Complete Internal Assessment and Case Study, 5days and undertake fieldwork in an appropriate...

IB Diploma Geography

Complete Internal Assessment and Case Study, 5days

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

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 complete their 2,500 word report. The fieldwork will be based on one topic option from a choice of four. This course will cover all aspects of the Internal Assessment and will produce a finished report to take back to school or college in electronic or paper format. In addition, students will undertake one full day’s case study on a second topic for the Optional Themes in Part 2 of the syllabus. This will be based on a choice of six options. The case study day will also equip students with the skills needed to justify, analyse, conclude and evaluate, in preparation for their Internal Assessment.

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


http://www.field-studies-council.org/outdoorclassroom/international-baccalaureate-%28ib%29-diploma/ib-diploma-geography.aspx�

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

Tel: 01743 852100 Fax: 01743 852101 Email: [email protected] 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


Complete Internal Assessment and Case Study, 5days prices

centres

COURSE LENGTH 5 days, 4 nights (12 teaching sessions)

Monday Tuesday Wednesday Thursday Friday

Arrive with lunch. Afternoon and evening session

Morning, afternoon and

evening session


evening session


evening session

Morning session. Depart with lunch

COURSE TIMETABLE

Monday Tuesday Wednesday Thursday Friday

Arrival (approx mid-

day)

INTERNAL ASSESSMENT

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.

CASE STUDY Fieldwork to cover

relevant content for Part 2 (Optional

Themes) and form an additional case study.

The structure of the day

will model the report sections required for

the Internal Assessment.

INTERNAL ASSESSMENT

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

collation.

INTERNAL ASSESSMENT Write up of

methodology section and completion of data presentation.

Late afternoon and evening sessions to

cover write up of analysis and conclusions.

INTERNAL ASSESSMENT

Continuation of conclusion and write

up of evaluation.

Production of a teacher copy

(electronic or paper) of all student work.

Depart with lunch

COURSE CONTENT Select ONE of the following to prepare for Internal Assessment: 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.

mailto:[email protected]�

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






centres

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

Select ONE of the following topics as a Case Study 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. Freshwater (Floods and floodplain management) 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 natural and human causes and consequences of flooding. Students will then evaluate the costs and benefits of alternative flood management strategies. 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. Extreme environments (Glaciation) This day links to Option C: Extreme environments, in Part 2 of the syllabus. During this investigation students will visit an environment glaciated during the last ice age to explore the features that have resulted from the processes of erosion and deposition. 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.








centres

LEARNING OUTCOMES/OBJECTIVES EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: INTERNAL ASSESSMENT Example Learning Objectives Potential Learning Outcomes • 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.

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.








centres

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 Potential Learning Outcomes • 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.

All students will:

• 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). Most students will:

• 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. Some students will:

• 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.








centres

EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Freshwater (Floods and floodplain management) 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 Potential Learning Outcomes • To consider how successful

flood management requires an understanding of both physical and human aspects.

• To evaluate the effectiveness

of management strategies designed to address river flooding.


knowledge of flood management strategies.

All students will:

• Outline a clear fieldwork question relating to river flooding. • Describe the geographical context to their investigation. • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical

characteristics of the drainage basin and possible survey locations. • Identify key risks involved with river fieldwork and suggest ways of managing these risks. • Describe the sampling strategy employed during the study. • Discuss the natural and human causes and consequences of a specific river flood. • Collect primary information (e.g. land use type and value, proximity to river corridor, flood

defence assessment) to answer their initial fieldwork question. • Observe a number of different flood defences and map their location. • Use appropriate methods to display primary information (e.g. choropleth maps, annotated base

maps, annotated photographs). Most students will:

• Suggest appropriate fieldwork techniques to use to address their fieldwork question. • Justify the use of the chosen sampling strategy. • Explain the advantages and disadvantages of different flood defence strategies observed during

the day. • Explain any anomalies in the information and relate these to the initial fieldwork question. Some students will:


• Evaluate different flood defence strategies in order to justify which strategy is the most appropriate for a particular location.

• Use information from the Catchment Management Plan to inform suggestions of how the drainage basin should be managed in the future.








centres

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 Potential Learning Outcomes • 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.

All students will:

• Outline a clear fieldwork question relating to coastal environments. • Describe the geographical context to their investigation. • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical

characteristics of the coastline and possible survey locations. • Identify key risks involved with coastal fieldwork and suggest ways of managing these risks. • Describe the sampling strategy employed during the study. • 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). Most students will:

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

• Justify the use of the chosen sampling strategy. • 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. Some students will:


• 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.








centres

EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Extreme environments (Glaciation) Syllabus links: Part 2, Option C: Extreme environments. Sub-topic 2 – The physical characteristics of extreme environments. Example Learning Objectives Potential Learning Outcomes • To understand how the

landscape has been changed in previous cold periods.

• To relate glacial features

observed during the day to physical processes.


knowledge on a post-glacial environment.

All students will:

• Outline a clear fieldwork question relating to glaciation. • Describe the geographical context to their investigation. • Use OS map extracts to identify glacial features in the environment. • Identify key risks involved with their fieldwork and suggest ways of managing these risks. • Identify glacial landforms created by the processes of erosion and deposition. • Describe the processes of erosion and deposition. • Use a series of maps, aerial photographs and field sketches to document the impact of erosion

and deposition on the landscape. • Use radial diagrams to explain the development of glacial landforms and the direction of ice

movement. • Use the information collected to answer their initial fieldwork question. Most students will:

• Explain how the processes of erosion and deposition have formed the resultant landforms. • Compare and contrast landforms created by glacial and fluvio-glacial and/or periglacial

processes. Some students will:

• Explain how the glacial landforms observed during the day have features which are unique to this location.

• Relate different landforms observed during the day to various glacial periods and outline a timeline of landform development in the area.

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.

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.








centres

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. Example Learning Objectives Potential Learning Outcomes • 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.

All students will:

• Outline a clear fieldwork question relating to rural tourism. • Describe the geographical context to their investigation. • Define the terms environmental carrying capacity and perceptual carrying capacity. • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical

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. • Describe the sampling strategy employed during the study. • 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. Most students will:

• Suggest appropriate fieldwork techniques to use to investigate their fieldwork question. • Justify the use of the chosen sampling strategy. • 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. Some students will:


• 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.








centres

EXAMPLE LEARNING OBJECTIVES AND OUTCOMES: Urban environments (Central Business District) Syllabus links: Part 2, Option G: Urban environments. Sub-topic 2 – Urban land use. Example Learning Objectives Potential Learning Outcomes • To investigate the location

and internal structure of the central business district (CBD).


knowledge on an urban environment.

All students will:

• Outline a clear fieldwork question relating to urban environments. • Describe the geographical context to their investigation. • Describe the characteristics of a central business district (CBD). • Use OS map extracts, aerial photographs and/or satellite imagery to identify geographical

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. • Describe the sampling strategy employed during the study. • 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.

Most students will:

• 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).

• Justify the use of the chosen sampling strategy. • 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. Some students will:

• 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.








centres

FSC CENTRES

Please visit http://www.field-studies-council.org/ib for alternative IB Diploma courses covering IB Geography fieldwork

Choose one topic Choose one topic

Fres

hwat

er

Coas

tal M

argi

ns

Tour

ism In

a ru

ral a

rea

Urb

an e

nviro

nmen

ts

Fres

hwat

er D

ischa

rge

Fres

hwat

er F

lood

s

Coas

tal M

argi

ns

Glac

iatio

n

Tour

ism

Urb

an

BL Blencathra Tel: 01768 779 601

CH Castle Head Tel: 0845 330 7364

DF Dale Fort Tel: 0845 330 7365

DG Derrygonnelly Tel: 028 686 41673

FM Flatford Mill Tel: 0845 330 7368

JH Juniper Hall Tel: 0845 458 3507

KD Kindrogan Tel: 01250 870 150

MT Malham Tarn Tel: 01729 830 331

MA Margam Tel: 01639 895636

NC Nettlecombe Tel: 01984 640 320

OR Orielton Tel: 0845 330 7372

PM Preston Montford Tel: 0845 330 7378

RC Rhyd-y-creuau Tel: 01690 710 494

SL Slapton Ley Tel: 01548 580 466

TO BOOK THIS COURSE, SIMPLY: 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






http://www.field-studies-council.org/outdoorclassroom/checkavailability.aspx?Subject=Geography&Level=AS%20and%20A2&ExamBoard=n/a&Programme=IB%20Diploma%20Geography%20Complete%20Internal%20Assessment%20and%20Case%20Study&Days=5�






centres

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. 5 day timetable, 2014, prices from: Band A: £169 Band B: £200 Band C: £243 Band D: £276 Band E: £289

Expert tuition by fully trained staff Included within the course price:

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.

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 17 March 2014 D 15 September 2014 D 24 March 2014 D 22 September 2014 D 31 March 2014 D 29 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 16 June 2014 E 15 December 2014 A 23 June 2014 E 22 December 2014 A 30 June 2014 E 29 December 2014 A




http://www.field-studies-council.org/outdoorclassroom/international-baccalaureate-%28ib%29-diploma/ib-diploma-biology.aspx�

http://www.field-studies-council.org/outdoorclassroom/international-baccalaureate-%28ib%29-diploma/ib-diploma-ess.aspx�

http://www.field-studies-council.org/outdoorclassroom/international-baccalaureate-%28ib%29-diploma/ib-diploma-cas.aspx�

http://www.field-studies-council.org/outdoorclassroom/international-baccalaureate-%28ib%29-diploma/ib-teacher-workshops.aspx�

http://www.field-studies-council.org/outdoorclassroom�

Complete Internal Assessment and Case Study, 5days and undertake fieldwork in an appropriate...

Documents

Transcript of Complete Internal Assessment and Case Study, 5days and undertake fieldwork in an appropriate...