BSc HONS BIOMEDICAL SCIENCE - Staffordshire University

Faculty of Computing, Engineering and Sciences 

PROGRAMME HANDBOOK 2012-13 

BSc(Hons) Biomedical Science 

BSc (Hons) Applied Biomedical Science 

Author: Dr Pauline Gowland 

Date of Issue: August 2012

1. Welcome to the Faculty 

Welcome to the Faculty of Computing, Engineering and Sciences at Staffordshire University. The Faculty 

is home to three subject based Schools located on both the Stoke-on-Trent and Stafford campuses with 

Computing at both Stoke and Stafford, Sciences at Stoke and Engineering at Stafford. As well as our oncampus 

students we have many students who are learning away from our University campuses in 

Staffordshire – with many learners studying in educational partners both in and outside of the UK, with 

work-based learners studying in their workplace and also distance learners from across the globe who 

use the internet to interact and study with our tutors and their peers. Consequently, you are now a student 

in one of the largest such faculties in UK universities, and we are delighted that you are one of our 

students. The Faculty is host to one of the first UK university computing provisions, to science 

programmes which are some of the highly rated by students in the UK, and to an engineering scheme 

founded upon the needs of engineering employers. Your course of study will therefore be up to date and 

relevant, will be serviced by well qualified staff, and will also be geared to preparing you for life and 

employment after university. Staffordshire University aims to ‘create the difference’ by helping all of its 

students achieve what they want to in life. 

As one of our students we expect you to work hard, to set high standards for yourself. To help you to 

succeed you will have access to excellent staff and facilities, and also to a range of student support 

services to help deal with your particular needs. Of course, to do this academic, administration and 

technical staff that you come across as part of your studies will readily advise and support you. Your part 

is to take your study seriously, to ensure that you set-aside appropriate time for your study, and to make 

full use of the diverse range of learning opportunities – both in class and directed study outside of classes 

– provided by your course. It is important to us that you are successful and that you go on to be a good 

ambassador for the university. 

Inevitably at the start of all study programmes you will be bombarded with a host of well intentioned 

information. Some of that information is immediately important to start your studies and make sure that 

you are in the right place at the right time. Some information you will need later in your course e.g. about 

assessments, changing modules, extenuating claims etc. Whilst other information is about the services 

the University offers generally which you may need to make reference to in the future. We suggest that 

you download this handbook and keep it for reference and familiarise yourself with the range of 

information it contains ready for welcome week. This should be the first document of your own e-archive - 

get into the habit of downloading essential documents like module descriptors and module handbooks 

when the course starts. 

You are now part of the ‘family’ of Computing, Engineering and Sciences, and we look forward to working 

with you to help you to succeed as a Staffordshire Graduate. 

Very best wishes, 

Professor Michael J Goodwin 

Dean 

Faculty of Computing, Engineering and Sciences 

2. Welcome to your Programme 

As award leader for B.Sc. (Hons) Biomedical Science, I am pleased to welcome you Biological Sciences 

at Staffordshire University. 

Traditionally many of our graduates have moved onto a variety of careers in biomedical sciences. We 

therefore developed biomedical science degrees – specifically degrees which are accredited by the 

Institute of Biomedical Science (IBMS) - to fulfil this demand. Graduating with an accredited degree is

important for those of you who want to seek employment as a biomedical scientist in a NHS laboratory. 

The registration process with the Health and Care Professions Council below (HCPC) is outlined below. 

There are two full-time routes within our Biomedical Science awards: 

The Applied route 

• Provides an opportunity for students to complete the Registration portfolio by undertaking workbased 

training alongside their academic studies. Students following this route graduate with B. Sc. 

(Hons) Applied Biomedical Science 

More details about the Applied route are given below. 

The full-time, non-Applied route 

• Students following this route must complete the IBMS Registration Training Portfolio for the 

Certificate of Competence (referred to as the Registration portfolio) by undertaking a period of workbased 

training after graduation. Students following this route graduate with B. Sc (Hons) Biomedical 

Science. 

If you have any questions about any aspects of your studies or any problems please see me. 

Good luck in your studies. 

Dr. Pauline Gowland, Award Leader 

2.1. What are the aims and outcomes of the award? 

The aims of BSc (Hons) Biomedical Science and BSc (Hons) Applied Biomedical Science are 

• To produce graduates with an accredited degree, appropriate for a career in biomedical sciences. 

• To satisfy the requirements of section 3a.1 of the Health Professions Council standards of proficiency 

• To provide an understanding of human health and disease, including the principles of diagnosis and 

treatment 

• To provide opportunities to integrate a wide range of biological subjects to understand the biology of 

disease. 

In addition, the Applied route only: 

• To provide an opportunity for students to complete the IBMS Registration Training Portfolio for the 

Certificate of Competence by undertaking work-based training alongside their academic studies. 

In addition, for both routes, we aim to provide: 

• A progressively structured, stimulating and supportive educational experience, which is informed by 

developments at the forefront of the discipline 

• Opportunities for enhanced employability by developing you as a professional scientific practitioner 

The table below shows the learning outcomes for each Level of the award. Please see appendix B for 

the University’s set of general learning outcomes and the learning outcomes for each module mapped 

against these general learning outcomes.

Level 4 

(Cert HE) 

Level 5 

(Dip HE) 

Level 6 

(BSc (Hons)) 

Knowledge & 

Understanding 

Learning 

Enquiry 

Analysis 

Communication 

Problem 

Solving 

Define & explain 

fundamental biological 

terminology and concepts 

underpinning the biomedical 

sciences 

Recognise how knowledge 

and understanding has 

developed within the 

biomedical sciences 

Demonstrate competence 

and safe working practices in 

basic practical techniques, 

manipulate and interpret 

data 

Evaluate and interpret 

biomedical concepts and 

principles 

Describe and explain in a 

coherent and well structured 

manner fundamental 

biologica/biomedical 

concepts 

Consider and choose 

between approaches to 

solving well defined 

problems 

Use biomedical terminology 

accurately and in an appropriate 

context, and demonstrate 

knowledge and critical 

understanding of key biological 

concepts and theories 

Recognise some of the current 

limits of knowledge in aspects of the 

biomedical sciences 

Apply a range of standard biological 

and data analysis methods and 

techniques in order to conduct and 

interpret laboratory investigations 

Critically analyse biomedical 

information using a range of 

established techniques 

Communicate using a range of 

formats a set of biomedical ideas 

and/or explain and substantiate a 

viewpoint 

Develop and implement appropriate 

strategies to solving problems 

Demonstrate advanced knowledge 

& understanding of a complex body 

of biological principles, concepts & 

theories, which extends beyond the 

directly taught programme, at least 

some of which is at the forefront of 

the biomedical sciences 

Recognise and take account of the 

ambiguity and provisional nature of 

knowledge when drawing 

conclusions and evaluating 

information 

Select, evaluate & apply appropriate 

techniques to conduct biomedical 

investigations safely and ethically, 

and interpret, evaluate & present 

the data produced 

Describe and comment upon 

biomedical research or advanced 

scholarship, and critically evaluate 

arguments, assumptions etc. to 

make judgements 

Communicate effectively and 

confidently, in various formats, 

complex ideas and reasoned 

arguments 

Develop questions to achieve a 

solution (or identify a range of 

solutions) to a complex problem or 

series of problems 

Application 

Reflection 

Understand how biological 

knowledge and skills can be 

applied to real-world 

problems relating to human 

disease 

Reflect on their knowledge 

and skills development 

Apply biomedical principles, 

concepts and practical skills outside 

the context in which they were first 

studied, including their application in 

an employment context 

Critically evaluate their strengths 

and weaknesses and demonstrate 

personal responsibility in order to 

advance their personal and 

professional development 

Apply advanced knowledge, 

understanding, methods and 

techniques, some of which are at 

the forefront of the discipline, to an 

understanding of the biology of 

disease, including diagnosis and 

treatment 

Demonstrate personal 

responsibility, manage their own 

learning, & exercise initiative in 

complex & unpredictable 

circumstances 

NB Students who do not fulfil the criteria for an Honours degree can be awarded an ordinary degree, 

provided they have passed 300 credits, of which at least 60 are at Level 6. Students must achieve the 

learning outcomes for Level 5 (Dip HE), plus demonstrate the following Level 6 outcomes: knowledge and 

understanding, learning, analysis, communication and application. An Ordinary Degree is not acceptable 

for registration with the HCPC (see section 2.4)

2.2. How is the award structured? 

L 

E 

V 

E 

L 

C 

(4) 

Teaching 

Block 1 

Teaching 

Block 2 

Introduction 

to 

Scientific 

Practice 

(30 credits) 

Molecules 

to Cells 

(30 credits) 

Biology of Organisms 

(30 credits) 

Biological Processes 

(15 credits) 

Professional Practice for 

Biomedical Scientists 

(15 credits) 

L 

E 

V 

E 

L 

I 

(5) 

Teaching 

Block 1 

Teaching 

Block 2 

Professional 

Practice 

and 

Placement 

(30 credits) 

Human 

Biochemistry and 

Physiology 

(30 credits) 

Genetics 

and 

Cell Biology 

(30 credits) 

Infection 

Science (15 

Credits) 

Public Health 

(15 credits) 

For BSc (Hons) Applied Biomedical Science only: Clinical Placement 14 weeks Level 5 / 6 

L 

E 

V 

E 

L 

H 

(6) 

Teaching 

Block 1 

Teaching 

Block 2 

Research 

Project 

(30 credits) 

Haematology 

and Transfusion 

Science 

(15 credits) 

Human 

Infectious 

Disease 

(15 credits) 

Cellular 

Pathology 

(15 credits) 

Clinical 

Immunology 

(15 credits) 

Clinical 

Biochemistry 

(15 credits) 

Medical 

Genetics 

(15 credits) 

Note: There are no options on this award. 

. 

BSc (Hons) Applied Biomedical Science includes an additional zero-credit module of 14 weeks hospital 

placement in levels 5 and 6. Entry to the applied route is by selective interview at the end of level 4.

2.3 Clinical Placements – BSc (Hons) Applied Biomedical Science 

The Clinical Placement Team are 

Dr Pauline Gowland, R115, tel 01782 294783, p.gowland@staffs.ac.uk 

Dr Peter Gowland, R115, tel 01782 294581, p.c.gowland@staffs.ac.uk 

Mr Ian Davies, R113, tel 01782 295922, j.i.davies@staffs.ac.uk 

Mrs Anne Turner, R113, tel 01782 295922, a.m.turner@staffs.ac.uk 

Students on the Applied route will undertake a clinical placement in a local hospital. This will 

involve a combination of two days per week and block delivery. The clinical placement will provide 

you with valuable work experience and is essential for the completion of your portfolio. 

The number of students who can follow the Applied route is limited and so places will be allocated 

on a competitive basis. The selection process is as follows. 

To qualify for a clinical placement you must 

- complete an application form 

- attend an interview 

- normally pass all level 4 modules without referrals 

- demonstrate a good command of reading, writing and spoken English (this should be the 

equivalent of IELTS of at least 7.0, with no element below 6.5) 

Application forms must be submitted by the date indicated on the form. A sample application 

form is provided in Appendix E. 

You will be informed of dates for interviews before the end of teaching block 2 (they will normally 

be held within 7 days of results being published). 

You application form will be circulated to 

- a member of the Clinical Placement Team 

- Pathology Network Training Co-ordinator 

- one representative from the employers 

These will also make up the interview panel. 

During the interview, the panel we will explore your suitability as a prospective biomedical 

scientist and discuss specific disciplines which particularly interest you. To provide you with an 

insight into the work of a biomedical scientist you will be given the opportunity to visit a local 

hospital. The visit will involve a tour of the different departments/labs. In each section you will be 

given an introductory talk which will help you make informed decisions about sections which 

might be of particular interest to you. However the clinical placement will involve some rotation 

through the different labs in the hospital in which you are placed. 

We work closely with local hospitals and place our students at University Hospital of North 

Staffordshire, Mid-Staffordshire General Hospital, Royal Shrewsbury & Telford Hospital, Queen's 

Hospital Burton and Leighton Hospital (Crewe, Cheshire). Although we will ask you to indicate 

your preferred placement by rank order, we cannot guarantee any particular hospital placement. 

Depending on where you are placed you may incur travel costs which will need to be covered by 

yourself. 

If you are allocated a clinical placement you will be required to 

• attend two preparatory workshops (June and September) 

• complete a course of vaccinations against Hepatitis B 

• undergo an enhanced CRB check

You will be required to meet the cost of the vaccinations and the CRB check yourself and you will 

have to provide evidence that both have been undertaken before you can start your placement. 

Further details about the clinical placement and the application procedure will be provided in the 

module Professional Practice for Biomedical Scientists (PPBMS). This will include the 

requirement of students to have a Hepatitis B vaccination. 

Students who secure a clinical placement on the Applied route will graduate with a B.Sc. (Hons) 

Applied Biomedical Science provided they successfully complete the module Clinical Placement. 

This is a non-credit bearing module which is assessed at the end of your clinical placement. You 

will undergo two assessments by an external verifier appointed by the Institute of Biomedical 

Science. Successful completion of these assessments will contribute to being awarded the IBMS 

Certificate of Competence which, together with your degree, will entitle you to register with the 

Health Professions Council as a registered Biomedical Scientist. The assessments consist of a 

laboratory tour and verification of your portfolio. 

The target date for completion of your portfolio and laboratory tour will normally be in December 

before completing your clinical placement. Your performance on the Clinical Placement module 

will be considered at the progress review boards in February and providing you have successfully 

completed the assessment you will be transferred onto BSc (Hons) Applied Biomedical Science 

by the end of February. 

Failure to complete the assessment by the end of your clinical placement will result in failure in 

this module and you will remain on BSc (Hons) Biomedical Science. If however you do want to 

transfer to BSc (Hons) Applied Biomedical Science, the award board (in June) may set you a 

referral opportunity for this module. The lab tour and portfolio verification must take place before 

the referral deadline (date varies but usually mid-August) so that the referral can be considered at 

the referral award boards in September. If successful completion of the Clinical Placement 

module is confirmed at the referral award boards and providing you fulfil the criteria required to 

graduate with an honours degree, you will be transferred to BSc (Hons) Applied Biomedical 

Science at that point. 

2.4 Professional Body Recognition 

BSc (Hons) Biomedical Science is accredited by the Institute of Biomedical Science (IBMS). In 

addition to IBMS accreditation BSc (Hons) Applied Biomedical Science is approved by the Health 

and Care Professions Council (HCPC). 

The IBMS is the professional body for biomedical scientists. In addition to NHS employees, 

members include staff employed in the National Blood Authority, Health Protection Agency, 

Departments for Environment, Food and Rural Affairs as well as several private laboratories. 

As stated above the IBMS is the body which accredits Biomedical Science degrees, assesses 

non-accredited qualifications and determines the areas required for supplementary education 

where necessary, and issues and assesses the registration portfolio. However the IBMS fulfils 

many more important roles such as funding research and continuing professional development of 

biomedical scientists. It also issues scientific and professional publications which include topical 

scientific articles, developments within the field of biomedical science and job adverts. 

As an undergraduate student on an accredited Biomedical Science degree I would strongly 

advise you to consider applying for membership. The IBMS offer either 

- one year’s free Associate membership OR 

- standard Student membership at rates which are heavily reduced compared to full membership 

rates.

If you want to join please see me or go the IBMS website (www.ibms.org) for full details. 

The HCPC was set up to protect the public by regulating health professionals (including 

biomedical scientists) in the UK. All health professional have to be registered with the HCPC. In 

addition the HCPC 

- set standards for registrant’s education and training, professional skills, conduct, 

performance and ethics 

- approve programmes which professionals must complete to register with the HCPC 

If you want a career as a biomedical scientist working in a NHS laboratory you must be registered 

with the HCPC. To apply for registration you must have 

• an honours degree 

• Certificate of Competence 

The IBMS are responsible for both approving your honours degree and awarding the Certificate of 

Competence. To be awarded the Certificate of Competence you must complete and be 

successfully assessed in the Registration Training Portfolio for the Certificate of Competence. 

If you follow the non-applied, Biomedical Science degree route you will complete the Registration 

Portfolio after you have graduated and employed as a trainee biomedical scientist. If you follow 

the applied route you will complete the Registration Portfolio during your clinical placement (see 

section 2.3 for more details about the clinical placement). 

Once it has been verified that you have successfully completed the Registration portfolio you will 

be awarded the Certificate of Competence and can apply to the HPC for registration 

2.5. Final Year Project 

The research project is designed to allow you to demonstrate your development as a scientific 

practitioner. It is a culmination of your discipline expertise and professionalism and provides the 

opportunity for you to draw together all the practical experience, knowledge and critical 

understanding you have acquired within previous studies. Being 30 credits it makes a significant 

contribution to your degree classification. Preparation for your project is introduced in 

Professional Practice and Placement at Level 5. In this module you will discuss project ideas, 

generated by yourself, with an appropriate member of staff. You will be required to produce a 

project outline which will include an indication of methods to be used, requirements for the 

practical work, an indication of how the data will be analysed (including statistical analysis), health 

and safety implications and a review of previously published work relevant to the topic. 

Depending on the nature of the research project the work may take place over the summer 

between the second and final year or during the final academic year. Before commencing the 

final year project you will complete risk assessments and submit requisition lists for chemical and 

equipment. During the project there will be plenary sessions which will provide guidance for 

preparing the report. You will also have regular meetings with your supervisor to monitor 

progress and discuss further practical work and analysis of the results. 

Below is a list of projects which have been carries out in previous years. 

• The potential effect of vanadium compounds on glucose-6-phosphatase 

• Evaluation of disc diffusion and chromogenic agar methods in the detaction of ESBL producing 

Enterobacteriaceae 

• Testing the effectiveness of different agars in the detection and growth of the yeast Candida and 

of related species 

• Evaluation of new methods to aid in the presumptive identification of organisms from positive 

blood cultures

• A comparative study analysing immediate efficacy of different antibacterial hand hygiene agents 

with regards to reduction in bacteria 

• Correlation between serum lipid profile and chronic renal failure 

• Comparing high density lipoprotein (HDL) and triglycerides (TG) measurements on point of care 

testing devices to laboratory findings and assessing patients’ HDL and TG metabolism in relation 

to gender and age 

• The effects of exercise on salivary IgA levels 

• Investigation of the cardiovascular changes and cognitive effects of commercially available 

energy drinks on students during lectures 

• What effect does moderate exercise have on adults with mild asthma in comparison to those 

without asthma? 

• Does the intake of a caffeinated drink cause a different effect on the cardiovascular system of 

athletes compared to non-athletes? 

3. Useful Contacts and Resources 

3.1 Academic Contacts 

Award leader - Dr Pauline Gowland, R115, tel 01782 294783, p.gowland@staffs.ac.uk. As the award 

leader I am responsible for the smooth running of the award and am available to help with any general 

academic issues you may have. 

Biological Sciences staff you are likely to meet during your degree: 

Academic Staff Room Telephone Email 

Dr Sue Bird R115 294408 s.j.bird@staffs.ac.uk 

Mr Ian Davies R113 294783 j.i.davies@staffs.ac.uk 

Prof. John Dover R113 294021 j.w.dover@staffs.ac.uk 

Dr Pauline Gowland R115 294783 p.gowland@staffs.ac.uk 

Dr Peter Gowland R115 294581 p.c.gowland@staffs.ac.uk 

Dr Stephen Merry R115 294692 s.merry@staffs.ac.uk 

Dr Paul Mitchell R113 294572 p.mitchell@staffs.ac.uk 

Dr Harry Mountain R113 294702 h.a.mountain@staffs.ac.uk 

Mr Paul Orsmond R115 294776 p.orsmond@staffs.ac.uk 

Dr Angela Priestman R115 294845 a.a.priestman@staffs.ac.uk 

Dr Jon Ranford R254 294892 j.r.ranford@staffs.ac.uk 

Dr Kevin Reiling R113 294746 k.reiling@staffs.ac.uk 

Dr Dave Skingsley R113 295757 d.r.skingsley@staffs.ac.uk 

Mrs Anne Turner R113 294783 a.m.turner@staffs.ac.uk

Technical and support staff you are likely to meet: 

Technical Staff Room Area of expertise 

Sue Avery R236 Physiology 

Liz Deakin R236 Forensics 

Denise Figgins R218 Genetics/Cell biology 

Ian Hopkins R217 Microbiology 

Audra Jones R104 Physiology 

Rob Manning R217 Biochemistry/Molecular 

Mark Jennings R254 Sciences IT support 

3.2 Administrative Contacts 

Award/Programme Administrator(s) - Karen Simpson and Lindsay Dodd. Room R101 (Science Centre), 

tel 01782 295802, k.simpson@staffs.ac.uk and l.c.dodd@staffs.ac.uk 

Student Guidance Advisors - Jean Simpson, Room R101 (Science Centre), tel 01782 294691, 

j.simpson@staffs.ac.uk 

3.3 Useful Internet Resources 

The Faculty website can be found at: http://www.staffs.ac.uk/faculties/sciences/ 

Here you will find details of timetables, contacts and news regarding the Faculty. 

The Faculty uses Blackboard as an online learning environment, and information on modules on which 

you are enrolled can be accessed from this. Note: you can only get access to those modules that you are 

studying – if you cannot gain access to material, it may be that you are not correctly enrolled on the 

module – make sure you let your module tutor or award administrator know. 

Blackboard can be found at: 

http://blackboard.staffs.ac.uk 

The library can be accessed from: http://www.staffs.ac.uk/uniservices/infoservices/library/ 

3.4 The Faculty Office 

The Faculty Office and Reception for the School of Science programmes is located in R101, on the first 

floor of the Science Centre and should be your first port of call if you have any queries or problems 

relating to the Faculty or if you are unsure of how to deal with other queries. The contact details of the 

University Services for students are listed in Section 3. The Faculty Office team are responsible for 

managing the wide range of activities and processes necessary to support students and academic 

colleagues within the Faculty. Details of the key administration staff offering direct student support are: 

Science Centre Receptionist 

Mrs Sue Steele 

Student Guidance Advisor

+44 (0)1782 294573 

Mrs Jean Simpson 

+44 (0)1782 294691 

j.simpson@staffs.ac.uk 

Award Administrator for Sciences: Biology, 

Forensics and Environment / Geography subject 

areas 

Mrs Lindsay Dodd 

+44 (0)1782 295802 

Miss Karen Simpson 

+44 (0)1782 294475 

appliedsciadmin@staffs.ac.uk 

Senior Clerical Assistant – Sciences 

Mrs Jo Brindley 

+44 (0)1782 294859 

appliedsciadmin@staffs.ac.uk 

Award Administrator for Distance Learning 

Awards and Research Degrees 

Ms Amanda Dinnivan 

a.m.dinnivan@staffs.ac.uk 

+44 (0)1782 294857 

Sciences’ Disability Support / General Student 

Support 

Mrs Lorraine Berks 

l.a.berks@staffs.ac.uk 

+44 (0)1782 295765 

Sciences’ Extenuating Circumstances 

Mrs Jackie Campbell 

j.a.campbell@staffs.ac.uk 

+44 (0)1782 294855 

Faculty of Computing, Sciences and Engineering 

Operations Manager 

Mrs Achen Bowers 

achen.bowers@staffs.ac.uk 

+44 (0)1782 294858 

Any of the office team will be more than willing to help with any query so don’t worry too much about not 

knowing who specifically to contact. They will put you in touch with the right person to advise on: 

o 

o 

o 

o 

Modules 

University regulations 

Your credit and progression status 

Referral opportunities 

o 

o 

Information about your study here: award and 

module records, local and home address 

information, etc. 

Any changes to your award or programme of 

study 

o 

o 

Claims for extenuating 

circumstances for assessment 

General guidance / support about 

any aspect of University 

o 

o 

Registration events 

Disability support 

It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the 

information on your time with us accurate and up-to-date. In particular, make sure that you:

o 

o 

o 

Check your University e-mail account regularly for any information or queries sent to you 

by Faculty administrators or by academic staff. It is your University e-mail account which we will 

use for all University correspondence. 

Always let the Faculty Office know of any changes in your contact details. This 

includes phone numbers as well as home and term addresses. It really is important that we know 

how to get in touch with you – for example not telling us of a change of address might mean results / 

referral information do not get to you (which in turn might mean you do not attempt an assessment 

stop your progression on your course). 

Always ensure that the Faculty Office is aware of any changes you make to 

your academic profile (modules / award) by completing the appropriate module amendment / award 

transfer forms. 

The reception and office Opening Times are: Monday - Thursday 8.45 am – 5.00 pm 

Friday 

8.45 am – 4.30 pm 

Please feel free to contact the Faculty Office between these times. All queries, no matter how small or 

large, are welcome as they ensure that your records are always correct – and this does prevent delays or 

difficulties in confirming results at the end of each Academic Year. And if you have a problem which the 

Faculty Office can’t help you with, it usually knows somebody who can. 

3.5 The Faculty Management Team 

The Dean of Faculty 

Professor Mike Goodwin, K260 Octagon Building, Stafford, +44(0)1782 353259, 

m.j.goodwin@staffs.ac.uk 

In this role, the Dean has responsibility for the strategic development, operation and management of the 

faculty. Should you need to speak with him, you should normally make an appointment with Elaine 

Foskett, K260, +44 (0)1782 353326, e.foskett@staffs.ac.uk. 

Faculty Head of School – Sciences 

Dr John Wheeler - R103 Science Centre, Stoke-on-Trent, +44 (0)1782 294690, j.w.wheeler@staffs.ac.uk 

oversees the management of all subject areas within the School of Sciences. 

Faculty Associate Deans 

Learning and Teaching - Dr Rob Boast, R104 Science Centre, Stoke-on-Trent, +44 (0)1782 294033, 

r.boast@staffs.ac.uk is responsible for all learning, teaching and quality issues within the Faculty. 

Scholarship, Enterprise and Research – Professor Adrian Low, K252 Octagon Building, Stafford, 

+44(0)1782 353307, a.a.low@staffs.ac.uk is responsible for developing scholarship, enterprise and 

research in the Faculty. 

Partnerships – Liz Hathaway, C237 Beacon Building, Stafford, +44(0)1782 353426, 

e.j.hathaway@staffs.ac.uk is responsible for the Faculty’s educational partnerships in the UK and 

overseas.

4. How will I learn on this award? 

Teaching and Learning 

A key aim of your award is to develop you as a professional scientific practitioner and this is reflected in 

our approach to teaching, learning and assessment. You will start with high levels of tutor driven 

activities, often with in-class competence based work and gradually develop the skills, confidence and 

capabilities to drive your own learning both with us and beyond. For example, your practical skills - an 

essential skill set demanded by employers of bioscience graduates - will be developed and practised 

throughout your degree. In order to do this effectively you will spend a high proportion of class time in 

Levels 4 and 5 in the laboratory and/or field. In Level 6 more specialist practical skills are developed via 

your independent research project. 

Throughout your award theory and practice are integrated and many sessions will combine short lectures, 

seminars or workshops with practical work. This will allow theories and concepts to be explored, 

illustrated and reinforced and helps enhance your learning via direct experience. In-class activities will be 

supplemented by various online learning activities via the use of a virtual learning environment. 

Being a scientific practitioner is not just about being adept in the lab or field; it is also about, amongst 

other things, being adaptable, enterprising, able to solve problems, self-managed, and with the ability to 

work and communicate effectively with others both within the sciences but also within a wider ethical and 

commercial framework. These skills reflect on your own development, your ability to think scientifically 

and your understanding of the wider context of science and all of these are skills and understanding are 

valued highly by employers. These skills are encapsulated in the Staffordshire Graduate programme and 

this award enables you to develop the Staffordshire Graduate attributes embedded within three core 

modules; one at each level. 

While all modules to varying degrees will address some of these aspects, Levels 4 and 5 include an 

overarching 30-credit module which will focus on these skills. This will be done by a mixture of workshops 

and tasks, some carried out independently, both of which are integrated with a tutorial programme that 

runs throughout the academic years 4 and 5, and culminates in a placement or equivalent experience 

during level 5. Additionally, your skills and attributes are employed fully at level 6 in your research project 

which is aligned with your award. 

At each level of study you will be supported through our integrated tutorial system. At levels 4 and 5 the 

tutorials are embedded in a 30 credit module and are a mixture of one-to-one and small group tutorials 

focusing on the support for your learning, effective use of feedback and developing your graduate 

attributes. At level 6 in addition to tutorials with your project supervisor, you continue to have tutorials with 

your personal tutor focused on personal development and career success. 

For students that successfully transfer to the Applied Biomedical Science route at the start of Level 5 you 

are required to take 14 week hospital placement zero-credit module. During your placement you will have 

the opportunity to demonstrate the competencies required by the Health and Care Professions Council 

(HCPC) towards registration as a Biomedical Scientist upon graduation Further details can be found in 

section 2.3 and in the Clinical Placement handbook. 

Assessment 

The assessments are designed to assess the knowledge, understanding and skills relevant to a career in 

the biosciences and are progressively structured; so, for example, the number of assessments reduce as 

you progress through the levels, as they become more demanding; this reflects your development as 

scientists and autonomous learners with developing skill sets. Typically at level 6 you will have one 

assignment per module. 

Assessment will be by a mixture of coursework and exams. Coursework assessments are varied (e.g. 

producing web pages, wikis, scientific articles, posters and presentations, literature reviews, video diaries 

etc) and are designed to develop and assess a range of skills relevant to employment. Practical skills will

e assessed both directly via tests of competency in carrying out various laboratory (and/or field) 

techniques, and also indirectly via the production of lab-based reports. Normally you are expected to 

pass all module elements. 

In Level 4, exams will assess your breadth of knowledge and understanding of the fundamental concepts 

of the discipline. In Levels 5 and 6 the exams, whether essay-based or short answer/multiple choice, will 

test your ability to analyse, synthesise and evaluate ideas, and to develop arguments. 

For students that successfully transfer to the Applied Biomedical Science route at the start of Level 5 you 

are required to take 14 week hospital placement zero-credit module. Further details can be found in the 

Clinical Placement Handbook. 

5. The Staffordshire Graduate 

The Staffordshire Graduate represents a set of qualities that the University passionately believes is 

necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner 

with a global perspective, prepared to contribute in the world of work. 

The Staffordshire Graduate will: 

Discipline Expertise: 

• Have an understanding of the forefront of knowledge in their chosen field 

Professionalism: 

• Be prepared to be work-ready and employable and understand the importance of being 

enterprising and entrepreneurial 

Global Citizenship: 

• Have an understanding of global issues and of their place in a globalised economy 

Communication and Teamwork: 

• Be an effective communicator and presenter and able to interact appropriately with a range of 

colleagues 

• Have developed the skills of independence of thought and (when appropriate) social interaction 

through teamwork 

Reflective and Critical Learner: 

• Have the ability to carry out inquiry-based learning and critical analysis 

• Be a problem solver and creator of opportunities 

Lifelong Learning: 

• Be technologically, digitally and information literate 

• Be able to apply Staffordshire Graduate attributes to a range of life experiences to 

facilitate life-long learning and life-long success. 

All students will have many opportunities to develop and achieve these attributes. These will include 

learning opportunities within their chosen awards and co-curricular activities such as work experience, 

volunteering and the development of employability, enterprise and entrepreneurial skills.

Employability, Enterprise and Entrepreneurship 

Being employable… 

... involves the development of a set of skills, knowledge and personal attributes that makes graduates 

more likely to gain employment, have the capability of being effective in the workplace and be successful 

in their chosen occupation to the benefit of themselves, the workforce, the community and the economy. 

Being Enterprising … 

…involves a set of skills and attitudes that can enable a culture of identifying opportunities, creativity, risk 

taking and innovation. It can involve many activities – for instance organising an event, planning an 

overseas trip or involvement in a social enterprise. Equally it can be about finding new solutions to old 

problems in your workplace, conducting a piece of research in a resourceful way, starting a new society 

or being involved in a community project. Employers value enterprising people! 

Being Entrepreneurial… 

…very often involves using enterprise skills to create new businesses and bring them to market. There is 

considerable support for those wishing to do so while at University. However, being entrepreneurial is not 

just about business skills or starting new ventures; it is a way of thinking and behaving relevant to all parts 

of society and the economy in terms of mindsets, behaviours, skills and capabilities to come up with new 

ways of doing things well and the flexibility to change career direction. 

6. How do I hand in assignments? 

You will normally be required to hand in written assignments relating to School of Sciences modules to 

the Faculty Office reception in R101, in the Science Centre and / or via the Blackboard VLE. Instructions 

for the submission of assignments will be included in the relevant module handbooks. It is your 

responsibility to ensure that you submit assignments on time and at the appropriate place. 

The Faculty Office is open to take your assignments at the following times: 

Monday to Friday 

9.00 am – 4.00 pm 

Written assignments to be submitted to the Faculty Office should have stapled to them an assignment 

receipt cover-sheet, available from the Faculty Office. Similarly, all electronic submissions via Blackboard 

should have an e-version of the coversheet cut-and-pasted into the front of your assignment document. 

Please ensure that you fill in all appropriate sections and if submitting assignments at the Faculty Office 

then cover-sheets forms should be completed in advance to avoid unnecessary delays. 

Note that most assignments are marked anonymously, and that you are asked to fold and stick down the 

top-flap of the assignment receipt form to conceal your name before handing in your work. This is an 

important tool in helping to safeguard the integrity of the assessment process. Anonymous marking, 

however, may not be appropriate certain kinds of assessment (for example, an artefact or presentation). 

If you have a learning support agreement which recognises dyslexia as a disability make sure that you 

ask for one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the 

tutor that the assignment needs to be marked on content and understanding rather than on syntactical 

and grammatical criteria. 

Similarly, if your learning support statement specifies that you can negotiate the submission dates of your 

assessments then please ensure that you have agreed new submission dates with your tutor in advance 

of the original deadline. On the Faculty assignment cover-sheet there is a box for stating the agreed 

negotiated deadline and the tutor’s signature. Please be mindful of the fact that you may need to 

complete the cover-sheet in advance of the submission date to ensure you get the tutor’s signature – 

rather than assume the tutor will be available on the day / time you intend to submit.

If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if 

having once negotiated a deadline you find that, as it approaches, you are going to need a further 

extension, you will need to go back to your Award Leader / Personal Tutor to authorise this. Your Award 

Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension. 

If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for 

reasons that are unrelated to your disability, then you will need to use the normal Extenuating 

Circumstances procedure. 

The paper form of the submission cover-sheet you will complete is in duplicate. It is most important that 

you use a biro so that both copies are marked. On submission the Faculty Office will date stamp both 

copies of the form and return one copy to you. KEEP THIS RECIPT SAFE! IT IS PROOF THAT YOU 

HAVE SUBMITTED YOUR ASSIGNMENT ON THE STAMPED DATE – IT MAY BE NEEDED TO 

DEMONSTRATE YOU DID SUBMIT ON TIME IF THE WORK IS MISLAID. 

We would normally expect you to hand in your work in person, but recognise that this may not always be 

possible. If you are unable to hand in your written assignments in person, you can submit them via the 

post, using recorded delivery. This is important as should your work not arrive, we need to be able to find 

out what happened to it. All work which is submitted in this way will be dated according to the postmark. 

Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you 

submit. Should the assignment you submit get lost, then you will have the receipt to prove that you 

handed it in, and a copy to replace what has been lost. 

7. Feedback on Your Work 

Seven principles of good feedback 

Good feedback should: 

1. Be an interactive process involving student-tutor and student-student dialogue; 

2. Facilitate the development of self assessment and reflection; 

3. Clarify for students and staff, through dialogue, what good or bad performance actually is 

in the assignment or task; 

4. Be developmental, progressive and transferable to new learning contexts; 

5. Be ongoing and embedded in the learning process; 

6. Motivate, build esteem and confidence to support sustainable lifelong learning; 

7. Support the development of learning groups and communities. 

See appendix D for more information. 

The University’s Academic Board has been considering the outcomes of the last National Student Survey 

and discussing how it can provide quicker assessment feedback to students. This guidance refers to 

summative (actual) rather than formative (practice) assessments. In relation to this, the following has 

been agreed: 

Coursework and other assessments, excluding examinations 

You will normally receive feedback on all your assessments, other than examinations, within 20 working 

days following the date of submission of your assessment or actual date of the assessment (in the case 

of class tests). For some assessments the feedback period will be less than 20 working days. However, it 

may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for 

example, modules on which a large number of students are enrolled). However, it is anticipated that this 

will apply to only a small number of modules on your award and, in those cases, the feedback return 

period will not exceed 25 days. The anticipated feedback return times for all assessments will be 

published in your Module Handbooks.

In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be 

provisional and will be subject to final ratification by the appropriate Assessment Board in due course. 

Formal University examinations 

Feedback for examinations will always be provided and should be available as soon as possible after the 

relevant examination. Where appropriate, feedback on examinations at the end of the last teaching block 

in the final year should be provided in the form of generic, group feedback through the University VLE. At 

the latest, feedback should be provided at least four weeks before the next examination period. 

The University hopes that you will also play your part by ensuring that you collect feedback from the 

relevant sources as soon as it is available. 

8. External Examiners 

As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area 

you are studying. The majority are drawn from other universities or colleges in the country, although some 

will also come from industry or other relevant professions. External examiners look at the assignments 

that are set for you and the work you produce. They are asked to confirm that the standards are 

appropriate for the level at which you are studying. They attend assessment and award boards and write 

an annual report for the University which is used as part of the process, (which includes student 

representatives) of monitoring the quality and standards of your award. You are entitled to see these 

reports and if you wish to do so you should contact your Faculty office. 

External examiner(s) who are responsible for your award are: 

Dr. Ron Dixon, School of Natural and Applied Sciences, University of Lincoln 

NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding 

your individual performance in assessments. There are other mechanisms you can use if you are 

unhappy with your results or other aspects of your award, such as the appeal and complaints procedures. 

External examiners have been informed that if they are contacted directly by students they should decline 

to comment and refer the student back to the University. 

9. Personal Development Planning and Personal Tutoring 

An important aspect of providing support and guidance to you comes in the form of personal tutors. You 

will be allocated a personal tutor as soon as you arrive. S/he will provide pastoral support as well as 

providing you with academic guidance. Please read the section on Personal Tutors in the Faculty Student 

Handbook for more information on what the personal tutoring system involves. 

There is a core strand running through all the awards that focuses on the development of employability 

and Personal Development Planning (PDP). Of course, a degree in Biomedical Science is very 

vocationally orientated, with the development of practical skills being a key aspect of this. We also use 

practising biomedical scientists to deliver specific material and this will further enhance the relevance of 

what you learn to the workplace. 

However, we aim not just to develop technical skills per se, but also to develop within you the idea of 

being a ‘reflective practitioner’. For example, in Level 4, in Introduction to Scientific Practice module, you 

will develop and reflect on key practical and generic skills. Exercises in PPBMS allow you to reflect upon 

issues such as the importance of maintaining fitness to practise, the need for lifelong learning and 

continuing professional development and on how you might deal in a practical fashion with issues of 

confidentiality. Formal reflection is written-in to your Registration portfolio where you are required to 

complete a reflective log at the end of each major subsection.

At Level 5, Professional Practice and Placement Development includes the production of a CV and career 

action plan. These are then used when applying for your work placement. This module also includes a 

group-based activity on entrepreneurship. At Level 6 you will critically reflect on your work placement 

experience. 

PDP is also incorporated as part the structured personal tutoring system at all three levels. Here you will 

discuss your development with your personal tutor throughout the year. 

10. Accreditation of Prior Learning 

The Accreditation of Prior Learning is the term used when a student uses his or her previous experiences 

to gain admission to a programme of study; admission to a module; admission at an intermediate stage in 

a programme (advanced standing); or to gain exemption from part of a programme of study. These 

previous experiences may be work-based learning, general learning experiences (experiential) or 

certificated qualifications. 

You should normally apply for exemptions or admission with advanced standing through the AP(E)L 

scheme when you apply for a place on the award, or immediately upon registration for your modules. You 

will not be allowed to apply for AP(E)L in a module once you have submitted any assessment for that 

module. If you apply for exemptions or admission with advanced standing through the AP(E)L scheme 

you may be required to undergo some assessment to determine the relevance of your 

experiences/qualifications. 

The APL and AP(E)L forms can be obtained from the Faculty Office. The APL and AP(E)L Board meets in 

early October. It is chaired by one of the Faculty’s Programme Area Managers and its purpose is to 

consider all the APL and AP(E)L applications received from students and uphold or reject these 

applications dependant on the evidence provided. 

11. Award Regulations 

Your award is regulated by the Undergraduate Modular Framework 

These can be accessed at : http://www.staffs.ac.uk/current/regulations/academic/index.php 

Module Failure - what happens if I fail a module? 

If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail grade 

(Grade Points 3, 2, 1 or 0). If you have failed to submit any assessment for the module, you will be given 

a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be 

allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board. 

If I fail a module, can I resit it? 

(i) 

If you made an attempt at your assessments at the first attempt: 

You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have 

made an attempt at the assessment(s) on the first occasion unless a claim for Extenuating 

Circumstances has been successful. 

(ii) If you did not make an attempt at your assessments at the first 

attempt: 

If you do not submit work or attend assessments at the first attempt, that guarantee of a referral 

is lost and the appropriate Board will decide whether or not to allow you a referral. In making its 

decision, the Board may take account of your engagement with that module.

If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified 

to you by your Faculty/School, no further referral opportunity will be given to you and you may fail the 

award. 

When can I take my resit(s)? 

In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For 

most students, this will be in August 2013 but will depend on the nature of the award and the timing of 

your assessments. 

It is your responsibility to make sure that you know when you are required to resit. 

12. Award Specific Regulations 

Normally you are expected to pass all module elements. 

For students to graduate with BSc (Hons) Applied Biomedical Science, you are required to take 14 week 

hospital placement zero-credit module. Further details can be found in section 2.3 and in the Clinical 

Placement Handbook. 

Students on the Applied route should note that if they do not achieve an Honours degree they are NOT 

eligible for entry to the Health and Care Professions Council register. See section 2.4 

13. Academic Misconduct and Plagiarism 

The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. 

If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing 

an assignment, failing a module or even failing your award and being asked to leave the University. 

It is vitally important that you understand the rules regarding plagiarism. These can be found at: 

http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf 

There are several resources available to help you in writing and preparing assignments so that you do not 

break the rules. You might want to look at the following resources. 

http://www.staffs.ac.uk/uniservices/infoservices/studyskills/ 

If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study 

Skills Centre (located in the library). 

14. Student Guide 

This Award Handbook is supported by information on the Faculty induction website and other resources 

provided by Central Services. 

Faculty webpages 

a2z4u 

MyPortal 

http://www.staffs.ac.uk/faculties/sciences/ 

http://www.staffs.ac.uk/a2z4u 

http://myportal.staffs.ac.uk 

If you are still unable to locate the information you need, please ask at Reception (R101, Science Centre)

Module 

Core 

module 

Award 

Option 

Corequisites 

Prerequisites 

Disqualified 

Combinatio 

ns 

Appendix A - Glossary of Terms 

A unit of study with a defined learning outcomes, curriculum and 

assessment. The module definition is to found in the module specification 

for the module. Each module has a number of Credits, associated with it. A 

single module is worth 15 Credits and notionally requires 150 hours of 

learning activity to complete. This learning activity being divided between 

time for class contact hours with staff, independent study and assessment. 

The number of allocated learning hours rises in proportion to the number of 

Credits attributed to a module at the rate of 10 hour per credit. All modules 

are multiples of the basic unit of 15 Credits. So for example, a double 

module will be worth 30 Credits and will have a learning time of 300 hours. 

This is a module that you must take and pass to qualify for a given award 

title or range of titles. 

This is a module chosen from a list of Award Option modules. Award 

Option modules are studied in conjunction with the core modules and from 

the prescribed set of modules for a particular named award 

Co-requisites are those modules that you must take as a package. All the 

Level 4 core modules can be considered to be co-requisites. We have 

defined co-requisites to make sure that there is sufficient shape and 

coherence in your programme of study to make it a rewarding and 

interesting experience. A corequisite is therefore a module which must be 

studied in addition to and normally at the same time as a particular module. 

A pre-requisite is defined as a specific requirement that you must meet 

before you can take a module. In a similar way as entry to an Award was 

dependent on your achieving A-Level or BTEC passes for example, or 

having other prior knowledge, for some modules you will have to be 

‘qualified’ to take them. This will normally mean studying for a module at an 

earlier level in the Award. 

Pre-requisites are specified to make sure that you have the knowledge and 

skills you will need to be successful in your chosen modules. Please refer 

to the Undergraduate Modular Framework Regulations for a more detailed 

description of this term in particular the distinction between the terms prerequisites’ 

and ‘Special Admissions Requirements’. 

Although rare, disqualified combinations are those modules which you 

cannot study together. This is normally because the content of the modules 

overlaps in some way, such that by taking both you would not cover the 

equivalent of two-modules learning. 

Grade Point On completion of the assessment of a module, you will be assigned a 

grade for that module in the range 0 to 15. In considering your performance 

at the end of a Level, grades will be averaged to produce grade point 

average for the Level (weighted by the size of the module). Grade points 

run from 0 to 15, with 0-3 being fail grades for undergraduate module, and 

0-6 being fail grades for postgraduate modules. 

Level This indicates the academic level at which study is to be undertaken – 

Certificate level (module level 4 year 1), Intermediate level (module level 5 

year 2) and Honours level (module level 6 year 3). Normally it corresponds 

to one year of study for full-time students. However, students may take 

modules from different levels at the same time, provided that they meet the 

requirements for their award. 

Teaching 

block 

A period of study into which the year is divided, that may include induction 

learning, assessment and academic counseling. There are currently two 

teaching blocks in each academic year.

Appendix B - Learning Outcomes of the Award 

The University has identified a set of general learning outcomes which any student can expect to achieve 

as a result of studying at the University. These were identified by the University from the national 

framework for Higher Education Qualifications, and these types of learning outcome are common to all 

degrees across the university, and to all levels of study. They vary in specific content depending on 

programme area and level of study. As you progress through the levels of the award, the range of 

material you will have encountered, and your expertise in those areas will increase. These general 

learning outcomes are as follows: 

• Knowledge and Understanding. You will know and understand a body of knowledge about the 

field. 

• Learning. You will be able to distinguish different approaches within the field and to participate 

in debates about the validity of these approaches. 

• Enquiry. You will be aware of a range of research methods, of the ethical considerations 

associated with them, and be able to use these methods, supported by a range of information 

sources. 

• Analysis. You will be able to analyse and evaluate theories and concepts in the field and to use 

different research methods for this purpose. 

• Problem Solving. You will be able to analyse problems in terms of your field of study and to 

carry out research designed to solve those problems. 

• Communication. You will be able to communicate in a range of different ways about ideas in 

the field, using conceptual analysis and empirical evidence, and to use information technology 

appropriately (e.g. word processors and statistical software) to do so. 

• Application. You will be able to apply your knowledge and understanding of the field to real life 

issues using the skills itemised above. 

• Reflection. You will be able to work independently and responsibly in the field, and have 

acquired general skills valued in employment or future learning. 

The tables on the following pages map these general learning outcomes to the specific learning outcomes 

for each module which makes up BSc (Hons) Biomedical Science and up BSc (Hons) Applied Biomedical 

Science. All modules are core. 

Modules 

Level 4 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 

Problem Solving 

Communication 

Application 

Reflection 

Introduction to Scientific Practice (30 

Credits) 

1. Carry out enquiry based learning and 

critical analysis by demonstrating an 

awareness of personal responsibility for 

your own learning and by conducting a 

personal skills audit identifying where 

skills gaps exist mapped against career 

and employment expectations. 

2. Demonstrate a high level of IT, oral and

Modules 

Level 4 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

written communication skills 

3. Display the ability to work in a team to 

develop, execute and present the 

outcome of an investigation appropriate 

to the level of study 

4. Self-evaluate and reflect on your 

progress in developing the attributes 

considered essential for the 

Staffordshire Graduate 

5. Demonstrate knowledge and 

understanding of basic good laboratory 

practice, safe working, data handling 

and fundamental principles underlying 

the biological sciences. 

6. Manipulate and interpret information 

from a variety of sources including those 

of a statistical nature. 

Molecules to Cells (30 Credits) 

1. Describe the physical and chemical 

structures of typical eukaryotic and 

prokaryotic cells together with the roles 

of their biologically important molecules, 

organelles and other cellular 

components 

2. Explain, at the molecular level, the 

events that allow the transmission of 

information along genetic and metabolic 

pathways 

3. Safely and competently perform 

selected practical procedures involving 

a range of basic equipment and 

appropriately interpret findings in the 

context of published biological literature 

Biology of Organisms (30 credits) 

1. Recognise representatives of the major 

forms of life, be aware of diagnostic 

aspects of their biology and the 

subsequent implications to survival and 

reproduction. 

2. Successfully communicate fundamental 

biological concepts 

3. Successfully display the ability to 

evaluate and integrate various types of 

information from a variety of sources 

into a professionally appropriate written

Modules 

Level 4 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

format. 

Biological Processes (15 Credits) 

1. Describe the significance and interaction 

of key biological processes relating to 

the activity of molecules, cells, 

organisms and populations. 

2. Appraise your ability to critically 

investigate information relating to 

Biological processes 

Professional Practice for Biomedical 

Scientists (15 Credits) 

1. Begin to recognise the value of research 

to the systematic evaluation of their 

practice. 

2. Be able to conduct evidence-based 

practice 

3. Evaluate research and other evidence to 

inform their own practice 

4. Demonstrate competence in the use of 

search engines and other information 

searching methods 

Modules 

Level 5 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

Professional Practice and Placement (30 

Credits) 

1 Be work ready and employable and 

understand the importance of being 

enterprising and entrepreneurial through 

the reflection upon your career goals in 

relation to your personal and 

professional development and 

citizenship 

2 Be a good communicator with the 

confidence to interact with a range of 

colleagues. Effectively communicate 

your skills and abilities through the

Modules 

Level 5 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

problem-solving and contextualisation of 

your own experiences in work-based 

situations. 

3 Have developed the skills of 

independence of thought and social 

interaction through teamwork, being 

critically self-aware of the demands 

while work-based and, more generally, 

aware of the importance of team work 

skills in the working environment. 

4 Self-evaluate and reflect on your 

progress in developing the attributes 

considered essential for the 

Staffordshire Graduate 

5 Formulate approaches for the self 

development in the short, medium and 

long term 

6 Develop, design and present details of 

research based scientific investigation 

Human Biochemistry and Physiology (30 

Credits) 

1. Convey understanding of enzymes and 

metabolic processes; the interrelationship 

of pathways, importance of 

metabolic regulation and consequences 

of metabolic dysfunction 

2. Explain the role of cellular tissue and 

organ anatomy in the facilitation of the 

body’s physiological and biochemical 

mechanisms 

3. Describe the physiological significance 

and interaction of individual organ 

systems of the human body in health 

and disease based upon experimental 

evidence, practical experience and 

theoretical background 

4. Critically evaluate experimental 

evidence from both practical experience 

and current literature 

Genetics and Cell Biology (30 Credits) 

1. Explain the major concepts of genetics, 

cell biology and immunology developed 

from level 4 and have developed 

knowledge and understanding of the 

technologies of genetic analysis and 

molecular cell biology

Modules 

Level 5 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

2. Evaluate the application of techniques 

covered for the diagnosis and treatment 

of genetic disease and be aware of the 

broader importance of the techniques in 

terms of general application 

3. Safely and competently perform 

selected practical procedures involving 

a range of laboratory equipment and 


context of published biological literature 

4. Outline experimental strategies toward a 

specific goal using these technologies 

5. Communicate effectively the 

background and outcome of the topics 

in this module 

Infection Science (15 Credits) 


understanding of the role of medical 

microbiology in the diagnosis and monitoring 

of infectious disease. 

2. Evaluate the use of qualitative and 

quantitative techniques used for the isolation 

and identification of human pathogens 

3. Demonstrate an understanding of the 

control of microbial growth and how this can 

be applied to the prevention and treatment 

of infectious disease. 

Public Health (15 Credits) 


understanding of key concepts, 

methods of enquiry and application of 

information literacy in the field 

of epidemiology and public health medicine. 

2. Critically analyse information and data in 

order to illustrate the 

relationships between disease, environment 

and health 

3. Evaluate the appropriateness of different 

approaches to solving 

public health issues and propose alternative 

solutions to problems 

arising from the analysis of disease 

transmission and epidemiology

Modules 

Level 6 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

Research Project (30 Credits) 

1. Gather, synthesise, summarise and 

critically evaluate information and 

evidence including current biological 

research and then use that information 

to support and develop arguments 

2. Safely and ethically execute 

appropriate practical techniques to 

conduct a biological investigation with 

minimal guidance and indirect 

supervision 

3. Explain the scientific principles 

underlying the methods and 

techniques used and evaluate their 

limitations and alternatives including 

consideration of relevant safety and 

ethical issues 

4. Apply appropriate statistical 

techniques to test biological 

hypotheses and demonstrate an 

awareness of their assumptions and 

the limitations of the tests used 

5. Confidently and proactively employ IT 

skills as an integral tool to support 

learning 

6. Communicate in the format and style 

appropriate to a professional biological 

scientist 

Cellular Pathology (15 Credits) 

1. Describe the microscopic appearances 

of cells and tissues and relate these to 

underlying disease processes 

2. Discuss the role of cellular pathology 

in the diagnosis and treatment of 

disease 

3. View pathology specimens and 


context of published biological 

literature 

Medical Genetics (15 Credits) 

1. Understand the application of DNA 

technology to the study of humans 

particularly related to health 

2. Understand the basis for the aetiology

Modules 

Level 6 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

and symptomatic presentation of a 

range of medical disorders in humans 

3. Recognise and evaluate the increasing 

and potential role and importance of 

molecular Biology and genetics in 

clinical diagnosis and treatment 

4. Synthesise, evaluate and 

communicate subject matter, concepts 

and opinions of substantial intellectual 

rigour 

Haematology and Transfusion Science (15 

Credits) 

1. Communicate knowledge of the 

function of blood systems and allied 

tissues and display an understanding 

of current awareness of 

disease/dysfunction and its diagnosis 

and monitoring at a professional level. 

2. Demonstrate the ability to research 

and evaluate a wide variety of 

materials to fully display the 

multifaceted nature of biomedical 

problems. 

Clinical Immunology (15 Credits) 

1. Demonstrate a detailed knowledge 

and understanding of how the immune 

system functions normally and when 

diseased; including how this 

knowledge is applied to the diagnosis, 

screening and monitoring of disease. 

2. Evaluate critically the approaches 

used, methods deployed and data 

arising from immunological 

investigations and to use this learning 

to propose solutions to clinical 

questions derived from scenarios of an 

immunological nature. 

Clinical Biochemistry (15 Credits) 

1. Demonstrate a detailed knowledge 

and understanding of the methods 

used to screen diagnose and monitor 

the presence or absence of relevant 

analytes in instances of disease or 

metabolic disorder 

2. Display an understanding of disease

Modules 

Level 6 

Knowledge & 

understanding 

Learning 

Enquiry 

Analysis 


Communication 

Application 

Reflection 

aetiology or of development of 

methods of analysis that may include 

theories or hypotheses which have to 

be evaluated in the context of current 

understanding 

3. Communicate the role of clinical 

biochemistry in elucidation or 

explanation of a given scenario to an 

audience of peers in the form of a 

report specific case review. 

Human Infectious Disease (15 Credits) 

1. Understand the pathogenic 

mechanisms of a range of infectious 

agents 

2. Critically evaluate the methods used to 

control and treat human infectious 

disease 

3. Discuss and evaluate the factors 

which contribute to the emergence of 

new infectious diseases 

4. Interpret, evaluate and present data 

from primary literature

Appendix C – The Staffordshire Graduate 

The Biomedical Science award aims to produce graduates who are reflective and critical learners 

with a global perspective that are prepared to positively contribute within the both the world of 

work and society in general. 

As a Biomedical Science graduate you will develop discipline expertise informed by your exposure and 

engagement with the learning programme underpinned by research, consultancy and advanced 

scholarship. 

Upon graduation you should be able to demonstrate your professionalism by being work ready, 

enterprising and entrepreneurial in your outlook. You will understand the role of the professional bodies 

in regulation and development of professional standards within the developing research-led disciplines of 

Biological Sciences. You will have had the opportunity to develop both subject specific skills and a wider 

skill set that will form the foundations of you as a lifelong learner and aid your post-University 

development. You will be able to reflect on your skills and employability within the context of the broad 

Biological and related professions. 

Activities such as finding new solutions to old problems or conducting a piece of research will 

demonstrate independence of thought, innovation, flexibility, initiative taking, leadership and risk-taking 

and will allow you to show creative ability in their delivery and effective communication. This ability will 

be both verbal and via a variety of electronic formats. This approach will also ensure you will be 

technologically, digitally and information literate having used a range of technology in your degree 

including: technologies to access learning materials and information e.g. vle and e-library resources; to 

record, collect and analyse data/information e.g. spreadsheets, analytical devices, diagnostic machinery 

and software. 

You should also have developed the skills of independence of thought by social interaction and 

through teamwork to be able to identify opportunities, prioritise tasks and deploy appropriate skills to 

organise your time in order to enable problem-solving across a spectrum of activities to accomplish 

objectives. Equally, you should be able to adapt those skills and as appropriate demonstrate further skills 

of motivation, commitment, delivery, negotiation, leadership and responsibility to work effectively in team 

situations. 

The completion of the inquiry based learning programme will help develop your critical and reflective 

approach. Specifically you will be able to understand the often contested nature of knowledge and be 

confident to question/challenge views and perspectives, ask appropriate questions and seek or generate 

appropriate information and ‘data’ to answer those questions; examine ‘evidence’ objectively to make 

informed and considered evaluations and judgements on the value/credibility of qualitative and 

quantitative information. 

Science is global construct and as a Biomedical Science graduate you should develop as a global 

citizen with an understanding of both global issues and of your place in a globalised economy. You will 

develop and understand various perspectives within the Biological Sciences including moral and ethical, 

national and international and those related to culture and diversity and including those relating to the 

economy, society, environment and medical approaches. 

The skills above will be embedded in all modules but the table below provides a specific cross-mapping of 

attributes against three core modules – Introduction to Scientific Practice, Professional Practice and 

Placement and Research Project.

THE STAFFORDSHIRE GRADUATE 

MAPPING EXERCISE AGAINST EXISTING AWARDS 

AWARD TITLE: 

All Biological Science awards 

Attribute 

Characteristic 

Level Module(s) code: title No of 

Credits 

Core 

or 

Option 

C / K / 

O 

Brief description of activity / activities How is achievement ‘ 

(will assume it is an indiv 

assessment - please indic 

Work-ready and 

employable 

Understanding of 

enterprise and 

entrepreneurship 

4 • Introduction to Scientific Practice 30 C Development of core laboratory, data handling 

and statistical analysis skills 

5 • Professional Practice and Placement 30 C Professional practice/identify is explored in 

terms of ‘being a professional’ in work and 

employment. Design of practical investigation. 

6 • Research Project 30 C Design implementation and analysis of a 

scientific investigation. 

4 • Introduction to Scientific Practice 30 C Introduction to team working attributes 

(Belbin), effectiveness of working in a team. 

Identification and reflection on personal skills 

and attribute development (SWOT analysis). 

5 • Professional Practice and Placement 30 C Identifying opportunities, showing creativity 

and innovation are all part of scientific 

progress. Focused workshops embed the need 

for enterprise and entrepreneurship in both the 

industrial and wealth creation dimension but 

also as fundamental traits within the basic 

scientific skill set. 

6 • Research Project 30 C Students need to identify novel approaches and 

solutions in order to complete the work, 

expanding on level 5 development. 

Demonstrating compet 

and individual) 

Reflective Portfolio 

Oral presentation. 

Placement Report 

“Scientific Paper” 

Viva voce 

Reflective portfolio on 

development – their id 

where they are at regar 

skills identified as imp 

employers. 

Oral presentation. 

Placement Report 


Viva voce

Understanding of 

global issues and 

graduate’s place in the 

global economy 

4 • Introduction to Scientific Practice 30 C Attendance at a series of ‘key note’ lectures 

delivered by staff and guest speakers some of 

which will cover issues relating Biological 

Sciences within a global perspective. The 

content will also highlight the opportunities of 

a biological science student within an 

international employment market. 

5 • Professional Practice and Placement 30 Employability, professional development and 

scientific discovery are fundamental to this 

module, and are in their own right global 

issues, which have implication for the global 

economy. Students, through their engagement 

with employability, professional development, 

and scientific discovery issues, develop an 

awareness of the global economy. The graduate 

has a place in the global economy as a result of 

their professional practice and the development 

of professional identify, and hence their 

awareness of their place in the global economy 

is facilitated through the demonstration of 

identify and practice. 

6 • Research Project 30 C Students are working as a scientific 

professional and thus draw upon and 

communicate to the global audience. 

Within the team execu 

research project and/or 

presentation on a biolo 

topic of their choice. 

Professional practice 

development of profess 

are assessed within the 

presentation and placem 


Viva voce 

Communication skills 4 • Introduction to Scientific Practice 30 C Team executed mini-project, subject specific 

presentation of their choosing. 

5 • Professional Practice and Placement 30 C The module encourages peer-interaction, oral 

presentation and written reflective pieces and 

video production 

Team executed mini 

specific presentation o 

choosing. Reflective po 

skills development. 

Oral presentation and p 

report 

6 • Research Project 30 C Participation in student conference “Scientific Paper” 

Viva voce 

Presentation skills 4 • Introduction to Scientific Practice 30 C Team executed mini-project, subject specific 




choosing. Reflective po


The ability to interact 

confidently with 

colleagues 

Independence of 

thought 

5 • Professional Practice and Placement 30 C Learners become aware through a variety of 

activities how everything from body language 

to final summative written reports are 

encapsulated in the term ‘professional skills’ 

6 • Research Project 30 C Participation in student conference, production 

of “Scientific Paper” and Viva voce 

4 • Introduction to Scientific Practice 30 C Team executed mini-project, subject specific 


5 • Professional Practice and Placement 30 C Peer-interaction and peer-evaluation are 

encourage and while on placement students 

will work with a number of colleagues 

6 • Research Project 30 C Execution of project, participation in student 

conference, production of “Scientific Paper” 

and Viva voce. Interaction with technical team 

regarding obtaining equipment. 

4 • Introduction to Scientific Practice 30 C Subject specific presentation of their choosing. 

Completion of a reflective portfolio on skills 

development. 

5 • Professional Practice and Placement 30 C Placement are obtained through independent 

action and thinking by the student. Selfevaluation 

of knowing ‘how they are doing’ 

and ‘what further needs doing’ in terms of 

assessed assignments resides primarily with the 

student. Collaborative learning environments 

will guide students in developing aspects of 

independent thinking 


report 


Viva voce 





Opportunities to develo 

in peer-interaction are 

formative discussion o 

summative assessment 

through reflective writ 

presentation and placem 

Team skills assessmen 

Viva voce 

Subject specific presen 



Both oral presentation 

report require independ 

and will be demonstrat 

problem solving, reflec 

enquiry learning outco 

6 • Project 30 C Execution of project “Scientific Paper” 

Viva voce

Skills of teamworking 4 • Introduction to Scientific Practice 30 C Belbin test, team work activity workshop, team 

executed mini research project. 

Ability to carry out 

inquiry-based learning 

and critical analysis 

Skills of problem 

solving and creation of 

opportunities 

Technologically, 

digitally and 

information literate 

An understanding of 

the concepts of life- 

5 • Professional Practice and Placement 30 C Student – led tutorials, group activities in 

designing and developing scientific 

experiments will all involve team work 

6 • Research Project 30 C Interaction with technical team regarding 

obtaining equipment 

4 • Introduction to Scientific Practice 30 C Team executed mini research project. Poster 

5 • Professional Practice and Placement 30 C The scientific careers search model and the 

scientific approach to new knowledge 

generation are both enquiry based and require 

critical analysis. Action planning 

Poster, reflective portfo 

development. 

Competence assessmen 

passed informs the fina 

action plan. 


report 

6 • Research Project 30 C The project. “Scientific Paper” 

Viva voce 

4 • Introduction to Scientific Practice 30 C Team executed mini research project, reflection 

on personal skills and attribute development 

5 • Professional Practice and Placement 30 C Identifying opportunities, showing creativity 

and innovation are all part of scientific 

progress. Identifying and utilising placement 

opportunities and recognising personal growth 

Poster, reflective portfo 

development. 

Placement report 

6 • Research Project 30 C The project. “Scientific Paper” 

Viva voce 

4 • Introduction to Scientific Practice 30 C Development of core skills. Research for miniproject 

and presentation, presentation of data 

for the mini-project. 

5 • Professional Practice and Placement 30 C Literature, placement searching. Statistical 

calculation, and date treatment. Identifying 

career , placement and reflective literature 

6 • Research Project 30 C Data analysis and information searching needed 

for practitioner level project engagement. 

4 • Introduction to Scientific Practice 30 C Demonstration of competencies. SWOT 

analysis, use of feedback diary. 

Competency test, Proje 


report 


Competency test, refle 

on skills development.

long learning and lifelong 

success 

5 • Professional Practice and Placement 30 C Awareness of the changing global issues such 

as, employability, professional development 

and scientific discovery, encourages the 

recognition for the need to continue learning 

and to be able to recognise and evaluate what is 

‘success’ in terms of the students own 

professional practice and identify. 

6 • Research Project 30 C The self-development and discovery linked to 

an original investigation, coupled with the 

nature of scientific advancement will force the 

student to recognise the importance of life-long 

learning to successes within the scientific 

arena. 

placement report 

team skills assessment

Appendix D – Feedback on assessments 

Our principles - good feedback should: 

Because of the principles, you; the student; can expect: 

1. Be an interactive process involving student-tutor and 

student-student dialogue 

There should be an agreed point of reference and common 

starting point between students and staff as to what constitutes 

the purpose and use of feedback as part of a learning process. 

The content of this originates from the knowledge and 

professional expectations of the subject discipline. Determining 

the common starting point is an iterative process emerging out of 

interactive dialogue between staff, students and their peers, 

where all participants challenge and are open to each other’s 

views. 

• To work with a set of agreed assessment rules 

• To agree with staff and other students on why you will get 

feedback 

• To debate with other students 

• To learn from other students 

• To see other students learn from you 

• To debate with lecturers and other staff 

• To learn from lecturers and other staff 

• University staff to learn from you 

• Every conversation about your studies to be a type of 

feedback you can learn from (we are an Academic 

Community) 

• To get feedback throughout your course 

• To also get specific and timely formal written feedback 

from lecturers on your marked assessments 

2. Facilitate the development of self assessment and reflection 

The feedback should generate a series of questions for the 

student which makes them think about their learning now, and 

what they need to do to develop their learning in the future. This 

will enable them to understand the purpose of the feedback in 

each specific context; create the capacity to developing 

evaluative judgement; the ability to review their own performance 

against professional and academic criteria; and to think about 

learning strategies they need to develop in the future; 

• To ask yourself new questions about your learning 

• To ask yourself new questions about your subject 

• To improve your understanding of your own thoughts 

• To improve your ability to see the worth of other people’s 

work and thoughts 

• To improve your ability to evaluate your own work and the 

work of others 

• To become better at working in order to meet specific 

goals or targets 

• To get better at working out what types of feedback you 

need and working out when you need feedback

3. Clarify for students and staff, through dialogue, what good 

or bad performance actually is in the assignment or task. [1] 

This involves identifying and justifying the strengths and 

achievements of the assignment, artefact or task under 

discussion. This should also then lead to outlining how changes 

and improvements may be made, through reference to 

discussion around what constitutes the criteria for good 

performance and how the outcomes of the task have been met. 

Students need to be aware that feedback is a process that can 

take place at any time or place, and isn’t restricted to formal 

learning situations. 

• To get better at seeing where your work is good and 

where it needs improvement 

• To get better at seeing where other people’s work is good 

and where it needs improvement 

• To get better at giving people help to improve their work 

• To get better at accepting and using help from other 

people to improve your own work 

• To discuss how ideas like “good” and “bad” relate to 

marking criteria 

• To get and give feedback wherever you can: not just in 

tutorials or seminars 

4. Be developmental, progressive and transferable to new 

learning contexts 

The dialogue and understanding that emerges from the feedback 

should be applicable both to the current debate and also contain 

elements that are able to be translated to a range of current and 

future learning situations. As the student progresses through 

their learning journey they should be developing a more 

sustained and sophisticated approach to their learning, 

culminating in the expression of the graduate attributes 

appropriate to their level and subject specialism 

5. Be ongoing and embedded in the learning process 

Feedback isn’t simply an activity that takes place after 

assessment – it isn’t something that is simply done to students! 

Feedback that is effective and timely occurs when students know 

when they need it, recognise what they want it for, and know 

how to ask for it in a way that is appropriate to their needs.. It is 

multi faceted both in terms of content and format. 

• Your feedback to be relevant to your course 

• Your feedback to be relevant to the way your wider 

subject area is developing 

• Your feedback to give you useful ideas for ways of doing 

future learning 

• Your feedback to help you get a deeper understanding of 

your subject 

• Your feedback to help you develop your overall thinking 

• To give and receive feedback frequently 

• To learn to recognise when it would be useful for you to 

get feedback 

• To learn to recognise what type of feedback it would be 

useful for you to get 

• To learn how to ask for appropriate feedback 

• To recognise that there are many appropriate ways of 

giving feedback 

6. Motivate, build esteem and confidence to support 

sustainable lifelong learning 

• To get, and give, praise for things that have been done 

well

Feedback needs to point out what has been done well, both in 

terms of the task process and the product. Feedback needs to 

offer ‘do-able’ actions for future learning/work, so that students 

are able to improve. Modules/awards need to engage students 

with multiple feedback opportunities, 

7. Support the development of learning groups and 

communities 

Good feedback – as outlined in Points 1- 6 - should create the 

environment whereby effective and productive learning is taking 

place, leading to the emergence of a flourishing learning 

community. 

• To get ideas that will help you improve your future 

learning and work 

• To give ideas that will help other people to improve their 

future learning and work 

• To get a lot of chances to receive and give feedback in a 

variety of ways 

• To be part of an improving learning community 

• To be personally responsible for helping that community 

get even better 

• To see other people also taking personal responsibility for 

helping the community to get even better

Appendix E – Sample application form for clinical placement 

Staffordshire University 

Biological Sciences, Faculty of Science & Engineering 

Clinical Placement Application Form 

Closing date: 

Family name: 

First name(s): 

Term address 

Home address (if different) 

Post code 

Post code 

Term telephone 

Mobile 

Home telephone 

Email address 

Date of birth 

Do you consider yourself to have a disability? If yes, then please describe. 

Please note you will be required to complete an occupational health questionnaire 

prior to commencing your placement

List any relevant qualifications and/or skills, including IT skills 

Outline any relevant work experience and/or leisure activities 

Please provide the name of one academic referee from Staffordshire University (this 

may be your personal tutor or a module tutor who knows you reasonably well). 

Name: 

Continue sections on a separate sheet if necessary 

Please indicate your preferred placement (1 = first choice to 5 = 5 th choice). 

Burton 

Leighton (Crewe) 

Mid Staffordshire (Stafford) 

Royal Shrewsbury 

University Hospital of North Staffordshire 

Other 

Completed form to: Faculty Office, Faculty of Sciences, Mellor Building, 

College Road, Stoke-on-Trent, Staffordshire, ST4 2DE.

COMPLETE A COVER SHEET AS YOU WOULD FOR ASSESSED WORK 

N.B. There remains one further sheet to be completed.

Describe how a clinical placement will enhance your studies and advance your 

career aspirations. 

Do not exceed this A4 page. 

Declaration. 

I agree that should I be successful in obtaining a placement, before entering the workplace I shall 

provide documentation showing that I have undertaken a course of vaccination against hepatitis 

B infection and that I have no criminal convictions as evidenced by a recent, enhanced CRB 

check. This will be at my own expense. 

Signed………………………………………………………………………..Date………………………

BSc HONS BIOMEDICAL SCIENCE - Staffordshire University

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