UK Geographical Issues 5 days

Transcription

1 GCSE Geography Edexcel B UK Geographical Issues 5 days Complete all fieldwork requirements. In-depth coverage of both human and physical fieldwork tasks required for Topic 6: Geographical Investigations, enabling students to get the grades they want within Section C of the Paper 2 exam: UK Geographical Issues. A choice of human and physical topics to provide students with the in-depth geographical understanding needed for Sections A and B of the Paper 2 exam. 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 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 aspects of the integrated skills detailed in the specification, as well as a wide range of underpinning geographical skills within a contemporary context, enabling students to relate directly to the landscape around them. Geographical Investigations Preparing for tomorrow s primary field skills session, students will spend the evening on prefieldwork and planning. They will research the field site and surrounding location, considering the fieldwork opportunities possible, thus setting the scene for this exciting and contemporary field course. 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 on coastal 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. Geographical Enquiry Process: Presentation, Analysis, Conclusion and Evaluation 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 physical landscape and prepare them for the fieldwork exam. 3 Human Environments Students will be immersed in a diverse and dynamic human environment. FSC field teachers will bring the rich complexities of the human-centred environment into focus engaging students curiosity and revealing towns, cities and rural villages to be the diverse and interconnected systems that they are. Choose one from the below geographical enquiries: Dynamic Urban Areas Investigate how and why quality of life varies within urban areas. Changing Rural Areas Investigating how and why deprivation varies within rural areas in the UK. Geographical Enquiry Process: Presentation, Analysis, Conclusion and Evaluation 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 physical landscape and prepare them for the fieldwork exam. 4 in Action This session will build on the first afternoon, extending the students experience of a range of geographical skills in several different contexts. Students will explore at depth cartographic, graphical and data skills, learning how to process and present fieldwork data and draw evidenced conclusions and summaries from fieldwork transcripts. Mathematical and Statistical Skills Workshop In this session students will have the opportunity to cover a selected range of mathematical and statistical skills to build their confidence and competence. The focus for the session can be tailored to the group and target specific needs of the students. 5 Making Geographical Decisions This session will focus on component 3: People and environmental issues. Selecting content and concepts from Topics 7, 8 and 9 students will face a real world geographical issue that requires a solution that will impact on people and the environment, local to the Centre. A range of first hand data will be collected and together with secondary sources of information students will choose and justify a solution to the issue. 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 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 Understanding the types of questions capable of being investigated through fieldwork. Label and annotate different diagrams, maps, graphs, sketches and photographs. Recognise and describe patterns of vegetation, land use and communications infrastructure. They will build their competence and confidence in the basic geographical skills needed to undertake fieldwork and ensure they are fully prepared for the rest of the course. Choose from an area of the specification to contextualize the skills, choices are: 1. What are the courses and challenges of rapid urban change? This option will focus how urban areas change over time, and how there changes are reflected in the changing land use. 2. Why does the physical landscape of the UK vary? This option will focus on how the physical and human processes work together to create distinct landscapes, such as glacial, agricultural and coastal. Option 1 Topic 5: The UK s Evolving Human Landscape 5.3: The context of the city influences its functions and structure Option 2 Topic 4: The UK s Evolving Physical Landscape 5.3: A number of physical and human processes work together to create distinct UK landscapes 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. 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. 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.

4 Geographical Investigations During this session students will prepare for tomorrow s fieldwork by considering wider research and secondary information and its relevance to the geography enquiry process. Students will develop their understanding of the pre-fieldwork and planning phase by formulating enquiry questions and selecting fieldwork methods. Students will have opportunities to: Select and justify fieldwork opportunities, evaluating if they are practical, realistic and achievable. Use FSC resources and ICT facilities to research background information and secondary data. Develop their own ideas, models and questions to guide their enquiry. Design where and how much data they will collect, considering sampling procedures, risk assessments and number of fieldwork sites. 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. Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. 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. Use maps in association with photographs and sketches and understand links to directions. 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. Describe and interpret geo-spatial data presented in a GIS framework. Interpret and extract information from different types of graphs and charts. 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 measure. 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. Topic 4: The UK s Evolving Physical Landscape 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 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 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 4.6. Topic 4: The UK s Evolving Physical Landscape 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 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 and understand gradient, contour and spot height on OS maps and other isoline maps. Use and understand coordinates, scale and distance.

7 Geographical Enquiry Process: Presentation, Analysis, Conclusion and Evaluation 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, often involving the use of GIS. Describing, analysing and explaining their fieldwork data through links to their own knowledge and understanding of the topic. Reaching evidenced conclusions. Reflecting critically on fieldwork data, methods, their conclusions and the knowledge gained. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. 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. During each follow-up 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. Students will be encouraged to take ownership of their learning by reflecting on what and how they have learnt throughout their investigation. Label and annotate and interpret different diagrams, maps, graphs, sketches and photographs. Write descriptively, analytically and critically about findings. Develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issues. 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. Interpret and extract information from different types of graphs and charts. Interpret population pyramids, choropleth maps and flow-line maps. 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.

8 Human Environments: Dynamic Urban Areas Students will visit one thriving but changing UK urban area and investigate how and why the quality of life varies within an urban area. The investigation will focus on Topic 6: Investigating Dynamic Urban Areas. In this session, students will focus on contrasting urban areas and investigate the reasons for the spatial differences between areas as well as exploring the concepts of quality of life and deprivation. To help guide their thinking around urban inequality, with the complex interconnections and feedbacks involved, the idea that small changes can have big impacts will be used. This idea or way of thinking can also help link their urban learning experience to aspects of their lives, global issues and to other learning contexts. They will use a range of quantitative and qualitative methods such as: Land-use. Environmental quality surveys. Perception surveys Pedestrian flows and questionnaires. Field sketches and photographs. IMD (index of multiple deprivation) data linked to census output areas. Local research literature (extracts from blogs, locals news editorials etc). ArcGIS Online will be used to contextualise the investigation as well as analyse local census information using mathematical and statistical tools. The work will also help to support the teaching and learning of the theoretical aspects included Topic 4. Topic 5: The UK s Evolving Human Landscape 5.5: The changing city creates challenges and opportunities 5.6: Ways of life in the city can be improved by different strategies 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. Label and annotate and interpret different diagrams, maps, graphs, sketches and photographs. 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. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Describe and interpret geo-spatial data presented in a GIS framework.

9 Human Environments: Changing Rural Areas Students will visit a number of stimulating and significant rural settlements to consider how and why deprivation varies within rural areas. The investigation will focus on Topic 6: Investigating changing rural settlements. Students will focus on contrasting rural environments and investigate the reasons for the spatial differences between areas, as well as how they have changed over time. They will consider the extent to which deprivation varies between the locations, as well as the reasons behind this variation in deprivation. To give this learning experience a meaningful context the idea that the survival of all life requires adaptation to change will be used to guide thinking around rural change. This will allow students to recognise how rural communities adapt to change, and offer a connection to the students lives, the global context and other learning. Students will use a range of quantitative and qualitative methods including: questionnaires, environmental quality surveys and pedestrian footfall, supported by field sketches and photographs to exemplify through individual first hand evidence. Secondary information will be used including IMD (index of multiple deprivation) data linked to census output areas, as well as local research literature (extracts from blogs, locals news editorials etc) which provides a geographical narrative. ArcGIS Online will be used to contextualise the investigation as well as analyse local census information using mathematical and statistical tools. The work will also help to support the teaching and learning of the theoretical aspects included Topic 5. Topic 5: The UK s Evolving Human Landscape 5.7: The city is interdependent with rural areas, leading to changes in rural areas 5.8: The changing rural area creates challenges and opportunities Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. 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. Label and annotate and interpret different diagrams, maps, graphs, sketches and photographs. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Describe and interpret geo-spatial data presented in a GIS framework.

10 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 use the enquiry process to develop the knowledge needed for Section C of Paper 2. Students will increase their knowledge of the specification content, while: Applying their geographical knowledge to an unfamiliar fieldwork site. Interpreting geographical information. Evaluating geographical issues and improving their ability to make judgements. Using a variety of skills and fieldwork techniques. Justifying resource choices to support arguments. Assessing evidence and its quality and significance. This session can be based on any of Topic 4: the UK s Evolving Physical Landscape or Topic 5: The UK s Evolving Human Landscape. Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Describe and identify the site, situation and shape of settlements. Label and annotate and interpret different diagrams, maps, graphs, sketches and photographs. 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. 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. Numerical skills Draw informed conclusions from numerical data. Statistical skills Be able to identify weaknesses in selective statistical presentation of data.

11 Mathematical and Statistical Skills 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. 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). : 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. Numerical skills 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. Understand and correctly use proportion and ratio, magnitude and frequency (e.g. 1:200 flood; and logarithmic scales such as the Richter scale, in orders of magnitude). 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.

12 Making Geographical Decisions Each FSC Centre has a wealth of knowledge and data sources relating to a local geographical issue. This will form the basis for a half-day study preparing students for the types of questions they may come across in paper 3. Students will be required to research and explore a local, real world unresolved issue and identify and justify a possible solution. Secondary data sources will be provide for students to analyse and interpret using mathematical and statistical skills. Site visits combined with a range of information sources further provide students with the material they will need to assess the different options and justify their solution. Students will develop their ability to: Communicate detailed information relevant to the issue. Use geographical terminology accurately. Independently apply their knowledge to make a decision. Understand relationships between people and the environment. Evaluate decisions within a context of sustainability. Identify how people s perceptions may influence their information. Geographical understanding needed to suggest solutions to the issue will be linked directly to both components 1 and 2 and is likely to focus on more than one element. For example: How the Lake District National Park is important to human wellbeing and the extent to which the management of the extraction / delivery of energy resources impacts on this? How can the increased demand for water, due to urbanisation and / or population increase in the South East be met? Choose one from: Topic 7: People and Biosphere Topic 8: Forest Under Threat Topic 9: Consuming Energy Resources 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 maps in association with photographs and sketches and understand links to directions. 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. Numerical skills Draw informed conclusions from numerical data.

13 FSC Centres Centres that offer this course Coastal Change and Conflict River Processes and Pressures Dynamic Urban Areas Changing Rural Areas BL Blencathra P P P CH Castle Head P P P P DF Dale Fort P P P FM Flatford Mill P P P P JH Juniper Hall P P P P MA Margam P P P P MT Malham Tarn P P P NC Nettlecombe P P P P OR Orielton P P P PM Preston Montford P P P RC Rhyd-y-creuau P P P P SL Slapton 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