1. Applied Fieldwork Enquiry
Tourism
Tourism heading – larger point size please

2. Table A: fieldwork methodologies
Fieldwork locality
Use of transects (across a feature)
Change over time (comparing primary data with secondary sources)
Qualitative surveys (analysing perception)
Geographical flows (analysing flows and patterns of movement)
Tourism
Investigate footpath erosion (transects across footpaths)
Assess changes in the environmental impacts of tourism with distance from attraction/car park
Consider changes in tourism at a resort or honeypot site using photos/maps for historic comparisons
Investigate the impact of recent tourism on a town, comparing past and present characteristics
Investigate seasonal variations in patterns of tourism and the impact on the local community
Compare visitor/local perceptions of a honeypot site and the success of its management
Analyse visitor flows in a seaside resort or at a honeypot site
Investigate traffic management problems/solutions in a seaside resort or at a honeypot site

3. Table B: conceptual frameworks
Geographical theme
Place
Applying understanding of uniqueness / identity
Sphere of influence
Applying understanding
of sphere of influence /
catchment and how it impacts on places
Cycles and flows
Applying understanding of change and movement in relation to place
Mitigating risk
Applying understanding of hazard perception / risk and analysing
management strategies / future actions
Sustainability
Applying understanding of sustainable
communities
Inequality
of inequality and
associated concepts such as deprivation or equality of access to services
Tourism
Comparing tourism characteristics (attractions, visitor profiles) in two places; what makes the two localities distinctive
Identifying the sphere of influence of a honeypot site and its impact(s), for example, analysing visitor pressure along a footpath
A comparison of spheres of influence for different tourist activities (town, reservoir, country park, etc)
Investigating flows (people, vehicles) to or within a honeypot site and assessing the impacts on environmental quality (e.g. footpath erosion)
Investigating environmental risk and its management for a new tourist development
Consider sustainable environmental management of a woodland or other local ecosystem that is popular with visitors
Investigating to what extent tourist developments in a town/locality are sustainable
Consider socio-economic variations in activity participation at a tourist resort

4. WJEC nominated criteria
Table A: Methodologies
2018: Geographical flows
2019: Qualitative surveys
2020: Use of transects
Table B: Conceptual framework
2018: Cycles and flows
2019: Place
2020: Sphere of Influence

5. Analysis and application of wider understanding
The six stages of the enquiry process
Ask questions
Collect data
Process & present data
Analysis and application of wider understanding
Draw conclusions
Evaluate the process

6. Enquiry 1: Ask questions
Why are people attracted to this place?
Where have people come from?
How is tourism managed to prevent environmental damage?
What are the advantages and disadvantages of tourism?
Is tourism sustainable?

7. Enquiry 2: Collecting data
Remember that for one of your two investigations, one of your data collection methods must be that nominated by WJEC from Table A
The second investigation must be underpinned by the nominated conceptual framework (Table B)
You can use additional methods of data collection as you wish
Remember that fieldwork is an excellent way to practice geographical skills

8. Enquiry 2: Tourism methodologies
Fieldwork locality
Use of transects (across a feature)
(2020 exam)
Change over time (comparing primary data with secondary sources)
Qualitative surveys (analysing perception)
(2019 exam)
Geographical flows (analysing flows and patterns of movement)
(2018 exam)
Tourism
Investigate footpath erosion (transects across footpaths)
(measure footpath erosion using tape and ruler)
Assess changes in the environmental impacts of tourism with distance from attraction/car park
(measure footpath erosion, litter, EIAs)
Consider changes in tourism at a resort or honeypot site using photos/maps for historic comparisons
(compare old and new photos/maps)
Investigate the impact of recent tourism on a town, comparing past and present characteristics
Investigate seasonal variations in patterns of tourism and the impact on the local community
(use questionnaires, old maps, archive reports)
Compare visitor/local perceptions of a honeypot site and the success of its management
(use questionnaires)
Analyse visitor flows in a seaside resort or at a honeypot site
(use pedestrian counts, annotated photos)
Investigate traffic management problems/ solutions in a seaside resort or at a honeypot site
(conduct traffic counts, questionnaires and photos)

9. Enquiry 2: Mumbles, Swansea
Consider what methodologies could be used here to collect data

10. Enquiry 2: Langland Bay, Swansea
Consider what methodologies could be used here to collect data

11. Enquiry 2: Collecting data
Design appropriate fieldwork data collecting sheets
Select appropriate locations (safety – risk assessment - ease of access, geographically sound)
Select appropriate sampling techniques (random, systematic, stratified)
Ensure accuracy and reliability
Remember that students will need to justify methodologies

12. Enquiry 3: Processing and presenting
Processing data
This involves making calculations from the data sheet and could involve:
Calculating flow rates of traffic or pedestrians
Calculating EIA scores
Converting data into percentages (e.g. questionnaires)
Comparative statistical measures (e.g. percentage change) for tourism or census data

13. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Bar charts – can be drawn by hand or from a spreadsheet (Excel):
Left bar chart has a mixture of English and Welsh!
When using Excel, make sure the axes are clearly labelled and that scales
are the same if constructing comparable graphs

14. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Radar graphs and pie charts – can be drawn by hand or from a spreadsheet (Excel):
Left hand diagram has mixture of English and Welsh
Can numbers on both diagrams be more prominent? Bolder? Same for labels.
Right hand diagram key – Positive needs capital P
When using Excel, make sure the axes are clearly labelled and that scales
are the same if constructing comparable graphs

15. Enquiry 3: Processing and presenting
Presenting data
This involves selecting appropriate methods to present data and could include:
Use GIS to plot traffic counts onto a base map

16. Annotated photo showing aspects of tourism at Langland Bay, Swansea
Facilities include beach huts, benches
Local economy benefits from tourism
No litter or environmental damage on the beach
Safety information is evidence of management
Access to pedestrians only
BBQ waste containers to reduce pollution on the beach

17. Enquiry 4: Analysing and wider understanding
Identify, analyse and interpret trends and patterns
Apply knowledge and understanding of geographical concepts and processes to specific evidence collected
Trends – changes over time, distance, etc.
Patterns – regular repeating distributions, e.g. linear, radial, circular

18. Enquiry 4: Describing data
When describing trends and patterns consider using the acronym ‘GCSE’: GC – general comment, describing the ‘big picture’, the overall trends and patterns S – refer to specific information/data on the graphs, maps and diagrams to support your comments E – identify and comment on any exceptions (anomalies) to the overall trend/pattern

19. Enquiry 4: Analysing data
The annotated photo clearly indicates that tourist management is in place at Langland Bay.
The area is well cared for and there are plenty of litter bins and specially designed waste bins for BBQs (there are three of these bins in the bay).
There are rails alongside the path and also by the steps to help people to access the beach safely. This suggests that the beach may be popular with elderly people or families with young children.
There are several noticeboards providing information about swimming safety.
The café indicates the economic importance of tourism to the local area.

20. Enquiry 5: Drawing conclusions
This involves synthesising (pulling together) findings to reach evidenced conclusions that relate to the initial aim of the enquiry. Here’s an example:
‘In conclusion, my results show that tourism is being well managed at Mumbles. There is a wide promenade that is clearly marked to separate cyclists from pedestrians.
Cars are discouraged from parking on the road (double yellow lines, etc) and there are several car parks, all of which had plenty of spaces (over 15%). The area is well tended, with attractive flower borders and hanging baskets at the pier. My EIA results indicated a high environmental quality (over 90%), although there were a few pockets of litter accumulation and some dog poo!

21. Enquiry 5: Drawing conclusions
Expected trends and models are not always reflected in the real world, for example:
The weather can have a huge impact on tourism – numbers of people and tourist responses to questionnaires
The time of day can affect results (coach parties, lunch time, etc.)
The time of year can affect tourist numbers and types of tourist – most student fieldwork is done outside family holiday periods
It is not always possible to distinguish tourists from local residents

22. Enquiry 5: Drawing conclusions
Extreme weather conditions will affect people’s behaviour and may give unexpected or biased results
Access may be limited to some areas which will affect tourist patterns and numbers
Arrows to touch box please
Is it possible to put the photo more central with arrows/text arranged around it? It will make it more symmetrical
Infrequent events, such as festivals or the arrival of a coach party may give unexpected and unrepresentative results
Time of day and time of year will have a huge effect on tourism and might introduce bias

23. Enquiry 6: Evaluating the process
Identify the limitations of geographical evidence - accuracy, reliability and bias
Reflect critically on the strengths and limitations of both primary and secondary data, methods used, conclusions drawn and knowledge gained
Appreciate that stakeholders may have vested interests, introducing bias.

24. Enquiry 6: Evaluating the process
How might your results be different on another day or at a different time of year (local people or tourists)?
How might an increase in the sample size or the number of sites have improved reliability?
With practice, might data collection techniques have been more accurate?
Was the sampling strategy appropriate?
Could inaccurate diagram construction have affected your conclusions?