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Programme Information & PLOs
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This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
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Title of the new programme – including any year abroad/ in industry variants
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MSci & BSc Natural Sciences specialising in Biology
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Level of qualification
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Please select:Level 7
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		Yes
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Year Abroad
Please select Y/N		Yes
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Natural Sciences
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Other contributing Departments: Archaeology, Biology, Chemistry, Environment & Geography, Physics
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Programme leadership and programme team
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Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Katherine Selby (Programme Leader), Katherine Selby (Chair, Board of Studies), Jessica Hendy (Archaeology), Bryce Beukers-Stewart (Environment and Geography), Gonzalo Blanco (Biology) & Glenn Hurst (Chemistry), Yvette Hancock (Physics)
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Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
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With few exceptions the modules which make up any of the Natural Sciences programmes are drawn from the corresponding contributing single subject degree programmes. Local pedagogical practices and modes of assessment are honoured in Natural Sciences unless there is evidence that such practices would not be pedagogically sound. Therefore, given the nature of the Natural Sciences programmes parts of this document draw liberally from, or make reference to, the corresponding documentation from the contributing departments. This documentation should therefore be considered in parallel with the corresponding proforma for the single subject degree programmes of the contributing departments.
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Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have yet been incorporated, and also any external input, such as employer liaison board)
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At all stages departmental teaching committees and programme teams have been consulted. All members of the Board of Studies in the departments and in Natural Sciences have had free access to the documentation and approval has been received. Student input has fed into the York Pedagogy in focus groups, through the student staff liaison committee and via the Board of Studies.
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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All Natural Sciences programmes at the University of York aim to produce leaders in science, technology and industry who will have the interdisciplinary knowledge and skills to succeed in complex research and business environments. You will learn how science is conducted in different disciplines, how to operate within different methodological communities, and how to apply techniques and ideas across multiple disciplines

A Natural Sciences student who specialises in biology studies life. From the chemical boundaries of single molecules to understanding how populations of different species respond to changes in the environment. Driven by cutting-edge technologies, we now live in an era where medicines can be tailored to individuals and whole genomes of novel organisms can be sequenced in less than a day. An explosion of discoveries relating to how cancer develops, predicting the effects of climate change and harnessing the biotechnological potential of organisms to produce fuels, food and novel medicines makes biosciences one of the most exciting and relevant subjects of the 21st century.

As a Natural Sciences student specialising in Biology you will spend the majority of your time studying in The Department of Biology. A department which is consistently ranked as one of the best departments in the UK, and has an outstanding global reputation underpinned by cutting edge research and excellent facilities. There you will move through the stages from the foundations of Biology in Stage 1, all the way to a final year research project which will enable you to practice and hone your research skills as you work with active research scientists in cutting edge research labs. You Will be able to utilise your experiences of other scientific disciplines and their interactions with Biological sciences.

As a student on the MSci programme you will achieve all the above, but your skills will be developed even further and to a deeper level as you undertake an extended final year research project that will move you towards the research frontier in Biology, giving you the expertise, skills and experience necessary to pursue graduate level research in Biology both within and outside academia.
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Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1 BScProvide thorough explanations that demonstrate a deep understanding of the principles, concepts and theories on the origin, evolution, structure, function, development, and distribution of living organisms, through critical evaluations of the primary scientific literature in Biology
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1 MSciProvide systematic explanations that demonstrate a deep understanding of key Biological principles, concepts and theories taken from the origin, evolution, structure, function, development, and distribution of living organisms through critical evaluations of the scientific literature at the forefront of Biological research
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2 BScFormulate hypotheses, design and execute experiments for the collection, analysis and modelling of biological data, that tests biological systems and produce figures, graphs and tables that are explained in comprehensive laboratory report
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2 MSciFormulate hypotheses, design and execute experiments for the collection, analysis and modelling of experimental biological data, primarily for testing current understanding of biological systems, to produce figures, graphs and tables explained in comprehensive research reports. Use such skills across disciplines.
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3 BScThoroughly evaluate experimental, analytical and quantitative techniques and methodologies, and first-hand practical experience and training in laboratories or the field, to demonstrate an awareness and appreciation of the application of these approaches in tackling the major global challenges in Biology of the 21st century
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3 MSciThoroughly evaluate experimental, analytical and quantitative techniques and methodologies, and first-hand practical experience and training in laboratories or the field, to demonstrate an awareness and appreciation of the application of these approaches in tackling the major global challenges in Biology of the 21st century
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4 BScEvaluate the effectiveness of your work systematically, as an individual, in teams and in collaborative groups, by applying logical reasoning and lateral thinking to solve biological problems, and develop and deploy safe, ethical, sustainable and socially responsible solutions that would benefit humankind
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4 MSciEvaluate the effectiveness of your work systematically, as an individual, in teams and in collaborative groups, by applying logical reasoning and lateral thinking to solve biological problems, and develop and deploy safe, ethical, sustainable and socially responsible solutions that would benefit humankind
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5 BScCommunicate and interpret complex information with clarity and precision through critical reviews in written, oral and other explanations, questioning dogma and demonstrating impact at the forefront of Biology in real-world and global issues to expert, professional, business, industrial and lay audiences
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5 MSciCommunicate and interpret complex information with clarity and precision through critical reviews in written, oral and other explanations, questioning dogma and demonstrating impact at the forefront of Biology in real-world and global issues to expert, professional, business, industrial and lay audiences
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6 BScDemonstrating independence, originality, and a deep understanding of cutting-edge practice and technology in Biology, apply numerical, quantitative, and computer-based transferable skills to a range of working environments including laboratories, fieldwork, education, industry, business, health services, policy, government, and media
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6 MSciDemonstrating independence, originality, and a deep understanding of cutting-edge practice and technology in Biology, apply numerical, quantitative, and computer-based transferable skills to a range of working environments including laboratories, fieldwork, education, industry, business, health services, policy, government, and media
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7 BScExploit the synergies between biological science and other science-based disciplines by using the principles themes, concepts and methodologies of Biology as appropriate to a Natural Scientist.
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7 MSciExploit the synergies between biological science and other science-based disciplines by using the principles themes, concepts and methodologies of Biology as appropriate to a Natural Scientist.
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8 BSc
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8 MSci
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Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
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PLO8. Be inspired by and articulate the advantages of successfully studying in a non-UK academic environment through broadening your perspectives and developing adaptability, flexibility, resilience and drive.
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Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
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PLO3. Thoroughly evaluate experimental, analytical and quantitative techniques and methodologies, and first-hand practical experience and training, and during a placement year abroad, in laboratories or the field, to demonstrate an awareness and appreciation of the application of these approaches in tackling the major global challenges in Biology of the 21st century.
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Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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To fully meet the PLOs given a student will need to meet the PLOs commensurate with those of a single subject Biologist whilst studying upto two other sciences in Stages 1 & 2. This will ensure that a Natural Scinces Biologist has all the expertise of a single subject student in the type of biology most appropriate to interdisciplinary science, all complemented by other sciences and knowledge of how biology is used across subject boundaries.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The PLOs above will allow a Natural Sciences student who specialises in Biology to benefit from many of the aspects of a single subject biologist as articulated in the Biology single subject statement, an editted version of which follows; " The PLOs have been designed to demonstrate that students can develop a deep understanding of Biology and how life works.
The PLOs also highlight training in the methods, techniques and approaches that the next generation of Biologists will require. These include teamwork and collaboration, as well as a wide range of skills in communication that can be practiced and honed during the degree. This broad range of skills will be extremely important, especially since Biological Science has the capacity to deliver solutions to many of the global challenges the world is facing. Biologists have numerical, quantitative and an increasingly number of computational skills that are relevant to a broad spectrum of potential careers. Training for all these scientific, transferable and communication skills should be embedded in our programmes.".
The PLOs presented above are designed to fit into the ethos, but also to enrich the overall experience by exposing students to other disciplines in the early stages of their degree.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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As a Natural Sciences student who specialises in Biology spends the majority of their time studying in the department of Biology it is natural that such a student will develop the digital literacy skills embedded in the various Biology programmes. An editted version of the Biology statement follows to support this claim; "All Biology lectures are recorded. All modules have a VLE site where lecture materials and other online resources are made available. All lecturers are asked to provide formative questions via the VLE for each lecture they give. Increasingly students are required to produce online work including videos and other presentations for assessments.
The new teaching facilities in Biology provide ways to increase digital literacy and technology-enhanced learning in our programmes. Primarily this will happen through our new group learning laptop classroom and our collaborative learning suite. Both these environments will facilitate and stimulate the use of technology and digital literacy.".
Further, a Natural Sciencesstudent who specialises in Biology will benefit from exposure to teaching in other departments during Stages 1 and Stage 2 and any digital literacy skills that are embedded in those department's teaching will naturally enhance the skill set of a Natural Sciences student on this programme.
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iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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All the Natural Sciences programmes have been designed with employability in mind. This is not only as a factor of the design of the programmes themselves, which have had engagement with the University's employability strategy as a given since the early design phases of the programme. But also as a factor of the embedded skills that the contributing departments have built into their modules. Modules which form the bulk of the teaching on this degree programme. Many of the skills listed in the PLOs are generic and will equip the student with a highly transferable skill set.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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Students who need support will generally self identify at admission or early in the Stage 1 and standard University protocols will then be followed. If this is not the case and a student is identified as needing extra support later in the programme then the student will discuss the matter with their personal supervisor who will advise in accordance with University guidance. Students are assigned a supervisor in one of the contributing departments and have access to a subject facilitator in both contributing departments. The student can approach their supervisor for advice in accordance with University guidelines and seek more specialist advice on a particular discipline from the subject facilitator. Module level issues are handled with the department to which the module belongs and a student can avail themselves off all feedback and quality control mechanisms that the department offers.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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As stated in the Biology programme information:
"The department has had research-led philosophy for its teaching for a number of years. More recently this has been development by using our world leading researchers to contribute to first year modules. This happens in a number of ways. All stage 1 modules start with introductory lectures from our top researchers providing the wider context of the subject of the module. In some modules synoptic content is also provided at the end of modules by leading researchers that ""sets the scene"" for modules in stage 2 and stage 3. The stage 1 module Animal and Plant Biology module has ""Grand Challenge"" lectures that highlight global issues in Biology that are researched in Department, and also ""Signpost"" lectures that highlight research collaborations that bridge diverse disciplines in Biosciences.
Stage 1 students also carry out group research mini-projects in their scientific skills module, and there is also a focus on the research process and training on how research reports are completed. Students practice these research skills in stage 2 in tutorials, laboratory and professional skills and some research topics in stage 2 modules. Research skills are further developed in the scientific skills modules where students complete a group project, and select a “bioscience techniques” course that provides them with hands-on experience in specially designed set of interlinked research practicals.
Stage 3 modules reflect the research strengths of the department. Following the decision to the restructure the the programme, it is planned that each academic member of staff will contribute to one stage 3 module. Four or five academics will collaborate to design a module that reflects their shared research interests. Some of the these modules may provide deep insight into a particular discipline, whereas other may give a broad understanding of a more diverse set of topics that are linked to a common approach to research, or a shared set of techniques and methods."
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Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Developed core learning strategies for each of the disciplines studied in Stage 1. Have been introduced to and worked with the core concepts that underpin all three disciplines. Be familiar with the foundational material and practices of each of the disciplines.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 2
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On progression from the second year (Stage 2), students will be able to:The more focussed Stage 2 will have further developed the knowledge base of the student, giving them more sophisticated tools with which to address more demanding problems in their two chosen disciplines. Technical facility will be improved by exposure to more advanced concepts.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:A stage 3 student will now be a fully fledged specialist and will have satisfied all the PLOs for the BSc programme. They will be equipped to progress onto a more research focussed final stage.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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Archaeology/Biology/Chemistry/Environment pathway
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20ARC00006CIntroduction to Archaeological ScienceSEA
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10BIO0007CGeneticsSEA
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10BIO0009CGenetics & EvolutionSEAAA
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20BIO0004CMolecular Biology & BiochemistrySAEAAA
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20CHE00010C Chemistry for Natural Sciences 1SAAAEA
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20CHE00012CChemistry for Natural Sciences 2SAAAEAAAA
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20ENV00002CEcological Principles for the EnvironmentSAAEAAA
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Archaeology/Biology/Environment pathway
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20ARC00006CIntroduction to Archaeological ScienceSEA
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20ARC00001CPrehistory to the PresentSEA
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10BIO0007CGeneticsSEA
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10BIO0009CGenetics & EvolutionSEAAA
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20BIO0004CMolecular Biology & BiochemistrySAEAAA
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20ENV00002CEcological Principles for the EnvironmentSAAEAAA
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20ENV00027CConcepts in Environmental ScienceSAAEA
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Biology/Chemistry/Physics pathway
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10BIO0007CGeneticsSEA
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20BIO0004CMolecular Biology & BiochemistrySAEAAA
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20CHE00010C Chemistry for Natural Sciences 1SAAAEA
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20CHE00012CChemistry for Natural Sciences 2SAAAEAAAA
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20MAT00007CMathematics for the Sciences ISEA
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10PHY00026CIntroduction to Quantum PhysicsSAAEAEAAAA