• Complete fieldwork within both a human and a physical environment.
  • Full coverage of component 3: Applied Fieldwork Enquiry, Part A and B, including the methodological approach and conceptual framework for fieldwork, enabling students to be prepared for paper 3: Applied Fieldwork Enquiry.
  • Enjoy a choice of adventurous outdoor activities and team building games to offer students an exciting start to studying geography fieldwork.
  • Develop the geographical, mathematical and statistical skills which are integrated within all areas of assessment in a real world situation with contextualised data students have collected themselves.

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:

Adventure Session

This action-packed session will energize students ready for their field course, providing an opportunity to get active, work together and have some fun. Exciting adventure activities and challenges will stimulate and motivate students, build teams and friendships, and offer a thrilling and exhilarating start to studying geography fieldwork.
Choose one from:

  • Team Challenges
  • Low Ropes

Evening:

Adventure Session

The evening session follows on from this afternoon’s introduction to adventure. Students will complete and collaborate in some exciting trail finding activities, building those spatial and map based skills in a fun way.
Choose one from:

  • Orienteering
  • Geocaching

Day 2

Morning and Afternoon:

Fieldwork Methodology

In each of these methodological approaches, students will visit one of the UK’s best fieldwork locations. They will visit one of the following:

  • Thriving and vibrant urban location
  • Classic and spectacular river catchment
  • Dynamic and stimulating coastal landscape
  • Diverse and flourishing natural environment

They will choose one fieldwork methodology depending on the year of examination:

  • Use of Transects
  • Qualitative Surveys
  • Change Over Time
  • Geographical Flow

Evening:

Geographical Enquiry Process: Sections 1.3, 1.4, 1.5 and 1.6

Students will complete the enquiry process, placing their field data into a social, economic and environmental context and exploring the interplay between these elements at a local and global scale. This will deepen their understanding of the content and environment and prepare them for the fieldwork exam.

Day 3

Morning and Afternoon:

Adventure Session

This adventure session offers an inspiring real world geography experience, by immersing students within a physical landscape. Lakes, rivers, coasts and mountains offer the setting for students to scramble, climb and canoe, getting up close and personal with the physical processes that form our landscape, providing a different perspective to motivate and engage students.

Choose two from:

  • Canoeing
  • Ghyll Scrambling
  • Trekking
  • Coasteering
  • Climbing
  • Wilderness Bushcraft
  • Active Conservation

Evening:

Adventure Session: Hidden Worlds

This evening session offers an exploration of the natural environment and a chance for students to explore active wildlife habitats. Activities could include surveying small mammals, detecting bats, monitoring moths and dissecting owl pellets.

Day 4

Morning and Afternoon:

Conceptual Frameworks

In each of these conceptual frameworks, students will visit one of the UK’s best fieldwork locations, contrasting to the previous day. They will visit one of the following:

  • Thriving and vibrant urban location
  • Classic and spectacular river catchment
  • Dynamic and stimulating coastal landscape
  • Diverse and flourishing natural environment

They will choose one approach to enquiry from depending on the year of examination:

  • Place
  • Sphere of Influence
  • Cycles and Flows
  • Mitigating Risk
  • Sustainability
  • Inequality

Evening:

Geographical Enquiry Process: Sections 1.3, 1.4, 1.5 and 1.6

Students will complete the enquiry process, placing their field data into a social, economic and
environmental context and exploring the interplay between these elements at a local and global scale. This will deepen their understanding of the content and environment and prepare them for the fieldwork exam.

Day 5

Morning:

Adventure Session

See day 3 description but choose one activity.

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

Specification Links

Core Theme 1: Landscapes and Physical Processes

Key Idea 1.1:Distinctive landscapes of the UK

1.1.1 What makes landscapes distinctive in the UK?
1.1.2 How are physical landscapes in the UK affected by human activity?
1.1.3 How can landscapes in the UK be managed?

Key Idea 1.2: Landform process and change in two different and distinctive landscapes of the UK

1.2.1 How do processes work together to create landform features at different scales in river and coastal landscapes in the UK?
1.2.2 What factors affect the rates of landform change in river and coastal landscapes in the UK?

Key Idea 1.3: Drainage basins of the UK

1.3.1 What physical processes affect stores and flows in UK drainage basins?
1.3.2 Why do rivers in the UK flood?
1.3.3 What are the current and future management approaches to the problem of flooding in the UK?

Core Theme 2: Rural-Urban Links

Key Idea 2.1: The urban-rural continuumin the UK

2.1.1 How are urban and rural areas of the UK linked?
2.1.2 How are rural areas in the UK changing?

Key Idea 2.2: Population and urban change in the UK

2.2.1 What are the causes and consequences of population change in the
2.2.2 What are some of the contemporary challenges facing UK towns and cities?
2.2.3 How and why is retailing changing in the UK?

Key Idea 2.3: Urban Issues in contrasting globalcities

2.3.2 What are the consequences of urbanisation in two global cities?

Theme 4: Coastal Hazards and their Management

Key Idea 4.1: Vulnerable coastlines

4.1.1 Why are some coastal communities vulnerable to erosion and flooding?

Key Idea 4.2: Managing coastal hazards

4.2.1 How are coastlines managed?
4.2.2 What is the most sustainable way to manage coastlines in the face of rising sea levels

Core Theme 5: Weather, Climate and Ecosystsems

Key Idea 5.1: Climate change during the Quaternary period

5.1.1 What is the evidence for climate change?
5.1.2 What are the causes of climate change?

Key Idea 5.2: Weather patterns and process

5.2.1 What are the causes and consequences of, and responses to, two weather hazards?
5.2.2 What factors create variations in weather and climate at different scales within the UK?

Key Idea 5.3: Processes and interactions within ecosystems

5.3.2 What are the key processes of ecosystems at different scales?

Key Idea 5.4: Human activity andecosystem processes

5.4.1 How do people use ecosystems and environments?
5.4.2 How do human activities modify processes and interactions within ecosystems?

Theme 8: Environmental Challenges

Key Idea 8.1: Consumerism and its impact on the environment

8.1.2 How may climate change affect people and how can technology be used and people’s lifestyles changed to reduce these impacts?

Mathematical and Statistical Techniques

1. Numerical skills

1.1 Demonstrate an understanding of number, area and scale and the quantitative relationships between units.
1.2 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.
1.3 Understand and correctly use proportion and ratio, magnitude and frequency.
1.4 Draw informed conclusions from numerical data.

2. Statistical skills

2.1 Use appropriate measures of central tendency, spread and cumulative frequency.
2.2 Calculate percentage increase or decrease and understand the use of percentiles.
2.3 Describe relationships in bivariate data.
2.4 Identify weaknesses in selective statistical presentation of data.

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

  • Stunning locations across the UK

  • Outstanding curriculum knowledge

  • Rigorous health and safety procedures

  • Support before and after your visit

  • Free places for visiting staff