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HOLLINGS FACULTY

FOOD AND TOURISM MANAGEMENT

BSc (Hons) ENVIRONMENTAL HEALTH

DEFINITIVE DOCUMENT

15 JUNE 2009

Effective for intakes from 2009

Document last modified on 21 May, 2012 Environmental Health Definitive Document ______CONTENTS Page

Part One – Programme Specification

Programme Specification 2

Part Two – Programme Regulations

1 Admission Regulations 12

Standard Entry Requirements

12 Admission with Exemption 15 Admission with Specific Credit 15 Accreditation of Prior (Experiential) Learning (AP(E)L) 15

2 Curriculum Design and Organisation 16

Curriculum Design Overview 16 Relationship to Subject Benchmark Statement(s) 20 Assessment Criteria for Marking Schemes 21 Arrangements for anonymous marking of summative assessments 25 Arrangements for the quality management of placement learning 25 Professional, statutory and regulatory body links 27 Flexible and distributed learning (including e-learning) 28

3 Assessment Regulations 28

Programme-specific regulations 28

4 Programme Management and Student Support 29

Programme Committee 29 Board of Examiners 31 Programme Leader 36 Other Programme Officers 36 Student Support Strategy 37 Student Participation in Quality Management 38 Programme Student Information 39 Engagement with Employers 39

Part Three – Curriculum Content 40

Programme map Unit Syllabus Descriptors BSc(Hons) Environmental Health Definitive Document ______PART ONE

Programme Specification

0 Brief descriptive summary

Environmental Health Practitioners’ play a key role in the protection of public health within both a local and national context. Increasingly they are involved in the strategic development and implementation of community and health improvement programmes.

The delivery of this vocationally-focused degree is consistent with the University’s key strategic targets of producing professionally qualified graduates, who are highly employable and whose programme of study is recognised by the leading professional body in its field. The Chartered Institute of Environmental Health is the accrediting body and MMU has maintained accreditation of its programme for over 25 years.

Each of the programme’s three levels enables the development of the social, academic, technical, analytical and interdisciplinary skills necessary for a career in Environmental Health The programme is located in the Department of Food and Tourism Management, Hollings Faculty.

Basic Programme Details

1 Title and Programme BSc (Hons) ENVIRONMENTAL HEALTH Specification Code 3225 (s/w) 3224 (f/t) 2 Final Award(s)/title(s) BSc (Hons) Environmental Health BSc (Hons) Environmental Health (Sandwich)

3 Combined Honours Subject(s): Subject(s)offered through programme specification Final Awards: N/A together with associated final award(s) 4 Interim exit award(s)/title(s) CertHE Environmental Health DipHE Environmental Health 5 Mode(s) and duration BSc (Hons) Environmental Health Sandwich Mode 4 Years Full time 3 Years 6 FHEQ position of final Honours (Level 6) award(s) 7 Awarding institution Manchester Metropolitan University

8 Teaching Institution Manchester Metropolitan University

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9 Relationship with None. Foundation Year

Administrative Details

10 Home Department Food and Tourism Management

11 Home Faculty Hollings Faculty

12 UCAS code(s) B910

Collaborative Arrangements

13 Approved Collaborative N/a partner(s) 14 Description of type of collaborative provision or N/a academic partnership

Approval Status

15 Date and outcome of most BSc (Hons) Environmental Health recent MMU review/ April 2004 approval

16 Next Scheduled Review June 2009 Date:

17 PS/1 effective date: September 2009

External References/Relationships

18 QAA Benchmark There are no specific QAA Benchmark statements Statement(s) which correspond directly to the complete programme.

The curriculum content does however relate to elements of the subject benchmark statement for Earth sciences, environmental sciences and environmental studies.

The specific and professional environmental health elements of the programme are designed to meet the outcomes of the core curriculum requirements of the Chartered Institute of Environmental Health.

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19 Date/outcome of last QAA engagement (or equivalent) N/A

20 PSRB(s) associated with final award of programme Chartered Institute of Environmental Health

21 Date and outcome of last PSRB approval(s) June 2004 – Approved June 2006 – Mid term Review – Approved June 2009

Programme Information

22 University and Programme Educational Aims

University Educational Aims:

 To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.  To provide a supportive and inclusive learning environment which will enable success for all learners  To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance employment opportunities on graduation in all programmes.  To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.  To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

Programme Educational Aims:

The programme has been designed to produce graduates with the knowledge and skills to enable them to

. Identify a complex range of human health risks within and across the multidisciplinary areas of environmental health, and understand, devise and implement measures to control and minimise these risks

. Critically appraise the effectiveness of integrated professional working within the context of the social, economic, legal, political and local and national frameworks which aims to control and minimise risks to human health.

. Perform as competent, committed and self-motivated practitioners in the public, commercial and voluntary sectors.

______5 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______. Contribute to the development of the holistic model of health

. Undertake the Chartered Institute of Environmental Health Experiential Learning Portfolio (ELP) whilst at University subject to the completion of a work placement.

23 Programme Learning Outcomes

MMU Educational Outcomes:

Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to:

 communicate clearly in speech, writing and other appropriate modes of expression  argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument  apply what has been learned  demonstrate an awareness of the programme of study in a wider context

1. BSc (Hons) Environmental Health - Programme Learning Outcomes

Students who have successfully completed the programme will be able to:

 satisfy the aims, objectives and learning outcomes of the Chartered Institute of Environmental Health “Curriculum 2007: A Curriculum for Courses leading to the registration of Environmental Health Practitioners”;

 understand the scientific, legal, technical and socio-economic principles relevant to the identification and resolution of environmental and public health issues

 Use a range of techniques to identify the consequence for human health of environmental stressors and determine the most appropriate action to ameliorate risks to human health.

 evaluate the developing role of the environmental health profession and the importance of effective collaboration with other agencies, professions and voluntary groups;

 analyse the role of environmental health, and the framework within which it operates, from a social, health, economic and political perspective;

 Evaluate the formulation, management and implementation of strategic environmental health policies and practices.

 Use appropriate research methods, and be able to collate, analyse, evaluate and communicate results effectively with the aim of identifying factors and assessing the impact of such factors upon human health.

 develop the personal, professional and problem-solving skills necessary for effective practice. ______6 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

2. Pass Degree Learning Outcomes Students who are awarded a Pass degree are those students who, in the judgement of the Board of Examiners, have failed to demonstrate the learning outcomes achieved by an Honours graduate (see above). These students however have, by compliance with the University Regulations for Undergraduate Programmes of Study, already demonstrated that they possess those attributes associated with Level 5 studies. In addition, they have completed the whole range of Level 6 studies associated with their award (see preceding point 1) and have demonstrated a sub- set of those associated learning outcomes. Students will normally be expected to satisfy the following learning outcomes to obtain a pass degree:

MMU General Educational Outcomes

Successful students will be able to develop and demonstrate transferable intellectual skills, in particular their ability to:

 communicate clearly in speech, writing and other appropriate modes of expression  argue rationally and draw independent conclusions based on a rigorous, analytical and critical approach to data, demonstration and argument  apply what has been learned  demonstrate an awareness of the programme of study in a wider context

Knowledge and Understanding  Acquire a knowledge base including key concepts, principles and theories which will support an understanding of environmental health  Develop a broad appreciation and understanding of the discipline of environmental health and its significance in the contemporary world  Develop a deeper understanding of selected topics within environmental health  Develop an awareness of the ethical, economic and social implications of environmental health

Intellectual Skills  Apply knowledge and synthesise information from a variety of sources  Formulate and clarify questions relating to contemporary issues within the field of environmental health  Undertake reflection

Practical Skills  Work independently in planning and undertaking assignments  Use IT to access sources of information  Develop practical and cognitive skills of analysis and synthesis in the context of investigation within the field of environmental health

Transferable Skills  Demonstrate competence in a range of transferable skills including written and oral communication, information retrieval, IT related skills, data processing, presentational skills, group work and self management of learning, time

______7 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______management and task prioritisation to meet deadlines.  Also see General Educational Outcomes (above)

24 Interim Award Learning Outcomes

Certificate in Higher Education:

Level 4 Learning Outcomes

Students who have successfully completed Level 4 studies will have demonstrated:  knowledge of the underlying concepts and principles of public and environmental health  an ability to interpret these factors within the context of public and environmental health risks;  an ability to present and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in relation to risk assessment;  an ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;  the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

Diploma in Higher Education:

Level 5 Learning Outcomes Students who have successfully completed Level 5 studies will have demonstrated:  an ability to apply and synthesise the established principles of food control, environmental protection, housing, occupational health and safety and health protection and development in a public health context  the ability to apply underlying concepts and principles coherently and to apply the broad principles of risk assessment and risk management to environmental health.  An ability to plan, undertake and present investigative and collaborative research findings across a range of environmental health subjects  an understanding of the limits of their knowledge, and how this influences interpretations based on that knowledge;  an ability to communicate effectively information, arguments and explanations, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively;

25 Teaching/Learning and Assessment Strategy

Students of Environmental Health will acquire subject knowledge, analytical and evaluative skills for practice based upon a teaching and learning strategy which incorporates a wide ______8 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______range of learning and teaching methods. The learning and teaching methods aim to develop students’ responsibility for learning and to encourage and require student initiative in learning.

Methods

In the early stages of the programme, emphasis will be on the learning of principles and techniques, and subsequent synthesis and application of knowledge through tutor-led delivery, such as lectures, seminars and practical classes in a range of programme subjects. Those professional and transferable skills necessary beyond graduation will be developed throughout the programme using small group work tasks, presentations, case study seminars and student led presentation work, and ‘visiting expert’ led theory and discussion. Students are encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence particularly through the use of subject presentations, interactive field trips and personal tutorials.

The programme is committed to developing independence in learning and promoting active student participation in learning. The educational aims are achieved through a student- centred approach in which higher-level skills are developed for the analysis of complex issues, in applying strategies for integrated and effective environmental health problem solving and decision making.

The strategies and teaching techniques described have been selected to facilitate effective learning. The active participation of students as individuals and team players will be a major factor in their development.

To achieve the objectives of the latter elements of the degree programme, student learning will be focused on strategic issues, critical analysis and evaluation. Learning manifests itself through demonstration of the ability to argue rationally from a sound basis, a rigorous approach to analysis, and a mature reflective view of information collected during research.

The use of project/case study work, self-directed study, small group work and the data collection techniques such as literature reviews, statistical analysis of data and presentation of findings will reflect the programme outcomes at graduation and these are demonstrated in varying degrees of academic rigour across levels 4 and 5 of the programme of study.

Assessment

Assessment strategies are detailed within each unit descriptor of the definitive course document, but can be summarised as instruments which confirm that learning outcomes have been satisfied, but also provide an additional challenge to students to demonstrate their range of skills. Demands will increase for undergraduates as they progress at each level. Tutor, expert led, and peer group feedback on subject material and assessment will ensure work is consistently at the right level of intellectual challenge and again confirms unit and programme outcomes have been achieved.

Assessment practice will implement various tools, such as formal written examinations, written assessments, laboratory reports, assessed tutorials, case study analyses, presentations, data handling exercises, simulated professional practice scenarios such as inspections and court cases, level 6 student project submission.

______9 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______The programme also incorporates the following generic requirements as stated in the MMU Learning and Teaching Strategy:

 to ensure a high quality of educational experience for all students through the provision of high quality learning opportunities;  to establish a reputation for the provision of excellent varied, innovative and effective learning and teaching;  to ensure that the standards of the resulting qualifications of graduates can be confidently referenced to appropriate national/international comparators;  to capture and disseminate innovatory learning;  to promote the concept of lifelong learning by enabling students to develop the experience and skills necessary to achieve a high order of independent thought and action and to form a basis for future learning needs;  to ensure that its graduates and diplomats are well prepared for their personal futures and are in a position to add value to the organisation for which they work;  to promote within the staff of the University a commitment to imaginative and purposeful engagement with the learning needs of its increasingly diverse student body;  to establish, by means of effectual operational and managerial arrangements, long- term capability in learning and teaching;

______10 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______26 Programme structures, levels, credits, awards and curriculum map Including specific progression arrangements for Foundation Degrees

The programme is structured using a unit framework arrangement and consists of 18 units; 6 each at levels 4, 5 and 6. The programme is offered on a 4-year sandwich (integrated) basis or a 3-year full time (non- integrated) basis. Students must accumulate 120 credits at each of its three levels. Each unit represents 20 credits. Placement Year offered between Levels 5 and 6 (120P (practicecredits)). See University Assessment Regulations for Undergraduate Programmes for details regarding progression and awards. The proposed outline of the programme is shown below:

Level UNIT TITLE CREDITS STATUS 4 Law 20 Mandatory Core 4 Food Safety 20 Mandatory Core 4 Perspectives of Public Health 20 Mandatory Core 4 Built Environment and Ecology 20 Mandatory Core 4 Human Physiology 20 Mandatory Core 4 Study Skills 20 Mandatory Core

Level UNIT TITLE CREDITS STATUS 5 Occupational Health and Safety 20 Mandatory Core 5 Food Safety Law and Practice 20 Mandatory Core 5 Public Health Practice 20 Mandatory Core 5 Housing 20 Mandatory Core 5 Environmental Protection 20 Mandatory Core 5 Research Skills 20 Mandatory Core Level UNIT TITLE CREDITS STATUS 6 Occupational Health 20 Mandatory Core and Safety Management 6 Food and Health 20 Mandatory Core Risk Policy 6 Regulatory 20 Mandatory Core Enforcement 6 Community 20 Mandatory Core Strategies 6 Environmental 20 Mandatory Core Protection Policy and Practice 6 Project – 20 Mandatory Core Environmental Health

120 Credits from Level 4 Certificate of Higher Education Available 240 Credits accumulated from Levels 4 & 5 Diploma of Higher Education Available ______11 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______360 Credits from Levels 4, 5 & 6 & 120P BSc(Hons) Environmental Health (Sandwich) 360 Credits from Levels 4, 5 & 6 BSc(Hons) Environmental Health (Full time) For Pass Degree see Programme Learning Outcomes (Programme Specification (23))

______12 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______27 Personal Development Planning and Student Support Arrangements

Hollings Faculty operates a scheme whereby personal skill development is embedded into the units of study within the programme and assessment is carried out as part of the normal assessment strategy for students.

The Department of Food and Tourism Management has developed a matrix approach to PDP which indicates the personal skills to be developed and assessed within each unit. The personal skills inherent in this programme are identified and mapped to the units where they will be developed and assessed. A transcript of the personal skills is provided to all students on completion of their programme of study.

28 Placement Learning

Students who undertake a placement period receive pastoral support from MMU and an employer-led and structured programme of training.

The Environmental Health placement programme provides an opportunity for undergraduates to follow the Chartered Institute of Environmental Health’s ELP (Experiential Learning Programme) the assessment of which is managed and administrated by the CIEH. The outcome of the CIEH assessment will determine the candidate’s ability to register as an Environmental Health Practitioner. Students completing a successful work placement will subject to meeting specific assessment requirements of the CIEH be eligible for the integrated award of the degree as accredited by the Chartered Institute for the purpose of the award of the Certificate of Registration of the Environmental Health Registration Board.

Since the last programme review, the opportunities for students nationally to find a suitable placement has been reduced however, this has not yet had a major impact upon MMU student placements. The CIEH recognises that a 3-year course with end on placement is equally valid. However, it is widely recognised that students prefer the sandwich placement model because it integrates professional practice with their studies.

Students completing the work placement will be awarded 120 credits at level P (Practice).

Students therefore progress into the final year having followed either stream.

29 Points of Reference ______13 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

Internal

 University Mission and Strategic Aims  Regulations for the Academic Awards of the University  University Regulations for Undergraduate or Taught Postgraduate Programmes of Study  Academic Regulations and Procedures Handbook  Faculty Programme Approval/Review/Modification Report (date)  University Learning and Teaching Strategy  Staff research  Departmental Professional/Industrial Advisory Committee  Staff/Student Liaison Committee  Institutional Code of Practice for Engagement with Professional, Statutory and Regulatory Bodies

External

 CIEH Curriculum for Courses Leading to the Registration of Environmental Health Practitioners  Refer to the matrix for the specific relationship to the CIEH curriculum.  QAA Subject Benchmark statement  QAA Framework for HE Qualifications  QAA Code of Practice  QAA Subject Review report  PSRB visit report  External examiner reports

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the definitive document and student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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PART TWO - REGULATIONS

1 ADMISSION REGULATIONS

i. Admissions to the Programme are carried out within the provisions of the University’s recruitment and admissions policy.

ii. Admission to the Programme shall be subject to the principle that the University, through the Admissions Tutor concerned, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award.

iii. In dealing with admissions the Programme Leader / Admissions Tutor and any other staff involved, shall have regard to such policies as the Academic Board may from time to time determine.

iv. In considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides indications of the applicant’s ability to meet the demands of the programme.

v. All applicants shall be considered having regard for the University’s equal opportunity policy and such anti-discrimination legislation as may be in force.

vi. Candidates must have a sufficient command of the language in which the programme is taught to be able to meet the requirements of the programme in every respect.

vii. Application shall usually only be made through UCAS for degree programmes.

viii. When considering the suitability of an applicant for a place on the programme the following factors will usually be taken into account:  The applicant’s qualifications;  The information given in supporting academic references;  The applicant’s personal statement.

Overseas Applicants

Overseas applicants will be assessed using the same factors listed above.

1.1 Standard Entry Requirements

Candidates admitted to the programme should be able to benefit from a learning experience at undergraduate level. This requirement can be fulfilled by citing academic achievement or proof of having reached an academic level relevant to the programme.

An applicant will normally be considered for entry to a programme provided that the requirements stated below are met.

______15 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Applicants must have sufficient command of the English language to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language, or its equivalent. For international students for whom English is not their first language, IELTS at grade 6 or TOEFL 550+ (or 213+ points on the computer based test) is a requirement for admission to the programme.

 In addition, applicants should possess GCSE Mathematics at grade C or above. Alternative qualifications that demonstrate numerical ability will be considered.

 Applicants for this programme require Science GCSE at Grade C or above.

AND:

 At least two passes at GCE Advanced Level (A2) with the achievement of a minimum of 240 UCAS Tariff Points.

OR

 A BTEC National Certificate in an appropriate subject (science, health or technology) with the achievement of two distinctions (DD).

OR

 A BTEC National Diploma in an appropriate subject (science, health or technology) with the minimum achievement equivalent to at least three Merits (MMM).

OR

 Successful completion of an appropriate recognised kite marked Access into Higher Education course.

OR

 Other science, technology or health related qualification considered to be the equivalent of a minimum of 240 UCAS Tariff Points at GCE Advanced Level.

ALTERNATIVELY

 A degree of a United Kingdom University or the Council for National Academic Awards (CNAA).

1.1.1. Entry for applicants with alternative entry qualifications

Applications are also welcome from those without the general entry requirement listed in 1.1., but who can nevertheless demonstrate their potential to complete the programme satisfactorily;

______16 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Such applicants must demonstrate that they have the experience, motivation and personal qualities appropriate for the programme.

 Applicants will be asked to make a formal submission of evidence identifying the learning experiences, which support their case in relation to the aims, and learning outcomes of the programme.

 Applicants may be asked to provide evidence of their academic ability in the form of a formal assignment prescribed by the programme leader.

 The programme leader will evaluate the validity of the evidence provided in such cases and a recommendation will be made to a member of the Faculty Academic Development Committee (FADC), who is independent of the programme, and who will confirm or reject the recommendation.

 All such applicants will be interviewed by the Programme leader

 The names and details of all applicants offered places on the programme through this process will be formally notified to the CIEH through the annual reporting process.

1.1.2 Admission arrangements with Foundation Degree Not applicable.

1.2 Admission with advanced standing

Exemption from part(s) of a programme may only be given if the applicant has demonstrated achievement of the learning outcomes and progression requirements specified for the Unit(s) or Stage(s) in question by means other than attendance on the planned programme, and will be able by completing the remaining requirements to fulfil the objectives of the programme and attain the standard required for the award.

The process for considering the evidence and taking the decision will follow the guidance currently described in ‘Scheme for the Admission of Students with Advanced Standing following the Accreditation of Prior Learning’ referred to as the ‘Scheme’ in the rest of this section.

The programme leader may consider an applicant for exemption equivalent to 50% of the programme as stated in point 10 of the Scheme subject to point 11 which allows exemption of up to 240 credits at levels 1 and 2 of an undergraduate degree programme which may be granted in respect of prior certificated learning (defined below) accepted as fulfilling the attendance, progression and assessment requirements of those Units and/or Stages for which exemption is sought, and where a student so exempted will be able by completing the remaining programme requirements to fulfil the programme objectives, demonstrate the required learning outcomes and attain the standard required for the award to which the programme leads.

An applicant may apply to be admitted with advanced standing only on the basis of his/her prior certificated learning or prior experiential learning. Admission with advanced standing shall only be given in cases where the prior certificated or experiential ______17 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______learning is accepted as equivalent to that of the learning that might otherwise have been achieved by following the programme of study.

Any granting of exemptions in excess of 120 credits will require the prior written agreement of the CIEH.

Any student granted advanced standing would be declared in the University’s annual report to the CIEH.

Definitions as stated in the ‘Scheme’:

Prior certificated learning refers to learning undertaken as part of a recognised programme of studies completed satisfactorily in whole or in part for which formal recognition or certification has been given. An Award Certificate or Transcript of Studies from the awarding institution verifying the learning undertaken and its outcomes will form acceptable evidence of certificated learning.

Prior experiential learning refers to learning achieved outside the recognised educational or training systems; it will not, therefore, be certificated.

1.2.1 Procedure for Accreditation of prior (experiential) learning (AP(E)L)

Applications for admission with prior learning or prior experiential learning will be considered individually by the Programme Leader following departmental guidelines and in compliance with the University Regulations for the Academic Awards and Related Matters of the University.

Applicants will normally be asked to submit a APL CLAIM DECISION FORM. This will provide evidence of the ways in which the applicant has already acquired the learning outcomes of the parts of the programme they will not be engaging with. It is likely this will draw upon previous qualifications, work experience; attendance on short courses, reports written, publications, conferences attended etc.

The submitted form will be assessed by 2 members of the programme team. They will assess the evidence provided in relation to its:

Acceptability. Is there an appropriate match between the evidence presented and the learning being demonstrated? Is the evidence valid and reliable?

Sufficiency. Is there sufficient evidence to demonstrate fully the achievement of the learning claimed?

Authenticity. Is the evidence clearly related to the applicant’s own efforts and achievements?

Currency. Does the evidence relate to current learning?

Briefing notes and assistance will be available to applicants choosing to apply through the AP(E)L route. Because of the time consuming nature of the assessment process a charge may be made to the applicant.

______18 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1.3 Admission with specific credit

Not applicable due to the professional nature of the programme

1.4 Relationship with University Foundation Year

The Foundation Year (Level 3) is linked to the BSc (Hons) Environmental Health programme. Students who successfully complete the Year will be accepted and enrolled on to the full degree course, subject to meeting eligibility criteria.

2.0 CURRICULUM DESIGN AND ORGANISATION

2.1 Curriculum Design Overview

The University’s strategic plan 2007-2020 states that the University will offer curricula and associated learning experiences that are informed by research, scholarship, enterprise and employability. With regard to employability, the BSc (Honours) programme in Environmental Health meets the MMU strategic target in that it produces a nationally significant number of professionally qualified environmental health graduates who are recognised as a valuable resource by employers within the public, private and voluntary sectors. Detailed below are the employability rates for students entering the Environmental Health profession, post graduation, during the previous three years: 2006 75% employed in Environmental Health 2007 75% employed in Environmental Health 2008 70% employed in Environmental Health and health related fields and the remainder awaiting work-based learning opportunities to complete professional registration The programme of study and the final qualifications are recognised by the main Professional, Statutory and Regulatory Body (PSRB) - the Chartered Institute of Environmental Health (CIEH). The learning outcomes reflect the current requirements of the CIEH and other national enforcement agencies. In particular, the move towards a ‘generalist’ level qualification, as defined in the CIEH curriculum 2007, facilitates the development of a properly structured programme of post graduate qualifications which will provide ‘specialist’ level qualifications that are better able to meet the expected future demands of competency frameworks currently being developed by all UK government enforcement agencies. The development of such courses will meet the needs of future graduates and those graduates already in employment.

The programme’s aims are consistent with and complimentary to the University’s aim. This is demonstrated in the programme design that addresses a number of overarching University themes expected for all its graduate programmes:

(i) Flexibility

______19 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______The course is a full time undergraduate programme and attendance is expected where designated throughout all stages. Flexibility in learning is detailed in section 2.7 of this document.

Students are supported through a variety of learning and teaching strategies, with the emphasis on students developing their knowledge and skills by their participation in a planned process of experiential learning where they are given the freedom to develop their own ideas and opinions. Importantly they are encouraged to constructively challenge the ‘traditional’ approaches adopted for the identification and solution of problems relevant to environmental health. This approach fits in well with the CIEH requirements relating to work based experiential learning as part of professional development.

The curriculum is designed to enable students who do not progress from Level 4 to Level 5 but who have 120 Credits at Level 4 to qualify for a Certificate of Higher Education. Students who do not progress to Level 6 from Level 5 but who have 120 Credits at both Level 4 and 5 qualify for a Diploma of Higher Education.

Students may enter the programme at the beginning of any level providing that they have already achieved the relevant number and level of credits. In practice this opportunity will be limited due to the professional nature of the degree and the need to satisfy the PSRB (CIEH) requirements.

The programme content through its diverse nature facilitates transferability of skills into other professions outside of Environmental Health.

(ii) Diversity

The review of the BSc (Hons) Environmental Health degree programme is aligned with the qualification framework requirements of the CIEH (Curriculum 2007).

The PSRB Curriculum 2007 uses an outcome-based approach that aims to ensure all accredited courses produce graduate Environmental Health Practitioners with the necessary capabilities as a pre-requisite for effective professional practice and development. The new curriculum learning outcomes have not changed significantly and were already being met within the previous programme. This review process has therefore been influenced significantly by the need to prepare for possible national competency qualification frameworks from a number of government departments. We have also been guided by the need to stimulate entry to the course and the profession in the face of a national decline in applicant numbers.

The programme team also recognise the importance of ensuring undergraduates are equipped to benefit intellectually from their studies. The degree programme at level four provides a range of units including law, perspectives of public health, study skills and food safety. These units serve to underpin the more applied and professionally focused units that follow at levels five and six. These are designed to broaden the undergraduates’ perspective and also facilitate more independence in their learning. ______20 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Diversity within the programme is reflected not only in the academic and professional philosophy for environmental health, but also in the range of learning and teaching methods. This includes the use of lectures, seminars, practicals, visits, drawing, and use of computing in teaching activities. This is supported by exposure to the knowledge of practising professionals and visits to view environmental health problems in a social context. Assessment diversity is reflected in a range of methods used both formatively and summatively to assess scholarly development. These include; presentations, essays, written and oral examinations, computer tests, plan drawing, reports, laboratory practical’s, practical inspection of trade and domestic premises, practical inspection of foods and of pest species, studies in depth presentations and audio visual projects.

The Project (Environmental Health) unit has been revised and students are encouraged to formulate a suitable proposal as they develop a literature review in a chosen area of environmental health. The Project provides an opportunity for the student to develop their analytical skills in a relevant topic, thereby gaining a greater insight into a particular aspect of environmental health. By contrast, several of the core professional units at level six are designed to ensure that a broader holistic viewpoint of the field of study is developed, to consider significant interventions. Such outcomes will be measured through the assessments in particular units.

In summary, the programme curriculum has been designed to ensure a comprehensive and focused underpinning of knowledge, with an overall aim of producing graduates with an academic and practice-based body of knowledge within the context of a range of significant interventions, required to ensure the identification, minimisation and amelioration of public and environmental health risks.

(iii) Inclusivity

Throughout the programme learning and teaching is placed within the context of social, legal, environmental and economic factors relevant to the field of environmental health and the broader requirements of undergraduate study. Student inclusiveness is not only the consequence of diversity of choice. It is enhanced by units, which emphasise professional group and collective working. The very nature of group and team work, brings students together, but also reflects the reality that the Environmental Health profession requires professionals to work together collectively to improve public and environmental health. Additionally, the continued diversity that will prevail through the delivery and assessment practices outlined in the learning and teaching strategy (see section 25 of PS/1), particularly the emphasis on student active participation and the accessibility to unit materials through Web CT facilitates inclusiveness. The broad subject area and professional expertise across public and environmental health encompasses traditional subject themes such as biology, law and statistics. It also embraces a wide-ranging portfolio of current, new and emerging issues, such a social change, emerging pathogens, new approaches to legal compliance and environmental policy in global climate change management. ______21 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

(iv) Employability

The curriculum design encourages the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities upon graduation. This is primarily achieved by providing undergraduates with a range of opportunities to study, in depth, significant complex environmental health problems. Importantly they will be required, and given the space, to learn independently and this will be linked to opportunities to provide feedback to colleagues, teaching staff and visiting practicing professionals.

The programme aims to produce high calibre graduate professionals who can operate successfully in the field of environmental health, professional areas allied to public health, the voluntary sector and a variety of commercial environments. Career opportunities are to be found within the public sector as Environmental Health Practitioners of Local and Health Authorities both in the UK and overseas. Within the commercial sector, there are an increasing number of opportunities for career employment in retail trading law, food safety, training, and occupational health and safety management.

(v) Quality Enhancement

The programme meets the University requirements for quality assurance.

The process of quinquennial review and PSRB accreditation gives assurance that the programme maintains a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives. Academic reflection of practice, learning and teaching is undertaken periodically during review of unit handbooks and evaluation of content and delivery during each academic year.

(vi) Research, Scholarship, and Reflective Practice

The development of effective research skills and their application by professionals in the field are important for the continuing development of the profession and for the well being of society at large. It is recognised that graduates need the necessary knowledge, skills and attitudes to enable them to apply research methods in the field as a pre- requisite to undertaking effective evidence-based practice. Additionally it is important that the more able graduates view post-graduate studies as a natural part of their continuing professional development and that they are well prepared for such higher level work.

Research skills are developed explicitly in a structured programme that begins in year one within the Study Skills unit followed by the Research Skills unit in year two when students are required to study research methods and develop an appropriate project proposal which is summatively assessed. Year three requires students to study applied research in the field of environmental ______22 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______health with the aim of completing an assessed project. Research skills are implicitly developed throughout the course, especially in the final year where students undertake ‘studies-in-depth’ which require them to undertake literature reviews and critically analyse selected published papers within the field of environmental and public health.

Scholarship is recognised as being an important characteristic of the effective graduate and this is reflected in the necessity for students to fully engage in scholarly activity and to make an effective contribution to work undertaken on alone and with fellow undergraduates. Teaching methods include substantial seminar work, which requires students to manage their own learning, to apply knowledge and synthesise solutions to complex environmental health problems and to present findings to fellow students and tutors. All student work involving written and verbal communication is assessed using a criterion that is relevant to scholarship.

Reflective practice is recognised as an important skill for undergraduates pursuing a vocational degree programme and hence it has been incorporated as an integral component of the degree programme. Reflective practice is introduced to students in year two, and is undertaken in a structured way by students and tutors following completion of each of the four final year ‘studies- in-depth’.

Reflective practice is also a key component of the CIEH work based learning scheme and student’s seeking to succeed in their professional examinations must provide evidence of the effective application of this technique. Prior to the placement the concept of ‘reflective practice’ is introduced in the year two unit ‘Public Health Practice’ where they are introduced to the work of David Schon, David Kolb and others. Students examine the relevance of reflective practice to the requirements of the CIEH experiential learning portfolio which they are required to complete and submit prior to their professional examination.

2.2 Relationship to Subject Benchmark Statement(s)

In recognition that the study areas within the programme are diverse across the discipline of Environmental Health, the links to subject benchmark statements have been made through the subject areas of Earth Sciences, environmental science and environmental studies (ES3). This does not however reflect the disciplines of food control, occupational health and safety, housing and public health broadly. . The statements within ES3 apply particularly to graduate key skills and definitions of performance levels. There are, of course, significant differences between the graduate knowledge components of the three subject areas within ES3 but there are also key elements of knowledge that all three subject areas embrace.

ES3 is characterised by the following common features:

 their focus on the understanding of Earth systems in order to learn from the past,understand the present and influence the future

 their emphasis on practical and field-based investigation ______23 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

 the multidisciplinarity and interdisciplinarity of their approaches

 the range of the spatial and temporal scales that they cover

 the development of graduates capable of using their powers of observation, analysis and imagination to make decisions in the light of uncertainty

 the development of skills for employability and societal contribution in an appropriate context.

The specific and professional environmental health elements of the programme are designed to meet the outcomes of the core curriculum requirements of the Chartered Institute of Environmental Health (CIEH). CIEH is a professional body which offers accreditation in the ES3 area.

2.3 Assessment Criteria for Marking Schemes

2.3.1 Generic Criteria

All summative assessment will be marked in accordance with the University’s marking scheme, based upon the grading bands aligning with the associated generic descriptors as specified in the University Assessment Regulations for Undergraduate Programmes.

2.3.2 Programme-Specific Criteria

Throughout the programme full assessment criteria will be provided for all students, articulated through the individual Unit Handbooks, together with clear guidance on how, when and where to submit work for marking.

1 Learning outcomes and their method of assessment for each unit can be seen in Unit Descriptors (in the Definitive Document) and in Unit Handbooks, which will be provided to students at the start of the academic year.

At the end of the programme the overall performance of the student will have been measured against how well they achieved the learning outcomes of the programme itself (see Programme Specification PS/1). These conform with the University's Regulations, the QAA Framework for Higher Education Qualifications, the QAA Code of Practice and the Chartered Institute of Environmental Health Curriculum for qualification.

Level 4

70% or more: Pass

 Excellent knowledge and understanding of relevant issues and theories, a capacity to understand and explain interrelationships between concepts and apply them to practice.

______24 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Evidence of knowledge gained from a range of literature and other sources.  Accurate referencing used to support arguments.  Written and oral communication which is clear and coherent.  Accomplished use, reporting and evaluation of a range of basic research methods and data analyses.

60-69%:Pass

 Substantial knowledge of relevant issues and theories, which is evidenced in the ability to relate these to practical application in a balanced way.  Accurate referencing of appropriate literature, which generally substantiates arguments.  Written and oral communication is clear and coherent.  Proficient use, reporting and evaluation of a range of basic research methods and data analyses.

50-59%: Pass

 Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.  Evidence of referencing to support argument.  Written and oral communication shows evidence of logical structure and competent expression.  Competent use, reporting and evaluation of a range of basic research methods and data analyses.

40-49%: Pass

 Accurate recall of facts with some minor confusion.  Limited ability to relate knowledge to practice or draw on breadth of relevant theories.  Limited referencing and argument.  Written and oral communication lack structure and clarity.  Ability to use and report on a range of basic research methods and data analyses.

35-39% Marginal Fail:

 Most unit learning outcomes achieved at a threshold level  Limited recall of facts  Limited ability to relate knowledge to topic  Some referencing and argument acceptable  Written and oral communication lack structure and clarity  Limited ability to use and report on a range of basic research methods and data analyses

<35% Fail:

______25 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Limited recall of facts which may contain some confusion.  Poor ability to relate knowledge to the topic.  Poor referencing and argument.  Written and oral communication lacks structure and clarity.  Poor ability to use and report on a range of basic research methods and data analyses.

Level 5

70% or more: Pass

 Excellent integration of knowledge and understanding with respect to relevant issues and theories, which shows a capacity to apply concepts in imaginative ways and to apply them in practice.  Evidence of knowledge gained from a wide range of appropriate literature and other sources.  Accurate referencing used to support arguments.  Written and oral communication is clear and coherent and synthesises knowledge in a balanced way.  Comprehensive ability to frame research questions and to use, report and evaluate a range of research methods and data analyses.

60-69%: Pass

 Substantial knowledge of relevant issues and theories, ability to accurately explain their interrelationships and to relate these to practical application.  Competent choice and critical use of appropriate material to address the topic from a broad range of literature, which is accurately referenced.  Written and oral communication is clear and coherent.  Proficient ability to frame research questions and to use, report and evaluate a range of research methods and data analyses.

50-59%:Pass

 Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.  Appropriate choice and some critical use of material to address the topic from a range of literature, which is generally well referenced.  Written and oral communication shows evidence of logical structure and competent expression.  Competent ability to frame research questions and to use, report and evaluate a range of research methods and data analyses.

40-49%:Pass

 Largely descriptive discussion of theories with limited ability to critically apply these to the topic.  Inadequate referencing and development of argument.  Written and oral communication lacks cohesive structure and clarity.  Adequate ability to frame research questions and to use, report and evaluate a range of research methods and data analyses. ______26 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

35-39% Marginal Fail:

 Descriptive discussion of theories with limited ability to critically apply these to the topic  Poor referencing and development of argument  Written and oral communication lacking sufficient structure and clarity.  Limited ability to frame and operationalise research questions and to use, report and evaluate a range of research methods and data analyses.

<35%: Fail:

 Limited and descriptive discussion of theories.  Little critical analyses of the topic, with limited reference to the literature.  Poor integration of knowledge gained from different sources.  Written and oral lacks structure and clarity.  Limited ability to frame research questions and to use, report and evaluate a range of research methods and data analyses.

Level 6

First class: Pass

 Excellent integrated and coherent evidence of theoretical knowledge, applied with authority to support critical analysis of the topic, synthesis to produce specific solutions and skilful consideration of application to practice.  Accurate referencing of a wide range of literature, including recent literature, used to select and support arguments.  Written and oral communication is clear and coherent; excellent synthesis and contextualisation of knowledge.  Accomplished in the initiation, design, conduction, reporting and evaluation of empirical research under appropriate supervision.

Upper second class: Pass

 Detailed and coherent theoretical knowledge, applied with balanced critical analysis of the topic, synthesis to propose specific solutions and consideration of application to practice.  Accurate referencing of a wide range of literature used to select and support arguments  Written and oral communication is clear and coherent and largely synthesises and contextualises knowledge.  Proficient in the initiation design, conduction, reporting and evaluation of empirical research under appropriate supervision.

Lower second class: Pass

______27 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Generally detailed and coherent theoretical knowledge, applied with critical analysis of the topic, synthesis to suggest approaches to specific solutions and consideration of application to practice.  Accurate referencing of a range of literature used to support arguments.  Written and oral communication is generally clear and logically structured, and attempts to synthesise and contextualise knowledge.  Competent in the initiation, design, conduction, reporting and evaluation of empirical research under appropriate supervision.

Third class: Pass

 Largely explanatory treatment of theoretical knowledge, with some critical analysis of the topic, some evidence of synthesis to produce specific solutions and consideration of application to practice.  Limited use of relevant literature to support arguments.  Written and oral communication is generally clear and shows some structure, but attempts to synthesise and contextualise knowledge are limited.  Can initiate, design, conduct, report and evaluate empirical research under appropriate supervision.

Pass Degree: Marginal Fail:

 Descriptive treatment of research-based theoretical knowledge, with limited critical analysis of the topic, limited evidence of synthesis to produce specific solutions and consideration of application to practice.  Limited use of relevant literature.  Written and oral communication lacking some clarity with some structure, but limited attempts to synthesise and contextualise knowledge.  Can initiate, design, conduct, report and evaluate empirical research under appropriate supervision and with support.

Fail:

 Largely descriptive account of research-based theoretical knowledge, with limited critical analysis of the topic or synthesis and consideration of application to practice.  Written and oral communication lacks clarity and / or logical structure, with little attempt to synthesise and contextualise knowledge.  Selection of material may be inappropriate.  Limited use of relevant literature.  Poor ability to initiate, design, conduct, report and evaluate empirical research despite appropriate supervision.

The determination of the final award will be made further to the methods outlined in the University Assessment Regulations for Undergraduate Programmes.

2.4 Arrangements for anonymous marking of summative assessments

______28 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

This programme is committed to the principle of anonymous marking. Its policy with regard to summative assessment submissions is to apply an appropriate system wherever possible.

However, because some of the assessed work is practical in nature, this makes it difficult to apply means of marking anonymously on every occasion as examiners may be familiar with the students when assessed on communication and presentation skills, input and output in a group setting and contribution to delivery of a range of case study based presentation work in a seminar environment.

Nevertheless any piece of written work submitted will display the candidate's registration number only. This will also apply to internally moderated or second marked work.

2.5 Arrangements for the management of placement learning

The placement is an important part of the programme and takes place on completion of Level 5 for students undertaking the sandwich (integrated) route.

2.5.1 Sandwich placements

For sandwich students this will take place in year 3 of their study. The management, organisation and implementation of the placement experience will be made in accordance with the University's institutional code of practice on placement learning. This will be detailed in the placement unit handbook, which clearly indicates the roles of the university, the student and the employer.

2.5.2 Management of the sandwich placement

During the placement year, students will be allocated a Visiting Placement Tutor who will visit them at least once and will oversee the placement experience for the student.

The Programme Leader will be responsible for overseeing the whole process of placement and duties will include:

 Providing advice to students with regard to securing placements and liaising with appropriate placement providers.  Supporting students through the preparation for placement period (e.g., understanding the academic requirements of the placement period; assisting with CV preparation and interview techniques etc).  Providing a programme of opportunities for placement employers to come and present to students and in some cases to recruit on site.  Ensuring both student and placement provider understand and have agreed to conform to Health and Safety requirements.  Monitoring the quality of the placement process and reporting to the Board of Examiners.

______29 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______During the placement period the student is under the direct supervision of a professional mentor. In addition, a named member of academic staff is allocated to each student as ‘visiting tutor’ in order to provide support and guidance. They will usually visit the student on at least one occasion to assess the student’s progress and monitor their welfare.

2.5.3 Learning Outcomes

Placement Learning is not an academic unit in itself and in accordance with MMU regulations the Practice credits (P) awarded to the Placement means that assessments are marked on a pass/fail basis. Learning outcomes will be summatively assessed. At the end of the placement the student will have attained or demonstrated :

 an awareness of the social, economic and managerial factors, which exist within the working environment.  individual competencies and vocationally relevant skills through practical experience within the appropriate organisation.  that they are able to contribute to a specific area of the organisation.  the ability to place the theoretical understanding of their previous studies into the practical application of the working environment.  recognition of the importance of personal development and have further developed their employability/transferable skills.

2.5.4 Nature of the placement

There is a University requirement for the student to attend a placement for a minimum of 36 weeks in an approved placement location.

During the academic year preceding their placement opportunities will be presented for students to apply for prospective placements with a range of employers who notify the Department of vacancies and in some cases recruit directly from the University.

Students will be required to complete and submit two placement assignments. During the placement a review of student performance and development is undertaken by the professional placement mentor. A student who does not complete the placement unit requirements will be considered at the Board of Examiners in respect of student progression.

2.5.5 Securing the placement

Every assistance will be given to ensure students have the opportunity to secure a suitable placement, however it is ultimately the responsibility of the student to engage with application process and endeavour to secure a place at interview. The preparation for placement will begin during the second year of study and mandatory Health and Safety briefings will be held before the end of that academic year.

Due regard will be given to factors that might affect an individual student's ability to undertake the placement. These may include:

______30 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

 special educational needs.  Disability.  family commitments.  religious commitments.

The Disability Discrimination Act (2005) protects disabled students from discrimination in the field of employment. As part of this protection, employers have to make “reasonable adjustments”. The learning support unit at the university will provide help and advice, in conjunction with the Placement Unit. These two parties can discuss and advise with regards to specific students prior to placement commencement. They can also advise if students are not happy with arrangements once placements have commenced.

Programme team, placement students and placement support staff should refer to the accompanying Placement Handbook, which accompanies the student at the start of their placement experience.

2.6 Professional, Statutory and Regulatory Body links

The Chartered Institute of Environmental Health (CIEH) is the PSRB for this programme. The qualification framework has a number of elements, the combined aim of which, when successfully completed, is to produce practitioners who satisfy the professional body’s profile of an Environmental Health Practitioner (EHP). The components of the CIEH qualification framework are:

a.i. A curriculum for courses leading to the qualification of EHPs a.ii. An experiential learning portfolio (ELP) a.iii. A professional examination

The EHP profile is designed to produce practitioners who are capable of applying their core knowledge and skills to assess and monitor environments; to identify and quantify risks; to determine the most appropriate intervention to be exercised in order to secure improvement and compliance. In order to undertake these tasks, the practitioner operates within a framework of professional attributes, ethics and an evidence base. The practitioner also engages in ‘dynamic updating’ by taking account of and working within relevant policies, current strategies and standards and topical and new health risks.

2.6.1 Implications for Graduate Employment

The CIEH curriculum is a framework specifying the necessary components that must be completed by those students who wish to qualify as an EHP. Such persons may opt to complete pathways that lead to qualification either as:

a) General practitioners (who will have demonstrated their ability to meet some requirements of the specific specialist competence frameworks). b) General practitioners who meet one or more competence frameworks (who will have demonstrated their ability to meet all of the requirements of one or more chosen competence frameworks).

______31 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______c) Specialist practitioners who meet one or more competence frameworks (who will have demonstrated their ability to meet all of the requirements of one or more chosen competence frameworks).

Students enrolled under this accreditation will be informed via marketing literature and the Students Handbook of the nature of this general practice course. Specifically, the students will be informed of the implications that arise in respect of their future employment as a result of the successful completion of a general practice programme in an era of competence frameworks.

2.6.2 CIEH Additional requirements in respect of assessment

The CIEH has additional requirements for the award of a degree accredited by the Chartered Institute of Environmental Health for the purpose of registration with the Environmental Health Registration Board (EHRB)

Students meeting the following requirements will be awarded the integrated (sandwich) award or the non integrated (full time) award of the degree as accredited by the Chartered Institute for the purpose of the award of the Certificate of Registration of the Environmental Health Registration Board

The additional stated CIEH requirements are as follows:

All units shall have a 40% minimum pass mark. An examination mark below 40%, but not less than 35%, may be compensated by an assignment provided that the module’s overall aggregate is not less than 40%.

There will be no exemption from the final year project except by prior written agreement with the CIEH.

An assessment of food inspection law and practical identification skills in food is required within the Food Safety Law and Practice Unit at Level 5 as follows;

 The student is given a classification mark based upon the assessment criteria for marking schemes contained within the Definitive Document. This mark must meet the above-mentioned PSRB assessment requirement.  The student is given a YES or NO decision on a judgement of competence in food inspection and legal interpretation. This is a PSRB and Food Standards Agency agreed requirement and must be a feature of undergraduate assessment. This decision is recorded for traceability purposes and is presented to the PSRB, but has no bearing upon the overall classification. However, if a student secures a NO judgement that student must retake the assessment until such a time as they secure a YES judgement. This outcome is necessary to proceed with the PSRB (CIEH) registration process in order to qualify as an Environmental Health Practitioner. The attainment of a NO judgement has no bearing on student progression under MMU regulations.  The dates of the practical food examinations will be forwarded to the CIEH at least 4 weeks prior to any such examinations.

______32 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______If a student fails to satisfy the CIEH requirements outlined above (irrespective of whether the University Examination Board passes the student in the unit, or condones a failure in an element of assessment), then in order to achieve professional registration with the EHRB, the student must take the relevant assessment(s) again to ensure the abovementioned requirements are met.

Students’ marks recorded on the University’s marks database following the retaking of any elements of assessment in order to satisfy the requirements outlined above will not be changed. Any examination resits or coursework submissions taken to meet the CIEH requirements will generally take place at the same time as formal University resits / resubmissions. The student will be responsible for any costs that may be associated with any re-assessment in order to satisfy the CIEH requirements.

2.6.3 Additional requirements for the award of a degree accredited by the Chartered Institute of Environmental Health (CIEH) for the purpose of registration with the Environmental Health Registration Board (EHRB)

Students awarded the Bachelor’s degree with Honours and who meet the specific assessment requirements outlined in 2.6.2 above will satisfy the CIEH’s requirements for the award of an accredited degree for the purpose of the award of the Certificate of Registration of the EHRB.

Students awarded the Bachelor’s degree at Pass level (a Pass Degree) or given an Aegrotat award will not meet the CIEH’s requirements for the award of an accredited degree.

2.6.4 Changes to the accredited course

Minor changes to the course, as needed to take account of new legislation, codes of practice, advances in technology and changes in practice, are expected to take place as necessary in order to ensure that the course is up to date and to provide graduates with the most appropriate knowledge and skills for newly qualified Environmental Health Practitioners. More significant minor changes should be notified to the CIEH in the annual course report (see 2.6.5).

More major changes, including (but not exclusively) substantial alteration to module content or assessment methods, changes to assessment and progression regulations, method of determining honours classification, assessment of practical training or structure of the course, must be the subject of prior written agreement with the CIEH (Director of Education and Professional Standards) before such changes are implemented. Failure to obtain such agreement will result in the accreditation being invalidated.

2.6.5 Annual Report to CIEH

Subsequent to the commencement of each academic year, and prior to 31st December of that year, an annual report on the general operation of the course must be submitted to the CIEH.

The annual report will contain, inter alia:- ______33 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

(a) The class list for each current cohort including, for the final year, those students on a non-integrated pathway.

(b) Details of non-standards entrants admitted in that year.

(c) Details of advanced standing awarded to any students in that year.

(d) Details of any significant minor changes made to the course during the previous academic year.

(e) A review of the operation of the course during the previous academic year.

(f) Copies of external examiner’s reports for the previous academic year.

2.6.6 Final Awards notification to CIEH

Pass lists of Graduates awarded the Bachelor’s degree with Honours and who meet the specific assessment requirements outlined in 2.6.2 above will be forwarded to the CIEH as soon as possible following the issue of results to students, and in any case within 28 days of such issue.

Pass lists must clearly differentiate between those graduates receiving integrated (sandwich) awards and those receiving non-integrated (full time) awards and between those who or who have not successfully completed the food inspection law and practical identification examinations (see 2.6.2).

2.7 Flexible and distributed learning (including e-learning)

To enable students to study flexibly, at their own pace and to allow for review and reflection, much teaching material will be made available for students through WebCT Vista. The Department has an excellent catalogue of library and electronic resources such as peer reviewed journals, subject databases and learning and teaching materials provided by the unit tutors. It is not intended that these materials become a substitute for attendance at lectures, seminars or practicals but serve their purpose as necessary points of learning, reference and useful aide memoire.

3.0 ASSESSMENT REGULATIONS

3.1 MMU Assessment Regulations for Undergraduate Programmes of Study

This programme operates under the provisions of the Manchester Metropolitan University Regulations for Undergraduate Programmes of Study – and where relevant, the accreditation requirements of the CIEH.

The Regulations apply to all programmes leading to an MMU award, or credit contributing to an award.

______34 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______The BSc (Honours) Environmental Health programme is compliant with the appropriate regulations.

3.2 Programme-specific regulations

3.2.1 Student attendance and absence

Students are required to attend all sessions for which they are timetabled. Individual units may have specific requirements that are described in the relevant Unit Descriptor.

3.2.2 Approved variation or exemption from MMU Regulations

The programme does not apply for any variation or exemptions.

3.2.3 Additional requirements for the award of a degree accredited by the Chartered Institute of Environmental Health (CIEH) for the purpose of registration with the Environmental Health Registration Board (EHRB)

The additional requirements are outlined in 2.6.2 for students who require the award of the sandwich (integrated) or fulltime (non-integrated) degree accredited by the CIEH for the purpose of the award of the Certificate of Registration of the Environmental Health Registration Board.

4.0 PROGRAMME MANAGEMENT AND STUDENT SUPPORT

4.1 Programme Committee

4.1.1 Membership

The Programme Committee will consist of the following members:

 Programme Leader

 Head of Department of Food and Tourism Management (ex officio)  Dean of Hollings Faculty (ex officio)

 Unit Leaders  Members of full-time and part-time staff teaching on the Programme  One student representative elected from each stage of the programme  Library representative  ICTS Representative  Faculty student support officer  Departmental Administrative Officer who will act as Secretary to the Committee

4.1.2 Terms of Reference

______35 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______The Committee shall meet not less than twice per academic year

It shall be responsible in the first instance to the Head of Department (or equivalent) for:

i the maintenance and enhancement of the academic standards of the Programme

ii the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard with regard to its: learning, teaching and assessment methods; aims and learning outcomes; curriculum; the overall quality of its students’ learning experience (including the systems and processes for student monitoring, guidance and support; the provision of learning resources and facilities. These shall be as specified in the programme definitive document, approved at programme approval and periodic review, and communicated to students through a hard copy handbook or online programme information);

iii ensuring the Programme operates in accordance with the approved Programme scheme

iv agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme according to the University’s procedures;

v considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to:

 Programmes, teaching and learning, the content of the curriculum

 the assessment and examination of students (in conjunction with Board of Examiners)

 criteria for the admission of students

 research, scholarship and Programme-related staff development

 the appointment of internal and external examiners

 the retention, support and progression of students.

vi advising the Academic Board on such matters as v above

vii ensuring the academic development of the Programme

viii advising the relevant Head of Department (or equivalent) or Dean through the Programme Leader on the resources needed to support the Programme

______36 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board.

4.2 Board of Examiners

The standard regulations for Boards of Examiners are as follows. They must be complied with in full, but may be added to where necessary and are then subject to approval.

4.2.1 General

(i) Except as provided for by the Academic Board in its Regulations for the Review of Decisions of Boards of Examiners no other person or body shall have the authority to amend a properly reached decision of a Board of Examiners in respect of a student’s assessment and/or award.

(ii) The Academic Board may in accordance with its Procedure for the Review of Decisions of Boards of Examiners require a Board of Examiners to reconsider any or all of its decisions in respect of its assessment of students.

(III) If the outcome of a case considered under the Review Procedure is that the Academic Board is satisfied on the basis of evidence considered by it that a material irregularity or administrative error has occurred or that the assessment of students was not conducted in accordance with these and other relevant regulations then it may require the relevant Board of Examiners to reconsider any or all of the decisions made in respect of affected candidates.

(iv) In circumstances considered appropriate, the Academic Board may annul any or all associated decisions of the relevant Board of Examiners and/or annul the assessments or any part thereof and take action which, if necessary, may include the appointment of new external examiners.

4.2.2 Constitution

(i) The Board of Examiners is constituted under the authority of the Academic Board of the University.

(ii) The Vice-Chancellor, the Deputy Vice-Chancellor (Student Experience) and the Registrar shall have the right to attend and address any meeting of any Board of Examiners of the University.

Chair of Board of Examiners

______37 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______(i) The Chairperson of a Board of Examiners shall be either the Head of Department (or equivalent) or the Dean of Faculty to which the programme is assigned.

(ii) With the approval of the Deputy Vice-Chancellor (Student Experience), Heads/Deans may appoint a senior member of their academic staff, other than the Programme Leader, to be the designated Deputy Chairperson who will be empowered to act in the Chairperson’s absence.

(iii) A Programme Leader shall not under any circumstances chair the Board of Examiners for the programme for which s/he is responsible. A Programme Leader may be designated as Deputy Chairperson for a programme other than that which s/he is responsible for.

(iv) With the approval of the Deputy Vice-Chancellor (Student Experience), the equivalent of Heads/Deans of partner institutions may act as Chairperson for the collaborative programme leading to an award of MMU in cases where the Board of Examiners’ meeting is held in the partner institution (whether in the UK or abroad), provided that they are appropriately inducted and supported, and that a member of MMU staff is present at the Board of Examiners to advise on regulatory matters.

(v) Heads (or equivalent) retain prime responsibility for chairing Boards of Examiners for programmes within their department/school and for the proper conduct of, and all decisions taken by, those Boards. The required practice is for them to chair unless they are unable to do so for reasons of sickness or other exceptional factors. Heads should seek the approval of the Deputy Vice-Chancellor (Student Experience) for the appointment of a senior member of their staff to act as Deputy Chair who may assist them in their chairperson-related work and will thus be able to chair the Board on those occasions when Heads are unavoidably absent.

Secretary of Board of Examiners

(i) The Head of Faculty/Campus SAS shall act as Secretary to the Board of Examiners and shall, subject to the guidance of the Director of Student Services, be responsible for advising the Board on all procedural matters including the interpretation of these regulations.

(ii) The Head of Faculty/Campus SAS may assign senior administrative staff to serve Boards of Examiners on their behalf and shall ensure that such staff are adequately qualified and trained to do so.

(iii) Heads of Faculty/Campus SAS shall ensure that where Boards of Examiners’ meetings for collaborative programmes are held and serviced in institutions other than the University (whether in ______38 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______the UK or abroad) that such Boards are serviced by appropriately qualified staff who have received training in the University’s regulations and procedures.

(iv) Head of Faculty/Campus SAS are responsible for the servicing of Boards of Examiners for programmes within their faculty and within partner institutions for their faculty’s collaborative programmes. They must ensure, by seeking the approval of the Director of Faculty/Campus SAS, that staff servicing Boards on their behalf are of an appropriately senior grade and are adequately qualified and trained to do so.

4.2.3 Composition

The Board shall comprise:

(i) The Head of Department

(ii) Ex-officio: Vice-Chancellor Deputy Vice-Chancellor (Student Experience) Registrar Dean of Faculty

(iii) The Programme Leader

(iv) The Year Tutors (where appointed)

(v) The internal examiners defined as those staff, both full and part-time, associated with assessments which are the responsibility of the Board

(vi) Such other co-opted members as the Board may consider it appropriate to co-opt for a specific purpose

(vii) The external examiners appointed for the programme whose role, authority, duties and rights shall be defined in the regulations on external examiners made by the Academic Board.

No student shall be a member of the Board of Examiners or attend an examiners’ meeting other than as a candidate for assessment. If, however, a person who is otherwise qualified to be an examiner for a programme (for example, as a member of staff or as an appointed external examiner) is registered as a student on another programme, that shall not in itself disqualify that person from carrying out normal examining commitments.

4.2.3 Responsibilities

The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.

4.2.4 Functions ______39 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

The Board’s functions shall include:

(i) recommending the conferment of an award upon a student who, in the judgement of the Board, has fulfilled the objectives of the approved programme of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award;

(ii) determining the award, including the level of Honours, or award of Distinction and Merit where applicable, to be recommended under (i) above;

(iii) applying the University’s assessment regulations for undergraduate and/or for taught postgraduate programmes to the programme;

(iv) considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating to the programme;

(v) considering and approving any assignments or projects which form part of the scheme of assessment;

(vi) assessing written or oral examinations;

(vii) assessing any project or coursework which forms part of the scheme of assessment;

(viii) receiving and considering any communication relevant to its functions;

(ix) reporting matters of policy and significance to the Academic Board;

(x) such other functions as the Academic Board shall determine.

4.2.5 Sub-committees

The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of the Board of Examiners and the rights and responsibilities of individual examiners.

4.2.6 Subsidiary Examination Committees

The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examination committees may not make decisions on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.

______40 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______4.2.7 Duties

The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with External Examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.

The duties of the internal examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses according to the University’s scheme for the moderation of summative assessment, and drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.

4.2.8 Consideration of factors affecting student performance

(i) It is the responsibility of the Board to ensure that factors affecting student performance are considered in accordance with University regulations. Such cases must be dealt with in confidence and the Chair must ensure that a student’s confidential details are not discussed at open Board. Only in exceptional cases may details be revealed to the full Board and only with the student’s written permission. There should be a faculty or departmental panel to ensure equity of treatment through the consistent interpretation of the University’s regulations, guided by criteria drawn up by CASQE. The panel shall consider individual cases, minute its discussions and make recommendations to the appropriate Board. The minutes of the meeting shall be confidential and submitted to the Dean of the faculty, Chair of the Board of Examiners (if s/he has not chaired the meeting) and the Deputy Vice-Chancellor (Student Experience).

(ii) Existing processes at programme level shall be aggregated at departmental or preferably faculty level;

(iii) Membership may vary but will normally include all programme leaders, at least one Board Chair, and the Chair of FADC. The Head of Faculty/ Campus Administration (or nominee) will act as secretary and shall, subject to the guidance of the Director of Student Services, be responsible for advising the Board on all procedural matters including the interpretation of these regulations;

(iv) There should be cross-membership of panels to ensure equity. Decisions relating to membership of panels should be determined at Faculty level;

(v) The role and responsibilities of panels must be explicit. For 2008/09 these may be restricted to examination performance only, and must observe the definition of exceptional factors as specified in the University Assessment Regulations;

(vi) The panel will act in an advisory capacity – acting as a sub- committee of, and making recommendations to, Boards of Examiners (see above,13);

______41 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______(v) To enable audit, recommendations resulting from panel consideration of cases must be fully, accurately and formally recorded;

(vi) In the case of extreme or urgent circumstances where it would not be appropriate for a case to be considered by the panel, the Chair of the Board of Examiners may exceptionally act on their behalf to make a recommendation to the Board, submitting a report on such action to the panel to ensure a proper record.

4.3 Programme Leader

The appointment and duration of office of a Programme Leader shall be determined by the Head of Department in consultation with the appropriate Dean of Faculty. Programme committee recommendations shall be addressed through the Programme Leader to the Head of Department who in turn shall report to the relevant Dean of Faculty.

The Programme Leader shall be responsible for:

 Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.

 Acting as the Chief Executive Officer to the programme. As such, will be responsible, within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University.   All matters pertinent to the proper day to day operation of the programme  Liaising on behalf of the Programme Committee with the Dean of Faculty, and other officers as appropriate

 Advising the Programme Committee on its proper responsibility for the continuing development of the programme.

 Taking any reasonable action with respect to the proper functioning of the programme on behalf of the Programme Committee.

 The preparation of the Programme’s Quality Action Plan (QAP) as part of the Annual Monitoring Exercise. . The current post holder is Mr. Stephen Turner.

4.4 Other Programme Officers

The main responsibilities of Unit Leaders are:

 Overseeing the unit and co-ordinating with all staff teaching on the unit;  Preparing the Unit Handbook, including all the assessments and ensuring that it is issued to students; ______42 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Liaising with the External Examiners in relation to assessment and overall student performance;  Carrying out end of unit evaluation in order to promote a quality learning experience;  Ensuring that Unit marks are input on the database;  Preparing the Unit Report at the end of the teaching period;  Advising the Programme Leader on unit development, review and minor modifications;  Attending and contributing to the meetings of the Programme Committee and the Board of Examiners;  Providing specific academic support relating to the unit.

The Admissions Tutor is responsible for:

 Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;  Co-ordinate applications, interviews and portfolio assessments and make admission decisions based on this.

The Placement Tutor is responsible for:

 Managing the organisation and implementation of the Placement programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee

4.5 Student Support Strategy

Departmental policies ensure that various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way:

 The Programme Leader has a duty to ensure students are given all the relevant information about their teaching programme;  Student Programme handbooks give students relevant information on learning, teaching and assessment;  Induction programmes ensure that students are given information and advice on using the Library, IT facilities and Media Services;  Students are kept up to date with issues relating to their programme of study via the programme Leader and/or unit leaders;  Student group representatives are elected to the Programme Committee and are able to voice any general concerns regarding learning and teaching;  Unit leaders are available with specific advice regarding their part of the syllabus;  Personal tutors are available at any time but also all students meet with their personal tutor on a formal appointment basis and students are ensured confidentiality when requested;  Personal Tutors will guide the student to the most appropriate help;  Students are introduced to all the University Student Services and are ______43 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______encouraged to seek the most appropriate help.  The Faculty student support officer?

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies.

Student observations are considered through the tutorial systems and the student voice is heard at both the Staff Student Liaison meetings and the Programme Committee. Questionnaires are also used to elicit students’ views and opinions. The data gathered from all of these mechanisms is used in the annual monitoring and evaluation exercise and forms part of the development of the Programme Quality Action Plan.

4.6 Student Participation in Quality Management

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies. All students are asked to provide feedback at then end of each unit of study as well as at the end of the entire programme.

Student observations are considered through the tutorial systems and through the student voice on Programme Committees. Questionnaires are also used to elicit students’ views and opinions. The data gathered from all of these mechanisms is used in the Annual Monitoring Exercise and forms part of the development of the Programme Quality Action Plan.

Student Representatives are elected each year to act as the student ‘voice’ at Programme Committee meetings.

The MMU Students’ Union provides training for student representatives. The University strongly supports this initiative and Programme Leaders should encourage student representatives to take the opportunity of the training provided.

The role of student representatives is:

 To represent their fellow students;  To bring key issues concerning the management of the programme (including learning, teaching, assessment and learning support) to the attention of the programme team;  To participate in the Annual Monitoring Exercise as members of the  Programme Committee;  To provide advice to the Programme Team on issues relating to the quality of the student learning experience;  To provide advice to the programme team on the operation of processes for the polling of student opinion on the learning experience, its analysis, response and publication;  To be consulted about proposals for programme development;  To be members of the student/staff liaison committee if such a group has been established by the programme committee.

______44 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______4.7 Programme Student Information

At the commencement of their programme of study, and for each new level,

students shall be provided with Departmental programme information (as a hard copy handbook or online). This is supplied to students in Induction Week and follow up occurs in the first few weeks of the new academic year. A Faculty wide handbook is available for all students enrolling at Hollings Faculty, which is available on line or in hardcopy if requested. The content complies with that required in the Academic Regulations and Procedures Handbook Section on “Management of Programme Delivery”.

4.8 Engagement with Employers

The programme has close links with the North West Regional centre of the CIEH which facilitates active participation with the profession across the north west of England for both students and academics. The programme team have evolved good links with northwest local authority employers, and have developed professional practice links in the commercial sector with Tesco plc, and ASDA plc. The team members have involvement in Regional Liaison Groups dealing with issues such as retail enforcement pilot surveys and training needs assessment across the Greater Manchester Authorities. Consultation with, and involvement of employers takes place on an adhoc basis. The Professional Advisory Committee was a formal mechanism for input from regional employers, and this has evolved into a less formal and mechanistic approach. The programme team has devised focus groups to discuss employer concerns in scholarship and practice, and feedback has informed development of regulatory enforcement programmes in the department. The CIEH holds annual Academic Forums in a formal setting outside the University to develop professional studies, reflect upon professional needs and to discuss current employment opportunities for both graduates and undergraduates.

______45 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______PART THREE – CURRICULUM CONTENT

BSc (Hons) Environmental Health Programme 2009 - 2014

LEVEL 4 LEVEL 5 LEVEL 6

ENVIRONMENTAL ENVI BUILT ENVIRONMENT COMMUNITY PROTECTION RON & ECOLOGY STRATEGIES MEN TAL HEA LTH PLA FOOD AND HEALTH FOOD SAFETY FOOD SAFETY CEM RISK POLICY LAW AND PRACTICE ENT

ENVIRONMENTAL HOUSING HUMAN PHYSIOLOGY PROTECTION POLICY AND PRACTICE

OCCUPATIONAL OCCUPATIONAL LAW HEALTH AND SAFETY HEALTH AND SAFETY MANAGEMENT

PROJECT PERSPECTIVES OF PUBLIC HEALTH (ENVIRONMENTAL PUBLIC HEALTH PRACTICE HEALTH)

REGULATORY RESEARCH SKILLS STUDY SKILLS ENFORCEMENT

______46 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______BSc (Hons) Environmental Health Programme 2009 - 2014

Unit Descriptors

Level 4

1. Built Environment and Ecology 2. Food Safety 3. Human Physiology 4. Law 5. Perspectives of Public Health 6. Study Skills

Level 5

1. Environmental Protection 2. Food Safety Law and Practice 3. Housing 4. Occupational Health and Safety 5. Public Health Practice 6. Research Skills

Placement

Environmental Health Placement

Level 6

1. Community Strategies 2. Environmental Protection Policy and Practice 3. Food and Health Risk Management 4. Occupational Health and Safety Management 5. Project (Environmental Health) 6. Regulatory Enforcement

______47 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Built Environment and Ecology 1 UNIT TITLE This unit introduces the principles of ecology and 2 BRIEF SUMMARY building construction. 3 UNIT CODE NUMBER 32BE1001 BSc (Hons) Environmental Health 4 HOME PROGRAMME Department of Food and Tourism Management 5 HOME DEPARTMENT 6 SUBJECT AREA Stephen Turner 7 UNIT LEADER(S) 20 Credits 8 CREDIT VALUE CREDITS AT 4 LEVEL: 200 hours 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will 13 UNIT LEARNING be able to have attained or demonstrated: OUTCOMES

1. Demonstrate a knowledge of ecological principles and how they relate to the human environment

2. Appreciation of the key principles of house construction and provision of key services

3. Awareness of regulatory controls applicable to the house building process.

14 CURRICULUM  Ecological concepts and definitions OUTLINE  Cycling of nutrients and pollutants

 Impact of pollution on terrestrial and aquatic environments

 Organisation and administration of the house building process

 Physical and chemical properties of buildings and building materials

 Building services associated with buildings and significance for environment

______48 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______and health

 Use of sketches and drawings. In addition to the formal lectures, tutorials and 15 LEARNING & seminars, students will be encouraged to develop TEACHING skills such as problem solving, sketching, drawing and ACTIVITIES plan interpretation.

In respect of house construction, students will be taken on visits where they will be able to develop their sketching skills and explore traditional and modern building techniques.

Lectures 24 hours Seminars 12 hours Tutorials 12 hours Site Visits 10 hours

Assignments 40% 16 ASSESSMENT STRATEGIES Examination 60%

Written assignment – learning outcome1 (20%) 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF Written assignment / plan drawing exercise – learning ASSESSMENT outcomes 2 and 3 (20%) Written examination (2 hours) – all learning outcomes (60%)

Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’.

Billington, M. J. (Michael J.) - The building 18 INDICATIVE regulations : explained and illustrated / M.J. Billington, STUDENT LEARNING K.T. - 13th ed. - . - Oxford : Blackwell, 2007 - - RESOURCES 9781405159227 (hbk.) :1405159227 (hbk.) : 2007002033

Brinkley, Mark - The housebuilder's bible : an insider's guide to the construction jungle / M - 7th ed. - . - Huntingdon : Ovolo, 2006 - - 9780954867447 (pbk.) : 0954867440 (pbk.) :

Chapman, J. L. - Ecology : principles and applications / J. L. Chapman, M. J. Reiss - 2nd ed - . - Cambridge : Cambridge University Press, 1999 - - 0521588022 also ELECTRONIC BOOK

Chudley, R. - Building construction handbook / R. Chudley and R. Greeno - 7th ed. - . - Oxford : Butterworth-Heinemann, 2008 - - 9780750686228 (pbk.) :0750686227 (pbk.) : ______49 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

Ireland, David - How to rescue a house : turn an unloved property into your dream home / Davi - - . - London : Penguin, 2005 - - 0141023368 also ELECTRONIC BOOK CHAPTER

Marshall, Duncan - The construction of houses / Duncan Marshall, Derek Worthing - 4th ed. - . - London : Estates Gazette, 2006 - - 9780728204867 (pbk.) :072820486X (pbk.) :

Moriarty, F. - Ecotoxicology : the study of pollutants in ecosystems; F. Moriarty - 3rd ed - . - London : Academic Press, 1999 - - 0125067631

Other resources:

WebCT

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______50 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Food Safety 2 BRIEF SUMMARY This Unit represents an underpinning science discipline for a range of food courses and explores the microbiological, physical and chemical risks associated with food. 3 UNIT CODE NUMBER 32FS1001 BSc (Hons) Environmental Health 4 HOME PROGRAMME Department of Food and Tourism Management 5 HOME DEPARTMENT 6 SUBJECT AREA Anne Clayson 7 UNIT LEADER(S) 20 Credits 8 CREDIT VALUE CREDITS AT 4 LEVEL: 200 hours 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES Upon successful completion of this unit the student will be able to have attained or demonstrated:

1. Knowledge and understanding of food safety and hygiene

2. Knowledge and understanding of food poisoning and food borne disease and the significance for public health.

3. An understanding of the controls required to inhibit, reduce or ameliorate health risks arising from biological, chemical and physical agents within the human environment.

4. Practical skills in microbiology and apply those skills in understanding food safety.

14 CURRICULUM OUTLINE The Unit will deliver the essentials of public health microbiology across a range of Food based courses. The syllabus content is reflective of the focus on learning practical microbiological principles to facilitate understanding of chemical, physical and biological agents that affect food safety. ______51 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

 the structure, growth dynamics and characteristics of micro-organisms with significance for food and public health  Identification and examination of selected food borne pathogens and non-food organisms of public health significance using a range of laboratory protocols including:  Gram staining and microscopy  Examination of moulds  Examination of ready to eat foods using selective media  Control factors which inhibit and ameliorate growth of micro-organisms and the techniques for evaluation.  Identification and recognition of disease from food borne pathogens  chemical contaminants of natural and anthropological significance  physical contaminants and food industry controls  Evaluation of food hygiene practices and management  Food pests and their control  evaluation of disinfectants and the effective practice of cleaning using bioluminescence techniques  Evaluation of antimicrobial agents used in food preservation using plate count methods and inhibition protocols

15 LEARNING & The unit will achieve its outcomes using lectures, TEACHING practicals, and student centred work to ensure, ACTIVITIES comprehensive and innovative coverage of food safety from a scientific, health and regulatory perspective. Per Group (6 Undergraduate programmes x number of class groups) :

Lectures: 12 hours: Seminars: 12 hours Practicals 24 hours:

______52 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Coursework 100% 16 ASSESSMENT This involves the completion of practical laboratory STRATEGIES based tasks detailed in a workbook. The student documents the results of the practical tasks in a laboratory results book, alongside the completion of a range of short questions given throughout the workbook. This is assessed periodically across the academic year.

A mid term review will also be undertaken to provide students with a guide to their current level of attainment.

17 ASSESSMENT CRITERIA FOR Food Safety Workbook: 100% UNIT/ELEMENTS OF ASSESSMENT To assess all unit learning outcomes through completion of tasks contained within the workbook.

Performance Levels: See Definitive Course Document for assessment criteria for marking schemes

18 INDICATIVE nd STUDENT LEARNING Engel, D. MacDonald, D. Managing Food Safety, 2 RESOURCES Edition, Chadwick House Group, 2007 ISBN1904306667

Garbutt J.(2004) Essentials of Food Microbiology, Arnold * Recommended text

Sprenger R.A.(2006) Hygiene for Management.Highfield Publications

Jay J.M(1996)Modern Food Microbiology. Chapman & Hall

Brock Biology of Micro-organisms – 12th Edition/Michael Madigan et al; Boston Mass 2008 ISBN 9780321536150

Companion Website for Brock Biology of Microorganisms http://www.aw-bc.com/brock/

Society for Microbiology Website; http://www.socgenmicrobiol.org.uk/

Campbell, N. et al (2007) Biology; 8th Edition; Pearson Publications;

ELECTRONIC JOURNAL ______53 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Trends in microbiology [computer file]. - Elsevier Science. - S0000656MP

Practical skills in biomolecular sciences / Rob Reed ... et al. - 3rd ed. - . - Harlow : Prentice Hall, 2007 - - 9780132391153 (pbk.) :0132391155 (pbk.) :

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______54 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Human Physiology To provide knowledge of the structure and function of 2 BRIEF SUMMARY physiological systems. 3 UNIT CODE NUMBER 32HP1001 4 HOME PROGRAMME BSc (Hons) Human Nutrition BSc (Hons) Food and Nutrition BSc (Hons) Environmental Health 5 HOME DEPARTMENT Food & Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) G McCormick 8 CREDIT VALUE 20 CREDITS AT 4 LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES 1. explain the function of the major biological systems involved in supporting health and fitness. 2. explain how nutrition influences body composition and common physiological processes. 3. interpret knowledge of disease states relevant to the study of nutrition.

14 CURRICULUM OUTLINE  Introduction to the human body – homeostasis

 Communication – blood, cardiovascular system, lymphatic system, endocrine system, special senses.

 Intake of raw materials and elimination of waste products – respiratory system, digestive system, urinary system.

 Protection – skin, immunity, musculoskeletal system.

______55 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______X24 1hr lectures over 24 weeks 15 LEARNING & X12 1 hr seminars over 24 weeks TEACHING X3 2 hr practicals over 24 weeks ACTIVITIES Approx 5hr self study per week 16 ASSESSMENT STRATEGIES Examination 60% Coursework 40%

17 ASSESSMENT CRITERIA FOR Practical workbook to assess achievement of UNIT/ELEMENTS OF unit learning outcomes 1 , 2 and 3 ASSESSMENT 40% Written examination – 2 hours - to assess unit learning outcomes 1, 2 and 3 60%

Refer to Programme Definitive Document section 2.3 detailing Assessment Critieria for marking schemes

18 INDICATIVE Waugh A & Grant A (2006) Anatomy & physiology in STUDENT LEARNING th RESOURCES health and fitness. 10 edition. London: Churchill Livingstone ISBN: 0443101019.

Siegfried DR (2002) Anatomy and physiology for dummies. New York: Hungry Minds ISBN: 0764554220.

Solomon EP (2003) Introduction to human anatomy and physiology. 2nd edition. London: Saunders ISBN: 072160045.

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______56 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Law 1 UNIT TITLE This Unit provides an overview of the operation of the 2 BRIEF SUMMARY English Legal System and an introduction to the role and function of the European Union and its impact on the English Legal System. 3 UNIT CODE NUMBER 32LA1001 BSc Honours Environmental Health 4 HOME PROGRAMME Department of Food and Tourism Management 5 HOME DEPARTMENT 6 SUBJECT AREA Julie Wood 7 UNIT LEADER(S) 20 Credits 8 CREDIT VALUE CREDITS AT 4 LEVEL: 200 hours 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this Unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES An understanding of the operation of the English Legal System

2. An appreciation of the role and function of the European Union and its impact on the English Legal System

Term 1 14 CURRICULUM Setting the scene – What is Law?; The Constitution; OUTLINE Sovereignty; Criminal and Civil Law distinction; Court Structure; Alternative Dispute Resolution (ADR); Precedent; Statutory Interpretation; Introduction to Evidence; Introduction to the form and role of Central and Local Government; Law in Action; Law Update.

Term 2 Introduction to the EU; EU Institutions; Sources of EU Law; Supremacy of EU Law, EU Legislative Proceedings; Human Rights.

______57 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______A class-contact based approach to deliver the factual 15 LEARNING & information required for the study of the English Legal TEACHING System and European Law. ACTIVITIES A combination of Lectures and Seminars supports this approach. Lectures = 36 hours Seminars = 12 hours Student Centred Learning = 152 hours Coursework 40% 16 ASSESSMENT Examination 60% STRATEGIES Assignments 17 ASSESSMENT One written assignment to test students’ CRITERIA FOR understanding of the operation of the English Legal UNIT/ELEMENTS OF System. Weighting 40%. Learning outcomes tested – ASSESSMENT 1.

Examination A two hour examination to test knowledge and understanding across the syllabus. Weighting – 60%. Learning outcomes tested 1. and 2.

See the Programme Level assessment criteria contained within the Definitive Document.

18 INDICATIVE Smith, Bailey & Gunn – The Modern English Legal STUDENT LEARNING th RESOURCES System, 5 Edition, Sweet & Maxwell, (2007) Darbyshire on the English Legal System, 9th Edition, Sweet & Maxwell, (2008) John Adams & Roger Brownsword – Understanding Law, 4th Edition, Sweet & Maxwell, (2006) Richard Ward et al – Walker & Walker’s English Legal System, 10th Edition, Oxford University Press, (2008) Gary Slapper et al – The English Legal System, 10th Edition, Routledge Cavendish, (2009) Michael Zander – Cases & Materials on the English Legal System – 10th Edition, Cambridge University Press, (2007) Phil Harris – An Introduction to Law, 7th Edition, Cambridge University Press, (2006) Erika Szyszczak & Dr. Adam Cygan – Understanding EU Law, 2nd Edition, Sweet & Maxwell, (2008) Dr. PSRF Mathijsen – A Guide to European Union Law, 9th Edition, Sweet & Maxwell, (2007) Nigel Foster – EU Law Blackstone’s Q & A, 7th Edition, Oxford University Press, (2009) Penelope Kent – Law of the European Union, 4th Edition, Longman Publishing, (2008) Wyatt & Dashwood’s European Union Law, 5th Edition, Sweet & Maxwell, (2006)

Online Resources: ______58 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______www.tradingstandards.gov.uk www.legalservices.gov.uk www.hmcourts-service.gov.uk europa.eu

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______59 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Perspectives of Public Health 2 BRIEF SUMMARY This Unit is the study of toxicology and the management of chemical and physical risks to human health. It will also consider the role of public administration as a mechanism to manage and control public and environmental health risks. 3 UNIT CODE NUMBER 32PP1001 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Stephen Turner 8 CREDIT VALUE 20 CREDITS AT 4 LEVEL: 9 TOTAL AMOUNT OF 200 hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS

11 PRE-REQUISITES None None 12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to have attained or demonstrated:

1. An understanding of the principles of toxicology and the impact of chemical and particulate agents upon the physical and anthropological world.

2. Understanding of common environmental toxicants, their effects on biological systems and how they can be managed and controlled in an occupational and environmental context

3. Knowledge of the impact of pest species upon public health

4. An investigation of the mechanisms by which the environmental health agenda is promoted in the UK.

5. An exploration of the holistic approach to protecting public health particularly from the environmental health perspective.

______60 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

14 CURRICULUM OUTLINE  Toxicology; science and theory relevant to public health and the environment

 Common environmental toxicants, routes of entry and distribution, metabolism and excretion within the human body

 Outcomes of exposure - dose – response mechanisms from common compounds in home, workplace and environment.

 Environmental and occupational disease resulting from exposure to a range of toxic agents

 Toxic response and management of acute and chronic exposure to toxicants both outdoor and indoor

 Vertebrate and invertebrate pests, their control and their impact on health, buildings and environment.

 Practical laboratory assay on toxic thresholds

 Local government structures, the relationship with central government and agencies, the relationship with society, partnership working.

 Historical perspective, the current role of services, the holistic viewpoint, local, national and international public health initiatives and targets

 Methods of compliance, introduction to risk assessment and enforcement strategies,

 Proactive and Reactive policies, enforcement concordat, the role of education and advice, regulatory reform initiatives.

______61 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

There will be a combination of teacher led activities 15 LEARNING & such as lectures and tutorials, and student centred TEACHING activity such as seminar group work and practical ACTIVITIES workshops.

Lectures 24 hours Seminars 24 hours Practicals 6 hours 16 ASSESSMENT STRATEGIES Written examination 60% Coursework 40%

17 ASSESSMENT CRITERIA FOR Written examination – 2 hours – to assess UNIT/ELEMENTS OF achievement of unit learning outcomes 1 - 5 ASSESSMENT 60% Coursework – to assess achievement of unit learning outcomes 1 and 2 20%

Written coursework / presentation to assess the achievement of unit learning outcomes 4 and 5

20%

Refer to Definitive Document Section 2.3 for’ Assessment Critieria for Marking Schemes’

18 INDICATIVE STUDENT LEARNING Byrne, Tony, 1937- - Local government in Britain : RESOURCES everyone's guide to how it all works / Tony By - 7th ed - . - London : Penguin Books, 2000 - - 0140267395

Katzung, Bertram G. - - Basic & clinical pharmacology / edited by - 10th ed. - . - New York : McGraw-Hill Medical; London : McGraw-Hill [distributor], 2006 - - 0071451536 (pbk.) :

Landis, Wayne G. - Introduction to environmental toxicology : impacts of chemicals upon ecologi - 3rd ed - . - Boca Raton, Fla.; London : CRC, 2003 - - 1566706602

Lu, Frank C. - Lu's basic toxicology : fundamentals, target organs and risk assessment / Fr - 4th ed - . - London : Taylor & Francis, 2002 - - 0415248558; Electronic version also available

- Patty's industrial hygiene [electronic resource] / ______62 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Robert L. Harris, editor - 5th ed. [rev.] - . - New York : Wiley, 2000 - - 1591244889

Timbrell, John A. - Introduction to toxicology / John Timbrell - 3rd ed - . - London : Taylor & Francis, 2002 - - 0415247632

Walker, C. H. (Colin Harold), 1936- - Principles of ecotoxicology - 3rd ed. / Colin H. Hopkin Walker, Richard M. Sibly - . - Boca Raton, Fla. : CRC, 2006 - - 084933635x

Wilson, David J. (David Jack) - Local government in the United Kingdom / David Wilson and Chris Game - 4th ed. - . - Basingstoke : Palgrave Macmillan, 2006 - Government beyond the centre - 140399787X (pbk.) : 1403997861 (hbk.)

Yassi, A, Kjellstrom, T, de Kok, T and Guidotti, T ‘ Basic Environmental Health’ , Oxford Press, 2002 [Essential Reading].

Other resources:

WebCT

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______63 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Study Skills 2 BRIEF SUMMARY This unit enables students to: develop effective learning techniques and skills; explore the use of mathematics and statistics in solving problems. 3 UNIT CODE NUMBER 32SS1001 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Stephen Turner 8 CREDIT VALUE 20 CREDITS AT 4 LEVEL: 200 hours 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to have attained or demonstrated:

1. An ability to identify and practice a number of problem solving techniques.

2. Effective communication using a variety of techniques.

3. The use of various computer software packages in a variety of applications.

4. Confidence in the use of maths and basic statistical techniques applicable to environmental health.

______64 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______14 CURRICULUM  explore time management, team working, OUTLINE information retrieval techniques, problem solving, review of evidence and evaluation, task prioritisation and, implementation.

 active and passive listening, verbal and non- verbal communication. Oral and written presentations. Applications and CVs. Interviews, roles and expectations.

 word processing software and techniques, spreadsheets and data processing for a variety of tasks.

 equations, units, logarithms, graphs, construction and uses.

 introduction to statistics, measures of central tendency, measures of dispersion, the normal distribution, correlation coefficients.

Certain elements of this unit will be teacher led and 15 LEARNING & some will be predominantly student centred. At times TEACHING students will work alone or in groups. Students will be ACTIVITIES able to develop essential skills including problem solving, essay writing, referencing, time management, team working and delivering presentations.

Students will be guided on the job application process and introduced to interviews by role playing exercises.

Practical sessions in computer labs will help students develop confidence in the use of information technology to solve problems and enhance the communication process.

Lectures 12 hrs

Tutorials/Seminars 12hrs

Computer workshop 24 hrs Coursework1 20% 16 ASSESSMENT Coursework2 20% STRATEGIES Exam1 30% Exam2 30% Written assignment will address learning outcome 2 17 ASSESSMENT (20%) CRITERIA FOR Presentation will address learning outcomes 2 and 3 UNIT/ELEMENTS OF (20%) ASSESSMENT Computer based mathematical / statistical examinations will address learning outcomes 1, 3 and 4

______65 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______(60%)

Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’.

Booth, D.J. (1992) - A First Course in Statistics. 2nd 18 INDICATIVE STUDENT ed. Guernsey Press. Guernsey LEARNING RESOURCES Burton, Graeme - Between ourselves : an introduction to interpersonal communication / Graeme - 3rd ed. - . - London : H. Arnold; New York : Distributed in the U.S.A. by Oxford University, 2006 - -

Diamantopoulos, Adamantios - Taking the fear out of data analysis : a step-by-step approach / Adamantios - - . - London : [International Thomson Business], 1997 -

Harris, Stuart, 1945- - Human communication and information systems - 4th ed - . - Oxford : NCC Blackwell, 1996 - - 1855546663

Hind, David W. G. - Transferable personal skills : [a student guide] / David W. G. Hind - 2nd ed - . - Sunderland : Business Education Publishers, 1994 - - 0907679692

Rowe, R. N., 1950- - Refresher in basic mathematics / Nick Rowe - 3rd ed. - . - London : Continuum, 2002 - - 0826458297 (pbk.) : Also Electronic Book Chapter ‘Percentages’.

Smith, Ewart - Basic maths / Ewart Smith - - . - Basingstoke : Macmillan, 1996 - - 0333633970

Other resources:

WebCT

None 19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT ______66 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______CONSIDERATION:

1 UNIT TITLE Environmental Protection 2 BRIEF SUMMARY Study of water, land and air pollution impacts on human health and the study of the legal controls in place to prevent or minimise pollution. 3 UNIT CODE NUMBER 32EP2002 4 HOME PROGRAMME BSc (Hons) ENVIRONMENTAL HEALTH 5 HOME DEPARTMENT FOOD AND TOURISM MANAGEMENT 6 SUBJECT AREA 7 UNIT LEADER(S) Haruna Musa 8 CREDIT VALUE 20 CREDITS AT 5 LEVEL: 9 TOTAL AMOUNT OF 200 HOURS STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) MANDATORY CORE 10 UNIT STATUS NONE 11 PRE-REQUISITES

NONE 12 CO-REQUISITES On successful completion of this unit students will be able to 13 UNIT LEARNING have attained or demonstrated: OUTCOMES 1. Evaluation of the impact of air pollution upon human health

2. Knowledge of pollution pathways resulting from contaminated land and water

3. Evaluate the methods available for waste disposal and implications for environment and human health

4. An appraisal of pollution dispersal models and air quality monitoring methods.

5. An ability to describe the legal controls in place pertaining to environmental protection

14 CURRICULUM OUTLINE  Appraisal of key atmospheric pollutants with exploration and review of data relevant to human health impacts

 Discussion of various pollution pathways relevant to ______67 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______air, land and water

 Contaminated land : historical perspective and current planning issues related to human health considerations

 Review of pollution dispersal models; topographical dispersion; modelling and predictive methods which inform policy decisions

 Chimney height and crematoria

 Waste disposal methods; incineration, landfill, recycling; Economic Impact of waste management

 Water supplies: public health implications from microbial and chemical contamination

 Offences, defences and case law relating to principal environmental protection legislation in the UK.

 Concept of sustainable development

 Statutory nuisance provisions in controlling pollution

The subjects will be delivered using a variety of methods: 15 LEARNING & Lectures and small group student centred seminars; TEACHING ACTIVITIES Which will include practical classes and classes by visiting lecturers Science curricula 18 hours (12 lectures and 6 seminars) Statutory nuisance 12 hours Law and practice 30 hours (24 hours law; 6 hours practice)

Summative Assessment: 16 ASSESSMENT STRATEGIES Examination 60%

Coursework: 40% Coursework - 2000 word essay/ report 20% 17 ASSESSMENT Assessing unit outcomes 1 and 4 CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT Coursework - 2000 word essay assessing unit outcomes 2 and 6 20%

Written Examination – 2 hours - assessing unit outcomes 2,3,5 and 6 60%

Refer to Definitive Document section 2.3 for ‘Assessment Criteria for Marking Schemes’

______68 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______18 INDICATIVE STUDENT LEARNING National Society for Clean Air (2007) Pollution Handbook RESOURCES Journal of Environmental Protection National Air Quality Strategy Documentation Moriarty, F. Ecotoxicology; The Study of Pollutants in Ecosystems; Academic Press

Glasson, R: Therivel, R: Chadwick, A: Introduction to Environmental Impact Assessment

Colls, Jeremy - Air pollution / Jeremy Colls - 2nd ed - . - London : Spon, 2002 - - 0415255651

Environmental science for environmental management / edited by Timothy O'Rio. - 2nd ed. - Harlow : Prentice Hall, 2000. - 0582356334

Global biogeochemical cycles / edited by Samuel S. Butcher ... [et al.]. - London : Academic Press, 1992. - (International geophysics series ; v.50). - 0121476855

McEldowney, John F.. - Environment and the law : an introduction for environmental scientists and l. - Harlow : Longman, 1996. - 0582227127

Mason, C. F., Christopher Frank, 1945-. - Biology of freshwater pollution / Christopher F. Mason. - 4th ed.. - Harlow : Prentice Hall, 2002. - 0130906395 Earlier edition/s also available

Timbrell, John A.. - Introduction to toxicology. - 3rd ed.. - London : Taylor & Francis, 2002. - 0415247624 Earlier edition/s also available

The ENDS Report. - London : Environmental Data Services. - 0966-4076

Environmental pollution [computer file]. - Elsevier Science. - S0000734MP After clicking on the title above, follow the link to access the electronic resource

19 ANY ADDITIONAL NOTES AND COMMENTS

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______70 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Food Safety Law and Practice 2 BRIEF SUMMARY Examines the main food manufacturing methods and relevant legal controls in food safety. Enables students to effectively inspect, determine and control food standards 3 UNIT CODE NUMBER 32SF2003 4 HOME PROGRAMME B.Sc.(Honours) in Environmental Health 5 HOME DEPARTMENT Department of Food & Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Anne Clayson 8 CREDIT VALUE 20 CREDITS AT 5 LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS NONE 11 PRE-REQUISITES

NONE 12 CO-REQUISITES On successful completion of this unit students will be able to 13 UNIT LEARNING have attained or demonstrated : OUTCOMES 1. understanding of the principal food production methods

2. knowledge of the law relating to the composition, labelling and advertising of food

3. understanding of the law relating to food safety and hygiene

4. an ability to describe the responsibilities and liabilities of those involved at each stage of the food production chain including the role of the enforcement and other agencies

5. understanding of the defences available within food law and explain how such defences may be achieved in practice

6. evaluation of food hygiene principles as they relate to the effective inspection and control of food premises

7. appropriate techniques for the collection of samples for microbiological examination and compositional analysis ______71 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

8. ability to undertake the practical inspection of food and decide upon and justify the most appropriate intervention strategy

14 CURRICULUM OUTLINE  the roles and powers of central and local government and other agencies involved in control, advice and guidance relating to food and food products  production and manufacturing methods for the principal food types and the common causes of spoilage  code of practice requirements relating to the work of the enforcement officer  apply HACCP principles in relation to food hygiene inspections and interventions  food inspection techniques  food premises inspection techniques including risk assessment and assessment of hygiene standards  application of legal principles relating to food and food products supplied for consumer use  analysis and application of the relevant offences that can be committed  critical analysis and evaluation of food labels and their contents  role of food analyst and food examiner  use of effective sampling techniques including undertaking aseptic sampling and the collection of formal samples for analysis in accordance with the law  determination of fitness of food for human consumption  reasons for unfitness in fish, meat, poultry and game sold at retail including relevant pathological conditions

15 LEARNING & TEACHING ACTIVITIES Lectures will deliver the core material relating to the specific principles of food inspection, management controls, manufacturing methods of food production, and the legal obligations. Seminars will deliver material relating to specific statutory instruments which have significance for food safety and enforcement

Practicals will deliver the food production and manufacturing material in order that students have an appreciation of the safety and quality issues in food production. Practicals enable students to develop their skills in relation to the

______72 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______inspection and control of a wide a range of foods.

Red meat and poultry anatomy, pathology and inspection will be taught within a defined set of practical sessions that will enable students to apply their knowledge and skills within a retail context.

LECTURES 20 HOURS SEMINARS 18 HOURS PRACTICALS 20 HOURS VISITS 12 HOURS EXAMINATION 60% 16 ASSESSMENT COURSEWORK 40% STRATEGIES 17 ASSESSMENT CRITERIA FOR Written examination – 2 hours – to assess unit Outcomes UNIT/ELEMENTS OF 1, 2, 4 and 7 ASSESSMENT (40%) Practical examination – 1 hour- of a range of raw and ready to eat foods at point of sale to assess unit and 8 (20%)

Coursework - 2000 word essay to assess unit outcomes 3, 5 and 6 (40%)

See the Programme level assessment criteria contained within the Programme Definitive Document section 2.3

Armstrong, R.. - A colour guide to exotic fruits and 18 INDICATIVE STUDENT vegetables. - London : Chadwick House, 1987. LEARNING Bremner, A. S.. - Poultry meat hygiene and inspection / Alan RESOURCES Bremner, Mac Johnston. - London : Saunders, 1996 Chilled Food Association. - Guidelines for good hygienic practice in the manufacture of chilled foods /. - 3rd ed. London : The Association, 1997 Dillon, M.. - How to audit : verifying food control systems / Mike Dillon & Chris Griffith. - Grimsby : M.D. Associates, 1997. Food industries manual / edited by M.D. Ranken and R.C. Kill and C. Baker. - 24th ed. - London : Blackie Academic & Professional, 1997. Frandson, R. D.. - Anatomy and physiology of farm animals. - 5th ed. - Philadelphia : Lea & Febiger, 1992 Gracey, J. F., Joseph Forde, 1918-. - Meat plant operations / J.F. Gracey. - Lincoln : Chalcombe, 1998 Gracey, J. F., Joseph Forde, 1918-. - Meat hygiene. - 10th ed.. - London : W.B. Saunders, 1999. Imholte, Thomas J.. - Engineering for food safety and sanitation : a guide to the sanitary design. - 2nd ed.. - Woodinville, Wash. : Technical Institute of Food Safety, ______73 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1999 Pearson's composition and analysis of foods. - 9th ed. - Harlow : Longman Scientific and Technical, 1991. Potter, Norman N.. - Food science. - 5th ed.. - New York; London : Chapman & Hall, 1995. - (Food science texts series). Processing of poultry / edited by G.C. Mead. - London; New York : Elsevier Applied Science, 1989 Sprenger, Richard A.. - Hygiene for Management : a text for food hygiene courses / Richard A. Sprenger. - Doncaster : Highfield, 2007. British food journal Food and Drink Law Monthly Food Law Monthly Food Hygiene Briefing Journal of Food Protection Journal Food Control Journal of Food Protection Journal of Food microbiology

Legislation, Industry Guides and Codes of Practice

Students will required to view and study on line: Industry guides Food Law Code of Practice (England) 2008 and Food Law Practice Guidance (England) 2006

19 ANY ADDITIONAL NOTES AND COMMENTS

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1 UNIT TITLE Housing 2 BRIEF SUMMARY This unit explores the impact of housing conditions on health and well being and the range of interventions available to redress defects. 3 UNIT CODE NUMBER 32HO2001 BSc (Hons) Environmental Health 4 HOME PROGRAMME Department of Food and Tourism Management 5 HOME DEPARTMENT 6 SUBJECT AREA

______74 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Stephen Turner 7 UNIT LEADER(S) 20 Credits 8 CREDIT VALUE CREDITS AT 5 LEVEL: 200 hours 9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES 1. Evaluation of the impact of housing conditions on human health and well being.

2. Execution of the appropriate risk assessment of housing conditions.

3. Selection of the appropriate intervention in respect of hazards associated with housing.

4. Investigate the role of housing in respect of energy conservation and sustainability.

5. Evaluation of the key issues relating to Houses in Multiple Occupation.

6. Selection of interventions in respect of defective premises and drainage problems.

14 CURRICULUM OUTLINE  Review of hazards to human health and well being in dwellings.

 The use of the Housing Health and Safety Rating System (HHSRS) to assess the risks to health and safety.

 House inspection techniques and practice.

______75 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

 Intervention selection following HHSRS

 Preparation of schedules and notices.  Issues specific to Houses in Multiple Occupation (HMO).  Interventions in respect of HMO.  Dealing with defective buildings and drainage problems.  Energy issues associated with housing.

15 LEARNING & TEACHING The core of this unit will be delivered by a mix of both ACTIVITIES teacher led and student centred activities. Key issues and themes will be introduced by the teacher but greater exploration will be by student centred activity.

Students will investigate core issues for evaluation and subsequent delivery to the rest of the group during seminar presentations.

Site visits will be made to enable assessment of dwellings and houses in multiple occupation. Students will be able to use and develop skills such as house inspection, risk assessment, schedule production and determination of appropriate intervention.

Students will meet professionals in the field during site visits and at sessions held at the University.

Students will be encouraged to view the importance of housing as one of the factors involved in the sustainability and maintenance of communities.

Lectures 24 hours Seminars 12 hours Tutorials 12 hours Site Visits 8 hours

Assignments 40% 16 ASSESSMENT STRATEGIES Examination 60%

Written assignment further to a practical exercise 17 ASSESSMENT involving an inspection of a dwelling – will address CRITERIA FOR ______76 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______learning outcomes 1 – 3. UNIT/ELEMENTS OF (40%) ASSESSMENT Written examination (2 hours) will address learning outcomes 1-6. (60%)

Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’.

Bassett, W. H. - Environmental health procedures / 18 INDICATIVE W.H. Bassett - 7th ed. - . - London : Taylor & Francis, STUDENT LEARNING 2007 - Clay's library of health and the environment - RESOURCES 9780415395748 (hbk.) :0415395747 (hbk.) : 9780203962862 (ebook) :0203962869 (ebook) :

Chiras, Daniel D. - The new ecological home : the complete guide to green building options / Dan - - . - White River Junction, Vt. : Chelsea Green, 2004 - - 1931498164

Glover, P. V. - Building surveys / Peter Glover - 6th ed. - . - Oxford : Butterworth-Heinemann, 2006 - - 9780750681285 (pbk.) :0750681284 (pbk.) :

Hinks, John - The technology of building defects / John Hinks, Geoff Cook - - . - London : E & FN Spon, 1997 - - 041919780x

Hymers, Paul - Converting to an eco-friendly home : the complete handbook / Paul Hymers - - . - London : New Holland, 2006 - - 1845374061 (pbk.) : also ELECTRONIC BOOK CHAPTER

Marshall, Duncan - Understanding housing defects / by Duncan Marshall, Derek Worthing and Roger - 2nd ed. - . - London : Estates Gazette, 2003 - - 0728204177 (pbk.): Electronic book chapter “damp”

Oliver, Alan C. (Alan Crombie), 1931- - Dampness in buildings - - . - London : BSP Professional, 1988 - - 0632019328: Electronic book chapter “Condensation”

Reddin, Patrick - Dealing with disrepair : a guide to inspection and diagnosis / Patrick Reddin - - . - London : Lemos & Crane, 1996 - - 1898001065

Rock, Ian Alistair - The 1930s house manual / Ian Alistair Rock - - . - Sparkford : Haynes, 2005 - - 1844252140 (hbk.) : also ELECTRONIC BOOK CHAPTER:

Rock, Ian Alistair - The Victorian house manual / Ian Alistair Rock - - . - Sparkford : Haynes, 2005 - - ______77 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1844252132 (hbk.) : ELECTRONIC BOOK CHAPTER: “Roofs”

Smith, Peter F. (Peter Frederick), 1930- - Eco- refurbishment : a guide to saving and producing energy in the home / Pet - - . - Oxford : Architectural, 2004 - - 0750659734 (pbk.)

Stewart, Jill, 1967- - Environmental health and housing [electronic resource] / Jill Stewart - - . - London; New York : Spon Press, 2001 - - 0203302311

Smith, Colin, 1942- - This cold house : the simple science of energy efficiency / Colin Smith - - . - Baltimore, MD : he Johns Hopkins University Press, 2007 - - 9780801886225

Unhealthy housing : research, remedies and reform / edited by Roger Burridge - - . - London : E & FN Spon, 1993 - - 0419154108

Waterfield, Patrick - The energy efficient home : a complete guide / Patrick Waterfield - - . - Ramsbury : Crowood, 2006 - - 1861267797 (hbk.) : Electronic book chapter: “Insulation and U-values”

Wilkinson, Diana - Poor housing and ill health : a summary of research evidence / Diana Wilkins - - . - [Edinburgh] : Scottish Office Central Research Unit, 1998 - - 0748079076

Other resources:

Department of Communities and Local Government (www.dclg.gov.uk)

Residential Property Tribunal (http://www.rpts.gov.uk/)

WebCT

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______78 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Occupational Health and Safety This unit provides students with an understanding of the 2 BRIEF SUMMARY impacts of work activities on health, safety and welfare, and the law which seeks to control those impacts. 3 UNIT CODE NUMBER 32OH2001 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) G Gillibrand 8 CREDIT VALUE 20 CREDITS AT 5 LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING 200 hours (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS MANDATORY CORE None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be able to 13 UNIT LEARNING have attained or demonstrated:- OUTCOMES 1 An understanding of the development and application of the principal legal provisions relating to Occupational Health and Safety and critically interpret their effectiveness in controlling health and safety.

2 An understanding of specific health and safety hazards and risks in the workplace and be able to evaluate the implementation of relevant risk control procedures.

3 An ability to critically analyse the role of employers, proprietors, employees and regulators in relation to occupational health and safety.

4 A critical understanding the principles of effective enforcement inspections and audits of premises for health and safety compliance, their strengths and limitations.

14 CURRICULUM  Development of Occupational health and safety OUTLINE legislation in the UK.  Offences, defences, and approved codes of practice in relation to occupational health and safety law and the application of common law.

______79 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Duties of proprietors and employers in relation to occupational health and safety law  The role of safety committees and employee representatives in prevention strategies and monitoring.  Concepts of hazard and risk and the use of the assessment of risk in occupational health and safety  Workplace safety hazards such as machinery and plant, slips, trips and falls, traffic circulation, DSE, manual handling etc  Accident reporting (RIDDOR), investigation techniques and hazard spotting in a practical environment.  Role and responsibilities of local authorities and authorised officers including inspection, investigation, enforcement and intervention techniques and actions available

15 LEARNING & TEACHING ACTIVITIES Students will be introduced to the law and practice relating to occupational health and safety through lectures, which will be supported by tutorials in which students will discuss the issues raised during lectures. Practicals will centre on techniques available to facilitate good Health and safety management and the promotion of safety awareness in the workplace.

Delivery will follow the following format:-

Lectures ...... 44 hours Seminars/Tutorials ...... 12 hours Practicals……………………………...4 hours Student Centred Learning ...... 140 hours

Students will be expected to spend a total of 140 hours on student centred learning including assignment writing, background reading and revision.

A wide range of delivery techniques will be employed including formal lectures, practical case studies, exercises and the use of a variety of learning aides e.g. DVD’s, DSE etc. Coursework 40% 16 ASSESSMENT Examination 60% STRATEGIES Written assignment will assess learning outcome 1 (40%) 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF Written examination (2 hours) will cover all learning ASSESSMENT outcomes. (60%) Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’

______80 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Management of Health and Safety at work regulations 1999 18 INDICATIVE STUDENT Manual Handling Operations regulations 1992 LEARNING Health and Safety (Display Screen Equipment) regulations RESOURCES 1992 PPE at work regulations 1992 Safe use of work equipment: Provision and Use of Work Equipment Regulations 1998 The Workplace (Health, Safety and Welfare) regulations 1992 RIDDOR 1995 A Guide to the Health and Safety at Work etc Act 1974 - Health and Safety Ex., 4th Edition, London, HMSO 1990 Hendy, John. Redgrave's Health and Safety, 3rd Edition, London: Butterworths, 1998 Holt, Allan, St.John. Principles of Health and Safety at Work, 3rd Edition, Leicester: IOSH Publishing, 1995 Redgrave’s Health and Safety, 4th Edition, London: Butterworth 2002 Ridley, J. Safety at Work, 6th Edition, Oxford: Elesvier Science, 2003 Stranks, Jeremy W., The Handbook of Health and Safety Practice, 5th Edition, London: Financial Times/ Prentice Hall 2000 Stranks, Jeremy, Health and Safety for Management, London: Highfield 2003 Tolley, Health and Safety at Work Handbook 2003, Croyden: Tolley, 2004

Journals and Periodicals

The Safety and Health Practitioner, Borehamwood (Herts): Paramount Publishing, Wigston (Leics), Institute of. Health and Safety, CIEH H & S Enforcement Bulletin, London: Chartered Institute of Environmental Health Health and Safety Briefing: a fortnightly newsletter for those responsible for…, Kingston-upon-Thames: Croner Publications Health and Safety at Work, Croydon: Tolley Publishing Ltd Health and Safety Monitor, Suffolk: Monitor Press OS & H Bulletin, Birmingham: Royal Society for the Prevention of Accidents Occupational Safety and Health, RoSPA

19 ANY ADDITIONAL NOTES AND COMMENTS

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______81 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Public Health Practice 2 BRIEF SUMMARY The unit examines the factors that influence the health status of individuals and communities. It focuses upon the relationship between deprivation and ill health and the mechanisms involved in the spread of disease within the community. It examines the ways in which disease can be controlled and how health within the community may be improved. 3 UNIT CODE NUMBER 32PH2001 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Department of Food & Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Anne Clayson 8 CREDIT VALUE 20 CREDITS AT 5 LEVEL: 9 TOTAL AMOUNT OF 200 student hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) MANDATORY CORE 10 UNIT STATUS NONE 11 PRE-REQUISITES

NONE 12 CO-REQUISITES On successful completion of this unit students will be able to: 13 UNIT LEARNING OUTCOMES 1. Explain how vital statistics and epidemiology are used to assess and express the health status of a community

2. Describe the factors which influence health

3. Assess the relationship between deprivation and ill- health

4. Describe the principal diseases of public health significance and understand the mechanisms of their spread and the ways in which they may be controlled

5. Understand the principles of Health Promotion and its use as a means for improving the health of the community ______82 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

6. Describe pest prevention and control methods

14 CURRICULUM OUTLINE  Vital statistics and epidemiology – populations and the census; registration of births, marriages and deaths; death rates; standardised mortality ratio (SMR)

 Interrelationship between environmental stressors and health

 Deprivation and ill-health – factors influencing health; comparative studies of community health data from a range of communities within the UK

 Diseases of public health importance including their aetiology – food-borne diseases including low dose pathogens (must include E. coli 0157); water borne diseases including cryptosporidia; common infectious diseases including influenza; zoonoses including diseases associated with pests; vector-borne diseases including insect borne diseases of global significance

 Mechanisms of spread of disease and the role of immunisation in effective control: outbreaks, epidemics and pandemics; the concept of herd immunity; sterilisation and disinfection; isolation and barrier controls; disposal of infected waste

 Legal controls relating to an ‘infective’ person, object or premises

 Health promotion: partnership working; psychological perspectives of health and ill-health; resistance to change; culture, values and beliefs; health behaviour; health targets; changing behaviour; communication methods and media; assessing and evaluating health promotion strategies

 Management and control of major episodes such as pandemic influenza; Infection control teams and the investigation and control of food poisoning outbreaks

 Pest prevention and control: identification and characteristics of principal pests including birds, ______83 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______insects and rodents; the ‘costs’ associated with infestation; principles of prevention including proofing; eradication methods including safe use and application of approved pesticides; mechanisms of resistance and strategies for control (including control of malaria)

Lectures will examine the core principles of disease 15 LEARNING & causation, prevention and control. TEACHING ACTIVITIES Seminars will require students to prepare in advance by accessing on-line sites containing community health data and to compare the health status of a number of different types of community. They will then be given an opportunity to explain and discuss the significance of their finding with fellow students and their tutor. They will therefore be given an opportunity to apply the ‘language’ of the topic to real situations.

Lectures 24 hours Seminars 24 hours 16 ASSESSMENT STRATEGIES Coursework 40% Written Examination 60% 17 ASSESSMENT CRITERIA FOR Coursework – 2000 words - will assess UNIT/ELEMENTS OF the achievement of learning outcomes 2 and 5 20% ASSESSMENT Coursework – report and presentation will assess learning outcomes 1 and 4 20%

Written examination – 2 hours - will assess learning outcomes 1, 2, 3, and 6 60%

Refer to the Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’

18 INDICATIVE STUDENT Aschengrau, A; Seague, G; Essentials of Epidemiology in LEARNING nd RESOURCES Public Health 2 Edition, Jones and Bartlett Publishers, 2008 076374025X

American Public Health Association. - Control of communicable diseases in man : an official report of the American. - 15th ed. - Washington : American Public Health Association, 1990. - 0875531709

Bowling, A. Research Methods in Health: Investigating Health and Health Services – 2nd edition – Open University ______84 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Press, 2002 – 0335206433

Coggon, D., David. - Epidemiology for the uninitiated / D. Coggon, Geoffrey Rose, D.J.P. Barker. - 4th ed. - [UK] : BMJ Publishing, 1997. - 0727911023 Online Book at bmj.com

Detels, R. McEwen, J. Beaglehole, R. Tanaka, H. Oxford Textbook of Public Health, 2nd edition, Open University Press 1996

Environmental health news. - London : EHN Ltd and CIEH. - 002784

Ewles, Linda. - Promoting health : a practical guide / Linda Ewles, Ina Simnett. - 4th ed. - London : Baillière Tindall in association with the Royal College of Nursing, 1999. - 0702023086

Fox, Brian A., Brian Anthony. - Food science, nutrition and health / Brian A. Fox and Allan G. Cameron. - 6th ed. - London : Edward Arnold, 1995. - 0340604832

Friis, R. Sellers, T. Epidemiology for Public Health Practice, 4th edition – Jones and Bartlett Publishers, 2009 - 0763751618

New scientist. - London : New Science Publications. - 0369- 5808

The ENDS Report. - London : Environmental Data Services. - 0966-4076

The Times [computer file]. - S0003337MP

Wells, Juliet. - Towards 2000 : consumer education in the classroom. - London : Forbes, 1997. - 1899527095

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Research Skills

______85 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______2 BRIEF SUMMARY This unit provides the student with the underpinning knowledge required for meeting the requirements of the final year project. It enables the student to critically evaluate published research. This unit is a pre-requisite for the Level 6 unit, Project (Environmental Health). 3 UNIT CODE NUMBER 32RS2001 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Department of Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) 8 CREDIT VALUE 20 CREDITS AT 5 LEVEL: 9 TOTAL AMOUNT OF 200 student hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory Core 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES 1. The review and application of epidemiological methods to identify the causation of ill health and disease.

2. The identification and evaluation of appropriate research methods.

3. The review of published research in order to investigate environmental health issues.

4. The use of statistics in the exploration of data. 14 CURRICULUM  Qualitative and quantitative research OUTLINE methods.

 Epidemiology – cross sectional, case control and cohort studies, use in investigation and control of food poisoning outbreaks

 The research process, Introduction to research philosophies, ethics and methodologies;

 Research types, methods & techniques.

______86 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______ Principles of research design: aims and objectives; and research questions; hypothesis generation. Problem identification, analysis and solution techniques.

 Information retrieval and collection; literature search and evaluation; efficient data handling

 Secondary and primary data collection; quantitative and qualitative data collection and analysis; case study; laboratory experimental research;

 Interpretation, analysis and review.

 Validity, reliability, causation and correlation.

 Effective use of the Harvard Referencing System.

Students will attend a series of lectures and seminars 15 LEARNING & covering a range of research methodologies, TEACHING appropriate to the flexibility of the unit, including: ACTIVITIES literature search and evaluation; secondary and primary data collection; quantitative and qualitative data collection and analysis; case study.

24 hours lectures

24 hours seminars

Coursework 100% 16 ASSESSMENT STRATEGIES Written assignment will address learning outcomes 1 17 ASSESSMENT and 3 CRITERIA FOR (50%) UNIT/ELEMENTS OF Written assignment will address learning outcomes 2, ASSESSMENT 3 and 4 (50%) Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’.

18 INDICATIVE Aschengrau, A; Seague, G (2008); Essentials of STUDENT LEARNING nd RESOURCES Epidemiology in Public Health 2 Edition, Jones and Bartlett Publishers, 076374025X [ESSENTIAL TEXT]

Beaglehole, R. Basic Epidemiology (2ed.) OUP New York

Blaikie, N. (2000) Designing social research.

______87 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Cambridge, Maldon MA.

Blaxter, L., Hughes, C. and Tight, M. (2001). How to research. (2nd ed) Open University pres, Milton Keynes.

Bryman, A. and Cramer, D. (2001). Quantitative data analysis with SPSS for windows. Routledge, Hove. Burns, R.B. (2000) Introduction to Research Methods, Sage, London.

Combes, H.C. (2001). The research students guide to success. Open University Press Milton Keynes.

Cryer, P. (2000) Research using IT, Palgrave, Basingstoke

Gillham, B. (2000) Case study research methods, Continuum, London

Gerstman, B. 2008, Basic Biostatistics: Statistics for Public Health Practice, Jones and Bartlett Publishers, Boston Mass 0763735809 Hebel, J. McCarter, R. 2006: Study Guide to Epidemiology and Biostatics, 6th edition, Jones Bartlett Publishers – 0763734918

Rudestam,K. and Newton, R. (2001). (2nd ed.) Surviving your dissertation. Sage, London.

Saunders, M., Lewis, P. and Thornhill A. (2003) Research Methods for Business Students, (3rd ed.) Prentice Hall, London

Other resources:

WebCT

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______88 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

1 UNIT TITLE Environmental Health Placement 2 BRIEF SUMMARY This unit gives students the opportunity to witness professional practice and develop a reflective approach to environmental health interventions. 3 UNIT CODE NUMBER 32PLXEH001 4 HOME PROGRAMME BSc(Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Stephen Turner 8 CREDIT VALUE 120 CREDITS AT P LEVEL: 9 TOTAL AMOUNT OF Not applicable STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory for Sandwich Students on Sandwich (Integrated) 10 UNIT STATUS Route. Satisfactory completion of Levels 4 and 5 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be able to 13 UNIT LEARNING have attained or demonstrated: OUTCOMES 1. an awareness of the social, economic and managerial factors, which exist within the working environment.

2. individual competencies and vocationally relevant skills through practical experience within the appropriate organisation.

3. that they are able to contribute to a specific area of the organisation.

4. the ability to place the theoretical understanding of their previous studies into the practical application of the working environment.

5. recognition of the importance of personal development and have further developed their employability/transferable skills.

______89 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______14 CURRICULUM  planning and managing own learning and performance, OUTLINE and achieving a range of practical performance skills.  reflective practice within the workplace, cultural awareness, and effective interpersonal communication skills.  awareness of organisational structure and profile within the sector as a whole.  impacts of external/internal influences, researching, data analysis for effective interventions.  personal and professional development and its relationship to future career paths The student acts as an independent learner under the 15 LEARNING & guidance of a workplace mentor, and a University based TEACHING ACTIVITIES academic supervisor who will visit and advise the student/mentor on at least one occasion.

The student sets individual objectives, which are reviewed and agreed periodically with the workplace mentor in order they meet the general needs of the learner and more specifically the requirements of the CIEH Experiential Learning Portfolio.

The student will be encouraged to develop a reflective approach in respect of the effectiveness of interventions regarding intended aims and objectives.

Two Assessments Pass/Fail 16 ASSESSMENT STRATEGIES Written assignment will address learning outcomes 2, 4 & 5. 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF Presentation / Report will address learning outcomes 1-5. ASSESSMENT Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’. EH Student Placement Handbook 18 INDICATIVE STUDENT LEARNING RESOURCES Guidance issued by CIEH regarding Experiential Learning Portfolio. (www.cieh.org)

A briefing session will be held in the University before 19 ANY ADDITIONAL commencement of the placement year. A representative of NOTES AND CIEH will be invited to outline the requirements of the COMMENTS Experiential Learning Portfolio (ELP).

Students will also be offered a further ELP workshop held at the University at an appropriate point during the placement year. ______90 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Community Strategies 2 BRIEF SUMMARY This unit explores the role of housing in enhancing the well being of local communities and the achievement of sustainable development. 3 UNIT CODE NUMBER 32CS3001 4 HOME PROGRAMME BSc(Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Stephen Turner 8 CREDIT VALUE 20 CREDITS AT 6 LEVEL: 9 TOTAL AMOUNT OF 200 hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory 10 UNIT STATUS None 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES 1. Identification and analysis of current housing and related community- based issues.

2. Evaluation of the role of housing interventions in improving health and well being.

3. Critical review of the contribution of regeneration policies and the importance of the holistic viewpoint to the sustainable development, health and well being of communities.

4. Development of a strategic response designed to effect positive changes within an identified community and awareness of the benefits of partnership working ______91 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

14 CURRICULUM OUTLINE  Analysis of current UK housing stock at national and local levels, tenure types and distribution, examination of socio-economic factors in housing provision, special needs groups, health needs and inequalities across the housing sector.

 Roles of central government, local government, regional health providers, housing associations and the private sector, planning controls, wider context of community regeneration, housing finance, sustainable development and environment policy.

 Essential features of local housing strategies, housing provision in the context of the community. Role of housing strategy in eliminating or minimising inequalities in health; sources of information in relation to strategy development.

 Review of legislation, area and individual issues, determining the most satisfactory courses of action, impact of unsatisfactory housing on the health and well being of communities.

 Review of socio-economic indicators of health, lifestyle factors and behaviour as contributors to disease and ill health.

 Current government policy relevant to key areas of sustainable development strategy and reduction in inequalities in health.

 Synthesis of evidence and selection of the most effective intervention strategies.

 Participation and engagement of the stakeholders in communities in intervention development and decision making.

______92 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______In order to facilitate the development of an embedded 15 LEARNING & environmental health perspective upon interventions; TEACHING and develop an understanding that the most ACTIVITIES successful interventions involve inputs from / involvement with other professional or groups of professionals, all students must study significant interventions in an area which should:

 Facilitate the development of the holistic viewpoint,  Extend beyond the intervention area which is the main focus of the potential impact,  Consider the actual or potential effects of the interventions (or absence of) on human health,  Develop an understanding of the essential need and benefits of working with other professionals, organisations or agencies in order to achieve the objectives of the intervention

Students will be encouraged to develop a greater depth of understanding by evaluating and analysing issues.

Presentations and discussions made in seminars will allow students to investigate in depth current issues. The multi-factoral approach to community issues will be explored.

The student will be directed to reflect on the role of different agencies in the context of current public and environmental health issues. Students will be exposed to a wide range of current initiatives.

Site visits to communities subject to interventions such as renewal and regeneration will enable students to encounter real issues and reflect on the views of professionals in the field. Guest lecturers will be used to highlight current initiatives.

Students will be encouraged to develop and refine generic, transferable skills such as team working, leadership, advocacy, mediation and project management.

Lectures 24 hours Seminars 12 hours Tutorials 12 hours Site Visits 8 hours

Coursework (40%) 16 ASSESSMENT

______93 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Examination (3 hours) (60%) STRATEGIES Assessments will include student evaluation of 17 ASSESSMENT significant interventions which: CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT  Develop the holistic viewpoint,  Extend beyond the intervention area which is the main focus of the potential impact,  Consider the actual or potential effects of the interventions (or absence of) on human health,  Develop an understanding of the essential need and benefits of working with other professionals, organisations or agencies.

Specific assessment: Written Coursework / Presentation further to a site visit - will primarily address learning outcome 4 but will also require exploration of learning outcomes 1-3

(40%)

Written Examination (3 hours) to assess learning outcomes 1 – 4 (60%)

Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’. Adams L, Amos M, & Munro J. (ed). (2002) Promoting 18 INDICATIVE health: politics and practice. Sage. London STUDENT LEARNING RESOURCES Balchin, Paul N. - Housing policy : an introduction - 4th ed. - . - London : Routledge, 2002 - - 0415252148041525213X (hbk.) : also electronic resource format.

Carr, Helen - The Housing Act 2004 : a practical guide /... [et al.] - - . - Bristol : Jordans, 2005 - - 0853089523 Also ELECTRONIC BOOK CHAPTER

Collins, Scott - Anti-social behaviour : powers and remedies / Scott Collins and Rebecca Catt - 2nd ed. - . - London : Sweet & Maxwell, 2006 - - 0421950005 (pbk.) : also ELECTRONIC BOOK CHAPTER

Cottrell, R. (2002). Principles and foundations of health promotion and education. 2nd ed Allyn & Bacon . London

Downie R, Tannahill C & Tannahill A. (1996) Health Promotion Models and Values , Oxford Medical Publication.

______94 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Driscoll, James, 1946- - Housing : the new law : a practical guide to the housing act 2004 / James Dr - - . - London : Butterworths, 2006 - - 1405712392 (pbk.) :

Ewles L & Simnett I. (2003) Promoting Health: A Practical Guide Balliere Tindall, London [ESSENTIAL READING]

Groves, Rick - Implementing new powers for private sector housing renewal [electronic resou - - . - York : Joseph Rowntree Foundation, 2005 - Housing Market Renewal S. – 1859354289

Hughes, David 2005 ... et al -Text and materials on housing law - Oxford : Oxford University Press- - 0406966516 (pbk.)

Katz, J. Peberdy A. (1997) Promoting health : knowledge and practice. Macmillam, Basingstoke.

Lund, Brian, 1945- - Understanding housing policy / Brian Lund - - . - Bristol : Policy, 2006 - Understanding welfare : social issues, policy and practice - 1861346247 (hbk.) :1861346182 (pbk.) :

Malpass, Peter - Housing and the welfare state : the development of housing policy in Britain - - . - Basingstoke : Palgrave Macmillan, 2005 - - 03339620950333962087

MacDonald, T.H. (2003) The social significance of health promotion. Routledge, London

Mullins, David, 1955- - Housing policy in the UK / David Mullins and Alan Murie ; with Phil Leather - - . - Basingstoke : Palgrave Macmillan, 2006 - Public policy and politics - 0333994345 (pbk.) :

Naidoo J & Wills J. (2000) Health Promotion, Foundation for Practice , Balliere Tindall, London [ESSENTIAL READING]

Seedhouse, David. (2003) Health promotion : philosophy, prejudice and practice. 2nd ed. Chichester : Wiley

Stewart, Jill, 1967- - Environmental health and housing / Jill Stewart - - . - London; New York : Spon Press, 2001 - Clay's library of health and the environment ; v.1 - 041525129X :0415251303 (pbk. : alk. paper) also ELECTRONIC BOOK format

Other resources: ______95 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

Chartered Institute of Housing (http://www.cih.org/)

Department of Communities and Local Government (www.dclg.gov.uk)

Homes and Communities Agency (www.homesandcommunities.co.uk/)

Joseph Rowntree Foundation (www.jrf.org.uk)

National Housing Federation (www.housing.org.uk/)

Tenants Services Authority (www.tenantservicesauthority.org/index.php)

Residential Property Tribunal (http://www.rpts.gov.uk/)

WebCT

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Environmental Protection Policy and Practice 2 BRIEF SUMMARY Examines the environmental impact of pollutants within local, national and global contexts. Analyses the control strategies available to control emission levels and ameliorate or remove risks to health. 3 UNIT CODE NUMBER 32EP3004 4 HOME PROGRAMME BSc (Hons) in Environmental Health 5 HOME DEPARTMENT Department of Food & Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Anne Clayson 8 CREDIT VALUE 20 CREDITS AT 6 ______96 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) MANDATORY CORE 10 UNIT STATUS NONE 11 PRE-REQUISITES

NONE 12 CO-REQUISITES On successful completion of this unit students will be able to: 13 UNIT LEARNING OUTCOMES 1. Assess the impact of climate change within a national and global context

2. Evaluate the effectiveness of pollution prevention and control strategies

3. Demonstrate knowledge and synthesis of control strategies available to eliminate, reduce or mitigate the risk to health and the environment and communicate this effectively

4. Undertake problems solving tasks in relation to complex environmental pollution problems

5. Discuss the need for partnership working for the effective investigation, evaluation and control of environmental pollution problems

14 CURRICULUM  Environmental Risk Management principles OUTLINE including the application of USEPA quantitative risk assessment methodology.

 Critical review of effectiveness of National air quality standards including the derivation of standards and their relevance for Local Air Quality Management.

 Research developments and emerging health issues related to air pollutants and contaminants

 The mechanism of climate change and the principal control strategies available, including examination of the practical ways of reducing an organisation’s contribution to the process.

 Efficacy of Government policy relevant to sustainable development - strategy and progress.

 The propagation and control of noise within the workplace and the control of noise as a nuisance –

______97 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______BS4142, rating of industrial noise, planning and policy guidance.

 Integrated pollution prevention and control and the application and evaluation of ‘Best Available

 Technology’ as a legislative tool in the control of emissions by Local Authorities.  Analysis of Monitoring and survey methods for the investigation and control of ‘point sources’ of pollution.

 The determination of contaminated land sites - Environmental Impact Assessment, undertakings and legislative requirements.

 Evaluation of the full range of potential public health impacts associated with complex environmental pollution problems and the selection of appropriate interventions e.g. emergency planning exercise.

 Effective communication and role of risk perception within the context of environmental risk management – community involvement, the role of the EHP and communicating with partners

Lectures will deliver the core material relating to the effective 15 LEARNING & management of the risks associated with environmental TEACHING ACTIVITIES pollution. Seminars will provide students with the opportunity to evaluate complex case studies (Studies in Depth) that give rise to a wide range of pollution impacts including social, economic and health impacts. They will be required to synthesise control strategies that encompass the full range of relevant interventions. They will then communicate their finding with their fellow students and tutor and reflect on what they have done. Practicals will focus on the application and analysis of pollution monitoring methods and will provide students with the opportunity to examine and use a range of monitoring equipment including those used for personal and general air quality monitoring.

Lectures 24 hours Seminars 24 hours Practicals 12 hours

16 ASSESSMENT STRATEGIES Coursework 40% Written Examination Paper 60% 17 ASSESSMENT CRITERIA FOR Coursework 2500 words to assess achievement of unit ______98 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______learning outcomes 3, 4 and 5 UNIT/ELEMENTS OF 40% ASSESSMENT Written Examination (3 hours) to assess unit learning outcomes 1, 2, 3, and 5 60%

The coursework will assess the student’s ability to investigate a complex environmental health problem, through analysis of research, legislation, policy and practice, and any emerging issues relevant to the subject. The assessment includes a written submission, visual presentation, discussion amongst the peer group, and engagement with reflective learning.

Refer to Definitive Document section 2.3 ‘ Assessment Criteria for Marking Schemes’

List of Recommended Journals 18 INDICATIVE STUDENT Health, Risk and Society LEARNING RESOURCES Journal of Environmental Health Perspectives

Journal of Environmental Health

Journal of Environmental Protection

Air Quality Management

Environmental Economics

Bate, R., 1999, What Risk? Science, Politics and public health, 2nd Edition, Butterworth Heinemann

Bies, D., Hansen, C., 1997, Engineering Noise Control – theory and practice, 2nd Edition, E&FN Spon

Glasson, J. et al. Introduction to Environmental Impact Assessment. UCL Press. 1997

Tietenberg, T. Environmental Economics and Policy. Harper Collins Pubs. 1994

OECD, Economic Instruments for Environmental Protection. OECD. 1989

Boyle, A (1994); Environmental Regulation and Economic Growth; OUP

IWA (2002) Report of the Welsh Institute of Affairs

Palmer S et al; 2005; Risk of Congenital Anomalies after ______99 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Opening of Landfill Sites, Environmental Health Perspectives, Vol. 113:10

Stewart J.A et al; Public Concerns regarding the effects of Nantygwyddon Landfill Site on the Incidence of Non Hodgkins Lymphoma In the South Wales, Rhonnda Valley, Welsh Cancer Intelligence And Surveillance Unit, Cardiff

Purchon D. 2001;Independent Investigation Nantygwyddon Landfill Site, The National Assembly For Wales, 2001

An Evaluation of the Environmental Health Services Assessment Process, Agency for Human Toxic Substances and Disease Registry, 2002.

Assessing Chronic Health Risks from Stationary Source Air Emissions in Volgograd, Russia: A Case Study in Quantitative Health Risk Assessment. The Volgograd Health Risk Assessment Working Group Development Discussion Paper No. 601; September 1997

Web Sites

http://www.defra.gov.uk/environment/

For guidance notes on: Integrated Pollution Prevention and Control Local Authority Pollution Control Local Air Quality Management Best Available Technology Contaminated Land

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Food and Health Risk Policy 2 BRIEF SUMMARY To provoke critical thinking and discussion across a range of food and health policy issues. The unit will require students to undertake critical analysis and reflection of regulatory, political and scientific mechanisms which are designed to ______100 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______control, minimise or prevent food related health risks. 3 UNIT CODE NUMBER 32FH3001 4 HOME PROGRAMME BSc (Honours) ENVIRONMENTAL HEALTH 5 HOME DEPARTMENT FOOD AND TOURISM MANAGEMENT 6 SUBJECT AREA 7 UNIT LEADER(S) ANNE CLAYSON 8 CREDIT VALUE 20 CREDITS AT 6 LEVEL: 9 TOTAL AMOUNT OF 200 hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) MANDATORY CORE 10 UNIT STATUS 11 PRE-REQUISITES NONE NONE 12 CO-REQUISITES On successful completion of this unit students will be able to 13 UNIT LEARNING have attained or demonstrated: OUTCOMES 1. Critical evaluation of the key policy frameworks in place to deliver food control enforcement.

2. Reflective practice of emerging food safety issues, strategies, evidence and initiatives.

3. Analytical knowledge of emerging public health policy issues

4. Critical discussion and reflection of the effectiveness of intervention strategies in food and public health.

5. Applied knowledge of the principles of individual and societal risk perception and communication in a public health context.

14 CURRICULUM OUTLINE  Enforcement and regulatory change management in food control and health risk policy

 Assessment of effectiveness of alternative strategies for food control enforcement;

 Review and evaluation of risk regulation systems

 Critically appraise Hampton; Macrory: Davidson and

______101 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______relevant official recommendations for change in practice

 Critical evaluation of the effectiveness of regulatory arrangements for food control, particularly critical discussion regarding enforcement failings: indicative syllabus - Pennington and Ecoli 0157;

 Public perception and knowledge of food safety hazards and risks: risk perception and risk communication: social amplification of risk; role of the media within the context of food and non food health risks

 Reflective practice regarding scores on doors; retail enforcement pilot; fitness for purpose;

 Reflection and discussion on determining and measuring endpoints to evaluate the efficacy of food and health risk policy.

 Global food safety perspectives in relation to food supply and security issues – contextualised against UK regulation and requirements and sustainability.

 Food pests and pest diseases of global significance

 Analysis of current chemical food toxicity issues and Evaluation of Scientific risk assessment in Environmental Health : ochratoxin A; acrylamide; pesticide and veterinary residues

 Evaluation of current developments in microbiological and chemical safety of food and feed including emerging pathogens

 Appraisal of applied and emerging toxicology issues: chemical toxicity in food; regulatory controls

 Principles of quality management: Auditing of risk management and inspection practices

 Evaluation of the role of assurance and certification standards in improving food safety

Lectures will deliver the core material relating to the risk 15 LEARNING & management of food safety and public health factors in a TEACHING ACTIVITIES national and global context.

Tutorials will deliver material independently and will provide further development of the curriculum.

A multi-factorial and holistic approach to issues will be ______102 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______emphasised, with reflection on the effectiveness of interventions and policy direction. Students will be given opportunity to evaluate cases studies which give rise to a wide range of food and health risk impacts. Students must be able to show critical evaluation and present discussion of argument which demonstrates knowledge and synthesis of a range of relevant intervention strategies – both nationally and internationally.

Lectures 24 hours Tutorials 24 hours

16 ASSESSMENT STRATEGIES Examination: 60% Coursework: 40%

17 ASSESSMENT CRITERIA FOR Written Examination (3 hours) to assess unit UNIT/ELEMENTS OF Learning outcomes 1, 3, 4 and 5 ASSESSMENT 60% Coursework to assess ALL unit learning outcomes 40%

The coursework will assess the student’s ability to investigate a complex environmental health problem, through analysis of research, legislation, and emerging issues relevant to the subject. The assessment includes a written submission, visual presentation, discussion amongst the peer group, and engagement with reflective learning.

See Definitive Document on Assessment and Classification criteria under ‘Assessment Criteria for Marking Schemes’

Journal of Risk Analysis 18 INDICATIVE STUDENT Health, Risk and Society Journal LEARNING Toxicology Letters RESOURCES Journal of Applied Toxicology Journal of Food Contaminants

Food and Chemical Toxicology Journal: Volume 47, Issue 5, May 2009 pp 909 - 1040Early Awareness of Emerging Risks to Food and Feed Safety

Journal of Food Control Application of multivariate statistics in a risk-based approach to regulatory compliance: Vol 20, January 2009 Pages 17-26 K.M. Lee, T.J. Herrman, B. Jones

Current Opinion in Biotechnology Thinking Beyond the HACCP; Editorial April 2009; Wright and Teplitski Vol 20 ______103 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

Chesworth, N. (Ed). Food Hygiene Auditing. Blackie Academic And Professional. 1997.

Doeg, C. Crises Management In The Food And Drinks Industry. Chapman And Hall 1995.

Fedchock, C. The Role Of Regulatory Agencies And Industry In HACCP. International Journal Of Food Microbiology, 1994 187-195.

Pidgeon, N, Kasperson, R, Slovic, P 2003 The Social Amplification of Risk, Cambridge Press

Flynn, J: Slovic, P. ; Kunreuther,H: 2001 Risk, Media and Stigma: Understanding Public Challenges to Modern Science and Technology

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Occupational Health and Safety Management This unit provides students with an understanding of 2 BRIEF SUMMARY the importance of risk management in an organisational and legal context. 3 UNIT CODE NUMBER 32OH3002 4 HOME PROGRAMME BSc (Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) G Gillibrand 8 CREDIT VALUE 20 CREDITS AT 6 LEVEL: 9 TOTAL AMOUNT OF STUDENT LEARNING 200 hours (NOTIONAL HOURS OF LEARNING) MANDATORY CORE 10 UNIT STATUS None 11 PRE-REQUISITES

______104 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______None 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to have attained or demonstrated:

1. An ability to critically review risk management systems and the development of the holistic viewpoint and understand their importance in effective health and safety management.

2. The ability to critically evaluate the effectiveness of safety management systems and employer’s abilities to self regulate.

3. An ability to analyse methods employed to control work related illnesses, diseases and conditions e.g. stress, noise induced hearing loss, RSI etc. within the workplace and advise employers on suitable strategies available to reduce risk further.

4. An ability to critically advise employers on suitable strategies and develop effective partnership working to effectively control occupational health and hygiene hazards e.g. ergonomics in the workplace, hazardous substances (chemicals, lead asbestos etc), noise etc.

5. An understanding of audit risk control systems, critically evaluate their effectiveness and advise employers as to necessary improvements.

6. An ability to evaluate the impact of work activities on members of the public and rthe development of suitable interventions to reduce risk. 14 CURRICULUM  Risk management philosophy for effective OUTLINE control and enforcement purposes

 Effective management, control and evaluation of risk management systems for:-  Stress  Asbestos  Hazardous substances  Noise  Ergonomics in the workplace

 Development of an holistic viewpoint and the environmental health perspective upon ______105 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______interventions.

 Appreciation of the need for effective partnership working.

In order to facilitate the development of an 15 LEARNING & embedded environmental health perspective upon TEACHING interventions; and develop an understanding that the ACTIVITIES most successful interventions involve inputs from / involvement with other professional or groups of professionals; all students must study significant interventions in an area which should:

 Facilitate the development of the holistic viewpoint,  Extend beyond the intervention area which is the main focus of the potential impact,  Consider the actual or potential effects of the interventions (or absence of) on human health,  Develop an understanding of the essential need and benefits of working with other professionals, organisations or agencies in order to achieve the objectives of the intervention

Students will be introduced to risk management practice relating to occupational health and safety through lectures, which will be supported by seminars in which students will discuss the issues raised during lectures. Practicals will be used to conduct filming in relation to the assignment (see below under assessment strategies).

Delivery will follow the following format:-

Lectures ...... 22 hours

Seminars...... 12 hours

Tutorials...... 12 hours

Practicals……………………………...4 hours

Student Centred Learning ...... 140 hours

A wide range of delivery techniques will be employed including formal lectures, guest speakers, practical case studies, exercises and the use of a variety of learning aides e.g. DVD’s, accredited training packs etc.

______106 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Coursework 40% 16 ASSESSMENT Examination 60% STRATEGIES Assessments will include student evaluation of 17 ASSESSMENT significant intervention(s) which: CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT  Develop the holistic viewpoint,  Extend beyond the intervention area which is the main focus of the potential impact,  Consider the actual or potential effects of the interventions (or absence of) on human health,  Develop an understanding of the essential need and benefits of working with other professionals, organisations or agencies.

Coursework: Written / Presentation - will assess learning outcomes 3 and 4 (40%)

Written Examination - will assess all learning outcomes. (60%)

Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’

COSHH regulations 2002 18 INDICATIVE Control of asbestos regulations 2006 STUDENT LEARNING Control of lead at work regulations 2002 RESOURCES Control of noise at work regulations 2005 COMAH regulations 1999 Management of Health and Safety at work regulations 1999 Manual Handling Operations regulations 1992 Health and Safety (Display Screen Equipment) regulations 1992

HS(G)65 Successful Health and Safety Management, HSE Books, 1991 HS(G)48 Human Factors in Industrial Safety, HSE Books Akass, Ron. What every manager needs to know about health and safety, Aldershot Gower, 1995 Barrett, B. Cases and materials on occupational health and safety law, London: Cavendish, 1995 Broadhurst, A. Health and safety, 3rd edition, London: Pitman (NatWest business handbooks), 1996 Redgrave’s Health and Safety, 4th Edition, London: Butterworth 2002 Ridley, J. Safety at Work, 6th Edition, Oxford: Elesvier Science, 2003 Smith, I.T. Health and safety: the new legal framework, 1993 ______107 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Stranks, Jeremy W., The Handbook of Health and Safety Practice, 5th Edition, London: Financial Times/ Prentice Hall 2000 Stranks, Jeremy, Health and Safety for Management, London: Highfield 2003 Tolley's health and safety at work handbook (2003), 12th edition, Croydon: Tolley

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

______108 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______1 UNIT TITLE Project (Environmental Health) 2 BRIEF SUMMARY This unit provides the student with the opportunity to carry out a critical evaluation of research in a chosen area of study. 3 UNIT CODE NUMBER 32PR3001 4 HOME PROGRAMME BSc(Hons) Environmental Health 5 HOME DEPARTMENT Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Stephen Turner 8 CREDIT VALUE 20 CREDITS AT 6 LEVEL: 9 TOTAL AMOUNT OF 200 hours STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) Mandatory core 10 UNIT STATUS Research Skills (Level 5) 11 PRE-REQUISITES

None 12 CO-REQUISITES On successful completion of this unit students will be 13 UNIT LEARNING able to have attained or demonstrated: OUTCOMES 1. the design and completion of an in-depth independent study of their choice, directly related to the course aims.

2. the development of their conceptual understanding and critical capacity and the extension of their project management and research skills.

3. identification, use and evaluation of appropriate research methods.

4. evidence of personal initiative, responsibility and decision making; independent work, organisation and management of time and resources.

5. critical reflection on the achievement of the project’s aim and objectives.

6. an evaluation of the cohesion of health related interventions across as many relevant sectors as appropriate. This is necessary to demonstrate the holistic viewpoint in respect of evidence-based environmental health practice.

______109 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______14 CURRICULUM OUTLINE  The nature, structure and process of an honours project; identifying topics and planning research.

 Problem identification, analysis and solution techniques.

 Information retrieval and collection; literature search and evaluation;

 Critical thinking skills

 Exploring primary and secondary sources of data;

 Evaluating information sources, interpretation, analysis and critical review.

 Validity, reliability, causation and correlation.

 Writing a research report

Notes The project will not require collection of original data.

It should comprise elements of critical analysis of existing data and/or a systematic review of existing research.

______110 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______15 LEARNING & TEACHING In the Research Skills Unit (Level 5) students will ACTIVITIES have received a series of structured sessions covering a range of research methodologies, appropriate to the flexibility of the unit, including: literature search and evaluation; secondary and primary data identification; data analysis; critical thinking skills; and writing a research report.

Students will be given an initial briefing on the requirements of the project and will receive guidance on the development of an appropriate field of study.

The area of study which should involve a multi- factorial and holistic approach will be subsequently supervised by a member of the academic staff

Students will be required to produce a project proposal following their literature survey. The proposal will develop aims and objectives, and provides a coherent argument detailing how the style of project chosen will achieve the unit’s learning outcomes. Subsequently students will develop a methodology which explores existing data and/or research in order to derive a results and discussion section.

The project supervisor will hold regular individual sessions to provide guidance to enable appropriate progress is made.

Students will also be supported by a handbook and web based material.

This unit will further reinforce the studies in-depth approach through a delivery mechanism which is student centred and builds on the approach developed in the other Level 6 core units.

Lectures:6 hours Tutorials: 6 hours

Individual sessions with the project supervisor are not included in the hours stated above.

16 ASSESSMENT STRATEGIES Coursework (100%)

______111 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Project Proposal and Draft Literature Review – will 17 ASSESSMENT address learning outcomes 1 – 6 CRITERIA FOR (30%) UNIT/ELEMENTS OF ASSESSMENT Written Project (suggested 5000 words) – will address all learning outcomes (70%) Refer to Definitive Document Section 2.3 for ‘Assessment Criteria for Marking Schemes’. Bell, Judith, 1930- - Doing your research project : a 18 INDICATIVE guide for first time researchers in education - 4th ed. STUDENT LEARNING - . - Maidenhead : Open University Press, 2005 - - RESOURCES 0335215041033521505X (Also ELECTRONIC BOOK Chapter

Buckingham : Open University Press, 2002. – 0335206611 Also: Electronic Book Chapter

Blaxter, Loraine, 1945- - How to research / Loraine Blaxter, Christina Hughes and Malcolm Tight - 3rd ed. - . - Milton Keynes : Open University Press, 2006 - - 0335217478 (hbk.) :033521746X (pbk.) : Also electronic book

British Standards Institution. - British standard recommendations for the presentation of theses and dissertations. - 2nd ed. - London : B.S.I., 1990. - (BS 4821: 1990). - 0580178137

British Standards Institution. - Recommendations for references to published materials. - London : B.S.I., 1989. - (BS 1629 : 1989). - 0580162036

Corston, Rod. - A crash course in SPSS for Windows / Rod Corston and Andrew Colman. - 2nd ed. - Oxford : Blackwell, 2003. – 0631232060

Crombie, I. The Pocket Guide to Critical Appraisal, 12th edition, BMJ Press, 2004 072791099x

Denscombe, Martyn. - Ground rules for good research : a 10 point guide for social researchers / M. - Buckingham : Open University Press, 2002. - 0335206514

Gash, Sarah, 1946-. - Effective literature searching for research / Sarah Gash. - 2nd ed. - Aldershot : Gower, 2000. - 0566082772

Greenhalgh, T. How to Read A Paper, 3rd edition, Wiley Blackwell, 2006

Montgomery, Douglas C. - Design and analysis of experiments / Douglas C. Montgomery - 6th ed. - . - ______112 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______Hoboken, N.J. : John Wiley, 2005 - - 0471661597

Preece, R. A., Roy A.. - Starting research : an introduction to academic research and dissertation writing. - London : Continuum, 1994. - 1855670909

Salant, Priscilla. - How to conduct your own survey / Priscilla Salant and Don A. Dillman. - New York; Chichester : Wiley, 1994. – 04710126

WebCT

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Regulatory Enforcement (new spec) 2 BRIEF SUMMARY This unit is designed to provide a working knowledge of the law of evidence and criminal procedure for consumer protection professionals. A crucial component of this unit involves preparation for and taking part in a mock trial. 3 UNIT CODE NUMBER 4 HOME PROGRAMME BSc (Hons) Trading Standards BSc (Hons) Environmental Health

5 HOME DEPARTMENT Department of Food and Tourism Management 6 SUBJECT AREA 7 UNIT LEADER(S) Ajay Patel 8 CREDIT VALUE 20 CREDITS AT 6 LEVEL: 9 TOTAL AMOUNT OF 200 STUDENT LEARNING (NOTIONAL HOURS OF LEARNING) 10 UNIT STATUS Mandatory core ______113 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______

11 PRE-REQUISITES None None 12 CO-REQUISITES 13 UNIT LEARNING OUTCOMES On successful completion of this unit, students will be able to have attained or demonstrated:

1. An understanding of the procedural and evidential requirements in English law

2. An ability to appreciate the rules relating to the admissibility of evidence

3. An ability to identify and apply the procedures involved in a criminal trial and in civil proceedings

4. An ability to evaluate the roles of the parties in legal proceedings

14 CURRICULUM OUTLINE  Rationale behind the rules; the concept of a fair trial  The impact of the Human Rights Act 1998  Burden and standard of proof in criminal and civil cases  Nature of hearsay evidence; justification for the rule; exceptions; the differences between the requirements in criminal and civil law  The role of character evidence  Relevant provisions of the Police and Criminal Evidence Act 1984  Plea; mode of trial; committals; magistrates’ court procedure; statement of facts procedure; trial on indictment  Crown court procedure  Rules of civil evidence  Use of civil procedure to obtain interim orders, injunctions and enforcement orders  Witness competence and compellability  Case management by judges  Expert and ordinary witnesses  The Criminal Procedure Rules 2005  Disclosure of unused material

15 LEARNING & TEACHING 24 x 1 hour lectures ACTIVITIES 24 x 1 hour seminars ______114 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______152 hours independent study

The seminars will explore the issues raised and allow reinforcement of the related lecture materials..

3 hr examination (50%) 16 ASSESSMENT STRATEGIES Written assignment – (50%)

3 hr examination (50%) – Learning outcomes 1-4 17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF Written report of the court visit 50% – Learning ASSESSMENT outcomes 2-4

See programme assessment criteria contained in the definitive document. 18 INDICATIVE STUDENT LEARNING Murphy on Evidence (Tenth Edition) by Peter Murphy RESOURCES – Oxford University Press (2007) The Modern Law of Evidence (Seventh Edition) by Adrian Keane – Oxford University Press (2008) Blackstone’s Statutes on Evidence (Seventh Edition) by P.Huxley and M.O’Connell – Oxford University Press (2006) Evidence – Bar Manual 2008/9 – OUP (reissued annually) Archbold Criminal Pleading Evidence and Practice 2009 – Archbold (reissued annually) LPC Criminal Litigation 2008/9 by M. Hannibal and L. Mountford – OUP (reissued annually) LPC Civil Litigation 2008/9 by C. Osborne – OUP (reissued annually) Bar Manual: Evidence 2008/9 by ICSL – OUP (reissued annually) The Civil Court Practice 2009 – Butterworth’s (reissued annually) Crown Prosecution Service www.cps.gov.uk Ministry of Justice www.justice.gov.uk Judicial Studies Board www.jsboard.co.uk Criminal Justice System Online www.cjsonline.org

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 21 DATE OF MOST RECENT

______115 Document last modified on 21 May, 2012 BSc(Hons) Environmental Health Definitive Document ______CONSIDERATION:

______116 Document last modified on 21 May, 2012

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