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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
UNDERGRADUATE MODULAR FRAMEWORK
BSC (HONS) ENVIRONMENTAL HEALTH
Programme specification
Validation September 2007
University of the West of England
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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
PROGRAMME SPECIFICATION
Section 1: Basic Data Version 3
Awarding institution/body University of the West of England
Teaching institution University of the West of England
Delivery Location(s) University of the West of England
Faculty responsible for programme Health and Life Sciences
Modular Scheme title
Professional Statutory or Regulatory Accredited by the Chartered Institute of
Body Links (type and dates) Environmental Health for 5 year term in
June 2009
Highest award title BSc (Hons) Environmental Health
Default award title BSc (Hons) Applied Sciences
Interim award titles Cert.HE Environmental Health
Dip.HE Environmental Health
UWE progression route FD Sci Environmental Health degree students
eligible to enter final year
Mode(s) of delivery Full Time, Part Time, Sandwich
Codes
UCAS code JACS code
ISIS code HESA code
Relevant QAA subject benchmark Earth Sciences, Environmental Sciences
statements and Environmental Studies
Health Studies
Agriculture, forestry, agricultural sciences,
food sciences and consumer sciences
On-going/valid until* (*delete as On-going
appropriate/insert end date)
Valid from (insert date if appropriate) September 2011
Original Validation Date:
Latest Committee Approval…Quality & Standards Committee Date:…May 2011
Version Code
For coding purposes, a numerical sequence (1, 2, 3 etc.) should be used for successive programme specifications
where 2 replaces 1, and where there are no concurrent specifications. A sequential decimal numbering (1.1; 1.2, 2.1;
2.2 etc) should be used where there are different and concurrent programme specifications
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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
Section 2: Educational aims of the programme
The BSc (Hons) Environmental Health programme is a three-year full-time or four-year
sandwich degree designed to develop in students an in-depth understanding of the
relationship between humans and the environment and to develop the knowledge,
experiences and skills to equip them for a career as environmental health practitioners
in a range of public and private sector fields, such as local authorities, NHS bodies,
government agencies and industry or commerce. Students successfully completing the
programme and the required professional training and professional assessment set and
assessed by the accrediting body, the Chartered Institute of Environmental Health, are
eligible to become registered Environmental Health Officers/Practitioners.
The programme provides an opportunity for students to explore the theory and practice
related to the subject of environmental health, and to develop both subject-specific and
important generic graduate skills, particularly independent critical judgement,
communication skills and the ability to work with others in the protection and promotion
of human health. Students will also develop a broad understanding of the social,
political and economic context within which environmental health decisions are made.
The design of the programme enables the student to:
understand the principles that govern biological, physical and human systems in
an environmental context;
explore the impact of human activities on these systems and health outcomes, and
appreciate the relationship between structural, societal and lifestyle factors on the
promotion of sustainable environments and human health on a local, regional and
global scale;
develop subject, professional and generic practical, analytical and communication
skills which will equip them for the world of work;
The specific aims of the programme are to:
provide the educational and resource environment which will enable students
with a background in science to develop;
gain a strong scientific understanding of the principles and processes that underpin
contemporary environmental health issues;
develop an understanding of the subject of Environmental Health from a multi-
disciplinary and interdisciplinary perspective;
gain the ability to judge risk and assess human health outcomes and select the most
appropriate intervention option from a range of possible solutions;
the field, laboratory and investigative skills necessary to undertake independent
investigations and analyses of environmental health problems, and the presentational
skills necessary to communicate their findings to audiences with a variety of
backgrounds;
the skills of a literate and numerate student capable of independent learning;
ability to work both independently and as an effective team member and to recognise
the role of working with other professional and community groups in tackling
environmental health problems;
create a friendly and supportive atmosphere that will enable individual students to use
the learning experience at UWE to create a graduate foundation, on which they can
develop their future careers and on-going social and educational development;
provide a curriculum that is enhanced by a balance of experience from research,
consultancy and professional practice;
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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
Section 3: Learning outcomes of the programme
The award route provides opportunities for students to develop and demonstrate knowledge
and understanding, qualities, skills and other attributes in the following areas: …
A Knowledge and understanding
Learning outcomes Teaching, Learning and Assessment
Strategies
A Knowledge and understanding of: Teaching/learning methods and
strategies:
1. The need for both a multi-disciplinary and
an interdisciplinary approach in Outcomes 1-14 are integrated across the
knowledge and understanding of earth programme, and are acquired through a
systems, drawing from the natural and variety of methods including lectures,
social sciences. laboratory and field-based (half- and whole-
day visits, residential) practicals, case-
2. The multidisciplinary nature of health studies, tutorials and workshops, supported
studies by handouts, case-study materials, laboratory
schedules, field notes, Blackboard virtual
3. The processes which shape the natural learning environment, CD-Roms and other
world at different temporal and spatial audio- visual material.
scales including the influence of human
activities Acquisition of 1, 2 and 3 is implicit in the
structure of the degree programme, which
4. The discourses surrounding the concept includes modules in both the natural and
of health and its representations social sciences, but is addressed explicitly in
several integrating modules such as the
5. The diverse determinants of health Earth, Introduction to Health, Problem Based
Learning in Public Health.
6. Health as a human experience mediated
by individual, societal and global Acquisition of 4, 5 and 6 is introduced at level
contexts. 1 in Introduction to Health and integrated
within Health and Environment and Public
7. Methods of acquiring, interpreting and Health modules at level 2 and 3.
analysing information and data with a
critical understanding of the appropriate The use of issue and problem-based case
contexts for their use. studies to illustrate how knowledge and
understanding have developed in an applied
8. Issues concerning the availability and and professional contexts, underpins
sustainability of resources. outcomes 8, 9, 10, 11, 12, 13 and 14.
9. The contribution of the environmental 12, 13 and 14 are also addressed in
sciences to debate on environmental Environmental Health and Safety Skills and
health issues and how knowledge forms Practice and the optional sandwich year as
the basis for informed concern about the well as in final year modules, where greater
Earth and its people. specialism is achieved.
10. The contemporary issues at the forefront Additional support is provided through the
of health studies general library facilities, specialist library
facilities, reading packs and relevant software
11. The theoretical and professional packages supplied via the Environmental
rationales concerning health Project Room and Field Studies Resource
interventions Room, and through e-learning systems
including Blackboard virtual learning
12. Understanding and applying a range of environment.
sciences to satisfy the needs of society
for sustainable food security, quality and Throughout, the learner is encouraged to
safety. undertake independent reading both to
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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
supplement and consolidate what is being
13. The contribution of the subject to the taught/learnt and to broaden their individual
development of knowledge of the world knowledge and understanding of the subject.
we live in.
Assessment:
14. The applicability of the environmental
health subject to the world of work. Knowledge and understanding is assessed
using a variety of methods, including: formal
(unseen, open-book, practical, viva)
examinations, essays, fieldwork and
laboratory reports, computer-based
exercises, problem-
solving exercises, data analysis,
presentation, case studies and mini-projects,
research project.
B Intellectual Skills
B Intellectual Skills Teaching/learning methods and strategies
1. Recognising and using subject- specific Intellectual skills are developed through
theories, paradigms, concept and individual and team project work, student-
principles centred learning, laboratory and
fieldwork, data handling and
2. Analysing, synthesising and summarising interpretation exercises, and seminar
information critically, including prior Work. The independent project further
research. develops these intellectual skills on an
individual basis.
3. Collecting and integrating several lines
of evidence to formulate and test Assessment
hypotheses
Assessment of intellectual skills is
4. A reflective and critical evaluation of through the full range of methods identified in
factors affecting health and its section A. In particular, the
representation wide range of different types of
coursework including various forms of
5. Applying knowledge and understanding reports/essays, group project work,
to address familiar and unfamiliar problem-solving exercises and presentations,
problems is important in assessing
the student’s ability to demonstrate generic
6. Recognising the moral and ethical issues intellectual skills. The
of enquiry and investigation and independent project allows the
appreciating the need for professional assessment of the full range of intellectual
codes of conduct. skills at an advanced level.
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Academic Registry: ‘User Template’
Programme Specification
issued 11/08
C Subject, Professional and Practical Skills
C Subject/Professional/Practical Skills Teaching/learning methods and strategies
A successful graduate will be able to: Skills 1-5 are developed throughout the
programme during investigatory, laboratory and
1. Plan, conduct, and report on fieldwork practical sessions, especially during
investigations, including the use of the independent project, but also through the
secondary data. interdisciplinary modules and field based
modules, where small project work forms an
2. Collect, record and analyse data using important element of the curriculum. In addition
appropriate techniques in the field and Skill 4 is developed through issue and problem
laboratory. based studies which are integrated within
subject modules at each level. Skill 5 is
3. Undertake field and laboratory integrated through the assessment of modules.
investigations in a responsible and safe
manner, paying due attention to risk Assessment
assessment, rights of access, relevant
health and safety regulations, and to Skills 1-5 are assessed through the
display sensitivity to the impact of independent project as well as smaller
investigations on the environment and project, laboratory and field-based and
stakeholders. case study work.
4. Analyse health and health information Additionally, skill 5 is assessed in all written
and data that may be drawn from a coursework, including essays, laboratory and
wide range of disciplines; other reports.
5. Reference work in an appropriate
manner
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Programme Specification
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D Transferable Skills and other attributes
D Transferable skills and other Teaching/learning methods and strategies
attributes
Skills 1-12 are developed throughout the modules.
A successful graduate will be able to: Those skills dealing specifically with experimental
design and analysis (skills 3, 4, 5) are introduced at
1. Receive and respond to a variety of level 1through ‘Field and Analytical Skills’ and
sources of information (e.g. textual, are further developed in a range of modules, in the
numerical, verbal, and graphical). analytical areas (e.g. the Earth and Environmental
Pollution.
2. Communicate appropriately to a
variety of audiences using a range of Team-working skills (skills 7, 8 and 9) are developed
in project work and are an integral part of field and
formats and approaches.
laboratory work across the programme. Skills for
independent and life-long learning (skills 10, 11 and
3. Appreciate issues of sample selection, 12) are specifically developed in Environmental
accuracy, calibration, precision, Health and Safety Skills and Practice and through
replicability and uncertainty during the structure of the assessment schedule, through
collection, recording and analysis of student support facilities including the virtual
data in the field and laboratory. learning environment Blackboard and through the
Personal Development Portfolio.
4. Prepare, process, interpret and
present data, using appropriate Environmental Health students participate in the
qualitative and quantitative UWE Graduate Development Programme (GDP).
techniques and packages This is a programme of activities which helps
students develop their confidence and
5. Solve numerical problems using independence, enhancing their personal
computer and non-computer based achievement and creating a really fulfilling university
techniques. experience.
6. Use the internet and other electronic The GDP is considered to be an essential and
sources critically as a means of integral part of every academic programme. It is
communication and a source of intended to enable students to:
information.
manage the transition into the first year at UWE
and as students progress from one stage/level to
7. Identify individual and collective goals the next
and responsibilities and perform in a develop university level learning skills and styles
manner appropriate to these roles. develop the capacity for effective group work and
learning with and from peers
8. Recognise and respect the views and see the importance of a student’s role in UWE life
opinions of others. and as a member of their subject degree group
develop a rounded appreciation of the student’s
9. Evaluate performance as an individual academic programme and the connections
and a team member. between modules and the wider world
plan the student’s ‘preferred future’ and develop
10. Develop the skills necessary for self- the graduate skills, attributes and abilities that will
managed and life-long learning (e.g. help students achieve their goals
working independently, time recognise, describe and demonstrate their
academic achievements and graduate skills.
management and organisation skills)
Assessment
11. Identify and work towards targets for
personal, academic and career All of these skills contribute to the student’s general
development. performance across the programme and, as such,
achievement is evidenced by the overall grade of
12. Develop an adaptable, flexible and award. The wide range of different forms of
effective approach to study and work. assessment and coursework requires the student to
demonstrate the full range of transferable skills.
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Academic Registry: ‘User Template’
Programme Specification
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Section 4: Programme structure
NOTE: 2011/2012 – delivery of level 3 only
Compulsory modules Optional modules Interim Awards:
Introduction to Health None Certificate of Higher Education
USSJNU-40-1 Environmental Health
level 1
The Earth
USSJFB-30-1 Credit requirements
Environment and Society
USSJPM-20-1 120 credits of which not less
Field and Analytical skills than 100 credits are at level 1 or
USSJNT-30-1 above
Compulsory modules Optional modules Interim Awards:
Health Protection and None Diploma of Higher Education
Regulation Environmental Health
USSJ9N-20-2
Health, Comfort and Credit requirements
Safety of Buildings
UBCLNT-20-2 240 credits of which not less
Environmental Analytical than 100 are at level 2 or above
and 120 are at level 1 or above
level 2
Techniques
USSJNL-20-2
Food Systems and
Health
USSJ9P-20-2
Safety and Health
USSJBS-20-2
Environmental Health
and Safety skill and
Practice
USSJHY-20-2
The programme includes an optional sandwich placement of at least 40 weeks for University
requirements with a suitable employer. Credit is not awarded for the placement, but on
satisfactory completion, students qualify for a Sandwich Award on graduation. Assessment of
satisfactory completion is based on written reports on the placement experience.
The whole or part of the work based learning experience required to become an
Environmental Health Practitioner can be undertaken during the placement period or
independently after completion and award of the degree. The professional body (CIEH) assess
Year out
work based experiential learning completed by the student and set and assess the
professional examinations undertaken after completion of the award, for registration by the
Environmental Health Registration Board (EHRB).
The Faculty has a Placement Support Team, headed by the Faculty Placement Tutor and an
Environmental Health Professional tutor who are supported administratively by the Placements
Co-ordinator. Students take up placements each year with employment areas including local
authorities, government agencies, environmental consultancies, food safety and health and
safety/ environment in business and industry.
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Academic Registry: ‘User Template’
Programme Specification
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Compulsory modules Optional modules Interim Awards:
Food Control None BSc Environmental Health
UZSJPP-20-3
Sustainability and Credit requirements
Resources
UZVJNM-20-3 300 credits of which not less
Housing, Regeneration than 60 are at level 3 or above
and the Residential and 100 are at level 2 or above
Environment and 120 are at level 1 or above
UZVJAA-20-3
level 3
Managing Health and Target/highest award:
Safety
UZVJAB-20-3 BSc (Hons) Environmental Health
Problem Based Learning
in Public Health Default award title:
UZVJPF-20-3
Independent Project BSc (Hons) Applied Sciences
UZVJAK-20-3
Credit requirements
360 credits of which not less
than 100 are at level 3 or above
and 100 are at level 2 or above
and 140 are at level 1 or above
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Academic Registry: ‘User Template’
Programme Specification
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Section 5: Entry requirements
The standard UCAS entry for the BSc (Hons) Environmental Health programme is 180-200
UCAS tariff points.
The minimum level of attainment required for entry to undergraduate certificates, diplomas,
first degrees (degree and degree with honours) is:
a. at least 40 UCAS tariff points in each of two subjects at Advanced General Certificate of
Education (AGCE) or Advanced Vocational Certificate of Education (AVCE) or BTEC
National Award (NA) supported by three subjects at General Certificate of Secondary
Education (GCSE) at grade C or above; or
b. at least 40 UCAS tariff points in each of three subjects at AGCE or AVCE supported by
one subject at GCSE at grade C or above; or
c. at least 40 UCAS tariff points in each of two subjects in an AGCE or AVCE or BTEC NA;
and at least 20 UCAS tariff points in each of two subjects in an Advanced Subsidiary
(AS) supported by one subject at GCSE at grade C or above; or
d. three subjects at grade C or above in Higher Grade of the Scottish Certificate of
Education supported by two subjects at Standard Grade 3 or above or Intermediate 2; or
four subjects at Higher Grade; or
e. a 12 unit Vocational Certificate of Education (VCE) double award; or
f. a BTEC National Certificate or National Diploma; or
g. National Vocational Qualifications or Scottish Vocational Qualifications Level III in the
number of subjects specified in the regulations for the award; or
h. a QAA recognised Access certificate awarded by an Authorised Validating Agency; or
i. the European Baccalaureate; or
j. the International Baccalaureate; or
k. the award of an Irish Leaving Certificate with grade C or above in three subjects at
higher level and two at ordinary; or four subjects at higher level; or
l. such other European and international qualifications which are nationally recognised as
being the equivalent to the above; or
m. such other qualifications as may be recognised as equivalent by the Academic Board
For those needing to demonstrate their competence in the English language, English, tests
such as the British Council's International English Language Test (IELTS) are acceptable. All
applicants must achieve a minimum grade of 6.0.
Section 6: Assessment Regulations
Approved to University Academic Regulations and Procedures
Section 7: Student learning: distinctive features and support
The BSc (Hons) Environmental Health Programme is an interdisciplinary degree exploring
the interface between environment and health relevant to the development of the knowledge
and skills of the environmental health practitioner. This centres on those interactions in the
environment that influence health, with particular reference to food safety, health and safety,
housing, environmental protection and contribution to public health. Key themes are
integrated through the programme - sustainability, environment and health impacts, risk and
interventions. The opportunity is given to explore holistic perspectives of the quality of life
and public health of the local national and international community.
Students are taught to assess the range of health determinants and to consider the most
effective approach to dealing with impacts on health. Strategies developed include their
practicability in relation to effectiveness, cost, benefit, and equitability. Hence the programme
combines a sound scientific understanding of environmental systems and parameters for
human health with the analysis of those socio-economic and political factors which
determine the context within which environmental health decisions are made. As the subject
is interdisciplinary in nature, the programme’s teaching is supported by tutors from a wide
range of disciplines within the Faculty of Health & Life Sciences, and also by staff from other
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Programme Specification
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Faculties, including Humanities, Law and Social Sciences and Environment & Technology.
Level 1 is concerned with the development of knowledge and understanding of principles
underlying the physical, social and human environments developed in a multidisciplinary and
interdisciplinary context. Thus at this level the focus is understanding the processes which
shape human and environmental interactions and the issues and themes consequent on
this; sustainable utilization of resources, risk and human health impacts. This is supported by
studies that provide underpinning knowledge and methodological studies and practical skills
for scientific inquiry, problem solving, analysis and information computing and technology
(ICT). The field course module provides orientation for the study of issues and themes in
environment and health in a practical/field context, where key skill and professional
skill development are included.
At level 2 students study core aspects in environmental health, developing application and
integration of knowledge and disciplinary perspectives, problem solving and professional
practice skills:- modules Safety and Health, Food Systems and Health, Environmental
Pollution, Health Comfort and Safety of Buildings. Investigative analytical and intervention
skills are approached through modules which include case studies, practical/field work or
mini projects which also enable the students to acquire and develop research skills,
communication and group working skills. The wider context of the policy, regulatory and
decision making processes for environmental health is explored through Environmental
Health and Safety Skills and Practice and also integrated into the modules on core aspects
of environmental health through evaluation of the approaches to health interventions.
At level 3 the core aspects of environmental health are studied to an advanced level with
learning being predominantly student centred and designed to engender the abilities of
synthesis of information, research, critical analysis and evaluation, self management and
advanced problem solving. Problem based learning approaches, for example in the module
Problem Base Learning in Public Health provides for the study in depth of core
environmental health problems relating this to the holistic context of health promotion, public
health and professional practice developments in collaborative working. A research project
module is undertaken which further develops research skills and methods of inquiry, critical
abilities and in depth study.
The degree programme is managed as part of a suite of environmental awards. Year
handbooks are provided at each level providing information on the Faculty, the University, its
regulations and procedures. Detailed information is distributed in guides for each module.
Students are supported during their time at UWE by their tutors and the student advisor.
Guidance on year issues is provided by Year Tutors, and the programme is overseen by the
Programme Leader, who is supported by the Teaching Team. Issues relating to groups of
students are dealt with through the Programme Management Committee that includes
student representatives, who also meet with year tutors on a regular basis. Professional and
placement aspects are supported by a Professional Tutor for the environmental health
programmes. For those students who elect to undertake a placement year, the placement
visiting tutor provides contact support and makes a planned visit to provide support and to
liaise with supervisors and assessors. For all students, access to academic staff and the
student advisor is via e-mail or by personal access, with most staff offering an office-hours
policy facilitating the booking of appointments. The Faculty has embedded support for
students with special needs within faculty processes and procedures adopting an
anticipatory approach to reasonable adjustments. Specific support includes the student
advisor system, support for assessment and adjustments and timetabling needs. The central
University counselling and support services also provide assistance and guidance for
students with special needs. The Bolland library provides an extensive range of literature
that supports the programme, and additional material is held in the Environmental Project
Room and Field Studies Centre. Students have 24-hour access to computers, and IT
support services are available within the Faculty of Health & Life Sciences and from the
University’s Computing Helpdesk. The University’s virtual learning environment ‘Blackboard’
has been developed to provide supplementary material on a module-by-module basis. The
Faculty has a well-equipped range of general laboratories, a dedicated field laboratory, and
a wide range of specialist scientific equipment that is available for use by the students at
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appropriate stages in their study programme.
Section 8 Reference points/benchmarks
Qualification descriptors used in the QAA's Framework for Higher Education
Qualifications
The learning outcomes for the programme have been developed with reference to the
qualification descriptors used in the QAA Framework for Higher education Qualifications. In
particular, the learning outcomes for modules at level one and level two have been
considered to be consistent with the award of a Certificate of Higher Education and a
Diploma in Higher Education respectively. Graduates of the award achieving an Honours
classification will develop an understanding of a complex body of knowledge related to
environmental health. In addition, the graduate will develop analytical techniques, problem-
solving skills and communication skills that can be applied to a range of employment
opportunities.
Subject benchmark statements
Benchmark statement Earth Sciences, Environmental Sciences and Environmental Studies
ES3
The benchmark of greatest relevance is considered to be Environmental Studies and
Environmental Sciences within ES3.
The ES3 benchmark statement makes it clear (Section 2 - Mapping the territory Paragraph
2.13) that ES3 is so broad that it inevitably overlaps with other disciplines and thus providers
of award titles at the interface (which includes reference to Environmental Health/Studies)
may wish to draw on other relevant Benchmarking Statements. Thus whilst drawing
predominantly on ES3 benchmarks, benchmark statements are drawn from Health Studies
and Agriculture, Forestry ,Agricultural Sciences, Food Sciences & Consumer Sciences.
ES3 benchmark
The benchmarking statement identifies 4 key features which should characterise degree
programmes in the Environmental Sciences/Environmental Studies/Earth Sciences:
A holistic, multi-disciplinary and inter-disciplinary approach. This is evident in this
programme from the breadth of the subject matter, the range of subject specialisms
of the tutors involved (in both the analytical and social sciences) and the existence of
integrating, ‘issues’ or case-study based modules and student work.
The integration of fieldwork, experimental and theoretical investigations. At levels 1
and 2 of this programme, students spend typically around 60% of their time involved
in practical work of all types (field or laboratory based work, library or internet
investigations) and all year 3 projects involved a high degree of investigation, be they
practical or more theoretical (desk-based) in nature.
Quantitative and qualitative approaches to acquiring and interpreting data. These
approaches are integrated both in the practical work of the student as highlight
above, and through the lecture and assessment components of the programme,
which encourage the students to develop skills in the objective analysis of all type of
information and data, in order to recognise, understand and challenge current
theories and paradigms. Examples include; the analysis of legal case material; the
collection and analysis of the chemical and physical properties of environmental
materials; conducting literature searches and summarising bodies of evidence and
opinion.
The exploration for, and exploitation of, physical and biological resources in the
context of sustainability. The diversity and extent of physical and biological resources
are introduced at level 1 through the modules the Earth and the Field and Analytical
Skills module. These themes are further explored at level 2 in all modules, which
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consider the social, economic, legal and political aspects of resource exploitation, as
well as its physical consequences (land degradation, pollution,) and the human
health impacts. At level 3 more emphasis is placed on investigating appropriate
approaches for sustainable environments and promotion of human health (e.g.
Pollution Management, Housing, Regeneration and the Residential Environment,
Problem Based Learning in Public Health).
The benchmarking statement also specifies the subject knowledge it expects to be
covered to some degree of depth for Environmental Studies and Environmental
Science programmes
Human systems and their interactions with global systems which are explored in
detail via the interdisciplinary and ‘issues’ based modules (the Earth, Field and
Analytical Skills module, Introduction to Health at level 1), and a knowledge of which
is underpinned by the modules in Environment and Society (level 1) and Health
Protection and Regulation (level 2). Human: environment interactions form an
important theme throughout level 2 and 3 modules, as well as underpinning the
research topics investigated as part of the final year Independent Project
Inter-disciplinary/multi-disciplinary context, which is implicit in the structure of the
programme, as well as being dealt with explicitly in the Interdisciplinary and Issues-
based modules, and integrated into most level 3 modules.
The Earth as a system which is dealt with explicitly in modules such as the Earth, but
more implicitly throughout the suite of modules taken.
Activities, patterns, processes, impacts and responses including environmental
impact assessment, risk-based management; the precautionary principle and
sustainable development. These themes are integrated throughout the programme,
with knowledge and understanding of activities, patterns and processes typically
being obtained at level 1, whilst impacts and responses are investigated in greater
breadth and depth at levels 2 and 3.
Temporal and spatial scales which are dealt with in all modules. It is a specific aim of
the programme for students to gain an understanding of the interactions between
local issues and actions, and regional and global consequences.
Environmental Issues. These are investigated at all levels during the programme,
which students acquiring an increasingly sophisticated understanding of certain
issues as their academic career progresses. Key issues which are addressed
include: sustainability, atmospheric pollution including acid deposition, global climate
change, and local air quality; indoor environments: exploitation of energy resources
including fossil fuels, renewables, and nuclear power; water quality including fresh,
estuarine and marine water bodies; land contamination and reclamation; waste
disposal, minimisation and recycling; food supply demand and quality, environmental
regulation and decision making, sustainable use of natural resources.
Benchmark statement - Health Studies
The benchmark recognises that the scope of health studies is vast but that at the
heart of the subject there are the common themes:
Exploration of health as a human experience mediated by individual societal and
global contexts. This is explored throughout the programme and is introduced at level
1 in Introduction to Health and underpinned by the module in Environment and
Society and the interdisciplinary and ‘issues’ based modules - the Earth, Field and
Analytical Skills module, and at level 2 specifically in Safety and Health, in Food
Systems and Health and in Health Protection and Regulation. Human environment
interactions in local national and global contexts form an important theme throughout
level 2 and 3 modules, as well as underpinning the research topics investigated as
part of the final year Independent Project.
A reflective and critical evaluation of factors affecting health and its representation
The development of skills of reflective and critical evaluation are introduced and level
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1 in Introduction to Health and specifically developed in Environmental Health and
Safety Skills and Practice at Level 2. At level 3 they are embedded in subject specific
modules and interdisciplinary modules focusing on health and environmental issues.
The studies in-depth and wider holistic approaches in problem solving case studies
at level 3 together with the individual project enable students to demonstrate these
higher level skills.
Subject specific bench mark statements applicable to this programme are:
The discourses surrounding the concept of health and its representations. This is
focused at level 1 in Introduction to Health and is integrated in the subject specific
modules at level 2 and 3 and explored in interdisciplinary modules at level 3 through
case study approaches of Problem Based Learning in Public Health.
The multidisciplinary nature of health studies. This is implicit in the structure of the
programme, as well as being addressed explicitly in the Interdisciplinary and Issues-
based modules, and integrated into most level 3 modules.
The diverse determinants of health. This is implicit in the programme where human and
environmental interactions including the social environmental and economic contexts are
explored. The focus for introducing this at level 1 is Introduction to Health and the Earth,
and at level 2 and 3 is integrated into subject specific modules and explored in an holistic
context at level 3 through studies in depth.
The contemporary issues at the forefront of the subject. These are investigated at all
levels during the programme, with students acquiring an increasingly sophisticated
understanding of certain issues as their academic career progresses. Key issues which
are addressed include: environmental change impacts and health (pollution, sustainable
use of natural resources, waste, environmental risks and hazards) health inequalities
and public health interventions, environmental and health regulation and decision
making, food diet safety and health, workplace health and safety, housing and
neighbourhoods and healthy environments, public health hazards and risk
(communicable diseases, emergency health incidents).
The theoretical and professional rationales concerning health interventions. The
theoretical and professional context for the programme in environmental health is
centred on approaches to promotion and protection of human Therefore a core theme
throughout the programme is exploring the basis of environmental health issues of
individuals and population groups and the approaches and interventions required to
address those issues in professional contexts.
Benchmark: - Agriculture, forestry, agricultural sciences, food sciences and
consumer sciences
The benchmarks of relevance to this programme are drawn from the statements
‘Programmes broadly concerned with applied biology- Food science and technology’
The understanding and application of a range of sciences to satisfy the needs of
society for sustainable food security, quality and safety.
Food sciences within the programme is examined through studies on environmental
resources and human impacts – the Earth as a system, through human health sciences
(Introduction to Health) at level 1 and through subject specific study focusing on food, diet,
health and food safety at level 2 and 3. Contemporary issues are explored in subject specific
modules (Food Systems and Health, Food Control) and also in modules at level 1, 2 and 3.
Issues explored include diet and health, sustainable resources and supply, food and health
issues, food safety interventions.
Page 14 of 15
Academic Registry: ‘User Template’
Programme Specification
issued 11/08
The University's mission statement
The University’s mission statement is ‘to advance an inclusive, civilised and democratic
society and its enrichment through education…’. By studying the complexity of living and
physical systems, and fostering in students an appreciation of the impact of human activity
on these systems and on the wider determinants of health, this degree programme aims to
produce graduates who are able to make a positive contribution to society, especially
through the promotion and protection of health and the wise management of environmental
resources. Team work projects encourage inclusivity and an appreciation of other’s cultures
and beliefs, whilst the university’s committee structure including student representation at all
levels, encourages an appreciation of democracy and a feeling of ownership and
responsibility.
University teaching and learning policies
In line with the University’s teaching and learning policies, this programme takes a student-
centred approach to learning by allowing students to take control of aspects of their learning
and providing a learning environment that stimulates active participation and engagement
with the learning process. The programme seeks to create an environment that will stimulate
students to take responsibility for aspects of their learning, while tutors take responsibility for
facilitating that learning. Module learning outcomes have been designed to ensure that
students meet the overall programme learning outcomes on completion of the programme.
A variety of assessment methods are incorporated within the programme to cater for a
diversity of student strengths and abilities. Although this document focuses on summative
assessment, the course team recognises the importance of both summative and formative
assessment activity, and feedback, as an integral part of the learning and teaching process.
All assessments comply with the University Assessment Policy.
Research, consultancy and professional practice.
Staff in the Faculty are research active and consequently programme development, formal
teaching and project work is underpinned and informed by current research. Thus all staff
contributing to the programme have an established record in supervising undergraduate
research-based projects, and students may have the opportunity to carry out their projects
working alongside research staff at post- graduate and post-doctorate level. Furthermore,
there is on-going and developing interdisciplinary research which is encouraged and
maintained by faculty Research centres, notably the Centre for Research in Environmental
Science (CRES). There are also interfaculty research links with the Centre for Public Health
and Primary Care led by the School of Health and Social Care. Professional practice and
research development in the subject is informed through close work with the accrediting
professional body (CIEH) and its advisory committees at national regional and local level –
five members of staff are professional members of CIEH
This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if
he/she takes full advantage of the learning opportunities that are provided. More detailed information
on the learning outcomes, content and teaching, learning and assessment methods of individual
modules can be found in module specifications. These are available on the University Intranet.
Programme monitoring and review may lead to changes to approved programmes. There may be a
time lag between approval of such changes/modifications and their incorporation into an authorised
programme specification. Enquiries about any recent changes to the programme made since this
specification was authorised should be made to the relevant Faculty Academic Registrar.
Page 15 of 15
