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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

School of Applied Sciences

Department

Department of Biological and Geographical Sciences

Subject Benchmark Statement

UG Biosciences (2019)

Date of Programme Specification Approval

2023-12-14

Version Number

2023.04

Educational Aims of the Course

To develop creativity and innovation. To provide a structured, progressive and thematic training in areas of biomedicine which will provide students with a knowledge and understanding appropriate for subject-specific graduate employment. To prepare graduates for careers with a wide variety of employers such as pharmaceutical and biotechnological industries, government agencies … For more content click the Read More button below. To develop key transferable skills to prepare students for more general graduate employment. To develop the intellectual and practical skills necessary for progression to postgraduate research and training. To encourage academic curiosity which will prepare students for lifelong learning by challenging the students’ attitudes and approaches to learning in order to enable them to fulfil their potential. To offer a range of core and some optional modules which allow students to specialise in particular areas of biomedicine. To offer all students the opportunity to conduct a substantial research project. To contribute to the University’s commitment to widening access by recruiting students of different ethnic origins and with a wide variety of educational backgrounds and to accommodate a spectrum of abilities and prior knowledge. To operate within a caring and supportive environment in which students can develop confidence in their own abilities. Major employment areas targeted by this course include: bioscience, biotechnology and healthcare industries. healthcare and diagnostic products. diagnostic laboratories. education: university, college and school teaching. government departments. government and charity-funded research laboratories and institutes. patent offices. regulatory matters in healthcare, including clinical trials. research laboratories in universities. pharma research.

Course Accredited by

Royal Society of Biology

Course Offering(s)

Sandwich Year Out

Sandwich Year Out - September

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
analyse, synthesise and summarise information critically from a variety of sources
2.
consider issues from a number of perspectives and values and arrive at a considered critical judgement stating assumptions and limitations
3.
construct grammatically correct documents in an appropriate academic style and format, using and referencing relevant ideas and evidence
4.
understand the importance of academic and research integrity
5.
receive and respond to a variety of sources of information: textual, numerical, verbal, graphical
6.
understand and manipulate numerical data
7.
solve problems by a variety of methods
8.
determine the validity and rigour of statistical outcomes
9.
communicate about their subject appropriately to a variety of audiences, including the general public, using a range of formats and approaches and employing appropriate scientific language
10.
cite and reference work in an appropriate manner, ensuring academic integrity and the avoidance of plagiarism whether intentional or not
11.
use the internet and other electronic sources critically as a means of communication and a source of information.
12.
identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those being developed through practical, laboratory and/or field studies
13.
recognise and respect the views and opinions of other team members
14.
use negotiating skills
15.
evaluate their own performance as an individual and a team member
16.
evaluate the performance of others
17.
develop an appreciation of the interdisciplinary nature of science and of the validity of different points of view
18.
develop the skills necessary for independent lifelong learning (for example working independently, time management, organisational, enterprise and knowledge transfer skills)
19.
identify and work towards targets for personal, academic, professional and career development
20.
develop an adaptable, flexible and effective approach to study and work
21.
build on knowledge and understanding of the role and impact of intellectual property (IP) within a research environment
22.
an interdisciplinary and multidisciplinary approach in advancing knowledge and understanding of the processes and mechanisms of life, from molecular to cellular, and from organism to ecosystem
23.
engagement with the essential facts, major concepts, principles and theories associated with the chosen subject area, including knowledge of the processes and mechanisms that have shaped the natural world in terms, for example, of the spread of time from the geological to the present and of complexity from the environmental to the sub-cellular, including consideration of interactions between living systems and human activities
24.
competence in the core experimental and/or survey skills appropriate to the subject under study
25.
understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and assessment to enable understanding of the subject area as a coherent whole
26.
familiarity with the terminology, nomenclature and classification systems, as appropriate
27.
practical and theoretical methods of acquiring, interpreting and analysing biological information with a critical understanding of the appropriate contexts for their use through the study of texts, original papers, reports and data sets
28.
awareness of the contribution of their subject to the development of knowledge about the diversity of life and its evolution
29.
knowledge of a range of communication techniques and methodologies relevant to the particular subject, including data analysis and the use of statistics (where this is appropriate)
30.
engagement with some of the current developments in the biosciences and their applications, and the philosophical and ethical issues involved
31.
awareness of the contribution of biosciences to policy and other debates and controversies
32.
understanding of how biosciences knowledge forms the basis for informed concern about the quality and sustainability of life
33.
awareness of the boundaries and limitations of their learning
34.
awareness of intellectual property (IP) and how scientific advances may be secured and progressed by the application of Intellectual Property Rights (IPRs)
35.
an appreciation of how their skills and learning contribute to the many careers to which graduates will be progressing
36.
an appreciation of the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment
37.
the ability to read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application
38.
the capacity to give a clear and accurate account of a subject, marshal arguments in a sophisticated way and engage in debate and dialogue both with specialists and non-specialists, using appropriate scientific language
39.
critical and analytical skills including a recognition that statements should be tested and that evidence is subject to assessment and critical evaluation
40.
the ability to employ a variety of methods of study in investigating, recording and analysing material
41.
the ability to think independently, set tasks and solve problems
42.
recognise and apply subject-specific theories, paradigms, concepts or principles (for example the relationship between genes and proteins, or the nature of essential nutrients in microbes, cells, plants and animals)
43.
analyse, synthesise and summarise information critically, including published research or reports
44.
obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses
45.
apply subject knowledge and understanding to address familiar and unfamiliar problems
46.
recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct.
47.
demonstrate competence and progressive development in the basic and core experimental skills appropriate to the programme of study
48.
design, plan, conduct and report on investigations, which may involve primary or secondary data (for example from a survey database)
49.
obtain, record, collate and analyse data using appropriate techniques in the field and/or laboratory, working individually or in a group, as is most appropriate for the subject under study
50.
undertake field and/or laboratory investigations of living systems in a responsible, safe and ethical manner
51.
know and explain the structure and function of various types of cells in unicellular and multicellular organisms, the structure and function of cell membranes, cell differentiation
52.
express relevant biological reactions in chemical terms
53.
explain the chemistry and structure of the major biological macromolecules and how that determines their biological properties
54.
explain how the principles of genetics underlie much of the basis of molecular biology
55.
explain the principles of gene expression and how it is controlled
56.
explain a range of appropriate and relevant experimental techniques and how they are used; and be able to perform some of them
57.
describe cell metabolism, including the main anabolic and catabolic pathways
58.
describe protein structures and functions and their control mechanisms
59.
advanced knowledge and skills to carry out independent research projects

Course Structure

Foundation Level

Intermediate Level

Sandwich Year Out

Honours Level

Interim Award

Bachelor of Science

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

The course ensures that the intended learning outcomes can be achieved by: providing a coherent education with a high degree of currency in the chosen specialism. delivering a curriculum informed by research and scholarly activity. delivering a curriculum informed by feedback from employers. providing a curriculum delivered by staff who … For more content click the Read More button below. including modules on specialist topics relevant to the field. having a flexible structure, which caters for a diversity of abilities. providing experience of carrying out a wide range of laboratory procedures using modern equipment. incorporating modules with a variety of types of teaching, learning and assessment. providing modules that encourage students to think and work independently, culminating in a research project in the final year. providing assessments that encourage students to work in teams. ensuring the availability of support and guidance throughout the students’ education by allocating a personal tutor to each of them. providing students with comprehensive feedback on their progress throughout their course. developing progressively the students’ personal skills. providing at all stages of the course a structured and supported process that enables students to reflect upon their learning, performance and achievement, and to plan their personal, educational and career development. offering the opportunity of a year’s work placement. making available expert careers guidance.  

Support for Students and their Learning

  1. Flying Start is a key part of all Biology courses. This is a short and intensive induction programme of lectures, laboratory practicals, problem solving sessions, group work and social activities with several objectives and aims: to build the student community by building social cohesion within the cohort and by meeting with all members of staff within the Department; to familiarize the students with good laboratory practice, local H&S procedures and build responsibility within the cohort; to demonstrate learning strategy and build clear expectations of rigour and self-discipline amongst the cohort particularly with respect to independent study, library use and problem solving individually and in set groups. The programme also covers key elements of biodiversity and the concept of evolution by natural selection through a tutorial and problem solving session involving small group work, library research and then feedback from the groups on a specific problem in biodiversity and evolution.
  2. Students will be supported through academic mentoring.
  3. Module Tutors are available to help with module-specific academic problems.
  4. Supporting documentation is provided online in the form of Course Handbooks, Module Handbooks, and Programme and Module specifications.
  5. Brightspace virtual learning environment.
  6. Specialised computing laboratories and science laboratories.
  7. Student e-mail and access to teaching staff including the Head of Department and the Course Leader.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for International Students can be found on: http://www.hud.ac.uk/international

 

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

 

The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link:  Accreditation of Prior Learning - University of Huddersfield

 

The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards which can be found on the University website as follows: Minimum entry requirements - University of Huddersfield

 

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

 

Further information is available at their website at:

Disability support - University of Huddersfield  

 

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the University website at http://www.hud.ac.uk/courses/ and by contacting the admissions tutor.   

 

Entry requirements for this course are normally one of the following:

  • BBC at A Level including a grade B in a relevant Science subject. The endorsement for practical work is an essential part of Science A-Level study, and is a requirement for entry to our degree course.
  • DMM in BTEC Level 3 Extended Diploma in Applied Science. Alternatively, a BTEC Level 3 Extended Diploma in Health and Social Care is acceptable but must be accompanied by another Science A-Level at grade C or above.
  • 112 UCAS tariff points from International Baccalaureate qualifications which should include modules in a relevant Science subject.
  • Access to Higher Education Diploma with 45 Level 3 credits at Merit or above to include modules in relevant science subjects
  • Successful completion of the University of Huddersfield Science Extended degree course
  • Applications are also welcomed from mature candidates capable of benefiting from the course

Full details of entry requirements are given in the University prospectus and on the website.

 

Methods for evaluating and improving the quality and standards of teaching and learning

1. Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards:

  • Course and module reviews (student evaluations and staff report)
  • Annual course evaluation report prepared by the Course Leader and considered by Course Committee and School Annual Evaluation Committee
  • Peer observation of teaching
  • External Examiners' reports
  • PSRB requirements

2. Committees with responsibility for monitoring and evaluating quality and standards:

  • Student Panel
  • Course Committee
  • School of Applied Sciences Teaching and Learning Committee
  • School of Applied Sciences Annual Evaluation Committee
  • Course Assessment Board
  • Annual Evaluation Committee - All forms of feedback, including a review of progression and completion rates are included in the annual course monitoring report.  This is considered through the process of annual evaluation of courses and enables areas of weakness to be identified and clear action plans to be determined and monitored.  The School has introduced a rigorous module review process that is undertaken by Year Tutors prior to annual evaluation to ensure necessary changes to modules can be implemented immediately. In addition to the annual monitoring processes the University organises a quinquennial review at school level.

3. Mechanisms for gaining student feedback on the quality of teaching and their learning experience:

Student Feedback is an integral part of course evaluation and improvement.  Students provide feedback through a variety of means including:

  • Module and course evaluation questionnaires
  • Student representation on Course Committee
  • Student Panel.

4. Employer Feedback is sought through feedback questionnaires involving employers of our graduates and through monitoring from placement providers.

5. External Examiners provide evaluation of the standards achieved by the students. The course team is required to formally respond to comments raised by External Examiners and to report on progress made in addressing any areas on concern.

6. Staff development priorities include:

  • Staff Personal Development Review
  • Updating professional developments
  • Regular course meetings and annual review and planning for subsequent academic year.

 

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

University awards are regulated by the Regulations for Awards on the University website as follows: https://www.hud.ac.uk/policies/registry/awards-taught/ and the Regulations for Taught Students, procedures and forms can be accessed on the University website as follows:

https://www.hud.ac.uk/registry/current-students/taughtstudents/

The minimum pass mark for each module is 40%.

An overview of assessment details and procedures is provided in the Course Handbook.

To qualify for the award of Honours students must be credited with 360 credits and complete all the requirements of the course. Only the marks from the second and final year will contribute to the final classification of degree.

The marks for each module are weighted according to the credit rating.  Final year marks contribute two thirds of the overall performance.

 

External Examiners are appointed by the University Learning and Teaching Committee. The role of the External Examiner is that of moderator.  In order to do this they:

  • Approve examination papers
  • Review coursework and examination scripts
  • Interview borderline candidates for award
  • Attend the Course Assessment Board.

 

Indicators of Quality and Standards

  • Reports of validation panels
  • Periodic Review
  • Subject Review
  • Annual course review
  • External examiners’ reports
  • Qualifications and experience of staff
  • Recognition of BSc(Hons) suite of courses by RSB for accredited status