GCSE Geography The UK’s Evolving Human Edexcel B ... - FSC .GCSE Geography: The UK’s Evolving

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GCSE GeographyEdexcel B

The UKs Evolving Human Landscape

3 days

In-depthcoverageofthehumanfieldworktaskrequiredforTopic6:GeographicalInvestigations,enablingstudentstogetthegradestheywantwithinSectionC2ofthePaper2exam:UKGeographicalIssues.

FocusonDynamicUrbanAreasorChangingRuralSettlementstoprovidestudentswiththein-depthgeographicalunderstandingneededforSectionB:TheUKsEvolvingHumanLandscapeofthePaper2exam:UKGeographicalIssues.

Developthegeographical,mathematicalandstatisticalskillswhichareintegratedwithinallareasofassessmentinarealworldsituationwithcontextualiseddatastudentshavecollectedthemselves.

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

For alternative courses

DAY MORNING AFTERNOON EVENING

1 ArriveMiddayStudents 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:DesignandEquipment

In this comprehensive introductory session students will have an opportunity to connect with their new surroundings and explore the geographical enquiry process in the field. They will visit an urban or rural area and consider the design of a human environment fieldwork investigation, focusing on the sampling procedures, data collection methods and the development of recording sheets.

GeographicalEnquiryProcess:IdentificationoftheQuestionandContextualisingFieldwork

Preparing for tomorrows fieldwork, students will research the location and task set, developing questions and fieldwork opportunities. They will consider geographical models and secondary data sources enabling them to include relevant quantitative and qualitative fieldwork methods.

2 HumanEnvironmentsStudents 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: Dynamic Urban Areas Investigate how and why quality of life varies within urban areas. Changing Rural Areas Investigating how and why deprivation varies within rural areas in the UK.

DataProcessingandPresentation

In this session students will use ICT to process and present their data, describing their findings and explaining possible reasons and links. They will start to understand their data within the context of the study location and global context, deepening their understanding of human environments.

3 Analysis,ConclusionsandCriticalReflection

In this session students will complete their geographical investigation by drawing on evidence and produce reasoned chains of arguments to reaching conclusions. They will reflect critically on their data and methods, considering how they might apply these techniques to other fieldwork contexts. This will help prepare students for exam questions based on their fieldwork.

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: The UKs Evolving Human Landscape 3 daysExample Course Timetable

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.

GCSE Geography: The UKs Evolving Human Landscape 3 daysGeographical Enquiry Process: Design and Equipment

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

For alternative courses

Learning OpportunitiesThis session will set the scene for the course, offering an opportunity for the students to be inspired by their new surroundings and to explore the process of geographical enquiry in a self-directed way. Either an urban or a rural environment will set the scene for students to gain a sense of place through first-hand learning experiences in the local environment that will raise their curiosity and connect them to the landscape and enquiry topic. With structured support they will have the opportunity to develop a small scale enquiry, allowing them to explore elements of the geographical enquiry process in a self-directed way. This learning will then be used to provide a narrative owned by the students that connects all elements of the course.

Through this scaffolded process students will identify possible fieldwork opportunities and identify questions suitable for the investigation, considering secondary background information and their own ideas and models.

Students will be given guidance in relation to using a range of different sampling procedures in a variety of contexts, building their understanding of how these determine the data collection methods and how this relates to the questions being investigated. A range of equipment will be used, ensuring students are aware of the accuracy and reliability, widening students experience and understanding of primary field skills.

Specification LinksTopic5:TheUKsEvolvingHumanLandscape

5.1:Population,economicactivitiesandsettlementsarekeyelementsofthehumanlandscape

5.5:Thechangingcitycreateschallengesandopportunities

5.6:Waysoflifeinthecitycanbeimprovedbydifferentstrategies

5.7:Thecityisinterdependentwithruralareas,leadingtochangesinruralareas

5.8:Thechangingruralareacreateschallengesandopportunities

GeographicalSkillsAtlasandmapskills

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 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.

MathematicsandStatisticsSkillsCartographicskills

Describe and interpret geo-spatial data presented in a GIS framework.

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

Numericalskills Draw informed conclusions from numerical data.

GCSE Geography: The UKs Evolving Human Landscape 3 daysGeographical Enquiry Process: Identification of the Question and Contextualising Fieldwork

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

For alternative courses

Learning OpportunitiesDuring this session students will delve deeper into the geographical enquiry process and develop their understanding of the pre-fieldwork and planning phase. Looking forward to the Human Environment fieldwork tomorrow, an exploration of the Neighbourhood Statistics Index of Deprivation (2010) will provide the basis to contextualise and set the scene for this enquiry. Simple GIS will be used to present and visualise the data, on a variety of map scales, as students develop questions based on the fieldwork location. Students will develop their understanding of the pre-fieldwork and planning phase, by formulating enquiry questions and selecting fieldwork methods.

Students will have opportunities to: Use FSC data resources and ICT facilities to research background information and secondary data. Consider sampling procedures, risk assessments and the number of fieldwork sites. Develop their own ideas, models and questions to guide their enquiry.

Specification LinksTopic6:GeographicalInvestigations

Investigatingdynamicurbanareas Investigate how and why quality of life varies within urban areas.

Investigatingchangingruralareas Investigating how and why deprivation varies within rural areas in the UK.

GeographicalSkillsAtlasandmapskills

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. 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