PROGRAMME SPECIFICATION
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AWARD and COURSE TITLE
INTERMEDIATE AWARDS
FdSc Biochemistry
Foundation Degrees Only:
Title of associated honours degree
Name of the Teaching Institution
BSc (Hons) Biochemistry
Faculty and Department
Department of Biosciences, Faculty of Health
and Wellbeing
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
FT/PT
North Lindsey College
F163
Professional/Statutory/Regulatory
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
Biosciences (2007)
Date of Validation
16 May 2012
PROGRAMME AIMS
1.1 Provide an inspiring, fulfilling and enjoyable learning experience of Biochemistry.
1.2 Provide an opportunity to study a range of fundamental topics and develop the skills
required for the understanding of biosciences / biochemistry at molecular, organism and
community level in theory and in practice.
1.3 Promote the development of up to date and work place related practical procedures and
skills within a research orientated culture.
1.4 Provide a course of study informed by sector needs enabling progression into a range of
careers or further study.
1.5 Provide opportunities for relevant work placement opportunities and the development of
key employment related skills.
2
PROGRAMME LEARNING OUTCOMES
2.1 Knowledge and understanding. On the completion of the FdSc Biochemistry,
students will be able to:
2.1.1 Demonstrate knowledge and critical understanding of a range of fundamental facts
principles, concepts and theories underpinning advanced study of modern biosciences
/ biochemistry.
2.1.2 Demonstrate an understanding of the breadth of biosciences / biochemistry ranging
from molecular to whole organism level and applied understanding to work place
contexts.
2.1.3 Ability to describe, explain and apply key biosciences / biochemistry theories and
concepts outside the context that they were originally studied and understand their
application within relevant employment contexts.
2.1.4 Explain and critically evaluate relevant theory, methodology, procedures and lab
findings.
2.1.5 Demonstrate knowledge, development and evaluation of social and ethical aspects of
biosciences / biochemistry.
2.1.6 Identify, explain and evaluate facts and concepts relevant to understanding the
biochemistry of living systems and evaluate cellular control processes at the system
and molecular level.
2.1.7 Identify and explain aspects of protein structure and function.
2.1.8 Explain basic chemical and analytical principles.
2.2 Cognitive skills. On the completion of the FdSc Biochemistry, students will be able
to:
2.2.1 Select appropriate tools to retrieve and synthesise relevant information from a variety
of sources with an evidence based approach to evaluate and discuss ideas and draw
reasoned conclusions and sustainable judgments.
2.2.2 Review relevant research to initiate and undertake critical analysis of information and
draw relevant conclusions.
2.2.3 Make justified decisions to design laboratory based experiments to test experimental
hypotheses, using appropriate methods and techniques, interpreting scientific
information and applying it to a work place environment, drawing appropriate
conclusions.
2.2.4 Demonstrate the ability to consider and construct a reasoned argument towards the
sociological and ethical responsibilities of professionals working in biosciences /
biochemistry.
2.2.5 Use a self-directed learning style and reflect upon your learning providing
recommendations for further development.
2.2.6 Explain and critically analyse, facts, principles, concepts theories and ethics in
relation to key bioscience / biochemistry disciplines
2.2.7 Apply the facts, principles, concepts theories and ethics to the modern bioscience /
biochemistry work place and use different analysis and interpretation techniques used
in biosciences / biochemistry and work environments.
2.3 Subject/professional skills. On the completion of the FdSc Biochemistry, students
will be able to:
2.3.1 Understand and perform appropriate laboratory procedures in a safe, professional and
effective manner, including keeping records, carrying out calculations and data
analysis and with knowledge of health and safety considerations.
2.3.2 Use specified technology, techniques, processes and terminology appropriately.
2.3.3 Follow scientific protocol to practically and hypothetically test experimental
hypotheses and problems using a range of appropriate techniques and methods.
Students will also be able to interpret the scientific data and information, and apply
appropriate statistical methods to present the data and findings accurately, whilst also
being able to discuss these results and summarise their conclusions appropriately.
2.3.4 Appreciate the diverse professional roles of biochemists in employment.
2.3.5 Awareness of the contribution of biosciences / biochemistry to debate and
controversial topics
2.3.6 Demonstrate professional autonomy, responsibility and accountability (including
issues of equal opportunity), whilst identifying strategies for updating, maintaining
and enhancing professional knowledge.
2.3.7 Ability to reflect on strength, weaknesses limitations and ways in which to develop
knowledge
2.4 Key Transferable Skills and attributes. On the completion of the FdSc
Biochemistry, students will be able to:
2.4.1 Select, retrieve, evaluate and use information from a variety of electronic and paper
based resources, and use appropriate referencing skills.
2.4.2 Communicate information and support an argument by a variety written, oral and
visual means to a range of audiences including academic, specialist and nonspecialists.
2.4.3 Demonstrate problem solving skills in both biosciences / biochemistry and in the
work place.
2.4.4 Ability to plan, manage and critically evaluate their own learning and performance,
showing self-appraisal and reflection on practice and demonstrating how this has an
impact on future learning opportunities and potential employment.
2.4.5 Show the ability to work and apply time, project and team management skills to
independent and group work and show effective numeracy, IT and information
management skills as well as describing the key elements of qualitative and
quantitative investigation including statistics.
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
The learning and teaching methods appropriate to the modules within the programme are
varied, but are individually specified for each module. In general terms, the teaching
strategies employed in the programme will involve a balanced mix of the following methods:
a)
Lectures, problem solving tutorials and seminars, supported by computer based
learning and open learning materials where appropriate. The teaching of some
modules
may be supported by the use of internet web sites or the use of virtual learning
systems
such as 'Moodle'.
b)
Project and laboratory work which emphasises the application of knowledge to
practical
situations and reflection upon outcomes. Workshop activities to develop practical
Bioscience / Biochemistry skills.
c)
Problem based learning which requires students to discover what they need to learn
through being confronted with real problems.
d)
Personal and professional skills development, delivered systematically and supported
by open learning materials.
e)
Independent study which, as the course progresses, increasingly involves the student
in self or group directed learning, thereby fostering the qualities and skills necessary
for
continuing personal development.
f)
Work based learning will be integrated into relevant modules to ensure that the
students are able to apply to the work environment the knowledge gained within the
modules. Furthermore, and as part of scheduled work placements, it is intended that
these elements will allow the students to be able to apply the knowledge gained in a
commercial/industrial context.
The total study time for a 20 credit module is typically 200 hours consisting of timetabled
class contact through lectures, tutorials, seminars etc, with the remainder being delivered by
student centred, directed study.
3.2
The approach to Assessment and Feedback within the Programme
Assessment is a powerful driver of student learning and is the means by which we
demonstrate what students have learned. It is, therefore, always seen as integral to the
realisation of the planned learning outcomes and vitally connected to the pedagogic strategy.
Different types of assessment are needed to appropriately test and apply different areas of
knowledge, and in particular to enable students to demonstrate a wide range of skills.
Assessment strategies will include written descriptive and numerical assignments, short tests,
laboratory appraisals, personal projects, group work, self and peer assessment, portfolio
preparation and case studies.
The strength of the assessments within the FdSc Biochemistry is the variety involved and the
progressive challenge at each level. The assessments are designed to fit the learning outcomes
and progression is shown by the use of higher level thinking skills of evaluation, analysis and
synthesis. Throughout the programme a variety of techniques are used and provide
opportunities for students to demonstrate their progress in learning and development.
Assessment will remain fully aligned with the University’s Standard Assessment
Regulations, including arrangements governing the submission, marking and return of work,
and adopts a programme-wide approach towards the constant improvement and effectiveness
of assessment as appropriate.
Summative assessments will be conducted for each module, and typically there will be no
more than two assessments for each module. Summative assessments will include
examinations with multiple choice, short answers and longer answer essay questions and
mathematical calculations. Students will also be assessed via laboratory portfolios, laboratory
reports, case studies, personal development portfolios and group and individual presentations.
The work based and placement learning activities will be assessed through completion of the
required number of placement hours and on completion of a satisfactory report from the work
based placement supervisor. This report will be developed following a structured meeting
between a member of academic staff and the placement supervisor. In the second year of the
programme, students will be invited to attend this meeting to discuss progress and
achievements. Students will also be assessed via a supplementary reflective account.
The outline of each of the assessments and the marking criteria required will be provided in
the module handbook, available to each student to ensure clarity. Module tutors are
responsible for providing students with assignment deadlines. These will be included in the
module handbooks and noted on the VLE Moodle calendar. Furthermore, assessment
schedules will be provided in each programme handbook.
Emphasis will be placed upon providing quality feedback which enables the students to
develop their academic and practical skills further. Academic staff will ensure that all forms
of feedback are aligned with the identified learning outcomes and level descriptors,
identifying areas of strength and development. The feedback process will also be aligned
with the Academic Advocacy (AA) programme.
Feedback will be provided directly on the assessment scripts with a summary feedback
statement appearing on the assessment sheet. Practical observations, which include laboratory
techniques or presentations, will be fed back to students verbally and through use of an
observation feedback sheet. Feedback on examinations will ensure that there is sufficient
feedback for the students. Although this feedback may be provided on a group basis,
students will not simply receive a percentage grade, but instead a verbally presented
document for them to make sense of their submissions will be provided.
Whilst feedback is provided to help improve in future assessments, it also serves to motivate
students further as they can see continuous improvement and praise from the tutor.
Some learning activities will provide rapid feedback. Some tutor marked work will be
returned with feedback designed to feed forward into the next learning activity in the same or
other modules to enable students to improve and develop.
Additional feedback for students will be secured through the work placement, where students
will be able to receive feedback from the placement supervisor at set times during the
placement. In addition, assessment methods have been designed to enable students to
receive, interpret and use various forms of feedback from peers and members of the
community. Students will be encouraged to use feedback reports or findings as part of any
employment based portfolio they wish to develop.
3.3
How Student Employability is supported within the Programme
Students will be working or volunteering in a diverse range of settings therefore work-based
learning is a distinctive feature of this degree. The arrangements will be fully compliant with
Sheffield Hallam Universitys’ Employability Statement.
The work placements will provide students with the opportunity to develop professional and
technical skills within a relevant working environment. Students will have the opportunity to
apply learning to the workplace as well as develop their passion for new and extended
learning opportunities.
Placements will be intgrated within the academic year with students required to complete a
minimum number of work placement hours at each level of study. Students will be
encouraged to continue with placement opportunities if available to them and realistic with
academic pressures.
The work placement will be organised by the individual student with support and guidance
from the programme team. A list of approved work experience providers will be available to
all students at both levels. The Laboratory Practice and Academic Skills for Science module
at level 4 and Working in Biochemistry module at level 5 will aim to prepare the students for
the work placements as well as developing employability skills in line with current and
anticipated sector need.
Each student will be required to sign a placement agreement prior to undertaking any
placement. They will also complete a placement development plan throughout, to which they
will record their academic progress and reflect on their experiences, the skills they presently
hold and those acquired for employment in the work place.
The work placement will complement the teaching of the individual modules and provide the
students with the fundamental experiences of working in the biosciences environment. The
work experience placement will provide each student with the opportunity to understand and
appreciate the role of the Biochemist.
Work placement supervisors will be provided with an employer’s handbook ensuring that
they are aware of their roles and responsibilities in providing an enriching and challenging
learning experience for the student. Alignment with the QAA Code of Practice on Work
Based and Placement Learning will be applied to the structure of modules, assessment
strategies and relevant documentation. Work placement supervisors will be required to
provide written and verbal feedback at pre-set timescales for each level of study.
Students will have access to their Academic Advocate (AA) at all times throughout the work
placement to provide advice, support and guidance.
3.4
Main Type of Work-based or Work-related Learning featured in this
Programme
The modules identified below will incorporate an integrated practice placement:
Professional Laboratory Practice and Academic Skills
Working in Biochemistry
4
PROGRAMME DESIGN AND STRUCTURE
The programme structure for full time students will include two levels of 120 credits (240
credits in total) taught across two academic years (part time study will typically be studied
over three years). Modules will be made up of a combination of 20 and 40 credits and
students will be required to successfully achieve 120 credits at each level to proceed.
The course structure will include modules delivered during a single semester (20 credit
modules), and modules delivered across an academic year (40 credit modules). It is possible
to complete this programme by part-time study. For students employed in a setting relevant
to their programme, they may be able to substitute work-based learning modules for selected
aspects of the course and still meet the required programme learning outcomes.
The first year of full time study (level 4) aims to provide students with the underpinning
knowledge of biological and chemical topics. The Professional Laboratory Practice and
Academic Skills module aims to further develop both the students’ academic and
employability skills. The module structure at level 4 is common with that of the FdSc
Biosciences, making it possible for students to change routes before the start of level 5.
The second and final year of full time study (level 5) develops the students’ knowledge
across a broad range of biochemical / bioscience topics. Students will study Working in
Biochemistry and Understanding Biological and Analytical Science as core modules of this
pathway. Students will participate in a research proposal designed to strengthen their
employability skills further while also preparing them for progression to level 6 study.
FdSc Biochemistry (FHEQ Level 5)
Semester 1
(September – January
Semester 2
(February – June)
Professional Laboratory Practice and Academic Skills (40)
Cells, Molecules and Metabolism (20)
Introduction to Microbiology and Genetics (20)
Applied Human Physiology and Kinesiology (20)
Molecules for Biological Science (20)
FdSc Biochemistry (FHEQ Level 5)
Semester 1
Semester 2
(September – January)
(February – June)
Biology of Disease and Immunology (20)
Molecular and Microbiology (20)
Understanding Biological Reactions and Analytical Science (40)
Working in Biochemistry (40)
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this programme
include
The structure of programme provides students with the opportunity to progress on to the third
year (full time) of the BSc (Hons) Biochemistry and BSc (Hons) Bioscience at Sheffield
Hallam University. This articulation route is on the condition that students have passed the
FdSc Biochemistry. Similarly, having been aligned to QAA benchmark statements for
Biosciences (2007), an agreed progression onto an alternative course may be possible.
Assistance will be provided by academic staff, although ultimately it will be the individual
student’s responsibility to secure any alternative progression.
The vocational nature of the course will provide students with the necessary higher level
skills required within the sector. Students will have the opportunity to engage in relevant
work based and placement learning at both levels of the programme. In addition, the
assessment strategies have been designed to suitably prepare students for work based
environments. Likewise, those students who are already in relevant employment and who are
using the course as part of their CPD will gain the knowledge and transferable skills
necessary to progress in their careers.
Before starting level 6 at Sheffield Hallam University, students will be required to participate
in a bridging programme. This bridging programme will ensure that students are equipped
with the practical skills required for successful completion of the final level of a chosen
honours degree. As part of the bridging programme, students will be required to complete
additional work placement activities separate that will satisfy any prerequisites for the
Professional studies module at level 6.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
Specific Entry Requirements for entry to the initial stage of this programme
are
Candidates should normally hold five
 Academic Qualifications
GCSEs at grade C or above, including
(including A / AS level
grades and subjects, where English language, mathematics and
science.
applicable)
In addition, candidates should normally
satisfy ONE of the following:
 A minimum of 80 UCAS points
equivalent to two D’s at GCE/VCE A
levels or equivalents, to include 40
points from a relevant subject area
 GNVQ
 pre-2003 BTEC/SCOTVEC National
Certificate/Diploma
 Access – 60 credits with a minimum
of 12 credits at merit or distinction
from an Open College Network
accredited course which includes
Biology and/or Chemistry.
 Level of English language
capability
See GCSE English requirement above
Students for whom English is a second
language must satisfy the University
that they can communicate sufficiently
well in spoken and written English to
benefit from the course
IELTS score of 6.0 or above, or
equivalent
 Any other specific,
formally certified
qualifications
6.2
Entry Profile- detail the knowledge, skills, qualities and desirable personal
characteristics etc. required of applicants
For entry onto the course, the programme team are looking for keen, motivated individuals,
who are passionate about biosciences and wish to develop the theoretical and practical skills
required for a successful career in biosciences or similar area. Students will be required to
undertake multi-disciplinary study, including lectures, seminars and laboratories. Students
must be willing to undertake substantial independent study to meet the demands of the
course. Lastly, students will want to achieve all of the learning objectives and develop into
an independent, self-motivated, knowledgeable and reflective graduate.
6.3
Non-standard Entry Requirements, e.g. Indicate whether an interview is
mandatory for selection for this course (e.g. Health, Education courses). For
applicants without formal entry requirements indicate the range of selection
tools to be used in selection event, e.g. presentation, written exercise, group
interview, panel interview and APL procedures (see below).
Mature applicants (over 21 years) with significant, relevant and recent experience can be
admitted to the programme if the Programme Leader considers they have the ability, skills
and knowledge to succeed. An interview will be required to assess this on an individual
basis.
6.4
Use of Prior Credit – provide details of how accreditation of prior certificated
or experiential learning (APCL/APEL) may be used in the Admissions process
by listing how applicants may gain exemption from certain elements of the
programme using relevant prior certificated or prior experiential learning,
subject to standard University approval procedures (eg. an applicant may
apply for direct entry to level 5 or 6 of a degree programme provided they
have the necessary prior credit from a relevant HND or Foundation Degree)
Accreditation of Prior Certificated Learning (APCL)
Students can apply for exemption from specific modules or groups of module on the basis of
modules passed or HE qualifications obtained prior to joining this programme. Claims under
the APCL regulations will be recorded by the Faculty of Health and Wellbeing and
considered by the Programme Leader, Academic Link Tutor and other relevant colleagues.
Students must provide evidence of the successful completion of the assessment activity, its
academic level and credit rating. Outcomes of successful APCL claims will be noted by the
Faculty Quality Subcommittee and details recorded on individual student records.
Accreditation of Prior Experiential Learning (APEL)
Students can apply for exemption from specific modules or groups of modules if they can
provide evidence of learning from past experience, normally from employment
Claims under the APEL regulations will be recorded by the Faculty of Health and Wellbeing
and considered by the Programme Leader, Academic Link Tutor and other relevant
colleagues. Students must provide evidence in the form of professional records of
achievement or other acceptable evidence of prior experiential learning. Outcomes of
successful APEL claims will noted by the Faculty Quality Subcommittee and details recorded
on individual student records.