- 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 3.3 Geography 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 Geography Investigation 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
3.1 Physical geography
3.1.1 Water and carbon cycles
220.127.116.11 Water and carbon cycles as natural systems
18.104.22.168 The water cycle
22.214.171.124 The carbon cycle
126.96.36.199 Water, carbon, climate and life on Earth
188.8.131.52 Case studies: Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding.
3.1.3 Coastal systems and landscapes
184.108.40.206 Coasts as natural systems
220.127.116.11 Systems and processes
18.104.22.168 Coastal landscape development
22.214.171.124 Coastal management
126.96.36.199 Case studies: Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management.
3.1.4 Glacial systems and landscapes
188.8.131.52 Glaciers as natural systems
184.108.40.206 Systems and processes
220.127.116.11 Glaciated landscape development
3.1.6 Ecosystems under stress
18.104.22.168 Ecosystems and sustainability
22.214.171.124 Ecosystems and processes
126.96.36.199 Ecosystems in the British Isles over time
188.8.131.52 Local ecosystems
184.108.40.206 Case studies: Case study of a specified ecosystem at a local scale to illustrate and analyse key themes set out above, including the nature and properties of the ecosystem, human impact upon it and the challenges and opportunities presented in its sustainable development.
3.2.4 Population and the environment
220.127.116.11 Environment and population: Characteristics and distribution of two key zonal soils to exemplify relationship between soils and human activities especially agriculture. Soil problems and their management as they relate to agriculture: soil erosion, waterlogging, salinisation, structural deterioration.
18.104.22.168 Case studies: Case study of a specified local area to illustrate and analyse the relationship between place and health related to its physical environment, socio-economic character and the experience and attitudes of its populations.
3.2 Human geography
3.2.2 Changing places
22.214.171.124 The nature and importance of places
126.96.36.199 Changing places – relationships, connections, meaning and representation
188.8.131.52 Place studies
3.2.3 Contemporary urban environments
184.108.40.206 Urban forms
220.127.116.11 Social and economic issues associated with urbanisation
18.104.22.168 Urban climate
22.214.171.124 Urban drainage
126.96.36.199 Urban waste and its disposal
188.8.131.52 Other contemporary urban environmental issues
184.108.40.206 Sustainable urban development
220.127.116.11 Case studies:Case studies of two contrasting urban areas to illustrate and analyse key themes set out above, to include:• patterns of economic and social well-being• the nature and impact of physical environmental conditions.with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations.
3.2.5 Resource security
18.104.22.168 Water security
22.214.171.124 Energy security
Added value of this course
- Develop personal skills
- Have fun
- Be inspired by a passion for the subject
- Build friendships