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IB Diploma Geography 

Internal Assessment: fieldwork, research and data presentation, 3days 

This course is applicable for both Standard Level and Higher Level entrants. Students will 

research and undertake fieldwork in an appropriate environment in order to start to prepare 

their 2,500 word report. 

The fieldwork will be based on one topic option from a choice of four. This short course will cover 

the preparation, research, planning, data collection, data processing and data presentation 

aspects of the Internal Assessment. 

The course content is linked directly to the syllabus requirements and also covers aspects of the 

Theory of Knowledge (such as assessing the validity and reliability of information sources). 

FSC courses have clearly stated outcomes and link to 

IB Syllabus requirements. 

Please visit http://www.field-studies-council.org/ib 

for alternative IB Diploma courses covering 

IB Diploma Geography

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Internal Assessment, 3days 

COURSE LENGTH 

3 Days (2 nights with 6 teaching sessions) 

Monday / 

Wednesday 

Tuesday / 

Thursday 

Wednesday / 

Friday 

Friday Saturday Sunday 

Arrive for 

lunch. 

Afternoon and 

evening 

sessions 

Morning, 

afternoon and 

evening 

sessions 

Morning 

session. 

Depart after 

Lunch 

OR 

Arrive for 

evening meal. 

Evening 

session 

Morning, 

afternoon and 

evening 

sessions 

Morning and 

afternoon 

sessions. 

EXAMPLE COURSE TIMETABLE 

Monday Tuesday Wednesday 

Arrival (approx mid-day) 

Introduction to the requirements of 

the Internal Assessment (this may 

include a mini-investigation in the 

Centre grounds if appropriate). 

Research on the area and topic to be 

investigated. 

Fieldwork on the chosen Internal 

Assessment topic from morning to 

late afternoon. 

Late afternoon and evening sessions 

to cover write up of introduction and 

data collection. 

COURSE CONTENT 

Select ONE of the following topics to prepare for Internal Assessment: 

Completion of the methodology and 

data presentation sections of the 

report. 

Production of a teacher copy 

(electronic or paper) of all student 

work. 

Depart after lunch. 

Freshwater (Discharge, stream flow and channel shape) 

This day links to Option A: Freshwater – issues and conflicts, in Part 2 of the syllabus. During this investigation students will study a 

small scale drainage basin to explore the relationship between discharge, stream flow and channel shape. There will also be 

opportunities to observe landforms resulting from stream channel processes such as erosion, transportation and deposition. 

Coastal margins 

This day links to Option B: Oceans and their coastal margins, in Part 2 of the syllabus. During this investigation students will 

undertake fieldwork to observe a number of different coastal management strategies and evaluate the effectiveness of these in 

addressing coastal erosion. Students will also investigate beach dynamics and their interaction with local coastal management 

strategies. 

Tourism in a rural area 

This day links to Option E: Leisure, sport and tourism, in Part 2 of the syllabus. During this investigation students will visit a rural 

tourist honeypot site. The focus will be on assessing the impact of tourism in the area and reflecting on the management strategies 

that can be used to promote sustainable tourism for the future. Students will consider the need to balance the advantages of 

tourism with the need to minimise conflicts and environmental damage. 

Urban environments (Central Business District) 

This day links to Option G: urban environments, in Part 2 of the syllabus. During this investigation students will focus on 

investigating the structure of the central business district (CBD). Fieldwork will be carried out to define the boundary of the central 

business district and de-limit different zones within it. This will link to patterns of retail activity and zoning of urban functions. 

FSC Head office, Preston Montford, Montford Bridge, Shrewsbury, Shropshire, SY4 1HW 

Tel: 01743 852100 Fax: 01743 852101 Email: enquiries@field-studies-council.org Website: www.field-studies-council.org 

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

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LEARNING OUTCOMES/OBJECTIVES 

EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Internal Assessment 

Example Learning 

Objectives 

• To understand the 

requirements of the 

Internal 

Assessment. 

• To investigate an area of 

the syllabus in greater 

depth through the 

collection of primary and 

secondary information in 

relation to a key question. 

• To develop a range of 

geographical skills, 

knowledge, understanding 

and values in relation to a 

geographical topic. 

Potential Learning Outcomes 

All students will: 

• Identify a clear fieldwork question and geographical context to their investigation. 

• Integrate annotated maps, aerial photographs and/or satellite images into their written report. 

• Carry out fieldwork in the outdoor classroom, collecting information for the Internal Assessment. 

• Demonstrate an awareness of safety issues and risk assessment in geographical fieldwork. 

• Describe and explain appropriate methods of collecting information. 

• Display primary information in a variety of formats. 

• Demonstrate a basic knowledge and understanding of the fieldwork investigation by interpreting 

and explaining the information. 

• Formulate a conclusion, based on the primary and secondary information collected. 

• Evaluate the information gathered and the conclusions drawn. 

• Produce a written report of no more than 2,500 words. 

• Organise and format the written report using the requirements specified in the IB syllabus. 

Most students will: 

• Use secondary data in the pre-fieldwork phase to justify and contextualise their fieldwork. 

• Use GIS information as part of their written report. 

• Justify the methods used to collect primary and secondary information and be aware of 

alternatives. 

• Identify the most appropriate methods of displaying information and use these techniques 

competently and accurately. 

• Demonstrate a thorough knowledge and understanding of the fieldwork investigation by 

interpreting and explaining the information. 

• Use an analytical rather than descriptive focus to their written report. 

• Use more sophisticated methods of analysis such as statistics as part of their written report. 

• Provide a concise summary of the findings of their fieldwork investigation and link this to their 

initial fieldwork question. 

• Critically evaluate the effectiveness of their research methodology and the validity of outcomes. 

• Suggest plausible ways of extending their fieldwork investigation in the future. 

Some students will: 

• Make a significant contribution to the planning stages of the fieldwork investigation. 

• Synthesise a range of geographical information in various forms and from various sources. 

• Critically evaluate the methods used to collect information. 

• Identify the most appropriate statistical test to use (where relevant) to analyse information and 

use this technique competently and accurately. 

• Recognise that their conclusions may be partial, tentative or incomplete. 

• Demonstrate a thorough understanding of how limitations in research methodology may impact 

upon the reliability and validity of results and conclusions. 




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EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Freshwater (Discharge, stream flow and channel shape) 

Syllabus links: Part 2, Option A: Freshwater – issues and conflicts. Sub-topic 2 - Drainage basins and flooding. Sub-topic 

3 - Management issues and strategies. 

Example Learning Objectives 

• To consider how key river 

variables such as discharge 

and channel shape are 

related. 

• To relate river landforms 

observed during the day to 

physical processes. 

• To develop case study 

knowledge on a local 

drainage basin scale. 



• Outline a clear fieldwork question relating to stream discharge. 

• Describe the geographical context to their investigation. 

• Define the terms discharge, stream flow, channel shape, channel roughness and hydraulic radius. 

• Demonstrate an awareness of the formulas used to calculate variables such as discharge and 

hydraulic radius. 

• Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical 

characteristics of the sampling sites. 

• Identify key risks involved with river fieldwork and suggest ways of managing these risks. 

• Collect primary information on discharge, stream flow and channel shape to answer their initial 

fieldwork question. 

• Describe the sampling strategy employed during the study. 

• Identify landforms created by the processes of erosion, transportation and deposition. 

• Describe the processes of erosion, transportation and deposition. 

• Use appropriate methods to display primary information (e.g. scattergraphs, stream cross 

sections, proportional symbols). 

• Identify trends and anomalies in the information (e.g. from scatter graphs). 


• Use OS map extracts and/or GIS extracts to justify the sampling locations. 

• Justify the use of the chosen sampling strategy. 

• Explain how the processes of erosion, transportation and deposition have formed the resultant 

landforms. 

• Explain any anomalies in the information (e.g. those shown on scattergraphs) and relate these to 

the initial fieldwork question. 

• Carry out an appropriate statistical test (e.g. Spearman Rank) to support the initial fieldwork 

question. 

• Explain the nature of the relationship between discharge, stream flow and channel shape. 


• Use secondary data to assess the extent to which the primary information collected reflects the 

river’s usual characteristics. 

• Critically evaluate the methods used to collect the information and the resulting impact on the 

reliability and validity of the results and conclusions. 

• Compare and contrast different ways of presenting data (e.g. scattergraphs, stream cross 

sections, proportional symbols) and select the most appropriate technique for their information. 




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EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Coastal margins 

Syllabus links: Part 2, Option B: Oceans and their coastal margins. Sub-topic 5 – Coastal margins. 

Example Learning 

Objectives 

• To consider how 

successful coastal 

management requires an 

understanding of both 

physical and human 

aspects. 

• To evaluate the 

effectiveness of a costal 

management strategy. 


knowledge of coastal 

management strategies. 



• Outline a clear fieldwork question relating to coastal environments. 



characteristics of the coastline and possible survey locations. 

• Identify key risks involved with coastal fieldwork and suggest ways of managing these risks. 


• Collect primary information (e.g. wave type and frequency, beach profiles at managed and 

unmanaged sites, cost/benefit analyses) to answer their initial fieldwork question. 

• Observe a number of different coastal defences and map their location. 

• Use appropriate methods to display primary information (e.g. proportional symbols, annotated 

maps, beach profiles). 


• Suggest appropriate fieldwork techniques to use to investigate the effectiveness of different coastal 

defence strategies. 


• Explain the advantages and disadvantages of different coastal defence strategies observed during 

the day. 

• Compare and contrast the beach profiles in front of coastal defences with unmanaged locations. 

• Carry out an appropriate statistical test (e.g. Mann Whitney U) to support the initial fieldwork 

question. 

• Explain any anomalies in the information and relate these to the initial fieldwork question. 




• Explain how beach profile shape and size relates to the function of different coastal defences. 

• Evaluate different coastal defence strategies in order to justify which strategy is the most 

appropriate for a particular location. 

• Use information from the Shoreline Management Plan to inform suggestions of how the coastline 

should be managed in the future. 

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. 

Protecting fieldwork opportunities for 

everybody 

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 lead in campaigns to reverse 

the continuing decline in fieldwork within 

secondary schools and to build 

opportunities for 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 you are helping to protect 

fieldwork opportunities for everybody. 




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EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Tourism in a rural area 

Syllabus links: Part 2, Option E: Leisure, sport and tourism. Sub-topic 6 – Leisure at the local scale: tourism. 


• To consider the impact of 

tourism in an area. 

• To consider how tourism in a 

rural area can be managed to 

take account of the needs of 

different people and the 

environment. 


knowledge of tourism in a 

rural area. 



• Outline a clear fieldwork question relating to rural tourism. 


• Define the terms environmental carrying capacity and perceptual carrying capacity. 


characteristics that have led to the development of tourism in the area. 

• Identify key risks involved with rural fieldwork and suggest ways of managing these risks. 

• Collect primary information (e.g. footpath depth, soil compaction, vegetation cover, evidence of 

management) to answer their initial fieldwork question. 


• Use appropriate methods to display primary information (e.g. kite diagrams, annotated 

photographs, footpath cross sections). 

• Use their primary and secondary information to assess the level of tourist impact. 

• Relate the general characteristics of environmental impact to their fieldwork location. 

• Suggest possible ways of managing the environmental impacts of tourism at their fieldwork 

location. 


• Suggest appropriate fieldwork techniques to use to investigate their fieldwork question. 


• Carry out an appropriate statistical test (e.g. Mann Whitney U) to support the initial fieldwork 

question. 

• Explain any anomalies in the information and relate these to the initial fieldwork question. 

• Recognise the need to balance maximum capacity with the needs of different stakeholders and 

the environment. 

• Suggest appropriate management strategies that may be used to manage the impact of tourism 

at their fieldwork location in the future. 




• Compare and contrast different ways of presenting data (e.g. kite diagrams, annotated 

photographs, footpath cross sections) and select the most appropriate technique for their 

information. 

• Justify the management strategies suggested to encourage sustainable tourism at their fieldwork 

location. 

• Relate a general model of tourism development to their fieldwork location and use this to inform 

suggestions of how the area should be managed in the future. 

External Recognition of Quality 

All our centres 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 centres 




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EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Urban environments (Central Business District) 

Syllabus links: Part 2, Option G: Urban environments. Sub-topic 2 – Urban land use. 


• To investigate the location 

and internal structure of the 

central business district 

(CBD). 


knowledge on an urban 

environment. 



• Outline a clear fieldwork question relating to urban environments. 


• Describe the characteristics of a central business district (CBD). 


characteristics of the settlement and possible survey locations. 

• Identify key risks involved with urban fieldwork and suggest ways of managing these risks. 

• Collect primary information (e.g. the spatial distribution of land uses and services, pedestrian 

flows) to answer their initial fieldwork question. 


• Use appropriate methods to display primary information (e.g. isolines, choropleth maps). 

• Relate the general characteristics of a CBD to their chosen settlement. 

• Use their primary and secondary information to define and describe the boundary of the central 

business district. 

• Explain the spatial distribution of key land uses and/or services within the CBD. 

• Use their primary and secondary information to identify the core of the central business district. 


• Suggest appropriate fieldwork techniques to use to locate the CBD and its inner core (e.g. 

mapping the spatial distribution of services and land uses, pedestrian surveys, building height, 

vertical zoning). 


• Carry out an appropriate statistical test (e.g. Nearest Neighbour) to support the initial fieldwork 

question. 

• Justify the choice of boundary of the CBD, using primary and secondary information. 

• Explain any anomalies in the information (e.g. those shown on a choropleth map or 

scattergraph) and relate these to the initial fieldwork question. 

• Explain why the CBD occupies its current location. 


• Compare and contrast different ways of presenting data (e.g. isolines, choropleth maps and 

scattergraphs) and select the most appropriate technique for their information. 



• Suggest possible future changes in the spatial distribution of land uses and services found in the 

CBD. 

• Explain the impacts of spatial variations in the CBD and consider the extent to which these are 

positive or negative. 




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FSC CENTRES 

Choose one topic 

Freshwater 

Coastal 

Margins 

Tourism In a 

rural area 

Urban 

environments 

Blencathra 

BL 

Tel: 01768 779 601 

 

Castle Head 

CH 

Tel: 0845 330 7364 

 

Dale Fort 

DF 

Tel: 0845 330 7365 

 

Derrygonnelly 

DG 

Tel: 028 686 41673 

 

Flatford Mill 

FM 

Tel: 0845 330 7368 

 

Juniper Hall 

JH 

Tel: 0845 458 3507 

 

Kindrogan 

KD 

Tel: 01250 870 150 

 

Margam 

MA 

Tel: 01639 895636 

 

Malham Tarn 

MT 

Tel: 01729 830 331 

 

Nettlecombe 

NC 

Tel: 01984 640 320 

 

Orielton 

OR 

Tel: 0845 330 7372 

 

Preston Montford 

PM 

Tel: 0845 330 7378 

 

Rhyd-y-creuau 

RC 

Tel: 01690 710 494 

 

TO BOOK THIS COURSE, SIMPLY: 

Slapton Ley 

SL 

Tel: 01548 580 466 

 

1. Choose the time of the year you would like to attend 

2. Pick the centre/centres 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 

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

for alternative IB Diploma courses covering IB Geography fieldwork 




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COURSE PRICES 

The cost of this course is shown below. The fee varies depending on time of year, arrival and departure days/times and 

course content. The FSC prides itself on being flexible; the course content can be tailored to meet your needs. 

Alternatively, we can work with you to create a fully bespoke course to meet your exact requirements. 

3 day timetable, 2014, prices from: Band A: £99 Band B: £125 Band C: £150 Band D: £169 Band E: £177 

Week Beginning Band Week Beginning Band 

06 January 2014 A 07 July 2014 E 

13 January 2014 A 14 July 2014 C 

20 January 2014 B 21 July 2014 B 

27 January 2014 C 28 July 2014 A 

03 February 2014 C 04 August 2014 A 

10 February 2014 C 11 August 2014 A 

17 February 2014 C 18 August 2014 B 

24 February 2014 D 25 August 2014 B 

03 March 2014 D 01 September 2014 C 

10 March 2014 D 08 September 2014 D 




07 April 2014 B 06 October 2014 D 

14 April 2014 B 13 October 2014 D 

21 April 2014 C 20 October 2014 C 

28 April 2014 C 27 October 2014 B 

05 May 2014 C 03 November 2014 D 

12 May 2014 C 10 November 2014 D 

19 May 2014 C 17 November 2014 C 

26 May 2014 B 24 November 2014 C 

02 June 2014 D 01 December 2014 A 

09 June 2014 E 08 December 2014 A 




Included within the course price: 

‣ Expert tuition by fully trained staff 

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

‣ Access to risk assessments 

‣ Full board (residential visits) 

‣ Specialist equipment and exclusive access to specially developed resources 

‣ Free places for visiting staff in a ratio of 1 to 12 students 

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

‣ Personal and travel insurance 

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

FSC offers a number of IB Diploma courses covering IB Geography, IB Biology, IB Environmental Systems and Societies, 

IB CAS and IB teacher training. Please visit our website for further information.

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