How you'll learn
- Subject-specific and transferrable skills are developed through the teaching approaches utilised in the modules, including in interactive lectures, workshops, practical sessions and a research project, all supported by online materials, selected textbooks and specific literature. The programme modules encourage individual and group work where students tackle problems by developing ideas and hypotheses, designing strategies to solve problems, and analysing and interpreting their findings.
- As students advance through the course, they initially engage with taught modules during semesters 1 and 2 laying the groundwork for their forthcoming research project. The content of semester 2 modules is linked to that of semester 1. This sequential structure is designed to support all students, irrespective of their academic background in Chemistry, Chemical Engineering, or Chemistry-related degrees, ensuring they can establish a robust foundation for further advanced study.
- Liverpool Curriculum Framework attributes and hallmarks are at the centre of this programme, and it is also informed by the University Education Strategy 2031. Research-connected teaching, active learning and authentic assessment are embedded in all aspects of teaching. As students progress through the programme, they will enhance their problem-solving skills, independent learning, confidence and digital fluency. Inclusivity is at the heart of this programme, encompassing all aspects of equality, diversity and inclusion as part of value-based programme design. The programme is representative of the diversity of students and provides equal access to the curriculum for each of them.
- Electronic resources available in the University’s virtual learning environment and library collections support learning and teaching on this programme.
How you're assessed
The assessment strategy evaluates meaningful and integrated applications of Digital Chemistry. The assessments allow students to demonstrate a systematic knowledge and critical understanding of the application of AI, automation, machine learning, and robotics in Chemistry.
The learning activities, resources, and tasks (e.g. formative or summative assessments) are aligned with the learning outcomes, ensuring that students can demonstrate their knowledge and abilities effectively. Many assessments are authentic, meaning students will complete tasks that simulate real-world scenarios, such as hands-on workshops and project-driven assessments. This approach allows students to apply digital technologies in practical contexts and address real-world challenges in Chemistry.
Assessment strategies will ensure that students can demonstrate their knowledge and skills through various methods, including coursework, teamwork, presentations, dissertation writing, and oral examinations. By engaging with these varied assessment types, students will gain experience in industry-relevant tasks, preparing them for professional practice.
All modules will provide formative feedback to support students’ learning progress, allowing for adjustments and improvements. Students will also evaluate their own progress, receive guidance on additional resources, and benefit from online support and formative exercises.
Liverpool Hallmarks
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
The Liverpool Curriculum framework sets out our distinctive approach to education. Our teaching staff support our students to develop academic knowledge, skills, and understanding alongside our graduate attributes:
- Digital fluency
- Confidence
- Global citizenship
Our curriculum is characterised by the three Liverpool Hallmarks:
- Research-connected teaching
- Active learning
- Authentic assessment
All this is underpinned by our core value of inclusivity and commitment to providing a curriculum that is accessible to all students.