STUDENT HANDBOOK

B.Sc. (Hons) Applied Sciences (Foundation Entry)

2015/16

Course Leader Janine McGuire

School of Forensic and Applied Sciences

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Please read this document alongside the School of Forensic and Applied Sciences’ “Student Guide to Assessment”. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan or your college and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School or college. This applies to the materials in their entirety and to any part of the materials. If there is any conflict between the regulations mentioned in this booklet and the UCLan Academic Regulations then the latter represent the definitive information.

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UNIVERSITY OF CENTRAL LANCASHIRE

MISSION STATEMENT

WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR POTENTIAL We value and practise equality of opportunity, transparency and tolerance. We strive for excellence in all we do: locally regionally, nationally and internationally. We work in partnership with business, the community and other educators. We encourage and promote research innovation and creativity. Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

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Student Check List

You must read this handbook and check off the Induction Week tasks once they are completed. Check off items on the lower list once you understand and acknowledge your responsibilities. If you have any queries please see your academic advisor. In Induction Week I have: Confirmed that I have enrolled with the university.

My student number is: -

Registered to use the library and computer system

Read this course handbook.

Let the course leader (if I wish to) know of any disability which may affect my studies to ensure I receive appropriate support.

I understand that I am responsible for: Notifying the University immediately if I change my local or home address.

Notifying the School Office (01772891990/1991, fosterhub@uclan.ac.uk) of any absence and providing a medical note.

Reading and following health and safety regulations.

Making certain that I know, and keep to, assessment deadlines.

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Handing in assignments in accordance with the guidelines in the Student Guide to Assessment, i.e. through ELearn (Blackboard) and Turnitin unless advised otherwise

I must maintain contact with my academic advisor who is: Name: Email: Room Number: Telephone Number:

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Contents

1. Introduction to the course .................................................. 8

1.1 Welcome to the course ................................................................................................ 8

1.2 Rationale, aims and learning outcomes of the course .................................................. 8

1.3 Course Team ............................................................................................................. 11

1.4 School office administration details ............................................................................ 11

1.5 Communication.......................................................................................................... 12

1.6 External Examiners ................................................................................................... 12

2. Structure of the course ..................................................... 13

2.1 Overall structure ........................................................................................................ 13

2.2 Modules available ...................................................................................................... 13

2.3 Study Time ................................................................................................................ 14

2.3.1 Weekly timetable ........................................................................................... 14

2.3.2 Expected hours of study ................................................................................ 14

2.3.3 Attendance Requirements.............................................................................. 15

2.3.4 Data Protection .............................................................................................. 15

3. Approaches to teaching and learning ............................. 16

3.1 Learning and teaching methods ................................................................................. 16

3.2 Study skills ................................................................................................................ 16

3.3 University Learning resources ................................................................................... 16

3.3.1 Learning Information Services (LIS) .................................................................... 16

3.3.2 Electronic Resources .......................................................................................... 17

3.4 Personal development planning ................................................................................. 17

3.5 Preparing for your career ........................................................................................... 18

4. Student support, guidance and conduct ........................ 20

4.1 Academic advisors .................................................................................................... 20

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4.2 Student Support ......................................................................................................... 20

4.3 Students with disabilities ............................................................................................ 20

4.4 Assessment arrangements for students with a disability ............................................ 21

4.5 Health and Safety ...................................................................................................... 21

4.6 Conduct ..................................................................................................................... 21

4.7 Students’ Union ......................................................................................................... 21

5. Assessment ....................................................................... 23

5.1 Assessment Strategy ................................................................................................. 23

5.2 Notification of assignments and examination arrangements ...................................... 24

5.3 Referencing ............................................................................................................... 24

5.4 Dealing with difficulties in meeting assessment deadlines ......................................... 25

5.5 Extenuating circumstances ....................................................................................... 26

5.6 Late submissions ...................................................................................................... 26

5.7 Feedback Following Assessments ............................................................................ 27

5.8 Cheating, plagiarism, collusion or re-presentation ..................................................... 27

5.9 What if I fail a Module? .............................................................................................. 29

5.10 Appeals against assessment board decisions ......................................................... 30

6. Course regulations ........................................................... 31

6.1 Course requirements ................................................................................................. 31

7. Student voice ..................................................................... 32

7.1 Course representatives and School President ........................................................... 32

7.2 Student Staff Liaison Committee Meetings (SSLC) .................................................... 33

7.3 Module Evaluation Questionnaires ............................................................................ 33

7.4 Complaints ................................................................................................................ 34

Appendix: Programme Specification .................................. 35

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1. Introduction to the course 1.1 Welcome to the course Welcome to the B.Sc. (Hons) Applied Sciences (Foundation Entry) Degree Programme. The course team wish you every success and is committed to making your time of study a happy and rewarding experience. The course is taught by the School of Forensic and Applied Sciences at the University of Central Lancashire but students can progress onto a range of other courses provided by a number of schools throughout the university. The primary purpose of this handbook is to provide sufficient basic information to allow you to safely negotiate the rules and regulations governing the B.Sc. (Hons) Applied Sciences (Foundation Entry) Degree Programme. The course structure and outlines of the modules are provided in brief and you will be given more information on these at a later date. Progression is also covered in the handbook but will be dealt with in more detail at a later date. We have tried to draw together a range of important information, in an attempt to:- • provide an outline of the course, including its aims, syllabus and assessment pattern • explain student support and course monitoring arrangements Additional information, specific to individual modules will be provided by module tutors. The Foundation Entry Programme in Applied Sciences

This student-friendly, interactive course offers a sound foundation in basic science enabling students to increase their knowledge and skills to a sufficiently high level to allow them to take up a guaranteed place on a range of Science Honours Degrees courses at the University of Central Lancashire and to do so with confidence and competence. 1.2 Rationale, aims and learning outcomes of the course Aims of the Course All university courses have overall aims and learning outcomes which describe what you will achieve on your course of study. It is important that both you and your teaching team are clear about what you are striving to achieve over the next two years of your studies, and so we have listed our aims here.

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The aims of the Foundation Entry Degree in Applied Sciences are to: • To provide students with an interesting and stimulating grounding in science and

enable students to possess the necessary skills to support study at university • To provide a foundation in the essential knowledge and understanding of

theoretical and practical science skills to facilitate study at degree level at university • To support and encourage students to appropriately apply a range of basic

scientific concepts and techniques and to build the necessary skill set to enable students to become university learners

• To development in students a range of skills to support information gathering at degree level and the ability to present information in an appropriate format.

• To encourage students to develop systematic and critical thinking skills necessary for university level study

• To build self-confidence through self-assessment and reflective practices and allow students to develop and build on their employability skills.

• To give students the confidence and competence to apply a range of skills to subject related topics that will underpin their development towards university level study

The course aims to give you the skills and knowledge to progress onto one of a range of science courses at the University.

What are the Learning Outcomes of the Course? At the end of your studies it is intended that you will have knowledge and understanding to: • Describe and apply basic theoretical and practical generic science • Apply relevant mathematical techniques • Explain specific scientific topics needed for progression

At the end of your studies it is intended that you will have the following subject specific skills and be able to:

• Work safely and competently in the laboratory. • Analyse practical results and given data. • Prepare scientific reports

At the end of your studies it is intended that you will have the following thinking skills and be able to:

• Select and collate information from a range of sources. • Describe the differences between qualitative and quantitative data and be able to

select the appropriate methodology • Formulate and test selected scientific concepts and hypotheses, interpretation

and application of concepts • Plan, conduct research, carry out independent analyse and present the results

both orally and in an appropriate written format.

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At the end of your studies it is intended that you will have developed the following transferable skills relevant to employability and personal development: - • Research and reflect on a range of sources of information from books, scientific

reports and journals and the internet. • Write reports in a concise, coherent format • Demonstrate personal organisation and time management skills • Take lecture notes, plan and write essays and reports • Reflect and review as part of on-going professional development • Undertake effective examination revision and data analysis and interpretation • Communicate and present information effectively, using relevant IT skills • Work to high standards independently and as part of a team

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1.3 Course Team Who’s Who on the Foundation Entry Applied Science School of Forensic and Applied Sciences Gary Bond BSc, PhD (Chemistry) Head of School,

e-mail: gbond@uclan.ac.uk Ext 3535 Room JBF105 Carol Cox BSc, MSc, PGCE

Programme Co-ordinator/Student Experience Co-ordinator Principle Lecturer (Policing). e-mail: ccox1@uclan.ac.uk Ext 3757 Room MB056

Janine McGuire BSc, MSc, PhD (Chemistry)

Course Leader, Lecturer (Chemistry). e-mail: jgmcguire@uclan.ac.uk Ext 3485 Room JBF109

Arati Iyengar BSc, MSc, PhD (Genetics)

Student Disability Lead, Lecturer (forensic Genetics). e-mail: aiyengar@uclan.ac.uk Ext 3925 Room MB130

Michael Wysocki BA, PhD (Anthropology) Academic lead Forensic Science

Lecturer (Forensic Anthropology and Archaeology). e-mail: mpwysocki@uclan.ac.uk Ext 4389 Room JBF009

Susan Jones BSc, MSc, PhD (Chemistry) Teaching Team, Associate Lecturer (Chemistry). e-mail: SHJJones@uclan.ac.uk Ext 4323 Room MB063

Karen Lupton BSc, MSc, PhD (Chemistry)

Teaching Team, Associate Lecturer (Biology). e-mail: KDLupton@uclan.ac.uk Ext 4332 Room JBF103

1.4 Administration details Campus Admin Services provide academic administration support for students and staff and are located at Foster Hub and is open from 8:45am unitl 5:15pm Monday to Thursday and until 4:00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via the school Blackboard site. The hub telephone number is 01772 89 1990-1991 The hub e-mail address is: FosterHub@uclan.ac.uk

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1.5 Communication The University expects you to use your UCLan e-mail address and check regularly for messages from staff. If you send us e-mail messages from other addresses they risk being filtered out as potential spam and discarded unread. The School of Forensic and Applied Sciences try to respond to e-mails within one working day. We may also correspond with you by post so it is essential you ensure your address is always up-to-date. 1.6 External Examiners The University has appointed External Examiners to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of these people, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External examiner:

Professor Joe Sweeney University of Huddersfield

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2. Structure of the course 2.1 Overall structure How the course is put together Like most degree courses this course is modular. This means that it is split up into particular areas of study, which are studied and assessed separately. To complete your Foundation Entry in Applied Sciences year and allow progression on to a science BSc. (Hons) degree or MPham programme you must complete and pass six modules. The modules you will take are ‘single modules’ that is they count as 20 credits. Part-time students can take up to 4.5 modules per year. Which modules are taken will need to be discussed with the Course Leader All modules run year long. 2.2 Modules available Applied Science Foundation Entry Year The course generally consists of the following six modules:- FZC005 Skills for Science (1.0) Year Long FZC006 Biology (1.0) Year Long FZC007 Chemistry (1.0) Year Long FZC008 Biochemistry (1.0) Year Long FZC009 Mathematics (1.0) Year Long FZC010 Physics (1.0) Year Long Skills for Science [FZC005] This module is designed to help students develop the study skills that will be necessary to support undertaking degree programmes at university level. It is designed to not only develop the appropriate skills to enable students to successfully complete their studies but also to build confidence and competence to apply a range of skills to appropriate areas of study and to promote and build on their employability skills. The module will concentrate on basic study skills and will develop and support key skills in areas such as literacy, ITC, information gathering and presentation of work to ensure students are ready to undertake university level studies. The module will also encourage students to develop and build on their personal skills in areas such as time management, organisation and reflective practice; to help them develop into independent learners and enhance their employability skills.

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Biology [FZC006] This module is designed to support students in developing fundamental biological knowledge that will be needed to undertake university level studies in related areas. It is designed to provide a suitable level of knowledge and understanding of key biological concepts that will provide a good foundation to enable students to progress to biologically related studies. Chemistry [FZC007] This module is designed to support students in developing fundamental chemical knowledge that will be needed to undertake university level studies in related areas. It is designed to provide a suitable level of knowledge and understanding of key chemical concepts that will provide a good foundation to enable students to progress to chemically related studies. Biochemistry [FZC008] This module is designed to support students in developing fundamental knowledge in the area of biochemistry that will be needed to undertake university level studies in related areas. It is designed to provide a suitable level of knowledge and understanding of key chemical concepts that will provide a good foundation to enable students to progress to degree programmes in related areas of study. Mathematics [FZC009] This module is designed to help students develop the mathematical skills that they will need to progress to university level studies. It is designed to not only develop the appropriate skills to enable students to successfully complete their studies but also to build confidence and competence to apply a range of mathematical skills to appropriate areas of study. Physics [FZC010] This module is designed to support students in developing fundamental knowledge in the area of physics that will be needed to undertake university level studies in related areas. It is designed to provide a suitable level of knowledge and understanding of key concepts in physics that will provide a good foundation to enable students to progress to relevant university courses. Progression Discussions about your progress through the course will take place throughout the year. 2.3 Study Time 2.3.1 Weekly timetable On-line Timetable 2.3.2 Expected hours of study How much work do you have to do? A lot depends on you. As a rough guide the normal amount of work involved in achieving a successful outcome to your studies is

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to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. On average, then, you should be planning to do between 36 and 40 hours per week. Any lesser commitment than this could affect your changes of progressing onto your chosen course. You should bear this in mind if you are going to undertake part-time employment. Your first commitment must be to the course: you are a full-time student it means just that. 2.3.3 Attendance Requirements Student attendance at timetabled learning activities of Courses and Modules is required. Notification of illness or exceptional requests for leave of absence must be made to FosterHub@uclan.ac.uk. Unauthorised absence is not acceptable and may attract academic penalties and/or other penalties. Authority will NOT be given for holidays during term times. If you have not gained the required authorisation for leave of absence, do not respond to communications and if you are absent for 4 weeks or more you will be deemed to have withdrawn from the course. If this is the case then the date of withdrawal will be recorded as the last date of attendance Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 2.3.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Legal Services, Strategic Development Service, University of Central Lancashire, Preston, PR1 2HE.

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3. Approaches to teaching and learning 3.1 Learning and teaching methods The Lecture is the most formal teaching method and serves primarily to define the syllabus. It should not be regarded as providing all you need to know, but rather as the 'skeleton' of knowledge. The responsibility for providing the 'flesh' rests largely with you and this is discharged through private study. Laboratory classes are a very important element of the course. They are primarily intended to train you in the principles and methods of empirical enquiry, and in the conventions of reporting investigations. You will receive comprehensive written guidelines in relation to the latter. The major purpose of the Seminar is to encourage students to publicly discuss topics and issues, and through this develop the skills of criticism, argumentation and communication. As you will discover, several different seminar formats are employed. Tutorials support for lectures and allow student to cover areas to a more in depth level or gain support in learning in a less formal atmosphere than a lecture. Workshops will provide opportunities for interactive or 'hands on' learning in a less formal setting than the lecture. As with all higher level education you are responsible for your own learning; the lectures are merely the starting point and you will have to undertake a substantial amount of study in order to succeed. The aim of the School of Forensic and Applied Science is to promote deep and active learning and for the students to achieve an appropriate balance between (a) the accumulation of subject specific knowledge (b) the understanding of subject-specific concepts (c) the application of these, and (d) the development of general investigative and presentational skills. 3.2 Study skills This course is designed to encourage students to develop their study skills, not only with a dedicated skills module but through all aspects of the course. We also encourage students to make full use of the support services provided by the university WISER LIS 3.3 University Learning resources 3.3.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by the university LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

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3.3.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Course and module materials are not provided in ‘hard copy’ format, however, wherever practicable, lecture notes and/or presentations, seminar materials, assignment briefs and materials and other relevant information and resources are made available in electronic form via Blackboard. This is the brand name for the on-line Virtual Learning Environment (VLE) that the University uses to support and enhance teaching and learning. All students can access the Blackboard spaces for the course and modules that they are registered for. Once logged into your Blackboard area you can access material from the course and all of the modules you are studying without having to log in to each module separately. You can expect that, on the Course page, you will be able to access: 1. Course Handbook 2. Student Guide to Assessment 3. Timetables 4. Minutes of SSLC Meetings 5. External Examiners Report You can expect that, on each module space, you will be able to access: 1. Module Description 2. Module Booklet 3. Assignment briefs (including a marking scheme), if not included in the module booklet 4. Generic feedback on coursework assignments 5. Handouts for tutorials and practicals 6. Lecture notes (no later than 48hrs after the date of the lecture). 7. A past exam paper (if there is an exam in the module) 8. Generic feedback on the examination paper 3.4 Personal development planning While you are at university, you will learn many things. You already expect to learn lots of facts and techniques that support your studies, but you will also learn other things of which you might be unaware. You will learn how to study, how to work with other people, how to manage your time to meet deadlines, and so on. If you are to be an employable graduate it is vital that you can list in your CV the skills that employers value.

Employers are looking for skills such as:

• self-organisation • team work • good written communication • good oral communication • problem solving

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To help you, we have introduced a system that aims to: • help you to identify the skills you should be developing, • help you to identify the ones you are weak in, and • to take action to improve those skills. This approach can broadly be described as Personal Development Planning, and can be defined as:

A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.

The University puts a high priority on your personal development, and so keeping a record of your achievements is encouraged and will help when you are applying for jobs. When you ask staff for a reference, they could use this information to help them provide more rounded detail.

Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it at every level. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

3.5 Preparing for your career Your University experience is not only about achieving your chosen award, it is also about developing as a person and realising your potential. We want you to gain the skills and attitudes that will help you to achieve your goals and aspirations.

Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

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• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:-

• career and employability advice and guidance appointments

• support to find work placements, internships, voluntary opportunities, part-time employment and live projects

• workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

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4. Student support, guidance and conduct Perhaps the most important thing that the School of Forensic and Applied Sciences will give you is support. We will guide you through your course and instil in you the skills and knowledge required to progress to your chosen area of study. 4.1 Academic advisors You will be assigned an Academic advisor at the start of the year for the whole year. They are responsible for providing you with support and advice in relation to your programme of studies, assistance in accessing other services available to students within the University, and to offer whatever help and assistance they can to make your time on this course a satisfying and stimulating experience. Their job is not to have all the answers but they will be able to direct you to the person or place where they can be found. Your academic advisor should be supportive, helpful and try to understand (but not necessarily share) your point of view when you need advice. At times, it may be necessary for them to challenge you over your progress, performance or attendance, but it is not their role to constantly monitor you in these areas as may have happened at school. Your Academic advisor should be your first point of contact for advice on a wide range of academic, personal, administrative and practical issues. This source of support is an important feature of the course and we would encourage you to see your Academic advisor as a friend and helper. Alternatively, where problems are related to a particular module, you are encouraged to approach the module tutor. You should meet with your academic advisor regularly. You are encouraged to have regular meeting with your Academic advisor. You should have at least six meetings with the Academic advisor over the year. Both you and your tutors should keep appropriate records of meetings and this may form part of your Personal Development Process. If you need to get advice in an emergency or when your academic advisor is not available then another member of your teaching team will endeavour to help you. 4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only). 4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible.

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With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. 4.4 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk. 4.5 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment at the university. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.6 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. 4.7 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students.

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Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

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5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. 5.1 Assessment Strategy The Course Team recognise the main purpose of assessment as: • the diagnosis of strengths and weaknesses of individual students • encouragement to students to be involved in determining their own

performance • evaluation as to whether or not the student has met the learning outcomes of

the module and programme in order to progress to the next level or achieve an exit award

Assessment is continuous and uses both formative and summative methods. Formative assessment relates to the continuing and systematic appraisal of the degree of learning. This helps you by providing feedback on the appropriateness of your study skills in meeting the learning objectives. It also assists the academic staff by providing information as to the appropriateness of the learning environment in facilitating student learning. Formative assessment includes assessment strategies that encourage the student and tutor to build on the student’s strengths and to plan remedial help to correct identified weaknesses. Formative assessment encourages the development of personal self-awareness and self-evaluation such that corrective change can be instigated by the individual. The nature of formative assessment varies between modules. In some there are short tests or essays, while in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions. It is important that we try to match assessment to the learning outcomes of each module. Sometimes we need to assess how well you have assimilated facts, sometimes we need to assess your understanding, and at other times your application of the facts. Often we need to test all of these learning outcomes at once. In addition, we need to assess skills, such as your ability to communicate your ideas. The assessment methods and what we are trying to assess by the particular method are shown below: Examinations Short answer questions are usually looking for how well you have

learned factual information. Essay questions are looking for your understanding and critical analysis skills.

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Presentations Your ability to collect and surmise information and your presentational skills under pressure are being assessed here, as is the ability to think on your feet using the facts that you have learned.

Essays Non-examination situation essays assess your understanding of

the subject as well as your research, written communication and critical analysis skills.

Short notes Your ability to collect and surmise information concisely and

accurately are assessed with this type of assessment. Case studies These assess the application of theory to practical situations.

They also assess either your written or oral presentation skills when communicating your deliberations to the class or marker.

You will find a detailed breakdown of the assessments in the module booklets you will be given at the start of each module. 5.2 Notification of assignments and examination arrangements We will try to spread the assessment load. Nevertheless, it is important that you plan your work around the assessment timetable. For this reason assessment dates are detailed in the module booklets. Hand-in times and dates will also be included in the assessment brief that accompanies every assessment. Once examination dates have been set you will be notified by your course leader and these will also be available on you virtual learning environment. 5.3 Referencing There are a number of ways to include referencing within text. Generally scientists use the numeric system but other systems may be acceptable if you discuss it with your module tutor. The Numeric System The numeric system simply gives a running number to each citation as it is mentioned in the text, then lists the references numerically at the end. At every point in the text where the reference is made, a number is inserted, either in brackets or using superscript‘. e.g. In a recent study (26) it was shown..... In a recent study26 it was shown.... Each reference number points to a single reference only and if the same piece of work is referred to again later in the text it is given the same number as it was originally.

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The references are given in a list at the end of the text in numerical order. Instead of repeating complete references, ibid. and op.cit. can be used: ibid. = the same as the one immediately preceding it op. cit. = the same work by this author already cited e.g. 1. Mullins, Laurie J. Management and organisational behaviour. London: Pitman, 1999, p.27 2. ibid., p.105 3. Harrison, Rosemary. Employee development. London: Institute of Personnel and Development, 1992, p164 4. Watson, Tony J. In search of management. London: Routledge, 1994 5. Harrison, op. cit., p.89 The details which need to be included in references (author, title, etc) depend on the type of publication you are citing (articles, books, etc). For books it should include the Author(s) or editor(s) of book Title of book: and sub-title if there is one (in italics), Edition (if not the first), Place of publication, Publisher and Year of publication. [1] W.-K. Chen, Linear Networks and Systems. Belmont, CA: Wadsworth, 1993. For chapters in a book it should include Author(s) of chapter, "Title of chapter" (in quotes), in Title of book (in italics), Edition (if not the first), Editor(s) of book, Place of publication, Publisher, Year of publication, Pages covered by chapter. [6] G. O. Young, ―Synthetic structure of industrial plastics,‖ in Plastics, 2nd ed., vol. 3, J. Peters, Ed. New York: McGraw-Hill, 1964, pp. 15-64. For an article in a journal it should include Author(s) of article, "Title of article" (in quotes), Title of Journal (in italics), Volume number (and issue number or season of publication if there is one), Pages covered by article, Date of Publication [13] R. Bauer and J. Hagenauer, ―Iterative source/channel-decoding using reversible variable length codes,‖ in Proceedings of the IEEE Data Compression Conference (DCC), Snowbird, UT, Mar. 2000, pp. 93-102. Bibliography In addition to the citations in the text you must give a full reference to anything you have used at the end of the essay e.g. books that you used for general background but which you didn‘t have need to cite in the text. In the numeric system this is often easiest if you have a bibliography section after your reference section. 5.4 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to your Course Leader.

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Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your School office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook). 5.5 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept

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for longer than necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook). 5.6 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.

5.7 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. 5.8 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook

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• Cheating is any deliberate attempt to deceive and covers a range of offences

described in the Assessment Handbook. • Being in possession of notes, 'crib notes', or texts books during an

examination other than an examination where the rubric permits such usage;

• Copying from another candidate's script or work; • Communicating during the examination with another candidate; • Having prior access to the examination questions unless permitted to do

so by the rubric of the examination; • Substitution of examination materials; • Unfair use of a pocket calculator; • Impersonation; • Use of a communication device during the examination; • Or any deliberate attempt to deceive

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded

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In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. You may be required to submit your assignment through ELearn/blackboard and Turnitin and its contents will automatically be scanned against a variety of resources to check the original source of the material. This may have severe implications for your ability to complete your course of study. You can find more about the various forms of plagiarism and how to avoid it in the following publications:

Bone, Alison, Plagiarism: a guide for law lecturers, UK Centre for Legal Education, 28th October 2003 (www.ukcle.ac.uk/resources/plagiarism.html). Smith, Jean et al, How to avoid plagiarism. http://www.northwestern.edu/uacc/plagiar.html Extract from University of Brighton Student Guide, All my own work? Plagiarism and how to avoid it, UK Centre for Legal Education, 12th July 2003 http://www.ukcle.ac.uk/resources/trns/plagiarism/guide.html Writing Tutorial Services, Plagiarism: What It is and How to Recognize Avoid It, Indiana University, Bloomington, IN, USA http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf

5.9 What if I fail a Module? If you fail a module the Assessment Board may offer reassessment (of coursework, examination or both), or may exercise its discretion to compensate the failure of a module in circumstances such as significant and acceptable extenuating circumstances where the learning outcomes have still been met. In the latter case you will be allowed to progress as if you had passed the module. This decision is taken at the discretion of the Board (in line with the University Regulations) and will depend upon the specific circumstances surrounding the failure.

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There are strict limits on the number of modules that can be compensated within each Stage of any degree programme. A compensated module is still regarded as a fail, but progression may then be made. If you fail a component of assessment, and are required to be reassessed in that component, the maximum mark you can be awarded for any reassessed component is the minimum pass mark (ie 40% or P or S) and this mark will contribute to the overall aggregate mark for the module. A module, or a component within it, may be reassessed only once, whether that is in-module reassessment or at the end of the module. More detail regarding progression is given below. 5.10 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. The dates for the publication of results can be found on the academic calendar.

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6. Course regulations 6.1 Course requirements Progression Regulations The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

Progression to BSc (Hons) Degree Programmes

Completion of the Foundation Entry in Applied Sciences year guarantees you a place on a number of Science Degree Programmes offered by the University of Central Lancashire. Some of these courses have a progression requirement that needs to be met for progression to that course to be available. Following Foundation Entry in Applied Sciences at UCLAN - Entrance to MPharm 75%. All offers of a place on this course are subject to satisfactory interview, DRB clearance and appropriate health and good character checks both assessed by completion of a Fitness to Practise form. Biological Sciences 65%.

Biomedical Science 65%.

Healthcare Science 65%.

Physiology and Pharmacology 65%.

Neuroscience 60%

Other courses available (listed below) usually require a pass of 40% on the course overall, but this will be discussed with you.

Chemistry

Forensic Chemistry

Forensic Science

Forensic Science and Anthropology

Sport Science

Nutrition and Exercise Science (all routes)

Strength and Conditioning

In addition to the courses listed, other courses maybe available

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7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be asking that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 7.1 Course representatives and School President A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk.

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School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk 7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting • Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report;

outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the

course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development

Planning, academic advisoring arrangements and The Card; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff. 7.3 Module Evaluation Questionnaires Module evaluation questionnaires provide one of the most important means for you to express your opinion about your teaching and learning experience. They capture feedback on your experience within each module and inform staff about where improvements could be made. Your module leaders will ensure that you receive the forms for completion either paper based or on-line, please complete and return these to ensure your voice is heard - all responses are anonymous. You are likely to see the module team responses to previous student feedback in your module handbooks / information packs.

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We also encourage you to feedback comments to the Course Team on an ad hoc basis. Your feelings and thoughts are valuable and we want to hear them. 7.4 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure.

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Appendix: Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire Preston Campus

3. University School/Centre

Forensic and Investigative Sciences

4. External Accreditation

N/A

5. Title of Final Award

BSc (Hons) Applied Sciences (Foundation Entry) Non-award bearing programme: first stage of four-year degree course

6. Modes of Attendance offered

Full-time

7. UCAS Code

ULASCI100

8. Relevant Subject Benchmarking Group(s)

N/A

9. Other external influences

N/A

10. Date of production/revision of this form

April 2014

11. Aims of the Programme • To provide students with an interesting and stimulating grounding in science which will enable

students to possess the necessary skills to support study at university • To provide a foundation in the essential knowledge and understanding of theoretical and

practical science skills to facilitate study at degree level at university • To support and encourage students to appropriately apply a range of basic scientific concepts

and techniques and to build the necessary skill set to enable students to become university learners

• To development in students a range of skills to support information gathering at degree level and the ability to present information in an appropriate format.

• To encourage students to develop systematic and critical thinking skills necessary for university level study

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• To encourage students to develop systematic and critical thinking skills necessary for university

level study • To build self-confidence through self-assessment and reflective practices to develop and build

on their employability skills • To give students the confidence and competence to apply a range of skills to subject related

topics that will underpin their development towards university level study 12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1. Describe and apply basic theoretical and practical generic science A2. Apply relevant mathematical techniques A3. Explain specific scientific topics needed for progression Teaching and Learning Methods Lectures, tutorials, laboratory/practical session, directed reading, problem-solving, workshops,

discussions Assessment methods In class and end of module tests; assignments; portfolio; practical and project reports B. Subject-specific skills B1. Work safely and competently in the laboratory B2. Analyse practical results and given data B3. Prepare scientific reports Teaching and Learning Methods Lectures, tutorials, laboratory/practical session, directed reading, problem-solving, workshops,

discussions Assessment methods Practical reports and competence assessments; project report and group presentations C. Thinking Skills C1. Select and collate information from a range of sources C2. Describe the differences between qualitative and quantitative data and be able to select the

appropriate methodology C3. Formulate and test selected scientific concepts and hypotheses, interpretation and application

of concepts C4. Plan, conduct research, carry out independent analyse and present the results both orally and

in an appropriate written format Teaching and Learning Methods Lectures, tutorials, laboratory/practical session, directed reading, problem-solving, workshops,

discussions Assessment methods Project/practical reports; poster presentation and tutorials/workshops and seminars D. Other skills relevant to employability and personal development D1. Research and reflect on a range of sources of information from books, scientific reports and

journals, and the Internet D2. Write reports in a concise, coherent format D3. Demonstrate personal organisation and time management skills D4. Take lecture notes, plan and write essays and reports D5. Reflect and review as part of on-going professional development D6. Undertake effective examination revision and data analysis and interpretation D7. Communicate and present information effectively, using relevant IT skills D8. Work to high standards independently and as part of a team

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Teaching and Learning Methods Lectures, tutorials, laboratory/practical session, directed reading, problem-solving, workshops, discussions Assessment methods Assignments and portfolio, practical and project reports; performance in academic advisorials/seminars, timed essay, competence based checklist 13. Programme Structures

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 3 FZC005 FZC006 FZC007 FZC008 FZC009 FZC010

Skills for Science Biology Chemistry Biochemistry Mathematics Physics

20(C) 20(C) 20(C) 20(C) 20(C) 20(C)

Requires completion of 120 credits at Level 3. Successful completion of the course leads to progression on to Year 1 of: BSC Hons Chemistry Forensic Chemistry Forensic Science Forensic Science and Anthropology Sport Science Nutrition and Exercise Science (all routes) Strength and Conditioning In order to progress to the programmes listed below, students must achieve the indicated mark. MPharm 75% and pass an interview BSc (Hons) Biological Sciences 65%. BSc (Hons) Biomedical Science 65%. BSc (Hons) Healthcare Science 65%. BSc (Hons) Physiology and Pharmacology 65%. BSc (Hons) Neuroscience 60% Students who exit after the Foundation year will receive a transcript of their modules and grades.

15. Personal Development Planning

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PDP is delivered and monitored through skills modules and the academic advisor system. Students are provided with a PDP handbook in electronic format and are introduced to the idea by their academic advisor (PT). Their PT will then guide them throughout their time at university, both in constructing their PDP and in making sure that they are developing the right skills, helping them to identify and address any issues. Each student sees their PT six times a year for a small group tutorial where the PT and other students will discuss a particular skill or employability issue. Typically the student will have prepared a document or done a task in preparation for the meeting. These tutorials help students to identify and develop their skills and also encourage a culture of confidence between tutee and PT, so that if any specific problems arise with a student the PT will be in a position to assist. The PT topics are constantly reviewed and updated in response to current practice in the workplace and to feedback from PTs and tutees. PTs insist on seeing a completed PDP before writing references. 16. Admissions criteria Entry to this Programme requires DDD or above at A2 including Biology or Chemistry. BTEC ND DMM-DDM Access to HE, IB 25 - 27P including grade 5 in Biology or Chemistry. In addition applicants will be required to have Maths and English GCSE at Grade C or equivalent. International Applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6 with no sub score lower than 5.5. Please consult the UCLAN admissions department for the most up to date requirements. 17. Key sources of information about the programme • University web site (www.uclan.ac.uk) • UCAS web site (www.ucas.ac.uk) • School website (www.uclan.ac.uk/forensic) • Course Leader • Admissions tutor

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes Knowledge and understanding

Subject-specific Skills

Thinking Skills Other skills relevant to employability and personal development

A1 A2 A3 B1 B2 B3 C1 C2 C3 C4 D1 D2 D3 D4 D5 D6 D7 D8

Leve

l 3

FZC005 Skills for Science COMP FZC006 Biology COMP FZC007 Chemistry COMP FZC008 Biochemistry COMP FZC009 Mathematics COMP FZC010 Physics COMP

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

Tuition fees:

Your tuition fees include:

• Scheduled course tuition, academic, technical and administrative support, use of course equipment and facilities.

• Course related induction activities. • Placement year academic support (where the course includes a placement year). • Course assessment and awards. • Access to the university’s library and online resources, including on-campus wifi,

networked and remote access to the university’s virtual learning environment, • Use of the university’s estate and resources for scheduled activities and learning

support • Dissertation, project and/or thesis printing and binding where the submission of

printed and bound documents is a requirement for assessment of the module(s). • Use of the university’s technical equipment and materials identified by the course

teaching team as essential for the completion of the course. • The extra items listed against your course in the table below.

Course name Additional items included in the tuition fees for your course

BSc (Hons) Chemistry (including foundation entry)

MChem Chemistry

FdSc Chemistry

BSc (Hons) Forensic Chemistry

Laboratory coats

PPE glasses

BSc Archaeology Field trip in each year of the course.

BSc (Hons) Forensic Science & Anthropology

Foundation Degree Forensic Science

BEng (Hons) Fire Engineering

BSc (Hons) Fire & Leadership Studies

BSc (Hons) Forensic Science

Cert Forensic Science

FdSc Fire Safety Engineering

BSc (Hons) Fire Safety Engineering

Year one outward bound trip

BSc (Hons) Forensic Science & Criminal Investigation

FD Policing

BSc (Hons) Applied Investigation FDE

BSc (Hons) Applied Sciences FDE

Cert Fire Investigation

BSc (Hons) Policing & Criminal Investigation

Living costs:

Living costs are not included in your tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is different and you are strongly advised to plan your own budget.

Typical items Estimated weekly costs lower range

Estimated weekly costs higher range

Accommodation:

University Halls of Residence based on a 42 week contract.

Private Halls of Residence

(Living at home may reduce your accommodation costs)

£79.03

£70

(£0)

£107.83

£110

Food £20 £30

Internet connection

(free wifi on campus, in university halls of residence and in some private accommodation)

£0 £12

Toiletries/Laundry £5 £15

Gas/electricity/water £0 £20

(included within university halls of residence costs and some private accommodation – check your contract)

Printing, copying, stationery. £2.50 £10

Travel expenses

(varies by method & distance travelled e.g. on foot, bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings).

University halls of residence and a good selection of private accommodation are situated on campus or a short walk from campus.

£0 £40

Mobile phone or landline £2.50 £10

Books £5 £10

Leisure £5 £25

Total per week £110 £282

Total for 42 weeks

(typical halls of residence contract)

£4,620 £11,844

Total for 52 weeks £5,720 £14,664

You may also need to budget for ‘one off’ or irregular costs

Typical items Notes

Bedding From £20

Clothes Costs vary depending on your needs

TV licence £145.50 per year

Insurances Costs vary depending on your needs.

Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished.

Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included.

Additional costs.

The costs below are incurred by some but not all students and are not included within the Tuition Fees.

Optional items – all courses Estimated costs

Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.).

Variable depending on the distance travelled and the method of transport chosen.

Library fines & charges

Avoid these by returning on time or renewing books!

On time £0.00

0-8 days overdue £0.10-0.50 per day

9+ days overdue £0.50-£1.00 per day

40+ days replacement cost and administrative charges/account suspension

Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.

For example a medical certificate may cost from £10.

Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where permitted by course regulations and approved by course leaders)

£300

Printing of electronic books, journals etc. You are strongly recommended to access these electronically.

Estimated £0.10 per copy sheet

Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.

Estimated £0.10 per copy sheet