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Supporting Information: Faculty of Engineering and Physical Sciences

This is version 1.0 of the Supporting Information for the Faculty of Engineering and Physical Sciences, which applies from the 2026/27 academic year onwards. This supporting information is owned by the Faculty of Engineering and Physical Sciences. 

Contents

  1. Purpose and Scope
  2. Supplementary Information - Academic Regulations for Taught Programmes
  3. Supplementary Information - Assessment Policy and Procedures
  4. Other Supplementary Information
  5. Students awarded according to the Rules for Award

1. Purpose and Scope

The purpose of this supporting information is to set out principles and procedures which relate to assessment in the Faculty of Engineering and Physical Sciences, encompassing the following Schools:

School of Chemical and Process Engineering

School of Chemistry

School of Civil Engineering

School of Computer Science

School of Electronic and Electrical Engineering

School of Mathematics

School of Mechanical Engineering

School of Physics and Astronomy

The supporting information underpins and should be read alongside the Academic Regulations for Taught Programmes and the Assessment Policy & Procedures.

2. Supplementary Information – Academic Regulations for Taught Programmes

This section contains information supplementary and complementary to the Academic Regulations for Taught Programmes.

2.1 Module Attempts and Reassessment (Academic Regulations section 7.4)

2.1.1 Enhanced Pass Rules:

In addition to the Academic Regulations (7.4) that define the pass marks for taught modules, Schools within the Faculty may also apply Enhanced Pass Rules to some or all modules.

Typically, this means that, to pass the module and receive the credits, students must achieve a minimum mark in one or more designated assessment components.

The minimum mark that students need to achieve in the designated components will usually be equivalent to the module pass mark, but it may be a lower mark in some cases.

The designated components may be components above a certain weighting (as specified in the relevant module information in Minerva), or they may be components that assess specific learning outcomes.

If a student fails to satisfy one or more of the Enhanced Pass Rules, their attempt at the module will be considered a fail because the requirements of the module have not been met, even if the module mark is a pass.

This situation will normally be indicated by the inclusion of a suffix (currently “V”) after the module mark. Students will not be awarded any credits for the module. Students will, however, be given an opportunity to resit the module under the rules for resitting modules.

For some modules, if a student has not satisfied one or more of the Enhanced Pass Rules, the module mark may be capped at a mark that is below the pass mark for the module, including a mark of zero. Students will, however, be given an opportunity to resit the module under the rules for resitting modules.

Please note the following in relation to Enhanced Pass Rules:

  • Occasionally, module assessment components may be graded on a pass/fail basis, including those subject to Enhanced Pass Rules.
  • It is also possible that students may be required to take module assessment components that do not contribute toward a final numerical module mark but are considered compulsory to pass to pass the module.

The School will make it clear whether Enhanced Pass Rules apply to any of the modules taken. This will be in the module information on Minerva and/or through guidance relating to your programme made available to students in other School communications.

2.1.2 Marking for Threshold Knowledge and Skills:

Some modules may be designed to assess threshold knowledge and skills. These modules may have one or more of the following characteristics:

  • be zero-weighted (i.e. have no credit value, but still considered compulsory-to-pass);
  • have assessment components that, if students pass them, will guarantee a minimum pass mark in the module (regardless of the marks achieved in the other components);
  • have assessment components that, if students pass them, will guarantee a minimum pass mark in related modules designed to assess further/synoptic understanding of the module topics.

Schools will make it clear which modules are considered to assess threshold knowledge and skills, what special marking rubrics may apply to these modules, and how students' performance in these modules might affect progression to the next level of study, etc. This will be in the module information on Minerva and/or through guidance relating to their programmes made available in other School communications.

2.2 Resit Attempts (Academic Regulations section 7.5)

An exception is made to this rule for students on programmes designed to meet the expectations of the Engineering Council.

Students in the Schools of Civil Engineering and Electronic and Electrical Engineering, who have a start date IN OR AFTER the academic year 2021-2022, and students in the Schools of Chemical and Process Engineering, Computer Science and Mechanical Engineering who have a start date IN OR AFTER the academic year 2022-2023 may, at the discretion of the School, be permitted one further resit. This only applies to programmes with Enhanced Progression Criteria and Enhanced Award Requirements that are designed to meet the expectations of the Engineering Council.

The following information applies to this further resit opportunity:

  • Where a student is eligible to progress, it is expected that this additional resit attempt will be taken at the next opportunity after discussion with the relevant School.
  • If a student is not eligible to progress or receive an award under their programme's enhanced rules but would be eligible to progress or receive an award under the University of Leeds standard progression rules, this additional resit attempt can only be undertaken as an external student. It is expected that this additional resit attempt will be taken at the next opportunity after discussion with the relevant School.
  • Students cannot take an additional resit if they are not eligible to progress under the University of Leeds standard progression rules Academic Regulations (8.1 to 8.5)

In some cases, the marking scheme and/or the credit size of some modules may mean that no additional resit attempt will be possible.

2.3 Credit and Progression (Academic Regulations 8.1 - 8.5)

The following additional Progression Rules also apply in the Schools of:

  • Chemical and Process Engineering
  • Civil Engineering
  • Computer Science
  • Electronic and Electrical Engineering
  • Mechanical Engineering

 To progress from first to second year and from second to third year of an undergraduate programme students must satisfy the following criteria:

  • obtain an overall mark of at least 40 averaged over 120 credits.

Enhanced Progression Criteria also apply to all modules that contribute to accreditation learning outcomes on programmes designed to meet the expectations of the Engineering Council.

Exemptions will typically be limited to discovery modules and some supernumerary modules. All other modules will normally contribute to the accreditation learning outcomes for these programmes.

In the School of Electronic and Electrical Engineering, students who have a start date PRIOR to the academic year 2021-2022, the following Enhanced Progression Criterion must also be satisfied:

  • students must obtain a mark of at least 30 in any failed modules.

In the Schools of Civil Engineering and Electronic and Electrical Engineering, students who have a start date IN OR AFTER the academic year 2021-2022, and students in the Schools of Chemical and Process Engineering, Computer Science and Mechanical Engineering who have a start date IN OR AFTER the academic year 2022-2023 the following Enhanced Progression Criteria must also be satisfied:

  • students must obtain a mark of at least 30 in any failed modules;
  • students cannot have more than 30 credits of marginally failed modules across all UG levels of study. A marginal fail is a mark no more than 10 percentage points below the pass mark, typically 30-39 for Levels 1-3 and 40-49 for Level 5M modules. It may also apply to marks above the pass mark where credits are withheld because enhanced pass requirements have not been met.

In some cases, the marking scheme and/or the credit size of some modules may mean that failure in a single module will prevent students from satisfying the Enhanced Progression Criteria. Where this is the case, students will need to resit and satisfy these criteria before being eligible for progression.

In the Schools of Chemical and Process Engineering, Civil Engineering, Computer Science, Electronic and Electrical Engineering and Mechanical Engineering, to progress from third to fourth year of an Integrated Masters programme:

  • students must obtain an overall Bachelors classification of IIii or higher (see rules for Classification).

 At the end of the third year, if students do not achieve an overall Bachelor’s classification of IIii or higher, they will not be allowed to proceed to the fourth year of the Integrated Masters programme and will normally either take resits or be considered for a Bachelor’s degree (or other applicable Intermediate Concluding Qualification (ICQ)), provided they meet the relevant requirements.

In the School of Chemistry, to progress from second to third year of an Integrated Masters programme:

  • students must obtain a Year 2 average of at least 60, including an average of at least 60 on compulsory, theory modules.

Students who do not meet this criteria will normally be required to transfer to an appropriate BSc programme.

To progress from the third to the fourth year of an Integrated Masters programme:

  • students must obtain a Year 3 average of at least 60.

If a student does not successfully meet all the requirements of Year 3 of an Integrated Masters programme in full, they will not be allowed to proceed to the fourth year of the Integrated Masters programme and will normally either take resits or be considered for a Bachelor’s degree (or other applicable Intermediate Concluding Qualification (ICQ)), provided they meet the relevant requirements. Students may be required to undertake some additional assessments to be considered for a Bachelor’s degree.

In the School of Mathematics, to progress from second to third year of an Integrated Masters programme:

  • Students must obtain a Year 2 average of at least 60.

To progress from third to fourth year of an Integrated Masters programme:

  • students must obtain an overall Bachelors classification of IIii or higher (see rules for Classification).

If a students does not achieve an overall Bachelors classification of IIii or higher at the end of the third year, they will not be allowed to proceed to the fourth year of the Integrated Masters programme and will normally either take resits or be considered for a Bachelor’s degree (or other applicable Intermediate Concluding Qualification (ICQ)), provided they meet the relevant requirements.

In the School of Physics and Astronomy, to progress from second to third year of an Integrated Masters programme:

  • Students must normally obtain a Year 2 average of at least 60.

If students do not meet the progression requirements for their programme of study but do meet the progression requirements of a different programme of study, they may be required to change to an alternative programme.

In the Faculty of Engineering and Physical Sciences, to enter a Year in Industry or a Study Abroad Year:

  • Students must meet the normal progression criteria for the next year of academic study.

Also, to enter a Study Abroad Year:

  • Students must demonstrate an appropriate level of academic performance in their studies;
  • This will typically be evidenced by obtaining an overall average of 60% or more (averaged over 120 credits) in each preceding programme year.

2.4 Classification and Award of Qualifications (Academic Regulations section 9 and 10)

In the Schools of Chemical and Process Engineering, Civil Engineering, Computer Science, Electronic and Electrical Engineering and Mechanical Engineering, Enhanced Award Requirements apply to all modules that contribute to accreditation learning outcomes on programmes designed to meet the expectations of the Engineering Council.

Enhanced Award Requirements apply to all modules that contribute to accreditation learning outcomes on programmes designed to meet the expectations of the Engineering Council.

Exemptions will typically be limited to discovery modules and some supernumerary modules. All other modules will normally contribute to the accreditation learning outcomes for these programmes.

Students in the Schools of Civil Engineering and Electronic and Electrical Engineering, who have a start date PRIOR to the academic year 2021-2022, have the following Enhanced Award Requirements:

In the School of Civil Engineering, to qualify for the award of the MSc degree:

  • Students must pass a total of 165 credits with an overall average of 50% or above (averaged over the 180 credits studied)

 In the School of Electronic and Electrical Engineering, to qualify for the award of the Bachelors, MEng and MSc degrees:

  • Students must obtain a mark of at least 30 in any failed modules at Levels 1, 2 and 3;
  • Students must obtain a mark of at least 40 in any failed modules at Level 5M.

Students in the Schools of Civil Engineering and Electronic and Electrical Engineering, who have a start date IN OR AFTER the academic year 2021-2022, and students in the Schools of Chemical and Process Engineering, Computer Science and Mechanical Engineering who have a start date IN OR AFTER the academic year 2022-2023 have the following additional Enhanced Award Requirements:

  • for Bachelors and Integrated Masters (MEng) degrees, students cannot have more than 30 credits of marginally failed modules across all UG levels of study (see Section 1 above for an explanation of “marginally failed modules”);
  • for MSc degrees, students cannot have more than 20 credits of marginally failed modules.

In some cases, the marking scheme and/or the credit size of some modules may mean that failure in a single module will prevent students from satisfying the Enhanced Award Requirements. Where this is the case, they will need to resit and satisfy these requirements before being eligible for the accredited award. If students have met the standard University of Leeds criteria for award as set out in the Academic Regulations, they may be eligible for a non-accredited alternative award.

2.5 Treatment of Industrial Placements (Year in Industry) (Academic Regulations sections 8.6, 10.2.6 and 10.4.5)

In the Faculty, the following additional rules also apply:

  • To fulfil the requirements of the "Industrial" variant of degree programmes, students are expected to study their final year at the University of Leeds, unless there are exceptional circumstances approved/recognised by the relevant School.
  • It is normally not permitted to undertake both an international programme year and an industrial placement year within one degree programme.

For most programmes that include an Industrial Placement the following applies:

  • Successful completion is determined on a pass/fail basis, and the marks do not contribute to the classification of your degree.
  • The form of assessment is described in the relevant placement information on Minerva.

However, in the School of Chemistry:

  • For students that are on a programme of study that includes a ‘Year in Industry’, the marks will contribute to your Classification Average.
  • Students on the Integrated Masters industrial placements take 25% of the placement year credits by distance learning, as required by the accrediting body (RSC).
  • For students on a programme of study that includes an ‘Industrial Experience’ year, successful completion of the year is determined on a pass/fail basis, and the marks do not contribute to the classification of their degree.

Further information is available from the Faculty Employability Team and from the relevant School’s Industrial Placement Co-ordinator.

Normally, it is not possible to resit an industrial placement year. However, if a student fails the industrial placement year module based on a non-placement assessment component, the School may permit a resit opportunity for that component.

If a student fails an industrial placement year, they will normally be transferred to the next year of study on their original programme.

If a placement is terminated partway through the year in circumstances beyond the student’s control, the School will consider whether enough of the placement had been completed to warrant the return of a ‘pass’.

2.6 Treatment of International Programme Years (Study Abroad) (Academic Regulations sections 8.6, 10.2.6 and 10.4.5)

In the Faculty, the following additional rules also apply:

  • To fulfil the requirements of the "International" variant of degree programmes, students are expected to study their final year at the University of Leeds, unless there are exceptional circumstances approved/recognised by your School.
  • It is normally not permitted to undertake both an international placement year and an industrial programme year within one degree programme.

For most programmes that include an International Programme Year (Study Abroad) the following applies:

  • Successful completion is determined on a pass/fail basis, and the marks do not contribute to the classification of the student's degree.

However, in the School of Chemistry:

  • For students that are taking a Bachelors programme or an Integrated Masters programme that includes an ‘International’ year, successful completion of the year is determined on a pass/fail basis, and the marks do not contribute to the classification of the student's degree.
  • For students that are taking an Integrated Master’s degree programme that includes a ‘Study Abroad’ year, marks are calculated via a mark translation scheme (from the marks provided by the year abroad institution). The translated marks will contribute to the students Classification Average

In the School of Mathematics and the School of Physics and Astronomy:

  • For students that are taking an Integrated Master’s degree programme that includes an ‘International’ year, marks are calculated via a mark translation scheme (from the marks provided by the year abroad institution). The translated marks will contribute to the students Classification Average.

Further information (including pass/fail criteria and mark translation tables) is available from the relevant School’s Study Abroad Co-ordinator.

For study abroad years where the marks contribute to the students Classification Average, a student who fails the year and has approved mitigating circumstances, may be permitted to repeat the year as an internal candidate (at Leeds) on a first attempt basis.

Master’s Programmes with Work Experience:

Students may only progress to the work experience phase of their programme if they do not have any outstanding resits that must be passed to be eligible for award.

Schools will confirm the criteria that determines which resits are deemed to be essential to pass to be eligible for award.

Schools may also prevent students from progressing to the work experience phase of their programme if they have any failed credits at all (and therefore need to resit one or more modules).

3.Supplementary Information – Assessment Policy and Procedures

This section contains information supplementary to the Assessment Policy & Procedures (AP&P) where Schools are required to develop and define their approach.

3.1 Setting and Approval of Assessment Methods (AP&P section 4)

3.1.1 The process for checking and approving examination question papers in the Faculty of Engineering & Physical Sciences is as follows:

  • Schools convene a ‘Scrutiny Panel’ for the purpose of internal moderation;
  • The panel checks that the questions/instructions within the paper are clear and that the academic level is appropriate for the level of study.

3.1.2 The process for checking and approving all other assessment briefs in the Faculty is as follows:

  • All assessments that are completely new in design and/or type are checked by an independent member of academic staff to verify that they are appropriate for the learning outcomes they are intended to assess;
  • The check includes a consideration of the marking scheme, to ensure an appropriate alignment with sector-wide descriptors for achievement level;
  • Assessments that are not substantially new, but are simply different examples of previously approved assessments, will not be checked again unless there have been recent concerns raised with the appropriateness of the assessment.

Schools in the Faculty record the outcomes, including any follow-up remedial action, for the examination paper Scrutiny Panel and for the internal approval of new approaches to module assessment (for other categories of assessment)

3.2 Registration for Assessments (AP&P section 5)

For some modules, such as laboratory and project modules, students will not be able to register for a resit in August. These modules can only be resat internally (i.e. with tuition) in the next academic session. Students will normally be required to re-attend all classes and re-attempt all elements of the assessment for the module.

An exception to these rules may be permitted if students have attended and successfully completed the practical component(s) of a module but failed to submit one or more satisfactory assignments (which may be written reports, presentations, posters, etc.). At the discretion of the examiners, a resit opportunity may be offered in August.

Students who fail certain laboratory/project modules, or modules designed to assess threshold knowledge and skills, may be required to complete an alternative assessment or resit the year internally, depending on the specific components failed.

It is not always possible to resit a missed (or excessively late) assessment. This will depend on the resit format for the module concerned.

Schools will make it clear which modules do not have an August resit opportunity. This information will be provided in the module information on Minerva and/or through programme related guidance communicated by the School. If a student needs to resit several modules, their School may recommend (or require) that one or more of their resits be deferred rather than taken at the next available opportunity. This will be considered on an individual basis, and the school will advise students accordingly.

If a student's programme of study requires project work to be undertaken during July or August, the student may also apply to defer resits. However, students should not assume that they can defer resits, any student who believes this provision applies to them must discuss it with their School.

For some programmes/modules, and for some students with exceptional circumstances, there may be an additional or alternative resit period in July.

3.3 Submission of Coursework (AP&P section 6)

The deadline for submitting work will be stated in the assessment brief, students are encouraged to submit work as early as possible.

Students will be informed of any assessments which have a different submission time in the assessment brief.

If an alternative deadline is approved by the relevant Faculty Associate Pro-Vice-Chancellor within the academic year, students will be informed via Minerva.

Please note that for any approved extension the maximum submission period will remain 14 days from the original deadline. Work submitted after the 14-day period will not be accepted and will be treated as a non-submission. Where an extended deadline falls before the end of the 14-day period, late submission penalties will apply from the extended deadline date up to the end of the 14- day period.

Where an extension is not available, this will be clearly stated in the relevant assessment brief.

3.4 Late Submission of Coursework (AP&P section 6.4)

There are some types of assignment where late submission is not normally permitted. For example, students who miss a presentation may not be offered a further opportunity to present at a later date. Similarly, late submission is not normally permitted for assessments that are marked on a pass/fail basis. In all cases, the assessment brief will clearly state where late submission is not permitted.

3.5 Resubmission of Own Work (AP&P section 6.5)

In some modules, students may be permitted to make use of work already submitted for an assessment in a subsequent assessment or re-assessment. For example, in project modules, students may be asked to submit a preliminary report and may be permitted to include some or all that report in their final submission. If a student is resitting a project-based module and is not required to undertake an entirely new project, they may be permitted to re-work their previous report or project work and submit this as their resit attempt.

Schools will make it clear when the normal rules about not re-submitting assessed work do not apply. This will be in the module information on Minerva and/or through programme related guidance communicated by the School.

 3.6 Use of Systems to Identify Academic Integrity (AP&P section 7.2)

Schools will provide students with an introduction to systems such as Turnitin during their first semester of study. This will usually form part of students' induction to the University (though it might not take place during the Welcome/Induction Week itself).

Turnitin will normally be applied to all text-based assignments that are submitted electronically.

A range of other tools may also be used to detect academic malpractice.

3.7 Referencing (AP&P section 7.4)

There are three different referencing styles in use within the Faculty of Engineering & Physical Sciences. These are:

  • The University of Leeds version of the Harvard referencing style;
  • The University of Leeds version of the Numeric referencing style;
  • The University of Leeds version of the IEEE referencing style.

To avoid confusion, the assessment brief will make it clear which style students are required to use. Information about each referencing style is available on the Library website.

In most cases, students will be asked to use either the Harvard or the Numeric style. The IEEE style is only used in the School of Electronic and Electrical Engineering.

3.8 Assessment Marking and Marks (AP&P section 8.1.3)

Some assessments will include technical accuracy in written expression as a marking criterion. The assessment brief will make it clear if this applies. We recognise that some students may require additional support for these assessments.

On receipt of a Disability Summary Sheet, the Student Support Team in the relevant school will liaise with Module Leaders to ensure that appropriate support is provided on an individual basis.

3.9 Moderation: Check Marking and Double Marking (AP&P section 8.2)

In the Faculty of Engineering & Physical Sciences, we adopt the following approach to ‘check marking’ assessed work:

  • All exam scripts are checked to ensure that all questions or part questions have been marked and that the arithmetic used in arriving at the final examination mark is correct. This is done independently of the original script marker. In some cases, automated systems are used.
  • Discrepancies between the arithmetic of the checker and the marker are resolved with the module leader prior to the submission of module marks.
  • Some assessments may be marked independently by a second marker, at the discretion of the School. This might be because the assessed work is a fail, or due to the weight and/or involvement of multiple markers.

Final year/research (capstone) project modules are double marked in the Faculty as a matter of policy. Where the first and second assessors' overall marks differ by no more than 10 percentage points, the average will normally be taken. In cases of larger discrepancies, a third assessor may be involved to help resolve the discrepancy and determine the overall mark.

3.10 Marks Return (AP&P section 8.3)

Marks/grades for final year/research (capstone) project modules and assessments taken or submitted during the formal examination periods may not be returned within the standard 15 days. In most cases, these marks will only be available when the overall module marks are released.

3.11 Penalties for Not Meeting Assessment Requirements (AP&P section 8.4)

Assessment briefs will give details of the assessment requirements. Students should pay careful attention to the instructions given in every assessment brief.

For example, if students are asked to write a piece of computer program code in a particular programming language, then they must use that language, and only that language. Failing to do so would mean that students have not fulfilled the assignment properly and may lose some or all the marks for that assessment.

For some assessments, the assessment brief may specify a marks penalty for not meeting the assessment requirements.  Sometimes, ‘exceeding’ the assessment requirements may be acceptable, but this is not always the case. For example, if there is a limit on the number of words students should write in a report, then there may be a marks penalty for submitting work that has an excessive word count. The method by which students are asked to submit work is also considered part of the assessment requirements.

In all cases, assessment requirements are an integral part of the assessment rubric and will be made clear in the assessment brief.

3.12 Feedback to Students (AP&P section 9)

Usually, students will receive feedback on work before the next assessment for the module is due. This will normally be not later than 15 working days after the submission deadline.

Feedback for final year/research (capstone) project modules may be received later than this.

Feedback can take a variety of formats. The feedback students receive will be in a form that is appropriate to the nature of the assessment. For example, this might be:

  • individual/personal or generic/group feedback;
  • verbal or written comments;
  • worked solutions;
  • a marks breakdown.

Information about how and when students will be given feedback will be made clear in the module information on Minerva.

To help students get the most from the feedback they receive, opportunities will be provided for them to discuss their work and academic progress with members of staff. Students may do this by:

  • discussing feedback with the Module Leader and/or Module Teaching Staff;
  • discussing feedback with their Academic Personal Tutor.

Students may also obtain feedback on their marked exam scripts. Generally, it is better to seek feedback from the relevant Module Leader. In some Schools, feedback on first year exam scripts will be provided through the student’s Academic Personal Tutor.

Students should note that, where marked exam scripts exist as a hardcopy, these will be retained at all times by the University. Students cannot take completed scripts away with them.

Students should always make an appointment with the relevant member of staff (for example, by email) to ensure that adequate time is made available for feedback discussions.

3.13 Timings of Assessment Committees (AP&P section 11.4)

Schools in the Faculty hold Assessment Committees in accordance with the University’s standard timeline. Some programmes may have additional Assessment Committees.

Where Assessment Committees are convened outside the standard timeline, Schools will make this clear to students and communicate the relevant dates and arrangements.

3.14 Publication of Module Marks and Classifications (AP&P section 12)

Marks for the Semester 1 assessment period are released in February. However, these marks must be considered provisional until all the marks for the academic year have been ratified by the External Examiner(s).

4. Other Supplementary Information

4.1 Borderline Marks

For any borderline pass module mark (and where applicable, any borderline marginal fail mark, the Module Leader will consider the extent to which the learning outcomes of the module have been met and will normally adjust the mark accordingly to avoid a borderline mark. The Assessment Board will oversee all such decisions. Module marks capped at the borderline due to failing one or more compulsory components will not be adjusted.

5. Students awarded according to the Rules for Award

The Academic Regulations for Taught Programmes superseded the Rules for Award following the 2023/24 academic year. Awards for students who commenced their current programme at Leeds before the 2022/23 academic year or commenced their final year of study before 2024/25 academic year will be determined using the degree classification algorithm from the Rules for Award (iteration A), which includes provision for academic discretion.

Academic discretion, as described in the Rules for Award, applies to students being awarded under these circumstances:

Any student with a Classification Average falling within the discretionary band should be selected for consideration. The discretionary band is 0.05 below a classification threshold for Bachelor’s Degrees with Classified Honours and 0.10 below a classification threshold for Foundation Degrees, Undergraduate Diplomas, Graduate Diplomas and Certificates, and Taught Postgraduate Awards.

In the Faculty of Engineering and Physical Sciences, the following criteria for academic discretion apply:

5.1 Engineering Schools:

  • School of Civil Engineering
  • School of Chemical and Process Engineering
  • School of Computer Science
  • School of Electronic and Electrical Engineering
  • School of Mechanical Engineering

Undergraduate:

The Awards Boards of the Engineering Schools do not apply academic discretion in the consideration of degree classifications.

Taught Postgraduate:

The Awards Boards of the Engineering Schools do not apply academic discretion in the consideration of degree classifications.

5.2 School of Chemistry

Undergraduate:

When applying academic discretion, the examiners take into account the student's grade profile, including:

the number of credits achieved at the higher level, the student's performance on the final year project, and the student's performance on the Year Abroad or Year in Industry, if applicable.

Taught Postgraduate:

When applying academic discretion, the examiners take into account the student's grade profile, including:

the number of credits achieved at the higher level and the student's performance on the project.

5.3 School of Mathematics

Undergraduate:

When applying academic discretion, the examiners take into account the student's grade profile, including:

the number of credits achieved at the higher level, the student's performance on the final year project, and the student's performance on the Year Abroad or Year in Industry, if applicable.

Taught Postgraduate:

When applying academic discretion, the examiners take into account the student's grade profile, including:

the number of credits achieved at the higher level and the student's performance on the project.

5.4 School of Physics and Astronomy

Undergraduate:

When applying academic discretion, the examiners take into account the student's grade and module

profile, including: the number of credits achieved at the higher level, the student's performance on the final year project, performance in individual modules relative to module averages, and the student's performance on the Year Abroad or Year in Industry, if applicable.

Taught Postgraduate:

When applying academic discretion, the examiners take into account the student's grade and module profile, including: the number of credits achieved at the higher level, performance in individual modules relative to module averages and the student's performance on the project.