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					   Draft 11 December 2011


     University of Leeds


School of Physics & Astronomy



  Self-Evaluation Document

       Periodic Review

         April 2005
    SECTION A: THE FRAMEWORK
1. Introduction
IDL to write when the rest of the document is finalised




2. Taught Programmes

(a) Undergraduate programmes

Physics

   BSc/MPhys Physics
   BSc/MPhys Physics (European)
   BSc Physics (Industrial)
   MPhys Physics (North America)


Physics with Astrophysics

   BSc/MPhys Physics with Astrophysics
   BSc/MPhys Physics with Astrophysics (European)
   BSc Physics with Astrophysics (Industrial)
   MPhys Physics with Astrophysics (North America)


Physics with Electronics and Instrumentation

   BSc/MPhys Physics with Electronics and Instrumentation
   BSc/MPhys Physics with Electronics and Instrumentation (European)
   BSc Physics with Electronics and Instrumentation (Industrial)
   MPhys Physics with Electronics and Instrumentation (North America)

These programmes have been discontinued due to the low numbers of students taking
them, and the retirement of the programme leader. The last intake was in October
2003.
Theoretical Physics

   MPhys Theoretical Physics

A BSc programme exists for students who, for whatever reason, need to complete in 3
years.



Physics with Foundation Studies


This is a one year programme which recruits students who do not have the
qualifications to enter year 1 of our other programmes, but who desire to study for a
degree in physics. This is one of the main ways in which the school encourages
widening participation, On successful completion of this preparation year, students
transfer to one of our degree programmes.

Modules of this programme are also taught to students on the university‟s Foundation
Programme. Preparing them to enter a wide range of science-based degree
programmes.




(b) Postgraduate programmes
Life Science Interface

   MSc in Studies at the Life Science / Physical Sciences Interface

This is a new programme (having its first intake in October 2004) . It forms part of an
integrated MSc/PhD programme (New Route PhD) taught collaboratively between
Leeds University (School of Physics & Astronomy and School of Biochemistry) and
Sheffied University (School of Physics).
                                 Check exact details
3. Aims of our Programmes

1. Offer students a choice of degree programmes consistent with a wide range of
   academic backgrounds and career aspirations, and to produce graduates with skills
   and attitudes which enable them to be successful in a wide range of professions.

2. Have curricula informed by research at the forefront of the discipline, with diverse
   teaching and assessment methods, delivered by a staff with a wide range of
   specialist expertise, to allow students to appreciate research and prepare them for
   possible future study / research.

3. Enable students to acquire a knowledge and understanding of fundamental
   physical laws and principles, and the ability to apply these to diverse areas of
   physics.

4. Develop students‟ skills in problem solving and their use of appropriate
   mathematical and computational tools.

5. Give students a broad experience of experimental physics, including measurement
   techniques, data analysis and evaluation.

6. Give all students the experience of planning, executing and reporting on a
   significant project, be it experimental, theoretical, computational, or a dissertation.

7. Give students the opportunity to study or undertake research abroad, or to spend
   time working in industry, to broaden their experiences and better prepare them for
   future study or employment.

8. Provide a supportive learning environment and encourage students to
   progressively manage their own learning.

9. Offer opportunities for students to review their personal academic development,
   skills competence and career planning.

10. To achieve and sustain excellence in learning and teaching.




All these aims and objectives are fully compliant with the Benchmark statements for
Physics, Astronomy and Astrophysics. What about Benchmarks for Biochemistry, or
is their nothing for MSc level anyway?
Are these objective in agreement with our programme specifications?
4. Student Profile


December 2004          (all full time)


PROGRAMME                      Year of Study
    Total
                                   0     1     2     3        3       4
                                                    (BSc)   (MPhys)
Foundation Course                 22                                       22
BSc/MPhys
Physics                                  51    40   17        6       6    120
Physics with Astrophysics                23    25   10        5       6     69
Physics with Electronics &                      3                     1      4
Instrumentation
Theoretical Physics                      2     4              5       5    16
European
Physics                                                       1             1
Physics with Astrophysics                                             3     3
Physics with Electronics &
Instrumentation
North America
Physics                                                       1             1
Physics with Astrophysics                                             3     3
Physics with Electronics &                                            1     1
Instrumentation
Industrial
Physics                                              2                      2
Physics with Astrophysics                            2                      2
Physics with Electronics &
Instrumentation
Joint Honours                            17    7    1*                     25
Students from Europe                                 6                      6
(SOCRATES)
JYA students                                   2                            2

TOTALS                            22     93    81   38       18       25   277

*currently in France
         5. Staff Profile


         at 1st March 2005

ACADEMIC                        PHYSICS            ASTRONOMY                 TOTAL            MALE/FEMALE
Professors                         8                    2                      10                 10/0
Readers                            4                                            4                  4/0
Senior Lecturers                   3                      5                     8                  6/2
Lecturer                           4                      1                     5                  3/2
Senior Fellows*                    4                      0                     4                  4/0
Teaching Fellow                    1                      0                     1                  1/0
Teaching Assistants*               1                      1                     2                  0/2
Senior Experimental
Officer                              1                    0                      1                      1/0
TOTALS                              26                    9                     35                     29/6

         * Part-time members of staff

         Other members of the School

         The table below summarises other members of the School who are directly involved
         with teaching, through laboratory demonstrating, projects and tutorials or exercise
         classes.

Personal Fellowships                2                     1                     3                       2/1
Post-doctoral Fellows
                                    5                     0                     5                       5/0
Postgraduate Students
                                    33                    15                    48                     38/10
Technical Staff                                                                  6                      4/2


         Notes :


             1.        Although the number of female academic staff (4 lecturers/senior lecturers,
                       2 teaching assistants) regrettably denotes an imbalance, it is, nevertheless,
                       in line with other Physics Departments and does represent a 300% increase
                       since 2000.

             2.        Other support staff involved in teaching include: secretarial/administrative
                       (5.55 fte) and mechanical and electronic workshop staff (5 fte) and one
                       Computer Officer.
6. Learning Resources

The School

The School of Physics and Astronomy has occupied its present space since 1968. The
building is integral with the Roger Stevens Lecture Theatre Block, the Edward Boyle
Science Library (which includes the University Learning Centre) and the University
Computing Service, none of which are more than a few minutes walk away. Within
the School there are three seminar rooms, two seating 40 and one seating 80 students,
together with four tutorial rooms that each hold 12 – 16 students. The timetabling of
this space is controlled by the University. The School contains a large Common
Room with a Coffee Bar where sandwiches and snacks can be purchased. It is well
used by students and staff. Adjacent to the Common Room are noticeboards for each
year group, detailing timetable and module/programme information. A private study
area with seating for about 50 students is provided next to the School Viglen
Computer Cluster. Notices of general interest to students, such as careers information
and the Institute of Physics student notices are posted in these areas. Joint Honours
students also have access to a large common room and a private study area within the
Centre for Joint Honours in Science, no more than five minutes from the School.

The Undergraduate Office is centrally located and is accessible to students from 8.30
a.m. to 12.30 p.m. and from 1.30 p.m. to 4.45 p.m. This office is heavily used by the
students and can deal with most administrative enquiries concerning their modules,
programmes of study, progression issues, timetabling, attendance and so on. The
office is staffed by two full-time members of staff. Adjacent to the Undergraduate
Office is the Admissions and General Enquiries Office which is staffed by 1 full-time
and 1 part-time member of staff who are also able to deal with many student
enquiries.

All academic staff have individual offices which are computer-networked and are
often used for tutorials, student counselling and project supervision.

The School has two well-equipped teaching laboratories, which are supported by three
laboratory technical staff. There are also Mechanical and Electronic Workshops
which provide backup to the laboratory staff. Most students take a short course in the
Mechanical Workshop during Year 2.

The Scriven Bolton Observatory has two modern, computer-controlled, optical
telescopes housed in domes on the roof of the research building. These are equipped
with a range of up-to-date instrumentation. The telescopes are used in project work
by students studying Physics with Astrophysics and are also available for any
interested students from the School to use in a private capacity.

Lecturing Provision

The main lecturing facility for the School is provided by the Roger Stevens Lecture
Theatre Block. It comprises 25 lecture theatres of varying sizes. All are equipped
with overhead/slide projection facilities, 20 have computers linked to the University
network computer and 20 have large screen video projection facilities. Within the
School, seminar and tutorial rooms are used for problem solving classes, tutorials and
seminars and just over 50% of lecture courses, particularly at levels 3 and 5 with
smaller student numbers.

Library Provision

The Edward Boyle Library holds the Physics and Astronomy collections for research
(approximately 11,000 books) and student texts (multiple copies of recommended
reading, approximately 1,570 books). Recommended reading lists are requested from
the School by the Library, checked and made available online to enable students to
find texts easily (http://lib5.leeds.ac.uk/rlists/physics/).      A collection of the
recommended texts is provided in the teaching laboratories and Study Room within
the School. The Library encourages and acts upon customer feedback and has regular
meetings with the School staff and student Library representatives, as well as
surveying user satisfaction of all students every two years. Students receive tailored
training in use of library resources at levels 0, 1, 3 and 5, as well as being supported
individually by the Faculty Team Librarian on demand. Across the Library buildings
students have access to 3,350 study seats, 650 study seats with PCs, and a selection of
group and silent study areas. Most Library resources, including the catalogue,
abstracting databases and journals, are available online from on or off-campus.

Computing Provision

Provision is divided between the University Information Systems Services and the
School. The University provides students with campus wide access to networked
software through 25 major computer clusters. The School is also able to book
timetabled hours in the nearby Bragg Cluster which has a total of 97 pcs. There is a
wide range of self-help teaching guides for the facilities on the network, backed up by
advice from a Help Desk in ISS. The University has developed a virtual learning
environment, the Nathan Bodington Building, which is used by members of staff and
students for teaching and learning purposes.

The School has its own cluster (the Viglen Cluster) of 20 pcs, (Windows XP) which
support multimedia capability. This is adjacent to the Study Room and the Common
Room. It is for the exclusive use of our students. The teaching laboratories are also
provided with over 40 computers together with printing facilities. The majority of
these computers are networked so that students have access to the internet. Twenty
UNIX systems are available for MPhys students within the Wilson Cluster which is
located in the Astrophysics research area.
         Section B: EVALUATION

1. Curricula and Assessment
ASPECT 1 of SAD 2000

Make sure we address all our aims in this section

   New group in QI so new opportunities and research specialisms
   New possible programmes in Phyiscs with Nanophysics and Medical physics.
   All students do projects (expt, theory, computation, dissertation). All MPhys (and
    some BSc) linked to research group.
   Advanced Lab
   Physics and Maths consolidation classes, streaming of maths and mechanics at
    level1
   Wide range of teaching and assessment methods
   Formative and summative feedback to students by much continuos assessement.
   New MSc/PhD in Lifescience Interface

QMEU say we should address:

                  appropriateness of curriculum content in relation to the level of the
                   award*
                  academic and intellectual progression within the curriculum*
                  design and organisation of the curriculum, development and monitoring
                   of change and inclusion of recent developments in the subject*
                  external influences on the curriculum (professional bodies, external
                   examiners)
                  reflection of best practice (teaching and assessment)*
                  assessment strategies and methods, School Code of Practice of
                   Assessment
                  the use of formative assessment to promote student learning
                  degree classification procedures
                  role of the external examiners

       In addition:
           o an evaluation of the efficacy of the assessment in measuring student
                achievement and performance*

           o   an evaluation the extent to which students achieve the programme aims and
               intended learning outcomes*.
Curriculum content and design

Since the introduction of the modular system in 1993-4, the curriculum has evolved to
accommodate the needs of students, the changes in the Physics curriculum in schools
and to reflect the research interests of the School. In line with Aim 1, staff
recruitment has been managed so as both to maintain the strength of our traditional
areas of expertise and to diversify into newly-emerging areas of Physics and related
disciplines, especially at the interfaces of Physics with Nanotechnology and with the
Life Sciences.      Recent developments include the creation of a University
Interdisciplinary Institute in Molecular Biophysics and the appointment of a
Centenary Professor in Quantum Information Science with two supporting lecturers.
Further substantial investment in experimental aspects of quantum information is in
progress. These new positions in quantum physics provide an excellent opportunity
both to expose our students to cutting-edge developments in fundamental physics and
associated technologies, and to strengthen further our teaching of material that
students find especially challenging.

The School Learning and Teaching Committee is responsible for the design of the
curriculum. It receives and assesses proposals from level convenors, programme
managers and the Staff-Student Committee. When significant changes to our
programmes of study are required, these are undertaken in consultation with the
external examiners. Feedback is gathered from student appraisals, from peer
observation, from module reviews carried out at the end of each semester and from
annual programme reviews. Annual reports from external examiners highlight both
strengths and weaknesses of our provision.

To meet Aim 3, core Physics modules are common to all programmes in our Honours
degree provision. They are designed to provide a progressive training in fundamental
Physics, taking students from A-level standard up to a level appropriate for a BSc
Honours degree. In levels 3 and 4 a wide range of optional modules allow students to
develop their own preferences and begin to appreciate some contemporary research
directions, in accordance with Aim 1.

For the Physics and Physics with Astrophysics programmes, Aim 4 is addressed by
Mathematics modules in levels 1 and 2, which equip students with the mathematical
skills necessary for their study of Physics. Students enter our programmes with
increasingly diverse levels of mathematical preparation. In accordance with Aim 1,
we use streaming of the level 1 Mathematics and Mechanics modules to help all
students reach an appropriate level of skill by the end of their first year.
Consolidation classes in both Physics and Mathematics are available to all students
who need help in making the transition from school to university. Students following
the Theoretical Physics programme study an appropriate selection of modules
provided by the School of Mathematics, who also provided specialist tutors to assist
these students.

In accordance with Aim 5, problem-solving skills, introduced at level 1 in tutorials
and problem-solving classes, are developed in dedicated modules at levels 2 and 3.
Computing skills are developed in a level 1 module and continued at level 2 for most
students, with a programming language taught as part of a „skills‟ module.
Information technology skills may be called upon in laboratory work, and as
appropriate in the project and dissertation work at levels 3 and 4.

Progressive training in laboratory techniques and experimental skills (Aim 6) is
provided in the core laboratory modules at levels 1 and 2. At level 3, BSc students
undertake project or dissertation work. MPhys students, apart from those on the
Theoretical Physics programme, continue with advanced laboratory techniques prior
to research oriented project work at level 4. Ancillary skills, such as time
management, data handling, information technology and additional computational
skills, are developed within these modules.

Communication and information technology skills (Aim 9) are developed in a
dedicated module at level 2, within the laboratory and project modules, and in several
advanced modules taught as seminars. Skills are developed by constructive feedback
on both written work and oral presentations. Students are also expected to use e-mail,
the on-line library catalogues, Web searches and the University virtual learning
resource.

Aim 8 is met through long-standing arrangements with several European and North
American universities. Students on the MPhys (European) spend semester 2 at a
European University engaged on an extended project, for which English is used as the
working language. Those on the MPhys (North American) spend the whole of level 3
at a North American University following a broadly similar programme to the level 3
programme at Leeds. This is in line with Objective 8.

Students following the BSc European programmes spend this year participating in
elements of the undergraduate curriculum at one of four European Universities. If
necessary they receive language instruction during levels 1 or 2 and should be able to
participate in the new learning experience as well as in the social and cultural life of
the country.

By the end of level 3, students on the non-European, single programmes should have
the knowledge base and professional skills appropriate to a Graduate of the Institute
of Physics, and consistent with the level of attainment specified for a Bachelor‟s
degree by the National Qualifications Framework and the associated benchmark
statement for Physics. Students on the BSc European programmes return from their
year abroad to complete level 3.

Our level 5 provision for MPhys students was thoroughly reviewed in 200?-? and
conforms to the University‟s specification for undergraduate masters‟ degrees within
the National Qualifications framework. A substantial fraction of work at this level is
a project performed over both semesters, where possible in close association with the
School‟s current research activity; and a range of advanced optional modules enable
students to approach the forefront of research in the discipline.

Teaching and assessment

In accordance with Aim 1, teaching and assessment utilize a range of methods. At
levels 1 and 2, most modules conform to a standard pattern. Laboratory and
computing modules comprise weekly demonstrated practical classes, the exercises set
in these classes being continuously assessed, supplemented by short assessed projects
and the writing of formal reports. Learning of theoretical material is through lectures
supplemented by tutorials and examples classes. For lecture modules, continuously
assessed classwork and homework assignments provide formative feedback to
students, and normally account for 15% of the marks for the module, the remaining
85% accruing from end-of-semester examinations.

At levels 3 and 5, students are expected to take more responsibility for their own
learning; teaching and assessment methods vary as appropriate to the material
covered in specific modules. Lecture modules are assessed primarily through
examinations, often with some element of continuous assessment through homework
assignments. Several modules adopt a seminar approach to learning, and are
continuously assessed through a combination of written reports and oral presentations.

Both BSc and MPhys projects are carried out over two semesters. Each student is
assigned a supervisor, who provides guidance and formative feedback through weekly
supervision meetings and written comments on draft and interim reports. The conduct
of projects is continuously assessed by the supervisor; final reports are assessed by
both the supervisor and an independent assessor; oral presentations and viva-voce
examinations also contribute to the overall assessment of these modules.

The School appoints two external examiners, who scrutinize draft examination papers
for all modules at levels 2, 3 and 5, which contribute to degree classification. They
also inspect marked examination scripts and samples of assessed coursework,
interview a representative selection of final-year students, and report on standards of
assessment and quality of students‟ work.

The measures of student achievement and performance described above produce mark
distributions which have remained stable from year to year. They are broadly
consistent with informal impressions formed by members of staff of individual
students‟ abilities and with students‟ assessments of their own abilities. We believe
that these measures are largely reliable, and this is confirmed by external examiners,
who have consistently reported that the achievements of our students are comparable
to those of students in their own departments and in other departments for which they
have acted. However, there are some indications that our standards of assessment
may now be somewhat more demanding than those of other comparable departments,
and this is a matter to which we are currently giving serious attention.
2. Quality of Learning Opportunities

2.1 Teaching and Learning
ASPECT 2 of SAD 2000

   IOP accreditation, QAA 24 points, RAE 5A a well respected school
   Level 3 and 5 modules linked to research areas
   PG training day

QMEU say we should address:

              Reference to the School teaching and learning strategy - and an evaluation of
               effectiveness of this strategy in relation to the achievement of the intended
               learning outcomes and academic standards.*
              teaching and learning methods - the range, variety, novelty, effectiveness,
               student opinion
              large / small group teaching, seminars, practical work, projects
              use of teaching assistants, postgraduate demonstrators, casual staff
              strategies for staff development to enhance teaching* including induction
               and mentoring
              student workloads and deadlines*
              quality of learning materials provided*


Teaching and Learning

For the compulsory modules at levels 1 to 3, large group teaching using the traditional
lecture is most efficient for the number of students (80 – 150). With the increasing
number of options at higher levels the size of the groups decreases and active learning
techniques become possible.

The learning of experimental techniques and good laboratory practice largely takes
place through single and small group interactions with laboratory demonstrators.
Manuals are provided for each laboratory experiment at all levels.

Tutorials at level 1 provide a formative learning experience and assist in the transition
to university. Students are assigned a personal tutor, who conducts weekly tutorials
based on the core Physics modules. At level 2, small group tutorials support the core
modules. These consist of about 5 students supported by members of staff,
postdoctoral fellows and postgraduates. The tutorial system is part of the supportive
environment for student learning.

At levels 0 to 2 the directed work component of each module is largely in the form of
preparation for tutorials or problem solving classes. At these levels work is assessed
to provide feedback and contributes to the module mark, whereas at levels 3 and 4 the
emphasis is on self study. Written solutions are made available to the students at all
levels for all questions set in tutorials and problem solving classes.
Knowledge of „general Physics‟ underpins more specialised topics. This is reinforced
at level 2 and 3 by the „Physics in Review‟ modules, which also attempts to
synthesize what the modular system fragments.

There are 10 Professors, 4 Readers, 8 Senior Lecturers, 5 Lecturers, 4 Senior Fellows,
1 Teaching Fellow, 2 Teaching Assistants, 1 Senior Experimental Officer, 8 Post-
doctoral / other Fellows, 48 Postgraduate Students and 6 Technical Staff involved in
teaching our undergraduates.

New members of staff are required to attend the Postgraduate Certificate in Learning
and Teaching in Higher Education course provided by the University of Leeds Staff
and Departmental Development Unit (SDDU). Every member of staff has a mentor,
who assists in their personal development in the areas of both teaching and research.

Postgraduate students are required to attend our in-house training day. They are taught
how to conduct tutorials, problem solving classes and laboratory demonstrations. The
SDDU runs many courses on Teaching Skills for the postgraduate students. All
postgraduate students giving tutorials and / or problem solving classes are given the
questions with worked solutions from the course lecturer to help in the teaching
preparation.

The level 5 modules are tied closely to research themes in the department and are thus
taught by experts in the fields; modules are drawn from all research themes in the
school, and the subject areas are also often closely tied to some of the level 5 projects,
which provide an intense learning experience for the MPhys students. The level 3
modules are often formal or informal prerequisites for the level 5 modules, and hence
are also tied to research areas (magnetism, laser physics; useful for quantum transport
and molecular photophysics respectively). In addition, the traditional level 3 modules
(e.g. statistical mechanics, structure and dynamics of solids) are taught by researchers
who are active in those fields, who often include breaking research in their anecdotal
lecture material.

Assessment of the effectiveness of our teaching is undertaken by the Teaching and
Learning Committee and obtained largely from peer review, student appraisal and the
Staff-Student Committee.

All undergraduate physics modules have IOP accreditation. In the latest QAA and
RAE the School of Physics & Astronomy scored the maximum of 24 and 5a
correspondingly.

Transition from School to University

The transition from the sixth form into Higher Education is of major importance to the
School of Physics and Astronomy since students need to be adequately prepared
before embarking on a physics degree.

As a result of the many changes to A-level Mathematics and A-level Physics over the
past decade there has been a rapid decline in the basic mathematical skills and level of
preparation of new undergraduates on entry to university-despite having good grades
in maths and physics.
Increasing evidence has recently emerged of a 'Mechanics Problem' that also affects
Departments of Physics and Engineering. It has arisen as a result of increasing
numbers of students entering these Departments with little or no background in
Newtonian mechanics. At Leeds 40% of the first year intake in 2004/5 have a less
than adequate background in mechanics and lack this essential skill on entry.

The disparate preparedness of our students in Mathematics and Mechanics has led us
to introduce a diagnostic test to assess basic mathematical knowledge and skills on
entry. As a result students follow either a standard or a slower track through the first
Mathematics and Mechanics modules. In addition all students take a „Calculus
Consolidation‟ module. The intention is to achieve the same learning outcomes by
different routes.

Student Workloads and Deadlines

Students are required to sit eleven to twelve compulsory ten credit modules over an
academic year. Each of these modules falls under the general umbrella of “100 hours
equals 10 credits”. The workload for a typical 10 credit level 2 lecture module
consists of 22 contact lecture hours, continual assessment (i.e. marked exercise sheets
or invigilated mini-quizzes) and private study.

The first year students are given an introductory talk in intro week about expected
work load. It is explained that each 10 credit module has 22 hours of contact, 3 hours
of tutorials and 3 hours of problems solving classes, 25 hours of additional self study
and 47 hours of revision time in Christmas / Easter holiday.
2.2 Student Admission and Progression
ASPECTS 3 and 4 of SAD 2000

   Foundation programme widening participation
   Pre-arrival booklet, induction week, students handbook for level 1, module
    handbook, convenors meetings in week 0
   Pastoral care, Progress Files, tutorial system
   Physics Scholars, World of Physics, Rockets workshop, talks to schools , general
    outreach stuff
   National decline in students wanting to study physics at University, needs good
    admission procedures
   Greater proportion of admitted students do not have required maths skills, needs
    special tutoring / counselling/ set exams that they can pass.

QMEU say we should address:

              advertising, schools liaison, and recruitment procedures, postgraduate
               recruitment
              applications/admissions procedures, ratios, interviews, open days, entry
               qualifications, induction
              academic support and Personal tutoring / use of PDPs / guidance*
              formative / summative feedback to students on performance / progress*
              attendance / monitoring arrangements
              how weakness is identified and any specific action undertaken ie curriculum*
              progression rates on programmes, re sits, transfers in/out, losses to the
               School/University
              specific arrangements for APL/APEL
              welfare services, careers guidance
              graduate destinations

               In addition:
               o an evaluation of the effectiveness of the strategies for academic support

               o   an evaluation of the ways in which students' progression is supported and
                   monitored, from intake to completion.



Admissions

The School of Physics and Astronomy has an admissions tutor who is supported by an
admission officer (who does much of the administrative support) and a small
committee which is responsible for not only the day-to-day running of the admissions
process but also for the long term policy decision making.

Also mention:-Open days, UCAS days, Physics Scholars, Science week initiatives
Post-grad MSc
Typically, the School receives 500-600 UCAS applications per year for the target of
90(?) places. The offer has been increased steadily over the past years and will be
ABB respectively BBB in 2005/2006 for the BSc and MPhys programmes
respectively. An exception to this is the Foundation Year which, apart from a C at
GCSE Science, Maths and English, technically has no A-level entry requirements.

To assess the suitability of especially those applicants whose (expected) grades are
around the typical offer, the School aims to interview all students during open days.
Depending on the interview, the School can be willing to accept students if their A-
level performance is not what was expected.

Roughly half of the applicants attend one of the ca. 20 UCAS days organized by the
School. The remainder will get the "typical" offer, but will not benefit from our
improved knowledge of the candidate. In practice however, the non-attendees are not
specifically interested in studying Physics at Leeds which is attested by the fact that
most Firms and Insurances come from people who have visited the School during
open days.

Academic and Pastoral Care

Every new student will be assigned to a personal tutor who will follow and support
the student throughout his/her career at University. This entials not only monitoring
the student's academic progress but also providing pastoral supprot wehenver needed
and applicable. Great care is taken to refer students to relevant professionals where it
is clear that the tutor is not qualified to provide help sich as (mental) health problems
and personal circumstances.

Also mention:Induction First week of term, seminar on study skills and Progress
Files, use of Progress Files, use of year convenors and SSCC, welfare services,
careers guidance

Many courses employ some sort of continuous assessment - this ranges from regular
mini-tests/quizzes to coursework, either in small weekly chunks or larger less frequent
problemsheets, to oral presentations. The former count 15% towards the final exam
mark with the exception of the foundation year where 30% is the norm. Marked
quizzes and problems sheets plus their solutions are returned to students to provide
both formative and summative feedback - they know how well they are doing and
where hey could improve. The laboratory is fully continually assessed as, throughout
the 3-4 years, are written report will be submitted and marked for every experiment.

Mention also attendance / monitoring arrangements- how weakness is identified and
any specific action undertaken ie curriculum ???

First year students who fail any exam at semester 1 are asked to attend the Physics /
Maths consolidation classes to help catch up on work poorly understood, and to
encourage and instil in them a better and continuous study habit.
Progression

   we have increased the 1st year progression rules to include an average pass in the
    core physics modules so as not to neglect the physics in an effort to meet the
    previous lab and maths rules
   drop out rate at end of 1st year – is it getting less as we increase our entry offer/
   progression at level 2 involves the choice of BSc/Mphys. Need >60% for
    automatic entry to Mphys. 55-60% wil be considered on application.
   Drop out at level 2, comment
   Students who choose the MPhys progress extremely well and graduate with first
    class or good 2i degrees.
   Comment on graduation of BSc students
2.3 Learning Resources
ASPECT 5 of SAD 2000

   PG demonstrators / tutors
   Suite of rooms: study room / viglen cluster / coffee bar
   Email / web noticeboard / general good communication with students


QMEU say we should address:

              learning resources strategy
              adequacy of accommodation and equipment, social space, technical and
               administrative support
              Innovative means of delivery (ie Nathan Bodington)
              access to specialist resources
              IT provision / Library provision - adequacy of provision, problems, training,
               student perception
              staffing level, staff development strategy, monitoring, new staff induction /
               mentoring
              peer observation of teaching, dissemination of good practice.

               In addition:
           o   an evaluation of the strategic approach of linking resources to intended
               learning outcomes

           o   an evaluation of the effectiveness of these resources to support the learning
               of students*.



Teaching Space

Teaching laboratories, tutorial rooms, lecture rooms as well as the offices of many of
the teaching staff are centrally located, in proximity to the Undergraduate Office.
Ample study space for students is available close by, in a large Common room and an
adjacent study area, next to the School computer cluster. The layout of the School
thus provides excellent opportunities for informal gatherings of students, encourages
contact between students and staff and facilitates the dissemination of information.

Teaching Laboratories

A recent rationalisation has increased the efficiency in the use of laboratory space,
and the scope of the laboratory modules has been widened. A new set of experiments
specifically dedicated to the needs of level 0 students has been introduced, and new
experiments have been set up for level 1 and 2 –A newly refurbished area in the
mechanical workshop, serves the majority of level 2 students, who do a short course
on workshop techniques. Meets aim 5
The research groups within the School support a number of laboratory-based projects
for levels 3 and 5. There are regular meetings of third- and fourth-year project
convenors, and staff from the electronic workshop assist on these projects. Free
binding is offered for project and dissertation reports. Experiments based in our
teaching laboratories are being introduced for a new intraschool venture in
nanotechnology. Meets aim 6
Telescopes and other equipment for use by Astrophysics students are being kept up to
date with upgrades, and a spectrograph has been acquired. A radio telescope is being
commissioned for use in the advanced lab and for undergraduate projects.

Computing Facilities

Upgrading of computers and associated hardware for student use occurs as required.
After-hours access to computing facilities is available in the Bragg cluster and in the
library, which has recently extended its opening hours. Our networked computers
continue to provide direct e-mail access to staff and students.

Library

The University Library has adequate provision for study space, except perhaps at
occasional peak times. Student opinions are canvassed regularly, and subject
specialists from the Library have 2-3 annual meetings with student representatives,
and liaise with the School's Library Committee. Recent improvements in library
service include extended opening hours and the provision of better photocopying
facilities to undergraduate students.
Access to on-line journals has been increased by the extension of Science Citation
Index back to 1945. Both the Royal Society of Chemistry and the Elsevier journal
archives have been purchased.


Teaching Staff

The research activity of the teaching staff ensures that we are keeping abreast of
developments in physics. An example of this is the formation of a new research
group in Quantum Information. The changing research profile of the School
influences the type of projects available to level 3 and 5 students and ensures they are
fresh and up to date.

A number of teaching staff is also active in national higher education issues, e.g. four
academic staff are currently external examiners at other universities. All our level 0
modules have been recently reviewed and found to be A-level compatible. 50
postgraduate tutors and demonstrators assist academic staff in laboratory modules and
problem-solving classes.
Mention also staff and PG training and monitoring, and Physics discipline network
AIM 10,

Support Staff

There are ample resources for dealing with student enquiries and problems. Staff
from the technical and electronic workshops assist in laboratory modules and on
projects. Laboratory technicians, clerical, and workshop staff all contribute to
providing students with the best possible environment for study.
3. Maintenance and Enhancement of Standards and Quality
ASPECT 6 of SAD 2000

   Physics Discipline Network ( run in house for last 10 years) to inform us of new
    developments in physics teaching
   Week 4 / end of year/staff student committee/feedback mechanisms and plenty of
    informal feedback
   Interviews with all graduating students


QMEU say we should address:

              departmental arrangements for quality management and enhancement
              module and programme review procedures
              student feedback
              views of employers
              feedback from graduates of the programme
              examples of enhancement derived from departmental enhancement
               procedures*
              future development within the subject
              dissemination of good practice

           In addition:
            an evaluation of the effectiveness of review procedures for maintaining and
               enhancing the quality of provision
                ie. Quantitative data: - degree classifications; entry qualifications;
               progression rates.
                    Qualitative data: - student feedback; external examiners' reports; PSB
               reports;    previous reviews

              an evaluation of the effectiveness of the procedures for maintaining the
               security of academic standards in respect of the programmes*.



Student feedback

All modules are assessed in week 4 of each semester, to pick up any problems that can
be remedied immediately, to benefit that group of stuudents. Statistics are then
displayed in the students coffee bar, whereas comments are reserved for the module
leader and year convenor to see. Year convenors then provide a summary of feedback
on each module, each semester, and this is discussed by the learning and teaching
committee, thus picking up broad themes or specific modules that need attention.
Good practice is also noted. The loop is closed in that the convenors discuss any
issues with module leaders.

At the end of each session meetings are also held with each year group (co-incident
with a meeting about enrolement for the next year) where general feedback on all
modules in that year is elicited. This allows for a better overview to be gained, since
this feedback is more summative than formative. A summary of feedback on each
level is then passed to the full school meeting.

The school has a lively staff students committee which allows for free exchange of
ideas, and is an effective mechanism for getting things changed.

Student feedback is also gained upon graduation as we arrange for a personal
interview between each graduating students and a member of staff to elicit perceived
strengths and weaknesses of our provision.

Programme Review

Programmes are formally reviewed every 2 years in line with faculty arrangements,
but the streamlining and development of our programmes is never far from our minds
when discussing any teaching matters.

The school is currently building a new research group in Quantum Information which
will house theoreticians and experimentalists. This will make Leeds a leading centre
of excellence in this emerging subject and will have a significant impact on our
teaching of quantum mechanics and projects in that area.

Other feedback

Most dissemination of good practice takes place informally or subconsciously. Staff
are always happy to help each other and share ideas, and in this way the curriculum
and procedures are updated and advanced.

The external examiners are also an important mechanism by which the school reviews
its provision. The 3 yearly change of examiners allows a range of issues and views to
be focussed upon according to the expertise of the current examiners. External
examiners are also very effective in flagging up good practice since it is new to them,
whereas we sometimes take it for granted that we do something in a particular way.
The change of external examiners also ensures that we do not become fixated about
one particular issue, but provide perspective.
The variety of feedback routes, mechanisms for formal review, and the
interconnectedness of the relevant committees means that self-improvement is never
off the school agenda.

Mention also:- new programmes in Medical physics and nanotechnology, and the
finish of electronics to meet the wider perspective of changes in physics
Annex 1

Statistics
Table 1
Ratio of applications to places for each year


Year Entry       Foundation Studies        BMP Physics           BMP Astrophysics     BMP Electronics      MPhys Theoretical    Joint Honours
                 App      Pl‟c    Ratio    App   Pl‟c    Ratio   App   Pl‟c   Ratio   App   Pl‟c   Ratio   App   Pl‟c   Ratio   App   Pl‟c      Ratio

1999-2000        16       11      0.69     277   32      0.12    195   26     0.13    20    2      0.10    43    3      0.07    172   6         0.04
2000-2001        14       10      0.71     253   42      0.17    208   29     0.14    20    3      0.15    39    4      0.10    201   7         0.04
2001-2002        28       15      0.53     222   26      0.12    202   31     0.15    11    1      0.09    28    3      0.11    193   16        0.08
2002-2003        17       15      0.88     304   27      0.09    217   25     0.12    14    1      0.07    42    3      0.07    218   7         0.03
2003-2004        19       13      0.68     300   34      0.11    203   26     0.13    15    4      0.27    40    4      0.10    221   18        0.08
Table 2a
Number of recorded entrants: Overall

School of Physics and Astronomy

Year Entry    Foundation        Physics           Astrophysics        Electronics and Theoretical     Joint
              Studies                                                 Instrumentation Physics         Honours
1999-2000           13                 40                 32                 2              3                9
2000-2001           12                 61                 32                 2              6                3
2001-2002           15                 36                 36                 2              5                9
2002-2003           18                 32                 29                 1              4               10
2003-2004           13                 45                 28                 4              5               10


Table 2b
Number of recorded entrants: by gender


Year Entry      Foundation Studies          BMP Physics          BMP Astrophysics   BMP Electronics   MPhys Theoretical   Joint Honours
                F       M        All        F     M       All    F      M    All    F     M     All   F     M      All    F     M         All

1999-2000       6       7        13         3     37      40     4      28   32     0     2     2     0     3      3      2     7         9
2000-2001       3       9        12         11    50      61     5      27   32     0     2     2     0     6      6      1     2         3
2001-2002       3       12       15         4     32      36     5      31   36     1     1     2     0     5      5      3     6         9
2002-2003       2       16       18         3     29      32     7      22   29     0     1     1     0     4      4      2     8         10
2003-2004       0       13       13         9     36      45     10     18   28     0     4     4     0     5      5      1     9         10
Table 2c
Number of recorded entrants: by geographic origin


Year Entry      Foundation Studies      BMP Physics         BMP Astrophysics   BMP Electronics   MPhys Theoretical   Joint Honours
                UK      Int      All    UK    Int     All   UK    Int   All    UK    Int   All   UK    Int    All    UK    Int       All

1999-2000       13      0        13     39    1       40    31    1     32     2     0     2     3     0      3      9     0         9
2000-2001       12      0        12     60    1       61    32    0     32     2     0     2     6     0      6      3     0         3
2001-2002       14      1        15     34    2       36    36    0     36     2     0     2     4     1      5      8     1         9
2002-2003       17      1        18     30    2       32    28    1     29     1     0     1     4     0      4      10    0         10
2003-2004       12      1        13     45    0       45    27    1     28     4     0     4     5     0      5      10    0         10
Table 3
Entry qualifications (A level points : overall average)

            Year Entry        Foundation        BMP Physics     BMP            BMP           MPhys         Joint Honours
                              Studies                           Astrophysics   Electronics   Theoretical
            1999-2000
            2000-2001
            2001-2002
            2002-2003
            2003-2004


Offers

1999-2000      BSc/MPhys: BCC                         Th: ?
2000-2001      BSc/MPhys: BCC                         Th: ?
2001-2002      BSc/MPhys: BBC                         Th: ?
2002-2003      BSc/MPhys: ABC or BBC?                 Th: ?
2003-2004      BSc: BBC    MPhys: ABC                 Th: ABB
   Table 4 PHYSICS
   Number and percentage of students passed and failed at the end of each year of study

                                                             (w) = withdrawn; (trs) = transfer

                Academic           BMP-                BS-PHYS              BS-PHYS             MPS-                MPS-                MPS-
                year               PHYS                                     (IND)               PHYS                PHYS (E)            PHYS (NA)
                                   Pas   Wd     Fail   Pas    Wd     Fail   Pas   Wd     Fail   Pas          Fail   Pas   Wd     Fail   Pas   Wd     Fail
                                   s     /trs          s      /trs          s     /trs          s     Wd            s     /trs          s     /trs
                                                                                                      /trs
Cohort
entered in
Sept 1999
and
                No registered
graduated
July 2002 &     in Sept = 40
July 2003
                1999-2000 - yr 1   22    11*    7
                2000-2001 - yr 2   21    0      4
                2001-2002 - yr 3                       22     0      2
                2002-2003 - yr 4                                                                                                        1     0      0

Cohort
entered in
Sept 2000
and
graduated       No registered
July 2003 &     in Sept = 61
July 2004
                2000-2001 - yr 1   44    11     6
                2001-2002 - yr 2   37    4**    5
                2002-2003 - yr 3                       28     0      2      1     0      0      6     0      0      1     0      0
                2003-2004 - yr 4                                            1     0      0      6     0      0      1     0      0

Cohort
entered in
Sept 2001
and
graduated
July 2004 &     No registered
will graduate   in Sept = 36
in July 2005
                2001-2002 - yr 1   25    7      4
                2002-2003 - yr 2   22    6**    5
                                         *
                2003-2004 -yr 3                        17     0      1      2     0      0      6     0      0

Cohort
entered in
Sept 2002
and will
                No registered
graduate in
July 2005 &     in Sept = 32
July 2006
                2002-2003 - yr 1   26    4**    2
                2003-2004 - yr 2   22    1*     3

Cohort
entered in
Sept 2003
and will
                No registered
graduate in
July 2006 &     in Sept = 45
July 2007
                2003-2004 - yr 1   36    5*     4


         * 1 temporary leaver included
         ** 2 temporary leavers included
         *** 3 temporary leavers included

         These figures do not always tally because of students leaving temporarily and returning after of an absence of 1 to 2 years. In
         addition, there is a great deal of movement between the different programmes of study within Physics.
   Table 4 PHYSICS with ASTROPHYSICS
   Number and percentage of students passed and failed at the end of each year of study

                                                              (w) = withdrawn; (trs) = transfer

             Academic           BMP-AP              BS-AP               BS-AP               MPS-AP              MPS-AP              MPS-AP
             year                                                       (IND)                                   (E)                 (NA)
                                Pas   Wd     Fail   Pas   Wd     Fail   Pas   Wd     Fail   Pas          Fail   Pas   Wd     Fail   Pas   Wd     Fail
                                s     /trs          s     /trs          s     /trs          s     Wd            s     /trs          s     /trs
                                                                                                  /trs
Cohort
entered in
Sept 1999
and
             No registered
graduated
July 2002    in Sept = 32
& July
2003
             1999-2000 - yr 1   24    3      5
             2000-2001 - yr 2   20    2*     1
             2001-2002 - yr 3                       12    0      2                          4     0      0      3     0      0      2     0      0
             2002-2003 - yr 4                                                               4     0      0      3     0      0      1     0      0

Cohort
entered in
Sept 2000
and
graduated    No registered
July 2003    in Sept = 32
& July
2004
             2000-2001 - yr 1   23    6      3
             2001-2002 - yr 2   19    0      4
             2002-2003 - yr 3                       12    0      2                          7     0      0      1     0      0
             2003-2004 - yr 4                                                               7     0      0      1     0      0

Cohort
entered in
Sept 2001
and
graduated
July 2004    No registered
& will       in Sept = 36
graduate
in July
2005
             2001-2002 - yr 1   30    5      1
             2002-2003 - yr 2   23    5      2
             2003-2004 -yr 3                        7     0      1      2     0      0      6     0      0      3     0      0      2     0      0

Cohort
entered in
Sept 2002
and will
             No registered
graduate
July 2005    in Sept = 29
& July
2006
             2002-2003 - yr 1   19    9**    1
             2003-2004 - yr 2   16    0      2

Cohort
entered in
Sept 2003
and will
             No registered
graduate
in July      in Sept = 28
2006 &
July 2007
             2003-2004 - yr 1   23    3**    2


         * 1 temporary leaver included
         ** 2 temporary leavers included

         These figures do not always tally because of students leaving temporarily and returning after of an absence of 1 to 2 years. In
         addition, there is a great deal of movement between the different programmes of study within Physics.
   Table 4 PHYSICS with ELECTRONICS AND INSTRUMENTATION
   Number and percentage of students passed and failed at the end of each year of study



                                                             (w) = withdrawn; (trs) = transfer

                 Academic           BMP-PL               BS-PL                 BS-PL(IND)           MPS-PL               MPS-PL
                 year                                                                                                    (NA)
                                    Pass   Wd/t   Fail   Pass    Wd/t   Fail   Pass   Wd/t   Fail   Pass   Wd/t   Fail   Pass   Wd/t   Fail
                                           rs                    rs                   rs                   rs                   rs
Cohort entered
in Sept 1999
and graduated
July 2002 &
                 No registered
July 2003
                 in Sept = 2
                 1999-2000 - yr 1   2      0      0
                 2000-2001 - yr 2   6      0      0
                 2001-2002 - yr 3                        6       0      0
                 2002-2003 - yr 4

Cohort entered
in Sept 2000
and graduated
July 2003 &
July 2004        No registered
                 in Sept = 2
                 2000-2001 - yr 1   2      0      0
                 2001-2002 - yr 2   6      0      1
                 2002-2003 - yr 3                        2       1*     1      1      0      0      2      0      0
                 2003-2004 - yr 4                                              1      0      0      2      0      0

Cohort entered
in Sept 2001
and graduated
July 2004 &
will graduate
in July 2005     No registered
                 in Sept = 2
                 2001-2002 - yr 1   2      0      0
                 2002-2003 - yr 2   6      1*     0
                 2003-2004 -yr 3                         4 **    0      1                           1      0      0      1      0      0

Cohort entered
in Sept 2002
and will
graduate in
July 2005 &
                 No registered
July 2006        in Sept = 1
                 2002-2003 - yr 1   0      1      0
                 2003-2004 - yr 2   0      0      0

Cohort entered
in Sept 2003
and will
graduate in
                 No registered
July 2006 &
July 2007        in Sept = 4
                 2003-2004 - yr 1   3      1      0


        * 1 temporary leaver included
        ** Aegrotat Degree

        These figures do not always tally because of students leaving temporarily and returning after of an absence of 1 to 2 years. In
        addition, there is a great deal of movement between the different programmes of study within Physics.
   Table 4 THEORETICAL PHYSICS
   Number and percentage of students passed and failed at the end of each year of study



                                                         (w) = withdrawn; (trs) = transfer

                 Academic           BA
                 year
                                    Pass   Wd/t   Fail
                                           rs
Cohort entered
in Sept 1999
and graduated
July 2003
                 No registered
                 in Sept = 3
                 1999-2000 - yr 1   1      0      2
                 2000-2001 - yr 2   1      0      0
                 2001-2002 - yr 3   1      0      0
                 2002-2003 - yr 4   1      0      0

Cohort entered
in Sept 2000
and graduated
July 2004
                 No registered
                 in Sept = 6
                 2000-2001 - yr 1   4      1      1
                 2001-2002 - yr 2   4      0      0
                 2002-2003 - yr 3   4      0      0
                 2003-2004 - yr 4   3      1*     0

Cohort entered
in Sept 2001
and will
graduate in
July 2005
                 No registered
                 in Sept = 5
                 2001-2002 - yr 1   4      1      0
                 2002-2003 - yr 2   4      0      0
                 2003-2004 -yr 3    4      0      0

Cohort entered
in Sept 2002
and will
graduate in
                 No registered
July 2006
                 in Sept = 4
                 2002-2003 - yr 1   4      0      0
                 2003-2004 - yr 2   5      1      0

Cohort entered
in Sept 2003
and will
graduate in
                 No registered
July 2007
                 in Sept = 4
                 2003-2004 - yr 1   4      0      0


        * 1 temporary leaver included

        These figures do not always tally because of students leaving temporarily and returning after of an absence of 1 to 2 years. In
        addition, there is a great deal of movement between the different programmes of study within Physics.
   Table 4 PHYSICS with FOUNDATION STUDIES
   Number and percentage of students passed and failed at the end of each year of study


   (w) = withdrawn; (trs) = transfer

                 Academic           BMP –
                 year               PHYS/FS

                                    Pass   Wd/trs   Fail
Cohort entered
in Sept 1999

                 No registered in
                 Sept = 13
                 1999-2000 - yr 0   7      4        2

Cohort entered
in Sept 2000


                 No registered in
                 Sept = 12
                 2000-2001 – yr0    7      1        4

Cohort entered
in Sept 2001



                 No registered in
                 Sept = 15
                 2001-2002 – yr0    8      2        5

Cohort entered
in Sept 2002

                 No registered in
                 Sept = 18
                 2002-2003 – yr0    8      4        6

Cohort entered
in Sept 2003

                 No registered in
                 Sept = 13
                 2003-2004 – yr0    8      2        3
Something about PG programme
Table 5
Overall number and percentage of entrants completing the programme

BSc

Year Entry         Physics *              Astrophysics *         Electronics *          Theoretical
**                 Entry No.   Pass (%)   Entry No.   Pass (%)   Entry No.   Pass (%)   Entry No.     Pass (%)

1998-99            56 36                  26          17         7           4 (57.1) 4               1 (25)
graduated 2001/2      (64.3)                          (65.4)
1999-2000        35   22                  27          21         7           7 (100)    4             1 (25)
graduated 2002/3      (62.86)                         (77.8)
2000-2001 *** 44 **** 32                  29          19         7 ****      5 (71.4) 4               3 (75)
graduated 2003/4      (72.7)                          (65.5)

*        As these students entered via the BMP route, it is not possible to distinguish between BSc and MPhys

**       These figures are lower than Table 2a as they do not include internal repeating students. The other variations in figures are the result of students changing
         Programmes of Study after the first year.

***      Includes 2 direct entrants to Year 2 and 2 direct entrants to Year 3

****     Includes 2 pending finalists.
Table 6a
Number and percentage of qualifications awarded, including classification where appropriate

BSc

                            Year entry *              1st (%)        2.1 (%)         2.2 (%)         3 (%)           Ord (%)         Fail (%)
                            1999-2000                 5 (10.4)       10 (20.8)       18 (37.5)       8 (16.7)        5 (10.4)        2 (4.2)
                            graduated in 2002
                            2000-2001                 5 (11.4)       9 (20.5)        17 (38.6)       4 (9.1)         5 (11.4)        4 (9.1)
                            graduated in 2003
                            2001-2002                 4 (11.1)       5 (13.9)        10 (27.8)       13 (36.1)       4 (11.1)        0
                            graduated in 2004

*       If a third year student repeated their final year as an internal or an external student, their final degree classification is included in this table

MPhys

                            Year entry                1st (%)        2.1 (%)         2.2 (%)         3 (%)           Ord (%)         Fail (%)
                            1998-1999                 6 (46.2)       4 (30.8)        2 (15.4)        1 (7.7)         0               0
                            graduated in 2002
                            1999-2000                 5 (50)         3 (30)          2 (20)          0               0               0
                            graduated in 2003
                            2000-2001                 4 (20)         15 (75)         1 (5)           0               0               0
                            graduated in 2004

Combined BSc and MPhys

                            Year entry                1st (%)        2.1 (%)         2.2 (%)         3 (%)           Ord (%)         Fail (%)
                            1998-99 & 1999-00          11 (18%)      14 (23%)        20 (33%)        9 (15%)         5 (8%)          2 (3%)
                            graduated in 2002
                            1999-00 & 2000-01         10 (20%)       12 (22%)        19 (35%)        4 (7%)          5 (9%)          4 (7%)
                            graduated in 2003
                            2000-01 & 2001-02         8 (14%)        20 (36%)        11 (20%)        13 (23%)        4 (7%)          0 (0%)
                            graduated in 2004
Table 6b
Percentage of qualifications awarded, including classification where appropriate: by entry qualification (A level points)

BSc

Year entry             1st (pt)       2.1 (pt)       2.2 (pt)       3 (pt)         Ord (pt)       Fail (pt)
1999-2000
graduated in 2002
2000-2001
graduated in 2003
2001-2002
graduate in 2004


MPhys

Year entry             1st (pt)       2.1 (pt)       2.2 (pt)       3 (pt)         Ord (pt)       Fail (pt)
1998-1999
graduated in 2002
1999-2000
graduated in 2003
2000-2001
graduated in 2004
Table 6c
Number of qualifications awarded, including classification where appropriate: by gender

BSc

Year Entry               1st                    2.1                2.2                 3                   Ord               Fail
                     M             F        M         F        M         F         M           F       M         F       M          F

1998-1999        5             0       4          4       7          5        17           1       4         2       7          1
graduated 2001
1999-2000        4             1       9          1       16         2        7            1       4         1       2          0
graduated 2002
2000-2001        2             3       5          4       13         4        3            1       4         1       4          0
graduated 2003
2001-2002 *      4             0       4          1       8          2        11           1       4**       0       0          0
graduated 2004

* 1 Male Student awarded an Aegrotat Degree
** 2 Students resitting in 2004-05

MPhys

Year Entry               1st                    2.1                2.2                 3                   Ord               Fail
                     M             F        M         F        M         F         M           F       M         F       M          F

1997-1998        5             1       2          5       4          1        1            0       0         0       0          0
graduated 2001
1998-1999        6             0       4          0       0          2        0            1       0         0       0          0
graduated 2002
1999-2000        4             1       3          0       2          0        0            0       0         0       0          0
graduated 2003
2000-2001        4             0       12         3       1          0        0            0       0         0       0          0
graduated 2004
Table 7a *
Number of graduate destinations (ug)

Year of    Employed Not       Further            Overseas Unemployed Unknown
Graduation          Available Study              students
2002       24       4         12                 4        3          6
2003       25       1         16                 0        1          5
2004




Table 7b
Percentage of graduate destinations (ug)

Year of    Employed Not       Further            Overseas Unemployed Unknown
Graduation          Available Study              students
2002       45.3%    7.5%      22.6%              7.5%     5.7%       11.3%
2003       52.1%    2.1%      13.3%              0        2.1%       10.4%
2004

*      This data is compiled six months after graduation and many of the students
       will subsequently have passed onto their next stage of employment.
Annex 2
Partner Institutions


To include stuff about Sheffield Uni and the MSc in lifescience
Annex 3
Programme Specifications for re-approval

				
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