PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE
INTERMEDIATE AWARD TITLES
BA (Hons) Geography and Planning
BA Geography and Planning
DipHE Geography and Planning
CertHE Geography and Planning
Name of the Teaching Institution
Sheffield Hallam University
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
FT PT SW
L790
Professional/Statutory/Regulatory n/a
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Geography Benchmark Statement
Town Planning Benchmark Statement
National Qualifications Framework
Date of Validation
1
April 2011
PROGRAMME AIMS
1.1 The overall aim of the Geography, Environment, Planning and Housing Programme (of
which BA (Hons) Geography and planning is a part) is to enable students to become
reflective practitioners through the development of:
Critical, applied, academic and professional knowledge;
Key academic and employability skills;
Autonomy in learning;
Experience in inter-disciplinary exploration and inter-professional practice.
1.2 Within this broad remit the specific aims of this programme are to:
Develop students’ understanding of the theoretical and empirical frameworks that
underpin Geography and Planning, through the provision of modules that explore and
develop a range of Geography and Planning topics and sub-disciplinary areas; and
to understand and apply a range of methods, techniques and approaches used in
Geography and Planning;
Provide a research-based exploration of the relationships between society, space, place,
scale, and the environment;
Enhance geographical understanding by drawing upon cognate social sciences including
economics, politics and sociology;
Develop transferable individual and team-working skills, both quantitative and qualitative,
to enhance the students abilities to undertake successful work placements, and/or
volunteering, and enhance employability;
Build academic and professional planning skills and competencies through practical
fieldwork in the UK and elsewhere in Europe;
Encourage critical thinking and the recognition of the significance of concepts including
justice and ethics;
Provide opportunities for specialisation in one or more of the following areas:
geographical information systems, international development or urban regeneration.
2
PROGRAMME LEARNING OUTCOMES
2.1 Knowledge and understanding covered within the Programme:
The social construction of environments and landscapes; and the ways in which
environments and landscapes are modified as a result of human action;
The social construction of identity, according to, for example, class, gender, age,
sexuality; and the role of space and place in reproducing such identities;
The concept of spatial variation and the spatial patterning of human and environmental
phenomena, particularly the ways in which economic, political and social processes
reflect and reproduce social relations;
The constitution and (re)construction of places by economic, environmental, social and
political processes; and the influences of place on these processes;
The significance of scale, particularly the way in which cultural, economic,
environmental, political and social processes operate at a range of scales between
the local and global and how processes operating at each of these scales produce
particular geographies, including changes at other scales;
The main dimensions of human inequality at a range of scales, and of the range of
interpretations of the processes creating geographies of difference and inequality;
Past patterns of change, particularly those shaping the world of today and the
foreseeable future;
The inter-relationship between human geography, planning studies and other academic
disciplines in the social sciences and humanities, both in terms of its contribution and
its intellectual debt to these other disciplines;
The discipline of human geography as a plural, dynamic and contested practice;
The diversity of ways of representing the human world;
The ways in which geography and planning concepts, techniques and expertise may be
applied to problem solving, including the extent to which geographical knowledge and
understanding should form the basis for informed concern about the earth and its
people;
The epistemology of the geography and planning studies in the research process.
2.2 Intellectual/Subject/Professional/Key skills covered within the Programme. By the end
of the programme you will be able to:
Plan, design and execute a piece of rigorous, autonomous research, employing
conceptual and creative thinking, in the field of Human Geography or Planning
studies;
Identify, access, select, synthesise and apply relevant information to achieve a given
purpose;
Make and justify judgements by selecting, critically analysing and evaluating relevant
theories, policies, empirical evidence and experiences;
Identify complex problems, in both real-life and hypothetical situations, and select and
apply appropriate techniques to solve these problems;
Select and apply a range of verbal, written and graphic communication skills to
effectively present ideas, information and arguments in an appropriate manner to a
range of audiences;
Identify objectives and own responsibilities in working with others, collaborating
effectively in teams, and working in an interdisciplinary way;
Select and use appropriate technical skills for the collection, analysis and interpretation
of data; including field work skills, IT applications, GIS, mapping, and social, spatial
and environmental analysis;
Reflect on and evaluate the values and ethics relating to academic debate, research and
professional practice in geographical studies and practice;
Reflect on and evaluate their own strengths and performance, and plan for and
undertake actions in relation to their own continuing professional and personal
development needs.
3
LEARNING, TEACHING AND ASSESSMENT
3.1 The approach to Learning and Teaching within the Programme
The approach of learning and teaching within the programme is to give students the opportunity to
study a balanced programme of mandatory geography and planning modules, while allowing students
to specialise in either area through elective choice.
Students take five mandatory modules and one elective at Level 4 that introduce them to the nature of
social and planning processes and their interaction with space and place. All of these modules
develop the significance of scale and change both in society and the environment and within Human
Geography and Planning Studies. In particular, two modules introduce students to planning through a
focus on concepts and place making. Two modules develop an understanding of human
geographical issues and urban geography.
A further two modules introduce students to
environmental issues and how the county works, through the development and understanding of
geographical skills.
At Level 5 (L5) in semester 1, students take one mandatory module, which develops
students' knowledge and understanding of research methods. Students have the option to
specialise in either geography or planning residential fieldwork (in a European City), and
another module in either planning or geography. In semester two, they must also choose
three electives in specialist geography or planning subject areas (e.g. Professional Practice
and Placement, GIS, development geography, geographies of sport, leisure and tourism,
political and economic geography, local economic regeneration or a modern
language). These modules incorporate some element of the epistemological development of
the subject and students are, therefore, able to critically reflect on the discipline’s diversity
and unifying themes.
At Level 6 (L6) students undertake a substantial piece of independent research in the area of
geography or planning, and also take two more mandatory modules: Contemporary Debates in
Geography and Local Planning Policy Development. In addition students take two specialist elective
modules in geography or planning from a list including: development studies, regeneration, transport
studies, Geographical Information Systems (GIS), globalisation debates, urban geography (including
overseas fieldwork) or a modern language. By the end of their studies, students should be able to
situate their chosen specialist areas within a wider understanding of Geography and Planning.
The curriculum is balanced, coherent and progressive so that challenge and achievement is gradually
increased throughout the degree. At L5 and L6, students are encouraged to explore methodological
and epistemological issues more critically, and in more depth. Students are expected to take a
progressively more active role in their own learning and to undertake more sustained pieces of work
(such as the L5 Research Methods module which requires students to prepare a research proposal,
and the Dissertation at L6 which is supported by regular tutorials). At L5 there is also more emphasis
on in-class and small group discussion, leading to student led presentations and discussions at L6.
Students also undertake fieldwork in at least one overseas location to enable them to undertake
comparative work on a variety of issues.
Students will experience a wide range of learning environments, including classroom based activities,
laboratory and field work, and the use of the university's virtual learning environment (VLE),
Blackboard. Blackboard is used as a resource for all of the modules to support learning by providing
ready access to a range of learning materials and activities. The ways in which it is used are
determined by the specific learning and teaching strategies for particular modules and include:
Undertaking learning activities specified by the module tutor;
Working with others to undertake group work;
Undertaking required follow-up work;
Additional private study to address personal learning needs;
Communication between staff and students;
Submitting work and receiving feedback.
Whilst practical, professional, personal and transferable skills are developed to some extent in all
modules, they are particularly stressed in a number of L4 and L5 modules, and pursued in the final
year dissertation. Several L4, L5 and L6 modules combine an element of fieldwork either as a class
experience, small group work or individual fieldwork. All students experience fieldwork in L4 and L5,
and this reinforces in-class teaching about health and safety and ethical issues related to fieldwork.
The programme handbook specifies in some detail, and this is reinforced in tutorials, how students
are expected to develop the skills listed, as well as outlining academic conventions regarding
plagiarism, health and safety issues and ethical issues, including the need to observe equal
opportunities guidelines and to participate actively in the creation of working environment that is free
from discrimination, harassment and intimidation.
3.2 The approach to Assessment and Feedback within the Programme
Most of the other modules offered at L4 are assessed by coursework although some modules do
have an examination. At L4, students are introduced to and prepared for the wide variety of methods
of assessment used at L5 and L6, although these are not all assessed at L4. (For example, debates
and presentations introduced in L4 build students’ confidence for assessed contributions and
presentations in L5 and L6.)
At L5 and L6, modules are assessed through a combination of examination and coursework.
Assessment methods are closely allied to desired learning outcomes: for example, learning takes
place through a combination of group work, field-work and independent research, supported by
lectures, seminar discussions and tutorials; and forms of assessment include independent seminar
presentations, group presentations, fieldwork reports, essays, literature reviews, computer practicals,
and data analysis reports. Detailed information about these aspects is given to students in the
individual module documents.
The increasing emphasis on independent learning is reflected in the methods of assessments.
Individual and group presentations, and debates are assessed, with students given the assessment
criteria in advance. Literature reviews encourage students to read in a more critical and focused way
and the assessment of their research proposal helps in the development of intellectual skills.
Knowledge, understanding and key skills (as listed in section 2.1 & 2.2) are all assessed in the
mandatory modules, and in the final year dissertation that represents the culmination of the skills
developed elsewhere in the course. They are assessed through a wide variety of means, including:
essays, reports, oral presentations, poster presentations, group work, debates, laboratory work, CV
preparation, data analysis (statistical, graphic and textual), field reports, GIS and mapping, research
proposals, applied project work, reflective commentaries on work-based learning, and examinations
(seen and unseen). The particular combination of assessment methods depends on the learning
outcomes determined for each module.
4
PROGRAMME DESIGN AND STRUCTURE
The first year (L4) provides an essential grounding in key concepts, skills, and techniques in human
geography and planning. In addition to introductory modules that explore both historical and current
approaches to the understanding of human geography and planning; students are also helped to
develop important transferable skills and techniques such as IT, communications, research methods –
including data collection and analysis; and broader analytical skills. Mandatory modules introduce the
key knowledge and skills that underpin the teaching provided in the second and third years.
There are five elective choices in the second year (L5) and considerable choice in the decision about
the focus of the research proposal. In the final year (L6) in addition to the choice of two further
electives, students also exercise considerable autonomy in relation to the selection of the topic for the
dissertation and in contemporary debates in geography.
Fieldwork is invaluable for putting into context what is learned in lectures, seminars and from the
reading. Therefore fieldwork is currently subsidised by the university and forms an integral part of the
teaching programme. Students will be offered the opportunity to choose either Planning or Human
Geography fieldwork for the residential field work at level 5. There are opportunities to undertake
fieldwork at all levels of study.
The programme has been designed to offer a considerable degree of flexibility within GEPH, and
therefore through their choice of electives at each level students can focus their studies on
geographical or planning modules.
An option to undertake a year-long work placement is offered between L5 and L6. Students must
select the Professional Practice Placement elective at Level 5 if they wish to undertake a sandwich
year. The sandwich placement could include elements of work or study abroad as agreed with the
course leader.
BA (Hons) Geography and Planning
LEVEL 4
Environmental
Issues
(with Key
Skills)
Governments
and Markets
(with Key
Skills)
Introduction to
Planning
Concepts
MANDATORY
MANDATORY
MANDATORY
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
LEVEL 5
Geographies
of the City
(Fieldwork)
ELECTIVE
Level 4 Electives (all 20 credits)
Introduction to Human Geography
Introduction to
Planning and
Design
(20 cdts)
SEMESTER ONE
SEMESTER TWO
Research
Methods
MANDATORY
ELECTIVE
ELECTIVE
ELECTIVE
ELECTIVE
ELECTIVE
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
Level 5 Semester 1 Electives (all 20 credits)
Students must choose
Philosophy, Space and Place or Environmental Planning
and
Sustainable Neighbourhoods (Fieldwork) or Urban Change and Conflict (Fieldwork)
NOTE: Students must choose one geography module and one planning module in semester one.
Students must choose a fieldwork module
Level 5 Semester 2 Electives (all 20 credits)
Development in Africa and Middle East
GIS
Local Economic Regeneration
Political and Economic Geography
Professional Practice and Placement
Geographies of Sport, Leisure and Tourism
Strategic Planning and Policy
Language
PLACEMENT (optional)
36 Weeks Minimum
LEVEL 6
Dissertation
Contemporary
Debates in
Geography
Local Planning
Policy
Development
MANDATORY
MANDATORY
MANDATORY
(40 cdts)
(20 cdts)
(20 cdts)
Level 6 Electives (all 20 credits)
Applied GIS
Development in Latin America
Globalisation Debate
Local Communities and Change
People and the Natural Environment
Place, Culture and Design
Sustainable Cities (Fieldwork)
Transport Geography and Transport Planning
Urban Design and Development Evaluation
Language
ELECTIVE
ELECTIVE
(20 cdts)
(20 cdts)
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this
programme include
The central focus on employability, and the opportunities to specialise in areas of particular interest,
ensures that Geography and Planning graduates are welcomed by a very wide range of employers in
the private, public and voluntary sectors. For example: the retail and travel industries; logistics and
Geographical Information Systems (GIS); teaching; local government (including planning,
transportation, and housing departments); environmental agencies; voluntary and charity sector
organisations. Our graduates have also taken up a wide range of administrative and management
roles in a broad range of firms and agencies. Others have proceeded to postgraduate courses in
Planning, Transport, Housing, Urban Regeneration, or advanced research training.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1 Specific Entry Requirements for entry to the initial stage of this programme are

Academic Qualifications
(including A / AS level grades
and subjects, where
applicable)

Level of English language
capability

Any other specific,
formally certified qualifications

Previous relevant work or
work-related experience

Any specific articulation
arrangements recognised for
this programme

Professional qualifications

Any other specific entry
requirements
English Language & Mathematics at
GCSE Grade C or above; and a
minimum of 260 points from at least
two A-levels – preferably including
Grade C or above in Geography or a
related social science subject (e.g.
Business Studies, Economics, History,
Law, Politics, or Sociology).
An IELTS average score of 6.0.
n/a
Non-standard students require at
least two years relevant current or
previous employment or
involvement in voluntary activity.
Non-standard entrants must show
a commitment to succeed.
n/a
n/a
n/a
6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to
enable you to benefit from, and succeed on the programme of study are
An interest in pursuing academic study, perhaps for reasons of personal intellectual
development and/or in preparation for employment or further study;
A desire to examine and challenge the received wisdom about environmental, economic,
political, and social processes;
A willingness to work individually and in groups to explore, a variety of planning,
environmental, economic, political social issues at a range of scales from the local to
the global;
A desire to engage directly in the study of particular places and processes through
fieldwork.
An interest in pursuing planning as a career.
6.3 The University will select non-standard entrants to the programme in the following
ways
Applications are welcomed from potential entrants over the age of 21 without formal entry
requirements and in these circumstances an interview is mandatory in order to confirm suitability for
the course (and see below for details of APL procedures)
6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit
may be used within the Programme in the following ways
Applicants may gain exemption from certain elements of the programme using relevant prior
certificated or prior experiential learning, subject to standard University approval procedures (e.g. an
applicant may apply for direct entry to L5 or L6 provided they have the necessary prior credit from a
relevant HND or Foundation Degree).
Programme Specification produced by: Larissa Davies
Faculty
D&S
Division/Programme Area
Architecture and Planning Geography, Environment, Planning and
Housing Undergraduate Programme