Natural Sciences MSci (Hons) DPS/DIntS/DIS degree MSci (Hons) degree

5 years full-time with placement year

Typical offer
AAA
UCAS code
FCG0
Institute code
L79
Start date
28 September 2020
UK / EU fee
£9,250
International fee
£23,100
Subject area
Natural Sciences
Typical offer
AAA
UCAS code
CGF0
Institute code
L79
Start date
28 September 2020
UK / EU fee
£9,250
International fee
£23,100
Subject area
Natural Sciences

Overview

The complex problems we face in the modern world increasingly require scientists to adopt a multidisciplinary approach in the search for solutions. The MSci develops students into independent professionals with a focus on research in the final year.

Building on the University’s established reputation in the fields of biosciences, chemistry, materials, mathematics and physics, our Natural Sciences MSci (Hons) course is a broad-based single honours degree that combines a variety of pathways from a range of life and physical science, as well as opportunities for interdisciplinary study.

Our Natural Sciences degree allows you the flexibility to study a combination of disciplines chosen across the physical sciences, including, Chemistry, Bioscience, Mathematics, Geography, Physics, and Materials, with increasing specialisation across the years. Some pathway combinations may not be possible.

Developing the powerful skills needed to work between disciplines and communicate across them, our Natural Sciences degree is taught by academic staff who are internationally renowned experts in their respective fields and active in interdisciplinary research. You will be mentored to work independently and across the disciplines, conducting your own laboratory-based project.

Advances in the sciences are much more prevalent at the interface between the disciplines. This course offers students the chance to learn how to capitalise on the knowledge from multiple disciplines, with a focus on working and communicating across the sciences. These transferable skills are extremely relevant, and needed more and more for tackling real-world challenges.

What's the difference between MSci and BSc?

The Natural Sciences BSc (Hons) degree course equips you for employment in scientific and other sectors, while our MSci course (4 year or 5 year sandwich) will prepare you for research work in industry or PhD research. The MSci provides more in-depth/complex teaching of the subject as the course progresses.

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Why you should choose us

What you'll study

Excited to learn more? For a taster of what you can expect to study on this course, take a sneak preview of some of the modules you may have the opportunity to study below.

The information below is intended as an example only, featuring module details for the current year of study. Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year. Please see Terms and Conditions of Study for more information.

In the first year you will undertake a core skills element which will support your development as a natural scientist working across the disciplines. Alongside this you will choose two pathways from the following: Chemistry, Bioscience, Maths, Physics, Geography and Materials. Your chosen pathways will determine which modules you will take in this year and onto the pathways you follow in later years. You are required to study 120 credits each year, with 80 credits in the first year being selected depending on your pathway options, giving you opportunity to flexibly develop your skills within your degree. Students may not choose the Mathematics pathway together with the Materials pathway or the Bioscience pathway together with the Geography pathway. 

Chemistry pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Fundamental Chemistry

The aims of this module are to: introduce bonding models and concepts for simple inorganic and organic compounds; introduce the basic principles of analytical chemistry and Illustrate the various laws and principles of fundamental physical chemistry; enable students to understand key biological compounds and biochemical processes; introduce various mathematical concepts.

Structure and Reactivity 1

This module will introduce the fundamental concepts of structure and how this influences reactivity in organic and inorganic chemistry.

Bioscience pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Biochemistry and Cell Biology

This module explores the major types of living cells together with an emphasis on subcellular organelles that are common and differentiating among cell types, and the relationship between organelle structure and function. It also covers the roles of DNA, RNA and protein in mediating cellular function; transfers of energy in chemical reactions and biochemical pathways including the role and kinetics of enzymes in these processes; energy transduction from chemical potential to biologically necessary work including energy flows vital for life that underpin future study of human nutrition, physical activity and exercise; the theoretical application of the principles and methods of practical cellular biology and biochemistry to experimental information.

Genetics and Molecular Biology

The aims of this module are to establish a basic understanding and application of: the prokaryotic and eukaryotic molecular biology and genetics and how they aid the understanding of Life Sciences; nucleic acid composition and how the physical and chemical properties of nucleic acids allow their manipulation in molecular biology; the biological variation in genome structure, organisation and packaging; genome replication and repair; genetic variation; gene expression through transcription, RNA translation; regulation of gene expression, the processes which link genotype to phenotype in a range of living organisms; the development of genetics as a science, from the experiments of Mendel to genome sequencing.

Maths pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Mathematical Methods 1

This module introduces the basic ideas of differential calculus and integration, and provides practice in common techniques used in mathematical applications as well as the basic background material for all mathematics-based programmes.

Linear Algebra 1

This module introduces the basic ideas of vector spaces and linear transformations and explains their relationship to matrices. It also provides the basic methods of linear algebra for other modules throughout all mathematics-based programmes.

Mathematical Methods 2

This module will introduce basic ideas of differentiation and integration in several variables and differential equations, and illustrate some of the connections between differential calculus and applications.

Introduction to Probability and Statistics

The aims of this module are to (i) introduce students to the basic concepts of probability and statistics and (ii) illustrate the relevance of these concepts to practical problem solving.

Physics pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Fields and Forces

This module builds your knowledge and understanding of the basic principles of electricity, magnetism and Newtonian mechanics.

Matter and Waves

This module will provide knowledge and understanding of the basic principles of relativistic mechanics, optics, wave phenomena, thermal and atomic physics.

Geography pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Earth System Science

In this module you will gain a broad understanding of the basic characteristics and functions of physical and biogeographical Earth systems and the sensitivity of such environmental systems to perturbations, both natural and human-made, on a variety of time-scales ranging from seasonal to geological.

Environmental Hazards from Mitigation to Management

The module will introduce students to a range of problems associated with human interactions with the geosphere, atmosphere, hydrosphere and biosphere and to various strategies for the management and mitigation of these problems.

Materials pathway

Core Skills

This element of the course comprises the following areas of study designed to support your development as a natural scientist working across disciplines: Science Communication; Mathematics for Problem-Solving; Statistics and Data Analysis.

Introductory Materials Science

The aims of the module are: give the students an introduction to engineering materials, their properties and applications; to provide students with an understanding of the major principles used in determining the properties and structure of materials; to supply the students with the scientific background necessary for the study of materials.

Thermodynamics and Phase Transformations

The aims of the module are to acquaint students with concepts of differing energies and relationships in processes; to enable them to assess equations and calculate energetics of reactions and processes; and to understand the phase changes and microstructural development occurring in the manufacture of engineering products.

Introduction to Materials Processing

This module introduces some of the methods of processing a range of material types from raw material to finished part, and explores how the selection of a processing method can influence the properties of the material.

Mechanics of Materials

The primary aim of the study of engineering mechanics is to develop in students a capacity to predict the effects of force and motion on engineering materials.

In Year 2 you will concentrate your studies across two pathways, based on your progression from Year 1. One core module for all Natural Science students spans across the year, covering the need and ambition for interdisciplinary sciences.

Please note that it is not possible to combine the Geography and Bioscience pathways or the Maths and Materials pathways.

Chemistry pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Laboratory Skills

The aims of this module are: to enable students to develop essential basic laboratory skills that are required in inorganic, organic, analytical and physical chemistry; to introduce students to the fundamental software packages required for chemical report writing.

Structure and Reactivity 2

This module introduces the major types of chemical reactions in organic and inorganic chemistry, and the relationships between chemical structure, reactivity and behaviour of organic and inorganic compounds.

Spectroscopy and Analysis 2

The aim of this module is to familiarise students with the theory and applications of analytical separation and structural elucidation techniques and to develop their analytical data manipulation skills.

Bioscience pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Cellular Signalling and Transport

The aim of this module are to further the understanding of: the different mechanisms by which cells respond to external stimuli. Thus, understanding the steps involved in cellular signal transduction mechanisms, from arrival of signal at the cell membrane to alterations in cell structure with or without concomitant changes in gene expression; comparative aspects of signalling processes in organisms from different kingdoms with the major emphasis on contemporary eukaryotic cell signal transduction; the development of immunity in multicellular organisms and how this works to mediate health.

Anatomy and Physiology

The aim of this module is for students to understand the structure, function and homeostatic regulation of the human body with reference to integumentary, skeletal, muscular, nervous, cardiovascular, respiratory, digestive, urinary, immune, endocrine and reproductive systems.

Functional Genomics

This module:  introduces a range of molecular biology, genetic engineering and bioinformatic techniques and illustrate how these can be, and have been, applied and adapted to answer major questions in the biological sciences; develops knowledge of the mechanisms and results of gene cloning, engineered DNA, gene screening, genome mapping and sequencing projects that have been successfully been achieved by manipulating DNA in vitro and genomes in vivo; develops an understanding of a range of topics in genomics by providing a current view of research developments in the field, thus showing how genomics when used together with other biological disciplines (e.g. Biochemistry, Cell Biology, Molecular Biology) is elucidating mechanisms of previously complex biological problems.

Maths pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Mathematical Methods 2

The aims of this module are: to introduce basic ideas of differentiation and integration in several variables and differential equations; to illustrate some of the connections between differential calculus and applications.

Vector Calculus

The aims of this module are: to introduce the main concepts of the calculus of vector-valued functions; to teach students how to apply these ideas to the study of curves, surfaces and regions.

ODEs and Calculus of Variations

The aims of this module are: to introduce the main ideas and techniques of the qualitative theory of ODEs and the Calculus of Variations; to teach students how to apply these ideas and techniques to the study of systems of ODEs and variational problems.

Analytical Dynamics

The aims of this module are to introduce the students to the basic notions and methods of classical analytical dynamics.

Probability Theory

The aims of this module are: to introduce basic concepts and methods of probability theory; to provide the requisite theoretical background for later probability and statistics modules.

Introduction to Stochastic Processing

The aims of this module are to introduce students to stochastic processes and to develop the background for further study in stochastic processes, stochastic analysis and the mathematics of finance.

Physics pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Quantum Mechanics

This module introduces the concepts of quantum mechanics and the quantum view of the world. The emphasis will be on conceptual understanding rather than mastery of mathematical techniques.

Physics Laboratories 1

This module introduces students to selected physical principles through participation in experimental work and develops fundamental laboratory skills associated with measurement in physics.

Solid State Physics

This module aims to develop obtain understanding of the principles underlying the electronic properties of solids and the functioning of solid state electronic devices.

Waves

This module provides an introduction and overview of wave phenomena.

Fields

This module provides an introduction and overview of vector field phenomena in physics, with particular reference to the electromagnetic field.

Geography pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Earth Surface Processes and Landforms

This module introduces students to the physical processes which shape the Earth's surface and the landforms and landscapes that are the result.

Environmental Systems and Resource Management

This module provides a scientific basis for understanding the spatial and temporal patterns of climate, water resources and biomes. It explores the interaction of these realms and assesses aspects of their management or mismanagement as resources that are useful to human endeavour.

Remote Sensing and GIS

This module will introduce the use of GIS as a means of solving geographical problems. Students will explore a variety of primary and secondary data acquisition methods including remote sensing and the Global Navigation Satellite System (GNSS). They will engage in the manipulation, analysis, modelling and presentation of spatial data using GIS. Students will be able to use knowledge and skills from this module in practical project work. Examples will be drawn from both human and physical geography. Focus will be given to the development and reflection on those key and transferable skills of particular interest to graduate employers.

Materials pathway

Interdisciplinary Science

The aims of this module are: to introduce students to concepts of interdisciplinary and multidisciplinary working; to introduce students to the issues involved in the conception, design and execution of research projects; to develop essential science communication skills for interdisciplinary working; to develop students’ skills to define and interrogate scientific problems within a multidisciplinary team; to present students with cutting-edge research across the physical sciences.

Materials Processing

The aims of the module are to introduce the underlying principles determining the processing, microstructure and resulting properties of a range of material types (including crystalline, semi-crystalline and amorphous) and to relate this to the application of these materials in product design.

Materials in Service

The aim of the module is to give students an appreciation of the importance of factors such as corrosion, creep and fatigue on the performance of materials in service, and particularly steels.

Materials Characterisation

The aim of the module is to develop the understanding of crystallography and materials characterisation techniques, including electron microscopy and X-ray diffraction, Fourier transform, infra red spectrophotometry (FTIR), raman spectroscopy and thermal-mechanical analysis methods.

Biomaterials 1

The aims of the module are to: provide students with an understanding of the types of materials used in tissue engineering; relate the mechanical/physical/chemical properties of a material with its correct use in the different biological tissues; consider the design and development of devices to replace or augment damaged or diseased body parts.

In your final year (BSc) you will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem. Students may choose to either take only their Major Pathway or may choose to continue studying two pathways.

Chemistry pathway

Interdisciplinary Research Project

You will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem.

Modern Aspects of Organic Chemistry

The aim of this module is to review modern methods of organic synthesis, to present the principles and applications of orbital symmetry, and introduce advanced NMR techniques.

Advanced Inorganic Chemistry

The aims of this module are: for the student to be aware of some major issues and techniques currently at the frontiers of inorganic chemistry.

Pharmaceutical and Biomedical Analysis

The aim of this module is for the student to understand the analytical methods used in pharmaceutical and biochemical laboratories and the role of regulators in drug development.

Pharmacokinetics and Drug Metabolism

The aim of this module is for the student to understand the processes involved in the absorption, distribution, metabolism and excretion of drugs, the kinetic modelling of these processes, the test systems available and the application of this information to drug development.

Environmental Chemistry

The aims of this module are to make students familiar with some aspects of environmental chemistry, with a focus on the atmosphere, soil and geology, and water. Aspects of radioactive waste disposal and land remediation are included as examples. Further aims are to demonstrate that the application of chemical principles to a number of environmental issues is essential if these issues are to be more fully understood.

The following optional modules are paired electives which run on alternative years. Please refer to the numbers to see which modules are paired with one another.

(1) Biological Organic Chemistry

The aims of this module are to introduce the chemistry of biologically active molecules, and to develop advanced laboratory skills in modern organic synthesis.

(1) Synthesis in Drug Discovery

The aims of this module are: to examine synthetic approaches to important biologically active molecules, heterocyclic compounds and well-known drugs; to introduce modern synthetic methods; to provide practical training in a number of advanced laboratory techniques in organic synthesis.

(2) Advanced Analytical Chemistry

The aim of this module is to provide advanced training in modern analytical chemistry as applied to biological systems, including mass spectrometry and related techniques, biospecific techniques, elemental analysis and sample preparation, highlighting applications in health monitoring, clinical and forensic areas, and illustrated with examples of current research.

(2) Analytical Science Research

Students will be guided in the design and quantitative evaluation of analytical science in a real-life and current research/technology programme.

(3) Inorganic Option A

The aim of this module is to provide advanced training in contemporary inorganic chemistry.

(3) Inorganic Option B

The aim of this module is to provide advanced training in contemporary inorganic chemistry.

(4) Drugs: Modes of Action and Screening

The aim of this module is to enable students to understand how drugs may be synthesised, how they induce their effects and how these activities may be quantified a drug development program.

(4) Drugs: Synthesis and Properties

The aim of this module is to enable students to understand medicinal chemistry, how drugs are designed and synthesised, and how these activities may be assessed in a drug development programme.

Bioscience pathway

Interdisciplinary Research Project

You will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem.

Cell Adaption and Degeneration Compulsory

Cell Adaption and Degeneration

Regenerative Medicine

The aim of this module is for students to develop an understanding of regenerative medicine that utilizes biology as the basis for modern intervention methods of cell therapy, tissue therapy and physical therapy.

Advanced Genetics

The aim of this module is for the student to understand recent advances in the field of human genetics and how this information is applied to everyday health care, medical diagnosis and treatment.

Virology and Oncology Optional

Virology and Oncology

Maths pathway

Interdisciplinary Research Project

You will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem.

Applied Statistics

The aims of this module are: to introduce fundamental statistical concepts; to introduce statistical methods and associated theory for design and analysis of studies and experiments; to develop statistical software skills; to reinforce skills regarding the interpretation of statistical tests.

Dynamical Systems

The aim of this module is to introduce students to the notions and methods of the theory of dynamical systems with an emphasis on its applications.

Linear Differential Equations

The aims of this module are: that students gain familiarity with linear ODEs with non-constant coefficients; to introduce linear PDEs with constant and non-constant coefficients.

Vibrations and Waves

The aim of this module is to investigate physical phenomena that involve vibrations and waves using appropriate mathematical tools.

Operational Research

The aims of this module are: to introduce students to the nature of operational research and its techniques; to study linear programming, its applications and its associated algorithms.

Inviscid Fluid Mechanics

The aims of this module are to show students how a variety of mathematical methods can be applied to the study of fluid flow; to convey an understanding of physical principles of inviscid flow.

Game Theory

The aims of this module are: to introduce rigorous mathematical tools which are useful in economics analysis; to give students a solid mathematical background in game theoretic models.

Mathematical Biology

The aims of this module are: to introduce some mathematical models of biological systems and various techniques for analysing them; to enable students to appreciate how mathematics can be used to model biological systems.

Physics pathway

Interdisciplinary Research Project

You will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem.

Quantum Physics

This module enables students to apply modern, non-relativistic, quantum mechanics to important example systems, and to research and report on a selected topic at the cutting edge of the field.

Condensed Matter Physics

This module aims to show how a variety of physical phenomena occurring in condensed matter can be understood in terms of microscopic physical processes.

Statistical Physics

This module aims to correlate the microscopic properties of systems (electrons, atoms, molecules and magnetic moments on the sites of lattices), in an assembly of systems, with the macroscopic properties of the assembly.

Modern Optics

This module gives an overview of the physics of modern optical technology.

Elementary Particle Physics

The module aims to give a broad and elementary introduction to the ideas underlying theory and experiment in modern elementary particle physics, and to acquaint the student with the latest developments in the subject.

Climate Physics

The module is intended to enable students to be able to explain: the essential science which determines the Earth's climate, particularly the average temperature; the physical science basis for predictions about climate change in response to anthropogenic interference; some of the impacts that climate change is likely to have on the world's people.

Geography pathway

Interdisciplinary Research Project

You will conduct an interdisciplinary research project, enabling development of independence within a research environment. This will allow you to consolidate your studies and apply fundamental principles to a specific research problem.

Snow, Ice and Society

This module examines the role of snow and ice in the changing environment, and the associated implications for human socities. Snow and ice are fundamentally important in the global environment, both influencing and influenced by climate change at a wide range of timescales and modifying the hydrology of basins over wide areas. Furthermore, much human activity depends directly on snow and ice, such as hydro electric power generation and agricultural irrigation. The main aims are to: understand the role snow and ice play in the global climate system; appreciate the main methods and issues in researching snow and ice processes and change; assess some of the main implications for human societies, in terms of resources and hazards, and the physical and socio-economic implications of these changes; practise communicating scientific concepts in accessible formats such as blog posts.

Environ Change and Ecological Response

The aim of this module is to provide students with an understanding of some of the major drivers of change affecting natural environments at varying spatial scales, the ecological response of both terrestrial and aquatic systems, and how such changes can themselves have impacts on human activity and society.

GIS, Modelling and Flood Risk Management

This module explores and assesses the use of Geographical Information Systems (GIS) and modelling tools for flood risk management. This is an increasingly important topic in the context of climate change on drainage basin hydrology and human modification to both urban and rural environments. Students will be able to gain theoretical understanding and practical skills in GIS, flood modelling and flood risk management.

River Dynamics and the Environment

The aims of this module are that students (i) develop an advanced understanding of key aspects of river hydrology and geomorphology pertinent to the management of river systems; (ii) acquire a detailed knowledge of aspects of river management at the leading research edge of the discipline (e.g. biotic-abiotic ineractions); (iii) achieve a critical perspective on river management problems and approaches, recognising the limitations of current knowledge and the uncertainty in defining sustainable solutions.

Aeolian Processes and Landforms

The aims of this module are for the student to examine:

(i) the physical attributes of environments where wind-blown sand and dust dominate (aeolian environments); and (ii) the effect of spatial and temporal variations in the operation of aeolian processes and their surface expression in contemporary landscapes.

Arctic Studies Field Course*

The aims of this module are for the student to develop an understanding of the geomorphological processes and landforms associated with Arctic mountain environments with particular emphasis on glacial processes, and to gain practical experience of a range of glaciological, sedimentological and geomorphological field techniques.

 

*These two Geography options run on alternate years and incur an additional cost.

Island Biogeographics Field Course*

The aim of this module is to investigate the distinct and diverse ecosystems of Mediterranean oceanic islands, in order to uncover the patterns of vegetation dynamics and the biogeochemical and disturbance processes that create them.

 

*These two Geography options run on alternate years and incur an additional cost.

Climate and Society

The aims of this module are that students (i) develop an advanced understanding of the evolving climate system from pre-industrial times, through to the present, and projected to the end of the 21st century; (ii) examine the societal impacts of climate change anticipated for key sectors, in urban and rural contexts, across developed and developing regions of the world; (iii) achieve a critical perspective on the policy frameworks underpinning global efforts to move towards low-carbon economies and finance adaptation to unavoidable climate impacts.

Materials pathway

Interdisciplinary Research Project Compulsory

Interdisciplinary Research Project

Nano Materials Compulsory

Nano Materials

Advanced Materials Processing Compulsory

Advanced Materials Processing

Biomaterials 2 Compulsory

Biomaterials 2

Composite Materials Compulsory

Composite Materials

Surface Engineering Optional

Surface Engineering

Advanced Principles of Materials Optional

Advanced Principles of Materials

Functional Materials Optional

Functional Materials

Industrial Case Studies Optional

Industrial Case Studies

Your final year enables you to specialise in a discipline, carrying out a substantial interdisciplinary research project worth 60 credits and undertaking optional modules worth a further 60 credits.

Chemistry pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

The following optional modules are paired electives which run on alternative years. Please refer to the numbers to see which modules are paired with one another.

(1) Biological Organic Chemistry

The aims of this module are to introduce the chemistry of biologically active molecules, and to develop advanced laboratory skills in modern organic synthesis.

(1) Synthesis in Drug Discovery

The aims of this module are: to examine synthetic approaches to important biologically active molecules, heterocyclic compounds and well-known drugs; to introduce modern synthetic methods; to provide practical training in a number of advanced laboratory techniques in organic synthesis.

(2) Advanced Analytical Chemistry

The aim of this module is to provide advanced training in modern analytical chemistry as applied to biological systems, including mass spectrometry and related techniques, biospecific techniques, elemental analysis and sample preparation, highlighting applications in health monitoring, clinical and forensic areas, and illustrated with examples of current research.

(2) Analytical Science Research

Students will be guided in the design and quantitative evaluation of analytical science in a real-life and current research/technology programme.

(3) Inorganic Option A

The aim of this module is to provide advanced training in contemporary inorganic chemistry.

(3) Inorganic Option B

The aim of this module is to provide advanced training in contemporary inorganic chemistry.

(4) Drugs: Modes of Action and Screening

The aim of this module is to enable students to understand how drugs may be synthesised, how they induce their effects and how these activities may be quantified a drug development program.

(4) Drugs: Synthesis and Properties

The aim of this module is to enable students to understand medicinal chemistry, how drugs are designed and synthesised, and how these activities may be assessed in a drug development programme.

Bioscience pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

Advanced Research Techniques Compulsory

Advanced Research Techniques

Contemporary Health Issues Compulsory

Contemporary Health Issues

Biosciences option TBC Compulsory

Biosciences option TBC

Maths pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

Regular and Chaotic Dynamics

In this module you will study dynamical systems from a modern viewpoint emphasising the rich behaviour of nonlinear systems.

Mathematical Modelling 1

The aims of this module are: to develop skills in the mathematical modelling of real life situations; to develop the ability to work effectively in a group.

Non Linear Waves

The aims of this module are to: introduce students to the main ideas and techniques of the modern theory of nonlinear waves; demonstrate how these ideas and techniques can be used in a wide range of applications.

Mathematical Modelling 2

The aims of this module are: to develop skills in the mathematical modelling of real life situations; to develop the ability to work effectively in a group.

Fluid Mechanics

The aim of this module is: to derive the fundamental equations of fluid mechanics; to develop students' expertise in solving simplified forms of these equations applicable to a variety of fluid flows; to learn about some industrial and environmental applications of fluid mechanics.

Physics pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

Mathematical Methods for Interdisciplinary Sciences

The aims of this module are: (i) to develop students' mathematical skills useful for their research projects; (ii) to introduce the mathematical methods that can be applied to the models in a range of interdisciplinary sciences.

Quantum Information

This module will introduce current ideas on the relation between quantum mechanics and information theory, including applications to communication.

Regular and Chaotic Dynamics

The aim of this module is: to study dynamical systems from a modern viewpoint emphasising the rich behaviour of nonlinear systems.

Mathematical Modelling 1

The aims of this module are: to develop skills in the mathematical modelling of real life situations; to develop the ability to work effectively in a group.

Characterisation Techniques in Solid State Physics

This module provides knowledge and understanding of the range of techniques available for characterisation of bulk and thin films with an emphasis on functional materials. At the end of the module students should be able to identify appropriate characterisation techniques for specific research questions, as well as critically discuss the pros and cons of alternative methods. This will be demonstrated with examples of current literature and research methods.

Physics of Complex Systems

The module aims to give a broad introduction to the ideas, the phenomenology and the methods of contemporary theory of physics of complex systems, to familiarise the students with the principal concepts of the field, and to show universality of these concepts in diverse physics problems.

Quantum Computing

This module sets out to explain the principles, promises and limitations of quantum computers and their possible physical realisations.

Superconductivity and Nanoscience

This module develops your understanding of the principles underlying applied superconductivity and the functioning of superconducting devices.

Mathematical Modelling 2

The aims of this module are: to develop skills in the mathematical modelling of real life situations; to develop the ability to work effectively in a group.

Fluid Mechanics

The aim of this module is: to derive the fundamental equations of fluid mechanics; to develop students' expertise in solving simplified forms of these equations applicable to a variety of fluid flows; to learn about some industrial and environmental applications of fluid mechanics.

Geography pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

Tools for River Management

The aims of this module are for the student to: (i) acquire an understanding of the dynamic linkages between fluvial sediment transport, river hydraulics and river ecology; (ii) obtain the theoretical understanding and practical training necessary to make measurements and/or estimates of key sediment, flow and ecological characteristics; (iii) gain the appropriate skills to design and execute research programmes in fluvial sediment transport, river hydraulics and river ecology; (iv) develop the ability to quantitatively analyse and critically evaluate sediment, flow and ecological data from rivers; (v) become trained in the application of techniques appropriate for the solution of practical problems in river management.

Lake Monitoring and Management

The aims of this module are for the student to: (i) acquire an understanding of the temporal variability of lake ecosystems over a range of timescales; (ii) acquire the necessary skills to be able to undertake environmentally relevant monitoring and surveying of lake ecosystems; (iii) develop the ability to evaluate critically a range of physio-chemical limnological data; (iv) become aware of the importance of temporal variability for lake management.

Applied Environmental GIS

The aims of this module are for the student to: (i) acquire an understanding of the fundamentals of GIS; (ii) be able to apply GIS to analyse environmental data and support decision making processes; (iii) appreciate the key benefits and limitations associated with the use of GIS.

Wind Erosion, Measure and Mitigation

The aims of this module are for the student to: (i) recognize wind erosion processes and their importance to soils, atmospheric quality and land management; (ii) obtain the theoretical understanding and practical training necessary to quantitatively and qualitatively characterise aeolian sediments and systems.

Evidence-based Environment Management

Environmental management has traditionally made use of anecdotal evidence and prior experience to inform management interventions. However, this model is flawed due to the inherent unreliability of this evidence. There is a growing movement for management decisions to be 'evidence-based', i.e. based on a systematic assessment of available evidence. This module aims to provide students with the knowledge and understanding that will enable them to access and apply existing research to environmental management situations, and to contribute to the evidence-base. Conservation management will be the focus of study because evidence-based conservation is a well-established and supported area.

Environmental management has traditionally made use of anecdotal evidence and prior experience to inform management interventions. However, this model is flawed due to the inherent unreliability of this evidence. There is a growing movement for management decisions to be 'evidence-based', i.e. based on a systematic assessment of available evidence. This module aims to provide students with the knowledge and understanding that will enable them to access and apply existing research to environmental management situations, and to contribute to the evidence-base. Conservation management will be the focus of study because evidence-based conservation is a well-established and supported area.

Hydroclimatological Monitoring and Modelling

The aims of this module are for the students to: (i) develop understanding and skills required to collect, present and analyse a range of climatic,meteorological and hydrological data; (ii) develop programming abilities in the open-source software R, to download, process, analyse, and present hydrometeorological data; (iii) develop awareness of appropriate experimental design and data collection equipment, together with the ability to program data loggers; (iv) acquire an understanding of model representations of key components and processes of the global-atmosphere-hydrosphere and regional land-surface feedbacks; (v) appreciate the temporal dimensions of hydrometeorological data through quantitative analyses, including modelling and forecasting.

Natural Hazard and Catastrophe Modelling for Environment

The aims of this module are to introduce students to mathematical and numerical modelling in both the simulation of hazard and application of such results in catastrophe models, and provide an opportunity for the student to obtain an understanding of the benefits and limitations of modelling methodologies.

Materials pathway

Interdisciplinary Research Project

In your final year you will carry out a substantial interdisciplinary research project.

Advanced Characterisation Techniques

The aims of this module are to acquaint students with the principles and practicalities of the various forms of microscopy and surface analysis techniques used in materials science.

Design with Engineering Materials

The aims of this module are to provide students with an understanding of engineering design and to apply this knowledge along with appropriate material selection methodologies in an efficient and optimal way.

Advances in Biomaterials

This module provides students with an understanding of the types and properties of materials that can be i) derived from renewable resources; ii) degraded in the biological environment; iii) used for biomedical applications. It also aims to relate the material composition and microstructure with its interaction with the biological environment and its degradation process and to encourage students to consider the design and development of new materials/blends from renewable sources, with targeted degradation/biological properties.

Metals: Processing and Properties

In this module you will become acquainted with key aspects of the industrial processing of metals and the effect of processing on the microstructure and properties.

Polymerisation and Polymer Blends

The aims of this module are to broadly provide both a chemical and a physical basis for the understanding of polymerisation and thermal dynamics and applications of polymer blends.

Please note that it is not possible to combine the Geography and Bioscience pathways or the Maths and Materials pathways in Years 2 and 3.

How you'll be assessed

Depending on the nature of the material, some modules are assessed by a mixture of coursework and examination. Some modules may be assessed for example 25% coursework and 75% examination, whilst other modules are assessed by 100% coursework or 100% by examination. Coursework is based on a variety of tasks including individual essays, projects, laboratory work, contribution in tutorials, group work and presentations.

How you'll study

  • Lectures
  • Seminars
  • Tutorials
  • Field trips
  • Independent study
  • Group work
  • Supervision
  • Workshops
  • Laboratory work
  • Practical sessions

Placement year options

Our Natural Sciences degree has the option to incorporate a placement year in a real workplace.

Additional award

By undertaking a year in placement or a year abroad, you will gain an additional award alongside your final qualification. If you complete an industrial placement year you will gain a Diploma in Industrial Studies (DIS). If you undertake a professional placement year you will gain a Diploma in Professional Studies (DPS) or if you study abroad for a year you will gain a Diploma in International Studies (DIntS).

Study abroad

If you are interested in travelling whilst you study, there are placement opportunities in other countries too, as well as options to spend from 3-12 months at an overseas university. By choosing this course you’ll have the option to take advantage of this exciting opportunity, giving you the chance to not only experience new cultures and visit new and exciting destinations, but to expand your learning experience. Learn more about the benefits here.

Industrial placement year

The benefits of doing a placement year include:

  • You can gain invaluable work experience to boost your CV for after you graduate
  • Some students even get offered permanent positions after they graduate
  • 'Test-drive' a career that you are interested in
  • Gain an additional qualification (Diploma in Professional Studies - DPS)
  • Start building a professional network - this experience could open up doors in the future

We have strong industry links with a range of organisations from pharmaceutical companies to the health sector and can help our students to secure their year-long and flexible work placements in the UK and internationally.

Student placements – a unique opportunity

More than 1,400 Loughborough University students complete a 12-month placement each year. They join a range of organisations and deliver tangible benefits to their hosts as well as honing a range of workplace skills.

Where you'll study

As a student here at Loughborough University you will have access to a wide range of facilities.

If you choose to study our MSci Natural Sciences degree you will benefit from a suite of laboratories specifically for practical work in physical and natural sciences. The bio-laboratory will provide students with opportunities to gain applied experience with biological samples. There is also an “Ideas Lab” providing a space for students to interact with each other, share ideas and contribute to interdisciplinary discussions.

Typical offers

To learn more about the qualifications we typically accept, please select your country from the drop-down menu below.

Typical offers for United Kingdom

A-Level

AAA including two or three sciences dependent on the chosen pathway.

IB

37 (6,6,6 HL) including two or three sciences at HL. Dependent on the chosen pathway.

BTEC

BTEC Level 3 National Extended Certificate: D plus A Level grades AA from two sciences. 

GCSE

GCSE Maths Grade C/4

The typical offers and subject requirements for each course should be read alongside the University’s general entry requirements which give further details on acceptable subjects, alternative UK and international qualifications and minimum English language requirements.

 

Preferred subjects

Science subjects: Biology, Chemistry, Mathematics, Physics will be required to follow these specific pathways. Applicants do not require specific previous qualification in Geography to follow this pathway; Geography/ Geology will be classified as a science for the purposes of typical offers.

Selection

Applicants are selected on the basis of their UCAS application. We conduct informal interviews in order to assess academic potential beyond that provided as part of the application, as well as to give applicants an opportunity to visit the department, meet staff and students, see facilities and get an insight into what it is like to be a student at Loughborough.

Australia

Typical offers for students from Australia are based on the Australian Tertiary Admissions Rank (ATAR). Typically, we would require a score between 85.00 and 94.00. For students from Queensland, requirements from the Overall Position (OP) would typically be between 8 and 4.

Further to the above, students would normally be required to pass one of the following qualifications:

  • ACT Year 12 Certificate
  • New South Wales Higher School Certificate (HSC)
  • Northern Territory Certificate of Education (NTCE)
  • Queensland Certificate of Education (QCE)
  • South Australian Certificate of Education (SACE)
  • Tasmanian Certificate of Education (TCE)
  • Victorian Certificate of Education (VCE)
  • Western Australian Certificate of Education (WACE)

Where courses have specific subject requirements, these will be expected to be studied within one of the above qualifications. Grades of ‘B’ (ACT, NTCE, SACE, VCE, WACE), ‘4’ (HSC), ‘CA’ (TCE), ‘HA’ (QCE) or higher will normally be required.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Austria

For students taking the Austrian Reifeprüfung (Matura), we typically require an average score between 2.2 and 1.2 from 6 written or spoken exams. Where courses have specific subject requirements, a score of or 1 will normally be required in each.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Bahrain

Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements

Belgium

The Certificat d’Enseignement Secondaire Supérieur (CESS) and Diploma van Secundair Onderwijs (DSO) are both acceptable qualifications for direct entry into first year undergraduate courses. We typically require an overall score ranging from 75% to 85%. Where the 20 point marking scale is used, we would typically require marks between 15/20 and 17/20.

Specific subject marks may be required for some courses and where this is the case, this should be studied as a 4 hour subject. Where courses require achievement in GCSE Maths, we would normally look for a score of 50% or higher in Maths within the CESS or DSO.

Students currently studying the Abschlusszeugnis der Oberstufe des Sekundarunterrichts should contact the Undergraduate Admissions Office for further details.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Brazil

Students taking the Brazilian High School Certificate(Certificado de Ensino Médio and Exame Nacional do Ensino Médio – ENEM) will need to complete a suitable Foundation Year. 

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements

Brunei

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Bulgaria

For students taking the Diploma za Sredno Obrazovanie, we would typically ask for an overall score ranging from 5.3 6.0 overall with specific subject marks required for some courses.

Where courses require achievement in GCSE Maths, we would normally look for a score of 4.5 or higher in Maths within the Diploma za Sredno Obrazovanie.

All students must also achieve the University’s English language requirements.

Canada

Typical offers for students from Canada are based on having completed Grade 12. The information below outlines the requirements for different states:

Alberta, Northwest Territory, Nunavut

  • Typical offers are based on an average of best 5 grade 12 courses in the General High School Diploma and offers typically range from 80% - 93%.
  • Where courses require specific subjects, these should be taken as thirty-level courses. Where A Level Maths is a course requirement, both Mathematics 30-1 and Mathematics 30-2 should be completed.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

British Columbia, Yukon Territory

  • Typical offers range from ‘BBBBBB’ – ‘AAAAAA’ from best 6 grade 12 subjects in the Senior Secondary Graduation Diploma.
  • Where courses require specific subjects these would normally need to be achieved at ‘A’ or ‘B’.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of ‘C’ or higher in grade 10 Maths.

Manitoba

  • Typical offers are based on an average of best 5 subjects at 300 level in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

New Brunswick, Prince Edward Island, Quebec, Saskatchewan

  • Typical offers are based on an average of best 5 grade 12 subjects in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses. Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

Newfoundland & Labrador

  • Typical offers are based on an average of best 5 university preparatory level subjects in the High School Graduation Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

Nova Scotia

  • Typical offers are based on an average of best 5 subjects at level 4 or 5 in the High School Completion Certificate and offers typically range from 80% - 93% with specific subject marks required for some courses.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

Ontario

  • Typical offers are based on an average of best 6 grade 12 courses at ‘4U’, ‘4M’ or ‘DU’ in the Ontario Secondary School Diploma and offers typically range from 80% - 93% with specific subject marks required for some courses.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 10 Maths.

Quebec

  • Typical offers range from 80% - 93% overall in the Diplome d'Etudes Collegiales with specific subject marks of 80% - 96% required for some courses.
  • Where courses require achievement in GCSE Maths, we would normally look for a score of 60% or higher in grade 11 Maths. 

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

China

Students taking the Senior Middle Examinations will need to complete a suitable Foundation Year. 

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Alternatively, we will accept a first year of study at a recognised university of appropriate standing within China as acceptable for entry to the first year of some of our degree courses. We would typically require an overall average ranging from 75% to 80% with specific subject marks required for some courses. Please contact the International Office who can advise on acceptability for entry to Loughborough courses.

All students must also achieve the University’s English language requirements.

Croatia

For students taking the Croatian Matura (Svjedodžba o Maturi), we typically require an average score between 4.0 and 5.0.

Where courses have specific subject requirements, a score of 4 or 5 will normally be required in each. For courses that require Maths as part of their A Level offer, this should be taken at extended level in the Matura.

All students must also achieve the University’s English language requirements.

Cyprus

The Apolytirion is not accepted for direct entry to the University when studied on its own. However, we are happy to consider students taking the Apolytirion alongside either 1 or 2 A Levels. For courses with typical offer requirements of ‘ABB’, we would typically require 19.5 in the Apolytirion alongside an ‘A’ at A Level or 18.0 in the Apolytirion alongside ‘AB’ at A Level. Where courses require specific subjects, these must be taken at A Level.

Where courses require achievement in GCSE Maths, we would normally look for a score of 17 or higher in Maths within the Apolytirion.

Students taking the Apolytirion without additional A Levels will need to complete a suitable Foundation Year. Loughborough University has its own Foundation Year, alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

All students must also achieve the University’s English language requirements.

Czech Republic

For students taking the Czech Maturita (Vysvědčení o Maturitní Zkoušce), we typically require an average ranging from 2.00 to 1.00 from best 4 subjects with specific subject marks (either 1 or 2) required for some courses.

All applicants must also achieve the University’s English language requirements.

Denmark

For students taking the Bevis for Studentereksamen (STX), typical offers range from 8.0 to 10.5 in the weighted average mark from the STX. Some courses may require marks (either 10 or 12) in specific Level A subjects.

Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Level C Maths with the STX.

Students who have taken the Studentereksamen under the old grading system would be considered on a case by case basis with an average between 9.0 and 11.0 normally required.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Egypt

Students who have studied the Thanaweya A’ama (Certificate of General Secondary Education) will need complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Estonia

For students taking the  Gümnaasiumi lõputunnistus with the Riigieksamitunnistus, we typically require a high average grade between 4.3 and 4.8 in the Gümnaasiumi lõputunnistus as well as an average percentage between 77% and 90% in the Riigieksamitunnistus.

Specific subject marks may be required for some courses. For Engineering and Science courses, we would expect students to have studied Lai Matemaatika.

Students with a score of 4.0 with 70% average from state exams would be considered on a case by case basis for the Loughborough University Foundation Year

All students must also achieve the University’s English language requirements.

European Baccalaureate

For students taking the European Baccalaureate, we typically require an overall average mark between 78% and 88% with specific subject marks (normally 8.0 or higher from a 4 or 5 period subject) required for some courses.

Where courses require achievement in GCSE Maths, we would normally look for a score of 6.5 or higher in Maths 3.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details. When applying, please state whether you are taking English as Language 1, 2, 3 or 4.

Faroe Islands

Students taking the Studentsprógv would normally be required to achieve a score between 8.0 and 10.5 with specific subject marks (either 10 or 12) required for some courses.

All students must also achieve the University’s English language requirements.

Finland

For students taking the Ylioppilastutkinto / Studentexamen, typical offer requirements would normally be based on achievement in best 4 subjects. Offers will typically be expressed as four letter grades ranging from MMMM (achieve Magna cum laude approbatur or higher in four subjects) to LEEE (achieve Eximia cum laude approbatur or higher in four subjects with at least one subject at Laudatur).

Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Maths within the Lukion Päästötodistus

All students must also achieve the University’s English language requirements.

France

For students taking the French Baccalaureat, we typically require a range from 13.0 – 15.5 with specific subject marks required for some courses.

Students applying for Science or Engineering courses would generally be expected to have followed the Science (‘S’) stream. Students following the Option Internationale (OIB) will often receive a slightly lower offer.

Where courses require achievement in GCSE Maths, we would normally look for a score of 10 or higher in Maths within the Baccalaureat.

Students taking the Baccalaureat Technologique will be considered for first year entry on a case by case basis where subjects studied are relevant to the university course applied for.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Germany

Students taking the Abitur typically require an overall score ranging from 1.3 - 2.0 with specific subject marks required for some courses (normally between 12and 15).

Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Maths within the Abitur.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Ghana

Students taking the WASSCE will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Greece

Students taking the Greek Apolyterion are normally required to also take the Panhellenic Exams. Typical offers are based on the General Access Grade in the Panhellenics and range from 16.5 to 19.0 depending on the course applied for. Where courses have specific subject requirements, these should be taken as ‘Direction’ subjects within the Panhellenics. Students applying for Science or Engineering courses would generally be expected to have followed the Sciences direction. We will also normally ask for a mark between 17.0 and 19.0 in the Apolyterion certificate.

Students who have studied 1 or 2 A Levels alongside the Apolyterion (without taking the Panhellenic Exams) would normally be required to obtain high grades in their A Level  exams along with an average mark of between 17.0 and 19.0 in the Apolyterion. Where courses have specific subject requirements, these should be taken as A Levels.

Students taking a Foundation course alongside the Apolyterion will be considered on a case by case basis.

All students must also achieve the University’s English language requirements.

Hong Kong

Typical offers for students taking the HKDSE  vary by course and range from ‘5, 4, 4’ – ‘5*, 5, 5’ from best 3 subjects, of which 2 must be electives and excluding Liberal Studies and Chinese. Where courses require specific subjects, we would be looking for grades between ‘4’ and ‘5*’ in these subjects.

For courses that require Maths as part of their A Level offer, this should be taken at extended level in the HKDSE. Where courses require achievement in GCSE Maths, we would normally look for a score of ‘3’ or higher in core Maths.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Hungary

For students taking the Hungarian Matura (Érettségi Bizonyítvány), we typically require an average ranging from 70% to 83% from best 5 subjects which must include at least 2 higher level exams.

Where courses have specific subject requirements, a score of between 70% and 90% would normally be required in a higher level exam.

All students must also achieve the University’s English language requirements.

Iceland

For students taking the Stúdentspróf, we typically require an overall grade between 8.0 and 9.3 with specific subject marks (between 8 and 10) required for some courses.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

India

Typical offers are based on the Standard XII school leaving qualifications. When awarded by CBSE, ISCE or West Bengal Exam Boards, we typically ask for results in the region of 78% - 88% average performance from best 4 subjects. For other state boards, we would be looking for achievement between 83% - 93% from best 4 subjects. Specific subject marks at Standard X or Standard XII may be required for some courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Indonesia

Students who have studied the Ijazah: Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA) will need complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Ireland

Students who have taken the Leaving Certificate under the new grading system (post 2016) would normally be required to achieve 5 higher level passes with grades ranging from H2 H2 H3 H3 H3 to H1 H1 H2 H2 H2. Where courses have specific A Level subject requirements, these should be taken at higher level.

If you have taken the Leaving Certificate under the old grading system (pre 2016) our typical offers would be between B1 B1 B2 B2 B2 and A1 A1 A2 A2 A2.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Israel

For students taking the Bagrut, we would require students to have studied at least 21 study units. Typical offers will be based on average percentage from 3 best 5-unit level subjects with requirements ranging from 78% to 92% depending on the course. Please note that we do not use the Optimal Average and do not consider bonus points as part of our offers.

Where courses have specific subject requirements, we would expect these to be studied as a 5-unit subject and look for achievement between 80% and 95%.

All students must also achieve the University’s English language requirements.

Italy

For students taking the Diploma di Esamo di Stato, we typically require an overall score ranging from 85% - 98% overall. Where courses require specific subjects, we would be looking for marks between 8 and 10 in school assessment.

Where courses require achievement in GCSE Maths, we would normally look for a score of 6 or higher in school assessment for Maths.

Students taking the Diploma di Istituto Tecnico will be considered for first year entry on a case by case basis where subjects studied are relevant to the course for which they have applied.

All students must also achieve the University’s English language requirements.

Japan

Students taking the Kotogakko Sotsugyo Shomeisho (Upper Secondary School Leaving Certificate) will need to complete a suitable Foundation Year

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Alternatively, we will accept a first year of study at a recognised university of appropriate standing within Japan as acceptable for entry to the first year of some of our degree courses. We would typically require an overall average ranging from 75% to 80% with specific subject marks required for some courses. Please contact the International Office who can advise on acceptability for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Jordan

Students taking the Tawjihi (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

Students must also achieve the University’s English language requirements.

Kazakhstan

Typical offers for students from Kazakhstan are based on the Nazarbayev Intellectual Schools (NIS) Grade 12 Certificate. Typically, we would require a score between AAA and BBB from Advanced level subjects.  Where courses  have specific subject requirements, these will be expected to be studied at Advanced level.

English language studied within the Nazarbayev Intellectual Schools (NIS) Grade 12 Certificate is not sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

Kenya

Students taking the Kenya Certificate of Secondary Education will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Kuwait

Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Latvia

For students taking the Atestāts par Vispārējo Vidējo Izglītību, we typically require a high average grade between 9.2 and 10.0 as well as an average between 87% and 95% from best 4 state exams.

Where courses have specific subject requirements, a score between 87% and 95% will normally be requested in state exams in these subjects.

Students with a score of 8.0 with 80% average from best 4 state exams would be considered on a case by case basis for the Foundation Year.

All students must also achieve the University’s English language requirements.

Lebanon

Students taking the Baccalauréat Général will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

Students must also achieve the University’s English language requirements.

Lithuania

For students taking the Brandos Atestatas, typical offers generally range from 9.0 – 10.0 overall. We would also typically ask for an average percentage from the best 3 state exams between 80% and 94%. Where courses require specific subjects, we would typically require these to be taken as state exams.

Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in school assessment for Maths.

All students must also achieve the University’s English language requirements.

Malaysia

For students taking either the Matrikulasi (Matriculation Certificate) or the Sigjil Tinggi Persekolahan Malaysian (STPM), we would typically require grades ranging from AAA-BBB from best 3 (core) subjects excluding general studies.

Where courses require achievement in GCSE Maths, we would normally look for a grade C or higher in SPM (Sijil Pelajaran Malaysia) Maths.

For students taking the Unified Examination Certificate (UEC) we would typically require from the best 7 subjects grades ranging 2xA1 5xA2 to 7xB3 in the UEC-SML. Where courses require achievement in GCSE Maths, we would normally look for a grade B6 or higher in Maths.

  • Students taking the MARA Diploma will be considered for first year entry on a case by case basis.                                                                                                                             
  • Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Malta

For students taking the Advanced Matriculation Exam, typical offers would normally be based on achievement in 2 advanced level subjects (typically between BB and AA) and 3 intermediate level subjects excluding Systems of Knowledge (typically between BCC and AAA).

Where courses have specific subject requirements, a score of B or A will normally be required in an Advanced Level subject. Where courses require achievement in GCSE Maths, we normally look for a score of 4 or higher in Maths within the Secondary Education Certificate (SEC).

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Netherlands

For students taking the Voorbereidend Wetenschappelijk Onderwijs (VWO)., typical offers range from 6.6 to 7.4 average from the VWO with specific subject marks (between and 9) required for some courses.

Students applying for Science or Engineering courses would generally be expected to have followed the Natuur en Techniek stream within the VWO and have taken the Maths D course.

Where courses require achievement in GCSE Maths, we would normally look for a score of 5 or higher in Maths within the VWO.

Students taking the Middelbaar Beroepsonderwijs (MBO Level 4) certificate will be considered for first year entry on a case by case basis where subjects studied are relevant to the university course applied for. Please contact the Undergraduate Admissions Office for further details.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

New Zealand

For students taking the National Certificate in Educational Achievement (NCEA) Level 3 typical offers will be based on overall achievement in the NCEA plus a required number of credits achieved at the next level up. For example, where A Level requirements are ABB, we would normally require a Merit overall with 20 Level 3 credits achieved at Excellence.

Where courses have specific subject requirements, these should be studied at Level 3 within the NCEA. Typically, an overall achievement of Merit or Excellence will be required in these subjects.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Nigeria

Students taking the WASSCE will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Norway

For students taking the Vitnemål for Videregående Opplæring, typical offers range from 4.00 to 5.25 average of all Final Assessment Grades.

Where courses have specific subject requirements, students will need to achieve a or higher in at least two 140-hour courses.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table on the English Language page for further details.

Oman

Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Pakistan

Students taking the Intermediate/Higher Secondary School Certificate (HSSC) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Poland

For students taking the new Matura typical offers are based on average achievement from 3 extended level exams and offers normally range from 75% - 85%. Where courses require specific subjects, these should be taken as extended level exams and we would normally look for marks between 75% and 90%.

Where courses require achievement in GCSE Maths, we would normally look for a score of 68% or higher in the compulsory standard level Maths.

All students must also achieve the University’s English language requirements.

Portugal

Students taking the Diploma de Ensino Secundário would normally be required to achieve a score between 16 and 18 with specific subject marks (between 17 and 19) required for some courses.

Where courses require achievement in GCSE Maths, we normally look for a score of 14 or higher in Maths within the Diploma de Ensino Secundário.

All students must also achieve the University’s English language requirements.

Qatar

Students taking the Shahadat Al-Thanawaya Al-Aama (Senior School Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Romania

For students taking the Diploma de Bacalaureat, typical offers range from 8.6 – 9.4 overall. Where courses require a specific subject, we would be looking for this to be studied as the optional subject within the Diploma de Bacalaureat with marks between 8.6 and 9.8.

Where courses require achievement in GCSE Maths, we would normally look for a score of 7 or higher in Grade 10 Maths from the ‘Foaie Matricola’ or 6.5 or higher in Maths from the Diploma de Bacalaureat.

All students must also achieve the University’s English language requirements.

Russia

Students taking the Certificate of Unified State Examination will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Saudi Arabia

Students who have studied the Tawjihiyah (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Singapore

For students with Singapore A Levels, typical offers normally range from BBC to AAA from three H2 Level subjects and offers are typically one grade lower than the typical A Level requirement as stated in the undergraduate prospectus due to the comparative difficulty.

Where courses have specific subject requirements, an ‘A’ or ‘B’ grade would normally be required in line with UK A Level requirements.

Students with a Diploma from one of Singapore’s five Polytechnics would be considered for first year entry with requirements ranging from 2.50 to 3.10. Second year entry may be considered in some cases. Please contact the International Office to check if this is applicable.

For IB requirements please see the undergraduate prospectus.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

Slovakia

For students taking the Slovakian Matura (Vysvedčenie o maturitnej skúške), typical offers range from 2.00 to 1.00 average from best 4 subjects with specific subject marks (either 1 or 2) required for some courses.

All students must also achieve the University’s English language requirements.

Slovenia

For students taking the Maturitetno Spričevalo., we typically require an overall total score of between 22 and 30 out of 34.

Where courses have specific subject requirements, a score of or 5 will normally be required in each. Applicants for Science or Engineering courses would normally be required to take Maths at higher level and would be required to achieve a mark of between 6 and 8.

All students must also achieve the University’s English language requirements.

South Africa

For students taking the National Senior Certificate (NSC), typical offers range from 6,6,6,6,6 to 7,7,7,7,7 from the best 5 subjects, excluding Life Orientation.
 
Where courses have specific subject requirements, a score of or would normally be required.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

South Korea

Students taking the High School Diploma will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Spain

For students taking the Titulo de Bachillerato, we typically require an overall score of 7.50 – 9.50.

Where courses have specific subject requirements, a score of 8.00 or 9.00 will normally be required in each.  Where courses require achievement in GCSE Maths, we would normally look for a score of 5.50 – 6.50 within the Titulo de Bachillerato.

All students must also achieve the University’s English language requirements.

Sri Lanka

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

Sri Lankan A Levels are considered comparable to the typical A Level requirements. However, as an A* grade cannot be achieved in Sri Lankan A Levels, an A grade is acceptable to meet this requirement where applicable.

All students must also achieve the University’s English language requirements.

Sweden

For students tasking the Avgångsbetyg / Slutbetyg från Gymnasieskola, typical offers are normally based on an average score from 2500 credits with an ‘A’ counting as 20 points, a ‘B’ counting as 17.5 points, a ‘C’ counting as 15 points etc. Typical offers range from 16.0 to 18.8 average from 2500 credits.

Where courses have specific subject requirements, an ‘A’ or ‘B’ grade would normally be required from 2 relevant subject modules within the Slutbetyg.

Students who took the Avgångsbetyg / Slutbetyg från Gymnasieskola under the old grading system are considered on a case by case basis with most courses requiring a majority of ‘VG’ and ‘MVG’ grades.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

Switzerland

Students taking the following qualifications would be considered for direct entry to undergraduate courses: Certificat de MaturitéMaturitätsausweisAttestato di Maturità. Typical offer requirements are based on average achievement from best 12 subjects and offers typically range from 4.8 – 5.5. Where courses require specific subjects, we would be looking for marks between 5.0 and 6.0 in school assessment.

Where courses require achievement in GCSE Maths, we would normally look for a score of 4.0 or higher in school assessment for Maths.

English language studied within one of the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

Taiwan

Students taking the Senior High School Diploma will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Alternatively, Junior College Diploma holders may be considered on a case by case basis for entry to undergraduate courses.

All students must also achieve the University’s English language requirements.

Tanzania

The Advanced Certificate of Secondary Education Examination (ACSEE) is acceptable for entry into the first year of undergraduate courses. Typical offers are the same as for UK A Levels as stated in the Undergraduate Prospectus.

For courses which require achievement in GCSE Maths, we normally look for a score of C or higher in Maths in the Certificate of Secondary Education (CSE).

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

Thailand

Students taking the Certificate of Secondary Education/Maw 6 will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

The Caribbean

For students taking the Caribbean Advanced Proficiency Examination (CAPE), we typically require a range from ‘2, 2, 2’ -  ‘1, 1, 1’ achieved from three 2-unit exams with specific subject marks of ‘1’ or ‘2’ required by some courses

Where courses require achievement in GCSE Maths, we would normally look for a score of ‘3’ or higher in Caribbean Secondary Education Certificate (CSEC) Maths.

Requirements for American SATs and APs can be found under the country requirements for USA.

English language studied within the above qualification is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

The Gulf

Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Turkey

For students taking the Anadolu Lisesi (Anatolian High School Diploma) or Fen Lisesi (Science High School Diploma), will typically require a pass mark of higher than 80%,

Students taking the Lise Bitirme Diplomasi, will be considered for first year entry on a case by case basis.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

Uganda

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. The Uganda Advanced Certificate of Education (UACE) is also acceptable with grades equivalent to the typical A Level offer requirements.

English language studied within the above qualifications is normally sufficient to meet the university’s minimum entry requirements. Please see the Approved Qualifications table for further details.

United Arab Emirates

Students who have studied the Tawjihiyah/Thanawiya amma (General Secondary Education Certificate) will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements. Requirements for American SATs and APs can be found under the country requirements for USA.

All students must also achieve the University’s English language requirements.

United States of America

For students studying in the American education system, typical offers for entry onto undergraduate level courses are based on obtaining 3.2 in the High School Diploma along with achievement in Advanced Placement Exams or SAT II Subject Specific Tests. We would typically require between ‘4, 4, 4’ and ‘5, 5, 5’ in 3 AP exams  or between ‘650, 650, 650’ and ‘750, 700, 700’ in 3 SAT subject tests.

Where courses have an A Level maths requirement, it would be necessary for applicants to achieve a high mark in AP Calculus BC or SAT Math Level 2. For programmes that require achievement in GCSE Maths, we would normally look for a score of ‘570’ or higher in SAT I Math or ACT with a minimum score of 27 overall and 26 in each component.

To satisfy English language requirements, we normally ask for a score of ‘610’ in SAT I Evidence-Based Reading/Writing or ACT with a minimum score of 27 overall and 26 in each component. Some programmes have higher requirements.

Vietnam

Students who have studied the Bằng Tốt Nghiệp Phổ Thông Trung Học  will need to complete an appropriate Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry to Loughborough courses.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements.

Zambia

Students who have studied the General Certificate of Education will need to complete a suitable Foundation Year.

Loughborough University has its own Foundation Year for high-calibre international students who have successfully completed 12 years of school education. Alternatively, please contact the International Office to check if the Foundation Programme that you are considering taking is acceptable for entry.

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses. Please see the undergraduate prospectus for specific course requirements.

All students must also achieve the University’s English language requirements

Zimbabwe

Students with A Level or IB qualifications will be considered for direct entry to undergraduate degree courses.

Please see the undergraduate prospectus for specific course requirements.

Zimbabwe A Levels are considered comparable to the typical A Level requirements. However, as an A* grade cannot be achieved in Zimbabwe A Levels, an A grade is acceptable to meet this requirement where applicable.  Typical offers for students taking the Zimbabwe A levels exclude the General Paper.

All students must also achieve the University’s English language requirements.

The University uses contextual data in the admissions process to provide insights into the context in which your academic qualifications have been achieved. This may influence the typical offers listed above.

Natural Sciences pathways

There are a number of pathways available for this course which allow you to specialise in a specific field. To learn what you need in order to study the pathway you want to study here, please take a look at the table. If you have a question, please get in touch with us.

Pathway Pathway combinations A level subject requirements
1 Core skills, chemistry, and physics Chemistry, physics, and maths
2 Core skills, chemistry, and bioscience Chemistry, biology, and any other subject*
3 Core skills, chemistry, and mathematics Chemistry, mathematics, and any other subject*
4 Core skills, chemistry, and geography Chemistry, one other science, and any other subject*
5 Core skills, chemistry, and materials Chemistry, one other science, and any other subject*
6 Core skills, bioscience, and mathematics Biology, mathematics, and any other subject*
7 Core skills, bioscience, and materials Biology, one other science, and any other subject*
8 Core skills, bioscience, and physics Biology, physics, and maths
9 Core skills, mathematics, and physics Mathematics, physics, and any other subject*
10 Core skills, mathematics, and geography Mathematics, one other science, and any other subject*
11 Core skills, geography, and materials Two sciences, and any other subject*
12 Core skills, geography, and physics Physics, maths, and any other subject*
13 Core skills, materials, and physics Physics, maths, and any other subject*

*Excluding general studies

Tuition fees 2020-21

UK / EU fees

Full-time course per annum
£9,250
Placement year
Approx. 20% of the full-time fee

International fees

Full-time course per annum
£23,100
Placement year
Approx. 20% of the full-time fee

Fees are reviewed annually and are likely to increase to take into account inflationary pressures.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. University fees and charges can be paid in advance and there are several methods of payment, including online payments and payment by installment.

Additional costs

While the cost of your tuition covers lots of things, it doesn’t cover everything. For instance some optional modules within Natural Sciences incur additional costs, such as the cost of field trips. These costs vary considerably by module and will be communicated and explained to students at the point of module selection. All costs associated with compulsory modules will be met by the academic School and optional modules with no additional costs are always available for students to select.

There may also be additional costs related to completion of your research project (dissertation). Depending on the topic you choose to research and the nature of the project there may be travel costs, field expenses and postage costs that you will need to meet.

Your future career

Employers are increasingly looking for graduates with expertise in multiple science subjects. A degree in Natural Sciences can prepare you well for a variety of different career paths.

Natural Sciences graduates will be equipped with knowledge, practical laboratory experience and professional, transferable skills that will prepare them for careers in areas such as scientific research and analysis, health, medicine, and environmental consultancy.

Career Support Services

Your time at Loughborough University will form a launchpad from which you can build an exciting career. With so many opportunities available, you’ll never be short of ways to improve your employability.

Our award-winning Careers Network team is here to help and support you, offering everything from CV workshops, one-to-one advice sessions and mock interview practice sessions to high-profile employer events. We’ve got everything you need for a really successful future.

Companies students have worked for after graduating

This course was new for 2018 and as such there are no direct graduates just yet. However, graduate destinations from similar subject areas include: GlaxoSmithKline; 3M; Fujitsu UK; Lubrizol; Pirelli; Unilever; PricewaterhouseCoopers; Argos; Barrier Energy; BUPA; Key Forensic Services Ltd; Home Office; National Nuclear Laboratory; Nova Nordish; Shell Global Solutions; Lyons Seafoods Ltd and Havas Life Medicom.