Faculty of Education, Health and Sciences

Faculty of Education, Health and Sciences School of Science

MSc Environmental Health

Programme Handbook 2009-10

JACS CODE: B910 Programme Code MB9AK

Validated from September 2009 to September 2014

Delivered on campus at Kedleston Road Derby and online by e-learning

MSc Environmental Health September 2009 start 1 Faculty of Education, Health and Sciences School of Science

Contents Page number

1 INTRODUCTION 4

2 PROGRAMME TITLE AND INTERIM AWARDS 8

3 EXTERNAL BENCHMARKS AND ACCREDIATION 8

4 COURSE RATIONALE 9

5 PROGRAMME AIMS 13

6 PROGRAMME LEARNING OUTCOMES 13

7 STRUCURE AND CONTENT 16

8 PROGRAMME LEARNING, TEACHING AND ASSESSMENT 28

9 RESOURCES 37

10 PROGRAMME CALENDAR AND TIMETABLE 41

11 STUDENT SUPPORT AND GUIDANCE ARRANGEMENTS 43

12 THE STUDENT VOICE 45

13 POST-GRADUATE OPPORTUNITIES AND EMPLOYER LINKS 46

14 MARKING GUIDELINES 46

1 INTRODUCTION

Welcome

Welcome to the MSc Programme in Environmental Health. We believe that this is an exciting, interesting and vocational programme and hope that you will enjoy your studies with us. Our aim is for you:

 to successfully complete the programme,  to achieve the award of Master of Science,  to gain an in depth understanding of environmental health and  to set you well and truly onto the road of competence in Environmental Health.

The programme is delivered within the School of Science which itself is part of the Faculty of Education, Health and Sciences.

The Programme Handbook

This programme handbook contains important information and is intended to be a guide to get you started on the programme. It should also be used as a reference to the operation of the MSc programme throughout the year(s) and it is recommended that you browse through the entire handbook, noting key information and building an awareness of its content so that you can refer to it as required. It is provided as a practical guide to the Programme and should answer most questions you might have about how and when the programme operates. It also covers areas such as staff, student support, learning outcomes and assessment regulations.

The Course Team

If you come across difficulties and problems not dealt with in the handbook, then you have several sources of help and information to hand.

The team that delivers your programme consists of a dedicated group of academic and professionally qualified staff.

Mr. Alan Whitfield MCIEH MIOA and Chartered Environmental Health Practitioner Programme Leader MSc Environmental Health Module Leader Environmental Health in Practice Specialist Interests: Environmental Noise, Housing and nuisance

Mrs. Janet Higgitt MCIEH and Chartered Environmental Health Practitioner Module Leader Environmental Health Impacts (Workplace and Food) Specialist interests: Health and safety in the Workplace

Mr. Bruce Birkett MCIEH and Chartered Environmental Health Practitioner Module Leader Environmental Health Impacts (Natural and Built Environments) Specialist Interests: Housing and Food Safety

Ms. Gillian Carleton MCIEH Module Leader: Determinants of Health and the Environment 1 and 2 Specialist Interests: Public health and Food Safety

Dr. John Pritchard MIOA Module Leader Research Skills and Independent Scholarly Activity Specialist Interests: Environmental and Occupational Noise

Ms. Rosemary Horry AIEMA Module Leader Environmental Policy and Law Specialist Interests: Environmental Management Systems

If you are an e learning student, much of the work you undertake will be self directed, and will involve substantial evening and weekend work. We appreciate that, at certain instances, you may feel alone while on your programme – hence, we will provide you with contact details of other of campus students on the programme. Also, please do not hesitate to contact the staff here at Derby.

Contacting Staff

The course is delivered both on campus and by e learning and each module has an allocated tutor, the module leader.

All relevant information and course/module announcements are available online and the most efficient way to make contact with the module tutor or module staff is to post questions to the Environmental Health Homepage on Blackboard or the Blackboard module homepages as the question and response may be useful to other students. Blackboard is available from University of Derby Online (UDo) under course resources - Course Resources – udo.derby.ac.uk - UDo also provides access to other study resources and self service options.

There may be occasions where your query is more personal and you can also e-mail your query direct to the module tutor or the programme leader (see information about use of email on page??); see current student and module web pages for details.

If you wish to speak in person with a member of the course team then please arrange an appointment via e-mail first and state the nature of your enquiry.

The current student and module web pages list telephone numbers or you can call the University switchboard on 01332 622222.

Other Important Information

All the information you require can be found on the Internet. It is important to be aware of the sources. To access this information you will need your username and password that you were issued with for enrolment purposes.

Go to www.derby.ac.uk

On the University Homepage click on the link to Current Student and then take the link to UDo. You will now be prompted to enter your username and password.

Having successfully done this then you will be in your own personal UDo area and from here you will be able to see the modules that you are currently enrolled on. If you click on any of these then you will be taken the module site on Blackboard and this is where the module tutors will upload course materials, announcements, assignments etc. There will also be discussion boards and interactive activities for you to join in with.

You can also use UDo to:

 Check your details and module selections - Did you know that you can use UDo to view and amend your details? There is also a very useful section that allows you to view and change your current module selections.

 Get a free Email account - With UDo you will receive your own personal email address (@derby.ac.uk) and web browser e-mail system (similar to Hotmail). You can even use it to redirect University messages to other e-mail accounts. (It is important that you read the Course Team’s Policy on emails that follows)

 Access e-Journals, articles, book chapters, exam papers and online databases - UDo has links to the University’s Electronic Library, which has over 3,500 e-journals, hundreds of e-books, hundreds of journal articles and book chapters. – You no longer need to have a separate Athens password, just click on the Athens link and you’re logged in automatically by UDo.

The course team also hosts a programme level site on Blackboard that contains all the latest programme news and further information on the programme including:

 This programme handbook  Discussion groups  Student Information & Study Skills  Resources  Submitting Coursework  Extenuating Circumstances  Academic Offences of Plagiarism & Collusion  Latest placement opportunities

The University also provides a great deal of general information via its web site (www.derby.ac.uk) and three important sources are:

The University Rights, Responsibilities and Regulations (3Rs) document: http://www.derby.ac.uk/qed/3Rs/HE_PG.htm

Student Support and Information Services, including Student Support can be accessed here: http://www.derby.ac.uk/elearning/studentsupport

And wider information here: http://www.derby.ac.uk/student-support-and-information-services/ssis- general/student-support-information-services

Emails to Environmental Health Course Team

Upon your registration at the University of Derby you will be assigned a University email address with the suffix “@derby.ac.uk” details of how to access this email can found on the following link. http://doweb.derby.ac.uk/udo/helpandguides/UDoGuideJune2008.pdf

You must use this email address for communication with academic and technical staff. Student emails are guaranteed (by LIS) to pass through the firewall and be delivered to the recipients email address. Emails from any other address may be rejected by the university server and you may not get responses to your emails.

In Environmental Health we aim to reply to relevant emails normally within a maximum period of five working days (subject to staff absence from the University, in which case you will normally receive an out of office notice).

In order to facilitate our responses to your emails please follow the below guidelines. Failure to do so could result in a delayed or no response.

1) Use your student email address. If you use hotmail, yahoo, gmail or other webmail based addresses there is a significant chance your email will not be received as they are frequently blocked by the university firewall. If you do use web based email please add @derby.ac.uk to your ‘safe’ email addresses to make sure it is not treated as junk or spam mail.

2) All module timetables, handbooks and assignment details can be found on UDO (from the first week of term), and should contain all relevant information required by students, and so you should check there first. Staff should not be expected to supply information which they have already made available. There is also a Frequently Asked Question section that may answer your query. Also check the university FAQ website http://www.derby.ac.uk/faqs

3) In the subject header of the email state clearly what your email relates to e.g. ‘meeting required’ or ‘ECF needed’. When subject headers are blank staff might wrongly determine that you email is spam and delete it.

4) Write emails in an appropriate style. Be formal and do not use ‘text’ speak.

5) Only use the priority system ‘red flag’ to highlight emails that need a quick response e.g. extension to coursework, absence from exams. Or if your enquiry is urgent, please phone the member of staff.

6) Email the appropriate person. e.g. address queries to the specific lecturer, i.e. ‘module queries’ and extension queries should be directed to the module leader and ‘programme issues’ to your programme leader. Do not simply email your ‘favourite’ member of staff and expect them to deal with it or copy in multiple members of staff.

2 PROGRAMME TITLE AND INTERIM AWARDS

Programme Title: MSc Environmental Health

Award Titles:

Postgraduate Certificate in Environmental Health Studies Postgraduate Diploma in Environmental Health Studies Master of Science in Environmental Health (CIEH accredited) Master of Science in Environmental Health Studies (Non CIEH accredited)

3 EXTERNAL BENCHMARKS AND ACCREDITATION

The Chartered Institute of Environmental Health (CIEH) provides benchmarks and accreditation requirements that have formed a basis for the design of this programme. This is provided through the CIEH core curriculum 2007. The existing MSc Environmental Health programme is accredited and the CIEH have been actively involved with the development of the new programme structure and a joint University validation and CIEH accreditation event for this programme has been undertaken.

This programme will provide you with a route that leads to qualification as a Generalist Environmental Health Practitioner.

Qualifying as an Environmental Health Practitioner

To qualify as a generalist environmental health practitioner you will need to become registered with the Environmental Health Registration Board (EHRB). This organisation is a part of the Chartered Institute of Environmental Health (CIEH) and the two organisations work closely together.

To obtain your certificate of registration from EHRB, IN ADDITION to passing your accredited MSc in Environmental Health at Derby you will need to satisfy the following requirements:

 Pass an approved practical food examination  Undertake an appropriate period of work based learning and satisfactorily complete the CIEH Experiential Learning Portfolio (ELP). The MSc course at Derby is an integrated programme and so work based learning takes place as a key part of the programme – when you undertake the University requirements for work based learning this will also provide an opportunity to undertake the CIEH ELP requirements

 Pass the CIEH written professional examinations (only accessible after passing the CIEH ELP and on completion of the taught elements of the MSc)  Pass the CIEH professional interview

The latter two are both overseen by the CIEH but advice and guidance will be provided by both the course team who have experience at setting professional examinations for the CIEH.

Having satisfactorily passed all of the above you will be eligible for registration with EHRB and will be recognised as a qualified environmental health practitioner.

It is not necessary to register with EHRB until you are ready to submit your experiential learning portfolio (ELP) but you should be aware that there is a fee involved with this. The ELP itself however is available to download free from http://www.cieh.org/education/elp.htm and can be accessed at any time.

When you start your studies you are strongly encouraged to become student members of the CIEH. For the duration of your studies student membership of the CIEH is FREE and there are good reasons for becoming a member including:  free weekly and monthly professional magazines to keep you abreast of current issues and training opportunities  access to local CIEH branch activities such as seminars and training  access to regional student training support groups  news on student training and ELP events

An application form is available from the CIEH online at http://www.cieh.org/membership

Another useful source of student support for the ELP and other student related issues can be found on the Environmental Heath New Professionals website at: http://www.ehnewprofesionals.com

This site provides a forum for you to discuss student related issues and whilst it is supported by the CIEH in is run by students and newly qualified EHP’s for yourselves.

4 COURSE RATIONALE

Environmental Health is a multi facetted discipline that impacts on the health and well being of individuals and society as a whole. As a discipline it encompasses the main areas of:  Public Health  Food Safety  Workplace Health and Safety  Health and Safety in the Home Environment and  Environmental Protection

There is a need for environmental health practitioners (EHPs) who are able to understand and evaluate the stressors of environmental health which can impact onto human health; and are then able to critically evaluate the full range of interventions that are available to eliminate or mitigate the stressors and thereby protect human health. In 2007 the revised core curriculum of the CIEH indicated that an Accredited Degree is built up on and they produced a profile for the modern EHP:

ic Upd Topical & Dynam ating new Current health risks Strategies Securing Assessment & Improvement Monitoring & Compliance Environment Professional Core knowledge and skills EH stressors Attributes Health implications to human Evidence and habitat Base Intervention skills Ethics Operational and professional skills and practice Reflective practice skills Identifying & Determining Quantifying Interventions Risk Relevan Current t Standards Dyn ing Policies amic Updat

Figure1 Profile of the EHP Source: A Curriculum for Courses Leading to the Registration of Environmental Health Practitioners (EHPs) (CIEH July 2007)

For this purpose an understanding the ‘Sphere’ of Environmental Health (Figure 2) is essential. As a part of this course you will

 critically evaluate the ‘stressors’ that are imposed upon the ‘Sphere’ and the health implications of the stressors acting on the sphere  Gain an in depth understanding of the policy, strategy and management underlying the development and use of ‘interventions’ designed to deal with ‘implications’ arising from the stressors. Such intervention areas include: (a) The management, promotion and enhancement of safe food production, storage and retailing; (b) the identification, prevention and control of infectious and zoonotic disease; (c) the management, promotion and enhancement of internal and external air quality; (d) the management, promotion and enhancement of drinking, waste and recreational water quality; (e) the management, control and improvement of contaminated land; (f) the management, control and improvement of environmental and workplace noise;

(g) the management, control and enhancement of community living conditions; (h) the management, control and enhancement of health and safety within and in the vicinity of the workplace; and (i) the management, control and enhancement of public health and safety at ports of entry into the UK.

This programme provides a challenging and flexible approach to course delivery and we pride ourselves with the friendly and supportive environment that the University and the course team promote. The course team has strong professional and academic links and the programme we offer is currently the only CIEH accredited course offered by e learning. It is also currently the only CIEH accredited MSc course that incorporates Work Based Learning (We refer to this as Environmental Health in Practice). Both of these are key strengths promoted by the University and actively engaged with by the course team. We believe that this gives us a unique position with regard to provision of environmental health course delivery.

As well as delivering the core knowledge associated with environmental health, the programme is very practical in its approach. We believe that an essential element towards gaining competence in environmental health on this course is by being exposed to real life situations both through the work place and through the use of case studies based on real life scenarios. We also believe that EHP’s need to look holistically at environmental health stressors and the associated interventions and so this approach underpins much of your learning throughout the programme.

KNOWLEDGE BASE THE STRESSORS s r

o OPERATIONAL SKILLS s h s t e l r t Food : s a s

Biological r f e e o

Stressors t Investigates/Inspects h o c i

t a i l

Living Environment t p c a a m t

i Assesses r Chemical P g n

n h Stressors i e t t l

n Consults a e

Home Work e m v H e

n Environmen Environmen r l p Physical a Advises

t r d n

i Stressors n e a v

m Enforces g n n n o i r t i e c v Social e f Recreationa n

r Trains/Educates r Stressors E o l o f

Environmen , s s t g Advocates n n i m o i s l

Psychosocial t s u a e

Stressors b Evaluates i s r e s t a n

C b Researches

Figure 2 Diagram to show ‘stressors’ acting on the environment as a whole which, individually and collectively, produce a series of health impacts that are capable of being intervened against by Environmental Health Practitioners. Source “Environmental Health 2012 – A Key Partner in Delivering the Public Health Agenda” 2002, Burke, Gray, Paterson and Meyrick

5 PROGRAMME AIMS

The programme aims are to produce graduates:

1. Who have a detailed, comprehensive and critical understanding of the relationship between the ‘sphere of environmental health’, ‘the stressors’ and the necessary intervention strategies. 2. With the ability to develop primary data collection with an ability to critically evaluate the likely effects on Public and Environmental Health. 3. With a deep conceptual understanding that enables them to evaluate critically current research, scholarship and application and to communicate this in a clear, concise way. 4. With the ability to demonstrate self direction, originality and critical evaluation in utilisation of complex tools in novel situations. 5. With the ability to work confidently and effectively, both autonomously and in groups. 6. Who are able to access and pass the CIEH professional examinations and gain EHRB registration as a Generalist EHP.

6 PROGRAMME LEARNING OUTCOMES

On completion of the MSc Environmental Health you will be able to demonstrate that:

Knowledge and Understanding

1. You have a systematic understanding of the knowledge, and a critical awareness, of current issues and / or new insights in environmental health

Intellectual Skills

2. You have a conceptual understanding that enables you to critically evaluate current research and advanced scholarship within the discipline of environmental health 3. You have a conceptual understanding that enables you to make a critical evaluation of available models of analysis and where appropriate propose alternative models 4. You have the ability to deal with complex issues both systematically and creatively and make informed judgements in the absence of data 5. You are able to critically evaluate the interventions available to control mitigate or eliminate the impact from environmental health stressors on human health

Key Practice Skills

6. You are able to express in a critical and reflective manner your understanding of the discipline of environmental health set in a professional context 7. You are able to reflect in a mature fashion upon the interventions, outcomes and conclusions associated with the discipline of environmental health

8. By taking account of the level of risk and other commercial, social, economic and public health considerations, you will be able to identify and implement the most appropriate course of action to achieve compliance with applicable legislation and / or codes of practice and guidelines 9. You have developed a holistic view and approach to environmental health interventions the inter-relationship between stressors and with other aspects of environmental health

Transferable Skills

10. You can organise and undertake independent scholarship to a satisfactory standard with an appropriate level of originality 11. You can communicate effectively the outcomes of your dissertation, project, exhibition, or action-based report to others 12. You can communicate appropriately with a range of people and organisations using suitable language and means of delivery

The links from teaching and assessment methods to programme learning outcomes can be considered in relation to the four areas of learning.

Knowledge and Understanding

The course materials introduce knowledge of environmental health and refer to journal articles and applications. These are accompanied by appropriate exercises that require interaction with the materials and facilitate deep understanding. While deep understanding is supported by contact and discussion with staff, you are also encouraged to use on-line discussion forums to provide support for each other. Assessment of knowledge and understanding is by coursework, often taking the form of portfolios containing shorter items and larger items of work. This approach ensures a breadth and depth of knowledge required at this level.

Intellectual Skills

The course materials and regular exercises and examples encourage you to critically evaluate the information provided and adopt a user centred approach when considering tasks in the workplace. This emphasis encourages you to synthesise actions from a wide range of information and knowledge. You are expected to gradually take responsibility for your own learning and integrate knowledge and application through staff support and encouragement to apply skills in the context of your own environment. The coursework assignments require a demonstration of the ability to critically evaluate, to interpret and synthesis information contained within practical reports thus demonstrating skills in the acquisition of data and its analysis. The culmination of this development process being the final independent scholarly activity which a research based, requiring a fully justified research question, design data collection, analysis and final discussion.

Key Practice Skills

You will develop and learn to use key practice skills as are outlined in annexe D throughout the programme but in particular two key modules of environmental health in practice and determinants of health and the environment provide a focus for this. You will also explore the importance of research informed practice and this is assessed through the various course work assignments that require information to be sourced and interpreted and reports of the practical activities and projects undertaken during the course, including the independent studies project.

Transferable Skills

All modules build transferable skills to some degree with the evaluation and consideration of interventions in environmental health being central to the programme. Specific examples of assessments that are based on transferable skills are the development of a health promotion campaign and associated production of an information leaflet, a poster and a presentation. All students need to communicate effectively with the tutor, and also to liaise appropriately to get the support and information they need from fellow students and in their own environment. IT is fundamental for both on campus and the e learning programme and IT is used across all modules for communication, support, locating and analysing information. The e learning format depends on good time management and the environmental health in practice modules means you develop the ability to use your own environment as a learning resource. The need to draw on transferable skills is essential to ensure the quality of the coursework in general. There will also be specific occasions when coursework requires demonstration of certain transferable skills such as data analysis.

Developing and embedding the 'Environmental Health perspective'

The CIEH core curriculum states that:

In order to: a) facilitate the development of an embedded environmental health perspective upon interventions; and b) develop an understanding that the most successful interventions involve inputs from/ involvement with other professional or groups of professionals all students must study significant interventions.

“These ‘in-depth’ studies 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;  Understand the essential need and benefits of working with other professionals, organisations or agencies in order to achieve the objectives of the intervention”

AND “One of the purposes of the ‘in-depth’ study is to facilitate the development of a holistic view of the subject and its inter-relationships with other aspects of environmental health”

To provide a greater depth and breadth of coverage for these this programme develops these concepts through the Determinants of Health and the Environment module and through the Environmental Health in Practice Module.

In particular the learning and teaching strategy adopted will reflect this holistic approach by utilising real life case studies and as a part of the Environmental Health in Practice module students will be able to experience, at first hand, the importance of a multi-disciplinary approach to interventions. To facilitate good practice in the area of public health interventions the students will present there their reflection and understanding as a part of their ongoing assessment for this module.

7 STRUCTURE AND CONTENT

Programme Structure

The programme is delivered as follows:  On campus full time or  On campus part time or  E learning full time or  E learning part time

It is a flexible level 7 modular course that can be studied over a period of one to six years depending on the students’ requirements and employment.

ALL the modules are core modules and to obtain the CIEH accredited degree ALL these modules MUST be passed – there is no allowance for compensation between modules. Likewise ALL the assessment elements for each module MUST be passed and again there is no allowance for compensation between assessments.

It is possible for a student to obtain a non CIEH accredited MSc in Environmental Health Studies where the Environmental Health in Practice Module is not taken. The routes through this programme can be found in Annexe H.

The shortest period that the programme can be completed in is 2 years due to the environmental health in practice (placement) requirement of up to 48 weeks. A typical full time course structure is shown in Figure 3 below. (This route can be followed full time on campus or full time by e learning.)

Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May- Aug) Envt. Policy and Law Environmental Health (15 Credits) Impacts (Natural and Built Environment) (15 Credits) Research Skills (15 Environmental Health Credits) Impacts (Workplace and Food) (15 Credits) Determinants of Health Determinants of Health and the Environment 1 and the Environment 2 (15 Credits) (15 Credits) Year 2 Environmental Health in Practice (30 Credits) Independent Scholarly Activity (60 Credits) Figure 3 MSc Environmental Health – 2 Year Programme 180 Credits September Starter

For students engaged in employment the programme offers a flexible route to qualification from 3 to 6 years in duration. It is envisaged that a part time student will normally complete the programme in 3 years and a typical part time course structure is shown in Figure 4 below. (Again this route can be followed part time on campus or part time by e learning.)

Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May- Aug) Envt. Policy and Law Environmental Health (15 Credits) Impacts (Natural and Built Environment) (15 Credits) Research Skills (15 Environmental Health Credits) Impacts (Workplace and Food) (15 Credits) Year 2 Determinants of Health Determinants of Health and Environment 1 (15 and the Environment 2 Credits) (15 Credits) Environmental Health in Practice (30 Credits) Year 3 Independent Scholarly Activity (60 Credits) Environmental Health in Practice (continued) Figure 4 MSc Environmental Health – Part Time 180 Credits September Starter

Module Availability

The programme has both a September and a January intake for part time students. A typical full time course structure for January Starters is shown in Figure 5 below. (Again this route can be followed part time on campus or part time by e learning.)

Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May- Aug) Environmental Health Impacts (Natural and Built Environment) (15 Credits) Environmental Health Impacts (Workplace and Food) (15 Credits) Determinants of Health Determinants of Health and Environment 1 (15 and the Environment 2 Credits) (15 Credits) Year 2 Envt. Policy and Law Environmental Health in Practice (30 Credits) (15 Credits) (Through to December) Research Skills (15 Independent Scholarly Activity (60 Credits) Credits) (Through to December) Figure 5 MSc Environmental Health – 2 Year Programme 180 Credits January Starter

A typical part time course structure for January Starters is shown in Figure 6 below. (Again this route can be followed part time on campus or part time by e learning.) Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May- Aug)) Environmental Health Impacts (Natural and Built Environment) (15 Credits) Environmental Health Impacts (Workplace and Food) (15 Credits) Year 2 Envt. Policy and Law (15 Credits) Research Skills (15 Determinants of Health Determinants of Health Credits) and Environment 1 (15 and the Environment 2 Credits) (15 Credits) Environmental Health in Practice (30 Credits) Year 3 Independent Scholarly Activity (60 Credits) Environmental Health in Practice (Continued) Figure 6 MSc Environmental Health – Part Time 180 Credits January Starter

Module Availability

The module availability for both on campus and by e learning is shown below in Figure 7.

Semester 1 (September Semester 2 (January to Semester 3 (May to to December) April) August) Environmental Policy and Research Skills (15 Credits) Determinants of Health Law (15 Credits) Environmental Health Impacts and Environment 2 (15 Research Skills (15 (Natural and Built credits) Credits) Environment) (15 Credits) (Runs as a 1 week Independent Scholarly Environmental Health Impacts block in May in Derby) Activity (60 credits (Workplace and Food) (15 through module to Credits) August) Determinants of Health and Environmental Health in Environment 1 (15 credits) Practice (30 credits Independent Scholarly through module to Activity (60 credits through August) module to December) Environmental Health in Practice (30 credits through module to December) Environmental Management and Audit (15 Credits) Environmental Noise Assessment (15 Credits) Environmental Regulation of Noise and Vibration (15 Credits)

Figure 7 MSc Environmental Health and Environmental Health Studies Module Availability

Normally students in full-time employment study four taught module equivalents (60 credits) a year (two modules in semester 1 and 2 modules per term) and complete the programme in three years. Students without work commitments (other than a placement for Work Based Learning) can complete the Masters in 2 calendar years.

All the modules are core, are at level 7 and the completion of the PG Cert., PG Dip. and Masters is credit based. (level 7 indicates that all the modules are being delivered at Masters level and so critical evaluation is an essential component of their evaluation). Most people hope to achieve the CIEH accredited MSc but sometimes circumstances mean they may need to withdraw from the programme and step off at an earlier stage, this structure allows for interim awards.

The structure of how an interim award can be obtained is shown schematically below:

60 Credits – Post Graduate Certificate (PGCert) Stage 1

120 Credits – Post Graduate Diploma (PGDip) Stage 2

180 Credits – MSc Stage 3 The MSc Environmental Health award is the only one that the CIEH recognises for EHRB registration purposes.

Module Summary and Contact Information

The Course team will be delivering the taught components of the programme and each has a specific role. The following module information will give you a flavour for the modules you will be studying and the key contacts. More detailed information can be found in the Module Guides.

Title: Environmental Policy and Law Module Code: Module Leader: Rosemary Horry Module Team: Alan Whitfield, Janet Higgitt, Bruce Birkett and Gillian Carleton Contact Details: [email protected] 01332 59 Room Module Summary: The module sets out to give an introduction and basic knowledge of the legislation and controls which surround the environment. Areas covered will range from international agreements, EU legislation through to the Local Authorities duty. This module will provide you with the background knowledge to enable you to understand how legislation works and what it attempts to achieve.

Title: Environmental Health Impacts (Workplace and Food) Module Code: Module Leader: Janet Higgitt Module Team: Bruce Birkett and Gillian Carleton Contact Details: [email protected] 01332 591899 Room N107 Module Summary: A study of the interface between food and the workplace with human health, to be assessed by a multipart case study. The module examines the concepts of hazard and risk in respect of stressors arising from food and the

MSc Environmental Health September 2009 start 20 Faculty of Education, Health and Sciences School of Science workplace. It will investigate a range of interventions to mitigate impact thereof including legal provisions.

Title: Environmental Health Impacts (Natural and Built Environments) Module Code: Module Leader: Bruce Birkett Module Team: Alan Whitfield Contact Details: [email protected] 01332 591899 Room N107 Module Summary: This module looks at the environmental health stressors associated with the natural and built environments. You will look at how air, water, land, waste and noise pollution and how conditions within the home can impact on human health and how a risk based approach is used to determine the actual risk to human health and how compliance strategies can be used to mitigate these impacts.

Title: Research Skills Module Code: Module Leader: John Pritchard Module Team: Richard Pope Contact Details: [email protected] 01332 59 Room N106 Module Summary: The aims of this module are to develop, to a high level, the skills needed for the design, initiation, development, management and successful execution of a research project. Students will receive training and guidance in how to access sources of information, design research investigations, design project methodology, interpret data and how to present the results. The skills acquired through the execution of this module will be highly applicable to level 7 modules across all of the MSc programmes. The focus of the module will be on work related to the development of a project proposal and planning for its execution.

Title: Determinants of Health and Environment 1 Module Code: Module Leader: Gillian Carleton Module Team: Alan Whitfield, Bruce Birkett and Janet Higgitt Contact Details: [email protected] 01332 591899 Room N107 Module Summary: This module aims to develop a critical understanding of the role of environmental health in relation to community health actions designed to address the wider/social determinants of health. The concepts of health and the new public health agenda will be discussed as will health protection measures and methods, sustainability, community development and regeneration.

Title: Determinants of Health and Environment 2 Module Code: Module Leader: Gillian Carleton Module Team: Alan Whitfield, Bruce Birkett and Janet Higgitt

Contact Details: [email protected] 01332 591899 Room N107 Module Summary: This module aims to provide the student with experience of applying the principles of the profession of environmental health, as developed in previous taught modules in an applied context. It will facilitate the development of an embedded environmental health perspective upon interventions and develop an understanding that the most successful interventions involve inputs from/ involvement with other professional or groups of professionals. By using a series of “real life” case studies it will: 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

Title: Environmental Health in Practice Module Code: Module Leader: Alan Whitfield Module Team: Janet Higgitt, Bruce Birkett and Gillian Carleton Contact Details: [email protected] 01332 591899 Room N107 Module Summary: This module aims to provide the student with experience of applying principles of the profession of environmental health, as developed in the taught modules in a real-world context (via a long-term placement). This enables the student to develop the intellectual and personal skills expected in an Environmental Health Practitioner. It is anticipated that the placement will be a minimum of 130 working days.

Students are required to maintain a reflective blog of their experiences in environmental health whilst on placement.

Title: Independent Scholarly Activity Module Code: Module Leader: John Pritchard Module Team: Alan Whitfield, Janet Higgitt, Bruce Birkett, Gillian Carleton, Jacob Atetunji, Aradhana Mehra, Rosemary Horry and Stan Salmon Contact Details: [email protected] 01332 59 Room N106 Module Summary: This module represents an opportunity for the student to exercise initiative, creative thinking and organisational skills in the pursuit of an independent piece of work of his/her choosing (subject to approval on academic, safety and ethical grounds where appropriate), and is a continuation of personal and academic skill development at level 7. Central to the research study will be a degree of

MSc Environmental Health September 2009 start 22 Faculty of Education, Health and Sciences School of Science problem solving and the formulation and testing of hypotheses. This module will enable students to achieve and demonstrate PG generic learning outcomes consistent with this stage, as stated within the PG regulatory framework

There may be rare occasions where a student decides after starting the programme that a career as an EHP is not for them and so they decide not to undertake the environmental health in practice module. However they still wish to exit with an MSc award. In these circumstances it is possible to obtain an MSc Environmental Health Studies and in place of the environmental health in practice module you would opt to take two 15 credit taught modules. The following modules are currently available for this route:

Environmental Management and Audit (15 Credits) Environmental Noise Assessment (15 Credits) Environmental Regulation of Noise and Vibration (15 Credits)

The MSc Environmental Health Studies is NOT accredited by the CIEH for registration purposes. However after completion of the MSc Environmental Health Studies you will still be able to access CIEH registration by undertaking the environmental health in practice module as a stand alone short course and the programme leader will liaise with the CIEH on an individual basis about this.

Associate students

Prospective Students will be able to access individual modules as associate students. This might be for Continuing Professional Development (CPD) purposes. Those who wish to take individual modules must hold entry criteria for the module as specified by the programme leader. A statement of achievement can be awarded upon completion of an individual module.

Work Based Learning – Environmental Health in Practice

This MSc Environmental Health is an integrated programme that incorporates work based learning into the MSc programme. We use environmental health in practice to deliver elements of the CIEH core curriculum. It is therefore an integral part of the programme and is assessed accordingly. Details of how the environmental health in practice module is structured and supported can be found in the module handbook with additional guidance in Student and Placement Supervisors Handbook.

The responsibility to find a placement to undertake work based learning rests with you the student. However the Course Team and University support staff will endeavour to help with this task. This assistance will include:  Publicising placement opportunities that are brought to our attention  Helping with placement applications  Helping with interview techniques  Putting you in touch with contacts that we may have at training organisations  Assistance with planning to obtain a placement  Structuring work based learning to suit employer needs  Liaising with potential placement providers regarding course and professional requirements

 Seminars to on how to secure training opportunities

You are also encouraged to make use of the Wales CIEH Student Training Directory which can be accessed at: www.ciehcymruwales.org

This directory provides useful training opportunities both within public sector organisations as well as private sector organisations – and it is not just for those students in Wales!

Most full time students will wish to undertake the placement as a block period. Part time students may however need to undertake the placement on a part time basis and we can help to plan for this over an extended period of time. The minimum placement requirement though is 130 working days regardless of the mode of study.

The Environmental Health in Practice module focuses on programme requirements to achieve very specific learning outcomes related to the CIEH core curriculum. But there will also be opportunities to fulfil the CIEH Experiential Learning Portfolio (ELP) requirements. Guidance and support for this is available both from within the University and the CIEH. The CIEH runs a mentoring scheme for students undertaking completion of their ELP. The way the scheme works is that several of the ELP assessors have volunteered to assist students undergoing work based learning and completing the ELP. The scheme is very informal - and free!!! Peter Wright (on behalf of the CIEH) operates the scheme. He is contactable on: Tel: 01706 223671 Email: [email protected]

Once contacted Peter will put students in touch with their most appropriate mentor(s) and the student (and mentor) can then make whatever arrangements are appropriate to themselves. Students are strongly recommended to contact and make use of the Mentor to help and advise on the writing up and completion of the ELP. It should be borne in mind that the mentor does not in any way replace the training supervisor – he/she is an ‘added extra!’ Peter also runs a series of workshops for students and training officers, details of which are published in Environmental Health News.

Support from the University whilst undertaking the placement will be available to both you and your training organisation. This support will include:  A placement visit to discuss progress and issues  A nominated University placement tutor from the Course Team to act as your point of contact  Supporting documentation that clarifies the responsibilities of you, the University and the training provider  Supporting documentation that states the programme requirements and assessment strategy for the placement and what you need to do to be successful  Access to online support including discussion groups, activities and virtual classroom tutorials  Briefing sessions for Placement Supervisors  Student led online forums to share experiences and information

 Support and guidance for the CIEH ELP requirements

As a part of your placement you will need to be exposed to specific environmental health interventions (these are outlined in the module guide) and you will need to reflect on your experiences within these. For the University you will undertake this reflection as an ongoing, online Blog that your University tutor will monitor throughout your placement. You will also be expected to enter into online discussions about your experiences with other students. The final assessment will be an interview with two University placement tutors that will be based on your blog, portfolio and experiences. You will need to show that you have met the learning outcomes for the module as stated in the module handbook and have developed an in-depth understanding of current environmental health issues. It will be your responsibility to engage with this blog and to demonstrate your development in the key skill areas.

There have been occasions where students have been unable to secure a placement to undertake the environmental health in practice module. Should this happen you may wish to take the MSc Environmental Health Studies award. It is important that you keep talking to us about your progress in obtaining a suitable placement so that we are able to provide advice and support.

Practical Food Inspection

An important skill that student environmental health practitioners need to develop in the sphere of Environmental Health is the ability to inspect food at the port of entry and at the retail outlet. It is a requirement of the accrediting professional body that all students pass a practical food examination as a part of their studies and before receiving EHRB registration.

The University will provide training for practical food inspection in the form of a two day introductory course and also the practical food inspection examination. This will be provided as a stand alone CPD certified course that does NOT form a part of the MSc qualification. The cost of this short course is in addition to the fees paid for the MSc and must be borne in full by the student. The price of the course and the examination in practical food inspection will be available at the start of the Autumn semester.

However you must pass this practical food examination or your name will NOT be submitted on the University pass to the CIEH for the purposes of EHRB Registration.

The introductory course runs in April/May and the examination takes place once a year in October. This examination is a test of competence and as such is a pass or fail. More details of this can be found in the practical food examination handbook.

Typical Time Table

Whilst the programme structure above allows flexibility of credit based awards, there will be a need to provide academic progression for those starting the programme – especially as many are returning to study.

For example the PG Cert will normally consist of the following modules:

PG Certificate in Environmental Health Studies (60 Credits) Must include 4 from: Environmental Policy and Law 15 Credits Environmental Health Impacts (Natural and Built Environment) 15 Credits Environmental Health Impacts (Workplace and Food) 15 Credits Research Skills 15 Credits Determinants of Health and Environment 1 15 Credits Determinants of Health and Environment 2 15 Credits

The PG Diploma (120 Credits) will include all 6 of the modules mentioned above plus: Environmental Health in Practice 30 Credits

NB Determinants of Health 2 builds on the knowledge and skills that are developed during other taught modules. In particular:

Environmental Health Impacts (Natural and Built Environment), Environmental Health Impacts (Workplace and Food) and Determinants of Health 1 and so this module can NOT be taken until you have successfully completed these three modules.

You will also need to attend the University to take the 5 day block that this module runs over. This will normally be timetabled for May.

The tables overleaf show how the modules are typically timetabled in any year for both full and part time students and for September and January intakes:

Part-time Cohort 3 years to complete Term 1 Oct start 2 Jan start 3 Oct start 4 Jan start 5 Oct start 6 Jan start Oct-09 EP&L,RS Jan-10 EHI1,EHI2, EHI1,EHI2, May-10 EHin P Oct-10 EHinP EP&L,RS EP&L,RS Jan-11 DoHE1 DoHE1 EHI1,EHI2, EHI1,EHI2, May-11 DoHE2 DoHE2 EHin P Oct-11 ISA, EHinP EHinP EHinP EP&L,RS EP&L,RS Jan-12 ISA, EHinP ISA,EHinP DoHE1 DoHE1 EHI1,EHI2, EHI1,EHI2, May-12 ISA, EHinP ISA, EHinP DoHE2 DoHE2 EHin P Oct-12 ISA,EHinP ISA, EHinP EHinP EHinP EP&L,RS Jan-13 ISA, EHinP ISA,EHinP DoHE1 DoHE1 May-13 ISA, EHinP ISA, EHinP DoHE2 DoHE2 Oct-13 ISA,EHinP ISA, EHinP EHinP Jan-14 ISA, EHinP ISA,EHinP May-14 ISA, EHinP ISA, EHinP Oct-14 ISA,EHinP EP&L – Environmental Policy and Law EHI1 – Environmental Health Impacts (Workplace and Food) EHI2 - Environmental Health Impacts (Natural and Built Environments) RS – Research Skills DoHE1 – Determinants of Health and Environment 1 DoHE2 – Determinants of Health and Environment 2 EHinP – Environmental Health in Practice ISA – Independent Scholarly Activity

Full-time Cohort 2 years to complete Term 1 2 3 4 5 6 Oct-09 EP&L,RS EHI1,EHI2, EHI1,EHI2, Jan-10 DoHE1 DoHE1 May-10 DoHE2 DoHE2 Oct-10 ISA, EHinP EP&L,RS EP&L,RS EHI1,EHI2, EHI1,EHI2, Jan-11 ISA, EHinP ISA, EHinP DoHE1 DoHE1 May-11 ISA, EHinP ISA, EHinP DoHE2 DoHE2 Oct-11 ISA, EHinP ISA, EHinP EP&L,RS EP&L,RS EHI1,EHI2, EHI1,EHI2, Jan-12 ISA, EHinP ISA, EHinP DoHE1 DoHE1 May-12 ISA, EHinP ISA, EHinP DoHE2 DoHE2 Oct-12 ISA, EHinP ISA, EHinP EP&L,RS Jan-13 ISA, EHinP ISA, EHinP May-13 ISA, EHinP ISA, EHinP Oct-13 ISA, EHinP EP&L – Environmental Policy and Law EHI1 – Environmental Health Impacts (Workplace and Food) EHI2 - Environmental Health Impacts (Natural and Built Environments) RS – Research Skills DoHE1 – Determinants of Health and Environment 1 DoHE2 – Determinants of Health and Environment 2 EHinP – Environmental Health in Practice ISA – Independent Scholarly Activity

Content

The rationale, programme aims and the CIEH core curriculum provide the fundamental basis for the MSc programme. Consequently the content and the programme learning outcomes have been derived from, and can be mapped onto, these. A detailed mapping matrix of the CIEH core curriculum onto this programme has been carried out and this demonstrates that we are utilising ALL parts of the programme (180 credits) to deliver the core curriculum. (See Annexe 6)

The programme level aims and learning outcomes together with the CIEH Core Curriculum direct the module content and the depth of study and therefore the module learning outcomes. (See Annexe B for mapping of the programme learning outcomes on to the modules).

For example there are modules to cover the stressors and interventions of environmental health across its full breadth of Food, Health and Safety in the Workplace, Housing and Environmental protection. There are also modules which facilitate an in depth understanding of the wider determinants of health and how interventions must be considered at a multi disciplinary level.

Detailed module content and learning outcomes can be found in the information for each module and these are all available via the online learning environment (Blackboard accessed via UDo).

All modules have been developed specifically to deliver aspects of the CIEH core curriculum. Some of these modules are exclusive to the Environmental Health programme but the programme does share the Research Skills module, Environmental Policy and Law module and the Independent Scholarly Activity module with our sister programmes the MSc Environmental Management and Applied Acoustics. The strong links with these programmes provides an excellent opportunity for co-teaching and hence inter professional interaction. This contributes to the interesting and varied learning experience that is a unique feature at the University of Derby. This close working relationship has been developed over the last 5 years and therefore a level of consistency and coherence between the modules is ensured. Furthermore the programme has been specifically designed to recognise the value of a holistic, health centred approach to stressors and interventions; this theme naturally links the modules within the programme. The approach adopted by the programme team will ensure that when you complete your studies you will be well and truly set on the road to competence in environmental health.

8 PROGRAMME LEARNING, TEACHING AND ASSESSMENT

It is our aim to produce an interesting learning experience which is achieved by making use of a variety of learning, teaching and assessment strategies.

The overall approach to teaching learning and assessment is influenced and determined by the following key areas:  Flexibility of course delivery  Attainment of a holistic overview of environmental health

 Practice based approach  Research based approach  Technology based support, instruction and assessment  Integrated course delivery across the breadth of environmental health  Multidisciplinary team approach

More detail of each of these is as follows.

Where students are in full time employment, e learning, a form of technology assisted learning, was chosen as one of the modes of study in order to meet this demand. This provides a flexible approach and you may undertake the MSc Environmental Health to: enhance your career prospects and/or upgrade your status and/or improve your employability and/or retrain for a new career pathway

The e learning programme provides you with the flexibility in study and the opportunity to focus learning within your work environment as you learn the theory, methodologies and techniques that needed to understand, identify, evaluate and solve problems at work. Module materials are delivered online and centre on text based information which is necessary at Masters level. The mode of delivery also allows discussion points, activities and interactive quizzes. The use of case studies allows you to utilise more practical methods and also creates complex scenarios for assessment purposes. For example the course team believe that a holistic approach to problem solving in environment health is one of the key strengths of the EHP. The case studies we use will reflect this by utilising multi facetted scenarios that look beyond a single intervention. An open air rock concert allows you to explore issues such as: Crowd safety and control Food safety and standards Health and Safety at Work Noise pollution Alcohol and drug misuse Anti social behaviour

None of these can be considered in isolation and would need a multi disciplinary approach where the EHP would be able to take an overview to ensure the health and well being of the public.

By also offering an on campus version of the programme we are able to provide a programme for students who prefer the “traditional” face to face approach. Student feedback from the current programme indicates there is still a significant demand for this approach.

Teaching staff are informed by current environmental health practice and research and feed this into the programme through practice informed course content and assignments, The programme aims, learning outcomes and module content reflect how the practice of environmental health is based upon theory and a wide range of knowledge. Therefore the learning materials introducing the underpinning

MSc Environmental Health September 2009 start 29 Faculty of Education, Health and Sciences School of Science environmental health theory and knowledge will refer to journal articles and these will be accompanied by appropriate applied exercises where possible. To ensure coverage of core curriculum all of the modules comprising the programme are designated as compulsory (core). We have also included a compulsory Environmental Health in Practice module where you will be encouraged to critically evaluate tasks in the workplace and to explore the wider holistic context of interventions used to control or mitigate environmental health stressors. This emphasis encourages you to synthesise ideas and understanding from a wide range of information and knowledge.

To help you engage with the course materials and to maintain student interest considerable use of online resources will be made for both on and off campus students. The course team are utilising many of the current leading technologies for e learning including:  The development of a virtual inspection tool using 2nd Life  The use of the virtual classroom for tutorials, seminars and discussion forums  The use of Wikis and Blogs to facilitate interactive discussion between students and tutors  An on campus study week for ALL students, where in depth case studies from across the breadth of environmental health will examine intervention options, strategic planning and partnership working  The use of Podcasts to provide guidance on key elements  The use of pre-recorded narratives to accompany presentation slides

We recognise that some of you will be returning to study after several years break or may not have standard entry requirements. In the initial modules we aim to support you and to assist in your return to study by helping you to develop your appreciation of studying at Masters level. This will be facilitated by providing early stages formative feedback during online and on campus activities and by reviewing draft coursework material. A proportion of the marks for the first module are clearly related to academic skills (study skills materials are provided on the programme web pages) and greater support is provided for the early assessments. This early progression is further ensured by initially studying modules that provide underpinning knowledge. You will undertake the modules that cover more general knowledge and methods initially before applying this in the later modules.

The initial modules that you will study are: Environmental Policy and Law Research Skills and/or Environmental Health Impacts (Workplace and Food) Environmental Health Impacts (Natural and Built Environments) And the modules provide a framework for you to learn independently and discover the knowledge relevant to their particular needs. You are expected to take responsibility for your own learning. This is done by encouraging you to apply learnt skills in the context of your own environment with appropriate support from staff provided by telephone and e-mail. You will also being encouraged to use on-line discussion forums to provide support for each other as well as engaging with the virtual classroom, where there will be an opportunity for e learning students to participate with tutor led interactive sessions. The programme home pages on

Blackboard allow for announcements, publication of the latest information and specific guidance as required.

Assessment

The assessments are designed to test the module learning outcomes, which are derived from the module content, generic learning outcomes and programme aims. With the exception of the Environmental Health in Practice and the Practical Food Examination all assessment of knowledge and applied skills is carried out by coursework. We believe that the summative assessments should not only test the above but should provide you with the opportunity to develop key practice skills. As such more traditional essays and reports are used in combination with the use of portfolios containing shorter exercises to assess specific skills. We also use multifaceted case studies will be used that integrate topic areas to enable you to develop your critical thinking and innovation. Use will also be made of the new online technology to facilitate formative assessments such as online quizzes, multiple choice tests and Wikis for group discussions. This approach helps ensure a breadth of knowledge and also the depth required at this level. The shorter items and formative interactive elements are provided online to ensure that you engage with the topic areas covered in each module. The larger items of work will require you to integrate the knowledge and skills covered and use research skills to locate and critically evaluate information. Parity of assessment load will be ensured through discussions between module leaders, monitoring by the programme leader and noting any feedback from students and the external examiner.

You will be encouraged to consider knowledge gained during taught modules in the context of environmental health in practice and to demonstrate understanding by relating your online discussions or assessments when applicable to practice. You are encouraged to use the online discussion boards to discuss your assignments and in the initial modules are permitted to send a sample of work on which formative feedback is provided.

Students with disabilities

If you are declaring a disability then we will aim to help you, along with professional assistance provided by student services, in accordance with the University Equal Opportunities Policy which aims to develop an awareness of the needs of individual students to enable you to participate fully in their programme of study through reasonable adjustments. Ongoing support is established via a Support Plan which makes recommendations in relation to your support needs and will identify appropriate assessment arrangements. Staff will seek to make the appropriate adaptations to teaching and assessment methods as identified in agreed Support Plans.

Workload Scheduling and e learning Support

The structure for on campus students is provided via the timetabled sessions etc. However e learning, as with any form of distance learning, lacks the structure of weekly lectures on campus. However, it is more flexible which is an essential feature given the typical part time student on the programme – a hard working professional.

We do recognise though that this may lead to a feeling of isolation. So rather than trying to impose a strict schedule on you, email and discussion forums are used to send periodic updates during the module. Asking if students have any questions and stating where ideally they should be in the materials. The online discussions based on module content also drive this. The assessment deadlines are clearly stated at the outset of the modules. Initially we will indicate when you ought to be starting coursework and this is referred to in the module guide. But part of the skills developed is being able to work to deadlines and we believe that you capable of working to them in your own way.

All assessments are submitted electronically via the digital drop box. (This mode of submission is the same for on campus students and for e learning students).

On Blackboard each Module has a digital drop box located within it and you will be able to access this online. When you have completed the assignment and are ready to submit it then you “post” it electronically using the digital drop box. You will receive a receipt confirming that this has been successful. The Tutor will then mark the assessment (usually electronically) and return it by email. (We use the University systems to do this and so it is important that your email address is kept up to date and checked regularly!!)

Return of Assessments

Our aim is to provide you with the best learning experience possible and to enable you to develop your academic skills. An important part of this development process is the feedback that you will receive for the coursework submitted. In line with the Faculty Policy on the return of Post Graduate assessed coursework and to ensure that this feedback is sufficiently detailed academic staff will normally return your marked script to you within 6 WORKING WEEKS of the submission deadline. The proposed date for the return of scripts will be specified with the coursework along with the hand in date.

To help us to help you please follow the instructions that the module tutor provides in the module guides and in particular when you are word processing the file and you save your word document it is really important that the name of the document includes your name, your student number and the coursework it relates to (e.g. J.Bloggs 12356789 CW 1 Health and Safety essay). You will also need to enter this information into the digital dropbox so we know who the assignment is from!

Teaching and Learning

Students attending the University will attend lectures, tutorial and seminars in the usual way. A variety of techniques will be used including student group work, mini presentations, discussion groups, directed activities and debates. You will also have access to online resources see below for details. E learning students will receive their course materials online and our aim is to ensure that both on campus and e learning students receive the same learning experience. We aim to make the online resources as interactive as possible and to make use of the technology to enhance your experience. You will be required to participate in online discussion groups, wikis and blogs as well as working your way through the

MSc Environmental Health September 2009 start 32 Faculty of Education, Health and Sciences School of Science online course notes and directed reading. The course materials and activities are an important resource and have been constructed in such a way as to enable you to work through the them in a logical sequence. The more you put into the activities then the more you will get out of it and this will be reflected in the quality of your assessed coursework.

A few final comments to help you interpret assessment instructions:  When a word limit is given you need to state on the font sheet of your assignment the word count of your assignment. The word count does not include appendices (but don’t put any critical information into the appendices as the tutor may miss it!!), it does not include your references or bibliography and if you use tables in a report then those words are not included, however tables should not used as a way of unreasonably extending the word limit.  We set word counts for a reason – usually because we want you to write concisely and to the point. This is an essential skill that an EHP needs as a part of your professional role.  If you don’t understand what is required of the assignment then ask. It is best to ask on the discussion board as the answer will benefit all students and you would be surprised how many others might have the same query so don’t be afraid to use it.  If you do exceed the word limit then we will only mark up to the stated word limit. So if the stated word limit is 1000 words and you write 1500 words then the last 500 words will NOT be marked. Once again we would emphasise that an ability to write concisely and accurately is an essential skill necessary in your chosen profession

Personal Development Planning (PDP)

PDP is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. As part of recommendations from the QAA and HEFCE (following the Dearing report) and as agreed by Universities UK, HE institutions are expected to provide a form of Personal Development Planning (PDP) for their students. You should be:  Identifying and reflecting on existing skills, working, professional and other experiences  Reflecting on how your study will meet their professional and personal needs  Reviewing progress and achievement.

Further, to gain your EHRB registration you must complete an Experiential Learning Portfolio. Also an assessed part of this programme (the environmental Health in Practice Module) requires you to reflect on your personal development. By engaging in PDP activities it is hoped that you will develop the necessary skills to help you with these activities in the future.

The aim of the PDP portfolio is to facilitate the integration of the academic and practical aspects of the Masters programme.

How will PDP help me with my MSc?

The portfolio is an active learning tool. This means that it is continuously updated and evolving during your time on the course. It will give you the opportunity to demonstrate practical application of underpinning knowledge, demonstrate how you are developing during the course on an individual and professional level and demonstrate the range and level of practical ability to employers.

What kinds of things should be included in the portfolio?

There are some types of evidence/information that should be included in the portfolio. These include:

 Copies of assignments and assignment feedback sheets  Personal academic record  Records of discussions with staff  Reflective diary entry for activities and anything else you wish to reflect on (e.g., forum discussions etc).  Work based learning experiences

It is your decision as to what other types of things should be included in the portfolio. If in doubt, discuss it with a tutor. However when you undertake the environmental health in practice module there will be a requirement to undertake specific activities and to reflect on them.

How will my portfolio be assessed?

The portfolio you maintain during the course will not be assessed; it is for your own personal development. However, your tutor may check that you have completed the portfolio activities and are keeping up with your portfolio. And when you undertake the environmental health in practice module it will form a part of you assessment and so it is better to start sooner rather than later.

Reflective diary entries for portfolio activities

It is up to you how you reflect on your experiences during the course, however as a guide you might find it useful to include comments relating to:

Experience  Which aspects of the activity did I enjoy? Why?  Which aspects did I find difficult or challenging? Why?  Which of my objectives did I achieve? Why?  Which of my objectives did I not achieve? Why?

Personal/professional development

 What would I have done differently (if anything) during my experience or in preparation for it?

 In what ways has the activity helped towards achievement of the related learning activities or module outcomes for the course?  What issues has the activity raised as an individual?  What else do I need to learn or have more experience of?

1st Semester Portfolio Activities

Include the brief outline of your expectations of the programme and what you want to achieve from the first session.

For each module:

 Reflect upon the units covered and how they relate to your existing skills, working, professional and other experiences. How did the module meet your professional and personal needs.  Reflect upon the preparing your coursework.  Reflect upon the forum discussions and activities. Review progress and achievement.

Submitting your assignment

o It is essential that you hand in your coursework on time. The deadlines for all modules are clearly stated in the module handbooks. We try to stagger the hand in dates between modules but this is not always possible.

If you fail to meet the required deadline, the module leader will still accept the work for a further seven days. However the maximum grade that can be awarded for this work is a D. Work will not be accepted more than one week late and will be given an NR (0) grade. Note that this one week margin only applies to the original coursework deadline. If you are given an extension to a coursework deadline due to extenuating circumstances you cannot hand the work in after the extended deadline. Referred and deferred coursework will also not be accepted after the specified deadline.

If you are more than 7 days late in submitting your assignment it will be refused unless you have a fully approved Extenuating Circumstances (ECF). You should note that applications for extenuating circumstances will normally only be accepted within seven days of the coursework deadline. Applications made after this period will not normally be accepted, except where students can show that circumstances prevented them from contacting the university within this period. The ECF form is available on the MSc Environmental Health Blackboard Homepage. We can only give extensions if the circumstances are exceptional and unplanned. So if you have a planned holiday we can not grant an extension. We do however recognise that we all have lives outside of the University and so if you have any doubts then please contact the module tutor for guidance.

Extenuating Circumstances

If you are unable to complete an assessment (coursework or examination) the University has an "Extenuating Circumstances Policy" - a mechanism by which your

MSc Environmental Health September 2009 start 35 Faculty of Education, Health and Sciences School of Science circumstances can be assessed and taken into account. This could result in your assessment being deferred and you would be able to take it at a later, agreed date as if it was your first attempt at the assessment.

If you are having problems with any aspect of your assessment you should make your tutor aware as soon as possible and complete the application form. If you're in the unfortunate position of having to withdraw from your studies or take a break please contact the programme leader.

Plagiarism

The work must be entirely your own work. Plagiarism is a serious offence, which in some circumstances can lead to expulsion from your programme of study. Details on the procedures for investigating plagiarism are given in the University Academic Regulations and in Rights, Responsibilities and Regulations. Autoplagiarism is literally copying from oneself. This is also an offence and applies when a candidate attempts to submit the same piece of work in two different courses for example. If we have any doubts as to whether the submitted work is your own then there are a number of software programmes available that will indicate how much has been plagiarised for example “Turnitin”. If you have any doubts as to whether your assignment may be construed as being plagiarism then you need to contact the module tutor for advice. There is also some online help about plagiarism at: http://www.derby.ac.uk/student-support-and-information-services/student- experience/student-experience-team/student-experience/students/a-to-z-content- pages/plagiarism-collusion-cheating-in-exams

Also a word or warning – we had a student who wanted to double check whether his essay was plagiarised or not. He then asked a friend at another University to put his essay through the Turnitin software. The report was OK and no problems.

Reassured he then submitted the assignment to us and the tutor put the assignment through the Turnitin software again and it came out as being 100% plagiarised!! This was because when his friend did it at the other University it became added to the Turn it in database! So the moral of this story is don’t submit the assignment into Turnitiin until you are ready to submit it to us!!

Ethics

All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module assessments or Independent Studies. Information on these principles can be found on the University web site at: www.derby.ac.uk/research/ethics

Also when you come to undertake your Independent Scholarly Activity you will be asked to complete a research ethics proforma. Your study will not be approved unless you have completed this form and had it approved for ethics.

9 RESOURCES

Ensuring students are suitably supported during their time with the university is essential and mechanisms have been put in place to facilitate this at all levels of the organisation.

Centrally student support is provided in the following ways . Learning information services (LIS) provide on campus and on online resources, systems and technology to support the learning process. Services and support focus on the provision of library services, IT support, educational development, audiovisual services and e- learning support. Students also have access to specialist staff who have in-depth knowledge of their field of study. http://www.derby.ac.uk/LIS . Student support and information services ( SSIS) provide career guidance, support for students with disabilities and learning difficulties, general personal support including health and counselling services, academic counselling, bursary and funding advice, help with enrolment and admissions and assignment hand in provision http://www.derby.ac.uk/student-support-and- information-services/ssis-general/student-support-information-services . Multi faith centre – provides chaplaincy advice and support . International office- provides assistance to overseas students including specialist advice, information and support with non-academic matters, for example finance, immigration, visas, employment, accommodation, health, and social and personal issues . SCONUL access provides students with access to other university library services.

On campus students will have all sessions delivered on the Kedleston Road Campus. Limited student parking is available and details of this can be found at http://www.derby.ac.uk/enrolment/car-parking

Alternately if you travel to Derby by train there is a regular (every 10 minutes during term time) bus service from Derby railway station to the Kedleston Road Campus. A discounted 10 journey pass is available on these buses if you present your University ID card to the driver at the time of purchase. Details of this service can be found at http://www.derby.ac.uk/top-menu/applicants/transport/unibus

All lecture notes for on campus students are available online via blackboard and to save paper and energy we do not routinely print out handouts to give out in lectures. You will also have access to online discussion groups.

If you are an e learning student module content is delivered online via Blackboard which also provides links to the various discussion forums, activities, wikis and blogs. Access to the Internet is therefore required in order to study this programme and access to a fast, non dial-up, connection is required at times.

The programme home page on Blackboard provides general information, study resources, links and discussion forums. Further support from staff will be available via e-mail and telephone.

University Attendance for e learning Students

It should be noted that even though the majority of the programme is delivered online there is still a mandatory requirement to attend the University for certain specified activities. Over the duration of the course you will therefore need to allow for the following attendance: Practical Food Course – 2 days Practical Food examination – 1 day Determinants of Health and the Environment – 5 day block Environmental Health in Practice Assessment Interview – 1 day Independent Scholarly Activity introductory seminar – 1 day So in total you need to allow for at least 10 days attendance at the University.

The cost of any attendance at the University such as accommodation and travel requirements will need to be borne in full by the student. Additionally the costs of the practical food inspection short course and examination are in addition to the fees paid for the MSc and must be borne in full by the student. The cost of these will be available at the start of the Autumn semester.

Discussion Forums The online discussion forums are divided into a series of topics and subtopics. For example, there might be topics concerned with specific modules, a particular piece of reading, an activity or more general issues.

All students are expected to use the forum and can post comments to existing discussions as well as adding new topics or subtopics.

Advice about using the forum

 Remember that the forum is covered by the University of Derby code of conduct. Please do not post defamatory or offensive material. Remember that the forum is a public place and treat other users with respect.  Try to avoid topics or asking a question that has already been answered. It’s worth looking around the forum before posting a question; the answer may already be on there somewhere. If your question hasn’t already been answered, think about who is likely to know the answer and which parts of the forum are those people likely to be interested in? Equally, if someone else also wants an answer to that question, where on the forum are they likely to expect to find it?  You should check the forum regularly. It’s a useful way to pass on information to all of the students on the course and important announcements may also appear there first.

Note: When a posting is made to the forum then an automatic email alert is sent to the module or programme leader. If appropriate, a member of the team will try and answer the query as soon as possible. Please remember, however, that staff have other teaching responsibilities as well as meetings both on and off campus and a response may take several days to appear.

Developing Study Skills

Some skills such as academic writing may not come naturally. We provide guidance on the topics listed below here: http://www.derby.ac.uk/studyskills/onlinetutorials

 Referencing  Using a library  Accessing Electronic Journals  Online Research Tools  Essay Writing  Report Writing  Writing Style  Reading a Journal Article

Electronic Library Resources

Electronic learning support is provided centrally via UDo and InFocus, but the programme team also provide and link to essential information via the programme and module home pages on Blackboard.

The general distance learning publications handouts are at: https://ulib.derby.ac.uk/ecdu/ECDUphp/subjectguideslist.php? departmentchoice=Distance%20Learning %20Unit&formatchoice=doc&schoolordep=department&submit=submit&type_id=28

The subject guides are at https://ulib.derby.ac.uk/library/hero/melange2subject_resource_guide.php? subject=Environmental%20Management%20and%20Health

All module guides will have a list of specified essential directed reading. This will be available as electronic resources, as an online journal or via Digital Resources. The details will be provided in the module guides.

A guide to Accessing Electronic Resources from Home is also included on the Blackboard MSc Environmental Health home page.

You may well be able to use your local University library using Sconul, and details of this scheme and how to access it can be found at: http://www.derby.ac.uk/top-menu/current-students/library/library-services/infocus- information-for-off-campus-students/access-to-other-libraries At a University level InFocus – Information for Off-Campus Students – is the focal point for off-campus students and includes the Distance Learning Unit. InFocus allows access to:  Copies of SPSS  Enquiry service  Access to the online catalogue  Access to electronic resources

 Assistance navigating electronic resources  Study skills support  Access to other libraries  Postal book loans (UK and Republic of Ireland Only)  Document delivery service - photocopying of journal articles/ book chapters.

Additional Requirements and Costs

The practical food inspection module with its associated course and examination has a fee that is payable to the University. However you will also need to budget for travel and accommodation when attending the course.

Likewise you will also need to allow for attendance to the University (travel and accommodation) for the aspects listed in section 7.

You will need access to a computer and the internet (a high speed connection – such as broadband is essential). If you use a works computer you need to be aware that these systems usually have blocks in place that may prevent you from accessing parts of the University website including the online resources.

To qualify as an EHP you will need to register with EHRB (part of CIEH). It is not necessary to register with EHRB until you are ready to submit your experiential learning portfolio (ELP) but you should be aware that there is a fee involved with this. The ELP is available to download for free from http://www.cieh.org/education/elp.htm and can be accessed at any time.

You should also note that when you register with EHRB the programme leader (Alan) will need to sign your application form to confirm that you are registered on the course. This is quickly done but please remember not leave it to the last minute as Alan may be on leave!! He is also not allowed to sign a blank form for you to fill in later – it must be fully completed with all your information contained on it.

10 PROGRAMME CALENDAR AND TIMETABLE

ACADEMIC YEAR FOR MSC ENVIRONMENTAL HEALTH PROGRAMME 2009 – 2010

Induction/Enrolment Period: Online Enrolment Commences XX September 2009

Programme Handbook available online XX September 2009

Induction Day and On Campus Enrolment XX October 2009

Independent Study Handbook distribution (final stage students and by request): Autumn 2009

Autumn Semester:

Start of Modules XX October 2009

Reading Week XX October 2009

Completion of Modules XX December 2009

Spring Semester:

Distribution & Start of Modules XX January 2010

Reading Week XX February 2010

Completion of modules XX April 2010

2 Day Introduction Practical Food Inspection Course April/May 2010

Determinants of Health and the Environment 5 Day Block XX May 2010

Hand in date for Dissertation – see Independent Module Guide for Dates

Assessment Boards:

End February 2010 Consideration of Autumn modules (and any referred Projects) Mid-May 2010 Consideration of Spring modules (and any referred / deferred Autumn modules) Mid-October 2010 Consideration of Master’s Stage (and any referred / deferred Spring modules)

Example MSc Environmental Health Time-Table Autumn Semester 2009/2010

Day Morning Afternoon Evening 10-1 2-5 6-9 Mon Research Skills Environmental Policy and Law

Tue Wed Thurs Fri Note: (1) Those modules marked in bold are core modules and must be studied for the accredited degree (2) The Research Skills core module is delivered via the on-line facility i.e. no attendance

Example MSc Environmental Health Time-Table Spring Semester 2009/2010

Day Morning Afternoon Evening 9-12 2-5 6-9 Mon Environmental Environmental Health Impacts Health Impacts (Workplace and (Natural and Built Food) Environments) Tue Determinants of Health and Environment 1 Wed Thurs

Notes: (1) Those modules marked in bold are core modules and must be studied for the accredited degree (2) A compulsory 5 day block for Determinants of Health and Environment 2 from XX May 2010 to XX May 2010 is run for all students (3) A compulsory 2 day practical food inspection course is run during April /May at Nottingham (4) A compulsory Practical Food Exam is run in October at Nottingham

Study Time

The credit rating system gives an indication of how much study effort a you are expected to put into a module. 1 credit point equates to 10 hours of student effort so each 15 credit module (including the assignment) represents about 150 hours of study effort. A 30 credit module represents 300 hours of study effort and a 60 credit module (the Independent scholarly Activity) represents 600 hours of study effort. As the teaching is typically spread over 11 weeks (of which one of the weeks is a reading week), you should expect to spend around 10 to 15 hours per week studying a 15 credit module. You may find some units you progress through quickly, as you may already know a lot about that topic, and others you spend more time on as they are less familiar or a topic that you are really interested in studying in greater depth. Units also vary in length according to the complexity of the topic. So there is no rule of thumb as to how long each unit will take you to complete. This will vary between individuals according to your needs and interests and also your previous level of experience.

Time management is important. Different people learn at different rates, and you may want to study more or less on each unit. Ensure you allow yourself time for preparing and writing your assignment, so start to plan the topic for this early, gather material over the first half of the module and start to get ideas on paper by half way through - leaving yourself enough time towards the hand in date for the completion of the assignment. You will need to have completed all the necessary study units before you will be ready to submit your assignment.

Make sure you do allocate enough study time each week - or you will only become more troubled as the term goes by and you still find you have too much to do! Get used to taking articles with you, so that you can read or re-read them on public transport or during your lunch break!

11 STUDENT SUPPORT AND GUIDANCE ARRANGEMENTS

You can always contact your module leader or programme leader should you have any academic needs and we’ll also point you in the right direction for more general support or guidance needs. The central resources available are listed below.

Students declaring a disability will be treated in accordance with the University Equal Opportunities Policy which aims to develop an awareness of the needs of individual students to enable them to participate fully in their programme of study. Ongoing support is established via a Support Plan which makes recommendations in relation to the student's support needs. Staff will seek to make the appropriate adaptations as identified in Support Plans.

Student Support and Information Services

The University supplies central student services, outside support offered by academics in your department: http://www.derby.ac.uk/elearning/studentsupport

Student Support and Information Services, including Student Support can be accessed here: http://www.derby.ac.uk/student-support-and-information-services/ssis- general/student-support-information-services

Grievance

Should you need to make an appeal or complaint see the University Rights, Responsibilities and Regulations (3Rs) document: http://www.derby.ac.uk/qed/3Rs/HE_PG.htm Administrative Support Whether you have enrolment or fees enquiries or simply changing personal details you can contact [email protected] or

Other sources of help include: 1 FAQ section under MSc Environmental Health on Blackboard

2 Julia Hadfield, Retention Support Officer, EHS, University of Derby, Kedleston Road, Derby, DE22 1GB. Telephone number – 01332 591609, e-mail: [email protected]

3 Module Leaders: Provide assistance on their specific modules (See list in Section 7)

4 SEHS School Office: general administrative enquiries. Telephone number 01332 591703. Fax number 01332 597747; a useful contact if trying to locate the whereabouts of an academic tutor, or to leave a message.

5 Learning Information Services: Science advisor is David Clark, telephone number 01332 591203, e-mail [email protected]. In addition, the Resource Centre has an Electronic Resources and Distance Learning Unit; Contact details: Sue Rimmington telephone number 01332 591215, e-mail [email protected].

6 For enrolment queries email: [email protected]

7 For Fees and records queries email: [email protected]

12 THE STUDENT VOICE

Obtaining feedback both during and after modules is an important activity which helps us to monitor the programme and [where appropriate] implement any changes. As such, your views are particularly welcome and there are a variety of mechanisms through which you can give them.

 Programme Committees – each programme of study at the University has a Programme Committee to provide a forum in which staff and students can discuss and recommend on matters related to the quality of the student learning experience. We also will be developing and online area where you are able to feed in your comments on the programme. The discussion threads related to the agenda items for the programme committee are setup and the programme leader posts a report for each. All students are invited to comment and feedback via the forum within 7 days. The threads are then closed and the content used as the formal record of the meeting. This method does not require programme representatives who gather and synthesise information at an on-campus meeting and has the advantage that all students can take part if they wish.

 Programme Evaluation Questionnaires – each year the University circulates a survey for each programme which gives all students the opportunity to feedback via a set of standard questions.

 Forum – we also welcome comments on the programme via the online forum which has its own code of conduct.

 Programme Team – if there is any issue which you feel should be brought to the attention of the programme team then please contact the programme team.

Occasional bespoke surveys by the programme leader and occasional staff/student meetings are also used.

Finally we welcome informal feedback at any time and if you have any suggestions then please contact the module or programme leader via email or via the discussion boards.

13 POST-PROGRAMME OPPORTUNITIES AND EMPLOYER LINKS

The MSc in Environmental Health programme allows progression in terms of further qualifications and employment. The Masters is a good basis for further study in the form of a PhD and accreditation by the CIEH. As a qualifying course for membership of the CIEH (subject to completion of relevant professional examinations) it is a good basis for employment in environmental health both in the UK and around the world. Together with relevant experience the Masters allows chartered membership of the CIEH. From a wider perspective the programmes provide a suitable qualification for those working in allied areas to progress and broaden the skills they offer. For example with the Health Protection Agency and with private consultancy companies. Contact the programme team is you wish to discuss such issues.

The programme has good employer links as institutions sponsor their employees on the programme so student feedback about content and delivery also helps ensure employer needs are met and a dialogue is maintained. Further dialogue and awareness is maintained by the activities of the programme team, through employer (placement) visits, conference attendance or publication of articles related environmental health.

14 MARKING GUIDELINES

The course team follow the Post Graduate Report Grade Scale that is reproduced overleaf:

Grade Descriptors Report These are typical characteristics of the quality of work associated Grade with each grade. The descriptors are illustrative only and for Scale guidance only. They are not comprehensive. N Excellent N O O I Outstanding; high to very high standard; a high level of critical A+ I T T C C

D analysis and evaluation, incisive original thinking; commendable N N E I I I originality; exceptionally well researched; high quality presentation; A T F T S S exceptional clarity of ideas; excellent coherence and logic. Trivial S I I I T D or very minor errors. A- D A S Very good N B+ E

A very good standard; a very good level of critical analysis and T E I T I B evaluation; significant originality; well researched; a very good R

E standard of presentation; pleasing clarity of ideas; thoughtful and B V M M

A effective presentation; very good sense of coherence and logic; H Minor errors only.

S B- E Good M C+

O A good standard; a fairly good level of critical analysis and

C evaluation; some evidence of original thinking or originality; quite T

U well researched; a good standard of presentation; ideas generally C O clear and coherent, some evidence of misunderstandings; some G S S

N deficiencies in presentation. S C- S I A A N Satisfactory P P R D+

A A sound standard of work; a fair level of critical analysis and E evaluation; little evidence of original thinking or originality; L

E adequately researched; a sound standard of presentation; ideas D H fairly clear and coherent, some significant misunderstandings and T errors; some weakness in style or presentation but satisfactory D- overall.

Unsatisfactory T

E Overall marginally unsatisfactory; some sound aspects but some of M

the following weaknesses are evident; inadequate critical analysis T and evaluation; little evidence of originality; not well researched; Fm O N

standard of presentation unacceptable; ideas unclear and S incoherent; some significant errors and misunderstandings. E

M Marginal fail. L I L O I Very poor A L C F A I T

F Well below the pass standard; a poor critical analysis and A U F

O evaluation; no evidence of originality; poorly researched; standard

G of presentation totally unacceptable; ideas confused and F N

I incoherent, some serious misunderstandings and errors. A clear N fail well short of the pass standard. R A

E Nothing of merit L Work not submitted or nothing of value is contained in the submitted work. Nil Report grade. NR

ANNEXE A PROGRAMME ENTRY REQUIREMENTS Entry Requirements Admissions to this programme are consistent with those of Regulatory Framework for Postgraduate Taught Programmes.

Applicants should normally have:

EITHER  At least a lowers second class (2:2) Honours degree (or better) in a pure or applied science (or combination) of a UK university, the CNAA or an overseas equivalent.

 Qualifications and experience considered to be equivalent to the above. All students applying via this route will be assessed and interviewed by the Programme Leader.

Exceptionally, entrants not qualified under the above may be admitted by the University where the candidates can demonstrate the potential to achieve the aims and outcomes of the Curriculum. The candidate will also need to demonstrate that their experiences are equivalent to having achieved the 2.2 Honours Degree mentioned above. All students applying via this route will be assessed and interviewed by the Programme Leader.

When assessing a non standard entrant’s suitability for entry onto the programme the Programme Leader will have particular regard to:

 Level of current qualifications  Experience of working in an environmental health setting, the roles undertaken and the level of decision making undertaken  Ability to write in a clear, coherent and critical manner  Motivation for undertaking the programme  Support from employer to undertake programme

To ascertain the above an interview with the candidate will be undertaken, a reference from the employer that details the applicant’s experiences and current role, and the applicant may be asked to undertake a critical written report for consideration.

Entrants who do not hold a first degree will normally be admitted onto two 15 credit modules initially and their progress onto the rest of the MSc programme will be conditional upon their successful completion of these modules.

ANNEXE B MAPPING OF PROGRAMME LEARNING OUTCOMES TO MODULES

LO 1 2 3 4 5 6 7 8 9 10 11 12 EP&L X X X EHI 1 X X X EHI 2 X X X RS X X DoEH 1 X X X X DoEH 2 X X X X X X EHinP X X X X X X X X X ISA X X X X

Programme Learning Outcomes 1. You have a systematic understanding of the knowledge, and a critical awareness, of current issues and / or new insights in environmental health 2. You have a conceptual understanding that enables you to critically evaluate current research and advanced scholarship within the discipline of environmental health 3. You have a conceptual understanding that enables you to make a critical evaluation of available models of analysis and where appropriate propose alternative models 4. You have the ability to deal with complex issues both systematically and creatively and make informed judgements in the absence of data 5. You are able to critically evaluate the interventions available to control mitigate or eliminate the impact from environmental health stressors on human health 6. You are able to express in a critical and reflective manner your understanding of the discipline of environmental health set in a professional context 7. You are able to reflect in a mature fashion upon the interventions, outcomes and conclusions associated with the discipline of environmental health 8. By .taking account of the level of risk and other commercial, social, economic and public health considerations, you will be able to identify and implement the most appropriate course of action to achieve compliance with applicable legislation and / or codes of practice and guidelines 9. You have developed a holistic view and approach to environmental health interventions the inter-relationship between stressors and with other aspects of environmental health 10. You can organise and undertake independent scholarship to a satisfactory standard with an appropriate level of originality 11. You can communicate effectively the outcomes of your dissertation, project, exhibition, or action-based report to others 12. You can communicate appropriately with a range of people and organisations using suitable language and means of delivery Module Key EP&L – Environmental Policy and Law EHI 1 – Environmental Health Impacts (Workplace and Food) EHI 2 – Environmental Health Impacts (natural and Built Environments) RS – Research Skills DoEH 1 – Determinants of Health and Environment 1 DoEH 2 - Determinants of Health and Environment 2 EHinP – Environmental Health in Practice ISA – Independent Scholarly Activity

ANNEXE C MAPPING OF CIEH CORE CURRICULUM 2007 TO MODULES

) t 2 s l y 1 e e w l i t

t l i c c t i a u i n v t k a n i L b l e t c

e S p c a d d m k r m A h n n r n

P n c a a o

l o r l n i r r y w a i i

v c a e r v i l e l h n s u t n o h l t o e E t h E

d d e n l d ( S n n

a H n t

a t a s l a

t n n a h c d e t h t e l t a o l n d m a p o a e n f n e ( e e m

o m I H r p s H i n t f e h f v o c t o l d r o n i a

a n s v E p I s t e t n n m n H I E a

a l n h i n a t i t l m n a m r r e e e e t t H m e

l e n D a o D t r

Base Knowledge i n v e n m E ) n t o n r i e v m n n E o r i v n e The earth, its processes and the importance of sustainability to its continuity  The principles of ecology and their relationship to aspects of environmental  health The principles of sociology and their importance to aspects of environmental  health Psychology to support working with people and its application in the practice of  environmental health The principles of macro and micro economics and their importance in society  The concept of ‘health’, ill-health and disability, ‘well-being’ and ‘quality of life’;  the cost / benefit analysis of health; the principles of ‘personal choice / social responsibility’ and ‘citizenship'

The concept of disease and ill-health arising from stressors acting on the world,  together with the roles and responsibilities of health practitioners

The concepts of hazard and risk and the principles surrounding their   assessment and management

l i c c t t i a u i v t k a n n i L b l t c

e e S p c a d d k r m m A h n n r

P n n c a a o

l o o l n r r r y w a i i i

c a e r v v i l e l h s u t n n o h l t o e t h E E

d e n l d d ( S n

a H n n t

t a s l a a

t n n a c d e t h h e t t a o l l n d m p o a a e n f n ( e e e m

o m I r p s H H i n t

e h f f v o c t l d r o o n i a

a n v E p I s s e t t n m n n H I E

a a l h n n a t i i t l n a m m r r e e e e t t H m

l e e n a o D D t r

Base Knowledge (continued) i n v e n m E ) n t o n r i e v m n n E o r i v n e The value and practice of ‘good’ communications to environmental health     The importance of evidence to the good practice of environmental health   Techniques of building construction and an understanding of common building  defects The principles of microbiology and their importance to environmental health  

Table 1 A matrix to demonstrate how the base knowledge element of the CIEH curriculum is met by this programme

P n n c a a o

d e n l d d ( S n

a H n n t

t a s l a a

l e e n a o D D t r i

Stressors and their implications for health: n v e n m E ) n t o n r

i e v m n n E o r i v n e The concept of the physical, social and human worlds     The range of biological, chemical, physical, social and psychosocial stressors     that may act upon the physical, social and human worlds The points of possible impact of the stressors on the physical, social and human     worlds The mechanism of impact of the stressors on the physical, social and human     worlds The potential and actual public health implications that arise from the impact of     stressors on the physical, social and human worlds

Table 2 A matrix to demonstrate how the stressors and their implications for health element of the CIEH curriculum is met by this programme

) t 2 s l y 1 e e l i w t

l i c c t t i u a i v t k a n n i b L l t c

e e S p c

a d d k r m m h A n n r

n n P c a a o

o o l l n r r r y a w i i i a

c a e r v v i l e l h s u n n t o h t l o e t h E E

a a P R c

d n e l d d ( S n

a n n H t

t a s l a a

n a c d e t h h e t t a o l l n d m p o a a e n f n ( e e e m

o m I r p

s H H i n t

a a l h n n a t i i t l n a m m r r e e e e t t m H

e e l n a o D D t r i

Intervention Skills n v e n m E ) n t o n r

i e v m n n E o r i v n e Identify and articulate the range of biological, chemical, physical, social and        psychosocial stressors that may act upon and within the physical, social and human worlds Identify and articulate the points of possible impact of the stressors on and       within the worlds Identify and articulate the mechanism of impact of the stressors on and within       the worlds Identify and articulate the potential and actual health implications that (may)       arise from the impact of stressors on and within the worlds Identify and articulate the points at which EHPs may intervene to prevent,       control or mitigate the impact of stressors on and within the worlds Identify, communicate and engage with partner organisations, agencies, fellow    professionals and others with whom appropriate intervention strategies might need to be formulated Identify and articulate the most appropriate intervention to exercise, having      

MSc Environmental Health September 2009 start 54 Faculty of Education, Health and Sciences School of Science regard to the factors, be they political, financial and technological that are likely to influence the decision making process

P n n c a a o

d e n l d d ( S n

a H n n t

t a s l a a

Intervention Skills (continued) n v e n m E ) n t o n r

i e v m n n E o r i v n e Design and implement appropriate intervention strategies    Monitor and review the effectiveness of the intervention strategy; altering or   adapting it, where necessary, according to the actual or predicted outcome

Table 3 A matrix to demonstrate how the intervention skills of the CIEH curriculum is met by this programme

P n n c a a o

d e n l d d ( S n

a H n n t

t a s l a a

Operational skills: Part 1 n v e n m E ) n t o n r

i e v m n n E o r i v n e Acquiring knowledge, raising awareness, and modifying behaviour       Organisational management (in an environmental health context)    The performance of inspections and audits   Good communications generally and within and between organisations,      including how organisations as a whole and teams within organisations, work best together Good presentational skills   The development and operation of a range of compliance strategies     Professional ethics in an environmental health context 

Table 4 A matrix to demonstrate how the stressors operational skills part 1 element of the CIEH curriculum is met by this programme

l i c c t i a u i t v t k a n i L b l n t c

e S p c e a d d k r m A h n n r m

P n c a a o

l o l n o r r y w a i i r

i c a e r v i l e l h v s u t n o h l t o n e t h E

a a P E c R

d e n l d ( S d n

a H n t

n t a s l a

t n a n a

c d e t h e h t a o l n t d m l p o a e n f n a ( e e m

o e m I r p s H i n t H e h f v o c t f l d r o n i a o a n

v E p I s e s t n t m n H I E n

a l a h n a t i n t l i n a m m r e e r e e t H m t

l e n e a o D t r D i

Operational skills: Part 2 n v e n m E ) n t o n r

i e v m n n E o r i v n e Plan/Organise – is able to plan (set goals), organise (stimulate coherent action)      and prioritise an activity whilst considering all relevant factors Research – Is able to actively discover, consider and evaluate current and   credible knowledge sources including legislation, guidance, academic works, and best practice etc. whist actively considering the need for proportionality and currency and the need for knowledge to be shared/networked Inspect, Investigate and Audit – is able to engage with duty holders to identify  practices, procedures, management systems and risk controls in use whilst

MSc Environmental Health September 2009 start 57 Faculty of Education, Health and Sciences School of Science reacting to what is happening systematically using observation, questioning, listening and other sense related processes Advise and Influence – is able to secure compliance with standards by effective  communication of bespoke information, standards and / or benchmarks Enforce – is able to identify, target and appropriately apply a range of   proportionate, transparent and consistent sanctions available Train and Educate – Is able to identify and bridge the gap between knowledge    and skills held and those needed to achieve compliance or good/better practice Evaluate – Be able to consider all aspects of an environmental health issue and       be able to apportion values which can be supported and defended

Table 5 A matrix to demonstrate how the operational skills part 2 element of the CIEH curriculum is met by this programme

) t 2 s l y 1 e e l i w t

c t i u a i t v t k a n i b L l n t c

e S p e c

a d d k r m h A n n r m

n P c a a o n y r

o l l o n r r y a w i i r a

i c a e r v i l e l v h s u n t o h t l o n e t h E

a a P E R c

d n e l d ( d S n

a n H t n t a s l a

t n a n a

c d e t h e h t a o l n t d l m p o a e n f a n ( e e m

e o m I r p

s H i n t H e h f v o c t f l d r o n i a o a n

a l a h n a t i n t l i n a m m r e e r e e t m H t

e l n e a o D t r D i

Key Practice Skills n v e n m E ) n t o n r

i e v m n n E o r i v n e Plan and execute inspections, investigations and audits  Plan and execute statistically reliable sampling programmes    Organise and interpret data obtained from audits and sampling programmes   

MSc Environmental Health September 2009 start 58 Faculty of Education, Health and Sciences School of Science and compare / evaluate it against prescribed standards and guidelines Determine and articulate the nature of a hazard and quantify the level of risk     associated with that hazard Choose and implement the appropriate legislative requirements (based on an     analysis of the costs and benefits of taking action or not) to eliminate, reduce or mitigate the level of risk associated with a hazard Obtain admissible evidence, serve legal notices, prepare legal summaries and   witness statements Design, implement and evaluate a research protocol for the purpose of   gathering evidence to substantiate a course of action Determine and articulate the opportunities and means to eliminate, reduce or     mitigate the level of risk associated with a hazard

P n c a a o

a a P E c R

d e n l d ( S d n

a H n t

n t a s l a

t n a n a

Key Practice Skills n v e n m E ) n t o n r

i e v m n n E o r i v n e Taking account of the level of risk and other commercial, social, economic and     public health considerations, identify and implement the most appropriate

MSc Environmental Health September 2009 start 59 Faculty of Education, Health and Sciences School of Science course of action to achieve compliance with applicable legislation and / or codes of practice and guidelines Identify and articulate the rights and responsibilities of individuals and      organisations whose acts or omissions might impact on public health Identify, link, co-operate and work with other professionals, organisations and  agencies for the protection, enhancement and promotion of public health Formulate, articulate and implement policies and strategies for the protection,    enhancement and promotion of public health Identify and practice the skills necessary to facilitate personal, financial and   organisational management Communicate appropriately with a range of people and organisations using  suitable language and means of delivery Explore their own learning and practice utilising a range of techniques involving   self questioning and evaluation or valuation facilitated by a third party, with a view to improving knowledge and future practice by self and others Table 6 A matrix to demonstrate how the key practice skills element of the CIEH curriculum is met by this programme

) * t 2 s l y 1 e e n w l i t

l i c c t i o a u i t i v t k a n i t L b l n t c

e c S p c e a d d e k r m A h n n r m p

P n c a a o s

l o l n n o r r y w a i I i r

i c a e r v i l e l h v d s u t n o h l t o n o e t h E

a a o P E c R

d e n l F d (

S d n l a H n t

n t a s a l a

t n a n c a

c d i e t h e t h t a o l n t d c m l p o a e n a f n a r ( e e m

o e m I P r p s H i n t H e h f v o c t f l d r o n i a o a n

EHness n v e n m E n o r i v n E

MSc Environmental Health September 2009 start 60 Faculty of Education, Health and Sciences School of Science ) t n e m n o r i v n e

Human anatomy physiology and basic toxicology   Anatomy and Physiology of the primary meat animals  Pathology and zoonoses associated with the primary meat animals  Food microbiology including the principles of food preservation and spoilage   Food borne illness and diseases  Basic principles of HACCP  Food safety legislation  The ecology and control of the principal species of pests  Work-related illnesses, diseases and conditions  Health and safety legislation  The principles of safety management systems  The purpose and key requirements associated with the reporting of accidents,  incidents and dangerous occurrences The relationship between housing and health  The determination of suitability for occupation of dwellings 

P n c a a o

a a P E c R

d e n l d ( S d n

a H n t

n t a s l a

t n a n a

a l a h n a t i n t l i n a m m r e e r e e t H m t EHness (continued) l e n e a o D t r D i n v e n m E ) n t o n r i e v m n n E o r i v n e The principles of local air quality management  The principles of integrated pollution prevention and control  The principles of environmental noise and its control  The principles of environmental protection legislation  The importance of and principles associated with maintaining and enhancing  water quality The importance and principle of health demographics to the practice of  environmental public health The surveillance and control of clinical diseases of public health significance  Health protection measures and methods   Inequalities in health development  Improving health and ‘well-being’  Sustainable development and health  The basic principles of the law relating to nuisance (public, private and  statutory)

Table 7 A matrix to demonstrate how the EHness element of the CIEH curriculum is met by this programme * The practical food inspection module is not a part of the MSc Environmental Health but students are required to undertake this for professional registration with the CIEH

) * t 2 s l y 1 e e n l i w t

c t i o u a i t i v t k a n i t b L l n t c

e c S p e c

a d d e k r m h A n n r m p

n P c a a o s n y r

o l l n o n r r y a w i I i r a

i c a e r v i l e l v h d s u n t o h t l o n o e t h E

a a o P E R c

d n e l F d (

l a n H t n t a s a l a

t n a n c a

c d i e t h e t h t a o l n t d c l m p o a e n a f a n r ( e e m

e o m I P r p

s H i n t H e h f v o c t f l d r o n i a o a n

a l a h n a t i n t l i n a m m r e e Generalist requirements r e e t m H t

e l n e a o D t r D i n

v e n m E ) n t o n r i e v m n n E o r i v n e The means of preventing the contamination or spoilage of food  The processes associated with the preservation of food  Hazard Analysis Critical Control Point (HACCP) systems  Quality assurance systems in food safety management  Inspection and identification of food and the making of judgments regarding  fitness and wholesomeness Auditing of food premises  The legislative and practical considerations associated with food standards  The investigation of an outbreak of food-related illness  The role of safety committees and employees representatives in preventative  interventions and the monitoring of health and safety in the workplace The identification of strategies for the management of occupational health or  occupational hygiene hazards

The auditing of high risk processes and the identification of appropriate controls  The interface of workplace health and safety with the public  The determination of the ‘effectiveness’ of an employer’s safety management  system and their ability to self-regulate

) ) 2 t y s

1 e e w l

n l t i c

c i a i t e n v t k a i n L l e t c

e m S p c a m d n k r m n h A n r o

n o P c r a o

r o i y r

i l r i n v r v a w y i

n n a c e l i n e l h e E s t

E h l o t e t d l h

i a d P n R c

d n u e l a

a S n b a

t a l h t

d l n t n l a d n a e t e a o a e n d

e m o l e n f H n a H ( e f

r o m f r p s o u i n t o

v o c s a d r s t n i a t n n n ( v E I p n

a n a s m n t i I E Generalist requirements (continued) n i

c h m a t m r l r p a e e t e t m e I H e

l D h D t l a t a n e e H

l m a n t o n r i e v m n n E o r i v n E The investigation of a work-related illness  The investigation of a workplace accident, incident, dangerous occurrence or   ‘near miss’ Types of housing commonly found within the UK  Techniques of building construction and an understanding of common building  defects The application of housing law to the maintenance and improvement of the  private sector housing stock The application of housing law to the determination of the suitability for 

MSc Environmental Health September 2009 start 64 Faculty of Education, Health and Sciences School of Science occupation of houses The exploration of means of protecting the health, safety and welfare of those in  multi-occupied housing The delivery of strategies regarding area renewal and financial support for  private sector housing The process of issuing permits in respect of Part B and A2 installations under  the Pollution Prevention and Control Act 1999 The assessment of a noise emitted from domestic and industrial premises  The determination of a contaminated land site 

) ) 2 t y s 1 e e w l t

n l i t c c i t i a e v n t k a i n L l e t c

e m S p c a

d m n m r k h A n n r o n

P o c r a o

o r i y r

i r l i n v r a w v y i v

n n a c e n l i e l h e E s t o E h l o

t e t d l h

d a i P n R c

n d e u l a a S n b

t a l h t

d l n t n l a d n a t e e a o a e n d

e m o l e n f H n H a ( e f

r o m f r p o s u i n o t t e

v o c s a r d s t n i a t n n n v ( E I p n

a n a s m n t i E I Generalist requirements (continued) n i

c l m a a m r t r p e n e t t m

e e I e

l D m D a n t o n r i e v m n n E o r i v n E The safety of a private water supply  The exercise of various powers for dealing with illegally dumped solid waste   The principles of sustainable development   The legal principles behind the concept of statutory nuisance  The role of EHPs in the implementation of emergency plans 

The management of waste  The surveillance and control of communicable and non-communicable diseases  Health protection measures and methods   Deprivation and inequalities in health  Improving health and well-being  Sustainable development and health 

Table 8 A matrix to demonstrate how the generalist requirements element of the CIEH curriculum is met by this programme * The practical food inspection module is not a part of the MSc Environmental Health but students are required to undertake this for professional registration with the CIEH

ANNEXE D KEY PRACTICE SKILLS TAKEN FROM CIEH CORE CURRICULUM 2007

Plan and execute inspections, investigations and audits Plan and execute statistically reliable sampling programmes Organise and interpret data obtained from audits and sampling programmes and compare / evaluate it against prescribed standards and guidelines Determine and articulate the nature of a hazard and quantify the level of risk associated with that hazard Choose and implement the appropriate legislative requirements (based on an analysis of the costs and benefits of taking action or not) to eliminate, reduce or mitigate the level of risk associated with a hazard Obtain admissible evidence, serve legal notices, prepare legal summaries and witness statements Design, implement and evaluate a research protocol for the purpose of gathering evidence to substantiate a course of action Determine and articulate the opportunities and means to eliminate, reduce or mitigate the level of risk associated with a hazard Taking account of the level of risk and other commercial, social, economic and public health considerations, identify and implement the most appropriate course of action to achieve compliance with applicable legislation and / or codes of practice and guidelines Identify and articulate the rights and responsibilities of individuals and organisations whose acts or omissions might impact on public health Identify, link, co-operate and work with other professionals, organisations and agencies for the protection, enhancement and promotion of public health Formulate, articulate and implement policies and strategies for the protection, enhancement and promotion of public health Identify and practice the skills necessary to facilitate personal, financial and organisational management Communicate appropriately with a range of people and organisations using suitable language and means of delivery Explore their own learning and practice utilising a range of techniques involving self questioning and evaluation or valuation facilitated by a third party, with a view to improving knowledge and future practice by self and others

ANNEXE E: ASSESSMENT REGULATIONS FOR POSTGRADUATE PROGRAMMES

The University assessment regulations for postgraduate programmes are contained in The Regulatory Framework for Postgraduate Taught Programmes. These can be accessed at: http://www.derby.ac.uk/QED

ANNEXE F PRACTICAL FOOD INSPECTION TRAINING AND GUIDANCE

MSc ENVIRONMENTAL HEALTH

PRACTICAL FOOD INSPECTION TRAINING AND ASSESSMENT

GUIDANCE

December 2008

INTRODUCTION

The Environmental Health Registration Board requires that before students can be formally registered, and allowed to practice as Environmental Health Practitioners (EHPs); they must be certified as having satisfactorily completed and passed an approved course in Practical Food Inspection.

The syllabus1 for this course has been issued by the CIEH, and it is the responsibility of accredited Universities to provide the training and assessment, and to certify that the students have passed the formal examinations.

At the University of Derby, the course has been developed as a short stand alone CPD course (Continuous Professional Development), which is certificated for the successful student.

The course is run annually on behalf of the University by Toplass and Machin Ltd who are experienced EHPs and who will teach and assess the course and examinations, under the supervision of the University MSc tutors.

The costs of the practical food inspection short course and examination are in addition to the fees paid for the MSc and must be borne in full by the student. The cost of these will be available at the start of the Autumn semester.

The CIEH will attend training and examination sessions from time to time to ensure that hey meet the EHORB/CIEH requirements as well as those of the University.

Course Leader B Birkett, Senior Lecturer University of Derby Module Leader Email: [email protected] Telephone: Ex 1899 Room: N 107

PRACTICAL FOOD INSPECTION TRAINING

LEARNING OUTCOMES Students on the successful completion of the module will:

A. Identify various food products including meat, fish, poultry, fruit and vegetable in a processed and unprocessed state B. Assess whether a food item is wholesome and safe to eat C. Evaluate and apply the legislation available to control and prevent unsafe food entering the food chain. D. Be competent in practical food inspection

INDICATIVE CONTENT / AREAS OF STUDY Any study of food and food science must include consideration of all measures necessary for ensuring the safety, wholesomeness and soundness of food at all stages from its growth, production, or manufacture, until its final consumption. Philosophies such as ‘from farm to fork’ are used to promote the ideas of food quality and safety at every stage from producer to consumer. In order for you to critically assess the wholesomeness of a food item it is necessary to appreciate the ingredients, preparation methods, storage, and, oganoleptic qualities foods. You may wish to familiarise yourself by consulting recipe books and or visiting food retailers / manufactures prior to commencement of the module.

An important skill that student environmental health practitioners need to develop in the sphere of Environmental Health is the ability to inspect food at the port of entry and at the retail outlet. It is a requirement of the accrediting professional body that all students pass a practical food examination as a part of the accredited degree programme.

The main areas covered are: Nature and composition of the basic food commodities. Identification, inspection and judgement of fitness of red meat, game and poultry meat at the point of sale to the public. Spoilage, judgment of fitness and quality control of fruit and vegetables Harvesting, processing, identification, inspection, diseases, abnormalities and judgment of fitness of fish, including shellfish. Identification and recognition of a range of food products and European standards for size and appearance. Determine the food safety of a range of foods, including fruits, vegetables, fish, shellfish, stored products (dry, vacuum and canned etc.), poultry and red meat commonly available in the UK. Examine and judge the appropriateness of labelling and packaging of food to ensure compliance with European and UK law.

Apply an appropriate range of legislative controls to secure food safety, including seizure and detention of food.

TEACHING AND LEARNING STRATEGY The module is delivered face to face in one two day session with a range of food samples being available for students to examine and familiarise themselves with. This compulsory two-day course on practical food inspection will take place during April/May time at a venue determined by the University and Toplass and Machin. This will provide students with a practical introduction to:

 The nature and composition of the basic food commodities.  The collection, identification, inspection and judgement of fitness of red meat at the point of sale to the public.  The collection, identification, inspection and judgement of fitness of poultry meat at the point of sale to the public.  The collection, identification, inspection and judgement of fitness of game meat at the point of sale to the public.

 Fruit and vegetables. Spoilage, judgement of fitness and quality control.  Fish, including shellfish. The catching/harvesting, processing, inspection, diseases, abnormalities and judgement of fitness.

It is expected that the student will build on the skills gained during this short course during the practical training placement. This will be in preparation for a compulsory practical food inspection examination. (The passing of this examination is essential to enable successful registration with the Environmental Health Registration Board – EHRB)

Students are reminded that routine examination and recognition of foodstuffs in a variety of settings, including wholesale, retail, and production is strongly recommended. It is therefore essential that after the 2 day course you practice and apply the techniques learnt in a variety of settings such as butchers shops, wholesale markets, supermarkets and fishmongers.

As well as the input from the university we strongly advocate that you augment this learning with routine trips to points of sale such as supermarkets, grocers, fishmongers, and butchers. In the current retail market there is a wealth of opportunities to see a wide range of products. This tends to be a critical factor as to whether students pass or fail the examination first time!

ASSESSMENT The module is assessed by oral and practical examination covering all the primary foods at the point of sale. This is a measure of competence and is thus assessed as Pass/Fail basis only.

The assessment will test the candidate’s knowledge of the identification, the diseases and conditions, the pathology and public health implications, the diagnosis and judgements regarding wholesomeness and fitness for human consumption of all the main food types available at the point of sale. Issues of food importation, labelling, traceability, health mark, adulteration and condition will be addressed where appropriate. The examination will also test the candidate’s knowledge and judgment concerning what action to take in respect of each specimen, the legislative framework for such action, as well as knowledge of food inspection techniques and the ability to carry out these techniques.

The final judgment of the examiner across all foods and criteria will be whether the candidate is ‘competent’ or not to inspect food at the point of retail, wholesale, in transit and at a UK port of entry or border inspection post.

The examination will take place over several days in June or July. You will be allocated a designated time and venue to attend. You should aim to arrive at the examination venue at least 15 minutes before your allotted time. You should bring with you appropriate protective clothing i.e. a white coat and hat. The examination room will be laid out into four separate areas covering the following food types: Poultry and Game Red Meat

Fish Exotic Fruit and Vegetables Each area will exhibit a variety of common specimens for that food type and there will be an examiner for each table. You will spend 15 minutes on each of the above areas and will need to identify product, organ or cut (where necessary), judgement and decision on action. After 15 minutes a bell will sound and you will move to the next specimen table. In total the examination will take 60 minutes.

In terms of outcome, each area must be passed independently. There is no facility for compensation or aggregation of marks. Thus a student with good marks in fish and other foods still will need to pass the meat element etc. In their Guidance1, the CIEH expect that the assessment will test the candidates’ knowledge of:

“Identification of diseases and conditions, pathology and public health implications, diagnosis and judgments regarding wholesomeness and fitness for human consumption Issues of food importation, labelling, traceability, adulteration and condition should be addressed where appropriate. The examination must also test the candidates’ knowledge and judgement concerning what action to take in respect of each specimen, the legislative framework for such action, as well as knowledge of food inspection techniques and the ability to carry out those techniques.”

Simply, what the student needs to demonstrate successfully to the examiners is the following:

 Knowledge- Identify the specimen using appropriate inspection procedures  Application- Assess the condition of the specimen with reference to relevant pathology.  Evaluation- Determine fitness for human consumption at the point of retail.  Control - explain with reference to relevant legislation, what actions may be taken to protect the health of the consumer.

In simple terms, the key questions you must be able to answer to pass this test are: “What is it?” “What’s wrong with it (or not as the case may be) “ “What action should be taken to protect the consumer?”

CERTIFICATION

On completion of the examinations, the examiners will promptly pass to the University tutors the marking scheme for each student. The examiners will indicate the following for each candidate for each examination:

Pass/Fail

If a student fails one or both of the examinations, then they will be required to undertake a re-sit of the failed examination(s) at a future date. The University will notify formally the CIEH/EHRB of the names of all those candidates who have passed both examinations. This is the only certification accepted by the CIEH/EHRB that a student has successfully met its requirements. A personalized Certificate will be issued to each successful candidate by the University to confirm that they have achieved a Pass in Practical Food Inspection, and have met the CIEH/EHORB requirements.

RE-SITS The University will hold one training course and examination per annum. Any previous failures may re-sit one further examination without charge. Any additional re-sits will be charged at the appropriate rate. The failed student may undertake a re-sit at any other accredited University in the UK at any time. However, that University must notify the University of Derby in writing that the student has taken and passed the relevant examinations. It is the sole responsibility of the University of Derby to notify the CIEH/EHRB that the student has been successful.

APPEALS

This course is a CPD short course outside of the University Postgraduate Regulations. However, there will be an internal appeals procedure whereby any complaints will be dealt with through a set procedure. 1. A written complaint to the MSc Course leader. 2. Interview of the complainant by the Course Leader to determine whether the complaint can be resolved informally. 3. If the complaint is not resolved, then a panel will be called to hear the complaint formally within four weeks.

The complaint may appear personally before the Panel to state their case, and be accompanied by a friend or advisor.

The Panel will comprise of a minimum of two academics from the University, of which at least one will be a qualified Environmental Health Practitioner.

The decision of the Panel is final.

Note: There can be no appeal against academic decisions

COSTS The University will levy a charge outside of the advertised MSc course fee for the full costs of providing the Practical Food Inspection Training and Examination.

TIMETABLE 2009/10 Introductory Courses – April May 2010 Examination – October 2010

PROTECTIVE CLOTHING To meet Food Safety and Health and Safety requirements, each student must provide themselves with the following when they attend the practical training sessions and the city markets at other times. 1. A washable white coat (three quarter length) 2. A suitable hat 3. Closed shoes. (The clothing may be purchased at the Birmingham Indoor Market at reasonable rates.)

CONDUCT Whilst on the course and examination premises, students must conduct themselves in professional manner at all times, and obey the instructions given by the Toplass and Machin EHPs.

Reading list Attwood, B. Butterworths Food Law, Butterworths, 2000. Pawsey, Rosa K. Case studies in food microbiology for food safety and quality. Cambridge: Royal Society of Chemistry, 2002 Sainsbury’s Book of Food – Bissell F The Book of Ingredients - Adrian Bailey and Philip Dowell Shapton, D.A. & Shapton, N.F. (Ed.) Principles and Practices for the Safe Processing of Foods. Butterworth – Heinemann. Stranks, J. and Bernstein, W. Food safety law and practice. London: FT Law & Tax, 1996 Wilson, A. Practical Meat Inspection. 5th Ed. Blackwell Scientific. (ISBN 0632029587). Food Law Code of Practice. - Food Standards Agency Dr Fiona Bushell (editor), Food Inspection and Control, Chadwick House Publishing, London ISBN 1-904306-34-9 Email: [email protected] www.cieh.org

REFERENCES 1. CIEH (2005), Guidance for Accredited Universities and Colleges on the Conduct of the Practical Food Inspection Assessment.

ANNEXE G ENVIRONMENTAL HEALTH IN PRACTICE A GUIDE FOR STUDENTS AND PLACEMENT SUPERVISORS

MSc ENVIRONMENTAL HEALTH

ENVIRONMENTAL HEALTH IN PRACTICE A Guide for Students and Placement Supervisors WORKING DOCUMENT

Version 1.0 – October 2008

CONTENTS Page Number 1.0 INTRODUCTION 3

2.0 AIMS AND OBJECTIVES OF ENVIRONMENTAL HEALTH IN PRACTICE 5

3.0 FORM AND STRUCTURE OF THE ENVIRONMENTAL HEALTH I PRACTICE PERIOD 9

4.0 RESPONSIBILITIES OF STUDENTS 11 5.0 THE ROLE OF THE PLACEMENT SUPERVISOR 12 6.0 SUPPORT FROM THE UNIVERSITY 15 7.0 WORK-BASED EXPERIENTIAL LEARNING IN PRIVATE SECTOR ORGANISATIONS 16 8.0 SUPPORT FROM THE CIEH 17 9.0 HEALTH AND SAFETY 18 Appendix 1 UNIVERSITY POLICY ON THE HEALTH AND SAFETY REQUIREMENTS OF HE STUDENT PLACEMENTS Appendix 2 KEY PRACTICE SKILLS TAKEN FROM CIEH CORE CURRICULUM 2007

Appendix 3 Prescribed Intervention Areas

1.0 INTRODUCTION The MSc Environmental Health a vocational driven programme which are the academic foundation leading to the professional qualification of Environmental Health Practitioners (EHP).

The MSc in Environmental Health program at the University of Derby is accredited by the Chartered Institute of Environmental Health (CIEH). The emphasis of the course is very much on developing the knowledge and skills base identified in the CIEH core curriculum 2007; as such work based learning is seen to be extremely important and forms an integral part of the qualifying degree The purpose of environmental health in practice is to develop and expand the skills and knowledge developed in the academic environment through application in a practical context. To satisfactorily complete this module and the accredited MSc you are required to complete a supervised period of professional practice at an appropriate organisation (Local Authority, HPA, PCT etc).

The minimum placement requirement is 130 working days regardless of the mode of study.

During this period, you are required to receive a wide exposure to those professional issues dealt with by EHPs. This includes work-based experiential learning which has to be recorded in your blog. This document must be continually updated online and be successfully assessed the University before you are able to pass the MSc.

In order to obtain maximum benefit from the work-based experiential learning period it is important that the learning be appropriately planned and structured.

The purpose of this guide is to provide the student / Training Supervisor and training organisation, with sufficient guidance and information to help achieve this aim. The guide contains the following:- a) aims and objectives of environmental health in practice b) form and structure of the environmental health in practice period c) responsibilities of the student d) responsibilities of the environmental health in practice training supervisor e) responsibilities of providers of environmental health in practice in the private sector

2.0 AIMS AND OBJECTIVES OF ENVIRONMENTAL HEALTH IN PRACTICE We use environmental health in practice to deliver elements of the CIEH core curriculum. It is therefore an integral part of the programme and is assessed accordingly. The learning outcomes for this module are:

1. Express in a critical and reflective manner your understanding of the discipline of environmental health set in a professional context

2. A critical evaluation of the intervention strategies available to control, mitigate or eliminate the impact from environmental health stressors on human health

The environmental health in practice period is therefore primarily intended to

 develop and reinforce the academic studies of the programmes,  to develop and practice the key practice skills of an EHP and  to provide opportunities for experiential learning.

To achieve this, the objectives are therefore:

(a) to involve you in the day to day practices and problems encountered in the professional context;

(b) to give you experience of the responsibilities and interrelationships of local authorities, industry and commerce and other environmental health agencies,

(c) to develop your skills and knowledge in a non-academic, but supervised situation;

(d) to allow you to place the academic study already completed into context;

(e) to develop your problem solving skills in the context of professional practice;

(f) to develop the your communication skills, enhance your personal confidence and maturity.

(g) to obtain experience of the discipline of the working world.

(h) to understand the role of Environmental Health within complex organisations.

(j) to understand the functioning of Environmental Health organisations and the role of the EHP within them.

(k) to understand the diversity of constraints that influences the formulation and implementation of an Environmental Health system.

(l) to help prepare the you for the successful completion of the CIEH Professional Examinations.

These objectives will be achieved through:- (a) a planned programme of experiential learning involving visits and investigations with Environmental Health personnel and other professionals;

(b) undertaking personally, but with appropriate supervision, routine visits and investigations and making professional decisions for approval by the placement supervisor;

(c) undertaking short periods of work-based experiential learning in organisations which have a close relationship with the Environmental Health function (e.g. Social Services, Primary Care Trustss, Crime Reduction Partnership, Health Protection Agency).

(d) the preparation of reports, internal discussion and the presentation of talks and lectures to appropriate internal and external bodies;

(e) developing an understanding of the administrative and management structure of the host organisation and the decision making processes which underpin the day to day operations of professional practice;

(f) taking an active part in the social, cultural and professional life of the host organisation.

2.1 One of the key skills of the academic programme is to develop the Reflective Practitioner who regularly and actively reviews their professional actions in a critically evaluative manner as part of an on-going process of professional continuous development. Environmental Health in Practice supports this approach within its expectation on the student to undertake ‘learning that involves not only both 'seeing' and 'doing' but, additionally, involves ‘checking’, 'questioning', 'reflection' and the development of real understanding. Learning conducted in this way is much less likely to produce a practitioner who relies on inherited and sometimes incorrect 'wisdom', but one who is able to think for him / herself and who has the skills to develop and justify a course of action and to amend it if it doesn't work out.’ (CIEH – Success in Experiential Learning – 2004)

We also anticipate that the environmental health in practice will allow you the opportunity to develop the following skills: i) Preparing and researching problems ii) Developing appropriate aims and supporting objectives for ‘interventions’ iii) Inspecting, auditing and investigating iv) Identifying, selecting and justifying options for the intervention v) Critically reviewing and reflecting on the effectiveness of the intervention in comparison with the initial aim and objectives vi) Demonstrating and applying underpinning knowledge. vii) Communication

2.2 The placement will also facilitate the CIEH Experiential Learning Portfolio (ELP) requirements. Guidance and support for this is available both from within the University and the CIEH. The CIEH have a mentoring scheme and run workshops nationally to support students undertaking the ELP and it is essential that you make contact with the CIEH to access this support. Details of these can be found at: http://www.cieh.org/education/pdf/2004StudentELP.pdf or contact Peter Wight by email at [email protected]

3.0 FORM AND STRUCTURE OF THE ENVIRONMENTAL HEALTH I PRACTICE PERIOD The University does not prescribe any officially set maximum or minimum timescale regarding the learning period. Different people will learn and develop at different rates. However, it is likely that for the majority of people, the environmental health in practice period is likely to take around 9 to 12 months full time or part time equivalent. The student and placement organisation should take a measured approach to environmental health in practice for professional practice and not allow it to be driven principally by: a) The CIEH ELP requirements or b) The students natural desire to qualify at the earliest possible opportunity

It is important the when you approach the completion of your MSc and are preparing for the CIEH professional examinations you have had the widest possible experiences to draw on, and have had sufficient time to prepare yourself to succeed at their first attempt.

The environmental health in practice module requires that you gain experience of practice in a number of prescribed intervention areas. (‘Interventions’ are those actions that Environmental Health Practitioners (EHPs) take to control, eliminate or mitigate the public health implications that arise from the impact of environmental ‘stressors’ on the physical, social and human worlds.). Whilst engaging with these intervention areas you will be developing key operational skills.

Details of these can be found in appendix 1 and 2.

3.1 Key Personnel in the Work-Based Experiential Learning Period

Student/Employee To be placed with an organisation or organisations where environmental health is being practised as a whole, or where individual aspects are being practised. Students are reminded that enforcement related experiences may be acquired within a local authority environmental health section or other agency with environmental health enforcement responsibilities. There are, however, many opportunities in private sector organisations and non local authority public sector organisations which will go a long way to fulfilling the requirements of environmental health in practice. Placement Supervisor A permanent employee who is at an appropriate level in the organisation to supervise the student in the workplace

4.0 RESPONSIBILITIES OF STUDENTS In general, each student must take responsibility for undertaking the environmental health in practice programme. In particular the student should:- (a) Where clarification is needed on the programme, discuss the issue with the Placement Supervisor appointed by the employer (b) Continually update their reflective online blog, engage with the online discussion forums and undertake the online directed activities (c) Compile the necessary portfolio of evidence throughout the period of placement in accordance with the instructions provided as supporting evidence for the activities you have been engaged with The online Blog that you will be keeping is a live and ongoing document that you need regularly update, at least on a weekly basis and your University Tutor will be monitoring this and providing formative feedback on the activities you have been engaged with. (d) Carry out duties allocated to the best of your ability. Work should be approached critically and analytically with a view to understanding the issues involved, the way in which problems are tackled and, where appropriate, considering alternative solutions.

5.0 THE ROLE OF THE PLACEMENT SUPERVISOR What is a Placement Supervisor? In the context of environmental health in practice, a Placement Supervisor can be defined as the person who helps the student to learn from their work practice. Broad though this definition is, it emphasises the importance of support for the learning that occurs during the placement. This is not, as is often thought, simply a matter of providing a student with a range of tasks and duties to perform in order to give them breadth in vocational experience. Although this is important, perhaps equally as valuable are the assistance, advice, and guidance that is given to the student in identifying, analyzing, reflecting on and assessing the learning opportunities which present themselves during their employment. A Placement Supervisor should, wherever possible, act as:  Role model providing inspiration, setting performance standards and demonstrating professional behaviour  Instructor passing on knowledge, wisdom, insights, providing challenging tasks/ideas  Enabler facilitating learning through the identification/provision of learning opportunities  Coach offering encouragement, building confidence, giving feedback on performance, making suggestions for improvement  Counsellor actively listening to difficulties, offering helpful advice  Assessor contributing to the evaluation of performance and learning and assessing development

Essentially a Placement Supervisor helps the student to recognise and understand the learning that occurs throughout the placement.

Who should be the Placement Supervisor? Ideally a Placement Supervisor should have the following attributes: a) Abilities to empathise with, encourage, coach, counsel, organise, direct and negotiate with the student. At the same time the abilities to be understanding of and sensitive to the student’s inexperience and the additional demands placed on the student in completing the tasks and bringing together a comprehensive portfolio of evidence b) Previous experience of the job itself and of being trained to do the job c) A qualified EHP who is registered with the Environmental Health Registration Board and a current member of the Chartered Institute of Environmental Health. d) Subject knowledge of principles and key aspects of professional practice e) Specific skills and competence in their own job The Placement Supervisor therefore should be somebody who will have frequent contact with the student and will be aware of his or her duties and performance throughout the year. Within some organisations the student may be moved from one department to another or from site to site. In such instances it may be necessary for the role of Placement Supervisor to move with the student. As part of the process of preparing students for their final viva voce it is desirable that students upon completion of a placement within a section, receives a viva-voce examination by senior staff to assess the level of

MSc Environmental Health September 2009 start 87 Faculty of Education, Health and Sciences School of Science competence in core areas and as a means to determine the effectiveness of that training the student has received. In this way additional training can be identified to support the student. When the student has completed a placement period they should be invited to attend an exit interview to give feedback on their experiences and support they have received. This can then be feed back into the organisation. Note: Although Placement Supervisors should give advice, this should be done with appropriate discretion so as to permit appropriate student responsibility for progress, development and independent learning. The Placement Supervisor should therefore avoid taking over problems and solving them for the learner. 5.1 RESPONSIBILITIES OF THE PLACEMENT SUPERVISOR The Employer organisation is responsible for appointing an appropriately qualified and experienced member of staff to take responsibility for student training/experiential learning on behalf of the sponsoring organisation. Clearly this person will have other duties to perform, but in relation to their responsibility for students, the University would expect them to:- (a) Assist in the development of an appropriate environmental health I practice programme taking into account the guidance provided by the University; (b) Implement the programme effectively and ensure that the student keeps appropriate records; (c). Programme regular meetings with the student to review progress and resolve difficulties. In implementing the programme, the Placement Supervisor will need to ensure that other colleagues in the department are fully informed of the requirements of the University. In particular they should persuade other colleagues to adopt a positive and sympathetic approach to the problems that students might encounter as a part of their learning. It is appreciated that not all colleagues respond positively to students, who are particularly vulnerable during the first few months of the programme. The Placement Supervisor would be expected to lend the student support at this time. Placement Supervisors should also bear in mind that when students start their Environmental health in practice period, they are still undertaking an academic programme and cannot be expected to be proficient in all aspects of Environmental Health.

The MSc provides the “foundation for competence” but the student lacks the experience of the practical application of that knowledge necessary to achieve full competence. It would help their development if the Placement Supervisor would ensure that students undertake a programme of guided reading when entering each phase of the environmental health in practice programme, particularly in relation to appropriate statutes and case law. (Support and guidance for this will be provided by the University) In addition, it is good practice to assess the student’s current state of knowledge upon joining a section so that more directed training may be given. It is strongly recommended that the Placement Supervisor attends a University training workshop on the nature of the programme requirements, so they are better able to supervise and advise students.

6.0 SUPPORT FROM THE UNIVERSITY

Support from the University whilst undertaking the placement will be available to both the student and the training provider. This support will include:  A placement visit to discuss progress and issues  A nominated University placement tutor from the Course Team to act as your point of contact  Supporting documentation that clarifies the responsibilities of you, the University and the training provider  Supporting documentation that states the programme requirements and assessment strategy for the placement and what you need to do to be successful  Access to online support including discussion groups, activities and virtual classroom tutorials  Briefing sessions for training officers  Student led online forums to share experiences and information  Support and guidance for the CIEH ELP requirements

Placement Supervisors should also make contact with the University to confirm what assessments, if any, the University may have in place that may impinge upon the placement period. This is important if the placement organisation has a number of students from more than one University and placement programmes will need to reflect each Universities own requirements. We will undertake to visit the student whilst on placement and it is strongly advised that the Placement Supervisor is available to meet with the University representative to discuss the performance of the student and to formalise any remedial and / or training requirements. Environmental Health in Practice visits will only occur once a student is enrolled on the environmental health in practice module

7.0 WORK-BASED EXPERIENTIAL LEARNING IN PRIVATE SECTOR ORGANISATIONS Students undertaking environmental health in practice are not subject to any set maximum or minimum timescale. However the course team believe that for the majority of students, the completion of the prescribed interventions and development of the prescribed skills is likely to take around 9 to 12 months full time. The permutation of workplaces visited, and the duration of such visits, so as to ensure appropriate experiential learning over this period, is at the student’s discretion, as negotiated with training providers. For some students it will be possible to secure a contract with a single organisation to complete the whole of the process; for others, it may be necessary to take-up a series of short-term learning opportunities. All are possible, but it should be borne in mind that enforcement-related experience may only be possible within a local authority environmental health section or other agency responsible for environmental health enforcement. Costs of external visits should be borne by the training provider. Placement Supervisors and students are encouraged to make use of the Wales CIEH Student Training Directory which can be accessed at: www.ciehcymruwales.org This directory provides useful training opportunities both within public sector organisations as well as private sector organisations – and it is not just for those students in Wales!

8.0 SUPPORT FROM THE CIEH The CIEH runs a mentoring scheme for students undertaking completion of their ELP. The way the scheme works is that several of the ELP assessors have volunteered to assist students undergoing work based learning and completing the ELP. The scheme is very informal - and free!!! Peter Wright (on behalf of the CIEH) operates the scheme. He is contactable on: Tel: 01706 223671 Email: [email protected] Once contacted Peter will put students in touch with their most appropriate mentor(s) and the student (and mentor) can then make whatever arrangements are appropriate to themselves. Students are strongly recommended to contact and make use of the Mentor to help and advise on the writing up and completion of the ELP. It should be borne in mind that the mentor does not in any way replace the training supervisor – he/she is an ‘added extra!’ Peter also runs a series of workshops for students and training officers, details of which are published in Environmental Health News.

9.0 HEALTH AND SAFETY The welfare of students whilst undertaking work-based learning is important and students should ensure that their own personal safety, and that of others with whom they may be associated, is not compromised in any way. Health and Safety is the primary responsibility of the training provider; however, the University and the student have a certain level of responsibility. The University has a well documented policy with regard to student safety whilst on placement a copy of this can be found in Appendix 1. A link to the Full Code of Practice can be found at: http://www.derby.ac.uk/human-resources/health-and-safety/health-safety-policies- codes-guidance/teaching-and-learning/student-workplacements Approval for any placement MUST be obtained from the University prior to undertaking any activities. Students should have an understanding of their rights and responsibilities concerning health and safety from information given by the training provider and/or university. They must be aware of potential hazards and associated risks of environmental health work – for example lone working, manual handling, aggression etc. It is important that they understand what to do to minimise risks from any hazards they may be expected to encounter. The training provider should make copies of any risk assessments available. Students are recommended to: a) Read the training providers Safety Policy and understand what is expected by the provider and the student during the period of environmental health in practice b) Read all appropriate risk assessments and take appropriate measures to minimise risks c) Ensure that the training provider has liability insurance and that the student is covered for all work activities including time spent away from the immediate area (e.g. visits to other training locations) d) Use suitable personal protective equipment (PPE) where necessary e) Read, understand and adhere to any ‘working alone’ policies and procedures f) When working outside the office have a means of contacting colleagues at all times (e.g. by mobile phone) and of being contacted by colleagues g) Report any incidents that could have endangered their health and safety (or that of others) to the training supervisor or other appropriate person

Appendix 1 University Policy on the Health and Safety Requirements of HE Student Placements Revision Issue Number 1.0 1.2 Number Date of Issue Date 01/10/04 01.02.07 Revision This Policy sets out the minimum performance standards of the University and the delineation of responsibility to ensure so far as is reasonably practicable the health and safety of students on placement. A placement is defined as: - A period of vocational experience, paid or unpaid where: - a. there is the transfer of direct supervision of a student to a third party and b. the placement is integral to the individual student’s course and c. the student is enrolled at the institution during the period of the placement. The scope of this policy includes all placements undertaken by students both in the UK and overseas except; Students who are placed as part of a work based learning scheme funded by the LSC (Learning and Skills Council). Placement of students under the age of 18, where the University may be in loco-parentis and specific legislative requirements may be applicable. This policy does not apply to employees of the University on placement, for example, Teaching Company Schemes (TCS) where the University finds an industrial partner and the individual works under a contract with the University but working on the partners premises. This policy is supported by an associated code of practice. The standards are: -  Procedures to ensure the Placement Provider is informed in writing of the institution’s expectations for the management of the students health and safety whilst on placement;  Procedures to ensure all students are adequately briefed before the placement commences;  Procedure for the effective monitoring and review of placements;  Ensure risk assessments are undertaken for the activities of the institution’s own employees and action is taken to ensure the risk is reduced to the lowest level reasonably practicable.  sufficient resources made available for effective implementation of this policy and  The periodic monitoring of performance against these standards.

This policy and associated code of practice will be reviewed and revised as necessary at least once every two years. Professor John Coyne Vice-Chancellor

The following identifies the delineation of responsibility for the implementation of this policy. Responsibilities of the Vice-Chancellor  Overall executive responsibility for the implementation of this policy. Responsibilities of the Pro Vice-Chancellor (Learning & Teaching) & Pro Vice- Chancellor (Academic Development)  Ensure that arrangements are made for the implementation of this policy. Responsibilities of Deans  Ensure that within their school arrangements are made for implementation of this policy including making available sufficient resources to ensure compliance with the minimum standards identified. Responsibilities of Faculty Safety Advisers The dissemination of this policy and supporting guidance to the School Management Team.  The periodic monitoring of performance against the standards identified in this policy.

Responsibilities of the Head of HR Delivery & Head of Health, Safety and Wellbeing  Quantify the overall risk to the University from student work placements;  Develop and maintain University health and safety policy on work placements;  Ensure central guidance is prepared on compliance with the standards of this policy;  Co-ordinate the periodic monitoring of performance against the standards identified in this policy.

Appendix 2 KEY PRACTICE SKILLS TAKEN FROM CIEH CORE CURRICULUM 2007

Plan and execute inspections, investigations and audits Plan and execute statistically reliable sampling programmes Organise and interpret data obtained from audits and sampling programmes and compare / evaluate it against prescribed standards and guidelines Determine and articulate the nature of a hazard and quantify the level of risk associated with that hazard Choose and implement the appropriate legislative requirements (based on an analysis of the costs and benefits of taking action or not) to eliminate, reduce or mitigate the level of risk associated with a hazard Obtain admissible evidence, serve legal notices, prepare legal summaries and witness statements Design, implement and evaluate a research protocol for the purpose of gathering evidence to substantiate a course of action Determine and articulate the opportunities and means to eliminate, reduce or mitigate the level of risk associated with a hazard Taking account of the level of risk and other commercial, social, economic and public health considerations, identify and implement the most appropriate course of action to achieve compliance with applicable legislation and / or codes of practice and guidelines Identify and articulate the rights and responsibilities of individuals and organisations whose acts or omissions might impact on public health Identify, link, co-operate and work with other professionals, organisations and agencies for the protection, enhancement and promotion of public health Formulate, articulate and implement policies and strategies for the protection, enhancement and promotion of public health Identify and practice the skills necessary to facilitate personal, financial and organisational management Communicate appropriately with a range of people and organisations using suitable language and means of delivery Explore their own learning and practice utilising a range of techniques involving self questioning and evaluation or valuation facilitated by a third party, with a view to improving knowledge and future practice by self and others

Appendix 3 Prescribed Intervention Areas Under Construction!!

ANNEXE G Programme route for MSc Environmental Health Studies A typical full time course structure for the MSC Environmental Health Studies is shown in Annexe G 1 below. (This route can be followed full time on campus or full time by e learning.) Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May-Aug) Envt. Policy and Law Environmental Health (15 Credits) Impacts (Natural and Built Environment) (15 Credits) Research Skills (15 Environmental Health Credits) Impacts (Workplace and Food) (15 Credits) Determinants of Health Determinants of Health and the Environment 1 and the Environment 2 (15 Credits) (15 Credits) Year 2 Environmental Management and Audit (15 Credits) OR Environmental Noise Assessment (15 Credits) OR Environmental Regulation of Noise and Vibration (15 Credits) (Choose 2 of the 3 modules above) Independent Scholarly Activity (60 Credits) Annexe G 1 MSc Environmental Health Studies– 2 Year Programme 180 Credits September Starter For students engaged in employment the programme offers a flexible route to qualification from 3 to 6 years in duration. It is envisaged that a part time student will normally complete the programme in 3 years and a typical part time course structure for the MSc environmental Health Studies is shown in Annexe G 2 below. (Again this route can be followed part time on campus or part time by e learning.) Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May-Aug) Envt. Policy and Law Environmental Health (15 Credits) Impacts (Natural and Built Environment) (15 Credits) Research Skills (15 Environmental Health Credits) Impacts (Workplace and Food) (15 Credits) Year 2 Determinants of Health Determinants of Health and Environment 1 (15 and the Environment 2 Credits) (15 Credits) Environmental Management and Audit (15 Credits) OR Environmental Noise Assessment (15 Credits) OR Environmental Regulation of Noise and Vibration (15 Credits) Choose 2 of the 3 modules above Year 3 Independent Scholarly Activity (60 Credits) Annexe G 2 MSc Environmental Health Studies – Part Time 180 Credits September Starter

The programme has both a September and a January intake for part time students. A typical full time course structure for January Starters is shown in Annexe G 3 below. (Again this route can be followed part time on campus or part time by e learning.) Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May-Aug) Environmental Health Impacts (Natural and Built Environment) (15 Credits) Environmental Health Impacts (Workplace and Food) (15 Credits) Determinants of Health Determinants of Health and and Environment 1 (15 the Environment 2 (15 Credits) Credits) Year 2 Envt. Policy and Law Environmental Management and Audit (15 Credits) OR (15 Credits) Environmental Noise Assessment (15 Credits) OR Environmental Regulation of Noise and Vibration (15 Credits) (Choose 2 of the 3 modules above) Research Skills (15 Independent Scholarly Activity (60 Credits) Credits) (Through to December) Annexe G 3 MSc Environmental Health Studies – 2 Year Programme 180 Credits January Starter A typical part time course structure for January Starters is shown in Annexe G 4 below. (Again this route can be followed part time on campus or part time by e learning.) Year 1 Semester 1 (Sept-Dec) Semester 2 (Jan-April) Semester 3 (May-Aug)) Environmental Health Impacts (Natural and Built Environment) (15 Credits) Environmental Health Impacts (Workplace and Food) (15 Credits) Year 2 Envt. Policy and Law (15 Credits) Research Skills (15 Determinants of Health Determinants of Health and Credits) and Environment 1 (15 the Environment 2 (15 Credits) Credits) Environmental Management and Audit (15 Credits) OR Environmental Noise Assessment (15 Credits) OR Environmental Regulation of Noise and Vibration (15 Credits) (Choose 2 of the 3 modules above) Year 3 Independent Scholarly Activity (60 Credits) Annexe G 4 MSc Environmental Health – Part Time 180 Credits January Starter

MSc Environmental Health September 2009 start 99