up Ideas o Keystage 4 Teachers' Notes o Site Location and Access APPENDIX 4C
Sites currently used for A level field-based geodiversity
A level Geology
Mold Alun School, Mold
Cwm Idwal – Glaciation. Nant Ffrancon – U shaped valley. Aber Ogwen, Porth Penrhyn – Glacial deposition. Deganwy – Ordovician shallow shelf marine sequence. Porth Oer – Pillow lava. Trwyn Maen Melyn – Pre Cambrian succession. Trwyn Llech y Ddol – Angular unconformity. Porth Ceiriad – Maentwrog beds. Tanygrisiau – Contact metamorphism. Garn Prys – Mapping Silurian sediments from a submarine canyon. Castleton – Carboniferous coral reef complex at Cave Dale. Alderley Edge – Permo Trias sandstone and conglomerate beds. Bwlchgwyn – Carboniferous Millstone Grit. Holt Castle – Permo Trias beds. Llangollen Trefor rocks – Carboniferous limestone. Castle Cement Works – Padeswood and Cefn Mawr.
Anglesey Traeth Bychan; Llugwy Bay; Parys Mountain; Ogof Gynfor; Cemaes Bay; Porth y Post; Porth Dafarch and South Stack.
A level Geography
AS - an example of one Centre developing local fieldwork topics 1. Floodplain features- River Conwy a) Migneint Moor b) Just north of Llanrwst 2. Soil and Sampling techniques-Llyn Elsi, Gwydyr Forest. 3. Succession- Harlech, West Shore, Llandudno 4. Microclimate - Coed Hafod, north of Betws-y-Coed
A2 Many centres investigate aspects of coastal sand dunes at either Aberffraw (Anglesey) or Dinas Dinlle (near Caernarfon) or Harlech. Microclimate is completed in local woods and hydroseres are investigated In the Wrexham area there is the possibility of doing fieldwork in Erddig Park ( National Trust ) and Alyn Waters ( Country Park ). Some GCSE work is certainly done at both sites.
Field Study Centres
Rhyd-y-creuau www.field-studies-council.org/rhydycreuau/outdoorclassroom.aspx
Geology Anglesey and Holy Island: South Stack, Newborough and Llanddwyn Island Anglesey: Traeth Llugwy to Red Wharf Bay Cwm Idwal and Nant Ffancon Aberogwen [No A level Geology courses are currently being run.]
Other flexible modules include: Coasts of Erosion and Deposition: pebble beaches, sea defences, cliffs and dunes near Criccieth. Coastal Issues and Management: a study of sea defences between Llandudno and Towyn. Sand Dune Ecosystems: succession and human management at Harlech National Nature Reserve. Hydrology and Basin Management: hydrogical measurements, flooding and other issues in the Conwy Valley. Rivers and Valleys: downstream changes in the River Conwy. Upland Glaciation: Cwm Idwal and the Nant Ffrancon Valley from the late Devensian to the present. Lowland Glaciation: fabric analysis of meltwater and till deposits near Bangor. Soils and Woodlands: brown earths, podsols and gleys in deciduous and coniferous woodland ecosystems.
Plas Tan-y-Bwlch Snowdonia National Park Authority.
Geodiversity topics which are investigated at the Centre include: River studies on the Afon Artro, Cwm Bychan and Namor; Ecosystem Succession – sand dunes at Morfa Harlech; Glaciation – Cwm Idwal, Llyn Llydaw, Tal-y-Llyn. Soil studies – local forests. APPENDIX 4D
North Wales RIGS Educational sites
The educational geodiversity sites identified by NEWRIGS are tabulated below. The sites in bold are those that have been singled out as excellent for educational use.
Conway C0001 SH813823 Little Orme Coastal cliffs Coastal limestone pavement, and foreshore prominent fossils C0002 SH816797 Bryn Pydew Disused quarry Steeply dipping limestone pavement C0007 SH8101824 Llandudno Coastal cliffs Quaternary till, solifluction SH808824 North Shore and foreshore C0009 SH893754- Ffernant Stream section Type section, basement L 893750 Dingle Carboniferous – red/purple siltstones unconformably over Silurian with included fragments
Denbighshire D0001 SJ205565 Graig Quarry Working Highly fossiliferous limestone Quarry cut by mineral veins linked to faulting and joints, different levels of mineralization associated with different limestone characteristics D0002 SJ130580 Fford Road cutting 10m thick cross bedded dune Llanrhudd forms in desert sandstone, developing evidence of past environments, e.g. wind direction D0005 SJ198584- Bryn Alyn Disused Stepped limestone pavement 198595 Quarry D0008, 9 SJ239431 Eglwyseg Disused Limestone pavement and SJ248429 Quarry podzol D0015 SJ123539 Eyarth Rocks Inland outcrop Wooded limestone pavement D0016 SJ060804 Griag Fawr Inland outcrop Limestone pavement in reef limestone D0017,23, SJ200628 Loggerheads, Disused Wooded limestone pavement, 24 SJ19006328 quarry, type sections, coral SJ206627 Country Park limestone with thinner dark SJ19856280 mudstones in cyclic sequences with karstic and fossil soil horizons that can be correlated across the area, nearby is same cyclic development but in a lagoonal environment with various oolith sizes and brachiopods, crinoids, corals D0018 SJ201568 Pant y Inland outcrop Dipping limestone pavement gwalanod D0019 SJ205598 Burley Hill Inland outcrop Limestone pavement D0020 SJ063784 Moel Hiraddug Inland outcrop Limestone pavement in reef limestone D0021 SJ200634 Cefn Mawr Working Type section of limestone Quarry Quarry reef, cross bedded , shelly limestone with thinner dark limestones in cyclic sequences with karstic and fossil soil horizons that can be correlated across the area, stratigraphic contacts and faulting D0022 SJ061807 Graig Fawr & Disused Type section of limestone Station Quarry reef, 14.5m of fossiliferous Quarry reef limestone with Meliden interbedded limestone and mudstone draped over the reef, faults, mineralization, disturbed beds, crinoids D 0025 SJ065785 Pentre Bach Disused Type section Quarry D0026 SJ190575 Pistell Gwyn Disused Type section, first limestone Quarry overlying the red, sandstone basal beds, the quarry face and borehole information enable a 85m sedimentary log to be developed D 0027 SJ072821 Prestatyn Disused Type section, thin limestone SJ067806 Hillside Quarry beds, core of gentle anticline, chert bands, drag folds, slickensides, mineralization, tufa D0040 SH97905980 Nantglyn Disused Type section, Silurian graptolitic Quarry flagstones, with nautloids and bivalves D0042 SJ079634 St Dyfnog’s Stream cutting Carboniferous Limestone Well, faulted against Permo-Triassic, Llanrhaeadr views and links to Vale of Clywd structure D0043 SJ200634 Cefn Mawr Working Mineralization. Two crossing Quarry Quarry sets of mineralised joints with different orientations and different minerals. D0044 SJ063787 Moel Disused Mineralization revealing Hiraddug, SE Quarry fluctuating climatic controls of Dyserth on weathering and drainage
Flintshire F0020 SJ28075600 Crowndale Disused Type section, 10m trough cross- Quarry Quarry bedded quartzose sandstones and channel fill conglomerates, ripples, sand waves, mega ripples, plant remains building up evidence of a deltaic environment F0021 SJ29026765- Wepre Gorge Inland outcrop Wash out sandstone, 29026775 spectuacular 20m exposure demonstrates in 3D, part of a coal measure cycle. F0022 SJ330605 Kinnerton Disused Type section, millet seed Sandpit Quarry sandstone with dune bedding with thin beds of flash flood deposits F0025 SJ263543 Nant-y-Ffrith Inland outcrop Vertical beds, faulting with Woods slickensides, bivalves and brachiopods
Wrexham W0001,2,6 SJ251522 Minera Disused Angular unconformity SJ255523 Quarries between thinly bedded, near SJ266512- vertical, folded and eroded SJ270510 siltstone Ordovician and the near horizontal L Carboniferous limestone with brachiopods, corals; honeycomb weathering faults, mineralization. Fault plane that can be examined in 3D W0003 SJ258532 Milestone Disused Namurian deltaic Quarry, Quarry environment with sole Bwlchgwyn structures and mud drapes; marine L Carboniferous with brachiopods, crinoids, plants; anticlinal drag fold, faults and mineralisation W0004 SJ412537 Holt Castle Disused Quarry 3D exposure of fluvial Chester Pebble Beds, different forms of cross bedding; 3D exposure of shear fault W005 SJ249513 Park Farm Open moorland Limestone pavement W008 SJ296535 Brymbo Closed Unique exposure of this age steelworks of fossil forest 25 tree ferns with 20 in vertical position through coal cycle sequences; Brymbo fault, Cefn rock W009 SJ285418 Cefn Mawr Disused Quarry Type section Cefn rock, upper part of coal measure cycle W0011 SJ269542 Nant y Ffrith Inland outcrop Overturned drag fold with visible fold nose, associated with fault W0012 SJ360536 Vicarage Inland outcrop Glacial and Periglacial features, Moss SSSI kettlehole topography. Vicarage Gorse, Borras W0013 SJ411538 Holt river River section Terraces W0015 SJ321535- Wauns Esker Inland outcrops Esker 322539 W0017 SJ348417 Erbistock Disused Type section SJ35454135 Quarry, stream section
The following is the list of educational sites in Carmarthen, Ceredigion, Gwynedd, Mon, and Powys currently [November 2006] included within the RIGS audit.
RIGS NAME OF RIGS ID ES CATEGORY NETWORK SUBNETWORK Bron-y-foel Farm 3 Igneous Geology Ordovician Dykes Stratigraphy / Castle Rock 5 Igneous geology Ordovician Caradoc Ceredigion Council Quarry 6 Stratigraphy Silurian Llandovery Structural Post-Caledonian Craig yr Aderyn 7 geology Structures Faulting Structural Post-Caledonian Dolgoch Falls 11 geology Structures Faulting Glyn Farm Quarry 12 Stratigraphy Silurian / Igneous Wenlock Graig-wen Quarry 13 Stratigraphy Ordovician Ashgill Moat Quarry 17 Stratigraphy Silurian / Igneous Wenlock Stratigraphy / Silurian / Structural Caledonian New Quay 18 geology Structures Llandovery / Structures Penrhyn Slate Structural Caledonian Quarry 19 geology Structures Folds etc. Silurian / Stratigraphy / Ordovician Standard Quarry 21 Igneous Igneous Llandovery Tal-y-llyn Pass Structural Post-Caledonian (Bwlch Llyn Bach) 22 geology Structures Faulting Tan-y-Ffridd Quarry 23 Stratigraphy Silurian Llandovery Structural Pre-lithification Tanygrisiau 24 geology Deformation Slumps The Bank Road Cutting 25 Stratigraphy Silurian / Igneous Wenlock Stratigraphy / Waun Quarry 28 Igneous geology Silurian / Igneous Wenlock Dolgellau Gold Afon Wen 29 Mineralogy Belt Placer deposit Central Wales Bwlchglas Mine 31 Mineralogy Orefield Primary/secondary mineralogy Bwlchgwyn & Central Wales Llwynteifi Mines 32 Mineralogy Orefield Primary mineralogy Stratigraphy / Ordovician / Structural Caledonian Sedimentary structures/ prelithification Carn Owen 33 geology structures deformation / Folds Coed Cerrig-mawr Structural Caledonian Track Section 35 geology structures Folds/cleavage Craig y Delyn (Harp Rock) 36 Stratigraphy Silurian Basal stratotype Central Wales Dylife Mine 39 Mineralogy Orefield Primary/secondary mineralogy East Cwm Heisian Dolgellau Gold Mine 40 Mineralogy Belt Primary mineralogy/structure Central Wales Esgairfraith Mine 41 Mineralogy Orefield Primary/secondary mineralogy Central Wales Esgairhir Mine 42 Mineralogy Orefield Primary/secondary mineralogy Foel Wen Track Coed-y-Brenin Section 43 Mineralogy Porphyry Copper Primary mineralogy Friog Coastal Section 44 Stratigraphy Cambrian Stratotype/reference section Gellilydan Road Mineralogy / Snowdon Caldera Primary mineralogy / reference section Cuttings 45 Stratigraphy mineralization Acadian quartz-carbonate-sulphide Central Wales Hafan Mine 46 Mineralogy Orefield Primary mineralogy Machynlleth Structural Caledonian Railway Cutting 49 geology structures Folds/cleavage Stratigraphy / Silurian / Structural Caledonian Moriah Quarry 50 geology structures Sedimentary structures | Folds Nant-yr-arian Road Structural Caledonian Section 54 geology structures Folds Central Wales Nantyreira Mine 55 Mineralogy Orefield Primary mineralogy Ogof-fach Road Structural Caledonian Section 56 geology structures Folds Tan-y-grisiau Road Snowdon Caldera Cuttings 57 Mineralogy mineralization Primary mineralogy Quaternary & A 55 Erratic 133 Geomorphology Quaternary Erratics Quaternary & Aberlleiniog 134 Geomorphology Quaternary Erratics Castellior Farm Quaternary & Crag 153 Geomorphology Quaternary Glacial Landform Ordovician / Llangranog - Stratigraphy / Silurian, Traeth yr Ynys Structural Caledonian Lochtyn 154 Geology Structures Ashgill / Llandovery, Folds Stratigraphy / Silurian / Structural Caledonian Morben Quarry 155 geology Structures Llandovery / Folds Pont Esgair-gawr Caledonian Road Cutting 157 Igneous Igneous Volcanigenic sedimentary rocks Snowdon Caldera Bwlch-y-Sygun 164 Mineralogy mineralization Secondary mineralogy Carreg Ddu 'Alpine'-type vein Headland 166 Mineralogy mineralization Primary mineralogy Snowdon Caldera Llwyndu 167 Mineralogy mineralization Primary mineralogy New Pandora 168 Mineralogy Llanwrst Orefield Primary/secondary mineralogy Parc 169 Mineralogy Llanwrst Orefield Primary mineralogy Cambrian- Llyn Dywarchen 171 Mineralogy Ordovician bedded Fe/Mn mineralization Cambrian- Llyn Du Bach 172 Mineralogy Ordovician bedded Fe/Mn mineralization 'Alpine'-type vein Manod Quarry 173 Mineralogy mineralization Primary mineralogy Coed-y-Brenin Bryn Coch 176 Mineralogy Porphyry Copper Primary mineralogy Coed-y-Brenin Capel Hermon 177 Mineralogy Porphyry Copper Secondary mineralogy Coed-y-Brenin Turf Copper 179 Mineralogy Porphyry Copper Secondary mineralogy Catherine and Snowdon Caldera Post-Acadian quartz-carbonate- Jane Consols 180 Mineralogy mineralization sulphide mineralization Cambrian- Llyn Eiddew-mawr 182 Mineralogy Ordovician bedded Fe/Mn mineralization Primary mineralogy: bedded Fe/Mn Cambrian- mineralization/'Alpine'-type vein Penyrallt Iron Mine 183 Mineralogy Ordovician Mineralization Primary mineralogy: bedded Fe/Mn Cambrian- mineralization/'Alpine'-type vein Moelfre 184 Mineralogy Ordovician Mineralization Cambrian- Sedimentology/primary mineralogy: Trefor Pier 185 Mineralogy Ordovician bedded Fe/Mn mineralization Mynydd Cerrig 236 Mineralogy Precambrian Jasper Stratigraphy / Upper Morfa-mawr 237 Palaeontology Carboniferous Fish scales / insect wings Igneous Lleidiog 238 Petrology Tertiary Dyke Careg-lwyd 240 Tertiary Minerals Dyke / Gabbro Igneous Pen Las Rock 241 Petrology Tertiary Dyke Precambrian Carmel Head 244 Stratigraphy Structures Fault Cambrian/Ordovici Reference section/boundary reference Blue Lake Quarry 273 Stratigraphy an Section Middletown Quarry 275 Igneous Geology Ordovician Tuffs & volcaniclastics Powis Castle 276 Stratigraphy Silurian Llandovery Tan-y-foel Quarry 277 Stratigraphy Silurian Wenlock Stratigraphy / Silurian / Llananno Structural Caledonian Northwest 279 geology structures Wenlock Stratigraphy / Silurian / Structural Caledonian Llananno Central 280 geology Structures Wenlock Llananno Southeast 281 Stratigraphy Silurian Wenlock Llangynog Llangynog Mine 282 Mineralogy Orefield Primary & secondary mineralisation Gwernargllwydd Cutting 285 Stratigraphy Silurian Ludlow Quaternary & Moelfre 288 Geomorphology Karst Limestone Pavement Quaternary & Glacial/glaciofluvia Allwyn's Rock 289 Geomorphology l landforms Glacial Erosion Carreg yr Alltwen 291 Stratigraphy Precambrian Gwna Greenschist Quartzite Dale Street in Menai Bridge 292 Stratigraphy Precambrian Gwna Greenschist Cae'r Sais 293 Mineralogy Precambrian Intrusion (mantle derived) Precambrian Cae Mawr Quarry 294 Igneous Reference Site Picrite Precambrian Bachau Hornfels 295 Stratigraphy Reference Section Hornfels and fault Llyn Brianne Stratigraphy / Silurian / Eastern Service Structural Caledonian Road 296 geology structures Llandovery Llyn Brianne Western Service Road 297 Stratigraphy Silurian Llandovery Capel Soar y Stratigraphy / Silurian / Mynydd Road Structural Caledonian Section 300 geology structures Llandovery / Folds Structural Caledonian Bwlch y Garreg 301 geology structures Folds Lower Traeth Bychan 3 302 Stratigraphy Carboniferous Sedimentary features/intrusion/fossils Stratigraphy / Silurian / Structural Caledonian Moyddin-fach 307 geology structures Llandovery Maelienydd Road Cutting 309 Stratigraphy Silurian Wenlock Poyning Farm Quarries 310 Stratigraphy Silurian Ludlow Old Hall Cutting 311 Stratigraphy Silurian Llandovery / Fossils Stratigraphy / Silurian / Structural Caledonian Llyn Egnant 313 geology structures Llandovery / Folds Llanidloes Cutting 316 Stratigraphy Silurian Llandovery Llanbadrig Point Coast 317 Precambrian Structures Melange Stratigraphy / Igneous Structures Cemaes Bay 318 Precambrian Trail Historical Structures / South Stack Moor 321 Metamorphic Precambrian Folds / Faults Stratigraphy / Llyn Craigypistyll Structural Ordovician / Ravine 326 geology Structures Ashgill / Faults Stratigraphy / Structural Silurian / Talerddig Cutting 329 geology Structural Llandovery / Fold Stratigraphy / Structural Ordovician / Gelli-goch Cutting 330 geology Structural Ashgill / Pre-lithification deformation Stratigraphy / Ordovician / Structural Silurian / Gelli-goch Thrust 332 geology Structural Ashgill / Llandovery / Thrust Ordovician Pistyll Rhaeadr 336 Igneous Igneous Tuffs Central Wales Cwmrheidol Mine 338 Mineralogy Orefield Primary and secondary mineralogy Central Wales Cwmsymlog Mines 339 Mineralogy Orefield Primary and secondary mineralogy Central Wales Ystumtuen Mine 342 Mineralogy Orefield Primary and secondary mineralogy Clywedog Dam Stratigraphy / Ordovician / Cuttings 344 Structural Structural Ashgill / Folds Quaternary / Blaen Caerfanell 349 Geomorphology Quaternary / Cwm Cynwyn 350 Geomorphology Quaternary / Cefn Cul 351 Geomorphology Quaternary / Cwm Crew 352 Geomorphology Quaternary / Cwm Oergwm 353 Geomorphology Quaternary / Blaen Senni 354 Geomorphology Quaternary / Fan Bwlch Chwyth 355 Geomorphology Quaternary / Craig Cwm-du 356 Geomorphology Quaternary / Fan Gyhirych 357 Geomorphology Quaternary / Pen Milan 358 Geomorphology St Anne's Car park 360 Stratigraphy Precambrian Gwna Greenschist Cerrig Moelion 361 Mineralogy Precambrian Intrusion (mantle derived) Lower Traeth Bychan 2 362 Palaeontology Carboniferous Corals & Brachiopods Traeth Bychan 1 363 Igneous Tertiary Dyke
APPENDIX 5
School Questionnaires
Chapter 5 – Future Geodiversity Needs
A1 & A2 Primary schools.
B1 & B2 Geography Departments in Secondary schools.
C1 & C2 Geology Departments in Secondary schools. A1 QUESTIONNAIRE
The main purpose of the questionnaire is to determine what geodiversity resources about the natural features of the earth can be produced for primary schools.
A. The proposed Foundation Phase – it is intended to emphasis the use of the outdoor environment as a teaching resource.
1. In your opinion which elements of the natural features of the earth could be used to prepare thematic resources for the Foundation Phase.
rocks □ fossils □ soils □ landforms □
environmental conservation □ other ………………………………………
2. At which scale should information be provided for inclusion in the thematic resources ?
(You may tick more than one box) Specific information about the school grounds □
Detailed information about the local area □
Information about specialised sites □
General information about natural features □
B. Key Stage 2 – Geography and Science
1. Which of the following natural features (geodiversity features) should be considered as important elements to produce resources to develop Investigative Skills ?
(You may tick more than one) Geographical features and physical processes □
How people affect the environment □
Safeguarding the environment through sustainable development □
Comparing and grouping rocks □
Comparing and grouping soils □
OR Integrating all of these in one resource □
2. The Countryside Council for Wales has already produced a KS 2 Education Pack on Snowdon containing Science and Geography resources used in the introduction of subjects within the National Curriculum.
a) Has the resource been used in your school ?
Yes □ No □
b) Would it be a good idea to prepare a similar pack for your local area ?
Yes □ No □ Uncertain □
Can you explain your answer ?
……………………………………………………………………………………………………………… ………………………………………………………………………………………………
C. General
1. Which format should be used to introduce the educational resources ?
(You may tick more than one) A Pack containing booklets □ Information on a web-site □
CD Rom □
Can you explain your answer ?
……………………………………………………………………………………………………………… ………………………………………………………………………………………………
2. It is intended to make an application to establish a Geopark on Anglesey reflecting its unique geological features. An educational centre will be set up with resources about visiting the sites of special geological interest on the island. Would you consider ?:
Arranging a trip to visit the Centre □
Arranging a trip to an area of special geological interest □
Receiving information to be used in your school □
3. Would you make use of a Virtual Geological Trail of your area ?
Yes □ No □ Uncertain □
Thank you very much for your co-operation. A2 HOLIADUR
Prif bwrpas yr holiadur yw edrych ar sut y gellir cynhyrchu adnoddau geoamrywiaeth, yn ymwneud â nodweddion naturiol y ddaear, ar gyfer ysgolion cynradd.
A. Cyfnod Sylfaen Arfaethedig – y mae pwyslais ar ddefnyddio’r awyr agored fel adnodd ar gyfer dysgu’r disgyblion.
1. Yn eich barn chwi pa elfennau o nodweddion naturiol y ddaear y gellid eu defnyddio i gynhyrchu adnoddau thematig ar gyfer y Cyfnod Sylfaen.
creigiau □ ffosiliau □ priddoedd □ tirluniau □
gwarchod yr amgylchedd □ arall ………………………………………
2. Ar ba raddau y dylid paratoi gwybodaeth i’w gynnwys mewn adnoddau thematig ?
(gallwch roi tic ar fwy nag un) Gwybodaeth penodol am dir yr ysgol □
Gwybodaeth manwl am yr ardal gyfagos □
Gwybodaeth penodol am safleoedd arbennig □
Gwybodaeth cyffredinol am nodweddion naturiol □
B. Cyfnod Allweddol 2 – Daearyddiaeth a Gwyddoniaeth
1. Pa elfennau o’r nodweddion naturiol (geoamrywiaeth) y dylid rhoi sylw iddynt wrth baratoi adnoddau ar gyfer datblygu Sgiliau Ymchwiliadol y disgyblion ?
(gallwch roi tic ar fwy nag un) Nodweddion daearyddol a phrosesau ffisegol □
Effaith pobl ar yr amgylchedd □
Amddiffyn yr amgylchedd drwy ddatblygiadau cynaliadwy □
Cymharu a grwpio creigiau □
Cymharu a grwpio priddoedd □
NEU Cyfuno rhain i gyd mewn UN adnawdd □
2. Y mae’r Cyngor Cefn Gwlad yn barod wedi cynhyrchu pecyn ar Yr Wyddfa ar gyfer CA 2 sydd yn cynnwys adnoddau Daearyddiaeth a Gwyddoniaeth i gyflwyno pynciau yn y Cwricwlwm Cwnedlaethol.
a) A yw’r adnodd wedi cael ei ddefnyddio yn yr ysgol ?
Do □ Naddo □
b) A fyddai’n fanteisiol datblygu pecyn tebyg ar gyfer ardal eich ysgol
Byddai □ Na Fyddai □ Ansicr □
A fedrwch roi eglurhad am eich ateb ?
……………………………………………………………………………………………………………… ………………………………………………………………………………………………
C. Cyffredinol
1. Pa fformat a ddylid ei ddefnyddio i gyflwyno’r adnoddau addysgol ?
Pecyn yn cynnwys llyfrynnau □ Gwybodaeth ar wefan □
CD Rom □
A fedrwch egluro eich dewis ?
……………………………………………………………………………………………………………… ………………………………………………………………………………………………
2. Y mae bwriad gwneud cais i sefydlu Parc Daearegol (Geopark) ar Ynys Môn a fydd yn adlewyrchu y daeareg unigryw. Bydd yn cynnwys Canolfan addysgol ac adnoddau am safleoedd daearegol arbennig yr ynys. A fyddech yn ystyried ?: (gallwch roi tic ar fwy nag un)
Trefnu taith i ymweld â’r Ganolfan □
Trefnu taith i ardal o ddiddordeb daearegol arbennig □
Derbyn gwybodaeth i’w ddefnyddio yn yr ysgol □
3. A fyddech yn gwneud defnydd o Rith Daith Ddaearegol o’ch ardal ?
Byddwn □ Na Fyddwn □ Ansicr □
Diolch yn fawr am eich cydweithrediad. B 1 School: ………………………………………………
GEODIVERSITY QUESTIONNAIRE – Geography Department
GEODIVERSITY (Earth Studies) – the variety of geological processes responsible for the formation of minerals, rocks, fossils, soils and landforms.
A. Where do you carry out Physical fieldwork with the following age groups ?:
a. Local sites b. Sites further away c. Fieldwork Centres
1. Years 7, 8 and 9 □
2. GCSE □
3. A Level □
B. RIGS Sites
RIGS have prepared information about a large number of important Geological / Geomorphological sites in North Wales.
1. Would it be useful to have this information on a web-site, with photos and brief notes, with further details available from RIGS ?
Yes □ No □ Uncertain □
2. It is possible that more detailed information with work-sheets could be prepared for some site, such as the Carboniferous rocks of the Great Orme and Loggerheads.
Would you consider taking groups to visit such sites ?
Yes □ No □ Uncertain □
3. What types of sites, in your opinion would be most useful for the preparation of fieldwork across the whole age range within your school ?
Rocks □ Fossils □
Landforms: Coastal □ River □ Glacial □
C. Urban Geological Trails
RIGS have already prepared a number of pamphlets giving information about the source of building rocks used in a number of North Wales towns e.g. Caernarfon, Conwy, Lower Bangor, Ruthin, Flint, Wrexham and Mold.
1. Would you be interested in receiving more information ?
Yes □ No □ Uncertain □
2. It is intended to put this information on a web-site with work-sheets for the different age groups in school. Would you be likely to make use of this information ?.
Yes □ No □ Uncertain □
3. For which other town or area would you like this type of pamphlet prepared ?
…………………………………………………………………………………………
D. Anglesey Geopark
When Anglesey achieves Geopark status there will be an opportunity for pupils in North Wales to appreciate the unique geological features of the island. A Centre will be established which will have a permanent display including rocks and fossils.
1. Would you be interested in receiving notes for the teachers and work-sheets for the pupils on the unique geological sites on the island ? Yes □ No □ Uncertain □
2. In June 2007 it is intended to hold a Geopark Week with experts leading field trips and travelling shows about rocks and fossils.
Would you be interested in arranging for your students to visit some of them ? Yes □ No □ Uncertain □
E. General
What other type of geodiversity resources would be of interest in teaching Geography ?
………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….
For more information contact Alwyn Roberts: Phone: 01758 612071 E-mail: [email protected]
Thank you very much for your cooperation. B 2 Ysgol : ………………………………………………
HOLIADUR GEOAMRYWIAETH – Yr Adran Ddaearyddiaeth
GEOAMRYWIAETH (Gwyddorau Daear) - yr amrywiaeth o brosesau daearegol sydd yn gyfrifol am greu mineralau, creigiau, ffosiliau, tirluniau a phriddoedd.
A. Ym mhle yr ydych yn gwneud gwaith maes Ffisegol efo’r oedrannau canlynol ?:
a. Lleoliadau lleol b. Lleoliadau pellach i ffwrdd c. Canolfannau Gwaith Maes
1. Blynyddoedd 7, 8 a 9 □
2. TGAU □
3. Lefel A □
B. Safleoedd RIGS
Y mae RIGS wedi paratoi gwybodaeth am nifer fawr o safleoedd Geomorffolegol / Daearegol pwysig yng Ngogledd Cymru.
1. A fyddai yn fantais cael gwybodaeth ar wefan efo lluniau a nodiadau byr am y safleoedd efo mwy o wybodaeth i’w gael drwy gysylltu â RIGS ?
Byddai □ Na Fyddai □ Ansicr □
2. Y mae’n bosibl y gellir paratoi gwybodaeth mwy manwl a thaflenni gwaith ar gyfer rhai safleoedd arbennig, megis y creigiau Carbonifferaidd ar Ben-y-Gogarth a Thafarn y Celyn (Loggerheads).
A fyddech yn ystyried mynd â grwpiau i’r math yma o safleoedd ?
Byddwn □ Na Fyddwn □ Ansicr □
3. Pa fath o safleoedd yn eich barn chwi fyddai fwyaf defnyddiol ar gyfer trefnu gwaith maes ar draws yr ystod oedran yn yr ysgol ?
Creigiau □ Ffosiliau □
Tirluniau: Arfordirol □ Afonol □ Rhewlifol □
C. Teithiau Trefol Daearegol
Y mae RIGS yn barod wedi paratoi nifer o daflenni yn rhoi gwybodaeth am ffynhonnell cerrig adeiladu mewn nifer o drefi yng Ngogledd Cymru e.e. Caernarfon, Conwy, Bangor Isaf, Rhuthun, Y Fflint, Wrecsam, Yr Wyddgrug.
1. A fyddech â diddordeb yn y math yma o wybodaeth
Byddwn □ Na Fyddwn □ Ansicr □
2. Y mae bwriad rhoi’r wybodaeth yma ar y wefan efo taflenni gwaith ar gyfer gwahanol oedrannau yn yr ysgol. A fyddech yn debygol o wneud defnydd o’r wybodaeth ?
Byddwn □ Na Fyddwn □ Ansicr □
3. Ar gyfer pa dref neu ardal arall y byddech yn hoffi cael y math yma o daflen wedi ei pharatoi a’i rhoi ar y wefan ?
………………………………………………………………………………………
CH Parc Daearegol Ynys Môn
Pan lwyddir i gael statws Parc Daearegol (Geopark) ar gyfer Ynys Môn bydd cyfle i ddisgyblion Gogledd Cymru werthfawrogi nodweddion daearegol arbennig yr ynys. Sefydlir Canolfan ar yr ynys efo arddangosfa barhaol o’r daeareg a chyfle i astudio samplau.
1. A fyddai gennych ddiddordeb mewn derbyn nodiadau wedi eu paratoi ar gyfer athrawon a thaflenni gwaith i’r disgyblion am safleoedd daearegol arbennig ?
Byddai □ Na Fyddai □ Ansicr □
2. Ym mis Mehefin 2007 y mae bwriad cynnal Wythnos y Parc Daearegol efo arbenigwyr yn arwain teithiau maes a sioeau teithiol am greigiau a ffosiliau. A fyddai gennych ddiddordeb mewn trefnu i’r disgyblion ymweld â rai o’r rhain ?
Byddai □ Na Fyddai □ Ansicr □
D. Cyffredinol
Pa adnoddau Geoamrywiaeth eraill fyddai o ddiddordeb ar gyfer dysgu Daearyddiaeth ?
……………………………………………………………………………………………………… ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. Am fwy o wybodaeth cysylltwch ag Alwyn Roberts: Ffôn: 01758 612071 E-bost: [email protected]
Diolch yn fawr iawn am eich cydweithrediad.
C 1 School: ………………………………………………
GEODIVERSITY QUESTIONNAIRE – Geology Department
GEODIVERSITY (Earth Studies) – the variety of geological processes responsible for the formation of minerals, rocks, fossils, soils and landforms.
A. Where do you carry out Physical fieldwork with the following age groups ? :
a. Local sites b. Sites further away c. Fieldwork Centres
1. GCSE □
2. A Level □
B. RIGS Sites
RIGS have prepared information about a large number of important Geological / Geomorphological sites in North Wales.
1. Would it be useful to have this information on a web-site, with photos and brief notes with further details available from RIGS ?
Yes □ No □ Uncertain □
2. It is possible that more detailed information with work-sheets could be prepared for some site, such as the Carboniferous rocks of the Great Orme and Loggerheads.
Would you consider taking groups to visit these types of sites ?
Yes □ No □ Uncertain □
3. What types of sites, in your opinion would be most useful for the preparation of fieldwork across the whole age range within your school ?
Rocks □
Fossils □
Landforms □
C. Urban Geological Trails
RIGS have already prepared a number of pamphlets giving information about the source of building rocks used in a number of North Wales towns e.g. Caernarfon, Conwy, Lower Bangor, Ruthin, Flint, Wrexham and Mold.
1. Would you be interested in receiving more information ?
Yes □ No □ Uncertain □
2. It is intended to put this information on a web-site with work-sheets for the different age groups in school. Would you be likely to make use of this information ?.
Yes □ No □ Uncertain □
3. For which other town or area would you like this type of pamphlet prepared ?
…………………………………………………………………………………………
D. Anglesey Geopark
When Anglesey achieves Geopark status there will be an opportunity for pupils in North Wales to appreciate the unique geological features of the island. A Centre will be established which will have a permanent display including rocks and fossils.
1. Would you be interested in receiving notes for the teachers and work-sheets for the pupils on the unique geological sites on the island ? Yes □ No □ Uncertain □
2. In June 2007 it is intended to hold a Geopark Week with experts leading field trips and travelling shows about rocks and fossils.
Would you be interested in arranging for your students to visit some of them ? Yes □ No □ Uncertain □
E. General What other type of geodiversity resources would be of interest in teaching Geology ?
………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ……………………………………………………………………………………………………….
For more information contact Alwyn Roberts: Phone: 01758 612071 E-mail: [email protected]
Thank you very much for your cooperation. C 2 Ysgol : ………………………………………………
HOLIADUR GEOAMRYWIAETH – Yr Adran Ddaeareg
GEOAMRYWIAETH (Gwyddorau Daear) - yr amrywiaeth o brosesau daearegol sydd yn gyfrifol am greu mineralau, creigiau, ffosiliau, tirluniau a phriddoedd.
A. Ym mhle yr ydych yn gwneud gwaith maes Ffisegol efo’r oedrannau canlynol ?:
a. Lleoliadau lleol b. Lleoliadau pellach i ffwrdd c. Canolfannau Gwaith Maes
1. TGAU □
2. Lefel A □
B. Safleoedd RIGS
Y mae RIGS wedi paratoi gwybodaeth am nifer fawr o safleoedd Geomorffolegol / Daearegol pwysig yng Ngogledd Cymru.
1. A fyddai yn fantais cael gwybodaeth ar wefan efo lluniau a nodiadau byr am y safleoedd efo mwy o wybodaeth i’w gael drwy gysylltu â RIGS ?
Byddai □ Na Fyddai □ Ansicr □
2. Y mae’n bosibl y gellir paratoi gwybodaeth mwy manwl a thaflenni gwaith ar gyfer rhai safleoedd arbennig, megis y creigiau Carbonifferaidd ar Ben-y-Gogarth a Thafarn y Celyn (Loggerheads).
A fyddech yn ystyried mynd â grwpiau i’r math yma o safleoedd ?
Byddwn □ Na Fyddwn □ Ansicr □
3. Pa fath o safleoedd yn eich barn chwi fyddai fwyaf defnyddiol ar gyfer trefnu gwaith maes ar draws yr ystod oedran yn yr ysgol ?
Creigiau □
Ffosiliau □
Tirluniau □
C. Teithiau Trefol Daearegol
Y mae RIGS yn barod wedi paratoi nifer o daflenni yn rhoi gwybodaeth am ffynhonnell cerrig adeiladu mewn nifer o drefi yng Ngogledd Cymru e.e. Caernarfon, Conwy, Bangor Isaf, Rhuthun, Y Fflint, Wrecsam, Yr Wyddgrug.
1. A fyddech â diddordeb yn y math yma o wybodaeth ?
Byddwn □ Na Fyddwn □ Ansicr □
2. Y mae bwriad rhoi’r wybodaeth yma ar y wefan efo taflenni gwaith ar gyfer gwahanol oedrannau yn yr ysgol. A fyddech yn debygol o wneud defnydd o’r wybodaeth ?
Byddwn □ Na Fyddwn □ Ansicr □
3. Ar gyfer pa dref neu ardal arall y byddech yn hoffi cael y math yma o daflen wedi ei pharatoi a’i rhoi ar y wefan ?
………………………………………………………………………………………
CH Parc Daearegol Ynys Môn
Pan lwyddir i gael statws Parc Daearegol (Geopark) ar gyfer Ynys Môn bydd cyfle i ddisgyblion Gogledd Cymru werthfawrogi nodweddion daearegol arbennig yr ynys. Sefydlir Canolfan ar yr ynys efo arddangosfa barhaol o’r daeareg a chyfle i astudio samplau.
1. A fyddai gennych ddiddordeb mewn derbyn nodiadau wedi eu paratoi ar gyfer athrawon a thaflenni gwaith i’r disgyblion am safleoedd daearegol arbennig ?
Byddai □ Na Fyddai □ Ansicr □
2. Ym mis Mehefin 2007 y mae bwriad cynnal Wythnos y Parc Daearegol efo arbenigwyr yn arwain teithiau maes a sioeau teithiol am greigiau a ffosiliau. A fyddai gennych ddiddordeb mewn trefnu i’r disgyblion ymweld â rai o’r rhain ?
Byddai □ Na Fyddai □ Ansicr □
D. Cyffredinol
Pa adnoddau Geoamrywiaeth eraill fyddai o ddiddordeb ar gyfer dysgu Daeareg ?
………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. Am fwy o wybodaeth cysylltwch ag Alwyn Roberts: Ffôn: 01758 612071 E-bost: [email protected]
Diolch yn fawr iawn am eich cydweithrediad.
APPENDIX 6A
ADAPTING NORTH WALES RIGS URBAN GEOLOGICAL TRAILS FOR EDUCATIONAL USE.
1. A new common set of resources to be relevant to all individual trails.
A set of photos of each building stone. This does not need to be large since many building stones are used extensively across North Wales. The photographs should be named and of a close up of rock texture. Each rock should also have its location of origin. The rocks should be √ LOCAL: limestone, slate, sandstone, gritstone, dolomite, volcanic ash, marble, √ IMPORTED Portland stone, granite, larvikite, serpentinite, Borrowdale Volcanics, √ MAN MADE: bricks, cement.
Fact boxes for the different types of rock written in non-specialist language. Such descriptions can be found in many educational resources.
A set of photographs of fossils in the same format as rock textures.
A set of photographs of differing climatic and igneous environments which show features that might be recognisable in local building stones, e.g. dunes.
A simplified geological column with ages and using thumbnail photos of above environments against the appropriate geological periods.
Diagrams of different forms of weathering
2. Exemplar Questions, to be used where relevant.
With a magnifying glass/lens describe the rock. Fill in the columns of the rock description table.
Match your description to the photographs of rocks. Name the rock.
Rocks from different places are different. When you next go for a walk or go on holiday look at the rocks and see if you can describe them. Look at the photograph of the rock again. Copy down where the rock has come from. Is this local or from another part of Wales or even further away? Look up these places in an atlas when you get back to school and draw a map to show your school in the middle and mark in the places from which the different rocks have been transported.
Can you see the remains of any animals or plants? Use a magnifying glass/lens to describe them. Fill in the fossil description table.
What was the environment like when each rock formed? Draw a sketch of any structures. Add a scale and label any features you recognise. Are any of the structures/features/rocks/fossils you can see on the stones similar to those you can see in the pictures of present day environments? Describe the environment when this rock was formed. If the rock was quarried near by what does this tell you about the environment in this area millions of years ago?
How old is the rock? Match the rock to the pictures on the geological column which shows age. The rocks were formed millions of years ago but humans have only used them within the last 200? years to build the town.
Once rocks are used as stones for building they begin to weather. Describe the weather today. [Worksheet – fill in a weather chart] How is the weather affecting the building stones? [Worksheet –draw in a box to show a feature of weathering.]
3. Exemplar worksheets for completion of observational activities in the field.
Rock description table
Site Overall Overall Colour of Size of particles Shape of Individual Name individual or of rock. number colour? texture: big [-can see by looking, particles- rough, smooth, particles interlocking Where try measuring them round, ,] particles? did it crumbly?...... sharp? need a choose your small – [ come magnifying glass to see own word from? them]
Fossil description table
Are the Are the fossils Identify the Chose a fossil and draw a sketch fossils whole all the same or fossils using of it. or in broken are there the Use a ruler to measure how big it bits? different photographs is then draw it the same size in the types? [Remember, box below. you can see a shell from the inside or the outside or sideways.]
Worksheet - weather chart – to be devised/completed according to pupils’ existing experience
4. Exemplar exercises for either follow-up in the field or follow-up in the classroom
1. Using the facts about igneous, sedimentary, metamorphic rocks - group the rocks you have seen into each of the 3 sets. 2. On a map label the places the rocks used as building stones have been quarried. 3. Using shells from the beach draw different views of the same shell. 4. Look up in an atlas/web search to find out about the environments with which the rocks are associated. Where are they found today? What animals live there now? [develop idea of moving tectonic plates] 5. Complete the geological column to find the relative ages of the rocks used as building stones. 6. Of all the building stones you have seen Which looks the freshest/sharpest? Which looks the most worn/crumbled? Which has been weathered the most? Put the building stones you have seen into an order – the most weathered to the least weathered? What properties would be best for rocks to be used as building stones?
5. Exemplar class/lab experiments to investigate features seen on the trail. These could be either introductory or follow up work. [There are direct links to the following activities and many others in this report.] 1. Develop ideas of ‘edible’ geology for observational skills 2. Develop ideas of fossilisation – shaking fossils 3. Develop ideas of processes - wind blown or water blown sand, squashed rocks - slate 4. Develop ideas of geological time and superimposition 5. Develop ideas of weathering – rate and amount of limestone solubility
Curriculum Links This approach covers many of the statements in the science and geographical investigative approach to learning [given in this report Appendix 3A] e.g. measuring, appreciation, drawing, sorting, web searches, working with others, atlas, maps, following a route, weather, properties of materials.
APPENDIX 6B
WJEC KS4 SCIENCE
ASSESSED PRACTICAL, EARTH SCIENCE FIELDWORK
FOR EVALUATION The italics show how the exercise may be differentiated for students of differing ability
Aim: to assess how much the rocks of an area have been compressed and to find out in which direction the pressure was applied.
The crust and uppermost mantle of the Earth are made of moving tectonic plates. Compression occurs when two plates move towards each other. One sign of former compression is folding within rocks.
Most sediments were originally deposited horizontally in ‘beds’. The sediments gradually harden into rocks and, if compressed, become folded.
[simple diag of concentric folds]
If you squeeze [compress] an exercise book from the sides and look at the bottom edge of the book you can see the ‘true’ shape of the fold at right angles to where you applied the pressure. You can also see the mechanism of folding where the pages slide over each other. Keeping the book folded but turning it horizontally through 90 degrees you are looking sideways at the fold and only the axis along the top line of the fold is seen.
Views of folding in rocks on a cliff/rock face in the field can vary. The true shape of the fold will be seen if the rock face is at right angles to the compression that caused it. No folding of the beds will be seen where the rock face is along the axis of the fold. However, most rock faces will show an intermediate situation, with the faces giving a view that is oblique to the direction of folding (see diagram below):
[3D diag of fold with vertical plane cut through at an angle to the direction of folding]
Measurement of folded rocks
1. along an individual bed around the fold and 2. in a straight line across the same section of the fold will allow the calculation of the amount that the rocks have been compressed.
[diag of folded bed, labelled 1, with straight line through it, labelled 2]
3. Measurement of the compass directions of the same rock faces, will enable the direction of maximum compression to be calculated and this will show the direction of compression that caused the folding.
This practical exercise is based on Anglesey, Holy Island, Treaddur Bay to Porth-y-Post, working west from the headland Porth Isallt-bach. [The rocks are Precambrian New Harbour Formation, NHF]. A field map is given at the end of the document.
This exercise could be completed from scaled photographs available of the area.
Other field sites showing folded rocks may be used.
Method:
1. a) Walk along the beach looking for examples of folds which are accessible.
b) At each accessible site use a piece of string to measure the length along the folded bed between two end points. Lay the string along a metre rule to find the length of the bed around the fold.
c) Use a metre rule to measure the straight line distance between the same two points.
d) Measure the direction [orientation] of the rock face, to the nearest 5 degrees, using a compass.
e) Take readings of 20 or more folds.
f) For two selected folds, either take a photograph or draw a field sketch.
Results:
a) In the field, present your results in an orderly manner in a table.
[One method of differentiation is to leave organisation of field recording to more able students but aid the less able by giving the table below. If the table is given the recording marks can be given for field sketches. If no table is given some of the recording marks must be for the design and completion of the table.]
Site number fold [original] length, current [straight line] direction [ two cms length, cms bearings 180 deg apart: 000-175 and 180-355] 1. 2. 3. 4.
b) In the field, complete your field sketch with geological labels. If you take photographs make sure you label the photo with geological labels when you present your results in the lab.
[This could be compulsory field sketch/or use of school digital camera by a group. Labels must be individual following an earlier lesson of how draw and label field sketches.]
2. a) In the lab, make another table with an additional column to the right hand side.
[Again the format of the table would be left for the more able but it might be considered advantageous to give the following table to those students who need more guidance]
Site fold [original] current length direction [ two % number length, cms [straight line] columns compression cms bearings 000- 175 and 180- length A length B 355] 100 x (A-B)/A 1. 2. 3. 4.
b) Calculate the percentage of compression using
{Original length [cms] – current length [cms]} x 100 Original length [cms]
Fill your answers in the table.
c) Reorder your results into groups with similar orientations, [compass readings]. Use groupings of 30 o
d) For each group of folds, calculate the average compression.
Fill your answers in the appropriate places in the table.
Results
Group Bearing Average compression (%) A 0-25 /180-205o B 30-55 / 210-235 o C 60-85 / 240-265 o D 90-115 / 270-295 o E 120-145 / 300-325 o F 150-175 / 330-355 o
4. Present your results on a rose diagram.
[The rose diagram could be bare or have axes with no/some labels]
Analysis:
5. From your results a) What direction was the compression in this area? [1dls max]
b) How certain are you of this conclusion? Give reasons for your answer. [5dls]
Evaluation:
6. How reliable do you think your results are? Give reasons for your answer. [10dls]
Planning
7. At Porth-y-Post in the NW of the area there is a swarm of igneous dykes. These are formed from magma which was squirted under pressure, from igneous intrusions, into rocks near the earth’s surface.
Describe, in detail, the procedures you would use in the field to find out the amount and the orientation of the extension of the Earth’s crust that has been caused by these geological features.
NB Exercises in other areas will have to develop their own further investigation titles.
MARK SCHEME Carrying out Procedures Carrying out instructions methodically and without any assistance, deduct the mark if an error is made or help is required 1 mark Working efficiently and cooperatively in a group, 1 mark Working systematically and in an organised fashion 1 mark Developed a method of recording that ensures accuracy of recording [dependent on whether table is given or not] 1 mark 4 marks Recording information Numbers recorded accurately 2 marks Field sketches…marking criteria depend on whether photo or sketch 2 marks Labels for field sketches/photos 2 marks 6 marks Analysis % Values calculated accurately 2 marks Average values calculated accurately 1 mark Rose diagram accurately plotted 1 mark Answer to 5a reflects results obtained 1 mark Answer to 5b makes comment on the level of variation shown by the chart 1 mark 6 marks Evaluation Not likely to be very reliable. Answers to include - appreciation of reliability - variation of reponse to compression of different rock types - sampling, need to sample over as wide an area as possible, too many measurements in small sections could distort results - problems in taking field measurements of folds - problems in taking field measurements of rock face orientation – often not constant 1 mark each point made 4 marks Planning to include - collection of a significant number of readings - other sampling considerations - need to measure true width – at right angles to length of dyke - solving field problem if dyke not vertical and thus true width not seen,– measure angle of dip of dyke - solving field problems in identifying edge of dyke - solving field problems in varying width of dyke along its length - evaluate how constant the width is for any wider prediction based solely on dyke numbers 1 mark each point up to a max of 5 marks
APPENDIX 7
School Questionnaires
Chapter 7 – Case Study Anglesey
D1 & D2 Primary schools
E1 & E2 Science Departments in Secondary schools.
D1 QUESTIONNAIRE
GEODIVERSITY refers to the variety of geological processes that are responsible for minerals, rocks, fossils, soils and landscapes which provide the framework for biodiversity and life on the earth’s surface.
A. In the proposed FOUNDATION PHASE it is intended that the outdoor environment is seen as an extension of the classroom.
1. In your opinion which geodiversity elements could be best used to produce thematic resources under the heading Knowledge and Understanding of the World.
rocks □ fossils □ soils □ landscapes □
2. At which scale should information be provided for inclusion in the thematic resources ? (You may tick more than one box)
Specific information about the school grounds □
Detailed information about the local area □
Information about specialised sites □
General information about natural features □
B. In KS 2 Geography and Science
1. Which of the following elements should be included within the geodiversity resources being produced to develop Investigative Skills ? (You may tick more than one) Geographical features and physical processes □
How people affect the environment □
Comparing and grouping rocks and / or soils □
Information about fieldwork sites □
OR Integrating all of these in one resource □
2. The Countryside Council for Wales has already produced a KS 2 Education Pack on Snowdon containing Science and Geography resources used in the introduction of subjects within the National Curriculum.
c) Has the resource been used in your school ?
Yes □ No □
d) If you have used the Pack, what is your opinion of its teaching value ?
Excellent □ Good □ Average □ Poor □
C. Which format do you suggest should be used to introduce geodiversity resources ? (You may tick more than one) A Pack containing booklets □ Information on a web-site □
CD Rom □
Can you explain your answer ?
……………………………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………………
D. Anglesey Geopark
When a Geopark status is achieved for Anglesey it will provide the children with an opportunity to appreciate their geological heritage with the development of resources about the sites of special geological interest on the island.
1. Would you be interested in attending a fieldwork course with visits to geological sites ?
Yes □ No □ Uncertain □
2. Would you be interested in receiving notes for teachers and work-sheets about the sites of geological interest on the island ?
Yes □ No □ Uncertain □
3. In June 2007 it is proposed to hold a Geopark Week with field visits led by experts, rock and fossil road shows etc. Would you be interested in arranging for children to attend some of these events ?
Yes □ No □ Uncertain □
4. It is proposed to set up Young Geologists Clubs, based in certain localities with expert help. Would you encourage your pupils to join ?
Yes □ No □ Uncertain □
5. Would you make use of a Virtual Geological Trail of your area ?
Yes □ No □ Uncertain □
Thank you very much for your co-operation. D 2 HOLIADUR
Y mae GEOAMRYWIAETH yn cyfeirio at yr amrywiaeth o brosesau daearegol sydd yn gyfrifol am greu mineralau, creigiau, ffosiliau, priddoedd a thirluniau sydd yn paratoi’r sylfaen ar gyfer bioamrywiaeth a bywyd ar wyneb y ddaear.
A. Yn y CYFNOD SYLFAEN arfaethedig bwriedir ystyried y gofod tu allan fel ymestyniad o’r ystafell ddysgu.
1. Yn eich barn chwi pa elfennau geoamrywiaeth y gellid eu defnyddio i gynhyrchu adnoddau thematig dan y pennawd Gwybodaeth a Dealltwriaeth o’r Byd.
creigiau □ ffosiliau □ priddoedd □ tirluniau □
2. Ar ba raddfa y dylid paratoi gwybodaeth i’w gynnwys mewn adnoddau thematig ? (Gallwch roi tic ar fwy nag un) Gwybodaeth penodol am dir yr ysgol □
Gwybodaeth manwl am yr ardal gyfagos □
Gwybodaeth benodol sam safleoedd arbennig □
Gwybodaeth cyffredinol am nodweddion geoamrywiaeth □
B. Ar gyfer dysgu Daearyddiaeth a Gwyddoniaeth yng Nghyfnod Allweddol 2:
1. I ba rai o’r elfennau canlynol y dylid rhoi sylw iddynt wrth baratoi adnoddau geoamrywiaeth i ddatblygu Sgiliau Ymchwiliadol ? (Gallwch roi tic ar fwy nag un) Nodweddion daearyddol a phrosesau ffisegol □
Effaith pobl ar yr amgylchedd □
Cymharu a grwpio creigiau a / neu priddoedd □
Gwybodaeth am safleoedd gwaith maes □
NEU Cyfuno rhain i gyd mewn UN adnodd □
2. Y mae Cyngor Cefn Gwlad Cymru yn barod wedi cynhyrchu pecyn addysgol ar Yr Wyddfa sydd yn cynnwys adnoddau Gwyddoniaeth a Daearyddiaeth y gellir eu defnyddio ar gyfer cyflwyno pynciau yn y Cwricwlwm Cenedlaethol.
a) A ydych wedi defnyddio’r adnodd yn eich ysgol ?
Do □ Naddo □
b) Os ydych wedi defnyddio’r Pecyn beth yw eich barn am ei werth addysgol ?
Rhagorol □ Da □ Cyffredin □ Gwael □
C. Pa fformat a ddylid ei ddefnyddio i gyflwyno’r adnoddau geoamrywiaeth ? (Gallwch roi tic ar fwy nag un) Llyfrynnau □ Gwybodaeth ar wefan □ CD Rom □
A fedrwch roi eglurhad am eich ateb ? ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………
CH. Parc Daearegol Ynys Môn
Pan lwyddir i gael statws Parc Daearegol (Geopark) ar gyfer Ynys Môn bydd cyfle i’r plant werthfawrogi eu treftadaeth ddaearegol drwy ddatblygiad adnoddau am y safleoedd o ddiddordeb daearegol arbennig ar yr ynys.
1. A fyddai gennych ddiddordeb mewn mynychu cwrs gwaith maes efo ymweliadau â safleoedd daearegol ?
Byddai □ Na Fyddai □ Ansicr □
2. A fyddai gennych ddiddordeb mewn derbyn nodiadau ar gyfer athrawon a thaflenni gwaith i’r plant yn disgrifio safleoedd daearegol arbennig ar yr ynys ?
Byddai □ Na Fyddai □ Ansicr □
3. Ym mis Mehefin 2007 y mae bwriad cynnal Wythnos y Parc Daearegol efo arbenigwyr yn arwain teithiau maes a sioeau teithiol am greigiau a ffosiliau. A fyddai gennych ddiddordeb mewn trefnu i’r plant gael ymweld rhai o’r rhain ?
Byddai □ Na Fyddai □ Ansicr □
4. Y mae bwriad sefydlu Clybiau Daearegwyr Ifanc, wedi eu lleoli mewn mannau penodol efo cymorth gan arbenigwyr. A fyddai gennych ddiddordeb annog y plant i gymryd rhan ?
Byddai □ Na Fyddai □ Ansicr □
5. A fyddech yn gwneud defnydd o Rith Daith Ddaearegol o’ch ardal ?
Byddwn □ Na Fyddwn □ Ansicr □
Diolch yn fawr am eich cydweithrediad.
E 1 QUESTIONNAIRE
GEODIVERSITY (Earth Sciences) refers to the variety of geological processes responsible for the formation of minerals, rocks, fossils, soils and landforms which form the basis of biodiversity and of life on earth.
A. GCSE Science
1. (a) For which elements of the Earth Science (Geodiversity) content of the new specifications do you believe that the production of resources for teachers and work-sheets for the students would be of benefit in your teaching ?
1. Evolution □
2. Plate Tectonics □
3. Generation of Electricity □
4. Human Impacts on the Environment □
5. The Production and Use of Metals □
6. Limestone □
(b) Which format should be used to present these resources ? (You may tick more than one box)
Booklets □
Information on a web-site □
CD Rom □
2. Consideration will be given to preparing an Assessment Task, including possible field studies based on the Earth Studies (Geodiversity) content of the new specifications. For which elements do you think this would be most appropriate ? (You may tick more than one box)
1) B1 – Evolution □
2) C1 – Plate Tectonics □
3) P1 – Generation of Electricity □
4) B2 – Human Impacts on the Environment □
5) C2 – Production and Use of Metals □
6) C3 – Limestone □
3. Do you think you would benefit from information on a web-site about the location of RIGS sites in Gwynedd and Anglesey ? This could be in the form of photographs and brief notes with more detailed information available from RIGS.
Yes □ No □ Uncertain □
B. Anglesey Geopark
When Anglesey attains Geopark status the students will be given the opportunity to appreciate their geological heritage through studying prepared resources about the sites of special geological interest. A Centre will be established on the island with a permanent exhibition and geological samples to study.
1. Would you be interested in attending a field-work course with visits to geological sites ?
Yes □ No □ Uncertain □
2. Would you be interested in receiving teachers’ notes and work-sheets for students relating to the special sites of geological interest ?
Yes □ No □ Uncertain □
3. In June 2007 it is intended to hold a Geopark Week with experts leading field trips and travelling shows about rocks and fossils. Would you be interested in arranging for your students to visit some of these events ?
Yes □ No □ Uncertain □
4. Geological experts intend to set up Young Geologists Clubs in strategic locations on the island. Would you be interested in encouraging your students to take part ?
Yes □ No □ Uncertain □
For more information contact Alwyn Roberts: Phone: 01758 612071 E-mail: [email protected]
Thank you very much for your co-operation.
E 2 HOLIADUR
Y mae GEOAMRYWIAETH yn cyfeirio at yr amrywiaeth o brosesau daearegol sydd yn gyfrifol am greu mineralau, creigiau, ffosiliau, priddoedd a thirluniau ac yn paratoi’r sylfaen ar gyfer bioamrywiaeth a bywyd ar wyneb y ddaear.
A. TGAU Gwyddoniaeth
1. (a) Ar gyfer pa elfennau Gwyddorau Daear (Geoamrywiaeth) yn y manylebau newydd y byddai’n fanteisiol cynhyrchu adnoddau ar gyfer athrawon a ffurflenni gwaith i’r disgyblion ?
7. Esblygiad □
8. Platiau Tectoneg □
9. Cynhyrchu Trydan □
10. Effeithiau Dynol ar yr Amgylchedd □
11. Cynhyrchu a Defnyddio Metalau □
12. Calchfaen □
(b) Pa fformat a ddylid ei ddefnyddio i gyflwyno’r adnoddau ? (Gallwch roi tic ar fwy nag un)
Llyfrynnau □
Gwybodaeth ar wefan □
CD Rom □
2. Ar gyfer pa rai o’r elfennau canlynol o’r Gwyddorau Daear (Geoamrywiaeth) yn y manylebau newydd y byddai’n fanteisiol cynhyrchu enghreifftiau o Asesiad Mewnol, yn cynnwys gwaith maes ? (Gallwch roi tic ar fwy nag un)
7) B1 – Esblygiad □
8) C1 – Platiau Tectoneg □
9) P1 – Cynhyrchu Trydan □
10) B2 – Effeithiau Dynol ar yr Amgylchedd □
11) C2 – Cynhyrchu a Defnyddio Metalau □
12) C3 – Calchfaen □
3. A fyddai mantais mewn cael gwybodaeth ar wefan am leoliad safleoedd RIGS yng Ngwynedd a Môn ? Gallai hyn fod ar ffurf lluniau a nodiadau byr am y nodweddion efo mwy o wybodaeth i’w gael drwy gysylltu â RIGS.
Byddai □ Na Fyddai □ Ansicr □
B. Parc Daearegol Ynys Môn
Pan lwyddir i gael statws Parc Daearegol ar gyfer Ynys Môn bydd cyfle i’r disgyblion werthfawrogi eu treftadaeth ddaearegol drwy astudio adnoddau pwrpasol am y safleoedd o ddiddordeb arbennig. Sefydlir Canolfan ar yr ynys ble bydd arddangosfa barhaol o’r nodweddion daearegol a chyfle i astudio samplau.
1. A fyddai gennych ddiddordeb mynychu cwrs gwaith maes efo ymweliadau â safleoedd daearegol arbennig ?
Byddai □ Na Fyddai □ Ansicr □
2. A fyddai gennych ddiddordeb mewn derbyn nodiadau wedi eu paratoi ar gyfer athrawon a thaflenni gwaith i’r disgyblion am safleoedd daearegol arbennig ?
Byddai □ Na Fyddai □ Ansicr □
3. Ym mis Mehefin 2007 y mae bwriad cynnal Wythnos y Parc Daearegol efo arbenigwyr yn arwain teithiau maes a sioeau teithiol am greigiau a ffosiliau. A fyddai gennych ddiddordeb mewn trefnu i’r disgyblion ymweld â rhai o’r digwyddiadau ?
Byddai □ Na Fyddai □ Ansicr □
4. Y mae arbenigwyr yn bwriadu sefydlu Clybiau Daearegwyr Ifanc, wedi eu lleoli mewn mannau penodol ar yr ynys. A fyddai gennych ddiddordeb mewn annog y disgyblion i gymryd rhan ?
Byddai □ Na Fyddai □ Ansicr □
Am fwy o wybodaeth cysylltwch ag Alwyn Roberts: Ffôn: 01758 612071 E-bost: [email protected]
Diolch yn fawr iawn am eich cydweithrediad.