memories of the experience. Only 1% of responses referred to learning
something new. Beforehand, the majority of students (76%) were able to
describe at least one skill or area of knowledge from geography, science or
another appropriate curriculum area that they might need to use on the trip.
The examples given included map and compass work, orienteering, ecology,
experiments, investigations and observations.
Over half (56%) could suggest at least one new area / skill that they would
learn about map skills, orienteering, the environment / science outdoors,
animals / plants. On the four curriculum-focused courses, students were often
more specific: identification of animals, setting mammal traps, habitats,
freshwater animals, coastal erosion, mapping and navigation.
After the courses, 78% described at least one skill or area of knowledge from
geography, science or another appropriate curriculum area that they needed
to use, and examples closely matched those that they had expected: map
work, ecology, orienteering. Some new areas emerged including rocks /
fossils, classification or chemistry for some groups.
Students in one group were observed carrying out a freshwater ecology study
at Nettlecombe (Figure 2). Initially, the small stream to which they were led in
the grounds visibly unimpressed them. However, when it brought forth a great
variety and number of invertebrates and fish they were totally enthralled. The
extent to which they were able to observe and classify the animals was in
dramatic contrast to the work that they would probably be able to do in their
school laboratory in London. Several students did not want the activity to end.
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