(BSc) Bachelor of Science
Mathematics with Physics (Including Placement Year)
University of Essex
University of Essex
Mathematics, Statistics and Operational Research
This programme will meet the educational requirements of the Chartered Mathematician designation, awarded by the Institute of Mathematics and its Applications, when it is followed by subsequent training and experience in employment to obtain equivalent competences to those specified by the Quality Assurance Agency (QAA) for taught masters degrees.
A-levels: ABB, including Mathematics and Physics
Please note we are unable to accept A-level Use of Mathematics in place of A-level Mathematics
BTEC: DDD, only in conjunction with A-level Mathematics and Physics.
IB: 32 points or three Higher Level certificates with 655. Either must include Higher Level Mathematics and Physics grade 5. We will accept 5 in either Higher Level Mathematics: Analysis and Approaches or Higher Level Mathematics: Applications and Interpretation.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
T-levels: Distinction, only in conjunction with A-level Mathematics and Physics.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Prof Stephen Langdon
Professor Brunel University London
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
To equip students with the knowledge and skills that are currently in demand in mathematically and physical science oriented employment in business, commerce, industry, government service, the field of education and in the wider economy.
To provide students with a foundation for further study and research.
To produce graduates who are mathematically literate and capable of producing a logical argument.
To enable students to acquire a broad understanding of mathematics.
To provide teaching which is informed and enhanced by the research activities of the staff.
To develop the students' ability to make an effective contribution to team-based activity.
To encourage students to adopt an investigative approach and develop independent study skills in order to ensure their continuing professional development.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Knowledge and understanding of the basic mathematical methods and techniques of linear mathematics, calculus and statistics that underpin the study of more advanced mathematical ideas.
A2: Knowledge and understanding of some of the ideas and methods used in mathematical proof of results in algebra, analysis, and discrete mathematics and familiarity with some specific examples.
A3: Knowledge and understanding of the power and potential pitfalls of computer use and mathematical computer packages, and experience in their use.
A4: Knowledge and understanding of the use of mathematics for modelling and as an investigative tool for the solution of practical problems. An appreciation of the importance of assumptions.
A5: Knowledge and understanding of physics
A101: An experience-based understanding of work roles is developed through the placement year.
Lectures are the principal method of delivery for the concepts and principles involved in A1 - A5.
Students are also directed to reading from textbooks and material available online.
In some modules, understanding is enhanced through the production of a written report.
Understanding is reinforced by means of classes (A1 - A5), laboratories (A3, A4) and assignments (A1 - A5).
A101 is acquired through a placement year at a host organisation. The details of the learning/teaching methods are included on each training agreement and are specific to an individual student.
Achievement of knowledge outcomes is assessed primarily through unseen closed-book examinations and also, in some modules, through marked coursework, laboratory reports, statistical assignments, project reports and oral examinations.
Regular problem sheets provide formative assessment in most modules.
A101 is demonstrated by successful completion of the Placement Year.
B: Intellectual and cognitive skills
B1: Identify an appropriate method to solve a specific mathematical problem.
B2: Analyse a given mathematical problem and select the most appropriate tools for its solution.
B3: Analyse a problem in terms of physical principles.
The basis for intellectual skills is provided in lectures, and the skills are developed by means of recommended reading, guided and independent study, assignments and project work.
B1 and B2 are developed through exercises supported by classes.
B1 - B2 are all important aspects of the projects which constitute a part of some module, and the optional final year project.
Achievement of intellectual skills is assessed primarily through unseen closed-book examinations, and also through marked assignments and project work.
C: Practical skills
C1: Use computational tools and packages.
C2: The ability to apply a rigorous, analytic, highly numerate approach to a problem.
The practical skills of mathematics are developed in exercise classes, laboratory classes, assignments and project work.
C1 is acquired through the learning of at least one programming language and the use of a number of computer packages, as a part of the teaching of module for which they are relevant.
C2 is acquired and enhanced throughout the course.
Achievement of practical skills is assessed through marked coursework, project reports and oral examinations.
D: Key skills
D1: Communicate effectively, both mathematical arguments and textual accounts of ideas.
D2: Use appropriate IT facilities as a tool in the analysis of mathematical problems.
D3: Use mathematical techniques correctly.
D4: Analyse complex problems and find effective solutions.
D5: Organise activity and manage time in the course of study.
D1 is practised throughout the course in the writing of solutions to mathematical problems, both for assessment and as exercises and (in some modules) writing reports or projects.
D1 and D2 are developed in group and individual project work.
D2 is developed through the use of computer packages in a number of modules.
D3 - D5 are developed in exercises and assignments throughout the course.
D1 is assessed through examinations, coursework and oral examinations.
D2 is assessed primarily through coursework.
Assessment of the key skills D3 - D5 is intrinsic to subject-based assessment.
The assessment of the Capstone Project includes specific allocations of credit for the quality of presentations (D1 and D2).