Programme Specifications

Human Biology and Health


1 : Awarding Institution / Body
Aberystwyth University

2a : Teaching Institution / University
Aberystwyth University

2b : Work-based learning (where appropriate)


Information provided by Department of Life Sciences:



3a : Programme accredited by
Aberystwyth University

3b : Programme approved by
Aberystwyth University

4 : Final Award
Bachelor of Science

5 : Programme title
Human Biology and Health

6 : UCAS code
C19F

7 : QAA Subject Benchmark


Information provided by Department of Life Sciences:

Bioscience, Health Studies



8 : Date of publication


Information provided by Department of Life Sciences:

September 2023



9 : Educational aims of the programme


Information provided by Department of Life Sciences:

The degree is designed to increase the student’s understanding of the core disciplines of Human biology and Health via an increasingly integrated programme of study. Students will study modules in the subject areas of cell biology, physiology, microbiology, immunology, psychology, biomechanics, metabolism and genetics. They will develop understanding of research methods and the ability to apply this to new and interesting topics. Students will also undertake modules which encourage personal and professional development.

Subject specific skills

The degree aims to develop subject specific skills through the many student-centred activities such as projects, workshops, problem-solving sessions and tutorials. Laboratory classes feature extensively, with students working in groups of four or five. Students will become skilled in using scientific equipment for sophisticated testing and analysis of biological and health concepts. All modules are designed to develop independence in the appropriate application and use of the equipment.

Generic and graduate skills

Key skills are integrated into all our modules. These will develop the students’ ability to give presentations and speak confidently, to analyse data and produce reports, to write clearly and with substance, to research and analyse information, to solve problems and to work productively with others.

Throughout the three years, students will receive special sessions on developing employability skills such as writing a good C.V., job search strategies, interview techniques, and corporate culture.

Students will develop a strong scientific, analytical mind along with team-working skills, meaning that graduates are well-placed to enter a wide range of general careers. The skills acquired in biology-based degrees are highly valued by employers and will enable a wide range of career choices including those within the health sector as viable career paths.

In addition to the core modules, examples of careers and module choices include:

1) Exercise practitioner; Lifestyle Health Adviser; Health promotion specialist related careers. Modules in:

  • Improving Physical Activity and Sports Performance

  • Sports Injury

  • Sport and Exercise Nutrition

2) Research/lab technician related careers. Modules in:

  • Parasitology

  • Practical and Professional Skills in Microbiology

  • Applied Molecular Biology and Bioinformatics

  • Microbial Pathogenesis

3) Pharmacologist related careers. Modules in:

  • Proteins and Enzymes

  • Professional and Practical Skills in Microbiology

4) Molecular Biologist related careers. Modules in:

  • Applied Molecular Biology and Bioinformatics

5) Microbiologist Biologist related careers. Modules in:

  • Molecular Cell and Cancer

  • Proteins and Enzymes

  • Applied Molecular Biology and Bioinformatics

  • Microbial Pathogenesis



10 : Intended learning outcomes


Information provided by Department of Life Sciences:

Overall aim of the scheme

The proposed degree aims to meet the following objectives:

  • Provide a broad understanding of biological disciplines such as physiology, psychology microbiology, disease, immunology, genetics and biomechanics, showing how they relate to the body and health.

  • Ensure students see the link between biological processes and health.

  • Demonstrate the important link between, biology, health and exercise.

  • Integrate and emphasize the important role of psychology in ensuring exercise participation and lifestyle change to limit the biological processes which result in diseased states such as diabetes or cancer.



10.1 : Knowledge and understanding


Information provided by Department of Life Sciences:

  • A1 Identify, explain and evaluate the fundamental facts, principles, processes, concepts, theories and paradigms underpinning human biology and health relating to: molecular, cellular and physiological processes; genetic diversity and evolution; the interrelationship between the organism and their environment.

  • A2 Detail, discuss and critique key biological and health determinants, issues, theories and concepts from a number of perspectives, inside and outside the context that they were originally studied, and detail how these issues influence health amongst different cultures or individuals.

  • A3 Explain and demonstrate knowledge of theoretical and practical methods of investigating, acquiring, interpreting and analyzing experimental and survey data.

  • A4 Critique research through the study of texts, original papers, reports and data sets and discuss how this research has contributed to the understanding and development of diverse life, evolution and the understanding processes and mechanisms of life, from molecular to cellular, and from organism to ecosystem levels.

  • A5 Demonstrate knowledge, understanding and appreciation of the advancing interdisciplinary and multidisciplinary nature of human biology and health studies, demonstrating critical understanding of different theoretical and professional rationales for different health interventions and the validity of different points of view.

  • A6 Compare within and between health context, healthcare systems and modes of delivery and demonstrate appreciation of how healthcare systems as well as social and bioscience policy potentially influence health and well-being awareness.

  • A7 Demonstrate knowledge and use of some of the current developments in relation to human biology and health, evaluating the social, philosophical and ethical aspects of these developments in policy and other debates and which influence the diversity of experience of health and wellbeing.

  • A8 Demonstrate familiarity with the terminology, nomenclature and classification systems, as appropriate.

  • A9 Demonstrate critical understanding of health is a contested concept.

  • A10 Appreciate the lived experience of health, wellbeing and illness and critically reflect on the links between these individual experiences and the wider structural elements relevant to health and well-being.

  • A11 Utilize a diversity of values associated with health and well-being to measure and implement change in individual health.

  • A12 Understanding of how biosciences knowledge forms the basis for informed concern about the quality and sustainability of life.

  • A13 Address familiar and unfamiliar problems within the context of human biology and health.

  • A14 Demonstrate a range of transferable skills including initiative, independence and commercial awareness.

Learning and Teaching

Lectures; tutorials; student-led seminars; problem-based learning scenarios and case studies; laboratory practicals; literature based research; computer-assisted learning; research leading to a dissertation.

Assessment Strategies and Methods

Written examinations and coursework to include: report writing, essay writing, oral and poster presentations; the submission of a dissertation; assessment based on real life problems.



10.2 : Skills and other attributes


Information provided by Department of Life Sciences:

10.2.1 Intellectual Skills

By the end of their programme, all students are expected to be able to demonstrate:

  • B1 Select appropriate tools to retrieve, synthesize and evaluate relevant information and contrasting theories and evidence. This can include textual, numerical, verbal, graphical sources to formulate, test and critique appropriate hypothesis and create a coherent argument.

  • B2 Demonstrate understanding of, and the ability to apply appropriate research methods to design and conduct primary and secondary investigations (including appropriate sample selection, considerations of validity, accuracy, rigor of statistical outcomes, calibration, precision, replicability, uncertainty and bias to collect and analyze data in the field and laboratory settings) to set and solve problems relating to the human body and then discuss the academic and research integrity in relation to this understanding.

  • B3 Critical and analytical skills including recognition that the statements should be tested and that evidence is subject to assessment and critical evaluation.

  • B4 Ability to obtain, record, prepare, interpret and present appropriate data resulting from qualitative and quantitative research approaches, gathered from the use of appropriate field and laboratory techniques and organized, analyzed and presented using different programmes.

  • B5 Demonstrate knowledge and appropriate application of different methods of communication using statistics and information technology in this communication within the discipline.

  • B6 Show competence and progressive development of key biological experimental skills related to the human body demonstrating a responsible, safe and ethical manner.

  • B7 Demonstrate awareness of intellectual property (IP) and how scientific advances may be secured and progressed by the application of Intellectual Property Rights (IPRs).

  • B8 Explain and justify the impact of investigations on subjects being investigated as well as other key stakeholders, constructing a reasoned argument towards application of work and professional codes of conducts as well as the sociological, moral and ethical standards and responsibilities of those working within these environments to apply the biological understanding.

  • B9 Appreciation of how the development of skills and learning contribute to the many careers to which graduate progress into.

  • B10 Demonstrate awareness of the boundaries and limitations of their learning.

  • B11 Recognize issues relating to equal opportunities and diversity, and identify appropriate courses of action in relation to such issues.

  • B12 Identify and propose solutions to problems, both in relation to the substantive area of health studies and to other educational and social issues.

  • B13 Develop an appreciation of how organizations and businesses within the sector operate and consider the relevance of national employability skills criteria.

Learning and Teaching

Lectures; tutorials; student-led seminars; problem-based learning scenarios and case studies; work experience and laboratory practicals; literature based research; computer-assisted learning; research leading to a dissertation.

Assessment Strategies and Methods

Written examinations and coursework to include: report writing, essay writing, oral and poster presentations; the submission of a dissertation; assessment based on real life problems.

10.2.2 Professional practical skills (where applicable)

By the end of their programme, all students are expected to be able to demonstrate:

  • C1 Demonstrate the practical skills and techniques required to monitor and evaluate participants in health and performance contexts.

  • C2 Demonstrate understanding and application of informed consent, research ethics (including respect for the rights of access), health and safety policies, risk assessment, Good Laboratory Practice, and Control of Substance Hazardous to Health to human biology and health, whilst also recognizing and explaining the importance of quality control and quality assurance.

Learning and Teaching

Professional practical skills are acquired and promoted through practical laboratory classes, lectures, seminars and other class activities, case studies undertaken in a range of real-life situations and experimental research for the dissertation.

Assessment Strategies and Methods

Coursework to include: the submission of scientific reports, oral presentations and essays. Students are expected to demonstrate advanced critical, interpretative and analytical skills in both their coursework and written examinations. The dissertation should demonstrate student competence in practical and academic skills.



10.3 : Transferable/Key skills


Information provided by Department of Life Sciences:

  • D1 Select, retrieve, read, synthesize, analyze, summarize, critique, understand and use information from a variety of electronic and paper based resources and understand key questions relating to content, context, aims, objectives, quality of information and its interpretation and application.

  • D2 Use Information and Communication Technology such as word-processing, databases, spreadsheets and other applications as appropriate to the task, to communicate grammatically correct information in a range of document formats or approaches (such as written, oral and visual) to a range of audiences including academic, specialist and non-specialists employing appropriate scientific language and using appropriate academic style, format and referencing.

  • D3 Consider issues related to health from a number of perspectives and arrive at a considered critical judgement stating assumptions and limitations of their knowledge.

  • D4 Demonstrate problem solving skills in both biosciences and in the work place using a variety of methods, developing an adaptable, flexible and effective approach to study and work.

  • D5 Demonstrate the ability to think, plan, manage their work, identifying individual and/or collective goals and responsibilities, performing appropriately for these roles for an effective work environment.

  • D6 Recognize and respect the views and opinions of other team members when working as a group, and utilize negotiation skills to work in a manner appropriate to these roles developed during practical, laboratory and/or field studies.

  • D7 Demonstrate the ability to understand and manipulate numerical data and apply effective numeracy as well as IT and information management skills, to independent and group work.

  • D8 Critically evaluate performance individually and in group work as well as the performance of others.

  • D9 Show the ability to self-appraise and reflect on strength, weaknesses, and limitations of their practice, including the use of time and project/ team management skills, when working as an individual and/ or in a group on their academic, professional and career development and the impact this has on future learning opportunities and potential employment.

  • D10 Demonstrate an adaptable, flexible and effective approach to study and work, exhibiting professional autonomy, responsibility and accountability (including issues of equal opportunity), whilst identifying strategies for updating, maintaining and enhancing professional knowledge.

Learning and Teaching

Transferable/key skills are incorporated within modules and related to relevant assessments as appropriate. Students learn and develop skills through student and tutor-led seminars; problem-based learning scenarios; self-directed learning, oral presentations and experimental dissertation work. Students are also given the opportunity to produce a CV and will gain feedback. Students will be encouraged to undertake work experience, including access to the Year in Employment Scheme. Students will also develop transferable skills of communication, personal development and career planning.

Assessment Strategies and Methods

The skills listed above are assessed using exercise-based and essay assignments, project work, practical laboratory reports, the dissertation project, seminar presentations, unseen examinations essays and unseen short answer examinations.



11 : Program Structures and requirements, levels, modules, credits and awards



BSC Human Biology and Health [C19F]

Academic Year: 2023/2024Single Honours scheme - available from 2019/2020

Duration (studying Full-Time): 4 years

Part 1 Rules

Year 2 Core (120 Credits)

Compulsory module(s).

Semester 1
BR16320

Human Physiological Systems

BR17120

Genetics, Evolution and Diversity

BR17400

Skills in Nutrition, and Science Communication

BR17520

Cell Biology

Semester 2
BR16020

Research designs to assess and monitor clients

BR16120

Psychology of physical activity and health.

BR17420

Skills in Nutrition, and Science Communication

Part 2 Rules

Year 3 Core (60 Credits)

Compulsory module(s).

Semester 1
BR27420

Sport & Exercise Physiology

BR27500

Research Methods

Semester 2
BR22220

Immunology

BR27520

Research Methods

Year 3 Options

Choose 60 credits

Semester 1
BR20620

Applied Molecular Biology and Bioinformatics

BR26520

One Health Microbiology

BR26620

Proteins and Enzymes

Semester 2
BG24720

Sgiliau Ymarferol a Proffesiynol ym Microbioleg

BR22520

Sport and Exercise Nutrition

BR24720

Practical and Professional Skills in Microbiology

BR25920

Cell and Cancer Biology

BR27020

Physical Activity for Health

Final Year Core (40 Credits)

Compulsory module(s).

Semester 1
BR36400

Research Project

Semester 2
BR36440

Research Project

Final Year Options

Choose 80 credits

Semester 1
BR30920

Applied Sports Nutrition

BR32020

Injury and Rehabilitation

BR36120

Molecular Pharmacology

BR37120

Bioinformatics and Functional Genomics

BR37420

Technological advances in sport, exercise and health

Semester 2
BR33720

Microbial Pathogenesis

BR33820

Parasitology

BR34420

Training and Performance Enhancement

BR36020

Molecular Biology of Development


12 : Support for students and their learning
Every student is allocated a Personal Tutor. Personal Tutors have an important role within the overall framework for supporting students and their personal development at the University. The role is crucial in helping students to identify where they might find support, how and where to seek advice and how to approach support to maximise their student experience. Further support for students and their learning is provided by Information Services and Student Support and Careers Services.

13 : Entry Requirements
Details of entry requirements for the scheme can be found at http://courses.aber.ac.uk

14 : Methods for evaluating and improving the quality and standards of teaching and learning
All taught study schemes are subject to annual monitoring and periodic review, which provide the University with assurance that schemes are meeting their aims, and also identify areas of good practice and disseminate this information in order to enhance the provision.

15 : Regulation of Assessment
Academic Regulations are published as Appendix 2 of the Academic Quality Handbook: https://www.aber.ac.uk/en/aqro/handbook/app-2/.

15.1 : External Examiners
External Examiners fulfill an essential part of the University’s Quality Assurance. Annual reports by External Examiners are considered by Faculties and Academic Board at university level.

16 : Indicators of quality and standards
The Department Quality Audit questionnaire serves as a checklist about the current requirements of the University’s Academic Quality Handbook. The periodic Department Reviews provide an opportunity to evaluate the effectiveness of quality assurance processes and for the University to assure itself that management of quality and standards which are the responsibility of the University as a whole are being delivered successfully.