> 9 0LVbjbj(( JhJhmM+
!!!8Y!1~($)\)0&1(1(1(1(1(1(1$3w6bL1
.*>(@~(.*.*L1a1000.*8
&10.*&1000wF+~01w101066606
0.*.*0.*.*.*.*.*L1L1..*.*.*1.*.*.*.*6.*.*.*.*.*.*.*.*.*
:
Programme Details
1. Programme titleMathematics and Statistics with Placement Year2. Programme codeMASU42 (BSc), MASU43 (MMath)3. QAA FHEQ levelHonours (BSc), Masters (MMath)4. FacultyScience5. DepartmentSchool of Mathematics and Statistics (SoMaS)6. Other departments providing credit bearing modules for the programmeNot applicable7. Accrediting Professional or Statutory BodyRoyal Statistical Society8. Date of production/revisionJanuary 2015, March 2016, July 2020, September 2021, September 2022
AwardsType of awardDuration9. Final awardMaster of Mathematics with Honours (MMath Hons) (MASU43)5 years10. Intermediate awards
Bachelor of Science with Honours (BSc Hons) (MASU42)4 years
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.G35012. HECoS code(s)
Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100403100406
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.
Statistics, a discipline within mathematics, is the science of quantitative reasoning from data. We use Statistics to help make decisions and draw conclusions in the presence of uncertainty, when the available numerical data is incomplete and cannot give us a definitive answer. Great Britain has long been recognized as having an especially admirable statistical tradition, in which empirical and theoretical work continually meet and strengthen each other. The Probability and Statistics groups in the School of Mathematics and Statistics (SoMaS) are firmly in this tradition, both in their teaching and in their research.
Teaching in the School of Mathematics and Statistics (SoMaS) is shared between specialist staff in the areas of Pure Mathematics, Applied Mathematics, and Probability and 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 and 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. Statisticians are recruited by governments and many industries, to help them analyse and understand their data.
The programmes in Sheffield are intended to give students a broad knowledge and understanding of both Pure and Applied mathematics, together with a more specialist knowledge of Statistics and Probability, suitable for either a career in Statistics, or further postgraduate study.
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, and number theory, and there are modules available in all these areas. The main strengths within Probability and Statistics are in Bayesian statistics, statistical modelling and probability and, again, all these are prominent in the undergraduate curriculum. 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.
During Level 2, students are expected to find a Placement, which involves spending a year between Levels 2 and 3 in paid work for a graduatelevel employer. The completion of these degrees is conditional on students being accepted onto an appropriate placement. If they do not find such a placement, they will have to transfer onto a degree programme without a Placement Year (e.g., we expect BSc students typically to transfer to the MASU01 BSc Mathematics degree). They will be supported by the SoMaS and the Careers Service to help them find a Placement, but we cannot guarantee success.
Further information is available from the school web site: HYPERLINK "http://www.shef.ac.uk/maths" \h http://www.shef.ac.uk/maths
16. Programme aims
MMath Mathematics and Statistics with Placement Year 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 Statistics or Probability or for careers in which the use of mathematics is central (MMath only);A7to help students secure a Placement, where they spend a year gaining valuable and relevant work experience, which will help them secure a rewarding career on graduation.
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 Probability & Statistics (MMath only).4, 6Skills and other attributes
On successful completion of the programme, students will be able to:S1demonstrate skill in calculation and manipulation;13, 5, 6S2understand and evaluate logical arguments, identifying the assumptions and conclusions made, and develop their own arguments;13, 5, 6S3demonstrate the skills to model and analyse statistical 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 and statistical skills, if appropriate, to consider careers as practising mathematicians or statisticians;15S7demonstrate the ability to complete an extended individual study of a statistical topic and to present an account of that topic (MMath);4, 6S8have demonstrated professionalism or commercial awareness within a workplace environment;3, 7S9apply appropriate knowledge and skills from their course of study in a workplace environment;2, 3, 7S10identify factors influencing organisational practice in their workplace.3, 7
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 with additional 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.
The Placement Year
The Placement Year will give students specific skills related to the workplace.
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 additional programme aim and attribute for the programme MASU39 is assessed in Level 4 examinations, and the project is assessed through a submitted project, examined by at least two members of staff and subject to moderation.
The Placement Year is assessed through submission of a written Placement Report describing what they have learned and achieved throughout the year.
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.
The BSc degree has an identical curriculum to the first three years of the MMath. 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.
Between Levels 2 and 3, students will undertake their Placement Years, as long as they have secured a placement at some point during their second year.
The modules offered at Levels 3 and 4 are in specialist topics and the only core module at Level 4 is the project module, in which students must write a substantial dissertation, which must be in the area of Statistics or Probability, and there are further compulsory credits in Statistics at Levels 3 and 4. The Level 3 and Level 4 modules are consistent with the guidelines in the Council for the Mathematical Sciences briefing document and the European Mathematical Society document, as well as the QAA Framework documents.
Students can register for either the MMath or the BSc programme. At the end of their second year, students choose between the three year BSc programme and four year MMath programme. Students averaging less than 59.5% in their Level 2 assessment are required to transfer to the BSc. Masters graduates do not also obtain a BSc but an MMath candidate failing to achieve 2.2 standard or higher may be awarded a BSc.
Students who fail to secure a Placement will have to transfer to one of the nonPlacement programmes offered by SoMaS. Those who undertake the Placement will submit a Placement Report, which must demonstrate skills obtained during the Placement in order for the student to pass the year. In the event of failing the year, the student may transfer to one of the nonPlacement programmes offered by SoMaS.
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.
During the Placement Year, students will gain key employability skills, which they have to demonstrate in their Placement Report.
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. 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.
masu43 ver2324
PAGE1
Programme Specification
A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from
The University of Sheffield
.>H\]^optv 6 W X f g h ĹϟĹh0htNB*CJaJphh0hB*CJaJphh0hVEB*CJaJphh0htNCJaJh0hCJaJh0hVECJaJh0h4SCJaJh0hVE5>*h0h4S5>*hVEjh6kUmHnHu2 .] $Ifgd0 $<1$gd0$<a$
]^pobY $Ifgd0
(($Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6kof[
$1$Ifgd0 $Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6koff $Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6k off $Ifgd0kdL$$Ifs0<(
t
0n(4d4
saApyt6k X g of[
$1$Ifgd0 $Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6kg h obW
$1$Ifgd0
(($Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6k
*
+
3
4
5
C
D
y
{

}
~
ɿɷwmcmmwh0hT>*\h0hp>*\h0hpCJaJh0hT>*h0hT>*B*phh0hp>*B*phh0hp>*h0hVECJaJh0hVE>*h0hVE6>*h0h4S>*h0h4S5>*h0hVE5>*h0hCJaJh0hB*CJaJph&
obW
$1$Ifgd0
(($Ifgd0kd$$Ifs0<(
t
0n(4d4
saApyt6k
+
4
oi^^^
$$Ifgd0$gd0kd\$$Ifs0<(
t
0n(4d4
saApyt6k4
5
D
}
QFFF
$$Ifgd0kd&$$IfdFP(
t0n(4daFpyt6k
]RRRR
$$Ifgd0kd
$$IfdFP(
t
0n(4daFpyt6k
ZOOO
$$Ifgd0kd$$Ifd4FP(`
t
0n(4daFpyt6k
/0źw`TI>h0h0CJaJh0hrOCJaJh0hVE6CJaJ,jh0hmF6>*B*CJUaJphU#h0h4S6>*B*CJaJphUh0hmFCJaJjh0hmFCJUaJh0h4S6CJaJh0hVECJaJh0h4SCJaJh0hVE5h0h4S5>*h0hVE5>*h0hpCJaJh0hp>*\h0hp5>*
ZTLCCC $Ifgd0$<gd0$gd0kd$$Ifd4FP(
t
0n(4daFpyt6k4+ $Ifgd0kd $$Ifs\8"(FsU
t
0(4d4
sa_p(yt6k
$1$Ifgd0#$%+,23456HIZ[\efg{}ǰwmcXXwh0h4SCJaJh0hVE5>*h0h4S5>*h0hVE5CJaJh0h0CJaJh0hVECJaJh0hrOCJaJh0hVE6CJaJ,jh0hmF6>*B*CJUaJphU#h0h4S6>*B*CJaJphUh0hmFCJaJjh0hmFCJUaJh0h4S6CJaJ%,34
$1$Ifgd0 $Ifgd0456I[?91( $Ifgd0$<gd01$gd0kd
$$Ifs\8"(FsU
t
0(4d4
sa_p(yt6k[\fg}ckdz$$Ifs0(k
t
0#(2
s4d4
saPpyt6k $Ifgd0GldZ&3$$d%d&d'd(dIfNOPQRgd0 $<a$gd0$a$gd0kdQ$$Ifs0(k
t
0#(2
s4d4
saPpyt6kv
w
wFGg`abg@gqgstgg:;ggg56gggggopggؾؾدh0hTB*CJaJphh0hB*CJaJphh0hrOCJaJh0hrOB*CJaJphh0hVE5CJaJh0h4S5CJaJEG6pHQ5$$d%d&d'd(d1$IfNOPQRgd07x<$$d%d&d'd(dIfNOPQRgd05x$$d%d&d'd(dIfNOPQRgd0x$Ifgd0*+FGHIJ\]bo O P Q S T \ Կuuf[[uuf[[uuff[[uuh0hrOCJaJh0hrOB*CJaJphh0hrO5CJaJh0h4SCJaJh0CJaJhlCJaJh0h4S5CJaJh0hVECJaJh0hVE5CJaJ)jh0hmF>*B*CJUaJph h0hrO>*B*CJaJphh0hmFCJaJjh0hmFCJUaJ#HIJ]w $Ifgd0 $<a$gd0$a$gd0mkd(
$$Ifd^''
t0'2d4dap
yt6k
$1$Ifgd0skd
$$IfsX'Q'
0Q'4d4
sazp
yt6k P tii
$1$Ifgd0kdo$$Ifs0PX'I%
0Q'4d4
sazpyt6kP Q T tii
$1$Ifgd0kd7$$Ifs0PX'I%
0Q'4d4
sazpyt6k
!tii
$1$Ifgd0kd$$Ifs0PX'I%
0Q'4d4
sazpyt6k !
!!!!\!!!!!!!L"M"N"O"Q"R"\"""""##9#:#Z###########嵵wllaaaah0hVECJaJh0h4SCJaJh0hVE6CJaJh0h4S5CJaJh0hVE5CJaJh0hTCJaJh0hTB*CJaJphh0hT5CJaJh0hh5CJaJh0B*CJaJphh0hrO5CJaJh0hrOCJaJh0hrOB*CJaJph&
!!!!tii
$1$Ifgd0kd$$Ifs0PX'I%
0Q'4d4
sazpyt6k!!!N"tii
$1$Ifgd0kd$$Ifs0PX'I%
0Q'4d4
sazpyt6kN"O"R""tii
$1$Ifgd0kdW$$Ifs0PX'I%
0Q'4d4
sazpyt6k"""#:##tnf[NP$1$Ifgd0
$1$Ifgd0<1$gd01$gd0kd$$Ifs0PX'I%
0Q'4d4
sazpyt6k####
$1$Ifgd0ukd$$IfsJ'3'
03'4d4
sap
yt6k#####nccc
$1$Ifgd0kd$$Ifs0!J'!U 03'4d4
sapyt6k######$$$$g$$$$$$$$$$$$$$$$%%%%%%b%c%d%f%g%r%%%%%%%%%%%%%%%&$&%&&&*&+&&.&/&0&1&3&4&@&`&j&t&&&&&&&&&&&&h0CJaJh0hrO5CJaJh0hCJaJh0hrOCJaJh0hrOB*CJaJphN##$$$\QQQ
$1$Ifgd0kdu$$IfsF}!J'fxU
03'4d4
sapyt6k$$$$%\QQQ
$1$Ifgd0kdU$$IfsF}!J'fxU
03'4d4
sapyt6k%%%c%\QDP$1$Ifgd0
$1$Ifgd0kd5$$IfsF}!J'fxU
03'4d4
sapyt6kc%d%g%%%
$1$Ifgd0ukd$$IfsJ'3'
03'4d4
sap
yt6k%%%&&0&\SHH
$1$Ifgd0 $Ifgd0kd$$IfsF}!J'fxU
03'4d4
sapyt6k0&1&4&&&\QQQ
$1$Ifgd0kd$$IfsF}!J'fxU
03'4d4
sapyt6k&&&&&\QQQ
$1$Ifgd0kd$$IfsF}!J'fxU
03'4d4
sapyt6k&&&&&&&&&&&&L'M'P'Q'R'T'U'd'{'''''''''''''n(v(w(x(z({((}(~(((((((((((((墢ڈh0hTCJaJh0hTB*CJaJphh0hT5CJaJh0B*CJaJphh0hh5CJaJh0hrO5CJaJh0CJaJh0hCJaJh0hrOCJaJh0hrOB*CJaJph5&&&M'Q'\QQQ
$1$Ifgd0kdi$$IfsF}!J'fxU
03'4d4
sapyt6kQ'R'U'''\QQQ
$1$Ifgd0kdI$$IfsF}!J'fxU
03'4d4
sapyt6k'''x(}(\QQQ
$1$Ifgd0kd)$$IfsF}!J'fxU
03'4d4
sapyt6k}(~((((\QQQ
$1$Ifgd0kd $$IfsF}!J'fxU
03'4d4
sapyt6k(((B)J)\QQQ
$1$Ifgd0kd$$IfsF}!J'fxU
03'4d4
sapyt6k((@)A)B)D)E)G)H)I)J)K)N)O))))))))))))))a*b*w**ƺƝo^^OOOOh0hD>B*CJaJph h0hD>5B*CJaJph h0hVE5B*CJaJphh0h4S5CJaJ h0h4S5B*CJaJphh0hVE6CJaJ!h0hTB*CJPJaJphh0hT5CJaJh0hTCJaJh0CJaJh0hCJaJh0B*CJaJphh0hTB*CJaJphJ)K)O)))\QQQ
$1$Ifgd0kd$$IfsF}!J'fxU
03'4d4
sapyt6k)))\V1$gd0kd $$IfsF}!J'fxU
03'4d4
sapyt6k)))O`~0011ZZZ3$$d%d&d'd(dIfNOPQRgd05x$$d%d&d'd(dIfNOPQRgd0;$
@ <$d%d&d'd(dNOPQRgd0***+&+(+)+J+K+++5,6,K,,,,,KNO_`..J.}.~...J/{//J0}0~0000000G1H1I1d1g11111"2#2h2i2{2222h0hTB*CJaJph#h0hT5B*CJ\aJphh0hVEB*CJaJph h0hD>5B*CJaJphh0hhB*CJaJphh0hD>B*CJaJph:1i2222)jkd!$$IfH'`'0`'44
Hap
yt6k5x$$d%d&d'd(dIfNOPQRgd05x$$d%d&d'd(dIfNOPQRgd0222222233394:44444455N5O55556666273747C7_7u7w777778888888888Ŷ h0h4S5B*CJaJphh0hVECJ\aJh0hTB*CJaJphh0hVEB*CJaJphh0hD>B*CJaJphh0hVE5CJaJh0h4S5CJaJh05CJaJh0hVECJaJ0222O54788MM7xx$$d%d&d'd(dIfNOPQRgd07<<$$d%d&d'd(dIfNOPQRgd05x$$d%d&d'd(dIfNOPQRgd0<gd0gd08888\!;$
@ <$d%d&d'd(dNOPQRgd09$
@ $d%d&d'd(dNOPQRgd0jkd"$$IfH'`'0`'44
Hap
yt6k88d9e9999992:3:]:^::::::;;;D<E<f<g<<<<===>>q>s>{>>>>L?M?N???'@(@)@j@k@@@@EAFAAAAAAB]C^CCCCzD{DDDDDEHEIEEEE h0hD>5B*CJaJphh0hTB*CJaJphh0hD>B*CJaJph h0hVE5B*CJaJphL8^:=>)@A^C{DDdF6HH/J7xx$$d%d&d'd(dIfNOPQRgd0x$Ifgd05x$$d%d&d'd(dIfNOPQRgd0EFFcFdFkFFFFGGGH4H5H6HHHHHHHIIJII.J/J0JJJJ4K5KYKZK[K\K]Kg)jh0hmF>*B*CJUaJph h0h4S>*B*CJaJphh0hmFCJaJjh0hmFCJUaJh0h4SB*CJaJphh0hVECJaJh0hVEB*CJaJphh0hTB*CJaJph h0hD>5B*CJaJphh0hD>B*CJaJph%/J0J\K]7xx$$d%d&d'd(dIfNOPQRgd0jkd"$$IfH'`'0`'44
Hap
yt6k\K]K^KK\!;$
@ <$d%d&d'd(dNOPQRgd09$
@ $d%d&d'd(dNOPQRgd0jkd#$$IfH'`'0`'44
Hap
yt6k]K^K_K`KKKKK*L+LILJLKLLLMLNLbLcLLLLLL&M'MŶvg\P\EEh0hm,CJaJh0hVE5CJaJh0hVECJaJh0hVEB*CJaJph)jh0hmF>*B*CJUaJph h0h4S>*B*CJaJphh0hmFCJaJjh0hmFCJUaJh0h4SB*CJaJph h0hVE5B*CJaJphh0h4S5CJaJ h0h4S5B*CJaJphh0hVECJ\aJKLLMLNL]$9$
@ $d%d&d'd(dNOPQRgd0jkd#$$IfH'`'0`'44
Hap
yt6k7xx$$d%d&d'd(dIfNOPQRgd0NLcLLLhMMAN[NNNO
@ x$Ifgd0
@ x$Ifgd0$
@ x$Ifgd0$
@ <gd0
'MfMgMhMMMMMMM?N@NANZN[N\NNNNNNNNN=O>OOOOOOOOOOOP
PVPWPȽȽȽⲲuudduu h0hD>5B*CJaJphh0hD>B*CJaJph h0hVE5B*CJaJph h0h4S5B*CJaJphh0hVECJ\aJh0hVECJaJh0hmFCJaJjh0hmFCJUaJh0hm,CJaJ!jh0hmF0J#CJUaJh0hm,0J#CJaJ'OOOS9$
@ $d%d&d'd(dNOPQRgd0skd;$$$IfH'`'0`'22
H44
Hap
yt6kOOO
PX5<$$d%d&d'd(dIfNOPQRgd05x$$d%d&d'd(dIfNOPQRgd0;$
@ <$d%d&d'd(dNOPQRgd0WPPPQQWQkQlQtQuQ+R,RWRRRUSVSSSSSSSSSSST!U"UMUNUhUiUjUkUlUmUŰ{pp_p h0h4S>*B*CJaJphh0h4SCJaJh0hVECJ\aJj_%h0hmFCJUaJh0hVECJaJh0hVEB*CJaJph)jh0hmF>*B*CJUaJph h0hD>>*B*CJaJphh0hmFCJaJjh0hmFCJUaJh0hD>B*CJaJph%
P,RRS[7xx$$d%d&d'd(dIfNOPQRgd05$$d%d&d'd(dIfNOPQRgd05<$$d%d&d'd(dIfNOPQRgd0SSSSSkUt
xx$Ifgd0$
@ gd0gd0jkd$$$IfH'`'0`'44
Hap
yt6kkUlUmUoUpUrUsUuUvUxUyUgd0jkd%$$IfH'`'0`'44
Hap
yt6k
mUnUoUpUqUrUsUtUuUvUwUxUyUzU{UUUUUUUUUUUUUUUUUU)V*V;V0wԤhvf;b8c
:L;oxrz&(b:cxͥo_
蔋)u;UR{,{vԔ}XmUT6\8:Xϳ&aEtrv*:=n5NwTZ99G=UWԁq8(\Ϡt>gεkӜH{`c
743h36}M_ܶANCΩDL\nt5QPӍʙOy;}ayrS;n_Qo'%ΝB:C]%gvröyD6:ޙNK9%gr?"g[@Eg;E+g9ܜdB:DR+g\a^xGZ8/3;SQ>y]LL/QHq*Ύ^pJ[7:Q0s=aOd7{N9Nhd.X
Ǻ3>SWǓ=
Ymnń,uu?ӝ8W,xC)r2}C>AMtB{IOǯ=EwW"ֆwӝqgxqsޱŒB
+8qZJ2jr?h%,s*}s+3BEtyU wT~w<#~A+>Los*P4qZxN2uO$KDNS +ppG'PeKWNJYbhΣs '@R0Y̹wsyVcWx)3,[@;46Y4Ow;c.,S\
>TDʉ5o10}kZ9UI*~7Ouxn;sgP'N.'K+sOq:4g<(2w~Rq>2NWq;lkKɔW9c}N]Ѿ.;/shpZ;"}^S9+ ˹.gHi7&7zs#Sgnas6Se2@3pilʉӧwӜG,Sgt4k'Ħ]4)l]Fq[(oق,i1s:(Ā
;×S:Sik8g_͙rbkrv'EGqFt9pUߖhE`X@_F`~9KKyeQ~A8#k9;
Ixm;Cd8P'
>9}r&}*pChlNڹF#~FuW~Czqg(6(&I)KxT/qi?tqM}8+B;Ct*^VEm'Y9uB]t)rj9i1:9p`>tr#~Zαb]N_1K
r2ܢ?йj~v♰3sһNGr)gh
N,cߝ(%Zigtv0N;oN<Ӕ8ddOwx7NcȹN>q2]7B.Oq:$_'6.Bq_fƙ?Pw**ǛgȕTmG4~'Eq
@QVV`z9B0Tx:3ֻG HyFai*s'O9%('NwE~bҰ$H9֔3Ki~4R$dl%WJ9~g?J*S2ui]P'_N9{0 t;SAs9fhrJ8=NNfViw::б3sb1ogM8Y8x+ySY:Cpd;'ؘ̜)iΊC}'9w8!3gфwRpL!0C[Rϙ4x3P9ĩ~2CZ
G3;qz*8t]*T(CUUXB$VA4
Zfz[tY4N*nfDxt1 T# TņC ^3?/K{e>SNݣгht9\3/`ShnFPT2ҫz;֧6K*
9:J3bZznA:TNh:O'91 c5G'jVmG2Ut9=J:sqvtkuNl<2OJ7cɫYXN=6W[qM8,Oo!"tکj^h%&hC;C_L*;@0] ۤR4suzRh!\4Ӣ)7N .cfdj'7(Hy8qKxS$
/[3sqR!9_tVL
c8,u
$5^K_unԺL:it1OAaz U(ݛSeQ i;
f> 菴˭?N(s%q CĢbTao9Mv}9R&$\R'L,#&ᒢޱ].s9rn%p/*/9.t zl`Aj:GLLR'/tQ@S;'axl1)G:`zkq^0iˇɄ
8koВSI`2:M7iGb9i0EwW6VA>gצtv*oYq[fNioo'mu';buIsuzBpq>eǭdTN="*gPcgQC[.Q\8,ӕH/wvw7lV{q8W`H:/3N։SZ99L{V̂*~KYe!cv*iiĮN3djꎥ{m]ATr.Θ
N#ddĖNZc=4n/?nJwj{f
;}ۤyZ?ǹ>SZj!8n(,rdo5Au^QzĿh=j;E"'o,7ce0{]aEڷ:]xo!<;~{Zv0n;{Nu+ZE7?
Z'YD}gq/Z'خi֣/;N\9/Gf]Vm;Wos^ucsX3+[MhzD^jlCKchj=
ȣZ*s/^p
f/)T{;nVsISڏ~ICHZ}aM6:!bSEӇP=Rf;f
*Gn7}9u4݅]
T5gwk^?ټf;;3w~CS}rb8lQ>5>#dd)ܦ
au]?'!p
tM{\g9TjV't]` l*Fc艕zP]N3=aNqkӝFഛtJJU5}I+s?vb?#pN(lܶ~Z9;o~qNvƜ]whiR%d WH=TXO:cptN*YORD#Dsܧ=^U@݊_\NK43'DfЫJ{MZ
Mɸ[ϏĐalcG5z=axlP$4s<ğֿF)bq~һ!OդMk3\+b!0L}ތldN Ttwhާ0v'#msuJx(h:w\nGEpb+Q:[o>J0ȡ$̍MFi7ߠj䤮32 Hhi618ۧfqR?9މ$i14E8c}d@}=o:CN]}S+[c{Nݻ0d7w*+Ԃ*SU+#Y:Kg,tY:Kg,tY:Kg,tY:Kg,tY:Kg,tY: 72\7{IENDB`$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(554d4
saApyt6k$$IfA!vh#v#v:Vs
t
0n(,554d4
saApyt6k$$IfF!vh#v#v#v
:Vd
t0n(555
4daFpyt6k$$IfF!vh#v#v#v
:Vd
t
0n(555
4daFpyt6k$$IfF!vh#v#v#v
:Vd4
t
0n(+555
4daFpyt6k$$IfF!vh#v#v#v
:Vd4
t
0n(+555
4daFpyt6k$$If_!vh#v#vF#vs#vU:Vs
t
0(55F5s5U4d4
sa_p(yt6k$$If_!vh#v#vF#vs#vU:Vs
t
0(55F5s5U4d4
sa_p(yt6k$$IfP!vh#v#vk:Vs
t
0#(55k/2
s4d4
saPpyt6k$$IfP!vh#v#vk:Vs
t
0#(55k/2
s4d4
saPpyt6k$$If!vh#v':Vd
t0'5'2d4dp
yt6k$$Ifz!vh#vQ':Vs
0Q',5Q'/4d4
sazp
yt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$Ifz!vh#vI#v%:Vs
0Q'5I5%/4d4
sazpyt6k$$If!vh#v3':Vs
03'53'/4d4
sap
yt6k$$If!vh#v!#vU:Vs 03',5!5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#v3':Vs
03'53'/4d4
sap
yt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#vf#vx#vU:Vs
03'5f5x5U/4d4
sapyt6k$$If!vh#v`':VH0`'5`'4
Hp
yt6k$$If!vh#v`':VH0`'5`'4
Hp
yt6k$$If!vh#v`':VH0`'5`'/4
Hp
yt6k$$If!vh#v`':VH0`',5`'/4
Hp
yt6k$$If!vh#v`':VH0`',5`'4
Hp
yt6k$$If!vh#v`':VH0`'5`'/22
H4
Hp
yt6k$$If!vh#v`':VH0`'5`'4
Hp
yt6kDdP
33"(($$If!vh#v`':VH0`',5`'/4
Hp
yt6k"&x666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tH<`<Normal_HmH nHsH tH<< Heading 1$@&CJ aJ << Heading 2$@&CJaJ@@@ Heading 3$@&>*CJaJ@@ Heading 4$@&5CJaJ88 Heading 5$@&5@@ Heading 6$@&6CJaJDA D
Default Paragraph FontRi@R
0Table Normal4
l4a(k (
0No List@>@Title$$x5CJHaJH^J^Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff:o::V4d4
s442o#2:V4d44:/3::V4d4
s44:oC::V4d4
s442oS2:V4d44:oc::V4d4
s44:os::V4d4
s442o2:V4
H442o2:V4
H442o2:V4
H442o2:V4
H442o2:V4
H442o2:V4
H442o2:V4
H4444 m,0Header
B#..m,0Header Char4 4"m,0Footer
!B#.!.!m,0Footer Char6U`16m,0 Hyperlink>*B*phT/AT m,0Unresolved Mention1B*ph`^\q
@ R@00Revision%_HmH nHsH tHPK![Content_Types].xmlN0EHJ@%ǎǢș$زULTB l,3;rØJB+$G]7O٭V~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK
]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5(F\;ܭqpߡ 69&MDO,ooVM M_ո۹U>7eo >ѨN6}
bvzۜ6?ߜŷiLvm]2SFnHD]rISXO]0 ldC^3شd$s#2.h565!v.chNt9W
dumԙgLStf+]C9P^%AW̯f$Ҽa1Q{B{mqDl
u" f9%k@f?g$p0%ovkrt ֖ ? &6jج="MN=^gUn.SƙjмCR=qb4Y" )yvckcj+#;wb>VD
Xa?p
S4[NS28;Y[,T1n;+/ʕj\\,E:!
t4.T̡e1
}; [z^pl@ok0e
g@GGHPXNT,مde*YdT\Y䀰+(T7$ow2缂#G֛ʥ?qNK/M,WgxFV/FQⷶO&ecx\QLW@H!+{[{!KAi
`cm2iUY+ި [[vxrNE3pmR
=Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3FtGɄ!y"ӉV
.
`עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}$b{P8g/]QAsم(#L[PK![Content_Types].xmlPK!֧60_rels/.relsPK!kytheme/theme/themeManager.xmlPK!!Z!theme/theme/theme1.xmlPK!
ѐ'+
theme/theme/_rels/themeManager.xml.relsPK]&
LNLN, ***
#&(*28E]K'MWPmULV,4:=BDJQY_cehjmpsw] g
4
4[GH P
!!N""###$%c%%0&&&Q''}((J)))1288/J\KKNLOO
PSkUyU*VLV./012356789;<>?@ACEFGHIKLMNOPRSTUVWXZ[\]^`abdfgiklnoqrtuvxy/#*FB4CYCC*DIDD&EfEEE?F[FFFF=GGUKKK!MMMhMLNXXXXXXXXXXX %'!,b$Lr;=ouk!Xc7#@(
FA?"image2.png"
T!e!e"Rectangle 1#">2PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj" yJ.;[wIC_ :{IOA
!>Ø4 p;fɑ3Vc.ӵn(&poPK!8!_rels/.relsj0}qN/k؊c[F232zQLZ%R6zPT](
Ǉ[ۑ̱j,Z˫fLV:*f"N.]m@=7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!xdrs/e2oDoc.xmlS0#4IՅ6jB*BZApfmҿg얶
3{3^?NeGhkx5+9SNθ}ÿ۾[rQNXTO
j5FEchxce30H.H[}1zxi\_k%WQEfNb^!mZZ{7CAG^K=(_#q&PxT?ؼ"̅p _Yv@2k$34Oؔ:]RSd6rU8\d9?)?d4Y$qHWRꯔtzk6;o,mEG~K.%;iIV°i"0P+F㏃řHUǘÇ#}D8{y?&OP.`e9`6?PK!+S
drs/downrev.xmlLAK0!M\j֦,xĪ1mƶl3)MڭٓfxbA,8ޓۍxS&!kOˋ֟*C(FCK ?"'g"S+dNU*:3XNð㳾ʪ"pgt(3
D
)lm& BPPK!8[Content_Types].xmlPK!8!/_rels/.relsPK!x.drs/e2oDoc.xmlPK!+S
drs/downrev.xmlPK)
B
S ?LNl_1t
T
_oh24j9m5t41r
_e2oo9u3do1pa
_13ts2med3l67
_b0vxn133qzz1
_ocojx61y4kxu
_iv4xf5k0fl38
_uyu3aj387fji
_lc8exw96pwz8_gjdgxs
_k6br1mrerhz5_30j0zll 56CKDKMN
56CKDKMN
hmj o di]bAFp u !!**22p4u4N8S888x9}98:=:W;\;h<m<GGIKNKmMoMpMrMsMuMvMxMyMMMJNMN
}mv]$$')'++,,M/P/5588F9M9::>>@@HHIIJKmMoMpMrMsMuMvMxMyMMMJNMN333333333333333333333333]LM*+.3344v w z { @!A!D!E!G!H!!!O%O%~(~())**NN{<{<KDKDkIkIlIlIlMmMMMMMMMMN]LM*+.3344v w z { @!A!D!E!G!H!!!O%O%~(~())**NN{<{<KDKDkIkIlIlIlMmMMMMMMMMN>^jq'VV(m,0E8VEmFtNrO4Sp^6k[xpGlGVXhTD>mMoM@bbbbLN@Unknown G.[x Times New Roman5Symbol3..[x Arial=&/J@TUOS Blake7Georgia;(SimSun[SO7..{$ Calibri7$BCambriaA$BCambria Math"qhԫGԫGӫGA'wB'!`@20FMMC@P $PVE2!xxClaire AllisonClaire Allison
Oh+'0<x
$,4Claire AllisonNormalClaire Allison2Microsoft Office Word@F#@F@ЗF@ЗFA
՜.+,D՜.+,Dhp
The University of Sheffield'FMTitle 8@_PID_HLINKSADB`=http://www.shef.ac.uk/ssidc#http://www.shef.ac.uk/mathsiKIhttps://www.sheffield.ac.uk/polopoly_fs/1.661828!/file/FinalStrategy.pdfD
)http://www.sheffield.ac.uk/strategicplanBJhttps://www.qaa.ac.uk/docs/qaa/qualitycode/qualificationsframeworks.pdf:@https://www.qaa.ac.uk/qualitycode/subjectbenchmarkstatementsl}http://www.shef.ac.uk/courses/^Q %http://www.sheffield.ac.uk/calendar/c#http://www.shef.ac.uk/maths '(https://www.hesa.ac.uk/innovation/hecos Bhttps://www.hesa.ac.uk/support/documentation/jacs/jacs3principal
!"#$%&'()*+,./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~Root Entry F@FData
&1Table6WordDocumentSummaryInformation(DocumentSummaryInformation8CompObjr
F Microsoft Word 972003 Document
MSWordDocWord.Document.89q