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As part of their A Level Geography studies, Year 12 students recently took part in a field trip to Brick Lane in East London. This visit formed a crucial part of their exploration of the ‘Changing Places’ topic, which focuses on how places are shaped by a range of social, economic, environmental and political processes over time.

During the day, students engaged in a variety of fieldwork techniques designed to develop their understanding of urban change and sense of place. These included a detailed land use survey, in which students systematically recorded the types of buildings and businesses along different sections of the area, noting evidence of gentrification, cultural heritage, and regeneration. They also conducted Environmental Quality Surveys (EQS) to assess the physical condition and aesthetic appeal of the urban environment, as well as perception surveys to gather personal responses to the character of Brick Lane and its surrounding streets.

To incorporate human geography data, students designed and carried out questionnaires by interviewing members of the public. These surveys allowed them to gain insights into the lived experiences of residents, workers, and visitors in the area—contributing to a deeper understanding of how different people relate to place.

Overall, the trip provided an invaluable opportunity for students to deepen their conceptual understanding of place, apply theoretical knowledge to a real-world setting, and begin developing the independent research skills required at A Level and beyond.

In addition to these techniques, students used digital devices to capture photographic evidence, observations, and soundscapes, which they will later analyse to explore how multisensory elements contribute to place identity. These resources will help bring their investigations to life and provide a rich visual and auditory record of their fieldwork.

Upon returning to school, students will now integrate their findings into their broader place studies, reflecting on how Brick Lane’s character has evolved over time. This work will not only enhance their exam preparation but also support the development of their Non-Examined Assessment (NEA), which requires them to carry out an independent investigation on a geographical issue of their choice. Many of the techniques practised during the Brick Lane trip—such as primary data collection, spatial mapping and critical analysis—will directly inform the methods they select for their Non-Examined Assessment (NEA) projects in Year 13.