A Level Geography Coursework: Edexcel Independent ... · Independent Investigation ... enquiry will help them answer their title. In ... possible ideas for geographical research questions

A Level GeographyEdexcel

Coursework: Independent Investigation

5 days

• CompletethefourdaysfieldworkrequiredforAlevelIndependentInvestigation.

• ThisisforstudentswhohavenotdonetheASfieldwork(andthereforewillneedtocompletefourdays)ORwhowouldliketimetobecomefamiliarwiththelocationandsurroundingareabeforeindependentlydecidingontheirindividualinvestigation.

• Thiscourseoffersinvestigationsonarangeofareaswithinthespecification,notjusttheASthemes.

• EnablesstudentstodevelopandundertaketheirIndependentInvestigationworth20%oftheAlevelmarks.

A Level Geography: Coursework: Independent Investigation 5 daysExample Course Timetable

Please visit http://www.field-studies-council.org/outdoorclassroom/

For alternative courses

DAY MORNING AFTERNOON EVENING

1 ArriveMidday

Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area.

OutlineoftheCourse

Allocation of wellies/waterproofs.

IntroductiontotheFieldworkNEA

Students will visit a local field site which will provide the backdrop to explore how to ask geographical questions, design sampling strategies and build research proposals. This session will also set the scene for the rest of the course, as students are introduced to an outline of the stages of an investigation and mark scheme, including the expectations relating to independence and teacher guidance.

ResearchWorkshop

During this workshop students will be introduced to a wide range of potential secondary data sources and information. They will explore how secondary research can be used to justify a research aim, question or hypothesis. In addition students will be given the opportunity to explore online and hard copy resources containing primary data collection and sampling techniques.

2 FieldworkEnvironment(1)

During this session students will visit a selection of local contrasting physical environments and explore the possible fieldwork locations and themes that could arise. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.

DataPresentationWorkshop

Focusing on GIS as well as traditional presentation methods students will be introduced to a selection of possible methods that they may wish to incorporate within their research project.

StatisticsWorkshop

During this evening session, students will be introduced to a selection of possible statistical techniques and explore how these can be useful in a research project.

3 FieldworkEnvironment(2)

Building on yesterday’s introduction, students will visit a selection of different environments, focusing more on a human theme. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.

IndependentTitlesandSecondaryResearch

During this evening session, students will independently finalise the draft titles of their investigation. Teachers will have the opportunity to confirm that students’ titles have the potential to meet the assessment criteria and provide any general guidance necessary. Students will develop their justification and contextualisation of how their enquiry will help them answer their title. In addition, using FSC databases and research facilities, students will independently select any secondary data sources they may require.

4 MethodologyandSamplingPlanning

During this session students will plan and select their methodologies and sampling strategies, collaborating in groups if needed, to plan how they will collect the primary field data they need.

PrimaryDataCollection

Students will spend the day in their chosen location collecting the data they require, they may work individually or in groups, supervised by FSC and school staff.

PrimaryDataCollation

During this evening session students will ensure that they have a personal set of the data required for their project, to ensure that they can move on the presentation stage of the investigation independently. Supporting ICT and GIS packages will be available for students to use if needed.

5 IndependentDataPresentationandSecondaryResearch

During this session, students will work independently on the next aspect of their research project. Some students will want to continue with some secondary or primary research, while others may want to start to present their data. FSC staff will provide technical support on the research databases, GIS and ICT that students may need to use.

DepartatMidday

A final farewell from FSC staff as the students depart at midday.

Pleasenote: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at Centres.

A Level Geography: Coursework: Independent Investigation 5 daysIntroduction to the Fieldwork NEA



Learning OpportunitiesStudents will visit a local field site which will provide the backdrop to explore how to ask geographical questions, design sampling strategies and build research proposals. This session will also set the scene for the rest of the course, as students are introduced to an outline of the stages of an investigation and mark scheme, including the expectations relating to independence and teacher guidance.

Students will be introduced to the fieldwork skills section of the specification through a hands-on local field trip. They will explore the enquiry process through-out its stages. Students will work through a focused local investigation to review and revise the fieldwork skills needed to develop their own later in the course. This session will be designed around the expertise of the students, their progression from AS or GCSE and any particular needs of the group, to ensure that they are ready to progress effectively through-out the rest of the field course.

Students will:• Considerarangeofpossibleenquiryquestionsand/orhypotheses.• Collectaselectionofdatatobuildabroadfamiliarisationwiththeenvironment.• Beintroducedtowiderangeofprofessionalfieldsurveyingequipment,includingdigitaltechnologies.

A Level Geography: Coursework: Independent Investigation 5 daysResearch Workshop



Learning OpportunitiesDuring this workshop students will be introduced to a wide range of potential secondary data sources and information. They will explore how secondary research can be used to justify a research aim, question or hypothesis. In addition students will be given the opportunity to explore online and hard copy resources containing primary data collection and sampling techniques.

In this workshop, students will begin to consider what literature research is and how to conduct research that defines and contextualises an investigation. FSC field teachers will support and assist students to begin to undertake their own individual literature research relating to the possible location and area of study chosen for the independent investigation, this will help them begin to identify aims, questions and/or hypotheses within a broad context.

They may also:• Contextualisetheareaofstudywithinthecontextofthewidergeographicalthinking.• Developcriticalopinionsoftheareaofstudyandlocation,basedonresearch.• Identifysecondarydatasourceswhichmaydeveloptherobustnessoftheindividualinvestigation.• Identifygapsinunderstandingrelatingtothelocationorareaofstudy.• Interpretinformation,explainingtherelevanceofdifferentsourcesofinformation.• Starttodevelopargumentsandsynthesisofcurrentinformation.

A Level Geography: Coursework: Independent Investigation 5 daysFieldwork Environment (1)



Learning OpportunitiesDuring this session students will visit a selection of local contrasting physical environments and explore the possible fieldwork locations and themes that could arise. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.

Popular areas of study include specification links:

Areaofstudy1:DynamicLandscapes

Topic2:LandscapeSystems,ProcessesandChangeOption 2A: Glaciated Landscapes and ChangeEnquiryquestion1:Howhasclimatechangeinfluencedtheformationofglaciatedlandscapesovertime?2A.3 Periglacial processes produce distinctive landscapes. Enquiryquestion2:Whatprocessesoperatewithinglaciersystems?2A.6 The glacier landform system.Enquiryquestion3:Howdoglacialprocessescontributetotheformationofglaciallandformsandlandscapes?2A.7 Glacial erosion creates distinctive landforms and contributes to glaciated landscapes.2A.8 Glacial deposition creates distinctive landforms and contributes to glaciated landscapes.2A.9 Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes.Enquiryquestion4:Howareglaciatedlandscapesusedandmanagedtoday?2A.10 Glacial and periglacial landscapes have intrinsic cultural, economic and environmental value.2A.11 There are threats facing fragile active and relict glaciated upland landscapes.

Option 2B: Coastal Landscapes and ChangeEnquiryquestion1:Whyarecoastallandscapesdifferentandwhatprocessescausethesedifferences?2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.2B.2 Geological structure influences the development of coastal landscapes at a variety of scales.2B.3 Rates of coastal recession and stability depend on lithology and other factors.Enquiryquestion2:Howdocharacteristiccoastallandformscontributetocoastallandscapes?2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.2B.5 Sediment transport and deposition create distinctive landforms and contribute to coastal landscapes.2B.6 Subaerial processes of mass movement and weathering influence coastal landforms and contribute to coastal landscapes.Enquiryquestion3:Howdocoastalerosionandsealevelchangealterthephysicalcharacteristicsofcoastlinesandincreaserisks?2B.8 Rapid coastal retreat causes threats to people at the coast.2B.9 Coastal flooding is a significant and increasing risk for some coastlines.Enquiryquestion4:Howcancoastlinesbemanagedtomeettheneedsofallplayers?2B.10 Increasing risks of coastal recession and coastal flooding have serious consequences for affected communities.2B.11 There are different approaches to managing the risks associated with coastal recession and flooding.2B.12 Coastlines are now increasingly managed by holistic integrated coastal zone management (ICZM).

Areaofstudy3:PhysicalSystemsandSustainability

Topic5:TheWaterCycleandWaterInsecurityEnquiryquestion1:Whataretheprocessesoperatingwithinthehydrologicalcyclefromglobaltolocalscale?5.2 The drainage basin is an open system within the global hydrological cycle.5.3 The hydrological cycle influences water budgets and river systems at a local scale.Enquiryquestion2:Whatfactorsinfluencethehydrologicalsystemovershort-andlong-termtimescales?5.4 Deficits within the hydrological cycle result from physical processes but can have significant impacts.5.5 Surpluses within the hydrological cycle can lead to flooding, with significant impacts for people. 5.6 Climate change may have significant impacts on the hydrological cycle globally and locally.

Topic6:TheCarbonCycleandEnergySecurityEnquiryquestion1:Howdoesthecarboncycleoperatetomaintainplanetaryhealth?6.1 Most global carbon is locked in terrestrial stores as part of the long-term geological cycle.6.2 Biological processes sequester carbon on land and in the oceans on shorter timescales.6.3 A balanced carbon cycle is important in sustaining other earth systems but is increasingly altered by human activities.Enquiryquestion2:Whataretheconsequencesforpeopleandtheenvironmentofourincreasingdemandforenergy?6.6 There are alternatives to fossil fuels but each has costs and benefits.Enquiryquestion3:Howarethecarbonandwatercycleslinkedtotheglobalclimatesystem?6.7 Biological carbon cycles and the water cycle are threatened by human activity.6.8 There are implications for human wellbeing from the degradation of the water and carbon cycles.6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales.

A Level Geography: Coursework: Independent Investigation 5 daysData Presentation Workshop



Learning OpportunitiesFocusing on GIS as well as traditional presentation methods students will be introduced to a selection of possible methods that they may wish to incorporate within their research project.

In this session students will be introduced to a range of data presentation and building on the day’s fieldwork. FSC field tutors will develop students’ original presentation ideas and enhance these in light of their acquired location and data knowledge.

Students may:• Reviewknowndatapresentationtechniquesandresearchothers.• Identifywhichdatacanbeappropriatelypresentedinbasicandsimpleways.• Identifywhichdatasetswouldbemoreappropriatelycombinedorpresentedmoresophisticatedly.• Usedigitaltechnologiestopresentandstarttoset-uprepresentationsforfurtheranalysis.

A Level Geography: Coursework: Independent Investigation 5 daysStatistics Workshop



Learning OpportunitiesDuring this evening session, students will be introduced to a selection of possible statistical techniques and explore how these can be useful in a research project.

FSC teaching staff will run workshops on statistical analysis or significance testing, linking to the field sites visited during the day and provide students with FSC past data sets and model non-numerical analysis techniques.

Students will:• Starttounderstandhowtodevelopconclusionslinkedtotheiraimsandquestions.• Buildideasabouthowresearchingmoresecondarydatacanprovidedepthtotheconclusions.• ExtendtheirgeographicalunderstandingbyusingFSCresearchanddatafacilities.• Starttounderstandhowtoevaluatethesuccessoftheinvestigation,lookingatthereliabilityofthedatasourcesandcollectionmethods.• PresentandanalysedigitaldatausingGeographicalInformationSystems(GIS).

A Level Geography: Coursework: Independent Investigation 5 daysFieldwork Environment (2)



Learning OpportunitiesBuilding on yesterday’s introduction, students will visit a selection of different environments, focusing more on a human theme. Students will be introduced to a range of possible fieldwork methods and data collection techniques and will discuss possible ideas for geographical research questions. Students will also discuss what makes a ‘good’ or valuable primary data and develop their understanding of how to select a fieldwork technique.

Popular areas of study include specification links:

Areaofstudy2:DynamicPlaces

Topic4:ShapingPlacesOption 4A: Regenerating Places Enquiryquestion1:Howandwhydoplacesvary?Anin-depthstudyofthelocalplaceinwhichyouliveorstudyandonecontrastingplace4A.1 Economies can be classified in different ways and vary from place to place.4A.2 Places have changed their function and characteristics over time.4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places.Enquiryquestion2:Whymightregenerationbeneeded?4A.4 Economic and social inequalities changes people’s perceptions of an area.4A.5 There are significant variations in the lived experience of place and engagement with them.4A.6 There is a range of ways to evaluate the need for regeneration.Enquiryquestion3:Howisregenerationmanaged?4A.7UKgovernmentpolicydecisionsplayakeyroleinregeneration.4A.8 Local government policies aim to represent areas as being attractive for inward investment.4A.9 Rebranding attempts to represent areas as being more attractive by changing public perception of them.Enquiryquestion4:Howsuccessfulisregeneration?4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental.4A.11 Different urban stakeholders have different criteria for judging the success of urban regeneration.4A.12 Different rural stakeholders have different criteria for judging the success of rural regeneration.

Option 4B: Diverse Places Enquiryquestion2:Howdodifferentpeopleviewdiverselivingspaces?4B.4Urbanplacesareseendifferentlybydifferentgroupsbecauseoftheirlivedexperienceofplacesandtheirperceptionofthoseplaces.4B.5 Rural places are seen differently by different groups because of their lived experience of places and their perception of those places.4B.6 There is a range of ways to evaluate how people view their living spaces.Enquiryquestion4:Howsuccessfullyareculturalanddemographicissuesmanaged?4B.10 The management of cultural and demographic issues can be measured using a range of techniques.4B.11 Different urban stakeholders have different criteria for assessing the success of managing change in diverse urban communities.4B.12 Different rural stakeholders have different criteria for assessing the success of managing change in diverse rural communities.

A Level Geography: Coursework: Independent Investigation 5 daysIndependent Titles and Secondary Research



Learning OpportunitiesDuring this evening session, students will independently finalise the draft titles of their investigation. Teachers will have the opportunity to confirm that student’s titles have the potential to meet the assessment criteria and provide any general guidance necessary. Students will develop their justification and contextualisation of how their enquiry will help them answer their title. In addition, using FSC data bases and research facilities, students will independently select any secondary data sources they may require.

In this session students will develop and design their own independent investigation. They will define their aim, questions and/or hypotheses relating to a section of the specification content and begin to explore the relevant research literature which gives the context for the investigation.

During this session they will also:• Sketchoutaninvestigationplantoaddressthegeographicalaimsoftheinvestigation.• Definethegeographicaltopicorissuewhichunderpinstheinvestigation.• Refinetheirknowledgeandrepresentationoftheresearchlocationusinggeo-spatialtechniques.

A Level Geography: Coursework: Independent Investigation 5 daysMethodology and Sampling Planning



Learning OpportunitiesDuring this session students will plan and select their methodologies and sampling strategies, collaborating in groups if needed, to plan how they will collect the primary field data they need.

Students will:• Developadatadesignframework,consistingofsamplingstrategy,frequency,rangeandlocationchoiceofprimaryfielddata.• Planforappropriatedatapresentationandstatisticaltechniques.• Developjustificationsfortheirproposedqualitativeandquantitativedatamethodologies,includingunderstandingofanyappropriateethic and social-political dimensions.• Prepareanyfieldworkequipmentneededincludingdigitaltechnologies.

A Level Geography: Coursework: Independent Investigation 5 daysPrimary Data Collection



Learning OpportunitiesStudents will spend the day in their chosen location collecting the data they require, they may work individually or in groups, supervised by FSC and school staff.

During this day students will work individually or within groups, as appropriate, to collect initial primary field data.

Students will have opportunity to:• Observeandrecordphenomenaanddatavariablesaccordingtotheirdatadesignframework.• Demonstratetheirpracticalknowledgeandskillinhandingdatacollectiontechnologiesandequipment.• Buildtheirunderstandingoftheconceptsunderlyingandprocessesoperatingwithintherealworldenvironment.

A Level Geography: Coursework: Independent Investigation 5 daysPrimary Data Collation



Learning OpportunitiesDuring this evening session students will ensure that they have a personal set of the data required for their project, to ensure that they can move on the presentation stage of the investigation independently. Supporting ICT and GIS packages will be available for students to use if needed.

Students will have the opportunity to ensure they have a full set of the data they require for their study. They will use FSC databases to search for location specific background data to support their study as well as external secondary data sets.

A Level Geography: Coursework: Independent Investigation 5 daysIndependent Data Presentation and Secondary Research



Learning OpportunitiesDuring this session, students will work independently on the next aspect of their research project. Some students will want to continue with some secondary research, while others may want to start to present their data. FSC staff will provide technical support on the research databases, GIS and ICT that students may need to use.

In this final session of the course, students will be supported to start their data analysis.

Students will:• Starttodevelopanddrawconclusionslinkedtotheiraimsandquestions.• Researchmoresecondarydata,toprovidedepthtotheconclusions.• ExtendtheirgeographicalunderstandingbyusingFSCresearchanddatafacilities.• Produceextendedwritinglinkingaspectsoftheinvestigationintoareportstructure.• Starttoevaluatethesuccessoftheinvestigation,lookingatthereliabilityofthedatasourcesandcollectionmethods.• PresentandanalysedigitaldatausingGeographicalInformationSystems(GIS).

A Level Geography: Coursework: Independent Investigation 5 daysFSC Centres



Centres that offer this course

Coa

stal

Lan

dsca

pes

Gla

ciat

ed L

ands

cape

s

Reg

ener

atin

g Pl

aces

Div

erse

Pla

ces

Wat

er a

nd C

arbo

n C

ycle

s

BL Blencathra 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 P

JH Juniper Hall P P P P

MA Margam P P P P P

MT Malham Tarn P 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 Please contact us for more information about specific topics and their availability at Centres.

To book this course, simply: Choose the time of the year you would like to attend1. Pick the Centre(s) of interest2. 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.

HeadOfficecontactdetails:Tel: 01743 852100 Email: [email protected]

Documents

A Level Geography Coursework: Edexcel Independent ... · Independent Investigation ... enquiry will help them answer their title. In ... possible ideas for geographical research questions