|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Mapping project Padlet (or equivalent platform) landscape description/interpretation mapping project. This will be based on the fluvial, glacial and dryland themes.||50%|
|Semester Assessment||Infographic poster This will be based on the soils and ecology themes.||50%|
|Supplementary Assessment||Mapping project Padlet (or equivalent platform) landscape description/interpretation mapping project. This will be based on the fluvial, glacial and dryland themes.||50%|
|Supplementary Assessment||Infographic poster This will be based on the soils and ecology themes.||50%|
On successful completion of this module students should be able to:
1) Demonstrate an understanding of how processes of erosion, transport and deposition operate within a variety of Earth surface environments / systems.
2) Describe how landscapes develop and evolve over a variety of space and timescales in response to processes or erosion, transport and deposition.
3) Describe the basic processes of ecological diversification, ecological change, soil formation, soil distribution and the inter-relationships between soil and the biosphere.
4) Describe the interactions between the biosphere, soils, climate and human population pressures at a global scale.
5) Describe and evaluate the current and evolving management challenges in Earth systems/environments.
This module provides a valuable introduction to the dynamic process systems operating upon the Earth's surface. Particular attention is paid throughout to integrating knowledge of processes with an understanding of contemporary and ancient landforms. A range of global environments is examined, illustrating their landform assemblages, primary process systems and management issues.The module is assessed through a combination of multiple choice examand a group poster.The poster will require students to select at least two Earth surface environment systems and demonstrate the process connectivity / interactions between them.
1) Global Perspectives
2) Fluvial environments
3) Glacial environments
4) Dryland environments
5) Soil systems
|Skills Type||Skills details|
|Application of Number|
|Communication||Students will be required to produce a professionally written and presented poster.Writtenand visual communication will be developed in these activities.|
|Improving own Learning and Performance||Students will need to adapt to a more independent and self-directed learning style to complete the assessed poster. The assessment will foster team-working skills which will benefit their adaptability and resilience in future group-working and group-learning environments, as well as being valuable soft skills for their wider life and career beyond the university.|
|Information Technology||Students will be required to usedigital software to complete the poster; this will develop computer literacy. Further reading is an integral component of student-directed learning, requiring competence in finding and engaging with relevant sources online and via library-based digital search engines.|
|Personal Development and Career planning||Students will be encouraged to reflect on their learning while completing the posterassignment. A mock multiple choice exam will also encourage this, but reflection will not be formally assessed. Co-learning with peers are is a skillrelevant to future careers. The ability to communicate using appropriate scientific language, and to work as part of a team aregenericand transferrable skills.|
|Problem solving||Students will develop problem-solving skills through the production of a group poster which will require them to integrate knowledge and understanding of process regimes in at least two Earth surface environments/ systems.|
|Research skills||Students will be requiredto think critically about the best ways of presenting geographical data / information for the group poster.|
|Subject Specific Skills||This module will provide students with understanding of the key, fundamental processes and interactions associated with the physical geography of the Earth. It will lay the foundation for studying earth science, surface process, geomorphology, hydrology, soils and ecology in other modules at Part 1 and Part 2.|
|Team work||Students will be required to work in small groups for the group poster assessment. Through this they will develop skills in collaborative team-work and peer-learning. Students will be expected to play an active part in group activities.|
This module is at CQFW Level 4