Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Industry and employer engagement is embedded through guest speakers, collaborative projects, and partnerships such as Southeast Wales River Trust, RePlanet and Field Studies Council. Feedback from these partners informs curriculum relevance, skills development, and employability alignment. Employer input is also sought through partner organisations and periodic consultation to ensure the course reflects current sector needs. 

As a programme aligned with the Royal Society of Biology's (RSoB) PSRB accreditation and review processes provide structured external feedback on curriculum design, professional competencies, and graduate readiness. Recommendations are integrated into course development cycles. 

Means of Assessment

Our assessment strategy is built on authenticity and progression, ensuring every assessment directly measures the skills required to navigate the field of modern biological sciences. 

Alignment with Learning Outcomes 

Assessments are backward mapped from our Course Learning Outcomes (CLOs) to ensure students do not just memorise facts but demonstrate competency. For example, CLOs focused on data analysis are assessed through technical reports using R and bioinformatics software, while outcomes related to planetary health are met through \\\"Challenge-Based\\\" projects that require interdisciplinary strategy. 

Level Progression and Balancing Feedback 

• Level 4: Focuses on core technical skills and scientific literacy. Assessments utilise Tests, reflection and portfolios  

• Level 5: Moves toward integration - Students engage in case study analyses and professional simulations that bridge the gap between theory and application. 

• Level 6: Autonomy - Culminates in a \\\"Capstone\\\" independent research project. Students demonstrate professional mastery through an independent project and Applied Module Assessment. 

A rigorous balance between formative and summative assessment. Formative activities such as peer-review workshops and feedback tutorials provide a safe environment for trial and error, ensuring students are primed for success in their summative, graded submissions. 

Integrity and Skills Development 

To support academic integrity, we prioritise \\\"process-oriented\\\" and personalised assessments. By requiring students to interpret their own unique lab data or reflect on specific field-work observations, we move away from generic essays that are vulnerable to academic misconduct. This approach simultaneously drives professional skills development, as students must communicate findings via digital media, oral presentations, and industry-standard reports mimicking the diverse requirements of the modern scientific workplace. 

Student Choice and AI 

A variety of assessments are engineered to optimise all preferred learning modalities, and provision of student choice in assessment format provides an inclusive approach that enables all students to optimise and maximise their academic potential. Examples include choice of creative digital output for a scientific communication assessment (such as a written blog, audio podcast, Oral pitch to industry, informative video). Assessment formats are designed to promote scientific and academic integrity while building effective communication skills. They foster the ethical, responsible, and professional use of generative AI, supporting digital fluency, and preparing students for an increasingly AI-enabled future. At the same time, they are encouraged to critique the limits of AI through the sustainability lens and responsible use through the sustainability lens and responsible use due to the resource heavy nature of AI. 

At level 4, students engage with AI tools to support aspects of the research and preparation process, such as exploring perspectives, generating initial ideas, identifying relevant search terms, summarising literature, or refining presentation materials (Module 3, Build a Human) - this will be their first assessment using these tools and will provide a firm foundation into their appropriate use in academic work, provide a framework for critical thinking around AI, and evaluation of the appropriateness of AI outputs. This is developed at level 5 (Module 5), where AI tools will again be used to support the interpretation of anatomical structures, generating initial explanations of observed features, or suggesting approaches to presenting and discussing laboratory findings to develop students use of AI in their academic work further. At level 6, students again have the requirement to incorporate AI to support aspects of their research and preparation for assessment, but the requirement for critical analysis of these outputs becomes strong and should be explored in more depth.  

Learning Support

Induction 

A comprehensive induction programme is included to support the transition to undergraduate level study. Special sessions are included to introduce students to the following areas; 

• Course, Modules & Assessment introduction 

• Meet the staff events 

• Digital Skills and Software Induction 

• International student induction 

• Student community building exercises 

International induction opportunities are repeated to support any late arriving students. 

Learner Analytics 

Learning Analytics is used for all sessions, to support the monitoring of Tier 4 students in the class.  

Learner Analytics provides academics with support to monitor individual attendance and engagement with modules and the course, which can aid with early intervention when students are struggling to engage or not attending. 

Office hours 

As the timetable is planned around blocked delivery for this course, limited office hours are not achievable for this course group. Instead, staff book individual appointments via email to suit times appropriate for both staff and student availability (Monday to Friday, 9am to 5pm). Meetings can therefore take place both in person and online, which facilitates engagement with academic staff more effectively than set office hours.   

Tutorials 

Students are encouraged to work in small group ‘tutorial’ style activities in several modules offering an individual learning experience.  

One-to-one tutorials play an important role in the supervision of the independent research project. 

Seminars 

Seminars are common in all modules, as students work in small groups to discuss and collaborate on problem-based learning activities. 

Formative Assessment 

Formative assessment is used in all modules to support work towards achieving success in summative assessment. Informal formative assessment in individual module sessions, supports consolidation of knowledge. Formal formative assessment such as draft feedback or verbal feedback on work progress, supports critical development of the summative activities. 

Progress meetings 

Students are encouraged to seek support and feedback from the course leader and acting as PAC Level 4 tutor. 

Research Supervision 

Each student has an experienced academic assigned for supervision of their final year Research Project. The supervisor will advise on all elements of the project from development of initial ideas and the project proposal through to the final assessment of the project work, including formal written feedback opportunities. 

Online Resources and Digital Support 

All module activities are supported on the Blackboard VLE. Where possible recordings of learning activities are provided to support the assessments.  

Digital literacy and software use are significant components of the course and there is specific module activities designed to provide students with the necessary skills to use industry standard software throughout the course. Students can apply these skills to activities and assessments in all modules to further develop their skills.  

Digital support is provided within modules by academic staff.  

Library Services 

Library services provide support for recommended reading lists within the modules. Library services also provide workshops and support for individuals who need additional support in accessing research materials, Referencing or Library Skills.  

Students are advised to access these Workshops during the course induction. 

Learner Development Services 

Study Skills are an important service for students who are new to studying in the UK, or who need to refresh academic skills such as Referencing, Writing Skills, Basic Maths etc.  

Students are advised to access these Workshops during the course induction. 

Advice Zone 

The Advice Zone provides students with support in accessing specialist services across the University including the Wellbeing Service, Finance etc. The Advice Zone is essential for any student who has difficulties in meeting the assessment deadline due to personal circumstances, and they can support students in applying for Extenuating Circumstances if required.  

Students are advised on the Advice Zone services during the course induction. 

As well as the ongoing support of the dedicated Student Success Officer (SSO). 

Disability Advice Team 

The Disability Advice Team can support students in accessing support for any condition which may impact their ability to study. Students can be assessed by Disability Advice for support via an Individual Support Plan.  

Students are advised on the Disability Advice Team services during the course induction. 

Mental Wellbeing 

The Mental Wellbeing team can provide a wide variety of support for students who are struggling with any issues related to their wellbeing or mental health. The Wellbeing service provides in person meetings and counselling, as well as a wide variety of support materials online which students can access at any time. There is an emergency care service provided by the Wellbeing team for students who need urgent support. Students are advised on the Mental Wellbeing services during the course induction. 

Student Success 

The dedicated Student Success Officer (SSO) iss able to support students in re-engaging with the course if they have reached a point where they have been considered for a lack of engagement with the course (physical attendance, assessment completion and Blackboard use). Progressions Advice can provide support in finding the best solution for students to continue with their education. 

Careers Service 

The Careers service are able to support students in finding appropriate opportunities for employment, both during the course and as graduates. The Careers team also offer support opportunities in developing Interview techniques, CV’s and writing applications to better achieve success when applying for employment posts.  

Students have access to the Careers services online and during annual Careers events.   

Students are advised on the Careers services during the course induction. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A