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 with a Year Abroad
2
Programme Code
APSU25 (BSc): APS29 (MBiolSci)
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JACS Code
C101 (BSc); C101 (MBiolSci)
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Level of Study
Undergraduate
5a
Final Qualification
Bachelor of Science with Honours (BSc)
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 and 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
December 2004 – revised June 2007 – revised April 2010 –
revised March 2016
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 three-year Biology with a Year Abroad degree programme is designed for those students who seek to
enhance their experience of Biology by spending a year of study at a major university in North America,
Australia or New Zealand. Not only does this degree enable students to participate in the exciting ongoing
developments in biology by equipping them with modern biological skills and knowledge but it also provides
students with the opportunity to gain first-hand experience of non-UK ecosystems and their associated fauna
and flora (e.g. coral reefs, temperate rain forests, tundra, desert). In addition to the academic benefits,
students will benefit from the cultural experience of spending a year abroad.
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 microorganisms, plants and animals, and extends from molecular biology to the structure and functioning
ecosystems. In the Times Good University Guides 2002-2010 for organismal biosciences and biology, APS
has a mean rank position of 3rd in the UK. APS is also ranked 3rd in the UK for research (RAE 2008),
consistent with our philosophy of Research-Led Teaching. The department was awarded 24/24 in the QAA
teaching quality assessment exercise and received 20+ commendations in the recent Periodic Review of
teaching quality.
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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 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 Year Abroad programme, which are to:
7. develop a broad understanding of biology together with a more detailed and critical understanding of
selected areas in biology;
8. develop an understanding and appreciation of the study of biology in different countries;
9. develop in students a range of subject-specific and generic skills appropriate to employment both within
and outside of the field of biology;
10. prepare students for postgraduate work and a professional career in the field of biology.
17. Programme learning outcomes
Knowledge and understanding: Students will have
K1
A broad-based core-knowledge (including: molecular biology, cell biology, evolution, ecology,
physiology, genetics, biostatistics).
K2
In-depth knowledge of specific subject areas (including: social insects, behavioural ecology, molecular
ecology, conservation, palaeobiology, parasitism, ecology, plant physiology).
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 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.
K10
An understanding and appreciation of the study of biology in different countries.
In addition, MBiolSci students will have:
K11
Advanced knowledge in specialist research-led areas of either evolution and behaviour, environment
and biodiversity or molecular and ecological physiology.
K12
Knowledge related to entrepreneurship and the commercial utilization of biological systems.
K13
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.
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K14
A working knowledge of advanced biostatistics.
K15
An understanding of the processes underpinning the securing of funding and the publishing of
biological research
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.
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 in English.
T3
Communicate effectively orally in English.
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 students well.
Individual project
Small group project
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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
S8 Risk assessment
S9 Data generation and
analysis
S10 Software use
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Laboratory / Field
work classes
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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 Biology and international
study
K11 Advanced specialist
knowledge
K12 Entrepreneurship
K13 Media and communication
K14 Advanced biostatistics
K15 Funding and publishing
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Computer-based
informationprocessing / IT
Problem-based
learning and SCLEs
Workshops
Tutorials
Seminars
LEARNING OUTCOME
(abbreviated - see Section 17
for full text)
Lectures
TEACHING AND LEARNING METHODS
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S11 Advanced research
methods
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
Information retrieval
Written communication
Oral communication
AV use
Project management
Goal identification
Teamwork
Self assessment
Negotiation
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
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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 latter 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 is spent in a university in the
USA, Canada, Australia or New Zealand and assessments methods follow the norm of the selected institution.
Level 3 lecture modules 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 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
assessments of web sites.
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 and laboratory / seminar
notebook assessment. 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
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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 Level 4 modules and addresses learning outcomes K1-15, S1-7, S9-11, and T1T15.
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: K1-15, S1-7, T1, T2, T5, T6, T10-15.
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. The assessment of projects and dissertations addresses learning outcomes:
K1-9, S1-10. T1, T2, T5-T14.
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 (2007)
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, Quality
Assurance Agency for Higher Education (2008)
Internal
Shaping Our Learning Teaching & Assessment Future
University of Sheffield Learning and Teaching Strategy
Departmental Learning, Teaching and Assessment Strategy 2007 (updated 2010)
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 spend Level 2 at a university in Australia, Canada, or the USA.
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 IT, communications skills and career development. The remaining 20
credits may be used to study additional aspects of biology or another subject.
Level 2 students follow an approved biology programme in Australia (University of Wollongong), Canada
(University of Alberta) or the USA (University of California).
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 must also take a 10-credit module in data analysis and
statistics and 40 credits of knowledge-based modules in biology. The remaining 30 credits may be used to
study additional aspects of biology, including optional field courses.
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 weighting of the end-ofyear marks from Levels 2 and 3 respectively. A candidate must achieve an overall weighted mean grade of at
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least 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 with a Year Abroad (APSUXXX). A candidate who fails to satisfy these
requirements may be awarded the Degree of BSc in Biology with a Year Abroad (APSU25).
Please refer to the Programme Regulations, General University Regulations and the On-line Directory of
Modules for detailed information about the structure of programmes, regulations concerning assessment and
progression and descriptions of individual modules.
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 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
This year is spent following a specified biology programme at a university in Australia, New
Zealand, Canada or the USA.
Level 3
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. There is also a
core module in biostatistics. In addition, students have a range of optional modules in selected,
research-led areas of biology, including a field course. 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
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 fundraising 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.
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 and 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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