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Faculty of Health, Psychology and Social Care
BSc (Hons) Nutritional Sciences
Programme Specification
This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education
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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.
1 Date of initial Approval or last review: November 2012
2 Effective date of Approved/Reviewed Programme Specification:
September 2013 – August 2019
3 This Version effective from: September 2017
4 Version number: 2012/ Version 6
Modifications to Programme Specification
Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications
The following elements of provision included in this document is/ are also included in the following programme specifications
Award Programme Specification
Health Promotion & Policy (326Z0030)
• BSc (Hons) Food and Nutrition • BSc (Hons) Human Nutrition
Honours Project (326Z0014) • BSc (Hons) Food and Nutrition • BSc (Hons) Human Nutrition • BSc (Hons) Food Technology
Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above
0 Brief Overview (i) Brief Descriptive Summary The BSc (Hons) Nutritional Sciences course reflects the significance of diet and lifestyle in the 21st century: the prevention of disease, promotion of health and how to meet the challenge of developing nutritious foods for a growing population. Year 1 gives a solid grounding in nutrition and food, allowing students time to decide their area of particular interest. Year 2 allows students the flexibility to focus on either nutrition or health sciences, or pursue food studies, building on the established knowledge base. Following an optional placement year, students continue to study the role of diet in promoting health but can also specialise further in nutrition or food innovation. They also choose in their final year whether to complete a research dissertation or alternatively, a business enterprise project. (ii) Articulation of Graduate Prospects Jointly, the Food and Healthcare sector account for 28% of employment in the UK (UCAS 2010). Latterly; the food industry is one of the few that continues to consistently create new jobs and opportunities regardless of the prevailing economic climate (The Higher Education Statistics Agency, (HESA) 2010/11). Due to increasing lifestyle-related health problems, the importance of good nutrition and the provision of safe, healthy food are high on the consumer agenda. Graduates with knowledge of food science and product development, or expertise in nutrition education and promotion will be well placed to play a vital role in these areas. In the USA, employment of dieticians and nutritionists is expected to increase 20% by 2020, exceeding the average for all occupations (United States Dept of Labor, April 2012). This reflects the increased interest in promoting nutritional wellbeing, particularly as a part of a strategy to prevent ill health rather than cure health problems once they have occurred. As in the UK, the importance of diet in preventing and treating illnesses is well known and it is predicted that there will be a similar demand for dieticians and nutritionists. Graduates in BSc (Hons) Nutritional Sciences will also be able to continue their studies by selecting one of the accompanying MSc programmes such as Nutrition and Health or Food Innovation, which are designed to
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complement this degree programme. Close working links with the Manchester Food Research Centre will continue to promote Knowledge Transfer Partnerships for graduates and postgraduates who choose to specialise in food technology.
General Information
1 Overarching Programme Specification Title
BSc (Hons) Nutritional Sciences
2 Final award(s)/title(s) BSc (Hons) Nutritional Sciences
BSc (Hons) Nutritional Sciences (Sandwich)
3 Combined Honour
3a (i) Combined Honours Awards available
N/A
(ii) Single Honours Awards available through Combined Honours
N/A
(iii) Approved Subject Combinations administered by this Programme Specification
N/A
3b Approved Subject Combination administered by other Programme Specifications
Approved Combination Home Programme Specification & Home Dept
N/A N/A
4 Interim exit award(s)/title(s)
• Cert HE Nutritional Sciences • Dip HE Nutritional Sciences
5 Mode(s)
Full time Mode • BSc (Hons) Nutritional Sciences • BSc (Hons) Nutritional Sciences (Sandwich)
6 FHEQ position of final award(s) Honours (Level 6)
7 Awarding institution Manchester Metropolitan University
8 Teaching institution(s) Manchester Metropolitan University
9
Relationship with Foundation Year
Students who have successfully completed a foundation year in science (Biology and Healthcare or Chemistry route) will be eligible for entry onto Level 4 BSc (Hons) Nutritional Sciences.
Administrative Details
10 Home Department/ School/ Institute
Department of Health Professions
11 Home Faculty Faculty of Health, Psychology & Social Care
12 UCAS code(s) B403
Collaborative Arrangements (where relevant)
13 Approved Collaborative partner(s)
Partner Name Type of Collaborative Partnership
N/A N/A
14 Other Approved Academic Partnership(s)
Partner Name Type of Academic Partnership
N/A N/A
Approval Status
15 Date, outcome and period of approval for most recent MMU review/ approval
(i) Latest review/approval The programme was last reviewed on 14th November 2012
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(ii) Major Modifications to Programme Specification since last review/approval N/A
16 Next Scheduled Review Date:
2018/19
17 PS/1 effective date: September 2017
External References/Relationships
18 QAA Benchmark Statement(s)
1. Biosciences (2007) 2. Agriculture, horticulture, forestry, food and consumer
sciences (2016)
19 PSRB(s) associated with final award of any route within the programme specification
1. Association for Nutrition; Undergraduate honours degrees specialising in Nutrition are eligible for accreditation by the Association. The purpose of the AfN accreditation scheme is to recognise the highest standards of professional education in nutrition. An accredited course graduate has the right to apply for direct entry at Associate level to the UKVRN, (UK Voluntary Register of Nutritionists) which would entitle them to use the letters ANutr after their names. This recognition of knowledge and application is of particular importance in an increasingly competitive field.
20 Date, outcome and period of approval of last PSRB approval/accreditation
October 2014- August 2019
Programme Information
21 University and Programme Educational Aims
(i) University Educational Aims To develop flexible approaches to programme delivery and student support which reflect the needs
and expectations of our students To provide a supportive and inclusive learning environment which will enable success for all
learners To encourage the development of students’ intellectual and imaginative powers, creativity,
independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes
To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives
To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions
(ii) Programme Educational Aims The aims of the BSc (Hons) Nutritional Sciences and BSc (Hons) Nutritional Sciences (Sandwich) programmes are to: Provide access to learning experiences that are stimulating, varied, relevant, and informed by
current research and teaching practice Provide opportunities for students to become independent learners, enterprising and imaginative
thinkers, and problem solvers and allow them to develop their strengths whether in practical application, research, or enterprise
To provide opportunities to engage with industry through: placement, liaison with the Manchester Food Research Centre by incorporating into the curriculum relevant opportunities such as field trips and industry speakers
To provide an environment which promotes positive working relationships and the development of teamwork, communication and leadership skills
To enable students to use their knowledge, understanding and skills to optimise the health and welfare of individuals, groups and populations
To provide a curriculum which enables students to respond to nutritional challenges arising from food and health policies and the development of new food products and technologies
To enable students to establish professional attributes that will enhance employment opportunities following graduation
22 Final Learning Outcomes
MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to: apply skills of critical analysis to real world situations within a defined range of contexts demonstrate a high degree of professionalism characterised by initiative, creativity, motivation
and self-management express ideas effectively and communicate information appropriately and accurately using a
range of media including ICT develop working relationships using teamwork and leadership skills, recognising and respecting
different perspectives manage their professional development reflecting on progress and taking appropriate action find, evaluate, synthesise and use information from a variety of sources articulate an awareness of the social and community contexts within their disciplinary field Programme Specific Outcomes (i) Final Award Learning Outcomes Graduates of the BSc (Hons) Nutritional Sciences and BSc (Hons) Nutritional Sciences (Sandwich) programmes will be able to demonstrate an ability to: Recognise and apply subject specific facts, theories, paradigms, concepts or principles; allowing
for competing and alternative explanations within the subject Access, analyse, evaluate and summarise food and nutrition science information in a critical and
balanced manner Understand the evidence-base informing nutritional guidelines and practices, and the associated
and causal links between key diet-related health issues Interpret and evaluate the principles and concepts of health promotion as applied to individuals,
groups, and communities, and appreciate the skills required in planning, implementing and
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evaluating health promotions Independently research and critically review current health / food policies Plan and execute of a hypothesis driven research project, or an enterprise project, on a relevant
nutrition, lifestyle or food subject, evaluate the outcomes and draw valid conclusions Access a range of information retrieval systems in order to review the quality of published
literature and write effectively about their findings Tackle problems, develop innovations, and make decisions by creatively and imaginatively using
appropriate subject information and practical techniques Recognise the moral and ethical issues of investigations and appreciate the need for ethical
standards and professional codes of conduct Assess the consequences of their activities to optimise community and environmental
sustainability with respect to food supply and nutrition (ii) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study
23 Interim Award Learning Outcomes
Students who have successfully completed Level 4 studies will have demonstrated ability to: Recall knowledge based on the directly taught programme Describe the composition of food Explain the role of key nutrients in health and nutritional deficiency diseases Describe the causes of food poisoning and food borne illnesses and their significance for health Describe the function of the major biological systems involved in supporting health Apply methods to determine physical properties of food and sensory evaluation Describe the principles of processing major food commodities and the changes to food raw
materials involved Collate, summarise, analyse and communicate information Source academic literature and extract relevant points and will be eligible for the award of CertHE
Nutritional Sciences.
Students who have successfully completed Level 5 studies will have demonstrated ability to: Recall subject specific knowledge based on the directly taught programme with some evidence of
wider enquiry Critically evaluate scientific information in order to compile a research proposal and hypothesis Develop enterprise and professional practice skills to prepare for future employment Describe the changes in nutritional requirements with respect to age, health, economic, cultural
and social conditions Record the dietary intake of individuals, compare with nutritional guidelines and produce food
plans Analyse the product development process and display practical skills in food product development Critically appraise the biochemistry of the micro and macro nutrients, and mechanisms of energy
balance Access, analyse, summarise and evaluate information and will be eligible for the award of DipHE
Nutritional Sciences
24 Teaching/Learning and Assessment Strategy
(i) Curriculum Design The structure of the programme is designed to meet the expectations of students, together with the needs of industry and society. A flexible approach to curriculum design and programme delivery ensures that students are provided with a broad foundation of knowledge and experience during the first year that will then enable them to select a specific path of learning at Levels 5 and 6. The choice of subjects offered will allow students to pursue their academic interests and develop areas of specialism to increase their employability and meet the demands of a changing job market. Guidance will be provided for each student in the second term of Level 4 as they make their subject choices for Level 5, supporting their career aspirations and highlighting their individual strengths with the intention
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to facilitate success for all learners. This course has developed in response to a growing interest in nutrition among prospective students, who often are initially unaware of their latent skills and interest in related areas such as food science or exercise science. At each level student will be encouraged by their personal tutor to reflect and maintain their own personal development plan, allowing them to develop a critical understanding of themselves, and confidence in the skills they can offer to a future employer. A culture of on-going improvement in learning, assessment and achievement will be established as students are supported and encouraged to strive for their own ‘personal best’ throughout the course. As the growing interest in food and health leads to openings in research, academia, media, leisure, exercise & sport, it is important that the curriculum provides students with a thorough scientific knowledge plus the skills required for real life application across a range of environments. The degree is designed to do this by combining academic understanding with professional abilities. The course will unite strong science-based knowledge of food and nutrition with an emphasis on the development of key skills including communication, problem solving and teamwork. Students will gain confidence in their abilities to deal with real life situations as they experience workplace situations within the curriculum. Acting as a member of a product development team within the Food Innovation unit or carrying out a role-play as an independent Health Advisor in the nutrition clinic, will promote imagination and self-awareness, but most importantly enhance the skills required by employers. The active participation of students as individuals and in groups will be a major factor in their development through knowledge acquisition, synthesis, application and critical evaluation. A supportive and accessible learning environment will encourage independent learning via a well-established university-wide support network, interactive virtual learning environment, a variety of unit based materials and academic tutor system. To promote and maintain student interest and meet the needs of different learning styles a variety of teaching methods are incorporated into the curriculum, including: • Stimulating experiential learning, including sensory analysis of food, a pilot scale food operation
facility, nutrition ‘clinic’ and physiology practicals including body composition measurements and technical evaluations.
• A variety of teaching strategies such as lectures, seminars, tutorials, workshops, speakers from health and food organisations, practical activities and field trips.
• Study methods to develop and enhance existing skills via topic based tutorial sessions, development of study skills using on-line resources and drop-in support sessions provided by the generic support network within MMU.
• Exposure to the latest innovations in their field through lecturers who are active researchers. • Development of skill and knowledge through projects with real world relevance. • Varied and challenging assessments (see below). In line with the MMU Strategy for Learning Teaching and Assessment, the course recognises that Assessment is an integral part of learning and teaching. Throughout the course, the assessment strategy is designed to recognise and reward student effort and to encourage students to strive for further achievement. An agreed marking framework across each level will enable students to recognise their strengths and weaknesses and support equality across the programme in relation to marks awarded. Option Units Option units listed in the curriculum structures are all approved for delivery, but may not all run in any one academic session. Student Mobility Students on the Student Mobility schemes will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been development to accommodate students study at MMU for less than a full academic year. Assessment Strategy: The assessment strategy will identify student progress, promote learning and act as an incentive for on-going achievement. Both formative and summative methods of assessment will be aligned to learning outcomes and designed to establish whether they have been achieved at each level. A planned assessment calendar together with prompt individual written feedback will enable students time for reflection and planned improvement where possible. Written summative assessments shall be
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marked anonymously, and another member of the programme team shall moderate a selection of cohort assessment. Where student presentations, both verbal and visual, form part of the unit mark, a minimum of two tutors will be involved in marking and grading the assessment. Formative Assessment: Formative assessments will be incorporated in to the assessment strategy in order to assist students in relation to their understanding of their own learning. As with summative assessment, formative assessment will be presented in a range of formats within units but it is important that feedback, both positive and negative, be presented to allow students to move forward and reflect prior to their summative assessment. All units will incorporate a minimum of one piece of formative assessment with feedback. Summative Assessment The programme’s summative assessment strategy includes the following: Written assignments Tutors are encouraged to request written assignments in a variety of formats e.g., essay, report, media article, following delivery of a clear and structured brief. As a result, written assignments may be required in a traditional academic (e.g. essay) or a relaxed style of comprehension (e.g. media article) to enable students to develop the in skills articulating complex ideas clearly. Laboratory reports are required in order to develop the students’ ability to communicate experimental activity, results and evaluation in a conventional format. Student presentations including verbal, via AV or poster presentations will develop communication skills, and enable students to present scientific information in a succinct style that can be easily understood. Students will be encouraged to discuss and debate current topics formulating key areas of personal development for students within the nutrition and food industry. Formal Examinations are used at each programme level where knowledge, comprehension, and evaluation of theory are to be assessed. Unseen exams are usually hand-written and last two to three hours. Case studies will allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios. Nutritional analysis using professional software. Peer and self-assessment will develop critical analysis and evaluation. In class and on-line tests/ quizzes will be used for formative and summative assessment e.g. of computing skills/ revision sessions. Group reports demand team working skills and a professional attitude.
25 Programme Structure
(i) Engagement with the University wide Provision Following discussion with the course PSRB, the Association for Nutrition, concern was expressed relating to the diversion from key academic subjects and the inability of the course to meet the requirements of the Association’s Core Competencies if a language was to be offered. The Registration and Accreditation Manager for the Association for Nutrition – stated: ‘I can confirm that the AfN does not require a language option to be included for a course to be considered for accreditation. A course needs to demonstrate how it meets the core competencies.’
(ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements
OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. BSc (Hons) Nutritional Sciences
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Level 4 (Full time and Sandwich)
Core Units
Code - Pre/Co-requisites
Unit Title No of credits
324Z0035 None Nutrition 21 30
324Z0033 None The Chemistry of Food 30
324Z0034 None Physiology and Health 30
324Z0032 None Principles of Food and Nutrition 30
On successful completion of Level 4 – interim exit award: Cert HE Nutritional Sciences Level 5 (Full time and Sandwich)
Core Units
Code - Pre/Co-requisites
Unit Title No of credits
325Z0035 None Applied Nutrition and Dietary Assessment 30
335Z0045 None Synergy (term 1 only) 15
325Z0041 None Professional Practice (term 2 only) 15
335ZPLPR None Placement Preparation 0
Optional Units Choose 1 Unit from Group 1:
325Z0039 None Exercise Science and Lifespan Nutrition 30
325Z0038 None Product Development and Food Quality 30
Optional Units Choose 1 Unit from Group 2:
325Z0036 None Human Metabolism and Biochemistry 30
325Z0037 None Processing, Preservation and Biochemistry of Food 30
On successful completion of Levels 4 & 5 – interim exit award: DipHE Nutritional Sciences Placement year (Sandwich) After successful completion of Levels 4 & 5 students on the BSc (Hons) Nutritional Sciences (Sandwich) degree undertake the placement year. Successful completion will lead to the achievement of 120 practice credits, before progression to Level 6.
Code - Pre/Co-requisites
Unit Title Practice Credits
32PLX001 None Placement – Nutritional Sciences 120
Level 6: (Full Time and Sandwich)
Core Units
Code - Pre/Co-requisites
Unit Title No of credits
326Z0030 None Health Promotion and Policy 30
326Z0014 None Honours Project 30
326Z0040 None Nutrition in Health and Disease 30
Option Units Choose 1 from options listed
326Z0026 None Advanced Food Science and Innovation 30
326Z0028 None Clinical and Sports Nutrition 30
On successful completion of Level 6 – Final exit award: BSc (Hons) Nutritional Sciences or BSc (Hons) Nutritional Sciences (Sandwich).
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Student Mobility Units
Student Mobility Units
Code - Pre/Co-requisites
Unit Title No of credits
325Z0045 Core Synergy 15
325Z0046 Core Human Metabolism and Biochemistry (Student
Mobility)
15
325Z0048 Core Applied Nutrition and Dietary Assessment (Student
Mobility)
15
325Z0047 Core Exercise Science and Lifespan Nutrition (Student
Mobility)
15
26 Personal Development Planning
Key skills are identified in QAA benchmark statements for Biosciences, and Food Science and Technology, and in the Association for Nutrition course accreditation guidance. The key personal skills have been identified as: Intellectual skills Numeracy Practical skills Communication, presentation and information technology skills Interpersonal and teamwork skills Self-management and professional development skills Personal skills are embedded into the units of study within the programme and assessed as part of the assessment strategy. In addition, further opportunities to claim these skills and develop their CV will be built into the course at all levels. Unit Handbooks indicate which personal skills are developed and assessed within each unit. Units at Levels 5 and 6: Working In Industry, Health Promotion and Policy and Advanced Food Science and Innovation, will specifically allow students to develop a range of key academic, vocational and employability skills. The key skills are mapped against programme units so that each key skill is part of a unit’s assessment at each level. In this way, students who have passed a level will be deemed to have acquired the personal skills as described at the appropriate level. Nationally recognised Chartered Institute of Environmental Health accredited courses in Food Hygiene and Hazard Analysis And Critical Control Points will be offered as part of the Physiology and Health unit at Level 4. These qualifications are essential for any employment involved with food. Students will also be encouraged by their Personal Tutor to develop personal skills through outside employment and activities. Evidence of skills will be collated within a course specific portfolio that will be discussed in the student’s induction and tutorial sessions. This portfolio will be developed and maintained by the student working with his/her personal tutor throughout the length of the course.
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27 Placement and/ or Work-based Learning Activities
All students enrolled on the Sandwich course will undertake a placement after successfully completing Levels 4 and 5. The placement year offers the opportunity for students to explore career options before they determine their career path and make their Level 6 unit choices. It also offers the opportunity to gain valuable experience in a relevant industry, learn how to apply academic knowledge and understanding to the work place, and develop communication skills and networking opportunities, which will be invaluable in future, employment. The content and nature of the learning experiences during placement are designed to develop a student’s personal abilities and provide them with competences necessary to achieve success academically and professionally upon graduation from university. To support students in placement preparation a new designated Placement Officer will be responsible for the delivery of a series of lectures during term 1 of Level 5 that will help students understand the content and benefits of a placement and assist them in finding a suitable position. In addition, these lectures together with an open door policy of the Placement Officer will improve placement preparation for students and should enable them to find a placement more easily. The Placement Officer together with an allocated tutor will oversee the process of placement, and their responsibilities will include: • Providing advice to students with regard to securing placements and liaising with appropriate
placement providers; • Supporting students through the preparation for placement period (e.g. understanding the
academic requirements of the placement period; assisting with CV preparation and interview techniques etc.);
• Providing a programme of opportunities for placement employers present to students, and in some cases to recruit on site;
• Ensuring both student and placement provider understand and have agreed to conform to Health and Safety requirements;
• Monitoring the quality of the placement process and reporting to the Programme Committee. A placement year commences at the end of Level 5 (June) and needs to be completed by mid-August the following year prior to return to Level 6 in September. The student is required to work a minimum of 36 and a maximum of 48 weeks in order to complete the placement year. The allocated tutor will also visit the student once at the placement premises and assess the Placement report on completion of the placement year. On completion of their placement, students can gain access into the final year. Students successfully completing the work placement will be awarded 120 credits at level P (Practice). All placements are compliant with the University Institutional Code of Practice on Placement and Work-Based Learning. Students unable to complete their period of placement and associated assessments will be referred to the next appropriate Assessment Board. Any student who is dismissed from their placement post will be considered through a separate disciplinary procedure. Learning on placement informs the achievement of the programme learning outcomes by application of subject knowledge and personal to real situations. Examples of Learning Outcomes that could be enhanced by placement work experience are: Recognition and application of subject specific facts, theories, paradigms, concepts or principles; Interpretation and evaluation of the principles and concepts of health promotion as applied to
individuals groups, and communities, and appreciate the skills required in planning, implementing and evaluation health promotions;
Tackle problems, develop innovations, and make decisions by creatively and imaginatively using appropriate subject information and practical techniques;
Recognition of the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct.
Placement work also allows students to reflect: on their personal abilities, their strengths and weaknesses, their preference and suitability for the various aspects of their work. They are in a stronger position to identify a suitable future career path, and how their personal and academic skills are most suited for their chosen career. Due to the recognised value to the student of work experience, students unable to secure a full placement year but who are willing to acquire short-term placement(s), or gain work experience through volunteering, will be given the same level of guidance as students looking for full term positions. However, under the current programme specifications only students who complete 36 weeks or more will be awarded placements credits. Should sandwich
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students not be able to secure a full year placement, they can transfer onto the full time course for the next academic year. This would involve informing the Programme Leader and Placement Tutor that they wish to transfer courses, and obtaining their permission.
28 Programme Specific Admission Requirements
The admissions requirements are in line with Manchester Metropolitan University Recruitment and Admissions Policy. An applicant will normally be considered for entry to a programme provided the requirements stated below are met. • Applicants must have sufficient command of the English language to meet the requirements of the
programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language, or its equivalent. For international students for whom English is not their first language, IELTS at grade 6 or TOEFL 550+ (or 213+ points on the computer-based test) is a requirement for admission to the programme.
In addition, applicants should possess: • GCSE Mathematics at grade C or above and GCSE Science at grade C or above. Alternative
qualifications that demonstrate numerical or scientific ability may be considered. A-level requirements are for 280 credits with 240 credits at A-Level or equivalent. An A- level in science or science related subject is preferred but not essential.
• An Access to Science Diploma is accepted as equivalent to the above, and an Access to HE Diploma will be considered for entry to this course.
Applications may also be received from those without the general entry requirements but who can demonstrate their potential to complete the programme satisfactorily. In such cases, the applicant will be considered in accordance with the University’s Policy for Accreditation of Prior Learning. Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus
29 Approved Variations/Exemptions from University Regulations
N/A
30 Programme Management Arrangements
All Programme Management Arrangements conform to MMU standards as stated in Management of Programme Delivery. All academic staff who teach on the BSc (Hons) Nutritional Sciences course are members of the programme team and may be allocated specific responsibilities relating to the organisation of the programme. These include management of the alumni, group or year tutorship’s, admissions, induction planning, presentations at open days etc. The responsibilities and additional activities may be included as part of the PDR and staff workload model agreed by the Head of Department. Guidance to Programme and Unit teams can be found in the Academic Staff Handbook. Students on the Student Mobility scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for term 1 starting in September.
31 Staff Responsibilities
The Programme Leader is responsible for the day to day management of the programme and the continuous monitoring and improvement of the course. Key tasks include: • To engage with staff and students at course committee meetings. • To ensure that planning for the programme is made in response to external examiners comments,
student evaluation via the internal satisfaction surveys and NSS surveys. • To ensure that marks are available and to attend 1st and 2nd Tier exam boards. • To write and submit the Continuous Improvement Plan (CIP) for both programmes. • To engage with faculty administration when appropriate. • To offer students advice and guidance.
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The Programme Leader is also responsible for: • The efficient operation of the programme. • Chairing Programme Committee Meetings (PCMs). • Advising the Programme Committee on the continuing development of the programme. • Liaising with the Dean and other staff on behalf of the Programme Committee. • On behalf of the Programme Committee, taking any reasonable action relating to the proper
functioning of the programme. • Preparing the Continuous Improvement Plan (CIP) as part of the Continuous Monitoring and
Improvement Exercise. • All other matters relating to the day-to-day operation of the programme.
Group Tutors are responsible for: • Advising and supporting the Programme Leaders. • Ensuring that Programme Leaders are able to carry out their duties and responsibilities. • Organising Group Tutors meetings at least twice per term. • Assisting the Programme Leaders as required. • Ensuring students have all relevant information regarding their programme of study, the
Department, the Faculty and the University. • Pastoral and academic counselling of their student group. • General administrative management of their groups. • Preparing student feedback for programme leaders to use in the Continuous Improvement Plan. Unit Leaders are responsible for: • Overseeing the unit. • Co-ordinating with all staff teaching on the unit. • Preparing the main and supplementary Unit Handbooks, including all the assessments. • Ensuring an electronic copy of the Unit Handbook is available. • Issuing the main Unit Handbook to students. • Collating student marks and presenting them to the Assessment Board. • Ensuring that Unit marks have been put on the database. • Preparing the Unit Report Form for Continuous Monitoring and Improvement.
Subject Tutors are responsible for: • Preparing and delivering a co-ordinated lecture programme. • Writing assignment briefs and examination questions, including all re-sits. • Liaising with the Unit Leader on preparation of the Unit Handbooks. • Collecting all work for marking from the Student Life Office, including extensions and re-sit work. • Providing feedback to students on their work. • Returning marked work to students. • Entering examination and coursework marks in the QLS database in accordance with University
Procedures. • Attending Assessment Board meetings. Programme Leader Forum All department programme leaders meet on a regular basis at a forum led by the Head of Department. These meetings ensure that all programmes conform to the same Faculty and University requirements and ensure good practice is shared.
32 Student Support Strategy
Departmental strategies, structures, and procedures are in place to provide academic support for all students on the programmes and enhance the student experience. These are:
Programme leaders ensure students can access all relevant information on their programme of study, and provide a first recourse for most academic queries.
Personal tutors: each student is allocated a personal tutor, and thus becomes part of that lecturer’s Tutor Group. Support is available from the Tutor, for example in the development of the student’s Personal Development Portfolio, and from the group as ad hoc peer support.
Final year dissertation tutors provide individual support and guidance to students in this area of
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study.
Unit leaders are the primary resource for academic support related to a unit and are available with specific advice regarding their own teaching.
The Faculty Student Support Officer (SSO) is introduced to all students at each level during induction. The SSO can advise on support offered by Student Services, The Union MMU, and Learner Development. They also hold regular learning skills workshops and supports students’ individually on self-referral or following recommendation from the Programme Leader.
The Student Handbook, Programme documentation and Institutional Code of Practice for the Assessment of Students are available online and referenced in induction sessions.
Induction sessions at the start of each level inform the students on sources of information and matters relating to the Programme, Units, Library, IT timetables assessment and sources of support.
Learner Development produces Personal Learning Plans (PLPs) for students with disabilities that affect their learning.
The Departmental Disability Co-ordinator can advise students on the expedition of their PLPs, and guide students to sources of support such as the FSSO, Learner Development.
Placement Students:
Students on a placement year are supported by their assigned Placement Tutor, who provides pastoral support throughout the year and visits the student on at least one occasion at their place of work. During the visit, the Placement tutor will monitor the progress being made by the student but also ensure their welfare needs are being met.
Sandwich students are supported in their search for placement at Level 5 by the Industrial Placement Lecturer (Placement Tutor), and the Placement Officer in the Student Life Office.
The Placement Office provide a permanently staffed office (Monday to Friday) and a 24 hour voicemail service which covers public holidays and emergency-only calls.
Should a situation arise which prevents the student from completing their placement (e.g. redundancy) students will be invited to meet with the Placement Officer in order to discuss the options open to them. If necessary, the Placement Officer will liaise directly with the employer.
The Library provides information literacy (IL) training via face-to-face session, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email.
33 Student Evaluation
Student feedback is essential to programme development and is used to improve and enhance programme management and teaching and learning strategies. Student feedback relating to the course and taught units is obtained via the online internal student satisfaction survey and the external National Student Survey. In addition, students can raise concerns or give feedback via Course Representatives at Staff Student Liaison meetings and Programme Committees. Individual feedback can be given to the Programme leader at one-to-one meeting or in-group tutorials. A summary of the methods employed to obtain student evaluation of their programme experience is as follows: (although this is not an exhaustive list):
Course Representatives elected from each student seminar group across the Programme attend the Staff Student Liaison meetings. The Course Rep acts as the student voice on the Programme Committee and may represent the group’s views and opinions on other occasions as required. The Course Reps may be consulted by the Programme Team on proposals for programme development.
Programme Leaders and Course Representatives attend the Staff Student Liaison (SSL) meetings at least twice per year, to discuss key issues concerning student experience and programme management (including learning, teaching, assessment, and learning support).
Issues from the SSL meetings inform the agenda of the Programme committee, and the Continuous Monitoring and Improvement process. Following the Programme Committee, the students are given formal responses to issues raised.
Student comments are considered informally through the Tutor Group system, by Unit Leaders and the Programme Leader.
Page 15 of 27
Unit Leaders carry out unit monitoring.
In addition to the National Student Survey which takes place in the spring term, students are encouraged to take part in the internal student satisfaction survey, which occurs in both the autumn and spring terms.
The data gathered from the above sources is collated, analysed and action agreed as part of the annual quality cycle and documented in the Continuous Improvement Plan. The Programme complies with current institutional evaluation guidance. NB University information on Student Evaluation is available from the CASQE website
34 Engagement with Employers
The curriculum is designed to encourage all Unit Leaders to enrich their teaching with links to relevant employers and industry bodies. Employability will be embedded in the unit delivery via visiting speakers, fieldtrips, liaison with the Course Professional Statutory and Regulatory Body (Association for Nutrition) and the Institute of Food Science & Technology. In addition, a close working relationship with the Manchester Food Research Centre will promote unit development in order to enhance the employability of students. An example of this is the incorporation of the nationally recognised Chartered Institute of Environmental Health Level 3 Food Safety qualification at Level 4, and the Level 3 HACCP certification at Level 5. Where possible, research ideas stemming from ongoing consultancy projects undertaken by the Manchester Food Research Centre will link into final year projects. Researchers employed by MFRC will also have a significant input into the leadership and teaching of several units including The Chemistry of Food (Level 4) and Advanced Food Science and Innovation (Level 6). The programme will also continue to liaise with external organisations in order to strengthen the employability curriculum. This includes close working contacts with Manchester City Council (links to Health Promotion and Policy at Level 6), Soreen (links to Applied Nutrition & Dietary Assessment Unit at Level 5) and The English Institute of Sport based at Loughborough University (links to Exercise Science and Lifespan Nutrition at Level 5).
Page 16 of 27
Appendix 1 Assessment Map
Nu
trit
ion
21
Th
e C
he
mis
try o
f F
oo
d
Ph
ys
iolo
gy
an
d H
ea
lth
Pri
ncip
les o
f F
oo
d &
Nu
trit
ion
Ap
pli
ed
Nu
trit
ion
an
d
Die
tary
As
se
ss
me
nt
Ap
pli
ed
Nu
trit
ion
an
d
Die
tary
As
se
ss
me
nt
(IS
M)
Sy
ne
rgy
Pro
fess
ion
al
Pra
cti
ce
Ex
erc
ise S
cie
nc
e &
Lif
esp
an
Nu
trit
ion
E
xerc
ise S
cie
nc
e &
Lif
esp
an
Nu
trit
ion
(IS
M)
Pro
du
ct
De
velo
pm
en
t
& F
oo
d Q
uality
Hu
ma
n M
eta
bo
lism
& B
ioch
em
istr
y
Hu
ma
n M
eta
bo
lism
& B
ioch
em
istr
y (
ISM
)
Pro
ces
sin
g,
Pre
se
rvati
on
& B
ioch
em
istr
y o
f F
oo
d
He
alt
h P
rom
oti
on
& P
oli
cy
Ho
no
urs
Pro
ject
Nu
trit
ion
in
He
alt
h &
Dis
ease
Ad
va
nc
ed
Fo
od
Scie
nce
& I
nn
ova
tio
n
Cli
nic
al
& S
po
rts
Nu
trit
ion
Case Study
Essay
Exam
Portfolio
Proposal
Report
Blog
Scenario exercise
Personal Dossier
Poster Presentation
Dissertation
Practical Analysis
Lab Assessment
Page 17 of 27
Appendix 2 EMPLOYABILITY AND SUSTAINABILITY MAP
MMU Graduate Outcomes through the Curriculum
Graduate Outcome
(Shown by 1)
Example of Unit level learning outcomes
(Shown by 2)
Nu
trit
ion
21
Th
e C
hem
istr
y o
f F
oo
d
Ph
ysio
log
y a
nd
Healt
h
Pri
nc
iple
s o
f F
oo
d a
nd
Nu
trit
ion
Ap
plied
Nu
trit
ion
an
d
Die
tary
As
ses
sm
en
t
Syn
erg
y
Pro
fes
sio
nal
Pra
cti
ce
Exe
rcis
e &
Lif
esty
le
Nu
trit
ion
Pro
du
ct
Develo
pm
en
t &
Fo
od
Qu
ality
Hu
man
Meta
bo
lism
an
d
Bio
ch
em
istr
y
Pro
cessin
g,
Pre
serv
ati
on
& B
ioch
em
istr
y o
f F
oo
d
Nu
trit
ion
in
Hea
lth
&
Dis
ea
se
Healt
h P
rom
oti
on
&
Po
lic
y
Ad
van
ced
Fo
od
Scie
nce
an
d In
no
vati
on
Clin
ical
& S
po
rts
Nu
trit
ion
Ho
no
urs
Pro
ject
Apply skills of critical analysis to real world situations within a defined range of contexts
Identify assumptions and evaluate statements using evidence (4)
Generalise appropriately; detect false logic (5)
Justify the selection of an approach to a real world problem (6)
1,2 1, 2 1 1,2 1 1 1,2 1, 2 1 1 1 1,2 1 1,2 1,2
Demonstrate a high degree of professionalism
Contribute positively to a team task (4-6)
Listen to, support and encourage others (5)
Apply awareness of ethics/legal/policy aspects in (disciplinary) context (6)
Treat colleagues with respect in a team situation (4)
Show commitment to on-going personal development
Apply awareness of ethics/legal/policy aspects in disciplinary context
Demonstrate commitment to a task
Communicate positive values and attitudes
Keep to time & follow instructions precisely
1,2 2 1 1 1 1,2 1, 2 1 1 1 1 1,2 1,2
Page 18 of 27
Graduate Outcome
(Shown by 1)
Example of Unit level learning outcomes
(Shown by 2)
Nu
trit
ion
21
Th
e C
he
mis
try o
f F
oo
d
Ph
ys
iolo
gy
an
d H
ea
lth
Pri
ncip
les o
f F
oo
d a
nd
Nu
trit
ion
Ap
pli
ed
Nu
trit
ion
an
d
Die
tary
As
se
ss
me
nt
Sy
ne
rgy
Pro
fess
ion
al
Pra
cti
ce
Ex
erc
ise
Scie
nc
e &
Lif
esty
le N
utr
itio
n
Pro
du
ct
De
velo
pm
en
t &
foo
d Q
uality
Hu
ma
n M
eta
bo
lism
an
d
Bio
ch
em
istr
y
Pro
ces
sin
g, P
res
erv
ati
on
& B
ioch
em
istr
y o
f F
oo
d
Nu
trit
ion
in
He
alt
h &
Dis
ea
se
He
alt
h P
rom
oti
on
&
Po
lic
y
Ad
va
nc
ed
Fo
od
Scie
nce
& I
nn
ova
tio
n
Cli
nic
al
& S
po
rts
Nu
trit
ion
Ho
no
urs
Pro
ject
Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT
Produce a professional (discipline specific) report (4)
Use appropriate ICT to communicate to a target audience (4)
Construct and pursue a line of argument in a written form (5)
Justify a particular viewpoint or course of action (6)
Write for a range of purposes (4-6)
2 2 1 2 1 2 1 1,2 1,2 1 1 1 1,2
Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives
Develop effective team/working/leadership (4)
Reflect on team/leadership roles (5)
Recognise and evaluate team members contributions (6)
1 1 1 2 1 1 1 1 1 1
Manage their professional development reflecting on progress and taking appropriate action
Identify personal strengths and weaknesses (4)
Produce a plan to develop skills (4) and record and evidence personal development
Demonstrate initiative and commitment to on-going personal development (6)
1,2 2 1 1 1,2 1,2, 1,2 1 2
Page 19 of 27
Graduate Outcome
(Shown by 1)
Example of Unit level learning outcomes
(Shown by 2)
Nu
trit
ion
21
Th
e C
he
mis
try o
f F
oo
d
Ph
ys
iolo
gy
an
d H
ea
lth
Pri
ncip
les o
f F
oo
d a
nd
Nu
trit
ion
Ap
pli
ed
Nu
trit
ion
an
d
Die
tary
As
se
ss
me
nt
Sy
ne
rgy
Pro
fess
ion
al
Pra
cti
ce
Ex
erc
ise S
cie
nc
e &
Lif
esty
le N
utr
itio
n
Pro
du
ct
De
velo
pm
en
t &
Fo
od
Qu
ali
ty
Hu
ma
n M
eta
bo
lism
an
d
Bio
ch
em
istr
y
Pro
ces
sin
g, P
res
erv
ati
on
& B
ioch
em
istr
y o
f F
oo
d
Nu
trit
ion
in
He
alt
h &
Dis
ea
se
He
alt
h P
rom
oti
on
&
Po
lic
y
Ad
va
nc
ed
Fo
od
Scie
nce
an
d I
nn
ov
ati
on
Cli
nic
al
& S
po
rts
Nu
trit
ion
Ho
no
urs
Pro
ject
Find, evaluate, synthesise and use information from a variety of sources
Find relevant information using a variety of print and electronic resources (4)
Evaluate the authority and accuracy of sources of information (4)
Provide references to sources of information in an accepted format (4)
Summarise information from a source or sources (4)
Synthesise information from a number of sources (4-6)
Interpret/analyse statistical information (4-5)
Use numerical data to support an argument (5)
Locate subject specific resources (5)
Explain the principles of academic honesty (4-5)
2 2 1,2 1,2 1 1 1 1 1,2 1,2 1,2 1,2 2 1 1,2 1,2
Page 20 of 27
Graduate Outcome
(Shown by 1)
Example of Unit level learning outcomes
(Shown by 2)
Nu
trit
ion
21
Th
e C
he
mis
try o
f F
oo
d
Ph
ys
iolo
gy
an
d H
ea
lth
Pri
ncip
les o
f F
oo
d a
nd
Nu
trit
ion
Sy
ne
rgy
Pro
fess
ion
al
Pra
cti
ce
Ap
pli
ed
Nu
trit
ion
an
d
Die
tary
As
se
ss
me
nt
Ex
erc
ise S
cie
nc
e &
Lif
esty
le N
utr
itio
n
Pro
du
ct
De
velo
pm
en
t &
Fo
od
Qu
ality
Hu
ma
n M
eta
bo
lism
&
Bio
ch
em
istr
y
Pro
ces
sin
g, P
res
erv
ati
on
&
Bio
ch
em
istr
y o
f F
oo
d
Nu
trit
ion
in
He
alt
h &
Dis
ea
se
He
alt
h P
rom
oti
on
& P
oli
cy
Ad
va
nc
ed
Fo
od
Scie
nce
an
d I
nn
ovati
on
Cli
nic
al
& S
po
rts N
utr
itio
n
Ho
no
urs
Pro
ject
Articulate an awareness of the social and community contexts within their disciplinary field
Describe, analyse or evaluate social or community aspects of the discipline (4-6)
Describe and exhibit ethical behaviour (in disciplinary context) (5)
Justify actions in terms of environmental sustainability (6)
Reflect on contexts of work experience/placement/study abroad (5/6)
Engage in and reflect on the contexts experienced while volunteering (5/6)
Reflect on other work based learning (5)
1,2 1 1 1,2 1 1,2
Use Systems & scenario thinking 1,2 2 2 2 2 1 1 1 1
Engage with stakeholder /interdisciplinary perspectives
1 2 1,2
Page 21 of 27
SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.
FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)
Programme Specification Title (specify award titles/routes affected by change)
Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)
Date of FAQSC Approval (or PARM event)
Approval effective from:
Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)
1314-20 BSc (Hons) Nutritional Sciences
Change to weightings for assessments on Dissertation 326Z0025, to replace 336Z0017.
19/05/14 Sept 2014 Students entering level 6 wef September 2015 onward
1314-28 BSc (Hons) Nutritional Science
Amendments to 2 units, 325Z0036 & 325Z0035, in line with requirements of Association for Nutrition accreditation requirements.
18/06/14 Sept 2014 Students entering level 5 wef Sept 2014 onward
1314-32 BSc (Hons) Nutritional Science
Synergy unit (335Z0045) and Professional Practice (325Z0041) replace 335Z0027, Working with Industry
05/06/14 Sept 2014 Students entering level 5 wef Sept 2014 onward
1415-5
BSc (Hons) Nutritional Sciences
Diet and Health (326Z0024) unit title changed to Nutrition in Health and Disease (326Z0024) and learning outcomes revised. Revision of learning outcomes and assessment on Advanced Food Science and Innovation unit (326Z0026). Revision of exam description on Health Promotion and Policy unit (326Z0030). Revision of assessment type and description for Physiology and Health unit (324Z0034).
04/03/2015 Sept 2015 Students entering Levels 4 and 6 with effect from September 2015 onwards.
1415-12 BSc (Hons) Nutritional Sciences
To replace Dissertation unit (336Z0017) with Honours Project unit (326Z0014).
25/03/2015 Sept 2015 Students entering Level 6 with effect from September 2015 onwards.
1415-13 BSc (Hons) Nutritional Sciences
Creation of 3 15 credit units: Human Metabolism and Biochemistry (Inbound Student Mobility) (325Z0046)
10/06/2015 September 2015 Inbound student mobility intakes joining Nutritional Sciences for term 1 (September 2015).
Page 22 of 27
FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)
Programme Specification Title (specify award titles/routes affected by change)
Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)
Date of FAQSC Approval (or PARM event)
Approval effective from:
Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)
Applied Nutrition and Dietary Assessment (Inbound Student Mobility) (325Z0048) Exercise Science and Lifespan Nutrition (Inbound Student Mobility) (325Z0047)
1415-6 (report to FAQSC)
BSc (Hons) Nutritional Sciences
Assessment switched to assessment 1: Blog, assessment 2: Portfolio on the Nutrition 21 unit (324Z0035).
12/08/2015 September 2015 All students entering Level 5 with effect from September 2015.
1516-4 BSc (Hons) Nutritional Sciences
Clinical and Sports Nutrition (326Z0028): To swap around the assessment types therefore learning outcomes 1&2 to be assessed via a case study and learning outcomes 3-5 with an exam.
27/01/2016 September 2016 All students entering Level 6 with effect from September 2016.
1516-8 (report to FAQSC)
BSc (Hons) Nutritional Sciences
Amendments to indicative content and assessment description to bring unit in line with full 30 credit Synergy unit (335Z1000).
01/03/2016 March 2016 All students entering Level 5 with effect from March 2016.
1516-19 BSc (Hons) Nutritional Sciences
Product development & food quality (325Z0038) Assessment 1 and 2 will change order of delivery and assessment descriptors to change to allow broader assessment requirements and to reflect changes in the cohort of the unit – hospitality students no longer take this unit.
30/06/2016 September 20106 All students entering level 5 with effect from September 2016.
Page 23 of 27
UNIT CODE 32PLX001
UNIT TITLE Industrial Placement (Nutritional Sciences)
UNIT ABBREVIATION
I P
LEVEL OF STUDY
Level 5
CREDIT VALUE 120 Practice Credits
ECTS VALUE
HOME DEPARTMENT
Department of Health Professions
UNIT COORDINATOR
Nicky Smith
KEYWORDS Work Based Operations, Personal Skills, Professional Competences, Employability.
UNIT LEARNING OUTCOMES
Upon completion of this unit students will:
1. have developed an awareness of the social, economic and managerial factors which exist within the working environment.
2. have developed individual competencies and vocationally
relevant skills through practical experience within an appropriate area of the organisation
3. have demonstrated that they are able to contribute to a specific area of the organisation.
4. be able to place the theoretical understanding of their previous studies into the practical application of the working environment.
5. recognise the importance of personal development and have further developed their employability/transferable skills
SUMMATIVE ASSESSMENT
Element (highlight final element)
Type Weighting Learning outcomes assessed
1 Complete Placement weeks
50 2,3,5
2 Company Report
50 1,4
Page 24 of 27
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Outcomes Element of Assessment
Analyse real world situations critically
CW1 and 2
Demonstrate professionalism and ethical awareness
CW1
Communicate effectively using a range of media
CW 1 and 2
Apply teamwork and leadership skills
Placement weeks
Manage own professional development reflectively
CW1
Find, evaluate, synthesise and use information
CW2
Work within social, environmental and community contexts
CW1 and 2
Use systems and scenario thinking CW1 and 2
Engage with stakeholder/interdisciplinary perspectives
CW1 and 2
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSEMENT
CW1 :Undertake a 36 week full time (37½ hrs min) work in an approved placement location. . The above forms the minimum requirement for a sandwich degree but also will fulfil a contractual arrangement as agreed between the employer, the department and the student prior to commencing the placement.
CW2: Complete 1,000 word report which should include the following: Job Description Management diagram with structure indicating student’s position Description of typical daily activities Projects that you have made a major contribution to
This report should show your understanding of the nature, type, size and structure of the organisation you are working in.
Presentation: ‘Review of your Placement year’ The work should be presented as a word processed document in an appropriate file or folder. Your document should be written in a report format with clearly defined sections and appendices
Achieve a satisfactory overall review of performance and development. This appraisal will take place during a tutor visit and at the end of the placement.
Page 25 of 27
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
CW 1 will be assessed on a pass/fail basis and will assess learning outcomes 2,3,4 & 5. CW2 will be assessed on a pass/fail basis and will assess learning outcomes 1
NON STANDARD MINIMUM PASS MARK
Coursework is marked on a Pass/Fail basis
OUTLINE OF THE UNIT
BRIEF SUMMARY
This unit underpins all Sandwich degree units at level four and five, including the Industrial Placement unit and provides a basic understanding of the methods of enquiry required for level 6 units. The placement year offers the opportunity to gain valuable 36 weeks experience in a relevant industry to apply academic knowledge and understanding to the work place whilst developing skills and networking opportunities. The content and nature of the learning experiences is designed to develop the students’ personal skills and provide them with the skills and competences deemed necessary to achieve success academically and also professionally whilst in industry.
In preparation for the placement year, a series of lectures will cover the placement application process, employer presentations and a compulsory Health and Safety briefing prior to commencement.
Whilst on placement students will be assigned a visiting tutor who will support academically and pastorally throughout the year. The tutor will visit the student once at the placement premises.
INDICATIVE CONTENT
Placements across the faculty will be variable in nature but will enable the student to develop skills in an industrial / professional environment.
The following topics will also help underpin the report:
Profile of the business, including customer / public awareness and needs.
Organisational structure and profile within the business as a whole.
The following topics will also help underpin the personal development portfolio:
Effective personal contributions to the operation of the business, and in maintaining a healthy and safe working
Page 26 of 27
environment.
Planning and managing own learning and performance, and achieving a range of practical performance skills.
Reflective practice within the workplace, cultural awareness, and effective interpersonal communication skills (inc. language skills where appropriate).
Personal and professional development and its relationship to future career paths
LEARNING ACTIVITIES
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Type of Activity
%
Summative assessment
20%
Directed study
10%
Student-centred learning
70%
MANDATORY LEARNING & TEACHING REQUIREMENTS
The student acts as an independent learner under the guidance of a workplace mentor, and a University based visiting tutor who visits and advises the student/mentor on site at least once, providing a written report on the learning outcomes achieved. The student sets him/herself individual objectives, which are reviewed and agreed periodically with the mentor in order that they meet the needs of both the learner and the business. The student continually reflects, recording key incidents and identifying specific learning experiences. The learner initiates a topic for in-depth investigation within the sector, negotiating with the mentor/visiting tutor, its suitability, and potential support to achieve academic success. Ultimately, the learner will collect personal feedback on performance from the mentor in terms of a written report.
(Pre- enrolment for Level 6)
The student will reflect on his/her learning experience by giving a presentation to his/her level peer group and group tutor during induction week on return into Level 6 (year4) in September 2016
Page 27 of 27
LEARNING RESOURCES
ESSENTIAL READING
Smith, N (2015) Industrial placement student handbook 2013-142 MMU, Manchester
ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY
Neugebauer J;Evan-Brain,J (2009) Making the Most of your Placement. Sage, London Cameron,S (2009) Skills for Study and Employment. Prentice Hall, London Finn, M., Elliott-White, M., Walton, M. (2000) Tourism & leisure research methods, Pearson Education, Essex Saunders, M., Lewis, P., Thornhill, A (2003) Research methods for business students (3rd ed), Prentice Hall, London Harris,K (2005) Hospitality management Internship, A student work book, Prentice Hall, London Fanthome, C (2004) Work Placements – A survival Guide for students, Palgrave, London
SPECIAL ICTS REQUIREMENTS
MMU Moodle – Industrial placement
ANY OTHER ADDITIONAL RESOURCES
ADMINISTRATION
JACS CODE N840
DATE OF APPROVAL
DATE OF MOST RECENT CONSIDERATION:
UNIT EXTERNAL EXAMINER
UNIT ASSESSMENT BOARD
