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BSc (Hons) Public and Environmental Health

University Centre Westonin partnership with

University of the West of England

Programme Handbook

UCAS code: B917This handbook is published for students studying at Weston College on the

above programme and is available in a range of alternative formats on request.

Contents

1. Introduction........................................................................................................2Welcome..............................................................................................................................2Purpose of the Handbook.....................................................................................................2

2. Course content...................................................................................................3Course Distinctiveness.........................................................................................................3Course Structure..................................................................................................................4

3. Course Aims.......................................................................................................6Programme Learning Outcomes..........................................................................................7

4. Assessment......................................................................................................... iAssessment scheme............................................................................................................. iMarking criteria..................................................................................................................... iFeedback............................................................................................................................. iiAnonymity in Assessment.................................................................................................... iiExtensions to deadlines....................................................................................................... iiExaminations and Assessment Periods including results publication..................................iiiPersonal Circumstances...................................................................................................... ivThe House Style for all written assignments........................................................................vWord Count Policy..............................................................................................................viiAssessment Offences and Plagiarism.................................................................................viiAppeals (Applications for Review)....................................................................................... ixYour degree classification................................................................................................... ix

5. Learning Environment....................................................................................... ixLearning and Teaching Methods......................................................................................... ixWork-based Learning...........................................................................................................xLibrary resources.................................................................................................................x

6. Support Services...............................................................................................xiiHE Student Support............................................................................................................xiiHE Learning Support Services............................................................................................xii

7. How is Quality Assured?...................................................................................xiiiExternal examiners...........................................................................................................xivStudent Engagement........................................................................................................xivExternal references............................................................................................................xv

8. Career Opportunities.......................................................................................xviCareers Service.................................................................................................................xviCareer support..................................................................................................................xvi

9. Complaints......................................................................................................xvii10. Reading Strategy...........................................................................................xvii11. Module Specifications...................................................................................xviii12. Appendices..................................................................................................xxxv

Appendix 1 - Marking Criteria (to be reviewed)..............................................................xxxvAppendix 2 – Policies and Procedures............................................................................xxxvi

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Programme Handbook 2017/18, University Centre Weston

1. IntroductionWelcomeWelcome to the BSc (Hons) Public and Environmental Health degree. This course is offered in partnership between the University of the West of England (UWE) and University Centre Weston. You are a registered student at UWE and at your college, and you have access to services on both sites.

Purpose of the HandbookThis handbook gives you essential background information that will be of help in your studies on the BSc (Hons) Public and Environmental health programme. It provides links to the definitive data sources wherever possible. The handbook can be accessed via your Virtual Learning Environment (VLE): https://moodle.weston.ac.uk

Please note that the electronic version will be kept up to date and you will be notified of any significant changes. If you have taken a hard copy of any information please remember to refer back to the electronic version to ensure that you are working with the most up to date information.

For module information please see the respective Module Handbook.

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https://moodle.weston.ac.uk/

Programme Handbook 2015/16, Weston College

2. Course contentCourse DistinctivenessThis is the top up award for students who have already gained a foundation in Environmental Health accredited by Chartered Institute of Environmental Health or equivalent.

The course allows students already in possession of a sound general knowledge of the natural and human-made worlds and their systems acquired from their foundation degree to build on these skills to establish the context in which different stressors impact on humans and how this requires environmental health intervention. This is in four technical 'Intervention Fields' - Food Safety, Housing and Health, Health and Safety and Environmental Protection - with a fifth - 'Public Health' - holding a special place. These interventions are embedded with the Risk Management Systems and Public Health Futures modules. There is further application of them within the Professional Practice module. The final module, Public Health Project, is a research based giving the opportunity for students to demonstrate their ability to critically analyse, undertake research and to work independently.

Within the programme students are encouraged to seek to explore particular fields of professional engagement, many vital to the process of identifying hazards, elucidating risk, assessing risk and interpreting compliance against standards, guidelines and other legislative tools, often embedded within a strong practice based element of the course.

The programme incorporates CIEH curriculum 2011 (currently under review at time of writing) including the Integrated Professional Assessment (open book examination in the Professional Practice module) and the practical Food Examination. On successfully completion of the programme students will gain graduate status. To gain full member of the profession you will have to successfully complete your Portfolio of Professional Practice and professional interview with CIEH, there is an assessed interview within the Professional Practice module however this is NOT the same as CIEH professional interview even though it does incorporate some elements and it can be useful as a learning exercise for those who have not undertaken such an interview before.

The programme is a level six qualification within the Framework for Higher Education Qualifications (as illustrated in the diagram below).


Figure 1: Framework for Higher Education Qualifications

This course has been designed with employability in mind and has been written to enable students to engage with the issues and developments affecting the field of public and environmental health both within a local government field but also with the commercial sector. Its vocational focus allows students to manage a variety of small projects and develop a range of skills. A vocational approach is underpinned by academic theory and industry standards which allow students to assess situations, make comparative judgments and suggest a range of alternative approaches. The modules have been designed to deliver a balance of theory and practical experience of key aspects of the public health / environmental health sector.

Course StructureYear One

Year One Full time Year 1 of study

Level Title Credits Code

6 Professional Practice

30 UZVSLD-30-3

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6 Public Health Futures

30 UZVSLE-30-3

6 Risk Management and Systems

30 UZVSLF-30-3

6 Public Health Project

30 UZVSLC-30-3

All HE programmes at UCW are delivered as a collection of modules, which build on each other to form a complete programme of study. Each module carries a credit rating, defining how much study time it takes to complete. Notionally, 1 credit equates to 10 hours study time (so 10 credits = 100 study hours). “Study hours” includes lectures, seminars, tutorials, group work, independent study and research – in fact, any time that contributes to your learning on the module.

Link Tutor

Each programme has an identified link tutor from its validating partner University whose role it is to support University Centre Weston team and students. The link tutor for your programme is:

Eliis Turner (0)117 32 86951 [email protected]

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3. Course AimsBSc Top-up in Public and Environmental health is a one year full-time or two year part-time designed to develop a sound general knowledge of the natural and human-made worlds and their systems whilst developing knowledge, skills and experience for a career in the field of public and environmental health.

The general aims of this programme will enable students to:

Acquire the knowledge, understanding and skills to produce new ideas, concepts and solutions within the arenas of public and environmental health.

Apply their learning to the workplace. Acquire professional and transferable skills Advance their learning Contribute to their career development in public and environmental health.

The specific aims of the programme are to:

Enable students to develop an understanding of the subject of public and environmental health and its contribution to the promotion and protection of public health from a multi-disciplinary and interdisciplinary perspective.

Explore the relationship between human activities and environmental systems and the consequent health outcomes, and appreciate the wider influences such as structural, societal and lifestyle factors on the promotion of sustainable environments and human health on a local, regional and global scale.

Identify and judge risk, and assess human health outcomes selecting the most appropriate intervention option from a range of possible solutions.

Acquire field, laboratory, investigative and analytical skills in order to undertake independent investigations and analyses of public and environmental health problems

Demonstrate presentational skills necessary to communicate findings to audiences with a variety of backgrounds in a range of contexts.

Enable students to work both independently and as an effective team member and to recognise the role and approaches to working with others, including other professionals and community groups, in tackling public and environmental health problems.

Study an area of professional practice in depth through a research project. Create a supportive atmosphere that will enable individual students to use the

graduate learning experience at UCW to provide a foundation for life-long learning, continuing professional development and future careers.

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Programme Learning OutcomesThe award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

Learning Outcomes Teaching, Learning and Assessment Strategies

A. Knowledge and Understanding

A Knowledge and understanding of:

The need for both a multidisciplinary and an interdisciplinary approach in knowledge and understanding of public health and the environment.

Debate and research surrounding the concept of health, its representations, measurement and the diverse determinants of health

Health as a human experience mediated by individual, societal and global contexts.

Methods of acquiring, interpreting and analysing information and data with a critical understanding of the appropriate contexts for their use in practice

Contemporary issues at the forefront of studies on health and environmental health fields and the sustainable and integrated approaches to intervention management.

The theoretical and professional rationales concerning public health and environmental health interventions

the use of research and practice based inquiry to create, interpret and apply knowledge in the disciplines and in their own contexts.

Teaching/learning methods and strategies: Learning outcomes are integrated across the programme and met through a variety of methods including, lectures, seminars, residential trips and visits, practical’s, case studies, problem based learning exercises and tutorials. All this is fully supported by excellent library resources both at UCW and UWE. Online resources are exemplary. KIS data demonstrates substantial scheduled learning for each module and small groups facilitate individual interaction between tutors and students. Additional support is available and an open-door policy exists

Assessment: Knowledge and critical understanding is assessed using a variety of methods

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including: examinations, assessed practical’s, workshops, seminars, field work and laboratory reports, computer based exercises, data analysis, presentation, case studies and poster defence. The diversity of assessment reflects the interdisciplinary nature of the subject area. Opportunities will exist for both formative and summative assessment in all modules. UCW has a minimum expectation for tutorial entitlement and all students receive formative feedback and engage with setting SMART targets three times during an academic year.

B. Intellectual Skills

B Intellectual Skills

Critically evaluate current research and advanced scholarship.

Apply relevant theories to the analysis of and management of processes and outcomes.

Create, identify and evaluate options to provide original solutions for problems that sometimes have incomplete data.

Challenge the status quo by demonstrating intellectual flexibility and lateral thinking.

Learn through critical reflection and evaluation of practice and experience.

Recognise the moral and ethical issues of enquiry and investigation and appreciate the need for professional codes of conduct

Evaluate methodologies, develop critiques and, where appropriate, propose new hypotheses.

Teaching/learning methods and strategies:

Intellectual skills are developed through individual and team project work, student entered learning, laboratory and field work, data handling, interpretation exercises and seminar work.

Study skills work and UWE Graduate Development Programme GDP further explore and engage students with the epistemological scaffolding required to become critical practitioners.

Assessment:

Assessment of intellectual skills is through the full range of methods identified in section A. In particular the wide range of assessments is important in assessing students’ ability to demonstrate generic intellectual skills. Opportunities will exist for both formative and summative assessment in all modules. UCW has a minimum expectation for tutorial entitlement and all students receive formative feedback and engage with setting SMART targets three times during an academic year.

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C. Subject, Professional and Practical Skills

C. Subject, Professional and Practical Skills

Subject knowledge, technical and professional skills to analyse and solve a range of contemporary and emergent public and environmental health problems

Analyse public health and environmental information and data that may be drawn from a wide range of disciplines

Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving problems

The ability to create, identify and evaluate options

Plan, conduct, and report on investigations, including the use of secondary data.

Apply a range of disciplines to satisfy the needs of society for sustainable and healthy environments and the promotion of human health

Teaching/learning methods and strategies:

Skills are developed through the programme during investigatory, laboratory and fieldwork practical’s as well as problem based studies. UWE GDP plays an important part at the beginning of the programme as students further develop their communication skills and enhance their employability skills. Feedback continues to emphasise the quality of research that has been considered.

Students are encouraged to reflect upon their progress through professional development planning.

Assessment:

Subject, professional and practical skills are assessed through laboratory, field based and case study work, work based learning, written coursework including, essays, laboratory and field reports.

Opportunities will exist for both formative and summative assessment in all modules. UCW has a minimum expectation for tutorial entitlement and all students receive formative feedback and engage with setting SMART targets three times during an academic year.

D. Transferable Skills and other attributesD. Transferable Skills and other Teaching/learning methods and

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attributes Demonstrate self-direction and

originality in tackling and solving problems

Act independently in planning and implementing tasks

Demonstrate interpersonal skills of effective listening, negotiating and persuasion

Demonstrate self-awareness and sensitivity to diversity in people and different situations.

Perform effectively in a team and project environment

Communicate effectively using a range of media

Search, retrieve and utilise information effectively

Demonstrate the ability to make decisions in complex and unpredictable situations

Critically reflect upon practice and experience.

strategies: Transferable skills are further developed and assessed at this level of the programme. GDP provides an opportunity for students to demonstrate these skills and develop where necessary through self-evaluation, reflection and personal development planning.

Assessment: Transferable skills and attributes contribute to student performance across the programme. Achievement is evidenced by the overall grade of award. The variety of assessment within the programme requires the student to demonstrate the full range of transferable, academic and employability skills.

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Programme Handbook 2015/16, Weston College

4. AssessmentAssessment schemeEach module has an agreed and clear assessment scheme which will be explained to you at the beginning of the module. This will tell you what kinds of assessment you can expect, when it is scheduled and how much it will contribute to the assessment of your learning in the module overall. Depending on the type of learning content being assessed, you can expect either continuous assessment (coursework) only or a combination of continuous assessment and a written examination. You will enjoy helpful and succinct informal and formal feedback on your progress from tutors. We are able to offer instant, verbal feedback as you propose or report on a project or a practical you have been set, whilst at other times after the submission of coursework, you will receive written feedback on your work as well as a grade which contributes to the formal assessment but importantly enables you to measure your progress. The written feedback we prepare for you indicates where you did well and where you need to improve as each assessment item has a set of published assessment criteria. All feedback is then mapped against these criteria.

Formative and Summative Assessment

These two distinct aspects are embedded and reflected in formative and summative assessment.

Formative assessment focuses on current learning and performance in relation to the assessment requirements, and on approaches to future learning. Its purpose is to develop students to learn more effectively. There is no formal grading at this stage.

Summative assessment deals directly with the allocation of marks, grades and (where applicable) classification based on the extent to which the students have been successful in meeting the learning outcomes. Summative assessment may include a formative element that will enable students to understand their strengths and areas for improvement.

Feedback is critical to informing the student learning experience. It can also place assessment in context to the overall aims of the programme, leading to greater engagement, understanding and improved learning.

Marking criteria Set out in the appendix are a set of standard marking criteria. Marking criteria in individual modules will be based on these.


FeedbackFeedback is an essential part of education and training programmes. It helps learners to maximise their potential at the different stages of the learning cycle, it helps to raise awareness of the strengths and areas for improvement. It also helps to identify actions to be taken to improve performance.

Feedback can be seen as:

Informal - (for example in day-to-day encounters between teachers and students or trainees, between peers or between colleagues) or

Formal (for example written)

On the course you will receive many different types of feedback, these can range from verbal to formally written which you will receive with your assignments.

You will normally receive feedback within 20 working days of your submission.

Anonymity in AssessmentUCW accepts the principle that anonymous marking of coursework should be adopted wherever possible. Where a module has a particular assessment, which cannot be conducted anonymously for example a presentation or performance, then it would be beneficial if other form(s) of assessment in the module were conducted anonymously.

Examinations are marked anonymously.

It must be noted that it is not possible to maintain anonymity in all cases. Thus, a breach of anonymity cannot in itself be grounds for a complaint or appeal.

Extensions to deadlinesStaff are not able to extend deadlines for individuals - deadlines are non-negotiable.

The exception to this is where it has been previously agreed that you may have an extension as part of your technical needs assessment.

On occasion there could be a whole group deadline extension as a consequence of a factor beyond the tutor’s control. For example, when the college is shut due to extreme weather.

UWE Five Working Day Extension

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If you experience a major circumstance that has the potential to affect your ability to submit a piece of coursework, you may be eligible to apply for a five working day extension. If an individual piece of coursework is impacted upon you can apply for this extension no later than 14:00 two full working days (48 hours) before your coursework deadline. Applications need to be made to HEART via email ([email protected]), or in person (HEART office Winter Gardens).

For a full list of circumstances and guidance on how to apply please contact HE Student Services.

Examinations and Assessment Periods including results publicationA full list of examination dates (including resit dates), times and rooms is published at least 6 weeks before the examinations take place.

Arrangements cannot normally be made for students to take examinations at times other than those specified.

It is the responsibility of students to inform the HE Support Co-ordinator, via their tutor, should they require any special arrangement regarding examinations. This needs to occur at least 10 academic working days before the date of the examination, or when they are in receipt of their Disabled Students Allowance (DSA). Academic working days exclude holidays as detailed in the UCW Academic calendar.

Resit Assessment PeriodAll students will be offered a mandatory exit tutorial during the first two weeks of June and will be expected to attend. All grades will be provisional until the Award Board, however this tutorial may highlight any resits which students need to do in advance of confirmation of the award board. The resit assessment dates have been set to follow in line with the universities reassessment timeframe and dates of submission are non-negotiable. However learners can submit any assessed resit coursework early or arrange seminar slots earlier than the date below with the module leader. Students who wish to submit coursework assessments before the University deadline may do so, these will need to be handed in to the HE Academic Registry Team, where a receipt will be provided.

Personal CircumstancesPersonal circumstances is the method through which any student can formally tell the University that you are experiencing problems outside of your control that are affecting your studies.

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mailto:[email protected]


When can I use Personal Circumstances?

You will be able to use the Personal Circumstances process if something major happens to you that:

Is unforeseeable, significantly disruptive and beyond your control. Relates to a specific piece of assessment or examination. Adversely affects your performance (including non-submission).

How can Personal Circumstances help?

The Personal Circumstances process can help to make the impact of non-attendance of an examination or non-submission of assessment less severe.

Depending on the course you are on, the process can support you in the following ways:

Allow you to re-sit a module where the regulations would not normally permit it.

Permit you an exceptional retake of a module (module fee will apply). Permit the mark from a resit or exceptional retake to be uncapped (unless

previously capped).

How to apply

To apply for Extenuating Circumstances, you will need to complete the missed assessment process. https://www1.uwe.ac.uk/students/academicadvice/assessments/personalcircumstances/missedassessmentprocess.aspx

On the form you should:

Describe the difficulty you have had, including the dates of relevant events. Describe the impact on your studies. Provide supporting evidence of the problem you are describing, such as a

medical certificate. See our for details. https://www1.uwe.ac.uk/students/academicadvice/assessments/personalcircumstances/missedassessmentprocess.aspx

In exceptional circumstances students may use self-certification if they cannot provide any other form of evidence. Students are only allowed to do this once for one assessment during each academic year.

Make sure you have entered the correct module code, name and element of assessment.

Support with your application

You can get advice about completing your form, or alternative evidence, from a Student Support Adviser. To arrange an appointment:

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https://www1.uwe.ac.uk/students/academicadvice/assessments/personalcircumstances/missedassessmentprocess.aspx





Telephone: +44 (0) 117 32 85678

E-mail: [email protected]

HEART at UCW can assist you with this process. Please contact us for guidance at [email protected].

The House Style for all written assignmentsThe instructions below set out the house style for written assignments. Other types of assessment may require different formats or styles, for which Module Leaders will provide guidance. Unless you are specifically required to do otherwise, failure to follow these straightforward guidelines will render your work liable to penalty. Please note that there may be different requirements that reflect the conventions and demands of other disciplines.

There are three components to the House Style: Presentation, Referencing and Submission.

Presentation: Arial, 12pt, 1.5 line spacing

Your work must be formatted so that all text is presented in Arial font.

Your work must appear in a font size of 12.

All text (including quotations) must be printed with a line spacing of 1.5 and justified to the left of the page

Your essays should be printed on one side of A4 paper only and should contain page numbers centred at the bottom of the page.

Referencing: Harvard system

All submitted work should conform appropriate Harvard reference system for your course and your partner university. You will find the current guidelines for Harvard Referencing on the HE.LP pages of Moodle.

Check whether your assignment requires a bibliography or a reference list. There is a difference. A reference list includes only those sources cited directly in the text whereas a bibliography may include additional sources consulted or used as background reading that are not cited in the work.

Submission:

Module Leaders are responsible for informing students of the due dates for each assignment; these are identified in the module handbooks/assignment briefs.

The final submission time is 2.00pm on the due date. If you fail to submit coursework by the specified deadline, it will be marked as a non-submission. All

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written assignments must be submitted via Turnitin; text is automatically checked for plagiarism. Where the means of assessment make a Turnitin submission impractical, students must refer to the module handbook/assignment brief for specific details.

Assignments will normally be returned to students within 20 academic working days from submission.

If, on the due date for the assignment, Turnitin is unavailable for any reason, then students must submit the electronic version of their work as soon as notified by UCW of the new deadline.

Coursework submitted via Turnitin must comprise a single file of no more than 10MB. Turnitin will only accept files in the following formats: Word, Text, Postscript, PDF, HTML and RTF.

Submission of work by fax or email is not permitted.

Tutors may make copies of any work submitted by students for assessment for purposes including external examination, external moderation and/or external review. No personal data will be made available to any third party outside of the assessment process.

Unless otherwise informed, please ensure:

That any written work is submitted in a clear plastic sleeve with an opening at the top only (please do not use clip folders or zip pockets)

That the pages are not stapled or pinned together. Submit your work loose-leaf. Make sure you include page numbers on each page.

Make sure to also retain at least one digital and complete paper copy of each coursework submission for your reference. Ensure that both are identical before submitting them.

When you submit work you retain your receipt.

Word Count PolicyThe purpose of a word limit is to give students, across the University, a clear indication of the maximum length of a piece of assessed work, the amount of work expected and therefore how much detail they should go into and how they should allocate time to one piece of assessed work in relation to others. It is an academic skill to be able to write within set word limits and word limits are set appropriate to the assessment outcomes.

Word counts for all written work will be specified in module handbooks/assignment briefs and are clearly communicated to the student by the module leader. If an abstract or summary is required a separate word count will be indicated.

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The purpose of this word count is to provide students with guidance for each piece of written work as to the amount of time and detail required in response to the demands of the assessment.

It is important to develop the academic skills of writing within set word limits and students will be expected to observe the word count set within a module handbook/assignment brief. A maximum tolerance of 10% above and below the word count is allowed. Once the upper limit of the word count has been reached, no further work will be taken into account when awarding marks. Work falling below the required word count risks being self-penalising as it is unlikely that students will cover sufficient material to meet the intended learning outcomes.

The word count includes everything in the main body of the text including: headings/titles, tables, citations, quotations, in-text references, lists. Appendices, foot notes and the bibliography are not included in the word count. Appendices should be kept to a minimum and should only be used to support the academic arguments advanced in the main text, and therefore will not contribute towards the awarded marks. Students must clearly indicate the precise word count on the title page of each assignment.

Use of Appendices

Please note that appendices are not counted as part of the word count. Their sole purpose is to provide supplementary supporting evidence for the assessment. They should be referred to in your assessment but will not form any part of your overall mark.

Assessment Offences and PlagiarismGood academic practices and standards are seen as critical to the maintenance of trust and integrity within the learning environment. Students are expected to apply these standards when producing their own academic work and in particular when referencing/crediting the work of others.

Unacceptable academic practice, particularly in response to assessment, is known as unfair practice.

Unfair practice may take a variety of forms including the following and will be considered as assessment offences:

Plagiarism Collusion Direct cheating: examinations/experiments/field reports/contract cheating Falsification Fabrication

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Assessment offences including plagiarism, collusion and cheating, are an offence under University regulations and where suspected will be investigated under official procedures.

Even though a large number of assignments are marked every year, all assignments are checked for evidence of plagiarism and/or collusion and action is taken if an assessment offence appears to have been committed. Every year a substantial number of students are identified as submitting coursework as their own when they have copied from other students or the internet. Penalties vary depending on the severity of the offence but can be very severe including expulsion from the University.

Appropriate citation or acknowledgement of source documents is essential when presenting written work. It is very important that you quote the books, journals, newspapers, etc., that you used whilst researching your coursework, project or dissertation.

Information and downloadable handouts about referencing at UCW and UWE are available on the Moodle VLE HE LibraryPlus pages at: https://moodle.weston.ac.uk/course/view.php?id=136

Please remember that unfamiliarity with referencing standards and/or assessment offence rules will not be considered as an extenuating circumstance if an assessment offence allegation is brought against you. DON’T RISK IT!

You must therefore NOT:

Use source material (e.g. websites, books, periodicals) without acknowledging the fact in a bibliography OR referencing the text (please see, above, the Library’s guidelines on how to reference).

Present other people’s work as if it were your own (this includes reproducing lecture notes).

Collaborate to produce assessed work unless specifically authorised to do so (e.g. a group assignment). You may work together in collecting information and discussing sources, but the final submission must be clearly independent.

Forget that when producing group assignments you are jointly responsible for that work and any assessment offence penalties may therefore apply to all group members.

For more information please refer to: http://www1.uwe.ac.uk/students/academicadvice/assessments/regulationsandprocedures

Appeals (Applications for Review)You are not permitted to appeal against academic judgment properly exercised, but under certain circumstances students can appeal against the decisions of

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http://www1.uwe.ac.uk/students/academicadvice/assessments/regulationsandprocedures

http://www1.uwe.ac.uk/students/academicadvice/assessments/regulationsandprocedures

https://moodle.weston.ac.uk/course/view.php?id=136


Examining Boards. Please note that you have 10 working days from the publication of your results (on the notice board - not the day you receive them by post) to lodge an appeal. Requests submitted out of time will not be considered.

Detailed information about the grounds for appeal and the procedures to be followed can be found online at: http://www1.uwe.ac.uk/students/academicadvice/academicappeals.aspx

Your degree classificationUndergraduate degrees are classified depending on their final percentage:

First Class: 69.50% and above (≥70%) Upper Second Class: 59.5 to 69.49% (60-70%) Lower Second Class: 49.50 to 59.49% (50-60%) Third Class: 39.50 to 49.49% (40-50%) Fail: 39.49% and below (<40%)

Your classification will be calculated using only the module results you achieve during your “top-up” year and a weighted average of all 120 credits will determine your overall mark.

5. Learning EnvironmentLearning and Teaching MethodsUniversity Centre Weston has a Learning and Teaching Strategy for Higher Education, which underpins our approach.

We intend that the learning programme should be both stimulating and demanding, and should lead you through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study.

A variety of learning methods will be used, which might include:

Lectures Seminars Experiential learning Reflective learning Skills practice Group work and group discussions Workshops Case studies Student presentations

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Information and communications technology (ICT) based activities Visiting speakers/expert practitioners will be used during the

programmeUCW actively encourages the development of technology enhanced learning and you will find staff utilising new teaching methods to enhance your learning experience

Work-based LearningThe course has been designed with work placement opportunities in mind. You will have the opportunity of working in a range of businesses related to the Business industry including finance offices, marketing institutions, business department etc.

When undertaking a work placement you will be issued with a work placement handbook. The handbook will clearly outline the roles and responsibilities of the student, the work placement host and the University/College. The handbook will also contain guidance on how to make the most of your work placement opportunity.

As a student, you are responsible for organising a work placement. The module leaders from Work Based Research and Work Based Learning will provide, however it is your responsibility to find a suitable work placement. On placement, you must follow the Weston College work placement code of practice and conform to the UWE Work Based and Placement Learning Policy.

Library resourcesHE LibraryPlus at UCW is based in Winter Gardens providing a wealth of physical resources, and electronic resources which are available for students to access remotely. Library Plus at both sites opens at 8.15am each morning, and stays open until 8.00pm four evenings a week, giving students the opportunity to use the facilities before and after their taught sessions. All of our electronic resources are available externally 24/7.

HE students may have access to some of the electronic resources in the collections of their Higher Education Institutions (HEIs). This gives students access to a wider range of electronic journals, e-books and databases in addition to the e-resources and print resources we provide at UCW via Heritage Online (Library catalogue) and SearchPlus on Moodle. Lecturers request resources throughout the academic year and students are encouraged to suggest new additions. Our HE Reading Strategy ensures that staff request key resources for each module and that student expectations are managed on the resources available. Each HE programme area has a unique reading list code on Heritage Online to enable a search which lists all items available for that course. Students are automatically enrolled in Library Plus when enrolled on their course, ensuring that access to resources is immediate.

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Students may borrow up to 6 items including books, laptops, ipads, CDs, DVDs, back copies of journals and other pieces of equipment. The standard loan period is three weeks. Staff can request that items in high demand are limited to short loan (one week). All students have full access to our 3,000+ eBook collection, eJournal database (EBSCOHost Academic Search) and further specialist eResources including Mintel and Britannica. Library Plus has fixed PCs and Macs which are available on a drop-in basis, plus laptops, Mac Books and iPads for students to carry out independent research. The University Study Room off Library Plus at Knightstone Campus has PCs and space for laptops; a collection of study skills books and guides. It is for the exclusive use of HE students. Library Plus provides wireless Internet access for students wishing to use mobile devices. A wide variety of equipment is available for loan, including HD video cameras, Flip cameras, Kindles, iPads and a USB microscope. As with other resources a budget is available for buying additional equipment. A full printing and finishing service is available at both campuses.

HE students are supported by a team of 20 professional staff in Library Plus, with a dedicated HE Librarian. Look for the Where’s Wendy posters and signposting in LibraryPlus and on Moodle for information about finding and contacting Wendy for support.

All first year HE students benefit from our mandatory HE.LP programme. The Higher Education LibraryPlus (HE.LP) course on Moodle has been designed to support HE students in their use of learning resources at both UCW and their partner HEI. It includes guidance, links and interactive activities and is designed to support our user education programme. The SearchPlus on Moodle provides links to our e-Resources, catalogue, help sheets and subject guides which recommend appropriate e-books and journals for specific courses. Library Plus events and services are promoted to students through Moodle, the HE termly newsletter Peer Press and via the College’s Facebook and Twitter pages.

HE.LP pages on moodle: https://moodle.weston.ac.uk/course/view.php?id=136

6. Support ServicesHE Student SupportHE Academic Registry (HEART) is a dedicated team and you should consider this as first port of call for any issues, particularly those relating to student support. We have an open door policy, so please feel free to go along and visit HEART at any time.

We can offer help and advice with a variety of issues, including:

Pastoral matters Mental Health specialist support Student finance Student accommodation Disabled Student Allowance (DSA)

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Careers Extenuating circumstances Proof of study and council tax exemption letters

We are available at our Winter Gardens, feel free to pop in for any advice or even just a chat. You can contact us by email at [email protected].

HE Learning Support ServicesIf you think you have a specific learning difficulty (SPLD), a long term medical condition, mobility issue or mental health issue such as anxiety and depression, and there is professional evidence of this (for example doctor or psychologists report) you may be eligible for additional support in your degree.

This support might be mentoring, study skills support, technological equipment or extra time in exams. It can be invaluable and may help you toward successful completion of your degree. If you are eligible, you are advised to apply for a Disabled Students’ Allowance (DSA).

This support is free and does not need to be re-paid after you complete your course.

If you want to investigate this, please contact HE Learning Support. We are friendly and approachable; we will listen and do what we can.

There are a variety of ways to contact us:

In person - We are based in room 511 at Knightstone Campus and in room A125a, University campus

By phone 01934 411 228 By text 0789 1618057 By email [email protected]

More information can be found on our website:

http://www.weston.ac.uk/what-can-i-study/university-level-courses/he-student-support/disabled-student-allowance-he

7. How is Quality Assured?Quality monitoring and evaluation

The programme you are studying was approved by UWE and as part of the approval process it was assured that

the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; and

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the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This was done through a process of programme approval which involves consulting academic experts including subject specialists from other institutions and industry.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); and student feedback including the National Student Survey (NSS).

Drawing on this, and other, information programme teams undertake an annual monitoring process, in accordance with the University's quality policy.

Once every six years an in-depth review of the subject area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the Programme Committee

This course has a Programme Committee comprising all relevant teaching staff, student representatives and others who make a contribution towards its effective operation (e.g. library/technician staff). The Programme Committee has responsibilities for the quality of the programme and plays a critical role in the University's quality assurance procedures.

External examinersThe standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:

To ensure the standard of the programme; and To ensure fairness and equity.

The external examiner for your programme:

Name Role in institution Name of institution

Mrs. Ursula Senior Lecturer in Environmental Ulster University

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Walsh Health

As part of their role, external examiners complete an annual report for the University commenting on the learning, teaching and assessment standards of the modules and the programme overall. The report will highlight areas of good practice and identify areas for development, as well as provide assurance that your programme is of an equable standard to similar HE provision nationally.

External examiner reports, and the University’s response, are shared with students. They are normally discussed at Staff/Student Liaison Committees and made available online, via Moodle.

Student EngagementWe are committed to providing you with a quality learning experience and we undertake regular reviews to ensure the quality of the programme. Our quality checks follow well-established principles and practices, including regular Staff-Student meetings and student and staff module evaluations.

The following methods for gaining student feedback are used on this programme:

Module evaluations; Student representation on Programme Committees (meeting twice each

academic year); Annual student analysis (‘SWOT’) where student views on strengths and

weaknesses of the programme are fed into the Department’s annual report; Comments sent to the Course Leader and/or Module Leader and/or your Personal

Tutor; The National Student Survey.

Students are notified of the action taken through:

In-class reports and discussion; and Posting of information via Moodle and/or by other appropriate means.

Module evaluation questionnaires

Forms are circulated towards the end of each module. These are completely anonymous. Tick-box grading covers aspects of delivery, support and assessment allowing suggestions and comments to be entered also. Student opinions have been a great help to us in refining the programme to meet your needs and to remedy problems. You have benefited from previous students' likes, dislikes and suggestions.

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Staff Student Liaison Committee (SSLC)

Your programme coordinator will arrange a meeting three times a year for you to air your views either in person or through class representatives, depending on the size of your class. Items and issues are fed back to your college teaching team and to our validating University, and action will be taken as appropriate. Your feedback and suggestions are valuable in assisting the development of the programme.

Student Forums

HE-wide Student Forums are organised by HEART and held once per term; their role is to provide discussion on the HE student experience at UCW, examine any issues and concerns and share good practice. The forum also provides discussion of resources and facilities, and allows students to make suggestions as appropriate.

Personal tutors

You will be allocated to a Personal Tutor who will monitor your progress, and meet up for regular chats. This way we can make sure any personal needs are met as far as possible. Regular meetings provide an opportunity to discuss views and opinions with a member of staff.

External referencesThe following methods are used for gaining the views of other interested parties:

Feedback from former students; Employers; Review by the Chartered Institute of Environmental Health (CIEH) every 5 years

with a mid-term review due this year; Annual course report for the CIEH

8. Career OpportunitiesCareers ServiceTake an early opportunity to find the Careers Service. The Careers Officers can arrange to talk to you about any aspect of your future plans or even if you are unsure or undecided. You can simply turn up and have a browse. Do not think that a career is something to consider only in your final year. You will discuss aspects of careers and employability throughout your course. In our experience, students who have some idea of what they are going to do at the end of their studies have greater motivation and perform better than those who do not.

http://www1.uwe.ac.uk/students/careersandemployability

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Career supportAll students benefit from tutorials focused on Careers Information, Advice and Guidance (CIAG). This will complement your personal development planning (PDP), which may be completed as a formal part of your programme. This system has been designed to allow you to record a series of transferable achievements such as health and safety training etc., alongside reflection on relevant work experiences. These achievements will complement the portfolio of Work-based Learning (WBL) embedded in the design of your programme which will underpin your effective career development.

You will discuss aspects of careers and employability throughout your programme. In our experience, students who have some idea of what they are going to do at the end of their studies have greater motivation and perform better than those who do not.

Throughout your time with us you will be encouraged to build your portfolio of skills. As you progress with us, the tutorial system incorporates careers advice and progression sessions.

Careers Coaching

We also have a dedicated careers service for degree students. The service provides resources to help you explore your career options, group workshops, and one-to-one careers coaching through drop-in sessions and bookable appointments. The careers advisors are available on Mondays at University Campus and Wednesdays and Thursdays at Knightstone Campus. For more information, email [email protected]

We have also developed a themed ‘Employability Week’ to help you take steps towards your career goals. During this week, there will be additional 1:1 information, advice and guidance sessions, along with mock interviews with employers and a range of workshops covering topics related to CVs, covering letters and job searching. We will also post tips on our social media throughout the week.

As a student of UWE you are able to access the careers advice provided by them. Details can be found here:

http://www1.uwe.ac.uk/students/careersandemployability/careersservices

9. ComplaintsThe HE Complaints Policy and Procedure at UCW is broad and covers any aspect of the student experience. Students should seek advice from HEART ([email protected]) with regard to if and how you should proceed with a complaint and which procedure is appropriate.

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http://www1.uwe.ac.uk/students/careersandemployability/careersservices



10. Reading StrategyDegree level learners are expected to engage in and explore subjects beyond taught lectures. Reading lists compiled by programme leaders identify the core reading material which is essential, and any recommend further reading required for assignments. Journal titles and websites may also be given. Reading lists are reviewed and updated annually to ensure currency, relevancy and to reflect research developments.

LibraryPlus will aim to provide a copy of every text on a reading list. Where eBooks are available, these will be purchased in the first instance to enable multiple, remote access at all times. Databases for eJournals and reports are provided. Guidance on accessing eResources is given to all first year learners through the HE.LP programme. Further support is available within LibraryPlus and on the LibraryPlus Portal on Moodle. Printed copies of books, journals and DVDs are available for loan or reference in the LibraryPlus facilities and can be located through the Library catalogue. Learners are expected to independently use, explore and familiarise themselves with electronic and printed formats. Programme leaders and lecturers will inform learners of any essential resources or texts that they are expected to purchase themselves.

Learners and staff enrolled on university validated courses are entitled to library membership at their partner facilities, however, access to eResources may be restricted by licencing agreements, and individuals must be responsible for finding, collecting and returning physical resources themselves. Guidance on the services, resources and facilities available is given on partner library websites.

11. Module Specificationsa) Risk Management and Systems UZVSLF-30-3

Level 3UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader LOWN, D

Module Leaders - Additional There are no additional module leaders

Owning Faculty Faculty of Health and Life Sciences, Health and Social CareFaculty Committee approval HSC Quality and Standards Committee Faculty Committee approval Date 04/05/2012 00:00:00Approved for Delivery by Weston CollegeField Health and Applied Social SciencesField Leader Billie OliverValid From 01/09/2012 00:00:00 Discontinued From 01/09/2018 00:00:00

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Pre-requisites NoneCo-requisites NoneEntry requirements: 2011 syllabus accredited CIEH FdSc or other accredited routeExcluded combinations NoneModule Handbooks Learning Outcomes

On successful completion of this module students will be able to:

Develop, evaluate and discuss implementation of key components of management systems policies and procedures in relation to environmental health activities in commercial organisations. (Component A, Element 1) (Component B, Element 1) (Component B, Element 2)

Defend the role of audits in improving standards within organisations. Plan and devise an audit in relation to an environmental health related activity within an organisation (Component A, Element 1) (Component B, Element 2)

Analyse the concept of holistic business risk management and corporate governance (Component A, Element 1) (Component B, Element 1) (Component B, Element 2)

Determine the role of incident prevention, management and investigation in loss control (Component B, Element 1) (Component B, Element 2)

Appraise human behaviour and risk factors in the development of emergency response systems (Component A, Element 1) (Component B, Element 1)

Syllabus Outline

The module will focus on developing an understanding of commercial organisations and how they inter act with environmental health. It will start by considering the roles and functions in commercial organisations. Effective communication within businesses. Various management systems related to health and safety, environment and food safety will be discussed from their role in ensuring standards and in an organisation plus their role related to enforcement and legal controls. How to undertake an audit of an organisation. Understanding human behaviour and its impact on an organisation. Emergency procedures and risk communication. Lectures on the role of business, roles and functions. Basic principles of total quality management systems. Role of management systems will cover systems such as HSG65, OHSAS 18001 and BS8800 in relation to health and safety, EMAS, ISO 14001 for environmental management and ISO 22000 for food safety.

What is an audit, use of various examples from a range of environmental health activity, guiding through the audit process, writing and understanding audit reports. Emergency procedures using Control of Major Accident Hazard Regulations, how to disseminate information to effectively convey risk.

Contact hours/Scheduled hours

· 300 hours total· 102 hours scheduled learning Scheduled learning will typically include lectures, seminars, practical workshops and demonstrations, external visits and an interactive forum.

All students are expected to attend a series of tutorials.

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Teaching and Learning MethodsIntroductory lectures are supported by seminars, case studies, visits and practical workshops.

300 hours study time of which 102 hours will represent scheduled learning. Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration, practical classes and workshops; fieldwork; external visits; work based learning; supervised time in studio/workshop.

Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion. Student study time will be organised each week with a series of both essential and further readings and preparation for practical workshops. It is suggested that preparation for lectures and seminars will take 4 hours per week with a further expectation of 40 hours preparation for Audit and 40 hours used in essay assignment planning and completion.

This module will be taught across both semesters on one day per week allowing both full and part time routes to be timetabled effectively.

Reading Strategy

Access and SkillsThe development of literature searching skills is supported by a Library seminar provided within the first semester and by the Graduate Development Programme embedded in Tutorial entitlement at level three. These level three skills will build upon skills gained by the student whilst studying at levels one and two. Additional support is available through the Library Plus Services and via Moodle web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. In addition additional academic study skills support is available via the HE Drop-in sessions. All students will be encouraged to make use of the print and electronic resources available to them through membership of both the college and the university. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. Weston College Library’s web pages provide access subject relevant resources and to the library catalogue as well as signposting the University Library’s web pages. Many resources can be accessed remotely. This guidance will be available in the programme handbook, module handbook and via module information on Moodle. Essential reading:Any essential reading will be indicated clearly, along with the method for accessing it. Students may be asked to purchase a set text, be given a print study pack or be referred to texts that are available electronically. Further reading:Students will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Many resources can be accessed remotely. The purpose of this is to ensure students are familiar with current research, classic works and material specific to their interests from the academic literature.

All further reading resources will be available via both College and University libraries.

Assessment strategy

A range of assessment techniques will be employed to ensure that learners can meet the breadth of learning outcomes presented in this module alongside the ability to demonstrate transferable skills e.g. communication skills. Examination: A set of questions will be designed to allow students to apply first principles of their academic study to unseen scenarios. Critical Evaluation: The first assignment will be a critical evaluation of the large scale high risk activities (such as

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those covered by Control of Major Accident Hazard Regulations) considering the role of management systems, emergency response systems and effective risk communication using past incidents to illustrate. An emphasis will be placed upon the critical nature of the writing style and the assessment marking guide will reflect this emphasis. The second assignment will focus on the role of audits in an organisation and how they could influence enforcement again using examples.

Opportunities for formative assessment exist for each of the assessment strategies used. Verbal feedback is given and all students will engage with personalised tutorials setting SMART targets as part of the programme design. An unseen 3 hour examination will cover most of the content of the module.

Assessment

Where necessary, and appropriate, an alternative medium of assessment may be negotiated.

Weighting between components A and B (standard modules only) A:60 % B:40%

Final Assessment: Component A Element 1

Attempt 1

First Assessment Opportunity (Sit)

Component A

Element Description Element Weighting

1 Exam (3 hours) FINAL ASSESSMENT 100%

Component B


1 Critical Report (1500 words) 50%

2 Essay (1500 words) 50%

Second Assessment Opportunity (ReSit)

Attendance is not required

Component A


1 Exam (3 hours) FINAL ASSESSMENT 100%

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Component B

Exceptional Second Attempt (Retake)

b) Professional Practice UZVSLD-30-3 Level 3UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader Nahum Kidan


Owning Faculty Faculty of Health and Life Sciences, Health and Social Care

Faculty Committee approval HSC Quality and Standards Committee Faculty Committee approval Date 1 February 2017Approved for Delivery by Weston CollegeField Health and Applied Social SciencesField Leader Billie OliverValid From September 2017 Discontinued From Pre-requisites NoneCo-requisites None

Entry requirements: 2011 syllabus accredited CIEH FdSc or other accredited route

Excluded combinations NoneModule Handbooks Learning Outcomes


Inspect a variety of foodstuffs including meat, fish, primary produce and manufactured foods and make judgements relating to wholesomeness and fitness (Component A, element 1)

Develop a working practice that routinely involves assimilating and integrating data from works of authority, legislation, codes of practice etc, and by mobilising the data thus acquired through local research, use it in a way that maximises the intervention (Component A, element 2, Component B, element 1, Component B, element 2).

Justify the points where the role of the EHP might be best practiced as a means of intervening to prevent, control or mitigate the impact of the stressors previously studied, but recognising the need to consider the political, technological, commercial and financial implications (Component A, element 2, Component B, element 1, Component B, element 2).

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1 Critical Report (1500 words) 50%

2 Essay (1500 words) 50%


Recognise the desirability / primacy of compliance strategies that through effective informal action (particularly the capacity to inform and offer advice) the desirable outcome can be achieved (and the likelihood of recurrence minimised) (Component A, element 2, Component B, element 1, Component B, element 2).

To know when best to defer to enforcement action (recognising the need for this to be proportionate, transparent and consistent) but once decided upon the pursuit of formal action, to collect and assemble such evidence that the matter is dealt with efficiently and effectively (Component A, element 2, Component B, element 1, Component B, element 2)

Recognise how inspections, investigations and audits (conducted with a clear idea of how to maximise their impact), and with effective engagement with duty holders (through questioning and ‘active listening’), reach an early assessment of normal practice, deduce the effectiveness of systems in place and reveal the mechanisms of control that may (or may not) be in place (Component A, element 2, Component B, element 1, Component B, element 2)

Routinely weigh-up the effectiveness of different interventions that can be evaluated formally or informally, reflecting on how this would influence one’s future approach to intervention, and, if necessary, suggesting how one might alter or adapt the approach to afford a more equitable, efficient and effective outcome (Component A, element 2, Component B, element 1, Component B, element 2).

By setting personal goals and objectives, prioritise action (against competing influences from other sources) and in so doing demonstrate the capability and confidence to work independently, whilst learning how best to work in a team and through ‘partnership’ with other organisations, bodies and health professionals see how effective intervention strategies might arise through ‘joint working’ (Component A, element 2, Component B, element 1, Component B, element 2).

Attain high levels within different forms of communication skills expected of a professional (Component A, element 1, Component A, element 2, Component B, element 1, Component B, element 2).

Critically evaluate their role in addressing a problem based case study in the application of a public health intervention discussing the role of reflection within this process (Component A, element 2, Component B, element 1, Component B, element 2).

Syllabus Outline

Advice and guidance to produce primary evidence from some of the five core intervention groups of environmental health (food, health and safety, housing, environmental protection and health protection and development) in a portfolio

Inspection, identification and judgement of fitness and quality of a variety of manufactured foods and primary produce including red meat, poultry, game, fruit, vegetable, fish, shellfish

Day visits focused on some of the key areas of environmental health Practice in selecting, using and writing letters, guidance and notices.


· 300 hours total· 102 hours scheduled learning Scheduled learning will typically include lectures, seminars, practical workshops and demonstrations, external visits and an interactive forum.

All students are expected to attend a series of tutorials

Teaching and Learning Methods

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Introductory lectures are supported by seminars, case studies, visits and practical workshops.


Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion. Student study time will be organised each week with a series of both essential and further readings and preparation for practical workshops. It is suggested that preparation for lectures, practical workshops and seminars will take 4 hours per week with a further expectation of 24 hours preparation for Poster defence, 24 hours used in essay assignment planning and completion and 30 hours study in preparation for the written examination.


Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration, practical classes and workshops; fieldwork; external visits; work based learning; supervised time in studio/workshop.

Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. These sessions constitute an average time per level as indicated in the table below. Scheduled sessions may vary slightly depending on the module choices you make.

Placement learning: may include a practice placement, other placement, year abroad.

Reading Strategy

Core and Further ReadingsAll essential, indicative and supplementary reading are indicated and available via Moodle, which include access to online databases, peer reviewed online journals and e-textbooks all accessible via the online UWE Library or Weston College Library Plus. Students are recommended two or three core e-textbooks, which they can choose to purchase if they wish.

All recommended reading is available online via Weston College and the UWELibrary, which supports individual lectures, seminars and topics. Students are expected to research other reading materials relevant to their assignment and to read widely using the variety of online resources at their disposal. The purpose of further reading is to ensure students become familiar with current research and practice relevant to the syllabus.

Access and SkillsDevelopment of literature searching skills is supported by the online UWELibrary service which includes 24 hour online support, tutorial support and downloadable materials; these include interactive tutorials on finding books and journals, evaluating information and referencing. Further details are available athttp://www1.uwe.ac.uk/library/ Indicative Reading List

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be

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available via other more frequently updated mechanisms.

Bassett,W.H.(2007) Environmental Health Procedures.Taylor and Francis

Buncic,S.(2006) Integrated Food Safety and Veterinary Public Health. Cab International. Wallingford

Gil,J.L.,Durao,J.C. (1990) A Colour Atlas of Meat Inspection. Wolfe

Grist,A. (2004) Poultry Inspection, Anatomy, Physiology and Disease Conditions. Nottingham University Press

Grist,A. (2005) Bovine Meat Inspection; Anatomy, Physiology and Disease Conditions. Nottingham University Press

Grist,A. (2006) Ovine Meat Inspection. Nottingham University Press

Grist,A.(2007) Porcine Meat Inspection. Nottingham University Press

Hayes, P.R. (1999) Food Hygiene Microbiology and HACCP Aspen

Malcolm,R.,Pointing,J.(2006) Food Safety Enforcement. Chadwick House Publishing. London

Mortimore, S. Wallace,C.(2000) HACCP A Practical Approach Chapman and Hall

0’Rourke, R.(2005) European Food Law

Pawsey,R.K., (2002) Case Studies in Food Microbiology

Sprenger R.A.(2010) Hygiene for Management

Sutherland,J.P.,Varnam,A.H.,Evans,M.G.(1986) A Colour Atlas of Food Quality Control. Wolfe.

Sweet and Maxwell (2006) Practical Food Law Manual

Werle,L.,Cox,J.(2005) Ingredients. Konemann Australia

Wilson,A.(2005) Practical Meat Inspection. Blackwell. London

Assessment strategies

For PSRB accreditation, the Chartered Institute of Environmental Health (CIEH) require programmes to incorporate a ‘Practical Food Inspection’ assessment and an Integrated Professional Assessment (IPA), both of which are outlined in guidance documents produced by the CIEH. These assessments have been incorporated into this module as Component A1 and A2 Assessments.

Practical Food Inspection (A1): Students will be expected to identify a range of food specimens, making assessments of quality/fitness, demonstrating the capacity to explain the nature and purpose of any preservation methods employed in manufacture. The ability to discuss the critical aspects of its continued safety; and, the insightfulness to explore the consequences to health and consumer protection if something is found to be abnormal or a defect detected.. Assessment includes knowledge of all relevant legislation and enforcement powers.

Examination (Open book) (A2): An extended case study which is open book. The exam will consist of preparation time and then a formal examination time. Students will have access to a range of appropriate materials to assist in

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the tasks set.

Portfolio (B1): The portfolio assessment will require students to engage with 4 interventions covering the areas of food safety, health and safety, housing and environmental protection and in so doing, will enable them to develop a range of skills that should enable experiential learning to take place. Students will then write up each of the 4 interventions in the format of the CIEH Portfolio of Professional Practice, which assess technical competence and the ability to reflect on the interventions undertaken.

Professional Interview (Viva voce) (B2): Students will be questioned on each of the 4 interventions in Component B1 and will need to demonstrate an ability to identify hazards, assess risk and determine an appropriate course of action. Furthermore, they will be assessed on their ability to reflect on their experiences in undertaking the various interventions. The interview will be of 30 minutes duration.

Identify final assessment component and element Component A, Element 1 % weighting between components A and B (Standard modules only)

A: 0% B: 100%

First Sit Component A (controlled conditions) Description of each element

Element weighting (as % of component)

1. Practical Food Inspection (30 mins) Pass/Fail 2. Examination (Open Book, 3 hours) FINAL ASSESSMENT

Pass/Fail

Component B Description of each element


1. Portfolio - 4 reports (1000 words each) 50%

2. Viva voce (30 minutes) 50%

Resit (further attendance at taught classes is not required)

Component A

Component A (controlled conditions)

Description of each element Element weighting (as % of component)

1. Practical Food Inspection (30 mins) Pass/Fail

2. Examination (Open Book, 3 hours) FINAL ASSESSMENT

Pass/Fail

Component B Description of each element


1. Portfolio - 4 reports (1000 words each)

50%

50%

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2. Viva voce (30 minutes)

If a student is permitted a retake of the module under the University Regulations and Procedures, the assessment will be that indicated by the Module Description at the time that retake commences.

d) Public Health Futures UZVSLE-30-3

Level 3UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader LOWN, D


Owning Faculty Faculty of Health and Life Sciences, Health and Social Care

Faculty Committee approval HSC Quality and Standards Committee Faculty Committee approval Date 04/05/2012 00:00:00Approved for Delivery by Weston CollegeField Health and Applied Social SciencesField Leader Billie OliverValid From 01/09/2012 00:00:00 Discontinued From 01/09/2018 00:00:00Pre-requisites NoneCo-requisites None


Excluded combinations NoneModule Handbooks Learning OutcomesOn successful completion of this module students will be able to:

Apply the principals of evidenced based public health.(Component A, element 1; Component B, element 1)

Critically appraise the validity and reliability of evidence used in public health.(Component A, element 1; Component B, element 1)

Assess the relation between housing, a sustainable environment and the health of individuals, neighbourhoods and communities within a holistic framework (Component A, element 1).

Evaluate the organisations and agencies involved in the housing systems, governmental intervention and the changing role and operation of local government in housing and urban renewal in the UK (Component A, element 1).

Critically discuss how pollution may be managed and controlled to protect human health and the environment (Component A, element 1 or Component B, element 1).

Appraise the role of policy and strategy development and implementation for population health and well-being.(Component A, element 1; Component B, element 1)

Assess the evidence of effectiveness of interventions, programmes and services to improve population health and well-being and the application to practice through planning, audit and evaluation. (Component A, element 1; Component B, element 1)

Critically discuss sustainable development and sustainability and how these concepts are implicit to improving environmental quality and managing resources. (Component A, element 1; Component B, element 1)

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Syllabus Outline

Surveillance and assessment of the population’s health and well-being, focusing on the quantitative and qualitative assessment of the population’s health and well-being, including managing, analysing, interpreting and communicating information that relates to the determinants of health and well-being, needs and outcomes.

Assessing the evidence of effectiveness of interventions, programmes and services to improve population health and well-being. Critical assessment of evidence relating to the effectiveness and cost-effectiveness of health and well-being and related interventions, programmes and services and the application to practice through planning, audit and evaluation

Policy and strategy development and implementation for population health and well-being and the means by which policies, implemented through strategies, serve to improve health and well-being. How this might be measured and the policy/strategy duly evaluated.

Health Protection focusing on the means of preventing the transmission of communicable diseases and/or protecting against the health impact of incidents that present

Critically evaluate air quality management and noise mapping Housing and regeneration as evidenced based outcome Future directions of public health


· 300 hours total· 102 hours scheduled learning Scheduled learning will typically include lectures, seminars, external visits and an interactive forum.All students are expected to attend a series of tutorials.Teaching and Learning Methods

Introductory lectures are supported by seminars, case studies, visits and practical workshops.


Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion. Student study time will be organised each week with a series of both essential and further readings and preparation for practical workshops. It is suggested that preparation for lectures and seminars will take 4 hours per week with a further expectation of 40 hours preparation for Poster defence and 40 hours used in essay assignment planning and completion.


The module will look at various areas of environmental health from an evidence based intervention perspective. It will use neighbourhood renewal and air quality management examples then critically consider other areas of intervention. It will look at the development of policies and strategy at a local and national level. There will be one large case study used to illustrate methods and students will be activity involved in developing possible solutions to neighbourhood health problems.

Reading Strategy

Access and Skills

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The development of literature searching skills is supported by a Library seminar provided within the first semester and by the Graduate Development Programme embedded in Tutorial entitlement at level three. These level three skills will build upon skills gained by the student whilst studying at levels one and two. Additional support is available through the Library Plus Services and via Moodle web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. In addition additional academic study skills support is available via the HE Drop-in sessions. All students will be encouraged to make use of the print and electronic resources available to them through membership of both the college and the university. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. Weston College Library’s web pages provide access to subject relevant resources and to the library catalogue as well as signposting the University Library’s web pages. Many resources can be accessed remotely. This guidance will be available in the programme handbook, module handbook and via module information on Moodle. Essential reading:Any essential reading will be indicated clearly, along with the method for accessing it. Students may be asked to purchase a set text, be given a print study pack or be referred to texts that are available electronically. Further reading:Students will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Many resources can be accessed remotely. The purpose of this is to ensure students are familiar with current research, classic works and material specific to their interests from the academic literature.

All further reading resources will be available via both College and University libraries.

Assessment strategy

A range of assessment techniques will be employed to ensure that learners can meet the breadth of learning outcomes presented in this module alongside the ability to demonstrate transferable skills e.g. communication skills. Critical Essay: An extended piece of writing encouraging students to engage with both the essential and the further reading to justify an intervention and to test the ability to discuss, evaluate, analyse, summarise and criticise Poster Defence and Summary Report: Output from a case study in the field of public health will be assessed by questioning. Students will be expected to justify their intervention of choice with a critical analysis of relevant research literature. This work will be produced individually and defended individually.

Opportunities for formative assessment exist for each of the assessment strategies used. Verbal feedback is given and all students will engage with personalised tutorials setting SMART targets as part of the programme design.

Assessment


Weighting between components A and B (standard modules only) A:60 % B:40%


Attempt 1

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Component A


1 Poster Defence (30 mins) In-class. FINAL ASSESSMENT 100%

Component B


1 Critical Essay (3000 words) 100%



Component A


1 Poster Defence (30 mins) In-class. FINAL ASSESSMENT 100%

Component B


1 Critical Essay (3000 words) 100%



e) Public Health Project UZVSLC-30-3 Level 3UWE Credit Rating 30ECTS Credit Rating 15Module Type ProjectModule Leader LOWN, D


Owning Faculty Faculty of Health and Life Sciences, Health and Social CareFaculty Committee approval HSC Quality and Standards Committee

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Faculty Committee approval Date 04/05/2012 00:00:00Approved for Delivery by Weston CollegeField Health and Applied Social SciencesField Leader Billie OliverValid From 01/09/2012 00:00:00 Discontinued From 01/09/2018 00:00:00Pre-requisites NoneCo-requisites None


Excluded combinations NoneModule Handbooks Learning Outcomes


Select, develop and justify a research question or hypothesis in a relevant area of public or environmental health (Component A)

Critically evaluate research and current issues in the chosen area of study (Component A) Identify, use and evaluate appropriate research methods for the chosen area of study taking

into account reliability, validity and significance (Component A) Draw appropriate conclusion which triangulate with the work of others, demonstrate personal

analysis and show awareness of the limitation of the work (Component A) Manage an extended piece of work using a full range of resources and analysis tools available

(Component A)

In addition the educational experience may explore, develop, and practise but not formally discretely assess the following

Working independently under the guidance of a supervisor Time management skills Scientific academic writing skills

Syllabus Outline

Evidence based policy and practice (the role of evidence in the policy process; the concept of a public or environmental health intervention and use of evidence)

Literature searching databases The nature of evidence: the disciplinary basis of evidence, hierarchies of evidence, exploring

reliability and validity of evidence, different methodologies used as a basis for the development of evidence CASP critical appraisal tools and production of research critiques

Approaches to systematic review of the evidence base Assessment of scientific evidence and its contribution to public and environmental health

practice and policy including evaluation of effectiveness of interventions Ethical issues surrounding the collection, interpretation, dissemination and use of public and

environmental health information. Critical review of contemporary issues in evidence based public and environmental health

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· 300 hours in total· 102 hours scheduled learning Scheduled learning will typically include lectures, seminars, supervision and an interactive forum.All students are expected to attend a series of tutorials.Teaching and Learning Methods

Introductory lectures are supported by seminars and individual/group supervision

300 hours study time of which 102 hours will represent scheduled learning. Scheduled learning includes lectures, seminars and supervision.

Independent learning includes hours engaged with essential reading, preparation, project preparation and completion etc. Student study time will be organised each week with a series of both essential and further readings and preparation for supervision. It is suggested that preparation for lectures and seminars will take 4 hours per week with a further expectation of 78 hours preparation for the project.


Reading Strategy

Access and SkillsThe development of literature searching skills is supported by a Library seminar provided within the first semester and by the Graduate Development Programme embedded in Tutorial entitlement at level three. These level three skills will build upon skills gained by the student whilst studying at levels one and two. Additional support is available through the Library Plus Services and via Moodle web pages, including interactive tutorials on finding books and journals, evaluating information and referencing. In addition additional academic study skills support is available via the HE Drop-in sessions. All students will be encouraged to make use of the print and electronic resources available to them through membership of both the college and the university. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. Weston College Library’s web pages provide access to subject relevant resources and to the library catalogue as well as signposting the University Library’s web pages. Many resources can be accessed remotely. This guidance will be available in the programme handbook, module handbook and via module information on Moodle. Essential readingAny essential reading will be indicated clearly, along with the method for accessing it. Students may be asked to purchase a set text, be given a print study pack or be referred to texts that are available electronically Further readingStudents will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Many resources can be accessed remotely. The purpose of this is to ensure students are familiar with current research, classic works and material specific to their interests from the academic literature.

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All further reading reading resources will be available via both College and University libraries.

Assessment strategy

A range of assessment techniques will be employed to ensure that learners can meet the breadth of learning outcomes presented in this module alongside the ability to demonstrate transferable skills e.g. communication skills. Project Proposal: It is expected that students will present a description of an interesting research problem, justification for the choice of topic area, a literature search, a breakdown of the research methodology and a description of how the research findings will be used. Research Paper: Students are expected to use secondary data to write a research paper in scientific language using scientific conventions based upon the research proposal. This piece of extended writing is an opportunity to engage with critical reasoning and writing. Opportunities for formative assessment exist for each of the assessment strategies used. Verbal feedback is given and all students will engage with personalised tutorials setting SMART targets as part of the programme design.

Assessment


Weighting between components A and B (standard modules only) A: % B:%


Attempt 1


Component A


1 Project proposal (1000 words) 25%

2 Research Paper (3000 words) FINAL ASSESSMENT 75%



Component A


1 Project proposal (1000 words) 25%

2 Research Paper (3000 words) FINAL ASSESSMENT 75%


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12. AppendicesAppendix 1 - Marking Criteria (to be reviewed)Marks will be allocated using the following qualitative guidelines:

UNDERGRADUATE Level 3 Indicative Qualities 100 - 90% Exceptional Exceptional scholarship for the subject. Creative and original insight

into theoretical issues. Exemplary. 89 - 80% Outstanding Outstanding knowledge and sustained argument and critical

evaluation. Mature analysis. Clear evidence of independent thought; Convincing synthesis of a range of appropriate sources. Excellent referencing. Evidence of use of new sources and approaches.

79 - 70% Excellent Knowledge and understanding is comprehensive in both breadth and depth. Strong ability to critically appreciate concepts. Evidence of independent thought. Presentation is fluent and focussed; use of a wide range of evidence; Clear and well presented discussion. Excellent referencing.

69 - 60% Very Good Comprehensive in content and well organised argument but evaluation and analysis of ideas could be further developed. Clear evidence of appropriate reading with evidence of having drawn on reading from beyond the course material. Good accurate referencing. Ability to relate theory and concepts to discussion. Content always relevant and well focussed.

59 - 50% Good Sound comprehension of knowledge base. Reasoning and argument generally relevant but could be further developed. Critical evaluation is apparent but ability to conceptualise and/or apply theory could be strengthened with greater focus and more in-depth analysis. Good evidence of reading. Appropriately referenced.

49 - 40% Pass Meets the relevant learning outcomes but mostly descriptive. Some basic evaluation but analysis is not very well developed and could be strengthened. Some misunderstanding of key principles and concepts. Evidence of appropriate structure but not always well sequenced. Evidence of some reading but limited. Presentation and focus may need improving.

39 - 35% Marginal Fail Little evidence of understanding and overall not reaching the minimum pass standard due to some key omissions in presentation, argument or structure. Argument needs further development. Content not always relevant. Limited evidence of reading.

34 - 30% A Limited Piece of Work

Some evidence of effort but missing some essential aspects. For example, may be lacking in evidence of understanding, focus and structure. Likely to have limited discussion with some lack of relevance. Presentation may need to be improved. Likely to show insufficient evidence of reading;

29 - 20% A Limited Piece of Work

Some material presented but generally unsatisfactory with some irrelevant or incorrect material. Lack of discussion. Likely to show insufficient evidence of reading; Likely to be incomplete.

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19 - 10% A Very Limited Piece of Work

Significant deficiencies; Likely to have insufficient, irelevant or incorrect material. Likely to have very poor structure and no discussion.

9 - 0% Exceptionally Limited Work

Insufficient material presented. No evidence of sufficient preparation.

Zero is reserved for failure to attempt an answer

QAA descriptor for a higher education qualification at Level 6 - General assessment descriptors

a systematic understanding of key aspects of the student's area of study (referring to benchmark statements);

an ability to deploy accurately established techniques of analysis and enquiry ; conceptual understanding that enables the student to devise and sustain

arguments and/or solve problems an appreciation of the uncertainty, ambiguity and limits of knowledge; an ability to manage their own learning and to make use of scholarly reviews

and primary sources; an ability to critically evaluate arguments, assumptions, abstract concepts and

data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution

communicate information, ideas, problems and solutions to both specialist and non-specialist audiences

have the qualities and transferable skills necessary for employment including: the exercise of initiative and personal responsibility, decision making in complex and unpredictable contexts and the learning ability to undertake appropriate further training.

Appendix 2 – Policies and Procedures

Policies relating to HE Students can be found on Moodle at:

https://moodle.weston.ac.uk/mod/glossary/view.php?id=93970

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https://moodle.weston.ac.uk/mod/glossary/view.php?id=93970

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