Chemistry with a Foundation Year BSc (Hons)

Swansea University

**The scheme will use a variety of assessment strategies** - Written exams for in depth assessment ability to apply knowledge, as well as (in Foundation and First Year) MCQs for more directly knowledge-driven material. (Examination material will be considered carefully, and not treated as the default assessment method, with emphasis on developing a wide range of assessment, not dominated by any one strategy. However, due consideration will be given to academic integrity assurance. - Practical lab based assessments of skills and processes. including written lab reports. These will be broken into segments will formatively write separate segments for different labs before a full summative submission during the semester. As certain experiments are more suited for this full report, the timing during the semester is flexible (experiments are designed to match the class content). However, it will be assigned before the start of each term and will not be in the same week as a presentation. -  Coursework assignments. These will naturally be driven by the module and scheme learning outcomes. However, the scheme will be considered as a whole to ensure that assignments are diverse and challenge students in a range of ways. As well as making the scheme more enjoyable, and testing/developing a wider range of general, specific and transferable skills, this strategy will ensure that no student is faced with a predominance of assessment in a form they find disproportionally challenging. **Examples of this type of assessment will include but not be limited to:** investigative reports, presentations, numerical and analytical work, computer-based simulation, case studies (e.g. for product or process development), research papers, posters. -  Presentations. Students will be expected to give a presentation for each module. The format of these will vary as will whether it is a group or individual presentation. The complexity will increase during the course to expand accessibility through skill development. Thus, the first presentation will be a video group presentation seen only by the staff markers. The next will be an individual video. The next will be a short group live presentation in front of one other student group, etc. - Group work. Team-based working is standard practice in science (academic and industrial) and so students will have an opportunity to work together in small groups to learn about the particular challenges collaborative work brings. To maximise accessibility online collaboration tools will be used to ensure that group work does not rely solely on face-to-face meetings. 
 - Project work. Students will undertake a substantial, individual and independent,project (supervised by an appropriately-qualified academic staff member). Project work will assess and develop students' ability to: apply their knowledge and scientific practice to a substantial problem; reason about and solve a sustained series or problems; manage work over a substantial time frame (including planning and risk management); and report and record a sustained body of work over a substantial time frame (in line with standard laboratory practice). **Assessment will be designed to be both formative and summative:** in general, assessment will be designed for learning, ensuring students practice/improve their expertise by applying it to authentic problems.

Including a relevant subject/science @ C or above (80 UCAS tariff points)

Access to HE Diploma

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)