Conceptual Framework Fieldwork Enquiry: Rivers, Coasts & Ecosystems 3 days

Transcription

1 GCSE Geography Eduqas B Conceptual Framework Fieldwork Enquiry: Rivers, Coasts & Ecosystems 3 days Fully complete conceptual framework fieldwork enquiry to prepare students for Component 3: Applied Fieldwork Enquiry Part B. Fieldwork completed in a either a rivers, coasts or ecosystem environment and ensuring a physical-human context to the enquiry. Integrated mathematical, statistical and GIS techniques to improve students confidence and competence.

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 Enquiry Process Outline of the Course Allocation of wellies/waterproofs. In this comprehensive introductory session students will have the opportunity to explore the geographical enquiry process through the six stages. Preparing for Fieldwork Enquiry: Evidence Collection Students will be introduced to the environment in which they will conduct their fieldwork enquiry. They will prepare for the data collection, by posing questions, designing fieldwork data sheets and considering sampling methods. 2 Conceptual Framework Students will visit a local chosen environment and complete their primary data collection using the conceptual framework set by Eduqas for the year of exam entry. They will have plenty of time to ensure they have a complete and full set of data, as well as building an understanding of the geographical processes operating within the environment. Coasts: Key Idea 2.1 Shaping the landscape - coasts and coastal management Rivers: Key Idea 2.2 Shaping the landscape - rivers and river management Ecosystems: Key Idea 3.1 How ecosystems function Key Idea 3.2 Ecosystems under threat Processing and Presenting Evidence Students will use their data to explore the ways in which field evidence can be presented including maps, graphs and diagrams. 3 Geographical Enquiry Process: Sections 1.4 to 1.6 Students will use their field data to identify, analyse and interpret trends and patterns, coming to evidenced conclusions. They will also consider the limitations of the geographical evidence and use stimulus exam questions to aid understanding. 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. This course introduces students to the six stages of fieldwork enquiry, listed below. Using real world issues and supported by FSC s extensive secondary data bank, students will develop and extend their competence in undertaking fieldwork and preparing for the fieldwork questions in the exam: 1.1 What is the geographical enquiry process? 1.2 How is evidence collected? 1.3 How can evidence be processed and presented? 1.4 How can evidence be analysed and how do patterns and trends evidenced by fieldwork relate to wider geographical knowledge and understanding? 1.5 What conclusions may be drawn from fieldwork enquiries? 1.6 What evaluative techniques should be applied to the enquiry process?

3 Geographical Enquiry Process In this comprehensive introductory session students will have the opportunity to explore the geographical enquiry process through the six stages. Students will focus on one of the approaches to fieldwork enquiry using conceptual framework, that is appropriate to their examination series. They will complete one example of: Place: Applying understanding of uniqueness/identity. Sphere of influence: Applying understanding of sphere of influence/catchment and how it impacts on places. Cycles and flows: Applying understanding of change and movement in relation to place. Mitigating risk: Applying understanding of hazard perception/risk and analysing management strategies/future actions. Sustainability: Applying understanding of sustainable communities. Inequality: Applying understanding of inequality and associated concepts such as deprivation or equality of access to services. Students will be given guidance in relation to using a range of different sampling procedures in a variety of contexts, building their understanding of how these determine the data collection methods and how this relates to the questions being investigated. A range of equipment will be used, ensuring students are aware of the accuracy and reliability, widening students experience and understanding of primary field skills. Mathematical and Statistical Techniques 1 Numerical skills 1.2 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. 1.4 Draw informed conclusions from numerical data. 2 Statistical skills 2.3 Describe relationships in bivariate data. 3 Cartographic skills 3.1 Use and understand gradient, contour and spot height on OS maps and other isoline maps. 3.4 Describe and interpret geo-spatial data presented in a GIS framework. 4 Graphical skills 4.1 Select and construct appropriate graphs and charts to present data, using appropriate scales.

4 Preparing for Fieldwork Enquiry: Evidence Collection Students will be introduced to the environment in which they will conduct their fieldwork enquiry. They will prepare for the data collection, by posing questions, designing fieldwork data sheets and considering sampling methods. Each school will have a choice of a coastal, river or ecosystem environment to prepare to conduct their conceptual fieldwork enquiry. The students will spend this session preparing themselves for the site visit and data collection in the following day. Students will: Research the location using digital resources, data banks and printed materials. Start to form questions and develop possible hypotheses using their geographical knowledge. Consider the fieldwork possibilities for the location and start to consider the risks and hazards within the area. Design fieldwork data collection sheets, identifying where the data can be collected. Consider sampling methods and sample sizes. Collect secondary data that is relevant and appropriate to the area of study. Mathematical and Statistical Techniques 1 Numerical skills 1.2 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. 3 Cartographic skills 3.1 Use and understand gradient, contour and spot height on OS maps and other isoline maps. 3.3 Use and understand coordinates, scale and distance.

5 Conceptual Framework Students will visit the local rural-urban environment and complete their primary data collection using the conceptual set by Eduqas for the year of exam entry. They will have plenty of time to ensure they have a complete and full set of data, as well as building an understanding of the geographical processes operating within the environment. This task will be contextualised in a river, coastal or ecosystem environment and the emphasis on different key questions will change due to the task set by Eduqas. TASK Place Applying understanding of uniqueness/identity. Sphere of influence Applying understanding of sphere of influence/ catchment and how it impacts on places. Cycles and flows Applying understanding of change and movement in relation to place. Mitigating risk Applying understanding of hazard perception/ risk and analysing management strategies/future actions. CHOOSE RIVER, COASTAL OR ECOSYSTEM ENVIRONMENT Comparing and contrasting the features of two distinctive locations: To identify the uniqueness of place: The characteristics of coastal features, river features or ecosystems in two locations. Identifying the extent of sphere of influence/catchment area and analysing the positive or negative impacts of this on place(s): Sphere of influence of a honeypot site and its impact. River catchment and its impact on potential flood risk. Identifying patterns of movement (in either a human or physical context) and the reasons for, or effects of, these movements: Identifying seasonal change in a local ecosystem. Comparing river flows in contrasting stages and/or over time. Identifying the nature of risk and human responses to it in one location: Coastal erosion/flood risk and management strategies. Flood risk and river management strategies. Sustainability Applying understanding of sustainable communities. Assessing the extent to which a community can be made more sustainable: Evaluating sustainable coastal or flood management strategies. Inequality Applying understanding of inequality and associated concepts such as deprivation or equality of access to services. Analysing patterns of inequality: How positive and negative externalities impact on standard of living within a coastal or river catchment community. Students will pose questions about geographical processes and concepts and start to test hypotheses, beginning to learn how to design their own fieldwork sheets and obtain accurate and reliable results, with fieldwork equipment. Students will be given guidance in relation to using a range of different sampling techniques in a variety of contexts, building their understanding of how these determine the data collection methods and how this relates to the questions being investigated. A range of equipment will be used to collect quantitative and qualitative data, widening students experience and understanding of primary field skills. If students have completed their methodological approach fieldwork in a coastal or rivers environment, they should undertake their conceptual fieldwork in a contrasting environment such as a rural-urban environment. See link below for alternative FSC courses.

6 Processing and Presenting Evidence Students will use their data to explore the ways in which field evidence can be presented including maps, graphs and diagrams. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. Students will then focus on: Selecting appropriate ways of processing and presenting their fieldwork data, often involving the use of GIS. Representing evidence in map, graph and diagram form. Referencing secondary data sources accurately. Utilising appropriate mathematical skills. Mathematical and Statistical Techniques 1 Numerical skills 1.1 Demonstrate an understanding of number, area and scale and the quantitative relationships between units. 1.3 Understand and correctly use proportion and ratio, magnitude and frequency. 3 Cartographic skills 3.2 Interpret cross sections and transects. 3.4 Describe and interpret geo-spatial data presented in a GIS framework. 4 Graphical skills 4.1 Select and construct appropriate graphs and charts to present data, using appropriate scales. 4.2 Interpret and extract information from different types of graphs. Interpret different graphs to identify patterns and trends. 4.3 Interpret population pyramids, choropleth maps and flow-line maps.

7 Geographical Enquiry Process: Sections 1.4 to 1.6 Students will use their field data to identify, analyse and interpret trends and patterns, coming to evidenced conclusions. They will also consider the limitations of the geographical evidence and use stimulus exam questions to aid understanding. 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. Students will focus on: Identifying, analysing and interpreting trends and patterns within their fieldwork data and relating these to wider geographical concepts and processes. Synthesising findings to reach evidenced conclusions that relate directly to the initial aim of the enquiry. Identifying the limitations of geographical data and evidence and reflect critically on the strengths and limitations of both the primary and secondary data from their study. Appreciating the stakeholders may have vested interests and how this might affect the reliability and validity of the data. Mathematical and Statistical Techniques 1 Numerical skills 1.4 Draw informed conclusions from numerical data. 2 Statistical skills 2.1 Use appropriate measures of central tendency, spread and cumulative frequency. 2.2 Calculate percentage increase or decrease and understand the use of percentiles. 2.3 Describe relationships in bivariate data. 2.4 Identify weaknesses in selective statistical presentation of data. 3 Cartographic skills 3.2 Interpret cross sections and transects. 3.4 Describe and interpret geo-spatial data presented in a GIS framework. 4 Graphical skills 4.2 Interpret and extract information from different types of graphs. Interpret different graphs to identify patterns and trends. 4.3 Interpret population pyramids, choropleth maps and flow-line maps.

8 GCSE Geography: Conceptual Framework Fieldwork Enquiry: Rivers, Coasts and Ecosystems 3 days FSC Centres Fieldwork Enquiry: Conceptual Framework Rivers, Coasts and Ecosystems Place Sphere of Influence Cycles and flows Mitigating risk Sustainability Inequality The characteristics of coastal features in two locations. The characteristics of river features in two locations. The characteristics of ecosystems in two locations. Sphere of influence of a honeypot site and its impact. River catchment and its impact on potential flood risk. Identifying seasonal change in a local ecosystem. Comparing river flows in contrasting stages and/or over time. Coastal erosion/flood risk and management strategies. Flood risk and river management strategies. Evaluating sustainable coastal or flood management strategies. How positive and negative externalities impact on standard of living within a coastal or river catchment community. BL Blencathra P P P P P P P P P P P CH Castle Head P P P P P P P DF Dale Fort P P P P P P P P P P P FM Flatford Mill P P P P P P P P P P P JH Juniper Hall P P P P P P P P P P P MA Margam P P P P P P P P P P MT Malham Tarn P 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 P P P P PM Preston Montford P P P P P P P P RC Rhyd-y-creuau P P P P P P P P P P P SL Slapton P P P P P P P P P P P

9 GCSE Geography: Conceptual Framework Fieldwork Enquiry 3 days FSC Centres 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