Programme Specifications

Geography

Education Studies

September 2023

September 2023

Physical Geography is the study of the natural world and the processes that shape it. The Physical Geography programme at Aberystwyth aims to develop an understanding and explanation of the processes structuring the natural world and of how and why that world has changed in the past, is changing now and will continue to change in the future. It explores the operation of environmental processes from the mirrco- to the global scale and examines their physical and human impact and the issues that arise for environmental management. By providing both a broad-based foundation in Physical Geography and the opportunity to specialise within particular sub-fields as the degree progresses, the Physical Geography programme fosters a scientifically rigorous approach to the study of these themes and prepares graduates for a wide range of prospective careers.

The Aims of the BSc Physical Geography Major degree scheme are:

• To develop a broad and deep understanding of geography, its content, methods and philosophy

• To provide a structured programme of delivery that is academically rigorous and meets current and future benchmarking requirements

• To encourage selected specialist knowledge and understanding through research-led Level 3 optional modules in those areas where the Institute has expertise

• To produce graduates with a wide range of analytical, critical and technical abilities within geography.

• To develop powers of critical, analytic thinking and logical argument

• To develop competence in a range of subject-specific and transferable skills including literacy, numeracy, computer literacy, graphicacy, problem setting and problem solving, report writing and fieldwork skills

• To encourage independent study and thought, enquiring minds, and a commitment to personal scholarship of the highest standard

• To enable students to combine a primary interest in Physical Geography with a significant secondary interest in their ‘minor’ subject.

Sections 10 to 16 of this form relate to the Physical Geography component of the Major programme. This is a generic programme specification for BSc Physical Geography Major degree schemes.

• To provide students with an opportunity to develop an understanding of the complex body of knowledge associated with Education

• To enable students to critically engage with the key issues and current research in Education.

• To enable students to critically reflect on and manage their own learning and performance;

• To provide students with an opportunity to acquire the employability skills and personal attributes and values that are necessary for employment, training, or further education.

On completion of the programme students should: 

• Be able to evaluate critically geographical ideas, concepts and approaches across the whole of the subject and within particular branches of Geography
• Be able to carry out independent research, applying a range of cartographic, computational, literary and technical skills
• Have developed a range of geographical skills and be able to apply them to a variety of geographical issues
• Be able to recognize that their learning experience has been positively reinforced by exposure to research
• Be able to evaluate their own performance in a range of learning contexts and under different modes of assessment
• Be able to work independently, in a team and with a social awareness of the contribution made by scholarship and applied research in their discipline to social and environmental policy
• Have the necessary skills and awareness to seek employment in a variety of professional careers or to begin postgraduate research and study.

On completion of the degree scheme, students will be able to:

• A1 Demonstrate appreciation of the reciprocal relationships between human activity and the physical environment, including the impact of human activity on landscape form and environmental quality.

• A2 Describe and account for spatial variations in the makeup of the Earth's physical environments at a variety of spatial and temporal scales.

• A3 Describe the physical and chemical processes that are responsible for forming the Earth's physical environments.

• A4 Understand the relationships between process and form in the physical world as interrelated and interdependent systems involving flows of energy and mass.

• A5 Develop insight and understanding into the contribution that geographical study makes to an informed concern about the Earth and its people, in academic, practical and policy terms.

• A6 Demonstrate an awareness of the range and nature of data sources available to the geographer and employ and evaluate a substantial range of observational, recording and analytic strategies used in geographical field enquiry and data analysis.

• A7 Demonstrate a knowledge and understanding of the different forms of representation of the physical environment – including text, maps, mathematical equations, chemical equations, visual images, and models (including hardware, numerical and conceptual models).

• A8 Account for and evaluate the development of Physical Geography as a dynamic, plural and contested discipline, and discuss the relationship of Geography with other disciplines in the physical and natural sciences.

• A9 Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis and interpretation of the Earth’s natural environment.

Teaching & Learning

At Level 1, student development towards learning outcomes A1 – A5 is promoted via the Physical Geography module programme, delivered through lectures supported by independent study and reading by students. Student development towards learning outcomes A6 – A9 is promoted through a combination of lectures, practical classes and related exercise-based assignments, including field exercises.

At Levels 2 and 3, the teaching programme consists of four elements. (i) Core Knowledge and Understanding Modules in Level 2 develop student capacities relating to outcomes A1 to A7 through lectures supported by independent study and reading by students. (ii) Core Skills Modules at Level 2 promote learning outcomes A6 to A9 through a combination of lectures, practical classes and field classes, variously supported by fieldwork exercises, group or individual exercise-based assignments and independent reading as appropriate. Field classes may also address issues related to A1 to A5. (iii) Optional modules taken at Level 2 and Level 3 and delivered through lectures and seminars supported by independent study and reading, contribute to student development towards some or all of outcomes A1 to A9.(iv) Small group teaching in both Level 2 and Level 3 cover themes relating to outcomes A1 to A9. Independent research undertaken by students towards their Dissertation may also contribute towards the development of knowledge relating to some or all of outcomes A1 to A9.

Assessment

The knowledge and understanding learning outcomes are assessed through a wide range of methods depending on the assessment requirements of individual modules.

At Level 1, student capacities relating to learning outcomes A1 to A5 are assessed through unseen examination essays, unseen short-answer examinations, exercise-based coursework assignments and project work. Student capacities relating to outcomes A6 and A7 are assessed through practical and field exercises.

At Levels 2 and 3, student capacities relating to learning outcomes A1 to A9 may be variously assessed as appropriate through coursework assignments, the Dissertation project, fieldwork assignments, oral presentations, coursework essays, project essays, seminar presentations, and seen, unseen and free-time examination essays.

• A1 To understand the structure and development of the Education system within the UK and internationally and to be aware of assessment systems in place at each phase of the Education system.

• A2 To understand how learners’ physical, intellectual, linguistic, social, cultural and emotional development can affect their learning

• A3 To be aware of methods of safeguarding children and to understand a range of professional frameworks.

• A4 Understand a range of strategies to establish a purposeful learning environment and promote good learning, achievement and behaviour.

• A5 To be aware if the interdisciplinary nature of ICT and digital competency

• A6 To be aware of the SEN code of practice for Wales and to be aware of strategies to support learners

• A7 To understand the practical and ethical issues when working with and researching children

• A8 To understand and evaluate issues relating to learner well-being and health.
  

Learning and Teaching

The above learning outcomes are developed through the following:

• Lectures 

• Seminars 

• Individual tutorials 

• Group work 

• Personal research 

• Workshops 

Assessment Strategies and Methods

The learning objectives will be assessed via the following:

• Written assignments 

• Examinations 

• Placement Portfolio 

• Undergraduate Dissertation 

• Posters 

• Oral Presentations 

• Teaching/ Lesson Plans 

• Interactive artefacts 

10.2.1      Intellectual skills 

On completion of the degree scheme, students will be able to: 

• B1  Abstract and synthesise information 

• B2  Critically judge and evaluate evidence 

• B3  Critically interpret data and text 

• B4  Make justified decisions 

• B5  Assess the merits of contrasting theories, explanations and policies 

• B6  Develop a reasoned argument 

• B7  Find ways to overcome problems

• B8  Write in an appropriate academic style in reporting, reviewing and discussing geographical themes 

• B9 Appropriately and critically employ material from academic literature and correctly cite and reference sources 

• B10  Take responsibility for their own learning and review and reflect upon that learning 

• B11 Use geographical and other appropriate terminology correctly

Teaching and Learning

Student development towards outcomes B1 to B11 is primarily promoted through small group sessions (Levels 1-3), practical classes and field classes (Levels 1-3), and one-to-one tutoring for the Dissertation project (Level 3). Learning is supported through personal tutorials, practical and field exercises. The application of these skills in the context of specific areas of geographical enquiry is demonstrated through lectures for core and optional modules at Levels 1, 2 and 3.

For example, skills of abstracting and sythesising information, critically judging and evaluating evidence, critically interpreting data, making justified decisions, assessing the merits of contrasting theories and explanations, developing a reasoned argument and finding ways of overcoming problems may all be developed as part of projects undertaken during the Level 2 field course.

Assessment

Assessment of student capacities in relation to outcomes B1 to B11 are central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. The common assessment criteria employed in the Department are directly linked to the learning outcomes of the degree programmes and therefore permit the identification of the means through which learning outcomes are assessed.

Learning outcomes B1, B3, B5, B6, B8, B9 and B11 are assessed through most forms of assessment employed in the programmes, including seen and unseen exams, coursework essays and reports, , group and individual presentations and the Dissertation. Learning outcome B2 is assessed primarily through coursework essays. Learning outcome B4 is assessed primarily through the Dissertation and related exercises. Learning outcome B7 is assessed through the Dissertation, practical and statistical exercises.

10.2.2      Professional practical skills / Discipline-specific skills 

On completion of the degree scheme students will be able to demonstrate competence in the following professional geographical skills: 

• C1  Planning, designing and executing a piece of rigorous geographical research or enquiry, including the production of a final report

• C2  Undertaking effective fieldwork (with due regard for safety and risk assessment, research ethics and equality, diversity and inclusion) 

• C3  Presenting geographical data effectively through the use of appropriate media including maps, diagrams, statistical tables and academic prose. 

• C4  Employing a variety of social survey and interpretative methods for the collection, analysis and understanding of information from the human world, including questionnaire surveys and interviews. 

• C5  Combining and interpreting different types of geographical evidence. 

• C6  Analysing the geographical implications of current events, policy decisions and social, economic, political and cultural processes.

• C7  Interrogating and interpreting the production and presentation of policy documents, print and broadcast media, landscape and textual material. 

• C8  Recognising the moral and ethical issues involved in geographical and social scientific debates and enquiries. 

The teaching of discipline-specific professional and practical skills is delivered in a number of contexts. Field classes at Levels 1 and 2 contribute to the development of skills C1-C8 inclusive, with learning supported by the practical experience of group and individual field exercises and projects. Practical classes at Levels 1 and 2 contribute to the development of skills C3, C4, C5 and C7, supported by practical group and individual exercises. Small group sessions at Levels 1, 2 and 3 address issues relating to outcomes C5-C8 inclusive; whilst outcomes C6 to C8 are also addressed at Level 1 through lectures on a core module and related exercise-based assignments. Finally, independent student research for the Dissertation (if selected), and associated one-to-one tutoring, may contribute to student development towards any or all of C1 to C8 inclusive.

Additionally, the application of these skills in the context of specific areas of geographical enquiry is demonstrated through lectures for core and optional modules at Levels 1, 2 and 3. 

Assessment

The above skills are assessed through a variety of methods at all three levels of the degree scheme. Assignments reporting on fieldwork exercises and activities – which may include written reports, field notebooks and diaries, and oral presentations – assess student capacities against outcomes C1 to C8 inclusive. Similarly, the Dissertation project may, depending on the topic, assess any or all of outcomes C1 to C8 inclusive. Group and individual exercises related to practical classes assess skills C3, C4, C5 and C7. Coursework essays, project essays and examination essays may all assess C3, C4, C5, C6, C7 and C8 as appropriate to the context of the assessment.

10.2.1 Intellectual skills

By the end of their programme, all students are expected to be able to:

• B1 Analyse and interpret a range of academic texts and government documents

• B2 Critically evaluate a range of source materials

• B3 Apply theory to practice

• B4 Understand a range of learning and teaching styles

• B5 Communicate knowledge to others in written and spoken forms

Learning and Teaching

The above learning outcomes are developed through the following:

• Lectures

• Seminars

• Group work

• Personal research

• Workshops

Assessment Strategies and Methods

The learning objectives will be assessed via the following:

• Written assignments

• Examinations

• Placement Portfolio

• Undergraduate Dissertation

• Posters

• Oral Presentations

• Teaching/ Lesson Plans

• Interactive artefacts.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to:

• C1 Demonstrate the ability to understand the diverse learning needs of learners and evaluate how to provide the best possible education for them to maximize their potential, whatever their individual aspirations, personal circumstances or cultural, linguistic, religious and ethnic background;

• C2 Understand the role of multi-agency approaches to supporting learners.

• C3 Be aware of, and work within, the statutory framework relating to their responsibilities

• C4 Understand and apply psychological theories of learning and teaching

Learning and Teaching

The above learning outcomes are developed through the following:

• Lectures

• Seminars

• Group work

• Personal research

• Workshops

Assessment Strategies and Methods

The learning objectives will be assessed via the following:

• Written assignments

• Examinations

• Placement Portfolio

• Undergraduate Dissertation

• Posters

• Oral Presentations

• Teaching/ Lesson Plans

• Interactive artefacts.

On completion of the programme the student will be able to take responsibility for themselves and their work. The student will be able to demonstrate ability in the following key skills which are transferable to a non-academic context: 

• D1  Working independently 

• D2  Working as part of a team 

• D3   Respecting the views, beliefs, opinions and values of others 

• D4   Listening to and engaging with other speakers 

• D5   Effective verbal communication in a range of settings, including group discussions and debates and formal presentations. 

• D6   Effective written communication in a variety of forms 

• D7 Use of information technologies to process, store, present and communicate information, including spreadsheets, databases, word processing, e-mail and the internet

• D8 Identifying, retrieving, sorting and handling information from conventional and digital sources.

• D9   Time management and self-regulation of work regimes 

• D10  Research issues and solve problems 

• D11  Adapting to change 

• D12  Reading comprehension and interpretation of a range of written material 

• D13  Observational skills

• D14  Collating, processing, interpreting and presenting numerical data

• D15  Identifying appropriate career pathways and developing the capacity to compete effectively for employment opportunities. 

The programme aims to promote, develop and nurture students’ awareness of and competence in these key transferable skills, many of which students will already possess in a greater or lesser degree of competence. Some of these skills are integral to teaching and learning activities across the programme (D1, D4, D7, D8, D9, D10, D11, D12). Others are developed through specific modules and learning activities, including fieldwork (D2, D13, D16), practical classes and exercises (D14,D16), oral presentations (D5). Most significantly, skills-based modules have a progressive syllabus from Level 1 to Level 3 (culminating in the Dissertation) which specifically addresses a number of these skills, including D1- D12 and D15.

Assessment of student capacities in relation to many of the above outcomes (D6-D10, D12) is central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. These include coursework essays, practical exercises, fieldwork projects, project essays, the Dissertation independent research project and seen, unseen and free-time examination essays. In addition, a number of the above skills are explicitly assessed at various points during the programme through a range of methods, including the Dissertation project (D1, D11), reports on fieldwork group project (D2, D13, D16), oral presentations (D5), study skills assignments (D7, D8),, group debates and discussions (D3, D4), tutorial careers assignments (D15) and statistical exercises (D14).

By the end of their programme, all students are expected to be able to:

• D1 Demonstrate independent working and thinking

• D2 Research, assimilate, select and organise relevant academic material

• D3 Evaluate key theories

• D4 Work as part of a group

• D5 Communicate to a range of audiences

• D6 Demonstrate effective time management

• D7 Demonstrate critical self-reflection

• D8 Argue coherently by analysing evidence and applying logical thinking

Learning and Teaching

The above learning outcomes are developed through the following:

• Lectures

• Seminars

• Group work

• Personal research

• Workshops

Assessment Strategies and Methods

The learning objectives will be assessed via the following:

• Written assignments

• Examinations

• Placement Portfolio

• Undergraduate Dissertation

• Posters

• Oral Presentations

• Teaching/ Lesson Plans

• Interactive artefacts.