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Fieldwork Skills in KS3 Geography

Price: £25.00
Age Range: KS3

Designed for use within school confines, emphasis is on the development of ideas and practices in line with NC attainment targets. An enquiry-based approach provides rigorous preparation to ensure that students stay focused while on fieldwork trips.

Topics include: Safety aspects; Preparation; Skills and techniques for physical and human geography.

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Size: 61 Pages
ISBN: 978 1 86025 249 5
Author(s): Graham Nicholson
Code: FSG3
Popularity rank: 315

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Contents List


  • 7 GO WITH THE FLOW Students capture data, represent their data graphically, and devise a traffic management system to improve the flow of pupils around school.
  • 9 THE MICRO CLIMATE Students take temperature readings at different places around the school - and then account for the differences they have observed.
  • 11 CHOICE GRAPHS Introduces students to different types of graphs as they consider which types are most appropriate for various different data sets.
  • 13 BETTER CIRCULATION Students carry out an analysis of a traffic flow data set and make suggestions to improve things.
  • 15 WHERE ARE THE SHOPS? Students analyse a town plan, explaining the reasons behind the location of particular shops, and suggesting improvements that might be made.
  • 17 ALL IN THE MALL Students understand the reasons for the location of out of town shopping centres.
  • 19 GET OFF MY LAND! Students understand occupancy patterns of buildings in the centre of towns.
  • 21 A LOT OF FRONT Students compare the different street frontages of various kinds of shops, and explain why frontage is important to some businesses, but less so to others.
  • 23 HOUSE STYLE Different housing types are compared, students considering such variables as classification, age, distance from work/shops/schools, fashions in housing design.
  • 25 UP AND COMING Students consider the characteristics of the resurgence of dockland areas.
  • 27 ESTATE AGENT Students consider the factors that influence industrial development - like transport links, and the distance from markets and labour.
  • 29 FLOWERING WILDERNESS Using a squared-up coat-hanger frame, students compare the different flora at two distinct green sites in or around the school.
  • 31 CROP CIRCLES The use of agricultural land is examined, with students considering crop rotation, field size, and the ever-changing rationale for growing particular varieties of crop.
  • 33 ALL CHANGE Students learn how land use changes with soil type, slope, and profitability. They indicate the various land uses they would expect to find on a hill farm.
  • 35 A RIVER RUNS THROUGH IT Students understand the effects of the speed of water on erosion and deposition.
  • 37 IN THE RIVER BED Students understand the differences in river deposits caused by the flow of water.
  • 39 WAVE AFTER WAVE From a supplied data set, students research the characteristics of waves - their height, frequency and the effect they have on the shoreline.
  • 41 BEACH WEAR Students study the different shapes of beach that different constituents cause. They then identify the characteristics of three different types of beach.
  • 43 SEA IT OFF Students assess the relative merits of different types of sea defence.
  • 45 THE LAST RESORT Students consider the features of a successful resort. Is there a river outlet? Is there suitable land for building? What about local competition?
  • 47 RIVER AND SEA SETTLEMENTS In the first of three lessons considering geographical effects on human settlement, the influence of rivers and the sea is examined - how ports, fords, crossing places and bridges have given their name to thousands of human settlements.
  • 49 UNDERGROUND SETTLEMENTS Human settlements that come about due to local geological deposits - such as coal, gold, diamonds and oil. What happens to such settlements when the mineral resources are exhausted?
  • 51 GLACIAL SETTLEMENTS Students consider the factors affecting human settlement in glacial valleys.
  • 53 BLOWING IN THE WIND Using simple wind gauges, students measure the wind speed at various locations around the school.
  • 55 BYPASS THIS! Students consider the problem of creating a bypass route that will satisfy everyone.
  • 57 LAST TRAIN LEAVING Students look at the decline of the railways and suggest reasons. They devise a questionnaire to study rail usage - and suggest what might be done to increase it.
  • 59 PARK AND RIDE Students consider the merits of park and ride schemes and discover the practical details of their operation as they devise such a scheme of their own.
  • 61 THE WAY TO WORK How commuting habits have changed over the years - and how they will continue to change in the future.



Dave Burley at NWHS

Lessons are very superficial - for example, to try and make some of the lessons last longer, the words are jumbled. The subject matter is too mature for the pupils but the way it is delivered is very immature. The balance is completely wrong. I would not recommend this to anyone who has to actually teach the lessons although it does appear popular with those who coordinate PSE.
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Ms Geraldine Naughten at Director of 6th Form Studies, George Green School

Overall, to what extent does the pack meet the need you bought it to meet? Use it (for) AVCE Year 1 course as an introduction to various aspects of software - it is quite good although more data and practice exercises and extension work would make it really useful and adaptable for AVCE Business Unit 15. What are the most/least useful features of the pack? Log on to do homework and mark exercises on your site - the exercises were not adequate or varied enough but very motivating for some students - and saves bringing work home. What sort of class did you teach (age, ability, gender), and for what duration? AVCE Level 3 data tables and spreadsheets. How appropriate were the activities? Very easy - in some sense too easy but used it with OHP to show students the facilities Excel offers - putting in order, borders etc. How appropriate was the language to this class? Easy. How appropriate were the illustrations? Illustration (focus) is good because students do not want to spend a lot of time reading when working at a computer - 'hands on' activities are the most important. I am trying to teach how to use the software so they can select opportunities as to when they will use it. How useful did you find the Lesson Plan? Excellent - good for generating ideas and checking coverage. Easily extended to more difficult levels. Did you assign the homeworks or extension activities? Yes - to homework. See above comments. The students like working on the Internet. The homework assignments are very repetitive - but I really like the idea and the students liked it also. Were you satisfied with the differentiation strategy? Too dependent on teacher or student finding information - to learn ICT you need data to use.
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Anna Gunby at Geographical Association

....finds a welcome place in the resource cupboard, and not only to be resorted to on rainy afternoons!
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Anna Gunby at Geographical Association

30 sheets covering an impressive range of topics... offers good value for this kind of pack.
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