University of Chester

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

Bachelor of Science (Single Honours)

Biology

Biology

University of Chester

University of Chester

Chester, Parkgate Road Campus

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years

7 Years

Annual - September

C100

C100

No

17a. Faculty

17b. Department

Medicine, Dentistry and Life Sciences Biological Sciences

Biosciences

None

Department of Biological Sciences

Wednesday 3rd December 2014

  • To provide a coherent and challenging learning experience for students who have an interest in biological sciences
  • To promote the academic, vocational and personal development of students
  • To encourage a critically and theoretically informed  and reflective approach to academic study
  • To foster an appreciation of the role and value of research and of a scientific approach to study
  • To increase self awareness and insight into both professional and ethical issues relevant to the discipline of Biological Sciences
  • To facilitate access to higher education and lifelong learning by flexibility in admissions procedures, and learning   and teaching styles.


Subject knowledge

Students should be able to:

FHEQ Level 4

  • Understand and demonstrate knowledge of the fundamental concepts, principles and theories from the life sciences that underpin Biology; genetics, evolutionary theory, physiological and biochemical systems, ecological population biology, phylogenetics and taxonomy (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).

 

  • Appreciate the importance of contemporary issues in Biology, such as ethical research, current threats to biodiversity and human biology ( BI4111, BI4119, BI4141, BI4155).

 

  • Demonstrate an understanding of the need to keep up to date with all subject knowledge (BI4111, BI4141, BI4155).


FHEQ Level 5

  • Understand and demonstrate knowledge of the fundamental concepts, principles and theories from the life sciences that underpin Biology; genetics, evolutionary theory, physiological and biochemical systems, ecological population biology, phylogenetics and taxonomy (BI5111, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, BI5135, XN5112).

 

  • Appreciate the importance of contemporary issues in Biology, such as ethical research, current threats to biodiversity and human biology (BI5110, BI5111, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, XN5112).

 

  • Demonstrate an understanding of the need to keep up to date with all subject knowledge (BI5113/WB5101/WB5004, BI5121, BI5135).

 

FHEQ Level 6

  • Understand and demonstrate knowledge of the fundamental concepts, principles and theories from the life sciences that underpin Biology; genetics, evolutionary theory, physiological and biochemical systems, ecological population biology, phylogenetics and taxonomy (BI6110, BI6114, BI6117, BI6124, BI6125 BI6129, BI6134, BI6171, BI6172, BI6132, BI6192, BI6195, BI6170).

 

  • Appreciate the importance of contemporary issues in Biology, such as ethical research, current threats to biodiversity and human biology (BI6110, BI6114, BI6117, BI6124, BI6125, BI6129, BI6134, BI6171, BI6172, BI6132,  BI6195).

 

  • Demonstrate an understanding of the need to keep up to date with all subject knowledge (BI6110, BI6114, BI6117, BI6124, BI6129, BI6134, BI6171, BI6172, BI6192, BI6195, BI6170).

Subject specific thinking and cognitive skills

Students should be able to:

FHEQ Level 4

  • Demonstrate the ability to carry out research exploring Biology, either from an animal or human based perspective, including the design of robust and ethically acceptable experiments, the collection of reliable data, the formulation and testing of hypotheses (including the application of inferential statistical tests and procedures), the derivation of conclusions, and the reflection on the reliability and significance of findings (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).
  • Demonstrate the ability to locate, evaluate, synthesise and critically evaluate information and ideas from the published literature in Biology and communicate findings in a variety of formats (BI4111, BI4119, BI4141, BI4155).

 

FHEQ Level 5

  • Demonstrate the ability to carry out research exploring Biology, either from an animal or human based perspective, including the design of robust and ethically acceptable experiments, the collection of reliable data, the formulation and testing of hypotheses (including the application of inferential statistical tests and procedures), the derivation of conclusions, and the reflection on the reliability and significance of findings (BI5110, BI5111, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, BI5135, XN5112).
  • Demonstrate the ability to locate, evaluate, synthesise and critically evaluate information and ideas from the published literature in Biology and communicate findings in a variety of formats (BI5110, BI5111,  BI5114, BI5115,  BI5118, BI5119, BI5121, BI5135, XN5112).
  • Apply theoretical and practical knowledge of Biological concepts to unfamiliar problems and show strategies for evaluating and solving these problems (BI5110, BI5113/WB5101/WB5004, BI5135,).

 

FHEQ Level 6

  • Demonstrate the ability to carry out research exploring Biology, either from an animal or human based perspective, including the design of robust and ethically acceptable experiments, the collection of reliable data, the formulation and testing of hypotheses (including the application of inferential statistical tests and procedures), the derivation of conclusions, and the reflection on the reliability and significance of findings (BI6110)
  • Demonstrate the ability to locate, evaluate, synthesise and critically evaluate information and ideas from the published literature in Biology and communicate findings in a variety of formats (BI6110, BI6114, BI6117, BI6124, BI6125 BI6129, BI6134, BI6171, BI6172, BI6132, BI6192, BI6195, BI6170).
  • Apply theoretical and practical knowledge of Biological concepts to unfamiliar problems and show strategies for evaluating and solving these problems (BI6110, BI6117, BI6124, BI6171, BI6172, BI6192, BI6195, BI6170).

 

Practical and Professional Skills

Students should be able to:

FHEQ Level 4

  • be able to plan and execute experimental investigations in a laboratory or field setting and use a range of appropriate techniques (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).
  • demonstrate knowledge of the importance of health and safety in experimental work and safe working practice (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).
  • understand how the findings from practical work can be placed in context within biosciences (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).

FHEQ Level 5

  • be able to plan and execute experimental investigations in a laboratory or field setting and use a range of appropriate techniques (BI5110, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, XN5112).
  • demonstrate knowledge of the importance of health and safety in experimental work and safe working practice (BI5110, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, XN5112).
  • understand how the findings from practical work can be placed in context within biosciences (BI5110, BI5111, BI5113/WB5101/WB5004, BI5114, BI5115, BI5121, BI5135, XN5112).

FHEQ Level 6

  • be able to plan and execute experimental investigations in a laboratory or field setting and use a range of appropriate techniques (BI6110, BI6171).
  • demonstrate knowledge of the importance of health and safety in experimental work and safe working practice (BI6110, BI6171).
  • understand how the findings from practical work can be placed in context within biosciences (BI6110, BI6114, BI6117, BI6124, BI6129, BI6134, BI6171, BI6172, BI6192, BI6195, BI6170).

Communication skills

Students should be able to:

FHEQ Level 4

  • Numeracy: a proficiency in the presentation, interpretation and statistical analysis of data relevant to animal behaviour and other biosciences (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).
  • Communication and ICT. The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions. The use of IT to obtain, display and interrogate information (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).
  • Interpersonal and Teamwork skills. The ability to work with others as a team member; an appreciation of the value of group work and the ability to recognise and respect divergent opinion. This also includes self-management and professional skills such as effective time management and planning (BI4110, BI4111, BI4112, BI4113, BI4114, BI4119, BI4141, BI4155).

FHEQ Level 5

  • Numeracy: a proficiency in the presentation, interpretation and statistical analysis of data relevant to animal behaviour and other biosciences (BI5110, BI5114, BI5115,  BI5118, BI5121, BI5135, XN5112).
  • Communication and ICT. The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions. The use of IT to obtain, display and interrogate information (BI5110, BI5111, BI5113/WB5101/WB5004, BI5114, BI5115,  BI5118, BI5119, BI5121, BI5135, XN5112).
  • Interpersonal and Teamwork skills. The ability to work with others as a team member; an appreciation of the value of group work and the ability to recognise and respect divergent opinion.This also includes self-management and professional skills such as effective time management and planning (BI5110, BI5113/WB5101/WB5004, BI5114, BI5115, BI5119, BI5121, BI5135, XN5112).

FHEQ Level 6

  • Numeracy: a proficiency in the presentation, interpretation and statistical analysis of data relevant to animal behaviour and other biosciences (BI6110, BI6117, BI6125, BI6171).
  • Communication and ICT. The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions. The use of IT to obtain, display and interrogate information (BI6110, BI6114, BI6117, BI6124, BI6129, BI6134, BI6171, BI6172, BI6132, BI6192, BI6195, BI6170).
  • Interpersonal and Teamwork skills. The ability to work with others as a team member; an appreciation of the value of group work and the ability to recognise and respect divergent opinion.This also includes self-management and professional skills such as effective time management and planning (BI6124, BI6134, BI6171, BI6172, BI6192, BI6195, BI6170).

Full-time students study 120 credits per year for the three years.  Part-time students study the same quantity of credit in total but the maximum time for completion is seven years.

Students study a number of compulsory core modules, covering essential skills and concepts in biology, chemistry, cell biology and research skills.  At various stages in the programme, students may choose from a range of optional modules but we typically advise them to follow one of three routes: a Human Sciences route, an Animal Behavioural route or an Environmental/Conservation route. These reflect the large variation in Biological Sciences and the research interests of the staff.  These routes are most apparent at Level 6:-

  • Human Sciences route modules include: Essential Physiology, Biology of Disease, Medical Microbiology and Infection Control, Clinical Medicine & Immunology, Forensic Toxicology, Blood Sciences. 
  • Animal Behavioural route modules include: Comparative Anatomy and Physiology of Animals, Animal Behaviour and Conservation, Animal Cognition, Physiology and Behaviour.
  • Environmental route module include: Global Biodiversity:Concepts & Threats, Population Biology and Conservation, Managing Marine Environmental Impacts, Applied Conservation Genetics

Credit is awarded for the achievement of the learning outcomes of the modules.  Modules are closely linked to the research expertise of the staff concerned with delivering them. There is a commitment to the development of transferable skills within the curriculum and personal profiling as an aid to personal development. The learning outcomes at each level are carefully graded to ensure progression and in keeping with national frameworks. Employability and subject key skills are incorporated across the programme and also delivered in a progressive fashion in keeping with national expectations of graduate capabilities. The QAA (2015) benchmark statements for Biosciences have been used to guide the content of the modules and mapping has been done to ensure adequate coverage of threshold statements.

Students undertaking this programme will be expected to undertake a research module, BI6110 Dissertation (40 credits).

Advice on this choice will be provided to students by the Department at Level 5.

Level 4 Module Choices

Students must select ONE of either BI4110 Essential Physiology or BI4155 Comparative Anatomy and Physiology of Animals

 

Mod-Code Level Title Credit Single
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
BI4119 4 Ecology 20 Comp
BI4141 4 Global Biodiversity: Concepts & Threats 20 Optional
BI4155 4 Comparative Anatomy and Physiology of Animals 20 Optional
BI5110 5 Research Methods 20 Comp
BI5111 5 Biology of Disease 20 Optional
BI5113 5 Experiential Learning 20 Optional
BI5114 5 Applied Molecular Biology 20 Optional
BI5115 5 Applied Microbiology 20 Optional
BI5118 5 Behavioural Ecology 20 Optional
BI5119 5 Adaptations to the Environment 20 Optional
BI5121 5 Field Ecology 20 Optional
BI5135 5 Population biology and Conservation 20 Optional
WB5004 5 Learning in the Wider World 20 Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
XN5112 5 Human Metabolism 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
BI6114 6 Medical Microbiology and Infection Control 20 Optional
BI6117 6 Forensic Toxicology 20 Optional
BI6124 6 Clinical Medicine and Immunology 20 Optional
BI6125 6 Blood Sciences 20 Optional
BI6129 6 Animal Behaviour and Conservation 20 Optional
BI6132 6 Physiology and Behaviour 20 Optional
BI6134 6 Animal Cognition 20 Optional
BI6170 6 Animal Parasitism: Medical, Veterinary and Ecological Aspects 20 Optional
BI6171 6 Applied Conservation Genetics 20 Optional
BI6172 6 Managing Marine Environmental Impacts 20 Optional
BI6192 6 Behavioural & Evolutionary Ecology 20 Optional
BI6195 6 Stem Cell Biology 20 Optional

Students graduate with BSc Honours on completion of Level 6 having obtained 360 credits (120 per year).
Students may obtain an exit award of Dip HE on completion of Level 5 having obtained 240 credits (120 per year).
Students may obtain an exit award of Cert HE on completion of Level 4 having obtained 120 credits.

None

None

Entry Requirements:

 

Typical Entry

112 UCAS points

GCE A Level

112 UCAS points from GCE A Levels or equivalent. Typical offer - BCC/BBC The Department requires one of the following subjects as essential for entry: GCE A Level: Biology, Human Biology, Chemistry, Applied Science

BTEC

BTEC Extended Diploma (Applied Science or Animal Management): DMM BTEC Diploma (Applied Science or Animal Management): D*D*

Irish/Scottish Highers

BBBB including Biology

International Baccalaureate

26 points including 5 in HL Biology

Access

Access to HE (Science) Diploma, to include 45 credits at level 3, 30 of which must be at Merit

OCR

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 8 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.

 

The subject benchmark statements for bioscience (QAA 2015) 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 biosciences graduate. The Biosciences Benchmark Statements (BBS) have been used in conjunction with the relevant programme specifications and the University’s internal programme documentation. The subject benchmark statements have also been instrumental in designing the programme outcomes.

Students can take options within the programme which means that they will be achieving standards in those benchmark areas appropriate to their chosen route Human Sciences, Animal Behavioural or Conservation Biology route. Due to the broad nature and diverse pathways possible for this programme, the subject specific statements that have been consulted are the generic standards, both threshold and typical. 

On graduating with an honours degree in biosciences, students should be able to:

BBS1: plan, execute and present an independent piece of work, in which qualities such as time management, problem solving and independence are evident, as well as interpretation and critical awareness of the quality of evidence

BBS2:  construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences

BBS3: demonstrate a secure and accurate understanding of the explanation of biological phenomena at a variety of levels (from molecular to ecological systems) and explain the relationship of evolutionary theory to their area of study

BBS4: apply relevant advanced numerical skills to biological data 

BBS5: communicate science to peers and non-scientists

BBS6: demonstrate well developed strategies for updating, maintaining and enhancing their knowledge of the biosciences, including cross-disciplinary awareness

BBS7:  access bioscience databases and use appropriate selection criteria to mine, manipulate and interpret data.

 

Learning outcomes mapped against benchmark statements

The following learning outcomes are specific to the programme and are designed to meet the BBS listed above.

As a result of completing this programme, students should have achieved the following outcomes:

Subject knowledge

SK1 Understand and demonstrate knowledge of the fundamental concepts, principles and theories from the life sciences that underpin Biology;  genetics, evolutionary theory, physiological and biochemical systems, ecological population biology, phylogenetics and taxonomy.

SK2 Appreciate the importance of contemporary issues in Biology, such as ethical research, current threats to biodiversity and human biology.

SK3 Demonstrate an understanding of the need to keep up to date with all subject knowledge.

 

Subject specific thinking and cognitive skills

SPTCS1 Demonstrate the ability to carry out research exploring Biology, either from an animal or human based perspective, including the design of robust and ethically acceptable experiments, the collection of reliable data, the formulation and testing of hypotheses (including the application of inferential statistical tests and procedures), the derivation of conclusions, and the reflection on the reliability and significance of findings.

SPTCS2 Demonstrate the ability to locate, evaluate, synthesise and critically evaluate information and ideas from the published literature in Biology and communicate findings in a variety of formats.

SPTCS3 Apply theoretical and practical knowledge of Biological concepts to unfamilar problems and show strategies for evaluating and solving these problems.

 

Practical skills

PS1: be able to plan and execute experimenal investigations in a laboratory or field setting and use a range of appropriate techniques

PS2: demonstrate knowledge of the importance of health and safety in experimental work and safe working practice 

PS3: understand how the findings from practical work can be placed in context within biosciences

 

Communication skills

CS 1: Numeracy: a proficiency in the presentation, interpretation and statistical analysis of data relevant to animal behaviour

CS 2: Communication and ICT. The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions. The use of IT to obtain, display and interrogate information

CS 3: Interpersonal and Teamwork skills. The ability to work with others as a team member; an appreciation of the value of group work and the ability to recognise and respect divergent opinion. This also includes self-management and professional skills such as effective time management and planning.

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.

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. 

Lectures: 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: These 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. 

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 (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 a virtual learning environment (Moodle) available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library, e-mail and all modular support materials. Online journals and social media are also used to enhance learning.

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.  

Group work
The QAA subject benchmark (2015) document lists teamwork as one of the six categories of graduate transferable skills that needs to be demonstrated in higher education.  Throughout the programme, teamwork 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. 

Induction
Prior to the start of the programme, all students have an Induction Programme which introduces them to the University and the Department. There are group sessions on, for example, learning to learn, plagiarism, preparing for assignments and using Moodle. The Learning Support Service is also introduced.



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, 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 module. 

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 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 aim of the Department is to teach and facilitate learning in biology, from introductory to postgraduate level, as an academic discipline and as a basis for applied vocational training. In support of this, the Department encourages the development of links with professional 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; sexual orientation; racial group, creed, 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 Services 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 and the blue sticker scheme also enhance 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 sympathy and all students are made aware of the Department structures to discuss issues should a concern arise.   

 

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