GCSE Geography AQA Physical Landscapes in the UK 3 days In-depth coverage of fieldwork within a physical environment, required for 3.3.2 Section B: Fieldwork, enabling students to get the grades they want within the Paper 3 exam: Geographical Applications. Choice of geographical enquiries to focus on including Coastal Landforms and Management, River Landscapes and Glacial Landscapes to provide students with the in-depth geographical understanding needed for the Paper 1 exam: Living with the Physical Environment. 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. Fieldwork Data: Selecting, Measuring and Recording Outline of the Course Allocation of wellies/waterproofs. Students will explore a physical landscape, measuring and recording field data, to develop an understanding of the processes and landforms that form this environment. They will have an opportunity to connect with their new surroundings and be introduced to the geographical enquiry process. The focus will be on the wide variety of ways of selecting, measuring and recording data appropriate to a physical landscape, to enable students to extend their familiarity with fieldwork methods. Questions for Geographical Enquiry Building on the afternoon s session, students will now look at the factors that need to be considered when selecting suitable enquiry questions in physical landscapes, enabling them to widen their experience of the geographical enquiry process. 2 Physical Landscapes in the UK Students will visit one of the UK s most inspiring fieldwork examples of a physical landscape. 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. Students will be enthused and develop confidence in exploring new surroundings. Fieldwork Data Students will process and present their data and start to understand it within the context of the study location and global setting, deepening their knowledge of the physical landscape. Choose one from the below geographical enquiries: Coastal Landforms and Management River Landscapes River Flooding Glacial Landscapes UK Ecosystems 3 Reaching Conclusions and Evaluation Students will complete their geographical enquiry by reaching conclusions and evaluating their data, methods and conclusions. This will prepare them for exam questions based on their individual fieldwork. 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. During the course students will have the opportunity to build their knowledge of specific examples from the specification. Coastal management scheme, showing reasons for management and the resulting effects and conflicts. Coastal landforms of erosion and deposition. River valley landforms of erosion and deposition. Flood management scheme, showing why the scheme was required and the management strategy used. Upland area affected by glaciation identifying the major landforms. Upland area affected by glaciation to show the attractions for tourists. 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 fieldwork 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. 1. Suitable question for geographical enquiry 2. Selecting, measuring and recording data appropriate to the chosen enquiry 3. Selecting appropriate ways of processing and presenting fieldwork data 4. Describing, analysing and explaining fieldwork data 5. Reaching conclusions 6. Evaluation of geographical enquiry
Fieldwork Data: Selecting, Measuring and Recording This session will set the scene for the course, offering an opportunity for the students to be inspired by their new surroundings and to explore the process of geographical enquiry in a self-directed way. Students will gain a sense of place through a number of first-hand learning experiences in the local environment that will raise their curiosity and connect them to the landscape and enquiry topic. With structured support they will have the opportunity to develop a small scale enquiry, allowing them to explore elements of the geographical enquiry process. The six strands of the enquiry will be used as a scaffold to support students in exploring this process and will provide them with a clear narrative that offers a connection and motivation through the whole course. Students will devise a suitable question for their enquiry considering a range of factors including the underpinning geography, their connection to the topic, and the wellbeing of themselves, others and the environment. They will be introduced to the two assessment aspects of the enquiry process: 1. Questions based on the use of fieldwork from an unfamiliar context. 2. Questions based on the students individual enquiry work. Students will be introduced to a selection of different sampling methods in a variety of contexts, building their understanding of how these determine the data collection methods and the limitations of the data collected. A range of data recording and measuring techniques will also be covered, including how to justify the data collection methods chosen. Processing, presenting and analysing the data will form the latter half of the session; these skills will be built on in the Fieldwork Data session further on in the course. 3.3 Geographical applications 3.3.2 Section B: Fieldwork Ordnace Survey maps: Use and understand coordinates four and six-figure grid references, latitude and longitude. Ordnace Survey maps: Use and understand scale, distance and direction measure straight and curved line distances. Ordnace Survey maps: Using a variety of scales. Ordnace Survey maps: Use and understand gradient, contour and spot height. Ordnace Survey maps: Numerical and statistical information. Ordnace Survey maps: Draw inferences about the physical and human landscape by interpretation of map evidence, including patterns of relief, drainage, settlement, communication and land-use. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Maps in association with photographs: Photographs: Use and interpret ground, aerial and satellite photographs. Maps in association with photographs: Label and annotate diagrams, maps, graphs, sketches and photographs. Select and construct appropriate graphs and charts to present data, using appropriate scales. Suggest an appropriate form of graphical representation for the data provided. Complete a variety of graphs and maps choropleth, isoline, dot maps, desire lines, proportional symbols and flow lines. Interpret and extract information from different types of graphs and chart. Draw informed conclusions from numerical data. Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class). Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate trends. Be able to identify weaknesses in selective statistical presentation of data. Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. Write descriptively, analytically and critically. Develop an extended written argument. Draw well-evidenced and informed conclusions about geographical questions and issues.
Questions for Geographical Enquiry During this session students will delve deeper into the geographical enquiry process and think about the factors that need to be considered when selecting suitable questions for fieldwork enquiries. Students will consider the geography underpinning their chosen study option for the following day, exploring the secondary data that will support the enquiry. Students may: Identify possible questions based on secondary sources of information. Use maps to recognise and describe distributions and patterns of both human and physical features. Draw sketch maps of the field study location and describe the human and physical landscape features based on secondary data and map evidence. Build an appreciation of the potential risks during fieldwork and how these might be managed. Design fieldwork data collection sheets. 3.3 Geographical applications 3.3.2 Section B: Fieldwork Atlas maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Use and interpret OS maps at a range of scales, including 1:50,000 and 1:25,000 and other maps appropriate to the topic. Ordnace Survey maps: Use and understand coordinates four and six-figure grid references, latitude and longitude. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Maps in association with photographs: Photographs: Use and interpret ground, aerial and satellite photographs. Maps in association with photographs: Describe human and physical landscapes (landforms, natural vegetation, land-use and settlement) and geographical phenomena from photographs. Suggest an appropriate form of graphical representation for the data provided. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Draw informed conclusions from numerical data. Be able to identify weaknesses in selective statistical presentation of data. Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. Identify questions and sequences of enquiry.
Physical Landscapes in the UK: Coastal Landforms and Management Maintaining balance requires giving and taking Students will visit an accessible, interesting and dynamic part of the UK coastline and have the opportunity to explore first-hand a coastal environment undergoing changes in physical landforms. They will gain an understanding of the interactions between people and their environment by critically examining the distinctive landforms that result from a range of physical and human factors operating within the coastal landscape and global system. This investigation focuses on the characteristics and management of a coastal location, including an examination of the geology and relief of the coastline, together with collecting data on the beach sediment and profiles. Changes to the coastline will be considered in relation to the impacts of climate change, making connections with other areas of study and life. Students will put this into the local context using the local shoreline management plan and a range of primary fieldwork methods to consider how the threat of coastal erosion has been mitigated or reduced, therefore developing and extending their competence in a range of geographical skills. They will also consider the choice of management strategy deployed at the location as well as the costs and benefits of such approaches. Students will 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. Students will use a variety of numerical and cartographic skills including utilising geo-spatial data within ArcGIS Online. 3.1 Living with the physical environment 3.1.1 Section A: The challenge of natural hazards 3.1.1.5 Climate change Managing climate change requires both mitigation and adaptation. 3.1.3 Section B: Physical landscapes in the UK 3.1.3.2 Coastal landscapes in the UK The coast is shaped by a number of physical processes. Distinctive coastal landforms are the result of rock type, structure and physical processes. Different management strategies can be used to protect coastlines from the effects of physical processes. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of coastal landscapes. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Select and construct appropriate graphs and charts to present data, using appropriate scales, for example beach profiles and bar graphs. Plot information on graphs when axes and scales are provided. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Draw informed conclusions from numerical data. Describe relationships in bivariate data: make predictions, interpolate and extrapolate trends of beach profiles along a stretch of coastline. Be able to identify weaknesses in selective statistical presentation of data. Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example aerial photographs and satellite imagery. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Develop an extended written argument. Draw well-evidenced and informed conclusions about geographical questions and issues. 3.4.7 Literacy This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the physical environment.
Physical Landscapes in the UK: River Landscapes Water flows through all life, bringing change and balance This enquiry takes place within a local river catchment with students being introduced to the environmental, cultural and human context of this physical environment. They will apply their background knowledge to the interpretation of a real world river catchment, developing and extending their knowledge of UK locations and building their confidence in thinking like a geographer. Students will focus on one part of a river catchment and investigate its major landforms within the context of processes operating within a landscape system. They will study the changing shape of a river valley with its progression downstream, collecting primary data on its cross profile. This will allow them to critically reflect on the role of different fluvial and landscape processes in forming a river landscape. The long profile of the river will be analysed using ArcGIS and will be related to the characteristics and formation of the erosional and depositional landforms. 3.1 Living with the physical environment 3.1.3 Section C: Physical landscapes in the UK 3.1.3.3 River landscapes in the UK The shape of river valleys change as rivers flow downstream. Distinctive fluvial landforms result from different physical processes. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of two of the following landscapes coastlines, fluvial and glacial landscapes. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Maps in association with photographs: Sketch Maps: Draw, label, understand and interpret. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Draw informed conclusions from numerical data. Use appropriate measures of central tendency, spread and cumulative frequency e.g. median, mean mode and modal class on bedload data. Calculate percentage increase or decrease in variables between sample sites. Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit. Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example fieldwork data cross-sections, drainage basin geology maps, climate data. Photographical related maps: sketch maps - draw, label, understand and interpret. Identify questions and sequences of enquiry. Draw well-evidenced and informed conclusions about geographical questions and issues. 3.4.7 Literacy This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the Physical Environment.
Physical Landscapes in the UK: River Flooding Small changes can have big impacts Students will visit one of the UK s highest flood risk areas, which has seen extensive flooding in recent years. They will explore the impacts of this flood event on the people and infrastructure of the area, questioning how and why the flooding happened and the responses to the event as it happened and in the months afterwards. They will apply their knowledge of the enquiry process to a flood hazard event, considering both the physical aspects of the drainage basin system and how human factors, including climate change, can increased the flood risk. A series of storm simulation experiments will be used to show the relationship between precipitation and discharge, enabling students to build their knowledge of how river landscapes respond to flood events and can be managed on a landscape scale. A case study will be built up of a flood management scheme showing why the scheme was required, what measures have been implemented and the social, economic and environmental issues involved. Cartographic, graphical, numerical and statistical skills may include: Understanding and correctly using proportion and ratio, magnitude and frequency e.g. 1:100 flood maps. Describe and interpret geo-spatial data in a GIS framework e.g. flood risk areas Extract, interpret, analyse and evaluate information e.g. rainfall, climate and hydrographs 3.1 Living with the physical environment 3.1.3 Section C: Physical landscapes in the UK 3.1.3.3 River landscapes in the UK Different management strategies can be used to protect river landscapes from the effects of flooding. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: describe the physical features as they are shown on large-scale maps of two of the following landscapes coastlines, fluvial and glacial landscapes. Ordnace Survey maps: draw inferences about the physical and human landscape by interpretation of map evidence, including patterns of relief, drainage, settlement, communication and land-use. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. Understand and correctly use magnitude and frequency in relation to flood risk areas. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Draw informed conclusions from numerical data. Understand and correctly identify flood frequency, flood return period. Make predictions, interpolate and extrapolate trends in data. Use appropriate measures of central tendency, spread and cumulative frequency e.g. median, mean mode and modal class on questionnaire results. Use GIS to locate areas vulnerable to flooding. Use GIS to investigate how precipitation, geology, relief and land-use lead to increased flood risk. Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example fieldwork data flood risk maps, drainage basin geology maps, climate data. Identify questions and sequences of enquiry. Draw well-evidenced and informed conclusions about geographical questions and issues. Develop an extended written argument. Write descriptively, analytically and critically. 3.4.7 Literacy This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the physical environment.
Physical Landscapes in the UK: Glacial Landscapes This time we share with the past and the future By visiting one of the most spectacular post-glacial landscapes in the UK students will explore first-hand the impact ice has had on the landscape, and the implications for the economy and population. They will gain a sense of the timescales and climatic changes involved, and will observe and measure the relic landforms created by erosional and depositional processes, understanding the interplay between large scale natural cycles. Focus will be on landscape features such as corries, arêtes, and terminal moraines, as well as exploring the attractions and impacts of tourism. Through direct observation combined with OS maps and satellite imagery, students will gain knowledge of a number of glaciated environment landforms, including the processes that led to their formation. This will enable them to contextualise their place more fully within the glacial landscape. A range of different fieldwork approaches will be introduced enabling students to build their confidence in both qualitative and quantitative approaches as well as developing skills to select the appropriate technique to collect relevant data and information. Students may focus on: Corrie surveys: Investigations into the orientation, altitude, size, slope of back wall together with the influence of rock type and faulting on feature morphology. Drumlin surveys: Investigations into the size, shape, distribution, orientation and composition of the drumlins. Deposits surveys: Investigation into glacial and fluvioglaical deposits, focusing on size, orientation, shape and roundness of deposits. Orientation of glacial deposits may be used to deduce ice flow direction. An investigation into different economic activities and tourism management strategies can be used to reduce land use conflicts. This will be supported by the use of GIS, to enable contextualisation of the investigation. 3.1 Living with the physical environment 3.1.3 Section C: Physical landscapes in the UK 3.1.3.4 Glacial landscapes in the UK Ice is a powerful force in shaping the land. Distinctive glacial landforms result from different physical processes. Glacial landscapes provide opportunities for different economic activities, and management strategies can be used to reduce land-use conflicts. Atlas maps: recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Infer human activity from map evidence, including tourism. Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of two of the following landscapes coastlines, fluvial and glacial landscapes. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Ordnace Survey maps: Identify major relief features on maps and relate cross-sectional drawings to relief features. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. Plot information on graphs when axes and scales are provided. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Understand and correctly use proportion and ratio, magnitude and frequency. Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate data trends. Be able to identify weaknesses in selective statistical presentation of data. Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example aerial photographs and satellite imagery. Ientify questions and sequences of enquiry. Write descriptively, analytically and critically. Develop an extended written argument. Draw well-evidenced and informed conclusions about geographical questions and issue. 3.4.7 Literacy This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the physical environment.
Physical Landscapes in the UK: UK Ecosystems The sun powers us all Students will spend the day investigating an outstanding example of a small scale UK ecosystem and explore the concept of inter-relationships within a natural system. They will build up an understanding of producers, consumers, decomposers and nutrient cycling and how changing one component of this system can affect the others. The nature and structure of the ecosystem will be explored using vegetation, soil and secondary information about local management strategies. Ecosystems studied may include: Woodlands Sand dunes Saltmarshes Rocky shore Uplands Freshwater Students will study a range of people-environment interactions, such as how a new development might impact on a local ecosystem or how management strategies can be used to conserve and protect the biodiversity of the area. Students will also contextualise their study within the seasonal changes and predicted climate change scenarios, making geographical links between their local ecosystem and large scale global ecosystems (biomes). 3.1 Living with the physical environment 3.1.2 Section B: The living world 3.1.2.1 Ecosystems Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. Atlas maps: Recognise and describe distributions and patterns of both human and physical features. Ordnace Survey maps: Interpret cross sections and transects of physical and human landscapes. Select and construct appropriate graphs and charts to present data, using appropriate scales e.g. bar charts, scattergraphs. Demonstrate an understanding of number, area and scales and the quantitative relationships between units. Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability. Use appropriate measures of central tendency, spread and cumulative frequency e.g. median, mean mode and modal class on bedload data. Use of qualitative and quantitative data from both primary and secondary sources including GIS to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example belt transects, percentage cover of plants, soil texture and compaction. Write descriptively, analytically and critically. Draw well-evidenced and informed conclusions about geographical questions and issues. 3.4.7 Literacy This enquiry will help students develop a range of specialist and technical terminology associated with the topic under investigation. This will support not only learning linked to fieldwork, but also develop written skills and competencies useful for unit 3.1. Living with the Physical Environment.
Fieldwork Data This session will focus on strand 3 of the geographical enquiry; selecting appropriate ways of processing and presenting fieldwork data. Students will be supported by the FSC ICT facilities, to collate and process the field data from the day s enquiry. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. Students may focus on: Exploring a range of visual, graphical and cartographic presenting methods. Selecting and constructing appropriate graphs. Presenting geo-spatial data in a GIS framework. Identifying and describing the appropriate presentation methods. Explaining why the particular presentation methods were chosen. Drawing sketches from photographs. Labelling and annotating diagrams, maps, graphs, sketches and photographs. 3.3 Geographical applications 3.3.2 Section B: Fieldwork Maps in association with photographs: Label and annotate diagrams, maps, graphs, sketches and photographs. : Select and construct appropriate graphs and charts to present data, using appropriate scales line charts, bar charts, pie charts, pictograms, histograms with equal class intervals, divided bar, scattergraphs, and population pyramids. Suggest an appropriate form of graphical representation for the data provided. Complete a variety of graphs and maps choropleth, isoline, dot maps, desire lines, proportional symbols and flow lines. Plot information on graphs when axes and scales are provided. Interpret population pyramids, choropleth maps, flow-line maps.
Reaching Conclusions and Evaluation Working collaboratively students will explore their findings and begin to debate the possible conclusions supported by the data. The geographical enquiry strands 4, 5 and 6 will provide students with a framework in which to: Describe, analyse and explain the results of the fieldwork data. Use appropriate statistical techniques. Identify anomalies in the data sets. Understand how to draw evidenced conclusions. Identify problems of data collection and limitations of the data. Suggest other data that might be useful. Consider the extent to which the conclusions are reliable. 3.3 Geographical applications 3.3.2 Section B: Fieldwork Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class). Calculate percentage increase or decrease and understand the use of percentiles. Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate trends. Be able to identify weaknesses in selective statistical presentation of data. Identify questions and sequences of enquiry. Write descriptively, analytically and critically. Develop an extended written argument. Draw well-evidenced and informed conclusions about geographical questions and issues.
FSC Centres Centres that offer this course Coastal Landforms and Management River Landscapes River Flooding Glacial Landscapes UK Ecosystems BL Blencathra P P P P P CH Castle Head P P P P P DF Dale Fort P P P P FM Flatford Mill P P P JH Juniper Hall P P P P MA Margam P P P P P MT Malham Tarn P P P P NC Nettlecombe P P P P OR Orielton P P P P PM Preston Montford P P P P RC Rhyd-y-creuau P P 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