GCSE Geography OCR B People and Society 3 days In-depth coverage of fieldwork within a human environment, enabling students to get the grades they want within section B of the paper 2 exam: Human Geography Fieldwork. Focus on Challenges for Cities or Changing UK Economy to provide students with the in-depth geographical understanding needed for the paper 2 exam: People and Society. 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.
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: Life in a City Outline of the Course Allocation of wellies/waterproofs. Students will visit an urban area local to the Centre to connect with their new surroundings and explore the geographical investigation process while focusing on life in a city. A GIS will be used to explore and help explain the differences and spatial variations within the area. Geographical Skills: Life in a City 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 human fieldwork investigation. 2 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. 3 Challenges and Opportunities for Cities Students will focus on changes within UK society and its development. The fieldwork will use the six investigation stages as a framework to explore the complexities of urban change and sustainable cities. 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 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
Geographical Investigative Process: 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 also be examined. 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? Explore the ways of life in the city, such as culture, ethnicity, housing, leisure and consumption. 2d - Geographical Skills including Fieldwork 9. Geographical skills 9.1.1 Select and construct maps, using appropriate scales and annotations, to present information. 9.1.6 Describe, interpret and analyse geo-spatial data presented in a GIS framework. 9.2.3 Extract, interpret, analyse and evaluate information. 9.3. Numerical and statistical skills 9.3.5 Calculate and understand percentages (increase and decrease) and percentiles. 9.3.6 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. 9.4. Formulating enquiry and argument 9.4.1 Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams. 9.4.2 Analyse written articles from a variety of sources for understanding, interpretation and recognition of bias.
Geographical Skills: Life in a City 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 what life is like for people living in the locality. 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 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? (a) 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. 2d - Geographical Skills including Fieldwork 9. Geographical skills 9.1.1 Select and construct maps, using appropriate scales and annotations, to present information. 9.1.6 Describe, interpret and analyse geo-spatial data presented in a GIS framework. 9.2.1 Select and construct appropriate graphs and charts, using appropriate scales and annotations to present information. 9.2.2 Effectively present and communicate data through graphs and charts. 9.2.3 Extract, interpret, analyse and evaluate information. 9.3. Numerical and statistical skills 9.3.4 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. 9.3.7 Interpret tables of data. 9.3.9 Sketch trend lines through scatter plots. 9.3.13 Draw and justify conclusions from numerical and statistical data.
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 9. Geographical skills 9.1.1 Select and construct maps, using appropriate scales and annotations, to present information. 9.1.3 Use and understand coordinates, scale and distance. 9.1.5 Use and understand gradient, contour and spot height (on OS and other isoline maps). 9.1.6 Describe, interpret and analyse geo-spatial data presented in a GIS framework. 9.2.3 Extract, interpret, analyse and evaluate information. 9.3. Numerical and statistical skills 9.3.5 Calculate and understand percentages (increase and decrease) and percentiles. 9.3.6 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. 9.3.7 Interpret tables of data. 9.4. Formulating enquiry and argument 9.4.1 Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.
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 9. Geographical skills 9.1.1 Select and construct maps, using appropriate scales and annotations, to present information. 9.1.3 Use and understand coordinates, scale and distance. 9.1.5 Use and understand gradient, contour and spot height (on OS and other isoline maps). 9.1.6 Describe, interpret and analyse geo-spatial data presented in a GIS framework. 9.2.3 Extract, interpret, analyse and evaluate information. 9.3. Numerical and statistical skills 9.3.5 Calculate and understand percentages (increase and decrease) and percentiles. 9.3.6 Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. 9.3.7 Interpret tables of data. 9.4. Formulating enquiry and argument 9.4.1 Deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures and diagrams.
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
Challenges and Opportunities for 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. 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. 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.
FSC Centres Centres that offer this course Life in a City Challenges for Cities Changing UK Economy Challenges and Opportunities for Cities BL Blencathra P P P CH Castle Head P DF Dale Fort P FM Flatford Mill P P P JH Juniper Hall P P P MA Margam P P P P MT Malham Tarn P P P P NC Nettlecombe P P P P OR Orielton P PM Preston Montford P P P P RC Rhyd-y-creuau P P P SL Slapton P P P P To book this course, simply: Choose the time of the year you would like to attend 1. Pick the Centre(s) of interest 2. Check availability online, contact head office to check availability across multiple Centres or contact the Centre(s) of your choice directly To book this course the minimum size of your group must be 12 students and one member of staff. Head Office contact details: Tel: 01743 852100 Email: enquiries@field-studies-council.org