BSc (Hons) Biomedical Science (Inc FY)
01 Sep 2026 - 31 Aug 2032
| Course Leader | Sioned Owen |
|---|---|
| Course Team | |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
QAA Benchmarks
Educational Aim
The main aims of the course are to:
Enable students to critically explain and integrate molecular, biochemical, cellular, anatomical and physiological principles to interpret human health and disease and inform biomedical investigation, diagnosis and treatment by applying this knowledge.
Develop students’ ability to perform, evaluate and justify safe, ethical and accountable laboratory practice in accordance with governance frameworks, quality management systems and regulatory standards.
Enable students to collect, analyse, interpret and synthesise complex biomedical data using appropriate quantitative, qualitative, statistical and digital methodologies to support evidence informed scientific conclusions and decisions.
Develop students’ ability to communicate complex biomedical information effectively to diverse audiences and to work collaboratively, demonstrating leadership and professionalism in multidisciplinary contexts.
By designing, conducting and critically evaluating an ethically informed biomedical research projects, students foster independence and reflective practice to support innovation, lifelong
Learning Outcomes
| A1 | Demonstrate a comprehensive understanding of the molecular, biochemical, cellular, anatomical and physiological processes involved in human health and disease, and relate these principles to laboratory-based investigation, clinical diagnostics, and therapeutic monitoring |
| A2 | Perform fundamental laboratory procedures competently and responsibly, ensuring compliance with health and safety legislation, ethical guidelines, and professional governance standards |
| A3 | Acquire, process, and evaluate biomedical data using both quantitative and qualitative approaches, applying appropriate statistical methods and digital tools to support accurate interpretation and evidence-based conclusions. |
| A4 | Communicate scientific and health-related information effectively to a range of audiences, demonstrating the ability to work collaboratively within multidisciplinary teams and contribute to shared outcomes. |
| A5 | Analyse and critically evaluate scientific literature, integrating relevant concepts, models, and evidence to support informed scientific reasoning and advance understanding within biomedical science. |
| A6 | Apply a range of diagnostic techniques across biomedical disciplines within established laboratory quality systems, while demonstrating professional responsibility, reflective practice, and continual personal development. |
| A7 | Independently design and execute a research project in a biomedical science context, including data generation, critical analysis, and the presentation of findings, with appropriate consideration of ethical and professional standards. |
| B1 | Demonstrate a comprehensive understanding of the molecular, biochemical, cellular, anatomical and physiological processes involved in human health and disease, and relate these principles to laboratory-based investigation, clinical diagnostics, and therapeutic monitoring |
| B2 | Perform fundamental laboratory procedures competently and responsibly, ensuring compliance with health and safety legislation, ethical guidelines, and professional governance standards |
| B3 | Acquire, process, and evaluate biomedical data using both quantitative and qualitative approaches, applying appropriate statistical methods and digital tools to support accurate interpretation and evidence-based conclusions. |
| B4 | Communicate scientific and health-related information effectively to a range of audiences, demonstrating the ability to work collaboratively within multidisciplinary teams and contribute to shared outcomes. |
| B5 | Analyse and critically evaluate scientific literature, integrating relevant concepts, models, and evidence to support informed scientific reasoning and advance understanding within biomedical science. |
| B6 | Apply a range of diagnostic techniques across biomedical disciplines within established laboratory quality systems, while demonstrating professional responsibility, reflective practice, and continual personal development. |
| B7 | Independently design and execute a research project in a biomedical science context, including data generation, critical analysis, and the presentation of findings, with appropriate consideration of ethical and professional standards. |
| C1 | Demonstrate a comprehensive understanding of the molecular, biochemical, cellular, anatomical and physiological processes involved in human health and disease, and relate these principles to laboratory-based investigation, clinical diagnostics, and therapeutic monitoring |
| C2 | Perform fundamental laboratory procedures competently and responsibly, ensuring compliance with health and safety legislation, ethical guidelines, and professional governance standards |
| C3 | Acquire, process, and evaluate biomedical data using both quantitative and qualitative approaches, applying appropriate statistical methods and digital tools to support accurate interpretation and evidence-based conclusions. |
| C4 | Communicate scientific and health-related information effectively to a range of audiences, demonstrating the ability to work collaboratively within multidisciplinary teams and contribute to shared outcomes. |
| C5 | Analyse and critically evaluate scientific literature, integrating relevant concepts, models, and evidence to support informed scientific reasoning and advance understanding within biomedical science. |
| C6 | Apply a range of diagnostic techniques across biomedical disciplines within established laboratory quality systems, while demonstrating professional responsibility, reflective practice, and continual personal development. |
| C7 | Independently design and execute a research project in a biomedical science context, including data generation, critical analysis, and the presentation of findings, with appropriate consideration of ethical and professional standards. |
Course Structure
Level 3 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 3B005E | MOD013992 | Starting your University Journey | Running | 30 | specified |
| 3B002E | MOD013891 | The Science of Life: Foundations in Biology | Running | 30 | specified |
| 3B003E | MOD013881 | Chemistry in Action: Science That Shapes the World | Running | 30 | specified |
| 3B004E | MOD013893 | The Impact Challenge | Running | 30 | specified |
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B009B | MOD014162 | Science, Society and Human Health | Running | 30 | specified |
| 4B006B | MOD014143 | Build a Cell | Running | 30 | specified |
| 4B007B | MOD014144 | Build a Human | Running | 30 | specified |
| 4B010B | MOD014163 | Principles of Clinical Sample Analysis | Running | 30 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B011B | MOD014164 | Molecular Basis of Disease | Running | 30 | specified |
| 5B012B | MOD014165 | Digital Epidemiology and Health Analytics | Running | 30 | specified |
| 5B013B | MOD014166 | Biomedical Diagnostics and Clinical Science | Running | 30 | optional |
| 5B069E | MOD014079 | Project Management | Running | 30 | optional |
| 5B014B | MOD014167 | Human Pathologies | Running | 30 | specified |
| 5P001E | MOD014073 | Applied Professional Experience (Summer or Short Placement) | Running | 0 | optional |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B010B | MOD014168 | Biomedical Research and Innovation | Running | 30 | specified |
| 6B011B | MOD014169 | Preparing for Practice: Biomedical Science in Healthcare | Running | 30 | specified |
| 6B012B | MOD014170 | Biology in the Real World: Data, Diversity and Decisions | Running | 30 | specified |
| 6B009B | MOD014160 | Independent Research Project | Running | 30 | specified |
Teaching and Assessment
Learning and Teaching Methods
The BSc Biomedical Science programme is designed in alignment with the USW 2030 Curriculum Design Principles, embedding active, inclusive and professionally relevant learning throughout Levels 4–6. The learning and teaching strategy is informed by constructivist educational approaches (Biggs, 1999; Vygotsky, 1978), recognising that students develop understanding through active engagement, collaboration, reflection and application of knowledge within authentic biomedical contexts. Consequently, learning experiences are structured to be integrative, immersive and research-informed, supporting progressive development of scientific knowledge, laboratory competence and professional identity.
Teaching activities are designed to reflect contemporary biomedical science practice, research led and co-designed aligning with the expectations of the Institute of Biomedical Science. Students engage with simulated and real-world laboratory investigations within specialist facilities, enabling the development of practical competencies, diagnostic reasoning and safe laboratory practice across the biomedical science disciplines. Learning is further enhanced through case-based learning, digital technologies, collaborative activities and challenge-based scenarios linked to current healthcare and scientific issues.
Assessment is developmental, authentic and inclusive, supporting the progressive achievement to Level 6 expectations. A diverse range of assessment methods, including Observed Structured Practical Examinations (OSPEs), viva voce assessments, case-study analyses, presentations, reflective tasks and research projects, are utilised to evaluate knowledge, technical competence, critical inquiry and evidence-based decision making. Assessments are intentionally scaffolded across the programme to support increasing autonomy, confidence and professional accountability.
The curriculum adopts a Challenge-Based Curriculum approach, underpinned by USW 2030 Curriculum Design Principles and the Enabling Active Learning (EAL) policy. This enables students to address complex biomedical and global health challenges through interdisciplinary collaboration, innovation and applied problem solving. Transparent assessment criteria, reflective practice and regular feedback support student engagement and self-regulated learning. Collectively, the programme fosters scientific literacy, employability, ethical awareness and lifelong learning, preparing graduates for professional practice, postgraduate study and careers across the biomedical and healthcare sectors.
Proposed Welsh-Medium Delivery Approach
33 % of this course will be delivered through the medium of Welsh. This will be achieved by providing pre- and post-session learning resources in Welsh. These materials will be translated annually over a three-year period as each level of the course is rolled out, thereby reducing the initial implementation burden.
All face-to-face teaching sessions will continue to be delivered in English. However, as each week includes one hour of pre-activity and one hour of post-activity for every four hours of in-person teaching, this ensures that approximately 33% of the total weekly learning workload is accessible to learners in Welsh.
This model has been reviewed and validated by colleagues within the BA (Hons) Fashion Marketing programme, confirming its appropriateness, feasibility, and alignment with existing delivery structures.
In addition, there are a number of Welsh-speaking members of staff available to support learners. While they may not always be subject specialists, they are able to contribute in a tutor or facilitative capacity, supporting students’ learning journeys through the medium of Welsh where required.
The Welsh-language resources will be created once and can then be reused in subsequent years, ensuring efficiency and sustainability. These materials may include, for example, translated worksheets, dubbed or subtitled videos, Welsh transcripts, and other supporting learning resources. Where appropriate, these may be direct translations of the English materials or adapted alternatives designed specifically for Welsh-medium delivery.
We believe that this structured approach to Welsh-medium provision is inclusive for our learning community, supports access to Coleg Cymraeg funding opportunities, and actively encourages all learners to engage with Welsh language provision. Clear marketing of the course as offering Welsh-medium learning opportunities will further support recruitment, accessibility, and student choice.
Employer Engagement
is critical in maintaining a degree scheme that is deemed robust and generative of skilled and competent graduates.
PSRB: a regular (5-6 year) accreditation review is held with the course’s PSRB, the Royal Society of Biology, to ensure the course content and design is concurrent with their quality standards. The provided skills/content matrix is used by the course team to ensure any changes to the curriculum maintain the core skills and knowledge, whilst adherence is also kept to the prescribed QAA subject benchmarks
Means of Assessment
Assessments on the BSc Biomedical Science course are designed to be authentic and industry aligned, enabling students to demonstrate the integrated application of knowledge and skills required to work effectively in a multidisciplinary team in healthcare and scientific teams.
Cumulative and scaffolded, the assessments allow learners to progressively build competence, confidence, and autonomy as they move from foundational understanding at Level 4 to advanced, self-directed practice and critical evaluation at Level 6.
A variety of assessments are engineered to optimise all preferred learning modalities, and provision of student choice in assessment format (see Table 1) provides an inclusive approach that enables all students to optimise and maximise their academic potential. Examples include choice of creative digital output for a scientific communication assessment (such as a written blog, audio podcast, informative video/animation), or choice of written or orally-presented reflective assignment, to best leverage their skill strengths and personal preferences.
Assessment formats are designed to promote scientific and academic integrity while building effective communication skills. They foster the ethical, responsible, and professional use of generative AI, supporting digital fluency, and preparing students for an increasingly AI-enabled future (see Table 2). At the same time, they encourage the development of scientific writing skills and purposefully enable educators to accurately recognise learners’ level of knowledge and understanding.
Assessments such as oral presentations, Observed Simulated Practical Examinations (OSPEs) and viva voce examinations, replicate professional expectations which would be required by a Biomedical Scientist in healthcare and scientific settings, thus prepare students for their continued vocational study. Throughout, a learner can express and reflect upon their knowledge, problem-solving and opinions in real-time, mirroring professional expectations and realities of challenges faced in health care. Through writing workshops embedded in the proposed module design, the scientific writing process can be supported and understood, with academic input and formative feedback.
Graduate Attributes are explicitly mapped throughout the course assessments so that these are developed alongside theoretical knowledge and professional skills. Summative and formative assessment will be available in every module at a minimum ratio of 3:2 with opportunities for learners to gain detailed feedback on skills development. Summative assessments will specifically address module Learning Outcomes, whilst formative assessments will address skills to be developed alongside these. The majority of Module LOs will be met through successful completion of at least one module assessment.
In line with the Academic Blueprint, the first two Level 4 blocks (Science, Society and Human Health, & Build A Cell) are assessed on a pass/fail basis to support transition and confidence in early university study.
Assessment design and module delivery are designed to ensure constructive alignment between module learning outcomes, course learning outcomes, and industry competency frameworks. The programme of study is designed to ensure that all students meet the module learning outcomes and therefore advance to meeting all 7 course learning outcomes as they progress through the 3 levels of study. Only when all 12 modules are completed and passed, will they meet all 7 course learning outcomes. Students who exit the programme with an Intermediate or Exit Award will only partially meet the course learning outcomes.
Learning Support
Induction
Pre Course Induction
As per the recruitment process students are contacted (directed by the recruitment team) and there are opportunities for students to attend a taster day as an extension to the induction process. The course team contacts each student via email and phone conversations to assist in the enrolment process.
Course Induction
The induction process for BSc Biomedical Science students focuses on building community, shared responsibility, and early professional identity.
Induction begins within the wider USW Welcome Fest and Fresher’s Week events, enabling students to engage with the broader university community. Alongside this, programme- der university community. Alongside this, programme-specific induction sessions are delivered for each level of study, ensuring that content is appropriately tailored to student experience and academic progression.
Key areas covered include:
Welcome to Applied Sciences and the BSc Biomedical Science programme
Introduction to the Course Leader and wider teaching team
Student support services and wellbeing provision
Course Handbook
Mutual expectations between staff and students
Timetables, module overview, and assessment schedules
Assessment and feedback processes
Student Voice mechanisms and representation opportunities
Team-building and problem-solving activities relevant to healthcare and practical contexts
Learner Analytics
Student engagement and academic performance are monitored through the University’s Learner Analytics Dashboard, which provides real-time data on attendance, assessment submissions, and online learning activity. This information allows for the early identification of students who may be at risk or in need of additional support. Personal Academic Coaches (PACs) and Subject Support Officers utilise these insights to implement proactive, timely interventions, offering targeted guidance and referring students to appropriate academic or wellbeing services where necessary.
Office hours
Office hours for each academic staff member are communicated to students at the beginning of each academic year and updated as required. In line with current university practice, a hybrid working model is in place, meaning that office hours may include both on-campus availability and online appointments via Microsoft Teams, with many members of staff advertising their online booking page in their email signature. This flexible approach supports accessibility and inclusivity, accommodating students’ varying schedules, placement commitments, and travel considerations. Feedback from students indicates that this blended model is highly valued for its convenience and responsiveness to their individual needs.
Tutorials
Module leaders may provide support for students through tutorial sessions in and outside of lectures. These tutorials enable students to ask for support around module content, assessment guidance, feedback and study skill advice.?
Seminars
Seminars are designed as interactive sessions that promote discussion, critical reflection, and the application of theory to professional practice. Seminars and workshops form essential components of the face-to-face teaching and learning strategy, providing students with opportunities to engage actively, develop problem-solving skills, and consolidate their understanding through practical and collaborative activities.
Formative Assessment
The nature of challenge-based learning and teaching methods requires a continuous cycle of reflection and feedback, as students draw upon both internal and external assessment to identify gaps in their knowledge, understanding, and skills. This informal, ongoing assessment and feedback are provided by peers, academic staff, personal tutors, and placement supervisors, supporting students as they co-create and apply their learning in authentic contexts.
Formative assessment and feedback are embedded throughout all modules to monitor student progress and understanding, forming a key mechanism for evaluating and developing student competency. These formative opportunities are designed to prepare students for the range of summative assessments—practical, presentation, simulation, written, and test-based—that evaluate overall achievement. This integrated approach promotes reflective learning, professional growth, and continuous improvement throughout the programme.
Progress meetings
PAC meetings focus on the student’s personal and professional development, and progress is discussed formally at least once per term between each student and their Personal Academic Coach. Additional progress meetings with module leaders or the course lead can be requested and are welcomed.
Research Supervision
Students are allocated an academic supervisor, ensuring students get a parity of experience. Module handbooks help to communicate these expectations and processes to students.
Students undertaking independent research projects receive structured supervision from academic staff with specialist expertise. Supervisors guide project planning, ethics approval, data collection, and analysis, ensuring adherence to research governance and Society of Sport Therapists ethical standards.
Online Resources and Digital Support
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. All teaching materials are available through Blackboard Ultra. Students have access to MS Teams for online tutorials, discussion forums, and collaboration. Short video clips will supplement the on-campus face-to-face course delivery, providing context and additional learning to support student’s development. The Digital Support Team and Library Services provide training in digital literacy and academic software, which are embedded into the course curriculum (e.g., SPSS, Excel, motion analysis systems).
Library Services
The USW Library offers extensive print and digital collections, including dedicated sport and exercise science databases. Subject librarians deliver tailored research skills sessions and one-to-one support. A specialist online resource guide is available: libguides.southwales.ac.uk/exercise.
Students also have access to all USW resources both on and off campus. Students have access to Findit, online resources and hard copy reservation. In addition, the school provides a range of learning resources in sites across its partner health service provider premises. Students can access 158 HE institutions throughout the UK via the Sconul Access service.
Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting. https://library.southwales.ac.uk/
There is a library on each of the Treforest, Glyntaff, Cardiff and Newport City campuses.
Learner Development Services
The Learner Development Service delivers academic-skills workshops and individual tutorials covering writing, referencing, data analysis, and presentation skills. Support is available in person or online.
https://www.southwales.ac.uk/services/learner-development-service/
Advice Zone
Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email, or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study. Students can self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in the Course Handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences.
https://advice.southwales.ac.uk
Disability Advice Team
The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) or neurodiversity. Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors and the Course Leader.
https://disability.southwales.ac.uk/
Mental Wellbeing
The Wellbeing Service offers counselling, mental-health advice, workshops, and self-help resources. Staff work closely with academic teams to provide appropriate support and crisis response.
https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/
Student Success
Student Success Officers work with students to identify areas of academic concern, for example decisions about transferring courses, changing study modes, or taking temporary withdrawal, and can advise on available options and suggest a holistic support plan.
Careers Service
USW Careers provides support with careers advice, employment, freelancing, work placements, and much more to help students prepare for their future: https://www.southwales.ac.uk/services/careers/
Furthermore, completing 80 hours of supervised placement provides Medical Sciences students with real-world experience, professional networking, and practical skills that enhance employability. It allows students to apply theory in practice, develop clinical competence, and gain insight into different career pathways, ensuring they are work-ready and well-prepared for careers healthcare.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Science (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Admission to the course is typically through the following qualifications:
The course typically requires 96 UCAS points usually applied as follows:
A-Level Offer
CCC to include a C in Biology and one other Science related subject but to exclude General Studies
Typical Science Requirements: Applicants taking Science A levels in England will need to pass the practical element alongside achieving the requested grade(s)
Welsh BACC Offer
Grade B and BB at A Level to include Biology but to exclude General Studies
BTEC Offer
BTEC Extended Diploma Merit Merit Merit in a relevant subject which must include Biology modules
Welsh Baccalaureate Advanced Skills Challenge Certificate Offer
Welsh Baccalaureate Advanced Skills Challenge Certificate: Grade C and CC at A Level to include C grade Biology and one other Science subject but to exclude General Studies
Typical Access to HE Offer
Pass an Access to HE Diploma in Science and obtain a minimum of 96 UCAS tariff points.
T Level: Pass (C and above)
Additional Requirements
GCSEs: For entry to this course the University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A