PROGRAMME SPECIFICATION - Queen Mary, University of London

PROGRAMME SPECIFICATION
Awarding body/institution:
Queen Mary, University of London
Teaching institution (if different
from above):
N/A
Name of the final award and
Programme title:
BSc (Hons)
Biology
Duration of Study/Period of
Registration
3 years
UCAS code:
C100
QAA Benchmark Group
Biosciences
Academic Department/s
involved in programme delivery
School of Biological and Chemical Sciences
If accredited by a
professional/statutory body,
please give the name, date of
last accreditation visit,
approximate date of next visit
and details of exemptions that
will be given to QMUL
graduates.
N/A

Criteria for admission to the programme
Candidates must be able to satisfy the general admissions requirements of the University.
This is usually achieved in one of the following ways:
Normally 280 points at A2 level
Biology (or equivalent) A2 is required.
Chemistry A2 or AS is desirable but not essential.
Aims of the programme
The specific purposes of the programme are to:
C100 Biology is designed to provide students with an understanding of the living world across
a wide range of levels of biological organisation, from molecules to ecosystems. Students will
be able to choose to specialise on particular fields within biology or to take a more integrated
approach to their degree by covering a broad range of modules (subject to timetabling
constraints – see below). Due to the flexible nature of the degree, students can tailor the
degree to a large extent, to suit their own particular interests and educational objectives.
Students following this programme will receive instruction in key biological concepts, the
theories that underpin these concepts, and the applications of biological knowledge to
important problems facing the world today (e.g., emerging human diseases; climate change).
In addition to developing key biological skills, students will also develop essential transferable
skills that will further strengthen their future career prospects.
Furthermore to:
Provide a rational, flexibly structured and coherent programme of study which is relevant
to the needs of employers, facilitate the professional development of the student and lay
the foundations for a successful career to the benefit of the economy and society;
provide a sound knowledge base in the fields studied and develop key transferable skills
in the areas of communication, numeracy, information technology, working with others,
problem solving, time and task management;
foster the development of an enquiring, open-minded and creative attitude, tempered with
scientific discipline and social awareness, which encourages lifelong learning.
Learning outcomes for the programme
The programme provides opportunities for students to develop and demonstrate knowledge
and understanding, qualities, skills and other attributes in the following areas:

A. Knowledge and understanding
To gain knowledge and understanding of general biology. The program builds on
fundamental knowledge and understanding of biology as a whole, with the possibility
for students to specialise on particular areas (e.g., whole organism biology as
opposed to more biochemical, molecular or microbial aspects) or to take a more
holistic overview of the discipline by integrating across a wide range of fields. This is
the most flexible programme offered within SBCS, as students are fee to take a wide
range of options (excluding specific biomedical modules).
A1. To understand how biological systems operate over a range of levels of
organisation, from molecules to ecosystems.
A2. To appreciate the importance of variation in biology (e.g. genetic diversity within
humans; biodiversity and species richness in ecosystems) and how to deal with it
(e.g. via data handling and use of statistical techniques).
A3. To understand the dynamics and structure of biological systems (e.g. protein
structure; enzyme kinetics; population dynamics).
A4. To understand cause-and-effect relationships and the role of experiments in
testing (and developing) biological theories. Students should develop a knowledge of
the general scientific process, and how it is applied to biological systems in particular.
A5. To understand how biological systems respond to perturbations (e.g. infections
of pathogens; climate change in ecosystems) and to recognise the symptoms of
those responses (e.g. disease in humans; global species loss).
B. Intellectual skills
1. Reason critically.
2. Integrate theory and practice.
3. Identify and formulate problems.
4. Apply biological principles to the solution of problems.
5. Analyse and evaluate/interpret the results of controlled experiments.
6. Devise strategies for the retrieval and selection of relevant information from a
wide range of sources.
C. Professional practical skills
1. Conduct practical work efficiently and with due regard for safety.
2. Use a wide range of laboratory and analytical equipment.
3. Retrieve, filter and collate biological data from a variety of information sources.
4. Prepare scientific/technical reports.
5. Use advanced theories and concepts to explain biological phenomena.
6. Apply biological knowledge to the solution of a wide range of problems.
7. Use a range of computational tools and packages.
8. Take notes effectively.
Subject to areas of specialisation ....
9.
Plan, undertake and report a bibliographically-based piece of research.

D. Transferable skills
1. Communicate effectively by written and/or verbal means.
2. Manage time, prioritise workloads and work to deadlines.
3. Capacity for independent learning.
4. Ability to work independently.
5. Participate constructively as a member of a group/team.
6. Apply biological knowledge and problem solving skills in a wide range of
theoretical and practical situations.
7. Assess the relevance, importance and reliability of the ideas of others.
8. Ability to locate information and be competent in the use of computer-based
technology.
9. Awareness of the role and impact of science in society.
Teaching, learning and assessment strategies
A. Knowledge and understanding
Acquisition of knowledge is achieved mainly through lectures and, in some cases,
directed independent learning. Understanding is reinforced through a combination of
tutorial workshops, problem classes and laboratory classes (depending upon the
module concerned), including regular feedback on submitted work. Additional support
is provided through the self-access facilities of the QMUL Student PC Service.
Assessment
Testing of the knowledge base is generally through a combination of unseen written
examinations and assessed coursework. The exact nature of the coursework varies
from module to module and may include work in the form of laboratory experiment
write-ups, essays and/or problem sheets. The coursework mark may also include a
contribution from computer-based assessments and in-course tests. Specific
modules (if taken) include assessed oral examinations, oral presentations and
extended reports/dissertations.
B. Intellectual skills
Intellectual skills (1-6) are developed through the teaching and learning programme
outlined above.
Analysis and problem-solving skills (3-4) are developed, in particular, through
problem/example classes and tutorial workshops, whilst practical classes offer the
opportunity to integrate skills (2) and improve those relating to analysis and
interpretation (5).
Project work (if undertaken) offers students the opportunity to demonstrate
achievement
in skills 1 and 6.

Assessment
Intellectual skills (1-4) are partly assessed by formal examination, but the main
vehicle of assessment for all skills is coursework (especially problem sheets,
practical laboratory reports and project dissertations).
C. Professional practical skills
Biological practical skills (1-4, 7) are developed in a progressive manner throughout
the programme. In the lower levels attention is concentrated on the basic skills and
safe working practice, while at higher levels more advanced techniques and non-
concepts (5 - 6) is similarly built-up
prescribed exercises are introduced.
Skill in the application of biological theories and
by a progression of graded problem classes.
Other skills (8, and elements of 7) are not explicitly taught, but are nurtured through
the provision of primers/guidance notes.
Assessment
Biological practical skills and report-writing skills (1-4) are assessed through written
laboratory reports, which include attention to quantitative accuracy.
Skills 5-6 are assessed through a combination of coursework and formal written
examination.
Skill 7 is assessed as part of the coursework of specific modules.
.
D. Transferable skills
Transferable skills are developed in a contextual manner throughout the teaching
and learning programme outlined above.
Specific skills may be developed further in particular modules (e.g. project modules),
but this depends on the details of each individual's programme of study.
Assessment
Many of the transferable skills (e.g. 1-2, 4, 6, 8) are indirectly assessed as part of the
normal assessment processes for the programme.
Programme structure(s) and requirements, levels and modules
Students are required to register for modules to a value of 120 credits (normally eight
modules) in each academic year; normally consisting of 60 credits (four modules) in
each semester.
Year 1
A total of 120 credits at level 4 should be undertaken, each module corresponds to 15 credits.
Each
student undertakes the following modules:

Semester 1
Essential Skills for Biologists (compulsory)
Cell Dynamics (option)
Chemistry for Biologists (option)
Ecological and Environmental Techniques (option)
Foundations of Organic Chemistry (option)
Hereditary and Gene Action (option)
The Diversity of Life (option)
Introductory Chemistry (option)
Semester 2
Essential Skills for Biologists (compulsory)
Basic Biochemistry (option)
Conservation and the Environment (option)
Evolution (option)
Organic Functional Group Chemistry (option)
Normal progression requirements:
Taken modules to a value of 120 credits with a minimum of 90 credits passed from
developmental year one.
Outcomes developed/ assessed at this level include:
Knowledge as indicated by selected module titles and specifications.
Skills: B2-6; C1,2,4,6-8; D1-4,6,8
Year 2
A total of 120 credits at level 5 should be undertaken, each module corresponds to 15 credits.
Each student undertakes the following modules:
Semester 1
Animal Physiology (option)
Aquatic Invertebrates (option)
Cell Biology and Developmental Genetics (option)
Evolutionary Genetics (option)
General Microbiology (option)
Membrane Biochemistry (option)
Populations, Communities and Ecosystems (option)
Techniques for Biological and Chemical Sciences (option)
Transmission Genetics (option)
Semester 2
Aquatic Ecosystems: Structure and Function (option)
Basic Immunology (option)
Chemistry of Biological Molecules (option)
Fish Biology and Fisheries (option)
Fundamentals of Neurobiology (option)
Genes and Bioinformatics (option)

Global Change Biology (option)
Metabolic Pathways (option)
Microbial Physiology and Growth (option)
Normal progression requirements:
Taken modules to a value of 120 credits with a minimum of 180 credits passed from
developmental years one and two.
Outcomes developed/ assessed at this level include:
Knowledge as indicated by selected module titles and specifications.
Skills: B1-6; C1-8(9); D1-6,8,9
Year 3
A total of 120 credits at level 6 should be undertaken, each module corresponds to 15 credits
(unless otherwise stated below). Each student undertakes the following compulsory modules:
Semester 1
Research Project (30 credits) OR Investigative Project (15 credits) OR Project Skills in the
Life Sciences (30 credits) (compulsory)
Integrative Studies in Biological Sciences (compulsory)
Behavioural Ecology (option)
Endocrine Physiology and Biochemistry (option)
Freshwater Biology (option)
Population and Chromosome Genetics (option)
Human Genetics and Genomics (option)
Membrane Proteins (option)
Molecular Basis of Disease (option)
Semester 2
Research Project (30 credits) OR Investigative Project (15 credits) OR Project Skills in the
Life Sciences (30 credits) (compulsory)
Integrative Studies in Biological Sciences (compulsory)
Aquatic Ecosystems: Science, Policy and Management (option)
Developmental Biology and Cell Signalling (option)
Enzyme Catalysis (option)
Functional Genomics and Epigenetics (option)
Mammals and Evolution (option)
Neuroscience: from Molecules to Behaviour (option)
Parasites and Infectious Disease (option)
Topics in Public Health Microbiology (option)
Out of term
Tropical Ecology & Conservation (option)
Turtles,
Seals, Whales and Dolphins (option)

BSc(Hons) Degree
Requires undertaking modules to the value of 360 credits, normally with a minimum of 90
credits at academic level 6 and 90 credits at academic level 5.
Requires passing modules to the value of 270 credits.
Outcomes developed/ assessed at this level include:
Knowledge as indicated by selected module titles and specifications.
Skills: B1-6; C1-8(9,10); D1-9
Quality assurance mechanism (please include details of: SSLC meetings,
student feedback mechanisms, personal tutor arrangements, programme
induction, programme review and monitoring.)
Method of evaluating and improving the quality and standard of teaching and
learning
Programme reviews are undertaken on an annual basis by the Programme co-ordinator and
their deputy, reporting back to the Departmental Teaching & Learning Committee (TLC).
These reviews are based on:
reviews of individual modules.
external examiner reports.
feedback from (and actions initiated by) the TLC.
Committees with responsibility for monitoring and evaluating quality and standards
Staff/Student Liaison Committee
School Teaching & Learning Committee (TLC)
Examination Board (EB).
Science Degree Examination Board (DEB).
Academic Quality Assurance Committee.
Mechanisms for monitoring and improving quality of individual staff teaching
Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent
levels of qualification and experience. Those appointees who have less than three years fulltime
experience in a full-time academic role, including research and teaching, are
recommended to complete the Postgraduate Certificate in Academic Practice (PGCAP)
during the first three years of their probation. The PGCAP is a 2-year Masters level ILTaccredited
programme leading to a Postgraduate Certificate in Academic Practice, awarded
by Queen Mary, University of London.
For all staff, feedback on performance (and monitoring thereof) is provided by:
- module feedback questionnaires
- staff appraisal scheme
- peer observation of teaching.
Further opportunities for development are provided by the Educational and Staff Development
Programme.
Mechanism for gaining student feedback on the quality of teaching and their learning
experience.

- Staff/Student Liaison Committee
- module feedback questionnaires
Further informal feedback is provided by means of contact with
tutorial classes, and through meetings with student advisees.
students in laboratory and
Employers Links
Please provide details of any links with employers e.g.
• Details of advisory panels that include current or potential employers;
• Organisations that regularly employ graduates from this programme
and the roles that graduates undertake.
• Student prizes donated by organisations that may offer employment to
graduates from this programme.
If there are no links with employers consider the learning outcomes and
transferable skills and explain how these might be used to inform employers
about the qualities and skills a graduate from this programme might be
expected to have.
Half our graduates find work or further training in the life sciences including teaching,
research or environmental monitoring and regulation, sales work and careers in the growing
biotechnology industry. The remaining half move on to other jobs or further training but take
transferable skills from a scientific education: numeracy, computer literacy, data handling and
analysis, descriptive and critical writing, familiarity with biotechnology and scientific methods.
Recent graduate roles include:
laboratory technician,
data analyst,
public health officer,
market researcher.
NHS administrator,
medical representative,
Person Completing
Programme Dr Mark Trimmer
Specification
Person responsible for management of
programme
Dr Mark Trimmer
Date programme specification agreed by
Department or teaching and learning
committee
25/5/2010

Date of approval by Faculty Board/SMD
Education Board
Date of update/amendment 25/5/2010