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Programme Handbook

UCAS code: B916This handbook is published for students studying at Weston College on the

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

FdSc Public andEnvironmental Health

University Centre Westonin partnership with

University of the West of England

Contents

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

2. Course content...................................................................................................2Course Distinctiveness...................................................................................................2Course structure.............................................................................................................3

3. Course Aims.......................................................................................................5Interim Awards...............................................................................................................6Progressing onto Honours Degree..................................................................................6

4. Learning Environment........................................................................................7Learning and Teaching Methods.....................................................................................7Work-based Learning.....................................................................................................7

5. How Quality is Assured.......................................................................................8Quality monitoring and evaluation.................................................................................8External examiners........................................................................................................8External references........................................................................................................9

6. Module Specifications.......................................................................................107. Appendices.......................................................................................................... i

Appendix 1 - Marking Criteria.......................................................................................... iAppendix Two – Policies and Procedures.......................................................................vi

1. IntroductionWelcomeWelcome to the Public and Environmental Health Foundation Degree. This course is offered in partnership between UWE and University Centre Weston (UCW). You are a registered student at UWE and at UCW, 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 FdSc Public and Environmental Health programme. It provides links to the definitive data sources wherever possible. The handbook can be accessed via your Moodle account: 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.

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

2. Course contentCourse DistinctivenessFdSc Public and Environmental Health is a two year full-time or three-year part-time programme 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.

This programme will provide an opportunity to progress to the level 6 BSc (Hons) Public and Environmental Health degree, accredited by CIEH and is a pre-requisite to qualification as an Environmental Health Practitioner (EHP).

If you successfully gain all the credits necessary to achieve your award, you can apply for progression to the BSc (Hons) Public and Environmental Health degree, 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 and within 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 and environmental health sector.

Link Tutor

Each programme has an identified link tutor from its validating partner University whose role it is to support the Weston team.

The link tutor for your programme is:

Mr Phil Gilbert

0117 3287 561 [email protected]

Course structureYear One

Full timeYear 1 of study

Level Title Credits Code

4 Public Health Foundations 30 UZVSL6-30-1

4 Earth Sciences 30 UZVSL3-30-1

4 Public and Environmental Health Law

15 UZVSL5-15-1

4 Legal Systems and Legislation 15 UZVSL4-15-1

4 Introduction to Professional Practice

15 UZVSRH-15-1

4 Healthy Housing 15 UZVSKY-15-1

mailto:[email protected]

Part timeYear 1 of study

Level Title Credits Code

4 Earth Sciences 30 UZCSL3-30-1

4 Public and Environmental Health Law

15 UZVSL5-15-1

4 Legal Systems and Legislation 15 UZVSL4-15-1

Year Two

Full timeYear 2 of study

Level Title Credits

Code

5 Food Control 30 UZVSL9-30-2

5 Environmental Protection 30 UZVSL8-30-2

5 Health, Safety and Risk 30 UZVSLA-30-2

5 Work Based Learning 30 UZVSLB-30-2

If you are using the electronic version please click on the module title for the full module descriptors for each unit.

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.

3. Course AimsThe programme will enable students to:

Develop a sound understanding of the scientific principles that govern biological, physical, chemical, sociological and psychological stressors in a public and environmental health context.

Explore the impact of human activities on the living environment and health. Appreciate the relationship between structural, societal and lifestyle factors on

the promotion of sustainable environments and human health on a local, regional, national and global scale.

Develop academic, professional, generic, practical and employability skills which will equip them for gaining employment and being successful at work.

Prepare for progression to study higher degrees in Public and Environmental Health and other related subjects.

Engage with Public and Environmental Health practice in a variety of settings.

The specific aims of the programme are to:

Facilitate the development of a strong scientific understanding of the principles and processes that underpin public and environmental health.

Develop an understanding of the subject of Public and Environmental Health from a multidisciplinary and interdisciplinary perspective.

Develop the ability to assess risk and select the most appropriate intervention option from a range of possible solutions.

Demonstrate field, laboratory and investigative skills necessary to undertake independent investigations of public and environmental health problems.

Provide the opportunity for the acquisition and practice of appropriate transferable skills and facilitate the development of independent and team working.

Provide the opportunity for the development and practice of employability and professional skills through work based learning.

Provide a curriculum that is enhanced by experience from research, consultancy and professional practice.

Promote and widen access to careers in Public and Environmental Health Practice to applicants with non-standard entrance requirements.

Ctrl+Click here to return to the table of contents

Interim AwardsStudents who do not complete the course but successfully achieve at least 120 credits will be eligible to receive the interim award of a Certificate of Higher Education.

Progressing onto Honours DegreeYou can ‘top-up’ your FdA/FdSc degree to a BA/BSc (Honours) degree by an additional year of study.

To be eligible for progression you must have gained 240 credits, 120 credits at Level 4 and 120 credits at Level 5. The deadline for applications is usually on or before 1st May in the final year of Foundation Degree studies.

Your tutor will arrange a meeting with the Course Leader at UCW to discuss the modules on offer on the top-up degree and answer any questions that you may have. You are also welcome to visit the campus and meet with staff and students.


4. Learning EnvironmentLearning and Teaching MethodsUCW 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 Information and communications technology (ICT) based activities Visiting speakers/expert practitioners will be used during the programme

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

Work-based LearningDuring Year 2, students will undertake a period of work based learning within a public sector or private sector organisation where public and/or environmental health is practiced.

5. How Quality is AssuredQuality monitoring and evaluationThe programme you are studying was approved by UWE. 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 the programme 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.

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.

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) usually

every 5 years; Annual course report for the CIEH


6. Module SpecificationsThis section provides you with the module specifications for your programme as validated by UWE, Bristol. They should be read in conjunction with the additional information that will be provided in the module brief and on Moodle.

Title Public Health FoundationsNew Code UZVSL6-30-1Version 1Versions Last Updated 13/12/2012 14:22:52Level 1UWE 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 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 Pre-requisites NoneCo-requisites NoneEntry requirements: NoneExcluded combinations None

Learning OutcomesOn successful completion of this module students will be able to:

Describe the key concepts and perspectives of health and development of public health policy. (Component A, element 1)

Understand physiological, toxicological and epidemiological concepts, definitions and mechanisms in relation to health, illness and disease. (Component A, element 1)

Identify the roles of the agencies in surveillance of populations and the use of this epidemiological data to plan for local and national level management of incidents. (Component A, element 1)

Comprehend the impact on health arising from poor nutrition, alcohol and drug misuse, exposure to sexually-transmitted diseases, lack of exercise and the range of mediating factors that impact on the likelihood and severity of outcome. (Component A, element 1; Component B, element 1).

Establishing the nature and epidemiological significance of a range of communicable diseases, identifying those that have a particularly strong environmental association. (Component A, element 1)

Understand the principles of microbiology as they relate to our understanding of health, disease, hygiene and food technology. (Component A, element 1; Component B, element 1))

Reproduce basic skills in the safe handling and containment of micro-organisms, culture and standard operating procedures. (Component B, element 1)

Syllabus OutlineThis module provides an introductory framework focusing on the study of human health, promotion and protection and also introduces public health and environment, health and safety context for later studies in the programme

Key concepts and definitions of health, public health and environmental health. Disciplinary perspectives; medical, social and ecological models of health.

Epidemiological concepts and definitions. Statistical concepts and definitions in relation to public health including sources and quality of public and environmental health data, at local, national and international level. This covers human populations and the factors which influence the frequency and distribution of diseases and ill health, how they can be studied and how data relating to these factors can be analysed, the sources and quality of public health data at local and national level needed to provide appropriate approaches and interventions to promote and protect health.

Physiological knowledge and human health - regulation and pathological mechanisms. Introduction to stressors and human toxicology

Psychological knowledge and human health - human behaviour and health outcomes.

Selected case studies to introduce interpretation of public health evidence and most probable solution, for establishing an association between risk factor and disease. Holistic and multi-disciplinary approaches to public health.

Introduction to key public health policy issues; health and government sector organisation, workforce and roles; community and voluntary sector. Introduction to health protection, health promotion and health improvement.

The role of health related practitioners in contributing to health protection and promotion is introduced, Skill development in this module making links to the professional and real world context of practice.

Microbiology - classification of cell type. Range of sizes. Eubacteria – groups based on characteristic structure, size, motility, reproduction, colony characteristics and staining reactions.

Basic Microbial Techniques: Aseptic technique. Media preparation. Selective and differential media.

Microbial interactions: Intermicrobial interactions, plant-microbe interaction, animal-microbe interactions. The ways in which microbes are utilized in industry; in particular within the fields of remediation, waste management and food production

Pathogenicity.

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. 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, 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.

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 Study Skills and Tutorial entitlement. 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 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. Areas of public health will be introduced e.g. Bird Flu as a problem for which a range of intervention strategies may be suggested. This will give students the opportunity to explore the area from a range of perspectives; geographical, population, moral, ethical political and economical. Practical Workbook: This will comprise a series of reports designed to assess increasing skill set within the field of microbiology. Each session will introduce a range of standard operating procedures performed using aseptic technique that will embed practical protocols. 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

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

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

Final Assessment: Component A Element 1Component A Element 1

Attempt 1

First Assessment Opportunity (Sit)

Component A

Element Description Element

Weighting1 Examination (2 hours) FINAL ASSESSMENT 100%

Component B


Weighting1 Practical work book (6 sessions) 100%

Second Assessment Opportunity (ReSit)

Attendance is not required

Component A


Weighting1 Examination (2 hours) FINAL ASSESSMENT 100%

Component B


Weighting1 Practical work book (6 sessions) 100%

Exceptional Second Attempt (Retake)

Title Healthy HousingNew Code UZVSKY-15-1Version 1Versions Last Updated 13/12/2012 11:27:21Level 1UWE Credit Rating 15ECTS Credit Rating 7.5Module Type StandardModule Leader LOWN, D



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 NoneEntry requirements: NoneExcluded combinations NoneModule Handbooks

Learning Outcomes

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

Demonstrate knowledge of current standards in modern construction techniques and building services (Component A, Element 1)

Appreciate the effect of building design on energy efficiency, noise and thermal performance (Component A, Element 1).

Explain how the Housing Health and Safety Rating Scheme serves to establish the risk posed to occupiers of poor housing including multi-occupied dwellings, and how its use in the hands of EHPs provides the means by which that risk can be classified and intervention duly indicated (Component B, Element 1).

Syllabus Outline

Recognise historical building methods and modern construction techniques and use terminology (Component A, Element 1).

Outline the use of services including heating, lighting, ventilation, water supply and drainage in buildings (Component A, Element 1).

Explain current building regulations relating to modern construction techniques and the building services (Component A, Element 1).


· 150 hours total

· 51 hours scheduled learning

Scheduled learning will typically include lectures, seminars, practical and supervised workshops and an interactive forum. All students are expected to attend a series of tutorials.

Teaching and Learning MethodsIntroductory lectures are supported by seminars and a practical workshop.

150 hours study time of which 51 hours will represent scheduled learning. Scheduled learning includes lectures, seminars, tutorials, practical and supervised workshops.

Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. Student study time will be organised each week with a series of both essential and further readings and preparation for the case studies. It is suggested that preparation for lectures and seminars will take 2 hours per week with a further expectation of 19 hours preparation for HHSRS inspection and 20 hours study in preparation for the written examination.


Reading Strategy

Access and Skills

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 Study Skills and Tutorial entitlement. 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.

Examination: A set of questions will be designed to allow students to apply first principles of their academic study to unseen scenarios.

Report: Using the framework detailed within Healthy Housing Safety rating System (HHSRS) a report can be compiled on the construction of a dwelling including identification and rating of all hazards in the dwelling.

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



Final Assessment: Component A Element 1

Attempt 1


Component A


Weighting1 Examination (1.5 hours) FINAL ASSESSMENT 100%

Component B


Weighting1 Report (750 words) 100%



Component A


Weighting1 Examination (1.5 hours) FINAL ASSESSMENT 100%

Component B

Elemen Description Element

t Weighting1 Report (750 words) 100%



Title Public and Environmental Health LawNew Code UZVSL5-15-1Version 1Versions Last Updated 13/12/2012 13:59:52Level 1UWE Credit Rating 15ECTS Credit Rating 7.5Module Type StandardModule Leader ABATE, W



Faculty Committee approval HSC Quality and Standards Committee Faculty Committee approval Date 04/05/2012 00:00:00Approved for Delivery by Weston College Field 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 NoneEntry requirements: NoneExcluded combinations None


Demonstrate appropriate understanding of the various mechanisms for securing compliance with legislative provisions and alternative compliance strategies and methodologies. (Component B, Element 1)

Comprehend public and environmental health legislation, guidance and codes of practice which support public and environmental health enforcement (Component A, Element 1)

Recognise the issues which arise when interpreting environmental health related legislation, gathering evidence and enforcing statutory requirements (Component B, Element 1)

Explain the legal framework for environmental and public health protection and be aware of the principles underlying statutory standards and non-

statutory guidelines (Component A, Element 1)

Syllabus OutlineStatutory framework for pollution control, waste management, food, housing, public health and health and safety in the workplace. The role and powers of law enforcement agencies and authorities.

The legal process as it relates to environmental health, the courts and tribunals. Assessing alternative enforcement strategies. The law of evidence, gathering evidence, powers of authorised officers, witnesses, defences.

The law of evidence, gathering evidence, the powers of authorised officers, defences, witnesses.


· 150 hours total


Scheduled learning will typically include lectures, seminars, practical workshops, external visits and an interactive forum.

All students are expected to attend a series of tutorials.

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

150 hours study time of which 51 hours will represent scheduled learning. Scheduled learning includes lectures, seminars, tutorials, external visits; work based learning; case study in teams.

Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. Student study time will be organised each week with a series of both essential and further readings and preparation for the case studies. It is suggested that preparation for lectures and seminars will take 2 hours per week with a further expectation of 13 hours preparation for Presentation, 13 hours used in case study planning and completion and 25 hours study in preparation for the written examination.


Reading Strategy

Access and Skills

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 Study Skills and Tutorial entitlement. 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.


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:



Assessment strategy


Case Study Report: Using an area of law within one of the intervention areas a particular case study will be presented to students. It is expected that the report will evidence an approach that could be taken to decide the best approach for

mitigation or enforcement action.

Case Study Presentation: Students will be asked to present their report in a way that encourages discussion of options or alternative approaches. The presentation should evidence reflection on the report written.

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



Final Assessment: Component A Element 1 Attempt 1

First Assessment Opportunity (Sit) Component A


Weighting

1 Case Study Presentation (10 mins) FINAL ASSESSMENT 100%

Component B


Weighting1 Case Study Report (750 words) 100%



Component A


Weighting

1 Case Study Presentation (10 mins) FINAL ASSESSMENT 100%

Component B


Weighting1 Case Study Report (750 words) 100%



Title Legal Systems and LegislationNew Code UZVSL4-15-1Version 1Versions Last Updated 13/12/2012 12:08:17Level 1UWE Credit Rating 15ECTS Credit Rating 7.5Module Type StandardModule Leader LOWN, D




Learning Outcomes


Demonstrate knowledge and understanding of the English legal system and the law making process and institutions; (Component A, Element 1)

Appreciate the criminal and administrative justice system within the UK as it applies to environmental health; (Component A, Element 1)

Explain the legislative structure of the European Union and the influence that it has on environmental health law. (Component A, Element 1 and Component B, Element 1)

Identify the origin and nature of ‘nuisance’ as a legal entity, and in particular the position of ‘statutory nuisance’ as a key element of remedy in the field of

environmental health (Component A, Element 1)

Syllabus Outline

Law, society and authority-The purposes and function of law, authority and process.

The Institutional Framework- shaping the institutional framework, the role of government; the criminal justice system; the administrative justice system

The legal process, the role of courts and tribunals. Assessing alternative strategies for securing compliance. The law of evidence, gathering evidence, the powers of authorised officers, defences, witnesses.

The role of the EU as a law making institution. The evolution of statutory nuisance and how this is reflected in the operation

of the housing health and safety rating system


· 102 hours total· 51 hours scheduled learning Scheduled learning will typically include lectures, seminars, case studies, 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.

150 hours study time of which 102 hours will represent scheduled learning. Scheduled learning includes lectures, seminars, tutorials, external visits; work based learning; case study in teams.

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 the case studies. It is suggested that preparation for lectures and seminars will take 2 hours per week with a further expectation of 13 hours preparation for Presentation, 14 hours used in case study planning and completion and 25 hours study in preparation for the written examination.


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 Study Skills and Tutorial entitlement. 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 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 an unseen scenario alongside answering 30 multiple choice questions designed to assess breadth of knowledge. This has been specifically designed to gradually introduce students to the rigours of examination as an assessment strategy and will be assessed at the end of semester 1.

Case Study Report: A case study will allow in-depth analysis of one area of law. 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



Final Assessment: Component A Element 1Component A Element 1

Attempt 1


Component A


Weighting

1 Examination (1.5 hours to be made up of 30 MCQs and 1 essay from a choice of 2) FINAL ASSESSMENT 100%

Component B

Element Description Element Weighting1 Case Study Report (750 words) 100%



Component A


Weighting

1 Examination (1.5 hours to be made up of 30 MCQs and 1 essay from a choice of 2) FINAL ASSESSMENT 100%

Component B

Element Description Element Weighting1 Case Study Report (750 words) 100%



Title Food ControlNew Code UZVSL9-30-2Version 1Versions Last Updated 13/12/2012 15:25:54Level 2UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader LOWN, D





Contrast the different stages between farm and fork and interpret the legislative and practical considerations associated with food safety. (Component B, element 2)

Analyse the relationship between diet and health and justify public health intervention strategies in this area. (Component B, element 1)

Examine and audit relevant food safety and quality systems including HACCP. (Component A, element 1)

Demonstrate a range of practical and sampling techniques relevant to food inspection and the collection of evidence. (Component A, element 1)

Demonstrate knowledge, understanding and application of pre-requisites such as good hygiene/manufacturing practice prior to the utilisation of food hygiene legislation and enforcement options. ( Component A, element 1 and Component B, element 2)

Syllabus OutlineThe Food System: National, European, and global. Describe the range of biological, chemical and physical contaminants which may expose consumers to risk of ill health in respect of food safety. Food processing techniques. Food hygiene and packaging technology that serves to eliminate pathogens and extend shelf life. Understand the concept of ‘hazard analysis’ and the principles of Hazard Analysis Critical Control Points (HACCP). Contamination and cross contamination in the food chain. Apply and audit HACCP systems. Evaluation of non-HACCP systems. The role of quality assurance systems

Diet and health: diet related disease as chronic non –communicable disease and evaluation of intervention strategies.

The legislation detailing the requirements, offences and enforcement tools that apply to food safety and food standards, including the standards and guidelines that assist in deciding the most appropriate course of action. Identification and evaluation of a range of interventions for dealing with food that fails to meet legislative requirements


· 300 hours total


Scheduled learning will typically include lectures, seminars, practical workshops and demonstrations, external visits and an interactive forum.




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.


Reading Strategy

Access and skills


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.


Essential reading:


Further reading:



Assessment strategy



Essay: An extended piece of writing encouraging students to engage with both the essential and the further reading to justify an intervention within the field of food safety.

Poster Defence: Output from project work within the field of nutrition and chronic non-communicable disease will be assessed by questioning. Students will be expected to justify

their approach to the project and its statistical output allowing marking to reflect individual communication strengths.


Assessment




Attempt 1


Component A

Element Description Element Weighting1 Examination (2 hours) FINAL ASSESSMENT 100%

Component B

Element Description Element Weighting1 Poster defence (20 minutes) 50%

2 1500 word Essay 50%



Component A


Component B

Element Description Element Weighting1 Poster defence (20 minutes) 50%

2 1500 word Essay 50%



Title Work Based LearningNew Code UZVSLB-30-2Version 1Versions Last Updated 13/12/2012 16:28:29Level 2UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader LOWN, D




Learning Outcomes


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 (Component B, element1).

Demonstrate the practice of reflection with documents that show a deepening awareness of personal strengths and the ability to critically analyse self-performance (Component A, element1; Component B, element1).

Evidence personal development with an increasing range of skills (Component A, element1; Component B, element1).

Perform practical, analytical skills and academic theory with professional practice (component B, element 1).

Execute the appropriate inspection of a dwelling, identifying and quantifying,

investigation or audit to characterize the hazard in context.

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

Working as a team member Communication skills Professional conduct

Syllabus Outline

Prepare for and undertake 12 days of placement within organisations where environmental health is practised. Essential and directed reading will be directed as appropriate.

Identification and articulation of graduate and employability skills.

Personal development planning, reflective practice. Much of this will be articulated via UWE level 2 GDP programme.

Prepare for and undertake an inspection of a dwelling house.

Students will be encouraged to complete elements of the CIEH Professional Practice Portfolio (PPP) whilst engaging with placement and other opportunities.


· 300 hours in total


Scheduled learning will typically include lectures, review meetings, external visits and an interactive forum.


Placement: Minimum 96 hours


300 hours study time of which 140 hours will represent scheduled learning. This will include the time spent with a mentor, in lectures, interactive learning, review visits and other work based learning.

Independent learning, 56 hours, includes hours engaged with essential reading, assignment preparation and completion. Student study time will be organised each week with a series of both essential and further readings in relation to CIEH core

competencies and the requirements of Professional Practice Portfolio requirements. This module includes significant placement hours. It is expected that students complete

96 hours on placement as a minimum expectation. Most students will complete a significantly higher number of hours within a placement setting.

Reading Strategy

Access and Skills

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 at level three. These level three skills will build upon skills gained by the student whilst studying 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.



Essential reading:


Further reading:



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.

Portfolio: Utilising experiential learning provided on placement and during visits, students will be expected to describe and critically evaluate interventions made in areas of environmental health; Food Safety, Health and Safety, Housing and Health, Environmental Protection and Public Health. It is expected that that students will be able to undertake two interventions (which can be described as actions that EHPs take to control, eliminate or mitigate adverse health impacts that arise from environmental stressors on the physical, social and human worlds) and develop a range of skills that should enable experiential learning to take place. There are three ‘core skills’ within the intervention fields – ‘acquiring information’, ‘risk assessment’ and ‘course of action’ that will be tested but students will also be able to demonstrate that they can reflect upon the experience of undertaking the intervention in terms of the difficulties encountered in acquiring information, uncertainties involved in risk assessment, the effectiveness of the course of action and any incidental problems encountered.

Critical Presentation: Students will be expected to present one of these interventions to their peers. This is an opportunity for students to demonstrate engagement with current research in the field. All interventions should be critically analysed for their effectiveness and the geopolitical landscape within which environmental health sits considered.


Assessment


Weighting between components A and B (standard modules only) A:50 % B:50% Final Assessment: Component A Element 1

Attempt 1


Component A


Weighting

1 Critical Presentation (15 minutes) FINAL ASSESSMENT 100%

Component B


Weighting

1Portfolio (evidence of two summaries within at least two intervention areas) and reflective summary report (1000 words)

100%


Attendance is not required Component A


Weighting

1 Critical Presentation (15 minutes) FINAL ASSESSMENT 100%

Component B


Weighting

1Portfolio (evidence of two summaries within at least two intervention areas) and reflective summary report (1000 words)

100%



Title Health, Safety and RiskNew Code UZVSLA-30-2Version 1Versions Last Updated 13/12/2012 15:40:29Level 2UWE Credit Rating 30ECTS Credit Rating 15Module Type StandardModule Leader LOWN, D




Learning Outcomes


Demonstrate an understanding of the requirements of both EU and UK legislation on employers and employees at all levels in organisations.(Component A Element 1)

Compare the concepts of ‘hazard’ and ‘risk’ and how ‘risk assessment’ serves to identify and characterise hazards and establish the risk. (Component B Element 2)

Identify hazards and assess risks in a variety of situations, carry out safety audits of workplaces and have knowledge of accident and incident investigations. (Component A Element 1)

Contrast the relative merits of a range of risk management strategies. (Component A Element 1)

Identify the moral, legal and economic arguments in promoting a positive health and safety environment at all levels in an organisation. (Component A Element 1)

Consider the risk and controls in relation to fire in both domestic and commercial

building (Component B Element 1) Identify when, and how best, to adopt the educational role, having regard to the skills of

the would-be recipient to make use of the information so obtained. (Component A Element 1)

Utilise appropriate surveillance and assessment mechanisms of workplace populations health and well-being and disseminate information gathered. (Component A Element 1) (Component B Element 1)

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

Consider the risks posed by environmental radiation associated with high-voltage power transmission, telephony and natural emissions (Component A Element 1)

Syllabus Outline

Introduction: Legislative framework – Acts, Statutory Instruments and ACoPs, differing roles and responsibilities in organisations, those who advise and those who enforce the regulations. The effect of an organisation’s activities on the workplace and local environment.

Organisation in the workplace: Hazards and risks, sourcing information, risk assessments, workplace inspections, accident/incident investigations, methods of enforcement, first aid, monitoring health problems and environmental issues.

Contemporary Health & Safety Issues, Safety, Policies & Intervention Strategies: Chemicals, work equipment, noise, construction, agriculture, electricity, radiation

Strategies to promote a safe and healthy environment: developing and implementing safety policies, health promotion and caring for the environment.

Fire safety : the chemistry of fire, reduction of spread of flame and means of escape. Minimisation of risk through design and by risk assessment


· 300 hours in total


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 MethodsIntroductory 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.

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 Skills




Essential reading:


Further reading:



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.


Essay: An extended piece of writing encouraging students to engage with both the essential and the further reading to justify an intervention within the field of fire as a hazard in both commercial and domestic environments. This is the ideal vehicle to test students ability to test the ability to discuss, evaluate, analyse and summarise.

Group Project: each group will be given a hazardous substance to research. The group must determine why it is classified as a hazard from incidents and research. The group will determine the effectiveness of control mechanisms in relation to risk and feedback in a presentation to peers.


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



Attempt 1

First Assessment Opportunity (Sit) Component A


Component B

Element Description Element Weighting1 Group Project and Presentation - In-class (20 mins) 50%

2 Essay (1500 words) 50%



Component A


Component B

Element Description Element Weighting1 Group Project and Presentation - In-class (20 mins) 50%

2 Essay (1500 words) 50%



7. AppendicesAppendix 1 - Marking CriteriaMarks will be allocated using the following qualitative guidelines:

Department of Health and Applied Social Sciences, UWE, Bristol

MARKING GUIDANCE

Purpose of this paper:

1. To establish clear and unambiguous guidance for marking2. To promote transparency in the assessment process3. To promote consistency in marking4. To promote understanding of the way in which the assessment process works between staff and

students, and between markers5. To promote use of the full range of marks

Principles underpinning assessment (taken from UWE Academic Regulations F1.2):

1. Assessment is an integral part of a dynamic learning and teaching process2. All students are entitled to parity and transparency in the way they are assessed3. Explicit criteria against which student performance will be assessed should be available in

advance of all assessments4. Assessment practice should be consistent and comparable across modules in the field to which

they are appointed. 5. Each faculty shall implement mechanisms to ensure comparability of the assessment demands

of modules of the same type and level within and across its fields. 6. The assessment process is carried out by appropriately qualified and competent staff

The Marking Scale:

In determining the overall grade for a piece of work, markers will assess the work against the QAA descriptors for the level. Specific criteria are linked to the academic content and learning outcomes of the module. The full range of marks should be used as appropriate:

100 - 90 89 - 80 79 - 70 69 - 60 59 - 50 49 - 40 39 - 30 29 - 20 19 - 10 9 - 0

i

developed. May be prone to unsubstantiated assertion. Some misunderstanding of key principles and concepts. Evidence of some structure but not always well sequenced. Evidence of some reading.

39 - 35% Marginal Fail

Some strengths, but overall not reaching the minimum pass standard due to some key omissions in presentation, argument or structure. Lines of argument need further development. Content not always relevant. Limited evidence of reading.

34 - 30% A Limited Piece of Work

Some positive elements but missing some essential aspects. For example, may be lacking in 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 positive elements but generally unsatisfactory with some irrelevant or incorrect material. Lack of discussion. Likely to show insufficient evidence of reading;

19 - 10% A Very Limited Piece of Work

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

9 - 0%Exceptionally

Limited Piece of 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 1 - General assessment descriptors

knowledge of the key principles and concepts within their area of study (referring to benchmark statements);

an ability to evaluate and interpret information in accordance with the fundamental theories and concepts of the student's area of study;

an ability to present and develop lines of argument appropriate to the fundamental theories and concepts of the student's area of study;

an ability to communicate their work accurately and reliably and with structured and coherent arguments

UNDERGRADUATE Level 2 Indicative Qualities

100 - 90% ExceptionalExceptional in knowledge and comprehension and creativity. Original and imaginative argument and critical evaluation. Exemplary

89 - 80% Outstanding

Clear and sophisticated argument and evaluation. Evidence of insightful analysis in most areas; Convincing synthesis of a range of appropriate sources. Excellent referencing. Evidence of use of new sources and approaches.

79 - 70% Excellent

Clear and well-presented discussion. Evidence of critical evaluation and analysis; wide and appropriate reading; Evidence of clear understanding of relevant issues and ideas. Sustained and logical development of ideas presented. Evidence of having read widely and appropriately. Excellent referencing.

69 - 60% Very Good

A maturing ability to relate theory and concepts to discussion. Content always relevant and generally well-focused and organised. Attempts critical evaluation but may be limited in-depth discussion. Factually accurate; Some evidence of having drawn on reading from beyond the course material. Good referencing.

59 - 50% Good

Knowledge base generally sound with some evidence of independent thought; Analysis and discussion usually clear but may need to strengthen focus and balance between description and analysis could be improved. Evidence of reading but could have read more widely. Appropriately referenced.

49 - 40% Pass

Meets the relevant learning outcomes but mostly descriptive. Some basic evaluation but analysis is not very well developed. May be some unsubstantiated assertion. Some misunderstanding of key principles and concepts. Evidence of some structure but not always well sequenced. Evidence of some reading. Presentation and focus may need improving.

39 - 35% Marginal Fail

Some evidence of understanding but overall not reaching the minimum pass standard due to some key omissions in presentation, argument or structure. Lines of argument need further development. Content not always relevant. Limited evidence of reading.

34 - 30% Limited Piece of Weak

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%Very Limited Piece of Weak

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.

19 - 10%Very Limited Piece of Weak

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

9 - 0%An Exceptionally Limited Piece of Weak

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 2 - General assessment descriptors

knowledge and critical understanding of the key principles and concepts within the student's area of study (referring to benchmark statements);

an ability to evaluate and interpret apply such principles and concepts; an understanding of the limits of their knowledge, and how this influences analyses and interpretations an ability to present and develop lines of argument appropriate to the theories and concepts of the

student's area of study; an ability to use a range of established techniques to initiate and undertake critical analysis and to

propose solutions to problems arising from that analysis an ability to effectively communicate information, arguments and analysis in a variety of forms have the qualities and transferable skills necessary for employment requiring the exercise of personal

responsibility and decision-making.


Appendix Two – Policies and ProceduresPolicies relating to HE Students can be found on Moodle at:

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


vi

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

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