Landscapes and People of the UK 5 days

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1 GCSE Geography OCR B Landscapes and People of the UK 5 days Complete all fieldwork requirements, covering two contrasting locations. In-depth coverage of fieldwork within both a human and physical environment, enabling students to get the grades they want within Section B of the Paper 1 and Paper 2 exams. A choice of human 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. Geographical Investigative Process What is Landscape? Outline of the Course Allocation of wellies/waterproofs. In this comprehensive introductory session students will have an opportunity to connect with their new surroundings and explore the geographical investigation process through visiting a local landscape close to the Centre. They will use GIS to explore and help explain the differences and spatial variation within the data. Geographical Skills Building on this afternoon s session, students will now consider how to apply their geographical skills to analysing and explaining the data they have collected in the field. They will draw evidenced conclusions and also critically reflect on their fieldwork investigation. 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 Challenges and Opportunities for Cities Students will focus on changes within UK society and its development through one of the options below. The fieldwork will use the six investigation stages as a framework to explore the complexities of urban change. Choose one from: Sustainable Cities Life in a City Distinctive Landscapes OR Students will extend their knowledge and understanding of the UK s physical landscapes by focussing on a different, distinctive landscape from day two, Choose one from: Coastal Landscapes River Basins 5 Changing Physical Processes and Human Interactions Students will focus on the interaction between people and the physical environment through one of the options below. Using the six stages of the investigation process as a framework, the fieldwork will draw out the highly interconnected nature of the world in which we play a part. Choose one from: Hazardous Extreme Weather Impacts of Climate Change 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 Geographical Investigative Process - What is Landscape? We live in the context of landscape every day, forming and being formed by our surroundings. Students will be introduced to the diverse and distinct range of landscapes within the UK. They will visit stunning local landscapes around the Centre and start to explore the processes that make them unique, and how they are different or similar to students home landscapes. Students will have the opportunity to investigate the characteristics of a selection of built and natural landscapes, collecting data on the visible features of the area such as physical and human elements, as well as transitory elements such as weather and cultural aspects. Students will be introduced to the geographical enquiry process, how to form enquiry questions and to the range of techniques and methods used to observe and measure landscape characteristics. 2c - Content of Our Natural World: Topic 3 - Distinctive Landscapes 3.1. What makes a landscape distinctive? (a) What is a landscape? How the concept of a landscape can be defined, including differences between built and natural landscapes. (b) Where are the physical landscapes of the UK? Overview of the characteristics of landscapes which make them distinctive including their geology, climate and human activity Make predictions; interpolate and extrapolate trends from data Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams. 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 Geographical Skills Students will use their data and experiences from the afternoon session to develop their studies further into the final stages of a geographical enquiry. They will work collaboratively to present data and draw conclusions together to form an understanding of how the local landscape is shaped by physical and human processes. Using a range of secondary data and digital technologies students will: Process and present their fieldwork data. For example, selecting appropriate graphs, sketching trend lines through scatter plots and drawing lines of best fit. Start to analyse and explain their data by interpolating and extrapolating trends from primary and secondary data sets. Be able to draw evidenced conclusions and critically reflect on the process of enquiry, data methods used and conclusions formed. Students will follow up their fieldwork by collating, processing and presenting their data to form evidenced conclusions on the distinctive nature of the landscapes visited. Students will use a range of appropriate cartographical skills together with evaluating visual images and written articles to inform their conclusions. By critically reflecting on their findings students will draw connections between themselves and the landscape, both in the context of the fieldwork and their homes. 2c - Content of Our Natural World: Topic 3 - Distinctive Landscapes 3.1. What makes a landscape distinctive? (a) What is a landscape? How the concept of a landscape can be defined, including differences between built and natural landscapes. 2d. Geographical Skills including Fieldwork Select and construct appropriate graphs and charts, using appropriate scales and annotations to present information Effectively present and communicate data through graphs and charts. 9.3 Numerical and statistical skills Understand and correctly use appropriate measures of central tendency, spread and cumulative frequency including, median, mean, range, quartiles and interquartile range, mode and modal class Sketch trend lines through scatter plots Draw and justify conclusions from numerical and statistical data.

5 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 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 Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

6 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 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.

7 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 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.

8 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 Use and understand coordinates, scale and distance Use and understand gradient, contour and spot height (on OS and other isoline maps) 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 Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

9 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 Use and understand coordinates, scale and distance Use and understand gradient, contour and spot height (on OS and other isoline maps) 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 Formulating enquiry and argument Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.

10 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. 9.3 Numerical and statistical skills 9.4 Formulating enquiry and argument

11 Challenges and Opportunities for Cities: Sustainable Cities As worldwide urban population continues to grow beyond 50% the importance of making cities environmentally, socially and economically sustainable is vital. Students will contextualise this global need through investigating one initiative to make an urban area sustainable and consider the extent of its success. They will choose a study relevant to their location and develop suitable research questions. Examples include: Sustainable Travel City Cardiff. Pathfinder scheme for the wider Sustainable Travel Town initiative for Wales. Sherford Sustainable Development Plymouth. New sustainable settlement, including sustainable travel options, open spaces and various community facilities. Suffolk Waste Partnership. Home composting initiative 2015 promotion will be launched on 1st April, with subsidies available for residents purchasing cooked food composting systems. Students will evaluate the effectiveness of the initiative, focusing on human, 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 as 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. Through critical reflection and thinking like a geographer students will explore how this initiative has connection to their daily lives and actions for a sustainable future. In the evening students will analyse and explain their data using their geographical knowledge of city initiatives that influence sustainability. They will form evidenced conclusions relating to their area of study, for example: Connectivity and accessibility of transport improvements in different urban areas. Improvements to brownfield sites and integration success into green infrastructure of the urban residential area. 2c - Content of People and Society: Topic 5 Urban Futures 5.2 What are the challenges and opportunities for cities today? (b) How can cities become more sustainable? For a city investigate one initiative to make it more sustainable, such as use of brownfield sites, waste recycling and transport improvements Use and understand coordinates, scale and distance Extract, interpret, analyse and evaluate information Effectively present and communicate data through graphs and charts. 9.3 Numerical and statistical skills Demonstrate an understanding of number, area and scale Understand and correctly use appropriate measures of central tendency, spread and cumulative frequency including, median, mean, range, quartiles and interquartile range, mode and modal class 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 Make predictions; interpolate and extrapolate trends from data Be able to identify weaknesses in statistical presentations of data Draw and justify conclusions from numerical and statistical data. 9.4 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.

12 Challenges and Opportunities for Cities: Life in a City 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 visit a local city or urban area and investigate the ways in which peoples lives are affected by aspects such as culture, housing, leisure and consumption. Students will develop questions which are suitable for investigation and use a range of techniques and methods to collect data, including questionnaires. Different stakeholder group perceptions will be examined, as well as mapping of different aspects such as access to leisure facilities, housing types and cultural elements of the city. In the evening session students will analyse their data and integrate secondary data such as text-based social media data to add depth to their studies, focusing on how culture can impact on social wellbeing. Through critically reflecting on their learning, students will place themselves within the context of their investigation, recognising the important of these issues in their lives. 2c - Content of People and Society: Topic 5 Urban Futures 5.2 What are the challenges and opportunities for cities today? (b) What is life like for people in a city? Explore the ways of life in the city, such as culture, ethnicity, housing, leisure and consumption Use and understand coordinates, scale and distance Extract, interpret, analyse and evaluate information Effectively present and communicate data through graphs and charts. 9.3 Numerical and statistical skills Demonstrate an understanding of number, area and scale Understand and correctly use appropriate measures of central tendency, spread and cumulative frequency including, median, mean, range, quartiles and interquartile range, mode and modal class 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 Make predictions; interpolate and extrapolate trends from data Be able to identify weaknesses in statistical presentations of data Draw and justify conclusions from numerical and statistical data. 9.4 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.

13 Changing Physical Processes and Human Interactions: 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 Use and understand coordinates, scale and distance 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 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.

14 Changing Physical Processes and Human Interactions: Impacts of Climate Change Students will use long term historical data sets to provide a context for their own data collection to investigate the impacts and possible consequences of climate change on the environment and human societies. They will consider impacts on areas such as weather patterns, seasonal changes and changes in industry, as well as the costs for society, the economy as well as damage to property, biodiversity and infrastructure. Examples of possible investigation areas are: How the sea level rise has affected coastal location; quality and quantity of tourism, local housing stock and erosion of the landscape. How the thermal growing season affects the local agriculture or biodiversity of an ecosystem. How the seasonal changes to rainfall affects the local tourist industry. How ocean acidification affects the local term ecosystem stability of the seas around the UK. How the increase in temperature affects the movement of species to higher latitudes and higher altitudes. 2c - Content of Our Natural World: Topic 2 - Changing Climate 2.1. What evidence is there to suggest climate change is a natural process? (c) Why is climate change a global issue? Explore a range of social, economic and environmental impacts of climate change worldwide such as those resulting from sea level rise and extreme weather events. The impacts studied should relate to the 21st century. (b) Where are the physical landscapes of the UK? Overview of the characteristics of landscapes which make them distinctive including their geology, climate and human activity 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 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.

15 FSC Centres Centres that offer this course What is Landscape? Geographical Skills Coastal Landscapes River Basins Challenges for Cities Changing UK Economy Sustainable Cities Life in a City Hazardous Extreme Weather Impacts of Climate Change BL Blencathra P P P P P P P P CH Castle Head P P P P DF Dale Fort P P P P P P P FM Flatford Mill 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 P MT Malham Tarn P P P P P P P P P NC Nettlecombe P P P P P P P P P OR Orielton P P P P P P P PM Preston Montford P P P P P P P P P RC Rhyd-y-creuau P P P P P P SL Slapton P 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

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