• Complete all fieldwork requirements.
  • In-depth coverage of fieldwork within both human and physical environments, enabling students to get the grades they want within the Paper 3 exam: Geographical Applications.
  • A choice of urban and physical topics to provide students with the in-depth geographical understanding needed for the Paper 1 and Paper 2 exams.
  • Hone students’ geographical skills, by studying the interactions between physical and human geography using familiar and unfamiliar contexts

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.

Afteroon

Human Geographical Enquiry:(Strands 1&2 of geographical enquiry) 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:
3.2.1 Urban Issues and Challenges: Urban Regeneration
3.2.2 The Changing Economic World: Social and Economic Changes (rural).

Evening

Human Geographical Enquiry:(Strand 3 of geographical enquiry)
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 Geographical Enquiry:
(Strands 1 & 2 of geographical enquiry)
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:
3.1.3.2 Coastal Landscapes in the UK: Landforms of Erosion and Deposition
3.1.3.2 Coastal Landscapes in the UK: Coastal Management
3.1.3.3 River Landscapes in the UK: Flood Management
3.1.3.4 Glacial Landscapes in the UK: Landforms of Erosion and Deposition
3.1.3.4 Glacial Landscapes in the UK: Tourism

Evening

Physical Geographical Enquiry:
(Strands 3, 4, 5 & 6 of geographical enquiry)
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.

Morning

Human Geographical Enquiry:(Strands 4,5&6 of geographical enquiry)
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 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

3.1 Living with the physical environment

3.1.2 Section B: The living world

3.1.2.1 Ecosystems
Ecosystems exist at a range of scales and involve the interaction between living and non-living components.

3.1.3 Section C: Physical landscapes in the UK

3.1.3.2 Coastal landscapes in the UK.
The coast is shaped by a number of physical processes. Distinctive coastal landforms are the result of rock type, structure and physical processes. Different management strategies can be used to protect coastlines from the effects of physical processes.
3.1.3.3 River landscapes in the UK.
The shape of river valleys change as rivers flow downstream. Distinctive fluvial landforms result from different physical processes.
Different management strategies can be used to protect river landscapes from the effects of flooding
3.1.3.4 Glacial landscapes in the UK.
Ice is a powerful force in shaping the land. Distinctive glacial landforms result from different physical processes. Glacial landscapes provide opportunities for different economic activities, and management strategies can be used to reduce land use conflicts.

3.2 Challenges in the human environment

3.2.1 Section A: Urban issues and challenges

Urban change in the cities in the UK leads to variety of social economic and environmental challenges and opportunities
An urban regeneration project to show why the area needed regeneration and how the project improved social, economic and environmental conditions.
Urban sustainability requires management of resources and transport. How urban transport strategies are being used to reduce traffic congestion in one urban area.

3.4 Geographical skills

3.4.1 Cartographic skills

Ordnance Survey maps: Infer human activity from map evidence, including tourism.
Ordnance Survey maps: Describe the physical features as they are shown on large-scale maps of two of the following landscapes – coastlines, fluvial and glacial landscape.
Ordnance Survey maps: Interpret cross sections and transects of physical and human landscapes.
Ordnance Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features.
Ordnance Survey Maps: Draw inferences about the physical and human landscape by interpretation of map evidence, including patterns of relief, drainage, settlement, communication and land-use.

Maps in association with photographs: Photographs: use and interpret ground, aerial and satellite photographs.
Maps in association with photographs: Label and annotate diagrams, maps, graphs, sketches and photographs.

Sketch Maps: Draw, label, understand and interpret.

Atlas Maps: Recognise and describe distributions and patterns of both human and physical features.

Photographical related maps: sketch maps - draw, label, understand and interpret.

3.4.2 Graphical skills

Select and construct appropriate graphs and charts to present data, using appropriate scales, for example beach profiles and bar graphs, scattergraphs, rose diagrams, line charts, choropleth maps.
Plot information on graphs when axes and scales are provided.
Interpret and extract information from different types of graphs and charts.
Interpret population pyramids, choropleth maps, flow-line maps.
Suggest an appropriate form of graphical representation for the data provided.
Select and construct appropriate graphs and chart to present data: including the use of GIS.
Interpret and extract information from different types of graphs and charts. For example census data for LLSOAs within a locality.
Suggest an appropriate form of graphical representation for the data provided.

3.4.3 Numerical skills

Demonstrate an understanding of number, area and scales 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.
Understand and correctly use proportion and ratio, magnitude and frequency.
Draw informed conclusions from numerical data.
Demonstrate an understanding of number, area and scales and the quantitative relationships between units.
Understand and correctly use magnitude and frequency in relation to flood risk areas.
Understand and correctly identify flood frequency, ‘flood return period’.

3.4.4 Statistical skills

Describe relationships in bivariate data: make predictions, interpolate and extrapolate trends, sketch trend lines through scatter plots, draw estimated lines of best fit.
Use appropriate measures of central tendency, spread and cumulative frequency e.g. median, mean mode and modal class.
Calculate percentage increase or decrease in variables between sample sites and understand the use of percentile.
Use appropriate measures of central tendency, spread and cumulative frequency.

3.4.5 Use of qualitative and quantitative data

Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information.
Use GIS to locate areas vulnerable to flooding.
Use GIS to investigate how precipitation, geology, relief and land use lead to increased flood risk.

3.4.6 Formulate enquiry and argument

Identify questions and sequences of enquiry.
Write descriptively, analytically and critically.
Communicate their ideas effectively.
Develop an extended written argument.
Draw well-evidenced and informed conclusions about geographical questions and issues.

3.4.7 Literacy

This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the physical environment.

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