AQA AS/A-Level Geography Course Options For teaching from September 2016 lies in a secluded valley at the eastern edge of Exmoor National Park. The house is a striking example of a Tudor and Georgian country mansion set within its own grounds. The Centre has excellent access to the Somerset coast as well as Exmoor National Park and The Quantocks Area of Outstanding Natural Beauty. The centre is half an hour from Taunton and the motorway network. Taunton railway station is less than 2 hours from London. Our new courses are designed to fit the criteria of the specifications for first teaching in 2016. As such they are designed to: Incorporate a number a qualitative and quantitative core geographical skills that students are required to understand. These include the use of GIS using ArcGIS software. Cover a wide range of topics from the specification and, in particular, cover the requirement of a minimum of four days fieldwork over the A-level course or two days fieldwork over the AS. This will provide the opportunity for schools to complete the required fieldwork statement. Confirming each student has undertaken two days (AS) or four days (A Level) of geographical fieldwork in relation to processes in both physical and human geography. Help to deliver a rich practical experience for students that involve: water and carbon cycles; fragile ecosystems (Sand Dunes, Salt Marsh or Moorland); coasts; changing places; and contemporary Urban Environments. We can assist with the Independent Investigations and help students to design and carry out fieldwork towards their own titles.
Course Options: The following day and half day options have been designed to help guide your programme of study whilst at. Depending on the length of stay and individual requirements of your course our experienced tutors will help tailor your programme in the months leading up to your visit. * Available as AS options. (Specification links are for A-Level) ** Evening options will need to be selected as not all can be covered within time available Day Options AM/PM 3.1.1 Water cycle Holnicote Catchment* An investigation into the hydrology and management of the Holnicote Catchment The Holnicote Multi-Objective Flood Risk Management Demonstration Project was set up in 2009 and aims to generate evidence to demonstrate how localised flood risk can be managed through integrated land management. After identifying a suitable enquiry question students will undertake research and fieldwork to investigate how the Holnicote project is trying to alter flows and stores of water within the drainage basin. Fieldwork can include: Infiltration measurements, woody dam assessments (fieldwork undertaken by National Trust), field sketches. Secondary Research: National River Flow Archive catchment maps, Holnicote catchment project data Field site(s): Stoke Combe (40 minutes transport required) Specification Links: 3.1.1.1 Water and carbon cycles as natural systems, 3.1.1.2 The water cycle, 3.1.1.3 The carbon cycle, 3.1.1.4 Water, carbon, climate and life on earth, 3.1.1.5 Quantitative and qualitative skills, 3.1.1.6 Case study of a river catchment(s) at a local scale Mann Whitney U test to compare mean infiltration rates in two different land uses Primary data analysis of infiltration rates, and woody dam assessments enabling students to begin to make conclusions that link back to their questions. Secondary research analysis of catchment maps and Holnicote catchment project data. 3.1.1 Water cycle Nettlecombe drainage basin* An investigation into the hydrology of a small catchment within the Nettlecombe Estate (Also available as half day) After identifying a suitable enquiry question students will investigate inputs, flows, stores and outputs of water within subsystems of the Nettlecombe Estate catchment. Students will learn about the concept of a water balance on a local scale, allowing students to relate this to a global scale. Fieldwork can include: Infiltration measurements, soil compaction, aspect, soil moisture (antecedent conditions), land use, discharge, throughfall Secondary Research: Long term data sets of Nettlecombe Estate rain gauge measurements and Nettlecombe Estate discharge measurements Field site(s): Nettlecombe Estate Specification Links: 3.1.1.1 Water and carbon cycles as natural systems, 3.1.1.2 The water cycle, 3.1.1.3 The carbon cycle, 3.1.1.4 Water, carbon, climate and life on earth, 3.1.1.5 Quantitative and qualitative skills, Analysis of secondary data (infiltration measurements and rain gauge measurements) to try and draw conclusions relating back to original hypothesis Graphing own data and past data using ArcGIS online.
AM/PM 3.1.1 Carbon Cycle Sequestration from trees on Nettlecombe Estate* An investigation into woodland carbon sequestration on the Nettlecombe Estate (Also available as half day) The Nettlecombe estate contains a wide variety of tree species within its 223 acres of undulating park land. Following the geographical process of enquiry, students will identify fieldwork opportunities and construct methodologies for investigating carbon sequestration in different stands of tree species within Kings Wood and Park Wood. Carbon sequestration from trees can then be put into context of students own lives by exploring the wider carbon cycle e.g. using carbon calculators to put amounts of carbon into context. Fieldwork can include: Measuring carbon content of individual trees. Secondary Research: Nettlecombe Estate management plan, the wider carbon cycle. Field site(s): Nettlecombe Estate Kings Wood (20 minute walk from centre) Specification Links: 3.1.1.1 Water and carbon cycles as natural systems, 3.1.1.2 The water cycle, 3.1.1.3 The carbon cycle, 3.1.1.4 Water, carbon, climate and life on earth, 3.1.1.5 Quantitative and qualitative skills, 3.1.1 Water and Carbon Cycles Exmoor Mires* An investigation into water and carbon cycles within the Exmoor Mires UK peat bogs are vital stores of carbon and water, however generations of peat-cutting and the creation of drainage ditches has caused the mires to dry out. This has led to the reduction in water-holding capacity of the moors and oxidation of exposed peat, releasing large quantities of carbon into the atmosphere. Following the geographical enquiry process students will investigate the water and carbon cycle at a local scale on the mires. They will also investigate the work that the Exmoor Mires Project is doing to protect water and carbon storage. Fieldwork can include: Peat probing, estimations of carbon storage in the mires, infiltration measurements, estimations of carbon flux. Secondary Research: Exmoor Mires Partnership, Field site(s): Exe Plain at Blackpitts Gate (45 mins transport required) Specification Links: 3.1.1.1 Water and carbon cycles as natural systems, 3.1.1.2 The water cycle, 3.1.1.3 The carbon cycle, 3.1.1.4 Water, carbon, climate and life on earth, 3.1.1.5 Quantitative and qualitative skills, 3.1.1.6 Case study of a river catchment(s) at a local scale 3.1.2 Coastal systems and landscapes Processes and landforms* An investigation into the West Somerset Coastline as a localised coastal system Calculations of carbon content of trees and carbon sequestration Graphing carbon content of woodland using ArcGIS online. Comparison of carbon sequestration between different tree species. Mann Whitney U test to compare differences in carbon content of trees of different species. Calculation of carbon content of areas of peat bog. Graphing carbon content from primary data with ArcGIS online Primary data analysis of carbon content, carbon flux estimations, infiltrations measurements, enabling students to begin to draw conclusions that link back to their questions. Students will visit the West Somerset coastal landscape to gain detailed knowledge of the development of the coastline. By analysis of the character of the coastline they will determine possible reasons behind the development of the landform features present and the links to system processes. Fieldwork can include: Beach profiles, sediment analysis, field sketches, annotated photographs, cliff profiles Secondary research: BGS Geology maps, FSC Nettlecombe long term beach profile data, Plymouth Coastal Observatory data Field site(s): Porlock Bay (40 mins transport required) Specification Links: 3.1.3.1 Coasts as natural systems, 3.1.3.2 Systems and processes, 3.1.3.3 Coastal landscape development, 3.1.3.4 Coastal management, 3.1.3.5 Quantitative and qualitative skills, 3.1.3.6 Case study of a coastal environment(s) at a local scale. Chi Squared, Mann Whitney U or Spearman s Rank statistical test on sediment data Academic poster using secondary data analysis (Beach profiles, sediment data, cliff profiles) enabling conclusions back to students original questions. Drawing cliff profiles or beach profiles. questions by reviewing the day
AM/PM 3.1.2 Coastal systems and landscapes Management* An investigation into the shoreline management plan at Minehead (Also available as half day) The North Devon and Somerset Coastal Advisory Group (2010) state that the touristy seaside town of Minehead is managed using a Hold the Line approach. After identifying a suitable hypothesis, students will select fieldwork techniques to investigate why Minehead is managed using this approach, the effectiveness of the management and the effect of the management on the natural coastline and the stakeholders. Fieldwork can include: Flood risk mapping, bipolar evaluations, cost benefit analysis, conflict matrix, questionnaires, field sketch, annotated photographs, beach profiles Secondary research: BGS Geology maps, Plymouth Coastal Observatory data, NDASCAG shoreline management plans, newspaper articles, Environment Agency flood risk maps. Field site(s): Minehead (20 mins transport required) Specification Links: 3.1.3.1 Coasts as natural systems, 3.1.3.2 Systems and processes, 3.1.3.3 Coastal landscape development, 3.1.3.4 Coastal management, 3.1.3.5 Quantitative and qualitative skills, 3.1.3.6 Case study of a coastal environment(s) at a local scale. 3.1.6 Ecosystems Under Stress An investigation into a sand dune OR moorland ecosystem at a local scale Braunton Burrows is a UNESCO biosphere reserve and the largest sand dune system in England. The Quantock Hills were the first designated AONB in England and home to moorland habitats which are rare in southern England. In either of these locations, following an investigation format, students will consider local factors in ecological change, the impacts of change and how they are or could potentially be managed for the benefit of the local ecosystem. Fieldwork can include: Species diversity, abiotic measurements, Impact surveys, Footpath transect, management mapping, measuring organic matter within soil. Secondary research: Biosphere reserve management plan. Field site(s): Braunton Burrows (Sand dunes 1hr 30mins transport required) or Quantock Hills (Moorland 30 mins transport required) Specification Links: 3.1.6.2 Ecosystems and processes, 3.1.6.3 Ecosystems in the British Isles over time, 3.1.6.6 Local ecosystems, 3.1.6.7 Case study of a specified ecosystem at a local scale 3.2.2 Changing Places Contrasting Place study* An investigation into characteristics of rural Exmoor villages (Also available as a half day, visiting Wheddon Cross only) Creating choropleth maps on ArcGIS online from Flood risk data Primary data analysis of bipolar evaluations, cost benefit analysis, conflict matrix, questionnaires and beach profiles, enabling students to begin to make conclusions back to original questions. Secondary research analysis of geology maps, Plymouth Coastal Observatory data, shoreline management plans, newspaper articles and environment agency flood risk maps. Primary data analysis of species diversity, impact surveys, footpath transects, management maps and organic matter enabling students to begin to make conclusions back to original questions. Chi squared or Spearman s rank statistical test on species data. A comprehensive study focused on the communities and demographics of Exmoor National Park by visiting the villages of Wheddon Cross and Exford. Students will identify questions and hypotheses and select appropriate fieldwork techniques. This day will focus on people's engagement with places, their experience of them and the qualities they ascribe to them through qualitative (and quantitative) investigative techniques and practice-related observation, measurement and various mapping skills. It is intended as an area in stark contrast to students place in which they live or study. The study will focus on peoples lived experience of place in the past and present and either changing demographics and cultural characteristics OR economic changes and social inequalities. One option will need to be selected prior to course. Fieldwork can include: Environmental quality assessment, rephotography, narratives, Qualitative data analysis of semistructured interview using coding. Quantitative data analysis of IMD values in Exmoor and elsewhere using standard deviation. GIS data presentation of quantitative data using ArcGIS online. Using students primary data to create a place profile of one of the locations visited.
walkability assessment, event survey, landscape character assessment, non-participant observations, rurality index, place mapping and many other techniques. Secondary data Census data (old and current), IMD data, Historical photographs, crime maps, historical maps, songs and poems, oral histories questions by reviewing Field site(s): Exford (45mins transport required), Wheddon Cross (35mins- transport required) Specification Links: 3.2.2.1 The nature and importance of places, 3.2.2.2 Changing places relationships, connections, meaning and representation, 3.2.2.3 Quantitative and qualitative skills, 3.2.2.4 Place studies Note. We recommend that schools use this day as a Contrasting place study to their Local place study taking advantage of s rural location within Exmoor National Park. Data collection techniques and resources can be provided if completing the local place study prior to the fieldtrip. If using the field trip for students to collect data for independent investigations it s recommended that students investigate place in either Watchet or Minehead. AM/PM 3.3.2 Contemporary urban environments* An investigation into patterns of economic and social well-being in Taunton. Not all those who live within a place experience the same level of wealth and equality. The reasons for how and why spatial patterns of economic inequality and cultural diversity vary in contrasting urban areas will be examined. Social and economic inequalities are common across all areas. They include differences in income, resources, power and status. There are two main ways to measure social inequality: inequality of conditions, and inequality of opportunities. Strategies to manage these issues will be addressed. Fieldwork can include: Perception surveys, questionnaires, housing survey, environmental quality, anti-crime score Secondary research Index of Multiple Deprivation, Census data, crime maps Field site(s): Taunton (40 mins- transport required) Specification Link: 3.2.3.3 Social and economic issues associated with urbanisation, 3.3.2.9 Case studies of two contrasting urban areas N.B 3.2.3.4 Urban climate can be incorporated into the day option fieldwork if requested. 3.3 Geography fieldwork investigation Choose an area of the specification, either physical or human, to focus for the Independent Investigation: (large groups booking may choose two or more areas for a visit to enable students a wider range of choice of areas of study. Tutors will discuss the options for NEA data collection sites when designing your program) Possible areas of the specification to choose to do your fieldwork skills on: 3.1.1 Water and carbon cycles (Nettlecombe Estate) 3.1.3 Coastal systems and landscapes (Minehead or Porlock Bay) 3.2.2 Changing places (Minehead or Watchet) Field Data Collection During this day students will work individually or within groups, as appropriate, to collect initial primary field data. They will be supported by the FSC field teachers to review data and methods of collection as well as provide guidance on health and safety, equipment and environmental issues. Students will have opportunity to: Begin data collection, reflecting on and improving the methods used. Observe and record phenomena and data variables according to their data design framework Use to GIS to analyse both primary data (Environmental quality, housing survey and anticrime score) and secondary data (Index of multiple deprivation, census data and crime maps) enabling students to begin to draw conclusions back to original questions. Evaluation of methodologies and Data Presentation Students will collate and process their data, FSC field teachers provide support with appropriate techniques and using digital technologies to create sophisticated data presentation. or Data Analysis and Secondary Data Workshop Students will begin data analysis with FSC field teachers providing small group sessions to meet individual student needs for statistical or other analysis techniques.
Demonstrate their practical knowledge and skill in handing data collection technologies and equipment Build their understanding of the concepts underlying and processes operating within the real world environment Fieldwork site(s) will be dependent on students projects and staff availability: Nettlecombe Estate, Porlock Bay (40 mins transport required), Minehead (20 mins transport required, Watchet (15 minutes) Specification Link: 3.3.1 Fieldwork requirements & 3.3.2 Investigation requirements Note; 1. It is highly recommended an afternoon and evening of planning the Individual Investigation precedes this data collection day. It may also be beneficial to have a morning of follow up to ensure students are happy with their work prior to leaving. 2. Schools who do not wish to carry out the Independent Investigation data collection whilst at Nettlecombe can include this into their 4 days of fieldwork as a mock or practice investigation so students are prepared to carry out their investigations at another time. This could be structured into an evening and half day at the end of a course.(see mini/pilot study) Half Day Options (Also see additional half day options above) Day PM (May also be adapted as AM only options) Immersive Geography* Students will use geographical enquiry to investigate as a place and the physical geography of its immediate grounds through a range of activities designed to encourage students to think like geographers. To learn how to ask questions of their environment, at differing temporal and spatial scales. This session aims to develop key skills and concepts crucial to any good geographer. Fieldwork activities Geographical orienteering. Timeline activity (temporal scales looking at key events throughout time) Asking Questions. A field sketch of questions Issue debates linking to specialised concepts Field site(s): Nettlecombe Estate Note This session may be particularly useful for the A-Level Independent Investigation as it will give students opportunity to develop ideas towards Independent Investigation titles. Or at the start of an AS course to enable students to add individuality to the fieldwork days in preparation for the AS exams. Introduction to synoptic concepts in geography Students will explore synoptic concepts within A Level geography and how they can be applied to areas of their studies and the NEA. 3.2.2 Changing Places* - The nature and importance of places (Half day lead in option to complement full fieldwork day or NEA investigation) Creswell (2008) defined place within geography as a meaningful segment of geographical space. Exploring the local coastal towns of either Minehead or Watchet, students will be introduced to the concept of place and its importance within geography through experiential Fieldwork Narratives, sound mapping, field sketching, activity mapping, rephotography, emotional mapping Secondary research: Historical and current census data, historical photographs, Fieldwork site(s): Watchet (15 minutes) or Minehead (20 minutes) Specification Link: 3.2.2.1. The nature and importance of places Introduction to qualitative data analysis Using the data collected in the afternoon students will explore ways to present and analyse their qualitative data.
3.2.2 Changing Places Contrasting Place study* An investigation into characteristics of the rural, coastal town of Watchet (Also available as a full day incorporating The nature and importance of place ) A comprehensive study focused on the communities and demographics of Watchet. Students will identify questions and hypotheses and select appropriate fieldwork techniques. This day will focus on people's engagement with places, their experience of them and the qualities they ascribe to them through qualitative (and quantitative) investigative techniques and practice-related observation, measurement and various mapping skills. It is intended as an area in stark contrast to students place in which they live or study. The study will focus on peoples lived experience of place in the past and present and either changing demographics and cultural characteristics OR economic changes and social inequalities. One option will need to be selected prior to course. Fieldwork can include: Environmental quality assessment, rephotography, narratives, walkability assessment, event survey, landscape character assessment, non-participant observations, rurality index, place mapping and many other techniques. Secondary data Census data (old and current), IMD data, Historical photographs, crime maps, historical maps, songs and poems, oral histories Field site(s): Watchet (15 minutes) Specification Links: 3.2.2.1 The nature and importance of places, 3.2.2.2 Changing places relationships, connections, meaning and representation, 3.2.2.3 Quantitative and qualitative skills, 3.2.2.4 Place studies Note. Schools can use this day as a Contrasting place study to their Local place study taking advantage of s rural location within Exmoor National Park. Data collection techniques and resources can be provided if completing the local place study prior to the fieldtrip. Watchet is also recommended case study if students are using the fieldtrip for independent investigations also. On return to centre, follow up options Qualitative data analysis of semi-structured interview using coding. Quantitative data analysis of example environmental quality data using Mann Whitney U or Standard deviation. GIS data presentation of quantitative data using ArcGIS online. Using students primary data to create a place profile of one of the locations visited. questions by reviewing PM 3.3 Planning fieldwork investigation* Students will be introduced to the Independent Investigation requirements and will be guided through the route to enquiry and the planning process. This half day and eve session will be essential for groups collecting NEA fieldwork data during their Nettlecombe Course. Choose an area of the specification, either physical or human, to focus for the independent investigation: (large groups booking may choose two or more areas for a visit to enable students a wider range of choice of areas of study. Tutors will discuss the options for NEA data collection sites when designing your program) Possible areas of the specification to choose to do your fieldwork skills on: 3.1.1 Water and carbon cycles (Nettlecombe Estate) 3.1.3 Coastal systems and landscapes (Minehead or Porlock Bay) 3.2.2 Changing places (Minehead or Watchet) Students will be given an opportunity to start planning their Independent Investigation, developing and researching their chosen area of study and data collection methods in preparation for the data collection day. If completing a practice investigation this could be incorporated into an evening session and half day data collection. Specification Links: 3.3.1 Fieldwork requirements & 3.3.2 Investigation requirements
AM -- 3.3 Follow up from geography fieldwork investigation Students will have an opportunity to start writing up the investigation including: Methodologies Data presentation (including where possible use of ArcGIS) Data analysis (including statistics) Specification Link: 3.3.1 Fieldwork requirements & 3.3.2 Investigation requirements 3.3 Geography Mini/Pilot fieldwork investigation An introduction/planning evening session will need to have been completed on previous day Students will use their final morning to collect data for a pilot or mini investigation using their own hypothesis. Choose an area of the specification, either physical or human, to focus for the Independent Investigation: (large groups booking may choose two or more areas for a visit to enable students a wider range of choice of areas of study) Possible areas of the specification to choose to do your fieldwork skills on: 3.1.1 Water and carbon cycles (Nettlecombe Estate) 3.1.3 Coastal systems and landscapes (Minehead) 3.2.2 Changing places (Minehead or Watchet) Field Data Collection During this day students will work individually or within groups, as appropriate, to collect initial primary field data. They will be supported by the FSC field teachers to review data and methods of collection as well as provide guidance on health and safety, equipment and environmental issues. Students will have opportunity to: Begin data collection, reflecting on and improving the methods used. Observe and record phenomena and data variables according to their data design framework Demonstrate their practical knowledge and skill in handing data collection technologies and equipment Build their understanding of the concepts underlying and processes operating within the real world environment Multiple fieldwork sites possible: Nettlecombe Estate, Minehead (20mins transport required) Specification Link: 3.3.1 Fieldwork requirements & 3.3.2 Investigation requirements EVE 3.4 Introduction to Geography fieldwork exam for AS (Recommended as a first eve activity for AS courses). Students will be introduced to the requirements for fieldwork in the AS exam. This will contextualize the fieldwork days during the course and give students an opportunity to add individuality to the fieldwork days. Specification Links: 3.4, 3.5 3.3 Planning fieldwork mini/pilot investigation Students will be given an opportunity to plan their mock Independent Investigation, developing and researching titles and data collection methods in preparation for a half day of practice data collection.specification Link: 3.3.1 Fieldwork requirements & 3.3.2 Investigation requirements
What is included in the fee? Up to 10 hours of tuition a day Expert tuition, from fully trained staff Full board accommodation. Catering includes cooked breakfast, packed lunch, homemade cakes and evening meal. Use of facilities including workrooms, recreational space, ICT and centre grounds Established health and safety procedures and 24 hour emergency cover Access to specialist equipment and resources Support before and following the course Tuition is delivered by talented teachers, with not only an expert knowledge of their subject and field work locations, but a passion for the subject being taught. Our education team are fully DBS checked, and undergo a regular and rigorous training process. All tutors have received training in first aid, risk assessment and water safety. Course options listed in this booklet can be selected to put together a programme designed to meet the requirements of your specification. However, if you need something that is not catered for in the field work investigations, please contact us to discuss possible alternatives. External Recognition of Quality 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 Email us at: enquiries.nc@field-studies-council.org