National Festival of Fieldwork

NFF - image of A Level geographers from Cronton College, Widnes got inspiration for their NEA investigations during a trip to Salford. (Photo: Cronton College)

The GA encourages schools to take part in the National Festival of Fieldwork in June.

Information 

NFF logo - a green and blue boot printFieldwork is an essential part of a geographical education as well as being a National Curriculum, GCSE, A Level and IB requirement.

It enables young people to develop their subject knowledge, gain a range of skills that are difficult to develop in the classroom and helps them to understand the ‘messiness’ of geographical reality.

As we all know, organising fieldwork has been a great challenge over the past few years and many learners have not had the chance to experience working out of doors for some time.

The National Festival of Fieldwork is designed to provide a focal point to encourage you to take your classes outside, whether in the school grounds, the local area or further afield.

This will be an opportunity to take our classes out to investigate, observe, discover, challenge, test out ideas and gain a deeper and wider understanding of the world around them.

Remember, if you are busy during the National Festival of Fieldwork you can always choose your own date. The important thing is to go out and do some fieldwork!

Download this poster sharing reasons to take part in fieldwork

What you can expect in the coming months

  • Updates to this web page with free access providing information and activities
  • A series of resources and journal articles over the current academic year
  • The GA Annual Conference 2026, that was held from 8-10 April 2026 at Sheffield College – City Campus. The theme was Geography make a difference, which included useful fieldwork sessions. Session resources can be found here.
  • The GA’s strategic partners and organisations we work with have a great range of information and activities to support fieldwork. View them now under ‘Partner resources’ below.
  • The opportunity to download a certificate of participation both for your school and those who take part.

Who can take part?

Everyone!

There is no cost to this project unless you decide to take your class on a fieldtrip further away from school. All schools are invited to take part, whether or not they are a member of the Geographical Association. This section of the GA website is packed with ideas and support to help you arrange your fieldwork.

The menu below contains lots of ideas to help you get started. We hope that you will display the work completed in your own school or perhaps in the local library or even the council offices! Whatever you do we hope you enjoy it and that your classes have an exciting and memorable experience.

Going solo

Sometimes it is difficult to organise a whole class going out together for a variety of reasons which could include, timetables, finance, clashes with other activities or lack of staff available to support out of classroom activities. 

Working solo can also include those who are home schooled and may be working independently or in a small group. See ideas here which can help to stimulate enquiry and observations in such situations. 

Feedback

We would love to hear what your school has been doing for the National Festival of Fieldwork; let us know how many students got involved and send us any photos you would like to share of your experience, displays or activities!

Please use the hashtag #NationalFestivalofFieldwork or #FestivalofFieldwork on social media and send any feedback, comments or photos to info@geography.org.uk

NFF 2025 case studies

National Festival of Fieldwork presentation

Download this short PowerPoint to use at staff meetings to encourage and enthuse everyone to take part:

Resources

Sometimes the more traditional way of organising a visit by going out as a whole class is difficult to arrange. The list below provides some other options to consider:

Whole class out for the day
  • this has the advantage of being able to develop a section of fieldwork in greater depth and cover a significant amount of work
  • it is sometimes more difficult to organise if cover for other lessons is needed.
Whole class out for a short period of time for example up to lunch time or the length of a double lesson
  • this can provide more flexibility in terms of responding to weather conditions
  • the focus of the work must be very specific if best use is to be made of the time out.
Small groups taken out by the classroom support teacher/assistant perhaps with other adult support
  • this prevents disruption of a a whole class but ensures that over a few days everyone has completed the tasks facilitating class follow up.
Individual work. This can be done either at home or when the pupil is out and about bringing back evidence to work on in class
  • this can work well where pupils need to sample viewpoints of friends and family or identify issues in their local community
  • if each pupil carries out two questionnaires and enters their findings on a class data base the collective evidence will make useful data to interrogate.
Working at a different time of day. Particularly useful for primary schools which have some grounds of their own, however small.
  • working outdoors in an evening for example, can be a very interesting task
  • the sights, sounds and feelings will be very different as dusk approaches
  • this also makes the administration of the activity much simpler. Finishing up with hot chocolate all round will be very welcome!
Visiting another school – rural-to-urban or vice versa
  • visiting another school which may not be that far away, can often provide a very different perspective of a place
  • pupils can show the visitors their local area and possibly investigate a shared topic
  • it has the advantage of having all the amenities to hand and an indoor space if the weather is inclement.
  • Changing shopping habits – what is the impact on people, the environment and shops?
  • Is shopping online always beneficial for everyone?
  • Are new housing estates being built in our area? If so, where are they and what is driving their development?
  • Is fly tipping an issue?
  • Is public transport well used? Why or why not?
  • What is the impact of working from home in our area?
  • Has the high street changed in recent times?
  • Have there been any changes in the countryside recently?
  • How do individuals feel their lives have changed in both the short term and the long term?

One of the important things to do first is to conduct an audit of what is available in your own local area. Don’t forget your own school possibilities as well.

Do you know how parents, governors, other adults might be connected to a resource which you can utilise? Many teachers often live away from the school catchment area so you may need to investigate to find the local information about people, places and services which could help you. The suggestions below cover most areas in the country.

Your local Council

A wide range of services available and where resources can easily be found depending on the age group you are teaching. Most local councils have been cut back severely in terms of head count, so the likelihood of anyone being able to speak to your students is not great. However, websites contain a wide range of information to help you plan local investigations, such as:

  • people-focused services – reports investigating population trends (including age and sex distribution), housing needs and management, including housing trends and demand, and transport
  • infrastructure-focused services – such as road quality (main roads are often dealt with by the Highways Agency rather than local roads)
  • environmental services – such as waste collection and management, recycling, responses to emergencies such as pollution incidents or fly-tipping
  • monitoring services, such as air quality
  • the economy – reports on current trends in employment, unemployment, the council area’s largest employers
  • planning – both general (planning policies and guidance) and specific (applications for property or land use for which permission is sought for future development)
  • housing – including policies and provision for affordable housing
  • ‘green’ policies – e.g. declarations of climate emergencies, or policies to increase biodiversity, or develop transition movement policies (for example ‘local pound’ or green transport policies in Bristol or Totnes). Policies to encourage local markets
  • local economic development policies e.g. those designed to encourage tourism or high tech businesses, and grants to encourage new employment.
Government agencies

There are many services which are no longer run by central or local government, but which have been contracted out to government-funded agencies. This particularly applies to large-budget items such as flood management. These include:

  • The Environment Agency (EA) – includes content about environmental incidents, fisheries, boating and waterways, environmental permits, flooding and coastal change, flood warnings, river levels and flood risk maps, and waste. Find out what the EA does here
  • Other services which were once provided by local governments include housing. There are still over 4 million council houses in England and Wales, but such social housing is now managed by charities or third sector organisations such as Housing Associations. For these, it is best to search online for ‘Social housing in my area’. Shelter is an example of a housing issues charity 
Voluntary services
  • The role played by charities and voluntary services in providing services to the local community – e.g. in health (Macmillan Cancer Support and other homecare charities), social care (companies and charities which provide homecare visits for the elderly or disabled)
  • The range of activities in a village or urban community for local interest groups (local history, local activity groups, ramblers’ groups, mother-and-child groups etc)
Services and organisations in your own community
  • A library or museum: these offer a wide number of services which could be useful in setting up fieldwork visits. Visit first to see what might be possible
  • Neighbourhood watch schemes and local community policing. Find your nearest Neighbourhood Watch scheme
Newspaper offices

These keep an archive of material and reports which can often be accessed. There may well be parish newsletters which could provide starting points for investigation.

Do you have school connections (parents, governors etc) with your local services?

A local sewage farm
  • Its operation and how it works, the laws with which it has to comply, the challenges it faces in future
A local railway station / bus station
  • How far a ‘sphere of influence’ does this station serve? What services are available around the station (e.g. café, parking)? Does the cost of parking provide difficulties for side streets in the area of the station?
The local highways dept
  • The services it provides such as looking after roads, gritting in icy conditions, planning road works in your area etc. Many have a pothole alert line!
Visit to a local churchyard and church    
  • How is the churchyard organised – i.e. where are the oldest and most recent graves?
  • How do the ages and backgrounds of those whose lives are marked by older gravestones differ from more recent gravestones?
  • What links are there between gravestones and local geology?
  • A contrasting visit to a different burial place (e.g. of different faiths, or ethnicities, or urban / rural contrast)
A local community centre
  • The services it provides, and the people for whom it provides these services
A local tourist attraction
  • E.g. an owl sanctuary, or donkey sanctuary
A local radio station or TV company
  • Its territory that it serves, how far it is a part of a larger company or organisation, the distinctive services it provides compared to national organisations
A local supermarket
  • How it operates, its delivery times, how it ensures that there are always products on the shelves
  • What happens ‘behind the scenes’ to ensure that products are always available
  • How it ensures it can meet the challenges of the busiest periods e.g. Christmas
A doctor’s surgery
  • The services it provides for local people, and the territory it serves
  • How many people are employed and the area from which they travel
  • Its links to larger organisations
  • The challenges it faces now and in the near future.

Take a look at some of the free fieldwork resources available through our partners and organisations we work with.

Twinkl logo

The GA is partnering with Twinkl to provide resources for the National Festival of Fieldwork. The collection supports schools in delivering meaningful, curriculum‑aligned fieldwork across all key stages. Designed to be practical, adaptable, and accessible, these materials help teachers build confidence in planning and leading, fieldwork so that every school can enjoy fieldwork throughout the June event and beyond.

There are a wide variety of resources suitable for students aged 14+ on the Field Studies Council website as well as a comprehensive set of spiralised resources that build fieldwork progression from key stages 1 to 5. These cover a large number of topics and locations, including your school grounds.

Purple MetLink logo for Royal Meterological Society

MetLink from the Royal Meteorological Society has a variety of resources to help students and teachers discover more about weather and climate, especially of their school grounds. The resources show how meteorological fieldwork links to many different curriculum areas with clear guidance for teachers who might be unfamiliar with different aspects of the subject knowledge.

The National Education Nature Park is a free programme for education settings in England that embeds nature and climate education across the curriculum, as young people lead the way in transforming their school, nursery and college outdoor spaces into nature-rich havens. It has been commissioned by the Department for Education and is led by the Natural History Museum working with the RHS, and additional partners.

From mapping habitats and conducting nature surveys to creating wildflower meadows and digging ponds on their education sites, children and young people across England are taking real action for local wildlife. They’re supporting real scientific research while developing vital skills, knowledge and a lasting connection with the natural world. Check out the range of free activities and resources to support taking part in the National Festival of Fieldwork on your own education site by registering your setting with the Nature Park

My Environment My Future logo

My Environment My Future has free and editable resources based around the urban environment and geographical careers in that area. There are lots of lesson and fieldwork delivery suggestions for key stages 2 to 5. The resources are produced so that even teachers with little experience will be able to successfully guide students through fieldwork.

The MapZone section of the Ordnance Survey site provides resources for younger pupils as they learn how to read and use maps effectively in the field.

Time For Geography have instructional videos showing students and teachers how to collect and handle different types of fieldwork data.

Geography SouthWest logo

Geography Southwest provides access to free geography resources for teachers and students. The website has a section dedicated to fieldwork, hosting articles on a wide range of aspects including locational guides, fieldwork data collection and specific support for NEA investigations. In addition to hosting articles, the website also provides links to externally hosted materials. Geography Southwest has been pleased to work with a number of partner fieldwork providers both through the website and the annual SW Geography Conference. They have recently worked with Forestry England in creating fieldwork resources for KS3, which are currently available on Forestry England’s website. 

OAK logo

The Oak geography curriculum, developed in partnership with the Geographical Association and Geography South West, places fieldwork at the heart of geographical learning from year 1 through to key stage 4. Pupils are gradually introduced to the fieldwork enquiry process, learning how to ask meaningful geographical questions, collect and interpret data, and draw conclusions about the world around them. Fieldwork is embedded across a wide range of contexts, from investigations in the school grounds and local area to GCSE-focused enquiries using GIS and more advanced data analysis techniques. Designed to be accessible and practical for schools, the majority of Oak fieldwork lessons use minimal equipment and take place within the school site or local area, helping teachers provide meaningful geographical fieldwork experiences without additional cost or complex logistics. 

There are two risk assessment examples for primary and secondary below. Please note – these documents are offered in an advisory capacity only and the Geographical Association is not in any way responsible for how this is used, and it is strictly offered on that understanding. Schools must at all times maintain full responsibility for any risks whether perceived or real.

Download this primary risk assessment example

Download this secondary risk assessment example

Download a free certificate to say your students have taken part in the National Festival of Fieldwork, this can be used for giving out to individual students or as a certificate for your class or whole school.

To download the certificates please fill in the short form below, we will only use the information provided to improve the National Festival of Fieldwork.

Once you click submit you should see a ‘Download’ button in a popup box, please click it and then check your downloads location for a ZIP folder. If the popup does not appear please email info@geography.org.uk and request the NFF certificate templates. Thank you!

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