Programme Specifications

N/A

The Computer Science part of this Programme Specification has been designed to conform to the QAA Benchmark statement for Computing.

September 2023

August 2021

This three-year joint honours degree scheme is offered jointly between Computer Science and the physics department. Students spend equal amounts of time in both departments and whilst they may not cover the breadth of the two subjects, they certainly cover the main core areas.

From the Computer Science perspective:

The aim of this degree scheme is to produce good quality computing graduates with a strong software engineering bias who are highly sought after by industry. The scheme has a well-defined set of core modules that must be studied to ensure that graduates have a wide range of experiences with a good grounding in the major fields of Computing.

The scheme has  the following fundamental aims:

• to enable students to develop the skills to be expected of any graduate, including the following skills: to reason logically and creatively; to communicate clearly both orally and in writing; and to be able to obtain and interpret information from a wide range of sources

• to equip students with the skills necessary to program in high-level computing languages

• to enable students to understand and apply the range of principles and tools available to the software engineer

• to  give students a good grounding in the major fields of Computing through a wide range of experiences

• to give students an appreciation of the political, economic, legal and social issues surrounding software.

• to instil the professional and ethical responsibilities required of computer practitioners

• to produce graduates who have the potential to succeed in a rapidly changing industry

This three-year joint honours degree scheme is offered jointly between Computer Science and a second department. Students spend equal amounts of time in both departments and whilst they may not cover the breadth of the two subjects, they certainly cover the main core areas.

From the Computer Science perspective:

The aim of this degree scheme is to produce good quality computing graduates with a strong software engineering bias who are highly sought after by industry. The scheme has a well-defined set of core modules that must be studied to ensure that graduates have a wide range of experiences with a good grounding in the major fields of Computing.

The scheme has  the following fundamental aims:

· to enable students to develop the skills to be expected of any graduate, including the following skills: to reason logically and creatively; to communicate clearly both orally and in writing; and to be able to obtain and interpret information from a wide range of sources

·  to equip students with the skills necessary to program in high-level computing languages

· to enable students to understand and apply the range of principles and tools available to the software engineer

· to  give students a good grounding in the major fields of Computing through a wide range of experiences

· to give students an appreciation of the political, economic, legal and social issues surrounding software.

· to instil the professional and ethical responsibilities required of computer practitioners

· to produce graduates who have the potential to succeed in a rapidly changing industry

Geography at Aberystwyth explores the nature and impact of cultural, social, economic, political and physical processes from the global to the local scale. The BSc Geography Joint Honours degree scheme places an emphasis on aspects of Physical Geography, providing 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 continue to change in the future. Through their selection of modules, students are able to develop pathways which focus exclusively on Physical Geography or which combine elements of Physical and Human Geography. The structure of the Joint Honours programme allows students to combine a primary interest in Geography with a significant secondary interest in another subject.

The Aims of the BSc Geography Joint Honours 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 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, laboratory 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 Geography with a significant secondary interest in their ‘minor’ subject.

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

• 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 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, laboratory 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 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 Joint Honours programme. This is a generic programme specification for BSc Physical Geography Joint Honours degree schemes.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas as identified in the QAA benchmark for Computing which may be found on-line at:

https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/computing

and is displayed in the tables below.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas as identified in the QAA benchmark for Computing which may be found on-line at:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Computing.aspx

and is displayed in the tables below.

A document that links detailed Body of Knowledge topics from the subject benchmark to specific UWA modules may be found at:

http://www.aber.ac.uk/~dcswww/prog-specs/BoK.htm

See section 11 for a detailed list of modules and options required for this scheme.

120 credits in years 2 and 3 must be at level 3.

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 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.

The programme provides opportunities for  students to  develop and demonstrate knowledge and understanding, skills,  qualities and other  attributes  in the following areas:

NB: Details of the delivery of the learning outcomes listed below in our current portfolio of modules are indicated on the attached Curriculum Map.

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.

The programme provides opportunities for  students to  develop and demonstrate knowledge and understanding, skills,  qualities and other  attributes  in the following areas:

NB: Details of the delivery of the learning outcomes listed below in our current portfolio of modules are indicated on the attached Curriculum Map.

The scheme focuses on the following components of the QAA benchmark:

• Hardware

Computer architecture and construction

Processor architecture

• Software

Programming languages

Software tools and packages

Computer applications

Structuring of data and information

• Communications & interaction

Computer networks, distributed systems

Human-computer interaction

Operating systems

• Practice

Problem identification and analysis

Design, development, testing and evaluation

Management and organisation

Professionalism and ethics

Commercial and industrial exploitation

• Theory

Algorithm design and analysis

Modelling and frameworks

Analysis, prediction and generalisation

Human behaviour and performance

And will equip students in the following Computer Related Cognitive areas:

• Knowledge and understanding: demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to Computing and computer applications.

• Modelling: use such knowledge and understanding in the modelling and design of computer-based systems for the purposes of comprehension, communication, prediction and the understanding of trade-offs.

• Requirements, practical constraints and computer-based systems (including computer systems, information systems, embedded systems and distributed systems) in their context: recognise and analyse criteria and specifications appropriate to specific problems, and plan strategies for their solution.

• Critical evaluation and testing: analyse the extent to which a computer-based system meets the criteria defined for its current use and future development.

• Methods and tools: deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of computer-based systems.

• Reflection and communication: present succinctly to a range of audiences (orally, electronically or in writing) rational and reasoned arguments that address a given information handling problem or opportunity. This includes assessment of the impactof new technologies.

• Professional considerations: recognise the professional, moral and ethical issues involved in the exploitation of computer technology and be guided by the adoption of appropriate professional, ethical and legal practices.

The first year provides a foundation of programming and computer infrastructure.

The second year builds on the information and techniques studied in the first year by expanding them further and introducing more specialised subjects. This year includes a required module with a group project.

The third year introduces the most advanced topics of the degree scheme and includes a required individual project that allows the student to gain deeper knowledge and understanding in an area of particular interest.

The scheme focuses on the following components of the QAA benchmark:

And will equip students in the following Computer Related Cognitive areas:  

The first year is split only on whether students have previous programming experience. If they do, then they receive a more intense programming course, and have a chance to take a further option in the first semester.  The remaining modules are common to all students on the scheme.

The second year builds on the information and techniques studied in the first year by expanding them further and introducing more specialised subjects. This year includes a required module with a group project.

The third year introduces the most advanced topics of the degree scheme and includes a required individual project that allows the student to gain deeper knowledge and understanding in an area of particular interest.

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

A1   Demonstrate appreciation of the 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 physical 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 moulding the Earth's physical environments

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

A5   Demonstrate an awareness of the range and nature of data sources available to the physical geographer and employ and evaluate a substantial range of observational, recording and analytic strategies used in geographical field enquiry and data analysis

A6   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)

A7   Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis and interpretation of the Earth's physical environment

A8   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

A9   Account for, and evaluate, the development of Physical Geography as a distinctive discipline, and discuss the relationships between Geography and other disciplines in the physical and natural sciences.

By selecting a pathway of modules which involves elements of Human Geography, students may also develop the capacity to:

A10  Describe and account for spatial and temporal variations in the distributions of human phenomena at a variety of scales

A11  Account for the varied ways in which spaces, places, landscapes and environments are constituted and continually remade through a variety of social, economic, political and cultural processes, in a range of contexts from the local to the global

A12  Demonstrate understanding of how particular geographical ‘ways of seeing’ are produced, theorised and interpreted, including the representation of places through academic, policy and lay discourses

A13  Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis and interpretation of human society

A14   Demonstrate a knowledge and understanding of the different forms of representation of the human world – from maps, through texts and visual images to digital technologies

A15  Synthesise contributions from Human and Physical Geography to address issues of environmental  management.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

At Level 1, student development towards learning outcomes A1–A8 is promoted via the core BSc Geography module programme, delivered through lectures and tutorials,  and supported by field-classes, independent study and student reading. Issues relating to learning outcomes A5-A8 are addressed through one core lecture-based module and in tutorials, supported by directed student exercises and reading. Student development towards learning outcomes A5-A8 and A15 is also promoted in a practical sense through a combination of practical/laboratory classes and field classes and their related exercise-based assignments.

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-A5 through lectures supported by independent study and reading by students. (ii) Core Skills Modules at Level 2 promote learning outcomes A5-A8 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 also address issues related to A1 and A15, while independent research undertaken by students towards their Dissertation may also contribute towards the development of knowledge relating to some or all of outcomes A1-A8. (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-A8. (iv) Small group tutorials in both Level 2 and Level 3 cover themes relating to outcomes A1-A9.

Assessment

At Level 1, student capacities relating to learning outcomes A1-A9 (and, where appropriate, A10 to A15) are assessed through unseen examination essays, unseen short-answer examinations, exercise-based coursework assignments and tutorial essay assignments and project work. Student capacities relating to outcomes A5 and A6 are assessed through practical, laboratory and field exercises.

At Levels 2 and 3, student capacities relating to learning outcomes A1 to A16 may be variously assessed as appropriate through tutorial assignments, the Dissertation project, fieldwork assignments, oral presentations, coursework essays, project essays, seminar presentations, and seen, unseen and free-time examination essays.

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 distributions of human phenomena at a variety of scales and temporal contexts. 

• A3   Account for the varied ways in which spaces, places, landscapes and environments are constituted and continually remade through a variety of social, economic, political and cultural processes, in a range of contexts from the local to the global.

• A4   Demonstrate and account for variation in the outcome of processes and be familiar with a range of interpretations of the processes which create geographies of difference and inequality 

• A5   Demonstrate understanding of how particular geographical ‘ways of seeing’ are produced, theorised and interpreted, including the representation of places through academic, policy and lay discourses. 

• A6   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. 

• A7    Account for and evaluate the development of Geography as a dynamic, plural and contested discipline, and discuss the relationship of Geography with other disciplines in the arts, humanities and social sciences. 

• A8   Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis and interpretation of human society.

•  A9  Demonstrate a knowledge and understanding of the different forms of representation of the human world – from maps, through texts and visual images to digital technologies.

•  A10    Demonstrate an awareness of the range and nature of data sources available to the human geographer and employ and evaluate a substantial range of observational, recording and analytic strategies used in geographical field enquiry and data analysis.

•  By selecting a pathway of modules which involves elements of Physical Geography, students may also develop the capacity to: 

• A11    Describe and account for spatial and temporal variations in the distributions of physical phenomena at a variety of scales.

•  A12    Account for the varied ways in which places, landscapes and environments are constituted and continually remade through a variety of physical, environmental and biotic processes in a range of contexts from the local to the global.

•  A13    Conceptualise patterns, processes, interactions and changes in the physical world as systems operating at a range of scales. 

• A14    Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis of the natural environment.

•  A15    Demonstrate a knowledge of the different forms of representation of the physical world, including maps, scientific texts and digital technologies (GIS and Remote Sensing).

•  A16    Synthesise contributions from Human and Physical Geography to address issues of environmental management.

Teaching and Learning

 At Level 1, student development towards learning outcomes A1–A8 is promoted via the core BSc Physical Geography module programme, delivered through lectures and supported by field-classes, independent study and student reading. Issues relating to learning outcomes A5-A8 are addressed through core lecture-based modules supported by directed student exercises and reading. Student development towards learning outcomes A5-A8 and A15 is also promoted in a practical sense through a combination of practical/laboratory classes and field classes and their related exercise-based assignments.

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-A5 through lectures supported by independent study and reading by students. (ii) Core Skills Modules at Level 2 promote learning outcomes A5-A8 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 also address issues related to A1 and A15, while independent research undertaken by students towards their Dissertation may also contribute towards the development of knowledge relating to some or all of outcomes A1-A8. (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-A8. (iv) Small group teaching in both Level 2 and Level 3 cover themes relating to outcomes A1-A9.

Assessment

At Level 1, student capacities relating to learning outcomes A1-A9 (and, where appropriate, A10 to A15) are assessed through unseen examination essays, unseen short-answer examinations, exercise-based coursework assignments and project work. Student capacities relating to outcomes A5 and A6 are assessed through practical, laboratory and field exercises.

At Levels 2 and 3, student capacities relating to learning outcomes A1 to A16 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.

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 distributions of human phenomena at a variety of scales and temporal contexts. 

A3   Account for the varied ways in which spaces, places, landscapes and environments are constituted and continually remade through a variety of social, economic, political and cultural processes, in a range of contexts from the local to the global.

A4   Demonstrate and account for variation in the outcome of processes and be familiar with a range of interpretations of the processes which create geographies of difference and inequality 

A5   Demonstrate understanding of how particular geographical ‘ways of seeing’ are produced, theorised and interpreted, including the representation of places through academic, policy and lay discourses. 

A6   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. 

A7    Account for and evaluate the development of Geography as a dynamic, plural and contested discipline, and discuss the relationship of Geography with other disciplines in the arts, humanities and social sciences. 

            A8   Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis and interpretation of human society.

 A9  Demonstrate a knowledge and understanding of the different forms of representation of the human world – from maps, through texts and visual images to digital technologies.

 A10    Demonstrate an awareness of the range and nature of data sources available to the human geographer and employ and evaluate a substantial range of observational, recording and analytic strategies used in geographical field enquiry and data analysis.

 By selecting a pathway of modules which involves elements of Physical Geography, students may also develop the capacity to: 

A11    Describe and account for spatial and temporal variations in the distributions of physical phenomena at a variety of scales.

 A12    Account for the varied ways in which places, landscapes and environments are constituted and continually remade through a variety of physical, environmental and biotic processes in a range of contexts from the local to the global.

 A13    Conceptualise patterns, processes, interactions and changes in the physical world as systems operating at a range of scales. 

A14    Critically evaluate the range of philosophical and methodological approaches employed by geographers in their analysis of the natural environment.

 A15    Demonstrate a knowledge of the different forms of representation of the physical world, including maps, scientific texts and digital technologies (GIS and Remote Sensing).

 A16    Synthesise contributions from Human and Physical Geography to address issues of environmental management.

  Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

 Teaching and Learning

 At Level 1, student development towards learning outcomes A1 – A6 is promoted via the core BA Geography module programme, delivered through lectures and tutorials, supported by independent study and reading by students. Issues relating to learning outcomes A7 and A8 are addressed through lectures on one core module and in tutorials, supported by directed student exercises and reading. Student development towards learning outcomes A9, A10 and A15 is promoted, depending on module choice, through a combination of lectures, practical classes and field classes and related exercise-based assignments. It is possible for students to develop capacities related to outcomes A11 to A14 by selecting modules from the BSc Geography programme, which are delivered through lectures supported by independent study and reading.

 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 A6 through lectures supported by independent study and reading by students. (ii) Core Skills Modules at Level 2 promote learning outcomes A5 to A10 through a combination of lectures and practical classes, variously supported by group or individual exercise-based assignments and independent reading as appropriate. (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 A10. (iv) Small group tutorials in both Level 2 and Level 3 cover themes relating to outcomes A1 to A10.

 Additionally, students may develop capacities relating to outcomes A11 to A16 through the selection of Core Knowledge and Understanding Modules and Optional Modules from the BSc Geography programme, variously delivered through lectures and practical classes, supported by independent study and reading.

             Assessment -

 At Level 1, student capacities relating to learning outcomes A1 to A8 (and, where appropriate, A11 to A14) are assessed through unseen examination essays, unseen short-answer examinations, exercise-based coursework assignments and tutorial essay assignments and project work. Student capacities relating to outcomes A9, A10 and A15 may be assessed through tutorial project work, directed exercises and practical exercises depending on module choice. 

At Levels 2 and 3, student capacities relating to learning outcomes A1 to A16 may be variously assessed as appropriate through tutorial assignments, oral presentations, coursework essays, project essays, seminar presentations, and seen, unseen and freetime examination essays.

The Computing schemes at Aberystwyth have a significant emphasis on vocational skills.

In this scheme, students will also be expected to develop practical computer related skills giving them:

• The ability to specify, design and construct computer-based systems.

• The ability to evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem.

• The ability to recognise any risks or safety aspects that may be involved in the operation of computing equipment within a given context.

• The ability to deploy effectively the tools used for the construction and documentation of computer applications, with particular emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.

• The ability to work as a member of a development team, recognising the different roles within a team and different ways of organising teams.

• The ability to operate computing equipment effectively, taking into account its logical and physical properties.

The Computing schemes at Aberystwyth have a significant emphasis on vocational skills. All students are encouraged to participate in an optional industrial year scheme that strongly enhances the professional practical experiences of the graduates.

In this scheme, students will also be expected to develop practical computer related skills giving them:

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

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

Teaching and Learning

Student development towards outcomes B1 to B10 is primarily promoted through small group tutorials (Levels 1-3), and practical classes (Levels 1-2). Learning is supported through tutorial and practical 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.

Assessment

Assessment of student capacities in relation to outcomes B1 to B10 are central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. These include tutorial assignments, coursework essays, practical exercises, project essays, seminar and oral presentations and seen, unseen and free-time examination essays. 

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

C3  Combining and interpreting different types of geographical evidence

C4  Analysing the geographical implications of current events, policy decisions and social, economic, political and cultural processes

C5  Interrogating and interpreting the production and presentation of policy documents, print and broadcast media, landscape and textual material

C6  Recognising the moral and ethical issues involved in geographical and social scientific debates and enquiries

Depending on module choice, students may also be able to demonstrate competence in:

C7  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.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

Teaching and Learning

The teaching of discipline-specific professional and practical skills is delivered in a number of contexts. Small group tutorials at Levels 1, 2 and 3 address issues relating to outcomes C1 and C3-C6 inclusive; whilst outcomes C4 to C6 are also addressed at Level 1 through lectures on a core module and related exercise-based assignments. Depending on module choice, practical classes at Levels 1 and 2 contribute to the development of skills C2, C3, C5 and C7, supported by practical group and individual exercises. 

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. Tutorial assignments, coursework essays, project essays and examination essays may all assess C2, C3, C4, C5 and C6 as appropriate to the context of the assessment. Depending on module choice, group and individual exercises related to practical classes assess skills C2, C3, C5 and C7. Skill C1 is assessed through tutorial project work.

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

Teaching and Learning

Student development towards outcomes B1 to B10 is primarily promoted through small group sessions (Levels 1-3), and practical classes (Levels 1-2). Learning is supported through personal tutorials and practical 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 synthesising 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 B10 are central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. These include tutorial assignments, coursework essays, practical exercises, project essays, seminar and oral presentations and seen, unseen and free-time examination essays.

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

• C3  Combining and interpreting different types of geographical evidence.

•  C4  Analysing the geographical implications of current events, policy decisions and social, economic, political and cultural processes.

•  C5  Interrogating and interpreting the production and presentation of policy documents, print and broadcast media, landscape and textual material.

• C6 Recognising the moral and ethical issues involved in geographical and social scientific debates and enquiries

• C7 Undertaking effective fieldwork (with due regard for safety and risk assessment, research ethics and equality, diversity and inclusion)

Depending on module choice, students may also be able to demonstrate competence in:

• C8 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.

Teaching and Learning

The teaching of discipline-specific professional and practical skills is delivered in a number of contexts. Small group sessions at Levels 1, 2 and 3 address issues relating to outcomes C1 and C3-C6 inclusive; whilst outcomes C4 to C6 are also addressed at Level 1 through lectures on core modules and related exercise-based assignments. Depending on module choice, practical classes at Levels 1 and 2 contribute to the development of skills C2, C3, C5 and C8, supported by practical group and individual exercises. C7 is achieved through fieldwork integrated into the programme at Level 1, 2 and 3.

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

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

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

 Teaching and Learning

 Student development towards outcomes B1 to B10 is primarily promoted through small group tutorials (Levels 1-3), and practical classes (Levels 1-2). Learning is supported through tutorial and practical 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.

 Assessment -

Assessment of student capacities in relation to outcomes B1 to B10 are central to criteria employed in the evaluation of a range of assessment forms employed at all three levels of the degree scheme. These include tutorial assignments, coursework essays, practical exercises, project essays, seminar and oral presentations and seen, unseen and free-time examination essays. 

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

C3  Combining and interpreting different types of geographical evidence.

 C4  Analysing the geographical implications of current events, policy decisions and social, economic, political and cultural processes.

 C5  Interrogating and interpreting the production and presentation of policy documents, print and broadcast media, landscape and textual material.

 C6  Recognising the moral and ethical issues involved in geographical and social scientific debates and enquiries.

 Depending on module choice, students may also be able to demonstrate competence in:

             C7  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.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

 Teaching and Learning

 The teaching of discipline-specific professional and practical skills is delivered in a number of contexts. Small group tutorials at Levels 1, 2 and 3 address issues relating to outcomes C1 and C3-C6 inclusive; whilst outcomes C4 to C6 are also addressed at Level 1 through lectures on a core module and related exercise-based assignments. Depending on module choice, practical classes at Levels 1 and 2 contribute to the development of skills C2, C3, C5 and C7, supported by practical group and individual exercises. 

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. Tutorial assignments, coursework essays, project essays and examination essays may all assess C2, C3, C4, C5 and C6 as appropriate to the context of the assessment. Depending on module choice, group and individual exercises related to practical classes assess skills C2, C3, C5 and C7. Skill C1 is assessed through tutorial project work.

On completion of the programme the student will be able to take responsibility for themselves and their work. They will be able to:

• Work independently

• Work in a team

• Respect the views and beliefs of others

• Listen

• Communicate orally

• Communicate in writing

• Communicate electronically

• Word-process

• Use the Web

• Manage time and work to deadlines

• Research issues

• Solve problems

• Adapt to change

• Develop career awareness

And they will exhibit:

• Effective information-retrieval skills.

• Numeracy in both understanding and presenting cases involving a quantitative dimension.

• Effective use of general IT facilities.

• Managing one's own learning and development including time management and organisational skills.

• Appreciating the need for continuing professional development in recognition of the need for lifelong learning.

On completion of the programme the student will be able to take responsibility for themselves and their work. S/he will be able to:

• Work independently
• Work in a team
• Respect the views and beliefs of others
• Listen
• Communicate orally
• Communicate in writing
• Communicate electronically
• Word-process
• Use the Web
• Manage time and work to deadlines
• Research issues
• Solve problems
• Adapt to change
• Develop career awareness

And s/he will exhibit:

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 world-wide web

D8   Identifying, retrieving, sorting and handling information from conventional and electronic sources, including libraries, CD-Roms, on-line computer resources and the world-wide web

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

Depending on module choice, students may also be able to demonstrate ability in:

D15  Collating, processing, interpreting and presenting numerical data.  

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

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 practical classes and exercises (D15) and oral presentations (D5). Most significantly, small group tutorials have a progressive syllabus from Level 1 to Level 3 which specifically addresses a number of these skills, including D1, D2, D3, D4, D5, D6, D7, D8, D9, D10, D11, D12 and D14. 

Assessment of student capacities in relation to many of the above outcomes (D6, D7, D8, D9, 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 tutorial assignments, coursework essays, practical exercises, project essays 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 tutorial project work (D1, D2), oral presentations (D5), tutorial study skills assignments (D7, D8), and practical exercises (D13, D15).

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

• D15  Collating, processing, interpreting and presenting numerical data.  

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 practical classes and exercises (D15) and oral presentations (D5). Most significantly, skills-based modules have a progressive syllabus from Level 1 to Level 3 (culminating in the major project) which specifically addresses a number of these skills, including D1, D2, D3, D4, D5, D6, D7, D8, D9, D10, D11, D12 and D14.

Assessment of student capacities in relation to many of the above outcomes (D6, D7, D8, D9, 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, project essays 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 project work (D1, D2), oral presentations (D5), study skills assignments (D7, D8), and practical exercises (D13, D15). .

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 world-wide web. 

D8   Identifying, retrieving, sorting and handling information from conventional and electronic sources, including libraries, CD-Roms, on-line computer resources and the world-wide web. 

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

Depending on module choice, students may also be able to demonstrate ability in:

 D15  Collating, processing, interpreting and presenting numerical data.  

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

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 practical classes and exercises (D15) and oral presentations (D5). Most significantly, small group tutorials have a progressive syllabus from Level 1 to Level 3 which specifically addresses a number of these skills, including D1, D2, D3, D4, D5, D6, D7, D8, D9, D10, D11, D12 and D14. 

Assessment of student capacities in relation to many of the above outcomes (D6, D7, D8, D9, 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 tutorial assignments, coursework essays, practical exercises, project essays 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 tutorial project work (D1, D2), oral presentations (D5), tutorial study skills assignments (D7, D8), and practical exercises (D13, D15).