Key Stage 4 Cambridge igcse Geography Paper 3 Coursework Preparation Single Theme, 3days

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1 Students will research and undertake fieldwork in an appropriate environment in order to start to prepare their coursework assignment. The course will be structured to encourage the development of geographical knowledge, understanding and also the application of ideas and the development of skills. Teachers can select one of our suggested syllabus themes from which to develop a coursework assignment or focus on one of their own choice. This course will cover all aspects of the route to enquiry specified in the syllabus code Please visit For alternative geography fieldwork courses covering Cambridge igcse Geography

2 COURSE LENGTH 3 Days (2 nights with 6 teaching sessions) Monday / Wednesday Tuesday / Thursday Wednesday / Friday Arrive mid-day Identification of issue, question or problem Background research and formulation of design of study Fieldwork from morning to late afternoon Collection of data Late afternoon and evening selection and collation of data Representation and recording of results Start of analysis and interpretation Depart after lunch Or Friday Saturday Sunday Arrive for evening meal Identification of issue, question or problem Background research and formulation of design of study Fieldwork from morning to late afternoon Late afternoon and evening Collection of data Selection and collation of data Representation and recording of results Start of analysis and interpretation Depart after afternoon session The controlled assessment grades from our current year 10 are brilliant. Over 80% of the students got A or A*. Thank you so much for your hard work Bromley High School External Recognition of Quality All our have been awarded the Quality Badge by The Council for Learning Outside the Classroom. The badge is awarded to organisations that have demonstrated that they consistently deliver high quality teaching and learning experiences and manage risk effectively. This means that you will have to complete less paperwork when visiting our

3 COURSE CONTENT CHOOSE ONE TOPIC FROM THE LIST BELOW Settlement This investigation links to Theme 1: Population and settlement, 1.2 Settlement. Students will complete an investigation into the patterns in the structures of towns or cities, including the CBD, residential areas and the provision of open spaces and transport routes. Possible focuses for the study would be: Internal zoning of the Central Business District temporal and spatial change Location and type of industries within the urban area Residential patterns and segregation within the urban area River Processes This investigation links to Theme 2: The natural environment. Topic River processes. Students will study the erosional processes of a river and the land forms associated with these processes. Possible aspects of the study may include: Meander formation Cross-sectional channel shapes Formation of rapids, waterfall and other river features Marine Processes This investigation links to Theme 2: The natural environment. Topic Marine processes. Students will study a range of erosional and depositional landforms in a marine environment, while considering the processes that have formed these landforms. Fieldwork will focus on the impact of coastal processes (longshore drift and wave types) on beach shape and dimensions. Possible additional aspects of the study might include: Coastal management strategies impacts and success Variations in beach characteristics, between a managed and unmanaged area of the beach Factors affecting the distribution of wave-cut platforms Flooding This investigation links to Theme 2: The natural environment. Topic 2.4 Interrelationships between the natural environment and human activities. Students will consider the possible impacts of a river flood event and study a range of different flood alleviation options. Possible areas to focus on might include: Risk and likelihood of flooding in an area land use mapping and flood severity Flooding impacts and management of flooding successes and challenges Tourism This investigation links to Theme 3: Economic development and the use of resources. Topic 3.3 Leisure activities and tourism. This study will focus on at least one tourist honeypot site and consider how the physical and human landscape has encouraged tourist development. Particular focus could be: Impacts of tourism and different management strategies Reasons for growth of tourism in a particular area

4 LEARNING OBJECTIVES / OUTCOMES Course Objectives To provide first hand outdoor learning experience in which students can develop their: wider knowledge of the physical and human environments understanding of the linkages and inter-relationships between physical and human environments geographical analytical skills awareness of how and geographical relationships change through time and space appreciation of different attitudes of individuals and how this impacts on the interaction of people with the environment Coursework Specific Learning Objectives Gain geographical knowledge in the area of study chosen Apply geographical ideas and understanding to case studies Develop skills in a geographical context Learning Outcomes All students will: Identify the key geographical concepts, issues or concepts that underpin the study State a hypothesis that can be used to test the issue, question or problem under study Describe the data that is relevant to the chosen study Collect a variety of relevant first-hand information, including quantitative and qualitative data Interpret their findings and display their data using appropriate techniques Make some conclusions related to their hypothesis Evaluate their study in relation to the original objectives Most students will: Use secondary data and relevant research information to develop a link between the aims of the study and the hypothesis Organise and present their data using a range of appropriate techniques Make some valid statements about their data and attempt some explanations of their data Some students will: Relate the key geographical concepts to precise aims, with the appropriate use of geographical terms. Justify their planning design, while incorporating a range of valid source data Produce an evaluation of the study, identifying weaknesses and suggesting improvements

5 Supporting Paper 1 and 2 Learning Objectives Gain ability to use data to illustrate understanding of an issue or concept Gain an understanding of different ways of representing geographical data Develop methods to extract geographical information from graphs, written material and diagrams Gain an understanding of interpretation and analysis of geographical information Learning Outcomes All students will: Use a selection of resources e.g. map extracts, text extract and data tables to inform their understanding of the issues or concepts being investigated Develop their own resources from collected data e.g. sketch maps, drawings and diagrams Describe the area under investigation as a case study, using a range of resources Use 1:25,000 and 1:50,000 maps to inform their understanding of the study area Identify relevant aspects of the landscape from maps e.g. contours, scales, settlement patterns Identify relevant landscape features from maps e.g. river valleys, stacks Use photographs to describe the human and physical features of the landscape Complete a field sketch on a relevant aspect of the study Most students will: Use a range of resources to develop their ideas about a case study, in relation to the wider aspects of the syllabus topics Use grid references to highlight specific aspects of the physical environment which relate directly to the study topic Identify descriptions of the basic landscape features from maps, using geographical terminology e.g. ridges, flood plain Annotate photos to show landforms, vegetation, land-use and settlements. Label field sketches to show relevant geographical understanding of the study area Some students will: Develop detailed and specific case study knowledge for use within paper 1 Develop their map reading and interpretation skills, to enable them to describe and analyse maps Interpret differences in map features and how these related to their study e.g. gradients, sizes of streams in relation to relief, urban morphology Annotate field sketches to show relevant geographical understanding of the study area High Quality teaching It is the same inside the classroom as it is outside the classroom; the teacher delivering the content plays a vital role in ensuring successful learning outcomes are achieved. This is why every FSC Centre has taken great care in developing a team of gifted field teachers with a real passion for the subject being taught. Not only are they experts, they are gifted teachers with a real passion for the subject being taught. FSC field teachers are the reason why many schools return year after year.

6 Settlement Rivers Marine Flooding Tourism prices FSC CENTRES Choose 1 topic TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/ of interest 3. Check availability online or contact head office using the details at the bottom of the page or contact the centre of your choice *Please note to book this course the minimum size of your group must be 12 students and 1 member of staff Please visit For alternative geography fieldwork courses BL CH DF DG FM JH KD MA MT NC OR PM RC SL Blencathra Tel: Castle Head Tel: Dale Fort Tel: Derrygonnelly Tel: Flatford Mill Tel: Juniper Hall Tel: Kindrogan Tel: Margam Tel: Malham Tarn Tel: Nettlecombe Tel: Orielton Tel: Preston Montford Tel: Rhyd-y-creuau Tel: Slapton Ley Tel: The FSC prides itself on being flexible. The content of our recommended courses can be tailored to meet your needs. Alternatively, we can work with you to create a fully bespoke course to meet your exact requirements.