- Complete all fieldwork requirements. 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.
- Spend 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.
- 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.
7B Investigating Human Landscapes: (Stages 1& 2 of the enquiry 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:
- Changing City Environments Investigating change in central/inner urban area(s)
- Changing Rural Environments Investigating change in rural settlement
7B Investigating Human Landscapes: (Stage 3 of the enquiry 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.
Morning and Afternoon
7A Investigating Physical Environments: (Stages 1& 2 of the enquiry 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:
- River Landscapes: Investigation of change in a river channel
- Coastal Landscapes: Investigation of coastal processes through landscape evidence.
7A Investigating Physical Environments: (Stages 3, 4, 5 & 6 of the enquiry 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.
7B Investigating Human Landscapes: (Stage 4, 5 & 6 of the enquiry 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.
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 Centre.
How this course fulfills the specification
Topic 1: The Changing Landscapes of the UK
1.2 A number of physical and human processes work together to create distinct UK landscapes
1.3 A variety of physical process interact to shape coastal landscape
1.4 Coastal erosion and deposition create distinctive landforms within the coastal landscape
1.5 Human activities can lead to changes in coastal landscapes which affect people and the environment
1.6 Distinctive coastal landscapes are the outcome of the interaction between physical and human processes
1.7 A variety of physical processes interact to form the river landscape
1.8 Erosion and deposition interacting with geology create distinctive landforms in river landscapes
1.9 Human activities can lead to changes in river landscapes which affect people and the environment
1.10 Distinctive river landscapes are the outcome of the interaction between physical and human processes
Topic 2: Weather Hazards and Climate Change
2.3 Global climate is now changing as a result of human activity
Topic 4: Changing Cities
4.3 The context of the chosen UK city influences its functions and structure
4.4 The chosen UK city is being changed by movements of people, employments and services
4.5 Globalisation and economic change create challenges for the chosen UK city that require long-term solutions
Topic 7: Geographical Investigations - Fieldwork
Atlas and map skills
• Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases.
• Draw, label, annotate, understand and interpret sketch maps.
• Recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes.
• Describe and identify the site, situation and shape of settlements.
• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.
• Label, annotate and interpret different diagrams, maps, graphs, sketches and photographs
• Use maps in association with photographs and sketches and understand links to directions.
• Select and construct appropriate graphs and charts to present data, using appropriate scales and including bar charts, pie charts, pictograms, line charts, histograms with equal class intervals.
• Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs,radial graphs, wind rose diagrams, proportional symbols).
• Interpret population pyramids, choropleth maps and flow-line maps.
Data and information research skills
• Use online census sources to obtain population and local geo-demographic information.
• Identify questions or issues for investigation, develop a hypothesis and/or key questions.
• Consider appropriate sampling procedures (systematic vs random vs stratified) and sample size.
• Consider health and safety and undertake risk assessment.
• Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation.
Mathematics and Statistics Skills
• Use and understand gradient, contour and spot height on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts).
• Use and understand coordinates, scale and distance.
• Describe and interpret geo-spatial data presented in a GIS framework (e.g. analysis of flood hazard using the interactive maps on the Environment Agency website).
• Interpret cross sections and transects
• Demonstrate an understanding of number, area and scale and the quantitative relationships between units.
• Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.
• Draw informed conclusions from numerical data.
• Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class).
• Calculate percentage increase or decrease and understand the use of percentiles.
• Describe relationships in bivariate data: sketch trend lines through scatter plots; draw estimated lines of best fit; make predictions; interpolate and extrapolate trends.
• Be able to 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