GCSE Geography Edexcel A The Changing Physical Landscapes of the UK 3 days In-depth coverage of fieldwork within a physical environment, required for Topic 7: Geographical Investigations - Fieldwork, enabling students to get the grades they want within Paper 3, Section A: Geographical Investigations Physical Environments. Focus on Coastal Landscapes or River Landscapes to provide students with the in-depth geographical understanding needed the Paper 1 exam: 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. Geographical Enquiry Process: Design and Equipment Outline of the Course Allocation of wellies/waterproofs. In this comprehensive introductory session students will have an opportunity to connect with their new surroundings and explore the geographical enquiry process in the field. They will consider the design of a physical environment fieldwork investigation, focusing on the sampling procedures, data collection methods and the development of recording sheets. Geographical Enquiry Process: Pre-Fieldwork Planning Students will start to plan their fieldwork in a physical environment. Focussing on a river or coastal environment, they will identify questions, contextualise the fieldwork and design their fieldwork methodology. 2 Changing Landscapes Students will visit one of the UK s most inspiring fieldwork examples of a river or coastal 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. Choose one from the below geographical enquiries: Coastal Landscapes Investigation of coastal processes through landscape evidence. River Landscapes Investigation of change in a river channel. Data Processing and Presentation Students will use ICT to process and present their data, describing their findings and explaining possible reasons and links. They will start to understand their data within the context of the study location and global context, deepening their understanding of the physical landscape. 3 Analysis, Conclusions and Critical Reflection Students will complete their geographical investigation by drawing on evidence and produce reasoned chains of arguments to reaching conclusions. They will reflect critically on their data and methods, considering how they might apply these techniques to other fieldwork contexts. This will help prepare students for exam questions based on their 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. 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 Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these. 2 Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement. 3 Processing and presenting fieldwork data in various ways including maps, GIS, graphs and diagrams (hand drawn and computer-generated). 4 Analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories. 5 Drawing evidenced conclusions and summaries from fieldwork transcripts and data. 6 Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.
Geographical Enquiry Process: Design and Equipment 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 first-hand learning experiences in either a river, coastal or glaciated 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. This learning will then be used to provide a narrative owned by the students that connects all elements of the course. Through this scaffolded process students will identify possible fieldwork opportunities and identify questions suitable for the investigation, considering secondary background information and their own ideas and models. 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. The latter part of the session will enable students to be introduced to various ways to process and present their data. Choose from: 1A: Coastal landscapes and processes 1B: River landscapes and processes 1C: Glaciated upland landscapes and processes Atlas and map skills Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Draw, label, annotate, understand and interpret sketch maps. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Identify questions or issues for investigation, develop a hypothesis and/or key questions. Consider appropriate sampling procedures (systematic vs random vs stratified) and sample size. Consider health and safety and undertake risk assessment. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Cartographic skills Use and understand gradient, contour and spot height on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts). Use and understand coordinates, scale and distance.
Geographical Enquiry Process: Pre-Fieldwork Planning During this session students will delve deeper into the geographical enquiry process and develop their understanding of the pre-fieldwork and planning phase. Looking forward to the Physical Landscapes fieldwork tomorrow, an exploration of a geology map or the Environment Agency flood risk map will provide the basis to contextualise and set the scene for this enquiry. Simple GIS will be used to present and visualise the data, on a variety of map scales. Students will: Consider possible fieldwork opportunities presented by the physical landscape. Suggest and research relevant background information using FSC secondary database and ICT facilities. Discuss and develop hypothesis and/or key questions. Identify and explain sampling procedure and sample size. Consider health and safety and undertake risk assessments. Start to develop their understanding of the implications of river/coastal processes for people living in the surrounding area. Topic 7: Geographical Investigations - Fieldwork 7A: Investigating Physical Environments Task: River landscapes Investigation of change in a river channel. Task: Coastal landscapes Investigation of coastal processes through landscape evidence. Atlas and map skills Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Draw, label, annotate, understand and interpret sketch maps. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Identify questions or issues for investigation, develop a hypothesis and/or key questions. Consider appropriate sampling procedures (systematic vs random vs stratified) and sample size. Consider health and safety and undertake risk assessment. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Cartographic skills Use and understand gradient, contour and spot height on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts). Describe and interpret geo-spatial data presented in a GIS framework (e.g. analysis of flood hazard using the interactive maps on the Environment Agency website). Numerical skills Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.
Changing Landscapes - Coastal Landscapes Students will visit an accessible, interesting and dynamic coastal landscape and have the opportunity to explore first-hand a coastal environment undergoing change. The investigation will focus on 7A: Investigating Physical Landscapes and relate to the coastal landscape task Investigation of coastal processes through landscape evidence. This fieldwork will also make clear synoptic links with Topic 2: Weather Hazards and Climate Change. Students will concentrate on contrasting stretches of the coastline, investigating the major coastal landforms in the context of the processes operating within this landscape system. Students explorations of coastal landscapes as complex natural systems will be guided through using the idea that maintaining balance requires giving and taking. This idea can also help link their coastal learning experience to aspects of their lives, global systems, and to other learning contexts. They will use a range of quantitative and qualitative methods including: beach sediment (size and shape) and beach profile, supported by field sketches and photographs. Secondary information will be used including extracts of the local shoreline management plan (SMP), a BGS geology map as well as other students fieldwork data from different times of the year. This will allow them to critically reflect on the role of different coastal processes and management linked to their fieldwork. ArcGIS Online will be used to contextualise and analyse information, and this will be related to the characteristics and formation of the erosional and depositional landforms which link to the theoretical aspects of Topic 1. Topic 1: The Changing Landscapes of the UK 1.2 A number of physical and human processes work together to create distinct UK landscapes 1.3 A variety of physical process interact to shape coastal landscape 1.4 Coastal erosion and deposition create distinctive landforms within the coastal landscape 1.5 Human activities can lead to changes in coastal landscapes which affect people and the environment 1.6 Distinctive coastal landscapes are the outcome of the interaction between physical and human processes Topic 2: Weather Hazards and Climate Change 2.3 Global climate is now changing as a result of human activity Atlas and map skills Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Draw, label, annotate, understand and interpret sketch maps. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Identify questions or issues for investigation, develop a hypothesis and/or key questions. Consider appropriate sampling procedures (systematic vs random vs stratified) and sample size. Consider health and safety and undertake risk assessment. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Cartographic skills Use and understand gradient, contour and spot height on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts). Use and understand coordinates, scale and distance. Describe and interpret geo-spatial data presented in a GIS framework (e.g. analysis of flood hazard using the interactive maps on the Environment Agency website). : Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols). Numerical skills Demonstrate an understanding of number, area and scale 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.
Changing Landscapes - River Landscapes This enquiry takes place within a local river system, with students exploring the variety of physical processes that interact in this physical landscape. They will apply their background knowledge to the interpretation of this real world river landscape, developing and extending their knowledge of how river landscapes are the outcomes of the interaction between physical and human processes. The investigation will focus on 7A: Investigating Physical Landscapes and relate to the river landscape task Investigation of change in a river channel. Students will focus on change along a river channel and investigate its major landforms within the context of the processes operating within this landscape system. Students explorations of river landscapes as complex natural systems will be guided through using the idea that water flows through all life, bringing change and balance. This idea can also help link their river learning experience to aspects of their lives, global systems and to other learning contexts. They will use a range of quantitative and qualitative methods including: gradient, cross-section and calculation of discharge, supported by field sketches and photographs. Secondary information will be used including discharge data from the National Rivers Flow Archive, local climate data and the rivers regime/fieldwork data from different times of the year. This will allow them to critically reflect on the role of different fluvial processes linked to their fieldwork. ArcGIS Online will be used to contextualise and analyse information, and this will be related to the characteristics and formation of the erosional and depositional landforms which link to the theoretical aspects of Topic 1. Topic 1: The Changing Landscapes of the UK 1.2 A number of physical and human processes work together to create distinct UK landscapes 1.7 A variety of physical processes interact to form the River landscape 1.8 Erosion and deposition interacting with geology create distinctive landforms in river landscapes 1.9 Human activities can lead to changes in river landscapes which affect people and the environment 1.10 Distinctive river landscapes are the outcome of the interaction between physical and human processes Atlas and map skills Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Draw, label, annotate, understand and interpret sketch maps. Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes. Identify questions or issues for investigation, develop a hypothesis and/or key questions. Consider appropriate sampling procedures (systematic vs random vs stratified) and sample size. Consider health and safety and undertake risk assessment. Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation. Cartographic skills Use and understand gradient, contour and spot height on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts). Interpret cross sections and transects. : Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols). Numerical skills Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.
Data Processing and Presentation This session will focus on the processing and presentation section of the enquiry process. 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. They will focus on: Processing both primary and secondary data including using tally charts, calculation of means and percentages. Using simple GIS to present the data in map forms. Constructing simple and more complex graphs as appropriate. Selecting and drawing methods to present qualitative data. Students will be guided through a range of graphical and cartographical techniques, allowing them to build confidence in the use of different and more complex techniques. They will apply appropriate techniques to their fieldwork data, while being introduced to techniques which often appear as data response questions in exams. Topic 7: Geographical Investigations - Fieldwork 7A: Investigating physical landscapes Label, annotate and interpret different diagrams, maps, graphs, sketches and photographs. Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way. : Select and construct appropriate graphs and charts to present data, using appropriate scales and including bar charts, pie charts, pictograms, line charts, histograms with equal class intervals. Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols). Statistical skills Use appropriate measures of central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class).
Analysis, Conclusion and Critical Reflection Working collaboratively students will explore their findings and begin to debate the possible conclusions supported by the data. As individuals, students will explain possible reasons behind their data sets, forming arguments to support their conclusions, using evidence from primary and secondary field data. 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. The final part of this session will focus on the critical reflection of the enquiry needed to situate the study and knowledge gained within the wider geographical context. Students will: Reflect on the accuracy and reliability of the primary and secondary data. Consider the extent to which the conclusions are reliable. Identify ways to improve the results. Extension of the fieldwork methodologies to other investigations. Topic 7: Geographical Investigations - Fieldwork 7A: Investigating physical landscapes Write descriptively, analytically and critically about findings. Develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issue. : Select and construct appropriate graphs and charts to present data, using appropriate scales and including bar charts, pie charts, pictograms, line charts, histograms with equal class intervals. Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols). Numerical skills Draw informed conclusions from numerical data. Statistical skills 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.
FSC Centres Centres that offer this course Coastal Landscapes River Landscapes BL Blencathra P P CH Castle Head P P DF Dale Fort P P FM Flatford Mill P P JH Juniper Hall P P MA Margam P P MT Malham Tarn P NC Nettlecombe P P OR Orielton P P PM Preston Montford P RC Rhyd-y-creuau P P SL Slapton 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