Group of students on a field trip looking at a map Group of students on a field trip looking at a map

Available with:

  • Foundation Year

Accreditations


Course Summary

With a University of Chester BSc Geography degree (accredited by the Royal Geographical Society), you will gain the knowledge and skills to tackle global priority issues, such as the climate crisis. Study in a vibrant, research active and friendly department, which adopts distinctive and innovative approaches to learning to help you develop the knowledge, skills and understanding sought by today’s employers. Choose a course which gives you access to a wide range of modules in physical, human and digital geography, allowing you to tailor your learning experience. 

Explore places - Our proximity to the coasts, lakes, rivers and mountains of North Wales, as well as to the urban and industrial centres of Manchester and Liverpool, enables us to incorporate fieldwork throughout our course, allowing you to explore key processes and issues first-hand. We offer international fieldwork opportunities in Norway (glacial processes, cold environments) and Spain (arid geomorphology). 

Understand Environments - You will learn about the physical processes that shape the most pressing contemporary global environment issues. Subjects covered include climate and sea-level change, coastal processes and management, river processes and flooding, glaciers and glaciation, biogeography, palaeoclimatology, environmental pollution, GIS and remote sensing. 

Influence change - Our modules are designed to ensure that you develop the knowledge, skills and confidence to become an agent of change. Wide-ranging employment-focused skills are embedded throughout the course and we provide an invaluable opportunity for you to build relevant employment experience by working with a graduate employer as a part of a full-time work placement module. 


What You'llStudy

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Society, social structures and socialisation 
  • Social scientific ideas, theories and ‘lenses’ on society 
  • Social scientific research and basic research methods  
  • Digitalisation of society, smartphone technology and social media platforms 
  • Consumerism and consumer culture – definitions, impacts and debates 
  • Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
  • Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
  • Social justice, power and movements for social change

Module aims:

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

 

Module content:

  • The 'global student' and the ‘global graduate’
  • Introduction to theories of globalization
  • Perspectives on economic, political and cultural globalization
  • Globalized media, the internet & digital tech.
  • Global economy & transnational corporations
  • International organisations & social movements
  • Migration, multiculturalism and interculturalism
  • Introduction to decolonisation & education
  • International security and security issues
  • Introduction to international relations theory

Module aims:

1. To explore issues of global significance.

2. To develop and apply skills in critical thinking, research and communication and apply these to debates within the module's topics.

3. To deconstruct and reconstruct arguments by researching global issues.

4. To develop an awareness of global justice debates.

Module content:

  • An introduction to creative and critical thinking concepts
  • Considering credibility; belief and truth
  • Identifying how language is used for persuasion
  • Identifying how image is used for persuasion
  • Recognising how media is used for manipulation
  • An introduction to advertising and marketing techniques
  • Representation and misrepresentation of data
  • Applying critical thinking skills to contemporary media and technology

 


Module aims:

1. To introduce approaches to analytical and critical thinking.

2. To develop an understanding of critical thinking when applied to language, image, traditional and online media.

 

Module content:

  • Understanding the full software development lifecycle from requirements definition to implementation 
  • Focusing on developing Python programming techniques.
  • The use of Artificial Intelligence as an aid to faster and higher quality programming.
  • Developing an understanding of different data and collection types.
  • Utilising control flow, loops and functions.
  • Working with the NumPy and Pandas libraries for Data Science
  • Exploring data visualisation with Seaborn and Matplotlib
  • Data pre-processing for machine learning
  • Building regression models to explore and utilise trends within data
  • Using a range of common techniques to measure performance of machine learning models
  • Exploring real life uses and practical examples of machine learning

Module aims:

To understand the full software development lifecycle from business requirements definition, to functional specification, programming, quality assurance (testing) and implementation

To develop an understanding of programming in Python and to be able to code to a high degree of fluency independently and with assistance from AI tools where appropriate

To be able to use popular data science libraries in Python in order to be able to process and analyse real world data.

To understand the difference between regression and classification algorithms and be able to utilise their outcomes to make accurate predictions with data sets.

To develop technical skills in the Seaborn graphing library in order to show charts and graphs to visualise data and to show accuracies of models.

Provides a broad-based introduction to physical and human geography as well as opportunities to complete independent fieldwork.

Module content:

The module will: 

  • Explore contested definitions of sustainability, development and sustainable development with reference to environmental, economic, political and social concerns.
  • Examine some of the most pressing global sustainable development challenges and risks, and how these are being addressed and mitigated.
  • Consider how sustainable development is measured and modelled, and notions of ‘progress’ towards global targets.
  • Explore examples of good practice from the Global South and Global North.

Module aims:

  1. To introduce the key foundations, and develop an understanding of the importance and value, of Sustainable Development including its environmental, social, political and economic dimensions, its inherent tensions, and its position in relation to global challenges.
  2. To introduce key information sources and examples relating to articulating, driving, measuring, modelling and evidencing Sustainable Development.
  3. To enable understanding of the interconnected nature of global Sustainable Development challenges across Global South and Global North contexts, and at a range of connected scales.
  4. To develop transferable skills in critical reading; data collection; analysis and interpretation; communication and presentation.

Module content:

This module introduces a range of key processes occurring within the natural environment, with a focus on the atmosphere, hydrosphere, biosphere and geosphere. Students will explore how these systems are influenced by natural- and human- induced environmental changes, and linkages between major components of the Earth System are examined in the context of contemporary climate change.

Blended delivery will feature lectures and small-group discussion of key themes, supported by online resources and activities to enable further independent learning. Practical sessions will introduce important skills relating to data collection and analysis, using the local environment as a field area and featuring a range of activities in the soils laboratory or using computing facilities.


Module aims:

  1. To introduce students to major areas of study in physical geography and environmental science, and to explore how these concepts can be applied to enhance our understanding of the physical landscape;
  2. To introduce and explore concepts of climate/environmental change; 
  3. To develop fundamental skills in geographical data collection, handling, analysis, interpretation and presentation;
  4. To provide a broad appreciation of the significance of scale (spatial and temporal) to geographical and geological analysis.

Module content:

‘People and Places’ introduces students to key concepts and issues of interest to human geographers, and explores different ways in which people’s relationships to places can be understood. Human geography studies how human activity affects and is influenced by our environments. As such it is fundamental to understanding our world in order to enable change for the betterment of places and the people who inhabit them. Throughout the module students use a range of evidence forms to consider scalar relationships, including local examples of global phenomena, through issues such as social exclusion, urbanisation, nationalism, and globalisation. The module addresses some of the key foundational ideas underpinning contemporary human geography, including the relationships between local and global scales, social and material structures and human agency, understanding of our ‘self’ relative to ‘others’, and how place-based images compare with realities. Students will use these linking and recurring themes to explore the six main subdisciplines of the module: Social, Cultural, Political, Economic, Urban and Rural Geography. Students will also be introduced to a range of methods to gather, manage, and interpret primary data.


Module aims:

1. To introduce key conceptual foundations in human geography;

2. To use these ideas to explore aspects of Social, Cultural, Political, Economic, Urban and Rural Geography;

3. To use examples and evidence from different scales and locations across Global North and South to explore, and develop understanding of, human geographical concerns;

4. To introduce key sources of human geographical information and develop fundamental skills in data collection, handling, analysis, interpretation and presentation.

Module content:

Changing the world for the better requires knowledge, skills, experience, and confidence.  This includes developing your understanding of the context in which you seek to promote meaningful and appropriate social and/or environmental change.  This module focuses on teaching you the skills to acquire and communicate that knowledge and experience.  These skills include: information literacy (e.g. on-line search tools); academic integrity and referencing; argument development, expression and persuasion; academic writing skills; discussion skills; and presentation skills.  Core to this module is a week-long intensive ‘change lab’ during which you will apply these skills through working with a range of professionals (within and/or external to the University) to research a Chester-based sustainability ‘problem’, with the aim of proposing implementable solutions.  Having explored change at the local level, in the second half of the module you will explore contexts and processes of environmental and social change through tutorials focused on some of the world’s most pressing contemporary geographical issues.  


Module aims:

1. To provide a small scale, individualised learning experience based around understanding, researching, communicating and promoting change. 

2. To introduce the key skills and techniques associated with information collection and analysis, developing an argument, and academic communication (written and oral) to persuade for the need for change.

3. To encourage an appreciation of the relevance of the Department’s programmes for identifying and enacting change at different scales i.e. from the local to the global.  

Module content:

This module introduces themes in global hazards and risk in order to develop students’ understanding of the relationship between hazard, vulnerability, resilience and disaster. The focus initially is on global patterns and trends in the occurrence of different types of disaster, progressing to an exploration of emergent themes; e.g. the globalisation of risk and the growing significance of new types of so-called “natural” disaster such as Complex Humanitarian Emergencies (CHEs) and NaTech disasters. Key paradigms of hazard/disaster research are introduced.

Subsequently the module focuses on developing understanding of natural processes that control the global distribution of principal tectonic and windstorm hazards, and analysis of site-specific influences on hazard exposure in places. This allows an exploration of the ways in which this type of knowledge and understanding can be applied to hazard assessment. The module then progresses to studying human vulnerability and resilience to hazards in different socio-economic contexts (e.g. Global South and North, urban/rural), and factors that can influence vulnerability at the local level (e.g. in communities and individual households).

The module concludes with a detailed consideration of the evolving international agenda for Disaster Risk Reduction (DRR), as reflected in the changing priorities of the three UN decades of DRR and associated actions at a range of levels.


Module aims:

  1. To develop understanding of subject-specific terminology relating to hazard assessment and Disaster Risk Reduction (DRR).
  2. To apply models of hazard and risk to understanding contemporary global hazard assessment and risk reduction challenges.
  3. To develop understanding of physical hazard processes at a range of scales (global to local) and factors that influence human vulnerability to these.
  4. To examine and understand changing priorities in international DRR.
  5. To enhance individual skills in information retrieval and analysis, and group-working skills involving discussion, negotiation and collective decision-making.

Module content:

Core field-based research skills are essential to understanding some of the most important issues of our time, such as the climate emergency, carbon sequestration, landscape and land use change, cultural heritage, and sustainable communities. Understanding what change has taken place, in physical and/or social environments, enables you to contribute to informed discussions of where further change is needed – and what kind of change - to enable a sustainable future. ‘Researching Environments’ introduces you to key research skills including: the core principles of geographical information systems (GIS) and remote sensing, evaluating human impact on the physical environment, and investigating the sustainability of physical and/or social systems. These skills will be introduced through application to a selected geographical area.  You will then integrate these core skills into field-based research. During your fieldwork experience you will also be introduced to a range of researcher skills related to your specific research focus. These include: risk assessment; ethical considerations; team work and negotiation skills; project design, primary data collection techniques; quantitative and/or qualitative data analysis; laboratory-based techniques such as soil analytical methods; oral presentations; and digital audio/visual presentation techniques. 

Specific fieldwork activities will be situated within the context of each student’s programme of study, which will lead to some variation in emphasis for individual students. 


Module aims:

1. To develop key skills and techniques associated with information collection and analysis, and academic communication. 

2. To introduce key skills and techniques associated with Geographical Information Systems (GIS) and Image Analysis.

3. To introduce students to key elements of field-based research, including direct practical experience in an applied real-world context.  

Will advance your knowledge of aspects of Geography that interest you, along with an experiential learning opportunity provided through fieldwork or a work placement.

Module content:

The module is based around a field visit to a city where students explore issues around social and urban geography.   Students design and conduct a research project of their choice in relation to social and urban issues in the city.  


Module aims:

  1. To enable students to critically analyse social and urban issues in a city through a guided, problem-based, empirical research project within the context of fieldwork.  
  2. To develop students’ ability to critically reflect upon their personal learning experiences.

Module content:

This module introduces key concepts of Geomorphology and examines spatial and temporal variability in Earth processes and landforms (QAA subject benchmark statement 3.2-3.7, 3.9, 3.11, 3.13, 3.15). Knowledge and skills introduced in GE4001 (Introduction to Physical Geography and Geology) will be developed, and a greater breadth and depth of content will be provided which will enable students to access more specialist modules at Level 6), as well as introducing further practical skills which may be used by students in dissertation research.

Students will explore three selected themes in Physical Geography, such as glacial, fluvial and coastal environments, developing an understanding of Earth surface processes and resulting landforms. Students are expected to develop critical insight into the nature of causes and change within these environments, in particular the impacts of climate change and human activity These changes will be embedded in a conceptual framework, with reference to ideas such as equilibrium and thresholds.

As well as developing knowledge and understanding, the module will teach subject-specific skills (QAA subject benchmark statement 4.4-4.8), through fieldwork and practical work related to the three selected environments. Generic skills in analysis and interpretation of information and communication of ideas will be enhanced through support for coursework assignments, with formative and summative feedback throughout the module.


Module aims:

  1. To deepen scientific understanding of geomorphological processes and resulting landforms over a range of temporal and spatial scales, and develop critical awareness of the causes and impacts of changes in driving variables.
  2. To expose students to a range of quantitative and qualitative field and laboratory techniques, which can be used to describe and interpret Earth surface processes and landforms.

Module content:

This module examines environmental change over a range of spatial and temporal scales. Specific themes explored in detail are: (i) environmental change over short spatial and temporal scales, with a particular focus on soil, vegetation and microclimate development and interactions; (ii) environmental change over longer (multi-millennial) temporal scales, specifically system response to natural and anthropogenic forcing. This module teaches ‘Subject Knowledge and Understanding’ 3.2-3.7, 3.9, 3.11, 3.12, 3.16, and ‘Skills, Attributes and Abilities’ 4.4-4.8 as expressed in the 2014 QAA Geography Subject Benchmark Statement. Course material is supported through Moodle.


Module aims:

1. To deepen scientific understanding of how and why environments change, with a particular focus on investigating selected system responses over a range of temporal and spatial scales.

2. To expose students to a range of quantitative and qualitative field and laboratory techniques, which are used individually and in combination to study environmental change.

3. To build on introductory knowledge and skills of GE4011 and provide the required background for students to access specialist modules at Level 6 (notably GE6005 and GE6017) and the right balance of breadth and depth to facilitate independent research into a range of physical and environmental strands (GE6001 and GE6002).

Module content:

This module introduces the changing nature of human geography whereby students explore a number of different perspectives and the key themes of space, place, and identity.  This module focuses upon the individual, particularly upon notions of difference and the way this manifests itself spatially e.g. gender, sexuality, disability, age, race and ethnicity.  Each of these elements of identity are considered from different cultures and knowledge systems, recognising how these different perspectives frame world views.  Key themes include the ways in which spaces are used by social groups to include some and exclude others in different cultures; the relationship between place and identity; and social and spatial segregation.  Each of these different social differences is explored independently and the intersections between them.  


Module aims:

  1. To develop and deepen student understanding of the concepts of space, place, and identity.
  2. To use these concepts to critically understand a range of current aspects of social life and social policy.
  3. Through field and classroom based project work, gain understanding of some of the methods and techniques used by human geographers (e.g. gathering and analysing primary and/or secondary data). 

Module content:

This module will deliver a range of content related to the over-arching topic, 'Geopolitics and the Global Economy'.  The content is divided into four sub-thematic blocks, two of which will be delivered each term.  These blocks are:

Term 1

An introduction to Geopolitics and the Global Economy (including a brief history of Geopolitics as a sub-discipline, and an overview of key economic concepts and theories)

The Natural Resource Race

Term 2

Critical Geopolitics and Global Security

Popular Geopolitics

 


Module aims:

  1. To develop and deepen student understanding of the nature of human geography as a discipline with widespread contemporary relevance and application.
  2. To explore a range of concepts and theories that enable understanding of complex global intersections of politics and economics.
  3. Through classroom based project work and independent study, to develop understanding of some of the methods and techniques used by human geographers used in research and scholarship (e.g. gathering data, use of secondary sources such as grey literature).
  4. To use a geographical lens to develop a reflexive and critical perspective on global political and economic events.

Module content:

This module builds on the initial experiences of research provided at Level 4 to provide a more in-depth engagement with research approaches and project design.

Term 1: Research philosophies and methodologies; research problem origination and formulation; hypothesis formulation and testing; data collection and analysis techniques in the physical sciences, including the use of inferential statistical techniques; application of these to different physical geography contexts. 

Term 2:

Focused guidance on creating a research proposal, including in-depth literature review process; accessing and recording literature sources; project timetabling; risk assessment and health and safety issues; research ethics; project writing.

Geomatics – includes consideration of GIS data: sources, types, structures; properties and manipulation of remotely sensed imagery, including photogrammetry; GIS data input, manipulation and analysis.


Module aims:

1. To enhance the knowledge and skills developed at Level 4

2. To provide a deeper understanding and direct practical experience of complex primary data collection, handling and analysis methods as they apply to physical geography

3. To develop a working knowledge of the research project formulation and design process

4. To develop a good grounding in the principles and application of GIS and remote sensing, including their potential for research enquiry

Module content:

This module develops upon the broad themes addressed at level 4, particularly in GE4013 Changing the World, by examining the development of Geography as an academic discipline more directly through the lens of careers and employability. The origins of the subject are explored and more recent history, but the greatest emphasis is on the contemporary role, operation, value and viability of the subject. In the process, you are encouraged to reflect on what Geography means to you and where it can take you as future graduates. Core to this module is a week-long ‘simulated assessment centre’ during which you will gain and apply transferable skills sought after by employers in the geographical sector. Furthermore, there is an on-going focus throughout the module on the development of ethical thinking skills.


Module aims:

  1. To increase awareness and raise aspirations in relation to the career prospects offered by a contemporary Geography degree

  2. To develop the key skills and techniques associated with information collection and analysis, developing an argument, and effective written and oral communication for both academic and professional contexts

  3. To explore the historical development and contemporary significance of Geography as an academic discipline

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

  • The multiple facets of global citizenship
  • Ethical engagement and practice
  • The United Nations Sustainable Development Goals
  • Cross-cultural issues and sensitivity
  • Intercultural communication
  • Culture shock
  • Cultural adjustment
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess-with a strong focus on understanding the intercultural competencies (ICC) needed to live and work abroad.
  • Critical analysis/evaluation of individual requirements in relation to culture/cultural adjustment/culture shock/visas/medical.
  • Critical analysis/evaluation of skills already acquired in relation to key skills related to ICC.
  • Devising strategies to improve one’s own prospects of working abroad in the future.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module promotes a reflective and critical approach to interculturality and aims to enhance students’ prospects of gaining overseas graduate employment, which will enable them to:

  1. Examine and evaluate a chosen aspect of the society of a target country
  2. Enhance cultural and intercultural awareness and further develop related skills.
  3. Articulate clearly their career plans and take steps to prepare for their first paid overseas graduate role,
  4. Take responsibility for their own learning and acquisition of identified employability skills,
  5. Articulate, orally and in writing, their findings and their employability skills.

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Module content:

  • The organisational context: research-informed analysis of the sector’s role, development opportunities or career paths.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; developing a positive work attitude, resilience, building rapport with co-workers).
  • Devising strategies to improve one’s own career.
  • Critical analysis/evaluation of skills already acquired.
  • Devising an action plan to address gaps in transferable skills based on organisational analysis and sector opportunities.

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment, which will enable them to:-

  • Enhance their work readiness and employability prospects through identifying relevant transferable skills for their chosen career path,
  • Clearly articulate their career plans and take steps to prepare for their first graduate role,
  • Take responsibility for their own learning and acquisition of workplace employability skills,
  • Articulate, in writing, their employability skills.

Many students complete a research project based on a topic of their choice, in addition to optional modules in human and physical geography.

Module content:

Students’ independent study in the module is underpinned by two types of teaching and support. First, the research methods programme. This comprises specialist lectures and workshops, typically including: choosing a research topic; designing and planning the research, including the creation of research objectives; health, safety and ethics in research; searching for relevant literature and writing the literature review; creating a rationale for the research; primary and secondary data collection techniques; mapping; statistical analysis; writing and presenting the dissertation report. Term 1 tends to concentrate on project design and data collection, while term 2 focuses more on analysis, synthesis and writing up.

Second, this programme is complemented by more project-specific support through supervisory contact. This includes one-to-one tutorials and formative feedback on submissions of drafted parts of the dissertation report.

Students are expected, throughout, to build on previous teaching both in thematic areas related to their research and in research skills as taught at Level 5. Reasonable consideration and support are also given to students who may not have undertaken research skills modules or may have done so in other subjects.


Module aims:

1. To enable students to design and execute a large scale independent research project which combines review and primary data collection and/or an original analysis of a substantive secondary data set.

Module content:

Term 1: In the first term the module is underpinned by specialist lectures and seminar sessions, which explore the mechanisms and potential impacts of climate, change over long and short time scales. The initial focus is on - past climate change, sea level change and natural climate change processes and planetary controls. The module then progresses to exploring drivers of climate change and reviewing glacial and periglacial processes with particular reference to the British landscape.

Term 2: The module focuses on developing a sound appreciation of field and laboratory techniques used to advance scientific understanding of the recent record of climate change and future projections. Students gain first hand experience of initiating, planning and undertaking laboratory and field based investigations of a late Devensian and/or Holocene field site(s) with a view to reconstructing, in part, the environmental history. This is underpinned by specialist lectures and seminar sessions, laboratory sessions and fieldwork related to: Holocene chronology, fieldwork sample collection and preparation, biogeography, soils, geomorphology, stratigraphy and sedimentology.


Module aims:

1. To gain a well rounded appreciation of the controls and mechanisms of climate change in the context of past and future environmental change;

2. To explore the application of geographical knowledge, skills and techniques to evaluate climate change;

3. To make practical use of different approaches to investigate the terrestrial record of climate change in the UK;

4.  To promote field and laboratory application of sedimentological, biogeographical, geomorphological and/or stratigraphical techniques used in environmental reconstruction

Module content:

  • Key definitions and applications of the term ‘sustainability’, including consideration of their limitations and omissions. 
  • Leading contemporary theoretical ideas that shape understandings and practices of sustainability.
  • Processes for measuring and monitoring ‘progress’ towards sustainability, and limitations to/critiques of ‘progress’. 
  • Consideration of case study themes through which practical challenges of enacting ‘sustainable futures’ can be tackled.  In a typical year these might include themes such as transport, waste, food or energy.
  • Practical application of theoretical learning through simulation activities and group project work.

Module aims:

This module aims to build Level 6 students’ understanding of the conceptual, theoretical and practical dimensions of planning for, and enacting, ‘sustainable futures’.  Students will consider the global economic and cultural processes that have created an unsustainable world, before being introduced to several contemporary theories of sustainable that propose mechanisms for tackling these issues across a range of scales.  In doing so, environmental, social, economic, political, and cultural dimensions of (un)sustainability will be explored.  Students will also evaluate a range of metrics for analysing the impact of sustainability initiatives, and consider how projects that seek to deliver meaningful change might be designed, implemented and evaluated.

Module content:

Term 1: Advanced principles in GIS including georeferencing, GIS data editing, GIS database development, Spatial analysis (single map), Internet GIS and OpenGIS; Airborne and Satellite Remote Sensing systems and procedures including  image analysis and classification; and  GPS mapping

Term 2:  Properties and analysis of Digital Elevation Models; Advanced Analytical tools in Geographical Information Systems (3D Analysis, processing LIDAR imagery; Geoprocessing, Model building, data interpolation and Geostatistical analysis); Integration of GIS and Remote Sensing; Application project.


Module aims:

1. To enhance the knowledge and skills developed in GE5 003/5010 in order to provide a deeper understanding of procedure and practice in remote sensing and GIS.

2. To provide practical experience of the application of Geomatics technologies in the context of a spatial analysis project. 

Module content:

Term 1 focuses on the physical processes of coastal dynamics including waves and wave driven processes, tides, currents, sediment transport and the morphology of coastal environments including sediment rich, sediment poor and ecologically dominated coastlines. This will be supported by a one day field trip to study beach morphology in a real world context.

Term 2 introduces the concepts of coastal management, including UK coastal management policy, methods of monitoring and assessing the state of coastlines and hard and soft engineering methods. It will also integrate these concepts with the understanding of physical processes gained in term 1 as well as including novel and emerging techniques in this field such as fuzzy-logic scenic assessment and the development of coastal state indicators. This will be supported by fieldwork to examine and critically evaluate management strategies employed on parts of the UK coastline.


Module aims:

  1.  To deepen understanding of coastal processes and coastal dynamics in order to understand the breadth of coastal environments, the way that they are evolving over time and the range of spatial and temporal scales over which these processes occur.
  2. To provide the basic knowledge necessary in order to develop a coastal management strategy, including monitoring change, identifying coastal state indicators and determining an appropriate management response.
  3. To provide a range of data analysis, field and lab skills which can be used to interpret and understand coastal data as well as having wider applicability in geography and beyond.

Module content:

This module evaluates the profound and pervasive human impact on the functioning of the Earth system at the global and catchment scale within the context of discussions surrounding the recognition and definition of the 'Anthropocene Epoch'. Specific themes explored in detail are: (i) the impact and legacy of human activity on the Earth system; (ii) human attitudes and behaviours; (iii) human-environmental interactions, processes and system responses at the local scale; (iv) an evaluation of environmental conservation and management strategies. This module teaches ‘Subject Knowledge and Understanding’ 3.2, 3.4-3.7, 3.9, 3.12, 3.15, and ‘Skills, Attributes and Abilities’ 4.4, 4.5, 4.7, 4.8 as expressed in the 2014 QAA Geography Subject Benchmark Statement. Course material is supported through Moodle.


Module aims:

1. To critically evaluate the arguments surrounding the recognition and definition of a new 'Human Epoch'.

2. To deepen scientific understanding of anthropogenic forcing and system response over a range of temporal and spatial scales.

3. To appreciate the legacy of human activity on a range of systems and processes, including the potential for mitigation, management and conservation.

4. To build on knowledge of human-environment interactions and anthropogenic forcing gained at Level 5 (specifically in GE5011, GE5012, GE5015 and GE5016).

5. To provide a cross-disciplinary Level 6 module which focuses specifically on human impacts and system response. This module will (i) complement existing Level 6 modules by bridging the gap between existing delivery focusing on climate change and system response (GE6005) and sustainability (GE6006); (ii) broaden the curriculum at Level 6, thereby providing the opportunity for students to gain a more holistic appreciation of system behaviours and the influence of humans as agents of change.

Module content:

Exclusion underpins many experiences of migrants and refugees throughout the world.  This module seeks to analyse exclusion so as to understand better how socially just policies may be developed.  Exclusion and inclusion may be social, political, economic and cultural.  The extent to which these different types of exclusion are experienced varies between places and people according to social factors such as age, gender, ethnicity, immigration status, ability,
etc. This module is built on three core themes: migrant and refugee categories, forms of exclusion, and concepts of integration. 


Module aims:

  1. To explore the dynamics and nature of exclusion and integration of migrants and refugees.
  2. To analyse dominant understandings and perceptions of migrants and refugees. 
  3. To employ a student-centred approach to engage students in producing their own knowledge of the exclusion of migrants and refugees.      

Module content:

Introduction to the field area; physical environment, hazards and environmental impacts of human activity. Lectures, seminars and field excursions which illustrate specific physical and environmental geographical phenomena in context; workshop sessions to guide development of students' field research projects.  Students will develop their skills in: problem-solving; methodology design and risk assessment; information handling; data collection, analysis and synthesis; use of technology in the field; oral presentation and report writing.


Module aims:

  1. To enable students to learn about an unfamiliar region or place
  2. To build on knowledge and skills acquired at levels 4 and 5 by the critical application of geographical techniques to complete a guided, problem-based, empirical research project within the context of a field class

Module content:

This module is concerned with smart places, a term widely used to describe homes, villages, towns, and cities harnessing (though not exclusively) data and emerging technologies to address local socio-economic challenges. The module is organised around three overarching themes: understandings, applications, issues.

Emergent understandings of ‘smart’ in relation to place: ranging from techno-centric, data-led perspectives associated with the digital economy and digital society; to aspirations and actions less concerned with digital technologies. Students critically explore ‘smart’ developments and associated trends through an introduction to big data, relevant data metrics, and analytics that encourages them to consider how various ‘smart’ phenomena are understood and interpreted in practice.

The study of applications of ‘smart’ in practice: a variety of case studies at a range of scales will explore and critique interpretations of ‘smart’ in relation to economic, social, political, and environmental considerations. Collectively these case studies will accommodate aspects of spatial variation, inclusion and exclusion, and associated moral and ethical challenges.

Debate in respect of the issues presented by the digital economy and a digital society for: governance, business, communities, and individuals, in space and place. Consideration is also given to the sustainability of these transformations and future prospects for widely accepted notions of place.


Module aims:

  1. To critically examine understandings of the multi-faceted concept of ‘smart’ in relation to notions of place.
  2. To equip students with a critical understanding of the metrics, analytics, and modes of representation involved in the measurement and application of ‘smart’ phenomena in relation to place.
  3. To explore the economic, social, political, and environmental dimensions of smart places and future trajectories of transition and change.
Geography BSc at the University of Chester

Geography BSc at the University of Chester

Who you'll Learn from

Dr Graham Wilson

Senior Lecturer, Single Honours Geography Programme Leader and Department Research co-ordinator
Dr Graham Wilson

Prof Derek France

Acting Co-Head of Department & Professor of Pedagogy in Geographical Sciences
Prof Derek France

Dr Amanda Williams

Senior Lecturer
Dr Amanda Williams

How you'll Learn

You will learn through a combination of lectures, fieldwork, laboratory work, workshops, practicals, seminars, tutorials, group projects and online digital resources, as well as through one-to-one work with tutors in the case of dissertations and individual project work. You will demonstrate your knowledge through a wide range of innovative and real-world authentic assignments, including field and laboratory reports, vlogs, debates, briefings, consultancy reports and infographics.  

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world. 

Entry Requirements

112 UCAS Points

UCAS Tariff

112 points

GCE A Level

Typical offer – BCC-BBC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H4,

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our entry requirements, please visit International Entry Requirements

72 UCAS Points

UCAS Tariff

72 points

GCE A level

72 points overall, including grade D in A level

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers: H4 H4 H4 H4 H4

Scottish Highers: CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

T Level: Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree. 

Where you'll study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

Optional international fieldwork opportunities are subsidised by the University but can incur an additional charge. As a guide, in 2022/23 these opportunities cost as follows: human geography field courses to New York (approximately £1,550) at Level 5 and Barcelona (approximately £250) at Level 6, and physical geography field courses to Norway (approximately £800) at Level 5 and Almeria, southern Spain (approximately £250) at Level 6. 

Your Future Career

Job Prospects

The knowledge, skills and understanding you will gain during the course will allow you to pursue a wide range of careers. Our graduates work in professions across a range of sectors, including environmental management, consultancy, teaching, town planning, renewable energy, sustainability, flood risk management and surveying. Some of our graduates continue their studies and go on to gain PhDs, Master's degrees and professional qualifications. 

A degree in Geography BSc (Hons) can open a range of careers in multiple industries. Some of our recent graduates are working in: 

Progression Options

  • Secondary (Lead School Partner Route) PGCE with QTS

Careers Service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.