Programme
Programme Specification
Specification
A
A statement
statement of
of the
the knowledge,
knowledge, understanding
understanding and
and skills
skills that
that underpin
underpin aa
taught
programme
of of
study
leading
to to
anan
award
from
the
taught
programme
study
leading
award
from
University
of of
Sheffield
The
University
Sheffield
1
Programme Title
Plant Science
2
Programme Code
APSU05 (BSc); APSU16 (MBiolSci)
3
JACS Code
C200 (BSc); C209 (MBiolSci)
4
Level of Study
Undergraduate
5a
Final Qualification
Bachelor of Science with Honours (BSc Hons) / Master of
Biological Sciences (MBiolSci)
5b
QAA FHEQ Level
Honours (BSc); Masters (MBiolSci)
6
Intermediate Qualification(s)
None
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Science
9
Department
Animal & Plant Sciences
10
Other Department(s) involved in
teaching the programme
None
11
Mode(s) of Attendance
Full-time
12
Duration of the Programme
3 years (BSc); 4 years (MBiolSci)
13
Accrediting Professional or
Statutory Body
None
14
Date of production/revision
Revised March 2016
15. Background to the programme and subject area
Plant Science is a broadly based subject that seeks to understand how plants and fungi function as organisms
and how they interact with each other, with other living organisms and with the physical environment. The
study of Plant Science provides not only an understanding of the ways in which plants and fungi behave in
natural situations, but is essential to our ability to manage plant communities. This is important for conserving
natural vegetation and for managing agricultural crops, their weeds, pests and diseases.
Two main themes covered by the Plant Science programme at Sheffield are plant physiology and plant
ecology. Plants, with their capacity to use light as a source of energy, are the primary producers of living
material in the world, upon which nearly all other organisms depend for their nutrition. Plant physiology
embraces the study of the ways in which plants harvest light energy and convert it into forms that sustain their
integrated growth, together with their acquisition of mineral nutrients from the soil. Developmental physiology
addresses the ways in which the pattern and timing of plant development is influenced by environmental
controls. Plants characteristically live in close association with other individuals of the same species
(populations) or of different species (communities). Plant ecology is the discipline that studies the principles
underlying the ways in which plants interact with each other and with their non-living environment. In addition
to plant physiology and plant ecology, the Plant Science programme also covers aspects of fungal biology
because mutualistic fungi play an important role in the mineral nutrition of many plants, most plant diseases
are caused by pathogenic fungi and a major part of nutrient cycling depends upon the activities of decomposer
fungi.
The Plant Science programme at Sheffield is designed to provide a broad-based and flexible approach to Plant
Science and graduates have developed a wide-range of subject-specific and generic skills that can be
transferred to both botanical and non-botanical employment. The Plant Science degree is taught by members
of the Department of Animal and Plant Sciences. This department is one of the largest in the UK devoted to
the study of whole organism biology. The Department has been graded excellent in both teaching and
research. It was awarded the maximum score of 24 points out of 24 for teaching quality by the Quality
Assurance Agency and the maximum research rating (Grade 5*) in the Research Assessment Exercise.
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16. Programme aims
The aims can be divided into those that are common to all programmes taught by Animal and Plant Sciences,
which are to:
1. provide teaching that is informed and invigorated by the research and scholarship of its staff, is
stimulating to and enjoyed by, students;
2. provide a supportive environment for students with effective mechanisms for referral to specialist
services when required;
3. develop in students an independence of thought, intellectual curiosity and critical approach to
evidence, theories and concepts;
4. enable students to maximise their academic potential in all aspects of their programme;
5. assess students over a range of skills and identify, support and encourage academic excellence;
6. impart to students an awareness of the importance of, commitment to and skills relevant for life-long
learning;
7. widen access to the programme to the extent permitted by the intellectual aptitudes demanded by the
programme.
and those that are specific to the Plant Science programme, which are to:
8. develop a broad understanding of whole-organism biology together with a more detailed and critical
understanding of selected areas in plant science;
9. develop in students a range of subject-specific and generic skills appropriate to employment both
within and outside of plant science;
10. prepare students for postgraduate work and a professional career in plant science.
17. Programme learning outcomes
Subject knowledge and understanding
Students will have:
K1
A broad-based core-knowledge (including: evolution, molecular biology, plant development, plant
physiology, plant ecology, fungal biology, biostatistics).
K2
In-depth knowledge of specific subject areas (including: cell biology, microorganisms, biodiversity,
world ecosystems, evolution of terrestrial ecosystems, environmental regulation in plants, soil-plant
relationships).
K3
In depth knowledge of the social, economic and global impact and utility of an understanding of plant
science (including: biotechnology, agriculture and crop protection, pollution, and conservation and
management).
K4
Engagement with essential biological concepts and facts and a critical ability to integrate knowledge
across disciplines from sub-organismal organisation, through form and function, to interactions
between individuals and within and between communities and ecosystems.
K5
A working and critical understanding of the relationship between the information base in a subject area,
the theory that arises from it and the genesis of empirical tests of the defining theory.
K6
A working knowledge of biostatistical techniques and their application.
K7
A working knowledge of biological, botanical and fungal terminology, nomenclature and classification.
K8
A knowledge of the ethical and philosophical issues related to plant sciences, biology and science.
K9
An understanding of the applicability of biological and plant science skills and knowledge to careers.
In addition, MBiolSci students will have:
K10
Advanced knowledge in specialist research-lead areas of either evolution and behaviour, environment
and biodiversity or molecular and ecological physiology.
K11
Knowledge related to entrepreneurship and the commercial utilization of plants.
K12
An awareness of their responsibilities, and have a working knowledge of how to communicate their
science to a public audience via written and oral media.
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K13
A working knowledge of advanced biostatistics.
K14
An understanding of the processes underpinning the securing of funding and the publishing of research
in plant science.
Skills and other attributes
Intellectual and practical skills
Students will be able to:
S1
Recognise and apply biological, botanical and fungal theories, concepts, principles and/or paradigms in
their/to their work.
S2
Obtain and integrate biological, botanical and fungal evidence to formulate and test hypotheses.
S3
Design investigations that address focussed questions and interpret empirical data in an objective,
critical and informative manner.
S4
Exercise independent thought and judgement.
S5
Recognise the moral and ethical issues of a particular approach and appreciate the need for ethical
standards and appropriate codes of conduct.
S6
Use first principles in biology and plant science, factual knowledge of systems and, where appropriate,
information technology to analyse and/or interpret novel problems in plant science.
S7
Critically analyse, synthesise, summarise and cite printed and electronic information.
S8
Carry out a health and safety risk assessment and devise a safe system of working.
S9
Collect, record, organise and/or analyse qualitative and quantitative field and laboratory data to address
botanical questions.
S10
Use commercial software for the analysis, design and presentation of information and/or data.
In addition, MBiolSci students will have:
S11
A working knowledge of advanced, research-specific practical techniques.
Transferable skills
Students will be able to:
T1
Find and utilise electronic and printed information effectively.
T2
Communicate effectively in writing.
T3
Communicate effectively orally.
T4
Use AV presentation aids effectively.
T5
Manage projects.
T6
Identify individual and collective goals and responsibilities and perform in a manner appropriate to
these roles.
T7
Recognise and respect the views and opinions of other team members.
T8
Reflect on individual and group performance and adjust subsequent approaches.
T9
Negotiate effectively.
T10
Self-manage and have the skills underpinning life-long learning (time-management, independent
learning, organisational skills).
T11
Make informed / justifiable decisions.
T12
Identify and work towards targets for personal, academic and career development.
T13
Develop an adaptable, flexible and effective approach to study and work.
T14
Appreciate the interdisciplinary nature of science.
In addition, MBiolSci students will have:
T15
An ability to organise and manage practical and literary projects to a high standard.
T16
An ability to communicate effectively with press-officers and articulate their findings to the public via
mass-media.
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18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
The main teaching and learning methods adopted for each learning outcome are shown below. In most cases
a combination of methods is used. In the earlier years lectures are the principal means of imparting knowledge
and understanding is gained through a combination of tutorials, example classes, laboratory classes and
formatively assessed assignments. Skills are acquired mainly through self-directed, assessed work conducted
during lecture modules, laboratory classes and group projects. In the later years, more emphasis is placed on
student centred learning exercises (SCLEs), workshops, seminars and project work (small group and
individual) as methods by which knowledge and understanding are gained and skills are acquired and
improved. Field courses, with a strong emphasis on self-directed, autonomous use of acquired skills and the
need to work efficiently in groups, develop field and transferable skills that serve our Plant Science students
well.
K1 Core knowledge
K2 Specific detailed
knowledge
K3 Impact and application
K4 Integration of
concepts/facts
K5 Theory generation and
testing
K6 Biostatistical techniques
K7 Biological terminology
K8 Ethics and philosophy
K9 Biology and careers
K10 Advanced specialist
knowledge
K11 Entrepreneurship
K12 Media and
communication
K13 Advanced biostatistics
K14 Funding and publishing
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S1 Application of core
principles
S2 Hypothesis formulation
S3 Experimental design
S4 Independent
thought/judgement
S5 Ethical and moral issues
S6 Problem solving
S7 Literature evaluation and
synthesis
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Small group project
Individual project
informationprocessing / IT
Laboratory / Field
work classes
Problem-based
learning and
SCLEs
Computer-based
(abbreviated - see Section 17
for full text)
Workshops
LEARNING OUTCOME
Tutorials
Lectures
Seminars
TEACHING AND LEARNING METHODS
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S8 Risk assessment
S9 Data generation and
analysis
S10 Software use
S11 Advanced research
methods
T1 Information retrieval
T2 Written communication
T3 Oral communication
T4 AV use
T5 Project management
T6 Goal identification
T7 Teamwork
T8 Self assessment
T9 Negotiation
T10 Self-management and life
long learning
T11 Informed decision making
T12 Personal, academic and
career development
T13 Flexible and effective
working
T14 Interdisciplinarity
T15 Professional project
management
T16 Communication via mass
media
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Opportunities to demonstrate achievement of the learning outcomes are provided through the
following assessment methods:
Students’ knowledge, understanding and skills are assessed by end-of-semester “examination” type
assessments and/or by assessment through the module (“continuous assessment”). The former tests the
student’s ability to select and synthesize information in order to construct and develop arguments in a timeconstrained environment. The later develops skills of self-motivation, organisation and self-discipline whilst
indirectly stimulating the student’s ability to harvest and collate information independently (i.e. library and IT)
whilst working to a longer-term deadline. Because a number of self-developed skills contribute to the standard
of the assessed work, the assessment inevitably encapsulates these, as well as knowledge, logical and
structured thinking and argument development. Continuous assessment provides an opportunity for students
to receive critical feedback on performance and areas of application that need attention.
1. Formal examination.
Most lecture modules at levels 1 and 2 are assessed by formal examinations. At level 3, 10 credit lecture
models are assessed either by formal examination or coursework whilst 20 credit lecture modules use a
combination of both. They are used to assess learning outcomes K1-8, S1-7 and T2. At Level 1, lecture
modules are examined by means of a multiple-choice examination paper. Level 2 lecture modules are
assessed by essay or short answer questions whereas at Level 3 they are assessed by essay or problembased questions. Formal written examinations provide effective tests of knowledge, problem solving skills and
conceptual and synthetic thinking. Most Level 2 and Level 3 examination papers offer a choice of questions
and are designed to enable students to demonstrate their knowledge of the subject matter and concepts as
well as integrate specific aspects of their knowledge and skills base. Other forms of formal examination at
Level 3 are viva voce examinations, used to assess students’ ability to discuss and analyse scientific concepts
and approaches and argue their point of view on contentious and/or problematic aspects of biology, and formal
poster presentations. There are no formal written examinations at Level 4 but there are formal oral
examinations and poster presentations.
2. Formative assessment (e.g. laboratory workbooks, tutorial homework, data interpretation).
These are used to help students monitor, reflect on, and adjust their approach to acquiring and representing
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their skills and knowledge base. These assessments typically occur throughout the module and necessarily
involve feedback. Formats include written work, oral and poster presentations, laboratory / seminar notebook
assessment and web-page design. Since many programmes involve formal examination and formative
assessment, the formative stage is often designed to focus students’ attention on their preparation for the
former. Most data collection and processing skills are assessed via this form of assessment. Formative
assessments consider content, clarity of exposition, logical structure, language and style. Selected modules at
all levels have an element of formative assessment accounting for pre-determined proportions of the module
grade. This approach to teaching and assessment is most strongly developed in our tutorial system, practical
classes, field courses and Level 4 modules and addresses learning outcomes K1-14, S1-7, S9-11, and T1T16.
3. Reports and essays
Some Level 3 lecture modules are assessed with essays or reports, rather than formal examinations that are
produced by the student during the module. Although subjected to deadlines these forms of assessment
encourages students to manage their work-loads, learning schedules and time more productively. Reports are
also used to assess Level 2 field course exercises. This form of assessment addresses learning outcomes:
K1-9, S1-7, T1, T2, T5, T6, T10-14.
4. Project and dissertation assessment
Level 3 and Level 4 projects and dissertations are assessed on the basis of written reports in the style of a
formal scientific paper or review, which at Level 4 are submitted in camera-ready format. The assessment of
projects and dissertations addresses learning outcomes: K1-14, S1-11. T1, T2, T5-T16.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
External
Academic standards Biosciences, Subject Benchmark Statement, Quality Assurance Agency for Higher
Education (2002) http://www.qaa.ac.uk/crntwork/benchmark/phase2/biosciences_textonly.htm
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, Quality
Assurance Agency for Higher Education (2001) http://www.qaa.ac.uk/crntwork/nqf/ewni2001/contents.htm
Internal
University of Sheffield Mission Statement (2003)
University of Sheffield Learning and Teaching Strategy (2002)
Departmental Teaching and Learning aims (2003)
Departmental Research Interests
In assessing the learning outcomes, the level of performance, e.g. the extent of knowledge and depth of
understanding, will be compliant with guidance given in the above references.
20. Programme structure and regulations
The programme is modular and offered as full-time study only. Students register for modules to a total value of
120 credits in each year of study.
At Level 1, students must take seven knowledge-based 10-credit modules in biology. They must also take a
skills-based 30-credit module covering practical work, IT, communications skills and career development. The
remaining 20 credits may be used to study additional aspects of biology or other subject areas, including
modern languages.
At Level 2, students must take 50 credits of core skills-based modules covering practical, data analysis &
computing, communication, career development and interpretative skills, and 30 credits of core knowledgebased modules covering plant physiology and ecology. At least a further 20 credits must be chosen from a
range of knowledge-based plant science modules and a field course. The remaining 20 credits may be used
to study additional aspects of plant science, or other subject areas and may include a second field course.
At Level 3 there are two core 20-credit modules, a small-group research project and a choice between an
individual library-based dissertation or a project-based module that provides a foundation for teaching (the
undergraduate ambassador scheme). The remaining 80 credits are chosen from a range of 10 and 20-credit
knowledge-based plant science modules.
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Level 4 students take five core modules; a 70-credit individual research project, a 20-credit library-based
research dissertation, a 10 credit-research and study skills module, a 10 credit module based upon analysis
and intellectual dissection of departmental research seminars and a 10 credit module in advanced statistical
methods.
The MBiolSci degree classification is derived from components weighted 1:2:2 from the end-of-year marks
from Level 2, 3 and 4 respectively. The BSc degree classification is derived from a 1:2 split of the end-of-year
marks from Level 2 and 3 respectively. A candidate must achieve an overall weighted mean grade of 55 or
above at Level 2 and 60 or above across Level 2 and Level 3 in order to proceed to Level 4 as a candidate for
the Degree of MBiolSci in Plant Science (APSU16). A candidate who fails to satisfy these requirements may
be awarded the Degree of BSc in plant Science (APSU05).
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Level 1
Students will be introduced to a broad range of biological and plant science theory,
phenomenology, foundation practical skills and data collection methods that build on and
consolidate skills and knowledge acquired at A-Level. Tutorial work will develop information
processing and data interpretation skills and will build a solid base for conceptual thinking, logical
argument, professional judgement, the development of communication skills, teamwork and skills
for life-long learning. By the end of this year students will have an appreciation of the complexity
and diversity of biological processes.
Level 2
Students will develop a wider knowledge and deeper understanding of generic areas of biology as
well as subject areas that build on Level 1 experience. Core work includes practical skills that
emphasise objective design and execution of practical investigation. This is integrated with the
development of a core statistical skill-base that informs design and enables analysis. The
development of team work and interpersonal skills, time-management, conceptual thinking, logical
argument and communication will be the objective of core tutorials. Optional modules available at
this level permit students to broaden and deepen their interests in more specialised areas of plant
science and include a field course. Modules at this level employ a range of teaching and
assessment techniques that are designed to foster and test the analytical and critical faculties of
students and encourage autonomy in learning. Options outside plant science include modern
languages and enable students to broaden their learning experience.
Level 3
Teaching and learning at this level exploits the increasing sophistication our students are
developing in their knowledge base and critical/analytical skills. The core modules are a research
project and a literature review, both of which rely on, and further develop good transferable skills
and a solid understanding of empirical plant science/ information gathering and synthesis. They
also have a wide range of optional modules in selected, research-led areas of plant science. These
modules develop knowledge, understanding and a critical approach to evidence, theories and
concepts and utilise a range of teaching and assessment methods appropriate to their learning
aims.
Level 4
Level 4 exploits and develops the self-confidence, knowledge base and capacity for autonomous
study students have acquired during the preceding 3 years. During this year they acquire advanced
subject-specific and generic transferable skills appropriate to employment within and outside of
plant science. The core modules at Level 4 teach entrepreneurship, communicating science to the
public, advanced biostatistics, and the processes underpinning successful fund-raising and
publishing in plant science. They also conduct laboratory and library research that requires the
application of technical and conceptual knowledge and understanding gained in the earlier years.
Students will work in active research groups and are expected to learn from, and contribute to,
those groups, displaying appropriate levels of creativity, originality and judgement.
22. Criteria for admission to the programme
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
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23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University.
In addition to programme specific information, further information about studying at The University of Sheffield
can be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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