University of Chester

Programme Specification
Forensic Biology BSc (Hons) (Single Honours)
2017 - 2018

Bachelor of Science (Single Honours)

Forensic Biology

Forensic Biology (including Foundation Year)

University of Chester

University of Chester

University of Chester

Undergraduate Modular Programme


Classroom / Laboratory,

4 Years

7 Years

Annual - September




17a. Faculty

17b. Department

Medicine, Dentistry and Life Sciences Biological Sciences

OAA benchmarking standards (2012) for Forensic Science

Not Applicable


Foundation School (Level 3)

Department of Biological Sciences

Monday 18th January 2016

The programme in Forensic Biology runs as a single honours undergraduate degree. The single honours degree programme is delivered in the main by the Biological Sciences department within the University of Chester but will also involve some specialist input from external expert practitioners.

A key aspect of the programme is a wide range of highly interdisciplinary modules, which together comprise specialist modules in Forensic Biology along with modules in other key areas of Biology and Biochemistry and Molecular Biology. At each stage in the programme, the teaching of specialised topics is supported by a framework of modules in research methods, information technology and data handling. Throughout the programme, and in combination with cognitive aspects of the modular structure, key skills are embedded within all modules.

The degree comprises a coherent programme of study involving complementary subject areas, some of which already exist as part of the University of Chester portfolio. However, the programme also offers an opportunity to extend the scope of Biological Sciences at the University of Chester to include new areas which are considered to be at the forefront of modern biological studies and fundamental to many areas of research.

The highly applied format, evident in many of the modules, has been adopted in an attempt to equip students with a wide range of highly transferable skills relevant in the modern workplace and not limited to a single discipline. As such, it is envisaged that the programme will prove to be a highly attractive area of undergraduate study in addition to producing graduates well suited for employment in many areas of the biological sciences. The design and delivery of the programme therefore has a strong focus on employability skills which encompass the attributes that help graduates to secure employment , enable them to respond to the changing demands of the workplace and contribute positively to their employer’s success and their own progress are essential as outcomes in programmes of study. 

Employability skills include; self-management, team working, business and customer awareness, problem-solving, communication and literacy, application of numeracy, application of information technology. Furthermore a entrepreneurship/enterprise broadly defined as the ability to demonstrate an innovative approach, creativity, collaboration and risk-taking are attributes which can make a big difference to any business.  Thus, employability skills are considered as a core part of a student’s University experience.  To enable students to identify with this aspect all programme modules have identifiable employability learning outcomes.  These have been designed to help student’s identify and develop skills that will equip them for their working lives.  In addition all programmes at Undergraduate level have a work based learning or work-related studies component (or practice placement) which supports the practical application of employability skills in a Service or Business setting for all students on the programme.   

In Summary. The Single Honours Programme in Forensic Biology is designed:

  • To instil in students an enthusiasm and interest in Forensic Biology through a coherent programme of study.
  • To provide a challenging learning experience and thereby equip students with knowledge and skills which are current, transferable and serve as a foundation for future personal and professional development.
  • To develop in students an academic rigor in the study of forensic and related areas of the biological sciences thereby enabling them to debate critically and dispassionately.
  • To provide a highly transferable and vocational programme of study in alignment with the University of Chester mission statement.
  • To extend provision in Biological Sciences within the University through a programme based on key areas considered to be in the forefront of modern biological sciences and fundamental to many areas of biological research.
  • To produce competent graduates demonstrating the level of subject specific knowledge and scientific rigor required for employment in the area of Forensic Biology or associated Biological Sciences.

  • a firm grasp of forensic biology as a science
  • a systematic knowledge of human biology and specifically the use of DNA as a forensic investigative tool
  • specialist knowledge at this level includes an understanding of the work of forensic biologists and other specialists and the applications of forensic concepts in practice
  • an understanding of ways in which this knowledge can inform practice in the criminal justice system

At Level 4 students would be able to use this knowledge and understanding in a routine manner to evaluate and formulate a range of arguments (BI4114, BI4116 & BI4117)

At level 5 students would be able to use this knowledge and understanding to initiate and undertake critical analysis of information and to propose solutions to problems (BI5110, BI5113, BI5116 & BI5117)

At level 6 students would be able to use this knowledge and understanding to deploy accurately established techniques of


Cognitive skills

  • description and understanding of the main concepts
  • demonstration of analytical and critical skills
  • ability to reason scientifically, to synthesise information and data from various sources
  • to analyse, evaluate and interpret, and to formulate and test hypotheses

At level 4 students would be able to use the aforementioned cognitive skills in a routine manner to evaluate and formulate a range of arguments (BI4110, BI4111, BI4113, BI4114, BI4116 & BI4117) 

At level 5 students would be able to use the aforementioned cognitive skills to initiate and undertake critical analysis of information and to propose solutions to problems (BI5110, BI5116, BI5117 & WB5101)

At level 6 students would be able to use the aforementioned cognitive skills to deploy accurately established techniques of analysis and enquiry within the forensic biology discipline (BI6110, BI6108, BI6109, BI6117, BI6118 & BI6119)



  • demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats
  • deal with statistical and textual analysis of data
  • experience in project management consistent with practice in professional contexts, as well as knowledge of ethical standards in research
  • demonstrate numerical skills appropriate to the interpretation of large data sets
  • use of information technology (including use of specialist software for experimental work and for statistical analysis)
  • the ability to work effectively in a team; the ability to plan and carry out work individually, keeping to deadlines
  • the ability to reflect upon their own learning and performance and enhance their abilities in the light of that reflection.

At level 4 students will be able to use the above skills to communicate results of their studies accurately and reliably ( BI4110, BI4114, BI4116 & BI4117)

At level 5 students will be able to use the above skills to communicate different types of information and analysis in a variety of ways to both specialist and non-specialist audiences ( BI5110, BI5113, BI5116 & BI5117)

At level 6 students will be able to use established techniques of analysis and enquiry and communicate the same in a  variety of ways and be able to use these skills to manage their own learning (All modules) 


  • Understand and use proficiently the English language, both orally and in writing
  • Present knowledge in a way which is comprehensible to others and directed to their concerns
  • Word process work in an appropriate format
  • Use e-mail, VLE and the world wide web
  • Reflect on your own learning and seek to make use of feedback
  • Manage your time effectively
  • Work in groups as a participant who contributes effectively to the group's task

At level 4 students will be able to use the above skills to communicate results of their studies accurately and reliably ( BI4110, BI4114, BI4116 & BI4117)

At level 5 students will be able to use the above skills to communicate different types of information and analysis in a variety of ways to both specialist and non-specialist audiences ( BI5110, BI5113, BI5116 & BI5117)

At level 6 students will be able to use established techniques of analysis and enquiry and communicate the same in a  variety of ways and be able to use these skills to manage their own learning (All modules


The programme is designed so that academic knowledge and understanding accompany the development of work-related skills. The curriculum is modular and is built over three Levels of Study, and will be delivered predominantly via blended learning, comprising face-to-face tuition and requiring self-directed study.

Within the programme students are expected to undertake 120 credits of study each year. Modules have a value of 20 credits with the exception of the Level 5 Scene of Crime (Evaluation & Analysis) and Level 6 Dissertation modules, which have 40 credits. Modules are assessed on a 4000 word-equivalent (8000 word for double modules) basis using a variety of assessment strategies.

The development of the programme reflects level-related characteristics, as indicated in the Framework for Higher Education Qualifications. In respect of subject knowledge, emphasis at Level 4 concerns “describing” and “knowing about” fundamental principles that can be reinforced and developed when constructing rational argument and questioning skills. Level 5 encourages and promotes more research informed study, making reference to, and linking, complex elements of knowledge, and subsequently allowing students to demonstrate their own critical approach to data and evidence.

Level 6 focusses on analysis and synthesis of knowledge, data and evidence, which requires students to develop a more reflective approach to skills and concepts. Level-specific characteristics are embedded in the learning outcomes of the programme and Level 6 outcomes necessitate high order cognitive application in both generic and subject-specific areas.

Level 3

The foundation years in the Life Sciences are aligned to the Framework for Undergraduate Modular Programmes and offers foundation level study whereby modules are 20 credits and students study for 120 credits in total to progress to the next level of study.

The programme is designed to introduce students to topics within the Life Sciences undergraduate degrees offered by the University, in conjunction with an academic skills curriculum to support learning and preparation for progression to level 4. There are synergies between the foundation year and the level 4 curriculum that students progress to. This includes module topics and themes that relate to the transference of knowledge and skills to the workplace, and the relevance of differing modes of teaching, learning and assessment.

There is a 20 credit module within the foundation year, University Study Skills, which offers students skills-based learning in preparation for level 4-6 studies to support academic progression, and to provide an introduction to successful undergraduate studentship.

Level 4

The modules at Level 4 provide a comprehensive review of key concepts and skills for a range of students. Students undertake five core modules and select one optional module. This is to ensure that students develop grounded knowledge of the fundamental principles, skills and concepts necessary for the study of forensic biology. There is also an opportunity for students to take responsibility for their choice of learning and begin to develop specific pathways in forensic biology   according to the student's aspirations and academic interests.

Level 5

Level 5 requires students to study four core modules and to select one optional module. The study of modules at Level 5 involves far greater detail and depth of knowledge to reinforce existing understanding and further enhance key concepts and skills. Study at Level 5 culminates with students taking either an Experiential Learning module (ELM) or Work Based Learning (WBL) option (it is not possible to take both ELM or WBL nor two WBL modules); both of which provide an opportunity for students to apply and enhance their knowledge in an industry or work-related environment. Therefore, it is expected that the ELM or WBL will form an integral part of the programme in developing students in a professional capacity.

Level 6

Modules at Level 6 of the programme are directed towards developing academic expertise and professional skills applicable to the forensic biology/biological sectors. There are four core modules at Level 6 and students are generally encouraged to also take the Dissertation module (40 credits) module. However, as an alternative, students may choose to take one of the Non-Experimental project options as an alternative to the Dissertation (it is not possible to take more than one of these options).

The dissertation module allows students to focus on individual research interests, and will require them to use advanced knowledge and understanding, as well as practical skills, in either forensic biology or pure biology. The development of subject specialism at Level 6 will support the transition to particular areas of employment within either forensic biology or  biological sciences.

Mod-Code Level Title Credit Single
FP3002 0 University Study Skills 20 Comp
FP3003 0 Independent Project 20 Comp
FP3201 0 Chemistry 20 Comp
FP3202 0 Biology 20 Comp
FP3203 0 Health Studies 20 Comp
FP3204 0 Maths for Science 20 Comp
BI4110 4 Essential Physiology 20 Optional
BI4111 4 Genetics and Evolution 20 Comp
BI4112 4 Cell Biology and Biochemistry 20 Comp
BI4113 4 Introductory Microbiology and Immunology 20 Optional
BI4114 4 Data Handling and Project Design 20 Comp
BI4116 4 Introduction to Forensic Biology 20 Comp
BI4117 4 Forensic Identification 20 Comp
BI5110 5 Research Methods 20 Comp
BI5113 5 Experiential Learning 20 Optional
BI5115 5 Applied Microbiology 20 Comp
BI5116 5 Analytical Techniques in Forensic Biology 20 Comp
BI5117 5 Scene of Crime Evaluation and Analysis 40 Comp
WB5004 5 Learning in the Wider World 20 Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
BI6108 6 Non-experimental project with Information project 40 N/A
BI6109 6 Non-experimental project with presentation 40 N/A
BI6110 6 Dissertation 40 Optional
BI6117 6 Forensic Toxicology 20 Comp
BI6118 6 Scene of Crime (Materials and Analysis) 20 Comp
BI6119 6 Physical Anthropology 20 Comp
BI6128 6 Cellular and Molecular Pathology 20 Comp

Students graduate with BSc Honours on completion of Level6 having obtained 360 credits (120 per year).
Students may obtain an exit award of Dip HE on completion of Level5 having obtained 240 credits (120 per year).
Students may obtain an exit award of Cert HE on completion of Level4 having obtained 120 credits.
Students may obtain an exit award of Foundation Certificate on completion of Level 3 having obtained 120 credits.



All applications are considered on individual merit in relation to the aims and outcomes of the programme. The table below sets out normal minimum qualifications required. Offers made to mature applicants (over 21) may take account of work and life experience.

UCAS points:

72 UCAS points from GCE A Levels,


The Department requires one of the following subjects as essential for entry:

GCE A Level: Biology, Human Biology, Chemistry, Applied Science


BTEC Extended Diploma (Applied Science): MMP

BTEC Diploma (Applied Science): MM

Irish/Scottish Highers:

C in 4 subjects, including Biology, Chemistry or Human Biology

International Baccalaureate:

24 points including 5 in Chemistry


Access to HE (Science) course to include 15 Level 3 credits at Distinction and 15 Level 3 credits at Merit


OCR National Extended/Diploma: merit profile plus one of the GCE A level subjects listed above

Extra Information:

Please note that we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Other vocational qualifications at Level 3 will also be considered, such as NVQs.

Mature students (21 and over) that have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A-levels) will be considered on a case-by-case basis.

The Subject Benchmark Statement for bioscience was updated and published in 2012.  This encourages the view that a  well skilled graduate has considerable transferable generic and subject-specific knowledge, skills and attributes. As a consequence some of the terminology used is not directly comparable with other subject benchmark statements.

The study of forensic biology at undergraduate level is academic in nature and as such is acknowledged within the subject benchmark open to considerable variation in terms of the content of the course. The common denominator is the requirement on the student to apply their understanding of how the principles of genetics underlie much of the basis of modern molecular biology, understand the main principles of gene expression, understand a range of appropriate and relevant experimental techniques and how they are used; to be able to perform some of these techniques, have knowledge of cell metabolism, including the main anabolic and catabolic pathways, have knowledge of enzyme structure and function and of some of the most important mechanisms controlling the action of enzymes and other proteins.

This is recognised throughout our forensic biology programmes where we assess skills and knowledge.

The benchmark standards list skills and qualities that are expected to be achieved by all graduates with a bachelor’s degree in forensic science. The list is clearly comprehensive but not exhaustive or definitive, nor is it arranged in any specific order. The list of skills are not specific to any particular areas of forensic science meaning many of these will be embedded across multiple modules. Care has been taken to ensure that all of the areas identified within the subject benchmark are thoroughly addressed within our curriculum and are assessed and evidenced in the diverse nature of our assessment which encompasses both written and oral, individual and collaborative components across various modules and levels of our degree.

As well as the diversity of assessment to match the skills and qualities we are also mindful that the learning and teaching needs to be diverse, the subject benchmark states that ‘it is recommended that students experience a range of teaching methods throughout their programme and this might typically, although not exclusively, include lectures, small group seminars, online learning environments, self-directed or collaborative study, experiential learning and problem-based learning.’

The programme team has ensured that these are present throughout with all modules supported by online learning environments and all students are expected to undertake a period of experiential learning either through placements or experiential research.

Individual programmes have been given considerable freedom by the subject benchmark statement and all tutors are  mindful to try and blend high academic and employment focused aspects within our programmes to ensure students are able to demonstrate a broad range of skills and qualities.


All methods of learning and teaching are related to and relevant for the acquisition of key and subject specific knowledge and skills, to afford students the best opportunity to meet module and programme learning outcomes.  Students are made aware of how modules will be delivered, and what is expected of them, in the student handbook and in module guides.

Teaching Methods

Methods of teaching and learning are indicated clearly in each module descriptor and the list that follows describes the variety of approaches used by tutors, these feature in most modules as an effective way of imparting important content, themes and pointers for further study. However, they are supplemented by a variety of other methods of teaching and learning as described below. The majority of modules at Levels 4 and 5 include practical classes. These provide the opportunity for students to develop their data handling and analytical skills as well as their practical skills (eg. handling equipment). An important aspect of practical work is also the opportunity it offers for groups work encouraging working with others. At level 6, the amount of practical work is limited but those students who do a dissertation normally undertake a practical project involving an empirical study. Seminars are used most often in modules at Level 6 in which group sizes are relatively small and students tend to be more confident. Selected topics of the module content are chosen to provide the opportunity for more in-depth study and dissemination of ideas.  Amongst other key skills, students are able to practise oral communication skills in a relatively informal context.  When students have specific queries that have not been addressed during formal teaching sessions, they can contact module tutors directly. In practice, these discussions tend to focus on assessment issues, including feedback on formative essays, the initial drafts of assignments, and performance in examinations. A system is in operation whereby students can make appointments to consult tutors. 


Students’ learning comes from a variety of sources. On a day to day basis, they consolidate what they have taken from lectures, and prepare for practicals and seminars. Part of the assessment in the forensic modules, both formative and summative, is designed to encourage them to use the techniques and regime of applying concepts in 'real life' scenarios.   For students on this programme, the data handling and skills module introduces them to such discipline. The induction sessions and other Level 4 modules also teach the students how to access, evaluate and use electronic sources and materials. It is hoped that electronic materials will continue to be developed for the programme, allowing interactive use of them.

Discussing and debating are used as both specific and generic skills. Students experience them formatively at level 4 in the introduction to forensic biology and forensic identification modules. This affords them the opportunity to learn and develop public speaking skills and to present arguments orally in a rational and appropriate manner. This benefits them in preparation for their appearance as 'expert witnesses' in a mock trial at level 6, with further opportunities for preparation with discussions at level 5.  The students have an opportunity, as an alternative to work based learning, to elect to enhance their experiential and independent learning in the level 5 module Experiential learning.

Students are encouraged to become more independent and critical in their learning as they progress from one level to another. This is reflected in the lessening of class contact hours at level 6 and the quality and type of seminar task set.

The aims and learning outcomes of modules progress from level to level, requiring and enabling students to adopt a more independent and professional approach to their studies. The nature and content of assessment tasks will also evolve from level to level, requiring more independent research and critical appreciation of primary sources of forensic science.

Students who experience learning difficulties or who, for whatever reason, need ongoing support, are actively encouraged to contact the designated member of Student Support and Guidance.

At level 4 assessment methods include written assignments – problem-solving and essays, time constrained assessments, examinations, group presentations, assessment of seminar preparation and report.

At level 5 assessment methods may include written assignments – problem solving and essays, examinations, group presentations, report, logbook and reflective journal. 

At level 6 assessment may include written assignments – problem-solving and essays, examinations, group presentations, dissertation, report, critical analysis commentary.   

In addition, students are required to meet on a regular basis with their personal academic tutors. The role of the academic tutor in Chester is viewed as a critical aspect of the learning experience and involves not only monitoring the students academic performance and providing help and advice where neccessary but also involves an aspect of pastoral care.  PAT's are encouraged to complete an e-portfolio during their time at Chester. This allows them to record both their academic and personal development and is viewed as an invaluable source of information when students are applying for employment or staff are required to write references. 

The university has an intranet (Moodle) available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library and all modular support materials. Staff are increasingly using Moodle for making additional support materials available for students as a VLE. 

Directed reading.  As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references.  The QCA Key Skills document lists ‘working with others’ as one of the six categories of Key Skills that needs to be demonstrated in higher education.  Throughout the programme, working with others has been incorporated with progression included from one level to the next. In many modules, particularly in practical work in the laboratory or field, students are encouraged to work in groups and to share ideas. The assessment in certain modules is based on group assignments. 

The University's level related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpin the overall assessment strategy of the programme. Regular and structured formative assessment is a feature of the programme ensuring that students have regular and informed feedback on their learning.

Assessment and Linkage to Learning Outcomes and Assessment and Measurement of Key Skills

These sections are considered together as they are inextricably linked in the programme design.

It is departmental policy to use a variety of assessment processes so that our students can demonstrate their abilities in a variety of assessment modes. Generally, staff choose 50% course work and 50% examination except for those modules where this would be inapplicable such as the dissertation or scene of crime evaluation and analysis modules.

We feel that in preparing course work, which can include essays, laboratory and field exercises and presentations, students are given time and scope to present their work in a variety of modes particularly where an examination would be inappropriate. However, we are aware that examinations have an important role in summative assessment and give academic credibility (both externally and internally) to our degree programmes. 

The methods of assessment are closely linked to the learning outcomes of the modules and programme. The aims of the programme are set out in section 22 and the learning outcomes in section 23 of this Programme Specification. The learning outcomes represent the skills to be acquired across the programme.  In turn, as has been stated previously, these skills and outcomes have been informed by the Law Benchmark Standards. It should be noted that the Law Benchmark Standards do not expect all outcomes to be formally assessed as long it can be demonstrated that they have been achieved and that not all combined students are subject to the benchmarks.

This is particularly relevant to the key skills, and, for instance, but not exclusively, numeracy. It should also be borne in mind that the only core modules are at level 4, so that one student will not necessarily experience the same assessment regime as another. However, for those taking at least 180 credits of Law the variety will inevitably be such that the benchmarks are achieved.

Each module descriptor states the module specific learning outcomes that are assessed in each component of assessment. The assessments will then test the programme and learning outcomes. These will be articulated in each in-course assessment and will accompany draft examinations for external examiners’ information and scrutiny. Thus, there is conceptual linkage between the benchmarks, programme aims and outcomes, skills, module outcomes and assessment in each module and these linkages will be apparent in the actual assessment tasks.

Apart from the above, the assessments are designed to provide a broad platform for students to demonstrate that they have achieved the module and programme outcomes in as diverse a set of assessments as it is possible to prescribe in a programme of broad choice.



The programme is designed to equip graduates with the necessary knowledge and practical (transferable) skills to embark on careers within the bioscience industries, teaching, further training for specialist careers or postgraduate studies. Whilst it is expected that the majority of each cohort will initially embark on such career pathways, the embedded transferable skills throughout the programme make the graduate highly employable.Graduates from the programme should be able to

(i) adopt a systematic and rigorous approach to academic study

(ii) demonstrate extensive knowledge and a critical understanding of relevant theories and concepts

(iii) integrate and synthesise knowledge and understanding from different areas of the biological sciences

(iv) be able to use a broad range of practical skills as applied to the biological sciences

(v) apply a critically and theoretically informed perspective to relevant issues and current developments (as appropriate) in biological sciences

(vi) apply and evaluate a scientific approach to academic study;

(vii) demonstrate the competence and skills necessary to progress from tutor-centred to student-centred learning

(viii) adopt appropriate teamwork, problem-solving, communication and presentation skills and ICT and numeracy

(ix) plan and implement an appropriate research project and critically reflect on their practice.

The Mission of the Department is to teach and facilitate learning in forensic biology, from introductory to postgraduate level, as an academic discipline and as a basis for applied vocational training. We aim to produce graduates In support of this, the Department encourages the development of links with professional forensic biologists and the wider community. It also strives to foster student autonomy in learning, and to promote and support research and scholarly activity in the biological sciences.

The programmes of study in the Dept of Biological Sciences fully embrace the University’s commitment to the active promotion of equality of opportunity. The University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender, age, marital or parental status, sexual orientation, racial group (race, colour, nationality, ethnicity or national origins), creed (religious, political or personal beliefs or principles), membership or non-membership of a trade union, and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:

  • Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.

  • Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.

  • There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Inclusion Plans.

  • The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.

  • Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.

  • Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity to all students.

  • In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.

  • All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.

  • All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and empathy and all students are made aware of the Department structures to discuss issues should a concern arise.

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