GCSE Geography Fieldwork and Adventure - Field … discuss solutions and have time to reflect and learn ... Design fieldwork data collection sheets and collect data with an ... Fieldwork

GCSE GeographyAQA

Fieldwork and Adventure

5 days

• CompletefieldworkwithinbothahumanandaphysicalenvironmenttofullyprepareforSectionBofthePaper3exam:GeographicalSkills.

• Achoiceofhumanandphysicaltopicstoprovidestudentswiththein-depthgeographicalunderstandingneededforthePaper1exam:LivingintheUKToday.

• Enjoyachoiceofadventurousoutdooractivitiesandteambuildinggamestoofferstudentsanexcitingstarttostudyinggeographyfieldwork.

• Developthegeographical,mathematicalandstatisticalskillswhichareintegratedwithinallareasofassessmentinarealworldsituationwithcontextualiseddatastudentshavecollectedthemselves.

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

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GCSE Geography: Fieldwork and Adventure 5 daysExample Course Timetable

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.

AdventureSession

This action-packed session will energize students ready for their field course, providing an opportunity to get active, work together and have some fun. Exciting adventure activities and challenges will stimulate and motivate students, build teams and friendships, and offer a thrilling and exhilarating start to studying geography fieldwork.

Choose one from:

• Team Challenges

• Low Ropes

AdventureSession

The evening session follows on from this afternoon’s introduction to adventure. Students will complete and collaborate in some exciting trail finding activities, building those spatial and map based skills in a fun way.

Choose one from:

• Orienteering • Geocaching

2 PhysicalLandscapesintheUK

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.

Choose one from the below geographical enquiries:

• Coastal Landforms and Management • River Landscapes, including an example of a river valley to identify its major landforms.• Glacial Landscapes, including an example of an upland area affected by glaciation.• UK Ecosystems, including an example of a small scale UK ecosystem.• River Flooding, including an example of a flood management scheme.

GeographicalEnquiryProcess:Sections3,4,5and6Students will process and present their data and start to understand it within the context of the study location and global setting. This will deepen their understanding of the physical landscape and prepare them for the fieldwork exam.

3 AdventureSession

This adventure session offers an inspiring real world geography experience, by immersing students within a physical landscape. Lakes, rivers, coasts and mountains offer the setting for students to scramble, climb and canoe, getting up close and personal with the physical processes that form our landscape, providing a different perspective to motivate and engage students.

Choose two from:

• Canoeing• Ghyll Scrambling• Trekking• Coasteering• Climbing• Wilderness Bushcraft• Active Conservation

AdventureSession:HiddenWorlds

This evening session offers an exploration of the natural environment and a chance for students to explore active wildlife habitats. Activities could include surveying small mammals, detecting bats, monitoring moths and dissecting owl pellets.

4 ChallengesinaHumanEnvironment

Students will be immersed in a diverse and dynamic urban environment. FSC field teachers will bring the rich complexities of the human environment into focus, engaging students’ curiosity and revealing towns and cities to be the diverse and interconnected systems that they are.

Choose one from the below geographical enquiries:• Urban Challenges• Urban Planning and Regeneration• Urban Transport and Sustainability• Urban Sustainable Living

GeographicalEnquiryProcess:Sections3,4,5and6Students will complete the enquiry process, placing their field data into a social, economic and environmental context and exploring the interplay between these elements at a local and global scale. This will deepen their understanding of the human environment and prepare them for the fieldwork exam.

5 AdventureSession

See day 3 description but choose one session.

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.

GCSE Geography: Fieldwork and Adventure 5 daysAdventure Session Day 1



Learning Opportunities

AFTERNOONSESSION

TeamChallenges

This session combines physical activity and mental challenge, students will need to work together to solve a series of challenges and games. Students will consider problems, discuss solutions and have time to reflect and learn from their mistakes. Skills for collaborative working, benefit students further study and will include:

• Giving and receiving feedback.

• Expanding on ideas of other individuals.

• Listening to and acknowledging others feelings, ideas and opinions.

• Supporting group decisions.

LowRopes

This session offers students the opportunity to challenge themselves on a purpose built Low Ropes obstacle course. They will need to work together to solve the progressively more difficult challenges such as balance beams, rope bridges and scrambling nets.

EVENINGSESSION

Orienteering

This session will introduce to or develop students skills needed for the sport of orienteering. Students will develop by learning individually and as a group to navigate from point to point in unfamiliar terrain, using natural features as well as technology assisted mapping. Maps, compass, aerial photographs and GPS can be used to engage students ability to spatiality explore the natural environment, increasing their awareness and understanding of landscape features and processes.

Geocaching

This session is a real world treasure hunt. Using a range of GPS navigation aids, students will have to crack geographical clues and solve spatial problems to find hidden containers full of treasure. Working together students will use maps and GPS, with their geographical knowledge to discover the local landscape and find the geocache. There are over 2 million geocaches around the world and students will be introduced to the sport of geocaching and how to get involved in their local area.

GCSE Geography: Fieldwork and Adventure 5 daysPhysical Landscapes in the UK: Coastal Landforms and Management



Learning OpportunitiesStudents 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 land-forms 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.

Specification Links3.1Livingwiththephysicalenvironment

3.1.3 Section C: 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.

3.4Geographicalskills

3.4.1 Cartographic skills

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.

3.4.2 Graphical skills

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.

Interpret and extract information from different types of graphs and charts.

3.4.3 Numerical skills

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.

3.4.4 Statistical skills

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.

3.4.5 Use of qualitative and quantitative 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.

3.4.6 Formulate enquiry and argument

Identify questions and sequences of enquiry.

Write descriptively, analytically and critically.

Communicate their ideas effectively.

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.

‘Maintaining balance requires giving and taking’

GCSE Geography: Fieldwork and Adventure 5 daysPhysical Landscapes in the UK: River Landscapes



‘Water flows through all life, bringing change and balance’

Learning OpportunitiesThis enquiry takes place within a local small-scale 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.



3.1.3.3 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: 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.






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.





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.

GCSE Geography: Fieldwork and Adventure 5 daysPhysical Landscapes in the UK: Glacial Landscapes



Learning OpportunitiesBy 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.



3.1.3.4 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: 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: 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, for example rose diagrams and bar charts.

Plot information on graphs when axes and scales are provided.





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 trends.



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.







3.4.7 Literacy


GCSE Geography: Fieldwork and Adventure 5 daysPhysical Landscapes in the UK: UK Ecosystems



Learning OpportunitiesStudents 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).


3.1.2 Section B: The living world

3.1.2.1 Ecosystems

Ecosystems exist at a range of scales and involve the interaction between living and non-living 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 – line charts, bar charts, scattergraphs.




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 (median, mean, range, quartiles and inter-quartile range, mode and modal class).


Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example belt transects, percentage cover of plants, soil texture and compaction.





3.4.7 Literacy


‘The sun powers us all’

GCSE Geography: Fieldwork and Adventure 5 daysPhysical Landscapes in the UK: River Flooding



Learning OpportunitiesStudents 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.



3.1.3.3 River landscapes in the UK

Different management strategies can be used to protect river landscapes from the effects of flooding.




Ordnace Survey maps: Describe the physical features as they are shown on large-scale maps of a fluvial 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. choropleth maps, bar charts, scattergraphs.



Understand and correctly use magnitude and frequency in relation to flood risk areas.



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 to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example fieldwork data flood risk maps, drainage basin geology maps, climate data.

Photographical related maps: sketch maps - draw, label, understand and interpret.







3.4.7 Literacy


GCSE Geography: Fieldwork and Adventure 5 daysAdventure Session (Day 3 and 5)



Learning Opportunities

DAYTIMESESSION

Canoeing

Students will experience the exciting, adventurous and maybe the competitive sport of canoeing. Using open canoes, which seat 2 or 3 people or individual kayaks, students will complete a short journey and a series of games and activities on a local river or lake. A range of skills will be introduced in basic boat handling and strokes, balance and navigation.

GhyllScrambling

This exhilarating session will find students immersed in a dramatic river gorge, working their way upstream, scrambling over river features, traversing rock faces and climbing up waterfalls. Students will experience the processes that form river features in an active, personal and direct way, by helping each other down natural rock chutes, plunging into pools and floating through gorges.

Trekking

During this session students will be immersed in a natural hilly landscape, navigating and exploring their way through stunning and beautiful countryside. A range of skills will be introduced including navigation, route choices and safe movement over a range of terrain. This is a great opportunity for students to discover how the geology, history and weather combine to form the scenery around them.

Coasteering

This session will introduce students to exploring and scrambling around the intertidal zone, climbing over rocky coastal obstacles and boulders. They will experience a range of wet and wild challenges, jumping and plunging into rock pools, clambering along rocky shelves and exploring this unique landscape. There will be active first-hand opportunities to discover the processes that form this coastal environment and make such exciting and dynamic scenery.

Climbing

Students will experience the combination of physical and mental challenge on beginner friendly crags and outcrops. They will build skills in balance, judgement and dexterity, as they tackle increasingly stimulating problems and routes. FSC tutors will work together with students to select climbs to suit students’ abilities and ambitions, building basic skills in bouldering, simple ropework and belaying.

WildernessBushcraft

This session is about the skills needed to thrive in a natural environment. Students could focus on fire-making, tracking, shelter building or making useful items from natural materials. They could learn to:

• Light a fire without matches, using flint and steel strikers or the more traditional methods of a bow drill.

• Heighten their senses and develop their tracking skills.

• Design and build a natural shelter.

• Whittle or weave useful objects from natural materials.

ActiveConservation

This session will introduce students to the native flora and fauna of the British Isles and the challenges that it faces. Hands-on activities such as, bird-box building, coppicing, insect habitat enhancement provide a focus for a series of explorations into the skills needed to look after the countryside. Students will have the opportunity to survey local species either from a pond or woodland and discover the ways in which professional environmental scientists monitor and record wildlife.

EVENINGSESSION

HiddenWorlds

This evening session will introduce students to some of the exciting spatial and temporal natural history monitoring that professional environment scientists use to enhance our knowledge of the real world. Using digital technologies such as GIS students will complete an active investigation of selected native species and start to understand how spatial data is used in to inform decision making.

Learning OpportunitiesStudents will visit one thriving but challenged UK urban area and investigate the contemporary problems and opportunities of urban change, which might affect them now and in the future. This study will give a local context to the global challenges of rapid population growth and urbanisation. Embedded digital and GIS technology will assist students’ engagement as they combine secondary geodemographic data with their own qualitative observations of social, economic and environmental issues. Consideration of stakeholder views, through interviews and questionnaires, will provide the context for students to develop a deeper understanding of the complexity of multiple challenges and opportunities and begin to make connections to their own lives and localities.

Using primary fieldwork data on housing, recreation and transport, students will use their geographical skills to analyse map evidence, geospatial information and numerical data, and to investigate how the physical space and infrastructure of an urban area influences people’s quality of life and equality of opportunity. Students will develop their understanding of the process of geographical enquiry by considering a range of possible enquiry questions in social, economic and environmental situations, relating these to both the local environment and the underpinning geography. Different sampling methods will be introduced to ensure the students have a wide experience of how and when each method could be applied in a human environment. This comprehensive experience will aid them in attempting unseen material in Paper 3: Geographical Applications.

Specification Links3.2Challengesinthehumanenvironment

3.2.1 Section A: Urban issues and challenges

Urban change in the cities in the UK leads to variety of social economic and environmental challenges and opportunities.


3.4.1 Cartographic skills:

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.

3.4.2 Graphical skills:

Interpret population pyramids, choropleth maps, flow-line maps.

Suggest an appropriate form of graphical representation for the data provided.

Select and construct appropriate graphs and chart to present data: including the use of GIS.

Interpret and extract information from different types of graphs and charts. For example census data for LLSOAs within a locality.

3.4.3 Numerical skills:



3.4.4 Statistical skills:


Calculate percentage increase or decrease and understand the use of percentiles.

3.4.5 Use of qualitative and quantitative 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 variations in social, economic and environmental challenges and opportunities through the use of census data / data collected in the field.

3.4.6 Formulate enquiry and argument:






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 3.2 Challenges in the human environment.

GCSE Geography: Fieldwork and Adventure 5 daysChallenges in a Human Environment: Urban Challenges



‘The survival of all life requires adaptation to change’

GCSE Geography: Fieldwork and Adventure 5 daysChallenges in a Human Environment: Urban Planning and Regeneration



‘Small changes can have big impacts’

Learning OpportunitiesIn this geographical enquiry students will investigate an urban regeneration project located in a lively and stimulating built-up area. They will explore the fascinating reasons why the area needed regeneration and how the project has improved the social, economic and environmental living conditions for people. Underpinning geographical ideas, such as how planning can provide a mechanism for rebranding and regeneration, enable students to apply geographical models and theory to real world places and situations.

Quantitative and qualitative fieldwork techniques and secondary research will be used to investigate the challenges the area faced before the regeneration project and how opportunities were created after the project was put in place. Students will improve their understanding of the ethnographic, cultural and technological drivers for urban change and the extent to which various stakeholders have benefited from the regeneration project. This will help them to contextualise new material into existing case studies. Students will consider the availability of primary and secondary evidence and learn how to describe and justify their data collection methods. This will help improve their ability to select and record data appropriate to an urban enquiry and improve their confidence in attempting unseen materials in their examinations. Students will use their cartographic skills to describe and explain patterns associated with a variety of secondary data from the national census, as well as FSC archive data, enabling them to develop their wider understanding and perspectives of urban change and innovation.

Specification Links

3.2Challengesinthehumanenvironment


Urban change in the cities in the UK leads to variety of social economic and environmental challenges and opportunities. An urban regeneration project to show why the area needed regeneration and how the project improved social, economic and environmental conditions.



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.

3.4.2 Graphical skills:



Select and construct appropriate graphs and charts to present data: including the use of GIS.

Interpret and extract information from different types of graphs and charts. For example census data for LLSOAs within a locality.









Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example variations in social, economic and environmental challenges and opportunities through the use of census data / data collected in the field.







3.4.7 Literacy


GCSE Geography: Fieldwork and Adventure 5 daysChallenges in a Human Environment: Urban Transport and Sustainability



Learning OpportunitiesVisiting a local, vibrant urban area students will investigate the growth in range and scale of an urban transport system, considering the efficient movement of goods and people. They will reflect on how individuals make choices that influence the sustainability of the whole-city initiatives, as well as exploring:

• Development areas: transport ‘hot spots’ that develop at the expense of other areas, developing inequalities between areas.

• Interdependence: interconnectivity between places and the flows of people and products can affect the success of the initiative.

• Sustainability: different aspects, such as environmental, cultural and economic, will be evaluated both spatially and temporally.

Students will focus on one specific local initiative. For example, they may compare connectivity and accessibility of transport systems in different areas of the city, or they may focus on one area such as provision of local cycle networks and the stakeholder views of its success in reducing congestion and changing attitudes. By focusing on one initiative students will develop a well-evidenced argument, drawing together their fieldwork data, geographical knowledge and secondary resources in a synoptic way. This will enable students to practise the skills they may need to address the synoptic questions in the examination.



Urban sustainability requires management of resources and transport. How urban transport strategies are being used to reduce traffic congestion in one urban area.




Ordnace Survey maps: Use and understand scale, distance and direction – measure straight and curved line distances using a variety of scales.





Complete a variety of graphs and maps – choropleth, isoline, dot maps, desire lines, proportional symbols and flow lines.









Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example, environmental quality (noise) surveys, congestion statistics, time-lapsed photographs of major roads, transcript data of radio traffic bullet-ins.





3.4.7 Literacy




GCSE Geography: Fieldwork and Adventure 5 daysChallenges in a Human Environment: Urban Sustainable Living



Learning OpportunitiesUsing an interesting and relevant local example, students will investigate one initiative to make urban living sustainable and evaluate its success. They will choose a study important to their location, focusing on water and energy conservation, waste recycling or the creation of green space, and develop their own research ques-tions. Setting the enquiry within a global context and considering the interrelationship between sustainability at different scales, both personal choices and societal outcomes. This will allow students to develop their thinking about contemporary issues at a range of different scales and recognise their part in realising a sustainable future. Students will assess the effectiveness of the initiative, focusing on personal, social, economic and environmental sustainability while looking at aspects such as inputs, outputs and outcomes of the scheme. They will consider the reactions of the various stakeholders in the initiative as well, and the people whose lives the scheme directly affects. How far the potential impact reaches, both temporally and spatial will also be consider within a local historical context



Urban sustainability requires management of resources and transport. Features of sustainable urban living: water and energy conservation, waste recycling and creating green space.













Use appropriate measures of central tendency, spread and cumulative frequency.




Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information. For example geo-spatial data presented in GIS framework.







3.4.7 Literacy


‘Small changes can have big impacts’

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GCSE Geography: Fieldwork and Adventure 5 daysFSC Centres



*extra cost

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.

Head Office contact details:Tel: 01743 852100 Email: [email protected]

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.

Head Office contact details:Tel: 01743 852100 Email: [email protected]



GCSE Geography: Fieldwork and Adventure 5 daysFSC Centres

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BL Blencathra P P P P P P P

CH Castle Head P P P P P P

DF Dale Fort P P P P P P

FM Flatford Mill P P P P P P P

JH Juniper Hall P P P P P P P

MA Margam P P P P P P P P

MT Malham Tarn P P P P P P P P

NC Nettlecombe P P P P P P P P

OR Orielton P P P P P P

PM Preston Montford P P P P P P P P

RC Rhyd-y-creuau P P P P P P P

SL Slapton P P P P P P P P

Documents

GCSE Geography Fieldwork and Adventure - Field … discuss solutions and have time to reflect and learn ... Design fieldwork data collection sheets and collect data with an ... Fieldwork