offers two stunning locations: Orielton and Dale Fort Field Centres Met the needs of the students and their exam spec very well. Really impressed with the use of ipads to collect and present data. Use of GIS excellent which engaged and challenged students. Karen Thompson, Nailsea School If you want to enhance your Geography examination results, this is the place to visit but more importantly if you want to enhance your students attitude towards Geography, a visit to Orielton is a must. John Nanson, Moreton Hall School Met the demands of the new specification, especially the various qualitative and quantitative data collection and statistical tests. Kate Perna, Brynteg School, Orielton and Dale Fort Field Centres Tel: 01646 623920 E-mail: enquiries.pb@field-studies-council.org www.field-studies-council.org/centres/dalefort.aspx Registered Charity No. 313364
Section A: Changing Landscapes 1.1 Coastal Landscapes Managing Coastal Systems Students will explore the varying landscape of Pembrokeshire s coastline to develop an understanding of the coastal system (1.1.1). Using a variety of secondary research sources, they will consider the factors affecting coastal processes and landforms (1.1.4) before embarking on quantitative and qualitative fieldwork data on coastal processes, geological structures, landforms and management. Saundersfoot Bay or St Brides Bay Fieldwork can include: Annotated maps and photos to represent the coastal system Assessing depositional coastal landforms through beach profiling and sediment analysis. (1.1.6) GIS analysis of the severity of the Environment Agency s 1 in 100 year flood event GIS mapping and analysis of the sea defences along the stretch of coastline, including Hudson s equation Discussion will be facilitated to assess both the positive and negative impacts of coastal processes on human activity (1.1.9) and allow an in-depth Case Study of strategies used to manage the impacts of coastal processes on human activity (1.1.9) The evening will provide time to analyse and present field data, including the use of statistical skills and geospatial technology., Orielton and Dale Fort Field Centres
Section A: Changing Landscapes 1.1 Coastal Landscapes Coastal Processes and Landscape Using the backdrop of the Stackpole Estate, a listed, designed landscape and internationally important nature reserve, students will explore a stretch of coastline to develop an understanding of the distinctive coastal landforms and landscape systems (1.1.3). They will Consider the factors affecting coastal processes, including fetch, wave type, lithology and structural geology. (1.1.4) Stackpole Estate Along the coastal cliff-top walk, students will: Create annotated maps and photographs to represent the coastal system Observe first hand the erosional processes responsible for erosional landforms. (1.1.5) Assess erosional features through cliff surveys (1.1.5) Use apps to interpret the Geology of the area Carry out qualitative assessment of the environment as a system including inputs, outputs, flows and stores Observe the influence of sea level change on coasts across a variety of timescales, including relict features, and consider the future of this site(1.1.8) The evening will provide time to analyse and present field data, including the use of statistical skills and geospatial technology., Orielton and Dale Fort Field Centres
Section A: Changing Places Investigating Place Investigating what makes the characteristics of this place and the factors that have shaped it, students can uncover past and present flows and connections (2.1.1). Using a wealth of secondary sources (statistics, diaries, photographs, videos, art, sculptures, stories) students will explore different forms of representation including the formal and popular. (2.1.2) Students will be encouraged to be critical of these formal and popular representations of place by questioning how different people perceive places differently, and understand that meaning is subjective to engagement and attachment with a place. (2.1.2) Contrasting location within Wales Tenby Students will then develop their own sense of place and use a range of techniques across contrasting areas, with strong emphasis placed on innovative qualitative techniques including: Emotional Mapping Sound/Smell Mapping Mapping connections and flows Interviews, questionnaires and non-participant observations Using GIS to map Environment Quality Assessment Students will be encouraged to participate fully in the area, conversing with locals, buying local produce etc. The evening will provide an opportunity for students to reflect on their discovery of this new place and to map how their view of the place has changed. Formal analysis can be achieved through GIS and statistical analysis, reinforcing their discovery of this place as a contrasting Welsh location., Orielton and Dale Fort Field Centres
Section A: Changing Places Economic Change Investigating the changing economy of Milford Haven begins by using a variety of secondary sources (employment statistics, economic sectors, newspaper articles, WIMD, GINI coefficient) to consider external forces and factors affecting the town and applying models such as the Clark-Fisher model to this place (2.1.3). By visiting different areas of Milford Haven students will collect evidence of social inequality resulting from loss of traditional industries, and consider what could influence social inequality and its impact on local people (2.1.4). Milford Haven provides an ideal Case Study due to its boom and bust industries, resilient people yet uncertain future. The fieldwork location would act as your contrasting Welsh location. Milford Haven Fieldwork will be quantitative and qualitative including: Using GIS to map Environment Quality Assessment Using GIS to map housing type and structure Interviews, questionnaires and non-participant observation Service analysis Narratives from PATCH (Pembrokeshire Action To Combat Hardship) Students will be encouraged to participate fully in the area, conversing with locals, buying local produce etc. The evening will provide an opportunity for students to reflect on their discovery of this place and to map how their view of the place has changed. Formal analysis can be achieved through GIS and statistical analysis on the diverse areas in Milford Haven., Orielton and Dale Fort Field Centres
Section A: Changing Places Rebranding Places Students will begin by looking at the need for Haverfordwest to diversify its economy. Using primary and secondary techniques to develop their understanding of formal and popular representations of place, and the re-imaging and regenerating by local groups and external agencies (2.1.7, 2.1.2), students will understand the place profile and assess first-hand the success of rebranding and the consequences for local people (2.1.8). Haverfordwest: County town in a rural area. Fieldwork will include Using GIS to map Environment Quality Assessment Emotional Mapping Sound/Smell Mapping Interviews, questionnaires and non-participant observations Mapping and assessing placemaking aids and tools. (Arts based regeneration in Haverfordwest) Photo and Video evidence of regeneration, including change over time. Students will be encouraged to participate fully in the area, conversing with locals, buying local produce etc. The evening will provide an opportunity for students to reflect on their discovery of this new place, to map how their view of the place has changed and to consider the players involved Formal analysis can be achieved through GIS and statistical analysis., Orielton and Dale Fort Field Centres
Section A: Global Systems 3.1 Water and Carbon Cycles Afon Syfynwy Water Focus Students will use a systems approach to explore the drainage basin to investigate the inputs, outputs, stores and flows within the system, and how the system has changed over space and time (3.1.1). Fieldwork will be combined with on-site investigations and secondary data sources to collect quantitative and qualitative data on: The topography, geology, meteorological and soil characteristics of an area (3.1.3) Calculating discharge of the Afon Syfynwy, a tributary flowing into a series of reservoirs and out into the Milford Haven estuary (3.1.2) GIS analysis of catchment land-use and spatial change within the drainage basin Primary simulation data on evaporation, surface run off, infiltration and interception will be combined with land-use change to consider the impacts of temporal change (3.1.2, 3.1.4) The evening will give the students an opportunity to analyse and present the data collected from the investigation, including mass balance equations, statistical techniques, storm hydrographs and geospatial technologies (3.1.3)., Orielton and Dale Fort Field Centres
Section A: Global Systems 3.1 Water and Carbon Cycles Carbon Focus Posing the question Does the Orielton Estate or Dale Peninsula act as a net atmospheric carbon sink or source?, students will use a systems approach to begin to explore the carbon cycle, the carbon stores present at the location and to consider the flows between stores and the feedback loops acting on them (3.1.6, 3.1.10). Orielton Estate or Dale Peninsula Half Day Fieldwork will be combined with on-site investigations and secondary data sources to collect quantitative and qualitative data to highlight different land uses and then quantify their carbon contribution. Fieldwork will include GIS mapping of different land uses around the estate or peninsula Collecting primary data to calculate carbon sequestration in the woodlands, grasslands and ponds, including decomposition and photosynthesis (3.1.6) Assessing soil characteristics within the area, including calculations of organic carbon stored in soil samples Students will be encouraged to consider our inter-relationship with the carbon cycle, and water cycle and how it is impacted by a changing climate. They will also consider the wider implications of human activities in Pembrokeshire on the carbon cycle, and Pembrokeshire s role in safeguarding energy security (3.1.9)., Orielton and Dale Fort Field Centres
Section B: Contemporary Themes in Geography 4.2 Ecosystems Using one of Pembrokeshire s Sites of Special Scientific Interest (SSSI), students will develop an understanding of ecosystem concepts including energy flow and nutrient cycling (4.2.2). Students will explore the value of the ecosystem along with the environmental and human threats to biodiversity (4.2.1, 4.2.3). Primary and secondary data will be collected and analysed including: Geospatial GIS mapping of diversity across the ecosystem showing successional change in plant communities (4.2.5) The Gann saltmarsh and estuary or Freshwater West and Broomhill Burrows sand dune system Environmental conditions across the ecosystem including soil, topography, moisture and climatic factors (4.2.5) Qualitative assessment of the environment as a system including inputs, outputs, flows and stores (4.2.2) An assessment of the impacts of humans on the ecosystem and any actions to mitigate impacts, including conservation (4.2.4) The fieldwork and secondary data will result in an in-depth study of an ecosystem at a local scale, demonstrating physical factors and the resulting subclimax/plagioclimax present (4.2.5). The evening will provide time to analyse and present field data, including the use of statistical skills and geospatial technology., Orielton and Dale Fort Field Centres
Unit 5: Independent Investigation Students will be introduced to the wide variety of stunning locations available to them for study. Through immersive activities and exploration, students will be encouraged to identify issues or problems, be creative, hypothesise and make links with existing geographical knowledge to develop an individual investigation title. With support and guidance students will develop an aim, sampling strategy and methodology before collecting primary data for their investigation at their chosen fieldwork location. Students will have time to access a variety of appropriate secondary sources. Support from experienced staff will enable students to make sense of their data and query their evidence, reflecting critically on their chosen topic of investigation. Several fieldwork locations will be available and will be chosen to offer students a wide range of possible investigations At least one full day is needed; two days gives greater scope for data collection and fuller comparisons of locations to be made., Orielton and Dale Fort Field Centres