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Section 1: BASIC INFORMATION

1.1 Awarding Institution: University of St Mark & St John

1.2 Teaching Institution: University of St Mark & St John

1.3 Locus of Delivery: University of St Mark & St John

1.4 Final Award Title: BSc (Hons)

1.5 FHEQ Level: Levels 4, 5 and 6

1.6 Programme Title: Nutrition for Health and Performance

1.7 Mode and Duration of Study: Full time - 3 years. Part time – up to 6 years

1.8 UCAS Code(s): 28T7

1.9 Admission Criteria:

Normal University entrance criteria apply (please refer to the website for further details). International students will be expected to meet the English language requirements of IELTS 6.0 or equivalent.

1.10 Accrediting Professional Body/ PSRB:

N/A

1.11 QAA Subject Benchmarking Group(s):

Agriculture, Horticulture, Forestry, Food, Nutrition (2016) Biosciences (2015) Health Care programmes (2001)

1.12 Other External Points of Reference:

QAA The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies, (2015) QAA UK Quality Code for Higher Education Association for Nutrition

1.13 Language of Study (for learning, teaching and assessment):

English

1.14 Work-Based Learning Arrangements:

NUTD90 – Work Based Learning will provide a specific work-based learning module for the programme

1.15 Foundation Degree Progression Routes:

N/A

1.16 Arrangements for Distance N/A

PROGRAMME SPECIFICATION Definitive Document

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Learning:

1.17 Original Date of Production: October 2016

1.18 Date of Commencement: September 2017

1.19 Review Date: August 2023

2. Programme Outline Nutrition science, which investigates how the body nourishes itself and studies the effect of diet on metabolism, health and performance, is an increasingly important subject with regards both sports performance and public health. The BSc (Hons) Nutrition for Health and Performance programme responds to public health concern, and national and international developments linked with nutrition as a driver for the maintenance and promotion of good health. The BSc (Hons) Nutrition for Health and Performance programme establishes a comprehensive understanding of the relationship between nutrition health, wellbeing and performance. The multi-disciplinary programme utilises a core curriculum, aligned to QAA benchmark statements and the requirements of the Association for Nutrition, of established academic sub-disciplines to underpin nutrition knowledge. These include physiology, biochemical sciences, behavioural science and human movement sciences to inform students. With a focus on science, human behaviour and the nutrition industry, students learn how to apply scientific knowledge to promote an understanding of the effects of diet on health, wellbeing and performance of humans across a range of social groups within society. Graduate nutritionists will have the ability to implement and evaluate nutrition policies, generate the evidence base and apply a scientific understanding of the impact of food and diet on health, wellbeing and performance at an individual or population level. The programme is underpinned by current research, theoretical discourse and professional practice. Importantly, the programme is designed for students to become practically competent when working in the nutrition industry. The biosciences and human sciences infrastructures together with the accredited sport, exercise science and health assessment facilities on campus in addition to various rehabilitation clinics and industrial partnerships, will enable students to develop and apply their knowledge in both a laboratory and field based setting. Their learning will be supported by research active academic staff that holds both academic and professional practice qualifications and who maintain close links to the biotechnology, allied-health- and medical sectors. 2.1 Integrating sustainability into the curriculum The programme team are responsible for embedding sustainability into the curriculum. The overarching aim is to empower students to become global citizens while also increasing their employability. We implement this through adherence to the broad term of sustainability which outlines respect for human rights, equality, social and economic justice, intergenerational responsibilities, ethics and cultural diversity. The programme team work alongside other university-wide agendas such as employability and student engagement to embed these concepts wider. Higher Education is recognised as an important ground for application of these essential skills. The ‘instructor-learner’ relationship is a unique one where learners apply, and instructors observe, “sustainability-in-action” in the context of a variety of strength and conditioning

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disciplines. The curriculum has been thoughtfully aligned and made relevant to ensure these principles are being implemented.

3. Distinctive Features The BSc (Hons) Nutrition for Health and Performance programme promotes a distinctive model of undergraduate provision. The programme provides an exceptional student experience in a unique way that will differentiate the University from the rest of the sector. The programme retains the strongest aspects from previous Faculty of Sport, Health and Wellbeing provision and builds upon this to provide a robust learning experience that is vocationally driven. Nutrition for the promotion of health, wellbeing and performance runs through the spine of the curriculum and reflects the significant vocational theme. Students are provided a broad, interdisciplinary, evidence based nutrition curriculum in a supportive learning environment. Importantly, the programme is designed for students to become practically competent when working with diverse client groups, which is theoretically underpinned by current research and professional practice. The BSc (Hons) Nutrition for Health and Performance programme is distinctive and is designed to produce qualified graduates by providing higher education and vocational provision, specific to the nutrition industry. Further to this all students work towards registration with the Association for Nutrition (AfN) (http://www.associationfornutrition.org/) and/or The Sport and Exercise Nutrition Register (http://www.senr.org.uk/). The AfN governs the UK Voluntary Register of Nutritionists (UKVRN) to distinguish nutrition practitioners who meet rigorously applied training, competence and professional practice criteria. The Sport and Exercise Nutrition Register (SENr) is a voluntary register designed to accredit suitably qualified and experienced registrants, who have the competency to work autonomously as a Sport and Exercise Nutritionist with performance oriented athletes, as well as those participating in physical activity, sport and exercise for health. The purpose of each register is to protect the public and assure the credibility of nutrition as a responsible profession. Graduates will be eligible to apply directly for registration with either body. Details on the application process for registration with AfN and SENr can be obtained directly from their respective web pages. The programme offers a balance of intellectual,practical and technical skills and is specifically focused towards developing students’ knowledge and understanding of nutrition for health, wellbeing and performance, and applying this within meaningful practice. It specifically aims to provide a practical approach to nutrition, health science, exercise performance and its associated pedagogy to enable students to understand the breadth of the field and the variety of opportunities to develop careers in this field. The breadth of study helps students to future proof their careers in nutrition in line with this specialist area of study. The academic programme has been designed around a core curriculum. The compulsory noncondonable modules have been developed by staff across FSHS and deliver expert, research informed content related to a number of external reference points (e.g Quality QAA benchmark statements for ‘Agriculture, Horticulture, Forestry, Food, Nutrition and Consumer Sciences, Biosciences and Health Care Programmes). In addition to the core curriculum modules a number of bespoke nutrition modules (Food Science and Nutrition, Food Sources and Nutrition, Nutrition, Health and Disease, Nutrition for Sport, Public Health Nutrition, Nutrition for Clinical Conditions), which directly reflect the requirement for skilled nutrition practitioners, are delivered. These modules provide an in-depth understanding of how nutrition plays a vital role in maintaining and promoting health and performance. Students will have opportunities to develop key practical and technical skills in the majority of modules. Key lectures are typically supported with practical sessions undertaken at the

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Universities’ biosciences and human sciences laboratories in small subject specific seminar groups. Further opportunities for developing practical hands on skills are available via various university rehabilitation clinics and industrial partnerships from the nutrition, biotechnology, allied health and medical sectors and through engagement with clients on health and sports based programmes delivered by within the FSHS. Through engagement with these programmes students can gain experience working with clients and liaise with health care and sports providers, thereby enhancing their employability. In addition to the practical experience itself students have opportunities to implement intervention strategies in modules such as such as the Honours Project (SHSHP1), Nutrition for Health (SAHD01), Nutrition for Sport (NUTH01) and Public Health Nutrition (NUTH02). In addition to general guidance and advised on ethics, research methods and independent study throughout the programme these subject areas will be specifically addressed in modules such as Engaging with Learning (NUTC90), Research Methods (SHSD01) and in the Honours Project (SHSD01). Students will also gain skills in entrepreneurship and management. These skills are gaining prominence, especially when graduates turn to management and or finances in science sectors or when employed in the innovation sector. This aspect is addressed by a dedicated module ‘Business and entrepreneurship’ in Year 3 as well as through case scenarios in other modules and building upon STEM related skills such as the development of evidence based practices, actionable ‘Bioscience Skills’ and ‘Research Methods and Advanced Statistics’ in addition to work placement experience. To summarise, in addition high rates of obesity, and the associated increase in heart disease, diabetes and certain cancers, has increased the requirements for both academic and practicing nutritionists to address public health concerns. Career opportunities exist for qualified nutritionists for roles such as public health nutritionists, food and health advisors, nutrition programme coordinators and project leaders in both public and private sectors. The BSc (Hons) Nutrition for Health and Performance programme has been developed in order to train suitably qualified and experienced professionals to addresses this requirement. The distinctive features of the degree programme include:

A core curriculum designed around the requirements established by the Association for Nutrition for gaining Registered Nutritionist Status.

The practical application of the subject knowledge at every level of the degree programme and in every module;

The use of exceptional bioscience and physiology laboratory facilities to demonstrate the practical, technical and applied nature of the discipline;

The opportunity for students to undertake bespoke modules which underpin the role of nutrition in health, wellbeing and performance that build upon the underpinning academic knowledge gained from the core disciplines, i.e. physiology, psychology;

The embedding of transferable employability skills in nutrition for health and performance ;

The opportunity to work with clients, within a module structure, to gain additional professional and employability skills;

Opportunities to design and implement and evaluate intervention strategies.

The opportunity to work with qualified staff with a wealth of practitioner experience.

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4. Programme Aims The Programmes aims to:

Develop students’ critical thought, intellectual reasoning and practical competence for the application of science to satisfy the needs of society for the provision of skilled nutritionists in relation to health, wellbeing and performance.

Help students from diverse cultural and social backgrounds to fulfil their potential in both intellectual and practical domains.

Provide a stimulating and caring learning environment in which students feel secure and motivated to learn.

Prepare students for employment or postgraduate study by ensuring they understand the integration of theory, experimentation, and the ability to develop theory into practice.

Specific programme aims:

To develop comprehensive knowledge and a critical understanding of the concepts, theories and principles underpinning nutrition in the context of the individual and wider society.

To enhance employability with the development of a range of skills which ensure that students become technically proficient in an array of applied and laboratory based assessments and monitoring techniques relevant to the sector.

Allow students to develop their research and practical skills in applied aspects of nutrition with an appreciation of moral, ethical, education and legal issues.

Allow students to design, implement and evaluate safe and effective nutrition based programmes and interventions for the promotion of health, wellbeing and performance.

To develop the intellectual skills necessary to be able to take full advantage of further study, including progression onto postgraduate study.

To provide conditions for vocational learning and applied practice with a range of work-based and practical opportunities.

5. Programme Learning Outcomes Knowledge & understanding: By the end of the BSc (Hons) Nutrition for Health and Performance programme students should be able to demonstrate:-

1. A comprehensive and critical understanding of the science disciplines underpinning human

structure, function, movement and health; 2. A critical appreciation of how psycho-social contexts shape the relationship between

nutrition health, wellbeing and performance. 3. A critical understanding of how nutrition interventions can affect health, wellbeing and

performance of humans (at an individual or population level), including those with specific needs or conditions.

4. An appreciation and understanding of the moral, ethical and legal issues which underpin professional practice.

5. The ability to apply the concepts, theories and policies associated with nutrition through a range of contexts and be able to deliver and evaluate applied practice.

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Intellectual skills: By the end of the programme students should be able to:-

6. Critical assess and evaluate evidence and to develop reasoned and informed argument; 7. Describe, analyse, interpret and summarise information critically using a variety of

appropriate techniques to prescribe action for nutrition based programmes or interventions; 8. Interpret knowledge and information and apply subject-specific theories, paradigms,

concepts or principles to solve problems in theoretical and practical contexts; 9. Research and critically evaluate theories, principles and concepts in nutrition with minimal

supervision and an increasing independence; 10. Apply existing theories, concepts and techniques to solve new problems; 11. Take responsibility for their learning and continuing professional development within a

nutrition context Transferable / key skills: By the end of the programme all students should be able to demonstrate:- 12. The ability to communicate in a variety of forms 13. Critical reflection and evaluation of personal strengths and weaknesses; 14. Effective team work, and team membership, and take responsibility for leadership where

appropriate; 15. Selection and management of information using appropriate ICT including the internet, word

processing, spreadsheets and statistical software packages; 16. Selection and use of appropriate quantitative and qualitative techniques for data collection,

presentation, analysis and problem solving; 17. Confidence to challenge received opinion and debate, within the nutrition sector in a

professional manner.

Practical skills: By the end of this programme all students should be able to:- 18. Demonstrate safe, ethical and effective laboratory and field based skills; to include risk

assessment and the identification of emergency procedures; 19. Demonstrate technical proficiency in the application of appropriate needs analysis to inform

nutrition programmes and interventions in different populations; 20. Understand the ethical and practical aspects of designing, prescribing and implementing

appropriate nutrition based interventions for different populations; 21. Demonstrate competence in the monitoring of procedures to evaluate nutrition

interventions; 22. Demonstrate effective communication with client and associated professional populations

and the ability to communicate ideas, concepts and disseminate knowledge.

6. Learning and Teaching Methods 6.1 Learning Enhancement The BSc (Hons) Nutrition for Health and Performance programme adopts key aspects of the institutional Learning, Teaching and Assessment Strategy including the need to address issues of inclusivity and vocational learning. It has a practice based focus underpinned by academic knowledge and understanding. A range of learning teaching and assessment approaches are

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utilised to enable flexible, student-centred learning, including the adoption of some of the opportunities offered by technology enhanced learning, such as the creative use of the virtual learning environment and social media. The strategies used aim to develop student approaches to learning which will facilitate reflection and analysis, aid application of theory to practice and develop critical awareness of the multi-dimensional influences of nutrition on health and performance in a professional context. Modules carry a duty of care statement that students are fit to study. In particular, some practical, applied and experiential modules require a professional commitment and compulsory attendance to ensure that the students’ delivery meets the required professional standards and underpinning health and safety standards. All practical and off-site activities are risk assessed by the respective academic staff. The learning, teaching and assessment strategies employed enhance and contribute directly to the development of key and transferable skills and professional practice skills, enabling students to monitor their achievements and identify their learning needs and targets for personal development. To achieve this, the course will employ a variety of approaches, such as field and laboratory based assessments, guest speakers, conferences opportunities and applied practice with industry, project work, industry placements, promoting voluntary placements, and access to and promotion of practitioner qualifications. The activities and events across the programme are visible to all students via the Virtual Learning Environment (VLE). The VLE allows students to have an overview of learning opportunities that are integrated in their programme, but decoupled from modules, allowing access to a wide range of learning opportunities e.g. Accreditation bodies, nutrition industry, voluntary experiences. The following teaching and learning methods are used to engage students in the learning process and to support student achievement of the programme aims including:

Case Studies A group of people, or an individual, engaged in study or work, based on a ‘real life’ situation in a practical field. Case study or scenario based learning activities.

Computer based learning / E-learning

Computer and network enabled transfer of skills and knowledge, using electronic applications and processes to learn.

Crit / Group Critique The presentation of work in progress to peers and/or staff / professionals in order to gain constructive criticism to enable development.

Critical reflection Students engage in critical reflective practice and activities to highlight areas of academic, personal and professional strength and weakness.

Directed Study and reading

Specific reading task set by the lecturer for students.

Field work

Visits or Offsite sessions for the purposes of research. This would encompass data collection sessions together with visits to relevant organisations. An investigation carried out in the field rather than in a laboratory or lectures room

Electronic material This includes VLE based exercises and other software

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Group discussions A focus group work together to discuss opinions and gauge their responses to specific stimuli.

Group Work Students work in small groups to achieve a goal or carry out a task. There is usually a feedback session, or a chance to disseminate the results within the larger module group.

Guest speaker Using specialists from the field to present to students. Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture.

Independent learning/directed self study

Activities where an individual learner conducts research, or carries out a learning activity, on their own.

Lectures/whole group lecturers

Subject introduced and delivered by the teacher in a specific time which transmits information

Observation (methods)

Learners observe selected practices related to their area of study and reflect and review them in relation to other models and processes as a means of learning.

Peer group study A learning event in which one learner, or a small group of learners, helps other learners with a particular subject

Personal and professional development planning:

Students take part in activities that contribute towards the creation of a personal and professional action plan to achieve stated personal and career related objectives.

Practical sessions (including Field and Laboratory based investigations)

Student activity, e.g. learning a skill or group work. This can also include laboratory sessions, coaching sessions in the sports hall and conditioning sessions in the fitness suite.

Presentations Typically refers to when a learner, guest speaker, explains or shows some content to a learning audience; similar to a lecture.

Seminar groups These are an opportunity for students to have a non-teacher led session, where they may analyse data in detail and discuss it in groups or may work on a topic with a view to giving a short presentation on a topic, adding detail to a lecture, or reporting back on some data collection task, for example.

Student-led presentations

Where used, these may not be assessed. However, where they occur in LEL modules with an exam, students are assured of an exam question on their presentation topic. Thus work on their presentation has an ‘end’.

Tutorials One-to-one teaching (student to lecturer) usually for counselling purposes based on the student’s work.

Video viewing and analysis

Students view instructional/educational videos for academic content

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Virtual Learning Environment

A software system designed to support teaching and learning in an educational setting.

Work based tasks Learning events which take place within a working environment enabling learners to develop ‘real’ skills and practices

Workshops A group of people engaged in intensive study or work normally in a creative or practical field.

6.2 e-Learning The BSc (Hons) Nutrition for Health and Performance programme team recognise the increasing contribution that digital resources make to the learning experiences of students. The team utilises the virtual learning environment to provide access to resources, discussion groups and other learning materials, such as audio files, learning objects, lecture capture, and performance analysis technology. The team utilise digital technology to support student development and ensuring they engage with digital technologies within modules across the three years of the programme. For example learning enhancement activities such as course conferences and field trips will be publicised in an annual calendar and available to all students and in specific modules students are required to create a blog and web presence. The programme utilises social media by way of a blog and a twitter feed that encourages dissemination of nutrition material from professional bodies, academics and professional networks. In addition, students have open access to extensive computer facilities within the University to support their studies.

7. Modes of Assessment The assessment strategy of the BSc (Hons) Nutrition for Health and Performance programme utilises a range of assessment methods that incorporate the formative and summative achievement of learning outcomes. Achievement of learning outcomes is formative through responses to assessment orientated activities in lectures, seminars and applied activities. Students are required to draw on these experiences to inform summative assessments, thus providing the opportunity for cumulative learning and reflection and to demonstrate the whole of their learning. Module learning outcomes are explicitly stated in module guides and incorporated into assignment marking criteria to guide the student. Following feedback from the External Examiner, Marking Frameworks are made available to students so there is transparency in the marking criteria and processes and students are clear on how their work is graded and on how improvements in their assessed work relates directly to the assessment criteria. A broad range of assessment strategies are used in the programme to support the development of knowledge and understanding and professional and practical skills; as well as providing opportunities to foster key and transferable skills. Throughout the taught modules formative assessment is employed to support students in their learning and development. Students will be required to reflect on their own practice within assignments and therefore it will be personal to them and their own circumstances and learning journey. This will support an objective approach to assessment against the academic criteria. The programme team use anonymous marking on exam scripts and aim to move towards increased anonymous marking of coursework once the University systems are in place to enable this. The university uses Turnitin electronic assessment submission, this allows students to submit assignments electronically without the need to be physically present on campus. The typed feedback via Turnitin allows students to be able to read feedback clearly avoiding a range of handwriting styles on assessment forms. Certain practical elements of the programme and

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presentations and personal reflections cannot be marked anonymously and students have indicated that they like specific feedback that is personal to their work. 7.1 Glossary of terms:

Assignment: An extended piece of written work, which includes research and/or own reflective practice Case study: An analysis of a real-life example within the field of nutrition. Critical Review/literature review: A critique of a selected text (usually a chapter from a book or an article from a journal), activity or organisation. An essay style assignment critically evaluating literature pertinent to a topic. Developmental Project: An independent study, approved by the module leader, which should indicate clear improvement and development specific to a learning environment. Essay/extended essay: A written response to a question based on synthesis and analysis. These may be negotiated with an academic tutor. Evaluation/Evaluative Report: An evaluative or critically reflective piece of writing that identifies key issues, challenges, and ‘learning’ that is relevant to the student’s experiences. This may be as the result of a placement, event, work experience etc. Examination: Usually takes the form of essay questions, but also other forms, such as multiple choice questions, short answer questions, or any combination, which are taken under examination conditions. Developmental Project: An independent study, approved by the module leader, which should indicate clear improvement and development specific to a learning environment. Group Business Plan: This group assignment requested the formulation of a statement of business goals, reasons they are attainable, and plans for reaching them. Honours Project: An in-depth independent study of 10000 words (or equivalent), approved by the module leader, following a topic of the students’ choice. Laboratory book (aka Lab book): A primary record of research of instrumental importance. It is used by a researcher to document hypotheses, describe experiments and initial analysis or interpretation of results. It clearly serves as an organizational and memory tool. It helps formative assessment of learning. In both

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industrial and academic research a lab book can also prove to have a role in protecting intellectual property, especially when properly kept . Learning agreement: A contract style agreement evidencing an action plan for improving specific aspects of learning in an HE environment. Oral Presentation: A talk illustrated/supported by a variety of audio-visual aids, which demonstrates knowledge and understanding of a selected topic. This can be individual or group. Portfolio / E-Portfolio / Resource File:/Reflective Portfolio: A collection of assessments covering the learning outcomes of a module, which usually takes several different forms such as essays, reports, presentations and task sheets, digital media. A compilation of weekly tasks, brief laboratory reports, coaching plans and evaluations as evidence of students’ achievement. Poster Presentation: Presentation of data/information/critical analysis in a visual ‘poster’ format to include brief verbal delivery and defence of questions posed on the topic specific to the information contained in the poster. Assesses knowledge of selected topic and communication skills. Practical Assessment: Practical performance measured against set criteria using recognised guidelines or national awards. Reflective journal: An evaluative or critically reflective piece of writing that identifies key issues, challenges, and ‘learning’ that is the relevant to the students’ experiences. This may be as a result of a placement, event, work experience, etc. Report / Laboratory Report: A written response structured in an agreed format, based on individual research of a selected topic. This may include practical research. A structured written account of a laboratory practical with analysis and discussion of results. Research project: An independent study, approved by the module leader, following a topic of the students’ choice, which should indicate the capacity to synthesise the different elements of nutrition. Research proposal: A brief written plan which indicates clearly and succinctly how the student wishes to proceed in a piece of research.

8. Exemptions to University Regulations N/A

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9. Work-Based Learning / Placement Learning The BSc (Hons) Nutrition for Health and Performance degree provides opportunities for students to apply their knowledge and understanding in vocationally relevant workplaces and gain additional skills and experiences that will enhance their future employability. Students will have structured work experience opportunities and will have the opportunity to select workplace settings to tailor the programme towards their particular area of interest. All students that engaged in work based modules are allocated a University Placement Advisor who confirms the appropriateness of the student’s placement and agrees the focus of the placement and its associated assessment. Students negotiate their placement aims with the host organisation and their university placement advisor. All placements adhere to the University Policy on Placement Learning. The specific work-based module runs for the whole of the second academic year. Students work within an organisation that reflects the nature of their degree programme and which aligns to their future career aspirations. Students engage with industry at several points throughout their programme, though applied projects and in practical delivery of nutrition related programmes. The programme is strongly vocationally orientated and students review their career aspirations in year 1 and complete a Career Development Plan to ensure they maximise opportunities to enhance their future employability, via direct opportunities at university and via external opportunities. In addition to understanding nutrition provision it is essential that students understand the industries/providers from a health and performance perspective. The programme has strong industry links via its Alumni and through strong industry links. Alumni case studies provide clear links to career progression for current students.

10. Programme Structure The programme structure is noted below. Year 1 of the programme is prescribed with the non-condonable module noted in line with University curriculum model and policy. All modules are compulsory with the exception of and independent study module available in years 1, 2 and 3. The optional modules in year 2 reflect the requirement for an independent study although this will only be offered in exceptional circumstances. The Work Based Learning (WBL) module (NUTD90) is in line with University policy. The research methods module is integral to successful completion of a 40c honours project in year 3. The Honours Project is an accumulation and a culmination of subject knowledge and understanding, transferable skills, practical skills and intellectual skills gained through the BSc (Hons) Nutrition for Health and Performance programme. The completion of an honours project is therefore a reflection on a skill set, specific to nutrition, which will aid future employability. Successful completion is therefore imperative in order to ensure graduates have every opportunity to succeed in their chosen careers.

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BSc (Hons) Nutrition for Health and Performance

Module Code

1

Module Title

Cre

dit

s

Assessment

Sem

est

er/

Term

^

C/O

*

No

n-

con

do

nab

le#

%age Course work

%age Written exam

%age Practical exam

Leve

l 4

NUTC90 Engaging with Learning: Nutrition for Health and Performance

20 100 X C X

SHSC02 Anatomy and Physiology for Sport and Exercise

20 30 40 30 A C

CEPC03 Health Assessment 20 50 50 B C

NUTC01 Biochemistry & Biophysics 20 50 50 30 A C

NUTC02 Food Science and Nutrition 20 50 50 B C

BISC02

Bioscience Skills 20 50 50 X C

Leve

l 5

NUTD01 Food Sources and Nutrition 20 100 A C

NUTD02 Microbiology and Safety 20 100 B C

SAHD01 Nutrition for Health 20 100 A C

SAHD02 Health Promotion 20 40 60 B C

SHSD01 Research Methods & Analysis in Sport, Physical Activity and Health

20 100 X C

NUTD90 Engaging with Employability: Nutrition for Health and Performance

20 100 X C

Leve

l 6

BMAH02 Entrepreneurship & Small Business Management

20 100 B C

NUTH01 Nutrition for Sport 20 100 A C

NUTH02 Public Health Nutrition 20 100 B C

SAHH03 Nutrition for Health 20 100 A C

SHSHP1 Honours Project 40 100 X C X

Where students are unable to follow modules presented within the standard programme structure they will be provided with an opportunity to undertake an independent study module. Engagement with independent study modules will only be provided in exceptional circumstances and following negotiation with the relevant Programme Leader. Independent study modules include: SHS DIM Independent Study 20 100 B O

SHS HIM Independent Study 20 100 B O

Key: (delete any of the following not used in table)

^ For modules delivered by semester:

A or B = Semester A or B

X = modules delivered across Semesters A and B

* C = compulsory; O = optional

1 a definitive module descriptor is required for each module

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11. Accrediting Professional Body / Professional Regulatory and Statutory Body (PSRB) N/A

12. Professional Advisory Group N/A

13. Academic Progression Opportunities Students with a BSc Honours degree will have the opportunity to pursue post graduate education. Students may access the University’s Post Graduate Certificate in Education with a specialism in either Primary or Secondary physical education; Masters level study; MRes or PhD studentships. Students will be made aware that post graduate progression is available within the context of lifelong learning and relationships with the Alumni often results in further study in the future. Students will be made aware that honours and post graduate progression is available within the context of lifelong learning and long term relationships with the Alumni often results in further study in the future.

14. Employability and Career Progression Opportunities Nutrition science, which investigates how the body nourishes itself and studies the effect of diet on metabolism is an increasingly important subject with regards health, wellbeing and performance. In addition to approaching nutritional issues with an understanding of sociological and behavioural factors, such as culture, gender, affordability etc., nutritionists implement and evaluate nutrition policies, generate the evidence base and from an understanding of the scientific basis of how food impacts upon health and performance provide nutritional education and services. Graduates from the BSc Nutrition for Health and Performance may find employment in: Food Nutrition Food nutritionists usually look at the science, ingredients, policy, legislation and regulations involved in the consumption or marketing of a food item. Nutrition Science A Nutrition Scientist investigates the metabolic and physiological responses of the body to foods and nutrients. Public Health Nutrition Public Health Nutritionists develop, implement and evaluate nutrition policies and programmes, generating the evidence base and applying scientific knowledge to ensure understanding of the impact of food and diet on health and well-being of people and communities, and improving the diet, nutrition and health of people and communities. Sport and Exercise Nutrition Sports and Exercise Nutritionists develop, implement and evaluate nutritional strategies to optimise performance in sport and exercise.

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Roles can include health improvement, addressing inequalities in nutrition and health, nutrition advocacy, developing/commissioning and implementing policies and programmes, monitoring, evaluation and assessment of diet in groups/communities, education and generating research evidence linking food/nutrients and health and performance. Entry level posts include working as a community or public health nutritionist or food for health advisors for special groups such as communities requiring specific health interventions. Career progression opportunities include roles such as public health/policy manager, nutrition programme coordinators and project leaders. Career opportunities with the NHS include opportunities in nutrition education and or research within the food manufacturing and food service industries. Our graduates will be qualified to enter a variety of careers in this growing area of nutrition. Sample areas of employment include:

Public health/community nutritionist

Public health promotion (primary care, local government, charities, consumer groups)

Industry (research, regulatory affairs, sales, new product development) eg food and nutrition companies

Government/Policy (National/International)

Public relations/freelance nutrition consultancy

Educator – Community/public health and academia

Private Practice – Nutrition industry

Dietetics (after a postgraduate qualification) The BSc (Hons) Nutrition for Health and Performance programme is uniquely positioned to provide excellent employability opportunities to graduates. The academic underpinning of core knowledge, further supported by specialisms such as public health, nutrition for health and health promotion, in combination with the vocational emphasis of the programme ensures that the programme provides a strong focus on employability. The heterogeneous nature of the BSc (Hons) Nutrition for Health and Performance programme identifies key specialist areas, and opportunities, yet does not pigeon-hole students into a confined career trajectory. The programme provides a breadth of opportunities which allows students to follow their own interests through applied projects, placement and research. This breadth creates employment opportunities upon graduation. The BSc (Hons) Nutrition for Health and Performance degree has been designed to respond to sector specific demands but also considers the Universities UK and CBI (2009) recommendations about how opportunities for ‘employability skills’ are embedded in a curriculum. As such the students on the BSc (Hons) Nutrition for Health and Performance degree will develop employability skills in 4 ways:

Integrated into curriculum (use of case studies, team presentations, rewarding evidence

of skills, personal development planning (PDP), University and industry conferences).

Additional on /off campus activities (summer experiences, enterprise and

entrepreneurship, volunteering, practical delivery, event attendance and engagement as a support team or member)

Work placements / industry events

Careers advice and industry style job interviews

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The integration of employability skills into the curriculum has been ensured by considering the alignment of module content, pedagogy and assessment to CBI (2011) most desired skills by employers of:

Business and customer awareness

Self-management

Team work

Problem solving

Literacy and numeracy

Positive attitude

Use of IT

Alongside the ‘enterprise’ skills identified by the Pedagogy for Employability Group (2006) of:

Initiative

Creativity

Identifying and working on opportunities

Leadership

Acting resourcefully

Responding to challenges

15. Support for Students and for Student Learning The University recognises the value of the whole student experience within Higher Education and students have full access to University facilities for academic and pastoral support and guidance. The Student Support team offers a confidential and comprehensive service to guide and support students through their studies in the following areas:

Academic Advice

Academic Skills

Accommodation

Disability and Inclusion Advice Service

Employability and Careers Development

Finance and Welfare

Health

Student Counselling and Well-being

Student Volunteering Student support and guidance is further promoted by the following:

A Personal Development Tutor for every student in the University

Academic tutorial staff, including programme leaders, module leaders and tutors

Extensive library, and other learning resources, and facilities

Library and study skills guidance material

Programme handbooks, and module guides

The Chaplaincy Centre which is at the heart of the University and is used for gathering, quiet reflection and prayer.

On-campus Nursery provision

16. Student Feedback Mechanisms The programme team seek to develop positive relationships with students to ensure there is an ongoing and continuous dialogue on a weekly basis to allow for regular communication and feedback. The team aim to develop a trusting culture where students see that their feedback

Programme specification, v1 17 |

directly influences the programme to continue to drive improvement and refine the student experience. Formal feedback aims to be transparent where two way reporting is apparent to students. Feedback mechanisms include:-

Module Evaluations from students and Module Reports are available to students.

Staff Student Liaison Committees made up of elected student representatives. Minutes and Action Points are available via Learning Space and Actions from previous meetings are formally followed up at subsequent meetings.

Programme Reports and the External Examiners report, and response, are made available to students and are discussed formally at SSLC.

The Programme Team, and in particular the PAL use social media to engage with students online. This includes publicly visible information via a Facebook page and Twitter Feeds and via ‘Private’ groups, such as the Sport Development Awards night group, or student instigated groups so support students and communicate via a more informal platform.

Student feedback on specific issues, for example through module evaluations or via discussions at the Staff Student Liaison Committee, are evident via minor modification processes that require student feedback as part of the quality assurance mechanisms.

The development of the new curriculum was discussed at the SSLC in order to seek the views of students.

Students are made aware of the summative nature of the National Student Survey and issues identified from by students are disseminated via Programme Reports and discussed via the SSLC so students are aware of their feedback influence the continuous improvement of the programme.

17. Other Stakeholder Feedback Feedback is continually sought, and received, from graduates, employers, previous external examiners and colleagues from other HE institutions. The focus of the feedback is typically based on employability and on how to best prepare graduates for the work environment. The programme team will respond to this feedback in a positive and proactive manner and duly incorporate it into the curriculum. Feedback from employers suggested a more explicit link with employability skills and this is evidenced in the curriculum at years 1 and 2, i.e. Engaging with learning: personal and professional skills, aspects within the foundations of applied practice such as leadership skills and in the compulsory work based learning module in year 2.

18. Quality and Enhancement Mechanisms The quality of the student experience and the standards of the awards are managed and quality assured through the normal University regulations and procedures. Student achievement and progression is managed through the Module Assessment Boards (MABs) and the Progression and Award Boards (PABs). Programmes are reviewed annually through University annual monitoring processes, including external examiner contributions, and incorporate student feedback mechanisms at both modular and the programme level reported formally through the annual reporting cycle.