GEO1096 : Geographical Skills (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Professor Simon Tate
- Co-Module Leader: Dr Matej Blazek
- Owning School: Geography, Politics & Sociology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The overall purpose of this module is to help new undergraduate L701, F800, and FH82 students gain the skills required to transition from school into university, and subsequently into the graduate job market. To do so, there are three key aims:
The first aim of this module is to help new undergraduate L701, F800 and FH82 geography students to make the transition from the styles of teaching and learning used in schools to those used in universities. It does this by helping students to acquire the study skills and transferable skills that they need to successfully complete stages 2 and 3 of their degree.
The second aim of the module is support students in developing skills necessary to monitor and maintain their own wellbeing as well as the wellbeing of others. This includes the recognition of the available support.
The third aim of the module is to encourage students to begin to think about possible graduate careers, to encourage students to reflect critically upon their current CV and to identify what employability skills and work experience they will need to acquire before the start of stage 3. In so doing, the module will make links between the study skills required for a degree and the transferable/employability skills required by graduate recruiters.
Outline Of Syllabus
1. Key wellbeing skills: wellbeing, care and self-care, available resources, self-reflection.
2. Key study skills: time management, note-taking, Library and information orientation, reading and writing, argumentation, critical thinking
3. Key employability skills: CV and cover letters, competency questions, internships/work experience job interviews
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 3 | 30:00 | 90:00 | Assessment preparation |
| Scheduled Learning And Teaching Activities | Lecture | 2 | 1:00 | 2:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 22 | 1:00 | 22:00 | Seminars |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 8 | 1:00 | 8:00 | Drop-in surgeries |
| Guided Independent Study | Independent study | 1 | 78:00 | 78:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
To facilitate the transition to university, the majority of the module is taught in small seminar groups, on a weekly basis. The small group format assists with the induction of students into the University by (a) helping to promote the early establishment of friendships on the course; and (b) by ensuring that each student is known by sight and by name by a seminar leader with whom they have weekly contact.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 20 | “University orientation” exercise |
| Essay | 1 | M | 40 | 1500 words, option to choose a physical or human geography topic. Will be first submitted as a formative assessment with mock mark. |
| Portfolio | 2 | M | 40 | Employability portfolio: CV, covering letter, employability action plan |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Essay | 1 | M | Identical essay as for the summative assessment. Students will be able to draw on the formative feedback. |
Assessment Rationale And Relationship
In effect, the module has two "substantial" assessments:
The first assessment is a short, low-stakes problem solving exercise asking students to demonstrate their awareness of the existing services and resources at the university, including Library, information skills, wellbeing support, EDI issues and support within the School. This short assessment will serve to demonstrate students’ familiarity with university infrastructure and key principles underlying the university life - all essential pre-requisites for success throughout stage 1. Pastorally, it is also useful to have this assessment early in the first semester as it gives the DPD / Senior Tutor early data on students who might need additional support to settle into their degree.
The first substantial assessment is an academic essay, with students having a choice of either physical or human geography topic. The essay will be first submitted as a formative assessment (draft) with full feedback provided. The formative version will be the first academic essay written by this cohort of students and will be crucial for their confidence in completing other pieces of academic work.
The second substantial assessment addresses the careers and employability learning objectives. Students will prepare a career portfolio applying for a fictional graduate work experience opportunity (including written CV, competency questions and cover letter). It is useful to have this block of teaching and assessment in stage 1 semester 2, as it allows students to think through the steps they need to take in stage 2 to become employable by stage 3.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- GEO1096's Timetable