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Programme Information & PLOs
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This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
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Title of the new programme – including any year abroad/ in industry variants
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MSci & BSc Natural Sciences specialising in Environment
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Level of qualification
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Please select:7
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		No
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Year Abroad
Please select Y/N		Yes
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Natural Sciences
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Other contributing Departments: Archaeology, Biology, Chemistry, Environment & Geography
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Programme leadership and programme team
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Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dani Ungar (Chair, Board of Studies), Katherine Selby (Director, Natural Sciences), Nathan Wales (Archaeology), Bryce Beukers-Stewart (Environment & Geography), Louise Jones (Biology), Glenn Hurst (Chem)
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Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
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With few exceptions the modules which make up any of the Natural Sciences programmes are drawn from the corresponding contributing single subject degree programmes. Local pedagogical practices and modes of assessment are honoured in Natural Sciences unless there is evidence that such practices would not be pedagogically sound. Therefore, given the nature of the Natural Sciences programmes parts of this document draw liberally from, or make reference to, the corresponding documentation from the contributing departments. This documentation should therefore be considered in parallel with the corresponding proforma for the single subject degree programmes of the contributing departments.
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Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have yet been incorporated, and also any external input, such as employer liaison board)
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At all stages departmental teaching committees and programme teams have been consulted. All members of the Board of Studies in the departments and in Natural Sciences have had free access to the documentation and approval has been received. Student input has fed into the York Pedagogy in focus groups, through the Staff/Student Liaison Committee and via the Board of Studies.
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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All Natural Sciences programmes at the University of York aim to produce leaders in science, technology and industry who will have the interdisciplinary knowledge and skills to succeed in complex research and business environments. Students will learn how science is undertaken in different disciplines, how to operate within different methodological communities, and how to apply techniques and ideas across multiple disciplines.

As a Natural Sciences student specialising in Environment you will spend the majority of your time studying in the Department of Environment and Geography at the University of York. The Natural Sciences degree has been designed from modules that fit into the interdisciplinary ethos of Natural Sciences and will equip you with key skills to enable you to evaluate environmental problems and develop sustainable solutions. You will be trained to critically review relevant literature in a range of key environmental areas, and design and execute research both locally and more widely to address environmental problems using appropriate field, survey and laboratory methods, whilst being able to draw upon your experience of other sciences studied in your first two years. This will give a Natural Sciences Environment student a clear view of where their developing skills might be useful or where to look outside of the boundaries of a fully Environment focussed degree. By your final year of study you are well equipped to undertake an independent research project utilising our state-of-the-art research facilities. You will become proficient in using key digital learning technologies used by professional environmental scientists such as web-based literature search tools, geographical information systems and statistical packages. The degree will also allow you to develop strong group working and project leadership skills through targeted team building exercises and training.


As a student on the MSci programme you will achieve all the above, but your skills will be developed even further and to a deeper level as you undertake an extended final year research project and more advanced lecture courses that will move you towards the research frontier in Environmental Science, giving you the expertise, skills and experience necessary to pursue graduate level research in Environmental Science both within and outside academia.
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Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1 BScDebate, interpret and explain current and emerging issues in environmental science occurring at a range of scales using appropriate methods and norms, and engage critically with best evidence on the impacts and management of climate, environmental and land use change, pollution and development [Knowledgeable and Aware]
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1 MSciDebate, interpret and explain current and emerging issues in environmental science occurring at a range of scales using appropriate methods and norms, and engage critically with best evidence on the impacts and management of climate, environmental and land use change, pollution and development [Knowledgeable and Aware]
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2 BScObtain, synthesise and critically evaluate complex information on environmental science and related areas from a wide range of reliable sources [Independent learner]
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2 MSciObtain, synthesise and critically evaluate information from a wide range of reliable sources, and collate this information to establish current understanding and independently identify key research questions in specialised areas of environmental science[Independent learner]
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3 BScCut across disciplinary boundaries to link knowledge and experience from a wide range of natural, physical and social sciences to understand the complex interactions occurring within and between natural and human environments [Interdisciplinary thinker]
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3 MSciCut across disciplinary boundaries to link knowledge and experience from a wide range of natural, physical and social sciences, to understand the complex interactions occurring within and between natural and human environments, and the management and business sector [Interdisciplinary thinker]
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4 BScPlan, design and execute research as an individual or as part of a team to address environmental questions and problems using critically-selected field, survey and laboratory methods at appropriate temporal and spatial scales [Creator of new knowledge]
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4 MSciIdentify knowledge gaps, plan, design and execute original research as an individual or as part of a team to address current environmental questions and problems using critically-selected field, survey and laboratory methods at appropriate temporal and spatial scales [Creator of new knowledge]
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5 BScCritically analyse and interpret quantitative data using appropriate scientific and technological information and tools such as geographical information systems (GIS) and statistical packages to draw meaningful conclusions from research in the field of environmental science [Analytical]
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5 MSciDesign and undertake critical analyses and interpretation of quantitative data using appropriate scientific and technological information and tools such as geographical information systems (GIS) and statistical packages to draw meaningful conclusions from research in the field of environmental science [Analytical]
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6 BScEffectively communicate knowledge, complex ideas and persuasive arguments to professional and non-specialist audiences using verbal, written, visual and digital media [Effective communicator]
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6 MSciEffectively communicate knowledge, complex ideas and persuasive arguments to professional and non-specialist audiences using verbal, written, visual and digital media and research publications [Effective communicator]
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7 BScRecommend sustainable solutions to environmental problems that consider the broader social, political and environmental contexts, and the ethical implications of their application by applying knowledge, theories and approaches from environmental science and related disciplines [Problem solver]
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7 MSciRecommend sustainable solutions to environmental problems that consider the broader social, political and environmental contexts, and the ethical implications of their application by applying knowledge, theories and approaches from environmental science and related disciplines [Problem solver]
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8 BScWork responsibly as part of a team or as a team-leader to set challenging yet attainable goals and make an important contribution to defining the way in which our environment functions, understanding how it will respond to human activities and developing sustainable solutions.
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8 MSciWork responsibly as part of a team or as a team-leader to set challenging yet attainable goals and make an important contribution to defining the way in which our environment functions, understanding how it will respond to human activities and developing sustainable solutions.
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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PLO 8 Be inspired by and articulate the advantages of successfully studying in a non-UK academic environment through broadening your perspectives and developing adaptability, flexibility, resilience and drive.
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Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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To fully meet the PLOs in Natural Sciences a student will need to meet the PLOs commensurate with those of a single subject Environmental Science student whilst studying up to two other sciences in Stages 1 & 2. This will ensure that a Natural Sciences Environmental Scientist has all the expertise relevant to interdisciplinary science, complimented by the experience of other sciences and how they link across their respective subject boundaries.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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A Natural Science student who specialises in Environmental Sciences will share the many advantages of the corresponding single subject degree as articulated here; "The programme outcomes capture the key employability skills that graduates of an Environmental Science degree will be asked to demonstrate when applying for successful and rewarding careers in this field of work. By providing you with a clear pathway towards achieving these learning outcomes through Key Points Training (KPT) and plentiful opportunities to use and practice these skills you will be able to draw on specific examples of work that you have undertaken to evidence your accomplishments to potential future employers. Through interactions with external environmental and industrial organisations you will see how the skills embedded in our programme outcomes can be used in the workplace.". Further, through early programme exposure to different disciplines you will also achieve a multi-disciplinary perspective that will enhance the skill set you derive from specialising in Environmental Science in Stages 3 & 4.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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All Natural Sciences student who specialise in Environmental Sciences benefit from the embbed digitial literacy skills of the single subject degree as described; "a. Digital literacy - Through our Environmental Science degree you will develop the key digital skills needed for effective communication, finding and using reliable sources, and analysing quantitative and qualitative datasets. You will receive training in the use of the relevant digital tools such as literature search tools (e.g. Web of Science), statistical packages (e.g. SPSS, R) and Geographical Information Systems (GIS) at key points throughout your degree and be provided with opportunities to use them in a range of applications. This will ensure that when you graduate you are ready to effectively apply these tools in a work-based setting; b. Technology-enhanced learning - We have developed an online site (the KPT Skills Hub) that you can use to develop key skills, and improve and progress throughout your degree. The online Skills Hub complements the teaching you will receive during contact hours and also gives you flexibility to work on key skills development in your own time. "
An added benefit for a Natural Science student is the chance to experience further digital opportunities in other departments during Stages 1 & 2, thus furthering enhancing your skill set.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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All the Natural Science programmes have been designed with employability in mind. This is not only as a factor of the design of the programmes themselves, which have had engagement with the University's employability strategy since the early design phases of the programme. also as a factor of the embedded skills that the contributing departments have built into their modules. Many of the skills listed in the PLOs are generic and will equip the student with a highly transferable skill set.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Students who need support will generally self identify at admission or early in the Stage 1 and standard University protocols will then be followed. If this is not the case and a student is identified as needing extra support later in the programme then the student will discuss the matter with their personal supervisor who will advise in accordance with University guidance. Students are assigned a supervisor in one of the contributing departments and have access to a subject facilitator in both contributing departments. The student can approach their supervisor for advice in accordance with University guidelines and seek more specialist advice on a particular discipline from the subject facilitator. Module level issues are handled with the department to which the module belongs and a student can avail themselves off all feedback and quality control mechanisms that the department offers.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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The lead department in this degree programme is the Department of Environment and Geography where most of your classification bearing modules will be taken. This is their statement: "We are a research-active department and share our latest research findings and methods with you through our teaching. Throughout your degree you will be actively involved in designing and undertaking research projects aimed at both understanding the world around us and solving environmental problems. All of our courses include fieldtrips that allow you to see how the theory and knowledge you have been taught in lectures apply in a range of national and international settings. Through tutorials and seminars you will gain experience in discussing cutting-edge research and develop key communication skills. Lectures are supplemented by guest speakers from the environmental think-tank the Stockholm Environment Institute (SEI), and a range of external environmental and industrial organisations, exposing you to potential areas of future employment throughout your degree. "
You will aslo benefit from early exposure to teaching in at least two other research active departments.

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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Developed core learning strategies for each of the disciplines studied in Stage 1. Have been introduced to and worked with the core concepts that underpin all three disciplines. Be familiar with the foundational material and practices of each of the disciplines.
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PLO 1PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 2
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On progression from the second year (Stage 2), students will be able to:The more focussed Stage 2 will have further developed the knowledge base of the student, giving them more sophisticated tools with which to address more demanding problems in their two chosen disciplines. Technical facility will be improved by exposure to more advanced concepts.
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PLO 1PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:A stage 3 student will now be a fully fledged specialist and will have satisfied all the PLOs for the BSc programme. They will be equipped to progress onto a more research focussed final stage.
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PLO 1PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Archaeology/Biology/Chemistry/Environment pathway
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20CHE00010CChemistry for Natural Sciences 1SAEA
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20CHE00012CChemistry for Natural Sciences 2SAEA
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20ARC00006C Introduction to Archaeological SciencesSEA
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20ENV00002CEcological Principles for the EnvironmentSAEA
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10BIO00007CGeneticsSEA
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10BIO00009C Genetics and EvolutionSAE
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20BIO00004CMolecular Biology and BiochemistrySAAE
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Archaeology/Biology/Environment pathway
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20ARC00006C Introduction to Archaeological SciencesSEA
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20ARC00001C Prehistory to the PresentSEA
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10BIO00007CGeneticsSEA
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10BIO00009C Genetics and EvolutionSAE
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20BIO00004CMolecular Biology and BiochemistrySAAE
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20ENV00002CEcological Principles for the EnvironmentSAEA
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20ENV00027CConcepts in ESSAAEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Archaeology/Environment pathway
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20ARC00018I, ARC00060I, ARC00056IWorld Archaeology I (Option list A)SEA
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20ARC00028I, ARC00004IPractical Skills (Option list B)SEA
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20ARC00029I, ARC00013ITeam Project (Option list C)SEA