• Complete all fieldwork requirements, covering two contrasting locations.
  • In-depth coverage of fieldwork within both a human and physical environment, enabling students to get the grades they want within Section B of the Paper 1 and Paper 2 exams.
  • Spend more time honing students’ geographical skills, studying the interaction between physical and human geography and using unfamiliar contexts to best prepare students for their exams.
  • 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 greeted by FSC staff.
  • Welcome talk and Centre tour.
  • Pre-course meeting with FSC staff and teachers.
  • Allocation of wellies/waterproofs.

Afternoon

Human Geography Enquiry: People of the UK (Stages 1 & 2 of the investigative process)

Students will be immersed in a diverse and dynamic environment. FSC field teachers will bring the rich complexities of the human environment into focus, engaging students’ curiosity and revealing these places to be the diverse and interconnected systems they are. Choose one from:

  • 1.2.3 Development within the UK: Economic Change
  • 1.2.6 Contemporary City Challenges

Evening

Human Geography Enquiry: People of the UK (Stage 3 of the investigative process)

Students will process and present their data using a range of geographical skills placing their field data into a social economic and environmental
context and exploring the interplay between these elements at a local and global scale.

Day 2

Morning and Afternoon

Physical Geography Enquiry: Landscapes of the UK (Stages 1 & 2 of the investigative process)

Students will visit one of the UK’s best example of a river or coastal landscape to undertake their fieldwork. FSC field teachers will carefully facilitate students’ investigations of the processes and systems that play a part in this iconic scenery, including their part in the system. Students will be enthused and develop confidence in exploring new surroundings. Choose one from:

  • 1.1.3 River Landforms: Downstream Change
  • 1.1.4 Coastal Landscapes: Landforms and Landscape
  • 1.1.5 Coastal Landscapes: Coastal Management
  • 1.1.5 (1.3.2) River Basin Management and Flood Event

Evening

Physical Geography Enquiry: Landscapes of the UK (Stages 3, 4, 5 & 6 of the investigative process)

Students will process and present their data using a range of geographical skills to start to understand the data within the context of the study location and global setting. This will enable students to draw evidenced conclusions and deepen their understanding of the physical landscape. Students will justify and evaluate all stages of the enquiry helping them to prepare for the fieldwork exam.

Day 3

Morning

Human Geography Enquiry: People of the UK (Stage 4, 5 &6 of the investigative process)

Students will draw evidenced conclusions and deepen their understanding of the human environment. Students will justify and evaluate at all stages of the enquiry helping them to prepare for the fieldwork exam.

Afternoon

Depart at Midday
  • Review of the course.
  • Signposting further actions and opportunities with the FSC and beyond.
  • Final farewell from FSC staff.

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

2c - Content of Our Natural World: Topic 3 – Distinctive Landscapes

3.2 What influences the landscapes of the UK?

(a) What physical processes shape coastal landscapes?
The geomorphic processes that are involved in shaping coastal landscapes, including weathering, mass movement, erosion, transport, deposition.
The formation of coastal landforms including headlands, bays, cave, arch, stack, beach and spit.
The geomorphic processes that are involved in shaping landscapes, including weathering (mechanical, chemical, biological), mass movement (sliding, slumping), erosion (abrasion, hydraulic action, attrition, solution), transport (traction, saltation, suspension, solution), deposition.
The formation of river landforms including waterfall, gorge, v-shaped valley, floodplain, levee, meander, ox-bow lake.

(b) What are the characteristics of your chosen landscape?
Case study of one coastal landscape including the study of the landforms created by geomorphic processes, the geomorphic processes operating at different scales and how they are influenced by geology and climate, how human activity, including management, works in combination with geomorphic processes to impact the landscape.
Case study of one river basin including the study of the landforms created by geomorphic processes, the geomorphic processes operating at different scales and how they are influenced by geology and climate, how human activity, including management, works in combination with geomorphic processes to impact the landscape.

2c - Content of People and Society: Topic 5 – Urban Futures

5.2 What are the challenges and opportunities for cities today?

(a) What is life like for people in a city?
Investigate the contemporary challenges that affect life in the city, such as housing availability, transport provision, access to services and inequality.

2d - Geographical Skills including Fieldwork

9. Geographical skills
9.1 Cartographic skills

9.1.1 Select and construct maps, using appropriate scales and annotations, to present information.
9.1.2 Interpret cross sections and transects.
9.1.4 Extract, interpret, analyse and evaluate information.
9.1.5 Use and understand gradient, contour and spot height (on OS and other isoline maps).
9.1.6 Describe, interpret and analyse geo-spatial data presented in a GIS framework.

9.2 Graphical skills

9.2.1 Select and construct appropriate graphs and charts, using appropriate scales and annotations to present information.
9.2.2 Effectively present and communicate data through graphs and charts
9.2.3 Extract, interpret, analyse and evaluate information.

9.3. Numerical and statistical skills

9.3.4 Understand and correctly use appropriate measures of central tendency, spread and cumulative frequency including, median, mean, range, quartiles and inter-quartile range, mode and modal class.
9.3.6 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.
9.3.9 Sketch trend lines through scatter plots.
9.3.13 Draw and justify conclusions from numerical and statistical data.

9.4. Formulating enquiry and argument

9.4.1 Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.
9.4.3 Suggest improvements to, issues with or reasons for using maps , graphs, statistical techniques and visual sources, such as photographs and diagrams.

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