UK Physical Landscapes and Urban Issues 5 days

Transcription

1 GCSE Geography AQA UK Physical Landscapes and Urban Issues 5 days 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. 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.

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. Basic Geographical Skills Outline of the Course Allocation of wellies/waterproofs. This session will provide a first-hand experience of real world geography skills in action. Through a local geographical study students will be introduced to a range of skills that underpin the study of geography. This session will start to cover the aspects of within a contemporary context, enabling students to relate directly to the landscape around them. Geographical Enquiry Process This session will introduce students to the geographical enquiry process and to the rest of the field course with its balance of physical and human fieldwork. They will consider the geographical enquiry process and its importance and relevance in developing geographical knowledge and theories, and will recognise and explore the web of interconnections between all topics and themselves. 2 Physical Landscapes in the UK Students will visit one of the UK s most inspiring fieldwork examples of a physical landscape. 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 Landforms and Management River Landscapes, including an example of a river valley to identify its major landforms. Glacial Landscapes, including an example of an upland area affected by glaciation. UK Ecosystems, including an example of a small scale UK ecosystem. River Flooding, including an example of a flood management scheme. Geographical Enquiry Process: Sections 3, 4, 5 and 6 Students will process and present their data and start to understand it within the context of the study location and global setting. This will deepen their understanding of the physical landscape and prepare them for the fieldwork exam. 3 Challenges in a Human Environment Students will be immersed in a diverse and dynamic urban environment. FSC field teachers will bring the rich complexities of the human environment into focus, engaging students curiosity and revealing towns and cities to be the diverse and interconnected systems that they are. Choose one from the below geographical enquiries: Urban Challenges Urban Planning and Regeneration Urban Transport and Sustainability Urban Sustainable Living Geographical Enquiry Process: Sections 3, 4, 5 and 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 human environment and prepare them for the fieldwork exam. 4 Geographical Skills in Action This session will build on the first afternoon, extending the student s experience of a range of geographical skills in several different contexts. Students will explore depth cartographic, graphical and data skills, learning how to formulate enquiry questions and build arguments based on primary and secondary evidence. Numerical and Statistical Workshop In this session students will have the opportunity to cover a selected range of numerical and statistical skills from Numerical Skills and Statistical Skills. The focus for the session can be tailored to the group and target the specific needs of the students. 5 Issue Evaluation This final session is a synoptic look at a contemporary issue local to the Centre, supporting the development of students critical thinking skills in preparation for Section A: Issue Evaluation. 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.

3 Basic Geographical Skills This session will provide a first-hand experience of real world geography skills in action. Through a local geographical study students will be introduced to a range of skills, such as Identifying questions and sequences of enquiry. Using maps, GIS and satellite imagery. Collecting and using qualitative and quantitative data. They will build there competence and confidence in the basic geographical skills needed to undertake fieldwork and ensure they are fully prepared for the rest of the course. 3.3 Geographical applications Section B: Fieldwork 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. Suitable question for geographical enquiry 2. Selecting, measuring and recording data appropriate to the chosen enquiry 3. Selecting appropriate ways of processing and presenting fieldwork data 4. Describing, analysing and explaining fieldwork data 5. Reaching conclusions 6. Evaluation of geographical enquiry

4 Geographical Enquiry Process During this session students will delve deeper into the geographical enquiry process and think about the factors that need to be considered when selecting suitable questions for fieldwork enquiries. Students will consider the geography underpinning their chosen study option for the following day, exploring the secondary data that will support the enquiry. Students may: Identify possible questions based on secondary sources of information. Use maps to recognise and describe distributions and patterns of both human and physical features. Draw sketch maps of the field study location and describe the human and physical landscape features based on secondary data and map evidence. Build an appreciation of the potential risks during fieldwork and how these might be managed. Design fieldwork data collection sheets. 3.3 Geographical applications Section B: Fieldwork Atlas maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Use and interpret OS maps at a range of scales, including 1:50,000 and 1:25,000 and other maps appropriate to the topic. Ordnace Survey maps: Use and understand coordinates four and six-figure grid references, latitude and longitude. Ordnace Survey maps: Identify basic landscape features and describe their characteristics from map evidence. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Maps in association with photographs: Use and interpret ground, aerial and satellite photographs. Maps in association with photographs: Photographs: describe human and physical landscapes (landforms, natural vegetation, land-use and settlement) and geographical phenomena from photographs. Suggest an appropriate form of graphical representation for the data provided. 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. Be able to identify weaknesses in selective statistical presentation of data. information. Identify questions and sequences of enquiry.

5 Physical Landscapes in the UK: Coastal Landforms and Management Maintaining balance requires giving and taking Students will visit an accessible, interesting and dynamic part of the UK coastline and have the opportunity to explore first-hand a coastal environment undergoing changes in physical landforms. They will gain an understanding of the interactions between people and their environment by critically examining the distinctive landforms that result from a range of physical and human factors operating within the coastal landscape and global system. This investigation focuses on the characteristics and management of a coastal location, including an examination of the geology and relief of the coastline, together with collecting data on the beach sediment and profiles. Changes to the coastline will be considered in relation to the impacts of climate change, making connections with other areas of study and life. Students will put this into the local context using the local shoreline management plan and a range of primary fieldwork methods to consider how the threat of coastal erosion has been mitigated or reduced, therefore developing and extending their competence in a range of geographical skills. They will also consider the choice of management strategy deployed at the location as well as the costs and benefits of such approaches. Students will consider the effectiveness of the coastal defences and relate this to the geomorphic processes involved in shaping the coastline and the impacts on the coastal landforms. Students will use a variety of numerical and cartographic skills including utilising geo-spatial data within ArcGIS Online. 3.1 Living with the physical environment Section C: Physical landscapes in the UK 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. 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 coastal landscapes. Ordnance Survey maps: Interpret cross sections and transects of physical and human landscapes. Select and construct appropriate graphs and charts to present data, using appropriate scales, for example beach profiles and bar graphs. Plot information on graphs when axes and scales are provided. 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. Draw informed conclusions from numerical data. Describe relationships in bivariate data: make predictions, interpolate and extrapolate trends of beach profiles along a stretch of coastline. Be able to identify weaknesses in selective statistical presentation of data. information. For example aerial photographs and satellite imagery. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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.

6 Physical Landscapes in the UK: River Landscapes Water flows through all life, bringing change and balance This enquiry takes place within a local small-scale river catchment with students being introduced to the environmental, cultural and human context of this physical environment. They will apply their background knowledge to the interpretation of a real world river catchment, developing and extending their knowledge of UK locations and building their confidence in thinking like a geographer. Students will focus on one part of a river catchment and investigate its major landforms within the context of processes operating within a landscape system. They will study the changing shape of a river valley with its progression downstream, collecting primary data on its cross profile. This will allow them to critically reflect on the role of different fluvial and landscape processes in forming a river landscape. The long profile of the river will be analysed using ArcGIS and will be related to the characteristics and formation of the erosional and depositional landforms. 3.1 Living with the physical environment Section C: Physical landscapes in the UK River landscapes in the UK The shape of river valleys change as rivers flow downstream. Distinctive fluvial landforms result from different physical processes. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of two of the following landscapes coastlines, fluvial and glacial landscapes. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Maps in association with photographs: Sketch Maps: Draw, label, understand and interpret. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. 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 e.g. median, mean mode and modal class on bedload data. Calculate percentage increase or decrease in variables between sample sites. Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit. Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example fieldwork data cross-sections, drainage basin geology maps, climate data. Identify questions and sequences of enquiry. Communicate their ideas effectively 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.

7 Physical Landscapes in the UK: Glacial Landscapes By visiting one of the most spectacular post-glacial landscapes in the UK students will explore first-hand the impact ice has had on the landscape, and the implications for the economy and population. They will gain a sense of the timescales and climatic changes involved, and will observe and measure the relic landforms created by erosional and depositional processes, understanding the interplay between large scale natural cycles. Focus will be on landscape features such as corries, arêtes, and terminal moraines, as well as exploring the attractions and impacts of tourism. Through direct observation combined with OS maps and satellite imagery, students will gain knowledge of a number of glaciated environment landforms, including the processes that led to their formation. This will enable them to contextualise their place more fully within the glacial landscape. A range of different fieldwork approaches will be introduced enabling students to build their confidence in both qualitative and quantitative approaches as well as developing skills to select the appropriate technique to collect relevant data and information. Students may focus on: Corrie surveys: Investigations into the orientation, altitude, size, slope of back wall together with the influence of rock type and faulting on feature morphology. Drumlin surveys: Investigations into the size, shape, distribution, orientation and composition of the drumlins. Deposits surveys: Investigation into glacial and fluvioglaical deposits, focusing on size, orientation, shape and roundness of deposits. Orientation of glacial deposits may be used to deduce ice flow direction. An investigation into different economic activities and tourism management strategies can be used to reduce land use conflicts. This will be supported by the use of GIS, to enable contextualisation of the investigation. 3.1 Living with the physical environment Section C: Physical landscapes in the UK 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. Atlas maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of two of the following landscapes coastlines, fluvial and glacial landscapes. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Select and construct appropriate graphs and charts to present data, using appropriate scales, for example rose diagrams and bar charts. Plot information on graphs when axes and scales are provided. 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. 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. information. For example aerial photographs and satellite imagery. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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.

8 Physical Landscapes in the UK: UK Ecosystems The sun powers us all Students will spend the day investigating an outstanding example of a small scale UK ecosystem and explore the concept of inter-relationships within a natural system. They will build up an understanding of producers, consumers, decomposers and nutrient cycling and how changing one component of this system can affect the others. The nature and structure of the ecosystem will be explored using vegetation, soil and secondary information about local management strategies. Ecosystems studied may include: Woodlands Sand dunes Saltmarshes Rocky Shore Uplands Freshwater Students will study a range of people-environment interactions, such as how a new development might impact on a local ecosystem or how management strategies can be used to conserve and protect the biodiversity of the area. Students will also contextualise their study within the seasonal changes and predicted climate change scenarios, making geographical links between their local ecosystem and large scale global ecosystems (biomes). 3.1 Living with the physical environment Section B: The living world Ecosystems Ecosystems exist at a range of scales and involve the interaction between living and non-living components. Atlas Maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey Maps: Interpret cross sections and transects of physical and human landscapes. Select and construct appropriate graphs and charts to present data, using appropriate scales line charts, bar charts, scattergraphs. 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. Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class). information. For example belt transects, percentage cover of plants, soil texture and compaction. Write descriptively, analytically and critically. Communicate their ideas effectively 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.

9 Physical Landscapes in the UK: River Flooding Students will visit one of the UK s highest flood risk areas, which has seen extensive flooding in recent years. They will explore the impacts of this flood event on the people and infrastructure of the area, questioning how and why the flooding happened and the responses to the event as it happened and in the months afterwards. They will apply their knowledge of the enquiry process to a flood hazard event, considering both the physical aspects of the drainage basin system and how human factors, including climate change, can increased the flood risk. A series of storm simulation experiments will be used to show the relationship between precipitation and discharge, enabling students to build their knowledge of how river landscapes respond to flood events and can be managed on a landscape scale. A case study will be built up of a flood management scheme showing why the scheme was required, what measures have been implemented and the social, economic and environmental issues involved. Cartographic, graphical, numerical and statistical skills may include: Understanding and correctly using proportion and ratio, magnitude and frequency e.g. 1:100 flood maps. Describe and interpret geo-spatial data in a GIS framework e.g. flood risk areas. Extract, interpret, analyse and evaluate information e.g. rainfall, climate and hydrographs. 3.1 Living with the physical environment Section C: Physical landscapes in the UK River landscapes in the UK Different management strategies can be used to protect river landscapes from the effects of flooding. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of a fluvial landscapes. Ordnace 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. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. choropleth maps, bar charts, scattergraphs. Understand and correctly use magnitude and frequency in relation to flood risk areas. 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. Understand and correctly identify flood frequency, flood return period. Make predictions, interpolate and extrapolate trends in data. Use appropriate measures of central tendency, spread and cumulative frequency e.g. median, mean mode and modal class on questionnaire results. Use GIS to locate areas vulnerable to flooding. Use GIS to investigate how precipitation, geology, relief and land use lead to increased flood risk. information. For example fieldwork data flood risk maps, drainage basin geology maps, climate data. Photographical related maps: sketch maps - draw, label, understand and interpret. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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.

10 Geographical Enquiry Process: Sections 3, 4, 5 and 6 This follow-up session will be specific to the enquiry that the students have completed during the day. They will focus on: Selecting appropriate ways of processing and presenting their fieldwork data. Describing, analysing and explaining their fieldwork data. Reaching conclusions. Evaluation of the geographical enquiry. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. Students may focus on: Selecting and constructing appropriate graphs. Presenting geo-spatial data in a GIS framework. Explaining why the particular presentation methods were chosen. Key command words will form the framework to ensure students can describe, analyse and explain their data, as well as identify anomalies in the data sets. During each session evidenced conclusions will be modelled, relating these to the original aims of the enquiries and detailed evaluations will include limitations of data collection and reliability of conclusions. 3.3 Geographical applications Section B: Fieldwork Maps in association with photographs: Label and annotate diagrams, maps, graphs, sketches and photographs. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. Complete a variety of graphs and maps - choropleth, isoline, dot maps, desire lines, proprtional symbols and flow lines. Interpret population pyramids, choropleth maps, flow-line maps.

11 Challenges in a Human Environment: Urban Challenges The survival of all life requires adaptation to change Students will visit one thriving but challenged UK urban area and investigate the contemporary problems and opportunities of urban change, which might affect them now and in the future. This study will give a local context to the global challenges of rapid population growth and urbanisation. Embedded digital and GIS technology will assist students engagement as they combine secondary geodemographic data with their own qualitative observations of social, economic and environmental issues. Consideration of stakeholder views, through interviews and questionnaires, will provide the context for students to develop a deeper understanding of the complexity of multiple challenges and opportunities and begin to make connections to their own lives and localities. Using primary fieldwork data on housing, recreation and transport, students will use their geographical skills to analyse map evidence, geospatial information and numerical data, and to investigate how the physical space and infrastructure of an urban area influences people s quality of life and equality of opportunity. Students will develop their understanding of the process of geographical enquiry by considering a range of possible enquiry questions in social, economic and environmental situations, relating these to both the local environment and the underpinning geography. Different sampling methods will be introduced to ensure the students have a wide experience of how and when each method could be applied in a human environment. This comprehensive experience will aid them in attempting unseen material in Paper 3: Geographical Applications. 3.2 Challenges in the human environment 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. : Ordnace 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. : 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. For example census data for LLSOAs within a locality. : 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. : 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. : information. For example variations in social, economic and environmental challenges and opportunities through the use of census data / data collected in the field. : Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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 3.2 Challenges in the human environment.

12 Challenges in a Human Environment: Urban Planning and Regeneration Small changes can have big impacts In this geographical enquiry students will investigate an urban regeneration project located in a lively and stimulating built-up area. They will explore the fascinating reasons why the area needed regeneration and how the project has improved the social, economic and environmental living conditions for people. Underpinning geographical ideas, such as how planning can provide a mechanism for rebranding and regeneration, enable students to apply geographical models and theory to real world places and situations. Quantitative and qualitative fieldwork techniques and secondary research will be used to investigate the challenges the area faced before the regeneration project and how opportunities were created after the project was put in place. Students will improve their understanding of the ethnographic, cultural and technological drivers for urban change and the extent to which various stakeholders have benefited from the regeneration project. This will help them to contextualise new material into existing case studies. Students will consider the availability of primary and secondary evidence and learn how to describe and justify their data collection methods. This will help improve their ability to select and record data appropriate to an urban enquiry and improve their confidence in attempting unseen materials in their examinations. Students will use their cartographic skills to describe and explain patterns associated with a variety of secondary data from the national census, as well as FSC archive data, enabling them to develop their wider understanding and perspectives of urban change and innovation. 3.2 Challenges in the human environment 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. 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. : 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 charts to present data: including the use of GIS. For example census data for LLSOAs within a locality. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Understand and correctly use proportion and ratio, magnitude and frequency. 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. information. For example variations in social, economic and environmental challenges and opportunities through the use of census data / data collected in the field. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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 3.2 Challenges in the human environment.

13 Challenges in a Human Environment: Urban Transport and Sustainability Visiting a local, vibrant urban area students will investigate the growth in range and scale of an urban transport system, considering the efficient movement of goods and people. They will reflect on how individuals make choices that influence the sustainability of the whole-city initiatives, as well as exploring: Development areas: transport hot spots that develop at the expense of other areas, developing inequalities between areas. Interdependence: interconnectivity between places and the flows of people and products can affect the success of the initiative. Sustainability: different aspects, such as environmental, cultural and economic, will be evaluated both spatially and temporally. Students will focus on one specific local initiative. For example, they may compare connectivity and accessibility of transport systems in different areas of the city, or they may focus on one area such as provision of local cycle networks and the stakeholder views of its success in reducing congestion and changing attitudes. By focusing on one initiative students will develop a well-evidenced argument, drawing together their fieldwork data, geographical knowledge and secondary resources in a synoptic way. This will enable students to practise the skills they may need to address the synoptic questions in the examination. 3.2 Challenges in the human environment Section A: Urban issues and challenges Urban sustainability requires management of resources and transport: How urban transport strategies are being used to reduce traffic congestion in one urban area. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: Use and understand scale, distance and direction measure straight and curved line distances using a variety of scales. Ordnace 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. Interpret population pyramids, choropleth maps, flow-line maps. Complete a variety of graphs and maps choropleth, isoline, dot maps, desire lines, proportional symbols and flow lines. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Understand and correctly use proportion and ratio, magnitude and frequency. Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class). Be able to identify weaknesses in selective statistical presentation of data. information. For example, environmental quality (noise) surveys, congestion statistics, time-lapsed photographs of major roads, transcript data of radio traffic bullet-ins. Write descriptively, analytically and critically. Communicate their ideas effectively 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 3.2 Challenges in the human environment.

14 Challenges in a Human Environment: Urban Sustainable Living Small changes can have big impacts Using an interesting and relevant local example, students will investigate one initiative to make urban living sustainable and evaluate its success. They will choose a study important to their location, focusing on water and energy conservation, waste recycling or the creation of green space, and develop their own research questions. Setting the enquiry within a global context and considering the interrelationship between sustainability at different scales, both personal choices and societal outcomes. This will allow students to develop their thinking about contemporary issues at a range of different scales and recognise their part in realising a sustainable future. Students will assess the effectiveness of the initiative, focusing on personal, social, economic and environmental sustainability while looking at aspects such as inputs, outputs and outcomes of the scheme. They will consider the reactions of the various stakeholders in the initiative as well, and the people whose lives the scheme directly affects. How far the potential impact reaches, both temporally and spatial will also be consider within a local historical context 3.2 Challenges in the human environment Section A: Urban issues and challenges Urban sustainability requires management of resources and transport: Features of sustainable urban living: water and energy conservation, waste recycling and creating green space. Ordnace 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. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Interpret population pyramids, choropleth maps, flow-line maps. Suggest an appropriate form of graphical representation for the data provided. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Use appropriate measures of central tendency, spread and cumulative frequency. Calculate percentage increase or decrease and understand the use of percentiles. Be able to identify weaknesses in selective statistical presentation of data. information. For example geo-spatial data presented in GIS framework. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Communicate their ideas effectively. Develop an extended written argument 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 3.2 Challenges in the human environment.

15 Geographical Skills in Action This session will be based in a local environment, conducting a series of investigations considering human and physical processes and the interactions between them. Students will have the opportunity to experience a sequence of different workshops considering the variety and range of geographical skills. They will: Work with a range of maps, recognising and describing distributions and patterns of both physical and human features and the inter-relationship between them. Use and interpret OS maps at a range of scales, using co-ordinates, scale, distances and direction. Identify basic landscape features and describe their characteristic from map evidence, including using gradient, contour and spot heights. Use and collect quantitative and qualitative data, from a range of primary and secondary resources, including numerical and statistical information. 3.3 Geographical applications Section B: Fieldwork Atlas maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Use and interpret OS maps at a range of scales, including 1:50,000 and 1:25,000 and other maps appropriate to the topic. Ordnace Survey maps: Use and understand gradient, contour and spot height. Ordnace Survey maps: Identify basic landscape features and describe their characteristics from map evidence. Ordnace 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. Ordnace Survey maps: Infer human activity from map evidence, including tourism. : Select and construct appropriate graphs and charts to present data, using appropriate scales. Suggest an appropriate form of graphical representation for the data provided. information.

16 Numerical and Statistical Workshop This session will focus on the numerical and statistical skills that students need to become confident and competent at mathematical skills needed in geography. Options to focus on could include: Designing fieldwork data collection sheets, taking account of sample size, control groups and reliability. Using measures of central tendency, spread and cumulative frequency together with calculating percentages and percentiles. Describing relationships in bivariate data, drawing estimated lines of best fit, making predictions, interpolating and extrapolating trends in data. Drawing informed conclusions from numerical data. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Understand and correctly use proportion and ratio, magnitude and frequency. Draw informed conclusions from numerical data. Use appropriate measures of central tendency, spread and cumulative frequency. 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.

17 Issue Evaluation This final session is a synoptic look at a contemporary issue local to the Centre, therefore encouraging students to apply their knowledge and understanding to interpret and evaluate geographical information through making decisions and judgements. The emphasis will be on a practice in the same style as the issue evaluation the students will be examined on in Paper 3: Geographical Applications. Resource sheets, data sets and an opportunity for a site visit will be provided, allowing students an opportunity to practice their critical thinking and problem solving skills. Students will use their geographical knowledge to consider and select proposed solutions to the issue and start to justify their choices for the solution. They will be introduced to a range of decision making skills and techniques and apply these to a range of data and information including GIS, statistics, stakeholder views and a variety of graphical data. 3.3 Geographical applications Section A: Issue evaluation Atlas maps: Analyse the inter-relationship between physical and human factors on maps and establish associations between observed patterns on thematic maps. Ordnace 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: Be able to compare maps. Maps in association with photographs: Describe human and physical landscapes (landforms, natural vegetation, land-use and settlement) and geographical phenomena from photographs. Maps in association with photographs: Draw sketches from photographs. Maps in association with photographs: Label and annotate diagrams, maps, graphs, sketches and photographs. Interpret population pyramids, choropleth maps, flow-line maps. Draw informed conclusions from numerical data. Write descriptively, analytically and critically.

18 FSC Centres Centres that offer this course Coastal Landforms and Management River Landscapes River Flooding Glacial Landscapes UK Ecosystems Urban Challenges Urban Planning and Regeneration Urban Transport and Sustainability Urban Sustainable Living BL Blencathra P P P P P P P CH Castle Head P P P P P P DF Dale Fort P P P P P P FM Flatford Mill P P P P P P P JH Juniper Hall P P P P P P P MA Margam P P P P P P P P MT Malham Tarn P P P P P P P P NC Nettlecombe P P P P P P P P OR Orielton P P P P P P PM Preston Montford P P P P P P P P RC Rhyd-y-creuau P P P P P P P SL Slapton P P P P P P 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