approved programme specification(undergraduate) 1. … · demonstrate developing self confidence to...
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ApprovedStatus PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. TARGET AWARD2. Award 3. TitleBSc (Hons) Biology
4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only)
24-MAY-13
727-APR-16
5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION
7. ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT Biology
9. UNIT OF PERIODIC REVIEW BiologyC100 10. UCAS 11. EHU COURSE CODE BAS000304
12. ENTRY REQUIREMENTS
Normal minimum entry requirements for the Biology programmes (Biology, Ecology, Human Biololgy) include GCSE Mathematics (grade C) and English Language (grade C) or an equivalent indication of numeracy and literacy skills, plus either: - A total of 300 UCAS tariff points normally to include 100 points from at least one of the following: Biology, Chemistry, Environmental Science, or a related subject; - Or, BTEC National Certificate (Distinction/Merit profile) or BTEC National Diploma (Merit/Pass profile) in a related subject; - Or, a recognised Access qualification or equivalent; - Or, successful completion of an appropriate Edge Hill Fastrack or Fastforward Programme. The University Policy on Accreditation of Prior Learning (APL) applies to this programme,and APL may be used at the admission stage to credit students possessing non-standard qualifications or experiential learning drawn from relevant life/work experience. Advisory meetings may be held with those applicants who declare a disability/specific learning difficulty. These meetings are held in collaboration with the Learning Support Officer/Inclusive Learning Manager. Procedures follow the Edge Hill Disability Policy and meet the requirements of the Disability Discrimination Act (2001) in relation to Edge Hill'santicipatory duty. Direct Entry to Level 5 and Transfers from other Institutions Students may enter the programme at Level 5 if they can demonstrate appropriate prior learning e.g. completion of Level 4 of an appropriate degree programme. Where necessary, a student may be required to complete prescribed modules. The Department operates within the APL and Credit Transfer procedures outlined in the Edge Hill University Academic Regulations and the University's APL Policy. Students wishing to transfer from other institutions and/or through APL are considered for admission against the following criteria: - Appropriate prior learning and/or experience to demonstrate they meet the necessary pre-requisites for study at Level 5. - Adequate levels of achievement in order to progress to Level 5. The Admissions Tutor interviews all potential direct entry/transfer students. All direct entry students will complete an induction programme.
8b. SECONDARY PLANNING UNIT (JOINT AWARDS)
International students The Department of Biology welcomes international applicants. For entry the requirement is a 6.5 IELTS score, in addition to the normal minimum entry requirements. Part-time Students Part-time study is possible within the full-time pattern of course delivery. The same entry requirements to those for full-time study normally apply. Usually candidates would be interviewed by the Admissions Tutor to ensure that proposed patterns of required attendance are feasible and that they are fully aware of the demands of the programme.
13a. ALTERNATIVE AWARD(S) Award Title BScDiploma of Higher EducationCertificate of Higher Education
BiologyBiology
Biology
14. AVAILABLE MODES OF STUDYMode of Study Course Duration Delivery TypeFull TimePart TimePart TimePart Time
3456
ClassroomClassroomClassroomClassroom
15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS Development of the Biology programme has been informed by the National
Subject Benchmark Statements for Biosciences which were published in 2007. The aims and learning outcomes of the proposed programme are consistent with the Benchmark Statements in terms of knowledge and understanding, subject-specific and generic skills. Programme learning outcomes at each level, and module learning outcomesaccord with the qualification descriptions published in the QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). In addition, other mechanisms and external referents have been used by thecourse team to develop the curriculum and to ensure the academic content and standards of the proposed programme are comparable to similar provision in the sector. These include the following: - Development of the Biology programme has been informed by the NationalSubject Benchmark Statements for Biosciences which were published in 2007. The aims and learning outcomes of the proposed programme are consistent with the Benchmark Statements in terms of knowledge and understanding, subject-specific and generic skills. - Programme learning outcomes at each level, and module learning outcomes accord with the qualification descriptions published in the QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). In addition, other mechanisms and external referents that have been used by the course team to develop the curriculum and to ensure the academic content and standards of the proposed programme are comparable to
13b SUPPLEMENTARY AWARD OPTIONS Award Programme Title Programme
Code Supplementary Award Option
Course Code
15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT15b. OTHER QAA SUBJECT BENCHMARK STATEMENT
similar provision in the sector include: - Edge Hill University Undergraduate Framework - QAA Code of Practice for students with disabilities (1999) - QAA Code of Practice for career education, information and guidance (2010) - QAA Code of Practice for work-based and placement learning (2007) - Advice on curriculum provided by the department's current and previous external examiners - Staff engagement in external examining and as external consultants at other HE institutions - Staff membership of subject associations such as the British Ecological Society and the Botanical Society of the British Isles - Student feedback on programme content at both the module and programme level - Staff consultation with employers of Biology graduates through external consultancy work, site visits, at careers conventions, undergraduate careers talks and through the operation of the placement module. QAA Benchmark Statements for the Biosciences (2007) outlines several examples of the kind of skills that should be expected of graduates while clearly noting they are not intended to be prescriptive for any student or any programme. The Biology programme draws on some of these but requires some additional subject statements which relate to the material covered during the proposed degree. The module choice taken by students will meanthat students should be able to achieve most if not all of the following: - Understand principles underlying taxonomy and classification in biology. - Understand the processes and mechanisms of life, from molecular to cellular, and from organism to community. - Discuss patterns and principles in biology in the context of the evolution of the organisms studied. - Critically describe the principles and processes governing interactions of organisms and their environment. - Discuss and demonstrate comprehension of nutrient and energy flow through individuals, populations and communities. - Discuss and critically analyse patterns of distribution of organisms in relation to biotic and abiotic factors. - Demonstrate comprehension and critical analysis of community structure, biodiversity and associated models. - Evaluate and critically analyse the effects of human interactions on natural populations and ecosystems. - Demonstrate a comprehensive knowledge and understanding of the role ofbiology in human society. - Apply critical understanding of scientific methodologies and data analyses. Biology also combines technical, analytical and communication abilities in a
manner that makes good graduates extremely employable. Students on the programme will acquire and develop a range of skills including: - Intellectual skills, such as critically assessing theories and concepts and judging evidence in order to make informed decisions and to develop reasoned arguments. - Discipline-specific skills, such as using a range of technical methods (fieldwork and laboratory-based) for the collection and analysis of biological information, and to be able to apply these to undertake independent research. - Key transferable skills, such as written and visual communication, oral presentation, numerical analysis, teamwork, and the use of information technology. - Personal attributes, such as self-management, awareness of personal responsibility, motivation, flexibility and creativity. These skills and personal attributes will enable graduates from the programme to have well-developed strategies for updating, maintaining and enhancing their knowledge of biology, and to compete successfully for a wide variety of employment. Further enhancement of the employability of graduates from the programme will be achieved through the completion of a Personal Development Portfolioat all three levels, and through opportunities to complete a placement at Level 5. The Society of Biology has developed a demanding Degree Accreditation Programme to recognise academic excellence in the biosciences, highlighting degrees which educate the research and development leaders and innovators of the future. The next deadline for submission of programmes to this scheme is 1st September 2013 and it is anticipated that the validated Biology programmes will be entered, assuming we can meet the cost of this process.
17. PRIMARY SUBJECT AREA / JACS Code
18. SECONDARY SUBJECT AREA (if applicable) / JACS Code
19. TERTIARY SUBJECT AREA / JACS Code-
-
C100-Biology
20. PROGRAMME AIMS
The main aims of the Biology programme are to produce successful graduates who: (a) Have a sound grasp of biological principles and confidence in their biological knowledge and skills to make a worthwhile contribution to society. (b) Are imbued with an enthusiasm for the subject and take a pleasure from its pursuit. (c) Are practiced in the application of scientific understanding to the analysis and solution of problems encountered in biology and in wider areas of life. (d) Have a comprehensive knowledge and understanding of fundamental areas of biology such as biodiversity, evolution, ecology, genetics, physiology and disease and of the role of biology in human society. (e) Are skilled in the execution of field and laboratory investigations, the identification of organisms to an appropriate level and the interpretation of scientific data.
16. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship
(f) Have developed analytical, judgemental, presentational, scientific and IT skills within the contexts of both independent and team work. (g) Are effective, independent and confident self-directed learners.
21. PROGRAMME LEARNING OUTCOMES
The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme ofstudy may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of 60 level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below.
LEVEL 4
LEVEL 5
Intellectual Skills
Knowledge and Understanding
Practical Skills
Transferable Skills
Intellectual Skills
Demonstrate an initial ability to analyse, interpret and summarise biological data and information with guidanceSubstantiate arguments by drawing on limited amounts of evidence
Demonstrate an initial ability to evaluate the reliability of biological data and information
Demonstrate knowledge and understanding of biological principles and processesDemonstrate a knowledge and understanding of the relationship between biology and societyApply a restricted range of biological principles and practical skills to clearly defined scientific problems
Analyse, interpret and present biological data using defined techniques and/or tutor guidanceDemonstrate an ability to collect biological data and information through field and laboratory-based investigations, using defined techniques
Communicate biological concepts and information, practical procedures and the outcomes of practical investigations using various formats including essays, reports, posters and oral presentationsRecognise the relevance of subject-specific and generic knowledge and skills they possess to employability
Demonstrate an initial ability to undertake independent learning through the development of learning and organisational skillsDemonstrate developing self confidence to contribute to group discussions, seminars, practical activities and fieldworkSearch various resources (e.g. library catalogue, internet, on-line databases) for biological information with guidanceUse ICT skills such as word processing, spreadsheets and graphical presentation packages
Demonstrate progress in ability to critically evaluate biological data, information and literature
Analyse, synthesise, interpret, summarise and present biological information and data in a competent and effective way
Substantiate arguments with a broad range of evidence
SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1107; SCI1108; SCI1109; SCI1106; SCI1110; SCI1111
SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1107; SCI1109; SCI1106; SCI1108; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111
SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111
SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111
SCI1107; SCI1106; SCI1108; SCI1109; SCI1110; SCI1111; TLC1000; TLC1001; TLC1002SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111SCI1106; SCI1107; SCI1108; SCI1109; SCI1110; SCI1111
SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328; SCI2900SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328
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LEVEL 6
Knowledge and Understanding
Practical Skills
Transferable Skills
Intellectual Skills
Identify and apply a wide range of principles, concepts and theories of biology
Demonstrate detailed knowledge and understanding of specific sub-disciplines within biological sciences
Demonstrate detailed knowledge and understanding of the relationships and interactions between human society and the natural environment
Undertake an increasing range of field and laboratory-based investigations effectively, demonstrating competent collection, recording and storage of relevant data
Design a research project and show an awareness of the potential problems associated with project designSelect and apply a range of techniques/methods for the analysis and presentation of biological data
Demonstrate an awareness of the moral and ethical issues involved in biological researchApply an increasing range of fieldwork and laboratory techniques, methods and strategies for the collection, retrieval and recording of biological data and information, and be able to select appropriate ones for investigating specific problems
Adopt a flexible approach to learning, including both effective group interaction and an increasingly independent approach
Communicate biological principles, concepts, data and information in a competent manner through written, visual and verbal forms
Use ICT competently and effectively to analyse, present and communicate biological information and data
Search effectively for biological information using various resources (e.g. library catalogue, internet, on-line databases)
Demonstrate sound intellectual abilities of appraisal, criticism and evaluation
Critically evaluate biological data, information and literature
Analyse, synthesise and summarise complex biological data and information, including the use of a wide range of techniques where appropriate
SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328; SCI2900SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328; SCI2900SCI2312; SCI2314; SCI2316; SCI2317; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327
SCI2308
SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328; SCI2900SCI2308
SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2326; SCI2327; SCI2328; SCI2900
SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328; SCI2900SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328SCI2308; SCI2312; SCI2314; SCI2316; SCI2317; SCI2319; SCI2320; SCI2324; SCI2325; SCI2326; SCI2327; SCI2328
SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324; SCI3017; SCI3321SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324; SCI3017SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324
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22. PROGRAMME STRUCTURE
Knowledge and Understanding
Practical Skills
Transferable Skills
Demonstrate a comprehensive knowledge and systematic understanding of specific sub-disciplines within biological sciences
Recognise the position of their specialisms within a broad understandingof the discipline
Demonstrate a comprehensive knowledge and systematic understanding of the relationships and interactions between human society and the natural environmentDemonstrate a comprehensive knowledge and systematic understanding of the role of biology in human society
Apply a wide range of fieldwork and laboratory techniques and strategiesfor the collection and recording of biological data and information
Develop and complete an independent piece of biological research and present the findings in a detailed and coherent format
Research and critically evaluate biological information from various resources (e.g. library catalogue, internet, on-line databases)
Communicate effectively in a wide variety of contexts using written, visual and verbal forms and ICT
Critically reflect on work undertaken, make use of feedback, and take significant responsibility for own learning through independent study
SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324; SCI3316SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324; SCI3017SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324
SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324SCI3308
SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324; SCI3017SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324SCI3308; SCI3309; SCI3310; SCI3311; SCI3312; SCI3314; SCI3315; SCI3316; SCI3317; SCI3318; SCI3319; SCI3322; SCI3324
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LEVEL 4
LEVEL 5
Module Code
Module Code
Module Title
Module Title
Credits
Credits
Module Type
Module Type
Pathway (if applicable)
Pathway (if applicable)
SCI1106SCI1107SCI1108SCI1109SCI1110SCI1111TLC1000TLC1001TLC1002
SCI2308SCI2312SCI2314SCI2316SCI2317SCI2319SCI2320SCI2324SCI2325SCI2326SCI2327SCI2328SCI2900
VARIATION, EVOLUTION AND HEREDITYBIOLOGY IN PRACTICECELLULAR FORM & FUNCTIONECOLOGYBIODIVERSITYHUMAN BODY SYSTEMSLANGUAGE 1 FRENCHLANGUAGE 1 SPANISHLANGUAGE 1 MANDARIN
RESEARCH METHODS IN BIOLOGYFIELD BOTANYENVIRONMENTAL PHYSIOLOGYHUMAN POPULATION ECOLOGYINVERTEBRATE ECOLOGYLABORATORY MASTERCLASSMOLECULAR GENETICSNUTRITIONBIOGEOGRAPHYBIOLOGY OF DISEASEMARINE BIOLOGYBIOLOGICAL PLACEMENTSTUDY ABROAD PLACEMENT
202020202020202020
20202020202020202020202040
COMPULSORYOPTIONALCOMPULSORYCOMPULSORYCOMPULSORYCOMPULSORYOPTIONALOPTIONALOPTIONAL
COMPULSORYOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL
23ai. STUDENT 'LEARNING JOURNEY'
Following EHU Academic Regulations, students are required to complete 120 credits at each level. The programme is based upon 20 credit modules, with the exception of SCI 3308 Dissertation, which is a 40 credit module. Level 4 is comprised of five compulsory modules and one optional module which facilitates the option of a language module. This structure is the same across the four related Biology BSc programmes (Ecology, Biology, Human Biology, Genetics). The uniform Level 4 arrangement provides a broad and balanced foundation in the theory and practice of Biology and equips students to select any of the four related Biology BSc programmes at Levels 5 and 6. On the Biology Programme at Level 5 students select five modules from a choice of 11 alongside the compulsory module SCI 2308 Research Methods in Biology. Level 6 has one core module, SCI 3308 Dissertation, with the remaining four modules selected from a choice of 14. Biology graduates have a choice of modules across the three rows with the proviso that if more than one module is chosen from either the top or bottom rows there must be a reciprocal choice on the opposite row at level 5 or 6.
LEVEL 6Module Code Module Title Credits Module Type Pathway (if
applicable)SCI3017SCI3308SCI3309SCI3310SCI3311SCI3312SCI3314SCI3315SCI3316SCI3317SCI3318SCI3319SCI3321SCI3322SCI3324
NERVES, BRAIN AND BEHAVIOURDISSERTATIONBIODIVERSITY & CONSERVATIONTROPICAL ECOLOGYECOLOGICAL GENETICSENVIRONMENTAL CHANGECURRENT ISSUES IN BIOLOGYBLOOD SCIENCEPATHOLOGYMEDICAL MICROBIOLOGYINVERTEBRATE ECOLOGYFIELD BOTANYPHARMACOLOGYLABORATORY MASTERCLASSEPIDEMIOLOGY
204020202020202020202020202020
OPTIONALCOREOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL
23aii. Student Learning Journey
23aii. Student Learning Journey
24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES
Approaches to teaching and learning Delivery of the Biology programme will involve a range of teaching and learning strategies. Specific details of the strategies used in each module are provided in the individual module specifications: - Knowledge and understanding will be acquired through lectures, small group teaching, laboratory practical classes, seminars, practical workshops, fieldwork and directed independent study. - Intellectual skills will be promoted through lectures, laboratory practical classes, practical workshops, fieldwork, seminars and small-group discussions, tutorials and group work. - Subject-specific skills will be developed through practical work including laboratory practical class activities, practical workshops and fieldwork. A planned programme of skills teaching at Levels 4 and 5 is provided by the compulsory modules Biodiversity (SCI 1110), Ecology (SCI 1109), Cell Form and Function (SCI 1108) and Research Methods (SCI 2308). The acquisition and development of a range of specialist subject-specific skills is also an outcome of the various option modules at Level 5 and Level 6. The detailed guidance provided in the compulsory modules at Levels 4 and 5 ensures the students have a firm grounding in the relevant skills. Students are also made aware of the importance of
23aii. Student Learning Journey
health and safety in relation to laboratory practical work and fieldwork. Detailed advice on these issues will be provided through class briefings, and students will be required to demonstrate compliance with the guidelines of the Biology Department's Laboratory Code of Conduct and the Fieldwork Code of Practice. The core Dissertation module (SCI 3308) at Level 6 will provide students with an opportunity to demonstrate their overall progress in skills development and knowledge and understanding with a certain degree of independence. However, students on these modules will meet regularly with a supervisor to discuss the progress and development of the research project. The supervisor may also fulfil a pastoral role. - Key skills will be promoted and developed in some form in all the modules at all levels. A number of modules place specific emphasis on key skills development. The details below identify where particular skills are developed typically through summative assessment. However it should also be noted that, through continuous informal formative assessment, all skills are developed across almost all modules. - Effective learning and study skills acquisition and development including effective reading, effective note-taking, essay writing, revision skills, time management and managing own learning are outlined in all Level 4 modules. - Students will acquire and develop a range of oral and visual presentation skills throughout the course. Oral presentation skills are developed and assessed in the compulsory modules , Research Methods SCI 2308 and Dissertation SCI 3308 and additionally in the elective modules Biology in Practice SCI 1107, Biogeography SCI 2325 and Biology of Disease SCI 2326. Visual presentation is an integral part of the oral skills detailed above, with supplementary development through summative assessment in Biodiversity SCI 1110, Tropical Ecology SCI 3310, Epidemiology SCI 3324 and Current Issues in Biology SCI 3314. Written communication skills are developed, enhanced and assessed in all modules. - Students are encouraged to work independently in modules at all levels. The development of group skills is particularly important in Ecology SCI 1109, Biology in Practice SCI 1107, Research Methods SCI 2308, Marine Biology SCI 2327, Molecular Genetics SCI 2320, Field Botany SCI 2312 & 3319, Invertebrate Ecology SCI 2317 and SCI 3318, Placement SCI 2328, Biodiversity and Conversation SCI 3309, and Current Issues in Biology SCI 3314. - Development of critical thinking skills is a feature of all Level 4 modules. These skills are developed further in Levels 5 and 6 across all modules but are particularly emphasised and reinforced in modules where conflicting theories, approaches or interpretations are addressed such as in Research Methods SCI 2308, Biogeography SCI 2325, Biology of Disease SCI 2326, Placement SCI 2328, Human Population Ecology, SCI 2316, Dissertation SCI 3308, Biodiversity and Conservation SCI 3309, Tropical Ecology SCI 3310 and Current Issues in Biology SCI 3314. - Numeracy, computation, quantification, and use of information technology are central to all modules as one would expect in a science degree. Learning support is provided by module tutors who address academic support relevant to the module taught. In additioneach student is allocated a personal tutor who addresses personal development including module choice, study advice and general academic progress. A year tutor has responsibility for cohort overview including attendance and module completion. Teaching is typically delivered in four blocks, typically in laboratories. During this four hour period there is a flexible approach to lectures, discussions and practical work as appropriate to the module content. Field based modules (eg part of Biology in Practice, Marine Biology) are delivered as residential courses over several days. In addition ecologicalmodules based at EHU take full advantage of the excellent local habitats including species rich grassland, sand dunes and an adjacent woodland. The department is particularly proud of the amount of practical undertaken by the students at all courses. This is partly through the content of individual modules but also through the research labs which are available to undergraduates. Moreover it is expected that students will use this resource from the start of the course and work is designed to encourage this. Personal Development Planning Progress in the acquisition and development of subject-based knowledge, understanding and skills will be recorded in the student's Personal Development Portfolio (PDP). The PDP will encourage students to: - Engage in reflective practice to improve their learning - Take responsibility for their own learning. - Plan their learning. - Discuss their learning. - Record their learning. The evidence to show progression in the PDP is expected to come from every module. Moreover expectation is also placed on the student to develop evidence for the PDP out of the module diet. All students will be given a PDP during the first teaching week of Level 4. It will consist of a file with supporting documentation, including a matrix indicating which skills are developed and assessed in each module, and a number of record sheets. The PDP will not be directly
assessed, it is completed on a purely formative basis. However, students will be required to use the evidence recorded in the PDP to support reflective activities associated with a number of modules (e.g. Biology in Practice SCI 1107, Research Methods SCI 2308 and Dissertation SCI 3308). Students' engagement and progress with the PDP at all levels will be monitored and supported through personal tutor meetings. The PDP process will begin with a guided self-assessment of key and subject-specific skills. The audit will be used to help students to identify areas for improvement, in addition to strengths, and to plan their programme of skills development with a definite plan of action emerging. Personal tutors will provide advice and guidance on how skills deficiencies may be addressed. A module record sheet will be completed for each module a student undertakes. The record sheet requires students to reflect on their progress in modules including action planning, and to record evidence of their achievements and skills development. Time will be provided in all modules for students to complete their module record sheets with a level of guidance from the module leader. Students will also complete a record sheet of PDP meetings with their personal tutor. The personal tutorial record sheetwill be completed in part by the student in advance of the meeting, and the remainder of the sheet will be used to keep a record of the discussion arising from the meeting. Personal tutors will keep copies of the personal tutorial record sheets as evidence towards the production of references. Four PDP specific personal tutorial meetings will be held at Level 4, and three meetings in each of Levels 5 and 6. Record sheets will also be provided for Prior Learning (especially for mature students to record life experiences); Work Experience; and Other Learning Experiences. It is hoped that on graduation students will be able to apply the principles of the PDP process in the world of work and more generally within lifelong learning. The placement module (SCI 2328) requires students to evaluate and reflect on their placement learning experience and skills development gained throughthe work placement. These reflective activities will also be recorded in the PDP. Personal Tutorial Programme All students will be allocated a personal tutor at the beginning of Level 4. The personal tutor provides advice, guidance and support throughout the students' three years of study. During the first year, personal tutor group meetings are held on a regular basis to discuss first impressions, monitor progress, and to work through an audit of learning skills development, which essentially acts as an extended induction to learning in higher education. At least three formal tutorial meetings will be held on an individual basis with Level 5 and Level 6 students during the academic year. The aim of these meetings will be for personal tutors to review the progress and welfare of tutees, and to provide support and guidance for the personal development planning process. Technology-Enhanced Learning Due to the practical nature of the programme no module will be delivered solely by technology-enhanced learning. An appropriate VLE such as Blackboard will be used to support the delivery of all modules and independent learning through, for example, providing module handbooks, assessment details, active learning activities (e.g. quizzes, forums),web-based and computer-based learning resources, and to share programme-level information. In addition, formative assessments, directed independent study and the provision of feedback through VLE or email will be used in some modules. In addition to general use of Blackboard, online resources are also used to develop student knowledge across the programme. The free software package 'R' is introduced from year one and developed throughout the course. On individual modules specific programmes are used as appropriate. For instance the BLAST resource and the sequence data on GENBANK is used on SCI2320 Molecular Genetics and SC3311 Ecological Genetics respectively. Independent Learning Independent learning strategies will be used in all three levels of the course to supplement tutor delivered activities and other specific learning activities. These will take various forms including directed reading of module texts or journal articles, structured practical projects, video materials, provision of support materials such as field study guides and access to reference materials. A Departmental loan system allows individual student use of equipment and reference books. Independent learning will be supported through the use of an appropriate VLE such as Blackboard. Independent learning activities show progression through each level. For example, at Level 4 independent learning generally takes place within a tutor directed framework. Activities may include directed reading from key module texts, directed investigations, learning and study skills activities, computer-based learning, completion of directed practical class exercises, poster construction and follow-up project work following fieldwork. At Level 5 directed reading has an increased emphasis requiring students to consult a wider range of module texts and journal articles. Other activities may include computer-based learning, completion of directed practical class activities, individual and group practical
work associated with independent research projects and fieldwork, report and poster production. At Level 6 independent learning will require a significant degree of student autonomy with respect to reading, project work, dissertation research (including planning, execution and completion) and report production. Directed elements may include reading, computer-based learning and the completion of directed workshop exercises. Fieldwork Fieldwork is an important part of the teaching and learning strategy in the Biology programme. Fieldwork is used to provide students with opportunities to: - Learn and apply a range of fieldwork techniques and methodologies in a field environment. - Develop their capacity to identify a problem or research question leading to formulation of a hypothesis, and to test the hypothesis through research project design, data collection and analysis develop teamwork skills. The individual module specifications indicate where fieldwork is intended as part of the module delivery. Module tutors will inform students of precise dates and locations of fieldwork at the beginning of the module. Local fieldwork is an integral part of many modules and will normally be held during the semester. The timing of fieldwork will be negotiated with students. It is important that students inform module tutors of any course commitments which may clash with a proposed fieldwork date. No fee is charged for local fieldwork at present. Residential fieldwork is an integral part of modules Biology in Practice (SCI 1107), Ecology (SCI 1109), Marine Biology (SCI 2327) and Biodiversity and Conservation (SCI 3309). Details of the dates and location of this fieldwork are published at the start of the academic year. It is the responsibility of students to inform the Head of Department where they are unable to attend fieldwork and support this with a medical certificate or other appropriate evidence. An alternative fieldwork activity will normally be organised. Students with disabilities are encouraged to participate as fully as possible in fieldwork. Students should consult moduletutors regarding the physical demands of specific fieldwork and, where appropriate, an alternative mode of activity will be negotiated with the module tutor. The Head of Department will be informed by the module tutor of the agreed substitute activity and approval will be sought from the relevant external examiner. Module tutors will seek to respect the equal opportunities of all participants in the module concerned and ensure a comparability of learning and assessment experience. Fieldwork is provided at no cost to students and is viewed as part of their University fees. Fieldwork and Inclusion Fieldwork is a central and integral part of all programmes in the Biology Department. Without field experience qualifications in the disciplines have little real-world value (QAA, 2000, 2007). To this end the Department is well aware of the need to provide a fieldwork curriculum that is inclusive for all students (Healey et al., 2001, 2006, QAA 1999, SENDA, 2001). This starts in the planning stages of all modules which include validated fieldwork where the curriculum and assessment for a particular field visit or residential field course is designed as holistically as possible to maximise inclusivity, an approach that responds positively to the learning needs of a diverse student body. In consultation with all students the course team seek to address any specific issues where attitudes, organisational characteristics or physicalsettings pose barriers to effective field participation. Group or individual solutions will be discussed and mutually agreedupon which both achieve the required learning outcomes of the module concerned and may also be regarded as `reasonable` within the terms of SENDA legislation. Solutions may include the provision of specific forms of support to allow the benefit of the same field experiences along with the rest of the cohort, alternative destinations for the group or the individual, including locally based alternatives, or the replacement of some or all of the field experience or assessment with classroom-based alternatives. The use of video, digital images, samples collected from the site and so forth to achieve a `virtual` environment is one appropriate alternative, another could be to design tasks around groupparticipation with a strong focus on teamwork where team members different abilities are used to achieve the appropriate learning outcomes from the group experience. The key aspect is negotiation to establish what is necessary and important to achieve an appropriate inclusive curriculum, assessment and learning experience for all. Sources Healey, M., Jenkins, A., Leach, J. & Roberts, C. (2001) Issues in Providing Learning Support for Disabled Students Undertaking Fieldwork and Related Activities, Geography Discipline Network Healey, M., Jenkins, A., and Leach, J. (2006) Issues in developing an inclusive curriculum: examples from geography, earth and environmental sciences, Geography Discipline Network Inclusive Curriculum Project QAA (1999) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education. Section 3: Students with disabilities, QAA QAA (2000) Benchmark Statement for Earth Sciences, Environmental Sciences and Environmental Studies, QAA QAA (2007) Benchmark Statement for the Biosciences, QAA SENDA (2001) Special Educational Needs and Disability Act, HMSO
Placement The programme has a strong emphasis on the development of subject-specific practical skills and key skills. Such skillsmay be practised, further developed and enhanced as part of experiential learning while on Placement module (SCI 2328). Experiential work-based learning has the additional advantage that students gain invaluable insight into working practices and the culture of employment. The purposes of the placement module are for students to: - Practise, develop and enhance key practical skills required of environmental science graduates - Develop professional competency - Gain an appreciation of the professional culture - Place their studies in a "real world" context Work-based experiential learning must be carried out in a field relevant to the degree. The module will be operated flexibly as it will be necessary for the student to fit in with the requirements of the particular host and the intended project work. Students may complete the required hours in the workplace as a block unit of time during a vacation or spend one to two days per week in the workplace over a specified period of time. However, it is expected that the number of hours of experiential learning will be as set out in the module specification, and that the period of work placement and assessment will normally fit in with the academic calendar. The organisation, management, quality assurance and regulatory arrangements for the placement module will be in accordance with the QAA Code of Practice for work-based and placement learning (2007) and Institutional and Faculty procedures and requirements, and in line with the general procedures for the management of the programme. The department has contacts with a number of local organisations who can provide suitable placements. The programme team will, through their links with external stakeholders, assist students in finding appropriate work placements. Students may also organise their own placement in consultation with the module co-ordinator if they so wish. The co-ordinator will evaluate the suitability of the host and the appropriateness of the work to be undertaken by contacting the proposed host to outline the requirements of the placement module and establish what the site can offer in terms of work and supervision. In general, distant sites are usually with nationally recognised bodies and do not present difficulties. Host supervisors are informed of the nature of the degree programme and the aims of the placement module prior to taking students. They are also required to complete a health and safety checklist co-ordinated by the Faculty PlacementOfficer, are asked about the range of activities that students are likely to be involved in and must comply with all Health and Safety regulations and to provide a safe working environment for students. All students will receive an induction to the placement module by the module leader and Careers Staff and the Faculty Placement Officer prior to beginning the placement. While engaged on the work-based study, students will be expectedto act in a responsible, ethical manner at all times. Students will be fully briefed on their responsibilities before commencing the placement. The responsibility for carrying out the work and submitting the required assessments on time will rest with the student. It will also be the responsibility of the student to ensure that their work/placement commitments do not clash with their timetabled sessions at university. It will be the responsibility of the module leader or assigned department tutor to monitor the students' progress. This will be done through regular meetings with the student, and, at times, in consultation with the host. The host organisation will be expected to identify a workplace advisor who will be the link between the student, the module leader and the host. The workplace advisor will be expected to provide professional and organisation-related guidance and advice to the student in respect of work-based projects/investigations alongside the associated development of skills and knowledge. The workplace advisor will also be expected to provide support to students, if andwhen required, on work-related issues and pastoral welfare within the workplace. The module leader will liaise with the workplace advisor to ensure the appropriate progress of the student during the placement. It is expected that the advisor will be someone familiar with higher education and/or have acted as a workplace advisor previously. If necessary, support and guidance will be offered to the workplace advisor by the module leader to enable him/her to carry out their role. Students with disabilities will be encouraged to participate as fully as possible with placement. Following Precept 11 in the QAA Code of Practice for Disabled Students, the department will seek placements in accessible contexts and will work with placement hosts to try and ensure accessibility. In consultation with individual students the course team will seek to address any specific issues where organisational characteristics or physical settings pose barriers to effective placement participation. Assessment The programme will make use of a diverse but appropriate range of assessment methods (see below). The rationale for this is to facilitate learning and understanding, and to allow the student to demonstrate progress and achievement appropriate to their level of study. Furthermore, the assessment strategies will provide evidence of the acquisition of
knowledge and skills to meet the identified learning outcomes of the individual modules and the programme. The wide variety of assessment methods used includes seen and unseen examinations, data retrieval tests*, portfolios**, identification tests, oral presentations, formal reports and essays. There are four distinct elements to the course assessment: subject knowledge and understanding, intellectual skills, subject-specific skills and key skills: - Subject knowledge and understanding is assessed by examinations and coursework, including essays, project reports, portfolios and oral presentations. - Intellectual skills are assessed through examinations and coursework. Examinations provide students with an opportunity to demonstrate their ability to select appropriate material and to structure it into a clear, concise analysis and reasoned argument of an issue or problem in a time constrained period. The dissertation at Level 6 also provides an opportunity for the student to demonstrate their level of proficiency in problem solving and thinking skills. - Subject-specific skills are assessed through coursework (including project reports, portfolios, oral presentations and project design exercises) and the dissertation at Level 6. - Practical skills are tested directly in identification tests, slide presentations and the level of student competence in other practical skills may be gauged from the quality of data presented in the various types of coursework described above. Students should be able to demonstrate acquisition of skills through a critical appraisal of a technique in coursework and examinations. - Key skills are assessed through coursework and examinations at all Levels. Specific key skills are assessed in the following types of coursework: group presentations, poster presentations, project reports and oral presentations. Module specifications include a recommended wordage for many items of coursework but the course team have departed from the stipulation of a standard number of words for each module. Essentially, some assessments have deliberately low wordage as concision is one of the characteristics of the task being undertaken. For example, keys, posters and web pages will have a higher effort to wordage ratio. Equivalence for assignments is achieved through a measure of time/effort to complete the element of coursework. The assessment experience of individual students depends upon the modules chosen in Levels 5 and 6 and the distribution of the modules in the timetable. The variety of assessments used at Level 4 will provide students with an opportunity to experience a number of the main forms of assessment used in Levels 5 and 6 of the programme. Level 5 and 6 assessments involve a greater degree of analysis, interpretation and deduction, and demand more independent study from students. Assessments and their criteria will reflect this distinction. For example, where an assessment method is used at different levels in the programme, such as data retrieval tests, criteria at Level 4 would demand the retrieval of factual data from laboratory record books, whereas by Level 6 greater emphasis on student interpretation and understanding of the data would be required. The specific assessment requirements for each module will be communicated to students at the start of the module, usually through the module handbook. Assessment criteria will be provided for all assessments, and these form the basis of marking schemes. Non-contributory formative assessment occurs in Level 4 modules in the form of practice data retrieval and objective tests, the PDP and oral presentations in teaching sessions. In terms of contributory assessment, the course team viewsmost as both formative and summative in that each assessment should be a learning experience and feedback from it should contribute to improved performance in later assessments. Arguably the only assessments which are purely summative are the final thesis for the Dissertation module and the final exams at Level 6. Coursework submission dates will be reviewed at the Biology Programme Board prior to the beginning of each academic year to ensure assignments are spread throughout the year, thus minimising problems of assessment„ bunching at the end of modules and allowing time for feedback to students. Such an approach ensures that there is important student input, based on their experiences, in the setting process. Students will be advised of the submission dates for all assessed work through module handbooks and programme noticeboards. Students receive written feedback on all coursework in the form of constructive and developmental comments and recommendations on assignment coversheets. Group feedback may be provided in the form of written general comments or verbally as part of a debriefing session. Further tutor consultation with individuals or small groups is offered. *A data retrieval is a form of 'open-book' test of practical and/or field notebooks. Questions expect students to retrieve experimental aims, methods, data, conclusions and observations from their notebooks, and to complete data
25. FORMATIVE ASSESSMENT
interpretation and analysis, all in a limited amount of time, thereby testing the organisation, accuracy and completeness of their recording. **A portfolio is a collection of short reports, problem-based and data-response exercises, practical reports, evaluations etc. related to a variety of practical experiences which may include laboratory-based experiments, practical workshops, fieldwork.
Most assessments are open to draft submission and subsequent discussion with the appropriate staff.Throughout modules short in-session question and answer activities, as well as quizzes, will be used to judge thestudents' development of knowledge and understanding of the subject matter, and progress towards the LearningOutcomes. Formative assessment varies according to the demands of the module and its mode of assessment. For instance the factheavy modules in L4 often feature sample questions sprung on the students! Identification skill modules (eg SCI 2312 Field Botany and SCI 2317 Invert Ecology) feature abundant practice in assessed knowledge. Assessments incorporatingmanipulative skills (SCI1108) Cell Form and Function provide plenty of practice in the relevant technique as do assessments covering mathematical skills (SCI2308) Research Methods.
26. SUMMATIVE ASSESSMENT
b) LEVEL 4 Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Report
Written Examination
Report
Report
Practical
Class TestWritten Examination
Class Test
Project Work
Written ExaminationPractical
Written Assessment (incEssay)Written Examination
Portfolio
Portfolio
Portfolio
CW1
EX1
CW1
CW2
PR1
CW1EX1
CW1
CW2
EX1PR1
CW1
EX1
CW1
CW1
CW1
1200 words1.5 hours
1500 words1500 wordsN/A
1 hour1.5 hours
1.5 hours1000 words
N/A1 presentation
N/A
1.5 Hours
60
40
30
25
45
5050
70
30
5050
50
50
100
100
100
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
SCI1106
SCI1107
SCI1108
SCI1109
SCI1110
SCI1111
TLC1000
TLC1001
TLC1002
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
VARIATION, EVOLUTION AND HEREDITY
BIOLOGY IN PRACTICE
CELLULAR FORM & FUNCTION
ECOLOGY
BIODIVERSITY
HUMAN BODY SYSTEMS
LANGUAGE 1 FRENCH
LANGUAGE 1 SPANISH
LANGUAGE 1 MANDARIN
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
20
20
20
20
20
b) LEVEL 5 Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
PortfolioWritten Assessment (incEssay)Project WorkPortfolio
Project Work
Project Work
Class Test
Report
Written Examination
Written Assessment (incEssay)Report
Portfolio
Portfolio
Portfolio
Project Work
Report
Written Examination
Written Assessment (incEssay)Written Examination
Coursework
Written Examination
Report
Written Examination
CW1CW2
CW3CW4
CW1
CW2
CW3
CW1
EX1
CW1
CW2
CW1
CW2
CW1
CW2
CW1
EX1
CW1
EX1
CW1
EX1
CW1
EX1
N/AN/A
N/AN/A
1 collection1 collectionN/A
2000 words1.5 hours
2500 words1500 words
1500 words10-30 species
1500 words350 words
1500 words1.5 hours
2000 wordsN/A
15 minutes2 hours
200 words1.5 hours
3010
4020
30
30
40
50
50
60
40
50
50
80
20
50
50
50
50
40
60
40
60
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
SCI2308
SCI2312
SCI2314
SCI2316
SCI2317
SCI2319
SCI2320
SCI2324
SCI2325
SCI2326
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
RESEARCH METHODS IN BIOLOGY
FIELD BOTANY
ENVIRONMENTAL PHYSIOLOGY
HUMAN POPULATION ECOLOGY
INVERTEBRATE ECOLOGY
LABORATORY MASTERCLASS
MOLECULAR GENETICS
NUTRITION
BIOGEOGRAPHY
BIOLOGY OF DISEASE
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
20
20
20
20
20
20
Assessment Code
Assessment Code
Assessment Code
Assessment Type
Assessment Type
Assessment Type
Volume
Volume
Volume
Weighting
Weighting
Weighting
Class TestClass Test
ReportWritten Assessment (incEssay)
Written Assessment (incEssay)
Written Assessment (incEssay)Report
CW1CW2
CW1CW2
CW3
CW1
CW2
1.5 hour1 identification test
1 reportAccount for each dayN/A
1 blog
1 report
5050
1060
30
60
40
Module Code
Module Code
Module Code
SCI2327
SCI2328
SCI2900
Module Title
Module Title
Module Title
MARINE BIOLOGY
BIOLOGICAL PLACEMENT
STUDY ABROAD PLACEMENT
Credit Value
Credit Value
Credit Value
20
20
40
c) LEVEL 6 Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Weighting
Written Assessment (inc Essay)Written Examination
Written Assessment (inc Essay)Written Assessment (inc Essay)Report
Report
Written Assessment (inc Essay)Class Test
Project Work
Written Examination
Written Assessment (inc Essay)Written Examination
Written Examination
Written Assessment (inc Essay)Portfolio
Written Assessment (inc Essay)Written Examination
Written Assessment (inc Essay)Written Examination
Written ExaminationPractical
Report
Portfolio
CW1
EX1
CW1
CW2
CW3
CW4
CW1
CW2
CW1
EX1
CW1
EX1
EX1
CW1
CW2
CW1
EX1
CW1
EX1
EX1PR1
CW1
CW2
1500 words1 exam
2500
2500
approx 15 minutes10000
2000 words1.5 hrs
1 web page1 examination
2000 words
3 hrs
1500 words2000 words
1500 words2 hours
1500 words2 Hours
2000 words10-30 species
40
60
15
15
10
60
50
50
50
50
50
50
100
50
50
50
50
50
50
5050
50
50
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
Module Code
SCI3017
SCI3308
SCI3309
SCI3310
SCI3311
SCI3312
SCI3314
SCI3315
SCI3316
SCI3317
SCI3318
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
Module Title
NERVES, BRAIN AND BEHAVIOUR
DISSERTATION
BIODIVERSITY & CONSERVATION
TROPICAL ECOLOGY
ECOLOGICAL GENETICS
ENVIRONMENTAL CHANGE
CURRENT ISSUES IN BIOLOGY
BLOOD SCIENCE
PATHOLOGY
MEDICAL MICROBIOLOGY
INVERTEBRATE ECOLOGY
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
Credit Value
20
40
20
20
20
20
20
20
20
20
20
27. NON-MODULAR TEACHING AND LEARNING ACTIVITIES
Assessment Type
Assessment Type
Assessment Type
Assessment Type
Assessment Code
Assessment Code
Assessment Code
Assessment Code
Volume
Volume
Volume
Volume
Weighting
Weighting
Weighting
Weighting
Project Work
Project Work
Class Test
Written Assessment (inc Essay)Written Examination
Portfolio
Report
Written ExaminationWritten Examination
CW1
CW2
CW3
CW1
EX1
CW1
CW2
EX1EX2
1 collection1 collection1 test
1500 words2 Hours
1500 words2000 words
2 hours2 hours
30
30
40
50
50
40
60
5050
Module Code
Module Code
Module Code
Module Code
SCI3319
SCI3321
SCI3322
SCI3324
Module Title
Module Title
Module Title
Module Title
FIELD BOTANY
PHARMACOLOGY
LABORATORY MASTERCLASS
EPIDEMIOLOGY
Credit Value
Credit Value
Credit Value
Credit Value
20
20
20
20
LEVEL 4
LEVEL 5
32
14
Total Hours of Non-Modular Teaching & Learning Activities
Total Hours of Non-Modular Teaching & Learning Activities
Category
Category
Type
Type
Hours
Hours
Description
Description
Rationale
Rationale
Scheduled learning and teaching activities
Scheduled learning and teaching activities
Scheduled learning and teaching activities
Scheduled learning and teaching activities
Seminar
Seminar
Seminar
Seminar
20
12
2
12
First Week Induction. Students will meet the course team, be given an overview of the course and introduced to the policies and procedures in the Biology Department. Students will have the opportunity to meet socially with the course team and theirclass cohort during informal social activities.Department Research Seminars
Return to study. Students are given an overview of the coming academic year including an overview of what is expected and the schedule.
Department Research Seminars
Starting an undergraduate degree at university is a big change for most students', bothacademically and on a personal level. During first week the course team will be introduced at formal and informal gatherings, as well as the opportunity for students to meet their peers.
Students are strongly encouraged to attend the departmental research seminarseries throughout the academicyear given by visiting scientists.
To prepare students for entering the second year of their degree they will be expected to attend a return to study seminar which will include a question and answer session with members of the course team.
Students are strongly encouraged to attend the departmental research seminarseries throughout the academicyear given by visiting scientists.
LEVEL 6
14Total Hours of Non-Modular Teaching & Learning Activities
Category Type Hours Description RationaleScheduled learning and teaching activities
Scheduled learning and teaching activities
Seminar
Seminar
12
2
Department Research Seminars
Return to study. This seminar will provide students with an overview of the schedule for the year, particularly in relationto timely completion of their dissertation and managing workloads.
Students are strongly encouraged to attend the departmental research seminarseries throughout the academicyear given by visiting scientists.To prepare students for entering the third year of their degree they will be expected to attend a return to study seminar which will include a question and answer session with members of the course team.
28. INTENDED MARKET