1.
PROGRAMME INFORMATION
Programme Title
BSc (Hons) Geography
Department and Faculty
Department of Applied Social Studies, Faculty of Humanities
and Social Sciences
Date of most recent (Re)validation
9 December 2014
Date(s) when Programme Specification
revised
July 2015
Awarding Institution
University of Winchester
Teaching Institution (if different)
N/A
Programme also accredited by (if relevant)
N/A
BSc (Hons) Geography
BA (Hons) Geography and Archaeology
BA (Hons) Geography and History
BA (Hons) Geography and Sociology
Title of Final Awards
BA (Hons) Geography and Psychology
BA (Hons) Geography and Criminology
BA (Hons) Geography and Politics & Global Studies
BA (Hons) Geography and Modern Liberal Arts
Title(s) of Exit Award(s)
Diploma of Higher Education Geography
Certificate of Higher Education Geography
Language of Study
English
Mode(s) of Attendance
Full time / Part time
Mode(s) of Delivery
Taught
Intake start date(s) and number of intakes
per year
September 2015
one intake per year
Normal Period of Study
3 years Full-time; 6 years Part-time
BSc (Hons) Geography - L700
UCAS Codes
BA (Hons) Geography and Archaeology – V409
1
BA (Hons) Geography and History – F840
BA (Hons) Geography and Sociology – F841
BA (Hons) Geography and Psychology – F842
BA (Hons) Geography and Criminology – L311
BA (Hons) Geography and Politics & Global Studies – F484
BA (Hons) Geography and Modern Liberal Arts – F483
QAA Subject Benchmarking Group
2.
Geography
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for programme entry
requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught Programmes.
Prospective students for Professional Doctorate programmes should consult the Postgraduate Research
Programmes Admissions Policy. Both are available on the University’s public webpage.
3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
3.1
The aims of the Programme are:
a) To develop an understanding of Geography as an academic discipline, including an appreciation of
its histories, contemporary state and the contested natures of its knowledges.
b) To develop graduates who are globally aware and locally engaged.
c) To develop graduates who are competent in the application of Geography to real world settings.
d) To develop graduates who are skilled communicators of geographical issues, able to address
diverse audiences.
e) To develop graduates who are equipped to enter many areas of professional work, to pursue
further study in Geography and a range of cognate disciplines and to contribute to civil society.
f) To provide a space for the cultivation and sharing of geographical interests, issues and debates
both within the institution and beyond.
The following combined honours awards are offered: BA Geography and Archaeology; BA Geography and
History; BA Geography and Sociology; BA Geography and Psychology; BA Geography and Criminology; BA
Geography and Politics & Global Studies (PHGS); BA Geography and Modern Liberal Arts (MLA). These
combinations reflect disciplines that are cognate with Geography in either their disciplinary histories and
orientations or through shared concerns with specific issues. For example, whilst Geography is concerned
with the nature of change through space and its consequences, Archaeology and History study the
dynamics of change through time. There has been much cross-fertilisation and disciplinary dialogue
between Geography and Criminology, Psychology and Sociology which has been influential in the shaping
of all four disciplines historically. In recent years the disciplinary boundaries of all four disciplines have been
porous and have been characterised by the sharing of theoretical concerns, methods and specific areas of
investigation. Geography shares many specific interests with all of the disciplines with which it is offered in
combination with. This includes mutual interests in human and environmental change (Archaeology and
History), regions (Archaeology, History, PHGS, Sociology), contemporary processes of global change
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(Criminology, PHGS, Sociology), global futures (MLA, PHGS, Sociology), risk, uncertainty and disorder
(Criminology, PHGS, Psychology, Sociology). In each case the outcomes of these programmes are cognate
and complementary with those of Geography.
Graduate employability is a key element of the design of the programme. The BSc Geography at the
University of Winchester contains modules either with a strong vocational orientation or which provide
skills in high demand from employers. These include modules in geographical information systems and
teaching geography. The physical geography components of the programme are attentive to regional
environmental issues such as the local impacts of severe weather and climate change and the management
of environments under amenity and ecological pressures. Opportunities have been included for regular
field work in local environments and contacts with key organisations such as local authorities, National
Parks Authorities and the Environment Agency through external visits and guest lectures from practitioners.
In addition the project impact case study module GE3901 at level 6 builds on these knowledges and
contacts to provide students with the opportunities to undertake work of direct relevance to external
bodies and to demonstrate the external impact of their work.
3.2
The Learning Outcomes of the Programme are:
a) To understand the nature of Geography as an integrated, outward looking discipline and the
reciprocal relations between Geography and society.
b) To develop a critical understanding of human and physical environments, their evolution,
significance, distinctiveness and connectedness across a variety of scales and temporal periods.
c) To understand the geographical nature of a range of local to global issues, the connections
between them and the contributions of Geography to their understanding and amelioration.
d) To understand the diversity of forms of geographical data and knowledge and their relevance to
and deployment across a range of academic, professional and popular settings.
e) To develop geographical understanding through fieldwork, pure and applied research and
engagement with a variety of real world settings.
f) To develop sustained and reasoned arguments and recognise and articulate weaknesses in the
arguments of others.
g) To develop and practice a variety of generic and discipline specific skills.
h) To understand and demonstrate the external impact of Geographical knowledge and research.
See grid mapping the Modules to the Programme Learning Outcomes, Appendix 1
On successful completion of this programme, students will be able to demonstrate the following skills of:
These are given by award, pathway and FHEQ level below.
A.
Knowledge and Understanding
Level 4
The emphasis at Level 4 is introducing students to a range of fundamental geographical concepts,
knowledge and discipline specific skills. Students are inducted into academic approaches and these
are placed within a social and / or environmental context through emphasising their relations to
professional and popular discourses. Students at level 4 will develop:
a) Understanding of the nature of place and its role in mediating processes operating at a variety of
scales.
3
b) Understanding of a range of geographical processes and the reciprocal relationships between
their human and physical aspects.
c) Understanding of the relationships between a variety of geographical processes and society,
including those organisations charged with responding to and managing them.
d) Appreciating and understanding forms of geographical knowledge, their contested nature and
their deployment within society.
For single honours students:
e) Understanding of the relationships between geography as an academic discipline and its social
contexts, both now and in the past.
Level 5
The focus during second year is on extending students’ geographical knowledge and focusing their
skills through practice. Increasingly at this level students are exposed to Geography in the real world.
Bridges to independent research in Level 6 are made through field work and research based
modules. Students at level 5 will undertake:
a) Analysis of a range of geographical processes, the reciprocal relationships between their human
and physical aspects and their manifestation in diverse and unfamiliar environments.
b) Analysis of the nature of change in diverse human and physical environments.
c) Analysis of the significance of spatial and temporal relations as influences on human and physical
environments.
d) Analysis of the diverse discursive contexts within which geographical knowledges are
communicated.
For single honours students:
e)
Analysis of the relations of Geography to a range of cognate natural and / or social sciences and
humanities.
Level 6
At level 6 the emphasis is on critical understanding and the application of geographical skills and
knowledge. This is situated within an understanding of the nature of Geography as a discipline.
Option modules complement this core and explore contexts within which Geography is applied or
within which geographical perspectives are prominent. Students at level 6 will develop / undertake:
a) Critical understanding of the evolution of geography as an academic discipline, reflective of its’
social contests.
b) Critical analysis of the position of specific approaches and studies within geographical
epistemologies.
c) Critical understanding of the value of geographical perspectives to the interpretation and
amelioration of a range of real world issues.
For students undertaking the Geography Project and Project Impact Case Study:
d)
Critical analysis of approaches to the generation of original knowledge and critical understanding
of their limits.
e) Critical understanding, analysis and demonstration of the external currency and value of
geographical knowledge.
B.
Skills and other Attributes
Level 4
a) Understanding of and practice in a range of geographical research, fieldwork and analytical
techniques.
4
b) Developing competencies in individual, independent and group working.
c) Developing competencies in a range of forms of presentation and communication, addressing a
diversity of academic and professional audiences.
d) Understanding of the nature and demands of a range of academic, professional and popular
discourses, the relationships between them and their differences.
For single honours students only
e) Developing competencies in oral presentation and debate of geographical ideas.
Level 5
a) Analysis of and practice in the process of research design and its application to specific
environments.
b) Analysis of and practice in a variety of techniques for the collection and analysis of geographical
data.
c) Analysis of geographical arguments and practice in communicating them to diverse audiences.
d) Developing personal understanding about a range of geographical issues based on analysis of
these issues.
Level 6
a) Critically analysing, synthesising and undertstanding a range of conceptual and empirical material
in the construction of complex geographical arguments.
b) Critical understanding and communication of complex geographical ideas to both academic and
professional or lay audiences.
c) Critically analyse, understand and contextualise personal views about geographical issues within
wider academic, professional and popular discourses.
For students undertaking the Geography Project and Project Impact Case Study:
d) Successfully undertake a significant piece of independent / self-directed original research.
e) Critically understanding and successfully negotiating the interfaces between geography and
society.
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
Geography Single Honours Programme Structure
Module code and title
Level 4 – Becoming a Geographer
GE1900: People and Place
GE1901: Global Risks
GE1902: Introduction to Geographical
Research and Fieldwork
GE1903: Local Environmental Change
GE1904: Exploring Geographical Data
GE1905: Managing Geographical Issues
GE1906: Geography and Society
Level 5 – Practicing Geography
GE2900: Global Environmental Change
GE2902: Communicating Geography
AC2006: Geographical Information Systems
PO2302: Political and Religious Themes in
the Modern Near and Middle East
PO2303: Global Governance
RT2105: Religion, Nature and Sustainability
Credits
Core/Mandatory/Optional
Comments (e.g. pre/corequisites)
15
30
15
SH - Mandatory
SH - Mandatory
SH - Mandatory
Sem 1
Sem 1 and 2
Sem 1
15
15
15
15
SH - Mandatory
SH - Mandatory
SH - Mandatory
SH - Mandatory
Sem 1
Sem 2
Sem 2
Sem 2
15
15
15
15
SH - Option
SH - Mandatory
SH - Mandatory
SH - Option
Sem 1
Sem 1
Sem 1
Sem 1
15
15
SH - Option
SH - Option
Sem 1
Sem 1
5
RT2107: Faith and Globalisation
GE2903: Geographical Enquiry
15
15
SH - Option
SH - Core
AC2918: Archaeology / Geography Science
Project
15
SH – Core
GE2904: Teaching Geography
GE2901: Geomorphological Science
GE2905: Geographical Fieldwork
AM2306: American Studies Field Trip
AC2917: Archaeology Fieldtrip
AC2902: Geoarchaeology
AC2922: Palaeoecology
GE2999: Volunteering in Geography
GE2906: Geography Independent Study
SO2907: Understanding the Development
of Urban and Rural Communities
PO2408: Security Studies : Theory and
Practice
AM2505: Southern Cultures
AC 2901: Geomatics and Remote Sensing
Level 6 – Applying Geography
GE3902: Geography Project
15
15
15
15
15
15
15
15
15
15
SH - Option
SH - Option
SH - Mandatory
SH - Mandatory
SH - Mandatory
SH - Option
SH - Option
SH - Option
SH - Option
SH - Option
Sem 1
Sem 2. Students undertaking
non-laboratory based
dissertations must take
GE2903. Students
undertaking laboratory
based dissertations must
take AC2918.
Sem 2
Sem 2
Sem 2. Students must do one
of GE2905; AM2306 or
AC2060.
Sem 1 or 2
Sem 1 or 2
Sem 1 or 2
Sem 1 or 2
Sem 2
15
SH - Option
Sem 2
15
15
SH - Option
SH - Option
Sem 2
Sem 2
30
SH - Core
GE3901: #geographywithimpact: Project
Impact Case Study
15
SH - Mandatory
GE3903: Managing Environmental Hazards
GE3904: Global Development
GE3905: Geographies of Inequality
AC3903: Climate Change and People
AC3034: Mediterranean Landscapes
CR3004: Globalised Crime: Organised
Crime and Cybercrime
PO3501: Debates in Globalisation
PO3503: Diplomatic Studies
GE3906: The Nature of Geography
GE3900: Representing the Environment
AC3044: Depth Study: The Archaeology of
Winchester
AC3021: Depth Study: Archaeology of
Space & Place
AC3911: Caribbean Peoples and Cultures
PO3601: Politics, Energy and the
Environment
PO3604: China 21st Century Challenges
PO3607:Global South : Politics, Inequality
and (In)Security
SO3904: Contemporary Global Issues
SO3906: Ideology and Conflict
SO3907: Youth and Social Change
15
15
15
15
15
15
SH - Option
SH - Option
SH - Option
SH - Option
SH - Option
SH - Option
Sem 1 and 2. SH Students
doing GE3902 must do
GE3901 and vice versa.
Sem 2. SH Students doing
GE3902 must do GE3901 and
vice versa.
Sem 1
Sem 1
Sem 1
Sem 1 or 2
Sem 1 or 2
Sem 1
15
15
15
15
15
SH - Option
SH - Option
SH - Core
SH - Option
SH - Option
Sem 1
Sem 1
Sem 2
Sem 2
Sem 1 or 2
15
SH - Option
Sem 1 or 2
15
15
SH - Option
SH - Option
Sem 1 or 2
Sem 2
15
15
SH - Option
SH - Option
Sem 2
Sem 2
15
15
15
SH - Option
SH - Option
SH - Option
Sem 2
Sem 2
Sem 2
Geography Combined Honours Programme Structure
6
Module code and title
Credits
Core/Mandatory/Optional
Comments (e.g. pre/corequisites)
15
30
15
CH - Option
CH - Option
CH - Mandatory
Sem 1
Sem 1 and 2
Sem 1
15
15
15
15
CH - Option
CH - Mandatory
CH - Option
CH - Option
Sem 1
Sem 2
Sem 2
Sem 2
15
15
15
CH - Option
CH - Mandatory
CH - Option
GE2903: Geographical Enquiry
15
AC2918: Archaeology / Geography Science
Project
15
CH – Core for students
intending to take GE3902
in level 6
CH – Core for students
intending to take GE3902
in level 6
AC2922: Palaeoecology
GE2904: Teaching Geography
GE2901: Geomorphological Science
GE2905: Geographical Fieldwork
AM2306: American Studies Field Trip
AC2060: Archaeology Field Trip
GE2999: Volunteering in Geography
15
15
15
15
15
15
15
CH - Option
CH - Option
CH - Option
CH - Mandatory
CH - Mandatory
CH - Mandatory
CH - Option
GE2906: Geography Independent Study
Level 6– Applying Geography
GE3902: Geography Project
15
CH - Option
Sem 1
Sem 1
Sem 1. Geography –
Archaeology students must
choose another module for
their Geography option.
Sem 2. Students undertaking
non-laboratory based
Geography dissertations
must take GE2903. Students
undertaking laboratory
based Geography
dissertations must take
AC2918.
Sem 1 or 2
Sem 2
Sem 2
Sem 2. Students must do one
of GE2905; AM2306 or
AC2060.
Sem 1 or 2. CH students
taking this module cannot
take an equivalent
volunteering module from
their other programme and
vice versa.
Sem 1 or 2
30
CH - Option
GE3901: #geographywithimpact: Project
Impact Case Study
15
CH - Option
GE3903: Managing Environmental Hazards
GE3904: Global Development
GE3905: Geographies of Inequality
CR3004: Globalised Crime: Organised
Crime and Cybercrime
AC3903: Climate Change and People
GE3906: The Nature of Geography
GE3900: Representing the Environment
15
15
15
15
CH - Option
CH - Option
CH - Option
CH - Option
Sem 1 and 2. CH students
must take one project /
dissertation or equivalent
module from their two
subjects. CH students doing
GE3902 must also do
GE3901.
Sem 2. CH students doing
GE3901 must also do
GE3902.
Sem 1
Sem 1
Sem 1
Sem 1
15
15
15
CH - Option
CH - Core
CH - Option
Sem 1 or 2
Sem 2
Sem 2
Level 4 - Becoming a Geographer
GE1900: People and Place
GE1901: Global Risks
GE1902: Introduction to Geographical
Research and Fieldwork
GE1903: Local Environmental Change
GE1904: Exploring Geographical Data
GE1905: Managing Geographical Issues
GE1906: Geography and Society
Level 5 – Practicing Geography
GE2900: Global Environmental Change
GE2902: Communicating Geography
AC2006: Geographical Information Systems
7
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Combined honours level 4 students will make selections for their one semester I option module in the
meeting with the Programme Leader during Welcome Week.
Part-time students, whether following the Single Honours or Combined Honours routes, study a Level over
two years. There is flexibility in the order that part-time students take modules. The only restriction is that
they would be required to take GE3902: Geography Project and GE3901: #geographywithimpact: Project
Impact Case Study in their final year of study. Part-time students would be advised to take their choice of
AC2918: Archaeology / Geography Science Project and GE2903: Geographical Enquiry in the final year of
their level 5 student, although this would not be a compulsory requirement.
5.
LEARNING, TEACHING AND ASSESSMENT
5.1
Means of delivery:
The following means of delivery are used and listed by the Key Information Set (KIS) Activity Type.
Additional information, which complements this, is available via the Unistats ‘widget’ on the University’s
individual course pages (applicable only for undergraduate programmes).




Lecture: Lectures provide a broad framework which serve to define the module and introduce
students to important themes, debates and interpretations. They provide a valuable way of
delivering core content in an interactive environment where student engagement can be observed,
and an opportunity for tutors to convey liveliness and enthusiasm for the topic. Students are
encouraged not to view lectures as a passive learning experience.
Seminar: Seminar sessions cover a wide range of practices based around interactive group
discussion. Where modules are delivered by a combination of lecture and seminar, seminars are
used to open out concepts introduced by lectures and deepen learning often by textual inquiry.
Seminar work covers a wide variety of learning strategies including group discussions and studentled sessions. Seminars provide a vital opportunity for students to participate in group discussion,
give presentations and jointly explore themes and arguments. Seminars therefore train students in
the communication skills required for constructive participation in team work and generating ideas
by interaction. They are important in allowing students to engage with the process of learning as
well as the given subject matter of the class.
Tutorial: Tutorial support is usually not explicitly timetabled within modules, but students are made
aware and confident of the availability of module tutors and academic advisers to respond to any
individual questions they may have. Tutorials are a valuable way of providing one-to-one feedback
on student assignments but are used also for general development of students’ confidence as
learners. In some instances tutorial sessions will be timetabled into modules. Typically these occur
where students are designing individual projects or proposals and where feedback from a tutor is a
key element of the development of that work. Tutorials provide the opportunity for students to
directly share their own specific, evolving ideas with tutors and to receive tailored feedback.
Project supervision: These are sessions, typically one to one or small group, where students discuss
and receive feedback specific to their own project work. The project supervision typically takes
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




5.2
place at a number of points within the evolution of the project. The project supervision allows for
the discussion of theoretical / conceptual issues, issues relating to research methods, the collection
of data the presentation of project outcomes as well as related issues such as practical, ethical and
health and safety issues.
Practical classes: These typically involve practical engagement with environmental samples or the
manipulation of geographical data using specialist laboratory or computer equipment. They may on
occasions take other forms such as the practice or demonstration of specific skills and / or
techniques.
Supervised time in studio / workshop: These classes involve student-led but staff supervised
sessions. Typically they involve students working on or towards specified assignments / projects.
Fieldwork: Students are introduced to unfamiliar external environments. Fieldwork can vary from a
short engagement of one half or full day up to an extended period in a domestic or international
field setting. Fieldwork can range from fully staff-led through staff-directed to independent
fieldwork in which a member of staff is typically not present on site. The latter is typical of
fieldwork undertaken by students who are undertaking a geography project or independent study.
Fieldwork is a core geographical skill (QAA Subject Benchmark for Geography (2007) (and 2014
draft for consultation) and the principal means of active and experiential learning within geography
programmes. The emphasis on fieldwork is progressive throughout the programme, increasing in
extent, significance and the degree of student independence from Level 4 to Level 6.
External visits: The programme provides a number of opportunities for students to engage with
external organisations, institutions and groups through short external visits. These include tours of
facilities, offices and workplaces, centres, development, field sites, archives or laboratories. They
allow students the opportunity to experience a range of sites and organisational settings within
which geographical knowledge is generated, applied and contested and to meet specialists
associated with these sites and facilities who are engaged in these processes.
Guided independent study: Guided independent study gives students the flexibility to study course
material and complete assignments independently.
Placement, including work based learning: Placement: “the learning achieved during an agreed
and negotiated period of learning that takes place outside the institution at which the full or parttime student is enrolled or engaged in learning. As with work-based learning, the learning
outcomes are intended as integral parts of a programme of study” (Approved Procedures for Work
Based Learning and Placements, 2013-2014). Work-based learning: “learning that is integral to a
higher education programmes and is usually achieved and demonstrated through engagement with
a workplace environment, the assessment of reflective practice and the designation of appropriate
learning outcomes” (Approved Procedures for Work Based Learning and Placements, 2013-2014).
Types of assessment employed:
The following are the types of assessment that will be employed on Geography validated modules:

Essays (KIS Activity Type: Written assignment) –students are required to respond to, typically, one
of a number of specified essay questions. Essays will vary in length according to maximum word
count requirements of individual modules and in accordance with the Academic Regulations for
Taught Programmes.

Reports (KIS Activity Type: Report) – students will be required to produce professional reports of
various kinds as specified in the guidance for individual modules. The word length of the report will
be in accordance with the aforementioned regulations.
9

Presentations (KIS Activity Type: Oral assessment and presentation) – students will undertake
individual and / or group presentations. The time for these presentations will vary according to the
level of study or whether individual or group presentation. Students will be encouraged to utilise
various electronic technologies in preparing and delivering presentations.

Projects (KIS Activity Type: Project output) – students will undertake projects. These can vary
considerably in their nature and length. Students will undertake a major project at Level 6 which
will be 8000 words in length.

Written Examination (KIS Activity Type: Written exam) – students are required to undertake
unseen examinations. Students are required to answer a number of questions as specified in the
rubrics of individual examinations. The length of examinations will vary in accordance with the
requirements of individual modules and in accordance with the Academic Regulations for Taught
Programmes.

Literature Review (KIS Activity Type: Written assignment) – students are required to produce a
critical review of literatures salient to their Geography project topic. Literature reviews can be of
various types including traditional or narrative reviews or systematic reviews. The appropriateness
of different approaches to the literature review will be outlined in discussions with project
supervisors.

Poster Presentations (KIS Activity Type: Project output)– students will be required to present
posters on particular topics.

Portfolios (KIS Activity Type: Portfolio) – students will be required to develop a portfolio made up
of a series of tasks related to specific modules and areas of study.
Students taking optional modules co-validated with other programmes may be exposed to assessment
types beyond those outlined above. Details of the requirements of these assessments can be found in
individual module descriptions.
The interests of students with protected characteristics will be taken into consideration and reasonable
adjustments to assessments will be made provided that these do not compromise academic standards as
expressed through the learning outcomes.
The assessment pattern across the geography programme is designed to reflect three principles. The
assessment is:


Multiple: Students are exposed to a wide range of assessments on the programme. Whilst written
essays and reports are significant assessment types employed on the programme, there is a great
variety in the specific nature of these assessment types within specific modules. Details of these are
provided on individual module descriptions. Many reports are intended to mirror the demands of
professional tasks and settings. Beyond these assessment types all students will be exposed to
written exams, project outputs, oral presentations. It is intended that the assessments on the
programme test a wide range of knowledge, understanding and skills development.
Relevant: Many assessments on the programme are specifically designed to prepare students for a
range of professional tasks and settings. Sample assessments are outlined in specific module
assessments but examples include at Level 4 GE1903: Local Environmental Change, where students
are asked to produce a 2000 word technical report; GE1904: Exploring Geographical Data, where
students are required to produce a 500 word data driven story and GE1905: Managing
Geographical Issues, where students are required to produce a professional report aimed at a
specified client. At Level 5 examples include GE2902: Communicating Geography, where students
10

are required to pitch and produce newspaper articles and then to represent a geographical issue to
an entirely different audience and GE2904: Teaching Geography, where students are required to
plan, present and evaluate a lesson to explore a specific geographical concept for a specified age
group. At Level 6 examples include GE330: Geography Project where students have the option of
producing a professional project devised in conjunction with and / or aimed at a specified
professional client and GE3903: Managing Environmental Hazards, where students are required to
produce a 4000 word technical report.
Progressive: Assessments are designed to be progressive in the demands they make of students
across the course of the programme. This is reflected in the size of individual assessments which
broadly increases from Level 4 to Level 6 and which at Level 6 includes a major project of 8000
words, the demands of assessment as expressed through assessment criteria and the degrees of
autonomy afforded students as they progress from Level 4 to Level 6.
See a grid detailing the assessments by module, (Appendix 2).
The majority of modules are characterised by multiple assessments. This is a pedagogic device to ensure
successful student engagement. Students will typically be required to submit work for assessment and
feedback at early / mid points within modules. This ensures engagement with a range of material across
the course of the module and will allow students in many cases to receive feedback on one piece of work
that can feed into subsequent assessment on that module. In some cases, however, modules only have one
point of assessment – typically at the conclusion of modules. Student engagement throughout the module
is ensured in a number of ways. In some cases, for example, GE1902: Introduction to Geographical
Research and Fieldwork, fieldwork is central to the delivery and contents of the module and students will
be required to gather data in the field that feeds directly into the production of the assessed 3000 word
report. In this module students will gather data on three field visits across the course of the module
ensuring student engagement is integral to the delivery and assessment and that this occurs across the
module. Where portfolios are the only point of assessed work (for example, GE3900: Representing the
Environment) these typically consist of several individual pieces of work produced across the module. In
GE3900, for example, the portfolio consists of three smaller pieces of work, including a presentation which
takes places roughly at the two thirds point of the module. This is based on preparatory work for an earlier
piece which students will be required to develop from the start of the module. Elsewhere student
engagement necessary to produce a successful outcome will be achieved through means such as
workshops linked to the production of assessed work that will ensure that students engage with the
production of assessed work early in the module. These include workshops looking at applying feedback
and workshops looking at assessment criteria and engaging with them through critical engagement with
anonymised examples of student work from previous or comparable modules.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at Programme
Committee. The response identifies good practice and proposes remedies for any points of concern. The
response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to student
11
feedback and student representatives. Minutes from the Programme Committee and the External
Examiners report will inform the Annual Programme Evaluation which is submitted for approval to the
Faculty Academic Development Committee. Issues for attention are identified and included in the action
plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee which
has oversight of learning development in the Faculty, including via the Peer Observation of Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s Senate
Academic Development Committee. The External Examiner’s Report is distributed to the Vice-Chancellor,
First Deputy Vice-Chancellor, Director of Academic Quality and Development, the Faculty Dean and Faculty
Head of Quality. A summary of all external examiner reports is received at Senate Academic Development
Committee. An annual audit of Faculties is conducted by Senate Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculum-focused
staff development, by external involvement such as external examining and by involvement in research and
knowledge exchange activities.
6.2
Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
7.1
THE REGULATORY & POLICY FRAMEWORK
The programme conforms fully with the University’s:
Academic Regulations for Taught Programmes
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook and
on the Learning Network.
7.3
External PSRB Accreditation
None.
12
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with FHEQ
and appropriate consideration of subject benchmarks. Between validations external examiners assure the
University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The programme includes an optional volunteering module at level 5 (GE2999: Volunteering in Geography).
This experience is defined as ‘work based learning’ in that the learning on this module will take place within
the context of (voluntary) employment. The Geography Project at level 6 (GE3902), which is mandatory for
single honours students, also develops links to the workplace. One option is a professional Geography
project in which a project is developed with a specific external organisation or company in mind. In some
cases students will have the option of responding to briefs from external organisations or companies or
may work in collaboration with external organisations / companies. Further the module that runs alongside
the Geography project at level 6 (GE3901: #geographywithimpact: Project Impact Case Study) promotes an
understanding of the value of Geographical research in external contexts. Students are required to
construct a case study of the external impact of their project research, identifying specific constituencies
and mapping the impact of their work onto these. Again this might involve work with external consistencies
in the project research and / or presentation of results stages. In both of these instances the learning on
these modules, in these cases where students engage with external constituencies, is defined as
‘placement’ in that aspects of these modules will take place outside the institution in either workplace
settings or fieldwork setting which are defined by the requirements of external organisations.
In all of these cases learning on these modules will adhere to the latest version of the University’s WorkBased Learning and Placements – Approved Procedures. Approval of work-based learning and placement
opportunities in line with these procedures will be the responsibility of the module tutor in each case who
will act in the role of placement co-ordinator as defined in these procedures. These module tutors will,
where appropriate, work in collaboration with appropriate faculty or central University staff such as the
Volunteering Co-ordinator.
13
Appendix 1
Grid mapping Modules to Programme Learning Outcomes
Programme Learning Outcomes (recap):
a) To understand the nature of Geography as an integrated, outward looking discipline and the
reciprocal relations between Geography and society.
b) To develop a critical understanding of human and physical environments, their evolution,
significance, distinctiveness and connectedness across a variety of scales and temporal periods.
c) To understand the geographical nature of a range of local to global issues, the connections
between them and the contributions of Geography to their understanding and amelioration.
d) To understand the diversity of forms of geographical data and knowledge and their relevance to
and deployment across a range of academic, professional and popular settings.
e) To develop geographical understanding through fieldwork, pure and applied research and
engagement with a variety of real world settings.
f) To develop sustained and reasoned arguments and recognise and articulate weaknesses in the
arguments of others.
g) To develop and practice a variety of generic and discipline specific skills.
h) To understand and demonstrate the external impact of Geographical knowledge and research.
Level 4
Prog LO a)
GE1900
x
GE1901
x
GE1902
x
GE1903
Prog LO b)
Prog LO c)
Prog LO d)
x
x
Prog LO f)
Prog LO g)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
GE1904
x
x
x
GE1905
x
x
x
GE1906
x
Level 5
Prog LO a)
GE2900
Prog LO e)
x
Prog LO b)
x
Prog LO h)
x
Prog LO c)
Prog LO d)
Prog LO e)
Prog LO f)
Prog LO g)
Prog LO h)
x
x
x
x
x
x
x
x
x
x
x
x
x
GE2902
x
x
x
GE2903
x
x
x
x
GE2904
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
GE2901
GE2905
x
GE2999
x
GE2906
x
x
AC2006
x
AC2060
x
x
AC2922
x
x
AC2901
x
x
x
x
x
AC2902
x
x
x
x
x
x
x
x
AC2906
x
x
x
x
x
x
x
14
AM2306
x
x
x
AM2505
x
x
x
PO2302
x
PO2303
x
PO2408
x
x
RT2105
x
x
RT2107
SO2907
x
Prog LO b)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Prog LO c)
Prog LO d)
Prog LO e)
Prog LO f)
Prog LO g)
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 6
Prog LO a)
GE3902
x
GE3901
x
GE3903
x
x
x
x
x
GE3904
x
x
x
x
x
x
x
x
GE3905
x
x
x
x
x
x
x
x
GE3906
x
x
x
x
x
x
GE3900
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
AC3021
x
AC3034
x
AC3044
x
AC3903
x
AC3911
x
x
x
x
x
Prog LO h)
x
x
CR3004
x
x
x
x
PO3501
x
x
x
x
PO3503
x
x
x
x
x
x
x
PO3601
x
x
PO3604
x
x
x
x
PO3607
x
x
x
x
SO3904
x
x
x
x
SO3906
x
x
x
x
SO3907
x
x
x
x
x
15
Appendix 2
Grid mapping Summative Assessments to Modules
Portfolio
Proposal /
learning
contract
Literature
Review
Other
Proposal /
learning
contract
Literature
Review
Other
X
Portfolio
GE1906
Prospectus
X
Prospectus
GE1905
Individual
Presentation
XX
Individual
Presentation
GE1904
Blog
X
Blog
X
GE1901
Poster
GE1903
X
Project
Written Exam
X
GE1900
Essay
X
Group
Presentation
Report
Level 4
X
X
GE1902
X
X
GE2902
XX
GE2903
XX
X
X
Poster
Project
GE2900
Written Exam
Report
Essay
Group
Presentation
Level 5
X
GE2904
X
GE2901
GE2905
X
X
X
X
X
GE2999
X
GE2906
X
X
X
AC2006
X
X1
AC2060
X2
AC2922
X
X
AC2901
XX
AC2902
X
AC2906
X
AM2306
X
AM2505
X
PO2302
X
PO2303
PO2408
X3
X4
X
X
X
X
X5
RT2105
RT2107
X
SO2907
1
Site diary.
Site presentation.
3
Journal or blog.
2
4
5
Dossier.
Project with annotated bibliography.
X
GE3903
Other
Literature
Review
Proposal /
learning
contract
Portfolio
X
GE3904
X
GE3905
X
GE3906
X
X
X
XX
GE3900
X
GE3902
X
GE3901
X
x
AC3021
X
X
AC3034
X
X
AC3044
x
X
X
X
X
X
AC3903
X
X
X
AC3911
X
X
X
CR3004
X
PO3501
X
X
X
X6
PO3503
PO3601
X
PO3604
X
PO3607
X
SO3904
X
SO3906
X
SO3907
Prospectus
Individual
Presentation
Blog
Poster
Project
Written Exam
Report
Essay
Group
Presentation
Level 6
X
X
X
X7
X8
X
X
6
Diplomat report.
Development case study.
8
Seen exam.
7
17