PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE
INTERMEDIATE AWARD TITLES
BSc (Hons) Geography
BSc Geography
DipHE Geography
CertHE Geography
Name of the Teaching Institution
Sheffield Hallam University
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
FT PT SW
F810
Professional/Statutory/Regulatory CIWEM (Chartered Institution of Water and
Body Recognising this
Environmental Management)
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Geography Benchmark Statement
Earth Sciences, Environmental Sciences and
Environmental Studies 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
(GEPH) - of which BSc (Hons) Geography is a part - is to enable students to become
reflective practitioners through the development of:
Critical, applied, academic and professional knowledge;
Key academic and employment 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, through the provision of modules that explore and develop a
range of Geography topics and sub-disciplinary areas; and to understand and apply a
range of methods, techniques and approaches used in Geography;
Provide a research-based exploration of the relationships between society, space, place,
scale, and the environment;
Enhance geographical understanding by drawing upon the environmental sciences and
cognate physical and social sciences;
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 key 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;
Develop skills in spatial analysis and geographical information systems (GIS);
Provide opportunities for specialisation in one or more of the following areas:
environmental conservation, international development or a modern language.
2
PROGRAMME LEARNING OUTCOMES
2.1 Knowledge and understanding covered within the Programme:
The dialectical relationship between nature and societies; and the ways in which
environments and landscapes are modified as a result of human action;
The processes through which environmental issues are produced and experienced;
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 physical and social processes interact;
The constitution and (re)construction of places by environmental, physical and social
processes; and the influences of place on these processes;
The significance of scale, particularly the way in which environmental, physical 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 (social and environmental) 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 geography and other academic disciplines in the social,
physical and environmental sciences, both in terms of its contribution and its
intellectual debt to these other disciplines;
The discipline of geography as a plural, dynamic and contested practice;
The diversity of ways of representing the human and physical world;
The ways in which geographical concepts, techniques and expertise, including gis and
spatial analysis, 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 geographical research process.
2.2
Intellectual/Subject/Professional/Key skills covered within the Programme.
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 Geography;
Identify, access, select, synthesise and apply relevant information to achieve a given
purpose;
By
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 your own strengths and performance, and plan for and
undertake actions in relation to your own continuing professional and personal
development needs.
3
LEARNING, TEACHING AND ASSESSMENT
3.1 The approach to Learning and Teaching within the Programme
Students take five mandatory modules at Level 4 (L4) that introduce them to the nature of physical,
social and environmental 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
Geography. In particular, two mandatory modules develop an understanding of human and physical
geographical techniques and encourage students to develop their interest, understanding and
expertise in geographical methods, concepts and problems. One mandatory module introduces
students to geographical fieldwork. Students must also take one elective module and this enables
them to begin to explore related disciplinary areas, including ecology and biodiversity, international
development, or study a modern language.
At Level 5 (L5) students take two mandatory modules that develop their knowledge and
understanding of research methods and geomorphology and undertake residential fieldwork
(relating to either urban or physical geography) overseas. The elective choice at level 5 is to
facilitate internationalisation/overseas study. They must also choose four elective modules
from a range of specialist subject areas including: applied geography (work-based learning),
development geography, geographies of sport and tourism, Geographical Information
Systems (GIS), environmental education, 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, and also take two
more mandatory modules: Contemporary Debates in Geography and Natural Hazards. In addition
students take two specialist elective modules from a list including: development studies,
environmental conservation, globalisation, transport studies, Geographical Information Systems (GIS),
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.
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 course 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
One of the mandatory modules at Level 4 focuses on techniques and skills, and is assessed entirely
through coursework (including cartographical and statistical exercises). Most of the other modules
offered at L4 are assessed by a combination of coursework and 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 research report 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 geographical concepts, skills, and
techniques. In addition to introductory modules that explore both historical and current approaches to
the understanding of geographical and environmental change; 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. In
addition to the five mandatory modules students also choose one elective module.
There are four 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.
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, consisting of local day visits (for example, within Sheffield and the Peak District)
and residential fieldwork overseas (currently in the Czech Republic, Croatia, Berlin and Barcelona).
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 a
particular themed route throughout the award. For example, routes focussing on environmental
conservation, international development, or a modern language are available through all three levels,
whereas Geographical Information Systems (GIS) as a specialist option can be pursued in both L5
and L6. Alternatively students may choose to maintain a broader focus by selecting different electives.
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.
BSc (Hons) Geography
LEVEL 4
Environmental
Issues
(with Key
Skills)
Governments
and Markets
(with Key
Skills)
Introduction to
Human
Geography
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
Level 4 Electives
Development and Global Change
Environmental Science
Life on Earth
Language
Introduction to
Physical
Geography
(Fieldwork)
Understanding
Landscapes
MANDATORY
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
(20 cdts)
ELECTIVE
(20 cdts)
LEVEL 5
SEMESTER ONE
Research
Methods
Geomorphology
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
SEMESTER TWO
ELECTIVE
ELECTIVE
ELECTIVE
ELECTIVE
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
Level 5 Semester 1 Electives (all 20 credits)
Philosophy, Space and Place
Urban Change and Conflict (Fieldwork)
NOTE: Students must choose one fieldwork module only. If overseas study, choose Urban Change
and Conflict.
Level 5 Semester 2 Electives (all 20 credits)
Conservation Ecology
Development in Africa and Middle East
Environmental Education and Communication
Environmental Field Project (FIELDWORK Elective)
GIS
Political and Economic Geography
Professional Practice and Placement
Geographies of Sport, Leisure and Tourism
Language
PLACEMENT (optional)
36 Weeks Minimum
LEVEL 6
Dissertation
Contemporary
Debates in
Geography
Natural Hazards
MANDATORY
MANDATORY
MANDATORY
(40 cdts)
(20 cdts)
(20 cdts)
Level 6 Electives (all 20 credits)
Applied GIS
Conservation Management
Development in Latin America
Environmental Analysis
Environmental Impact Assessment & Management Systems
Globalisation Debate
Mediterranean Marine and Coastal Environments
People and the Natural Environment
Sustainable Cities (Fieldwork)
Transport Geography and Transport Planning
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 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; environmental agencies; and voluntary and charity-sector organisations
such as Friends of the Earth (FoE). Geography 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 Environmental Management, Town & Country
Planning, Transport, 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 300 points from at
least two A-levels – preferably
including Environmental Science or
Geography at Grade C or above.
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, physical,
and social processes;
A willingness to work individually and in groups to explore, using gis, spatial analysis,
and other geographical methods, a variety of environmental and social issues at a
range of scales from the local to the global;
A willingness to read the key texts and related materials extensively and in-depth;
A desire to engage directly in the study of particular places and processes through
fieldwork.
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: Andrew Jobling
Faculty
D&S
Division/Programme Area
Architecture and Planning Geography, Environment, Planning and
Housing Undergraduate Programme