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
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Programme Title
Biology with a Modern Language
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Programme Code
APSU24
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JACS Code
C100
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Level of Study
Undergraduate
5a
Final Qualification
Bachelor of Science with Honours (BSc Hons)
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 and Plant Sciences
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Other Department(s) involved in
teaching the programme
Modern Languages Teaching Centre
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Mode(s) of Attendance
Full-time
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Duration of the Programme
4 years
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Accrediting Professional or
Statutory Body
None
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Date of production/revision
Revised March2016
15. Background to the programme and subject area
Life sciences are at the forefront of science and technology in the 21st century. The unprecedented recent increases
in knowledge of organisms, their functioning, genetics, behaviour, and interactions with each other are transforming
our understanding of life and opening a wide array of new employment opportunities for life sciences graduates. As
the importance of biology has increased in society, the demand for skilled biologists has expanded not only in
industry, research and education but also in a broad range of professions including bioethics, journalism, law,
patenting, accountancy, environmental protection, management, technical and medical professions.
The four-year Biology with a Modern Language degree programme is designed for those students who seek to
enhance their experience of Biology by spending a year of study at a major European University. This degree
enables students to participate in the exciting ongoing developments in biology by equipping them with modern
biological skills and knowledge along with the experience of studying biology in another European country. It also
provides students with the opportunity to become proficient in French, German, Spanish or Italian and to gain firsthand knowledge of the relevant culture.
The Department of Animal and Plant Sciences teaches this degree with language training being provided by the
Modern Languages Teaching Centre (MLTC). The Department of Animal and Plant Sciences at The University of
Sheffield is one of the leading international centres of excellence for teaching and research in biology. Our expertise
in biology encompasses micro-organisms, plants and animals, and extends from molecular biology to the structure
and functioning ecosystems. The MLTC is part of the School of Modern Languages and Linguistics, which is at the
forefront of Modern Languages teaching, learning and development.
The University of Sheffield has achieved, together with only the University of Cambridge, the highest possible ratings
for both teaching (24/24) and research quality (5*) across its whole-organism, biomedical and molecular biosciences
departments in the latest national assessments. The Department of Animal and Plant Sciences was ranked 3 rd in the
U.K. after Cambridge and Oxford for degree programmes in whole organism biology in the Times Good University
Guide 2003, and joint 4th in the guide for 2004 entry. The Modern Languages Teaching Centre is one of the most
successful language learning modules in the country and has an excellent track record of innovation in both
methodology and staff development for which it is recognized both nationally and internationally.
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16. Programme aims
The aims can be divided into those that are common to all programmes provided 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 with a Modern Language programme, which are to:
8.
develop a broad understanding of biology together with a more detailed and critical understanding of selected
areas in biology;
9.
develop language skills to the level necessary to study biology in the chosen language;
10. develop in students a range of subject-specific and generic skills appropriate to employment both within and
outside of the field of biology;
11. prepare students for postgraduate work and a professional career in the field of biology in Europe.
17. Programme learning outcomes
Knowledge and understanding: Students will have
K1
A broad-based core-knowledge (including: behaviour, evolution, biodiversity, ecology, physiology, genetics,
biostatistics).
K2
In-depth knowledge of specific subject areas (including: biodiversity, evolutionary biology, social insects,
behavioural ecology, sexual selection, population genetics, molecular ecology).
K3
In depth knowledge of the social, economic and global impact and utility of biological understanding
(including: 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.
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 zoological 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.
K10
A working knowledge of the language and culture of France, Spain, Italy or Germany, and where appropriate,
the culture of other countries where these languages are spoken.
Skills and other attributes: 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.
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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.
S11
Proficient in French, Spanish, Italian or German in professional, general and social contexts.
Transferable skills: Students will be able to:
T1
Find and utilise electronic and printed information effectively.
T2
Communicate effectively in writing in English and another modern language.
T3
Communicate effectively orally in English and another modern language.
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.
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 students
well.
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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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Tutorials
Core knowledge
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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
K1
Impact and application
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K10 Language and culture
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informationprocessing / IT
Laboratory / Field
work classes
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Workshops
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(abbreviated - see Section 17
for full text)
Seminars
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LEARNING OUTCOME
Lectures
Individual project
Problem-based
learning and SCLEs
Computer-based
TEACHING AND LEARNING METHODS
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S1 Application of core
principles
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S2
Hypothesis formulation
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S3
Experimental design
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S4 Independent
thought/judgement
S5
Ethical and moral issues
S6
Problem solving
S7
S8
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Literature evaluation and
synthesis
Risk assessment
S9 Data generation and
analysis
S10 Software use
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S11 Language skills
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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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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. The year between L2 and L3 is spent
in a European university and assessments methods follow the norm of that selected institution. 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.
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 and field courses and addresses
learning outcomes K1-10, S1-7, S9-11, and T1-T14.
3. Reports and essays
Some Level 3 biology 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 projects and dissertations are assessed on the basis of written reports in the style of a formal scientific paper
or review, which in the year spent in the European University are written in either French, German, Spanish or
Italian. The assessment of projects and dissertations addresses learning outcomes: K1-14, S1-11. T1, T2, T5-T14.
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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)
Academic Standards Languages and Related Studies, 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)
APS Departmental Teaching and Learning aims (2003)
Departmental aims of the Modern Languages Teaching Centre (2003)
APS 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 and may specialise in French, Spanish, German or Italian.
At Level 1, students must take five knowledge-based 10-credit modules in biology. They must also take a skillsbased 30-credit module covering practical work, IT, communications skills and career development. Students are
also required to take 20 credits in Modern Language. The remaining 20 credits may be used to study additional
aspects of biology or a modern language.
At Level 2, students must take 40 credits of core skills-based modules covering practical, data analysis & computing,
language, communication, career development and interpretative skills. A further 50 credits of knowledge-based
biology modules must also be chosen. Students are also required to take 20 credits in a Modern Language. and a
10-credit placement preparation module or project.
The year between L2 and L3 is spent studying biology at a university in France, Germany, Spain or Italy. Courses
taken overseas account for 100 credits, the remaining 20 credits are allocated to project work.
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 10-credit field course either in the UK or abroad. Students
must also take 50 (60 if a field course is not chosen) credits of knowledge-based modules in biology and 20 credits
of language modules.
The BSc degree classification is derived from a 1:1:2 weighting of the end-of-year marks from Level 2, year spent in
Europe and L3 respectively.
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 theory, phenomenology, foundation practical
skills and data collection methods that build on and consolidate skills and knowledge acquired at ALevel. 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 as well as of their chosen
modern language.
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Level 2
Year
between
L2 and
L3
Level 3
Students will develop a wider knowledge and deeper understanding of a modern language and 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. These practical skills are
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. Core language modules develop
language skills and prepare students for their study year abroad. Optional modules available at this level
permit students to broaden and deepen their interests in more specialised areas of biology and include
UK and overseas field courses. 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.
This year is spent following a specified biology programme at a university in France, Spain, Italy or
Germany.
Teaching and learning at this level exploits the increasing sophistication our students are developing in
their knowledge base and critical/analytical skills. Core modules include 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. In addition, students have a
range of optional modules in selected, research-led areas of biology and a modern language. 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.
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.sheffield.ac.uk/ssid.
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