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Nutrition with Foundation Year BSc (Hons) - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 6

Final award and programme/pathway title

BSc (Hons) Nutrition with Foundation Year

Subsidiary award(s)

Award Title
Ord Nutrition with Foundation Year
DipHE Nutrition with Foundation Year
CertHE Nutrition with Foundation Year
Nutrition with Foundation Year

Professional recognition

Association for Nutrition (AfN)
Certified by the Association for Nutrition (AfN) as meeting AfN Standards for Course Certification for the purpose of enhancing the competence of those who give nutrition information to the public.

Modes of study

Route code Credits and ECTS Credits
Full-time UCA10005 360 credits and 180 ECTS credits
Full-time with PTY UCA10005 480 credits and 240 ECTS credits

JACs code

100247

QAA Subject benchmark statement (if applicable)

Biosciences

Other internal and / or external reference points

This is an AfN accredited programme, and as such is designed around equipping students with the following 5 core competencies as laid out by AfN as the professional Statutory Regulatory Body (PSRB). Specifically: Core Competency 1- Science Knowledge and understanding of the scientific basis of nutrition. Understanding nutritional requirements from the molecular through to the population level - for either human or animal systems. Core Competency 2 - Food or Feed Chain Knowledge and understanding of the food or feed chain and its impact on food or feed choice. Integrating the food or feed supply with dietary intake - for either human or animal systems. Core Competency 3 - Social/Behavioural Knowledge and understanding of food or feed in a social or behavioural context, at all stages of the life course - for either human or animal systems. Core Competency 4 - Health/Wellbeing Understanding how to apply the scientific principles of nutrition for the promotion of health and wellbeing of individuals, groups and populations; recognising benefits and risks - for either human or animal systems. Core Competency 5 ¿ Professional Conduct Understanding of Professional Conduct and the AfN Standards of Ethics, Conduct and Performance, along with evidence of good character.

Faculty and Department / School

Faculty of Health and Medical Sciences - School of Biosciences

Programme Leader

BODMAN-SMITH Kikki (Biosciences)

Date of production/revision of spec

02/06/2023

Educational aims of the programme

  • Develop key and transferable skills that will help in the assimilation of knowledge and develop autonomy in learning
  • Develop cognitive skills that allow for critical thinking, problem solving and analysis of data and information
  • Develop a sense of belonging to the degree programme and discipline by engaging with the degree teaching team and carrying out a piece of research into a disciplinary topic
  • Educate in the core biological, chemical, and physiological concepts and core scientific skills such that students are comprehensively prepared to progress on to a biosciences degree programme

Programme learning outcomes

Attributes Developed Awards Ref.
Relate principles and concepts to underlying theoretical approaches C
Carry out defined investigative strategies and successfully communicate the result C
Collect information to solve standard problems C
Analyse a range of data using pre-defined principles or criteria C
Have a deeper understanding of biosciences fundamentals K
Demonstrate an awareness of the subject area and current areas of debate in the field K
Demonstrate attitudes and behaviours that support lifelong learning T
Demonstrate skills in communication, interpersonal skills and reflection T
Demonstrate confidence and self-awareness in becoming an independent learner T
Demonstrate an ability to assess own capabilities against given criteria T
Safely perform relevant practical tasks P
Complete complex performance tasks with guidance P
Adapt behaviour to work with others in joint tasks P
Demonstrate an awareness of ethical issues in the biosciences P
Demonstrate the ability to plan for assignments P
Demonstrate academic integrity through the referencing of suitable sources. P
Provide a deep intepretation of an academic article C
Communicate findings to a variety of audiences T
Investigate a self-selected area of academic interest K
Reflect on personal academic future CP

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of a Foundation Year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Full-time with PTY

This Bachelor's Degree (Honours) programme is studied full-time over five academic years, consisting of a Foundation Year, an optional professional training year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Programme Adjustments (if applicable)

N/A

Modules

Year 0 - FHEQ Level 3

Module code Module title Status Credits Semester
BMS0005 FOUNDATION YEAR FOR BIOSCIENCES Compulsory 120 Year-long

Module Selection for Year 0 - FHEQ Level 3

For further information relating to FHEQ levels 4, 5 and 6, including learning outcomes, aims and module information please view the BSc (Hons) Nutrition.

Year 0 (with PTY) - FHEQ Level 3

Module code Module title Status Credits Semester
BMS0005 FOUNDATION YEAR FOR BIOSCIENCES Compulsory 120 Year-long

Module Selection for Year 0 (with PTY) - FHEQ Level 3

For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BSc (Hons) Nutrition.

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics N
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) N
Clinical Placement(s) (that are not part of the PTY scheme) N
Study exchange (Level 5) N
Dual degree N

Other information

General: The Nutrition programme operates on a 15-credit modular structure taught over two semesters (Semester 1 ¿ September to January; Semester 2 February to June).. All taught modules are semester based and are worth 15 credits, which is indicative of 150 hours of learning, comprised of student contact, private study and assessment. The research project module (BMS3076) at FHEQ level 6 is 30 credits and spans both Semester 1 and Semester 2.

Specific: This programme is studied full-time over three academic years (without a Professional Training Year) or four academic years (with a Professional Training Year). To achieve the principal award of BSc (Hons) a student must complete 360 credits, 120 credits at FHEQ levels 4, 5, and 6 respectively. To achieve the principal award with a professional training year students must also complete 120 credits at level P. Students are also eligible to exit the programme with the following subsidiary awards:

¿ BSc (Ord) ¿ 300 credits with a minimum of 60 credits at FHEQ level 6

¿ Diploma of Higher Education (Dip HE) ¿ 240 credits with a minimum of 120 credits at FHEQ level 5

¿ Certificate of Higher Education (Cert HE) ¿ 120 credits at FHEQ level 4

Regarding pedagogy, the programme is structured to build and develop of knowledge, understanding and application in line with Bloom¿s taxonomy (Remember, understand, apply, analyse, evaluate and create), building toward achieving the professional qualities of a registered nutritionist.

Cert HE: The first year (FHEQ level 4) is designed to facilitate students¿ transition s from A-level or equivalent to study at the University level. Creating a foundation of knowledge in core bioscience subjects (Cell Biology, biological chemistry, molecular biology, physiology, biochemistry) and obtaining essential laboratory skills. In addition, students become practised academic skills (including communication and critical appraisal), which are necessary for studying in higher education. Nevertheless, students also gain some fundamental knowledge of the discipline and its application through the subject-specific modules whilst also beginning to develop professional skills.


Dip HE: Once they progress to year 2 of their studies (FHEQ level 5), students build on their fundamental knowledge, delving into more specific subjects within the discipline to provide more breadth and depth of topics and integration of knowledge. Specifically to more fully develop their understanding and apply this. Achieved through the use of more applied and authentic assessments. The second year of study also provides more opportunities to demonstrate critical thinking and innovation of ideas, both individually and working with others. Throughout FHEQ level 5 ¿ Students also continue to consolidate and build on their transferable skills and professional competencies.

BSc (Hons): Whether students are on the 3-year or 4-year route, FHEQ level 6 is designed not just to build understanding further but instil the ability to appraise, analyse and demonstrate criticality and originality of thought. Exemplified by the undertaking of a research project, but also embedded in all modules. The third year of study also affords more opportunity to explore new and emerging areas of importance in nutrition, impacting individuals, nations and internationally. All culminating in students exiting the programme with all the qualities and competencies of the modern nutritionist,

Sustainability

Students embark on several components that introduce sustainability and encourage students to investigate this theme. Students design and perform fieldwork that investigates the principles of ecology and carry out a semester long case study into an ecological system.

Global and cultural capabilities

Students investigate international infectious disease and ecology case studies that develop a broad perspective of global issues. The students debate various evolutionary topics, that will raise questions about global and cultural themes. More generally, the philosophy adopted here is that practicing capabilities is a deeper learning experience than being taught capabilities didactically. Teamworking is integrated and assessed throughout this foundation year, such that students are regularly having to utilise and develop their cultural capabilities. Weekly, students will tackle complex tasks with those from different cultural, ethnic, and social backgrounds. Students are required to regularly reflect on their capabilities in working with those who are different from themselves and thereby increase their awareness and skillset.

Digital capabilities

This programme includes many sessions dedicated to building digital capabilities, including how to search for literature and information databases, how to use useful software applications, and how to use digital data analysis tools. To authentically reflect modern teamworking, student teamworking involves using online communication and organisation platforms.

Employability

The ¿My future discipline¿ assessment develops students¿ self-knowledge around the scope of professional competencies. Through investigation of their programme of choice and an area of interest, students will explore employability themes. Sessions are also provided that directly investigate students' choice of degree and what this means for student future employability. The Teamworking Skills assessment continuously trains students to develop skills associated with employability.

Resourcefulness and resilience

Two of the programme¿s chief aims and several of the module learning outcomes address this theme. The e-portfolio is designed to develop students' resourcefulness through reflective cognitive development. The field and lab reports have challenges that require students to build resilience if they are to succeed. Many components of the programme require students to iteratively try new modes of working (such as problembased learning), such that they can receive formative feedback and improve as they progress.

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.