AS/A Level Geography Rhyd-y-creuau Edexcel Fieldwork Options 2016 · · 2017-03-11Fieldwork Options 2016 ... Fieldwork days will provide students with the opportunity to develop

AS/A Level Geography

Edexcel

Rhyd-y-creuau Fieldwork Options 2016

An immersive learning environment of dedicated fieldwork time that is carefully facilitated to enable students to explore the

world in which they live, and their values and action as part of it, through engaging and topical learning.

The opportunity to undertake the full fieldwork requirements for the A level assessment, consisting of four days of inspiring

geographical fieldwork relating to both physical and human specification material brought to life through exploring their part in

a rapidly changing world.

Embedded geospatial technologies. To support meaningful and relevant

learning, digital and geo-located data collection approaches are offered

through-out our courses. Our partnership with ESRI UK ensures students have

access to cutting edge educational technology.

Resource support. Rhyd-y-creuau provides students with a resource rich

learning environment, providing access to relevant research literature, ICT, fully

equipped study spaces, alongside specialist teaching staff on hand to facilitate

inspiring, informative and thought provoking learning.

At Rhyd-y-creuau we pride ourselves on our flexible approach when designing fieldwork to meet the learning needs of students. The options listed here are popular with our groups and are designed to meet the requirements of your

specification. However, if your requirements are not catered for in the suggested outlines below please contact us to discuss possible alternatives.

We have a number of fieldwork options matching the topics covered within the Edexcel A level specification. These are designed to deepen students understanding of the physical and human topics assessed in Paper 1 and Paper 2 through exploration and enquiry. Fieldwork days will provide students with the opportunity to develop geographical and fieldwork skills to support them in both paper 3 and the Independent Investigation.

A Level Geography: Edexcel Fieldwork Options

Coastal Landscapes and Change

‘By recreating a naturally functioning shoreline we free ourselves from the ‘sea defence cycle’ of construct, fail and reconstruct. This must surely be more cost effective in the long run and more desirable in terms of maintaining the coast’s natural beauty. It does mean making some tough choices, but we can’t just store up the problems for future generations to deal with.’ The National Trust Coastal landscape systems are some of the most dynamic and fascinating in the UK, showcasing the complex and finely balanced interactions between land, atmosphere and ocean. Coasts can be beautiful, diverse, hospitable and hostile places but are under increasing pressure from human development and climate change. The dynamic Criccieth coastline provides a scintillating backdrop to explore contemporary geographies, our place in a changing world, and the future of human and physical systems on the edge.

Coastal Landscapes and Chan

ge

Options Content descriptors Specification Links

Full Fieldwork

Day

Location: Criccieth

(Transport needed)

Coastal systems, landscape and management Students will follow the route to enquiry to investigate if the current management of the coastal system at Criccieth is sustainable. Students will observe the coastal landscape and its associated landforms including cliffs, caves, wave-cut platforms and a shingle ridge. The processes operating within this system will be explored through data collection techniques such as beach profiling and sediment analysis. Students will evaluate the current coastal defences and management strategies found in Criccieth using techniques such as cost-benefit analysis and bi-polar analysis. This will lead to discussions about how the defences alter natural processes and equilibriums, the sustainability of current management strategies and how this could be potentially managed in the future.

On return to the centre, beach profile or sediment data will be analysed using graphical techniques and a statistical test (Either Spearman’s Rank correlation co-efficient or t-test).

2B.1 The coast and wider littoral zone, has distinctive features and landscapes. 2B.2 Geological structure influences the development of coastal landscapes at a variety of scales. 2B.4 Marine erosion creates distinctive coastal landscapes and contributes to coastal landscapes 2B.5 Sediment transport and deposition create distinctive landforms and contribute to coastal landscapes 2B.11 There are different approaches to managing the risks associated with coastal flooding and recession

Half Day lead in

/Follow-on Option

(to compliment full fieldwork

day) *contents will be

amended slightly to suit lead-in or follow-

up option

Location:

Centre

Coastal Systems, landscape and management: research skills Lead-in: Students will be introduced to the Criccieth Coastline as a system in flux, considering the inputs, processes, transfers and outputs occurring in this environment through modelling of coastal landscapes and their associated landforms. The will then carry out research using secondary data to prepare them for the fieldwork investigation. Follow-up: Students will carry out a second statistical test (either Spearman’s rank or t-test) or evaluate their fieldwork in more detail based on their fieldwork the day before. Using secondary data (including the Shoreline management plan) and their own primary data, they will consider the possible futures for Criccieth and how this system could be managed in a sustainable way.

2B.1 The coast and wider littoral zone, has distinctive features and landscapes.

2B.7 Sea level change influences coasts on different timescales 2B.11 There are different approaches to managing the risks associated with coastal flooding and recession 2B.12 Coastlines are now increasingly managed by holistic integrated coastal zone management (ICZM)

FSC Rhyd-y-creuau, The Drapers’ Field Centre, Betws-y-coed, Conwy, North Wales, LL24 0HB Tel: 01690 710494 E-mail: [email protected] Website: www.field-studies-council.org/rhydycreuau

Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW

mailto:[email protected]

http://www.field-studies-council.org/rhydycreuau


Glaciated Landscapes and Change

‘The Mountains- planed down by the ice cap, and split, shattered, and scooped by frost, glaciers and the strength of running water. Their physiognomy is in the geography books, but this is a pallid simulacrum of their reality.’ Nan Shepherd- The Living Mountain

The post-glacial landscapes of the UK are stimulating and evocative environments in which we are offered a glimpse into both the past and the future. Through immersion in this awe-inspiring scenery, learners will begin to explore the chronology and causes of change, both spatial and temporal. Fieldwork, asking geographical questions and observation will develop learners’ understanding of the evolution of these landscapes. Such explorations will forge links between the UK landscape and the consequences of ongoing deglaciation in other parts of the world, giving meaning to learners’ fieldwork on both a local and global scale.


Half Day Lead-in Option

Location:

Conwy Valley

Glaciated Landscapes and Change: landscape systems

A sense of place will be developed through a journey up the sides of the Conwy Valley, providing a panorama of the post- glacial landscape surrounding the centre Students will observe features such as a u-shaped valley and misfit stream and consider current uses of the landscape. Geographical skills will be developed through field sketching and locating landforms using tablets. The evening will reinforce knowledge on corrie formation and key terms to forms solid foundation for the investigation the following day.

Option 2A.Glaciated landscapes and change 2A.1 The cause of longer and shorter climate change, which have led to icehouse-greenhouse changes. 2A.2 Present and past Pleistocene distribution of ice cover 2A.4 Mass balance is important in understanding glacial dynamics and the operation of glaciers as systems. 2A.6 The glacier landform system

Full

Fieldwork Day

Location:

Cwm Idwal (Transport needed)

Glaciated Landscapes and Change: The Upland Landscape

The day will be spent exploring a unique and inspiring post glacial landscape at Cwm Idwal National Nature Reserve. Learners will observe a variety of erosional and depositional landforms including corries, u-shaped valley, moraines and a Roche Moutonnée formed during the last Glacial 18,000 years ago Learners will consider the glacial and peri-glacial processes involved in the creation and modification of these landforms whilst also considering their place in the landscape- linking them to other features and past climatic events such as glacials and interglacials. Students will follow the enquiry process to answer questions based upon corrie orientation and direction ice flow in the Glyders during the last glacial maximum. Data collection could include the measurement of the orientation of a range of erosional and depositional features from both primary and secondary sources, some of which will be recorded using ipads allowing students to use GIS software. The evening follow up will incorporate the use of a Chi squared statistical test or spearmans rank to analyse data collected on corries in the Glyders, and also use GIS software to map striation orientation.

2A.6 The glacier landform system

2A.7 Glacial erosion creates distinctive landforms and contributes to glaciated landscapes

2A.8 Glacial deposition creates distinctive landforms and contributes to glaciated landscapes

2A.10 Glacial and periglacial landscapes have intrinsic cultural, economic and environmental value.

2A.11 There are threats facing fragile active and relict glaciated upland landscapes

2A.12 Threats to glaciated landscapes can be managed using a spectrum of approaches.






Glaciated Landscapes and Change

Change


Full

Fieldwork Day

Location: Pentir &

Aberogwen (Transport needed)

Glaciated Landscapes and change: The Lowland Landscape

Learners will journey down the Nant Ffrancon valley following the

movement of ice north within a lowland environment. Lowland

depositional features including an Esker, Kame, varves and till deposits

will be identified. The glacial and peri-glacial processes involved in the

creation and modification of these landforms will be considered.

Students will follow the enquiry process to answer questions based

upon the origin of deposited material in Snowdonia at the end of the

last glacial maximum.

Data collection will assess the differences in the composition of layers

within these till deposit. Skills will be developed in techniques such as

till analysis which could include measurement of clast size, orientation

and dip.

Evening follow up will allow students to look more closely at sediment

data through statistical analysis (Chi Squared ), using this data to

answer the enquiry question on the origin of deposits.

2A.6 The glacier landform system 2A.8 Glacial deposition creates distinctive landforms and contributes to glaciated landscapes 2A.9 Glacial meltwater plays a significant role in creating distinctive landforms and contributes to glaciated landscapes

2A.10 Glacial and periglacial landscapes have intrinsic cultural, economic and environmental value.





“The successful high streets of the future will be where people live, use services, and spend their leisure time, including in an evening economy, as well as shop”

- The Future of the High Streets (2013)

Our lives are deeply connected to place; people shape, and are shaped by places. Just as we might see place in one way, others will have an entirely different view. Places are formed from a unique multi-faceted layering of history, culture and identities. Their future remains dynamic yet uncertain, and their resilience will be reliant on the energy and agency of young people who shape these spaces. North Wales offers a variety of places where students can explore the character and dynamics of place, how their meanings change over time and how people’s perceptions and engagement with a place change with lived experience.


Half Day

Location: Betws y

coed

Knowing and understanding places In this session, the local village of Betws y coed will be explored to build an understanding of the concept of place. Learners will compare the role of direct experience with others representations of the place. Using qualitative data collection techniques, students will gather information on how the Betws y coed is represented and communicated to people and how this shapes their perceptions. Learners will develop skills to analyse the data with methods of textual and image analysis using coding.

4A.5 There are significant variations in the lived experience of place and engagement with them 4A.9 Rebranding attempts to represent areas as being more attractive by changing public perception of them

Full

Fieldwork Day

Location: Llanberis

(Transport needed)

Regenerating Rural places A visit to the town of Llanberis, a historic mining town with increasing adventure tourism prospects, will develop learners’ practical geographical skills and understanding of the concepts of regeneration and rebranding. Using a range of data collection methods, students will explore the town’s character and will examine the endogenous and exogenous factors contributing to this changing place. Fieldwork will include place-checks, brand hunts, annotated photographs and Environmental quality assessments. Through the use of primary data along with secondary resources, learners will present, interpret and analyse their data and evaluate the relative success of regeneration and rebranding within Llanberis.

4A.2 Places have changed their function and characteristics over time 4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places. 4A.9 Rebranding attempts to represent areas as being more attractive by change 4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental. 4A.12 Different rural stakeholders have different criteria for judging the success of rural regeneration.


Regenerating Places






Regenerating Places

Options Content Descriptors Specification Links

Full Fieldwork

Day

Location: Llandudno (Transport

needed)

Regenerating Urban places The need for regeneration in Llandudno will be assessed through comparing the towns development to the Butler model. Students will carry out research into the flagship regeneration and rebranding initiatives in the town before heading out to assess the relative success of these strategies. Fieldwork will include place-checks, interviews, questionnaires and functional change mapping, giving context to the need for regeneration, the players involved and the success of the process so far. Follow up will include the assessing the relative success of the regeneration and rebranding schemes in the town for different groups based on economic, social and environmental indicators using a mix of primary and secondary data.

4A.2 Places have changed their function and characteristics over time 4A.3 Past and present connections have shaped the economic and social characteristics of your chosen places. 4A.5 There are significant variations in the lived experience of place and engagement with them. 4A.10 The success of regeneration uses a range of measures: economic, demographic, social and environmental. 4A.121 Different urban stakeholders have different criteria for judging the success of urban regeneration.






Diverse Places “No place is a place until things that have happened in it are remembered in history, yarns, legends, or monuments. Fictions serve as well as facts”

- Wallace Stegner

Every place has unique physical and human characteristics, which can be interpreted and represented in different ways. Learners have mental images of places – the world, the country they live in, their neighborhood – which form their ‘geographical imaginations’. They should recognize that there are many different perceptions of places, some of which may be different or even in conflict with their own. When investigating an urban place, learners should consider where it is, what it is like, how it became like this and how it might change in the future.

Options Content Descriptors Specification Links

Full Fieldwork Day

Location:

Llandudno (Transport

needed)

Shaping places: Diverse Places Visiting the coastal tourist town of Llandudno, learners will use a variety of fieldwork methods to investigate the endogenous and exogenous characteristics that contribute to how this place is viewed by different groups. Using ‘project for public spaces’ as a model the concept of ‘a great place’ will be explored with a focus on spatial patterns of social and economic inequalities within the settlement. Students will collect and use primary and secondary data such as; resident and stakeholder perceptions and questionnaires, variations in housing, environmental quality and crime rates, census information, WIMD scores and super output areas. Learners will follow up this investigation using a mix of qualitative and quantitative data analysis, with the option of a Chi squared statistical test

4B.1 Population structure varies from place to place and over time 4B.4 Urban places are seen differently by different groups because of their lived experience of places and their perception of those places. 4B.6 There is a range of ways to evaluate how people view their living spaces






The Carbon Cycle and Energy Security

'Carbon is the backbone of life on Earth. We are made of carbon, we eat carbon, and our civilizations—our economies, our homes, our means of transport—are built on carbon. We need carbon, but that need is also entwined with one of the most serious problems facing us today: global climate change.....'

- NASA Earth Observatory

The current geographical study of carbon is fundamental to the age in which we live, and to future generations. Equipping learners with the understanding of this integral global system will play its part in allowing them to make informed decisions in a rapidly changing world. The dramatic landscapes of North Wales offer an ideal setting in which to undertake fieldwork that will explore this highly topical study of carbon in the planetary system. The fieldwork will develop first-hand experience and understanding of the system on a local scale that can be applied to greater scales in both space and time.


Full Fieldwork

Day

Location: Migneint Moor

(Transport needed)

The carbon cycle Learners will engage in landscape scale carbon experiments on the dramatic Welsh uplands of Mignient Moor and in the wooded lowlands of the Conwy valley, investigating the impact landuse has on carbon sequestration rates. Through the use of soil experiments, biomass estimation and use of ArcGIS students will estimate carbon content in both peat bog and deciduous woodland. This data will then be analysed using mann whitney u, before upscaling the data using ARC GIS online to consider carbon stores on a catchment scale. This work will connect the learners thinking with the role of anthropogenic induced carbon imbalance as a key component of current and future climate change, and carbon sequestration as a form of climate change mitigation.

6.1 Most global carbon is locked in stores as part of the long-term geological cycle 6.2 Biological processes sequester carbon on land and in the oceans on shorter timescales 6.3 A balanced carbon cycle is important in sustaining other earth systems but is increasingly altered by human activities 6.7 Biological carbon cycles and the water cycle are threatened by human activity 6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales.

Full Fieldwork Day

*This can be a

half day session with students visiting one of the 3 schemes

Locations: Ail Wynt, Conwy

Falls, Llanberis (Transport

needed)

Energy Security in the UK

Students will consider current energy consumption patterns in the UK and alternative energy sources that can help reduce carbon emissions, linking to the UKs energy targets. Students will visit Ail Wynt- A windfarm situated just outside of Snowdonia National park, Dinorwig pump storage and Conwy falls, A SSSI and also the site of a recent HEP proposal. At these 3 locations the pros and cons of the schemes will be considered as well as the key stakeholders involved. Follow-up will be in the form of a debate on the future of Energy in North Wales considering a Zero carbon future. Students will carry out research to supplement the knowledge gained through fieldwork in order to represent various stakeholder groups

6.4 Energy security is a key goal for countries, with most relying on fossil fuels 6.6 There are alternatives to fossil fuels but each has costs and benefits 6.9 Further planetary warming risks large-scale release of stored carbon, requiring responses from different players at different scales Fieldwork Opportunities: Enquiry question 2:What are the consequences for people and the environment of our increasing demand for energy?.

nd Energy Security






The Water Cycle and Water Insecurity 'We don’t always think very consciously about water, but it is part of our bodies, communities, daily lives and habits. It is also integral to our ecosystems, economy, local landscapes and our experience of them'

- HydroCitizens Project

The water cycle is one of ‘Earth’s life support systems’, it is fundamental to all living systems and plays a key role in shaping the ever changing landscapes in which we live. The varied landscapes of the Conwy Valley with its rugged uplands and agricultural populated lowlands provides an inspiring platform to explore the interconnections, feedbacks and processes occurring on spatial scales from individual plants to vast ecosystems. This hands on field course develops geographical skills and deeper thinking around this keystone topic, through the use of primary data collection, supported by the use of GIS and secondary data.


Half Day Option

Location: Conwy Valley

Developing a systems approach to water A systems approach to water will be developed giving an appreciation of the processes occurring within the Conwy Valley and our own part within this system. Fieldwork will be undertaken, following the route to enquiry to investigate the inputs, movements, stores and outputs in a local context. Data collection will involve measuring interception rates in contrasting environments close to and within the centre grounds. Data will be analysed using statistical techniques such as standard deviation. Students will consider the water balance within the Conwy Valley and the part that both natural and human processes play in creating and altering this balance over seasonal and longer time periods.

Enquiry question 1: What are the processes operating within the hydrological cycle from global to local scale? 5.1 The global hydrological cycle is of enormous importance to life on earth 5.2 The drainage basin is an open system within the global hydrological cycle. 5.3 The hydrological cycle influences budgets and river systems at a local scale

Full

Fieldwork Day

Location:

Conwy Valley & Llanrwst

(Transport needed)

The Conwy Catchment: processes and management The Catchment of the Afon Conwy will be further investigated by considering how processes and human activity influence management strategies within these two environments, through data collection such as measuring interception, infiltration, and run-off rates. The local town of Llanrwst will be used as a case study example to observe and understand flood risk management strategies using GIS land use mapping techniques. Follow-up will include using GIS data presentation and manipulation, to further understand the current flood risk in the valley and how this risk may change in future scenarios. Adapting to demands such as climate change, sustainable development and community resilience.

Enquiry question1: What are the processes operating within the hydrological cycle from global to local scale? Enquiry question 2: What factors influence the hydrological system over short-term and long-term timescales?5.1 The global hydrological cycle is of enormous importance to life on earth 5.2 The drainage basin is an open system within the global hydrological cycle. 5.3 The hydrological cycle influences budgets and river systems at a local scale 5.5 Surpluses within the hydrological cycle can lead to flooding, with significant impacts for people. 5.6 Climate change may have significant impacts on the hydrological cycle globally and locally.






The Independent Investigation Our fieldwork days will equip students with Geographical skills and Fieldwork skills needed for them to carry out their Independent investigation. We can also support students in the formulation of their Independent Enquiry Question, development of methods and the carrying out of their own primary data collection. Rhyd y creuau can also support with Independent Investigations through:

Providing access to resources and literature on our study sites

Provision of high quality fieldwork equipment

GIS workshops and access to Arcgis Online

Workshops on data presentation and analysis techniques. An example of a 5 day course with Independent data collection is outlined below. We are flexible on course length however and are happy to discuss longer courses that would fulfill the requirement for 4 days of fieldwork as well as data collection for the independent investigation

Morning Afternoon Evening

1 Arrive ~ 12:30 – 1:00 PM Fieldwork Skills The route to enquiry is modelled through a focused local investigation chosen from the half day options listed above

Follow-up of afternoons field work or an introduction to the stages of the Geographical route to enquiry.

2 Fieldwork day 1 – Students will carry out one of the fieldwork days from the options above. Through the route to enquiry they will develop fieldwork skills and ideas to prepare them for the Independent Investigation

Follow-up will involve presentation and analysis of data.

3 Fieldwork day 2 – Students will carry out one of the fieldwork days from the options above. Through the route to enquiry they will develop fieldwork skills and ideas to prepare them for the Independent Investigation

Follow-up will involve presentation and analysis of data.

4 Field Data Collection for Independent Investigation With guidance from FSC staff students will develop their own enquiry questions based and fill in the Independent Investigation planning form. (This takes around half a day so dependent on sites chosen and travel times, this may need to be started on the afternoon of day 3) Students will visit one of the two study areas from the previous days in order to collect their own primary data. With support from the FSC staff they may adapt and refine their planned methods during the day to ensure validity and reliability.

Data Presentation Students will collate and process their data, FSC staff will provide support with appropriate techniques and using digital technologies to create sophisticated data presentation.

5 Continue primary data collection if needed, or Support with stats, research skills or GIS to allow students to carry on processing their primary data

Depart ~ 12:30 PM

If you would like to discuss course options in more detail or have any questions then please do not hesitate to contact our team at [email protected] or by phone 01690 710494

FSC Rhyd-y-creuau, The Drapers’ Field Centre, Betws-y-coed, Conwy, North Wales, LL24 0HB

Tel: 01690 710494 E-mail: [email protected] Website: www.field-studies-council.org/rhydycreuau





What is included within the fee? Up to 10 hours of tuition a day.

Expert tuition by fully trained staff.

Full board accommodation including a cooked breakfast, picnic lunch, homemade cakes and an evening meal. Vegetarian and other dietary options are available.

Use of resources including library, workrooms, studios and the Centre grounds.

Rigorous and proven health and safety procedures including 24 hour emergency cover.

Access to risk assessments.

Specialist equipment and exclusive access to specially developed resources.

E-mail support before and after the course (on request).

Please remember travel to the field centre and to fieldwork sites is not included in the course fee.


General Course information

All our staff complete a rigorous training process; including first aid, health and safety sessions, group management in the outdoor classroom, site specific training relating subject knowledge to our outdoor environments and curriculum content.

About the Centre At the gateway of Snowdonia National Park, the centre itself is a Georgian house set in two hectares of wooded grounds with Eco Centre status, allowing you to experience a more sustainable lifestyle, only 1 hour 50 minutes from Manchester and 3 hours 40 minutes from the M25.

What to Bring (Old) Warm clothes - we may get muddy and wet.

Waterproof top, waterproof trousers, a comfortable day sack, gloves, cosy hat. (Can be borrowed from the Centre).

Note paper, calculator and stationery.

Directions to the Centre We are located on the A470, between Betws-y-coed and Llanrwst. If you are coming from the North Wales coast, go through the town of Llanrwst and continue along the A470 towards Betws-y-coed for 3 miles. The Centre is on the right at a bend with woods on both sides. Alternatively, from the A5 to the south take a right along the A470 just before you go into Betws-y-coed follow this road for a mile and we are on the left.

To book a course, simply: 1. Choose the time of the year you would like to attend. 2. Contact us at Rhyd-y-creuau by e-mail at [email protected] or by phone (01690) 710494 to

check availability and prices.






A level Geography: Edexcel Fieldwork Options

Why come to FSC Rhyd y Creuau? Some of the most common reasons which our customers give for coming to our popular Field Centre are:

The Centre’s stunning situation nestled in the Conwy Valley, at the entrance to Snowdonia National Park.

We are easily accessible from Manchester, Liverpool and London, with the good coach access to the Centre and Betws-y-coed train station 3 a minute drive away.

Expert tuition from our tutors who have a passion for the environment and are knowledgeable ecologists and geographers.

A friendly welcoming place to visit, with hearty meals and clean and comfortable rooms.

A unique blend of local habitats and environments to visit. Both coasts with craggy cliffs and expansive sand dunes and mountains shaped by ice and with unique ecological communities.

External Recognition of Quality

Rhyd-y-creuau has 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 Centre.

Quality Tuition

The tutor delivering the content plays a vital role in ensuring successful learning outcomes are achieved. This is why we have taken great care in developing a qualified team of highly trained and CRB checked field teachers working full time, all year round. 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.

Protecting Fieldwork Opportunities

Growing pressures on outdoor learning has led the FSC to take on an important role; championing the rights and opportunities for people of all ages to experience the environment at first hand.

The FSC has led in campaigns to reverse the continuing decline in fieldwork within secondary schools and to build opportunities for out-of-classroom learning. The FSC continues to work closely with the Government and other partners to develop out-of-classroom learning.

As a registered charity, the FSC receives no statutory funding. It relies solely on fees charged for courses and membership. Therefore, by visiting an FSC Centre not only are you receiving a high quality educational experience for your students, you are also helping to protect fieldwork opportunities for everybody.





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AS/A Level Geography Rhyd-y-creuau Edexcel Fieldwork Options 2016 · · 2017-03-11Fieldwork Options 2016 ... Fieldwork days will provide students with the opportunity to develop