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GCSE Geography Edexcel A The Changing Landscapes of the UK 4 days In-depth coverage of fieldwork within both a human and physical environment,required for Topic 7:Geographical Investigations - Fieldwork,enabling students to get the grades they want within Sections A and B of the Paper 3 exam. A choice of human and physical topics to focus on to provide students with the in-depth geographical understanding needed for the Paper 1 and Paper 2 exams. 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.

GCSE Geography The Changing Landscapes Edexcel A … · GCSE Geography Edexcel A The Changing Landscapes of the UK 4 days • In-depth coverage of fieldwork within both a human and

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Page 1: GCSE Geography The Changing Landscapes Edexcel A … · GCSE Geography Edexcel A The Changing Landscapes of the UK 4 days • In-depth coverage of fieldwork within both a human and

GCSE GeographyEdexcel A

The Changing Landscapes of the UK

4 days

• In-depthcoverageoffieldworkwithinbothahumanandphysicalenvironment,requiredforTopic7:GeographicalInvestigations-Fieldwork,enablingstudentstogetthegradestheywantwithinSectionsAandBofthePaper3exam.

• Achoiceofhumanandphysicaltopicstofocusontoprovidestudentswiththein-depthgeographicalunderstandingneededforthePaper1andPaper2exams.

• Developthegeographical,mathematicalandstatisticalskillswhichareintegratedwithinallareasofassessmentinarealworldsituationwithcontextualiseddatastudentshavecollectedthemselves.

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

For alternative courses

GCSE Geography: The Changing Landscapes of the UK 4 daysExample Course Timetable

DAY MORNING AFTERNOON EVENING

1ArriveforEveningMeal

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.

GeographicalEnquiryProcess:IdentificationoftheQuestionandContextualisingFieldwork

In this introductory session, students will consider how background research, geographical models and the environment can present possible fieldwork opportunities. They will start to plan their fieldwork for the next two days, identifying questions and designing fieldwork methodology.

2 ChangingLandscapes

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

GeographicalEnquiryProcess:Presentation,Analysis,ConclusionandEvaluation

Students 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 physical landscape and prepare them for the fieldwork exam.

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

Choose one from the below geographical enquiries:• Changing City Environments – Investigating change in a central or inner urban area• Changing Rural Environments – Investigating change in rural settlements

GeographicalEnquiryProcess:Presentation,Analysis,ConclusionandEvaluation

Students 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.

4 UKChallenges

Students will investigate a contemporary challenge using fieldwork, site visits and stakeholder role play, that will help them prepare for Topic 8: Geographical Investigations.

Choose from: • Ecosystems Pressures• Flood Risk Management• Impacts of Climate Change• National Parks Conservation

DepartafterLunch

A final farewell from FSC staff as the students depart.

Pleasenote: 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.

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GCSE Geography: The Changing Landscapes of the UK 4 daysGeographical Enquiry Process: Identification of the Question and Contextualising Fieldwork

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

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Learning OpportunitiesDuring this session students will delve deeper into the geographical enquiry process and develop their understanding of the pre-fieldwork and planning phase. Students will prepare for the following day’s fieldwork by conducting secondary research and collecting background information. They will have opportunities to:

• Consider possible fieldwork opportunities presented by the human landscape.• Suggest and research relevant background information using FSC ICT facilities.• Discuss and develop hypothesis and/or key questions.• Identify and explain a sampling procedure and sample size.• Consider health and safety and undertake risk assessments.• Start to develop understanding of the interaction between physical landscape features and human environments.• Start to develop their understanding of the implications of river/coastal processes for the people living in the area.

Specification LinksTopic7:GeographicalInvestigations-Fieldwork

7A:Investigatingphysicalenvironments• Task: River landscapes - investigation of change in a river channel.• Task: Coastal landscapes - investigation of coastal processes through landscape evidence.

7B:Investigatinghumanlandscapes• Task: Changing city environments - investigating change in central/inner urban area(s).• Task: Changing rural environments - investigating change in rural settlements.

GeographicalSkillsAtlasandmapskills

• Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases.• Recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes.• Describe and identify the site, situation and shape of settlements.

Graphicalskills• Label, annotate and interpret different diagrams, maps, graphs, sketches and photographs.• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.• Use maps in association with photographs and sketches and understand links to directions.

Dataandinformationresearchskills• Use online census sources to obtain population and local geo-demographic information.

Investigativeskills• 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.

MathematicsandStatisticsSkillsCartographicskills

• 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).

Numericalskills• Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.

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GCSE Geography: The Changing Landscapes of the UK 4 daysChanging Landscapes - Coastal Landscapes

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

For alternative courses

Learning OpportunitiesStudents 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.

Specification LinksTopic1:TheChangingLandscapesoftheUK

1.2AnumberofphysicalandhumanprocessesworktogethertocreatedistinctUKlandscapes

1.3Avarietyofphysicalprocessinteracttoshapecoastallandscape

1.4Coastalerosionanddepositioncreatedistinctivelandformswithinthecoastallandscape

1.5Humanactivitiescanleadtochangesincoastallandscapeswhichaffectpeopleandtheenvironment

1.6Distinctivecoastallandscapesaretheoutcomeoftheinteractionbetweenphysicalandhumanprocesses

Topic2:WeatherHazardsandClimateChange

2.3Globalclimateisnowchangingasaresultofhumanactivity

GeographicalSkillsAtlasandmapskills

• 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.

Graphicalskills• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.

Investigativeskills• 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.

MathematicsandStatisticsSkillsCartographicskills

• 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).Graphicalskills:

• 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).

Numericalskills• 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.

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GCSE Geography: The Changing Landscapes of the UK 4 daysChanging Landscapes - River Landscapes

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Learning OpportunitiesThis 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.

Specification LinksTopic1:TheChangingLandscapesoftheUK

1.2AnumberofphysicalandhumanprocessesworktogethertocreatedistinctUKlandscapes

1.7Avarietyofphysicalprocessesinteracttoformtheriverlandscape

1.8Erosionanddepositioninteractingwithgeologycreatedistinctivelandformsinriverlandscapes

1.9Humanactivitiescanleadtochangesinriverlandscapeswhichaffectpeopleandtheenvironment

1.10Distinctiveriverlandscapesaretheoutcomeoftheinteractionbetweenphysicalandhumanprocesses

GeographicalSkillsAtlasandmapskills

• 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.

Graphicalskills• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.

Investigativeskills• 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.

MathematicsandStatisticsSkillsCartographicskills

• 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.

Graphicalskills:• 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).

Numericalskills• Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.

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GCSE Geography: The Changing Landscapes of the UK 4 daysGeographical Enquiry Process: Presentation, Analysis, Conclusion and Evaluation

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

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Learning OpportunitiesThis follow-up session will be specific to the enquiry that the students have completed during the day. They will focus on:

• Selecting appropriate ways of processing and presenting their fieldwork data, often involving the use of GIS.• Describing, analysing and explaining their fieldwork data through links to their own knowledge and understanding of the topic.• Reaching evidenced conclusions.• Reflecting critically on fieldwork data, methods, their conclusions and the knowledge gained.

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. 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. During each follow-up session evidenced conclusions will be modelled, relating these to the original aims of the enquiries and detailed evaluations will include limitations of data collection and reliability of conclusions. Students will be encouraged to take ownership of their learning by reflecting on what and how they have learnt throughout their investigation.

Specification LinksTopic7:GeographicalInvestigations-FieldworkGeographicalSkills

Graphicalskills• Label, annotate and interpret different diagrams, maps, graphs, sketches and photographs.

Investigativeskills• Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way.• Write descriptively, analytically and critically about findings.• Develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issue.

MathematicsandStatisticsSkillsCartographicskills

• 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).

Graphicalskills:• 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).

Numericalskills• Draw informed conclusions from numerical data.

Statisticalskills• 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.

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GCSE Geography: The Changing Landscapes of the UK 4 daysChanging Environments - Changing City Environments

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

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Learning OpportunitiesStudents will visit one thriving but changing UK urban area and investigate the problems and opportunities this change poses, 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. The investigation will focus on 7B: Investigating Human Landscapes, concentrating on the task: Changing City Environments – Investigating change in central / inner urban area(s).

In this session, students will focus on contrasting urban areas and investigate the reasons for spatial differences between areas as well as how they have changed over time. To help guide their thinking around urban change, with the complex interconnections and feedbacks involved, the idea that ‘small changes can have big impacts’ will be used. This idea or way of thinking can also help link their urban learning experience to aspects of their lives, global issues and to other learning contexts.

They will use a range of quantitative and qualitative methods including: land-use, retail quality and pedestrian flow, supported by field sketches and photographs to exemplify urban change and renewal. Secondary information will be used including IMD (index of multiple deprivation) data linked to census output areas, as well as local research literature (extracts from blogs, local news editorials etc.) which provides a narrative and perspective of change.

ArcGIS Online will be used to contextualise the investigation as well analyse local census information using mathematical and statistical tools. The work will also help to support the teaching and learning of the theoretical aspects included in Topic 4.

Specification LinksTopic4:ChangingCities

4.3ThecontextofthechosenUKcityinfluencesitsfunctionsandstructure

4.4ThechosenUKcityisbeingchangedbymovementsofpeople,employmentsandservices

4.5GlobalisationandeconomicchangecreatechallengesforthechosenUKcitythatrequirelong-termsolutions

GeographicalSkillsAtlasandmapskills

• 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.• Recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes.• Describe and identify the site, situation and shape of settlements.

Graphicalskills• Label, annotate and interpret different diagrams, maps, graphs, sketches and photographs.• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.• Use maps in association with photographs and sketches and understand links to directions.

Dataandinformationresearchskills• Use online census sources to obtain population and local geo-demographic information.

Investigativeskills• 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.

MathematicsandStatisticsSkillsCartographicskills

• 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).

Graphicalskills:• Interpret population pyramids, choropleth maps and flow-line maps.

Numericalskills• Design fieldwork data collection sheets and collect data with an understanding of accuracy, sample size and procedures, control groups and reliability.

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GCSE Geography: The Changing Landscapes of the UK 4 daysChanging Environments - Changing Rural Environments

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

For alternative courses

Learning OpportunitiesStudents will visit a number of stimulating and significant rural settlements to consider how they have changed over time, identifying reasons for and the extent of the changes. The investigation will focus on 7B: Investigating Human Landscapes, concentrating on the task: Changing Rural Environments – Investigating change in rural settlements.

Students will focus on contrasting rural environments and investigate the reasons for the spatial differences between areas and how they have changed over time. To give this learning experience a meaningful context the idea that ‘the survival of all life requires adaptation to change’ will be used to guide thinking around rural change. This will allow students to recognise how rural communities adapt to change, and offer a connection to the students’ lives, the global context and other learning.

Students will use a range of quantitative and qualitative methods including: tourist questionnaires, tourism service provision and pedestrian footfall, supported by field sketches and photographs to exemplify tourism activity and focus. Secondary information will be used including local census output areas, local development / management plans as well as local research literature (extracts from blogs, locals news editorials etc) which provides a narrative and perspective of change. ArcGIS Online will be used to contextualise the investigation as well analyse local census information using mathematical and statistical tools. The work will also help to support the teaching and learning of the theoretical aspects included in Topic 4.

Specification LinksGeographicalSkills

Atlasandmapskills• Recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases.• Recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes.• Describe and identify the site, situation and shape of settlements.

Graphicalskills• Use and interpret aerial, oblique, ground and satellite photographs from a range of different landscapes.

Investigativeskills• 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.

MathematicsandStatisticsSkillsCartographicskills

• 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).

Graphicalskills:• Interpret population pyramids, choropleth maps and flow-line maps.

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GCSE Geography: The Changing Landscapes of the UK 4 daysUK Challenges

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Learning OpportunitiesIn this session students will draw on their synoptic knowledge and understanding and use their geographical skills to investigate a UK challenge from Topic 8, choosing one of:

• Ecosystem Pressures: An investigation into how the local population changes are impacting on the biodiversity of a local ecosystem.• Flood Risk Management: An investigation into the approaches to river and / or coastal flooding and how these have had social, economic and

environmental impacts.• Impacts of Climate Change: An investigation into the impacts of climate change on people and landscape of the UK, using local responses to the challenge.• National Parks Conservation: An investigation into the approaches to conservation and development of the UK National Parks, focusing on the positive

and negative impacts on the landscape.

Within this session role play scenarios will be used to allow the students to take an inside perspective of the issues from a stakeholder viewpoint, allowing a deeper exploration of the challenges and an application of geographical skills.

Specification LinksTopic8:GeographicalInvestigations-UKChallenges

8.1TheUK’sresourceconsumptionandenvironmentalsustainabilitychallenge• Pressures of growing populations on the UK’s ecosystems.

8.3TheUK’slandscapechallenges• Approaches to conservation and development of UK National Parks.• Approaches to managing river and coastal UK flood risk.

8.4TheUK’sclimatechangechallenges• Impacts of climate change on people and landscapes in UK.

GeographicalSkills,andMathematicsandStatisticsSkillsTheskillsstudentsdevelopwillvarydependingontheinvestigationchosen.

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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]

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

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GCSE Geography: The Changing Landscapes of the UK 4 daysFSC Centres

Centres that offer this course

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CH Castle Head P P P P P

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FM Flatford Mill P P P P P

JH Juniper Hall P P P P P P P P

MA Margam P P P P P P P

MT Malham Tarn P P P P P P

NC Nettlecombe P P P P P P P P

OR Orielton P P P P P P P

PM Preston Montford 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