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Course Handbook B.Sc. Geography with Mountain Leadership

2016

Cover Image: ML students on Glyder Fawr

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Contents

Sources of Additional Information...................................................................................................... 2

1. Welcome to the Faculty .............................................................................................................. 3

2. Welcome to your course ............................................................................................................. 4

3. Your Course Team ....................................................................................................................... 5

4. An Introduction to your Course ................................................................................................. 9

5. The Structure of your Course ................................................................................................... 11

6. The Staffordshire Graduate and Employability ...................................................................... 12

7. The Staffordshire Graduate in Geography ............................................................................. 14

8. Learning, Teaching and Assessment on your Course ........................................................... 15

8.1 Learning and Teaching ..................................................................................................... 15

8.2 Assessment ........................................................................................................................ 18

8.3 How to Submit Assessments ........................................................................................... 20

8.4 Feedback on your Work ................................................................................................... 22

8.5 External Examiners Appointed to your Course ............................................................. 23

9. Extra Costs .................................................................................................................................. 23

10. Communication ............................................................................................................................ 24

11. Support and Guidance .......................................................................................................... 24

12. The Student Voice ................................................................................................................. 26

13. Rules and Regulations .......................................................................................................... 26

14. Endpiece .................................................................................................................................. 27

Appendix A – Award Learning Outcomes ........................................................................................... i

Level 4 ................................................................................................................................................. i

Level 5 ................................................................................................................................................. i

Level 6 ................................................................................................................................................ ii

Appendix B – Curriculum Maps .......................................................................................................... iii

Appendix C – The Staffordshire Graduate ....................................................................................... xi

Appendix D Glossary of Terms ......................................................................................................... xii

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Sources of Additional Information This handbook provides useful information about your course, how it will be delivered and how you will be assessed. It does not try to give you all the information you will need during your time at the university. More information can be found in the following places:

On-Line Student Guide

The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important information about the university and the services available to students, including:

• Welcome Week • Student Cards • e:VisionStaffs Portal • Our Student Charter • The Staffordshire Graduate • Term Dates • Timetabling • Student accommodation • Campus and travel information • Finance, fees and support • Disclosure and Barring Service

applications • Visas • Course and module enrolment • Changing your award or modules • Withdrawing or intermitting from

your course • University rules and regulations • Disciplinary matters including

academic misconduct

• Appeals and complaints • Referencing and study skills

(including guidance on completing assessments)

• What to do if you can’t hand in work due to circumstances beyond your control

• Examinations • Getting feedback on your work • The student voice • Employability and careers • IT services and support • Disability and dyslexia • Counselling • The Nursery • The Multi-Faith Chaplaincy • Graduation • Certificates, Transcripts and

Verification Letters

Module Handbooks Your course is made up from a number of individual modules. Detailed information on each module is provided in separate module handbooks. Your module tutor will tell you how to access the handbook for their module. The Blackboard On-Line Learning Environment Information and learning materials for your modules will be provided on the Blackboard on-line Learning Environment. Blackboard will form an important part of your learning experience. Please let your module tutor know if you encounter any problems accessing this material.

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1. Welcome to the Faculty

The Faculty is home to three subject based Schools located on the Stoke-on-Trent campus. As well as our on-campus students we have many students who are learning away from our University campuses in Staffordshire – with many learners studying in educational partners both in and outside of the UK, work-based learners studying in their workplace and also distance learners from across the globe using the internet to interact with their tutors and peers. Consequently, you are now a student in one of the largest such faculty in UK universities, and we are delighted that you are one of our students. The Faculty is host to one of the first UK university computing departments, to science programmes which are some of the highly rated by students in the UK, and to an engineering scheme founded upon the needs of engineering employers. Your course of study will therefore be up to date and relevant, will be serviced by well qualified staff, and will also be geared to preparing you for life and employment after university. Our Staffordshire Graduate Pledge aims to help all of our students achieve what they want to in life.

As one of our students we expect you to work hard, to set high standards for yourself. To help you to succeed you will have access to excellent staff and facilities, and also to a range of student support services to help deal with your particular needs. Of course, to do this academic, administration and technical staff that you come across as part of your studies will readily advise and support you. Your part is to take your study seriously, to ensure that you set-aside appropriate time for your study, and to make full use of the diverse range of learning opportunities – both in class and directed study outside of classes – provided by your course. It is important to us that you are successful and that you go on to be a good ambassador for the university.

Inevitably at the start of all study programmes you will be bombarded with a host of well-intentioned information. Some of that information is immediately important to start your studies and make sure that you are in the right place at the right time. Some information you will need later in your course e.g. about assessments, changing modules, extenuating claims etc. Whilst other information is about the services the University offers generally which you may need to make reference to in the future. We suggest that you download this handbook and keep it for reference and familiarise yourself with the range of information it contains ready for welcome week. This should be the first document of your own e-archive - get into the habit of downloading essential documents like module descriptors and module handbooks when the course starts.

You are now part of the ‘family’ of Computing, Sciences and Engineering, and we look forward to working with you to help you to succeed as a Staffordshire Graduate.

Very best wishes,

Professor Hastings McKenzie, Dean, Faculty of Computing, Sciences and Engineering

Prof. Hastings MacKenzie

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2. Welcome to your course

Welcome to the Department of Geography at Staffordshire University and welcome to your Geography course. The course that you have chosen is run and managed by the Department of Geography. This is where you will be able to see your course leader and module tutors, receive mail, look at the notice boards about both your course and the modules you take and eventually, receive your degree result!

All the staff hope you enjoy studying for your Geography Degree at Staffordshire University and that you find it a rewarding and challenging experience. What we expect you to get out of your studies is laid out over the next few sections of this handbook - but only YOU can determine what you want to achieve!

As starting University can be very confusing – a lot of information is given to you over a very short space of time – this handbook and has been designed to provide you with all the information that you need both about studying Geography within the School of Sciences and the support structures available in order to survive your first year. It also contains specific details about the structure of the course that you have chosen, such as the learning outcomes for your course and the option choices available at Levels 5 and 6.

It is essential that you take the time to read through this handbook so that you fully understand how your course works. We recommend that you save a copy of it down to your hard drive or memory stick and be sure to consult this handbook as and when you need to, not just in Level 4 but also in Levels 5 and 6. If there is anything in it which you do not understand ask your personal tutor or course leader for clarification.

During the first week (Welcome Week) various sessions have been set aside for ‘counselling’ on your timetable and you should come for help as often as you feel it necessary. Do not leave a problem to sort itself out, or think that somehow you should be able to manage difficulties on your own and DON’T PANIC. If you are unsure about anything, please do not hesitate to come to see someone – your personal tutor, course leader or the Geography subject leader.

After you have read through this handbook you will know who the key people are for your course. Talk to them - we are a pretty approachable bunch. If you have any problems, academic or non-academic, and need some guidance then let us know (arrange a chat - either email or phone). If your tutor can't help s/he will put you in contact with someone who can.

Good Luck

Dr. Paul Barratt

Geography with ML Course Leader

Dr Janet Wright

Geography Academic Group Leader

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3. Your Course Team

There are many people available to help and support you during your time with us. The following staff are the key academic members of the Course team but there are also administrative/student guidance staff who are here to help and they will be mentioned later in this handbook.

Academic Group Leader: Dr Janet Wright Room: R114, Science Centre Telephone: +441782294194 Email: j.s.wright@staffs.ac.uk

“I joined the Geography team at Staffordshire University in 1996, initially as a lecturer, then senior lecturer and since 2006 as a principal lecturer and the subject leader for Geography. In this role I am responsible for managing the development and delivery of all the undergraduate and postgraduate awards delivered by the subject area as well as leading on curriculum design and development. Until recently the focus of my research was in physical geography and centred around geomorphic mechanisms of quartz silt production and implications for the formation of loess (aeolian silt) deposits; and weathering studies, with a particular interest in the weathering and degradation of building materials. Current and recent research focuses on the origins and characteristics of quartz silt within weathering profiles; the soiling, degradation and weathering of sandstone buildings; micro-landform development and slope evolution on exposed salt rocks in eastern Spain; the development of sustainable, low energy building products.

Some elements of my research on the weathering of historic sandstone structures and all the research on micro-landform development and slope evolution on salt rocks in eastern Spain was done in collaboration with researchers from the University of Portsmouth. Research currently being developed on sustainable building materials is being done in collaboration with the University of Sfax in Tunisia.”

BSc Geography & BSc Physical Geography Course Leader: Tim Harris Room: R109, Science Centre Telephone: (01782) 294046 Email: t.d.harris@staffs.ac.uk

“My principal areas of teaching are geomorphological processes and landforms and natural environmental change. As well as teaching through the usual means of lectures, practical workshops, seminars and tutorials, I am committed to fieldwork as an effective learning and teaching environment for undergraduates and have supervised over 50 residential field courses to-date, both in the U.K. (e.g. Peak District, North Wales) and overseas (e.g. Iceland, Tunisia). I am also enthusiastic about exploring new means of learning and communication thro ugh the constantly changing and emerging new electronic media. My principal research interests are glacial geomorphology and Quaternary environments. My post-graduate research concerned post-glacial vegetation on the Llŷn peninsula, North

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Wales, but I have fulfilled a lifetime’s ambition to study in Iceland by collaborating with a number of researchers both in the UK and overseas. Most of the field research connected with this work has been conducted in Iceland and has focused on glacier outburst floods, the processes of glacial sediment entrainment and environmental reconstruction. My research has always informed my teaching but I have been keen to involve undergraduates in research and this has led to my taking a lead in embedding research informed learning and teaching at Staffordshire University. I have also led and promoted our degrees that incorporate ‘Mountain Leadership’.”

BSc Geography with Mountain Leadership & BA Human Geography Course Leader: Dr Paul Barratt Room: R114, Science Centre Telephone: +441782294676 Email: P.Barratt@staffs.ac.uk

“I am a cultural geographer with research interests focusing on environmental engagements, low carbon living and working, and qualitative research methods. The breadth of my teaching within the department reflects my varied research interests from human geography, research and environmental concerns.

I have recently finished a PhD examining the technologically-mediated experiences of rock climbers. This study utilised a qualitative approach based upon semi-structured interviews and participant observation. The data was coded and analysed using NVivo qualitative data analysis software. Theoretically the study utilised an Actor Network inspired approach, principally because of the symmetry it affords humans and non-humans. This allowed me to explore how climbers’ gear is aligned and co-evolves with both climbers, and places, to enable the practice of climbing. As well as undertaking this programme of study I have lectured and taught undergraduate level students, attended specialist theoretical workshops, and presented work at several prestigious international conferences. My future plans are to build upon the completed PhD and academic career as an RA and lecturer by continuing to publish articles, attend and present research at relevant conferences, whilst further developing my lecturing skills.”

The three above tutors are responsible for the organisation and running of all three levels of your course and for dealing with, if necessary, any module-specific problems. They will oversee the running of your course and will report to the Geography Departmental and Subject Area Boards.

You will also meet other members of the Geography department staff in your classes. All teaching staff are here to support your learning and share their expertise and experience to help you grow and fulfil your potential:

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Final Year Independent Project co-ordinator: Professor Fiona Tweed Room: R109, Science Centre Telephone: +441782294114 Email: f.s.tweed@staffs.ac.uk

“My principal research interests are glacial and hazard geomorphology. My doctoral thesis centred on the prediction of ice-dammed lake formation and catastrophic ice-dammed lake drainage at Sólheimajökull, southern Iceland and work on the processes and impacts of glacier outburst floods ('jökulhlaups') has been a key part of my research ever since. Over the past fifteen years I have been collaborating with a number of researchers both in the UK and overseas, notably Dr. Andrew Russell (University of Newcastle-upon-Tyne), Dr. Matthew Roberts (Icelandic Meteorological Office, Reykjavík) and Dr. Jonathan Carrivick (Geography, Leeds University). Within Geography at Staffordshire University, I also work with Tim Harris. Most of the ldld research connected with this work has been conducted in Iceland and has focused on glacier outburst floods, the processes of glacial sediment entrainment and environmental reconstruction. My research in these areas has been primarily funded by the Earthwatch Institute and the Natural Environmental Research Council (NERC). I also have a strong interest in natural hazards and have worked with Prof. Gordon Walker (Lancaster University) and other partner institutions in Europe on natural hazards, risk and vulnerability as part of a European Commission Framework 6 project designed to harmonise the mapping of natural hazards for land-use planning (ARMONIA). I was an expert advisor to a subsequent Framework 6 project SCENARIO (Support on a Common European Strategy for Sustainable Natural and Induced Technological Hazard Mitigation). This work has led to my involvement in other related projects at a European level. I also have a position on the international steering committee of an International Association of Geomorphologists (IAG) working group on ‘Sediment Budgets in Cold Environments’ (SEDIBUD), which is guiding participants towards collaborative and holistic research on sediment fluxes against a backdrop of climate change. There are strong synergies between my research and my teaching; I have also been instrumental in embedding truly research-led learning and teaching in the Geography curriculum at Staffordshire University.”

Admissions Tutor: Dr. Ruth Swetnam Room: R114, Mellor Building Telephone: +441782295934 Email: R.D.Swetnam@staffs.ac.uk

“I am GIS specialist interested in the application of spatial modelling to environmental processes at a range of spatial and temporal scales (local, national and regional). My research interests lie in the fields of landscape ecology, historical geography, land use change and environmental information and I am a Fellow of the Royal Geographical Society and a Chartered Geographer in GIS. After short spells at the National Remote Sensing Centre and the British Antarctic Survey. I spent 14 years at the NERC Centre for Ecology & Hydrology where I built GIS databases to investigate ecological processes relevant to both

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fauna and flora. As a taster, these projects have included: the landscape impacts of climate change; the effects of fragmentation of woodlands on bird species; modelling the impact of game shooting on biodiversity; modelling the impact of set-aside on arable weeds and the spatial targeting of wet grassland restoration. Between 2007 and 2011 I was a member of the Conservation Science group in the Zoology department of Cambridge where I worked on the Leverhulme funded programme ‘Valuing the Arc’ modelling ecosystem services in the Eastern Arc Mountains of Tanzania. I joined Staffordshire University in January 2012.”

“I am interested in social and economic change, particularly how globalisation is transforming our economic and social contexts. I also enjoy my teaching at both undergraduate and postgraduate levels and I try to encourage students to appreciate the complex world we all inhabit and its geographical manifestations. My research interest is globalisation and its implications for sustainability and food security. My most recent paper [Deadly Diets] examines the 'global food business' and exposes some of the most disturbing characteristics of contemporary capitalism as well as some flaws in academic discourses; deficiencies in diets are the material manifestations of deficiencies in common analytical and conceptual categories as well as political will. The 'food business' is an excellent avenue through which to examine the processes of globalisation; it facilitates an integrated analysis of economic, political and cultural variables which are necessarily all implicated is contemporary transformations. How these intersect with environmentalism and ethics is both a fascinating and urgent issue for people in the North and South.”

If you have any queries please do not hesitate to contact any of the Course team. If we are unable to answer your question then we will find someone who can. We will do our best to make your time at University enjoyable and rewarding. You can view all Geography staff profiles here: http://www.staffs.ac.uk/academic_depts/sciences/people/geography_environment_staff.jsp

Postgraduate Course Leader: Dr Liz Young Room: R109, Science Centre Telephone: +441782294215 Email: l.young@staffs.ac.uk

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4. An Introduction to your Course

The Geography with Mountain Leadership award provide sa cohesive and stimulating course that allows you to study a broad range of human, environmental and physical geography and also gain an outdoor leadership qualification. Emphasis is given to the contemporary, applied nature of geography and how the subject can analyse and inform the issues and debates surrounding sustainable management of the social and natural world. The award develops a broad range of knowledge and understanding of human and physical geography, equal weight is given to both themes. You will study some of the social, cultural, economic and political processes which shape our world and how and why these change over space and through time. You will also study the physical environment and how and why these physical processes, shape landscapes and activities over space and through time. Significant attention is paid to the relationships between people and the physical environment. The award also aims to equip you with an outdoor leadership qualification that enables you to work individually or lead groups safely in remote, rural upland environments in the UK.

The academic aims of the course are to:

• Relate concepts, principles and theories to ‘real-world’ case studies and provide experience of a variety of environments through fieldwork.

• Comprehend the contested nature of geographical research and to develop skills in geographical enquiry that allow you to research and debate these contested geographical issues for yourself.

• Develop competences in a range of appropriate social and physical science methods and techniques to collect, analyse and present geographical data enabling you to undertake your own geographical investigations.

• Provide an intellectually demanding and stimulating course that will enable you to receive information critically, to process it logically and to communicate it effectively.

• Equip you with appropriate employability, enterprise and life-long learning skills so that you can successfully develop your career after graduation.

• Your award has a set of written learning outcomes that describe what you should be able to do by the end of the course. These statements are designed to help you understand what you need to do to pass your course and receive your award. The outcomes for your course can be found in appendix A of this handbook.

Each module you study has separate learning outcomes which join together to enable you to demonstrate that you have achieved the overall learning outcomes for your award. The learning outcomes for your modules can be found in your module handbooks.

The specific learning outcomes for your award and modules have been matched to eight university wide learning outcome statements (knowledge and understanding; learning; enquiry; analysis; problem solving; communication; application; and reflection). These standard statements describe the abilities and skills all Staffordshire University students should demonstrate in order to pass their course. The statements have been designed to meet national expectations contained within the Framework for Higher Education Qualifications. This ensures that the learning outcomes for your course are equivalent to similar courses at other UK universities and colleges. A table showing how your module

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learning outcomes have been aligned with the eight university learning outcome statements can be found in appendix B.

The design of your course has been guided by the national subject benchmark for Geography. Written by national experts, the benchmark describes the defining characteristics of the subject area and the abilities and skills you should be able to demonstrate by the end of the course. A table showing how your course reflects the subject benchmark can be found in appendix B.

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5. The Structure of your Course

Level 4 Potential Course CertHE (120 credits at Level 4 or higher) L

evel

4 4

Teaching Block 1

People and Places: an

Introduction to Human

geography

(30 credits)

The Dynamic Earth

(30 credits)

Geographical Skills & Tutorials

(30 credits)

Geology & Landscapes

(15 credits)

Teaching Block 2

Outdoor Skills (15 credits)

[To progress from L4 L5 at least 90 credits must be passed including at least 75 L4 course specific credits]

Level 5 Potential Course DipHE (240 credits passed with at least 120 at Level 5 or higher).

Leve

l 5

Teaching Block 1

This Changing

Earth

(30 credits)

Urban Worlds

(30 credits)

Advanced Practical & Fieldwork Skills for Geographers

(30 credits)

Mountain Leader Award (Training)

(15 credits)

Teaching Block 2

Project Preparation and

Planning

(15 credits)

[To progress from L5 L6 at least 210 credits must be passed including all L4 course specific credits and at least 75 L5 course specific credits]

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Level 6 Potential Honours Degree (360 credits passed with at least 105 at Level 6 and not more than 150 at Level 4).

Leve

l 6

Teaching Block 1

Geography Independent Research Project or

Geography in the Workplace Project

(30 credits)

Professional Practice & Careers for Geography

Graduates (15 credits)

Advanced Geography Fieldwork

(30 credits) Teaching Block 2

Option 1

(15 credit)

Option 2

(15 credits)

Mountain Leader Award (Assessment) (15 credits)

L6 Option list to include:

Glaciers & Ice Ages; Geographies of Health; Geographic Information Systems; Cities & the Physical Environment; Food, Agriculture & Sustainability; People, Technology & Place; Research Assistantship

Ordinary Degree (300 credits passed with at least 60 at Level 6 & not more than 120 at Level 4).

You may, at the start of Level 6, decide to study for an Ordinary (non-honours) course. The Ordinary Degree requires that only 60 credits of specific geography modules are studied – the Professional Practice and Careers for Geography Graduates; the Mountain Leader Award (assessment) and two option modules. Normally a 30 credit project would not be undertaken. As a consequence only the Level 5 intermediate and a subset of the Level 6 outcomes would be achieved

* The University reserves the right to change modules offered.

6. The Staffordshire Graduate and Employability

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work.

The Staffordshire Graduate will:

Discipline Expertise:

• Have an understanding of the forefront of knowledge in their chosen field

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Professionalism:

• Be prepared to be work-ready and employable and understand the importance of being enterprising and entrepreneurial

Global Citizenship:

• Have an understanding of global issues and of their place in a globalised economy

Communication and Teamwork:

• Be an effective communicator and presenter and able to interact appropriately with a range of colleagues

• Have developed the skills of independence of thought and (when appropriate) social interaction through teamwork

Reflective and Critical Learner:

• Have the ability to carry out inquiry-based learning and critical analysis • Be a problem solver and creator of opportunities

Lifelong Learning:

• Be technologically, digitally and information literate • Be able to apply Staffordshire Graduate attributes to a range of life experiences to

facilitate life-long learning and life-long success.

All students will have many opportunities to develop and achieve these attributes.

These will include learning opportunities within their chosen courses and co-curricular activities such as work experience, volunteering and the development of employability, enterprise and entrepreneurial skills. More information on the Staffordshire Graduate can be found at: http://www.staffs.ac.uk/study/staffordshiregraduate/

Being employable involves the development of a set of skills, knowledge and personal attributes that makes graduates more likely to gain employment, have the capability of being effective in the workplace and be successful in their chosen occupation to the benefit of themselves, the workforce, the community and the economy.

Being Enterprising involves a set of skills and attitudes that can enable a culture of identifying opportunities, creativity, risk taking and innovation. It can involve many activities – for instance organising an event, planning an overseas trip or involvement in a social enterprise. Equally it can be about finding new solutions to old problems in your workplace, conducting a piece of research in a resourceful way, starting a new society or being involved in a community project. Employers value enterprising people!

Being Entrepreneurial very often involves using enterprise skills to create new businesses and bring them to market. There is considerable support for those wishing to do so while at University. However, being entrepreneurial is not just about business skills or starting new ventures; it is a way of thinking and behaving relevant to all parts of society and the

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economy in terms of mindsets, behaviours, skills and capabilities to come up with new ways of doing things well and the flexibility to change career direction.

7. The Staffordshire Graduate in Geography

The BSc degree in Geography aims to produce graduates who are reflective and critical thinkers with a global perspective who are prepared for the world of work.

Across all levels of the degrees and across all Geography modules, we aim to provide our graduates with discipline expertise. We instil a critical knowledge of the discipline that is underpinned by the experience, research and scholarship of the academic staff and which strives to reflect the key issues that affect the world in which we live.

As part of our commitment to ensuring that Geography graduates demonstrate professionalism, we aim to produce graduates who are equipped to enter the world of work and are enterprising or entrepreneurial by nature. We use tutorial modules, practical work, field work, dissertations or work-place projects and professional practice to develop and refine the transferable skills (and the confidence and proficiencies that such skills endow) that create graduates with the abilities valued by employers. Geographers who are enterprising are not only innovative in how they think and conduct their work, but are creative in seeking solutions based on the knowledge and skills acquired throughout the course.

To capitalize on the knowledge and understanding that the degree aim to develop, effective communication and an ability to work in teams and with diverse stakeholders, are regarded as essential attributes of our graduates. The development of communication, presentation and team working skills lie at the heart of the Geography degree and are nurtured from first principles to a high level of proficiency in many of the thematic modules and, especially, through tutorial programmes, field work and the work placement or professional practice modules.

Employers also value independence of thought and a creative ability to find solutions. The degree in Geography enables you to take ownership of your learning – whether individually or in groups – and encourages independence of thought and problem-solving across a spectrum of activities: in the conduct of a research dissertation or a work-place project; in student-led investigative field projects; in critical reading and writing in thematic modules; or in tutorial discussions and presentations.

These are essential attributes of the critical, reflective and life-long learners that are expected in Staffordshire graduates. Throughout the three years of the degree, you are encouraged to develop your understanding through critical reflection; to question different views and perspectives and to use both their generic and specialist skills (including geographical digital technologies) to understand and resolve problems.

Increasingly those problems are set in a global context and globalisation and global citizenship are central to the way that geographers look at the world. The majority of the thematic modules that structure these courses explore understandings of how global systems work; how those systems impact upon individuals; and how graduate geographers can work professionally to manage global challenges.

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8. Learning, Teaching and Assessment on your Course

8.1 Learning and Teaching You will be allocated a personal tutor at the start of each level. At Levels 4 and 5 this will be the member of staff running your Geography tutorial, so that you will, therefore, see your tutor up to 10 times per teaching block, normally including two 1-2-1 meetings. At Level 6 your personal tutor will also be your Geography project supervisor. Your personal tutor:

• is responsible for overseeing your academic progress and general well-being;

• is available to discuss any matter of a personal nature that is causing you problems;

• will provide you with advice and guidance on the various choices required on your course;

• will, if necessary, liaise with your course leader and the academic group leader on your behalf, or other appropriate staff to help resolve any problems that you may encounter with your studies (academic or personal).

You can download more information about the personal tutorial system if you wish.

Enquiry-based learning

Enquiry-based learning is a particularly effective approach to learning and involves you on your own or in a project group being asked to investigate, collect and analyse information and generate new knowledge. This is to facilitate deep, as opposed to shallow learning, and develops many our Staffordshire Graduate attributes. On most awards the final year project is the format through which your attainment of enquiry skills will be demonstrated. On your award you will practice and develop enquiry-based learning through a number of modules (Fieldwork at all three levels and in some other modules cores and options) before embarking on your final year project. Within the Faculty of Computing, Engineering and Sciences you will have the opportunity to showcase to tutors, the public and potential employers your final year project in our end of year GradEx exhibition.

Work Format Skills

One of the distinctive features of Staffordshire University is its focus on ensuring that its graduates leave the University with a range of skills and experience that employers value. It is important that all students develop a range of key ‘transferable skills’ as part of their course. These are skills which enhance your employability and they are delivered, primarily, through your core geography modules at each Level.

You will be introduced to a wide range of both subject-specific and transferable skills at Level 4. Some of these skills will become implicit components of modules at Levels 5 and 6, others will be developed and extended as part of the teaching and learning beyond Level 4. New skills will be introduced at both Level 5 and Level 6, building on skills acquired at Level 4. In your core modules at Levels 4 and 5 the concept and practice of continual personal development will be introduced and you will be encouraged to employ ‘Continuing Personal Development Planning’ (CPDP), particularly within your Mountain Leader modules at Levels 5 and 6. The Professional Practice and Careers for Geography Graduates module further develops and consolidates these skills at Level 6.

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It is important for you to be able to work both independently and in teams; both formats are introduced in Level 4. The ability to learn independently is explicitly introduced in the Level 4 Geographical Skills and Tutorials module and emphasised in the introductory lecture modules (People and Places, and the Dynamic Earth).

The ability to work effectively in teams valued by prospective employers as a key skill. Team working is delivered, primarily, through the modules that involve fieldwork. At Level 4 you will be required to work in small teams on staff-prescribed field projects, you will report on some of these individually but some will also require you to submit group generated output (e.g. poster, video report). At Level 5 small student teams are required to formulate, design, execute and report on field projects collectively.

Peer tuition, where students learn from each other (not just the tutor), is introduced to all students in the Level 4 and Level 5 tutorials, and in Level 5 field work and in the supervisory sessions of the research planning component of Project Preparation and Planning. Peer assessment will be introduced at Level 4 and is used at Level 5 and Level 6 both to focus students into targeting assessment criteria and to differentiate the variable contributions that students may make within team project work.

Communication Skills

Being able to communicate well in both written and oral forms is a very important graduate skill.

In Level 4, mainly through the Geographical Skills and Tutorials module, you are provided with training in: how to use the library effectively; how to make notes from lectures and required readings; and how to write academic essays and reports.

In Level 5, again, principally through the tutorial component of the Advanced Practical and Fieldwork Skills for Geographers module, new skills are introduced including: critical reading; oral presentation; and discussion / debating skills. Literature searching, critical reading and essay writing are developed further in the Project Planning and Preparation module.

Finally, in Level 6, all of the communication skills detailed above are reinforced or developed and sometimes explicitly assessed in the core project modules Geography Independent Research Project or Geography in the Work Place Project, and Professional Practice and Careers for Geography Graduates module and in the core Advanced Geography Fieldwork module. Throughout level 6 emphasis is placed on critical reading, interpreting text and data; oral presentations and discussing / debating ideas.

Data Analysis / IT Skills

At Level 4 the Geographical Skills and Tutorials module is designed to improve your skills in desk-top publishing, the use of graphics software, spreadsheets and basic statistics. Further support in these skills is provided in the practical components of People and Places and The Dynamic Earth at Level 4. These skills are then developed further in the Level 5 Advanced Practical and Fieldwork Skills for Geographers and Project Preparation and Planning modules where data sets are analysed, interpreted and presented in the form of word-processed reports. For honours students this culminates in either the Geography or Independent Research Project or Geography in the Work Place Project in Level 6 where you analyse your

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own information collected over the summer / teaching block 1 and present and discuss your findings.

Fieldwork Skills

Fieldwork is viewed as an integral part of the curriculum in Geography and forms a key constituent in the teaching and learning experience. Fieldwork is a medium for the development of a range of investigative and problem-solving skills, a set of skills which are valued by employers. It is also a vital means for demonstrating and illustrating key concepts and issues that you encounter in your studies.

In view of its importance, fieldwork is present in all three levels of the Course. Early in Level 4 you will attend a residential field course, currently in The Peak District, which will introduce you to some of the approaches to basic field investigation (such as recording information and keeping a field diary, land use mapping and slope surveying). The practical components of the People and Places and The Dynamic Earth modules in Level 4 make use of locally-based field locations to provide further training in carrying out basic field investigations and collecting geographical data (such as behaviour analysis, questionnaire design and analysis, use of semantic differential scales, soil sampling, collecting river data etc.).

In Level 5 your capacities to design projects are developed in the research training component of the Advanced Practical and Fieldwork Skills for Geographers. This last module includes two residential field courses currently based in North Wales. The field classes focus upon course-specific issues and case studies, and include the planning, execution and reporting of a team project.

In Level 6, Honours students are required to undertake either a Geography Independent Research Project or a Geography in the Work Place Project, both of which are likely to involve further independent work within the field. If you are an honours Geography student you are also required to take the Advanced Geography Fieldwork module which will normally involve a foreign residential field course (currently to Spain) where you undertake in-depth field studies of a range of selected issues relevant to your course.

Spatial Skills

These include specific geographical skills looking at spatial data sets. In Geographical Skills and Tutorials, People and Places and Dynamic Earth at Level 4, you are introduced to maps - interpreting them and creating your own - and basic aerial photograph interpretation and satellite image processing. These spatial skills are further developed in Level 5 core modules and in a more specialist Level 6 option module on Geographical Information Systems.

Laboratory Skills

During Level 4 all Geography students are introduced to basic laboratory procedures, including safety, in the workshops for the practical components of The Dynamic Earth module. At Level 5 all students are trained in laboratory skills appropriate for the investigation of physical processes and systems such as soil / water quality analysis or basic sedimentological techniques (sediment size and shape analysis).

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8.2 Assessment You will encounter a wide variety of coursework assessment types, including essays and examinations, during your time as an undergraduate Geography student. The precise mix of assessment types that you encounter will depend on your particular your choice of Geography option modules. The overall balance of coursework to exams is 77/23 which reflects the practical and applied nature of many of the modules on the Geography and the skills / task based nature of the associated learning outcomes. Types of Coursework that you may encounter: The Essay The traditional 1500-2500 word essay is an important coursework element across all three Levels. At Level 4, (1,500 words) you will receive specific support skills to engage in this key academic craft. At level 5 essays (2,000 words) are expected to be more comprehensive and incisive. At Level 6, (2,500 words) some modules retain the essay as the key coursework assessment format. Some modules may also use short essays (ca. 500 words) where the aim is to encourage the acquisition of précis and composition skills. The Report A coursework assignment delivered as a report has traditionally been a feature of some disciplines where the students write up laboratory and / or field work. The use of the report has gained a wider currency as is identified as one of a range of transferable writing skills. Reports feature at all three levels of the BSc Geography course. In addition to individual report write-ups students may also be involved in report writing as part of a group, another valuable transferable skill. The Seminar Folder or Module Portfolios A number of modules will require the submission of a folder or portfolio containing all the work undertaken for and at small-group sessions, in workshops or on fieldwork. A variety of activities in these classes ensures that the sessions provide both a review of substantive issues and a diversity of learning activities/ tasks. These may include: reviewing articles using a prepared set of questions; answers written and subsequently discussed in the seminar/class session; a workshop involving the interpretation and analysis of a data matrix; the use of worksheets based on field visits. The Executive Summary This exercise is aimed at refining your skills in producing summary statements of more extended and / or complex discussions in a way that key findings and recommendations may be quickly assimilated by a reader. Although not a conventional part of academic work, the executive summary is widely used in governmental, industrial and commercial situations and, therefore, constitutes an additional transferable skill. Fieldwork Diary or Fieldwork notebook Fieldwork diaries or notebooks have long been associated with Geography field courses, where you are encouraged not only to record your observations and data during a residential field course or a series of field days but to reflect and critically appraise your

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work. These fieldwork diaries or notebooks may form a small but significant percentage of the overall fieldwork assignment on some field-course based modules.

Oral Presentation Oral presentations are regularly encountered across all three levels of the BSc Geography with Mountain Leadership course. Formal instruction is introduced during the Level 4 tutorials and reinforced in Level 5. Occasional opportunities may occur to give an oral presentation in level 6. Examination / Class Tests Examinations and tests form part of the assessment strategy used at all three levels of undergraduate teaching in Geography. These may take the following format: The 1 hour Class Test This may involve multiple choice questions, essays or short answer questions. These may cover, for example, definitions; data interpretation; true-false statements; matching statements and analytical questions. Class test formats may include open book tests where you can bring your notes into the test and seen tests where you are provided with the questions before the test itself. An examination (1-2 hours duration) This type of examination may often involve the answering one or more unseen essay questions. However, in addition you may encounter different types of exams: ‘part-seen’ examination - where the paper is divided into two sections and you have access to the questions of one part before the examination itself. ‘part essay, part data / text evaluation / short questions examination - where the paper is divided into two sections, one of which contains traditional essay questions whilst the other contains a series of short questions based on the analysis of data and / or textual information. Final Year Independent Research Project/Workplace Project In your final year (Level 6) 30 core credits consist of an independent project. For the independent project two alternative 30 credit project modules are available. The first, the Geography and Independent Research Project, is a major piece of independent research work that is formulated in teaching block 2 of Level 5 in the Project Preparation and Planning module; data is normally collected over the summer vacation; and then data analysis and write-up with reference to academic literature is carried out through Level 6. Alternatively, the Geography in the Work Place Project involves a 20 day (or equivalent) work ‘familiarisation’ period within a company / agency / institution and investigates the geographical and/or environmental aspects of the host organisation. Again this is planned as part of the Level 5 Project Preparation and Planning module. Whichever project is chosen, the subject matter should be appropriate for the course. Once you have selected your independent research theme you will be allocated to a relevant supervisor who will help you design a research pro forma at the end of Level 5 which informs your research. Projects

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from the past have investigated all manner of physical and human geography, examples include analyses of: Human geography

• Urban regeneration • Local food networks • Cultural Geographies of Music and Arts

Physical geography • Air, Soil and water quality • Flooding Hazards in the UK • Coastal defence strategies

The 30 credit project represents the pinnacle of the honours degree programme as it brings together and applies all the subject specific analytical skills, specialised subject knowledge, enquiry and problem-solving skills developed through the award. Students taking the ordinary degree would not normally undertake a 30 credit project. Assessment Standards Assessment is anonymously marked with tutors using clear published criteria and sample verification is undertaken by both internal and external examiners to ensure parity of marking standards. Feedback is provided in a variety of ways including written comments on assignment and cover sheets by the assessor, formally by personal tutors reviewing coursework and examination performance in one-to-one student appraisal sessions; and informally by personal tutors discussing areas of improvement. Normally, to pass a module you have to achieve a pass (40%) average across the assessment elements. However, there are two further requirements: The Faculty specifies that all summative assessments have to be submitted to ensure that all learning outcomes are attempted. The non-submission of an assessment will mean that irrespective of the overall module average the module will be assigned a fail grade and the missing work will have to be submitted as a referral. For Geography, at Level 4, the modules with multiple assessment components require you to achieve at least a 20% for each of the summative assessments. Again, you may achieve a module average of 40% or more but still be referred in one or more components if any element of assessment is below 20%. This is to ensure that you demonstrate engagement with the full range of learning objectives and assessments for each module. Placements and work-based learning There are two options if you who want to engage in work based learning. Students may select to do a work-based project instead of an independent research project in Level 6 and there are opportunities for selected students to work as research assistants with members of staff in Level 6 8.3 How to Submit Assessments You must submit all pieces of assessment required for each module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall.

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Written assignments will either be submitted as a hard copy to the Information Point in Cadman or submitted online through Blackboard. Each module handbook will make it clear how you will be expected to submit your work. You must submit all pieces of assessment required for each module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall. There may be occasions when you are unable to submit or undertake a piece of assessment due to circumstances beyond your control. The University has put in place a procedure for dealing with such extenuating circumstances. You can find more information on the university’s extenuating circumstances procedure at: http://www.staffs.ac.uk/extenuating/

If you have a learning support agreement which allows your work/assignment to be marked on content and understanding and not penalised for grammar, spelling or punctuation errors you will be asked to indicate on your E-coversheet by ticking the box under Disability Allowance. Similarly, if your learning support statement specifies that you can negotiate the submission dates of your assessments then please ensure that you have agreed new submission dates with your tutor in advance of the original deadline. On the Faculty assignment E-coversheet there is a box for indicating the negotiated deadline under Disability Allowance. If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having once negotiated a deadline you find that, as it approaches, you are going to need a further extension, you will need to go back to your Award Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension. If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that are unrelated to your disability, then you will need to use the normal Extenuating Circumstances procedure. Keeping a backup Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit, whether that assignment is submitted on paper or electronically.

Coursework Word Limits Normally word limits are set for your geography coursework assignments (essays, reports, posters etc.). Information about the word limits for your coursework assignments will be provided in your module handbooks and/or in the guidelines for specific coursework assignments. If you are unsure of the word limit for any of your coursework assignments ask the module tutor. As your geography tutors consider that word limits are set as an integral part of the assignment it is very import that you do not exceed the word limit. If you exceed the word limit you are not conforming to the required assessment format and it is recognised that potentially students exceeding the word limit can bring in a greater range of material including case studies, quotes etc. compared to students that adhere to the word limit. Geography tutors recognise that these students are trying to gain an unfair advantage over students who adhere to the word limit and will penalise them.

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You must declare the word count on all the assignments that you submit (the assessment cover sheet that you are required to attach to your coursework has a space for you to provide your word count). Your word count should be as accurate as possible and your tutors will check them! Normally abstracts, tables, reference lists and appendices are excluded from the word count, but you should check your assignment guidelines for information about what you should include in the word count. Where the stated word count exceeds the word limit by 20% or more, or where the tutor assessing the work feels that the word limit has been exceeded by at least 20%, penalties will be applied. Once the word limit has been exceeded by 20% or more then the assessment will be downgraded to a minimum pass (40%). No assessment whose face-value grade is a pass will be penalised below a pass-grade. If the face-value grade of the assessment was less than a pass-grade then no further grades would be deducted. Where a penalty has been applied for exceeding the word limit your tutor will clearly indicate on your feedback form that your work has failed the criteria for ‘appropriateness of written style’ and as a consequence your mark has been down-graded.

Exam Attendance/Submission of coursework In order for course work to be assessed, it must be submitted by the stated deadline. Similarly, exams must be sat at the stated time. Failure to attend an exam, or to submit course work will not only incur a fail grade, but you may also forfeit any further assessment opportunity in that element of assessment, unless extenuating circumstances are upheld. Extenuating Circumstances If your absence from the programme, for example as a result of ill-health, affects any aspect of your assessment, you may be eligible to submit a claim for extenuating circumstances. The University defines extenuating circumstances as ‘circumstances that are beyond the control of the student, which could not reasonably have been foreseen or prevented by the student and which would substantially impact on a student’s performance in assessment’. You are strongly encouraged to discuss your extenuating circumstances with your Personal Tutor, Faculty Student Guidance Advisor or other appropriate member of staff. See the university web pages for further information. 8.4 Feedback on your Work You will normally receive feedback on all assessments, other than examinations, within 20 working days following the date of submission, consistent with Staffordshire University’s Assessment, Policies and Procedures. If a longer timeframe is required due to exceptional circumstances, this will be explained.

Feedback for examinations will always be provided and should be available as soon as possible after the relevant examination. Where appropriate, feedback on examinations at the end of the last teaching block in the final year should be provided in the form of generic,

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group feedback through the University VLE. At the latest, feedback should be provided at least four weeks before the next examination period.

Seven principles of good feedback

Good feedback should:

• Be an interactive process involving student-tutor and student-student dialogue; • Facilitate the development of self-assessment and reflection; • Clarify for students and staff, through dialogue, what good or bad performance

actually is in the assignment or task; • Be developmental, progressive and transferable to new learning contexts; • Be ongoing and embedded in the learning process; • Motivate, build esteem and confidence to support sustainable lifelong learning; • Support the development of learning groups and communities.

The Grade System:

70-100% First

60-69% Upper Second

50-59% Lower Second

40-59% Third

30-39% Compensatable Fail

<30- Non-compensatable Fail

8.5 External Examiners Appointed to your Course External examiners help the university to ensure that the standards of your course are comparable to those provided by other universities or colleges in the UK. More information on the role performed by external examiners can be found at: www.staffs.ac.uk/externalexaminers/

The external examiners for your course are:

• Dr Janet Speake : Liverpool Hope University

• Dr Jennifer Hill : University of the West of England

It is not appropriate for you to make direct contact with your external examiner.

9. Extra Costs

Fieldwork – The costs of travel and accommodation (normally B&B and evening meal) for all compulsory field courses are included in the University fees. However, you will have to meet any incidental costs e.g. personal field equipment and lunches.

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Some option modules may run short residential field classes for which you will be required to contribute towards cost of accommodation / travel.

Please note – if a you fail to attend a compulsory field class or chooses to withdraw from a field class at short notice (without legitimate upheld extenuating circumstances) you will be liable to pay any cancellation costs the University may incur. If you fail a field class module and are required to retake the module with attendance you will be required to pay the full cost of attending the field class a second time.

Personal Equipment - The field-based nature of the awards means that you will be expected to purchase for yourself personal equipment to enable you to safely undertake geographical fieldwork. For example: waterproof jacket, waterproof over-trousers, hat and gloves, sturdy footwear / walking boots & day backpack.

Field and workshop resource pack – you are required to purchase from the department a resource pack to support their field work and skills based workshops / tutorials. This normally contains a field note-book, a diary and pens/pencils appropriate for using in the field / work-shops (approx. £6)

10. Communication

The Geography team will generally communicate with you via your @staffs.ac.uk university email account. It is your responsibility to check this frequently for important notices about your course and modules. Important announcement will also be placed on the virtual learning platform BlackBoard the VLE.

To contact your tutor or other member of staff with a query or to arrange one-to-one meeting students need to email tutors in advance. Staff will respond within 48 hours to email requests. Staff can also be contacted via telephone details available on staff profile pages http://www.staffs.ac.uk/current/staff/

If you have an urgent enquiry your best course of action is to contact the student Information Point in either the Cadman Building or the Brindley Building. Telephone 01782 294573 or email information-point@staffs.ac.uk.

11. Support and Guidance

Academic Support and Guidance

You will be assigned a personal tutor in your first week of study. The personal tutor's role is very varied but ultimately they are here to help you succeed on your programme of study, be a first point of contact for academic and personal support and help you access University services if and when they are needed. More information about the role of your personal tutor and Staffordshire University's Personal Tutoring Policy can be found here:

https://www.staffs.ac.uk/images/personaltutoringpolicymaster_tcm68-23143.pdf

If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide range of educational issues as well as offering specialist information and support. A drop-in service is available, but to discuss an

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issue in depth you can then book an appointment. Further details can be found at http://www.staffs.ac.uk/support_depts/studentguidance/advisors/. The University offers help and support in many areas including counselling, disability, learning support agreements, equality & diversity, international students, mature students etc. Information on university support services can be found in the on-line student guide (available at: http://www.staffs.ac.uk/student/guide) The Student Advice Centre run by the Student’s Union provides independent, impartial and confidential advice to students free of charge. More information on the Student’s Union can be found at: https://www.staffsunion.com/

Disability

Staffordshire University is committed to enabling all students to achieve their full potential. If you have a disability or specific learning difficulty (SpLD) which might affect your progress, you are strongly advised to disclose this to one of your Award, Module or Personal Tutors at the earliest opportunity. Every effort will be made to implement any reasonable adjustments to the learning environment in order to support you through the module. Each Faculty has a Disability Coordinator who coordinates support for disabled students. More detail is available here:

http://www.staffs.ac.uk/study/disabled/index.jsp

Information on university support services can be found in the on-line student guide (available at: http://www.staffs.ac.uk/student/guide/)

The Student Advice Centre run by the Students’ Union provides independent, impartial and confidential advice to students free of charge. More information on the Students’ Union can be found at: https://www.staffsunion.com/)

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12. The Student Voice

During the course you will have the opportunity to share your views and opinions on your modules, course and the university. Your feedback is key to ensuring that we get an accurate picture of what it is like to be a student at Staffordshire University and enables us to enhance the learning experience for current and future students.

It is important to us that we have feedback from all of our students. We use your feedback to inform changes to all elements of the course, teaching, learning and assessment strategies. There are several processes structured into the course to facilitate student input. All modules are evaluated and staff try, where possible, to respect and respond to students opinions.

A very important process to help us understand your concerns and to receive your opinions is the Staff, Student Liaison Committee. This meets every TB and includes Award Leaders and student representative (volunteer students). At this meeting, which we like to keep quite informal, students and staff discuss any issues that have emerged of concern or interest to the student body. Issues have included assessment types and timings, timetable problems, technical issues and many others. Student comments are often complimentary and occasionally negative but which ever staff try to respond constructively to student comments. Issues that are raised are taken up with the biannual Course Committee Meeting.

13. Rules and Regulations

Your course is delivered and assessed according to the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations Academic Misconduct and Plagiarism The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your course and being asked to leave the University. It is vitally important that you understand the rules regarding plagiarism. These can be found at: http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. http://www.staffs.ac.uk/uniservices/infoservices/studyskills/ If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library).

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14. Endpiece

This prize winning photo of Barcelona is by Abigail Dunning, former student in Geography at Staffordshire University. It was highly commended in a Royal Geographical Society exhibition. Image reproduced with permission.

Abigail wrote:

“Taken at Barcelona's Parc de Montjuic on Wednesday 13th April 2011 at 4pm. This view of the city's skyline demonstrates the undisputable power that we, as human beings hold in evolving, creating and adapting the environments in which we live to meet our needs. The beauty within this photograph is shown not only through the impressive feats of design and engineering created by the inhabitants of Barcelona but largely through the natural Geographical boundaries which have contained this sprawling city. The Collserola mountains have encased this impressive city since its birth and have witnessed its growth over time; will these mountains however be able to continue to control this city in the future? Or will human kind claim this wilderness in the name of the city?”

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Appendix A – Award Learning Outcomes

What will this programme teach me to do? At each year of your studies you should:

Level 4

Knowledge & Understanding

Demonstrate a broadly based knowledge of the underlying concepts and principles that inform human and physical geographical understanding of the contemporary world.

Learning Develop an initial understanding of the diversity of learning processes within geography.

Enquiry Collect, present, evaluate and interpret a range of qualitative and quantitative, primary and secondary geographical data / information.

Analysis Analyse, evaluate and interpret data and information with reference to fundamental concepts and principles of geographical knowledge.

Problem Solving Demonstrate a basic understanding of different approaches to problem solving in geography.

Communication Demonstrate competence and confidence in a range of communication media to express geographical knowledge and information in a structured and coherent manner.

Application Understanding of how geographical knowledge and skills can be applied to real world geographical issues.

Reflection Undertake self-appraisal of learning achievements; and understand the need / value of a reflective approach to pastoral and intellectual development.

Level 5

Knowledge & Understanding

Demonstrate a critical understanding of the appropriate concepts and their application in focused geographical specialism’s within the field of human and physical geography.

Learning Develop an understanding of the importance of independent learning and undertake appropriate learning strategies.

Enquiry Demonstrate a critical knowledge of the main methods of enquiry for investigating human and physical geographical phenomena.

Analysis Use a range of established analytical techniques to initiate and undertake analysis of human and physical geographical data / information.

Problem Solving

Critically evaluate the appropriateness of different approaches to solving human and physical geographical problems and design appropriate solutions

Communication Communicate effectively human and physical geographical information and arguments in a variety of different contexts and scenarios.

Application Develop a capacity to apply human and physical geographical concepts, principles and skills in various contexts / scenarios; to construct and present appropriate informed arguments and positions.

Reflection Refine and develop critical reflective skills in relation to personal qualities and transferable skills; and exercise personal responsibility in developing competencies to match academic and / or vocational aspirations.

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Level 6

Knowledge & Understanding

Develop an advanced understanding of specialist human and physical geography; evidence of critical knowledge informed by the specialist geographical research literature. [GBS]

Learning Demonstrate a capacity to drive and sustain your own independent learning and quest for geographical knowledge; and an understanding of the contested nature of human and environmental geographical knowledge. [GBS]

Enquiry Select, deploy and adapt established geographical techniques of enquiry for human and physical geographical research. [GBS]

Analysis Demonstrate a critical analytical evaluation of current human and physical geographical research and scholarship. [GBS]

Problem Solving

Devise, refine and apply research questions to achieve a critical understanding of real world human and physical geographical issues. [GBS]

Communication Demonstrate an advanced standard of competence in a range of communication skills; and deployment of communication media for a variety of audiences. [GBS]

Application Apply knowledge and skills learned to review, consolidate and extend further an advanced understanding of human and physical geography; to construct, articulate and defend advanced intellectual arguments and positions. [GBS]

Reflection Manage your own learning, exercise initiative, personal responsibility and demonstrate the learning abilities, qualities and transferable skills necessary for employment or further academic or professional training. [GBS]

These learning outcomes have been informed by the QAA Geography Subject Bench Marking Statement. (GBS)

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Appendix B – Curriculum Maps

Outcomes - In the following table the learning outcomes from Section 3.1 have been mapped against the modules with those outcomes that are explicitly developed and assessed indicated by ●. The table also indicates () which outcomes have been met across each level.

Learning Outcomes Mapping Table Outcomes ►

Level /Module ▼

Know

ledg

e an

d U

nder

stan

ding

Lear

ning

Enqu

iry

Anal

ysis

Prob

lem

Sol

ving

Com

mun

icat

ion

Appl

icat

ion

Refle

ctio

n

Mou

ntai

n Le

ader

ship

Ski

lls

Level 4 / Certificate

People and Place ● ● ● ● ● ● ● ●

The Dynamic Earth ● ● ● ● ● ● ● ●

Geographical Skills and Tutorials ● ● ● ● ● ● ● ●

Outdoor Skills ● ● ● ● ● ● ● ● ●

Level 5 / Intermediate

Advanced Practical and Fieldwork skills ● ● ● ● ● ● ● ●

Project preparation and planning ● ● ● ● ● ● ●

Urban Worlds ● ● ● ● ● ● ● ●

This Changing Earth ● ● ● ● ● ●

Mountain Leader Training ● ● ● ● ● ●

Level 6 / Honours

Geography IRP/ Work Place Project ● ● ● ● ● ● ● ●

Advanced Geography & Environment Fieldwork ● ● ● ● ● ● ● ●

Professional Practice and Careers for Geographers ● ● ● ● ● ●

Mountain Leader Assessment ● ● ● ● ● ●

All Level 6 knowledge-based option modules have in common ● ● ● ● ●

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These learning outcomes have been informed by the QAA Geography Subject Bench Marking Statement. Module specific mapping to the QAA attributes is presented below:

Modules Applying Threshold Typical Excellent Kn

owle

dge

and

Unde

rsta

ndin

g Geographical Skills and Tutorials Global Challenges World Regional Geography People and Places: An Introduction to Human Geography Urban Worlds Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers Advanced Geography Fieldwork

Describe and exemplify the nature of change within human environments

Demonstrate comprehension of the nature of change within human environments

Demonstrate critical insight into the nature and causes of change within human environments

Geographical Skills and Tutorials Global Challenges Dynamic Earth Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Advanced Geography Fieldwork

Describe and exemplify the nature of change within physical environments

Demonstrate comprehension of the nature of change within physical environments

Demonstrate critical insight into the nature and causes of change within physical environments

Geographical Skills and Tutorials Global Challenges Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork Outdoor Skills Mountain Leader Award (Training) Mountain Leader Award (Assessment

Describe and exemplify the reciprocal relationships between physical and human environments

Demonstrate comprehension of the reciprocal relationships between physical and human environments

Demonstrate critical insight of the complexity of the reciprocal relationships between physical and human environments

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Geographical Skills and Tutorials Global Challenges World Regional Geography Dynamic Earth People and Places: An Introduction to Human Geography Urban Worlds Project Preparation and Planning Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Describe and exemplify the significance of spatial and temporal relationships as influences upon physical and human environments

Demonstrate comprehension of the significance of spatial and temporal relationships as influences upon physical and human environments

Demonstrate critical insight of the significance of spatial and temporal relationships as influences on physical and human environments

Global Challenges World Regional Geography Dynamic Earth People and Places: An Introduction to Human Geography Urban Worlds Advanced Practical and Fieldwork Skills for Geographers This Changing Earth

Describe and exemplify the diversity and interdependence of places

Demonstrate comprehension of the diversity and interdependence of places at various spatial scales

Reflect on and appraise the reasons for the diversity and interdependence of places at various spatial scales

Geographical Skills and Tutorials Project Preparation and Planning Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Describe and exemplify the diversity of approaches to generation of knowledge and understanding deriving from experience of the epistemologies of the natural and social sciences and humanities

Evaluate the diversity of approaches to the generation of knowledge and understanding deriving from experience of the epistemologies of the natural and social sciences and humanities

Critically appraise the diversity of approaches to the generation of knowledge and understanding deriving from experience of the epistemologies of the natural and social sciences and humanities

Geographical Skills and Tutorials Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers

Carry out routine investigations as instructed

Apply understanding of geographical concepts in different situations

Apply a reflective understanding of geographical concepts

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Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

in different situations

Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers

Know the difference between accuracy and precision

Apply a systematic approach to accuracy, precision and uncertainty

Critically reflect on the accuracy, precision and uncertainty of research data

Subj

ect S

pecif

ic Sk

ills

Geographical Skills and Tutorials People and Places: An Introduction to Human Geography Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers Geography Independent Research Project Advanced Geography Fieldwork

Illustrate the issues involved in applying research design and execution skills within the specific context of field-based research

Evaluate the issues involved in applying research design and execution skills within the specific context of field-based research

Formulate a sophisticated and comprehensive analysis of the issues involved in applying research design and execution skills within the specific context of field-based research, including alternative options

Geographical Skills and Tutorials Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Illustrate diversity of techniques and approaches involved in collecting geographical information (for example instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources)

Evaluate the diversity of techniques and approaches involved in collecting geographical information (for example instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources)

Critically appraise and reflect on use of the diversity of techniques and approaches involved in collecting geographical information (for example instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources)

Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Illustrate both quantitative and qualitative approaches for analysis of geographical information and data and perform basic applications

Evaluate both quantitative and qualitative approaches for analysis of geographical information and data, including competence in the application of a range of these approaches

Critically appraise and reflect on the application of quantitative and qualitative approaches for analysis of

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geographical data, including excellent and sophisticated application of a range of these approaches

Geographical Skills and Tutorials Advanced Practical and Fieldwork Skills for Geographers Geographical Information Systems

Illustrate diversity of specialised techniques and approaches involved in analysing geographical information (for example special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques)

Evaluate the diversity of specialised techniques and approaches involved in analysing geographical information (for example special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques)

Demonstrate a mastery of techniques and approaches involved in analysing geographical information (for example special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques) and very good judgement of their effectiveness

Geographical Skills and Tutorials Advanced Practical and Fieldwork Skills for Geographers Geographical Information Systems

Illustrate diversity of specialised techniques and approaches involved in presenting geographical knowledge and information (for example GIS, cartography and different textual strategies)

Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (for example GIS, cartography and different textual strategies)

Critically evaluate and reflect on the appropriate application of the diversity of specialised geographical techniques and approaches

Geographical Skills and Tutorials Project Preparation and Planning Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers Research Assistantship Outdoor Skills Mountain Leader Award (Training) Mountain Leader Award (Assessment

Communicate personal views about geographical issues

Communicate and compare different views about geographical issues

Critically reflect on a range of views about geographical issues and come to a reasoned evaluation

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Gene

ric S

kills

Geographical Skills and Tutorials Global Challenges World Regional Geography Dynamic Earth People and Places: An Introduction to Human Geography Urban Worlds Project Preparation and Planning Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork Professional Practice and Careers for Geography Graduates Outdoor Skills Mountain Leader Award (Training) Mountain Leader Award (Assessment

Communicate geographical ideas, principles and theories by written, oral and visual means

Communicate geographical ideas, principles and theories effectively and fluently by written, oral and visual means

Communicate geographical ideas, principles and theories with flair, accuracy and sophistication by written, oral and visual means

Geographical Skills and Tutorials Global Challenges People and Places: An Introduction to Human Geography Urban Worlds Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork Professional Practice and Careers for Geography Graduates

Present material to support a reasoned argument

Relate material appropriately to the intended audience

Ability to excellently communicate complex arguments to a variety of audiences

Geographical Skills and Tutorials Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers Geography Independent Research Project

Use communications and ICT to select, analyse, present and communicate geographical information

Use communications and ICT effectively and appropriately to select, analyse, present and communicate geographical

Use communications and ICT with a high level of competence to select, analyse, present and communicate

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Geography in the Workplace Project Advanced Geography Fieldwork Geographical Information Systems

information geographical information

Geographical Skills and Tutorials Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Interpret and use numerical and statistical information

Interpret and use numerical and statistical information effectively and appropriately

Interpret and use numerical and statistical information in a sophisticated manner

Geographical Skills and Tutorials Urban Worlds Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Geography Independent Research Project Geography in the Workplace Project Advanced Geography Fieldwork

Apply basic numerical skills to geographical information

Apply more advanced numerical and statistical skills effectively and appropriately to geographical information

Apply sophisticated numerical and statistical skills and techniques effectively and appropriately to geographical information

Urban Worlds Project Preparation and Planning Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Advanced Geography Fieldwork

Undertake independent/self-directed study/learning (including time management) within a supportive framework

Undertake independent/self-directed study/learning (including time management)to achieve consistent, proficient and sustained attainment

Undertake highly autonomous and well organised study/learning and time management to achieve consistent, proficient and sustained attainment

Geographical Skills and Tutorials World Regional Geography Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Advanced Geography Fieldwork Professional Practice and Careers for Geography Graduates Outdoor Skills

Perform assigned tasks within a group setting and take part in group discussions

Work as a participant or leader of a group and contribute effectively to the achievement of objectives

Demonstrate group leadership and supportive participation of others within a group setting to achieve objectives

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Mountain Leader Award (Training) Mountain Leader Award (Assessment Geographical Skills and Tutorials Professional Practice and Careers for Geography Graduates Mountain Leader Award (Training) Mountain Leader Award (Assessment

Analyse the process of learning and evaluate personal strengths and weaknesses

Critically reflect on the process of learning, evaluating personal strengths and weaknesses and alternative strategies

Geographical Skills and Tutorials Global Challenges World Regional Geography People and Places: An Introduction to Human Geography Urban Worlds Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers Advanced Geography Fieldwork

Describe and exemplify the nature of change within human environments

Demonstrate comprehension of the nature of change within human environments

Demonstrate critical insight into the nature and causes of change within human environments

Geographical Skills and Tutorials Global Challenges Dynamic Earth Geographers in the Real World Advanced Practical and Fieldwork Skills for Geographers This Changing Earth Advanced Geography Fieldwork

Describe and exemplify the nature of change within physical environments

Demonstrate comprehension of the nature of change within physical environments

Demonstrate critical insight into the nature and causes of change within physical environments

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Appendix C – The Staffordshire Graduate

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your award, these characteristics are addressed:

Modules (By Level)

Attributes ► Level /Module ▼

Disc

iplin

e ex

perti

se

Prof

essio

nalis

m

Glob

al C

itize

nshi

p

Good

Com

mun

icatio

n sk

ills

Good

pre

sent

atio

nal s

kills

Able

to in

tera

ct w

ith

colle

ague

s

Inde

pend

ent o

f tho

ught

Good

team

-wor

king

skills

Good

ana

lytic

al a

nd

enqu

iry s

kills

Good

pro

blem

sol

ving

skills

Tech

nica

lly a

nd d

igita

lly

liter

ate

A lif

e lo

ng le

arne

r

Level 4

People and Place ● ● ● ●

The Dynamic Earth ● ● ● ● ● ●

Geographical Skills and Tutorials ● ● ● ● ● ● ● ● ●

Outdoor Skills ● ● ● ● ● ● ● ● ●

Level 5

Advanced Practical and Fieldwork skills ● ● ● ● ● ● ● ● ● ●

Project preparation and planning ● ● ● ●

Urban Worlds ● ● ● ●

This Changing Earth ● ● ● ●

Mountain Leader Training ● ●

Level 6

Geography IRP/ Work Place Project ● ● ● ● ● ● ● ●

Advanced Geography & Environment Fieldwork ● ● ● ● ● ● ●

Professional Practice and Careers for Geographers ● ● ● ● ● ● ● ●

Mountain Leader Assessment ● ● ● ● ● ● ● ● ● ●

Level 6 Options ● ● ● ● ●

Key: Explicitly assessed: ●; Implicitly assessed:

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Appendix D Glossary of Terms

Module A unit of study with a defined learning outcomes, curriculum and assessment.

The module definition is to found in the module specification for the module.

Each module has a number of Credits, associated with it. A single module is worth 15 Credits and notionally requires 150 hours of learning activity to complete. This learning activity being divided between time for class contact hours with staff, independent study and assessment. The number of allocated learning hours rises in proportion to the number of Credits attributed to a module at the rate of 10 hour per credit. All modules are multiples of the basic unit of 15 Credits. So for example, a double module will be worth 30 Credits and will have a learning time of 300 hours.

Core module This is a module that you must take and pass to qualify for a given course title or range of titles.

Course Option This is a module chosen from a list of Course Option modules. Course Option modules are studied in conjunction with the core modules and from the prescribed set of modules for a particular named course

Co-requisites Co-requisites are those modules that you must take as a package. All the Level 4 core modules can be considered to be co-requisites. We have defined co-requisites to make sure that there is sufficient shape and coherence in your programme of study to make it a rewarding and interesting experience. A co-requisite is therefore a module which must be studied in addition to and normally at the same time as a particular module.

Pre-requisites A pre-requisite is defined as a specific requirement that you must meet before you can take a module. In a similar way as entry to an Course was dependent on your achieving A-Level or BTEC passes for example, or having other prior knowledge, for some modules you will have to be ‘qualified’ to take them. This will normally mean studying for a module at an earlier level in the Course.

Pre-requisites are specified to make sure that you have the knowledge and skills you will need to be successful in your chosen modules. Please refer to the Undergraduate Modular Framework Regulations for a more detailed description of this term in particular the distinction between the terms pre-requisites’ and ‘Special Admissions Requirements’.

Disqualified

Combinations

Although rare, disqualified combinations are those modules which you cannot study together. This is normally because the content of the modules overlaps in some way, such that by taking both you would not cover the equivalent of two-modules learning.

Alphonse strikes!