• Complete the fieldwork requirements for A level students within physical and human environments.
  • Students will spend time forming a geography investigation and collecting data for Component 4: 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 Independent Investigation can be drawn from any aspect of the specification, in discussion with centre staff.

Example Timetable

Day 1

Morning

Arrive Midday
  • 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.
Afternoon
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.

Evening
Research Workshop

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.

Day 2

Morning

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.

Afternoon

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.

Evening

Statistics Workshop

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.

Day 3

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.

Evening

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.

Day 4

Morning

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.

Afternoon

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.

Evening

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.

Day 5

Morning

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.

Afternoon

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

2.1 Component 1

SECTION A - Changing Landscapes
1.1: Coastal Landscapes

1.1.1 The operation of the coast as a system
1.1.2 Temporal variations and their influence on coastal environments
1.1.3 Landforms and landscape systems, their distinctive features and distribution
1.1.4 Factors affecting coastal processes and landforms
1.1.5 Processes of coastal weathering, mass movement, erosion and the characteristics and formation of associated landforms and landscapes
1.1.6 Processes of coastal transport and deposition and the characteristics and the formation of associated landforms and landscapes
1.1.7 Aeolian, fluvial and biotic processes, the characteristics and the formation of landforms in coastal environments
1.1.8 Variations in coastal processes, coastal landforms and landscapes over different time scales
1.1.9 Coastal processes are a vital context for human activity
1.1.10 The impact of human activity on coastal landscape systems

1.2: Glaciated Landscapes

1.2.1 The operation of a glacier as a system
1.2.5 Processes of glacial weathering, erosion and the characteristics and the formation of associated landforms and landscapes
1.2.6 Processes of glacial and fluvioglacial transport and glacial and fluvioglacial deposition and the characteristics and the formation of associated landforms and landscapes
1.2.8 Periglacial processes and the formation of associated features
1.2.10 Glacial processes are a vital context for human activity

2.2 Component 2

SECTION A - Global Systems
2.1: Water and Carbon Cycles

2.1.2 Catchment hydrology – the drainage basin as a system
2.1.3 Temporal variations in river discharge
2.1.4 Precipitation and excess runoff within the water cycle
2.1.5 Deficit within the water cycle
2.1.7 Carbon stores in different biomes
2.1.8 Changing carbon stores in peatlands over time
2.1.9 Links between the water and carbon cycles
2.1.10 Feedback within and between the carbon and water cycles

2.3 Component 3

SECTION B - Contemporary Themes in Geography
3.2: Ecosystems

3.2.1 The value and distribution of ecosystems
3.2.2 The structure and functioning of ecosystems3.2.3 Biodiversity under threat
3.2.4 Conserving biodiversity
3.2.5 Ecosystems at a local scale

3.5: Weather and Climate

3.5.3 Climate and weather of the UK
3.5.4 Extreme weather events
3.5.5 Impacts and management of climatic hazards
3.5.6 Impacts of human activities on the atmosphere at local and regional scales
3.5.7 People, climate and the future

2.1 Component 1

SECTION B - Changing Places
1.3: Changing Places

1.3.1 Changing place; changing places – relationships and connections
1.3.2 Changing place; changing places – meaning and representation
1.3.3 Changes over time in the economic characteristics of places
1.3.4 Economic change and social inequalities in deindustrialised urban places
1.3.5 The service economy (tertiary) and its social and economic impacts
1.3.6 The 21st century knowledge economy (quaternary) and its social and economic impacts
1.3.7 The rebranding process and players in rural places
1.3.8 Rural management and the challenges of continuity and change
1.3.9 The rebranding process and players in urban places
1.3.10 Urban management and the challenges of continuity and change

2.2 Component 2

SECTION B - Global Governance: Change and Challenges
2.2: Global Governance: Change and Challenges

2.2.6 to 2.2.10: Global Governance of the Earth’s Oceans
2.2.9 Managing marine environments
2.2.10 Managing ocean pollution

Added value of this course

  • Develop personal skills
  • Have fun
  • Be inspired by a passion for the subject
  • Build friendships

Why Choose FSC?

  • Expert tuition by fully trained staff

  • Rigorous and proven health and safety procedures including 24 hour emergency cover

  • Free places for visiting staff in a ratio of 1 to 12 students

  • Specialist equipment and exclusive access to specially developed resources

  • Personal and travel insurance included

  • Access to risk assessments