gcse geography challenges in the human aqa · pdf filechallenges in the human environment ......

GCSE GeographyAQA

Challenges in the Human Environment

3 days

• In-depthcoverageoffieldworkwithinanurbanenvironment,requiredfor3.3.2SectionB:Fieldwork,enablingstudentstogetthegradestheywantwithinthePaper3exam:GeographicalApplications.

• Achoiceofurbanenquiriestoprovidestudentswiththein-depthgeographicalunderstandingneededforthePaper2exam:ChallengesintheHumanEnvironment.

• Developthegeographical,mathematicalandstatisticalskillswhichareintegratedwithinallareasofassessmentinarealworldsituationwithcontextualiseddatastudentshavecollectedthemselves.

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

For alternative courses

DAY MORNING AFTERNOON EVENING

1 ArriveMidday

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

OutlineoftheCourse

Allocation of wellies/waterproofs.

FieldworkData:Selecting,MeasuringandRecording

Students will explore a human environment, measuring, recording and assessing the environment to develop an understanding of the factors that produce a diverse variety of human places. They will have an opportunity to connect with their new surroundings and be introduced to the geographical enquiry process in the field. The focus will be on the wide variety of ways of selecting, measuring and recording data appropriate to a human environment.

QuestionsforGeographicalEnquiry

Building on the afternoon’s session, students will now look the factors that need to be considered when selecting suitable enquiry questions in human landscapes, enabling them to widen their experience of the geographical enquiry process.

2 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, including an example of an urban regeneration project.• Urban Transport and Sustainability• Urban Sustainable Living

FieldworkData

Students will process and present their data and start to understand it within the context of the study location and global setting, deepening their knowledge of the human landscape.

3 ReachingConclusionsandEvaluation

Students will complete their geographical enquiry by reaching conclusions and evaluating their data, methods and conclusions. This will prepare them for exam questions based on their individual 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: Challenges in the Human Environment 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. Suitable question for geographical enquiry

2. Selecting, measuring and recording data appropriate to the chosen enquiry

3. Selecting appropriate ways of processing and presenting fieldwork data

4. Describing, analysing and explaining fieldwork data

5. Reaching conclusions

6. Evaluation of geographical enquiry

.

GCSE Geography: Challenges in the Human Environment 3 daysFieldwork Data: Selecting, Measuring and Recording



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. Students will gain a sense of place through a number of 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.

The six strands of the enquiry will be used as a scaffold to support students in exploring this process and will provide them with a clear narrative that offers a connection and motivation through the whole course.

Students will devise a suitable question for their enquiry considering a range of factors including the underpinning geography, their connection to the topic, and the wellbeing of themselves, others and the environment. They will be introduced to the two assessment aspects of the enquiry process:

1. Questions based on the use of fieldwork from an unfamiliar context.

2. Questions based on the students’ individual enquiry work.

Students will be introduced to a selection of different sampling methods in a variety of contexts, building their understanding of how these determine the data collection methods and the limitations of the data collected. A range of data recording and measuring techniques will also be covered, including how to justify the data collection methods chosen. Processing, presenting and analysing the data will form the latter half of the session; these skills will be built on in the Fieldwork Data session further on in the course.

Specification Links3.3Geographicalapplications

3.3.2 Section B: Fieldwork

3.4Geographicalskills

3.4.1 Cartographic skills

3.4.2 Graphical skills

3.4.3 Numerical skills

3.4.4 Statistical skills

3.4.5 Use of qualitative and quantitative data

3.4.6 Formulate enquiry and argument

3.4.7 Literacy

GCSE Geography: Challenges in the Human Environment 3 daysQuestions for Geographical Enquiry



Learning OpportunitiesDuring this session students will delve deeper into the geographical enquiry process and think about the factors that need to be considered when selecting suitable questions for fieldwork enquiries. Students will consider the geography underpinning their chosen study option for the following day, exploring the secondary data that will support the enquiry. Students may:

• Identify possible questions based on secondary sources of information.

• Use maps to recognise and describe distributions and patterns of both human and physical features.

• Draw sketch maps of the field study location and describe the human and physical landscape features based on secondary data and map evidence.

• Build an appreciation of the potential risks during fieldwork and how these might be managed.

• Design fieldwork data collection sheets.


3.3.2 Section B: fieldwork





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 a variety of social, economic and environmental challenges and opportunities.



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.


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.


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.


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.


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.


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 3.2 Challenges in the human environment.

GCSE Geography: Challenges in the Human Environment 3 daysChallenges in a Human Environment: Urban Challenges



‘The survival of all life requires adaptation to change’

GCSE Geography: Challenges in the Human Environment 3 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, enables 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.


3.2.1 Section A: Urban issues and challenges

Urban change in the cities in the UK leads to a 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.




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.




Understand and correctly use proportion and ratio, magnitude and 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 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: Challenges in the Human Environment 3 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: Infer human activity from map evidence, including tourism.

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

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.



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

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




Understand and correctly use proportion and ratio, magnitude and frequency.

3.4.4 Statistical Skills


Be able to identify weaknesses in selective statistical presentation of 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, environmental quality (noise) surveys, congestion statistics, time-lapsed photographs of major roads, transcript data of radio traffic bulletins.





3.4.7 Literacy




GCSE Geography: Challenges in the Human Environment 3 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.



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.

Ordnace Survey maps: Infer human activity from map evidence, including tourism.









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


GCSE Geography: Challenges in the Human Environment 3 daysFieldwork Data



Learning OpportunitiesThis session will focus on strand 3 of the geographical enquiry; selecting appropriate ways of processing and presenting fieldwork data. 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. Students may focus on:

• Exploring a range of visual, graphical and cartographic presenting methods.

• Selecting and constructing appropriate graphs.

• Presenting geo-spatial data in a GIS framework.

• Identifying and describing the appropriate presentation methods.

• Explaining why the particular presentation methods were chosen.

• Drawing sketches from photographs.

• Labelling and annotating diagrams, maps, graphs, sketches and photographs.




3.4.1 Cartographic skills:

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, using appropriate scales – line charts, bar charts, pie charts, pictograms, histograms with equal class intervals, divided bar, scattergraphs, and population pyramids.


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

Plot information on graphs when axes and scales are provided.



GCSE Geography: Challenges in the Human Environment 3 daysReaching Conclusions and Evaluation



Learning OpportunitiesWorking collaboratively students will explore their findings and begin to debate the possible conclusions supported by the data. The geographical enquiry strands 4, 5 and 6 will provide students with a framework in which to:

• Describe, analyse and explain the results of the fieldwork data.

• Use appropriate statistical techniques.

• Identify anomalies in the data sets.

• Understand how to draw evidenced conclusions.

• Identify problems of data collection and limitations of the data.

• Suggest other data that might be useful.

• Consider the extent to which the conclusions are reliable.







Describe relationships in bivariate data: sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate trends.








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: Challenges in the Human Environment 3 daysFSC Centres

Centres that offer this course

Urb

an C

halle

nges

Urb

an P

lann

ing

and

Reg

ener

atio

n

Urb

an T

rans

port

and

Su

stai

nabi

lity

Urb

an S

usta

inab

le

Livi

ng

BL Blencathra P P

CH Castle Head P

FM Flatford Mill P P P P

JH Juniper Hall P P P

MA Margam P P P

MT Malham Tarn P P P P

NC Nettlecombe P P P P

PM Preston Montford P P P P

RC Rhyd-y-creuau P P

SL Slapton P P P P

gcse geography challenges in the human aqa · pdf filechallenges in the human environment ......

Documents