Geography News

Geographers in the Field

The Lower Sixth Geography students took part in a five-day residential fieldtrip as part of their A Level studies just before May Half Term.

A key part of their A Level experience, the trip was designed to consolidate much of the learning from the year, as well as to introduce students to a range of geographical data collection techniques that they can use in their own A Level coursework projects, worth 20% of the final grade. The trip was to Slapton Ley in Devon, and facilitated by the expert geographers at the Slapton Ley field centre.

After an early start and a long coach journey, the first investigation involved calculating the amount of carbon stored in an area of woodland – a useful exercise given the challenges of climate change and the role that trees play in taking and storing carbon. Next the students spent a day exploring Start Bay, and the movement of beach sediment around the bay, not helped by the dredging of an offshore sand bar in the 19th century which removed much of the sediment. Natural processes since then have reduced the size of many of the beaches and the famous sand bar at Slapton.

On the final morning our pupils studied water cycling and investigated ways to measure infiltration of rain into the ground. Human geographical studies involved a day trip to Plymouth to investigate social inequality, and the students visited a number of suburban locations of varying levels of wealth (according to the most recent census data). The students also visited a series of rural locations to investigate a range of themes about bus service cuts, lack of access to services, and rural isolation.

The trip was hard work, with students working until late into the evening. They were a credit to themselves and learnt a great deal. It was the first A Level Geography residential trip for many years because of the restrictions of COVID, and so it was great to finally get out exploring again!

Pupil Serena Fellingham said: ‘The fieldtrip to Slapton can be described as both captivating and intriguing. I loved being able to perform statistical tests on real data that we had collected that day, and particularly enjoyed carrying out our own independent investigations. My time at Slapton not only helped me to understand and learn ways of collecting data for my NEA project, including cost-benefit analysis of coastal management techniques and beach profiling, but also confirmed my love for geography and being out in the field.’

DR RICHARD BUSTIN Head of Geography

Thinking inside the Box

Although Geography resides comfortably within the humanities faculty, it is also infused with application of the scientific method.

A particular example of such ‘Scientific Geography’ is the use of experiments to examine landscape evolution up close.

Changes in the physical landscape normally happen slowly and much of it therefore remains unseen by most. This is where scale experiments come in: they speed up real changes whilst miniaturising the landscape to fit inside a box.

In experiments, students can build landforms like meanders, waterfalls, gorges and deltas. Key concepts such as ‘lateral erosion’ make more sense when they happen in front of your eyes. The most difficult ‘crux’ problems in learning about landscapes involve gaining an understanding of how changes happen over time and in space whilst examining the connectedness within the natural system. Experiments make the subject come to life. “

My favourite part was watching the meanders form and seeing how much they could bend before forming a mini oxbow lake! The experiment really helped me understand more and have a clear idea about how the different landforms are made.

Jemima Whitehead, Fourth Form

One could argue that the inclusion of such experiments ought to be standard practice in teaching. However, the use of such experiments has traditionally been confined to scientific research. Our experience with research in experimental geoscience allows the introduction of such state-of-the-art ideas into the curriculum. It is a unique opportunity for students to be able to extend their learning by thinking inside the box.

DR ARJAN REESINK Teacher of Geography

***STOP PRESS*** At the time of going to print the Geography Department has just published the latest issue of The Lancing Geographer, which displays and promotes original work from Lancing College students. A full version of the journal can be found on the College website.