PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BSc Environmental Geography
Final award (BSc, MA etc):
BSc Environmental Geography
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
F810
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2000 intake onwards
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
Geography
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.geog.ucl.ac.uk/
(if applicable)
Method of study:
Full time
Full-time/Part-time/Other
Criteria for admission to the
programme:
3 A levels (typical offer AAA-AAB including A in Geography)
plus 1 AS level, not including General Studies
Length of the programme:
One year
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Level 6
Geography
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Professional body accreditation
(if applicable):
First year compulsory courses in Environmental Systems, Data
Acquisition and Interpretation, Environmental Change, Ideas in
Geography, Writing and Analysis in Geography (2.5 units) and three
optional courses (1.5 units).
Second year Practice of Geography and Methods in Physical
Geography (0.5 units each) plus six additional courses (3 units).
Third Year environmental report/dissertation (1.5 units) plus five
additional courses (2.5 units).
In the second year, at least 1.5 units; and in the third year, at
least one unit, must concentrate on Environmental Geography, but
1.5 units and two other units respectively may be chosen from the
whole range of courses open to BA and BSc Geography students, as
well as from courses in related disciplines.
Courses assessed by 100% examination or examination plus
coursework and with a 12,000 word report/dissertation in the third
year.
Name of Board of Examiners:
BA/BSc Geography and BSc Environmental Geography
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The Environmental Geography degree is aimed at students with a strong commitment to physical geography. The
degree aims to develop this interest through courses that examine the dynamics of environmental processes, their
measurement, modelling and management. Environmental Geography students have the opportunity to choose
from a wide range of courses including some from other departments such as Earth Sciences, CEGE, Archaeology,
Biology Chemistry or Anthropology.
Within the Environmental Geography degree the same core elements of training in research methods are taken as
for the Geography degree, but with an emphasis on physical geography; for example, Methods in Physical
Geography in the second year. Within this context the programme aims to:
 develop progressively each student's intellectual skills of reasoning, analysis and critical thought through the
application of geographical knowledge and methods; and to advance his/her investigative skills in the analysis
of complex physical and human geographical problems
 help each student develop the means to communicate orally, in writing and numerically in a clear, concise and
effective way
 help each student develop a range of transferable skills such as: time management and effective work
strategies to meet deadlines, and to acquire library, fieldwork and laboratory research skills that allow the
production of original pieces of work
 encourage appreciation of the interdisciplinary nature of geographical education by maximising student choice
of course and learning experience, ensuring that students graduate from a degree course best suited to their
interests and career aspirations as:
 skilled environmental scientists – with career paths directed towards environmental research, specialist
positions in environmental policy, or management positions in private and public sector organisations; or,
dependant on individual choice of options,
 well rounded graduates in the 'liberal arts' tradition – who will leave with a comprehensive understanding of
the interdisciplinary nature of geography and its methods, and able to enter a wide range of employment.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
 broad based geographical knowledge
including human and physical
aspects;
- in human geography, core topics
include social science methods,
urban, population, development,
social, cultural, political and
environmental geography;
- in physical geography, core topics
include scientific methods,
geomorphology, hydrology, coastal,
environmental change, climatology,
remote sensing, and ecology.
- In addition there are a number of
courses which cut across both social
and physical geography providing
essential knowledge and
understanding of the field.
- Students also gain a knowledge of
the library, fieldwork and laboratory
methods used in physical and human
geography.
Teaching/learning methods and strategies:
Many different teaching and learning methods and
strategies are used including lectures, seminars, small
group presentations and discussions, tutorials,
laboratory and practical work, social and physical
science fieldwork in the UK and abroad, independent
directed reading, interactive teamwork, video, film and
web based courses and intensive contact with and
feedback from research active academic staff.
Tutorial essays and examined course work help
students gain confidence in dealing with a range of
complex theoretical and empirical material.
The compulsory third year report/dissertation provides
the means to examine the knowledge gained from this
programme and allows students to develop their
independent, scientific research skills.
Assessment:
A wide variety of methods of both formal (required for
the degree) and informal assessment are used in
different core and optional courses.
Formal assessment includes: assessed formative
coursework, assessed summative coursework, unseen
examinations (short answer and essay), take-home
examination, lab books, posters, web site construction
and final year report/dissertation.
Informal assessment includes oral presentation within
courses and tutorials, and tutorial essays.
B: Skills and other attributes
Intellectual (thinking) skills:
1. Reason critically.
2. Apply social science and science
methods and approaches.
3. Understand the similarities,
differences and linkages between
human and physical geography.
4. Identify and solve problems.
5. Demonstrate and exercise
independence of mind and thought.
6. Develop skills in critical reading,
analysis and interpretation.
7. Evaluate and integrate conflicting
sources, evidence, data, theories and
interpretation.
Teaching/learning methods and strategies:
Intellectual skills are developed through the teaching
and learning programme outlined above.
Each course, whatever the format of the teaching,
involves discussion of key issues, the examination of
hypotheses and theories, practice in demonstrating
intellectual skills both orally and in writing, analysis and
interpretation of methodologies, data, sources, and
theories, as well as feedback to students on work
produced.
In addition, our non-course specific small group tutorial
system over three years aims to develop intellectual and
transferable skills through debate, oral presentations,
group work, and staff interviews.
Assessment:
The variety of assessment methods employed place
great emphasis (as shown in their assessment criteria)
on the learner's ability to demonstrate skills (1-7)
through the production of coherent written and practical
responses either to problems or to tasks set.
The individual report/dissertation is one demonstration of
students' skills and also allows them to develop an indepth knowledge of an aspect of geography that
interests them.
C: Skills and other attributes
Practical skills (able to):
1. Search, retrieve, select and analyse
material/data from a variety of
sources (library and on-line).
2. Plan, undertake and report
bibliographically-based pieces of
coursework.
3. Use social or physical geography field
methods to collect data to answer
specific questions.
4. Exploit computer resources for
understanding and manipulating
geographical data.
5. Apply appropriate statistical and
numerical methods.
6. Select and design research work.
Teaching/learning methods and strategies:
1. All students receive extensive guidance on how to
identify, locate and use both electronic and printed
material/data available from a wide range of sources.
2. Course objectives and comprehensive bibliographies
are provided for each course, as are guidelines for the
production of coursework essays and extended essays.
3. Lectures, practicals, tutorials and seminars are given
on a range of essential geographical methodologies,
including library, laboratory and fieldwork.
The first year starts with a week dedicated to introducing
students to the key skills and resources for their degree.
This is continued throughout the first year with the
compulsory courses: Writing and Analysis in Geography
(GEOG 1008) and Data Acquisition and Interpretation
(GEOG 1003) including a week's field-class. In the
second year skills training is continued with a core
compulsory methods course to teach students how to
prepare and undertake geographical research for their
report/dissertation, along with a course focusing on
Physical Geography methods. Fieldwork skills training is
continued in the third year with optional international
field-classes.
Assessment:
Skills 1,2, 3 and 4 are assessed through assessed
essays, unseen examinations, projects, and take-home
examinations. Skills 3, 4 and 5 are assessed through
experimental, practical or fieldwork write ups. Skill 4 is
assessed through both core methods courses and some
specialist optional courses including in one course web
site design. Skills 3, 4, 5, 6 are assessed through their
third year research report/dissertation.
D: Skills and other attributes
Transferable skills (able to):
1. Structure and communicate ideas
effectively both orally and in writing.
2. Manage time and work to deadlines.
3. Participate constructively in groups.
4. Work independently.
5. Find information and use information
technology, including word
processing and Powerpoint.
6. Be self-reliant.
7. Assess the relevance and importance
of the ideas of others.
8. Understand graphical, textual and
quantitative material and undertake
quantitative/statistical analysis.
9. Develop research skills to higher
levels in field/lab work, textual,
archival analysis.
Teaching/learning methods and strategies:
The foundation for skills teaching in the Department is
the tutorial system. Each term students within a tutorial
group (normal maximum of five individuals) are asked to
fill in a skills audit and identify four key skills to develop
in that term. It is the Tutor's role to facilitate the
development of these skills and to monitor improvement.
The progression of these skills are then assessed by the
student and Tutor at the end of the term. The student
retains a copy of the tutorial report and skills form for
every term through their three years to monitor the
development of key transferable skills (see skills 1-7).
All courses require regular written work, usually in the
form of essays, and regular feedback is given to the
student to develop their understanding and powers of
expression (skill 1). Skill 2 is learnt (rather than taught)
through the management of time to meet various and
sometimes competing deadlines (all notified at the
outset of each course) for submission of coursework.
Skills 3 and 7 are developed in classes, seminars and
tutorials, which rely on discussion and interaction, as
well as presentations given by individuals or groups of
students. Skills 4, 6 and 9 are developed during the
report/dissertation, a study based on the student’s
personal research interest. IT skills are largely
developed through individual learning but with support
from key practical classes in each of the three years.
Quantitative analysis is developed through the core
methods courses and individual courses. Presentations
form an integral part of the degree; group and individual
presentations are required for many of the optional
courses. Self and peer assessment skills are developed
through the three year tutorial system.
Assessment:
Effective communication of ideas is an important
criterion in assessing all areas of students' work.
Detailed feedback, including a provisional grade, is
given for each piece of course work and for each tutorial
essay using standard forms. Both Tutor and student
assess selected transferable skills through the tutorial
system.
The products of skills 4, 6 and 7 are assessed through
coursework and extended essays, which, although
supervised, are nevertheless the results of independent
thought and work by the student. In addition, students
are required to provide an auto-critique of their report/
dissertation contributing to skill 7. Skill 5 is assessed
through the assembly of necessary information for
essays, etc., and their production on PCs and
workstations. Skills 2 and 3 are not formally assessed.
Skills 8 and 9 are assessed through the students'
abilities to synthesise quantitative, textual and graphic
data in essays and examinations. The report/
dissertation also provides a means of assessing skills 19.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Julian Thompson
Name(s):
Date of Production:
March 2003
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
November 2015