The UK s Evolving Physical Landscape 3 days

Transcription

1 GCSE Geography Edexcel B The UK s Evolving Physical Landscape 3 days In-depth coverage of the physical fieldwork task required for Topic 6: Geographical Investigations, enabling students to get the grades they want within Section C1 of the Paper 2 exam: UK Geographical Issues. Focus on Coastal Change and Conflict or River Processes and Pressures to provide students with the in-depth geographical understanding needed for Section A: The UK s Evolving Physical Landscape of the Paper 2 exam: UK Geographical Issues. 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.

2 Example Course Timetable DAY MORNING AFTERNOON EVENING 1 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. Geographical Enquiry Process: Design and Equipment Outline of the Course Allocation of wellies/waterproofs. In this comprehensive introductory session students will have an opportunity to connect with their new surroundings and explore the geographical enquiry process in the field. They will visit either a river or coastal environment and consider the design of a physical environment fieldwork investigation, building their knowledge of distinctive physical landscapes. Geographical Enquiry Process: Identification of the Question and Contextualising Fieldwork Preparing for tomorrow s session, students will research the location and task set, developing questions and fieldwork opportunities. They will consider geographical models and secondary data sources enabling them to include relevant quantitative and qualitative fieldwork methods. 2 Physical Landscapes Students will visit one of the UK s best examples 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 the below geographical enquiries: Coastal Change and Conflict Investigate the impact of coastal management processes and communities. River Processes and Pressures Investigating how and why drainage basin and channel characteristics influence flood risk for people and property along a river in the UK. Data Processing and Presentation Students will use ICT to process and present their data, describing their findings and explaining possible reasons and links. They will start to understand their data within the context of the study location and global context, deepening their understanding of the physical landscape. 3 Analysis, Conclusions and Critical Reflection Students will complete their geographical investigation by drawing on evidence and produce reasoned chains of arguments to reaching conclusions. They will reflect critically on their data and methods, considering how they might apply these techniques to other fieldwork contexts. This will help prepare students for exam questions based on their fieldwork. 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. This course allows students to practise a range of geographical fieldwork skills by presenting geography fieldwork through an enquiry approach and preparing learners for all fieldwork aspects of AO4 (skills) and AO3 (application) that they will come across in their examinations. The following areas of fieldwork will be embedded within each day enabling students to build their confidence and competence in enquiry based geography as they progress throughout the course. 1 Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these. 2 Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement. 3 Processing and presenting fieldwork data in various ways including maps, GIS, graphs and diagrams (hand drawn and computer-generated). 4 Analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories. 5 Drawing evidenced conclusions and summaries from fieldwork transcripts and data. 6 Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.

3 Geographical Enquiry Process: Design and Equipment This session will set the scene for the course, offering an opportunity for the students to be inspired by their new surroundings and to explore the process of geographical enquiry in a self-directed way. Either a river or a coastal landscape will set the scene for students to gain a sense of place through first-hand learning experiences in the local environment that will raise their curiosity and connect them to the landscape and enquiry topic. With structured support they will have the opportunity to develop a small scale enquiry, allowing them to explore elements of the geographical enquiry process in a self-directed way. This learning will then be used to provide a narrative owned by the students that connects all elements of the course. Through this scaffolded process students will identify possible fieldwork opportunities and identify questions suitable for the investigation, considering secondary background information and their own ideas and models. Students will be given guidance in relation to using a range of different sampling procedures in a variety of contexts, building their understanding of how these determine the data collection methods and how this relates to the questions being investigated. A range of equipment will be used, ensuring students are aware of the accuracy and reliability, widening students experience and understanding of primary field skills. The latter part of the session will enable students to be introduced to various ways to process and present their data. Coasts 4.3: Distinctive coastal landscapes are influenced by geology interacting with physical processes 4.4: Distinctive coastal landscapes are modified by human activity interacting with physical processes 4.5: The interaction of human and physical processes present challenges along coastlines and there are a variety of management options Rivers 4.6: Distinctive river landscapes have different characteristics formed by interacting physical processes 4.7: River landscapes are influenced by human activity interacting with physical processes 4.8: Some rivers are more prone to flood than others and there is a variety of river management options Atlas and map skills Draw, label, annotate, understand and interpret sketch maps. Use maps in association with photographs and sketches and understand links to directions. Identify questions or issues for investigation, develop a hypothesis and/or key questions. Use and understand gradient, contour and spot height on OS maps and other isoline maps. Use and understand coordinates, scale and distance. Describe and interpret geo-spatial data presented in a GIS framework. Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic. Numerical skills Draw informed conclusions from numerical data.

4 Geographical Enquiry Process: Identification of the Question and Contextualising Fieldwork During this session students will delve deeper into the geographical enquiry process and develop their understanding of the pre-fieldwork and planning phase. Looking forward to the Physical Landscapes fieldwork tomorrow, an exploration of a shoreline management plan or the Environment Agency flood risk map will provide the basis to contextualise and set the scene for this enquiry. Simple GIS will be used to present and visualise data, on a variety of map scales, as students develop questions based on the fieldwork location. Students will: Consider the fieldwork opportunities possible in the environment. Research background information and secondary data. Develop their own ideas, models and questions to guide their enquiry. Consider sampling procedures and the number of fieldwork sites. Undertake risk assessments and apply health and safety to their fieldwork planning. Topic 6: Geographical Investigations Investigating coastal change and conflict Investigate the impact of coastal management on coastal processes and communities. Investigating river processes and pressures Investigating how and why drainage basin and channel characteristics influence flood risk for people and property along a river in the UK. 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. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Use maps in association with photographs and sketches and understand links to directions. 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. Use and understand gradient, contour and spot height on OS maps and other isoline maps. Use and understand coordinates, scale and distance. Numerical skills Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.

5 Physical Landscapes: Coastal Change and Conflict Students will visit an accessible, interesting and dynamic coastal landscape and have the opportunity to explore first-hand the challenges and conflict surrounding a coastal environment undergoing change. They will focus on Investigating Coastal Change and Conflict: Investigate the impact of coastal management on coastal processes and communities. Students will concentrate on contrasting stretches of the coastline, investigating the major coastal landforms in the context of the processes operating within this landscape system, including global climatic change. Students explorations of coastal landscapes as complex natural systems will be guided by employing the idea that maintaining balance requires giving and taking. This idea can also help link their coastal learning experience to aspects of their lives, global systems, and to other learning contexts. They will consider why there are risks from coastal flooding and the threats that these cause to the people and the environment. A cost-benefit analysis of the management strategies employed will be undertaken, with consideration of the different stakeholder views which might cause conflict in the community. Students will also use a range of quantitative and qualitative methods such as: Beach sediment (size and shape) and beach profile. Bi-polar coastal management evaluation. Field sketches and photographs. Extracts of the local shoreline management plan (SMP). A BGS geology map visualisation. Historic maps analysis. Qualitative methods of evaluating the success of management measures. Students fieldwork data from different times of the year. ArcGIS Online will be used to contextualise and analyse information, and this will be related to the characteristics and formation of the erosional and depositional landforms which link to the theoretical aspects of Topic 4A. Students will consolidate the fieldwork by looking at the extent to which the management of the coastline affects the coastal process and the threat of coastal erosion and flooding. 4.3: Distinctive coastal landscapes are influenced by geology interacting with physical processes 4.4: Distinctive coastal landscapes are modified by human activity interacting with physical processes 4.5: The interaction of human and physical processes present challenges along coastlines and there are a variety of management options 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. Use maps in association with photographs and sketches and understand links to directions. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way. Use and understand gradient, contour and spot height on OS maps and other isoline maps. Use and understand coordinates, scale and distance.

6 Physical Landscapes: River Processes and Pressures This enquiry takes place within a local small-scale river system, with students exploring the variety of human activity and physical processes that interact in this spectacular physical landscape. They will apply their background knowledge to the interpretation of a real world river landscape, developing and extending their knowledge of how the interaction of physical and human processes is causing river flooding. The investigation will focus on Topic 6: Geographical Investigations: Investigating how and why a drainage basin and channel characteristics influence flood risk for people and property along a river in the UK. In this session, students will focus on river channel hydrometry and links to flood risk as well as investigate its major landforms within the context of processes operating within this landscape system. Students explorations of river landscapes as complex natural systems will be guided through using the idea that Water flows through all life, bringing change and balance. This idea can also help link their river learning experience to aspects of their lives, global systems and to other learning contexts. They will use a range of quantitative and qualitative methods including: gradient, cross-section, calculation of discharge, supported by field sketches and photographs. Secondary information will be used including discharge data from the National Rivers Flow Archive, EA flood risk maps and the rivers regime / fieldwork data from different times of the year. This will allow them to critically reflect on the role of different fluvial processes linked to their fieldwork. ArcGIS Online will be used to contextualise and analyse flood risk information, and this will be related to the characteristics and formation of the erosional and depositional landforms which link to the theoretical aspects of Topic : Distinctive river landscapes have different characteristics formed by interacting physical processes 4.7: River landscapes are influenced by human activity interacting with physical processes 4.8: Some rivers are more prone to flood than others and there is a variety of river management options 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. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way. Use and understand gradient, contour and spot height on OS maps and other isoline maps. Use and understand coordinates, scale and distance.

7 Data Processing and Presentation This session will focus on the processing and presentation section of the enquiry process. Students will be supported by the FSC ICT facilities, to collate and process the field data from the specific day s enquiry. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. They will focus on: Processing both primary and secondary data including using tally charts, calculation of means and percentages. Using simple GIS to present the data in map forms. Constructing simple and more complex graphs as appropriate. Selecting and drawing methods to present qualitative data. Coasts 4.3: Distinctive coastal landscapes are influenced by geology interacting with physical processes 4.4: Distinctive coastal landscapes are modified by human activity interacting with physical processes 4.5: The interaction of human and physical processes present challenges along coastlines and there are a variety of management options Rivers 4.6: Distinctive river landscapes have different characteristics formed by interacting physical processes 4.7: River landscapes are influenced by human activity interacting with physical processes 4.8: Some rivers are more prone to flood than others and there is a variety of river management options Label and annotate and interpret different diagrams, maps, graphs, sketches and photographs.. Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way. Interpret cross sections and transects. Describe and interpret geo-spatial data presented in a GIS framework. 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.

8 Analysis, Conclusion and Critical Reflection Working collaboratively students will explore their findings and begin to debate the possible conclusions supported by the data. As individuals, students will explain possible reasons behind their data sets, forming arguments to support their conclusions, using evidence from primary and secondary field data. Key terminology will be used to support the discussion framework to ensure students can describe, analyse and explain their data, as well as identify anomalies in the data sets. The final part of this session will focus on the critical reflection of the enquiry needed to situate the study and knowledge gained within the wider geographical context. Students will: Reflect on the accuracy and reliability of the primary and secondary data. Consider the extent to which the conclusions are reliable. Identify ways to improve the results. Extension of the fieldwork methodologies to other investigations. Coasts 4.3: Distinctive coastal landscapes are influenced by geology interacting with physical processes 4.4: Distinctive coastal landscapes are modified by human activity interacting with physical processes 4.5: The interaction of human and physical processes present challenges along coastlines and there are a variety of management options Rivers 4.6: Distinctive river landscapes have different characteristics formed by interacting physical processes 4.7: River landscapes are influenced by human activity interacting with physical processes 4.8: Some rivers are more prone to flood than others and there is a variety of river management options Write descriptively, analytically and critically about findings. Develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issues. Describe and interpret geo-spatial data presented in a GIS framework. Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic. Numerical skills Draw informed conclusions from numerical data. Statistical skills 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.

9 FSC Centres Centres that offer this course Coastal Change and Conflict River Processes and Pressures BL Blencathra P P CH Castle Head P P DF Dale Fort P P FM Flatford Mill P P JH Juniper Hall P P MA Margam P P MT Malham Tarn P P NC Nettlecombe P P OR Orielton P P PM Preston Montford P RC Rhyd-y-creuau P P SL Slapton P P To book this course, simply: Choose the time of the year you would like to attend 1. Pick the Centre(s) of interest 2. Check availability online, contact head office to check availability across multiple Centres or contact the Centre(s) of your choice directly To book this course the minimum size of your group must be 12 students and one member of staff. Head Office contact details: Tel: enquiries@field-studies-council.org