Implementing a Large Group Fieldwork Day

Implementing a Large Group Fieldwork Day.

Cath Donnelly HT HSIE Irrawang High School GTANSW Counsellor PTC Director

1. Administration (AKA death by paperwork) 2. Running the Day 3. Samples of venues and activities (coastal and local park)

Scenario – You have been given the responsibility of organising a Year 10 Fieldwork excursion for a whole year group (150+ students).

In groups come up with a list of essential things you need to do before the day of the trip. Use the butcher’s paper on your table. (10 minutes)

Administration

1. Have a conversation with your Principal to gain support for running the activity. Some things to mention include: • Fieldwork is a mandatory component of the syllabus • Fieldwork Programs engage community and improve the schools public relations and branding (especially via social media). • There are many benefits to students for example:

“Good quality day and residential fieldwork helps improve education standards and should be a vital element of an imaginative and contemporary education programme. Fieldwork helps students develop their understanding of subjects such geography as evidence-based disciplines, and acquire the hands-on experimental skills that are an essential part of those subjects. Outdoor learning also provides an exciting and memorable experience for young people, and helps transfer what they learn in school to their everyday lives by dealing first hand with real world examples. Learning outside, especially in a novel setting, introduces challenging situations, opportunities to become risk aware rather than just risk averse; builds self-confidence; develops a sense of responsibility and tolerance towards places and people by experiencing different communities and surroundings; and ultimately offers young people the opportunity to experience, explore and investigate – vital elements in the development of a modern citizen.” From- https://www.fieldstudiescouncil.org/media/477938/fsc_general_issues_briefing_june_2012.pdf).

2. Seek approval from the executive (see IHS form below) then follow school procedures (see sample below) 3. Complete Risk Assessment. 4. Devote a faculty meeting to the planning and delegate jobs within the faculty (this type of activity needs input from several teachers. NB one person should not be expected to run a whole year group activity – all faculty members should contribute). Also check fieldwork equipment (borrow from Science) 5. Start to put together a run sheet. 6. Get the permission notes out early (4-6 weeks before hand if possible). 7. Make sure you include a code of behaviour form with the permission note (this has been very useful for me in the past). 8. Check disability/access issues for students. Liaise with the Year Advisor and if possible invite the Year Advisor to come along on the day. For a big year group invite non HSIE staff and a member of the senior Executive if possible. 9. Liaise with possible guest speakers: University, Landcare, Local AECG etc 10. Start to put together fieldwork booklet for students to complete on the day.

IRRAWANG HIGH SCHOOL

EXCURSIONS—ORGANISING PROCEDURE

• Gain in-principle approval for excursion from Head Teacher. • Check in the Millennium calendar for clashes—other excursions, assessment tasks, sporting activities etc. Remember that excursions should not be held during the two weeks prior to exams. • Obtain transportation quotes— three written quotes must be obtained for travel by bus if the cost is greater than $500. Phone quotes are sufficient for amounts less than $500. • Calculate costs per student. Allow a small margin to cover unforseen situation. eg. a student dropping out. • Assess risks of travel and venue/activities and develop a Risk Management Plan. Include an Anaphylaxis (General) Management Plan. • Check students’ information for any specific health care needs, and for any behavioural issues which may impact on their participation. • Check students’ records in relation to the school’s Representation Policy. Issue appeal forms as required. • Seek approval from full executive using the relevant application form. Attach all planning documentation to the application for executive consideration. If approved, continue steps below. • Discuss the proposed excursion with the relevant student groups. • Provide a copy of the details to: § Front Office – including student list § Deputy Principal of the relevant year § Faculty Head Teacher • Issue the Parent or Guardian Information and Consent Forms and Medical Information form to students. STRESS that payments MUST be made AT LEAST THREE DAYS before the excursion. • Check the progress of payments with the office. (Obtain print-out of progressive payments from the office) • Ask the Office for any payments needed at least three days before the excursion. A Payment Form is to accompany the request. • Complete other excursion requirements such as notifying Canteen, providing student lists, issuing worksheets to students, organising cover of classes of participating staff. • Prepare appropriate work/tasks organisation for students not attending. • Liaise with Head Teacher to cover absent staff with in-lieu cover and provide a copy of this organisation to the DP of the relevant year at least three days prior to the excursion. • Provide the front office with a list of students attending the excursion on the day. • Provide the office with all relevant documents to file immediately after the excursion.

IRRAWANG HIGH SCHOOL

Application to run Excursion or In-school Variation to Routine

Excursion: ______

Purpose: ______

Teacher in Charge: ______

Other staff/parents: ______(Volunteers have signed Working with Children Check and DET lists of prohibited people have been consulted)

Venue: ______

Year Group/Classes Involved ______

Cost per student to be paid at school $______

Cost per student to be paid on the day at venue (not to be paid on line) $ ______

Are there plans to raise funds to assist excursion costs? Yes No

If “Yes” above, what: ______

Travel by: Bus Company: ………………….…… Train Car Walking Date: ______Time: From: ______To: ______

Overnight accommodation at: ______Phone: ______

Checked for clashes on Internal Calendar (Millennium) ………………………….………………

Activity is an integral part of the Faculty or Co-curricular program? ……………………………..

If not, justify purpose ______

EXECUTIVE DECISION: Approved Declined Date: ______

EXECUTIVE: ______

IRRAWANG HIGH SCHOOL OFFICE ONLY: INTERNAL NUMBER ______FEE TYPE: Excursion

UI CODE: ______UIO CODE______COST CENTRE: ______

STUDENTS BULK ENROLLED FINALISATION OF EXCURSION Date ______

D EXCURSION COST CALCULATIONS

EXCURSION: ……………………………………………………………………………………….. Date: …………………………….

Bus quotations: Staff to provide three quotations – total cost.

Hunter Valley Buses $ ……………………….. Port Stephens Coaches $ ……………………….. Sid Fogg Buses $ ……………………….. Other $ ………………………..

ITEM $ per STUDENT $ GST $ Total Cost Per Student Transport Accommodation Entry Fees: 1 2 3 4 5 Other charges: 1 2 3 Sub-Total non-food Taxable Food/Meals Total Per Student Grand Total

(for ……………. Students)

Calculate the cost for each student (amount to be invoiced):

Total cost excluding GST (from above) Administration charge (add if applicable) School Subsidy (subtract if applicable) Funds Raised (subtract if applicable) Cost per student excluding GST GST on meals/food (from above) Total Coat Per Student

Signatures: Teacher: …………………………………………………………………. Head Teacher: ……………………………………………………………… Stockton Beach excursion 2016 to do checklist To do Completed 3 X bus quotes

Booked buses HVB

Risk assessment

Set up account office

Print/ issue year 10 notes

Box for notes

Arrange meetings with guest speakers

Look at booklet activities & update

Who is attending excursion – see teachers

Group activities – allocate staff activities

Organise in lieu of/extras on day

Send text to remind parents

Print off Assessment Notification

Order Staff lunches

Collate students List of who is attending/check notes

Give list of who attending to office Friday morning

Booklets to be photocopies (4 different coloured covers)

Notice for roll call 3 days prior

Pack equipment boxes on bus/ get first aid kit

Check guest speakers are still available Pick up microphone and loud hailer Follow up non-attenders

Final payment list

IRRAWANG HIGH SCHOOL EXCURSION CODE OF BEHAVIOUR AND COOPERATION

Student Behaviour

The following rules apply to all students on school excursions. These rules are aligned with the usual PBL expectations of Irrawang High School. They are also essential for the successful operation of the excursion as they facilitate cooperation amongst all participants. Such cooperation maximises the opportunities and enjoyment of all students.

Parents and students should read this code carefully

1. Students are required to cooperate with all directions given by the teachers coordinating this program. Assistance to both teachers and other students is valued at all times. Accepting your individual responsibility to cooperate and assist will ensure the maximum enjoyment for the whole group.

2. Safety is paramount. You must stay with your group at all times; participate only in activities organised as part of the excursion.

3. Behave in a manner that brings credit to yourself, your school and the people who support you such as friends, parents and teachers. Remember respect, responsibility and personal best!

Please Note: In a most serious breach of the above code and where teachers judge they are no longer able to ensure adequate care for a student, the student’s parents will be contacted and required to arrange for transport for the student’s immediate return home. Any additional costs incurred will be at the student’s/parent’s expense.

The student is required to sign in the space below to indicate that he/she has read the behaviour and cooperation code and agrees to abide by it. One parent is also required to sign to indicate that they are aware of the behaviour expected of their child whilst on the excursion. I have read the Cooperation and Behaviour Code and I am aware of the requirements. I agree to abide by these. Student’s Name: ______

Signature: ______

I agree with the code of behaviour set for all students. I understand that in the case of a severe breach of the expected behaviour, I agree to make the necessary arrangements for my child to be returned home when requested by the teaching staff on the excursion.

Parent/ Guardian Signature ______

Date ______

EXCURSION MEDICAL INFORMATION

Student’s name: ______Date of Birth ______Sex: M / F Address: ______Parent mobile______Student Mobile______Medicare No. ______Reference No. ______Healthcare Card No. ______Private Health Insurance______IMPORTANT NOTE: When a medical practitioner has prescribed medication (including emergency medication) that will need to be administered during the excursion, parents are responsible for: a) Bringing this need to the attention of the school b) Ensuring that the information is updated if it changes c) Supplying the medication and any 'consumables' necessary for its administration in a timely way. The medication should be well within its expiry date. d) Collaborating with the school in working out arrangements for the supply and administration of the prescribed medication for the duration of the excursion. For some excursions the school will ask you to supply the medication in a different way to what has been already been agreed to by school. You may be asked to supply an additional adrenaline autoinjector (i.e. EpiPen® /Anapen ®) for example. PLEASE ANSWER THE FOLLOWING QUESTIONS 1. Is he / she in good health? YES / NO 2. Does your child suffer from any chronic illness or disability? YES / NO 3. Has he / she suffered from and acute illness during the past four weeks? YES / NO 4. Has he / she been treated by a medical practitioner for an injury during the last four weeks? YES / NO 5. Is he / she taking any form of medication at present? YES / NO 6. Has he / she been fully immunised against tetanus? YES / NO 7. Does he / she suffer from • Asthma, anaphylaxis or any allergic conditions? YES / NO • Skin conditions? YES / NO • Diabetes? YES / NO • Epilepsy, fits and blackouts YES / NO • Adverse reaction to drugs? YES / NO • Special Dietary requirements? YES / NO

If YES, to any of the above please give details: ______

In the event of any accident or illness, I authorize the obtaining on my behalf of such medical assistance as my child may require and pay any medical fees and or costs incurred.

Parent/Guardian Name: ______

Signature ______Mobile Ph. ______IRRAWANG HIGH SCHOOL Promoting excellence in academic, cultural and sporting performance Mount Hall Road Raymond Terrace 2324 Telephone 49-874687 Fax 49-871027

Dear Parent/Caregiver

Irrawang High School is holding an excursion to Stockton Beach as part of the mandatory fieldwork component of the Stage 5 Geography Syllabus. This is to complement our class work on Environmental Change & Coastal Management and will directly relate to the first assessment task in Year 10 Geography.

Destination: Stockton Beach

Date: Wednesday 2nd May 2018

Cost: $7

Transport Arrangements: Hunter Valley Buses. Departing School at 9.30am and returning at 2.30 pm.

Accompanying Staff: C Donnelly S Noble, E McCready, G Yeomans. K Connor, D Graham, T Hopper and D Hurley. All staff have CPR training.

Additional information: - Students are to wear sports uniform - Pens/ pencils are needed. A clipboard will be supplied - Morning tea and lunch need to packed. There will be no opportunity to buy food on the day - Hats and sunscreen are advisable - There will be no swimming.

Please ensure payment is made to the front office and completed permission slip and medical forms are returned to the class teacher by Thursday 12th April.

Yours Sincerely

C Donnelly P Baxter Head Teacher HSIE Principal ------

Permission Note for ‘Geography Fieldwork excursion to be held on Wednesday 2/5/18

I do/do not consent to my son/daughter/ward ______participating in an excursion to Stockton Beach on 2/5/18. I understand the transport and supervision arrangements outlined above. I also understand that my child will receive medical treatment in the case of an emergency.

Parent/Caregiver signature: ______Date: ______

□ Money to be paid to front office and note and medical/code of behaviour forms to be returned to the HSIE staffroom by 12th April please. 1. Coastal Fieldwork – Stockton Beach Year 10

Key Inquiry Questions • How do coastal and marine environments function?

• How do people’s worldviews affect their attitudes to and use of these coastal environments?

• What are the causes and consequences of change in these environments and how can this change be managed?

• Why is an understanding of environmental processes and interconnections essential for sustainable management of these coastal and marine environments?

What types of activities would you envisage doing with students on a coastal fieldwork trip? (5 minute discussion)

Fieldwork Itinerary Itinerary for 2018 Stockton Beach Excursion ü Booklets have been coloured coded – 4 colours, one per group. This should make it easier for us to know who is in what group and keep track of students. ü No one is to go swimming; students must wear footwear at all times. ü Every student must hand in their fieldwork booklet as they get on the bus at the end of the day. They are given a mark for the work they do during the day as part of their assessment mark. Time Activity 9.10.9.40 Presentation in the hall by Dr Hannah Power – Coastal Scientist UON 9.45 Mark students off and load buses 9.50 Leave bus bay 10.30 -11.00 Ø Arrive at Stockton Beach Ø Organise into 4 equal groups and distribute booklets Ø Session 1 Dr Hannah Power Longshore drift and rips (all students) 11-11.15am Students bring own recess. (Bring garbage bags for rubbish). Recess 11-20-12pm Session 2 Ø 2 groups up to Breakwater with Kate, Todd, Gabi (Task 1, Topo map, Task 3 Line drawing) Ø Other 2 groups stay near park – 20 mins session each with Damian/Dave (Drones) and Sheridan/Graeme Russell NWPS (Worimi perspectives). Groups swap activities at 12pm 12-12.40pm Session 3 Ø 2 groups up to Breakwater with Kate, Todd, Clair (Task 1, Topo map, Task 3 Line drawing) Ø Other 2 groups stay near car park – 20 mins session each with Damian/Dave (Drones) and Sheridan/Graeme Russell NWPS (Worimi perspectives).

12.45- Ø Lunch 1.30pm 1.30-2.00 Plenary & students have time to take photos, finish fieldwork booklets 2.10-2.20 Load students, mark rolls and collect fieldwork booklets as boarding bus 3.00pm Arrive back at school

Year 10 Geography

Environmental Change and Management Fieldwork Booklet

Name: ______

Teacher: ______

Class: ______

Coastal Management at Stockton Beach

Please note this booklet & your folder must be handed in to a HSIE teacher as you board the bus to return to school to meet the requirements of the assessment task.

Task 3 Stockton Beach Profile: Sketch / Line Drawing

From the breakwater look down along Stockton Beach and create a field sketch of what you see. Use the following words to help sketch and label the coastal zone you observe. (Remember BOLTS).

Ocean Sand Spinifex Pigface Grass Swash Zone Surf Zone Foredune Hind Dunes Erosion Low Bushes Trees Fence

Use arrows to show the movement of sand at the breakwater as it moves north.

Task 4 – Human Impacts on coasts

Management strategies

Issue Impacts Management strategies

Litter/pollution

Weeds (introduced species)

Recreational users of coast

• 4WDs • Bikes • Campers

Task 5- Management Strategies Implemented at Stockton Beach

Make a list of all the coastal management (relating to erosion or deposition) strategies used on Stockton Beach eg. Fencing…

......

On the image below, label the various management strategies that you have identified along Stockton Beach

Selecting 2 of the management strategies you have identified; evaluate and explain their effectiveness in protecting and preserving the coastal environment at Stockton Beach. Strategy 1 - ...... Strategy 2 - ...... Task 6 – Longshore drift Fieldwork Activity – Longshore Drift Study

Purpose

The aims of this project are to:-

a) Discover if longshore drift is consistent in direction and speed along a straight stretch of beach when measured at 15 m intervals at the same time. b) Find out if longshore drift is consistent at different distances from the shore. c) Manipulate data in graphical form. d) Estimate the positions of rip currents and describe some of their effects. e) Estimate if the long shore drift changes before and after high and low tide.

You will need:

Ø A straight stretch of beach Ø Two oranges Ø Data sheet, pencil and hard surface to write on Ø Watch with a second hand What to do:

1. Pace out 5 stations about 15 metres apart on the beach. 2. You are going to study longshore drift in close and out far. Decide which partner is going to throw the orange far and which is close. 3. At the prearranged signal, such as a whistle, look to your teacher. At the second signal, and it must be emphasised prearranged, you cast you oranges into the sea and the timekeeper starts the watch. 4. You then follow your oranges and any variations. If the orange comes in, you should throw it out again. 5. After one minute the timekeeper signals and you are to mark the position of your orange in the sand where your orange is. After two, three, four and five minute’s record data accurately in the table provided. 6. Draw up the data table like the one opposite and write a short report on your response

Longshore Drift Data Sheet

Team Station ______Orange Throw (circle one) Wind Speed: ______

Short Long Direction: ______

Date: ______Surf______Height:______

Rip: Yes No \

Short Throw Long Throw

Minutes Drift Distance Minutes Drift Distance Direction Direction

Distance

Travelled (m)

------Short

______Long

Time (minutes)

Task 7 – Dr Hannah Power University of Newcastle

The focal point of Dr Hannah Power's research is ocean waves, how they behave, and how they affect the movement of sediment. This work underpins the effective management of sustainable coastal environments, through predicting beach erosion, and anticipating how beaches change with time. Understanding how waves behave creates the capacity to model how water will act during both calm periods and major weather events such as tsunamis and storms.

Draw a sketch of the extent of the dye patch in the surf.

Outline three main points from Dr Power’s presentation

……………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

Task 8 Worimi Country

Presentation by Uncle Graeme Russell Worimi Elder/ Joint Management Coordinator Hunter Central Coast Branch Park Operations NSW National Parks and Wildlife Service

Take dot point notes on the following.

HISTORY Development and Structure of the Dune System from 10 000 years ago to the present

Occupation of the beach from an Aboriginal perspective including daily life and activities:

MANAGEMENT Traditional and Contemporary Strategies Traditional owners the Maiangal People & their ngurras: Gamaipingal, Garuagal & Buraigal. How were they “resource efficient”?

Current Management Plans –identify some features of the Worimi Conservation Land Plan of Management.

DUNE MYTHOLOGY Describe the main features of the Dreamtime Story presented by Uncle Graeme. We will follow up this activity at school with the chance for you to create some artwork.

Stage 4 Fieldwork – Boomerang Park Year 7. Scenario – What types of activities could you run in your local park?

5 minute discussion

We take 150 students to the local park and do various fieldwork activities which we later follow up on back at school. There are five stations set up around the park with a teacher and an expert on each. We rotate activities every half hour.

▪ Weather and Climate ▪ Weed management ▪ Waste management ▪ Worimi Country – Indigenous land management ▪ Map reading – Orienteering

Students are put into unfamiliar groups – each group is named after a native bird.

2017 IHS YEAR 7 GEOGRAPHY FIELDWORK EXCURSION Stage 4 Geography

STUDENT NAME: ______Geography Class Teacher: ______Fieldwork Group Today ______Geography Class: 7M 7E 7S 7R 7C 7L (Circle)

Weed Management

WEATHER WORIMI COUNTRY

WASTE Boomerang MANAGEMENT Park

MAP

READING

Safety Instructions.

• Students must stay in allocated fieldwork groups. • Students must not leave the fieldwork site between activities. • Students must not climb trees and fences etc. • Students must not throw sticks or branches or any other projectile. • Students must not disturb the natural environment by breaking branches off trees or stripping bark. • Students must not interfere with any equipment including orienteering markers. • Students must use the bins provided. • Students must participate and follow the instructions of the group leaders. • Remember RESPECT RESPONSISBILIY AND PERSONAL BEST EVERYWHERE AND EVERYTIME!!

Timetable Rosellas – Mrs Kookaburras – Magpies- Mrs Lorikeets – Mrs Galahs – Mrs McCready Mrs Hannon Catt Noble Walker Session 1 Site A – Site E – Worimi Site D – Waste Site C – Weed Site B - 10.40 - 11.10 Orienteering Country Management Management Weather Mrs Mr O’Brien Mrs Steiner Mr Hanington Ms Donnelly & Connor/Mrs Miss Wotton Yeomans Session 2 Site B - Site A – Site E – Worimi Site D – Waste Site C – Weed 11.10 - 11.40 Weather Orienteering Country Management Management Ms Donnelly / Mrs Mr O’Brien Mrs Steiner Mr Hanington Miss Wotton Connor/Mrs Yeomans Recess 11.40-12.00 Session 3 Site C – Weed Site B - Site A – Site E – Worimi Site D – Waste 12.00 - 12.30 Management Weather Orienteering Country Management Mr Hanington Ms Donnelly & Mrs Mr O’Brien Mrs Steiner Miss Wotton Connor/Mrs Yeomans Session 4 Site D – Waste Site C – Weed Site B - Site A – Site E – Worimi 12.30 -1.00 Management Management Weather Orienteering Country Mrs Steiner Mr Hanington Ms Donnelly & Mrs Mr O’Brien Miss Wotton Connor/Mrs Yeomans Lunch 1.00-1.30pm Session 5 Site E – Worimi Site D – Waste Site C – Weed Site B - Site A – 1.30 – Country Management Management Weather Orienteering 2.00pm Mr O’Brien Mrs Steiner Mr Hanington Ms Donnelly Mrs /Miss Wotton Connor/Mrs Yeomans

Site A – Map Reading and Orienteering Note: - Some questions will be done in class or in groups during fieldwork. - Orienteering (practical map skills)- separate map issued.

Activity 1. Complete the orienteering course. Mrs Connor will give you the maps. Ask your teacher to stamp here that you have completed it. Activity 2 In the space below write briefly about your orienteering session. (This can be done back at school is there is not enough time). ______

Site B :Weather and Climate 1. Define the term Weather. ______2. Complete the following table:- Todays weather – Location ______

Date: ______Time:______Latitude: ______Longitude: ______Weather Instrument Unit of Reading Element Used Measurement

Temperature

Precipitation (Rainfall)

Wind Speed

Wind Direction

Relative Humidity

Air Pressure

Cloud Cover

Site B :Weather Report This activity can be completed in class time. Imagine you are reporter who has been asked to give today’s weather report for the Boomerang Park area for our local community radio station. Write a script for your weather report using the information collected form the activities you have completed at site B. ______

Site C : Weed Management 1. How do weeds differ from other plants?

______

2. Identify 2 different types of weeds at the site (sketch and name them).

3. What are some tools used in the management of weeds? ______4. What are some of the ways Port Stephens Council manages weeds in our local area? ______

Field Sketch Grid Title:______Date: ______

In geography, we use field sketches to record information when studying places outside the classroom. Highlight the main geographical features and label them. Remember that the sketches are judged on their ability to communicate information rather than their artistic merit. Site D – Waste Management

1. Arrange the waste into the groups listed below and complete the table.

Type of Waste Tally Can it be recycled? Which bin? Paper Cardboard Green Waste Food Plastic Tins/cans Other

2. Complete the graph below showing the number of each different types of waste.

Boomerang Park Waste Audit

3. Name and/or draw 3 things that can be recycled.

4. Outline the importance managing waste correctly for our local community.

______

5. Describe ways in which you can encourage your friends and family to become more involved in recycling.

______

Site E – Worimi Country Activities

1. What is hot burning? ______2. Which culture has used this? ______3. What does it mean/How is it used? ______4. What are 3 disadvantages of this? ______5. What is cold burning? ______6. Which culture has used this? ______7. What does it mean/How is it used? ______8. What are 3 advantages of this? ______9. How have attitudes to “burning off” changed in terms of how the fire services carry out their tasks? ______10. What animals only live in the Port Stephens/ Hunter Valley area? Are any of these endangered? ______11. What bush tucker plants can be found in the Port Stephens area? What are some of their uses? ______12. How can be recognise these? – need for laminated sources ______13. What does it mean by the need to understand how the environment works so that we help protect it for the next generation? ______

14. What does the term totem mean? ______15. Why do indigenous people have totems? ______16. Who chooses the totem a person has for their lifetime? ______17. What are the responsibilities linked to having a totem? ______18. Choose a Dreamtime Story What colours are the characters in the story coloured? Why are these colours used for this Dreamtime story? -need for colouring in sheets etc ______

Demonstration time – Lets go outside

1. Weather & Climate (low tech v high tech)

2. Waste Audits

Any questions? Feel free to email me.… [email protected]

With thanks to my fabulous colleagues who have worked collaboratively with me on many many fieldtrips and shared so many great ideas:

Merewether High Irrawang High Rachael Tonks Kate Connor Rob Berry Clair Wotton Pete Ryan Liz McCready