UNIVERSITY OF BRIGHTON
PROGRAMME SPECIFICATION
ADC/ASC/FINAL
PART 1: COURSE SUMMARY INFORMATION
Awarding body
University of Brighton
School
School of Environment and Technology
Faculty
Faculty of Science and Engineering
Partner institution(s)
Course status
Validated
Host Department
Geography & Geology
Location of
Moulsecoomb
Study/campus
Professional,
N/A
Statutory and
Regulatory Body
Award and titles
Award
Title
Final award
BSc (Hons)
Environmental
Sciences
Intermediate award
BSc
Environmental
Sciences
Intermediate award
DipHE
Environmental
Sciences
Intermediate award
CertHE
Environmental
Sciences
Mode of study
Duration of study
Maximum
(standard)
registration period
Full-time
3 years
8 years
Sandwich
4 years
10 years
Part Time
6 years
8 years
Distance
Start date for
programme
(month/session)
Course codes/categories
UCAS code
F901
QAA Subject Benchmark
Earth sciences, environmental sciences &
environmental studies
CATS points for
360
course
Admissions Agency
UCAS
x
GTTR
NMAS
Direct to School
Admissions criteria
280* points from a minimum of one 12 unit or two 6 unit
qualifications. A Level subjects must include a science (minimum
60 points). General Studies and Key Skills will count towards the
tariff score. *=only applicants with 2 full A-levels or double
award will be considered.
Contacts
Course Leader (or
Dr Chris Joyce
Course Development
Leader)
Admissions Tutor
Dr Kirsty Smallbone
Examination and Assessment
External Examiner(s)
Dr Ian Candy
Examination Board(s)
Geography and Geology
(AEB/CEB)
Approval/start dates
Start date
(month/session)
Approval date
Review date
Validation
July 2005
Programme
July 2009
Specification
PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims:
The aims of the programme are:
The overall aim of the BSc (Hons) Environmental
sciences degree is to develop the range of academic
and transferable skills associated with an
environmental sciences education thus equipping
graduates for subject-related and wider employment
opportunities.
This is achieved by providing an interdisciplinary
foundation for environmental sciences study and
opportunities for subsequent specialisation, with
students developing environmental scientific skills
and knowledge along with more general academic and
scientific abilities as they progress through the
course. At level 4, students study modules across
the spectrum of environmental sciences such that
they build the necessary knowledge and skills
foundation to develop foci within the subsequent
environmental sciences programme. Thus, from Level
5 the course is organised into four pathways (each
associated with potential career opportunities): i)
Environmental management and sustainability; ii)
Environmental hazards; iii) Ecology and
conservation; iv) Environmental pollution.
Students can choose to specialise within three
pathways at level 5 and further specialise at level
6 by studying within a minimum of two pathways.
Alternatively, students can maintain a broader diet
of environmental sciences modules and continue to
study across all four pathways throughout.
The programme develops, through the medium of
environmental scientific study, a range of
interdisciplinary and transferable skills including
IT and quantitative skills, scientific skills,
communication skills, groupwork abilities and
personal organisation and development. A key
feature of the degree programme is the development
of careers-related, research and life-long learning
skills in partnership with the University's Careers
Planning Agreement.
The course further develops a range of scientific
and academic research skills through a combination
of classroom, laboratory, fieldwork and project
modules.
The aims of each Level are as follows:
CertHE will:
Provide students with a balanced programme of study
spanning the main environmental sciences themes
(i.e. environmental management and sustainability,
the physical environment and environmental hazards,
ecology, environmental chemistry and pollution).
Provide students with a sound understanding of core
concepts across the breadth of the subject;
Introduce students to a range of environmental
scientific skills including fieldwork, laboratory
work and IT, together with transferable skills
including oral and written communication, teamwork,
interpretation and analysis of qualitative and
quantitative data, critical analysis and problemsolving;
Provide an opportunity for students to develop
additional skills in areas such as languages,
science, geology and geography.
DipHE will additionally:
Allow students to develop a deeper knowledge and
understanding of concepts and principles in chosen
areas of the discipline;
Introduce students to the critical evaluation and
application of core concepts in new contexts;
Provide students with an appreciation of the
processes of knowledge generation within the
discipline;
Introduce students to the process of research
design and implementation in small groups;
Provide students with an opportunity to place their
subject-specific and wider learning within the
context of employment opportunities and career
planning.
BSc Hons will additionally:
Enable students to study advanced aspects of chosen
areas of the subject;
Enable students to develop greater independence in
their learning;
Provide students with an opportunity to understand
and evaluate different approaches to solving
contemporary problems in chosen areas of the
subject;
Require students to design, implement and
communicate the results of an independent
specialist research study on a topic of their
choice.
Learning
outcomes
The outcomes of the programme provide information
of how the primary aims are demonstrated in
students following this programme:
Knowledge and theory:
The progressive development of knowledge and
understanding is an important feature of the degree
programme. Level 4 develops understanding of core
components of the discipline together with basic
tools of scientific analysis. Level 5 develops more
critical knowledge of environmental sciences
(through the study of physical and biological
systems, human-environment interactions, and
analytical and methodological techniques) and the
principles of the research process and its
application. Level 6 develops deep understanding of
knowledge and its provisional nature.
More specifically, students gain knowledge and
understanding of the following areas. The extent
to which individual students develop understanding
of particular areas varies depending upon module
selection beyond the compulsory modules taken at
Levels 4 to 6 (see Section 4 - Programme
Structure):
The role of physical processes in evolving and
shaping the landscape in a range of environments
from polar to arid (e.g. GY111, GG110, GY212,
GG202, GY218, GY315, GY316, GY324);
The issues surrounding past environmental change
and contemporary environmental hazards and issues,
and approaches to their management (e.g. GY131,
GY136, GY217, GY231, GY232, GY235, GY236, BY301,
GY319, GY323, GY336; GG301);
The operation of ecological and biogeographical
systems and measures to ensure their conservation
(e.g. BY121, GY111, GY231, BY242, BY324, GY324);
The scope, complexity and analysis of environmental
problems caused by chemical pollution (e.g. CH114,
CH122, CH217, GY232, CH327, CH321, GY336, GY339);
The implications of energy sources and policy for
social, economic and environmental concerns (e.g.
BE243, BE242, BE308, BE326, BE337);
The nature and processes of interaction between
society and environment (e.g. GY131, CH114, GY231,
BY301, BY307, GY335, GY337, GY358);
The operation and use of scientific tools and
techniques for environmental data acquisition,
analysis and interpretation (e.g. GG111, GY131,
GG104, GY191, QS115, QS204, BY218, GY271, GY274,
GY295, BY231, CH217, BE241, BE326, CH327; GY339,
GY375, GY374);
Methodological approaches used in environmental
investigations (e.g. GY111, GY191, GG104, GY272,
GY295, GY296, GY372, BY231, CH217, BY218, CH327,
GY390/BY394);
The application and evaluation of research
techniques in environmental sciences (e.g. GY191,
GY272, GY296, GY295, BY231, GY390/BY394).
Skills:
A strong theme of skills development runs
throughout the degree programme, including a number
of compulsory skills-based modules (particularly at
levels 4 and 5). Level 4 introduces a range of
core intellectual, disciplinary and transferable
skills including basic study skills, group work,
presentation skills, IT skills, quantitative and
qualitative methods, the development and
communication of reasoned arguments, interpretation
and synthesis of environmental data, together with
basic field and laboratory skills. These are
developed and enhanced at Level 5, together with a
greater emphasis on research skills, fieldwork, and
problem-solving. A key feature of Level 5 is the
development of job-seeking skills as part of the
University's Careers Planning Agreement. At Level
6, the development of research skills culminates in
the final year Project, along with the development
of a deeper understanding of the construction and
nature of environmental scientific knowledge.
Throughout the degree programme, the following
intellectual, discipline-specific and transferable
skills are developed:
Intellectual skills
The ability to develop a reasoned and critical
argument through the integration and interpretation
of primary and secondary materials (e.g. GY131,
GY171, GY231, GY236, BY222, GY235, GY295, BY301,
BE308);
An ability to generate environmental scientific
research questions and to identify and use
appropriate methods in reaching and reporting
conclusions (BE243, GY295, GY296, BY231, BY330,
GY390/BY394, BE337, CH327, GY372);
The ability to critically evaluate evidence, ideas
and theoretical standpoints within a breadth of
environmental contexts (all modules but especially
GY171, BY230, GY272, GY231, GY295, GY296, BY231,
BE242, GG202, BY301, CH321, GY372, GY390/BY394);
The ability to undertake a deeper approach to
learning and understanding (all modules but
especially GY272, BE337, CH321, BY324,
GY390/BY394);
To understand the constructed and dynamic nature of
all knowledge (all modules but especially GY131,
GY272, GY390/BY394).
Discipline-specific skills
The ability to collect, interpret and synthesise
different types of environmental data (e.g. GG111,
GY171, GY191, GG102, GG104, GY274, GY295, GY296,
BY231, BY218, BE243, BE241, CH217, BE337, CH327,
GY339, GY390/BY394);
The ability to prepare effective maps and diagrams
using appropriate approaches and technologies (e.g.
GG110, GG104, QS115, GG202; GY271, GY274, GY375,
GY374);
An ability to work safely and effectively in
laboratory and field contexts (GG110, GY111, GY191,
CH114, CH122, GG103, GG104, GY216, BY218, GY295,
GY296, BY231, CH217, CH327);
An understanding of the basic theoretical,
philosophical and methodological issues relating to
scientific research (QS115, QS204, CH217, BE243,
GY271, GY272, GY295, BY231, GY390/BY394, CH327,
BE337);
An understanding of the processes of knowledge
generation in the environmental sciences discipline
(GY191, GY272, GY295, GY296, BY231, GY372,
GY390/BY394);
The ability to identify an environmental hazard,
problem or issue, to investigate it through an
appropriately planned, designed and implemented
research project, and to present the findings as
project report using reasoned argument to draw
clear conclusions (GY295, GY296, BY231, GY231,
BE243, BE337, CH327, BY324, BY330, GY390/BY394).
Transferable skills
The ability to communicate ideas and arguments
effectively in writing, verbally, and graphically
(all modules but especially GY171, GY131, CH114,
BE243, BY221, BY223, GY231, GY235, GY236, GY271,
GY295, GY296, BY231, GY390/BY394, CH321, CH327);
The ability to collect, record, analyse and present
data of various forms using appropriate analytical
techniques (e.g. GY171, GY191, QS115, GG104, GY271,
GY295, GY296, BY231, QS204, CH217, BE242, BE326,
CH327);
The ability to learn and study independently, to
take responsibility for the management of
independent investigation and learning, and to plan
time effectively (all modules but especially GY171,
GY131, BY222, BE243, GY231, GY235, GY272,
GY390/BY394, BE337, CH327, CH321, BY324, BY322,
BY330, GY372);
The ability to work and communicate effectively as
part of a team (e.g. GY131, GY191, CH114, GY231,
GY235, GY295, GY296, BY231, BY330);
Competence in the use of appropriate IT packages to
find, explore, develop and present numbers, text
and images (GY171, QS115, GG102, GG103, GY191,
GY231, BE241, QS204, GY271, GY274, GY374, GY375);
The ability to use appropriate techniques for jobseeking and information acquisition for life-long
learning (GY272);
An appreciation of the broader environmental and
academic contexts of their learning (all modules
but especially GY272).
PROGRAMME STRUCTURE
The full time course is studied over 3 years of 32 weeks per
year. The academic year is divided into two semesters, each of
sixteen weeks. An optional placement year (usually 48 weeks of
study) may be undertaken between Levels 5 and 6 (Years 2 and 3
for full time study). Study is undertaken at Levels 4, 5 and 6
of the national qualifications framework, and is divided into
modules. The standard value of a single module is 10 credits
(equivalent to 100 hours learning) and the structure allows the
use of multiples of this (for example the Level 6 project
module is awarded 40 credits/400 hours). Full-time students
study for 120 credits (12 modules) each year, beginning at
Level 1 and progressing through Levels 5 and 6. A student must
obtain 120 credits at each level before progressing to the
next.
Figure 1 shows the standard programme of study in Environmental
sciences. Pathway suitability for specific modules at Levels 5
and 6 is shown in the table below. One hundred credits at each
Level are designated by the course structure. Level 4 includes
eight compulsory modules (100 credits) and is common to all
students on the course but students are able to exercise
greater choice of modules within the Environmental sciences
core at levels 2 and 3. At Level 4 students study modules
across all four pathways that constitute the Environmental
sciences core, namely environmental management and
sustainability, environmental hazards, ecology and
conservation, and environmental pollution, as well as
fieldwork, independent learning and statistical skills. A
similar range of study may be maintained at Levels 5 and 6, or
students may choose to specialize in sub-disciplines of
Environmental sciences by limiting their selection of pathways.
BSc (Hons) Environmental sciences students are required to
include a minimum number of pathway modules in their individual
programmes of study at Levels 5 (three pathways) and 6 (two
pathways).
Each level includes option modules outside the Environmental
sciences core (a maximum of 20 credits) which allow students to
broaden their study or engage in further specialization (for
example by taking a foreign language, another science or
additional environmental modules). Students may be permitted
to study up to two modules, usually other than those that are a
normal component of the course, either one Level above or one
Level below the current Level of study. Students would not be
permitted to include two Level 4 modules in a Level 6
programme, except in the case of Level 4 language modules which
are part of a language course that a student is continuing at
Level 6.
Part-time students follow the same progression pattern in being
required to complete each level before proceeding to the next.
Part-time students may study a maximum of fifty credits in a
semester and are advised to maintain a minimum rate of twenty
in each semester in order to maintain a satisfactory rate of
study.
At Level 4 students study modules that together constitute the
Environmental sciences subject core, namely environmental
management and sustainability, the physical environment and
environmental hazards, ecology, environmental chemistry and
Level 4
(module
codes)
Statu
s*
Module Title
Credi
t
GY111
GY136
GY131
C
C
C
20
10
20
GY171
GY191
QM101
QS115
C
C
O
C
GG110
GG105
GG103
GG104
GG111
GG112
BY104
BY116
BY121
BY125
CH114
CH122
GY175
CN124
CN135
FR111
FR112
FR121
FR122
GE111
GE112
GE121
GE122
SP111
SP112
SP121
SP122
O
O
O
O
O
O
O
O
C
O
C
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Level 5
(module
codes)
GY212
GY218
GY216
GY217
GY230
GY231
Statu
s*
Fundamentals of Physical Geography
An Introduction to Environmental Hazards
Global Environmental Issues and
Management
Skills for Independent Learning
Introduction to Fieldwork
Mathematical Skills for Scientists
Introduction to Statistics and
Quantitative Techniques for
Environmental Scientists
Fundamentals of Geology
Mineralogy and Petrology
Igneous and Metamorphic Rocks
Interpreting Geological Maps
The Ocean Planet: an Introduction
Global Earth Systems
Human Physiology
Physiological Ecology
Ecological Processes 1
Responses to the Environment
Introduction to Environmental Chemistry
Elements of Chemistry
Citizenship for the Environment
Introduction to Soil and Rock
Hydraulics
French Foundation 1
French Foundation 1
French Foundation 2
French Foundation 2
German Foundation 1
German Foundation 1
German Foundation 2
German Foundation 2
Spanish Foundation 1
Spanish Foundation 1
Spanish Foundation 2
Spanish Foundation 2
Certificate of Higher Education (120
credits)
Module Title
10
10
10
10
10
10
GY235
O ii
Water in the Landscape
Global Geomorphology
Soil and Water Analysis
Ice Age Earth
Environmental & Spatial Planning
Environmental Conservation and
Management
Environmental Hazards
O
O
O
O
O
O
ii
ii
iv
ii
i
i
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
Credi
t
10
GY232
GY236
GY250
GY257
GY258
GY271
O iv
O ii
O i
O i
O i
O i,
ii
C
O i
C
Environmental Pollution and Control
Climate Change
Sustainable Development
Geographies of Consumption
Contemporary Rural Geographies
GIS 1
10
10
10
10
10
10
Skills for Research and Careers
Introduction to Remote Sensing
Geography Fieldwork (Tunisia or Sicily)
20
10
10
(or
20)
Further Statistics
Energy in Buildings
Alternative and Renewable Energy
Independent Study Module
10
10
10
10
BY213
BY217
BY218
BY232
BY242
CH217
SS250
GG202
C
O i
O i
O i,
iv
O iii
O iii
O iii
O iii
O iii
O iv
O
O
10
10
10
10
10
10
10
10
GG203
GG214
O
O
GG205
GG206
FR211
FR212
FR221
FR222
GE211
GE212
GE221
GE222
SP211
SP212
SP221
SP222
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Level 6
(module
codes)
GY326
GY316
GY323
Statu
s*
Behavioural and Evolutionary Ecology
Evolution and Diversity
Ecological Techniques
Special Studies in Ecology
Marine Biology
Fundamentals of Analytical Chemistry
Community Participation and Development
Structure of the Earth and Global
Processes
Earth Resources
Introduction to Environmental
Geochemistry
Applied Palaeontology
Structural Geology
French Certificate 1
French Certificate 1
French Certificate 2
French Certificate 2
German Certificate 1
German Certificate 1
German Certificate 2
German Certificate 2
Spanish Certificate 1
Spanish Certificate 1
Spanish Certificate 2
Spanish Certificate 2
Diploma of Higher Education (240
credits)
Module Title
Coastal Environments
Environmental Change in Low Latitudes
Hazards in Cold Environments
10
10
10
GY272
GY274
GY295
or
GY296
(or
BY231)
QS204
BE241
BE242
BE243
O ii
O ii
O ii
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
Credi
t
GY324
GY335
GY336
GY375
GY339
GY350
GY355
GY358
GY372
GY380
GY374
GY390
(or
BY394)
GG301
GG303
GG304
GG305
GG306
GG310
BE308
BE326
BE337
BY301
BY335
BY324
BY333
BY332
BY346
CH321
CH327
SS361
SS324
FR311
FR312
FR321
FR322
GE311
GE312
GE321
GE322
SP311
SP312
SP321
SP322
O i,
iii
O i
O i,
iv
O i,
ii
O iv
O i
O i
O i
O
O
O i
C
O ii
O
O
O
O
O
O i
O i,
iv
O i,
iv
O iii
O iii
O iii
O iii
O iii
O iii
O iv
O iv
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Wetland Environments
10
Environmental Assessment
Air Quality Management
10
10
GIS 2
10
Water and Health
Rural Development and Conservation in
Africa
Medical Geography
Political Ecology
Independent study
Placement
Applied Remote Sensing
Independent Project (or Ecology Project)
10
10
Geohazards
Palaeoecology
Planetary Geology
Evolution and the Fossil Record
Exploration Geology
Oceanography
Environmental Performance
Energy Assessment
10
10
10
10
10
10
10
10
Independent Study Module
10
Applied Ecology
Wildlife Conservation and Management
Biogeography
Special Studies in Ecology 2
Contemporary Issues in Ecology
Plant and Animal Interactions
Case Studies in Environmental Pollution
Advanced Analytical Methods
Community Participation and Development
Transport, Environment and Society
French Diploma 1
French Diploma 1
French Diploma 2
French Diploma 2
German Diploma 1
German Diploma 1
German Diploma 2
German Diploma 2
Spanish Diploma 1
Spanish Diploma 1
Spanish Diploma 2
Spanish Diploma 2
10
20
10
10
10
10
10
20
10
10
10
10
10
10
10
10
10
10
10
10
10
10
C = Compulsory O = Optional Choice
10
10
10
10
10
40
Pathways at Levels 5 and 6: i = Environmental management and
sustainability;
ii = Environmental hazards; iii = Ecology and conservation; iv
= Environmental pollution
Level
4
Sem 1
Sem 2
Level
5
GY131
Global
Environmenta
l Issues and
Management
GY111
Fundamentals
of Physical
Geography
GY135
Introduction
to
Environmenta
l Hazards
BY121
Ecological
Processes 1
Sem 1
Sem 2
60 credits worth of modules from at
least 3 environmental sciences pathways
GY191
Introduction
to Fieldwork
GY171 Skills
for
Independent
Learning
Option in
Science,
Geography or
Language
CH114
Introduction
to
Environmental
Chemistry
QS115
Introduction
to Statistics
and
Quantitative
Techs
QS204
Further
Statistics
Option in
Science,
Geography or
Language
GY272
Skills for
Research and
Careers
GY295, GY296
or BY231
Fieldwork
Option in
Science,
Geography or
Language
Option in
Science,
Geography or
Language
Placement Year (optional)
Level
6
Sem 1
Sem 2
GY390
60 credits worth of modules from at
least 2 environmental sciences pathways
Independent Project
(40 credits – equivalent to
4 modules)
Figure 1: Structure of BSc (Hons) Environmental Sciences – Programme of Study
Option in
Science,
Geography or
Language
Option in
Science,
Geography or
Language
LEARNING, TEACHING AND ASSESSMENT
Learning
Students typically take 12 modules per year, six in
and
each semester. A module is designed to comprise
teaching
100 hours total learning time and is typically
studied over a 16 week semester. A typical 10
credit module comprises a combination of tutor-led
contact sessions (normally two or three hours per
week) and guided independent study (including time
spent in preparing and completing assessment
tasks). Students engage in a range of learning and
teaching opportunities within the common core of
the course (which constitutes 44% of learning)
including lectures, personal tutorials, laboratory
classes, student-centred IT projects, small group
work, workshops, computer modelling/simulation,
seminars, and practical classes.
The learning and teaching strategy at Level 4 is
designed to facilitate student learning in their
new undergraduate academic environment. Thus, a
range of small-group opportunities including
tutorials, workshops, seminars, practical and
fieldwork (together accommodating approximately 55%
of contact time) are used in conjunction with
lectures (45% of core contact at this level). All
mathematical and statistical learning in the
compulsory modules at levels 4 and 5 combine
lectures, workshops and tutorial methods in each
week in equal measure.
Compulsory residential fieldwork at Levels 4 and 5
provides opportunities for guided investigations
within small groups and in environments
substantially contrasting to the
classroom/laboratory. Generally, learning and
teaching methods at Level 5 are designed to
encourage greater analytical and applied skills and
thereby make greater use of case study and
workplace investigations, student led seminars, and
reflective participation in workshops (comprising
70% of core contact at this level).
Learning and teaching opportunities based on
student-centred learning increase further with
progression to Level 6 of the course, highlighted
in the core 40-credit, environmental sciences
Project. This is a substantially independent
research project negotiated, designed and completed
in collaboration with an individual tutor.
Assessmen
t
A variety of forms of assessment are used across
the three levels of the degree programme to
demonstrate ability in a range of skills. The
following definitions are included within the
Geography & Geology Division Skills Handbook issued
to all students:
Examination/Test (including open book, seen and
unseen examinations): a demonstration of knowledge,
understanding, analytical skill and ability to
apply knowledge.
Essay: a demonstration of understanding and
analytical and written communication skills.
Project (including individual, group work and Level
6 project): a demonstration of independent research
skills and written communication skills.
Report (including laboratory reports and field
reports): a demonstration of reporting and written
communication skills. Laboratory reports
additionally demonstrate laboratory skills whilst
field reports demonstrate field and group research
skills.
Seminar presentation: a demonstration of knowledge,
understanding, verbal communication, presentation
skills, and ability to respond to questioning.
Poster presentation: a demonstration of knowledge,
understanding, and written and visual communication
skills.
Portfolio (including article reviews): a
demonstration of reflective engagement in workshop
activities, reflective reading skills, and written
communication skills.
Other methods (including assessment methods such as
web page design, debate, mapping and bibliographic
writing exercises).
A number of transferable skills, such as selfmotivation and communication, are embedded within
the primary modes of delivery of learning and are
not necessarily separately assessed. However,
satisfactory achievement of the learning outcomes
requires that such skills are developed to an
appropriate level.
At Level 4, the distribution of assessment types
within the core modules taken by all students is
approximately as follows: Examination/Test 40%;
Essay 10%; Report 25%; Other methods (incl. Seminar
presentation, Poster presentation, Portfolio etc.)
25%. The precise distribution of assessment types
at this level varies with the choice of option
modules.
Greater student choice is available at Levels 5 and
6 making the distribution of assessment types more
variable. As a result, only an indicative range of
the proportion of different assessment types can be
given. The values within these ranges incorporate
the assessment types associated with core modules
at each level plus other modules subject to student
choice.
Level 5: Examination/Test 16-48%; Essay 0-40%;
Projects 0-20%; Reports 16-52%; Other methods
(incl. Seminar presentation, Poster presentation,
Portfolio etc.) 5-26%.
Level 6: Examination/Test 21-40%; Essay 8-42%;
Projects 33-40%; Reports 0-41%; Other methods
(incl. Seminar presentation, Poster presentation,
Portfolio etc.) 0-16%.
Assessment criteria
Indicative criteria used for assessment and grading
are shown in Appendix 1, mapped against award
classification (as identified within University of
Brighton General Examination and Assessment
Regulations). These criteria are included within
the Geography & Geology Division Skills Handbook
issued to all students. Where criteria for specific
items of assessment differ from these requirements,
full details are published within the module
handout issued to students.
REGULATIONS
Regulatio
In line with the University of Brighton General
ns
Examination and Assessment Regulations (GEAR).
Students may be permitted to study up to two
modules, usually other than those which are a
normal component of the course, either one Level
above or one Level below current Level of study.
Students would not be permitted to include two
Level 4 modules in a Level 6 programme, except in
the case of Level 4 language modules which are part
of a language course that a student is continuing
at Level 6.
PROFESSIONAL AND STATUTORY BODY DETAILS (optional)
If a course is accredited by a PSB, full details of how the
course meets those requirements, and what students are
required to undertake should be included here
Not applicable
LEARNING SUPPORT
Central support:
All students benefit from:

University induction week programme (includes orientation
and introduction to study, the Careers service and library
skills)
 University Student Handbook (including general advice to
students on regulations, University policies, and advice and
support facilities)
 Extensive library facilities centred on the main Aldrich
library.
 Six open access computer pool rooms on the Moulsecoomb site
with over 200 workstations (and a further 450 network points
for personal PCs in the library). All are linked to the
University network and SuperJANET services and have daily
user support help desk.
 Students have external and internal E-mail and internet
access, and may set up personal websites
Student services, including Welfare, Careers, Counselling,
Legal, Financial, Accommodation, Childcare, Medical, Sexual
Health and Chaplaincy support
Course specific:
Sustainable development:
The University of Brighton is committed to the principles of
sustainable development through its Education for Sustainable
Development policy. The subject area of Environmental
Sciences provides a useful platform from which to examine the
issues associated with sustainable development. Environmental
Scientists are trained to identify and analyse current and
future problems, and to critically examine the prospects for
achieving a just and environmentally sound future for all. By
incorporating natural and elements of social sciences,
Environmental Sciences provides a framework that enables
understanding, assessment of, and intervention in the physical
world, whilst at the same time, critically examining the
prospects for and effects of intervention. Graduates in
Environmental Sciences are thus equipped to make a significant
contribution to ensuring that future generations not only have
an equivalent quality of life, but are likely to have an
improved one.
Research informed teaching:
The Environmental Sciences course is delivered by researchactive academic staff, and specialist aspects of the
curriculum reflect the research interests of these staff. For
example, research methods taught in the core module GY272
reflect those used in the research of the staff who deliver
the module. Final year option modules are taught by staff who
are actively engaged in research and publication in their
specific topic areas, and who are currently undertaking
research or consultancy with leading national and
international bodies. This level of integration is
particularly evident for final year projects, where students
spend an extended period of time undertaking research with a
subject specialist who is linked into a network of
international scholars with shared interests. Throughout the
course, students develop competencies enabling them to become
independent researchers, with specialist skills sessions
scheduled to support their development. Teaching and learning
strategies for the course are developed in consultation with
the UK’s Geography, Earth and Environmental Sciences subject
centre, often with support from specialists in pedagogic
research, based in the University’s Centre for Learning and
Teaching.
In addition, students on this course benefit from the
following:
a) Handbooks and Guidance Notes





BSc (Hons) Environmental Sciences Course Handbook
Geography & Geology Division Skills Handbook
Geography (or Biology) Project Handbook
Guidance Notes for Fieldwork Safety
Placement Guidelines
b) Academic and Administrative Support









Course Leader who monitors academic and personal progress of
students on the course
All students are allocated a Personal Tutor for personal and
academic support
School of Environment and Technology Intranet that hosts
supplementary learning resources in support of modules as
well as providing links to additional resources
School administrative support for module registration
Faculty and Geography & Geology Division Placement Support
officers
Students on placement receive several planned visits from a
designated Placement Tutor to support learning and progress
in the workplace
Course Resources Officer who works with staff and students
to enable access to paper-based and electronic resources
School of Environment and Technology Computing Officer who
works with staff and students to enable access to, and use
of, Information Technology facilities
Student/staff ratio of 20:1
c) Computing and Laboratory Facilities









School of Environment and Technology Computer Suites,
containing 165 networked terminals running GIS (ArcGIS
9.x, ArcView 3.x) and other software (AutoCad, Power
Project, Oasis, Hevacomp. Other software in the School
include Adobe Photoshop CS2 9, Dreamweaver, Matlab 2006,
Microsoft Office, Pertmaster, Rhino SP4, Solidworks.
Physical Geography Laboratory, seating up to 30, equipped
with fume cabinet, Corning Flame Photometer, and drying
ovens
Soil and Water Analysis Laboratory, with muffle furnace,
Oertling analytical balances, Pye Unicam AAS, and Hewlett
Packard Gas Chromatograph
Soil and Sediment Analysis Laboratory, with drying ovens,
sediment sieving facilities and Oertling top pan balances
Dedicated Geology Laboratory, with 3 Nikon research-quality
petrological microscopes (1 with Nikon SLR camera, 2 with
Nikon video camera attachments and monitors), 38
petrological teaching microscopes, extensive rock and fossil
samples, extensive teaching thin-section collection, and 4
computer terminals
Thin-Sectioning Laboratory, with Buehler thin-sectioning
equipment including slab saw, Petrotrim, Petrothin, 3
Metaserve polisher-grinders and vacuum-impregnation
facilities
Environment & Public Health Laboratory, seating up to 10,
equipped with bench top spectrophotometers for basic water
chemistry, membrane filtration equipment, balances,
incubators and sterilisation equipment for public health
microbiology procedures
Hydraulics Laboratory, with Armfield 10m x 0.4m
recirculating flume for river and wave simulation, 6m x
0.25m venturi flume, and 4m x 0.1m narrow flume with plate
weir
Environmental Simulation Laboratory with 6m x 4m hydraulic
stream table.
ADDITIONAL INFORMATION
More detailed information about the course can be found in a
range of documents, including
Definitive Course Document (2005 Revalidation document)
Environmental Sciences Course Handbook
Module descriptors
Studentcentral
University Student Handbook
General Examination and Assessment Regulations for Taught
Courses
QUALITY INDICATORS
This section details external indicators of the quality of the
provision
QAA Subject Review outcome and Confidence (2003)
date
National student awards
Professional accreditation:
[full details of professional
accreditation can be found
under course structure]
Appendix 1
Faculty of Science and Engineering
Assessment and Grading Criteria
Grade
letter
A
A+
Mark
Band
80100
Grade
Descriptor
Outstanding
A
A
A-
75-79
70-74
Excellent
B
B+
B
B-
67-69
64-66
60-63
Very good/
commendable
Criteria
An outstanding response to the task: All assessment criteria have been achieved to an
exceptionally high level. Work demonstrates all of the following characteristics beyond that
expected for work at the given level of study:
In-depth understanding, insight and/or research, grasp of detail, relevant theory and
Knowledg
literature. Evidence and integration of background independent study and other
e/
aspects of course.
understa
nding
Originality in the way in which the work has been approached and executed. Exemplary
Structur
organisation and standard of presentation throughout.
e
Consistently displays high levels of initiative, personal responsibility, decisionApplicat
making and learning ability.
ion
Evidence of exceptionally high quality, insightful and creative analysis and/or
Evaluati
critical appraisal. (At Level 3, for appropriate independent work, possibly of
on
publishable quality with minor revisions).
Clear, relevant and consistently accurate citation and referencing.
General
Original, creative and sophisticated - evidence of intellectual rigour and
Addition
independence of judgement. Striking insight and evaluation demonstrated. Evidence of
al
intellectual rigour and independence of judgement. Outstanding in all areas and
Criteria
displaying originality.
An excellent response to the task: all assessment criteria have been achieved to a very high
standard and most at an exceptionally high level. Work demonstrates all or most of the following
characteristics expected for work at the given level of study:
In-depth understanding, insight and/or research, grasp of detail, relevant theory and
Knowledg
literature. Evidence and integration of background independent study.
e/
understa
nding
Clear, Fluent integrated and focused, high standard of organisation and presentation.
Structur
e
Demonstrates high levels of initiative, personal responsibility, decision-making and
Applicat
learning ability
ion
Evidence of very high quality, insightful and creative analysis and/or critical
Evaluati
appraisal.
on
Clear, relevant and consistently accurate citation and referencing. Specification of
General
assessment adhered to. Excellent in all areas and displaying some originality.
A very good/commendable response to the task: all assessment criteria have been met fully and
many have been achieved at a good or very good standard. The work demonstrates some of the
following characteristics in relation to those expected at the given level of study:
Very good understanding and exploration, some insight/and or thorough research, is
Knowledg
mostly focused on the task posed. Awareness of the relevant theory and literature
e/
without achieving the intellectual independence and originality that distinguishes
understa
from First level.
nding
A standard and comprehensive approach and execution of the work/ well organised and
Structur
Class
/
Award
First
1
First
1
Upper
Secon
d 2:1
the standard of presentation is good.
Demonstrates high levels of initiative, personal responsibility, decision-making and
learning ability.
Evidence of some good quality analysis, synthesis, evaluation and/or critical
appraisal.
Few errors; Citation and referencing relevant and mostly accurate. Specifications of
assessment adhered to.
A good/competent response to the task: all assessment criteria have been met and some may have
been achieved at a good standard. The work demonstrates some of the following characteristics
in relation to those expected at the given level of study:
Sound understanding of basic subject material/principles and some evidence of
Knowledg
analysis or synthesis.
e/
understa
nding
A standard and comprehensive approach to the devising and/or execution of the work.
Structur
Some evidence of organisation and structure but little development.
e
Demonstrates good levels of initiative, personal responsibility, decision-making and
Applicat
learning ability.
ion
Evidence of some quality analysis, synthesis, evaluation and/or critical appraisal.
Evaluati
on
Occasional errors, minor inaccuracies or inconsistencies in citation.
General
e
Applicat
ion
Evaluati
on
General
C
C+
C
C-
Grade
letter
57-59
54-56
50-53
Good/
competent
Mark
Band
Grade
Descriptor
D
D+
D
D-
47-49
44-46
40-43
Satisfactor
y
E
E+
E
E-
37-39
34-36
30-33
Marginal
fail/ weak
fail
Criteria
A satisfactory/adequate but weak, response to the task; all assessment criteria have been met
but at least some barely exceed the threshold standard to pass the module. The work
demonstrates some of the following characteristics in relation to those expected at the given
level of study:
Adequate but limited understanding of major ideas with very little insight and/or
Knowledg
minimal research or synthesis.
e/
understa
nding
Very basic and/or poorly thought out approach to and execution of the work,
Structur
disorganised.
e
Demonstrates some initiative, personal responsibility, decision-making and learning
Applicat
ability.
ion
Low quality in at least one area, generally coherent but some lack of clarity of
Evaluati
thought or expression in relation to the expectations for the given level of study.
on
Some minor inaccuracies and/or misunderstandings and/poor standard of presentation
General
and not completely focused.
An unsatisfactory response to the task because one or more of the assessment criteria do not
reach the threshold standard to pass the module. The work demonstrates some of the following
characteristics in relation to those expected at the given level of study:
Lower
Secon
d 2:2
Class
/
Award
Third
3
Fail
Knowledg
e/
understa
nding
Structur
e
F
F+
F
F-
20-29
10-19
0-9
N
Non-submission/attendance
Very weak
fail
Limited understanding and/or exploration of major ideas with very little insight
and/or minimal research.
Poorly thought out approach to the devising and/or execution of the work; some
significant aberrations from the specifications for the assessment task; little
attempt at organisation.
Little evidence of initiative, personal responsibility, decision making and learning
Applicat
ability.
ion
The work is too descriptive, insufficiently analytical and/or poorly performed in
Evaluati
relation to the expectations for the given level of study.
on
Some significant inaccuracies and/or misunderstandings; poor standard of
General
presentation; deviations to the specification of the assessment task e.g substantial
deviations from the word limit and/or minor elements of the work missing;
referencing inaccurate or inconsistent.
An unsatisfactory response to the task because most of the assessment criteria fail to reach the
threshold standard to pass the module. The work demonstrates some of the following
characteristics in relation to those expected at the given level of study:
Very limited understanding and/or exploration of major ideas with little or no
Knowledg
insight and/or minimal research.
e/
understa
nding
Very poorly thought out approach to devising and /or execution of the work;
Structur
insufficient attention paid to several of the assessment criteria.
e
No evidence of initiative, personal responsibility, decision-making and learning
Applicat
ability.
ion
The work is descriptive and/or very poorly performed, with little evidence of
Evaluati
analysis, synthesis, evaluation and/or critical appraisal in relation to that
on
expected at the given level of study.
Several significant inaccuracies and /or misunderstandings; poor standard of
General
presentation; some deviations to the specifications for the assessment task. e.g.
.substantial deviations from the word limit and/or major elements of the work
missing.
Fail