Enquiry Skills Practice

Overview

This 60-minute lesson introduces Year 9 students (typically age 13-14) to the enquiry process used in the Non-Examined Assessment (NEA) for Geography GCSE, focusing on the Brick Lane Dulwich field trip. Students will develop enquiry questions, understand data collection methods, and practice a mini investigative task using a simple dataset related to Brick Lane.

National Curriculum Links

• KS3 Geography Programme of Study: Pupils should develop enquiry and investigation skills through collecting, analysing, and presenting geographical data.
• GCSE Geography specification (AQA/Edexcel): Develop enquiry skills relevant to NEA including hypothesis formulation, method design, data analysis, and presentation.
• Skills: Hypothesis formulation, geographic enquiry planning, data collection techniques, data analysis, and communication of findings.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Understand the structure and purpose of a geographical enquiry suitable for NEA.
2. Formulate enquiry questions relevant to the Brick Lane Dulwich trip context.
3. Design a simple data collection method.
4. Conduct a mini-trial investigation using sample data.
5. Analyse and present preliminary findings to peers.

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Resources Needed

• Printed sample dataset sheets (e.g. foot traffic counts, shop types, or temperature data for Brick Lane)
• Whiteboard and markers
• Flip chart paper or A3 sheets for group work
• Pens, rulers, and coloured markers
• Stopwatch/tablet for timing if needed
• Projector for visual stimuli (maps/photos of Brick Lane Dulwich)

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Lesson Structure

Starter (10 minutes)

Engage & Contextualise

• Begin with a brief introduction to Brick Lane Dulwich field trip, showing images and maps to ground understanding.
• Ask students about what they might expect to observe there (e.g. types of shops, number of people, weather conditions).
• Introduce the notion of enquiry in Geography: what questions geographers want to answer through investigations.
• Explain the relevance of enquiry in the NEA and the process: hypothesis, introduction/context, method, data collection, results, analysis.

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Introduction to Enquiry Questions (10 minutes)

Teacher-Led Discussion and Think-Pair-Share

• Present examples of enquiry questions related to Brick Lane Dulwich, such as:
  • "Does the number of independent shops change along Brick Lane?"
  • "Is there a relationship between foot traffic and time of day on Brick Lane?"
  • "How does street temperature vary under different levels of foot traffic?"
• Ask students to form two enquiry questions individually about the Brick Lane trip.
• Pair students to discuss and refine their questions, encouraging open-ended, investigable questions rather than yes/no answers.

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Designing Data Collection (10 minutes)

Group Task

• Groups of 3-4 students select one enquiry question from their pairs’ work.
• Explain key components of a method: what data they would collect, where, when, how, and by whom.
• Each group sketches out a brief data collection method on flip chart paper addressing:
  • Type of data (quantitative/qualitative)
  • Sampling techniques (e.g. systematic footfall counts every 10 mins)
  • Equipment needed (e.g. clickers, thermometers)
  • Timeframe for collection
• Quick presentations (2 mins each group) of their method for peer and teacher feedback.

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Mini Trial Investigation (20 minutes)

Conducting a Mini Investigation Using Sample Data

• Hand out a pre-prepared dataset related to Brick Lane Dulwich. Examples could be:
  • Foot traffic counts at different times
  • Number of different shop types on each street section
  • Temperature recordings in different microenvironments along the street
• Groups formulate a hypothesis relevant to the dataset provided (e.g. “Foot traffic is higher in the afternoon than in the morning”).
• Students develop a brief analysis plan (e.g. comparing totals, averages).
• They analyse the sample data using simple statistics or graphical representation (bar charts, line graphs).
• Each group formulates a simple ‘results’ statement based on their analysis.

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Plenary & Reflection (10 minutes)

Presentations and Reflective Discussion

• Each group presents their hypothesis, method, and initial results in 2 minutes.
• Class discussion on:
  • How realistic their enquiry questions and methods are for the real Brick Lane trip
  • Importance of clear hypothesis and reproducible method
  • Challenges of data collection in the field vs classroom dataset
• Teacher summarises key points linking to skills needed for the NEA.
• Set a brief homework task for students to draft a potential enquiry question they would like to investigate during the Brick Lane trip.

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Assessment for Learning

Formative assessment through:

• Observation of group discussions and data collection method design
• Peer feedback during presentations
• Quality and relevance of enquiry questions generated
• Clarity and accuracy in mini-investigation analysis and findings

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Differentiation

• Provide scaffolded enquiry question starters for lower ability/on request (e.g., “Does the number of…?”, “How does…change?”)
• More able students encouraged to suggest variables and control factors in their methods
• Mixed-ability grouping ensures peer support for writing and analysis
• Use visual aids and colour-coded data for different learning styles

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Extension Ideas

• Use simple GIS mapping tools in follow-up lessons to plot shop types or foot traffic distribution
• Compare Brick Lane data with a contrasting urban area (e.g. Dulwich Village)
• Introduce basic statistical tests (mean, mode, median) for skilled students to apply in data analysis

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Teacher Notes

• Emphasise to students that enquiry is iterative and flexible – hypotheses can be refined after initial results.
• Encourage creativity in data collection methods relevant to the field trip context to make real fieldwork easier.
• Position this lesson as a ‘safe space’ to trial enquiry skills before going outdoors or handling large datasets.
• Validate all students’ enquiry questions to promote engagement and ownership.

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This lesson plan combines active learning, collaborative enquiry, and authentic geographical skills development, aligning closely with UK curriculum expectations for KS3 and preparation for GCSE NEA requirements. Its practical approach with a trial investigation ensures students gain confidence before undertaking fieldwork.