NUT2005 : Nutrition Through the Lifecycle
NUT2005 : Nutrition Through the Lifecycle
- Offered for Year: 2024/25
- Module Leader(s): Dr Anthony Watson
- Lecturer: Professor Thomas Hill, Miss Stephanie Wakefield, Ms Susan Lennie, Ms Roisin Devaney
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
| Code | Title |
|---|---|
| NUT1007 | Introduction to Nutrition |
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
| Code | Title |
|---|---|
| NUT2001 | Macro- and Micronutrients |
Co Requisite Comment
A detailed understanding of macro and micronutrients is beneficial to understanding the application of nutrition within all stages of the lifecycle.
Aims
The aim of this module is to explore the influence of physiological, genetic, environmental and hormonal factors on human growth, development and maintenance in relation to nutritional issues throughout the lifecycle. Students will be provided with an understanding of changes in metabolic demands and nutritional requirements, and determinants of food selection through the human life cycle.
Outline Of Syllabus
Physiological, genetic, environmental and hormonal factors on human growth, development and maintenance and their impact on nutrition will be explored, with reference to current research, policies and guidelines, in relation to each of the following life stages:
• pre-conceptual;
• foetal life;
• pregnancy;
• lactation;
• infancy;
• childhood;
• adolescence;
• adulthood;
• ageing and senescence.
Learning Outcomes
Intended Knowledge Outcomes
At the end of the module, students should be able to:
1. Discuss the association between: physiology; genetics; environmental and hormonal factors across the life cycle in the determination of growth; development and maintenance.
2. Understand and articulate the dietary requirements throughout the stages of the lifecycle.
3. Explain food patterns and the social, cultural and political factors affecting food choice throughout the stages of the lifecycle, and implications for menu planning.
4. Evaluate the implications of food and lifestyle choices on growth and development, and healthy ageing.
5. Discuss the regulations, policies and guidelines which improve public health and wellbeing throughout the lifecycle.
Intended Skill Outcomes
At the end of the module, students should be able to:
1. Apply theoretical knowledge to a case example in a systematic way.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 2 | 2:00 | 4:00 | Pre-recorded lecture materials to prepare for workshops |
| Guided Independent Study | Assessment preparation and completion | 1 | 38:00 | 38:00 | Exam preparation |
| Guided Independent Study | Directed research and reading | 4 | 1:00 | 4:00 | Self-guided reading |
| Guided Independent Study | Directed research and reading | 12 | 1:30 | 18:00 | Self-guided reading |
| Scheduled Learning And Teaching Activities | Practical | 2 | 2:00 | 4:00 | PIP - Food handling lab practicals |
| Scheduled Learning And Teaching Activities | Workshops | 19 | 1:00 | 19:00 | PIP - Workshops to discuss theoretical material delivered through directed study. 10x asynchronous pre-recorded lectures as prep for PIP; 9x synchronous PIP |
| Guided Independent Study | Independent study | 8 | 2:00 | 16:00 | Preparation for case study seminars |
| Total | 103:00 |
Teaching Rationale And Relationship
Students will learn theoretical background in principles of nutrition throughout the lifecycle and through directed study and will engage in group workshops to apply information to key specific problems.
Practicals will illustrate aspects of nutrition challenges at various stages of the lifecycle.
Each workshop will utilise a case study to structure the learning. Students will work in groups to explore the
association between: physiology; genetics; environmental and hormonal factors across the lifecycle and discuss the dietary requirements of this case. Group discussion with facilitator support will provide an opportunity for formative feedback.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 90 | 2 | A | 100 | Invigilated MCQ questions (10) and a case study (1) - PIP |
Assessment Rationale And Relationship
The module will be assessed through the use of an invigilated written examination. The scope of this module will be assessed through MCQ questions. Depth of knowledge and applied understanding of the module content will be examined by one case study.
The rationale for the assessment type is so students can demonstrate the use of the content taught and its
application to real life.
MDiet candidates must obtain an overall mark of 40 or above to pass the module, however, if the module has more than one assessment students must also achieve a mark of at least 35 in each component of the assessment to pass the module.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NUT2005's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- NUT2005's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.