WJEC GCSE in Geography
Fieldwork
WJEC GCSE in Geography
FIELDWORK
An introduction to NEA
Our aims
• Quality fieldwork experiences that engage
learners in the whole enquiry process and that
are embedded in learning
• For all students to move towards independent
work while being supported in a framework
• For students to relate the unique experiences
of fieldwork to their wider geographical
understanding.
Progression from GCSE to A level
Closed task
Framed enquiry
Based on an idea by
Margaret Roberts
Independent enquiry
Students decide enquiry
questions, framed by
teacher input.
Decisions about
fieldwork procedure are
made by teachers. Data
is presented as
authoritative evidence.
Decisions about fieldwork
procedure are made largely
by teachers. Data is
presented as information to
be interpreted.
Students are involved in
key decisions about
fieldwork procedure and
data sources.
Activities devised by
teacher to achieve predetermined objectives.
Students follow
instructions.
Methods of representation
are open to discussion and
choice. Analysis is
independent.
Students independently
analyse evidence and
make decisions / reach
conclusions.
Reflection
Predictable outcomes.
Students discuss what they
have learnt; different
outcomes.
Students consider the
validity of evidence /
reliability of data and
methods.
Data
Enquiry questions are
selected by teacher but are
explicit.
Making sense
Questions
A task is presented.
Questions are not
explicit.
How will fieldwork be assessed?
What will we assess?
• Students must carry out two pieces of
fieldwork
• WJEC will set questions that will focus on
aspects of the enquiry process. These will be
published on the WJEC secure website on
1st November in Year 11
• Students must answer the questions under
high level of control
• They can have access to their fieldwork
portfolio when responding
• They will have a maximum of two hours and
30 minutes
• WJEC will mark the responses
Key pages of the specification
page
An overview of the component
Six stages of the enquiry process
Methodological approaches
Conceptual approaches
Levels of control for NEA
The fieldwork statement
Mathematical and statistical skills
21
23
25
26-27
29-30
31
33-34
The six stages of the enquiry process
pose
questions
evaluate the
process
process &
present
data
draw
conclusions
See page 23
collect
data
apply wider
understanding
Two contrasting environments?
There is an expectation that learners should
experience both human and physical
fieldwork.
For example, if one fieldwork were to focus
on the physical processes of a river or
coastline then the other fieldwork experience
should investigate human geography set in
an urban or rural context.
Do I have to offer two days of fieldwork?
The requirement is that learners experience two
fieldwork experiences in contrasting
environments. Amount of time is not regulated or
specified. There are various models:
1. Two separate days of fieldwork with a gap of
a few weeks between the two trips.
2. A residential fieldtrip of two or more days.
3. One day of fieldwork in which the set
methodology is used in the morning and the
set concept is investigated in the afternoon.
PHASE 1
Implications for teaching ?
• Time for planning and preparation prior to the
fieldwork – virtual fieldwork using Google Street
View.
• Use of school grounds for preparation but not for
the actual fieldwork
• Students may collaborate during Phase 1.
• Phase 1 must be finished by October 31st
• Students will need to keep a fieldwork portfolio but
there is no need to write up a full report
Approaches to fieldwork
Approaches to fieldwork will be published at least two
years in advance
Methodologies
Conceptual frameworks
Use of transects
Place
Change over time
Sphere of influence
Qualitative surveys
Cycles and flows
Geographical flows
Mitigating risk
Sustainability
Inequality
Methodological approaches:
four in one
An investigation into downstream changes
Measurement of flow:
Measure velocity and
calculate discharge
Use of transect:
Across the channel to
measure cross
section or across a
point bar to
investigate sorting
Qualitative surveys:
Annotation of a photo
or field sketch.
Perception of
environmental quality
Change over time:
Use of old photos.
Use of data collected
during previous
fieldwork
Methodological approaches:
four in one
An investigation into quality of life
Measurement of flow:
Traffic flow and noise
Use of transect:
From the CBD into
the suburbs to
consider factors that
influence urban
quality of life
Qualitative surveys:
Annotation of a photo
or field sketch.
Perception of
environmental quality
Change over time:
Use of old photos.
Use of data collected
during previous
fieldwork
Cycles and flows
The same environments can be
used each year. The task can
be tweaked to focus on the set
conceptual framework
Coastal environment
Urban environment
Sustainable communities
Coastal environment
Urban environment
Mitigating risk
Coastal environment
Urban environment
Year of Methodological Conceptual
award approach
framework
2018
Geographical
Cycles and flows
flows
2019
Qualitative
Place
surveys
2020
Use of transects Sphere of
influence