University of Chester

Programme Specification
Forensic Biology BSc (Hons) (Single Honours)
2016 - 2017

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


Learning and Teaching Institute (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.

By the end of level 3 students should be able to:

  • Demonstrate a knowledge of terms and concepts relevant to the subject-specific modules.
  • Use academic study skills at the required level for further study at the University.
  • Identify how theory can be applied to practice.
  • Be aware of how undergraduate study prepares students for a professional career.

Levels 4 - 6:

Key knowledge areas are a firm grasp of forensic biology as a science, and a systematic knowledge of the core areas as identified in section 27. In addition, on this applied programme, students should have an understanding of ways in which this knowledge can inform practice in the criminal justice system.

FHEQ Level 4; basic theories and research in the following areas;

BI4110 (Essential Physiology)

BI4111 (Genetics and Evolution) 

BI4112 (Cell Biology & (Biochemistry)

BI4113 (Introductory Microbiology and Immunology)

BI4114 (Data Handling and Project Design)

BI4116 (Introduction to Forensic Biology)

BI4117 (Forensic Identification)

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.

FHEQ Level 5; an in-depth knowledge of and application of the core principles taught in:

BI5110 (Research Methods)

BI5113 (Experiential Learning)

BI5116 (Analytical Techniques in Forensic Biology)

BI5117 (Scene of Crime Evaluation and Analysis)

Specialist knowledge at this level will focus on an area of applied forensic biology of special interest.

FHEQ Level 6; an in-depth knowledge of further core domains taught in:

BI6117 (Forensic Toxicology)

BI6118 (Scene of Crime Materials and Analysis)

BI6119 (Physical Anthropology)

BI6128 (Cellular and Molecular Pathology)

In the dissertation module (BI6110), Non-experimental Project with Information Project (BI6108) and Non-experimental Project with Presentation (BI6109) students should be capable of applying the research methods and analytical knowledge learned in previous years  (using either quantitative or qualitative methodology) to complete a large scale piece of independent research.

By the end of level 3 students should be able to:

  • Analyse, interpret and summarise information.
  • Write in an academic manner.
  • Begin to reflect on their own learning and use feedback as part of this process.
  • Demonstrate independent learning.
  • Integrate a variety of information sources to develop academically and professionally.

Levels 4 - 6:

Thinking and cognitive skills are expected to develop across the three years of study, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical skills by the end of the studies. The ability to reason scientifically, to synthesise information and data from various sources, to analyse, evaluate and interpret, and to formulate and test hypotheses will be shown.

FHEQ Level 4

  • Find, read and understand forensic/biology specific texts, including primary sources, and reference them using an appropriate referencing format (all modules)
  • Understand scientific methods including the formulation of hypotheses (BI4114)
  • Interpret basic data sets (BI4114)
  • Be able to write reports in a standard scientific format (BI4111, BI4112, BI4113, BI4116 & BI4117)
  • Analyse data using appropriate level tests of relationship, association and difference (BI4110, BI4112, BI4114, BI4116)

FHEQ Level 5

  • The ability to synthesise material across a range of sources, looking for general principles to increase the power of analysis (all modules)
  • The ability to analyse data using complex tests of relationship and difference, and text-based analysis (BI5110, BI5116, BI5117)
  • Adapt writing and/or presentation styles for specific audiences (BI5110)
  • Problem-solving (BI5110, BI5117, WB5101)
  • The ability to critique a source (BI5110)

FHEQ Level 6

  • The ability to apply a critical and analytical stance to the reading and reporting of research and other texts (all modules)
  • To problem-solve and reason scientifically (all modules)
  • To comprehend and analyse complex data sets (B6110, BI6108, BI6109)

By the end of Level 3 students should be able to:

  • Retrieve and collate information from a variety of sources.
  • Use proficient reading and writing skills in preparation for the next level of study.
  • Demonstrate ability in Life Sciences applications.
  • Present computing and numerical skill in the production of their assessed work.
  • Work with others for problem-solving activities.

Levels 4 - 6:

Students will demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats, and deal with statistical and textual analysis of data. Students will gain experience in project management consistent with practice in professional contexts, as well as knowledge of ethical standards in research.  They will 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.

FHEQ Level 4

  • Time management (BI4114)
  • Reflection skills (BI4114)
  • An awareness of ethical issues raised (BI4114)
  • IT skills (all modules)

FHEQ Level 5

  • Project management (BI5110)
  • The ability to work as a key member of a team (BI5110, BI5117)
  • Enhanced reflection skills (BI5110)
  • Sensitivity to inter-personal factors and cooperation (BI5110, BI5117)

FHEQ Level 6

  • The ability to plan, manage, conduct and report a complex individual project (BI6108, BI6109, BI6110)
  • Apply knowledge to a range of real-world problems and issues (BI6117, BI6118)
  • The ability to reflect on and document own skills-base (BI6118) 

By the end of level 3 students should be able to:

  • Communicate the ideas of others and their own ideas in an academic format.
  • Use IT applications effectively for research and presentation purposes.
  • Discuss and debate relevant topics and ideas as part of the learning process.
  • Convert researched information to a summarised form.

FHEQ Level 4

  • Describe and discuss forensic issues clearly and accurately both orally (BI4116) and in written work (all modules)
  • Be able to write for an academic audience (all modules)

FHEQ Level 5

  • Develop a coherent and evidence-based argument (all modules)
  • Adapt writing styles for specific audiences (all modules)
  • Communicate fluently with members of a team (BI5110, BI5117,WB5101)
  • Report findings orally for a lay audience (BI4116, WB5101)

FHEQ Level 6

  • Fluent and accurate written communication, based on clear and critical argument and evidence-based reasoning (all modules)
  • Fluent oral communication suitable for an academic audience (BI6118)

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 Optional
BI6109 6 Non-experimental project with presentation 40 Optional
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.



  • 180 UCAS points from GCE A Levels
  • BTEC Extended Diploma: MMP-MPP
  • BTEC Diploma: MM
  • Access Diploma – Pass overall
  • International Baccalaureate: 24 points
  • Irish / Scottish Highers - CCCC


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.

Please note: certain courses may require students to have studied a specific subject at GCE A level (or acceptable alternatives) e.g. Biology, Maths or Chemistry, or GCSE Maths at grade C.

The subject benchmark statements for forensic science (2012) and bioscience have been used as a guide in developing the programme as they define the nature of the programme and identify the skills and attributes expected to be acquired by the forensic science graduate. The statements have been used in conjunction with the relevant programme specifications and the University’s internal programme documentation.

Generic standards: transferable and core skills

Students can take options within the programme which means that they will be achieving standards in those benchmark areas appropriate to forensic biology.

Subject-specific standards (as appropriate)

BS7.5A  A good knowledge of those sciences, including mathematics and statistics (including the Bayesian approach), involved in forensic investigation

BS7.6A  A knowledge of the principle techniques and skills required for the recognition, processing, recording, preservation, recovery, scientific analysis and interpretation of evidence at and from a range of crime scenes

BS7.6B  Familiarity with the responsibilities, roles and liabilities of those involved in a crime scene investigation, and an ability to work effectively within such a team

BS7.8A  A knowledge of the theory and application of the principal laboratory methods used routinely in forensic science

BS7.8B  An ability to select and use a range of methods used in the location, identification, recovery, extraction and scientific analysis of commonly encountered physical, chemical and biological materials and marks, including trace materials such as DNA

BS7.8C  An ability to adhere to contamination avoidance procedures

BS7.10A  The ability to manage, interpret and communicate forensic evidence and experimental results in the context of casework, including expert opinion

BS7.10B  The ability to recognise and communicate levels of uncertainty in evidence or experimental data

BS7.10C  The ability to prepare and deliver impartial and comprehensible oral and written reports in a variety of legal and law enforcement situations, including those involving the public

Module Title BS7.5A BS7.6A BS7.6B BS7.8A BS7.8B BS7.8C BS7.10A BS7.10B BS7.10C
Level 4                    
BI4110 Essential Physiology                
BI4111 Genetics & Evolution          
BI4112 Cell Biology & Biochemistry        
BI4113 Introductory Microbiology & Immunology          
BI4114 Data Handling & Project Design        
BI4116 Introduction to Forensic Biology  
BI4117 Forensic Identification        
Level 5                    
BI5110 Research Methods      
BI5113 Experiential Learning      
BI5115 Applied Microbiology          
BI5116 Analytical Techniques in Forensic Biology    
BI5117 Scene of Crime - Evaluation & Analysis
WB5101 Work-Based Learning                  
Level 6                    
BI6108 Non-experimental project with Information project            
BI6109 Non-experimental project with presentation            
BI6110 Dissertation            
BI6117 Forensic Toxicology    
BI6118 Scene of Crime - Materials & Analysis
BI6119 Physical Anthropology                
BI6128 Cellular & Molecular Pathology            
  Modules mapped against relevant Benchmark Standards QAA Forensic Science 2012    

 The subject benchmark statements for bioscience appertaining to this programme are;

To understand how the chemistry and structure of the major biological macromolecules, including proteins and nucleic acids, determines their biological properties.To understand how the principles of genetics underlie much of the basis of modern molecular biology. To understand the main principles of gene expression. To understand a range of appropriate and relevant experimental techniques and how they are used; to be able to perform some of these techniques. To have knowledge of cell metabolism, including the main anabolic and catabolic pathways.

To have knowledge of enzyme structure and function and of some of the most important mechanisms controlling the action of enzymes and other proteins.

More information on how the programme will align teaching, learning and assessment with the generic and subject specific benchmarks can be obtained from the full module descriptors.

Members of the Department of Biological Sciences have many years of experience in offering distinctive programmes of study at diploma, undergraduate, postgraduate and post-experience levels. The Department has considerable experience of supporting the learning needs of mature students and of students generally with ‘non-standard entry’ qualifications. Considerable experience has been achieved with students with limited entry qualifications both in terms of academic performance and personal development. Consequently, students encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.  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. Practical classes: 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.

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 student's academic performance and providing help and advice where neccessary but also involves an aspect of pastoral care.  PATs 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.  

Work Related Studies
All students will be required to undertake work related studies at Level 5 of the programme. There will be choice offered so that students can either do Work-Based Learning for Academic Credit (organised by the Centre for Work Related Studies) or do Experiential Learning which is organised and staffed by the Department of Biological Sciences.

Intranet-based support materials

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 IBIS for making additional support materials available for students as a VLE.

Directed 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 incorporated 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. More recently, the Key Skills Handbook provides useful guidance on level-related assessment. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins 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.

 Course Work and Examinations

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.

Modules mapped against relevant assessment types;


Module Title Essay Lab     Report Field Rep. Oral Pres. Poster Pres. Other (e.g. crit. Rev., project report, bio.  diagrams) Exam or class test
Level 4                
BI4110 Essential Physiology            
BI4111 Genetics & Evolution          
BI4112 Cell Biology & Biochemistry          
BI4113 Introductory Microbiology & Immunology          
BI4114 Data Handling & Project Design          
BI4116 Introduction to Forensic Biology      
BI4117 Forensic Identification        
Level 5                
BI5110 Research Methods        
BI5113 Experiential Learning            
BI5115 Applied Microbiology          
BI5116 Analytical Techniques in Forensic Biology          
BI5117 Scene of Crime - Evaluation & Analysis      
WB5101 Work-Based Learning            
Level 6                
BI6108 Non-experimental project with Information project          
BI6109 Non-experimental project with presentation          
BI6110 Dissertation            
BI6117 Forensic Toxicology        
BI6118 Scene of Crime - Materials & Analysis        
BI6119 Physical Anthropology          
BI6128 Cellular & Molecular Pathology            

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.

Back - to previous page  Print - launches the print options panel