Landscapes and People of the UK 4 days

Transcription

1 GCSE Geography OCR B Landscapes and People of the UK 4 days Complete all fieldwork requirements, worth 15% of the qualification. In-depth coverage of fieldwork in two contrasting locations enabling students to get the grades they want within Section B of the Paper 1 and 2 exams. A choice of human and physical topics to provide students with the in-depth geographical understanding needed for the Paper 1 and 2 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 for Evening Meal Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area. Outline of the Course Allocation of wellies/waterproofs. Course Introduction In this session students will be introduced to the enquiry process and locations they will use for their fieldwork. They will start to explore the issues facing their fieldwork locations and set their expectations for their physical and human fieldwork. 2 Influences on the Landscapes of the UK Students will visit one of the UK s best fieldwork examples of a river or coastal landscape to carry out a geographical enquiry. 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. Fully supported by digital sources of secondary data and a GIS, students will extend their competence in a range of fieldwork skills, building their confidence in tackling unfamiliar fieldwork environments. Landscape Fieldwork Follow-up During this evening session students will process and present their fieldwork data. Using FSC s large bank of data from other times and locations they will use their knowledge of relevant geographical theory to explain their results, drawing individual conclusions and summaries. Choose one from the below geographical enquiries: Coastal Landscapes River Basins 3 People and Society Students will be immersed in a 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. Fully supported by digital sources of secondary data and a GIS, students will extend their competence in a range of fieldwork skills, building their confidence in tackling unfamiliar fieldwork environments. Choose one from the below geographical enquiries: Challenges for Cities Changing UK Economy Human Fieldwork Follow-up During this evening session students will process and present their fieldwork data. Using FSC s large bank of data from other times and locations they will use their knowledge of relevant geographical theory to explain their results, drawing individual conclusions and summaries. 4 Hazardous Extreme Weather? Students will focus on the interactions between people and the physical environment through investigating a local and recent example of an extreme weather event. They will discover the events leading to a flash flooding incident and consider how a specific place influences the causes, leading to debating and concluding if and when the extreme weather event became a hazard. Depart after Lunch A final farewell from FSC staff as the students depart. 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 Course Introduction During this evening sessions students will prepare for the rest of the course. They will: be introduced to the enquiry process investigate the fieldwork locations and surrounding contexts using secondary data sources understand where the field course fits into their learning and assessment framework 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 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. i. Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these ii. Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement iii. Processing and presenting fieldwork data in various ways including maps, graphs and diagrams iv. Analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories v. Drawing evidenced conclusions and summaries from fieldwork transcripts and data vi. Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained

4 Influences on the Landscapes of the UK: Coastal Landscapes Coastal landscape systems are some of the most dynamic and fascinating in the UK, demonstrating the complex interactions between the land and sea. To hold this complexity the idea that maintaining balance requires giving and taking will be explored. This investigation focuses on the characteristics of a coastal location. Students will have the opportunity to investigate a rocky coastal environment and the formation of erosional features making up this landscape. They will investigate the geology and relief of the coastline, together with collecting data on the beach sediment and profiles. Students will use the shoreline management plans and a range of fieldwork methods to consider how the threats to the coast have been mitigated or reduced. They will consider the management strategy that is applied to the location and reasons behind this particular strategy in light of sea level rise predictions. Students will also 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 and the balance of the system. A variety of numerical and cartographic skills including interpreting geo-spatial data in a GIS framework will be used. 2c - Content of Our Natural World: Topic 3 Distinctive Landscapes 3.2 What influences the landscapes of the UK? (a) What physical processes shape coastal landscapes? The geomorphic processes that are involved in shaping coastal landscapes, including weathering, mass movement, erosion, transport, deposition. The formation of coastal landforms including headlands, bays, cave, arch, stack, beach and spit. (b) What are the characteristics of your chosen landscape? Case study of one coastal landscape including the study of the landforms created by geomorphic processes, the geomorphic processes operating at different scales and how they are influenced by geology and climate, how human activity, including management, works in combination with geomorphic processes to impact the landscape. 2d - Geographical Skills including Fieldwork Select and construct maps, using appropriate scales and annotations, to present information Use and understand gradient, contour and spot height (on OS and other isoline maps) Extract, interpret, analyse and evaluate information Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

5 Influences on the Landscapes of the UK: River Basins River landscapes are an inspiring manifestation of the complex interactions of water, geology and life on vast scales in space and time. Students will contextualise this on a local-scale exploring the variety of physical processes that interact to form river basins; investigating how geology, climate and management impact on the landscape. Students may focus on: Downstream Survey: How and why characteristics such as channel shape, valley profile, gradient and velocity change along the course of a river? Meander Survey: How and why do the meander cross-sections, size and relationship to the flood plan vary? Hydrological Investigations: Investigation of the infiltration rates in various parts of a drainage basin. Management Survey: Investigation of how human activities can lead to changes in the environment of the river basin. A wide range of data collection techniques will be introduced including their limitations and application to different investigations. 2c - Content of Our Natural World: Topic 3 Distinctive Landscapes 3.2 What influences the landscapes of the UK? (a) What physical processes shape landscapes? The geomorphic processes that are involved in shaping landscapes, including weathering (mechanical, chemical, biological), mass movement (sliding, slumping), erosion (abrasion, hydraulic action, attrition, solution), transport (traction, saltation, suspension, solution), deposition. The formation of river landforms including waterfall, gorge, v-shaped valley, floodplain, levee, meander, ox-bow lake. (b) What are the characteristics of your chosen landscape? Case study of one river basin including the study of the landforms created by geomorphic processes, the geomorphic processes operating at different scales and how they are influenced by geology and climate, how human activity, including management, works in combination with geomorphic processes to impact the landscape. 2d - Geographical Skills including Fieldwork Select and construct maps, using appropriate scales and annotations, to present information Interpret cross sections and transects Use and understand gradient, contour and spot height (on OS and other isoline maps) Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.

6 Landscape Fieldwork Follow-up Focussing on the final four stages of the geographical fieldwork process, students will: Process and present their fieldwork data. Analyse and explain data collected with reference to their background knowledge. Consider possible conclusions based on the evidence collected. Reflect critically on fieldwork data, methods used and conclusions drawn. Coastal Landscapes: Students will follow up their fieldwork collating, processing and presenting their data to form evidenced conclusions about the extent to which coastal processes affect the landscape. They will use OS maps to locate coastal landforms and explore geological maps to link coastal landforms to underlying geology. Use will be made of ArcGIS Online to enable students to visualise and analyse their data, as well as selecting appropriate graphs to present their data. Students will conclude by critically reflecting on their learning and consider their place in the big picture of landscape and climatic change. River Basins: Students will present and analyse their data in relevant ways, such as drawing cross-sectional areas and scatter graphs, calculating discharge and mapping meander belts. They will reflect critically on the fieldwork data, comparing this to secondary seasonal data and to other river basin data, and will consider how their understanding helps connect rivers with their lives. 2d - Content of Geographical Skills including Fieldwork Interpret cross sections and transects Extract, interpret, analyse and evaluate information Select and construct appropriate graphs and charts, using appropriate scales and annotations to present information Effectively present and communicate data through graphs and charts Understand and correctly use appropriate measures of central tendency, spread and cumulative frequency including, median, mean, range, quartiles and inter-quartile range, mode and modal class Sketch trend lines through scatter plots Draw and justify conclusions from numerical and statistical data Formulating enquiry and argument Suggest improvements to, issues with or reasons for using maps, graphs, statistical techniques and visual sources, such as photographs and diagrams.

7 People and Society: Challenges for Cities Urban environments are rapidly becoming the preferred global habitat of human beings, and are home to over 80% of the UK population. This is changing the way we function as a global society, and is closely linked to rapid global population growth and issues of inequality. Students will focus on one particular contemporary challenge within a UK urban area, such as housing availability, transport provision, access to services or inequalities. They may consider the different stakeholder groups, temporal and spatial aspects of the challenge, as well as evaluating how the challenge has been managed. Students will investigate how socio-economic inequality across an area can lead to differences in the character of the urban area using a range of primary and secondary fieldwork methods to collect data on ethnicity, housing, leisure and environment. The positive and negative impacts will be considered and the implications these have for residents. 2c - Content of People and Society: Topic 5 Urban Futures 5.2 What are the challenges and opportunities for cities today? (a) What is life like for people in a city? Investigate the contemporary challenges that affect life in the city, such as housing availability, transport provision, access to services and inequality. 2d - Geographical Skills including Fieldwork Select and construct maps, using appropriate scales and annotations, to present information Use and understand coordinates, scale and distance Use and understand gradient, contour and spot height (on OS and other isoline maps) Extract, interpret, analyse and evaluate information Calculate and understand percentages (increase and decrease) and percentiles Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability Interpret tables of data Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

8 People and Society: Changing UK Economy Students will focus on one particular economic sector such as agriculture, quarrying, a commercial service or entertainment and investigate how this has changed over time and what part it has to play in a sustainable future. They will consider the physical and economic location factors that influence the siting of the economic hub, and use secondary data to contextualise how the balance of economic sectors has changed over time. Students will investigate the reasons for the changes using a range of primary and secondary fieldwork methods to collect data on land use and costs, natural resources, transport, labour charges, regulations and communication links. The positive and negative impacts will be considered in areas such as incomes, housing, environment, migration and education and the influence that the economic hub has had on the surrounding region. 2c - Content of People and Society: Topic 7 UK in the 21st Century 7.1 How is the UK changing in the 21st Century? (c) How is the UK economy changing? Investigate the pattern of core UK economic hubs. Identify the changes in one economic hub and its significance to its region and the UK. 2d - Geographical Skills including Fieldwork Select and construct maps, using appropriate scales and annotations, to present information Use and understand coordinates, scale and distance Use and understand gradient, contour and spot height (on OS and other isoline maps) Extract, interpret, analyse and evaluate information Calculate and understand percentages (increase and decrease) and percentiles Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability Interpret tables of data Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

9 Human Fieldwork Follow-up Focussing on the final four stages of the geographical fieldwork process, students will: Process and present their fieldwork data. Analyse and explain data collected with reference to their background knowledge. Consider possible conclusions based on the evidence collected. Reflect critically on fieldwork data, methods used and conclusions drawn. Challenges for Cities: Students will focus on analysing and explaining their data in relation to the specific contemporary challenge they have studied. By thinking critically about what they have found, students will draw connections between their findings and their own lives, providing a personal context to their learning. Changing UK Economy: Students will focus on analysing and explaining their data in relation to the region in which the economic hub is located. They will reflect critically on their learning, drawing geographical relevance to their future working lives and their communities. 9 Geographical Skills including Fieldwork 9.3 Numerical and statistical skills 9.4 Formulating enquiry and argument

10 Hazardous Extreme Weather? Students will apply their knowledge of the enquiry process to investigating a flash flood event, considering both the physical aspects of the drainage basin and human modified landscapes. The idea that small changes in land use or climate can have big impacts for flooding will be explored. The extreme weather conditions leading to a flash flood event will set the scene for students to consider specific place based causes of the event. They will consider the duration and intensity of precipitation during the time preceding the event, saturation levels, infiltration capacities and the nature of the drainage basin. Students will undertake a series of storm simulation experiments, together with a series of GIS visualisations of the drainage basin to build a picture of the events surrounding the flash flood. As students develop their knowledge of the causes they will move on to consider the consequences of the event and responses to the hazard. Flood prediction as well as short and long term responses will be investigated allowing the students to build a detailed case study. Aspects considered may be: Population and urbanisation Deforestation and land use River management Climate change Infrastructure Topography Location in drainage basin 2c - Content of Our Natural World: Topic 1 Global Hazards 1.1 How can weather be hazardous? (b) When does extreme weather become a hazard? Case studies of two contrasting natural weather hazard events arising from extreme weather conditions. The case study will include a natural weather hazard: flash flooding or tropical storms. For the hazard event, the place specific causes (including the extreme weather conditions which led to the event), consequences of and responses to the hazard will be studied. 2d - Content of Geographical Skills including Fieldwork Select and construct maps, using appropriate scales and annotations, to present information Use and understand coordinates, scale and distance Extract, interpret, analyse and evaluate information Extract, interpret, analyse and evaluate information Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability Interpret tables of data Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams Analyse written articles from a variety of sources for understanding, interpretation and recognition of bias Suggest improvements to, issues with or reasons for using maps, graphs, statistical techniques and visual sources, such as photographs and diagrams.

11 FSC Centres Centres that offer this course Coastal Landscapes River Basins Challenges for Cities Changing UK Economy Hazardous Extreme Weather? BL Blencathra P P P P CH Castle Head P P P DF Dale Fort P P P P FM Flatford Mill P P JH Juniper Hall P P P P MA Margam P P P P MT Malham Tarn P P P P NC Nettlecombe P P P P P OR Orielton P P P P PM Preston Montford P P P P RC Rhyd-y-creuau P P P SL Slapton 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