PROGRAMME SPECIFICATION
for a Programme Leading to an Award ofBSc (Hons) Applied Zoology
The University of Northampton
1 Awarding Institution / The University of Northampton2 Teaching Institution / Moulton College/The University of Northampton
3 Programme Accreditation
4 Final Award / Bachelor in Science Degree with Honours (BSc (Hons)
5 Title of Programme/Route/Pathway / BSc (Hons) Applied Zoology
6 UCAS Code / C300
7 Benchmarking Group (QAA or other) where appropriate / This programme has been written in line with the QAA benchmarking for Biosciences See (academic infrastructure)
8 Educational aims of Programme
The programme aims to;
- Provide an underpinning knowledge of Zoology that will support further learning.
- Integrate theoretical and practical knowledge and apply this to the work context.
- Equip students with the skills and knowledge to enable them to develop a range of careers in the Zoology field.
- Develop transferable skills that can be applied to changing professional needs.
- Develop interpersonal and problem solving skills together with the ability to undertake academic activity both independently and in groups.
- Develop the capacity for academic study and research leading to the ability to evaluate, analyse and synthesise information and use such knowledge to inform judgements.
- Provide a relevant and responsive programme which meets the needs of industry whilst possessing the academic depth and rigour required of an honours degree programme.
- Provide experience of research methodology and support the development of research skills of relevance to the Zoology sector.
- To develop the independent learning ability required for continuing professional development.
9 Learning outcomes of a programme and teaching, learning and assessment strategies
A Knowledge and understanding
A1 To develop students’ scientific knowledge of the structure, diversity and reproduction of the organisms studied.
A2 To introduce the mechanisms for the life processes and appreciate how the physiology of an organism fits it for its environment.
A3 To practically apply the theoretical concepts of the basic genetic principles relating to, and evolution of, the organisms studied.
A4 To develop students’ knowledge and understanding of biological phenomena and be able to explain how evolutionary theory is relevant to their area of study.
A5 To demonstrate knowledge of a range of communication techniques and methodologies relevantto the particular discipline, including data analysis and the use of statistics.
A6 To develop students’ appreciation of the cell biology including processes such as metabolism.
A7 Develop some understanding of ethical issues and the impact on society of advances in the biosciences.
A8 To faciliate an understanding of how organisms are classified and identified.
A9 To develop an appreciation of the interactions of organisms with each other and the environment. / Teaching/learning methods
Acquisition of knowledge is achieved mainly through lectures and directed student-centred learning. Student-centred learning is used where appropriate resource material is available and its role in student learning generally increases as the course progresses.
Modes: lectures, seminars, practicals, workshops, group work, work based learning and independent study/research.
Assessment
Assessment methods are specified in each module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome.
Assessments are by a combination of time-constrained assessments (TCAs), coursework, practical assessments and examinations. TCAs are used in preference to exams to help promote student confidence and develop appropriate exam techniques. The nature of the coursework varies from module to module although there is an emphasis on developing presentation skills including report-writing, case studies, oral presentations and posters. At Level 6 there is the research dissertation.
Assessment schedules for the academic year are published on Moodle and distributed students during Induction. The schedule produced in conjunction with the course manger and internal moderation team ensures that assessments are planned appropriately minimising ‘pinch points’ in the year.
B Subject specific/practical skills
B1 Analyse the complexity and diversity of life processes through the study of organisms.
B2 Develop the ability to read and use appropriate literature with a full and critical understanding, along with an understanding of its interpretation and application.
B3 Demonstrate the capacity to give a clear and accurate account of a subject, marshal arguments and engage in debate and dialogue both using appropriate scientific language.
B4 Develop a recognition that statements should be tested and that evidence is subject to assessment and critical evaluation.
B5 Demostrate the ability to employ a variety of methods of study in investigating, recording and analysing material.
B6 Demonstrate the ability to think independently, set tasks and solve problems. / Teaching/Learning methods
Subject practical skills are developed in a coordinated and progressive manner throughout the three levels of the programme. In the lower levels attention is focused on the acquisition of basic skills and safe working practices through prescribed exercises, while at higher levels more advanced techniques are introduced.
Laboratory, practical and classroom-based work at all levels.
Assessment
A variety of assessment methods are used to assess practical skills and knowledge and understanding. Assessment methods include practical assessments, written reports oral/poster presentations, and a research project in order to assess the ability to meet agreed courses of action, accuracy, industry, initiative and professional conduct.
C Key skills
C1 Organise, apply and communicate information to others appropriately.
C2 Collect, select, record and handle numerical information for specific purposes.
C3 Integrate information from a variety of sources.
C4 Select appropriate methods including diagrams, charts and graphs to illustrate findings.
C5 Maintain co-operative working relationships, promoting group motivation to the contributions/reactions of others.
C6 Use initiative to engage in activities to improve performance.
C7 Analyse raw numerical data and use results as evidence to support key conclusions.
C8 Integrate information from a variety of sources. / Teaching/learning methods
A variety of teaching and learning activities will be used across the programme that will include; Lectures, Seminars, Workshops, Practicals, Groupwork, Independent study, Work-based Learning.
Assessment
A broad range of assessment methods will be used to address varying learning styles, the assement methods will include; Reports, Time Constrained Assessments, Case Studies, Presentations, Literature Reviews, Projects and Examinations.
10 Key skills strategy
Key skills development is integrated throughout the modules of the course. Students will have a number of opportunities to develop these skills through class activities, practical work, case studies, assessments, tutorials, work placement and group activities. The development of employment skills related to the world of work is important within the programme and a number of opportunities for the development and assessment of such skills are included. Key skills are assessed through the completion of module assignments.
Key skills are developed under the following headings, namely managing the learning process, groupwork, communication skills, information skills, problem solving, use of IT and application of number. Whilst many of these skills are built into modules, the important area of managing learning is developed principally through the tutorial programme. Students compile evidence during each year of the course and reflect on performance, personal development and targets through discussion with their personal tutor. Students produce a reflective personal statement each year that draws on evidence generated from assignments, module work and self-evaluations. These reflections are used to develop personal targets and action plans. All this evidence is then compiled into the personal development portfolio that forms the basis of tutorial discussions.
The tutorial process is also used to embed key skills and to encourage students to reflect on their performance and further develop their abilities.
11 Assessment strategy
A wide range of assessment vehicles and styles are deployed with the BSc Applied Zoology programme. The formal assessments for each module are chosen to appropriately respond to subject content and learning outcomes. The assessment strategy is devised in a modular format, each module is assessed during its delivery. Each module has an assessment strategy outlined within the module specification.
A variety of assessment types are used. These include:
Reports – written assessments requiring a critical evaluation of underpinning concepts and theories, an assessment of current practice or evaluation of specific aspects of Zoology.
Written Assignments – These may take a variety of forms including reports, essays, case studies or problem based assessments.
Practicals– These might involve practical animal handling, laboratory based or investigative assignments and can include some assessment of practical competence.
Oral Assessments – These may be group or individual and can take the form of presentations, question and answer sessions or seminars.
Time Constrained Assessments – These take a number of forms. For example they may include seen questions or open book exercises, and may also have a practical element to them. The principle feature is the time-constrained nature.
Portfolio– This can take a variety of forms but is often a collation of a range of evidence with some element of reflective commentary.
Examinations– These are assessments taken in formal examination conditions. The questions may be seen or unseen.
At level 4 the assessment is aimed at the development of essential skills and concepts. The assessments encourage the development of literature searching and report production. By level 5 the emphasis shifts to analysis and evaluation of information. By level 6 the student is asked to demonstrate their ability to carry out independent literature searching and interpretation of the resulting information in their Research Project, and also demonstrate the ability to be critical.
12 Programme structure
See award map.
13 Admissions Policy and criteria
The University of Northampton admissions policy applies.
It is the policy of the University of Northampton and Moulton College to admit students who are able to demonstrate a willingness and potential to benefit from successfully completing its programmes. Admissions to the programme will be governed by the general admissions policy and regulations of the University of Northampton who will be supported through the collaboration with admission staff at Moulton College. Students applying for the top up programme would be counselled regarding their module choice based on their previous study.
Applicants will normally be expected to have a minimum of 220 UCAS points and a minimum of grade C in GCSE Maths. In order to appeal to non-traditional applicants who may have extensive professional experience, there will be the opportunity to evidence to the School of Science and Technology appropriate Accreditation of Prior Learning (APL) for modules where relevant.
International students will be required to have a minimum of Level 6 IELTs across all components.
All applications made via the admissions team will be overseen by the programme leader.
14 Assessment Regulations
Modular framework regulations apply, including any proposed supplementary regulations.
15 Support for learning
The course team has a great deal of experience in terms of supporting students from a variety of backgrounds from application to successful completion of their courses.
Non traditional applicants, part time students and those graduating from other institutions are required to attend an interview and will be advised during this process regarding the requirements of the course, costs etc. The interview process is also used to establish the individual's potential to succeed and commitment to study at undergraduate level.
Once students have enrolled on the course an induction programme is delivered that aims to introduce students to the college and the course team, helping students settle into the course quickly. The Induction period is based at MoultonCollege but also includes visits to the University campuses and introductions to the library, careers and student support facilities at both Moulton and the University.
Each student is allocated a personal tutor. This is often the course manager for the course but may also be a member of the course team. The personal tutor has a minimum of 3 individual tutorials per year with the student. In addition they may hold group tutorial sessions and co-ordinate the students.Module tutors operate an open door policy and students are encouraged to seek support from members of the course team when required.
During the induction period students undertake an initial skills analysis that helps them to establish personal development targets. The outcome of this provides a focus for discussion in the first individual tutorial. Academic skills are developed both through the tutorial framework and within modules. Evidence of development and progress is considered during individual tutorials when personal development action plans are discussed and updated and where new development targets are set. Students are encouraged to engage with the University of Northampton’s NUPAD system (Northampton Unified Personal and Academic Development) prior to submitting assessed work, and the comments made are then discussed in personal tutorials. At the end of each year students prepare a personal statement reflecting their achievements and development over the year. This provides a vehicle for self evaluation and target setting. The tutorial process is supported by module tutors and personal tutors and encourages the development of independent learning and personal responsibility in students.
Non traditional students and those on part time programmes have the same entitlement to tutorials and are offered tailored support by course managers and module tutors to accommodate their needs. This may be in the form of telephone or email communication or through the provision of tutorials outside the normal pattern.
Student learning and skills development are supported by The University of Northampton’sLibrary, Skills Hub and the Centre for Achievement and Performance (CfAP). In addition students are encouraged to access these valuable resources during lectures and seminars throughout the programme, and perhaps more so in times leading up to, and after, assessments.
In addition to the above, the following activities to support students are routinely undertaken:
- Timetabled skills sessions.
- An office hours programme.
- Published e-mail addresses of all staff and encouragement (through the use of learning activities) to use them.
- Proactive use of attendance registers to ensure the flagging up of students in difficulty.
- Regular meetings of module co-ordinators to highlight specific student needs.
- Biannual student evaluations.
16 Evaluation and quality enhancement
The University of Northampton and Moulton College has several methods of monitoring and enhancing academic quality and standards, these include:
- HE Academic Board
- External Examiners
- Boards of Examiners
- Annual Review process- Rolling Action Plans, Extended Rolling Action Plans, Final Rolling Action Plans, School Quality Forums
- Periodic Subject Review
- Module, programme and subject level review, Rolling Action Plans, Final Rolling Action Plans
- Student Evaluation
- Staff student liaison committee
- Student Experience committee
- Moderation Policies
- Academic Quality and Standards Committee.
All staff attend internal and external staff development sessions and undergo Performance Development Review and Peer Review.
17 Indicators of qualityand standards
Members of the course team are involved in activities across the subject area. Members of staff are involved in acting as External Examiners, in consultancy roles and are active in national committees. Staff are also engaged in scholarly activities, with some staff undertaking PhDs alongside lecturing. The QAA Biosciences benchmarking document is used by the course team to assess the programme against national guidelines.
See infrastructure)
18 Date of approval or revision / June 2015
19 Appendices
Appendix 1 / Award Map (Curriculum Team official version ONLY)
Appendix 2 / Key Skills Map (use templates when available)
Appendix 3 / Assessment Map
Guidance on preparing programme specifications is available on the QAA website at: