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Programme Details
1. Programme titleMathematics with a Year Abroad2. Programme codeMASU153. QAA FHEQ levelMasters4. FacultyScience5. DepartmentSchool of Mathematics and Statistics6. Other departments providing credit bearing modules for the programmeNot Applicable7. Accrediting Professional or Statutory BodyNot Applicable8. Date of production/revisionJanuary 2008, February 2009, March 2012, March 2016, September 2021, September 2022
AwardsType of awardDuration9. Final awardMMath4 years10. Intermediate awards
Programme Codes
11. JACS code(s)
Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3principal" \h HESA website.G10012. HECoS code(s)
Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100403
Programme Delivery
13. Mode of study
Fulltime14. Mode of delivery
Fulltime
15. Background to the programme and subject area
Mathematics involves the study of intangible objects (such as numbers, functions, equations and spaces), which necessarily arise in our attempts to describe and analyse the world about us. It is a fascinating subject of great beauty and power. Its abstraction and universality lie behind its huge range of applications, to physical and biological sciences, engineering, finance, economics, secure internet transactions, reliable data transmission, medical imaging and pharmaceutical trials, to name a few. Mathematicians were responsible for the invention of modern computers, which in turn have had a great impact on mathematics and its applications.
Teaching in the School of Mathematics and Statistics (SoMaS) is shared between specialist staff in the areas of Pure Mathematics, Applied Mathematics, and Probability & Statistics. Pure Mathematics is a subject rich in patterns and one in which the development of a theory may begin with identification of behaviour common to various simple situations and proceed, through precise analysis, to the point where rigorous general results are obtained. Solutions of particular problems may involve standard analytical techniques, for example from calculus, or the application of an abstract general theory to a particular concrete example. In Applied Mathematics and in Probability & Statistics, a common approach to practical problems, from a wide variety of contexts, is to first model or interpret them mathematically and then apply mathematical or statistical methods to find a solution. In all three subjects it is vital that work should be presented in a clear, precise and logical way so that it can be understood by others. For these reasons, graduates from programmes involving mathematics are highly regarded, by a wide range of employers, for their analytical, problemsolving and communication skills as much as for their knowledge of mathematics.
The single honours programmes in Sheffield have a common SoMaS core at Level 1. At Level 2, there is a core of 20 credits, together with substantial components from each of the three areas. There is a wide choice of modules at each of Levels 3 and 4. Some modules concentrate on applicability while others are more theoretical. Some deal with contemporary developments, such as errorcorrecting codes and financial mathematics, and others treat longestablished topics of continuing importance. Several put the subject in its historical perspective. All modules are informed by the research interests and scholarship of the staff. Students are encouraged to study all three disciplines but this is required only at Levels 1 and 2.
On this programme, students to spend their third year at a university overseas. As a result they are likely to benefit from the experience of studying in a different educational and cultural environment and to return to Sheffield with both their mathematical and personal development enhanced.
Staff in all three areas have international reputations in research, with 96% of research activities being rated as world leading or internationally excellent in the 2021 Research Excellence Framework exercise. Many modules are taught by leading experts in the area in which the module is based. In Pure Mathematics there are particular research strengths in topology, algebra and algebraic geometry, number theory and differential geometry, and there are modules available in all these areas. The main strengths within Probability and Statistics are in Bayesian statistics, statistical modelling and applied statistics, and probability and, again, all these are prominent in the undergraduate curriculum. Several members of the School belong to the Sheffield Centre for Bayesian Statistics in Health Economics. Applied Mathematics research is strong not only in traditional areas of the subject, such as fluid mechanics, but in interdisciplinary areas such as solar physics, particle astrophysics, environmental dynamics and mathematical biology. The School was instrumental, with other departments in the University, in setting up the Sheffieldbased NERC Earth Observation Centre of Excellence for Terrestrial Carbon Dynamics.
Further information is available from the school web site: HYPERLINK "http://www.shef.ac.uk/maths" http://www.shef.ac.uk/maths
16. Programme aims
MMath Mathematics with a Year Abroad aims to:A1provide degree programmes with internal choice to accommodate the diversity of students interests and abilities;A2provide an intellectual environment conducive to learning;A3prepare students for careers which use their mathematical and/or statistical training;A4provide teaching which is informed and inspired by the research and scholarship of the staff;A5provide students with assessments of their achievements over a range of mathematical and statistical skills, and to identify and support academic excellence;A6prepare students for progression to a research degree in one of the three mathematical disciplines or for careers in which the use of mathematics is central;A7give students the opportunity to benefit from the experience of studying in a different educational culture.
17. Programme learning outcomes
Knowledge and understanding
On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1the methods of linear mathematics and advanced calculus;26K2key fundamental concepts in each of Pure Mathematics, Applied Mathematics and Probability & Statistics, including some more specialist mathematical or statistical topics;15K3enhanced specialist knowledge in at least one of the three disciplines Pure Mathematics, Applied Mathematics, Probability & Statistics.4, 6, 7Skills and other attributes
On successful completion of the programme, students will be able to:S1demonstrate skill in calculation and manipulation;13, 5S2understand and evaluate logical arguments, identifying the assumptions and conclusions made, and develop their own arguments;13, 5S3demonstrate the skills to model and analyse physical or practical problems, including the use of computer packages;13, 5S4present arguments and conclusions effectively and accurately;2, 3, 5S5appreciate the development of a general theory and its application to specific instances;14S6acquire further necessary mathematical skills, if appropriate, to consider careers as practising mathematicians or statisticians;15, 7S7demonstrate the ability to complete an extended individual study of a mathematical or statistical topic and to present an account of that topic.4, 6
18. Learning and teaching methods
Lectures
A 10credit lecture SoMaS module (or halfmodule) at Level 1 or 2 generally comprises 22 lectures supported by a weekly or fortnightly problems class. At Level 3, a typical 10credit module has around 20 lectures, while at Level 4, modules are typically 15 or 30 credits, with 15 credits equivalent to 20 lectures, but also more independent study. The lecturing methods used vary. Effective use is made of IT facilities, for example through computer demonstrations using data projectors. Students also learn mathematical techniques and theories through seeing problems being solved and results proved in lectures. Theory is developed and presented in a clear and logical way and is enhanced by the use of illustrative examples. In many modules, supporting written material is circulated. Some Level 3 and 4 modules include an element of project work for which guidance is provided in lectures.
Problems classes
At Levels 1 and 2, lecture groups are divided into smaller groups for problems classes lasting fifty minutes. Ample opportunity is provided for students to obtain individual help. Coursework, usually in the form of sets of problems, is regularly set and marked and feedback is given. This is usually administered through the problems classes. For the 40credit core module at Level 1, students meet weekly in small groups with their personal tutor, and may be required to present their solutions and participate in group discussions. Setting of coursework continues into Levels 3 and 4, together with the associated feedback, but, due to the expected increasing maturity of students, the formal mechanism provided by problems classes is replaced by informal contact with the module lecturer.
Project work
At Level 4 all students are required to take the project module. As part of this, they are given training in presentational skills, including the use of mathematical typesetting packages. The remaining part consists of a single substantial project.
Computing and Practical Sessions
There are optional modules at all levels in which students use the software package Python and typeset reports using LaTeX. Those taking Probability and Statistics are trained in the use of R.
19. Assessment and feedback methods
Most SoMaS modules are assessed by formal examinations, augmented in some cases by a component of assessed coursework; several modules include an element of the latter. The most common format involves the regular setting of assignments, each consisting of a number of problems based on material recently covered in lectures. Some Level 3 and Level 4 modules include a project and/or poster presentation. Examinations are normally of 1.5, 2 or 2.5 hours duration. Where a module is assessed by both examinations and coursework, the latter typically contributes between 10% and 30% of the final mark.
The learning outcomes are assessed, primarily through examinations, in appropriate core modules and in the approved modules. As students progress through the programmes, less explicit guidance on selection of techniques is given and, in examinations and other assessment, more is expected in terms of formulation of problems and in solving problems requiring several techniques or ideas. Aspects of the use of computer packages are assessed by coursework in the appropriate modules.
The Level 4 project is assessed through a submitted project, examined by at least two members of staff and subject to moderation.
Study Abroad assessment
During the year of study abroad, the students will carry out the coursework and examinations required by the host institution. On return to Sheffield, they are expected to submit a portfolio of assessed work and transcripts which can then be interpreted on Sheffields 100 point reporting scale.
20. Programme structure and student development
The teaching year is divided into two semesters each of fifteen weeks, the final three weeks of each being devoted to examinations. The programmes are fully modular, being delivered at Levels 13 mainly in 10credit modules, taught and examined during a single semester, and in 20credit modules, often examined at the end of the year. Each year of study represents 120 credits.
At Level 1 students take one core 40credit module. The material in this module is mostly pure mathematical, although the choice of topics is influenced by the potential for application. In addition, they take one 20credit module in each of Pure Mathematics, Applied Mathematics and Probability & Statistics. Finally, the School offers a 20credit module covering mathematical investigation skills. At Level 2, students take a core 30credit SoMaS module, in linear mathematics and advanced calculus, and a further 90 credits chosen from modules in Pure Mathematics, Applied Mathematics and Probability & Statistics, including a module building on the computational skills developed in the optional Level 1 module.
The third year is spent at the host university in Australia, North America, Hong Kong, New Zealand, Singapore or South Korea, and the School offers advice and support to students, before departure, during their period abroad and on return to Sheffield, through its Year Abroad Tutor. In their fourth year, students take 120 credits. The modules offered at Levels 3 and 4 are in specialist topics and there is no core lectured module. The balance between the three areas of mathematics is flexible towards a students individual interests and can vary from concentration on one discipline to an even balance of all three. At Level 4, students must take a substantial project module, including training in presentational skills in support of their work in the remaining project work, which may be in any one of the three SoMaS areas.
At the end of their second year, students may transfer to the three year BSc in Mathematics. Students averaging less than 59.5% in their Level 1 assessment, at their first attempt, are required to transfer to the MMath (without year abroad). Students averaging less than 59.5% in their Level 2 assessment are required to transfer to the BSc (without year abroad). Because of the need for students to plan their visit abroad, students results are monitored at the end of the first semester of Level 2 and those whose results at this stage indicate a difficulty in achieving a year average of 59.5% will be advised to transfer to the BSc. Masters graduates do not also obtain a BSc but an MMath candidate failing to achieve II(ii) standard or higher may be awarded a BSc.
Classification of the final degree is subject to the University of Sheffield General Regulations. Level 1 serves as a qualifying year and does not contribute to degree classification. The weighting for Levels 2 and 3 of the BSc is 1:2; for Levels 2, 3 and 4 of the MMath it is 1:2:2.
The subject is essentially linear with key skills and core knowledge taught at Level 1 or Level 2 required at subsequent levels.
Level 1 consolidates key technical skills for use throughout the programmes. Ideas of proof and abstraction, illustrated by concrete examples, are introduced in the Pure Mathematics modules and modelling and applications are developed in Applied Mathematics and Probability & Statistics. Training in appropriate computer packages is given where appropriate.
Level 2 introduces more advanced technical methods, in particular those of linear mathematics and advanced calculus. The Pure Mathematics modules put some topics introduced at Level 1 on a sounder theoretical basis than before or treat them at a more sophisticated level of abstraction. There is further development of theory and applications in Applied Mathematics, including differential equations, and Probability & Statistics, including statistical inference.
Modules at Level 3 and Level 4 offer a range of specialist options consistent with the principles outlined in reference points (1), (3) and (4). Some of these build on knowledge acquired in earlier years and others, though requiring skills already acquired and the corresponding degree of mathematical maturity, introduce topics that are essentially developed from scratch.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/.
21. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the Universitys OnLine Prospectus at HYPERLINK "http://www.shef.ac.uk/courses/" \h http://www.shef.ac.uk/courses/.
22. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
HYPERLINK "https://www.qaa.ac.uk/qualitycode/subjectbenchmarkstatements" https://www.qaa.ac.uk/qualitycode/subjectbenchmarkstatements
Framework for Higher Education Qualifications (2014)
HYPERLINK "https://www.qaa.ac.uk/docs/qaa/qualitycode/qualificationsframeworks.pdf" https://www.qaa.ac.uk/docs/qaa/qualitycode/qualificationsframeworks.pdf
University Strategic Plan
HYPERLINK "http://www.sheffield.ac.uk/strategicplan" http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (201621)
HYPERLINK "https://www.sheffield.ac.uk/polopoly_fs/1.661828!/file/FinalStrategy.pdf" https://www.sheffield.ac.uk/polopoly_fs/1.661828!/file/FinalStrategy.pdf
23. Additional information
SoMaS has an active StaffStudent Forum and there is a lively Student Maths Society.
Personal Tutorials
The School of Mathematics and Statistics runs a personal tutorial system. All students are allocated a personal tutor from the School at the outset of their University career. It is hoped that the association will remain during the whole of each students course. However, a system is in place to allow a student to transfer to another tutor if they wish. Personal tutors provide personal support and academic guidance, acting as a point of contact and gateway for University support services, such as Careers and the Counselling Service.
Students are expected to see their tutor at scheduled sessions, the frequency of which is highest at Level 1, and may contact their tutor at other times.
Many other staff members also have particular responsibility for student support, in particular the Senior Tutor, and, on this programme, a Year Abroad Tutor.
The web page for SoMaS is at HYPERLINK "http://www.shef.ac.uk/maths" \h http://www.shef.ac.uk/maths
This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at The University of Sheffield can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.
masu15 ver2324
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Programme Specification
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The University of Sheffield
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