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s

PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MSci (Hons)Pharmaceutical and Chemical Sciences

Intermediate award BSc (Hons) Pharmaceutical and Chemical Sciences

BSc Pharmaceutical and Chemical Sciences

Dip HE Pharmaceutical and Chemical Sciences

Cert HE Pharmaceutical and Chemical Sciences

Course status Validated

Awarding body University of Brighton

School Pharmacy and Biomolecular Sciences

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements

Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

A-levels or BTEC Entry requirements are in the range of A-level ABB–BBC (104–96 UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our conditional offers typically fall within this range.

A-levels must include chemistry at grade C. BTEC must be Applied Science with specific subjects required.

We will generally make you an offer if your predicted grades are at the top of this range. If your predicted grades are towards the lower end of this range we may still make you an offer if you have a good GCSE (or equivalent) profile or relevant non–academic achievements.

International Baccalaureate 27 points, specified subjects.

Access to HE Diploma pass with 60 credits overall. Must include 12 credits in chemistry. At least 45 credits at level 3, with 30 credits at merit and 15 credits at distinction.

GCSE (minimum grade C or grade 4) At least three GCSEs, including English language, maths and a science.

For non-native speakers of English IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

Students on the BSc(Hons) Pharmaceutical and Chemical Sciences course at the University of Brighton may request to transfer to PCS MSci at the end of their first or second year. This is subject to the permission of the course leader and will normally require a Merit (60%) average performance and all modules to be passed at the first attempt.

Start date (mmm-yy) Normally September

Sept – 2019

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 4 years 10 years

Part-time 8 years 10 years

Sandwich 5 years 10 years

Distance

Course codes/categories

UCAS code F151

Contacts

Course Leader (or Course Development Leader)

Dr M. Dymond

Admissions Tutor Dr I. Gass

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Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Tasnim Munshi

Dr N Chmel

University of Lincoln

University of Warwick

30/9/22

30/9/23

Examination Board(s) (AEB/CEB)

Chemistry and Pharmaceutical Sciences/Chemistry and Biology

Approval and review

Approval date Review date

Validation June 2019 June 2024

Programme Specification June 2019 June 2020

Professional, Statutory and Regulatory Body 1 (if applicable):

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are to:

impart a knowledge of chemistry;

impart a knowledge of pharmaceutical chemistry;

impart a knowledge of analytical science;

provide a suitable multidisciplinary body of knowledge as an appropriate basis for the further professional development of its graduates in a variety of science-based careers, particularly in the pharmaceutical, chemical and related industries;

educate students in the chemistry of drugs including their design, formulation, mechanism of action and analysis;

develop the student's ability to work safely in the laboratory.

develop in students the ability to solve unfamiliar types of problems.

promote a critical awareness of advances at the forefront of the field.

encourage students to develop the ability to think logically and creatively, read critically, communicate clearly and to develop other transferable skills; at Masters level

encourage students to take responsibility for their own learning and for their future professional development.

Prepare the students professional employment or for further doctoral studies.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate1.

Knowledge and theory On successful completion of the course the graduate should be able to:

1 Please refer to Course Development and Review Handbook or QAA website for details.

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KT1 demonstrate a knowledge of the concepts and principles of the

chemical and pharmaceutical sciences; KT2 demonstrate a knowledge of analytical science and to carry out

competently (real world) analyses; KT3 appreciate quality and quality assurance mechanisms in

appropriate industrial settings; KT4 appreciate fundamental aspects of the manufacture of

pharmaceutical and related products; KT5 work in the laboratory with due regard for safety procedures and

the efficient use of materials; KT6 demonstrate relevant laboratory skills, design experiments,

evaluate and interpret the results; KT7 critically evaluate scientific data and have an awareness of the

importance of indicating the uncertainty of data; KT8 seek out scientific information via a variety of media; KT9 demonstrate knowledge in selected areas at the forefront of

science KT10 carry out an appropriate, supervised, research investigation within

the chemical, pharmaceutical or biological sciences; at Masters Level KT11 evidence in depth knowledge and critical awareness at the

forefront of a substantial area of chemistry and the pharmaceutical sciences.

KT12 undertake professional practice or study at doctoral level in the chemical sciences.

These learning outcomes are developed in a gradual and continuous way throughout the course. They are addressed to differing extents by the individual modules.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

On successful completion of the course the graduate should be able to: S1 seek out scientific information via a variety of media; S2 clearly communicate information orally or in written form to a

variety of audiences; S3 think logically and critically to solve appropriate problems either as

a member of a group or individually; S4 demonstrate efficient skills in the use of a personal computer S5 critically evaluate his/her own professional performance and take

responsibility for his/her own continuing professional and academic development.

S6 design, perform and evaluate the outcome of scientific experiments at Masters Level

S7 demonstrate a systematic understanding and critical awareness of current research in the subject.

S8 carry out independent experimental work, with some evidence of originality, and with appropriate risk assessments.

S9 tackle problems of an unfamiliar nature with appropriate methodology, taking into account the possible absence of complete data.

S10 undertake, and complete effectively, a substantial research project at the forefront of the subject.

These skills are developed in a gradual and continuous way throughout the course. They are addressed to differing extents by the individual modules. As might be expected, virtually all of the modules included in the programme contribute in some way to all of the outcomes described in the QAA Framework for HE Qualifications. Almost every single module in the Course at level six would meet several of the specific criteria in the

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Framework for award at BSc Honours level. In particular, the quadruple module (40 CATS) comprising a laboratory-based research project and its reporting, meets all of them. At lower levels (Dip HE etc) it is easier to identify Framework specifics with particular modules. For example:

knowledge and critical understanding of the well-established principles of their area(s) of study with chemistry modules CH211, CH213, and CH250

effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively with CH210.

QAA subject benchmark statement (where applicable)2

http://www.qaa.ac.uk/en/Publications/Documents/SBS-chemistry-14.pdf

The course (Pharmaceutical and Chemical Sciences) is multidisciplinary (itself a benchmark) but recognisably chemical. The pharmaceutical input is from pharmaceutical chemistry more than other areas. Hence the QAA Quality Code in Chemistry informed and guides course design. The course meets the benchmarks comfortably. Subject knowledge is evident in the modules in general, organic, inorganic, physical, and analytical chemistry. There is a high proportion of laboratory work and skills development and levels are those described in the Framework (see above).

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Seeking accreditation from the Royal Society of Chemistry accreditation committee for partially meeting the academic criteria for Chartered Chemist (CChem) for holders of first and second class degrees, at the earliest opportunity.

Link to the Royal Society of Chemistry: http://www.rsc.org/

Link to information about accreditation: http://www.rsc.org/Education/courses-and-careers/accredited-courses/bsc-accreditation.asp

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

Learning and Teaching Strategy

The course has a strong emphasis on applying knowledge to real world examples and on taking personal responsibility for learning. It is delivered primarily via lectures, workshops and practical sessions alongside guided and self-directed study. Extensive use is made of our VLE, Studentcentral, as well as face to face interactive sessions.

2 Please refer to the QAA website for details.

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Students are integrated into university learning as soon as they start with special sessions in induction week designed to familiarise them with the laboratories, enhance learning skills in lectures and become part of the chemistry community here. An introduction to the global chemistry community is provided through a “meet the Royal Society of Chemistry” event at the end of the week.

Within the main part of the course, learning is structured such that each area of study forms a theme that runs throughout, and each level builds on the knowledge gained in the previous year. The structure shows which modules feed forward to others signposting the student to where that knowledge is most used, whilst retaining the cross-theme integration (see also Part 3 Course Structure).

Each module integrates formative tasks and feedback to ensure students understand what is required of them in the later summative work. Group work is conducted to help peer learning and groups are formed both randomly and via self-selection, to mimic real world team situations. Students experience working in unfamiliar and unchosen teams as they would in employment as well as working with a group they already know the strengths and weaknesses of the members. Early in the course group work helps foster a strong cohort identity as students get to know each other and helps to avoid feelings of isolation developing.

Knowledge from across the themes is integrated and consolidated via activities (workshops, guided study and computer based learning) and assessments (e.g. CH210 group consultancy report and “The Analyst” laboratory challenge) that form part of the chemical skills theme. Each module uses a carefully selected mixture of teaching methods and assessment to guide independent learning and preparation for assessment, geared to the needs of each subject. These include online tests; guided reading; worksheets; problems from the recommended texts and associated online support; and the Peer Assisted Study Scheme. Many of the key skills required of our chemists are developed by way of formative tasks within the laboratory or computer labs, the summative element of the task completed during the session ensures engagement and tests skills learnt within lecture/workshop time in the context of real examples. The student learning journey culminates with specialised individual supervision undertaking current novel research during the 3rd year project. Students work with their supervisor in areas of current staff interest to bring together all of the skills and knowledge they have gained in their time here.

In the final, Master’s year, core modules CHM12 and an extended research project (CHM91) develop student’s experience of scientific research. Whilst the range of taught optional modules offered in pharmaceutical and chemical sciences allows the learner flexibility to study areas of interest to them.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University’s VLE, Studentcentral.

The assessment methods on this course are very diverse, reflecting the range of knowledge and skills students are expected to attain. Modules in the later years build on the foundations laid in the earlier modules, culminating in the advanced research project – in which students are expected to demonstrate their capacity for original and independent research in chemistry. Assessment types used include:

Practical Reports

Examinations

Computer based tests

Viva voce

In-class presentations

Critical reviews

Portfolios

Problem solving (e.g. analytical method selection, molecular modelling)

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Thesis

Poster presentation

In each year students are offered a choice of assessment in a compulsory module (CH150, CH210, CH355), to allow them to reflect on, and develop their work in a form they feel confident with.

The table below describes the principal or notable methods by which the learning outcomes will be assessed, and the modules associated with these. It should be noted that ALL modules and assessments will contribute in some way to the students’ development in most areas and this list will not capture the relationships and interdependencies between the modules that make up the course.

Learning Outcome Assessment method Module

K1. demonstrate a knowledge of the concepts and principles of the chemical and pharmaceutical sciences;

Unseen Exams, Lab Reports MCQ tests and short tests. Project Report and Viva.

CH119, CH117, CH214, CH110, BY149,

CH211, CH213, BY271, CH353, CH355,

K2. demonstrate a knowledge of analytical science and to carry out competently (real world) analyses;

Unseen Exams, Open Book Exams, Lab Reports. Critical Reviews, Comparative Report, Viva.

CH150, CH250, CH327,

K3. appreciate quality and quality assurance mechanisms in appropriate industrial settings;

Unseen Exams, Open Book Exams, Validation Report, Viva.

CH150, CH250, CH327,

K4. appreciate fundamental aspects of the manufacture of pharmaceutical and related products;

Unseen Exams, Lab Reports CH214, CH243, CH354, CH353

K5. work in the laboratory with due regard for safety procedures and the efficient use of materials;

Lab Reports and Project Report CH110, CH150, CH211, CH213, CH250, CH391,

K6. demonstrate relevant laboratory skills, design experiments, evaluate and interpret the results;

Lab Reports, Project Report, Project Supervisor Evaluation and Viva

CH110, CH150, CH211, CH213, CH250, CH391

K7. critically evaluate scientific data and have an awareness of the importance of indicating the uncertainty of data;

Unseen Exams, Critical Reviews, Comparative Report Lab Reports. Project Report and Viva.

CH150, CH250, CH211, CH213, CH327, CH391

K8. seek out scientific information via a variety of media;

Short tests, Exercise in Abstracting, Consultancy Report and Viva. Project Report.

CH117, CH210, CH391,

K9. demonstrate knowledge in selected areas at the forefront of science

Unseen Exams. Lab Reports Project Report and Viva.

CH353, CH355, CH354, CH391

K10. carry out an appropriate, supervised, research investigation within the chemical, pharmaceutical or biological sciences;

Project Report, Project Supervisor Evaluation and Viva.

CH391

K11. Evidence in depth knowledge and critical awareness at the forefront of a substantial area of chemistry and the

Project Report, Poster, Viva, Project Supervisor Evaluation, Review Article, Literature Portfolio, Exams.

CHM12, CHM91, level 7 options.

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pharmaceutical sciences.

K12. Undertake professional practice or study at doctoral level in the chemical sciences.

Project Report, Poster, Viva, Project Supervisor Evaluation, Review Article, Literature Portfolio, Exams.

CHM12, CHM91, Level 7 options.

Skills:

S1. seek out scientific information via a variety of media;

All assessments but particularly library exercises, validation report, consultancy report, and project report

All but particularly CH117, CH210, CH250, CH327, CH351, CH391, CHM12, CHM91 and Level 7 options

S2. clearly communicate information orally or in written form to a variety of audiences;

All assessments but particularly library exercises, validation report, consultancy report, and project report

All but particularly CH117, CH210, CH250, CH327, CH391

CHM12 and CHM91

S3. think logically and critically to solve appropriate problems either as a member of a group or individually;

All assessments All modules

S4. demonstrate efficient skills in the use of a personal computer

Assessments of abilities to use Chemdraw, Chem-3D, and Excel. Use of a variety of software (e.g. Studentcentral, Turnitin, and word processing) is simply intrinsic to all modules.

CH117, CH210 and CH391 (with computer skills intrinsic to all other modules)

S5. critically evaluate his/her own professional performance and take responsibility for his/her own continuing professional and academic development.

Self assessment questionnaires, preparations of CVs, submissions of job applications.

CH117, CH210, CH380,

S6. design, perform and evaluate the outcome of scientific experiments

Research Project write up, Poster, Viva, presentations,

CH351, CH391, Research project write up, presentations, Viva

S7. demonstrate a systematic understanding and critical awareness of current research in the subject.

Research project write up, presentations, Viva, Poster

Research project write up, presentations, Viva

S8. carry out independent experimental work, with some evidence of originality, and with appropriate risk assessments.

Research project write up, presentations, risk assessments

CHM91

S9. tackle problems of an unfamiliar nature with appropriate methodology, taking into account the possible absence of complete data.

Research project write up, presentations, Viva, critical review/ summary articles

CHM91, CHM12, Level 7 options

S10. undertake, and complete effectively, a substantial research project at the forefront of the subject.

Research project write up, viva CHM91

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SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week programme

University student contract https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

Course Handbook

Extensive library facilities centred in main Aldrich library

Computer pool rooms: Six open access computer pool rooms on the Moulsecoomb site with over 200 workstations wireless networking for personal PCs in the library. All are linked to the University network services and have daily user support help desk))

External and internal E-mail and internet access, and may set up personal websites

Student services, including Welfare, Careers, Counselling, Legal, Financial, Accommodation, Childcare, Medical, Sexual Health and Chaplaincy support

Student central

ASK Study Skills

Student support and guidance tutor

Careers Planning Agreement

Personal academic tutor

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

School Safety Policy

StudentCentral course specific areas

Placement tutor support

General and specialist chemistry facilities including:

Teaching laboratories equipped with instruments for high-performance liquid and gas chromatography, atomic emission, UV/Vis and IR spectroscopy

Nuclear Magnetic Resonance and Mass Spectrometry

Electron microscopy

Modern synthetic and analytical chemistry equipment

Specialist research equipment (for use in projects)

ChemBioOffice Ultra

Industry standard chemical database access (Reaxys and Scifinder)

Specialist and general chemistry journals and text books (online and paper-based)

Access to biological, pharmaceutical and environmental facilities

Research Informed teaching

Chemistry research underpins learning throughout this degree. Practical, computer and paper based research skills are embedded and developed at all levels. For example;

In years one and two computer based workshops are used to teach industry standard remote database/literature searching methods

Library exercises and workshops ensure students are aware of and can use the full range of research resources on offer

In year two students are asked to compare the performance of a practical method that is currently employed commercially, with a newly developed one based on a recent research publication

Subject conventions on referencing, presentation and data analysis are demonstrated with reference to current literature

Entire topics at level 6 cover areas of current research with reference to primary literature

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Level 7 modules critically evaluate research developments at the frontiers of chemical and pharmaceutical science.

The expectation that students will engage with research throughout their degree is further reinforced via assessment guidance and criteria. For example, in CH210 students are asked to search and evaluate the literature on a potential anti-ageing drug. For this assessment, the selection of information sources and proper presentation are included in the marking criteria.

Our staff also lead by example by undertaking research of very high quality. In the 2014 REF within the A3 (Subjects Allied to Medicine Category) 38% of the research was considered to be world leading (Outputs 13.2%, Environment 87.5% and Impact 80%) further, 44% was considered to be internationally excellent.

Particularly in the final year, lecturers deliver on their specialist research field. Examples include; the bio-organic chemistry of catalytic antibodies, therapeutic catalytic antioxidants, artificial ion channels, methods for the analysis of ageing, and computational chemistry.

We also draw on our professional network of expert contacts to talk about their work (e.g. in cleaning up environmental disasters such as the Fukushima and the Kursk incidents, and soil remediation in developing countries). Students are also encouraged to attend the departmental seminar programme. In the final year of the programme students undertake a research project arising from, and contributing to, the research interests of the lecturing staff.

Employability development

Students are prepared for employment through a mixture of skills development (CH117, CH210) and delivery of material in applied contexts. Activities supporting preparation for employment are described in the chemistry Careers Planning agreement, and these are embedded throughout the course. Curriculum Vitae, application material and supporting statements begin to be developed through tutee meetings in CH117, using the RSC undergraduate skills record (https://www.rsc.org/cpd/undergraduates ) as a basis for discussion of progress and achievements to date with your personal tutor. Year 2 starts with CV building sessions in CH210, and personalised support from our placement tutor in preparation for sandwich placement applications. Some students also choose to gain work experience through summer research projects, and staff routinely help students apply for and obtain funding from Nuffield foundation and the Wellcome trust to support these. In the final year, project supervisors support students as they apply for higher degrees or employment, and we run a “Where next?” session, with the support of the Career’s service, after teaching finishes.

Aspects of the academic curriculum are also designed to integrate employability development. For example the assessment programme in CH250 (Intermediate analysis) is based entirely around a scenario that students are new graduates employed to oversee the production and analysis of a hypothetical infant formula “Contentisup”. Equally, in CH210, the students spend the “intersemester” week researching, and then developing technical and marketing information and videos for a chromatography product in the Analyst laboratory challenge. The week culminates in an employer (the actual supplier of the product) assessment panel evaluating student team pitches.

Education for Sustainable Development

Sustainable Development - Technological developments arise out of science, and problems generated by development are solved by knowledge gained from further science. Therefore the course educates students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression

points. Course Leaders may choose to include a structure diagram here.

Level Sem Core Chemistry Analytical Chemistry

Chemical Skills Pharmaceutical

Skills

4

1 CH119

Introductory

Chemistry

CH110 Introduction to Experimental work in

Chem. & Mol. Sci.

CH150

Essentials of Analytical Chemistry

CH117

Introductory Skills in Mol.

Sciences

QM105 Mathematical

Skills for Scientists

BY149 Introductory

Biochemistry and Pharmacology

2

5

1 CH211

Intermediate Chemistry I CH250 Intermediate

Analysis

CH210

Critical Skills for

Chemistry Students

BY271

Microbiology for Pharm Sci

CH214

Physical Chemistry and Pharmaceutical

Formulation

2 CH213

Intermediate Chemistry II

Optional Sandwich

Year CH380 Sandwich Placement

6

1

CH353 Advanced Core Chemistry and

Overview of the Drug Process

CH355 Chemistry Options for PCS

CH327 Advanced

Analytical Methodology

CH391 Chemistry Project

for PCS

CH354 Pharmaceutics

and Advances in Drug Delivery

2

7

1 CHM12 Current

Research in

Pharma-ceutical Science

1 x L7 Chemistry

Option (OA)

1 x L7 Pharma-ceutical Science Option

(OB)

3 x L7 Options

CHM91 Advanced Chemistry Project

2

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PROGRAMME STRUCTURE

Levels 4 and 5 provide a scientific foundation from which to develop specialisation in the final year. The choice of modules is best understood in terms of three major themes (Chemistry, Analytical Science, and Pharmaceutical Technology /Formulation) and two supporting sub-themes (Biology and Skills). It should be noted that certain modules support more than one theme.

The modules CH119, CH117, CH110, CH211, CH213 and provide the chemistry background. The Level 6 chemistry modules CH353, CH355, and CH327 allow the student to study aspects of chemistry in depth.

Biology and Pharmacology are sub-themes. Starting with Introductory Biochemistry and Pharmacology (BY149) and, in second year, microbiology in BY271.

Analytical Science is developed through CH150 (Essentials of Analytical Chemistry), CH250 (Intermediate Analysis) and CH327 (Advanced Analytical Methodology).

The Pharmaceutical Technology and Formulation in CH214 (Physical chemistry and an introduction to pharmaceutical formulation) and CH354 Pharmaceutics and Advances in Drug Delivery provides an appreciation of aspects of the design and manufacture of drug products.

The Skills sub-theme applies broadly throughout the course. The initial support for this comes from the module CH117 (Study Skills). The module is student centred and provides a starting point for personal responsibility. The double module CH210 Critical Skills for Chemistry Students Scientific is also strongly skills based. The project module, CH391, provides an opportunity for the student to demonstrate the culmination of his/her development of most of these skills.

Placement (CH380)

The optional Sandwich Placement is organised as a 20 CATS points module in which assessment is largely via University Staff but with formalised input from the employer. Throughout the year long placement the student is supported fully by the course team. In addition to their Course Leader and Personal Tutor they have the placement module leader and a designated staff member who will visit the place of employment. The student can email any one of these and has computer access to normal University and Course support such as studentcentral. The students have formal requirements to visit the University for assessment purposes but usually visit on a more informal basis as well.

Level 7 modules extend the learning themes established at level 6 and below, however the larger range of optional modules, split between chemical and pharmaceutical themes, allows students to specialise on areas of interest to them. Compulsory modules are CHM12, which consist of scientific talks given by visiting researchers and the students, and the extended research project CHM91. There are three sets of Level 7 optional modules; chemistry options (OA) and pharmaceutical options (OB) and free choice options (O). To achieve the required number of credits at Level 7 students must do both compulsory modules, 1 chemistry option, 1 pharmaceutical option and any 3 other options from O, OA and OB.

Modules

Level3

Module code

Status Module title Credit

4 CH119 C Introductory Chemistry 20

4 CH150 C Essentials of Analytical Chemistry 20

4 BY149 C Introductory Biochemistry and Pharmacology 20

4 QM105 C Mathematical Skills for Scientists 20

4 CH117 M Introductory Skills in molecular science 20

4 CH110 C Introduction to experimental work in Chemical & Molecular 20

3 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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Sciences

5 CH214 C Physical Chemistry and an introduction to pharmaceutical formulation

20

5 CH211 C Intermediate Chemistry I 20

5 CH213 C Intermediate Chemistry II 20

5 CH250 C Intermediate Analysis 20

5 BY271 C Microbiology for Pharmaceutical Sciences 20

5 CH210 C Critical Skills for Chemistry Students 20

6 CH380 O Chemistry Placement 20

6 CH350 C Advanced Core Chemistry and Overview of the Drug Process 20

6 CH354 C Pharmaceutics and Advances in Drug Delivery 20

6 CH391 M Chemistry Project for Pharmaceutical & Chemical Sciences 40

6 CH355 C Chemistry Options for Pharmaceutical and Chemical Sciences 20

6 CH327 C Advanced Analytical Methodology 20

7 CHM12 C Current Research in Pharmaceutical Sciences 10

7 CHM91 M Advanced Chemistry Project 60

7 CHM21 OA Inorganic Chemistry Frontiers 10

7 CHM22 OA Physical Chemistry Frontiers 10

7 CHM23 OA Organic Chemistry Frontiers 10

7 CHM01 OB Advanced Pharmaceutical Analysis 10

7 CHM09 OB Industrial Manufacturing Processes 10

7 PYM54 OB Novel Medicinal Products: A Clinical Perspective 10

7 PYM12 OB Real time techniques for in vitro and in vivo monitoring 10

7 BYM69 O Clinical Microbiology in the post-antimicrobial era 10

7 BYM67 O Applied Nucleic Acid Biochemistry 10

7 BYM68 O Applied Protein Biochemistry 10

7 PBM20 O Controversies in Science 10

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

OA = Optional modules chemistry theme (must do at least one of these)

OB = Optional modules pharmaceutical theme (must do at least one of these)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

*optional modules are listed as indicative only and may be subject to change, depending on timetabling and staff availability.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits4 Minimum credits5 Ratio of marks6: Class of award

Final MSci MSci (Hons) 7 Total credit 480 Minimum credit at level of award 120

Level 6 and 7 (50:50) Honours degree

Intermediate BSc (Hons)

Pharmaceutical and Chemical Sciences

6 Total credit 360 Minimum credit at level of award Select 90

Levels 5 and 6 (25:75)

Honours degree

Intermediate BSc Pharmaceutical and Chemical Sciences

6 Total credit 300 Minimum credit at level of award 60

Not applicable

Intermediate DipHE Pharmaceutical and Chemical Sciences

5 Total credit 240 Minimum credit at level of award Select 90

Not applicable

Intermediate CertHE Pharmaceutical and Chemical Sciences

4 Total credit 120 Minimum credit at level of award Select 90

Not applicable

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate7 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

4 Total number of credits required to be eligible for the award. 5 Minimum number of credits required, at level of award, to be eligible for the award. 6 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 7 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Certain assessments in CH117 are pass/fail though underlying this is a pass mark of 50% for a test comprising a restricted range of essential core material.

The sandwich honours degree is awarded to those who take and pass the chemistry placement year (module CH380). This placement year is optional but for those taking it the module mark contributes to the overall degree classification.

A student with insufficient credit for the award of MSci (Hons) may be eligible for an exit award as described on p14. For BSc(Hons) the classification will be calculated based on the average of the best 120 credit weighted CATS points at levels 6 and 7, weighted at 75%. These must include CH391 or CHM91. The remaining 25% will be comprised of the average of the best remaining 120 credit weighted CATS points from levels 5, 6 and 7.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board