Young smiling girl sitting in restaurant and enjoying her salad for lunch. Young smiling girl sitting in restaurant and enjoying her salad for lunch.

Available with:

  • Foundation Year

Accreditations

Association for Nutrition

Course Summary

Human Nutrition provides you with an opportunity to study a multidisciplinary subject where social and biological sciences influence health. Our accredited undergraduate Human Nutrition degree is designed to meet the Association for Nutrition (AfN) competencies required of a professional nutritionist. Our dedicated team provide a course of study that is aimed at producing professional graduates that continue to be in great demand within our society. Nutrition professionals have been graduating from our University for almost 20 years and we have an excellent reputation as one of the major providers of nutrition related courses in the UK. Features of our course include professional development seminars and a Work Based Learning placement module, which contribute to the excellent employment prospects of our graduates. We have strong links with the AfN, the food industry and other employers including the NHS, Public Health England and NoWFOOD (the North West Food Research Development Centre), which is also based in our Exton Park site. All our tutors continuously undertake research and scholarly activity and continue to actively promote the field of nutrition, bringing with them a variety of skills and experience from across the nutrition and health domain, including exercise physiology, sport nutrition, public health, nutritional science and dietetics. 

Why you’ll Love it


What you’ll Study

This Foundation Year will provide you with a broad subject knowledge base that will introduce you to the key themes and perspectives relating to your chosen degree. You will also develop the academic skills needed to succeed in your degree area, such as academic writing, referencing and public speaking.

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Defining health in the 21st century
  • Culture and health 
  • The biomedical, social and biopsychosocial models of health
  • Health inequality: definition, examples and impact
  • Current health issues
  • The emergence of the UK National Health Service
  • Health promotion 
  • Individual Health behaviours 
  • Introduction to reflective theories (Nurses and Social Workers only)
  • Introduction to big data (Life Sciences)

Module aims:

1. To introduce students to the social, biomedical and biopsychosocial models of health.

2. To explore contemporary issues in health care.

3. To consider the impact of inequality on health.

4. To explore examples of health promotion.

 

 

Module content:

  • Fractions, ratios and percentages
  • Standard form, significant figures and scientific units and notation
  • Errors and inaccuracies
  • Basic algebra and its use in units and indices
  • Shapes, volumes and area
  • Graphs and equations of a line
  • Using arithmetical functions in laboratory applications
  • Statistics – variation and averages
  • Statistical tests and their uses in the life sciences
  • Symmetry in living systems
  • Logs, exponential growth and rates of change

Module aims:

1. To provide a foundation-level knowledge of mathematics in preparation for progression to Level 4 of a Life Science degree.

2. To introduce students to fundamental concepts within maths using a selection of applications relevant to Life Sciences.

 

Module content:

  • Atomic structure and its influence on properties of elements
  • Bond formation in chemical compounds
  • Intermolecular forces and their effects on properties
  • Calculating amounts in chemical reactions
  • Carbon chemistry, functional groups and isomerism
  • Rates of reaction
  • Enthalpy change in reactions
  • Equilibria
  • Acids, bases and buffers
  • Energy transfers in living systems
  • Techniques in biochemical analysis

Module aims:

  1. Develop an understanding of the arrangement of subatomic particles in atoms, and how these influence the properties and chemical behaviour of substances
  2. Develop practical laboratory skills and procedures, including calculations of amounts
  3. Understand the importance of carbon chemistry to living organisms
  4. Describe energy changes that take place in reactions and the mechanisms of energy transfers in living systems
  5. Describe the underlying scientific concepts and applications of some modern analytical techniques in biochemistry

Module content:

Key anatomical terms

Organisation of the body - cells, tissues and organs

The role of selected biological molecules (e.g. hormones, enzymes and DNA)

Human organ systems, an overview with a focus on specific systems

Homeostasis

Cell biology and cancer

Genetics and inherited conditions

The role of microorganisms in human health and disease, with reference to specific pathogens and commensals and immunity


Module aims:

On completion of this module students will be equipped to:

1. Use key anatomical terms when describing human anatomy

2. Recognize the central importance of biomolecules and cells in human body function

3. Describe some of the main organ systems in the human body, identify conditions affecting them and discuss available treatments

4. Provide an overview of the role of genetics in human health and disease

5. Identify the causes of selected infectious human diseases and their treatment

6. Provide an overview of human immunity and the role of lifestyle in health and disease

Year 1 introduces modules that provide you with the core skills in food and the biological sciences. These include modules that focus on food, physiology, biochemistry, genetics, and microbiology.

Module content:

Introduction to Genetics

Mendelian Genetics

Introduction to Cytogenetics

Introduction to DNA

Protein Synthesis and the Genetic Code

Inheritance patterns of single genes and gene interaction

On the origin of species

Natural selection and speciation

Classification and phylogenies

Evolution and conservation

The Molecular Basis and Phenotypic Consequences of Mutation

Understanding genetic analysis

Introduction to gene technology

Evolution of Disease

Genetics of Disease


Module aims:

The module is designed to provide students with:

An understanding of the application of taxonomic principles

An appreciation of the weight of evidence supporting modern evolutionary theory

 An enhanced understanding of the  basic principles and concepts in classical and modern genetics.

Module content:

Review of prokaryotic and eukaryotic cells

Animal and plant cell ultrastructure and function

SI units of measurement; moles and molarity

Basic organic chemistry

pH and buffer systems

Structure and function of major biomolecules

Energy and biochemical processes

Action and properties of enzymes and coenzymes

Enzyme kinetics

Metabolism and metabolic pathways

Appropriate practical techniques; data analysis.


Module aims:

This module aims to provide students with an understanding of those aspects of cell biology and biochemistry that underpin the subsequent study of behavioural, nutritional and life sciences. Further, the module also aims to develop the process skills involved in investigative methods.

Module content:

Microorganisms - classification.

Applications of microbes in medicine and industry.

Bacterial, fungal and viral structures and growth.

Introduction to microbial pathogenesis.

Parasitic organisms.

Antibiotics and bacterial resistance.

Development of public health service and WHO.

Public water supply: sources, treatment and uses.

Microbiological issues relating to water quality and health.

Microbiological hazards in food – analysis of selected issues.

Investigation of microbiological food poisoning/infection.

Immune responses to infection

 


Module aims:

To give students an understanding of the variety of microorganisms and their cell biology.

To appreciate relationships between health, microorganisms and the environment.

To understand selected environmental health issues relevant to water and food microbiology.

To develop analytical skills in data handling and in appropriate practical investigations. relevant to human health. 

Module content:

The study of the systems of the body at the organ and cellular level to include:

Nervous system.

Cardiovascular system.

Musculoskeletal system.

Digestive system.

Respiratory system.

Renal system.

Reproductive system.

Study the interdependence of the various systems in health and how homeostasis is maintained.

How cells communicate and send signals to other cells, hormones, cytokines, electrical impulses.  


Module aims:

To give the student a thorough knowledge of the anatomy and physiology of the human body and how it works in health and how that healthy state is maintained at both organ and cellular level.

Module content:

Food systems (including from farm to fork)


Definition of food systems and types (including environmental sustainability)
Stakeholders (including food supply chain)
Processes of food production, processing and preservation
Access to and availability of food (including food production landscape in the UK)
Methods of food production (including emerging methods and systems)
Food labelling (including health and nutrition claims)
Food policy and strategy stakeholders, lobbyists and processes (including UK National Food Strategy)
Food catering in different settings
Food waste in the food system


The consumer


Determinants of food choice
Consumer groups and types
Food product development and marketing
Sensory evaluation
Food waste at the consumer end
Food trends
Methods of consumer education and communication (e.g. brochures, infographics, leaflets, presentations,
etc)
Aspects of food safety and food hygiene


Foods, nutrients and dietary patterns


Food groups and food types and the main nutrients they contain
Foods and nutrients in food technology and food science context
Definition of dietary patterns and types
Meal planning and recipe development (including use of Nutritics for analysis and food labelling)
Food portion sizes
Environmental sustainability and costings of dietary patterns


Module aims:

Students will learn about theoretical and practical aspects (laboratory-based) of food systems, food composition, dietary patterns and the consumer with the aim of understanding both wider and more focused aspects of consumers’ access to food and their food choices. They will also be able to develop a range of analytical and communication skills to educate consumers on foods, nutrients, dietary patterns and healthy food choices. This will include the practical development of suitable recipes and meal plans and food and nutrition educational materials.

Module content:


Module aims:

Within Year 2 is the core human nutrition module, which encompasses study of the nutrients present in our diet. At the end of your second year, you will undertake a work-based placement.

Module content:

    • The nature of disease and pathology
    • Tissue damage and cell death processes
    • Basics of cancer biology, cancer detection and treatment
    • Haematology (functions & dys-functions of the blood)
    • Ageing and age related disease
    • Cardiovascular disease and obesity
    • Role of reactive oxygen species and cytokines in disease
    • Pregnancy related complications.

Module aims:

The module is intended to provide students with an introduction to the biology of disease that is applicable to human science. It will:

  • Develop understanding of fundamental concepts of aetiology, pathology and epidemiology which may be applied in further studies.
  • Review the causes and effects of a range of significant diseases, especially those prevalent in the UK.
  • Provide an opportunity for students to develop written and presentation skills.
  • Provide an opportunity to take on self-directed research of relevant topics.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Module content:


Module aims:

To provide a forum for discussing the key elements of professional conduct expected of a nutrition professional by reviewing the professional skills and attributes outlined in the Association for Nutrition (CC5) and the QAA benchmarking documents

Programme Accreditation: Core Competency Requirements, Standards and Procedures  for Undergraduate (UK levels 4-6) and taught Postgraduate (UK level 7+) education and training of Associate Nutritionists (2016)

QAA benchmarks (Agriculture, Horticulture, Forestry, Food Nutrition and Consumer Sciences 2016 )

QAA benchmarks (Biosciences 2015)

 

 

Module content:

  • Review of psychological and sociological contributions to health, lifestyle, and the impact of long-term health conditions
  • Introduction to health psychology, specifically examining factors that affect health behaviours (social cognition models of health, personality factors, motivation, interpersonal communication and group dynamics).
  • Historical principles of behaviour change and the modern development of health promotion and health education strategies.
  • Practical skills in behaviour change including counselling skills, motivational interviewing, cognitive behavioural techniques, health promotion, and health education to resolve barriers in communication (including telehealth and assistive technologies)
  • Psychology of eating behaviour in both normal and disordered eating.
  • Review of socio-cultural factors related to food and eating.
  • Review of sociology of food and eating; symbolic factors of food and consumption, food as a value system, cultural roles in society.
  • Impact of class, ethnicity, income level and social expectation in food choice.
  • Role of organizations in delivering health, relevant organizational behaviour

Module aims:

Psychological and sociological influences are important components of nutrition related behaviour.  This module draws on and develops knowledge of sociological influences on nutrition introduced in level 4 and introduces relevant psychological and health promoting factors. These disciplines are central to the understanding of nutrition in context and practice dietetics and underpins future studies in level 6
(Public Health Nutrition) provides. 

This module aims: 

To provide an understanding of the biopsychosocial underpinnings of normal and abnormal eating behaviours

To develop basic skills in communication and relevant  counselling approaches

To develop an understanding of a range of psychological interventions used.

Module content:

  • Overview of the major catabolic and anabolic pathways  
  • Lipoprotein metabolism  
  • Control of metabolic pathways: allosteric effectors, product inhibition
    etc.      
  • Neural and endocrine regulation of metabolic pathways
  • Mechanism of hormone action - second messengers, steroid hormones   
  • Integration of metabolism: carbohydrate, fat and protein metabolism
  • Metabolism in the fed and fasted state 
  • Metabolic adaptation: starvation
  • Metabolic response to disease e.g. cancer, infection  
  • Metabolic disorders: (the genetic basis of various diseases (for example inborn errors of metabolism), metabolic syndrome
  • One carbon metabolism  
  • Vitamin D Metabolism

Module aims:

This module aims to provide students with:

  • An introduction to human metabolism highlighting general concepts and key principles.  
  • A key understanding of how metabolic pathways are controlled at the cellular level.
  • An understanding of how individual metabolic pathways integrate to meet the needs of the body. 
  • An understanding of how metabolic abnormalities lead to disease.
  • Experience of using clinical data in the diagnosis of disease.    
  • Laboratory skills in obtaining and interpreting experimental data as part of a group activity using case study reports.

Module content:

Research methodology and applied research

Experimental and non-experimental design

Role and use of audit in evaluating outcomes 

Literature and/or media review

Research ethics, health and safety, and issues of sustainability in research

Proposal writing

Data analysis - qualitative and quantitative

Statistics: subject specific


Module aims:

To equip students with skills required to locate and critically analyse primary research papers or appropriate media presentations;

To provide an understanding of the essential processes involved when conducting good scientific research;

To expose students to the importance of ethical and sustainable development considerations when conducting research in any discipline

Module content:

The Nutrients. This will include:

  • Energy balance
  • Macro and micro nutrients: chemical properties, bioavailability, metabolism, biological function, availability and consumption in the UK in relation to their distribution in food. 
  • Nutrient requirements: basic concepts, DRVs
  • Non-nutritive bioactive components in food 

Nutritional assessment techniques: anthropometry, biochemical and dietary intake approaches at individual and population level.  This will include:

  • Applications of various anthropometric measurements in the determination of body composition
  • Methods for the measurement of dietary intake: group and individual intake, sampling techniques, retrospective and prospective study designs, analysis and interpretation of data.
  • Food composition tables, interpretation and use (including limitations)
  • Biochemical determinants of nutritional status with reference to excess or deficient intake
  • Epidemiology: introduction to concepts and methods with reference to nutrition and nutrition related diseases

Nutrition through the life span. This will include:

  • Pregnancy and reproduction, maternal nutritional status and metabolic adaptations, foetal growth, foetal origins of adult disease. For example, the role of foods, nutrients and environmental influences during conception and gestation on adult disease risk and incidence
  • Lactation & neo-natal nutrition, maternal metabolic adaptations, energy/nutrient requirements of lactation, composition of breast milk.
  • Early growth, infant feeding, critical periods of growth, growth standards, hormonal and nutritional influences
  • Nutritional intake, requirements and dietary guidelines in toddlers and school children
  • Puberty -  body composition, nutritional requirements, influences on food choice, obesity / eating disorders   
  • Ageing, nutritional influences on degenerative disease and lifespan e.g. bone health, CHD and cancer. 

Module aims:

Year 3 modules address sports nutrition, food science and public health nutrition. Supervised by a tutor, you will also undertake a research dissertation in a specific area of chosen interest.

Module content:

  • Review of the major disease processes and their descriptive terminology.
  • Risk factors for, classification and aetiology of the major diseases (e.g. disorders of the immune system, organ dysfunction, cancer)
  • Clinical assessment, diagnosis and treatment interventions (medical and surgical) in the management of major diseases and disorders
  • Integration of physiological systems and their impact on disease progression and management, including monitoring of measurable outcomes
  • Nutrition as an adjunctive treatment in disease management, including drug-nutrient interactions                       
  • Principles of pharmacokinetics and pharmacodynamics

Module aims:

The module provides a good understanding of medical terminology and disease classification. Students will gain an understanding of the major diagnostic methods, therapeutic interventions and methods of managing patient care, the response of the body to disease and to the therapeutic agents that underpin recovery. Students will develop knowledge of drug classification, complementary and alternative medicine, and the role of the dietitian in medicine management. The module will communicate immunological and pharmacological knowledge relevant to the Health Care Professional.

Module content:

Physical activity and health   

Role of nutrients in bioenergetics

Physiological and metabolic responses to exercise.

Physiological and biochemical adaptations to exercise.   

Nutritional considerations in sport and exercise 

Nutritional ergogenic acids

Thermoregulation, fluid and electrolyte balance

Exercise in extreme environments

Nutritional considerations for special populations

Physical activity guidelines and exercise prescription.

Disordered eating

Women and exercise


Module aims:

This module studies physiological adaptations to the environment and exercise stress and nutritional considerations. It is an appropriate link module for programmes in Biological Sciences and Sport and Exercise Science.

The modules aims for the student:

To evaluate the influence of exercise in the prevention of disease.

To assess environmental, biochemical, physiological and nutritional limits to human performance.

To review and evaluate technological and behavioural adaptations that enhance performance under limiting conditions

To review the normal physiological changes during the lifespan associated with exercise.

Module content:

Changes in food caused by processing and packaging. Types of modified active packaging to extend shelf life used in the food industry

Hazard Analysis and Critical Control Points in Food Safety

The food chain: bioaccumulation, biomagnification and the connection between environment and consumer. Effects of food processing on food safety and quality.

Effects of consumption of food additives (e.g. food colours, sweeteners), contaminants and adulterants. Detection of food additives, contaminants and adulterants

Biochemical consequences of mutagenic and carcinogenic components found in food eg Aflatoxin, acrylamide and mycotoxins

Beneficial components in food particularly in relation to carcinogenesis eg antioxidants. Probioticsand functional foods.

Food allergens and the role of the food industry

Processing induced changes, the modifications by manufacturers to satisfy consumer demand and manufacturing success.

Novel foods. Food marketing. Food labelling.

Design of functional foods in relation to health promotion and nutrition.

Current controversial issues involving food interactions with associated health and manufacturing implications.


Module aims:

The food chain links the environment to the consumer. In order to ensure food safety and quality and thus protect the consumer, it is necessary to understand the processes that occur within the food chain and the procedures and technologies that can be applied. There is an increasing awareness of the importance of food with regards to the maintenance of health. It is important to understand that food can cause biochemical changes in the body which can be detrimental or beneficial. These interactions need to be recognised so that prevention and treatment of disease is possible. Processing and packaging of food can alter the biochemistry of constituents of food which has implications for the manufacturing industry and the consumer. The food industry is currently developing functional foods to promote good nutrition and health and reduce food allergy. Food safety and regulations are key issues.

 

The module aims are:

To understand the nature of the food chain and the processes that can influence the quality and safety of food products available to the consumer.

To appreciate the biochemical and physical changes in food caused by processing, packaging and preservation in relation to the food consumer and the food producer.

To understand the origins and effects on the consumer of exposure to dietary allergens, contaminants, additives and supplements.

To develop an awareness of technologies and test procedures developed to ensure food safety and quality and to protect consumer health.

To appreciate the protective roles of certain foods in the maintenance of health and the prevention of disease.

To appreciate the role of food marketing and food labelling in the maintenance of consumer nutrition and health.

To expose students to current topics of interest to industry and the research community.

Module content:

  • Public health nutrition strategy, policy, planning
  • Health and nutrition programme and project management
  • Health promotion, primary prevention and risk management 
  • Nutrition epidemiology and public health nutrition
  • Communication strategies in a public health setting

Module aims:

Students will explore the role of public health nutrition at the societal, community and individual level.  The module will examine health in its broadest context; as not just the absence of disease, but as social, mental and physical well-being, recognising the importance of health inequality on disease incidence and progression. Students will critically evaluate the concept of health as a human right, covering both ethical and political issues in this area. Students will discuss health inequalities and health care provision from a rights based delivery perspective at the national and international level.

Students will incorporate their knowledge of nutrition and of research methods to critically appraise the evidence base for best practice in nutrition and to explore the role of nutrition epidemiology in setting and measuring health policy. The module will also allow students to develop skills in business and innovation through the assessment of this module. Students will also develop and apply their knowledge of health and nutrition policy, targets and priorities to planning and evaluating health promotion interventions. The module will introduce the students to public health and the public health skills and knowledge framework.

Module content:

The module offers students the opportunity to engage in extensive independent study with supervision from a tutor/s. Students may have the opportunity to engage in a clinically-orientated project that may influence practice. 

Primary scientific sources should be used to a significant extent in addition to a thorough grounding in the secondary literature.

Guidance will also be given on procedures that need to be carried out before any data is collected, e.g. ethical approval and risk assessment; supervision during the research project; how to write a literature review; grading of evidence and guidelines, and how to present data and organise work.

 


Module aims:

To enable the student to engage in research (empirical or non-empirical) and the  interpretation of a selected topic relevant to their programme of study through the scholarly use of primary and other sources.

Who you’ll Learn from

Dr James O'Reilly

Senior Lecturer
Dr James O'Reilly

How you’ll Learn

Our Human Nutrition course consists of lectures, tutorials, and practical work, some of which are based in our on-site laboratories. Lectures are usually one or two hours long. The number of contact hours you will have will be between ten and 18 per week depending on whether you are in Year 1, Year 2, or Year 3, and you will spend a great deal of time during the week engaged in further reading and undertaking your coursework assignments. The assessment within each module typically consists of a mixture of coursework and written examinations. Examinations follow a range of formats, including both multiple choice and short answer questions. 

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world. 

On this course, you’ll spend time out on placement where you’ll apply what you have learnt to real scenarios in the workplace, giving you genuine experience and insight that will prepare you for your future career. 

 

Entry Requirements

112 UCAS Points

UCAS Tariff 112 points
GCE A Level Typical offer – BCC-BBC
Must include A Level Biology or Chemistry
BTEC BTEC Extended Diploma (Applied Science): DMM
International Baccalaureate 26 points, including 5 in HL Biology or Chemistry
Irish / Scottish Highers Irish Highers: H3 H3 H3 H3 H4, including H3 in either Biology, Chemistry
Scottish Highers: BBBB including either Biology, Chemistry
Access requirements Access to HE Diploma (Science), to include 45 credits at level 3, of which 30 must be at Merit or above
T Level T Level Science - Merit
OCR Cambridge Technicals OCR Extended Diploma (Applied Science): DMM
Extra Information Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. A GCSE grade C/4 (or above) in Mathematics and English Language is required.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50. For more information on our entry requirements, please visit International Entry Requirements.

72 UCAS Points

UCAS Tariff 72 points
GCE A level 72 points overall, including grade D in A level Biology or Chemistry
BTEC BTEC Extended Diploma (Applied Science): MMP
International Baccalaureate 24 points, including 4 in HL Biology or Chemistry
Irish / Scottish Highers Irish Highers: H4 H4 H4 H4 H4, including Biology or Chemistry
Scottish Highers: CCDD including Biology or Chemistry
Access requirements Access to HE Diploma (Science) – Pass overall
T Level T Level (Science): Pass (D or E on the core)
OCR Cambridge Technicals OCR Extended Diploma (Applied Science): MMP
Extra Information Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree. A GCSE grade C/4 (or above) in Mathematics and English Language is required.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prospects

Prospects remain strong with 100% of our graduates finding graduate employment or further education with 15 months after finishing the course (Discover Uni, 2022). Many of our graduates enter directly into one of the many careers offered by the food and health industries, and a significant number also continue to study with us at the University by undertaking a Masters degree in specialist topics such as public health nutrition, weight management, and sports and exercise nutrition. Some of our students also enrol on our Postgraduate Diploma in Nutrition and Dietetics. 

Progression options

  • Cardiovascular Health and Rehabilitation MSc, PGDip, PGCert 
  • Clinical Sciences and Nutrition MRes 
  • Exercise and Nutrition Science MSc, PGDip, PGCert 
  • Food Science and Innovation MSc 
  • Human Nutrition MSc, PGDip, PGCert 
  • Nutrition and Dietetics MSc , PGDip 
  • Obesity and Weight Management MSc, PGDip, PGCert 
  • Public Health Nutrition MSc, PGDip, PGCert

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.