Rhyd-y-creuau Fieldwork Options 2016

Transcription

1 A Level Geography AQA Rhyd-y-creuau Fieldwork Options 2016 At Rhyd-y-creuau we pride ourselves on our flexible approach when designing fieldwork to meet the learning needs of students. The options listed here are popular with our groups and are designed to meet the requirements of your specification. However, if your requirements are not catered for in the suggested outlines below please contact us to discuss possible alternatives. We have a number of fieldwork options matching the topics covered within the AQA A level specification. These are designed to deepen students understanding of topics through exploration and enquiry. Fieldwork days will provide students with the opportunity to develop geographical and fieldwork skills to support them in both component one and two and in the planning and carrying out of their Individual Investigation. An immersive learning environment of dedicated fieldwork time that is carefully facilitated to enable students to explore the world in which they live, and their values and action as part of it, through engaging and topical learning. The opportunity to undertake the full fieldwork requirements for the AS level assessment, consisting of four days of inspiring geographical fieldwork relating to both physical and human specification material brought to life through exploring their part in a rapidly changing world. Embedded geospatial technologies. To support meaningful and relevant learning, digital and geo-located data collection approaches are offered through-out our courses. Our partnership with ESRI UK ensures students have access to cutting edge educational technology. Resource support. Rhyd-y-creuau provides students with a resource rich learning environment, providing access to relevant research literature, ICT, fully equipped study spaces, alongside specialist teaching staff on hand to facilitate inspiring, informative and thought provoking learning.

2 Carbon Cycle 'Carbon is the backbone of life on Earth. We are made of carbon, we eat carbon, and our civilizations our economies, our homes, our means of transport are built on carbon. We need carbon, but that need is also entwined with one of the most serious problems facing us today: global climate change...' - NASA Earth Observatory The current geographical study of carbon is fundamental to the age in which we live, and to future generations. Equipping learners with the understanding of this integral global system will play its part in allowing them to make informed decisions in a rapidly changing world. The dramatic landscapes of North Wales offer an ideal setting in which to undertake fieldwork that will explore this highly topical study of carbon in the planetary system. The fieldwork will develop first-hand experience and understanding of the system on a local scale that can be applied to greater scales in both space and time. Half Conwy Valley Full Fieldwork Conwy Valley & Migneint Moors The carbon cycle as a natural system Getting outside into the Conwy Valley to explore carbon through a systems approach; providing a context for the ensuing landscape scale fieldwork. Learners will explore their place in the geography of carbon through setting a geological timeframe of carbon within the planetary system. Small scale techniques used to investigate carbon flux and storage will be trialled, such as soil coring and analysis. The evening will be used to develop understanding of our place within the carbon cycle through investigating human activity, our own, in transferring carbon from the land into the atmosphere through our daily actions. Change in the carbon cycle Learners will extend their thinking around the temporal element of carbon cycling through engaging in landscape scale carbon experiments on the dramatic Welsh uplands of Mignient Moor and in the incised wooded valleys and lowland agricultural areas of the Conwy Valley. Through the use of soil experiments, biomass estimation and use of ArcGIS they will explore the land-atmosphere fluxes and sequestration of carbon resulting from past and present land use change, conservation land management and the part of biomass in the terrestrial/atmospheric aspects of the carbon cycle. This work will connect the learners thinking with the roll of anthropogenic induced carbon imbalance as a key component of current and future climate change, and carbon sequestration as a form of climate change mitigation Water and carbon cycles as natural systems Systems in physical geography: Systems concepts and their application to the water and carbon cycles - inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium The carbon cycle Global distribution, and size of major stores of carbon lithosphere, hydrosphere, biosphere, atmosphere The Carbon Cycle Factors driving change in the magnitude of these stores including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, burial, compaction, carbon sequestration, weathering. Changes in the carbon cycle over time to include natural variation (including wild fires, volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation, land use changes). The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere including global climate.

3 Water Cycle 'We don t always think very consciously about water, but it is part of our bodies, communities, daily lives and habits. It is also integral to our ecosystems, economy, local landscapes and our experience of them' - HydroCitizens Project The water cycle is one of Earth s life support systems, it is fundamental to all living systems and plays a key role in shaping the ever changing landscapes in which we live. The varied landscapes of the Conwy Valley with its rugged uplands and agricultural populated lowlands provides an inspiring platform to explore the interconnections, feedbacks and processes occurring on spatial scales from individual plants to vast ecosystems. This hands on field course develops geographical skills and deeper thinking around this keystone topic, through the use of primary data collection, supported by the use of GIS and secondary data. Half Option Conwy Valley Full Fieldwork Conwy Valley & Migneint Moor Developing a systems approach to water A systems approach to water will be developed giving an appreciation of the processes occurring within the Conwy Valley and our own part within this system. Fieldwork will be undertaken to investigate the inputs, movements, stores and outputs in a local context. Data collection could include; measuring interception, infiltration, transpiration and run-off rates in contrasting environments close to and within the centre grounds. Data will be analysed using techniques such as mean, median, standard deviation and inter-quartile range. Secondary data on climate and landuse will then be looked at to complement student s primary data and allow them to consider the water balance within the Conwy Valley and the part that both natural and human processes play in creating and altering this balance over seasonal and longer time periods. The Conwy Catchment: processes and management The Catchment of the Afon Conwy will be further explored through visiting the mountainous Migneint Moor of the upper catchment and the more heavily habited lowlands of the valley. Learners will consider how processes and human activity influence management strategies within these two environments through techniques including land use mapping, flood management mapping and measuring channel characteristics, allowing for the calculation of bankfull discharge values Follow-up will include using GIS to present data, considering current flood risk in the valley and how this risk may change in future scenarios such as climate change and how best we develop a sustainable and resilient management plan for the valley Water and carbon cycles as natural systems Systems in physical geography: Systems concepts and their application to the water and carbon cycles - inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium The water cycle Drainage basins as open systems inputs, outputs to include precipitation, evapo-transpiration and run off; stores and flows to include: interception, surface, soil water, groundwater and channel storage; stemflow, infiltration overland flow, and channel flow. Concept of water balance. Runoff variation and the flood hydrograph The water cycle Changes in the water cycle over time to include natural variation (for example storm events, seasonal changes) and human impact (for example farming practices, land use change and water abstraction) Case study of a river catchment(s) at a local scale to illustrate and analyse key themes set out above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding

4 Coastal Systems and Landscapes By recreating a naturally functioning shoreline we free ourselves from the sea defence cycle of construct, fail and reconstruct. This must surely be more cost effective in the long run and more desirable in terms of maintaining the coast s natural beauty. It does mean making some tough choices, but we can t just store up the problems for future generations to deal with. The National Trust Coastal landscape systems are some of the most dynamic and fascinating in the UK, showcasing the complex and finely balanced interactions between land, atmosphere and ocean. Coasts can be beautiful, diverse, hospitable and hostile places but are under increasing pressure from human development and climate change. The dynamic Criccieth coastline provides a scintillating backdrop to explore contemporary geographies, our place in a changing world, and the future of human and physical systems on the edge. Full Fieldwork Criccieth Half lead in /Follow-on Option (to compliment full fieldwork day) *contents will be amended slightly to suit lead-in or follow-up option Centre Coastal systems, landscape and management Through fieldwork at Criccieth students will observe the coastal landscape and its associated landforms including cliffs, caves, wavecut platforms and a shingle ridge. The processes shaping this landscape will be considered and students will carry out data collection using methods such as beach profiling and sediment analysis. Students will evaluate the current coastal defences and management strategies found in Criccieth using techniques such as cost-benefit analysis and bi-polar analysis. This will lead to discussions about how the defences alter natural processes and equilibriums, the sustainability of current management strategies and how this could be potentially managed in the future. On return to the centre, profiling and sediment data will be analysed using graphical techniques and Spearman s Rank correlation coefficient allowing them to understand processes occurring within the coastal system and how coastal management is influencing these. Coastal Systems, landscape and management: research skills. Lead-in: Students will be introduced to the Criccieth Coastline as a system in flux, considering the inputs, processes, transfers and outputs occurring in this environment through modelling of coastal landscapes and their associated landforms Lead-in & follow-up: Students will carry out research on long-term weather patterns, historic records, current and potential future management practices using sources including the Shoreline Management plan and GIS layers. Follow-up: Using secondary data and their own primary data, they will consider the possible futures for Criccieth and how this system could be managed in a sustainable way Coastal systems and landscapes Systems concepts and their application to the development of coastal landscapes - inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes Systems and Processes Sources of energy in coastal environments: winds, waves (constructive and destructive), currents and tides. Low energy and high energy coasts. Sediment sources, cells and budgets. Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. Distinctively coastal processes: marine: erosion hydraulic action, wave quarrying, corrosion/abrasion, cavitation, solution, attrition; transportation: traction, suspension (longshore/littoral drift) and deposition; Sub-aerial weathering, mass movement and runoff Coastal management Human intervention in coastal landscapes to include: traditional approaches to coastal flood and erosion risk: hard and soft engineering sustainable approaches to coastal flood risk and coastal erosion management anticipating climate change: shoreline management / Integrated Coastal Zone Management.

5 Ecosystems under stress Nature is in a state of flux in the UK: there have been rapid changes in the status of our flora and fauna, driven by changes in the way we manage our land and seas. - State of Nature Report The healthy functioning of ecosystems is both a product of and necessity for all life on Earth, including us. The air we breathe, the water we drink and the food we eat are only available due to the functions of these systems at every level from the micro to the planetary. This connective fieldwork explores the nature of flowing freshwater and sand dunes from a systems perspective, recognizing the importance of the interconnections between living and non-living factors that affect them. It will connect the experience and understanding of these systems with the stresses placed on them by our actions such as changes in land-use and climate. Half Afon Conwy or Rhyd y creuau stream Full Harlech Freshwater Ecosystems Students will visit the freshwater ecosystem of the Afon Conwy, carrying out kick sampling to survey the invertebrate populations found there. The trophic structure of this ecosystem will be considered through the calculation of biomass and energy flowsbuilding up a picture of the inputs, outputs stores and transfers, and the key role of freshwater life in the terrestrial biome. Succession in a Sand Dune Ecosystem Students will visit a large coastal dune ecosystem at Harlech, to consider the process of succession and how management of this National Nature Reserve has influenced characteristics of the ecosystem. The process of succession will be investigated by carrying out data collection along a transect through the dunes. Students will survey vegetation, considering the adaptations of flora and fauna to the changing conditions. Soil samples and abiotic factors will also be measured. Follow up will include soil analysis and data presentation and analysis using techniques such as kite diagrams and Spearman s rank Ecosystems and processes Nature of ecosystems- their structure, energy flows, trophic levels, food chains and food webs Application of systems concepts to ecosystems- inputs, outputs, stores and transfers of energy and materials. Concepts of biomass and net primary production Ecosystems and processes Concepts of succession: seral stages, climatic climax, sub climax and plagioclimax Nutrient cycling Nature of terrestrial ecosystems and the inter-connections between climate, vegetation, soil and topography that produce them. Factors influencing the changing of ecosystems, including climate change and human exploitation of the global environment Local Ecosystems The main characteristics of a distinctive local ecosystem. Ecological responses to the climate, soil and soil moisture budget- adaptations by flora and fauna

6 Cold Environments The Mountains- planed down by the ice cap, and split, shattered, and scooped by frost, glaciers and the strength of running water. Their physiognomy is in the geography books, but this is a pallid simulacrum of their reality. Nan Shepherd- The Living Mountain The post-glacial landscapes of the UK are stimulating and evocative environments in which we are offered a glimpse into both the past and the future. Through immersion in this awe-inspiring scenery, learners will begin to explore the chronology and causes of change, both spatial and temporal. Fieldwork, asking geographical questions and observation will develop learners understanding of the evolution of these landscapes. Such explorations will forge links between the UK landscape and the consequences of ongoing deglaciation in other parts of the world, giving meaning to learners fieldwork on both a local and global scale. Half Lead-in Option (to compliment full fieldwork day) Conwy Valley Cold Environments: Contrasting Scales A sense of place will be developed through a journey up the sides of the Conwy Valley, providing a panorama of the post- glacial landscape surrounding the centre. Students will observe features such as a u- shaped valley and misfit stream and consider current uses of the landscape. Geographical skills will be developed through field sketching and locating landforms using tablets. Follow up will use GIS and long term data sets start to build up a picture of the climatic history of North Wales. This will be linked to glacials and interglacials, distribution of cold environments and the glacial mass balance system The nature and distribution of cold environments Physical characteristics of cold environments The global distribution of past and present cold environments Processes and landscapes Glacial systems including glacial budgets Ablation and accumulation Geomorphological processes Erosional and depositional landforms Full Fieldwork Cwm Idwal Glaciated Landscapes and Change: The Upland Landscape The day will be spent exploring a unique and inspiring post glacial landscape at Cwm Idwal National Nature Reserve. Learners will observe a variety of erosional and depositional landforms including corries, u- shaped valley, moraines and a Roche Moutonnée formed during the last Glacial 18,000 years ago Learners will consider the glacial and peri-glacial processes involved in the creation and modification of these landforms whilst also considering their place in the landscape- linking them to other features and past climatic events such as glacials and interglacials. Fieldwork could include recording glacial landform morphology and mapping orientation. There is also the opportunity for students to carry out an investigation into the impact of grazing on this fragile landscape, leading onto discussions around current and future management strategies for the area. Follow-up will include modelling of landscapes and landforms seen out in the field and reflection on possible futures for this landscape using knowledge of current management of the area and secondary data on climate Processes and landscapes Glacial systems including glacial budgets Ablation and accumulation Geomorphological processes Erosional and depositional landforms Periglacial features

7 Glacial Systems and Landscapes. Second Full Fieldwork Pentir & Aberogwen Glacial Systems: The Lowland Landscape Learners will journey down the Nant Ffrancon valley following the movement of ice north within a lowland environment. Lowland depositional features including an Esker, Kame, varves and till deposits will be identified. The glacial and peri-glacial processes involved in the creation and modification of these landforms will be considered within the context of the wider landscape. Data collection will assess the changes in fluvial glacial deposits, developing skills in techniques such as till analysis and geo-location of landforms. Follow up will allow students to look more closely at sediment data through statistical analysis (Chi Squared), using this data to consider differing ice flow direction off the North Wales coast Processes and landscapes Glacial systems including glacial budgets Ablation and accumulation Geomorphological processes Fluvioglacial processes Fluvioglacial landforms of erosion and deposition Periglacial features

8 Changing Places Neighborhoods are not static entities: they are dynamic places that constantly change in terms of their composition, definition and relationships - Maarten van Ham, Author Our lives are deeply connected to place; people shape, and are shaped by places. Just as we might see place in one way, others will have an entirely different view. Places are formed from a unique multi-faceted layering of history, culture and identities. Their future remains dynamic yet uncertain, and their resilience will be reliant on the energy and agency of young people who shape these spaces. North Wales offers a variety of places where students can explore the character and dynamics of place, how their meanings change over time and how people s perceptions and engagement with a place change with lived experience. Half Lead-in Option (to compliment full fieldwork day) Centre Knowing and understanding places In this session, the Centre and its grounds will be explored to build an understanding of how a sense of place is developed. Learners will compare the role of direct experience with others representations of the place. Using qualitative data collection techniques, students will gather information on how the Centre and its grounds are represented and communicated to the people within this place. Learners will develop skills to analyse the data with methods of textual and image analysis using coding and concept mapping. This will enable students to interpret outcomes of their data collection and to understand place on a small scale in preparation to upscale this during the course Knowing and understanding places Acquiring, developing and communicating a sense of place: the role of direct experience compared with representations of place by others in diverse media. Manipulation and management of the perception of place, eg to further policy ends, by agencies such as community groups, corporate entities, local and national governments, etc. Understanding places through collection and analysis of quantitative and qualitative data Place studies Full Fieldwork Blaenau Ffestiniog The dynamics of changing places A visit to the town of Blaenau Ffestiniog, a historic mining town with increasing adventure tourism prospects, will develop learners practical geographical skills and understanding of the concept of a place s character. Using a range of data collection methods, students explore the endogenous and exogenous factors contributing to this changing place. They will consider the relationships between these factors, how they change temporally and spatially, influencing the communities living and working in this place. Students will take geo-located photographs, conduct questionnaires, map land use and a selection of flows influenced by the people and the physical spatial structure of the town. Through the use of primary data along with secondary resources, learners will present, interpret and analyse their data and evaluate their study of Blaenau Ffestiniog. They will be able to contextualize its character on different scales and perspectives and consider the demands and power required to shape a place s character The dynamics of changing places The character of places and the communities that occupy them. Factors contributing to the character of places: endogenous: location, topography, physical geography, history, land use, built environment and infrastructure, demographic and economic characteristics exogenous: relationships with other places as shown by flows of people, goods, resources, capital, ideas and decisions agents of change: local individuals and populations, community groups, institutions, corporate entities, central and local government, the media and communication networks. Places in context: the regional, national, international and global relationships which impact on places Place studies

9 Changing Places Half Follow-on Option (to compliment full fieldwork day) Penmachno Changing places: demographic change Focusing on demographic and cultural change, learners will complete a place study on the rural village of Penmachno which has changed from a thriving mining village with many services to a quiet retirement settlement with links to outdoor tourism. With an understanding of place character and the agents of change, students will apply this knowledge to interpret the change in Penmachno s character and lived experience. Collecting a range of quantitative and qualitative data as well as using secondary resources, learners will understand the spatial and temporal change that this place has undergone Place studies Place study exploring the developing character of a place local to the home or study centre. Place study exploring the developing character of a contrasting and distant place. This place could be in the same country or a different country, but it should show significant contrast in terms of economic development and/or population density and/or cultural background and/or systems of political and economic organisation.

10 Contemporary Urban Environments As populations become more diverse, socioeconomic inequalities within countries will become greater - Gerhard Meisenberg Not all those who live within a place experience the same level of wealth and equality. Social and economic inequalities are common across all areas. They include differences in income, resources, power and status. The varied urban environments found in towns within North Wales offer opportunities to study these inequalities. Full Fieldwork Llandudno & Llanrwst Issues with urbanisation inequality Visiting the coastal tourist town of Llandudno and the small rural town of Llanrwst, learners will use a variety of fieldwork methods to investigate how and why spatial patterns of social and economic inequalities vary within and between these areas. These patterns of inequalities may be investigated using primary and secondary data such as; resident and stakeholder perceptions and questionnaires, variations in housing, environmental quality and crime rates, census information, WIMD scores and super output areas. Learners will follow up this investigation using qualitative data analysis and identifying the contrasts between formal, statistical representations of a place and more informal representations Urban forms Urban characteristics in contrasting settings Spatial patterns of land use, economic inequality ad cultural diversity in contrasting urban areas, and the factors that influence them Social and economic issues associated with urbanisation Issues associated with economic inequality and cultural diversity in contrasting urban areas. Strategies to manage these issues.

11 Energy security and resource futures We already have the technology to power the UK with 100% renewable energy, to feed ourselves sustainably and to leave a safe and habitable climate for our children and future generations - Zero Carbon Britain Report Energy plays a fundamental role in our current lifestyles, in the way we work, travel, eat and live we all rely on, and to a great extent take for granted, a readily available supply of plentiful energy at all times. The current UK energy mix is heavily reliant on carbon intensive brown energy, much of which is imported in the form of gas, coal and oil. This highly topical fieldwork explores low-carbon solutions to energy production in the UK that maximize our readily available natural resources of wind and water, connecting our daily lives with the big picture of energy security and global climate change. Full Fieldwork *This can be a half day session with students visiting one of the 3 schemes Locations: Ail Wynt, Conwy Falls, Llanberis Energy Futures in North Wales Students will consider current energy consumption patterns in the UK and alternative energy sources that can help reduce carbon emissions, linking to the UKs energy targets. Students will visit Ail Wynt- A windfarm situated just outside of Snowdonia National park, Dinorwig pump storage power station and Conwy falls, a SSSI and the site of a recent HEP proposal. At these 3 locations the pros and cons of the schemes will be considered as well as the key stakeholders involved. Follow-up will be in the form of a debate on the future of Energy in North Wales considering a zero carbon future. Students will carry out research to supplement the knowledge gained through fieldwork in order to represent various stakeholder groups Energy Security Strategies to increase energy supply. Strategies to manage energy consumption Sustainability issues associated with energy production, trade and consumption: acid rain, the enhanced greenhouse effect, nuclear waste and energy conservation Resource Futures Alternative energy and water futures and their relationship with a range of technological, economic, environmental and political developments.

12 A Level Geography: Edexcel Fieldwork Options The Independent Investigation Our fieldwork days will equip students with Geographical skills and Fieldwork skills needed for them to carry out their Independent investigation. We can also support students in the formulation of their Independent Enquiry Question, development of methods and the carrying out of their own primary data collection. Rhyd y creuau can also support with Independent Investigations through: Providing access to resources and literature on our study sites Provision of high quality fieldwork equipment GIS workshops and access to Arcgis Online Workshops on data presentation and analysis techniques. An example of a 5 day course with Independent data collection is outlined below. We are flexible on course length however and are happy to discuss longer courses that would fulfill the requirement for 4 days of fieldwork as well as data collection for the independent investigation Morning Afternoon Evening 1 Arrive ~ 12:30pm Fieldwork Skills The route to enquiry is modelled through a focused local investigation chosen from the half day options listed above Follow-up of afternoon s field work or an introduction to the stages of the Geographical route to enquiry. 2 Fieldwork day 1 Students will carry out one of the fieldwork days from the options above. Through the route to enquiry they will develop fieldwork skills and ideas to prepare them for the Independent Investigation 3 Fieldwork day 2 Students will carry out one of the fieldwork days from the options above. Through the route to enquiry they will develop fieldwork skills and ideas to prepare them for the Independent Investigation 4 Field Data Collection for Independent Investigation With guidance from FSC staff students will develop their own enquiry questions based and fill in the Independent Investigation planning form. Students will visit one of the two study areas from the previous days in order to collect their own primary data. With support from the FSC staff they may adapt and refine their planned methods during the day to ensure validity and reliability. Follow-up will involve presentation and analysis of data. Follow-up will involve presentation and analysis of data. Data Presentation Students will collate and process their data, FSC staff will provide support with appropriate techniques and using digital technologies to create sophisticated data presentation. 5 Continue primary data collection if needed, or Support with stats, research skills or GIS to allow students to carry on processing their primary data Depart ~12:30 If you would like to discuss course options in more detail or have any questions then please do not hesitate to contact our team at enquiries.rc@field-studies-council.org or by phone

13 General Course information All our staff complete a rigorous training process; including first aid, health and safety sessions, group management in the outdoor classroom, site specific training relating subject knowledge to our outdoor environments and curriculum content. About the Centre At the gateway of Snowdonia National Park, the centre itself is a Georgian house set in two hectares of wooded grounds with Eco Centre status, allowing you to experience a more sustainable lifestyle, only 1 hour 50 minutes from Manchester and 3 hours 40 minutes from the M25. What is included within the fee? Up to 10 hours of tuition a day. Expert tuition by fully trained staff. Full board accommodation including a cooked breakfast, picnic lunch, homemade cakes and an evening meal. Vegetarian and other dietary options are available. Use of resources including library, workrooms, studios and the Centre grounds. Rigorous and proven health and safety procedures including 24 hour emergency cover. Access to risk assessments. Specialist equipment and exclusive access to specially developed resources. support before and after the course (on request). Please remember travel to the field centre and to fieldwork sites is not included in the programme fee. What to Bring (Old) Warm clothes - we may get muddy and wet. Waterproof top, waterproof trousers, a comfortable day sack, gloves, cosy hat. (Can be hired from the Centre) Note paper, calculator and stationary Directions to the Centre We are located on the A470, between Betwsy-coed and Llanrwst. If you are coming from the North Wales coast, go through the town of Llanrwst and continue along the A470 towards Betws-y-coed for 3 miles. The Centre is on the right at a bend with woods on both sides. Alternatively, from the A5 to the south take a right along the A470 just before you go into Betws-y-coed follow this road for a mile and we are on the left. To book a course, simply: 1. Choose the time of the year you would like to attend 2. Contact us at Rhyd-y-creuau by at enquiries.rc@field-studies-council.org or by phone (01690) to check availability and prices.

14 A level Geography: AQA Fieldwork Options Why come to FSC Rhyd y Creuau? Some of the most common reasons which our customers give for coming to our popular Field Centre are: The centre s stunning situation nestled in the Conwy Valley, at the entrance to Snowdonia National Park. We are easily accessible from Manchester, Liverpool and London, with the good coach access to the Centre and Betws-y-coed train station 3 a minute drive away. Expert tuition from our tutors who have a passion for the environment and are knowledgeable ecologists and geographers. A friendly welcoming place to visit, with hearty meals and clean and comfortable rooms. A unique blend of local habitats and environments to visit. Both coasts with craggy cliffs and expansive sand dunes and mountains shaped by ice and with unique ecological communities. Quality Tuition The tutor delivering the content plays a vital role in ensuring successful learning outcomes are achieved. This is why we have taken great care in developing a qualified team of highly trained and CRB checked field teachers working full time, all year round. Not only are they experts, they are gifted teachers with a real passion for the subject being taught. FSC field teachers are the reason why many schools return year after year. External Recognition of Quality Rhyd-y-creuau has been awarded the Quality Badge by The Council for Learning Outside the Classroom. The badge is awarded to organisations that have demonstrated that they consistently deliver high quality teaching and learning experiences and manage risk effectively. This means that you will have to complete less paperwork when visiting our centre. Protecting Fieldwork Opportunities Growing pressures on outdoor learning has led the FSC to take on an important role; championing the rights and opportunities for people of all ages to experience the environment at first hand. The FSC has led in campaigns to reverse the continuing decline in fieldwork within secondary schools and to build opportunities for out-ofclassroom learning. The FSC continues to work closely with the Government and other partners to develop out-of-classroom learning. As a registered charity, the FSC receives no statutory funding. It relies solely on fees charged for courses and membership. Therefore, by visiting an FSC Centre not only are you receiving a high quality educational experience for your students, you are also helping to protect fieldwork opportunities for everybody.