BSc Environmental Health

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BSc (Hons) Environmental Health
PROGRAMME SPECIFICATION FOR 2013-14
DOCUMENT 1
PROGRAMME SPECIFICATION
BSc Environmental Health
FOR ACADEMIC YEAR 2013-14

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Contents
Page
Introduction 3
Part 1: Programme Specification
1- 10 Basic Programme information 5
11 Educational Aims of the Programme 6
12 Intended Learning Outcomes 6
13 Programme Structure and Requirements 8
14 Support for Students and their Learning 13
15 Criteria for Admission 14
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 14
17 Regulation of Assessment 15
18 Indicators of Quality and Standards 15
19 Additional Information 16
20 List of mandatory and core option modules 17
21 Curriculum Map 18
22 Capabilities (Skills) Map 19
Part 2: Supporting information
Relationship to the national Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements.
23
Teaching and Learning Strategy 23
Assessment Strategy 25
Programme/Course management 25
Entry Requirements and Selection Procedures 25
Compliance with the University’s Academic Regulations and Current Legislation 25

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Introduction - Framework for the BSc. Environmental Health
Environmental Health practitioners (EHPs) work to protect the health of the public in the areas of environmental
protection, housing, food, health and safety and public health/ health promotion. The Chartered Institute of
Environmental Health (CIEH) provides formal registration for EHPs based on completion of an accredited BSc
course (or PG equivalent), a portfolio based on work experience and completion of professional examinations. Our
BSc Environmental Health course is designed to provide a CIEH accredited course. The course was developed
based on framework concepts from the 2007 Curriculum of the Chartered Institute of Environmental Health (CIEH)
and existing experience and expertise at Coventry University. CU students are encouraged to develop the “EH
Perspective” upon interventions which encourages a holistic approach and an understanding that the most
successful interventions often come from working with other professional partners or groups of professionals.
Students are taught reflective practice skills and be encouraged to extend their thinking beyond the main focus of
the intervention to consider the actual or potential impact of the intervention (or absence of it) on human health.
They are taught to evaluate risks from the “de minimis” and tolerable end of the scale through to the “demanifestis”
(high risk intolerable) end of the scale. Whilst evident in all strands, this approach will be reinforced in “the
Environmental Health Practitioner” and the “Risk Assessment and Intervention Strategies” modules. Coventry
University students are given a strong bias towards proactive intervention in the form of health promotion. The
public health strand which runs throughout the three years of the taught program encourages them to think beyond
the traditional boundaries and look for health promotion opportunities with other public health professionals such as
community nursing practitioners, dieticians and sports therapists. The level three module “Public Health Promotion”
gives them the opportunity to be involved in running a real life health promotion campaign, most likely targeting
students and staff at the University, thus allowing them to form views on the effectiveness of early intervention. Our
students are also given a strong grounding in enforcement procedures so that should the need arise they feel
confident in following the correct procedures at every stage of an intervention and provide clear good quality
evidence in the courts.
The degree at Coventry has a strong scientific base with further emphasis on the development of appropriate
problem solving techniques for the specific areas of intervention in environmental health, in line with current good
practice. The Course Director, Hazel Childs, is a Chartered EHP with expertise in food and housing. Heather
Cowell (SL) is also a Chartered EHP and has extensive industry experience. Simon Mortimer (L) and our newest
recruit to the team Kathy Rodenhurst (L) are also both Chartered EHPs. Simon’s expertise is contaminated land
and Environmental Protection and Kathy’s is food and health and safety. Along with these departmental staff the
use of specialist practitioners to deliver parts of the curriculum, will ensure that the course is up to date and well
grounded in real life EH examples and case studies.
The Environmental Health degree has been running at Coventry University since 2009, and although recruitment
has been modest we are confident that this can be increased. Since the introduction of higher tuition fees in 2012
there is evidence that courses with a clear link to employment are becoming more popular. The Chartered Institute
of Environmental Health (CIEH) have updated their syllabus to reflect a number of changes in the profession and
the revised course maps this.
The revised 3 year study programme will cover the following concepts:
 The study of the physical social and human worlds and their interface with the environment.
 The study of “environmental stressors” and their impact on human health and implications for
public health.
 The understanding and identification of appropriate interventions, problem solving techniques and
development of new hypothesis for the purposes of eliminating, controlling or mitigating the various
health impacts.
 Identifying opportunities to promote well being.
 The study of policy, strategy and management in respect of environmental health.
 Understanding of the role of other professional partners and the benefits of joint working.
 Understanding of political and strategic issues and influences.
 Ability to be self motivated, plan and act both autonomously and within a team throughout an
intervention.
Key changes made to the course for re-approval in 2013 include the reviewing the Public Health Modules134, 234
and 334BMS to ensure that the Learning Outcomes of the 2011 curriculum are met. For example, content in areas
such as sexually transmitted disease and exercise and health has been added in to public health modules at level
1 and 3 to reflect the additional emphasis on these areas in the new curriculum and are in addition to the 2007
curriculum material.

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All the key areas of Environmental Health will be covered in our course. However, there will be more focus on the
areas of Public Health, Environmental Protection and Food as we already have considerable expertise in these
areas in the faculties of Health and Life Science and Business and Environment. The Faculty of Health and Life
Sciences have particular strength in the areas of inter-professional learning (for which the University has received
considerable HEFCE and NHS funding for a Centre for Excellence in Teaching and Learning).
The Department of Biomolecular and Sport Sciences has a long history of producing graduates who are well
grounded in scientific methodology and the importance of evidence based interventions. More recently we have
been using problem based and scenario based learning, for example in sport psychology and forensic science.
This approach to learning has been shown to better develop the ability of students to find appropriate information,
analyse and use it, i.e. all the key skills needed by an EHP. An important part of our EH course will be the use of
such learning at every level of the course.
The course is based on a three year structure but this can be extended to four years where the student is
successful in obtaining a one year placement between level two and three. During such placements students can
complete some or all of the CIEH Portfolio of Professional Practice (PPP). Students are encouraged and supported
to apply for and secure placements in the Environmental Health field. We have been successful in placing students
with a number of Local Authorities and private employers.

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Part 1: Programme Specification for
BSc (Hons) Environmental Health
1 Available Award(s) and Modes of Study
Title of Award * Mode of attendance* UCAS Code FHEQ Level*
BSc Environmental Health (Hons)
Full time (3 years)
Sandwich or study
year (4 years)
B910 Level 6
2 Awarding
Institution/Body *
Coventry University.
3 Collaboration Not Applicable.
4 Teaching Institution and
Location of delivery*
Coventry University campus.
5 Internal Approval/Review
Dates
Date of Approval – August 2012, Date of review – 2017/18
6 Programme Accredited
by*
Environmental Health (Hons) accredited by the CIEH
(Note that none of the fallback awards will have any form of CIEH approval)
7 Accreditation Date and
Duration
22
nd
August 2013
12 months
8 QAA Subject Benchmark
Statement(s) and/or other
external factors *
The study programme for Environmental Health complies with criteria and
requirements for accreditation by the Chartered Institute of Environmental
(CIEH) and maps to their 2011 syllabus
9 Date of Programme
Specification *
May 2013
10 Programme
Manager/Course Tutor *
Hazel Childs

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11 Educational Aims of the Programme *
On completion of BSc (Hons) Environmental Health students should be able to demonstrate:
• An understanding of the operational, legal and social framework in which EHPs operate and the
professional standards and responsibilities of an EHP.
• An in depth knowledge and understanding of biological, earth and social sciences necessary to
understand the range of stressors that impact on human health and how these can be eliminated, controlled or
mitigated
• An ability to obtain and utilise literature and data in order to design and implement an intervention to
eliminate, control or mitigate the effect of a stressor and/or promote health and wellbeing
• An ability to use reflective practice to evaluate and improve their knowledge and future practice.
• An ability to communicate appropriately with a range of people and organisations using suitable language
and means of delivery.
12 Intended Learning Outcomes*
This programme satisfies Coventry University’s Code of Practice for Academic and Professional Skills
Development.
Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory
and option modules (as listed in section 20)
Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be
assessed in.
The principal teaching, learning and assessment methods normally used on the programme to achieve these
learning outcomes are identified in the next section.
12.1 Knowledge and Understanding*
On successful completion of the programme for Environmental Health a student should be able to demonstrate
knowledge and understanding of the following and a capacity to apply the cognitive skills of “synthesis” and
“evaluation” that lead to successful intervention in the field of environmental health.
Some of the 6 key areas of EH are studied at Level 1 and Level 2 and students will develop a GOOD knowledge of
these. Other subjects are also studied at Level 3 and students will develop a more ADVANCED knowledge of
these.
Good Knowledge of:
K1 Legal and regulatory framework, including the EH career structure, legislative and regulatory structures,
powers and procedures
K2 Housing, including types of housing commonly found in the U.K, techniques of building construction and
common defects, housing law and policy and urban renewal strategies, suitability for occupation of houses and
multi occupied houses
K3 Health and Safety, including the main aspects of legal and regulatory control and enforcement in areas of
occupational health and safety relevant to the Environmental Health field, accident investigation and the
management and assessment of risk to employees and the public.
Advanced knowledge of:
K4 Public Health, including concept of disease, inequalities and health, sociological, chemical and biological
stressors.
K5 Health protection/ promotion; including methods for improving and promoting health and well being and for
planning and implementing health protection measures to control known and new disease threats to health
K6 Environmental Protection, including the earth and its processes, sustainability, key environmental stressors and
the balance of the needs of business and industry in the modern world against the protection of the environment in
which we live
K7 Food, including food legislation, food safety and evaluation of hazard and risk, inspection, identification and
quality assurance.

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Teaching and Learning Assessment
KU1 Lectures, Tutorials, Case Studies , Desk Top Exercises, Guided Learning, On-line
Learning
Phase test,
Reflective
Account
KU2 Lectures, Practical exercises, Inspection of an HMO, Site Visits, Desk Top Exercises,
Guest Speakers, Guided Learning, On-line Learning
Case Study,
Essay,
KU3 Lectures, Tutorials, Case Studies, Desk Top exercises, Guided Learning, On-line
Learning, Health and Safety Site Visit.
Phase Test
Seen Case
Study,
KU4 Lectures, Practical exercises, Case Studies, Guided Learning, On-line Learning Phase Test
Presentation
KU5 Lectures, Practical exercises, Desk Top Exercises, Guest Speakers, Guided Learning,
On-line Learning
Essay,
Exam.
KU6 Lectures, Tutorials, Case Studies, Desk Top Exercises, Environmental Protection Site
Visit, Guided Learning, On-line Learning
Laboratory
Report,
Essay,
KU7 Lectures, Tutorials, Case Studies, Desk Top Exercises, Site Visits to Catering and
Manufacturing Food Premises, Guided Learning, On-line Learning,
Phase test,
Essay,
12.2 Cognitive (thinking) Skills*
The ability to APPLY knowledge to design and implement suitable interventions is a key part of the EHP role.
On successful completion of the programme a student should be able to demonstrate:
C1 Ability to evaluate risk and determine evidence based intervention strategies
C2 Ability to research, acquire and synthesis knowledge and good practice,
C3 Ability to design an evidence based intervention to prevent or deal with a public health concern
C4 Ability to advise, influence, raise awareness, train, educate and where appropriate enforce regulations, in a
variety of Environmental Health situations
C5 Ability to reflect , evaluate and self question with a view to improving knowledge and outcomes
CS1 Lectures, Tutorials, Case Studies and Desk Top exercises, Site visits, Guided Learning Case Study
Report
Essay
CS2 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities,
Work based Placement, Guided Learning
Project
CS3 Lectures, Tutorials, Case Studies and Desk Top exercises, Guided Learning Case Study
Report
Essay
CS4 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities,
Work based Placement, Guided Learning
Promotional
material
CS5 Lectures, Tutorials, Case Studies and Desk Top exercises Enforcement
Case Study
Critical
Analysis

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12.3 Practical Skills*
On successful completion of the programme a student should be able to demonstrate the ability to:
P1 determine if food is fit for consumption
P2 plan , organise, manage and execute investigations, inspections and audits in the field of EH
P3 identify hazards and evaluate risk
P4 determine and articulate the opportunities and means to eliminate reduce or mitigate the level of risk associated
with a hazard.
P5 obtain admissible evidence, serve legal notices, prepare legal summaries and witness statements
P6 communicate appropriately with a range of people and organisations
Modules offered through the Add+vantage scheme will provide opportunities for skills development and support for
Personal Development Planning. The development of discipline-based development planning is detailed in Part 2;
Supporting information.
P1 Lectures, Tutorials, On Line Learning, Desk Top exercises, Short Placement
Opportunities, Work based Placement, Site Visits, Guest Speakers
Practical Food
Inspection exam
P2 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement
Opportunities, Work based Placement, Site Visits
Case Study
report
Opportunities, Work based Placement, Site Visits
Practical Food
Inspection exam
Enforcement
Case Study
Opportunities, Work based Placement, Site Visits,
Opportunities, Work based Placement, Mock Court Case
Report
Seen Case Study
P6 Lectures, Short Placement Opportunities, Work based Placement, Site Visits
12.4 Transferable Skills *
On successful completion of the programme a student should be able to
TS1 Personal capabilities: the skills of reflective practice, presentation, learning and self-management to equip
them for a life-long career development;
TS2 Interpersonal capabilities: communication skills: the skills to communicate effectively in a variety of
situations;
TS3 Interpersonal capabilities: - working with others: the ability to work positively as a member of a team;
TS4 Vocational capabilities: the ability to appreciate the values, culture, structure and processes of work
organisations relevant to their areas of study;
TS5 Numerical capabilities: the ability to interpret and present numerical data and apply a range of numerical
techniques appropriate to the nature of the work which they are likely to pursue.
TS6 Information technology capabilities: the ability to make confident use of computer-based systems, for
textual, graphical and numerical information, appropriate to the nature of the work they are likely to pursue.
TS7 Innovative and problem-solving capabilities: the ability to apply transferable skills to the execution of
individual and group projects involving the definition, analysis and resolution of complex problems, understanding
of the importance of evidence based approaches.
Transferable/key skills are generally incorporated within modules and related to relevant assessments as
appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines
is an essential requirement across the curriculum. The ability to communicate orally and in the wide range of
assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these
areas.

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13 Programme Structure and Requirements, Levels, Modules, Credits and Awards
Modules within the programme, their status the levels at which they are studied, their credit value and pre/co
requisites are identified in section 20.
13.1 Patterns and modes of attendance.
The BSc. (Hons) Environmental Health course is available as a three or optional four year course with the 4 year
course incorporating either a professional training/work placement or study year in a related field. The placement
year complies with the CIEH recommendations for practical learning.
Although no formal part time/ day release options etc. exist for the Environmental Health course, students may
choose to study any course part time by taking less than 120 credits each year for all or part of their course. The
University regulations limit the maximum amount of time that a student can be registered for. However, this can be
reduced where a professional body impose a shorter duration. The CIEH require that the maximum period of
registration is 7 years and this limit will be applied to the Environmental Health course. Hence any part time student
will have to complete the course within 7 years.
An optional placement year is available with the taking of A310BMS Professional Training (10 credits) or 219BMS
Study Abroad (40 credits), following successful completion of level 2.
The programme is designed to enable students to gain the knowledge and skills they need in order to meet the
Standards of Education and Training and the Standards of Proficiency of the Chartered Institute of Environmental
Health.
13.2 Programme of study
Modules within the programme, their status (whether mandatory or core-options), the levels at which they are
studied, their credit values and pre-requisites are shown in Section 20. Students normally study 120 credits at each
level.
Mandatory modules- These must be taken by all students on the programme and ensure that students
progressively develop and achieve an acceptable level of knowledge, understanding and skills in the key areas
through the course stages. The BSc Environmental Health course is made up entirely of mandatory modules.
CU Add+Vantage modules- At each level of the course students have to choose 1 CU Add+Vantage module.
Students may take any module offered at the University for which they have the necessary pre-requisites at levels 1
and 2.
Students who undertake a professional training/work placement year incorporate A310BMS as their Add+vantage
modules at level 3 of the course and complete the module by presenting work based on their placement year
experience.
Students who do a study abroad year will complete the module 219BMS which involves presenting work based on
their study year experience. This module is a 40 credit level 2 module but successful completion of this module
does not count towards the total number of credits required for the degree or towards the degree classification but
is required for successful completion of the study year.
The programme of study is shown in the table below and diagrammatically in Appendix 2
At Level 1 students are introduced to much of the basic earth, biological and physical sciences that underpin the
understanding of stressors and human health. In Level 2 they will be applying appropriate regulatory and
compliance measures, and the key concept of hazards and risk to wide variety of EH issues. In Level 3 students
are using their knowledge and skills to design and evaluate interventions.
Three of the key areas of EH, food, public health and environmental protection run as strands through the three
levels of the course. The other key areas, health and safety and housing, are studied in Level 1 and 2 modules.
Although the topics are taught in separate modules there is much overlap between them. We use case studies and
other assessments throughout the course to ensure that students are synthesising the information from the different
areas appropriately.
The Professional Skills modules at level one and two develop knowledge and skills including scientific
communication (written and oral), study skills, research methods, information retrieval, IT, data processing and
presentation. The key concepts of reflective and evidence based practice are used throughout the EH course.
In the module ‘The Environmental Health Practitioner, students are introduced to the EH profession and how this
fits into the legal, regulatory and organisational structure of the U.K. Students develop an understanding of the
expectations of an Environmental Health professional practitioner’s role including the CIEH professional body and
the further development into a registered Environmental Health practitioner by the introduction to the new style
Portfolio of Professional Practice and working towards the integrative professional assessments.

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By the end of level two students have acquired the theoretical understanding and the necessary practical skills to
enable them to apply for an optional placement year and support is given throughout Level 2 to help students to
obtain a placement. During placements the focus will be on gaining actual experience in the workplace and
completing at least some aspects of the Portfolio of Professional Practice. Full details of placement management
and organisation are given in the Supplementary Information Documents.
Students who do not complete a professional training/work placement during their course can complete work
experience “end on” and still progress within the requirements of the CIEH registration board.
In level 3 of the course the students will be undertaking advanced modules in environmental protection, food and
public health. The final year project will be in one of the key specialist areas of Environmental Health and enables
students to undertake an independent piece of work and to demonstrate an in-depth understanding of an aspect of
Environmental Health. All projects will be expected to contain an element of evidence gathering for example
monitoring of air pollutants, noise, microbiological sampling of food or water, auditing or inspection etc. Also in
Level 3 students complete the newly designed professional skills for Environmental Health 3 module which is aimed
at satisfying the requirements of the new Integrated Professional Assessment (IPA).
PROGRAMME STRUCTURE
Appendix 2 shows the Study programme for BSc Environmental Health as a flow chart. Section 20 gives details of
modules and prerequisites.
Students normally study 120 credits at each level.
The BSc Environmental Health course is composed entirely of mandatory modules (with the exception of
Add+Vantage modules including A310BMS which is chosen if the student undertake a professional training year,
and 219BMS which students may undertake if they chose to do a study year).
Professional training/Work placement and Study Year
Only those students who have successfully completed level 2 of their course will be permitted on the professional
training/work placement or study year.
Add+vantage A201BMS work experience module
Students can choose A201BMS Work Experience in Biomolecular Science as a CU-Add+Vantage module in the
second year. This module allows them to achieve some of the benefits of the Professional training year without
having to spend a full year in employment. This module requires students to undertake 20 days of work (paid or
voluntary) in an area that is of relevance to Environmental Health.
13.3 CONDITIONS FOR PROGRESSION
In order to progress to the next stage of the course students need to have passed the modules required for the
named award. Students who fail to do this may be eligible to continue on a part-time basis. (Note that no
condonement is allowed on the BSc Environmental Health. This is a requirement of the CIEH)
13.3.1 Requirements for award
Standard University Requirements for minimum number of credits (single modules) passed
Total Level 1 Levels 2 .Level 3
Honours degree 360 (18) 100 (5) 100 (5) 100 (5)
Unclassified Degree 300 (15) 100 (5) 80 (4) 80 (4)
Dip HE 240 (12) 100 (5) 100 (5) -
In addition to the University's standard Regulations for Awards (including specification of the minimum number of
modules needed at each level, see above), there are Course Specific regulations that apply.
The award of a BSc Environmental Health is conditional upon the student having passed the modules listed
below:

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MODULE
CODE
MODULE TITLE CREDIT
VALUE
LEVEL 1
110BMS PROFESSIONAL SKILLS FOR ENVIRONMENTAL HEALTH 10
130BMS THE ENVIRONEMTNAL HEALTH PRACTITIONER 20
131BMS HOUSING CONSTRUCTION TECHNOLOGY AND
WORKPLACE HEALTH AND SAFETY
20
132BMS INTRODUCTION TO ENVIRONMENTAL POLLUTION 20
133BMS MICROBIOLOGY OF FOOD AND ENVIRONMENT 20
134BMS INTRODUCTION TO PUBLIC HEALTH 20
ADD+VANTAGE MODULE 10
LEVEL 2
210BMS PROFESSIONAL SKILLS FOR ENVIRONMETNAL HEALTH 10
230BMS RISK ASSESSMENT AND INTERVENTION STRATEGIES 20
231BMS HEALTH AND SAFETY AND HOUSING INTERVENTIONS 20
232BMS ENVIRONMENTAL PROTECTION 20
233BMS HUMAN NUTRITION AND FOOD REGULATION 20
234BMS PUBLIC HEALTH PROTECTION AND DISEASE
INTERVENTION
20
OPTIONAL FOR PROFESSIONAL TRAINING AND STUDY YEAR
219BMS STUDY ABROAD 40
A310BMS PROFESSIONAL TRAINING 10
LEVEL 3
301BMS PROFESSIONAL SKILLS 3 (PROJECT PROPOSAL) 10
327BMS PROFESSIONAL PRACTICE FOR ENVIRONMENTAL
HEALTH 3
20
331BMS ENVIRONMENTAL HEALTH PROJECT 20
332BMS ENVIRONMENTAL PROTECTION INTERVENTIONS 20
333BMS FOOD SAFETY AND INSPECTION 20
334BMS PUBLIC HEALTH PROMOTION 20
For BSc (Hons) Environmental Health students must pass 331BMS Environmental Health Project
Classification calculation
The standard University regulations for degree classification calculation are:
Student is awarded the higher of calculation using 2 methods
1. The average mark of the 100 credits worth of modules with the highest mark at level 3, OR
2. The average mark of the 220 credits worth of modules with the highest mark at levels 2 and 3

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For the BSc (Hons) Environmental Health degree the project module 331BMS MUST be PASSED (may not
be condoned) and included in the top 100 credits or top 220 credits used for the classification calculation.
13.4 PROGRESSION TO ALTERNATIVE AWARD AND AWARD CASCADE
Any student who has failed to qualify for their named award may be offered an alternative award by the Programme
Assessment Board as detailed below provided that the individual satisfies the course and University regulations for
these awards.
Any student on a sandwich programme in Environmental Health who fails the placement module 310BMS could still
receive a CIEH accredited Environmental Health (Hons) award providing they meet the requirements for this.
The award cascade is as follows:
BSc ENVIRONMENTAL HEALTH STUDIES
1 Introduction: BSc Environmental Health Studies is available as a fall back award. The PAB may offer the
award of BSc Degree in Environmental Health Studies , to a student initially enrolled on Environmental Health
Degree programme provided that, in the event, the individual satisfies the University general regulations for a
degree or honours degree, with at least the minimum number of passes in approved science modules.
2 Approved Science Modules: Approved science modules include any modules offered as part of a BSc
course in the Department of Biomolecular and Sport Sciences.
3 Conditions for Award of BSc (Unclassified) in ENVIRONMENTAL HEALTH STUDIES: Students are
required to pass (or be credited with) minimum module combinations as outlined in University regulations. At least
60 credits at each of Levels 1, 2 and 3 must be from the list of approved science modules.
Dip HE Environmental Health
Introduction: Dip HE Environmental Health is available as a fall back award. The PAB may offer the award to a
student initially enrolled on the Environmental Health programme provided that the individual satisfies the University
general regulations for a Dip HE and which must only include passes or APL in modules from within the
Environmental Health course programme.
Cert HE
Introduction: Cert HE is available as a fall back award. The PAB may offer the award of Cert HE to a student
initially enrolled on the Environmental Health Degree programme provided that, in the event, the individual satisfies
the University general regulations for a Cert HE.
Aegrotat Degrees
The University regulations allow for award of aegrotat degrees in exceptional circumstances. An aegrotat award in
Environmental Health will not carry CIEH accreditation and would not allow graduates to apply for CIEH
registration.
(Hons)
(Not accredited by CIEH)
BSc Environmental Health Studies
Dip HE Environmental
Health Studies
D ip HE (unnamed)
Cert HE (unnamed)

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Credit for Prior Learning
Accreditation for prior learning (APL) or experiential prior learning (APEL) may be granted for modules at the
discretion of the Programme Manager providing that adequate evidence of learning is submitted by the student in
accordance with University guidelines. AP(E)L will be limited to the maximum specified in University Regulations.
13.5 Progression Following Module Failure
Reassessment is in accordance with the requirements of the individual modules, and subject to the University’s
standard procedures and regulations.

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14 Support for Students and their Learning
Students will attend an Induction programme in the week prior to commencement of the course. Each student has
the opportunity to attend a number of academic, administrative and social events that include a welcome and
introduction to the University, facilities and specifically the Faculty of Health and Life Sciences in which they will be
introduced to their tutors, the programme of study, and the facilities of the Faculty and the University.
Personal Tutors, Module Leaders, and a Course Tutor will provide academic and pastoral support. The department
has its own course administrator and other administrative staff, who provide advice to students and deal with all
issues from enrolment to graduation.
Further academic support with numeracy and literacy are available. The University’s Maths Support Centre, is part
of SIGMA, a HEFCE designated centre of excellence in teaching and learning, providing University wide support for
mathematics and statistics. The Centre for Academic Writing provides individual advice to students on written
assignments.
Additional support can be found at the Student Services Department and the Welfare Office. The University has a
student centre that provides advice to students on accommodation, student funding, careers and student
employability. International students may obtain further help from the student welfare team in the University’s
International Office.
The University provides excellent support for student’s health and well being with centres dealing with disability,
counselling, spirituality and faith and a medical centre. There is also provision of nursery and sports facilities. The
Students’ Union also provides recreational facilities and support and advice for students. Information about the
wide variety of support to students is easily available to students from the Coventry University web site
www.coventry.ac.uk and the student guide.
Students on the Programme will be represented on the BMS Student Forum, and also on the BSS Board of studies.
The Faculty has excellent, well-equipped, specialist laboratory provision for teaching all the practical aspects of the
course. Students have access to the facilities of the Lanchester Library, and to the University’s ‘open access’
computing laboratories, in addition to the local PC laboratories of the Faculty.
Student support mechanisms are consistent with the University policies on Equal Opportunities (including that on
students with disabilities). Reasonable adjustments can be made to the teaching, learning, assessment and support
of the course(s) to maximise accessibility to students with disabilities. Programme and Faculty specific support for
students with special needs are agreed in conjunction with central provision and support from the Disabilities
Office.
Students who wish to complete a professional training or study year receive help and support in year 1 and 2 of the
course in identifying and applying for opportunities from both Departmental staff and other specialist staff within the
University. Placements comply with the 'QAA code of practice for placement learning' and students liaise with the
Placement Tutor to identify an appropriate work place. During a work placement/ professional training/ sandwich
year students receive University support from the Professional Training Tutor (who has overall responsibility for the
placement year) and their assigned visiting University tutor, both who reside within the department. All placements
are approved and monitored by the University to ensure that satisfactory support and guidance is provided within
the placement setting. Students will undergo an induction programme on starting the placement and complete a
learning contract signed by their Placement supervisor, Student and University Tutor. Students and placement
supervisors receive a placement handbook highlighting the roles and responsibilities of all parties, full contact
details and procedures in the event of problems. Visits by an assigned University tutor occur three times a year
and include separate discussions with student and supervisor and visit reports are completed. Further details on
the placement arrangements are available in the student placement handbook.
Students on the study year also have their placements approved and monitored by the University to ensure that
satisfactory support and guidance is provided within the placement setting. The International Experience and
Mobility Service (IEMS) promotes and sources opportunities for Coventry University (CU) students to participate in
a wide range of international activities including study abroad opportunities.
All enhancement year students have continued access to CU Online teaching and learning resources and course
developments during their enhancement year and receive support and guidance on their return to University to help
them to successfully complete the module A310BMS if they have undertaken a professional training/work
placement/sandwich year, or 219BMS if they have undertaken a study abroad year.

15
15 Criteria for Admission
UCAS entry profiles may be found by searching for the relevant course on the UCAS website, then clicking on
‘Entry profile’.
ENTRY REQUIREMENTS
Applicants require the following
 Five GCSEs at grade A-C including Mathematics, English Language and Science, and
 CDD to include a science subject (Applied Sciences, Biology, Physics, Chemistry, Environmental Science,
Geology, Geography, Home Economics, Design Technology - Food Technology), or Mathematics. CCC is
the requirement if applicants do not have a science subject listed above. Excludes General Studies.
 IELTS 6 or above if English is not the native language
Note that alternative qualifications, such as BTEC, may be accepted depending on their content. Contact
admissions tutor to discuss this.
Applications are welcome from candidates who already hold qualifications equivalent to individual modules on the
programme, or who can demonstrate that they have achieved the learning objectives of individual modules through
experience at work. All APL/APEL can be given against specific modules on the programme. Credits will only be
awarded for complete modules.
The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment
and support of the course to maximise accessibility to students with disabilities.
UCAS entry profiles may be found at http://www.ucas.ac.uk/profiles/index.html
16 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
The Programme is managed by the Biomolecular and Sport Sciences Board of Study of the Faculty of Health and
Life Sciences.
The Programme Assessment Board (PAB) for Biomolecular Sciences is responsible for considering the progress of
all students and making awards in accordance with both the University and course-specific regulations.
The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the
programme.
External Examiners report annually on the programme and their views are considered as part of the annual quality
monitoring process (AQM). Details of the AQM process can be found on the Registry’s web site.
Students are represented on the Student Forum, Biomolecular and Sport Sciences Board of Study and Faculty
Board, all of which normally meet two or three times per year.
Student views are also sought through module and course evaluation questionnaires. All programmes are subject
to a major review involving subject experts external to the University, normally on a six-year cycle. At these reviews
the views of current and former students and employers are sought where appropriate.

16
17 Regulation of Assessment
University policy requires the internal moderation of all assessments.
External Examiners are appointed for all named University awards. The role of the External Examiner at module
level is to ensure that academic standards are in line with national norms for the subject. External Examiners
undertake the moderation of examination papers and assessment tasks, and view representative samples of work
for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness
in the consideration of student progression and awards. They have the right to comment on all aspects of the
assessment system and participate as full members of the assessment boards.
A specific external examiner is appointed with named responsibility for the Environmental Health courses. We try to
ensure that this person has CIEH registration
The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g.
coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the
component marks that contribute to the overall module mark.
On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower
Second Class and Third Class are 70%, 60%, 50% and 40% respectively.

17
18 Indicators of Quality and Standards
The University has well established mechanisms for the review and evaluation of teaching, learning, assessment,
and the curriculum and outcome standards.
18.1 QAA Audit:
The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that
 Confidence can be placed in the soundness of the institutions current and likely future management of the
academic standards of its awards.
 Confidence can be placed in the soundness of the institutions current and likely future management of the
quality of the learning opportunities.
18.2 External examiners’ reports: These have consistently accentuated the high quality, both of provision and
quality of graduates in analytical and sports sciences, the standard of assessments, level of subject-based material
and development of key, “transferable”, skills.
18.3 Course and Module Questionnaires: Course and Module student questionnaires have consistently shown
good ‘overall ratings’ of the courses and modules for Environmental Health. Any specific issues have been
identified and dealt with (see critical review document).
18.4 Staff research and consultancy expertise
Many of the staff in the Department of Biomolecular and Sport Sciences are active in research/ consultancy work.
This includes some areas that are extremely relevant to the Environmental Health course. This ensures that we can
provide up to date teaching material, and industrially relevant areas for student research.
Highly qualified staff - all full time academic staff have higher degrees and a significant number have SEDA
accreditation, including an award of teaching excellence. Innovative teaching and assessment strategies are
incorporated into modules and courses, reflecting staff interest and expertise. Continual staff development is
actively encouraged including a secondment to teaching Task Force and Teaching and Learning Fellow
(particularly implementing computer based learning and CU on-line-based teaching and assessment), in addition to
the well-established, substantial, research activity within Biosciences and environmental science. Research areas
cover areas of human respiratory and cardiac physiology, molecular biology and human genetics, contamination of
land and public health promotion. 3 members of biology staff have undertaken Medici fellowships to help them to
commercialise their research. Staff pursue continuing professional development including membership of
professional institutions such as the Chartered Institute of Environmental health, Institute of Biomedical Science,
the Institute of Biology and the Institute of Teaching and Learning. These experimental research activities and
developments also inform curriculum content and design, particularly of final year modules. Where possible project
students are involved in real research/ consultancy projects of staff. Annual staff appraisal and regular peer
observation of teaching occur. Staff involved with placement visits and placement educators meet at training days
to ensure currency of the curriculum and enhance the student placement experience.
19 Additional Information
Key sources of information about the course and student support can be found in:
The Student Course Handbook
The Module Guides
Student Services (http://www.coventry.ac.uk/structur/ss/index.htm)
Module Information Directory (http://mid.coventry.ac.uk/)
Study Support information is accessible from student services home page
Please note: This specification provides a concise summary of the main features of the programme

18
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if s/he takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content, and teaching, learning and assessment
methods of each module can be found in the Module Information Directory (MID), student module
guide(s) and the course handbook.
The accuracy of the information contained in this document is reviewed by the University and may be
verified by the Quality Assurance Agency for Higher Education.

19
20 MANDATORY AND OPTION MODULES
MODULE
CODE
MODULE TITLE CREDIT
VALUE
PRE/CO
REQUISITE
STATUS
LEVEL 1
110BMS PROFESSIONAL SKILLS FOR
ENVIRONMENTAL HEALTH
10 ENROLMENT ON COURSE M
130BMS THE ENVIRONMENTAL HEALTH
PRACTITIONER
131BMS HOUSING CONSTRUCTION TECHNOLOGY
AND WORKPLACE HEALTH AND SAFETY
132BMS INTRODUCTION TO ENVIRONMENTAL
POLLUTION
133BMS MICROBIOLOGY OF FOOD AND
ENVIRONMENT
134BMS INTRODUCTION TO PUBLIC HEALTH 20 ENROLMENT ON COURSE
ADD+VANTAGE MODULE 10 NONE M
LEVEL 2
201BMS PROFESSIONAL SKILLS FOR
ENVIRONMENTAL HEALTH 2
10 110BMS M
230BMS RISK ASSESSMENT AND INTERVENTION
STRATEGIES
20 130BMS M
231BMS HEALTH AND SAFETY AND HOUSING
INTERVENTIONS
20 131BMS M
232BMS ENVIRONMENTAL PROTECTION 20 132BMS M
233BMS HUMAN NUTRITION AND FOOD
REGULATION
20 133BMS M
234BMS PUBLIC HEALTH PROTECTION AND
DISEASE INTERVENTIONS
20 134BMS M
219BMS Study Abroad 40 Successful completion of
stage 2 and ability to
progress to stage 3 and
approved learning
agreement
O
A310BMS Professional Training 10 Pass stage 2 of course
and securement of
placement
O
LEVEL 3
301BMS PROFESSIONAL SKILLS (PROJECT
PROPOSAL)
10 221BMS M
327BMS PROFESSIONAL PRACTICE FOR
ENVIRONMENTAL HEALTH 3
20
221BMS
M
331BMS ENVIRONMENTAL HEALTH PROJECT 20
221BMS
M
332BMS ENVIRONMENTAL PROTECTION
INTERVENTIONS
20 232BMS M
333BMS FOOD SAFETY AND INSPECTION 20 233BMS M

20
334BMS PUBLIC HEALTH PROMOTION 20 234BMS M
Key
M = Mandatory (i.e. must be studied and passed for the named award)
O = Option

21
21 Capabilities Map
knowledge and understanding cognitive skills practical skills transferable skills
Module codes
KU1legal
KU2housing
KU3healthandsafety
KU4PublicHealth
KU5healthprotection
KU6environmentalprotection
KU7food
CS1evaluaterisk
CS2research
CS3evidencebasedintervention
CS4adviseinfluenceeducate
CS5reflection
PS1foodfitforconsumption
PS2investigateandinspect
PS3identifyhazardsandrisk
PS4reducerisk
PS5Obtainevidence
PS6Communicate
TS1personalcapabilities
TS2interpersonalcapabilities-
communication
TS3interpersonalcapabilities
others
TS4vocationalcapabilities
TS5numerical
TS6IT
TS7problemsolving
110BMS x x x x x x x x x x
130BMS X X X X X X X X
131BMS x x x x x x x
132BMS x x x
133BMS x x
134BMS x x x
201BMS x x x x x x x x x x X
230BMS X X X X X X X X
231BMS x x x x x x x x
232BMS x x x x X x
233BMS x x x X X x
234BMS x x x x
219BMS Study
Abroad
Depends on study year content
301BMS x x x x x x X
331BMS Dependant on Specific Project x x x x x x X
327BMS X X X X X X X X x x x x x x x x x x x x x x x X
333BMS x x x x x X x x x

22
A301BMS
placement
Dependent on placement X X X X X X X X X X

23
22 Capabilities (Skills) Map
Capabilities (Skills)
Module
codes
Learning to
Learn
Working with
others
Problem Solving
and Innovation
Numeracy IT and Online
Learning
Communication Career
Management
Information
Management
Personal
Development
Planning
110BMS TPA TP TP TPA TPA TPA TP TP TPA
130BMS TP TP TP TP
131BMS TPA PA
132BMS
PA
133BMS
PA
134BMS
PA
201BMS TPA TP TPA TPA TPA TPA TP TP TPA
230BMS TPA
231BMS TPA A
232BMS TPA
PA
233BMS TPA
PA
234BMS
PA
219BMS Study
Abroad TP TP TPA TPA TPA TPA TPA TP
301BMS TPA TP TPA TPA
PA
TPA TP TPA
331BMS PA PA
PA
PA TPA
327BMS TPA
PA
322BMS PA
PA
333BMS TPA PA
PA
334BMS TPA PA
PA
A301BMS
PA PA PA PA PA PA PA PA

24
Key: T=Taught, P=Practiced, A=Assessed
The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.
Capability Outlines (from the Code of Practice for Academic and Skills Development)
Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise
their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.
Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.
Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity,
flexibility, perception, decisiveness, confidence and an awareness of values.
Numeracy – Students should be able to interpret, analyse and present numerical data.
IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.
Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.
Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also
appropriately match their experience and academic achievements to employer expectations.
Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of
resources.
Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.
Capabilities developed through the Add+vantage Scheme
In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage
module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities:
 Problem Solving Skills
 Action Planning and Organising
 Written and Oral Communication
 Questioning and Listening
Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be
addressed in each of the Add+vantage modules:
 Achievement orientation
 Initiative (Creativity)
 Self Confidence
 Decisiveness
 Reflectiveness
 Adaptability/Flexibility

25
 Influencing
 Career Management Skills
Appendix 1
CIEH REGISTRATION ROUTE FROM BSc (Hons) ENVIRONMENTAL HEATH (Coventry University)
CIEH 2011 curriculum
Complete accredited degree
(includes IPA and Practical Food
Inspection Examination)
Complete a ‘Portfolio of
Professional Practice’- (may be
partly completed during the
degree if placement work
undertaken)
Complete a professional
interview

26
Add+vantage 1
Add+vantage 2
Add+vantage 3
or Placement
module taken
between L2 and
L3
Appendix 2 Diagrammatic representation of the BSc(Hons) Environmental Health course (for 2012-13)
110BMS
Professional
skills for
Environmental
Health
130BMS The
Environmental
Health
Practitioner
131BMS
Housing
construction
technology and
workplace health
and safety
132BMS
Environmental
Pollution
133BMS
Microbiology
of Food and
Environment
134BMS
Introduction to
Public Health
201BMS
Professional
Skills for
Environmental
Health 2
230BMS Risk
Assessment
and
Intervention
Strategies
301BMS
Professional
Skills 3 (10
credits)
327BMS
Professional
Practice for
Environmental
Health
231BMS
Health and
Safety and
Housing
Interventions
232BMS
Environmental
Protection
233BMS
Human
nutrition and
food
regulation
234BMS
Public health
protection and
disease
intervention
331BMS
Environmental
Health Project
332BMS
Environmental
protection
interventions
333BMS Food
Safety and
Inspection
334BMS
Public health
Promotion

BSc Environmental Health

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