Students on all foundation programmes study a combination of core and subject specific modules during the first year as part of an integrated degree programme. The combination of modules studied is tailored to the needs of the full degree programme that students wish to progress onto after successful completion of the foundation year. Students study a core modulea at the start of the programme, which aims to introduce key study skills required for further study. Students study three further modules, which introduce fundamental aspects of specific areas of science and mathematics relevant to the chosen foundation year programme. Students also study an integrative module, which is aligned to the full degree programme which students' wish to progress onto upon successful completion of the Science Foundation Year. Following successful completion of the Science Foundation Year, students will then progress onto the first undergraduate year of their chosen degree programme. This means students will study for a total of four years for a standard degree, or five years if they take an integrated Master’s degree. Students’ final awards upon graduating will reflect the full course title, for example “BSc Chemistry with Science Foundation Year”. By offering a thorough grounding in chemistry along with the intellectual and research skills needed for a career in teaching, this course aims to develop students with the skills to teach the next generation about the fundamental importance of chemistry. The programme has been developed in collaboration with the University’s School of Education. This School works closely with primary and secondary schools, creating a curriculum and mode of teaching that is in line with employer expectations. As part of the degree, there may be the opportunity to undertake a teaching placement with a local school in addition to other educational experiences. Students are responsible for their own travel, accommodation, and general living costs when undertaking these placements. The course is designed to encourage a collaborative approach with students engaging with one another, academics and teachers. This can support critical reading, debate, reflection on experience, and research into topics of interest.