Microbiology with Foundation Year BSc (Hons) - 2025/6
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BSc (Hons) Microbiology with Foundation Year
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | Biosciences with Foundation Year |
| DipHE | Biosciences with Foundation Year |
| CertHE | Biosciences with Foundation Year |
Professional recognition
Royal Society of Biology
Accredited by the Royal Society of Biology for the purpose of meeting, in part, the academic and experience requirement of membership and Chartered Biologist (CBiol).
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UCG10014 | 360 credits and 180 ECTS credits |
| Full-time with PTY | UCG10016 | 480 credits and 240 ECTS credits |
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BSc (Hons) Microbiology.
Faculty and Department / School
Faculty of Health and Medical Sciences - School of Biosciences
Programme Leader
LOCKER Nicolas (Biosciences)
Date of production/revision of spec
21/11/2024
Educational aims of the programme
- Develop key and transferable skills that will help in the assimilation of knowledge and develop autonomy in learning
- Develop cognitive skills that allow for critical thinking, problem solving and analysis of data and information
- Develop a sense of belonging to the degree programme and discipline by engaging with the degree teaching team and carrying out a piece of research into a disciplinary topic
- Educate in the core biological, chemical, and physiological concepts and core scientific skills such that students are comprehensively prepared to progress on to a biosciences degree programme
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Relate principles and concepts to underlying theoretical approaches | C | ||
| Carry out defined investigative strategies and successfully communicate the result | C | ||
| Collect information to solve standard problems | C | ||
| Analyse a range of data using pre-defined principles or criteria | C | ||
| Have a deeper understanding of biosciences fundamentals | K | ||
| Demonstrate an awareness of the subject area and current areas of debate in the field | K | ||
| Demonstrate attitudes and behaviours that support lifelong learning | T | ||
| Demonstrate skills in communication, interpersonal skills and reflection | T | ||
| Demonstrate confidence and self-awareness in becoming an independent learner | T | ||
| Demonstrate an ability to assess own capabilities against given criteria | T | ||
| Safely perform relevant practical tasks | P | ||
| Complete complex performance tasks with guidance | P | ||
| Adapt behaviour to work with others in joint tasks | P | ||
| Demonstrate an awareness of ethical issues in the biosciences | P | ||
| Demonstrate the ability to plan for assignments | P | ||
| Demonstrate academic integrity through the referencing of suitable sources. | P | ||
| Provide a deep intepretation of an academic article | C | ||
| Communicate findings to a variety of audiences | T | ||
| Investigate a self-selected area of academic interest | K | ||
| Reflect on personal academic future | CP |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of a Foundation Year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are based on a 15-credit tariff
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Full-time with PTY
This Bachelor's Degree (Honours) programme is studied full-time over five academic years, consisting of a Foundation Year, an optional professional training year and 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are based on a 15-credit tariff
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 0 - FHEQ Level 3
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| BMS0005 | FOUNDATION YEAR FOR BIOSCIENCES | Compulsory | 120 | Year-long |
Module Selection for Year 0 - FHEQ Level 3
For further information relating to FHEQ levels 4, 5 and 6, including learning outcomes, aims and module information please view the BSc (Hons) Microbiology.
Year 0 (with PTY) - FHEQ Level 3
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| BMS0005 | FOUNDATION YEAR FOR BIOSCIENCES | Compulsory | 120 | Year-long |
Module Selection for Year 0 (with PTY) - FHEQ Level 3
For further information relating to FHEQ levels 4, 5 and 6 and the professional training year, including learning outcomes, aims and module information please view the BSc (Hons) Microbiology.
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | N | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Other information
Sustainability
Students embark on several components that introduce sustainability and encourage students to investigate this theme. Students design and perform fieldwork that investigates the principles of ecology and carry out a semester long case study into an ecological system.
Global and cultural capabilities
Students investigate international infectious disease and ecology case studies that develop a broad perspective of global issues. The students debate various evolutionary topics, that will raise questions about global and cultural themes. More generally, the philosophy adopted here is that practicing capabilities is a deeper learning experience than being taught capabilities didactically. Teamworking is integrated and assessed throughout this foundation year, such that students are regularly having to utilise and develop their cultural capabilities. Weekly, students will tackle complex tasks with those from different cultural, ethnic, and social backgrounds. Students are required to regularly reflect on their capabilities in working with those who are different from themselves and thereby increase their awareness and skillset.
Digital capabilities
This programme includes many sessions dedicated to building digital capabilities, including how to search for literature and information databases, how to use useful software applications, and how to use digital data analysis tools. To authentically reflect modern teamworking, student teamworking involves using online communication and organisation platforms.
Employability
The ¿My future discipline¿ assessment develops students¿ self-knowledge around the scope of professional competencies. Through investigation of their programme of choice and an area of interest, students will explore employability themes. Sessions are also provided that directly investigate students' choice of degree and what this means for student future employability. The Teamworking Skills assessment continuously trains students to develop skills associated with employability.
Resourcefulness and resilience
Two of the programme¿s chief aims and several of the module learning outcomes address this theme. The e-portfolio is designed to develop students' resourcefulness through reflective cognitive development. The field and lab reports have challenges that require students to build resilience if they are to succeed. Many components of the programme require students to iteratively try new modes of working (such as problembased learning), such that they can receive formative feedback and improve as they progress.
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.