- Complete the fieldwork requirements for A level students within physical and human environments.
- Students will spend time forming an independent investigation and collecting data for their independent investigation, worth 20% of their final A-level marks.
- Support and guidance is given from FSC’s field teachers before and after students collect their data. Students will have time to visit the location of their investigation, develop their knowledge before finalising the geography investigation title. They will then collect all the data needed, with time given to reflect and improve the methodology.
- The focus for the coursework can be drawn from any aspect of the specification, in discussion with centre staff.
- Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area.
- Outline of the Course
- Allocation of wellies/waterproofs.
Introduction to the Fieldwork NEA
Students will visit a local field site which will provide the backdrop to explore how to ask geographical questions, design sampling strategies and build research proposals. This session will also set the scene for the rest of the course, as students are introduced to an outline of the stages of an investigation and mark scheme, including the expectations relating to independence and teacher guidance.
During this workshop students will be introduced to a wide range of potential secondary data sources and information. They will explore how secondary research can be used to justify a research aim, question or hypothesis. In addition students will be given the opportunity to explore online and hard copy resources containing primary data collection and sampling techniques.
Fieldwork Environment (1)
During this session students will visit a selection of local contrasting physical environments and explore the possible fieldwork locations and themes that could arise. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.
Data Presentation Workshop
Focusing on GIS as well as traditional presentation methods students will be introduced to a selection of possible methods that they may wish to incorporate within their research project.
During this evening session, students will be introduced to a selection of possible statistical techniques and explore how these can be useful in a research project.
Morning and Afternoon
Fieldwork Environment (2)
Building on yesterday’s introduction, students will visit a selection of different environments, focusing more on a human theme. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.
Independent Titles and Secondary Research
During this evening session, students will independently finalise the draft titles of their investigation. Teachers will have the opportunity to confirm that students’ titles have the potential to meet the assessment criteria and provide any general guidance necessary. Students will develop their justification and contextualisation of how their enquiry will help them answer their title. In addition, using FSC databases and research facilities, students will independently select any secondary data sources they may require.
Methodology and Sampling Planning
During this session students will plan and select their methodologies and sampling strategies, collaborating in groups if needed, to plan how they will collect the primary field data they need.
Primary Data Collection
Students will spend the day in their chosen location collecting the data they require, they may work individually or in groups, supervised by FSC and school staff.
Primary Data Collation
During this evening session students will ensure that they have a personal set of the data required for their project, to ensure that they can move on the presentation stage of the investigation independently. Supporting ICT and GIS packages will be available for students to use if needed.
Independent Data Presentation and Secondary Research
During this session, students will work independently on the next aspect of their research project. Some students will want to continue with some secondary or primary research, while others may want to start to present their data. FSC staff will provide technical support on the research databases, GIS and ICT that students may need to use.
Depart at Midday
A final farewell from FSC staff as the students depart at midday
Please note: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at centres.
How this course fulfills the specification
Area of study 1: Dynamic Landscapes
Topic 2: Landscape Systems, Processes and Change
Option 2A: Glaciated Landscapes and Change
Enquiry question 1: How has climate change influenced the formation of glaciated landscapes over time?
2A.3 Periglacial processes produce distinctive landscapes.
Enquiry question 2: What processes operate within glacier systems?
2A.6 The glacier landform system.
Enquiry question 3: How do glacial processes contribute to the formation of glacial landforms and landscapes?
2A.7 Glacial erosion creates distinctive landforms and contributes to glaciated landscapes.
2A.8 Glacial deposition creates distinctive landforms and contributes to glaciated landscapes.
2A.9 Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes.
Enquiry question 4: How are glaciated landscapes used and managed today?
2A.10 Glacial and periglacial landscapes have intrinsic cultural, economic and environmental value.
2A.11 There are threats facing fragile active and relict glaciated upland landscapes.
Option 2B: Coastal Landscapes and Change
Enquiry question 1: Why are coastal landscapes different and what processes cause these differences?
2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.
2B.2 Geological structure influences the development of coastal landscapes at a variety of scales.
2B.3 Rates of coastal recession and stability depend on lithology and other factors.
Enquiry question 2: How do characteristic coastal landforms contribute to coastal landscapes?
2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.
2B.5 Sediment transport and deposition create distinctive landforms and contribute to coastal landscapes.
2B.6 Subaerial processes of mass movement and weathering influence coastal landforms and contribute to coastal landscapes.
Enquiry question 3: How do coastal erosion and sea level change alter the physical characteristics of coastlines and increase risks?
2B.8 Rapid coastal retreat causes threats to people at the coast.
2B.9 Coastal flooding is a significant and increasing risk for some coastlines.
Enquiry question 4: How can coastlines be managed to meet the needs of all players?
2B.10 Increasing risks of coastal recession and coastal flooding have serious consequences for affected communities.
2B.11 There are different approaches to managing the risks associated with coastal recession and flooding.
2B.12 Coastlines are now increasingly managed by holistic integrated coastal zone management (ICZM).
Area of study 3: Physical Systems and Sustainability
Topic 5: The Water Cycle and Water Insecurity
Enquiry question 1: What are the processes operating within the hydrological cycle from global to local scale?
5.2 The drainage basin is an open system within the global hydrological cycle.
5.3 The hydrological cycle influences water budgets and river systems at a local scale.
Enquiry question 2: What factors influence the hydrological system over short- and long-term timescales?
5.4 Deficits within the hydrological cycle result from physical processes but can have significant impacts.
5.5 Surpluses within the hydrological cycle can lead to flooding, with significant impacts for people.
5.6 Climate change may have significant impacts on the hydrological cycle globally and locally.
Topic 6: The Carbon Cycle and Energy Security
Enquiry question 1: How does the carbon cycle operate to maintain planetary health?
6.1 Most global carbon is locked in terrestrial stores as part of the long-term geological cycle.
6.2 Biological processes sequester carbon on land and in the oceans on shorter timescales.
6.3 A balanced carbon cycle is important in sustaining other earth systems but is increasingly altered by human activities.
Enquiry question 2: What are the consequences for people and the environment of our increasing demand for energy?
6.6 There are alternatives to fossil fuels but each has costs and benefits.
Enquiry question 3: How are the carbon and water cycles linked to the global climate system?
6.7 Biological carbon cycles and the water cycle are threatened by human activity.
6.8 There are implications for human wellbeing from the degradation of the water and carbon cycles.
6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales
Area of study 2: Dynamic Places
Topic 4: Shaping Places
Option 4A: Regenerating Places
Enquiry question 1: How and why do places vary? An in-depth study of the local place in which you live or study and one contrasting place
4A.1 Economies can be classified in different ways and vary from place to place.
4A.2 Places have changed their function and characteristics over time.
4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places.
Enquiry question 2: Why might regeneration be needed?
4A.4 Economic and social inequalities changes people’s perceptions of an area.
4A.5 There are significant variations in the lived experience of place and engagement with them.
4A.6 There is a range of ways to evaluate the need for regeneration.
Enquiry question 3: How is regeneration managed?
4A.7 UK government policy decisions play a key role in regeneration.
4A.8 Local government policies aim to represent areas as being attractive for inward investment.
4A.9 Rebranding attempts to represent areas as being more attractive by changing public perception of them.Enquiry question 4: How successful is regeneration?
4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental.
4A.11 Different urban stakeholders have different criteria for judging the success of urban regeneration.
4A.12 Different rural stakeholders have different criteria for judging the success of rural regeneration.
Option 4B: Diverse Places
Enquiry question 2: How do different people view diverse living spaces?
4B.4 Urban places are seen differently by different groups because of their lived experience of places and their perception of those places.
4B.5 Rural places are seen differently by different groups because of their lived experience of places and their perception of those places.
4B.6 There is a range of ways to evaluate how people view their living spaces.
Enquiry question 4: How successfully are cultural and demographic issues managed?
4B.10 The management of cultural and demographic issues can be measured using a range of techniques.
4B.11 Different urban stakeholders have different criteria for assessing the success of managing change in diverse urban communities.
4B.12 Different rural stakeholders have different criteria for assessing the success of managing change in diverse rural communities
Added value of this course
- Develop personal skills
- Have fun
- Be inspired by a passion for the subject
- Build friendships