- A level requirements: ABB
- UCAS code: F800
- Study mode: Full-time
- Length: 3 years
Geography offers unique insights into many of the most pressing issues facing the world in the 21st century, such as climate change, living with environmental change, sustainability, hazards, pollution, and natural resource management. Our Geography BSc (Hons) course helps you develop expert knowledge and skills to interrogate the range of different approaches to, and perspectives on, these issues, as well as the ability to understand how they interact.
The University of Liverpool is home to one of the longest established Geography departments in the world, with courses on offer since 1886. Our expertise in physical geography spans climate change (past, present and future), rivers and flooding, glaciology and ice sheets, coastal dynamics and management, vegetation change, sustainability, natural hazards and living with environmental change.
The Geography BSc (Hons) programme explores important questions about whether our planet’s natural resources can sustain an increasing population, how physical earth systems respond to human activity and changing climate, how we manage our resources, and how we live with environmental change. If you are passionate about environmental issues and addressing problems on a local and global scale, this is the programme for you.
Many people who take the Geography BSc (Hons) programme choose physical geography modules, which are more scientifically based. However, the full range of human geography modules is also open to you and the flexibility of the degree allows you to shape your own programme of study. This means that you can either specialise in physical geography or study both physical and human geography as part of a BSc degree.
You can also take up to two 15 credit modules per year from other subjects so you can maintain an interest in another discipline as part of your BSc Geography degree. We will guide you in your module choice to ensure that you choose modules that complement each other and follow a pathway that will help you to gain skills and knowledge relevant to your future career.
A number of the School’s degree programmes involve laboratory and field work. Fieldwork is carried out in various locations, ranging from inner city to coastal and mountainous environments. We consider applications from prospective disabled students on the same basis as all other students, and reasonable adjustments will be considered to address barriers to access.
This programme is accredited by the Royal Geographical Society (with IBG)
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
In order to give a strong foundation to your degree, all students take core modules in year one, which introduce you to the breadth of the subject and give you a grounding in the key concepts and skills which are integral to the rest of the course. You then get a choice of optional modules from within physical or human geography, or from other disciplines including geology, oceanography, ecology, earth sciences, life sciences, modern languages, sociology, psychology, and planning amongst many others.
The module uses laboratory experiments to allow students to gain firsthand experience of some fundamental physical, biological and chemical processes underlying physical geography, aimed primarily at interactions between people and their physical environment. It is designed to provide a foundation for environmental modules in the second and third years.
This module comprises multiple whole-day practical sessions, each designed to give students first-hand experience of a topic important in understanding our changing environment. Dedicated computer practicals are also run to provide training in use of EXCEL, MINITAB, and basic inferential statistics. Students get formal feedback in each assessed week (1 poster per group ). However, perhaps most valuable is the feedback obtained informally via discussions during the sessions.
The module uses a lecture and fieldwork-based problem-solving approach to explore some of the fundamental physical and chemical processes underlying physical geography. It is designed to provide a foundation for physical geography modules in the second and third years.
This module examines a number of global scale challenges facing humans on the planet earth related to climate and environmental change.
This module will help students develop their core study skills, including essay writing at degree level, presentation skills, and bibliographic searching and referencing in academia. Students will also be introduced to, and develop basic competency in, Geographical Information Systems.
The module uses a lecture and laboratory-based problem-solving approach to explore some of the fundamental physical and chemical processes underlying physical geography. It is designed to provide a foundation for environmental and physical geography modules in the second and third years.
Climate, Atmosphere and Oceans provides an understanding of how the climate system operates. The module draws on basic scientific principles to understand how climate has evolved over the history of the planet and how the climate system is operating now. Attention is particularly paid to the structure and circulation of the atmosphere and ocean, and how they both interact. The course emphases acquiring mechanistic insight and drawing upon order of magnitude calculations. Students gain quantitative skills by completing a series of coursework exercises.
The zone of life on earth, or the‘biosphere’, is a highly dynamic system responding to external pressures including changing human activities. The biosphere obeys a numbers of simple natural principles, but these often interact to create complex and sometimes unexpected responses. Using a wide range of examples we will explore these interactions between organisms and the environment. We will examine how species organise into communities, and how energy and other resources flow through ecosystems. We will explore how ecosystems respond to change, including gradual environmental shifts, sudden disturbance events and the effects of human activities. We will also learn how the key principles of ecology can be applied to conservation. We will assess the current state of the biosphere, and evaluate the major current threats. We will also look towards the future of ecosystems, including whether we can restore degraded habitats, and recreate“natural” landscapes.
Teaching will be via synchronous and asynchronous lecture content. Assessment will be by open book class tests and a multiple choice exam.
The aim of the module is to introduce key areas of human geography through the lens of Liverpool and Merseyside. The module has astrong practical and field element and focuses on four aspects of the discipline: Population Geographies; Health and Economic Geographies; Social and Cultural Geographies; and Historical and Political Geographies. These aspects are explored through thematic blocks, each posing a research question about Liverpool and Merseyside. The module also aims to develop skills of data collection, analysis and interpretation and to enable you to link conceptual ideas with real word examples.
This module provides a basic introduction to sedimentology and palaeontology. Students learn about the origin of sediment, sedimentary processes and structures and the ways in which sediments are converted into solid rock. The course outlines the importance of sedimentary rocks for hydrocarbons, water and as construction materials. Students learn how to describe and interpret sedimentary deposits.
The palaeontology component introduces students to the major fossil groups and to the ways in which organisms can be preserved as fossils. It covers the importance of fossils for the study of evolution, environmental change and earth history. Students learn how to describe fossils and how observations contibute to a broader understanding.
This module introduces the range of diversity of marine ecosystems using example environments from around the world. Each week a new ecosystem will be covered, with the main organisms, key processes and human threats to the ecosystem described and explored. Central to this module are interactive discussion sessions that will build an understanding of how marine ecosystems are expected to respond to the human-induced changes of the 21st Century.
This module is designed to provide students without a background in mathematics and physics at A-level (or equivalent) with sufficient knowledge and skills in these subjects to pursue degree programmes in ocean sciences, geology, geography, environmental sciences and marine biology. It is taught by means of lectures and weekly practical workshops and assessed by means of a written examination. Additional material is provided via Canvas. Whilst many of the topics covered in the module may be covered in A-level maths and or physics, there will be a number of topics included which are unique.
This module introduces new aspects of geographical thought to the First Year students which are unlikely to have been encountered via an A level geography syllabus. It also aims to enhance students’ understanding and awareness of complex global issues, focusing on two areas in detail: Health Geography and Geographies of Identity, State and Exclusion.
Contemporary Human Geography is a diverse discipline which offers unique insights into many of the most pressing challenges facing the world in the 21st Century. Many of the issues that reach the headlines on a daily basis are inherently geographical and research within human geography makes important contributions to knowledge of a broad range of social, cultural, political, economic, environmental and development challenges. This module provides an introduction to cutting edge debates within contemporary human geography, highlighting the ways in which the discipline contributes to interdisciplinary knowledge production across the humanities and social sciences. Each week, module lectures will provide an introduction to a different sub-disciplinary field , which will be explored with the aid of specific worked examples which encourage students to apply the theoretical issues discussed to ‘real world’ issues. Assessment is via exam. Topics covered may vary slightly year on year, but indicative areas include: Historical Geography; Political Geography; Social geography; Cultural geography; Environmental geography; Rural Geography; Urban Geography; Development Geography; Population Geography.
This module has been crafted to appeal to students who would like to live in a better world and are interested in exploring and discussing critical approaches to inequality. It is designed to assist students in understanding the multiple and contested ways in which "global challenges" and "international development" are defined and studied. Indeed, a degree in either the environmental or social sciences is arguably incomplete if it has not paid critical attention to uneven processes of "development" over time and space, particularly if one is concerned with challenges related to global environmental change, inequality, and health. Similarly, a solid foundation in any field found within the environmental or social sciences must include a fulsome and nuanced analysis of the historical, political, and economic forces related to globalisation, not to mention be critically informed about what globalisation produces for differing communities, cultures, and ecosystems. This module provides precisely those two things: a comprehensive and critical understanding of challenges and inequalities related to "development" and the discourses surrounding it; and a breadth and depth of critical analyses related to the driving forces, processes, and products of globalisation. Students will also gain insight into how varying communities in different places are responding to development, globalisation, environmental injustices, and inequality through both resistance and building alternatives.
In year two, skills development is a central part of the course, including a week-long field class to Lorca, Spain. You can then choose additional modules from a range of physical geography specialisms, including Climatology, Catchment hydrology, Geomorphology: ice, sea and air, and Soils, slopes and the environment, along with human geography modules and those from other disciplines.
The aim of this module is to give physical geography students experience of undertaking fieldwork in an environment and to extend their understanding of processes and characteristics of the environment and how they function and interact in the real-world. In this module students examine all the major components of physical geography and their functioning in the landscape. They investigate the interactions of climate, vegetation, soils, topography and human land use, in different locations. Major themes discussed include impacts of weather and climate, soil and water management, landscape development, as well as natural patterns and variability of characteristics. The students undertake a field project and write an essay on a major theme.
The course aims to introduce students to current and historical debates about the nature, purpose and practice of geography. It compliments Research Skills (ENVS203) and provides a background for all modules in Geography. Particular emphasis will be placed upon the philosophical and conceptual developments within Geography as a discipline and the role of ‘spatial thinking’ in the production of geographical knowledge.
The module will develop students’ knowledge of careers and employability with a focus on enhancing employability through tutorial-based exercises. In addition, the module provides a range of research skills required for the planning, implementation, analysis and reporting (written and oral) of independent research projects. Practical training will be provided in a range of qualitative and quantitative techniques across a broad range of geographical and environmental science themes. From this, students should develop a critical awareness as to the advantages and disadvantages of research methodologies in particular contexts.
This module explores the course of human history, examining the interaction of people with the environment, moving through the different stages of human development, from early agrarian based developments in the Neolithic 9000 years ago, through to modern agricultural practices and landscape management. The following topics and concepts are introduced and examined:
Landscape geography, cultural ecology and environmental history.
Philosophical insights into environmental history, how have societies viewed and understood the environment.
Agriculture and the environment, long term perspectives and present day issues i.e. the environmental impact of hunting and gathering societies.
The agricultural revolution of the Neolithic and its impact, the impact of pre-industrial agriculture and some environmental issues raised by contemporary agriculture.
An ecological history of industrialisation and population growth, i.e. population resources and environment in an industrialised world.
Perils of a restless planet: an introduction to hazard research.
The module uses wide ranging literature and case studies to explore a range of human-environment interactions (fuel, food, water, culture and space), exploring how human activities have modified, and been modified, by their environments, and how sudden changes whether natural or human induced have changed this relationship.
This module has proven popular over the years and is of relevance and interest to both social scienceand physical science based students.
The study of catchment hydrology is concerned with water above and below the land surface, its various forms, and its circulation and distribution in time and space within drainage catchments; it is based on fundamental knowledge of the hydrological cycle and its governing factors. Understanding the hydrological cycle is fundamental to physical geography. All life is supported by water and all earth systems incorporate fluxes of water to some extent. The module covers the main hydrological processes operating in drainage catchments in terms of their measurement, operation and controlling factors. The module provide ‘hands-on’ experience of both observing hydrology and modelling hydrological systems, with an emphasis on applied learning, which might be useful in a vocational sense in the future. The module will aim to deliver excellent training in the knowledge required to work in a wide variety of environmentally-facing careers, including those with the EA, Natural England or DEFRA, as well as Environmental Consultancies.
The Earth is subject to a myriad of threats and stresses, ranging from a changing global climate to unprecedented scales of human impacts on ecosystems, so that a new geological time period, the Anthropocene was created. Placing future change in freshwater and coastal wetlands and lakes into a long-term context is a critical science, and without it, society cannot constrain the ‘natural’ baseline against which future changes could be judged. This module will provide a critical insight into the global changes currently impacting the Earth over decades to millennial timescales. We will introduce a series of contemporary environmental concerns, and teach how we can reconstruct climatic and environmental conditions, the landscapes and vegetation of the past. We will explore a wide variety of archives (lakes, freshwater and coastal wetlands, oceans) and develop an understanding of the key techniques used to trace environmental conditions (physical properties, biogeochemistry, biological indicators). We will assess how the drivers behind these changes will affect future landscapes and ecosystems.
The module has a balance between theory, processes, impacts, and hands on experimentation and data analysis. It cover energy balance and transfer processes at the surface, clouds, rain formation, weather forecasting, monsoons, tropical cyclones, weather in the mid latitudes, and the regional climates.
Environmental concerns have become increasingly pressing over the last few decades, especially the global challenge of climate change. Environmental sustainability directs our attention to finding new approaches and methods for many of our activities and is an increasingly accepted principle that many professions are seeking to work out in practice.
This module explores the notion of environmental sustainability particularly within the context of urban planning. In this context, it can help us to develop the places where we live in a way that makes them cleaner, more energy efficient and better adapted to climate change, and that provides more biodiversity and a better quality of life. Planners, geographers and environmental scientists can all contribute to achieving a more sustainable world around us.
The module develops an understanding of these major geomorphic systems and how they create terrestrial landforms. It explores the basic processes that have helped shaping the geomorphology of Britain and investigates magnitude and frequency of events, as well as time and space scales over which the processes operate.
The module is divided into four components, each composed of 4 sessions: glacial systems, glacial geomorphology and environmental change, aeolian processes, and coastal geomorphology . Weekly face-to-face sessions are supported by access to online videos, power point presentations, lecture notes, reading lists and some selected web sites. Weekly timetabled sessions will be a combination of discussions around reading and Q&A on online content. Two days of field practicals form the basis of the summative assessment addressing set problems and questions. A formative GIS exercise is also delivered via timetabled support sessions.
The module introduces the principles of geographical information systems and science with a focus on human geography. Examples will be drawn from population geography with components linked to data sources, analysis and visualisation. Students will learn how to use GIS to map population data, to explore social deprivation, geographic inequalities, and commuting patterns, amongst other themes.
The module provides a generic training in manipulating environmental data sets using the industry-standard Matlab software. Skills are provided in reading in data, manipulating and plotting the data, and interpreting the data signals. The assumption is that students have little or no experience in programming. The module begins with an introduction to Matlab – what it is, what it can do, how to operate it – and then develops a series of programming skills, each week using data collected in the staffs’ own research to provide real-world examples of the use of Matlab. The aim is to provide students with sufficient grasp of programming in Matlab to enable its use in subsequent project work, as well as providing the foundations in one of the key tools used in science and industry.
The marine environment presents a particular set of challenges for the organisms which inhabit it and these conditions are constantly changing as a result of human interventions. This module will provide a solid grounding in a number of topics, concepts and issues in the marine environment relating to the physiology and ecology of marine organisms and how they are affected by the activities of humans. Module content will be delivered primarily through interactive lectures supported by computer-based practical exercises and assessed by examination (55%) and coursework (45%). Students will be guided to specific sections of textbooks, online resources and scientific papers to shape their learning.
This module introduces students to the study of globalisation in the early 21st century. In the 19th and 20th centuries there were big debates between those who think things work best when people are left to decide how they want to live and get what they need by trading with each other, and those who wanted a communist society where people get what they need and contribute what they can to the common good. Of course it did not work out that way, and now for many people free markets, or neoliberalism is the only serious game in town. The course examines those debates before moving on to examine case studies of how they have worked out in practice.
This module aims to provide a general introduction to the field of population geography, in which a basic demographic understanding of population change is placed within a spatial framework, allowing exploration of the nature and causes of national, societal and cultural differences in these changes. This module is also designed to serve as the foundation block for those interested in pursuing a population geography or GIS/Spatial Analysis ‘pathway’.
The overall aims of this module are to help develop a critical awareness of the changes taking place in contemporary rural areas, to stimulate informed debate about the geographical difference and inequalities in rural areas both in the UK and the wider world and to draw attention to, and encourage critique of, the empirical studies and conceptual approaches taken by geographers and social scientists to the study of these issues.
Social and Cultural Geographies are two diverse, interlinked fields within contemporary human geography. Social geography is, broadly, interested in the relationships between social identities, power and space, and cultural geography examines the ways in which meaning is produced through ‘culture’ – social ideas, discourse, performances, objects, art, entertainment, images, music etc. This module will introduce you to these broad themes through a focus on the interrelations between identity, space and power and the ways in which these are produced through cultural forms. This includes exploring a range of social differences and identities such as gender, class, disability, sexuality, body size, race and ethnicity, and exploring representations and modes of engaging with the world including online/virtual space, mobilities, music, TV, and material culture.
This module aims t o use a series of research questions as a vehicle for delivering themethods training required to enable students to successfully complete theirfield classes and dissertation; and, to provide students with research skills training in qualitative andquantitative methods that are available in Social Sciences .
Marine systems are changing with globally increasing temperatures and increasing carbon dioxide concentrations in the atmosphere, which are affecting the chemistry, physics and ultimately biology of the marine systems at unprecedented rates. These changes are expected to accelerate in the coming decades. Localised anthropogenic stressors such as excess nutrients, plastic debris, trace metals (e.g. mercury, copper), marine heatwaves and/or other emerging contaminants are affecting our coastal and open ocean waters. This module focuses on the processes and recent scientific evidence about a range of marine pollution issues.
The module is concerned with the fundamental properties and characteristics of slopes and soils, and their relationship with the environment. Through a combination of theory and practical-led teaching, students will learn about slope and soil forming processes and evolution, and apply this knowledge to a number of pure and applied problems relating to slope and soil stability.
In year three, you will complete a dissertation, which brings together the skills and techniques you have learned in the degree to produce an independent piece of academic research. There are also opportunities for overseas field study.
This module provides students with the opportunity to undertake an independent research project into a topic of the choosing, under the supervision of an allocated member of staff.
This module examines climate change impacts on humans and ecosystems. The module is designed to give the student a good overview of the strength and weaknesses of climate modelling approaches. Elements of the global carbon cycle are discussed.
This module considers the evolution and response of coastal environments to marine and riverine processes and their variations in relation to past, present and future climate change. Attention is given to physical processes and inter-relationships acting along coastlines and coastal changes in response to sea level rise, variations in storms activity, wave climate and sediment supply. Consideration is also given to coastal management and climate change adaptation & mitigation measures. Topics will be investigated through a combination of lectures, virtual field trips, and development of a project aimed at identifying optimum coastal protection schemes for real case studies.
This module aims to give students a sustained and critical understanding of the relationship between bodies, space and power, with a particular focus on critical approaches to public health. Building on ENVS275 Social and Cultural Geographies, the module will provide students with an in-depth engagement with critical theory (particularly feminist and poststructural theory) as applied to contemporary and historical examples surrounding public health.
Fluvial processes are found all over the world and are some of the most important in sculpting the Earth’s surface and producing landforms. This module examines fundamental concepts and recent ideas relating to fluvial geomorphology, building on study throughout your educational career. A key point about studying fluvial environments is to understand how the system functions, its links and interactions. It is important to look at all the main components of the system, to understand the dynamics and controls on water and sediment flux and how these produce different types of landforms. The amounts of water and sediment can vary with the environmental conditions and thus study of the drivers of these systems such as climate and human activities and how they have changed over time is essential for being able to interpret the current landscape. Understanding of the present functioning of fluvial systems is essential for any environmental management since rain and runoff are ubiquitous and floods are a major natural hazard.
This module will introduce students to the nascent field of Geographic Data Science (GDS), a discipline established at the intersection between Geographic Information Science (GIS) and Data Science. The course covers how the modern GIS toolkit can be integrated with Data Science tools to solve practical real-world problems. Core to the set of employable skills to be taught in this course is an introduction to programming tools for GDS – specifically the programming language ‘Python’, which is the only scripting language officially supported by the industry-leading GIS packages ‘Arc/GIS’ and ‘QGIS’. The programme of lectures, guided practical classes and independent study illustrate how and why GDS is useful for social science applications.
Humans have constructed visions of a better world throughout history: in fact, social movement scholars argue that the history of humanity is the history of this struggle. Certain forms of protest have existed throughout time: taking up arms to fight for what you believe in, or to defend a way of life. Some forms of resistance date back centuries: the revolt, the uprising, the rebellion, the strike, the march, the petition, sabotage, etc. More recently, social movements have used social networks and media to create what some argue are new forms of protest. This course surveys how geographers and others have theorised protest, resistance and other strategies for change though a range of approaches and case studies.
Increasing amounts of carbon dioxide in the atmosphere are having a profound impact on our Earth system. This module will introduce students to the fundamental theory behind the global carbon cycle. It will evaluate how carbon is partitioned between the atmosphere, land and ocean in the contemporary and past system, why the ocean stores 50 times more carbon than the atmosphere and considers the impact of increasing carbon dioxide on the organisms living on land and in the ocean.
The module aims to demonstrate and explore how both human and physical geographers can combine expertise to work at the intersections of human-environment interactions and environmental humanities. Emphasising the importance of interdisciplinarity, students are introduced to a variety of research areas, such as health studies, data sciences, and climatology to examine the variety of cross-disciplinary and collective approaches to studying environmental science. Through group tutorials, students develop a group project based on their shared interests, culminating in a group presentation and individual essay as part of their assessment.
This module explores the complex geographical mosaic of overlapping cultures and identities in Ireland from prehistory until the present.
Themes include the development of cultural landscapes, the impact of plantations, the Potato Famine, war, partition and EU membership.
This long term perspective provides a context for understanding the Celtic Tiger and its aftermath, multiculturalism, peace-building, sexual and gender rights in contemporary Ireland.
The module ends with an eye to defining Ireland in the twenty-first century and debates on potential political unification.
The module is team taught giving students access to a range of experts teaching within their main research area.
This module develops the connections between ecological theory and the management of marine communities and ecosystems. Students will develop understanding of the major threats to marine species, how we evaluate these and interpret the possible outcomes for ecosystem functions and human wellbeing.
This module aims to provide an integrated perspective on a range of natural hazards, the different levels of impact on human societies, and the mitigation and adaptation strategies adopted before, during and after extreme events. At the end of this module students will have an understanding of the physical processes and societal impacts associated with a range of geophysical and meteorological hazards. The course is delivered in a series of lectures supported by tutorial sessions and is assessed by an exam and coursework assignment.
Ocean dynamics addresses how the ocean and atmosphere circulate. Fundamental questions are addressed, such as how heat, salt, and dissolved substances are transported, how jets and weather systems emerge on our planet, why there are western boundary currents in the ocean, and how seafloor topography shapes the ocean circulation.
Students will improve their understanding of how the ocean and atmosphere behave, including comparing the importance of different physical processes in the climate system. The module is delivered via lectures and formative workshops to gain skills at problem solving. There is significant mathematical content, requiring familiarity with calculus and algebra. The module is assessed through two online tests (25% each) and an essay (50%).
Whilst for many people, colonialism has ended, we live in a world where the effects of colonialism are still visible. Many academics have taken a critical perspective on these continued legacies, and this field of thought is now broadly known as ‘postcolonialism’. This module explores the social, political and cultural effects and legacies of colonialism as they occur in particular contexts.
The module is divided into two sections, one exploring the theoretical ideas of postcolonialism, the other looking at how thinking postcolonially helps us to understand the world.
You will be assessed through two pieces of coursework, one a theoretically driven essay on a student-chosen topic, and one, focused on authentic assessment, which analyses the postcolonial aspects of contemporary culture (e.g. a film, book or museum).
This module aims to foster a broad understanding of contemporary theory in behavioural ecology, evolutionary biology and ecophysiology, with special reference to the marine environment. We will consider processes that operate at scales from individuals to populations and consider implications of these processes for the conservation of marine species and ecosystems. This 15 credit module builds on knowledge acquired about techniques, theory and processes acquired in Year 1 ( e.g. Marine Biology: Life in the Seas and Oceans & Marine Ecosystems: Diversity Processes & Threats) and Year 2 (e.g. Marine Ecophysiology, Ecology & Exploitation) and provides the opportunity to experience the integration of current research themes in marine biology.
This module is designed to give students experience teaching geography to secondary school pupils, via the mentoring of A-level students Birkenhead Sixth Form College, St. Edward’s College and St. Hilda’s CE High School and via the delivery of a field and/or class-based learning activity. To support these activities training is provided on campus in Semester 1 in Geography at key stages 3-5, learning and teaching strategies, assessment for learning, fieldwork activities, lesson planning and delivery. Mentoring is undertaken in partner schools and colleges in Semester 2. Students taking this module will need to obtain a DBS Certificate – this will be done through the respective partner School/College.
This module intends to give a holistic insight of a number of marine and terrestrial microfossils that are conventionally used for reconstructing past environmental conditions for the Quaternary period, including recent past. Microfossils are biological indicators that can help to either qualitatively and/or quantitatively estimate environmental conditions such as atmospheric temperature and precipitation (pollen), sea-surface conditions (foraminifera, diatoms, radiolarians, dinoflagellate cysts), salinity (ostracods, diatom), pH (diatoms), sea-ice cover (diatoms, dinoflagellate cysts), etc. These conditions are of paramount importance for modelling past climate conditions and the data derived from microfossil assemblages enable to better calibrate models, which in turn, are essential to forecast future climate. In addition, microfossil assemblages help to understand the natural evolution of our environment as well as measuring the amplitude of human activities over time.
The module will involve both individual and group work, workshops, group presentations/debates, and engagement with the most current scientific literature and social media and science communication. This module is open to all students, but those taking this module must be willing to engage in quantitative analyses of carbon and nutrient cycling and its importance to climate mitigation strategies.
During this module students will be provided with fully up to date knowledge of how glaciers and ice sheets (1) have behaved in the past; (2) are currently behaving in the present; and (3) will behave in the future. This will be achieved through paired lectures and seminars on different glacial themes, where students will have the opportunity to examine and critique a range of glaciological research techniques that are applied to glacial environments around the world, ranging from valley glaciers to ice sheets. It is intended that this will provide students with a working knowledge of the controls on (and the social and climatic impacts of) past, present and potential future glacier behaviour.
This course explores contemporary population dynamics across Europe. Students will explore fertility, mortality and migration dynamics across selected countries in Europe; review explanations for population change; and examine the policy challenges posed by such population change. Students will also explore these debates in a local context through a (virtual) field-walk in Liverpool.
This module provides insight into social and spatial inequalities, and their inter-relations;
The module will consider how and why inequalities might have persisted over time, how social inequalities have specific geographies, and the implications of this unevenness for those who are marginalised.
The module is structured through four major themes: for example, inequalities and the labour market; ethnicity and inequalities; spatial understandings of poverty; theories about inequality;
The difficulties in defining and measuring social and spatial inequalities, and how such definitions may relate to broader theories, perspectives or frameworks of relevance are issues covered in the module, as well as how these terms are interpreted and (mis-)represented;
The module draws on empirical evidence, theoretical approaches and policy responses. The module provides insight into government responses that aim to combat social and spatial inequalities and related issues in the UK, at the regional and sub-regional level.
This module introduces students to specific geographical developments in Poland since 1939. The course will be structured around three key time periods: second world war, socialism, post-socialism. Within these, shifts in the control and use of space will be explored. The second world war theme will consider the impact of war on population and territory in Poland, and the subsequent contestations surrounding wartime memory within the country, focusing especially on museums and memorial sites as contested sites of memory. The second section of the course will consider the spatial dimensions of everyday life under socialism, including: political uses of public and private space, queuing and the shortage economy, imagined geographies of the west, and resistances. The final section will investigate changes in Poland since 1989: to what extent the country has ‘returned to Europe’, the impact of shock therapy on social geographies, and how Poland is still working through socialist legacies. Special attention will also be given to Polish migration, before and after EU accession. Ultimately this module enables students to develop an in-depth empirical knowledge of a key site of change in contemporary Europe, while encouraging deep engagement with a range of historical, political, social, cultural and post-socialist geographical readings.
Final year physical geography field class, compulsory for FZ00 and F75A. Held in the 2nd semester, a short lecture series guides groups of students through general field skills, organisation of field work, and safety including risk assessment. Assessment is via individual online field planning and safety test, daily oral field reports, and individual written reports. Emphasis is placed on field skills, data analysis and presentation, and report writing.
This module provides students with the opportunity to undertake an independent research project into a topic of their choosing, under the supervision of an allocated member of academic staff. The work-based dissertation additionally involves students in working collaboratively with an external organisation on a mutually agreed research topic, thereby providing students with valuable work-related experience.
The focus of the module is a field session in the Algarve where students will learn about landscape, land use, vegetation processes, coasta environmentsl in a Mediterranean landscape. The students will carry out research projects in teams that they will have planned in advance. A series of lectures will introduce the physical geography of the region and students will design their own projects under the guidance of staff. The assessment will comprise the project plan, a presentation of the data acquired during the field class and the final project report.
To help you meet the intellectual and practical challenges of studying Geography, our programmes are taught using a student centred approach, involving a range of learning experiences. These include:
A number of the School’s degree programmes involve laboratory and fieldwork. The fieldwork is carried out in various locations, ranging from inner city to coastal and mountainous environments. We consider applications from prospective students with disabilities on the same basis as all other students, and reasonable adjustments will be considered to address barriers to access.
Assessments are designed around developing skills and styles of communication that will be relevant to future employers. So, in addition to exams and essays, you will also undertake assessments that include computer-based exercises, oral presentations, policy briefs, field projects, and research reports. Single Honours Geography students complete a compulsory 10,000-word dissertation in their final year on a topic of their choice. This is your opportunity to develop skills as an independent academic researcher, supported on a one-to-one basis by an expert in the field.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
Day-to-day teaching takes place in the Central Teaching Laboratory (CTL) and Roxby Building. The CTL houses industry-standard equipment, including one of the few staffed map collections in the country, containing over 100,000 maps, 600 atlases, and access to digital data. Your course will be delivered by the Department of Geography and Planning.
I picked geography because of the breadth of the subject. It's one of the few subjects where you can develop an understanding of contemporary social science alongside cutting-edge natural science. Geography is applicable to pretty much every aspect of life. In third year in particular, you get a lot of elective modules with a very broad spectrum and can really satisfy your intellectual intrigue.
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Geography is a subject that bridges the social and physical sciences. Those studying geography develop transferable knowledge and skills which open up a wide range of career opportunities. By the time you graduate you will have developed valuable abilities such as numeracy, literacy, laboratory skills, critical thinking, team work, project management, graphicacy, geographical information systems (GIS), research design policy analysis, and more. Alongside this, the core research skills in human geography, including surveying, interviewing and innovative community liaison techniques stand students in good stead for a range of employment destinations. Likewise, the state-of-the-art laboratory techniques which our physical geographers learn, make them attractive to employers in the science and technology industries as well as environmental regulators and consultants.
We encourage students to undertake work experience and internships during the course of their degree and the tutorial programme includes sessions which help students identify what would be useful for them. In addition, our students can select a work-based dissertation, which combines the final year independent research project with a placement in industry. This provides you with the opportunity to explore an internship related to your career goals during the summer between Year Two and Three.
Fieldwork opportunities throughout your studies also offer the chance to work directly with a range of stakeholders from industry, the public sector and non-governmental organisations. From your first week to your final year, field classes are an integral part of your learning. Destinations include Santa Cruz (California), Toronto, Barcelona, Iceland, Lorca (Spain), Portugal and, closer to home, cities such as Glasgow, Belfast, Cardiff, Edinburgh, as well as the Lake District and mid-Wales. There is also the opportunity to undertake your final year dissertation fieldwork abroad.
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Your tuition fees, funding your studies, and other costs to consider.
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
|Full-time place, per year||£9,250|
|Year in industry fee||£1,850|
|Year abroad fee||£1,385|
|Full-time place, per year||£24,000|
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes the cost of your dissertation/project, and optional field classes in year three.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
Applicants with the Extended Project Qualification (EPQ) are eligible for a reduction in grade requirements. For this course, the offer is BBB with A in the EPQ.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
If you don't meet the entry requirements, you may be able to complete a foundation year which would allow you to progress to this course.
Available foundation years:
|GCSE||4/C in English and 4/C in Mathematics|
Geography A level or an A level in another science subject.
For applicants from England: Where a science has been taken at A level (Chemistry, Biology, Geology or Physics), a pass in the Science practical of each subject will be required.
|BTEC Level 3 National Extended Diploma||
D*DD in a relevant subject.
33 points, with no score less than 4.
|Irish Leaving Certificate||H1, H2, H2, H2, H3, H3|
|Scottish Higher/Advanced Higher||
Not accepted without Advanced Highers at grades ABB.
|Welsh Baccalaureate Advanced||Accepted at grade B, including 2 A levels at AB.|
|Access||45 Level 3 credits in graded units in a relevant Diploma, including 30 at Distinction and a further 15 with at least Merit.|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements. Completing your Foundation Certificate, such as that offered by the University of Liverpool International College, means you're guaranteed a place on your chosen course.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
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