Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Industry and employer feedback will be obtained through ongoing engagement with partners linked to the Sustainable Environment Research Centre (SERC), including collaborators in advanced manufacturing, energy, water and industrial decarbonisation. Insights from industry-informed projects, challenge briefs and dissertation co-supervision will be used to test curriculum relevance and update case studies, assessment contexts and skills emphasis. 

Means of Assessment

The assessment strategy for the MSc Materials Science and Sustainable Chemistry has been designed to align fully with the USW Assessment for Learning Principles and the Assessment Design Framework, ensuring that assessment is authentic, inclusive, developmental and constructively aligned with the course learning outcomes. Across all taught modules, assessments have been selected to reflect realistic scientific, industrial and research practices, providing students with opportunities to demonstrate the integrated knowledge and advanced competencies required at Master’s level. 

A central feature of the course is the use of bonded assessment, in which each assessment component within a module evaluates all module learning outcomes. This approach provides clarity, reduces fragmentation, and ensures that students are assessed holistically on the synthesis of scientific understanding, analytical capability, sustainability reasoning and professional communication. Bonded modules also support fairness and transparency, with a single overall pass/fail decision per module and simplified reassessment that maintains academic integrity while allowing students to demonstrate achievement of the required learning outcomes. 

The course incorporates a varied and appropriately scaffolded assessment mix, including research dossiers, sustainability evaluations, classroom tests, practical reports, digital artefacts, commercialisation portfolios, pitches, and the substantial research dissertation. This diversity ensures that students develop a range of advanced skills—analytical, practical, digital, research, entrepreneurial and communicative—while engaging with multiple modes of evidence and expression. Assessments increase in complexity and autonomy as students progress, culminating in the 60-credit dissertation, which requires independent research design, rigorous data analysis and professional dissemination of findings. 

Formative assessment is embedded throughout modules via workshops, draft reviews, peer dialogue, supervision meetings and in class problems solving. Academic integrity is supported through authentic assessment tasks, transparent criteria, use of digital literacy tools, and structured reflection on ethical, responsible and sustainability aligned scientific practice. 

Collectively, this assessment strategy ensures coherent learning progression, alignment with PSRB (RSC) expectations, and development of the professional capabilities required for research, industry and innovation roles.

Learning Support

Induction 

Pre-course induction: As part of the recruitment process, students are contacted by the recruitment team and the course team prior to enrolment. Pre-arrival communications provide guidance on enrolment, timetabling, laboratory access, and preparedness for postgraduate study. Students may also be invited to course taster or information sessions where appropriate.  
 
Course induction: Induction is aligned with the wider USW Welcome and induction programme and is tailored specifically to postgraduate students. Programme-specific induction sessions introduce students to the MSc Materials Science and Sustainable Chemistry, the Course Leader and teaching team, laboratory facilities within the Sustainable Environment Research Centre (SERC), health and safety requirements, and expectations of Master’s-level study. Induction also includes coverage of assessment processes, academic integrity (including responsible use of AI), research project pathways, student support services, and opportunities for peer networking and cohort building. 

Learner Analytics 

Student engagement and academic progress are monitored via the University’s Learner Analytics systems, including attendance data, assessment submission patterns and engagement with online learning platforms. These data are used proactively by the course team and Personal Academic Coaches (PACs) to identify students who may benefit from early academic or wellbeing support. Timely, supportive interventions are put in place where required, with referral to appropriate academic or student services as necessary. 

Office hours 

Academic staff provide regular office hours, communicated to students at the start of each academic year and updated as required. In line with current university practice, office hours are typically delivered through a blended model, combining on-campus availability with online appointments via Microsoft Teams. This flexible approach supports accessibility for full-time and part-time students, including those balancing study with employment or caring responsibilities. 

Tutorials 

Tutorial support is provided through both scheduled and ad-hoc sessions. Module leaders offer tutorials to support understanding of module content, laboratory work, assessment preparation, feedback interpretation and study skills development. Tutorials may be delivered individually or in small groups, and are available both on campus and online as appropriate to student needs. 

Seminars 

Seminars and workshops form a core component of teaching and learning on the programme. These interactive sessions promote critical discussion, problem solving and the application of theory to real-world materials, chemistry and sustainability challenges. Seminars support peer learning, interdisciplinary thinking and engagement with contemporary research and industrial practice. 

Formative Assessment 

Formative assessment and feedback are embedded throughout all modules to support student learning and progression. Students receive regular formative input through workshop activities, draft submissions, supervision meetings, peer discussion and in-class problem solving. This ongoing feedback supports reflection, skills development and preparation for summative assessments, and is particularly important in supporting students transitioning to Master’s-level expectations and independent research. 

Progress meetings 

Students are supported through regular progress discussions with their Personal Academic Coach, with at least one formal meeting per academic term. These meetings focus on academic progress, skills development, wellbeing and professional objectives. Additional meetings with module leaders or the Course Leader are welcomed and available on request. 

Research Supervision 

Students undertaking the research project are allocated an academic supervisor with relevant subject expertise to ensure parity of supervision experience. Supervision supports project planning, research design, ethics and governance requirements, data collection and analysis, and dissemination of findings. Supervision expectations and processes are clearly communicated through module and course handbooks, consistent with postgraduate research-informed teaching practice. 

Online Resources and Digital Support 

All modules are supported through UniLearn and Blackboard Ultra, where students access learning materials, assessment briefs, feedback and communication tools. Microsoft Teams is used for online tutorials, discussion forums and group collaboration. Digital resources, including recorded lectures, short explanatory videos and online datasets, supplement face-to-face teaching. Students receive guidance on responsible and ethical use of digital tools, including AI, as part of their academic development. 

Library Services 

The USW Library provides extensive print and digital resources supporting materials science, chemistry and sustainability, including specialist databases, journals and research tools. Subject librarians deliver tailored information literacy and research skills sessions, with additional one-to-one support available. Students have full access to online library services both on and off campus, including 24/7 chat support. Libraries are available across USW campuses, with access to wider UK collections through SCONUL Access. 

A specialist online resource guide is available: libguides.southwales.ac.uk/exercise 

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/ 

Learner Development Services 

The Learner Development Service offers academic skills workshops and individual support covering postgraduate writing, critical analysis, referencing, data handling and presentation skills. Support is available both face-to-face and online, and is designed to complement the academic demands of Master’s-level study. 

Support is available in person or online. 

https://www.southwales.ac.uk/services/learner-development-service/

Advice Zone 

The USW Advice Zone acts as a central point of contact for student support, offering confidential advice on issues that may affect study, including finance, wellbeing, housing and personal circumstances. Students can access support online, by telephone, live chat or in person, and can self-refer or be signposted by academic staff. 

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 confidential advice and support for students with physical, sensory, mental-health or unseen disabilities, including specific learning differences and neurodivergence. Reasonable adjustments and inclusive learning support are coordinated in collaboration with academic staff. Students are encouraged to disclose support needs early to enable timely adjustments. 

https://disability.southwales.ac.uk/ 

Mental Wellbeing 

The University Wellbeing Service offers counselling, mental-health advice, workshops and self-help resources. The service works closely with academic teams to ensure appropriate support, early intervention and signposting where needed. 

https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/

Student Success 

Student Success Officers support students who may be experiencing academic or personal challenges affecting progression. This includes advice on study options, temporary withdrawal or mode-of-study changes, and the development of personalised support plans where appropriate. 

Careers Service 

USW Careers provides careers guidance, employability support and access to employer engagement, helping students prepare for careers in industry, research, consultancy or further study.  

https://www.southwales.ac.uk/services/careers/

Careers support complements the programme’s strong focus on employability, innovation and professional practice, particularly through industry-linked modules and research projects. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

In line with the Royal Society of Chemistry (RSC) requirements for accredited postgraduate taught Master’s programmes, applicants are expected to demonstrate sufficient prior learning in chemical science to support study at Master’s level. This typically includes substantial prior study in core areas of chemistry (such as organic, inorganic, physical and/or analytical chemistry), together with appropriate academic and practical skills developed at Bachelor’s level. 

Applicants holding degrees in related interdisciplinary subjects (for example materials science, chemical engineering, pharmaceutical science, forensic science, environmental chemistry or similar) may be considered where their prior studies contain a significant chemistry component. Assessment of suitability may involve scrutiny of academic transcripts, module content, and/or evidence of relevant professional or laboratory experience. 

Applicants whose prior learning does not fully meet the expected chemistry breadth may still be admitted, subject to academic judgement, where there is evidence of appropriate supplementary learning or professional experience. In such cases, students may be advised on preparatory or supporting study to strengthen areas of knowledge as appropriate. 

Applicants without prior learning in chemical sciences may be admitted to the programme at the University’s discretion; however, only those students with sufficient prior chemistry content will fully meet the academic requirements for progression towards Chartered Chemist (CChem) status, in accordance with RSC guidance. 

International applicants are required to meet the University’s English language requirements.

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