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 (2023)
Date of Programme Specification Approval
2025-04-02
Version Number
2024.02
Educational Aims of the Course
To develop creativity and innovation.
To provide graduates with a broad understanding of the scientific basis of the study of living systems and practical experience of working in a laboratory.
To produce graduates that can exercise professionalism, independent thought, and take personal responsibility for decision making in complex, unpredictable and … For more content click the Read More button below.
To produce graduates that have specialist knowledge in areas of existing and emerging importance. These may include areas such as food security, evolution and biodiversity, molecular and biochemical processes which underpin life on earth. Fundamental study in these areas will underpin 21st century advances on longevity, health and well-being and have marked influences on wealth creation and human development.
Graduates that can make a significant contribution to innovation and growth in emerging areas of the economy: graduate employment in bioscience is strong and the UK has significant leads in certain bioscience fields.
Specific employment areas targeted by these courses are:
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
In addition, graduates from these courses have key transferable skills detailed below which give them clear advantages in graduate employment across all employment sectors world-wide.
Contribute to widening access recruiting students of varied ethnic origins and a wide variety of educational backgrounds.
To develop the intellectual and practical skills necessary for progression to postgraduate research and training.
To encourage independent learning and academic curiosity in preparation for lifelong learning, particularly important where the evolution of core subject specific knowledge is undergoing revolutionary transformation within a generation.
To offer a range of core and optional modules allowing students to specialise in particular areas of bioscience.
To offer all students the opportunity to conduct a substantial research project.
To operate a caring and supportive environment in which students can develop confidence in their own abilities.
Engender an understanding and enthusiasm for biological sciences.
Equip graduates with the personal skills and the subject-specific knowledge and skills required by employers.
For the Advanced Accredited programmes – see below – the objective is to train future team leaders in molecular bioscience by giving them the opportunity to conduct a minimum 80 Credit independent-supervised research project.
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.
comply with health and safety policies, Good Laboratory Practice, risk, and Control of Substances Hazardous to Health assessments, recognise and explain the importance of quality control and quality assurance
52.
recognise and explain the need for procedures for obtaining informed consent and appreciate the underlying ethical issues, including respect for the rights of access, for example, in field work or in order to map the genes of a community, family or group of plants or animals, including humans
53.
demonstrate an understanding of the ethical and other issues relating to animal welfare.
54.
explain and justify the impact of investigations on the environment, on the organisms or subjects under investigation, and on other stakeholders.
55.
use and interpret a variety of sources of information: textual, numerical, verbal, graphical
56.
carry out sample selection; record and analyse data in the field and/or the laboratory; ensure validity, accuracy, calibration, precision, replicability and highlight uncertainty and possible bias during collection
57.
prepare, process, interpret and present data, using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programmes for presenting data visually
58.
solve problems by the most appropriate method.
59.
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
60.
express relevant biological reactions in chemical terms
61.
explain the chemistry and structure of the major biological macromolecules and how that determines their biological properties
62.
explain how the principles of genetics underlie much of the basis of molecular biology
63.
explain the principles of gene expression and how it is controlled
64.
explain a range of appropriate and relevant experimental techniques and how they are used; and be able to perform some of them
65.
describe cell metabolism, including the main anabolic and catabolic pathways
66.
describe protein structures and functions and their control mechanisms.
Course Structure
Foundation Level
Intermediate Level
Sandwich Year Out
Honours Level
Teaching, Learning and Assessment
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 engage in peer observation of teaching and participate in an annual personal … For more content click the Read More button below.
including modules, which develop the students’ understanding of living systems at a molecular and cellular level.
including modules on specialist topics.
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.
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, notably through a structured tutorial programme and personal development planning guided by their personal tutor.
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 or research placement.
including modules that develop independent learning, culminating in a research project in the final year.
making available expert careers guidance.
Support for Students and their Learning
- The personal tutor role is seen as an important one, offering students a clearly identified and accessible ‘contact person’ for pastoral and academic concerns. The personal tutor is responsible for providing students with advice and guidance concerning academic performance and progress, supporting and advising students with personal difficulties. Personal tutors report to the Year Tutor or Course Leader about any student whose progress is a cause for concern which can initiate a chain of events and processes, involving the academic skills tutors, disability and welfare support, counselling service, student services, and the Students’ Union (each where appropriate) as well as the School’s own Student Guidance and Support Officer.
- Students attend an induction week at the start of their course, during which they are given information about the rules, regulations, practices and procedures of the University. A meeting with their Personal Tutor is scheduled, when they are given a Course Guide and a timetable along with advice about relevant topics such as time management.
- Flying Start is a key programme of all courses. This is an intensive 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.
- A special feature of these courses is the inclusion of “self-study” modules, the first of which systematic and timetabled sessions with the student’s Personal Tutor to address specific key points in the students development including: PDP, CV and career planning skills (enterprise and employability), promotion of independent study requiring each student to investigate a chosen topic and produce written reports early in Year 1 as well as oral presentations to build confidence in key transferable and subject specific skills. These appear in all levels of the courses, are designed to develop the students’ capacity for independent study (in the context of their chosen subject), in addition to their communication skills, and culminate in the Research Project in the Final Year, which requires students to undertake an individual and original piece of work.
- The Personal Development Planning (PDP) process is facilitated by the Personal Tutor in the context of these self-study modules.
- Student attendance is monitored in accordance with the University regulations. Attendance at lectures is monitored electronically and students who fail to attend regularly are contacted to ensure that there are no major problems being encountered.
- The School of Applied Sciences possesses modern purpose-built suites of chemistry, biology and pharmacy laboratories. These have equipment that students are likely to meet in a typical industry, hospital or research laboratory.
This section is continued in the attachment.
Criteria for Admission
- BBC at A Level including two relevant Science subjects. The endorsement for practical work is an essential part of Science A-level study, and is a requirement for entry to our degree course. For the Advanced Accredited Courses BBB at ‘A’ Level including an ‘A’ level in chemistry and 2 other sciences subjects.
- DDM in BTEC Level 3 Extended Diploma in Applied Science. Alternatively, a BTEC Health and Social Care is acceptable but must be accompanied by another Science A Level at grade C or above.
- 120 UCAS tariff points from a combination of Level 3 qualifications including a grade B in a Chemistry A-Level, plus another relevant Science subject.
- Access to Higher Education Diploma with 45 Level 3 credits at Merit or above to include modules in relevant science subjects.
- International Baccalaureate with an overall score of 31 points 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.
- Advanced Accredited courses require ABB at ‘A’ level with the ‘A’ grade in Chemistry or Biology and the remaining 2 ‘A’ levels in relevant science subjects.
- Full details of entry requirements are given in the University Prospectus Entry requirements for all courses in the Biological Sciences Suite are covered by the regulations of the University.
Methods for evaluating and improving the quality and standards of teaching and learning
- There is a comprehensive framework for the monitoring and improvement in quality and standards.
- The School of Applied Sciences Board monitors quality and standards, with a devolved responsibility being taken by the School Teaching and Learning Committee. The Biology Suite Course Committee manages the courses. This is a sub-committee of the School Board. The Course Committee considers all feedback and evaluation.
- Student Feedback is an integral part of course evaluation and improvement. Students provide feedback through a variety of means including formal module and course evaluation questionnaires, the Student Panel and membership of the Course Committee. The final Year National Student Survey is now a key metric of student satisfaction published by the Government annually.
- Employer Feedback is sought through feedback questionnaires involving employers of our graduates and through monitoring from placement providers.
- 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.
- 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. In addition to the annual monitoring processes the University organises a quinquennial review at School level.
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.
Indicators of Quality and Standards
The report of the Review Panel for the Subject Review/Re-Validation of the of the Biological Sciences subject area, held on Monday 14 March 2016 was recently published. The review was undertaken in accordance with Section G of the University’s handbook of Quality Assurance Procedures for Taught Courses, September 2015. The panel recommended to the University Teaching and Learning Committee that the courses within the Biological Sciences subject area should be revalidated. The panel were unanimous in their decision to revalidate the course within the subject area.
The panel wished to specifically commend the teaching team on:
- The facilities available to students and staff
- The Resource Centre
- The student representatives and their work ethic
- Their extensive efforts in trying to improve the engagement with students from within the subject area