DH and Major-minor. FHEQ Level-6

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Quality Assurance

BSc Applied Environmental Science

BSc Applied Environmental Science ‘with work placement year’

Programme Specification: Undergraduate

Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele’s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme.

Names of programme(s): BSc Applied Environmental Science BSc Applied Environmental Science with work placement year

Mode of study: Full time

Single Honours/Dual Honours/Major-minor: DH and Major-minor Framework of Higher Education Qualification

(FHEQ) level of final award:

FHEQ Level-6

Duration: Three years (or four years with work

placement year)

Details of professional, statutory and regulatory body (PSRB) (If appropriate):

BSc Applied Environmental Science and BSc Applied Environmental Science with work placement year are accredited by the Institution of Environmental Sciences (IES)

External Examiner(s) names: Dr Andrew Thomas

Details about the external examining process at Keele can be found at: http://www.keele.ac.uk/qa/externalexaminers/

1. What is the Philosophy of the Programme?

The Applied Environmental Science degree programme at Keele enables students to combine their interests in environmental science with a second subject such as Biology, Physical Geography or Chemistry, or indeed one of the many other subject combinations available at Keele. The course is interdisciplinary and focuses on the application of environmental science techniques and knowledge to address environmental issues such as climate change, water pollution, and biodiversity loss and food security. The programme is called ‘Applied’ because of the strong emphasis we place on developing practical, laboratory and field-based skills which enables students to develop a wide range of both subject-specific and transferrable skills to take into future employment. The course is firmly anchored in the natural sciences, but also includes optional modules from the social sciences. The first year highlights the basic principles of the sciences underpinning the field of environmental science (life sciences, chemical sciences,

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Version 2015-16 geosciences), while the broad selection of modules in later years allows the student to specialize or to maintain a broad environmental science portfolio, while maintaining a strong basis in the skills and techniques of the

environmental scientist. This degree structure is designed to cater for those students with general interests in the environment and environmental issues, and for those with a clear environmental science career aspiration through a clear emphasis throughout the course on applied environmental issues. Environmental Science is an incredibly exciting and relevant subject for today’s society with ever-increasing employment prospects and career

opportunities.

The aims of the programme are that students successfully completing a degree in Applied Environmental Science will achieve the following programme level intended learning out comes (ILOs):

• have developed a sound scientific understanding of the sciences (Biology, Ecology, Chemistry, Geology) that underpin the field of environmental science, irrespective of students’ scientific background prior to studying at Keele University, and be able to apply these to environmental problems;

• be able to integrate scientific knowledge, and an awareness of social, economic and ethical issues, to address the management of the environment and tackle environmental problems such as climate change, water pollution, water resource scarcity, atmospheric pollution;

• have gained a wide-range of field and laboratory skills, including the ability to carry out independent research, relevant to the investigation of environmental issues;

• have developed to a high professional standard, generic employability skills in report writing, information technology, numeracy, oral presentation, team work and independent work, problem solving and searching and evaluating literature and related-resources.

In addition, students taking the four year ‘with work placement year’ programme will:

Have gained substantial experience of work in the environment and sustainability sector, including familiarisation with the professional working environment These aims are achieved through a range of module-specific intended learning outcomes that describe the key knowledge and skills successful students will acquire during the course of the degree programme. The module-specific intended learning outcomes of the AES course are detailed under four main headings:

a) Subject-specific knowledge and understanding. b) Subject-specific skills.

c) Intellectual skills. d) Employability skills.

Subject-specific knowledge and Understanding

The nature of the course and the wide choice of options available emphasises the multi-disciplinary context of the course. From the core grounding in the natural sciences, the wide range of options available enables the individual student to explore the contribution of both natural and social sciences to an understanding of current environmental issues. Core modules also stress the interdisciplinary interaction of different facets of sciences in the environment. The acquisition of knowledge and understanding underpins the entire programme. Individual module specifications should be consulted for specific information on knowledge and understanding obtained from specific modules within the degree programme.

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Core natural science modules will allow successful students to demonstrate knowledge and understanding of: • the application of the geological, biological and chemical sciences to environmental science;

• fundamental principles of chemistry relevant to the Environmental Sciences;

• the application of fundamental chemical principles to a range of applications in environmental chemistry; • the internal structure and composition of the Earth and its development since the formation of the Solar

System;

• the theory of plate tectonics, its manifestation on the Earth's current surface, and the consequences of its operation in the geological past;

• the three major subdivisions of rocks in terms of how they are formed and how their properties relate to environmental science issues;

• how rocks and geological events may be dated, both relatively and in terms of the absolute time scale; • the ways in which populations and communities function and interact;

• basic theories and concepts in ecology and conservation; • the ecology and environmental issues of a specified ecosystem;

• the impact of human activity, particularly resource exploitation on the Earth’s surface and near surface environments (using well-established principles and examples from the forefront of the discipline);

• pressures and threats on terrestrial and aquatic ecosystems as well as the Earth’s climate that are related to human activity;

• possible options for alternative solutions to environmental problems and their implications for nature and society;

• environmental management issues in a range of different environments;

• the process and application of a range of analytical techniques relevant to the analysis of the composition of different environmental media (including soil, water, vegetation);

• a key multidisciplinary issue/problem reflecting the student’s interests at the forefront of Applied Environmental Science;

Subject-specific Skills

The acquisition of subject specific skills is an important part of the Applied Environmental Science programme. Individual module specifications should be consulted for information on subject-specific skills covered within individual modules

Core natural science modules will allow successful students to demonstrate their ability to:

• carry out and record practical chemistry experiments relevant to the environmental sciences, including the analysis and interpretation of data generated;

• recognise minerals in hand specimen and thin section using a hand lens, petrological microscope and related techniques;

• use techniques for the acquisition, interpretation, analysis and visualisation of geoscience data (e.g. geological maps);

• show knowledge and understanding of geological field skills, and be able to synthesise their observations and interpretations within a geological report;

• demonstrate competency in a range of skills necessary for successful study of environmental science in higher education (e.g. numeracy, IT, visual, oral and written communication);

• demonstrate familiarity with a range of ecological and geochemical laboratory and field techniques; • collect, synthesize, evaluate and present environmental (geochemical, ecological, geological) data; • perform calculations involving simple population dynamics models;

• work safely in a scientific laboratory, with awareness of standard methods and procedures and with due regard for risk assessment and relevant health and safety regulations;

• apply relevant quantitative techniques to the analysis of environmental problems; • manipulate, analyze and interpret data sets relating to an area of environmental science;

• design an achievable piece of research applicable to the field of environmental science, showing an ability to synthesize and interrogate the research literature and evaluate and select appropriate techniques;

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Version 2015-16 • integrate biological, geological and chemical aspects of field (and laboratory) study by preparing a

report/presentation on investigations of several habitats;

• evaluate solutions to problems of managing a disturbed/degraded area; • evaluate possible options for alternative solutions to environmental problems ;

• demonstrate familiarity with a range of field and laboratory techniques appropriate to Environmental Science investigation;

• demonstrate technical appreciation of the process and application of a range of analytical techniques relevant to the analysis of the composition of different environmental media;

• undertake effective fieldwork with due regard for safety, risk assessment, rights of access, relevant health and safety regulations and sensitivity to the impact of investigations on the environment;

• apply their own knowledge, skills and experience to an aspect of current Applied Environmental Science research (through the use of established, analytical scientific methods, literature review, data collection and interpretation etc) and to have developed the skills necessary to exercise own independent analysis,

initiative and self-learning. Intellectual skills

Successful students will be able to:

• recognise and use subject-specific theories, concepts and principles to make reasoned decisions and solve problems;

• analyse, synthesise and summarise data and information critically, including prior research; • collect and integrate several lines of evidence to formulate and test hypotheses, and make critical

judgements;

• apply knowledge and understanding to address familiar and unfamiliar problems; • assess the merits of contrasting theories, explanations and policies;

• recognise the moral and ethical issues of investigations and appreciate the need for professional codes of conduct;

• develop an adaptable and flexible approach to study and work;

• identify and work towards targets for personal, academic and career development;

• take responsibility for their own learning and develop a habit of reflection upon that learning. Employability skills

Successful students will be able to:

• develop and sustain effective approaches to learning and study, including time management, flexibility, creativity and intellectual integrity;

• communicate effectively to a variety of audiences in written, verbal and graphical forms;

• work with numerical data using appropriate qualitative and quantitative techniques, as well as computer software packages;

• work effectively with a variety of types of information technology to analyse and present information and data, as well as solve numerical problems;

• use the internet as a means of communication and a source of information; • demonstrate competence in spatial awareness and observation;

• conduct field and laboratory studies; • reference work in an appropriate manner;

• work with information handling and retrieval systems using data from a wide range of sources; • work effectively both as an individual and as part of a group or team, recognising and respecting the

viewpoints of others;

• sustain motivation to work towards a goal over an extended period of time; • recognise responsibilities as a local, national and international citizen.

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• evaluate their own employability skills (via a SWOT Analysis) and develop their own intended learning outcomes (ILOs);

• develop, through practice in the work place, the work-related skills identified through their SWOT analysis and ILOs;

• apply academic theory learnt as part of the taught degree to real situations in the work place; • critically evaluate their learning from the work placement;

• explain how the professional environmental sector operates and what skills are needed to develop their career.

All skills and intended learning outcomes are taught and assessed by a variety of appropriate means as outlined in the module-level documentation.

The Distinctive Keele Graduate:

The Applied Environmental Science, and the four year ‘with work placement year’, programmes are strongly aligned with the key themes within Keele’s Distinctive Curriculum - sustainability, internationalisation and employability. The programmes ensure that all students have the opportunities to fully develop the capabilities (graduate attributes) of the Distinctive Keele Graduate.

Sustainability

The sustainability of our society is at the core of Environmental Science disciplines, with a focus on environmental issues ranging from pollution to sustainable resource use to the causes and impacts of environmental change. In addition to developing a deep understanding of the environmental aspects of sustainability, students also gain an appreciation of social, economic and ethical aspects of sustainability. The programmes aim to provide students with the skills and aptitude for working positively towards a sustainable future in their careers and lives as both students and graduates. Keele has a leading reputation in environmental and sustainability teaching and research and

Applied Environmental Science students have myriad opportunities to be part of Keele’s exciting sustainability vision, through paid and volunteer opportunities.

Internationalisation

Environmental issues, and the means of tackling these issues, are both global and local in nature. The Applied Environmental Science programmes use case studies from around the world to develop an appreciation of different environmental challenges faced in different parts of the world. Students are encouraged to develop a global outlook, to develop a sensitive understanding and awareness of how the environment can be sustainably managed in different global contexts. Specific opportunities beyond the taught content include overseas field courses, research opportunities abroad with partner institutions and organisations, and study abroad opportunities in a wide range of countries from Europe, to South Africa.

Employability

Our Environmental Science programme is called ‘Applied Environmental Science’ because there is a strong emphasis on the ‘application’ of scientific skills and understanding to addressing environmental issues and creating future solutions, in addition to a strong emphasis on the vocational nature of environmental science. Students have an opportunity to carry out a work placement in the environmental sector as part of their degree, and students taking the four-year Applied Environmental Science with Work Placement Year degree programme have the opportunity to undertake a year-long (minimum 30 weeks full time (1050 hours) or equivalent) work placement between Year-2 and Year-3 of their degree programme. All students have the opportunity to work with environmental professionals as part of their third-year projects, and as part of field courses. In addition to a subject specific emphasis on

employability within the environmental sector, throughout the Applied Environmental Science programmes students are able to develop a wide range of generic employability skills from working effectively in teams, to effective

written and oral communication skills.

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Version 2015-16 Keele has always been distinctive in its interdisciplinary approach to learning. The Applied Environmental Science programmes continue this tradition with a highly interdisciplinary programme combining the geological,

geographical, chemical, and life sciences and their application to environmental issues, in addition to opportunities to study environmental issues from social science perspectives utilising expertise from different discipline areas at Keele. This ensures that Applied Environmental Science graduates have a sound scientific background, combined with a truly holistic appreciation of environmental issues and strategies to working towards a more sustainable future.

The Ten Keele Graduate Attributes

Keele University has identified a set of ten graduate attributes that characterise a successful Keele graduate. The Applied Environmental Science programme provides students with the opportunity to develop each of these areas:

1) An open and questioning approach to ideas, demonstrating curiosity, independence of thought and the ability to appreciate a range of perspectives on the natural and social worlds

As an Applied Environmental Science student you will:

• Adopt a questioning approach to environmental issues and demonstrate curiosity about the environment around you and about topical environmental issues (e.g., water-resource management, climate change, energy resources

• Develop, through varied teaching and assessment but especially through practicals, field work and independent research, the ability to think independently and appreciate different perspectives on environmental issues.

• Be encouraged to take a broad range of option modules from the disciplines of Life Sciences, Chemical Sciences, Geographical Sciences and Geological Sciences to appreciate environmental issues from both a social science and natural science perspective

2) An appreciation of the development and value of Applied Environmental Science, awareness of its context and links with other disciplines, and awareness of the provisional and dynamic nature of knowledge

• Develop an appreciation of the development of Environmental Science as a discipline through reading and discussing cutting-edge research being carried out across a breadth of environmental science topics, and being taught by Environmental Science experts from different disciplinary backgrounds

• Be encouraged to ask questions, develop your own research and ideas through class-led discussions, developing your research capabilities through research training modules, before carrying out your own independent research projects focussed around your ideas and interests

• Learn to tackle Environmental Science issues from different disciplinary perspectives ranging from different core sciences to the social sciences

3) Information literacy: the ability to locate, evaluate and synthesise large amounts of frequently conflicting information, ideas and data

• Be given extensive training and support in developing skills in finding, reading, understanding, and referencing relevant material in a wide range of different formats from scientific and policy reports, to websites, and cutting-edge research articles

• Be able to research and bring together a wide range of environmental science research to construct and support your arguments and ideas

• Gain experience in working with large sets of primary and secondary data, being able to make sense of this and present it effectively

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4) The ability creatively to solve problems using a range of different approaches and techniques, and to determine which techniques are appropriate for the issue at hand

Applied Environmental Science is all about solving problems. As an Applied Environmental Science student you will: • develop the skills and aptitude to tackle existing environmental problems in order to help achieve a more

sustainable future

• gain extensive training in research design and a wide range of research techniques applicable to environmental science, culminating in an independent research project on a topic of your choice, often working directly with environmental professionals

5) An appreciation of the social, environmental and global implications of your studies and other activities, including recognition of any ethical implications

Environmental Science disciplines focus on the social, environmental and global implications of society’s day-to-day activities. As an Applied Environmental Science student you will:

• Develop a sensitive appreciation of the environmental consequences, and their social, global and ethical implications, of both society’s and your own individual activities, and the ways to minimise these impacts • Gain training in assessing safety risks and ethical implications of Environmental Science research

• Study within a School with strong environmental, social and ethical commitments • Have many opportunities to take part in environmental initiatives at Keele

6) The ability to communicate clearly and effectively in written and verbal forms for different purposes and to a variety of audiences

• Gain training and extensive experience in communicating in a wide range of different forms from essays, reports, oral presentations to field note books

• Gain the confidence and skills to communicate clearly and effectively to different audiences 7) The knowledge, skills, self-confidence and self-awareness actively to pursue your future goals As an Applied Environmental Science student you will:

• Gain regular, detailed feedback on your work, and have the opportunity to discuss your work with tutors, helping you to improve rapidly and develop the confidence in your capabilities

• Be actively encouraged to take part in co-curricula and curriculum opportunities relating to your degree, such as work-placements and volunteering, helping you to gain confidence and self-awareness through applying your skills in a ‘real world’ environment

• Be encouraged to regularly reflect on your personal development through personal tutoring and an

independent reflective approach to your studies, developed through module assessments and evaluations • Be encouraged to regularly reflect on your aspirations and your own development throughout your

programme

8) The ability and motivation to participate responsibly and collaboratively as an active citizen in the communities in which you live and work

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Version 2015-16 • Work both independently and as part of a team, as part of work at Keele and during field courses

• Be encouraged to take up the many co-curriculum opportunities related to your degree (and beyond) to contribute to the University and wider community

• Learn to understand and appreciate the links between your own every-day choices and the wider environment and society

9) A professional and reflective approach, including qualities of leadership, responsibility, personal integrity, empathy, care and respect for others, accountability and self-regulation

• Be introduced to the work of professional bodies and professional standards in environmental science • Be able to effectively reflect on your own capabilities and skills, including having a good awareness of your

role in a group and your part in leadership and achieving team harmony

• Be encouraged to adopt a professional approach to your studies, communications and co-curricula activities 10) The flexibility to thrive in rapidly changing and uncertain external environments and to update skills and knowledge as circumstances require

• Learn many new skills both practical and cognitive, giving you the confidence to apply yourself to new areas in your future careers and lives

• Be confident in your ability to learn and acquire new skills, and have a passion for continuing to learn • Gain confidence in your flexibility and adaptability, acquired throughout your programme and in particular

through carrying out fieldwork and your independent research project 2. How is the Programme taught?

Learning and teaching methods used on the Applied Environmental Science programme vary according to the subject matter and level of the module. They include the following:

• Lectures

• Tutorials and workshops • Practical classes

• Field courses

• Individual progress interviews, including profiling/personal development planning (PDP) • Work experience in a professional environment

• Directed reading

• Group presentations and linked discussion

• Use of e-learning/the Keele Learning Environment (KLE)

The variety of teaching, learning and assessment methods used within the degree programmes ensures that all students are able to achieve the programme-level intended learning outcomes.

As Applied Environmental Science is such an interdisciplinary subject, staff that deliver our degree programmes come from the School of Physical and Geographical Sciences and the School of Life Sciences, with option modules from the Faculty of Health, and the School of Politics, International Relations and Philosophy. The teaching and research profiles of the staff that deliver and support the Applied Environmental Science programmes can be found at:

School of Physical and Geographical Sciences (Geography, Geology and the Environment): http://www.keele.ac.uk/gge/people/

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School of Physical and Geographical Sciences (Chemistry and Physics): http://www.keele.ac.uk/chemistry/staff/

School of Life Sciences:

http://www.keele.ac.uk/lifesci/people/

Our core programme team comprises the following staff:

Dr Katie Szkornik (Programme Director and School Director of Learning and Teaching) BSc (Durham), MA (Keele), PhD (Plymouth), Fellow of the Royal Geographical Society, Senior Fellow of the Higher Education Academy Dr Alix Cage, BSc (Bangor), MSc (Royal Holloway), PhD (St Andrews), Fellow of the Higher Education Academy Dr David McGarvey, PhD (University of the West of Scotland), Fellow of the Higher Education Academy

Dr Ian Oliver (Exams Tutor for Environmental programmes), Bachelor of Applied Science (University of Adelaide), Honours degree (Research) (University of Adelaide), PhD (University of Adelaide), Fellow of the Higher Education Academy.

Dr Aleks Radu, BSc (Belgrade University), PhD (Auburn University)

Dr Zoe Robinson, BSc (Keele), Ma (Keele), PhD (Keele), National Teaching Fellow, Fellow of the Higher Education Academy

Dr Keziah Stott (Admissions Tutor for Environmental programmes), BSc (St Andrews), PhD (St Andrews), Fellow of the Higher Education Academy

Dr Peter Thomas (Life Sciences), BSc (Exeter), MSc (Aberdeen), PhD (University of New Brunswick)

Dr Sarah Taylor (Life Sciences), BSc (Keele), MSc (Aberdeen), PhD (University of New Brunswick), Fellow of the Higher Education Academy

Dr Joanna Wright, BSc (Imperial College, London), PhD (Bristol), Fellow of the Higher Education Academy Dr Sami Ullah, MSc (University of Peshawar), MS (Louisiana State University), PhD (Louisiana State University), Fellow of the Higher Education Academy

There is a strong emphasis on enhancing the student learning experience within the School of Physical and

Geographical Sciences, which has developed a national reputation for its learning and teaching activities. Staff within the core programme team have been awarded several Keele Teaching Innovation Awards in recent years and

University awards for Excellence in Learning and Teaching. Several teaching developments as part of the Applied Environmental Science degree programme have been externally funded by the Higher Education Academy (HEA) Geography, Earth and Environmental Sciences subject centre (GEES) and the HEA Education for Sustainable Development project. All staff actively participate in teaching and learning activities, several staff are actively involved with pedagogic research that seeks to identify ways in which the student learning experience within the environmental sciences can be enhanced.

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Version 2015-16 3. What is the Structure of the Programme?

The tables below provide a summary of the structure and content of the Applied Environmental Science

programmes and the variety of assessments included within them. Further information about individual modules can be found in the AES year handbooks and via links from:

http://www.keele.ac.uk/gge/students/aes/

The first year of the Applied Environmental Science programmes start by emphasising the fundamental principles of the sciences underpinning the field of Environmental Science and how these are integrated in the discipline of Environmental Science in order to address environmental issues. This broad scientific foundation in the first year leads on to the detailed study of a range of Environmental Science issues and concepts in years 2 and in the final year.

Year 1 (FHEQ Level-4)

Students take FOUR 15-credit compulsory core modules (total 60 credits) in their first year as shown in the table below, with the exception of students studying AES in combination with Chemistry. These students an additional elective module from the list of approved electives below to replace CHE-10044: Introductory Environmental Chemistry.

Compulsory core modules (all 15 credit modules): Module code

(and semester)

Module name Description Exam Assessment

ESC-10042

(S1) Environmental Science Skills Provides an introduction to the study of environmental science with a strong emphasis on study and fieldwork skills.

None Workshop exercises (40%)

Field course portfolio (60%)

ESC-10045

(S1) Introductory Geology for the Environmental Sciences

Focuses on the basic underlying geological principles and

concepts, and practical and field skills relevant to the

Environmental Sciences.

50% Computer Task (15%) Report and GIS Assignment (20%) Environmental geophysics practical exercise (15%)

LSC-10033

(S2) Ecology and Environment Covers key aspects of ecology, environmental issues and conservation, and relevant practical skills.

50% Report (25%)

Multiple choice exam (25%)

CHE-10044

(S2) Introductory Environmental Chemistry*

Focuses on key chemical principles fundamental to the field of environmental chemistry, environmental science and to the practising environmental scientist, including developing practical

None Class tests (45%) Essay (15%)

Laboratory Practicals (40%)

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laboratory skills.

* CHE-10044 is not taken by students combining Applied Environmental Science with Chemistry. These students must chose an additional approved elective module from the list below (all 15 credit modules):

ESC-10039

(S1) Fundamentals of Physical Geography

Covers core material in Physical Geography including patterns of variation in the global environment and the impact of global systems on local landscapes.

50% Online exercises (25%) A 1500-word essay (25%)

ESC-10041

(S2) People and the Environment

Explores the two-way relationship between human society and its environment, the challenges facing people today and some of the ways of dealing with environmental problems. 50% 1500-word essay (50%) ESC-10043 (S2) Greening Business: Employability and Sustainability Introduces students to environmental responsibilities of businesses, investigates ways of improving companies’ environmental performances. None Workbook (30%) Group project (video) (60%)

Group report (10%)

Field courses

ESC-10042 Environmental Science _{Skills (local area)} Introductory field day to explore the different aspects of _{environmental science at a local field site (1 day).}

ESC-10042 Environmental Science _{Skills (North Wales)}

Residential field course in North Wales, looking at the ecology, hydrochemistry and biogeochemistry of aquatic and terrestrial environments and environmental impacts of historical mining activities, includes a day’s laboratory work at Keele (5 days).

Year 2 (FHEQ Level-5)

Students study THREE 15-credit compulsory core modules (total 45 credits) and choose ONE option module (15 credits) from the list below allowing students to start to specialise in their areas of interest.

Compulsory core modules: Module

code (and semester)

Module name (and

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Version 2015-16 ESC-20017

(S1) Human Impacts on the Environment: Scientific Perspectives

Covers the impact of human activities on the Earth’s environment particularly with regard to water, the atmosphere, and the biosphere.

50% Essay (50%)

ESC-20038

S1 Integrated Environmental Field Studies A field-based module integrating the different aspects of environmental science and field techniques training to approach

environmental problems in the local area and a non-familiar environment.

None Report (40%)

Field course portfolio (60%)

ESC-20032

(S2) Environmental Analytical Methods Covers a wide range of analytical techniques relevant to the analysis of environmental samples, and develops practical, data analysis and research design skills.

None Class tests (30%) Practical portfolio (50%)

Research Proposal (20%)

Option modules (available options are dependent on the degree programme studied alongside AES and are subject to timetable restrictions)

Module code Module name Description Exam Assessment

ESC-20029

(S1) Practical Physical Geography

Provides training and experience in a range of techniques including field sampling and Geographical Information Systems.

None Group report (40%) GIS project (35%) Guided personal reflection (25%) ESC-20002 (S2) Reconstructing Past Environments Focuses on reconstructing the geomorphology of ancient sedimentary environments using the rock record and equivalent modern environments.

50% Practical exercises (25%) Report (25%)

ESC-20050

(S1) Dynamic Geographies

Students choose two from the following specialist units: Representing the World, Geomorphology & Meteorology and

Hydrology & Oceanography.

None Dependent on options chosen. AES students CANNOT take Nature and Society or

Population Geography

PIR-20067

(S1) Environmental _{Politics and}

Provides a level two introduction to some of the key historical,

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Policy theoretical and practical dimensions of

environmental politics and policy.

Class Test (Formative) Research Paper (50%)

PTY-20020 Health and the _Environment

Focuses on health links with the environment, ranging from asthma and air pollution to mental health.

None Presentation (40%) Assignment (60%)

LSC-20056

(S2) Research and Analytical Skills

Trains students in research and analytical skills that are relevant to a wide range of life science disciplines and are transferable to many professional and vocational careers. None Coursework (30%) Oral presentation (20%) MCQ Test (50%) ESC-20030 (S2) Regional Landsystems Focuses on the geographical variability in both geomorphic

processes and related landscapes, from permafrost to glacial environments. 50% Class tests (20%) Essay (30%) ESC-20051

(S1+2) Work Placement Module

Students complete a minimum 75 hours

working in the professional environmental role.

None Portfolio (20%)

Final Placement Report (60%) Presentation (20%) LSC-20062 (S2) Living Together: Behaviour, Co-operation and Conflict

Focuses on the biological features required to sustain an intimate association between unrelated organisms (symbiotic relationships). 50% Scientific Report (20%) Science Communication Portfolio (30%) CHE-20032* (S1) Pre-requisite of CHE-10044 with module mark ≥ 50% Sustainable

Chemistry Develops knowledge and understanding of issues in environmental chemistry and sustainability.

None Group Project (65%) Online Tasks (35%)

* Not available as an option for AES students combining with Chemistry. AES/Chemistry students have the option of taking this module as part of their Chemistry programme.

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Version 2015-16 ESC-20038 _{Integrated Environmental}

Field Studies (Local Area)

Based in a local country park, students work in project groups to tackle different environmental management problems.

ESC-20038

Integrated Environmental Field Studies

Bordeaux, France OR English Lake District

A residential field course investigating issues of

environmental management and environmental change local to the area (6-9 days).

Work Placement Year

During the work placement year, students undertake a work placement (minimum 30 weeks full time (1050 hours) or equivalent) with an environmentally-focussed company or organisation. Students take the ESC-30042 (non-credit bearing) Work Placement Year module.

Compulsory core modules

ESC-30042 Work Placement Year Students complete a minimum of 30 weeks full time (1050 hours), or equivalent, working in a professional

environmental role.

None Mid-Placement Portfolio (20%) Final Placement Portfolio (70%) Oral Presentation (10%)

Year 3 (FHEQ Level-6) Dual Honours and Major route

FHEQ Level-6 (Dual Honours) Students study ESC-30019 AES Independent Research Project (15 credits) and three option modules from the list below (45 credits). It is the programme norm and it is expected that dual honours students will take the single (15 credit) project module. However, in discussion with the Programme Director and project supervisor, where it is deemed appropriate dual honours students may be permitted to take the 30 credit project module (and choose only two taught option modules). FHEQ Level-6 (AES Major) students take ESC-30035 AES Independent Research Project (30 credits) and six option modules from the list below.

Compulsory core modules

ESC-30019 (Dual honours students – 15 Applied Environmental Science Independent research (including research design, data collection, analysis

None 5,000-7,000 project report (100%)

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credits) Independent Research Project

and interpretation and report production) is carried out in an appropriate area of environmental science of the students choosing. ESC-30035 (Major route students – 30 credits) Applied Environmental Science Independent Research Project (double) Independent research (including research design, data collection, analysis and interpretation and report production) is carried out in an appropriate area of environmental science of the students choosing.

10,000 word project report (100%)

Option modules: Dual honours students chose three modules, these may not all be from the same subject-based block. Major-route students chose six modules, these may not all be from the same subject block. Module code

(and subject block and semester)

Module name and module tutor

Description Exam Assessment

ESC-30045 (S1)

Contemporary Topics in Environmental Science

Aims to provide in-depth coverage of two to three highly topical,

contemporary topics in environmental science such as ecotxicology and chemical risk,

environmental monitoring and regulation, nutrient cycles and fluxes, food security 50% Report (50%) ESC-30040 (S1) Environmental (Clean) Technology An independent literature-based investigation of an area of clean technology reflecting the students’ interest.

None Essay (60%)

Poster Presentation (20%) Layperson-targeted webpage or magazine article (20%)

Biology-based option modules: LSC-30003

(LSC) (S1)

Applied Insect Ecology Provide basic ecological knowledge,

understanding and skills

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Version 2015-16 necessary for an applied

entomologist in the fields of insect pest management and conservation.

LSC-30006

(S2) Applied Fish Biology

Covers those areas of fish biology which have a direct relevance in fish aquaculture and manipulation. 75% Research Report (25%) LSC-30017 (LSC) (S2) Trees in their Environment

Investigates how trees function and survive in often harsh

environments.

70% Research Report (30 %)

Geology-based option modules:

ESC-30009

(S1) Natural Hazards

Examines the causes and characteristics of a broad variety of natural

hazards and their destructive impact on human society.

50% Poster presentation (20%) Problem based exercise (20%) Problem based exercise (10%)

ESC-30022 (S2)

Hydrological and Engineering Geology

Focuses on the way in which geological factors influence the availability of water resources and the design/construction of engineering structures. 50% Practical (10%) Practical (10%) Problem-Based Practical Exercise (30%) ESC-30034 (ESC-20002 prerequisite) (S1) Advanced Topics in Sedimentology

Focuses on the seismic and sequence

stratigraphy and the application of these skills to the petroleum

industry.

50% Scientific Report Based on Field Work (30%)

Practical (20%)

Physical Geography based option modules:

ESC-30018 (S1)

Global Environmental Change

Explores past records (particularly Quaternary) and causes of global environmental changes through to the

prediction of future climate change and its

50%

Journal Manuscript-Style Report (50%)

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impacts

ESC-30044

(S1) Applied GIS

Develops skills in Geographic Information Systems and its

application to environmental problems. 50% Class Test (40%) Project (60%) ESC-30027 (S2) Coastal Environments Focuses on coastal processes and landforms and the vulnerable nature of the coastal environment particularly in the context of current global warming debates.

50% Short answer in-class exercise (20%) Poster presentation (30%) ESC-30020 (S2) Water Resources Focuses on the application of hydrological and hydrogeological understanding to solving water resource problems. 50% Research Report (50%) PIR-30106 ( *PIR-20067 prerequisite) (S2)

Citizenship and the Environment

Focuses on the theories of environmental citizenship and obstacles to (and opportunities for) practising environmental citizenship. None Essay of 3500 words (75%) Group presentation (25%) LSC-30043 (S1) Conservation Biology Takes a practical approach to introduce students to the many threats to Earth's biodiversity and how conservation can be used to protect species, habitats and ecosystems from human-caused extinction.

60% Report (40%)

Field courses: The field courses undertaken during the third year will depend on the modules chosen. It should be noted that for many students their Independent Project work is likely to include a significant amount of fieldwork.

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Version 2015-16 ILO Modules in which this ILO is covered Principal forms of _{assessment (of the ILO)} Develop a sound scientific understanding

of the core natural science disciplines (Biology, Ecology, Chemistry, Geology) that underpin the field of environmental science, irrespective of students’ scientific background prior to studying at Keele University, and be able to apply these to environmental problems

• ESC-10045: Introductory Geology for Environmental Scientists • ESC-10039: Fundamentals of

Physical Geography

• LSC-10033: Ecology and the Environment

• CHE-10044: Introductory Environmental Chemistry

KLE exercises, practical assessments, laboratory assessments, essays, exams

Be able to integrate scientific knowledge, and an awareness of social, economic and ethical issues, to address the management of the environment and tackle

environmental problems such as climate change, water pollution, water resource scarcity, atmospheric pollution

• ESC-10045: Introductory Geology for Environmental Scientists • ESC-10039: Fundamentals of

Physical Geography

• LSC-10033: Ecology and the Environment

• CHE-10044: Introductory Environmental Chemistry • ESC-10043: Greening Business –

Employability and sustainability

KLE exercises, practical assessments, laboratory assessments, essays, exams, group report, video project

have gained a wide-range of field and laboratory skills, including the ability to carry out independent research, relevant to the investigation of environmental issues

• ESC-10042: Environmental Science Skills

• ESC-10045: Introductory Geology for Environmental Scientists • LSC-10033: Ecology and the

Environment

• CHE-10044: Introductory Environmental Chemistry • ESC-10043: Greening Business –

Employability and Sustainability

KLE exercises, practical assessments, laboratory assessments, essays, exams, group report, video project, portfolio of field course activities, portfolio of workshop exercises (including statistics)

have developed to a professional standard, employability skills in report writing, information technology,

numeracy, oral presentation, team work and independent work, problem solving and searching and evaluating literature and related-resources

• ESC-10042: Environmental Science Skills

• CHE-10044: Introductory Environmental Chemistry • LSC-10033: Ecology and the

Environment

• ESC-10043: Greening Business – Employability and Sustainability • ESC-10045: Introductory Geology

for Environmental Scientists

Practical assessments, laboratory assessments, group report, video project, portfolio of field course activities,

portfolio of workshop exercises (including statistics)

YEAR-2: In the second year students develop a critical understanding of more advanced topics and conceptual issues, and establish skills in independent research.

ILO Module(s) in which this ILO is covered Principal forms of assessment (of the ILO)

Develop a more detailed scientific

understanding of the core natural science disciplines (Biology, Ecology, Chemistry, Geology) that underpin the field of environmental science and be able to apply these to environmental problems

• ESC-20017: Human Impacts on the Environment – Scientific

Perspectives

• CHE-20032: Sustainable Chemistry • ESC-20037: Geoscience and Society • LSC-20062: Living Together -

Behaviours, Co-operation and Conflict

Group projects, oral presentations, science communication portfolio (LSC-20062), online (KLE) exercises, essays, exams

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Be able to integrate a more detailed scientific knowledge, and an awareness of social, economic and ethical issues, to address the management of the environment and tackle environmental problems such as climate change, water pollution, water resource scarcity, atmospheric pollution

• ESC-20017: Human Impacts on the Environment – Scientific

Perspectives

• CHE-20032: Sustainable Chemistry • ESC-20037: Geoscience and Society • LSC-20062: Living Together -

Group projects, oral presentations, science communication portfolio (LSC-20062), online (KLE) exercises, essays, exams

• ESC-20032: Environmental Analytical Methods • ESC-20038: Integrated

Environmental Field Studies • CHE-20032: Sustainable Chemistry • LSC-20062: Living Together -

Behaviours, Co-operation and Conflict Science communication portfolio (LSC-20062), environmental impact assessment, research proposal, laboratory assessments, KLE exercises

have developed to a high professional standard, employability skills in report writing, information technology,

• ESC-20032: Environmental Analytical Methods • ESC-20038: Integrated

Environmental Field Studies • ESC-20037: Geoscience and Society • LSC-20062: Living Together -

Oral presentation, research portfolio, environmental impact assessment, field work reports, science communication portfolio (LSC-20062), group field-based projects

YEAR-2b – Work Placement Year: Students taking the four-year ‘with work placement’ year programme will learn additional employability skills and will be able to:

ILO Module(s) in which this ILO is

covered

Principal forms of assessment (of the ILO) evaluate their own employability skills (via

a SWOT Analysis) and develop their own intended learning outcomes (ILOs)

ESC-30042: Work Placement Year

Pre- and mid-placement exercises, reflective diary, oral presentation

develop, through practice in the work place, the work-related skills identified through their SWOT analysis and ILOs

Reflective diary, oral presentation

apply academic theory learnt as part of the taught degree to real situations in the work place

Reflective diary, assessment by host organisation explain how the professional

environmental sector operates and what

Oral presentation, reflective diary

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Version 2015-16 skills are needed to develop their career

YEAR-3: In the third year students develop an advanced understanding of the knowledge specific to

Environmental Science. They also develop skills in independent research and continue to enhance their field and laboratory-based skills and knowledge, and apply these in a ‘real world’ context through their independent research.

ILO Module(s) in which this ILO is _covered Principal forms of _{assessment (of the ILO)} Develop a critical scientific understanding

of the core natural science disciplines (Biology, Ecology, Chemistry, Geology) that underpin the field of environmental science and be able to apply these to environmental problems

• ESC-30045: Contemporary Topics in Environmental Science

• ESC-30035: Applied Environmental Science Independent Research Project (30 credits)

Plus additional modules depending upon options chosen Technical reports, exams, dissertation, research log Additional forms of assessment covered in option modules include: oral presentations, poster presentation, group work, technical reports, problem-based exercises, field trips, reports in the form of journal manuscripts

Be able to integrate a detailed scientific knowledge, and an critical awareness of social, economic and ethical issues, to address the management of the environment and tackle environmental problems such as climate change, water pollution, water resource scarcity, atmospheric pollution

have developed to a high professional standard, employability skills in report writing, information technology,

Completion of programme/degree awarded:

A programme of study leading to the award of a University Honours Degree shall consist of modules to the value of at least 360 credits, including the following: at least 120 credits at FHEQ Level 4 or higher and at least 120 credits at FHEQ Level 5 or higher and at least 120 credits at FHEQ Level 6 or higher.

1. BSc Dual Honours Degree: In respect of Dual Honours awards, students must undertake at least 120 credits in each Principal Subject, accrued over all three levels of study, with at least 30 credits at FHEQ Level 4 and at least 45 credits at FHEQ Level 5 and at least 45 credits at FHEQ Level 6 in each of two Principal Subjects.

2. BSc Major Honours Degree: In respect of Major awards, students must undertake at least 225 credits in their Major subject accrued over all three levels of study, with at least 30 credits at each level of study in their Major subject.

3. BSc Minor Honours Degree: In respect of Minor awards, students must undertake at least 90 credits in their Minor subject, which may be taken over all three levels of study, with at least 30 credits taken at FHEQ Level 4 and at least 45 credits at FHEQ Level 5.

Students who successfully complete the degree programme receive a BSc Honours Degree.

Students who do not fulfil these criteria may be eligible for either a Certificate in Higher Education or a Diploma of Higher Education: http://www.keele.ac.uk/regulations/regulation1aafter0910/#d.en.19123

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4. How is the Programme assessed?

Assessment within the Applied Environmental Science with Work Placement Year programme has been designed to be compatible with the development of best practice defined in the University’s Learning and Teaching Operating Plan available at:

http://www.keele.ac.uk/aboutus/strategicplan/learningandteachingstrategy/

Assessments within the Applied Environmental Science with Work Placement Year programme are of two broad types:

• Formative Assessments take place during the running of each module. These are designed to inform students of their progress in the modules taken. They are not used as a part of students' formal assessment mark for the module

• Summative Assessments are used to return a formal assessment mark to Academic Services. They are normally derived through a combination of an examination at the end of the module and/or continuous assessment of course work throughout the module. Summative assessment marks from the years 2 and 3 count towards the final degree score; the second year marks being weighted half that of the final year. Performance in these assessments is made known to students each semester and should be discussed with their Personal Tutor.

Students experience a wide-range of assessment types throughout the Applied Environmental Science with Work Placement Year degree programme, the exact combination of assessments and split between coursework and exams is dependent on the option module choices that students make throughout their degree. The range of assessments that students will encounter has been designed to promote engagement with employability skills and subject-specific skills. Assessment of students' knowledge and understanding, and skills is achieved by:

• Formative assessment in individual or small group discussions • End of module examinations

• Coursework, including technical reports and essays • Coursework presentations by poster or web-page • In-class exercises and practical class tests

• Individual or group oral presentations • Field course notebooks and reports • Practical class/laboratory reports

• Extended project work and technical reports • Reflective report on work placement experience

There is particular emphasis on forms of assessment such as report writing and oral presentations of direct relevance to future employment avenues. Students receive training in the different assessment types through formatively assessed exercises and feedback. Students are always provided with either oral or written feedback that seeks both to explain the reason behind the mark awarded and to highlight areas of potential improvement. Students are always encouraged to discuss their assessed work with staff if they required additional feedback.

Details of the how assessments are specifically aligned with intended learning objectives are available within the individual module guides available at: http://www.keele.ac.uk/eesg/students/aes/

What are the typical admission requirements for the programme?

The typical admission requirements for the AES programme are BBB. Applicants are normally expected to have at least one science subject at A-Level. Geography, Environmental Studies and related disciplines are acceptable as science subjects. Applicants are also required to have Mathematics at GCSE grade C or above. In line with University policy, alternative qualifications may also be considered and applicants should refer to the prospectus for details. One of the strengths of the course is that unlike many Environmental Science courses it does not require A-level

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Version 2015-16 Chemistry. This means that students without this science background are still able to develop interests in

Environmental Science and will become scientifically literate during the course.

Students have the opportunity to apply directly for the 4-year with Work Placement Year degree programme or to transfer onto the 4-year degree programme at the end of Year-1 and in Year-2 at the end of Semester 1. Students who are initially registered for the 4-year degree programme may transfer onto the 3-year degree programme at any point in time, prior to undertaking their year-long work placement. To be eligible for the work placement year, students must have a good University attendance record. They must also have passed all Year-1 and Year-2 Semester 1 modules with an overall module average of ≥ 55%. Students must have met the progression requirements to proceed to their final year of study prior to commencing a work placement.

Students wishing to take the work placement year should meet with the Programme Director of BOTH of their subjects to discuss any implications that may arise from undertaking the work placement year (e.g., in relation to field work and final year projects). Students will be required to obtain the signature of BOTH of their Programme Directors to confirm that these discussions have taken place before they will be allowed to commence their work placement.

6. How are students supported on the programme?

Personal Tutors: All students are allocated a Personal Tutor for the duration of their studies as part of the

University’s Personal Tutor system. Students can make arrangements to see their Personal Tutor or other staff at any time and an open door policy is operated by all AES teaching staff so students can easily get in contact with staff either personally or via email or phone. There are very strong communication links between students and staff and a friendly and supportive environment throughout the AES course.

Work Placement Tutor: All students undertaking the work placement degree programme will be provided with an academic tutor, based at Keele. Students will be expected to find their own work placements however, support will be provided throughout the placement process. This will involve support ensuring the appropriateness of the placement prior to starting the Placement Year, and email/telephone/face-to-face contact with the academic tutor throughout the placement at regular intervals.

Use of e-learning/the Keele Learning Environment (KLE): All modules are supported by learning materials that are accessible to students via the KLE. The School supports the University’s policy on module support on the KLE.

Health and Safety: All students admitted to the course are expected to read the Geography, Geology and

Environment Safety Handbook. Students are required to sign an agreement that they have read this Handbook, and that they will abide by the rules and regulations governing the efficient working, safety and welfare of all members both within the University and in the field. The Geography, Geology and Environment Safety handbook can be accessed from:

http://www.keele.ac.uk/gge/handbooks/

Students with disabilities: Students with disabilities or medical problems, who are admitted onto the Applied Environmental Science degree programme, will meet with a member of the University’s Disability Services department, the Applied Environmental Science Course Director and the Geography, Geology and Environment Disability Officer at the very start of the course in order to discuss any special requirements. Procedures will then be implemented according to the nature of the student’s disability or medical problem. These procedures can range, for example, from allowing extra examination time for students diagnosed as dyslexic, to allocating additional staff or demonstrators to field classes to help students with mobility problems.

Careers: In addition to the University’s central Careers service there is a specific Applied Environmental Science careers tutor. Students are encouraged to seek the careers tutor for any help with deciding on postgraduate courses and funding opportunities, discussing career options, discussing option choices in relation to specific career routes,

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and for help and assistance in applying for jobs and placements. Within the Keele Learning Environment there is a dedicated page to careers including several subject specific careers sites.

7. Learning Resources

The Geography, Geology and Environment section of the School has its own building (the William Smith Building) that contains well-equipped laboratories and lecture theatres that are used throughout the Applied Environmental Science course. This concentration of teaching into one building enables students to identify with a specific base within the University. The foyer provides pleasant surroundings for students to meet and socialise with their peers. The Office is open continuously during the week from 8.45 am to 5 pm to answer student queries and deal with administrative tasks. Teaching on specific modules takes place elsewhere in the University when there is a need for more specialised teaching facilities allowing the Applied Environmental Science course to benefit from a wide-range of cutting-edge teaching facilities and analytical instrumentation based elsewhere within the University. Students also have access to computing facilities within the School of Physical and Geographical Sciences outside of normal working hours.

8. Other learning opportunities

Students may study abroad at one of our partner institutions for a semester during their second year. Applied Environmental Science students in recent years have studied in diverse regions including South Africa, Northern Finland and Canada. Students take comparable modules to those at Keele at the partner institution, with marks and credits being transferred back to Keele. Students are supported in their selection of partner institution and modules by both the University and a study abroad tutor in Applied Environmental Science.

Fieldwork is an essential part of an environmental scientist’s training, providing both the opportunity to acquire and practice field-based skills, to develop skills of observation and recording and to work as effective members of a team. Keele is ideally located to be able to integrate a large component of field work into its environmental science

programmes with a wide range of habitats in easy reach, including the Keele campus itself with its lake system and extensive woodlands, in addition to the mining and industrial heritage of the local area providing ideal opportunities for the study of the impact of these activities on the environment. The choice between an overseas or UK-based residential field course in the second year provides the opportunities to investigate environmental management issues and environmental change within an unfamiliar environment. Students are also encouraged to make the most of other opportunities for field work with external organisations such as Operation Wallacea, which can form part of students third year independent project work. The School provides significant financial support for the compulsory fieldwork elements of the degree programme. Students are, however, required to pay part of the cost of each course. As far as possible, the amount payable is posted on the student notice boards at the beginning of the Autumn Semester and students are allowed to pay the field costs in instalments.

9. Quality management and enhancement

The School of Physical and Geographical Sciences operates a range of procedures, as defined in the University’s Quality and Standards manual, to assist the effective management and continuous enhancement of the quality of its teaching. Specific procedures that are applied to the Applied Environmental Science programme include:

• Student evaluation of teaching • Peer observation of teaching

• Environmental programmes Staff Student Liaison Committee

• Regular meetings of the Environmental programmes Course Management Committee

• Annual Review of Courses as part of University’s Curriculum Annual Review and Development (CARD) process

• Annual production and review of module reports • Mentoring and monitoring of new staff

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Version 2015-16 • School-wide ‘sharing best practice’ away days

The School Learning and Teaching Committee (LTC), in conjunction with the School’s Quality Assurance Officer and School Manager, are responsible for monitoring and assuring the operation of quality assurance procedures. In addition, feedback provided by External Examiners is used to ensure that academic standards are maintained in comparison to similar programmes offered at other universities. The course is evaluated annually as part of the University’s CARD scheme to ensure that the curriculum is reviewed and, if necessary, refreshed. A report on this annual review is submitted to the School and Faculty LTCs. Responses to specific issues raised by the External Examiner are submitted to the University Quality Assurance Office. Students are represented in the management of the Applied Environmental Science programme through the module evaluation process and through participation in the Applied Environmental Science Staff-Student Liaison Committee, which meets at least once per semester. In addition, student input is invited, where appropriate, to inform discussions and decisions made by the Applied Environmental Science Course Management Committee and School LTC (e.g. programme modifications, field courses, etc).

10. The principles of programme design

The content and learning outcomes of the Applied Environmental Science degree programme have been developed with reference to:

Quality Assurance Agency Framework for Higher Education Qualifications in England, Wales and Northern Ireland: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

The Quality Assurance Agency Subject Benchmark Statement for Earth Sciences, Environmental Sciences and Environmental Studies (ES3):

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Keele University Learning & Teaching Strategy (2011-15):

http://www.keele.ac.uk/aboutus/strategicplan/learningandteachingstrategy/

Keele University Quality Assurance and Enhancement Framework: http://www.keele.ac.uk/qa/ Keele University Regulations and Guidance for Students and Staff:

http://www.keele.ac.uk/paa/governance/actcharterstatutesordinancesandregulations/universityregulations/ Applied Environmental Science course regulations:

Course regulations for the Applied Environmental Science programmes can be found at: http://www.keele.ac.uk/gge/students/aes/

11. Programme Version History

Version History Date CHANGES / NOTES

Date first created (if known)

Date last reviewed / revised 10th June 2015 Three and four year (with work placement) separate

programme specifications combined into one document. Programme specifications

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adapted to fit the requirements of the new template.

Programme structure updated as a result of the University’s move to the three-block timetable.

Last reviewed by? Dr Katie Szkornik Date last approved at SLTC 17th June 2015 Date last approved at FLTC 3rd July 2015