GCSE Geography The UK’s Evolving Human Edexcel … · Mathematics and Statistics Skills Cartographic skills • Describe and interpret geo-spatial data presented in a GIS framework

GCSE GeographyEdexcel B

The UK’s Evolving Human Landscape

3 days

• In-depthcoverageofthehumanfieldworktaskrequiredforTopic6:GeographicalInvestigations,enablingstudentstogetthegradestheywantwithinSectionC2ofthePaper2exam:UKGeographicalIssues.

• FocusonDynamicUrbanAreasorChangingRuralSettlementstoprovidestudentswiththein-depthgeographicalunderstandingneededforSectionB:TheUK’sEvolvingHumanLandscapeofthePaper2exam:UKGeographicalIssues.

• Developthegeographical,mathematicalandstatisticalskillswhichareintegratedwithinallareasofassessmentinarealworldsituationwithcontextualiseddatastudentshavecollectedthemselves.

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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.

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 tomorrow’s 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 UK’s 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 UK’s Evolving Human Landscape 3 daysGeographical Enquiry Process: Design and Equipment



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:TheUK’sEvolvingHumanLandscape

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 UK’s Evolving Human Landscape 3 daysGeographical Enquiry Process: Identification of the Question and Contextualising Fieldwork



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.


• 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 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.



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

GCSE Geography: The UK’s Evolving Human Landscape 3 daysHuman Environments: Dynamic Urban Areas



Learning OpportunitiesStudents will visit one thriving but changing UK urban area and investigate how and why the quality of life varies within an urban area. The investigation will focus on Topic 6: Investigating Dynamic Urban Areas.

In this session, students will focus on contrasting urban areas and investigate the reasons for the spatial differences between areas as well as exploring the concepts of quality of life and deprivation. To help guide their thinking around urban inequality, 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 such as:

• Land-use.• Environmental quality surveys.• Perception surveys.• Pedestrian flows and questionnaires.• Field sketches and photographs.• IMD (index of multiple deprivation) data linked to census output areas.• Local research literature (extracts from blogs, locals news editorials etc).

ArcGIS Online will be used to contextualise the investigation as well as 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 Topic 4.





• 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 and 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.

Investigativeskills• Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation.• Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way.



GCSE Geography: The UK’s Evolving Human Landscape 3 daysHuman Environments: Changing Rural Areas



Learning OpportunitiesStudents will visit a number of stimulating and significant rural settlements to consider how and why deprivation varies within rural areas. The investigation will focus on Topic 6: Investigating changing rural settlements.

Students will focus on contrasting rural environments and investigate the reasons for the spatial differences between areas, as well as how they have changed over time. They will consider the extent to which deprivation varies between the locations, as well as the reasons behind this variation in deprivation. 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: questionnaires, environmental quality surveys and pedestrian footfall, supported by field sketches and photographs to exemplify through individual first hand evidence. 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, locals news editorials etc) which provides a geographical narrative. ArcGIS Online will be used to contextualise the investigation as well as 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 Topic 5.





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

Investigativeskills• Select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation.• Use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way.



GCSE Geography: The UK’s Evolving Human Landscape 3 daysData Processing and Presentation



Learning OpportunitiesThis session will focus on the processing and presentation section of the enquiry process. Students will be supported by the FSC ICT facilities, to collate and process the field data from the specific day’s enquiry. A range of presentation methods will be introduced and approaches to identify the most appropriate will be discussed. They will focus on:

• Processing both primary and secondary data including using tally charts, calculation of means and percentages.• Using simple GIS to present the data in map forms.• Constructing simple and more complex graphs as appropriate.• Selecting and drawing methods to present qualitative data.







GeographicalSkillsGraphicalskills

• Label and 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.



Numericalskills• 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.

GCSE Geography: The UK’s Evolving Human Landscape 3 daysAnalysis, Conclusion and Critical Reflection



Learning OpportunitiesWorking collaboratively students will explore their findings and begin to debate the possible conclusions supported by the data. As individuals, students will explain possible reasons behind their data sets, forming arguments to support their conclusions, using evidence from primary and secondary field data. Key terminology will be used to support the discussion framework to ensure students can describe, analyse and explain their data, as well as identify anomalies in the data sets. The final part of this session will focus on the critical reflection of the enquiry needed to situate the study and knowledge gained within the wider geographical context. Students will:

• Reflect on the accuracy and reliability of the primary and secondary data.• Consider the extent to which the conclusions are reliable.• Identify ways to improve the results.• Extension of the fieldwork methodologies to other investigations.







GeographicalSkillsInvestigativeskills

• Write descriptively, analytically and critically about findings.• Develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issues.

MathematicsandStatisticsSkillsCartographicskills:


Graphicalskills• Interpret and extract information from different types of graphs and charts including any of the above and others relevant to the topic.

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.

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: The UK’s Evolving Human Landscape 3 daysFSC Centres

Centres that offer this course

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Urb

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ngin

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BL Blencathra P

CH Castle Head P P

DF Dale Fort P

FM Flatford Mill P P

JH Juniper Hall P P

MA Margam P P

MT Malham P

NC Nettlecombe P P

OR Orielton P

PM Preston Montford P P

RC Rhyd-y-creuau P P

SL Slapton P P

Documents

GCSE Geography The UK’s Evolving Human Edexcel … · Mathematics and Statistics Skills Cartographic skills • Describe and interpret geo-spatial data presented in a GIS framework