Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Biology
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Programme Code
APSU13 (BSc); APSU14 (MBiolSci)
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JACS Code
C100 (BSc); C109 (MBiolSci)
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Level of Study
Undergraduate
5a
Final Qualification
Batchelor of Science with Honours (BSc Hons)
Master of Biological Sciences (MBiolSci)
5b
QAA FHEQ Level
Honours
6
Intermediate Qualification(s)
None
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Science
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Department
Animal & Plant Sciences
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Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Full-time
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Duration of the Programme
3 years (BSc); 4 years (MBiolSci)
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Accrediting Professional or
Statutory Body
None
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Date of production/revision
Revised March 2016
15. Background to the programme and subject area
Biology, the “science of life”, is concerned with understanding the diversity of life at its many different levels of
organisation. The study of biology has led to an understanding of the natural world and our impact on it, and has
been central to many advances in modern medicine. Biology is becoming increasingly relevant to modern society as
it seeks to address the important issues of the 21st century, including global climate change, pollution, wildlife
conservation, genetically modified organisms, cloning and disease outbreaks. Because Biology is such a large
subject, it is usually divided into modules based on either the type of organisms studied (animal, plant or
microorganism) or the level of organisation studied (biochemical, cellular, genetic, physiological or ecological).
The Biology programme at Sheffield is centred around whole-organism biology and covers the key aspects of the
structure, function, evolution, behaviour and ecology of plants, animals and microorganisms. It is designed to
provide a broadly based and flexible approach to biology, enabling students to select subject areas at all major
taxonomic and organisational levels. Consequently, students can organise their programme to maintain a broad
overview, or they can focus on areas of specialisation towards the end of their degree. Members of the Department
of Animal and Plant Sciences teach the Biology programme. 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 rating (Grade 5*) in the Research Assessment Exercise.
Graduates in biology are qualified for a wide variety of careers. Opportunities in biology will depend on the range of
biology studied, but in all cases students will have developed a wide-range of subject specific and generic skills that
can be transferred to both biological and non-biological employment.
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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 Biology 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 biology;
9. develop in students a range of subject-specific and generic skills appropriate to employment both within and
outside of biology;
10. prepare students for postgraduate work and a professional career in biology.
17. Programme learning outcomes
Subject knowledge and understanding
Students will have:
K1
A broad-based core-knowledge (including: evolution, physiology, population genetics, molecular and cell
biology, biostatistics);
K2
In-depth knowledge of specific subject areas (including:, biodiversity, behaviour, population and community
ecology, organismal interactions, evolutionary biology, molecular ecology);
K3
In depth knowledge of the social, economic and global impact and utility of biological understanding
(including: biotechnology, agriculture and crop protection, pollution and ecotoxicology, 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 terminology, nomenclature and classification;
K8
A knowledge of the ethical and philosophical issues related to biology and science;
K9
An understanding of the applicability of biological skills and knowledge to careers;
In addition, MBiolSci students will have:
K10
Advanced knowledge in specialist research-led areas of either evolution and behaviour, environment and
biodiversity or molecular and ecological physiology;
K11
Knowledge related to entrepreneurship and the commercial utilization of biological systems;
K12
An awareness of their responsibilities towards, and have a working knowledge of how to communicate their
science to, a public audience via written and oral media;
K13
A working knowledge of advanced biostatistics;
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K14
An understanding of the processes underpinning the securing of funding and the publishing of biological
research.
Skills and other attributes
Intellectual and practical skills
Students will be able to:
S1
Recognise and apply biological theories, concepts, principles and/or paradigms to their work;
S2
Obtain and integrate biological 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, factual knowledge of systems and, where appropriate, information technology
to analyse and/or interpret novel problems in biology;
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
biological 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.
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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 Biology students well.
Small group project
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Biostatistical techniques
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K7
Biological terminology
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K8
Ethics and philosophy
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K9
Biology and careers
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K10 Advanced specialist
knowledge
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Tutorials
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K2 Specific detailed
knowledge
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K3
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K4 Integration of
concepts/facts
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K5 Theory generation and
testing
K6
Impact and application
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K11 Entrepreneurship
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K12 Media and
communication
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K13 Advanced biostatistics
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K14 Funding and publishing
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S2
Hypothesis formulation
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S3
Experimental design
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S6
Problem solving
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Ethical and moral issues
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S5
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S1 Application of core
principles
S4 Independent
thought/judgement
Laboratory / Field
work classes
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Core knowledge
K1
Computer-based
informationprocessing / IT
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Workshops
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Seminars
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LEARNING OUTCOME
(abbreviated - see Section 17
for full text)
Lectures
Individual project
Problem-based
learning and SCLEs
TEACHING AND LEARNING METHODS
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S7
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Literature evaluation and
synthesis
Risk assessment
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S9 Data generation and
analysis
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S10 Software use
S11 Advanced research
methods
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T1
Information retrieval
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T2
Written communication
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T3
Oral communication
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T4
AV use
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T5
Project management
T6
Goal identification
T7
Teamwork
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Self assessment
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T9
Negotiation
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T10 Self-management and life
long learning
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T11 Informed decision
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T12 Personal, academic and
career development
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T13 Flexible and effective
working
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T14 Interdisciplinarity
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T15 Professional project
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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 time-constrained 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 problem-based 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
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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 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. Field courses are also
designed to focus student priorities and develop student skills in a manner that prepares them for their project work
and project assessment. To this end detailed formal feedback is given on the field course assessments. 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 T1-T16.
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. 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)
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, Quality Assurance
Agency for Higher Education (2001)
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 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.
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At Level 2, students must take 50 credits of core skills-based modules covering practical, data analysis & computing,
communication, career development and interpretative skills. A further 50 credits of knowledge-based biology
modules must also be chosen including both animal and plant orientated topics. The remaining 20 credits may be
used to study additional aspects of biology, including optional field courses, or other subject areas.
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). Students may choose to attend a residential 10-credit field course either in the UK or abroad.
The remaining credits are chosen from a wide range of 10 and 20-credit knowledge-based biology modules, at least
20 credits of which must include animal-orientated topics and 20 plant-orientated.
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 at Level 2 and of 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
Biology (APSU14). A candidate who fails to satisfy these requirements may be awarded the Degree of BSc in
Biology (APSU13).
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
Level 2
Level 3
Level 4
Students will be introduced to a broad range of biological 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.
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 empirical biological 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 biology. 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 biology include
modern languages and enable students to broaden their learning experience.
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 biology/ information gathering and synthesis. They also have a wide range of
optional modules in selected, research-led areas of biology and field courses. 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.
The fourth year 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 biology.
The core modules in year four teach entrepreneurship, communicating science to the public, advanced
biostatistics, and the processes underpinning successful fund-raising and publishing in biology.
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.
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22. Criteria for admission to the programme
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
The Department of Animal and Plant Sciences has been extensively refurbished from a recent £10 million
investment programme. Teaching facilities include refurbished modern teaching laboratories, lecture theatres and
excellent IT systems. The Department is within walking distance of a vibrant 24-hour city centre an also within easy
reach of the Peak District National Park, an area of outstanding natural beauty.
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 www.shef.ac.uk/ssid.
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