BEng (Hons) or MEng — 2024 entry Biomedical Engineering
From developing new ways to diagnose disease, to learning about rehabilitation, prosthetics and implants, biomedical engineering unites engineering with medicine. On our BEng and MEng Biomedical Engineering degrees you'll apply engineering principles to solve problems in medicine and biology.
Our BEng and MEng courses are taught by leading academics, drawing on more than 50 years’ experience of training biomedical engineers.
You’ll have access to our fantastic facilities, which include:
State-of-the-art microengineering facilities, clinical-grade human movement lab and unique bioelectronic laboratory
Latest design software and computer-numerical-control (CNC) machine tooling equipment within our Design Centre.
You’ll also have the opportunity to take part in our award-winning Professional Training placements. This gives students work experience opportunities with leading organisations such as GE Healthcare, DePuy Synthes, 3M, Abbott, Renishaw and the NHS.
Our BEng and MEng are accredited by the Institution of Engineering and Technology (IET) and the Institution of Mechanical Engineers (IMechE).
With a strong focus on clinical applications, our biomedical engineering courses explore a broad curriculum. This includes human movement, biosensors, prosthesis design, biomedical signal processing and implant technology, among other topics.
You can apply to study for either a BEng or Meng. The MEng builds on the BEng with a masters year and is a direct route to a masters qualification.
Depending on your progress, you may have the option to switch to a BEng or MEng during your studies. Find out more about the benefits of an integrated masters degree.
Professional recognition
BEng (Hons) - Institution of Engineering and Technology (IET) Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
BEng (Hons) - Institution of Mechanical Engineers (IMechE) The accredited BEng (Hons) will meet, in part, the exemplifying academic benchmark requirements for registration as a Chartered Engineer and Students will need to complete an approved format of further learning pursuant to the requirements of UKSPEC. The accredited BEng (Hons) will also automatically meet in full, the exemplifying academic benchmark requirements for registration as an Incorporated Engineer (IEng).
MEng - Institution of Engineering and Technology (IET) Accredited by the Institution of Engineering and Technology on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer.
MEng - Institution of Mechanical Engineers (IMechE) The accredited MEng fully meets the exemplifying academic benchmark requirements, for registration as a Chartered Engineer (CEng).
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
Please note: Thefull module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce more mathematical techniques to support engineering science modules
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
First year common module to all programmes in the Department of Mechanical Engineering Sciences. This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module introduces the concepts of experimental and professional skills and includes: (i) laboratory skills, (ii) basic data handling skills, (iii) basic programming skills (iv) report writing (v) presentation skills and (vi) an introduction to the expectations and responsibilities of a professional engineer. The laboratory part of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratories. Some digital capabilities are developed throughout this module including some basic data handling and programming skills. The professional skills part includes preparing a CV and cover letter, and delivering a presentation to a small group of their peers which considers basic aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
The module provides students with further insight into the response of structures to static load, to include elastic deformation and plastic collapse. In addition students will receive an introduction to vibrations by considering simple 1o freedom systems.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for the students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which build on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provide a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Materials property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation. The module concludes with an overview of designing hybrid materials.
Expected prior learning: Mathematics equivalent to Year 2 of EEE Programmes. Module purpose: Using lectures and examples, this module will provide the fundamental concepts needed to understand the operation of modern media processing and transmission systems delivering high quality audio-visual content. Module EEE3042 contributes to the development of student’s knowledge in audio and video processing and coding, which may be useful for their taking of other modules such as: EEEM030 Speech & Audio Processing and Recognition EEE3032 Computer Vision and Pattern Recognition EEE3008 Digital Signal Processing EEEM071 Advanced Topics in Computer Vision and Deep Learning Module EEE3042 has components on audio processing which provides useful knowledge for the EEEM030 module. The EEE3042 module discuss the applications of digital signal processing and thus the knowledge learned in this module can help reinforce student’s understanding of the fundamental concepts and theories learned from the module EEE3008. The video processing knowledge gained in EEE3042 will be useful for student to learn computer vision modules such as EEE3032 and EEEM071. Module EEE3042 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C The modules EEE1033 and EEE1035 provide students with useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. EEE3008 discuss fundamental concepts and methods in digital signal processing which will enable students to use such knowledge to audio and video data.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce more mathematical techniques to support engineering science modules
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
First year common module to all programmes in the Department of Mechanical Engineering Sciences. This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module introduces the concepts of experimental and professional skills and includes: (i) laboratory skills, (ii) basic data handling skills, (iii) basic programming skills (iv) report writing (v) presentation skills and (vi) an introduction to the expectations and responsibilities of a professional engineer. The laboratory part of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratories. Some digital capabilities are developed throughout this module including some basic data handling and programming skills. The professional skills part includes preparing a CV and cover letter, and delivering a presentation to a small group of their peers which considers basic aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
The module provides students with further insight into the response of structures to static load, to include elastic deformation and plastic collapse. In addition students will receive an introduction to vibrations by considering simple 1o freedom systems.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for the students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which build on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provide a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Materials property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation. The module concludes with an overview of designing hybrid materials.
Expected prior learning: Mathematics equivalent to Year 2 of EEE Programmes. Module purpose: Using lectures and examples, this module will provide the fundamental concepts needed to understand the operation of modern media processing and transmission systems delivering high quality audio-visual content. Module EEE3042 contributes to the development of student’s knowledge in audio and video processing and coding, which may be useful for their taking of other modules such as: EEEM030 Speech & Audio Processing and Recognition EEE3032 Computer Vision and Pattern Recognition EEE3008 Digital Signal Processing EEEM071 Advanced Topics in Computer Vision and Deep Learning Module EEE3042 has components on audio processing which provides useful knowledge for the EEEM030 module. The EEE3042 module discuss the applications of digital signal processing and thus the knowledge learned in this module can help reinforce student’s understanding of the fundamental concepts and theories learned from the module EEE3008. The video processing knowledge gained in EEE3042 will be useful for student to learn computer vision modules such as EEE3032 and EEEM071. Module EEE3042 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C The modules EEE1033 and EEE1035 provide students with useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. EEE3008 discuss fundamental concepts and methods in digital signal processing which will enable students to use such knowledge to audio and video data.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
This mathematics module is designed to reinforce and broaden basic A-Level mathematics material, develop problem solving skills and prepare students for the more advanced mathematical concepts and problem-solving scenarios in the semester 2 modules.The priority is to develop the students’ ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical around us. This is vital as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate choices.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include S.I. units and measurement theory, electric and magnetic fields and their interactions, the properties of ideal gases, heat transfer and thermodynamics, fluid statics and dynamics, and engineering instrumentation and measurement. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
The emphasis of this module is on the development of digital capabilities, academic skills and problem-solving skills. The module will facilitate the development of competency in working with software commonly used to support calculations, analysis and presentation. Microsoft Excel will be used for spreadsheet-based calculations and experimental data analysis. MATLAB will be used as a platform for developing elementary programming skills and applying various processes to novel problem-solving scenarios. The breadth and depth of digital capabilities will be further enhanced by working with HTML and CSS within the GitHub environment to develop a webpage, hosting content for the conference project. The conference project provides students with an opportunity to carry out guided research and prepare a presentation on one of many discipline-specific topic choices. Students will develop a wide range of writing, referencing and other important academic skills.
This module builds on ENG0011 Mathematics A and is designed to reinforce and broaden A-Level Calculus, Vectors, Matrices and Complex Numbers. The students will continue to develop their ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical world around us. This is vital, as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate courses. On completion of the module students are prepared for the more advanced Mathematical concepts and problem solving scenarios in the first year of their Engineering or Physical Sciences degree.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include vectors and scalars, equations of motion under constant acceleration, momentum conservation, simple harmonic motion and wave theory. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
A foundation level physics module designed to reinforce and broaden basic A-Level Physics material in electricity and electronics, nuclear physics, develop practical skills, and prepare students for the more advanced concepts and applications in the first year of their Engineering or Physical Sciences degree. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported using the university’s virtual learning platform.
During this year-long module, students develop a range of laboratory and transferable skills through both individual laboratory work and group project work. The content of this module is designed to consolidate knowledge gained in ENG0013 (semester 1) and ENG0015/16/17 (semester 2) modules. Semester 1 focuses on core Engineering and Physical Sciences laboratory work and guides students through the basic skills of laboratory work, recording work in a lab diary, and lab report writing. Alongside this individual laboratory work, students participate in a group project; this involves working in a small group (5-8 students) to design an experiment, collect data, present their experimental findings as an academic poster, and report their findings to peers via a group oral presentation. Students are guided through the development of teamworking, project management, presentation, and digital skills (e.g., in using MS Teams as a group communication platform) whilst working on this project. Semester 2 provides an opportunity for subject-stream specific practical work (individual) where students will build on the laboratory and lab report writing skills developed in semester 1 to produce a full lab report. Students participate in a further group project in semester 2 where they build upon the skills developed in semester 1. Students work as a team to find and develop an engineering / physical sciences idea into a potentially viable business case. Student groups produce a written business case report and pitch their ideas to a panel including University Student Enterprise experts.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce more mathematical techniques to support engineering science modules
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
First year common module to all programmes in the Department of Mechanical Engineering Sciences. This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module introduces the concepts of experimental and professional skills and includes: (i) laboratory skills, (ii) basic data handling skills, (iii) basic programming skills (iv) report writing (v) presentation skills and (vi) an introduction to the expectations and responsibilities of a professional engineer. The laboratory part of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratories. Some digital capabilities are developed throughout this module including some basic data handling and programming skills. The professional skills part includes preparing a CV and cover letter, and delivering a presentation to a small group of their peers which considers basic aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
The module provides students with further insight into the response of structures to static load, to include elastic deformation and plastic collapse. In addition students will receive an introduction to vibrations by considering simple 1o freedom systems.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for the students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
Expected prior learning: Mathematics equivalent to Year 2 of EEE Programmes. Module purpose: Using lectures and examples, this module will provide the fundamental concepts needed to understand the operation of modern media processing and transmission systems delivering high quality audio-visual content. Module EEE3042 contributes to the development of student’s knowledge in audio and video processing and coding, which may be useful for their taking of other modules such as: EEEM030 Speech & Audio Processing and Recognition EEE3032 Computer Vision and Pattern Recognition EEE3008 Digital Signal Processing EEEM071 Advanced Topics in Computer Vision and Deep Learning Module EEE3042 has components on audio processing which provides useful knowledge for the EEEM030 module. The EEE3042 module discuss the applications of digital signal processing and thus the knowledge learned in this module can help reinforce student’s understanding of the fundamental concepts and theories learned from the module EEE3008. The video processing knowledge gained in EEE3042 will be useful for student to learn computer vision modules such as EEE3032 and EEEM071. Module EEE3042 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C The modules EEE1033 and EEE1035 provide students with useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. EEE3008 discuss fundamental concepts and methods in digital signal processing which will enable students to use such knowledge to audio and video data.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which build on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provide a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Materials property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation. The module concludes with an overview of designing hybrid materials.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
Module purpose: This module was conceived to answer the SARTOR 3 requirement that each MEng student participates in a multi-disciplinary design activity. It involves students from Aerospace, Civil, Chemical, Electronic, Mechanical and Medical Engineering working in groups which contain at least 3, and often 4, disciplines. The projects are conceived by Royal Academy of Engineering (RAE) Visiting Professors from Industry (who enjoy the active support of their sponsoring organisation). It aims to emulate an intensive Industrial Design Project.
Expected prior learning: Module EEE3008–Fundamentals of Digital Signal Processing or equivalent learning about signal processing. Module purpose: The module discusses basic concepts, signal processing methods and human computer interaction applications of speech processing and recognition including auditory perception and psychoacoustics. You will be taught how to extract salient features from speech signals, how to design a model of spoken language, how to perform recognition and training, and given an insight into current research on spontaneous speech recognition, such as speaker adaptation and solutions for robustness to noise. Demonstrations, interesting illustrations and working examples will be given. Successful students can either proceed to do PhDs or get jobs in the R & D departments of industry, i.e. jobs that are at a higher level than mere software package operators. The presented techniques have many other applications beyond speech, including expert systems and financial modelling. Module EEEM030 contributes to the development of student’s knowledge in audio and speech processing and recognition, which may be useful for their taking of other modules such as: EEEM071 Advanced Topics in Computer Vision and Deep Learning EEEM004 60 Credit Standard Project EEEM005 AI and AI Programming EEEM066 Fundamentals of Machine Learning EEEM067 AR, VR and Metaverse EEEM068 Applied Machine Learning Module EEEM030 contributes to student knowledge in audio and speech processing and thus useful for students taking 60 credit project (EEEM004) related to audio and speech processing and recognition. EEEM030 is related to EEEM005, EEEM066 and EEEM068 due to the fact that machine learning/AI techniques are used for speech and speaker recognition, therefore, EEEM030 contributes to the development of student knowledge in machine learning/AI, which is beneficial for their taking of machine learning and AI related modules such as EEEM005, EEEM066 and EEEM068. One of the applications of audio and speech processing is to apply it to AR, VR and Metaverse for spatial sound production and reproduction which is a key enabling technology for AR, VR, and Metaverse, for virtual sound reproduction. Therefore, knowledge gained from EEEM030 would be useful for the taking of the module EEEM067. Module EEE030 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C EEE3042 Audio and Video Processing EEE3032 Computer Vision and Pattern Recognition The modules EEE1033 and EEE1035 provide students with some useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. The module EEE3008 provides students with knowledge and skills on fundamental digital signal processing skills which are essential in understanding the application of these skills to audio and speech data. EEE3042 covers both audio and video processing and coding, and the audio related materials are highly relevant and thus useful for the EEEM030 module. The pattern recognition skills gained from EEE3032 would be useful for understanding the use of pattern recognition algorithms to speech data for achieving speech and speaker recognition.
Medical robotics is a rapidly developing industry that is vital to healthcare systems seeking better outcomes at reduced overall cost. This module introduces students to the workings of robots and how this is applied in solving both surgical and broader healthcare challenges. Students learn through lectures, practical sessions and tutorial sessions requiring interaction with scientific literature. Two units of assessment require students to develop an understanding of the general theory behind robotics and identify the particularities applying to medical robots. Case studies are a critical part of the module. These are industrially or research based and require students to think about clinical conditions, ethical considerations and different attitudes to healthcare across the world. Practical sessions enable students to work with each other to solve problems and demonstrate the theoretical components of the module. An overarching series of lectures delivers critical technical information and links students’ learning with case-studies to illustrate mechanical and medical issues. Tutorial sessions complement lectures and are designed for students to critically analyse, discuss and focus on particular aspects of medical robotic research in the scientific literature.
Engineering activity can have a significant societal impact and engineers must operate in a responsible and ethical manner, recognise the importance of diversity, and help ensure that the benefits of innovation and progress are shared equitably and do not compromise the natural environment or deplete natural resources to the detriment of future generations.
Through this module, students will develop an advanced understanding of human movement, biomechanics and their real-world significance. Students will focus on aspects not previously covered on the programme and develop important practical skills. Students will broaden and deepen their knowledge of movement analysis in lectures and tutorial sessions that focus on the state-of-the-art. Practical data acquisition in the laboratory will require students to take ownership of the whole workflow in collecting/analysing biomechanics data that will feed into a single coursework assignment. Students will work together to collect movement data using a clinically derived approach. Using industrially relevant software, students have the opportunity to process and analyse captured data and link this to the concepts that have been delivered in lectures and tutorial sessions. State-of-the art equipment will also be used to allow students to explore approaches that are more common for research and developing applications of biomechanics.
This module covers the principles of the design and use of medical implants, orthopaedic implants in particular, related prosthetic technology and biomaterials such as metals, ceramics and polymers and composites with specific reference to biomedical applications.
This module describes the use of equipment (such as electroencephalography and electrocardiography among others) and technology to measure important information about the physiological state of a patient that may be used in diagnosis or patient monitoring. The module also provides the student with an up-to-date knowledge base on the theory and professional practice of engineering applied to the rehabilitation of people with sensory and neurological disability.
Ionising radiation is widely used for diagnostic purposes, and multi-modality imaging is now becoming ubiquitous. The majority of hospital physicists work with ionising radiation and hence the topic is fundamental for anyone entering the profession. In this module, an introduction is given to imaging systems and image perception. Detailed lectures then cover X-radiography, X-ray computed tomography, radiopharmaceuticals, nuclear medicine. The lectures will be supported by an assessed nuclear medicine practical and by tutorials in image processing and image registration.
Module purpose: This course offers an introduction to image processing and computer vision for those interested in the science and technology of machine vision. It provides background and the theory for building artificial systems that manipulate videos and images and alter or analyse their information content. This is done by various computer algorithms that are discussed, implemented and demonstrated.
This is an optional module for MEng students interested in furthering their research skills. Students would apply theoretical knowledge and practical techniques to address a complex engineering issue or problem related to their degree discipline. The issue is explored by means of guided independent study which produces (i) a poster describing the literature review, (ii) a body of practical work, (iii) a report of their findings in the form of a journal paper, and (iv) a presentation which is examined orally. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering research topic being addressed. Projects proposed by academic staff are allocated according to students' stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
This mathematics module is designed to reinforce and broaden basic A-Level mathematics material, develop problem solving skills and prepare students for the more advanced mathematical concepts and problem-solving scenarios in the semester 2 modules.The priority is to develop the students’ ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical around us. This is vital as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate choices.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include S.I. units and measurement theory, electric and magnetic fields and their interactions, the properties of ideal gases, heat transfer and thermodynamics, fluid statics and dynamics, and engineering instrumentation and measurement. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
The emphasis of this module is on the development of digital capabilities, academic skills and problem-solving skills. The module will facilitate the development of competency in working with software commonly used to support calculations, analysis and presentation. Microsoft Excel will be used for spreadsheet-based calculations and experimental data analysis. MATLAB will be used as a platform for developing elementary programming skills and applying various processes to novel problem-solving scenarios. The breadth and depth of digital capabilities will be further enhanced by working with HTML and CSS within the GitHub environment to develop a webpage, hosting content for the conference project. The conference project provides students with an opportunity to carry out guided research and prepare a presentation on one of many discipline-specific topic choices. Students will develop a wide range of writing, referencing and other important academic skills.
This module builds on ENG0011 Mathematics A and is designed to reinforce and broaden A-Level Calculus, Vectors, Matrices and Complex Numbers. The students will continue to develop their ability to solve real- world problems in a confident manner. The concepts delivered on this module reflect the skills and knowledge required to understand the physical world around us. This is vital, as mathematics plays a critical role in the students’ future employability and achievement on their respective undergraduate courses. On completion of the module students are prepared for the more advanced Mathematical concepts and problem solving scenarios in the first year of their Engineering or Physical Sciences degree.
This module introduces several principles and processes which underpin most physical science and engineering disciplines, which you are likely to study beyond the Foundation Year. Specifically, you will study topics that include vectors and scalars, equations of motion under constant acceleration, momentum conservation, simple harmonic motion and wave theory. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported by the use of the university’s virtual learning platform.
A foundation level physics module designed to reinforce and broaden basic A-Level Physics material in electricity and electronics, nuclear physics, develop practical skills, and prepare students for the more advanced concepts and applications in the first year of their Engineering or Physical Sciences degree. You will attend several lectures and a tutorial each teaching week alongside guided independent study opportunities to develop your understanding of topics more deeply, supported using the university’s virtual learning platform.
During this year-long module, students develop a range of laboratory and transferable skills through both individual laboratory work and group project work. The content of this module is designed to consolidate knowledge gained in ENG0013 (semester 1) and ENG0015/16/17 (semester 2) modules. Semester 1 focuses on core Engineering and Physical Sciences laboratory work and guides students through the basic skills of laboratory work, recording work in a lab diary, and lab report writing. Alongside this individual laboratory work, students participate in a group project; this involves working in a small group (5-8 students) to design an experiment, collect data, present their experimental findings as an academic poster, and report their findings to peers via a group oral presentation. Students are guided through the development of teamworking, project management, presentation, and digital skills (e.g., in using MS Teams as a group communication platform) whilst working on this project. Semester 2 provides an opportunity for subject-stream specific practical work (individual) where students will build on the laboratory and lab report writing skills developed in semester 1 to produce a full lab report. Students participate in a further group project in semester 2 where they build upon the skills developed in semester 1. Students work as a team to find and develop an engineering / physical sciences idea into a potentially viable business case. Student groups produce a written business case report and pitch their ideas to a panel including University Student Enterprise experts.
A first level engineering mathematics module designed to briefly revise and then extend A-Level maths material and introduce more mathematical techniques to support engineering science modules
First year module in thermo-fluids for MES students. FLUID MECHANICS: The basic concepts underlying fluid flows and behaviour are described together with simple fluid properties. The calculation of static fluid forces is the starting point before moving to dynamic fluid effects including mass-flow and energy conservation. Internal flows in pipes and through pumps considering effects of fluid friction, momentum and energy losses in fittings. This will include laminar and turbulent flows and pipe system analysis. THERMODYNAMICS: Following an introduction on energy consumption, generation and supply from conventional and alternative sources the basic principles of heat and work transfer are described and system thermal efficiency. Thermal properties of working fluids (both liquids and gases) are described. The 1st law of thermodynamics is introduced with applications to processes and cycles for closed and steady-flow systems.
The Materials element of this module provides an introduction to a range of common material properties and outlines major classes of materials. The Statics part of the module aims to introduce students to the basic principles of statics and provide an introduction to elementary strength of materials (direct and bending stresses).
Engineers need to develop a variety of fundamental skills in design methods, reading and producing engineering drawings, and machine operation for component productions. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: (i) engineering design process and methods, (ii) basic skills of producing engineering drawings and industry standards used to produce engineering drawings, (iii) skills of using CAD software to create 3D component and assembly models, and 2D engineering drawings, (iv) basic skills of using machine tools to produce mechanical components. The design, engineering drawing, and CAD parts of this module are designed to support learning in other parts of the FHEQ level 5 (Design Make and Evaluation) and 6 curriculum (Group design project). The workshop part of this module is designed to provide possible skills for the student in other parts of the FHEQ level 6 module of the Individual project.
Engineers frequently use mathematical models, and in particular differential equations in one or more variables and matrices are common in this context. This is a further first level engineering mathematics module designed to support teaching in other engineering science modules by introducing students to concepts and solution methods in these areas. Statistics and probability also play a significant role in the assessment of real-life engineering problems and an introduction to key concepts in this area is also included
This module consists of two components: stress analysis and dynamics. In this module, students will extend their understanding of stress analysis from uni-axial to multi-axial conditions. In dynamics, students will be introduced in to concepts of linear momentum and the mathematical modelling of one- and two-degree of freedom mechanical systems.
First year common module to all programmes in the Department of Mechanical Engineering Sciences. This is an introductory module in electronics for non-electronic/electrical engineering students. It builds a basic understanding of electrical concepts, circuits and instruments relevant to later modules in the course.
Engineers need to develop a variety of experimental, transferable and programming skills as part of their education and on-going professional development. This module introduces the concepts of experimental and professional skills and includes: (i) laboratory skills, (ii) basic data handling skills, (iii) basic programming skills (iv) report writing (v) presentation skills and (vi) an introduction to the expectations and responsibilities of a professional engineer. The laboratory part of this module is designed both to support learning in other parts of the curriculum, through practical experiments, and also to further develop generic and transferable skills, including practical laboratory skills, data handling, a basic understanding of experimental uncertainty and scientific writing. Working as part of a group is an integral part of the laboratories. Some digital capabilities are developed throughout this module including some basic data handling and programming skills. The professional skills part includes preparing a CV and cover letter, and delivering a presentation to a small group of their peers which considers basic aspects of the economic, legal, social, ethical, security and environmental contexts in which professional engineers operate.
The module provides students with further insight into the response of structures to static load, to include elastic deformation and plastic collapse. In addition students will receive an introduction to vibrations by considering simple 1o freedom systems.
This module describes the structure and function of the human body from the molecular to the system level, including the function of major organ systems. Furthermore, regulation of internal environmental conditions (homeostasis) by feedback loops and an introduction into measuring physiological activities and basic anthropometrics will be covered throughout.
This is an introductory level course in biomechanics. Topics taught in modules on solid and fluid mechanics are reviewed and then used to analyse certain aspects of the functioning of the human body. The topics covered are: Biomechanics of movement and analysis of the musculoskeletal system. An introduction to the material behaviour of biological tissues. An introduction to the fluid mechanics of the cardiovascular system.
This module extends from the design modules in the first year. The basic CAE skills generated in year 1 were primarily CAD and in this module these skills are extended to include FEA (finite element stress analysis). This provides a computer based stress analysis alternative to the analytical stress analysis skills developed in other parts of this programme. Project Management skills will prepare students for a group design activity enabling them to specify, plan and monitor their progress. Alongside formal lectures the students will work in small groups on several short duration design projects to promote team work and put theory into practice. This module will give students the skills and confidence to complete a larger group design project in a subsequent module.
This module serves to provide knowledge and experience on the use of analogue and digital systems for the measurement and control of electronic systems with applications to both mechanical and medical engineering.
Control and its application spans across all areas of engineering and beyond. Examples of control systems can be found in automotive, biomedical, aerospace and mechanical engineering. Furthermore, industrial automation leverages control systems to improve efficiency, quality, safety while reducing production costs. This control module introduces to students foundational concepts in control engineering and provide methods for analysing linear dynamic systems and linear control systems that can be applied to different engineering domains. This module gives to students also the foundation for the design of standard control solutions.
Engineers frequently have to solve engineering problems which are mathematically intractable by approximate numerical methods, normally using software involving some degree of programming. The module introduces the use of mathematical methods to solve complex engineering problems with appropriate IT tools, including Matlab. An introduction to the general, open programming language Python is also given and then applied to the solution of engineering problems.
This module extends and applies learning from the design skills module in semester 1, as well as the basic CAE skills generated in year 1. The project provides an opportunity for the students to work on a group-based project and apply the engineering knowledge they have learnt to the design and manufacture of a customer specified product/system. Students will be given a design brief, a set of stock components and access to the workshop. Students will develop their project under supervision by an academic, working towards a contest/evaluation day at the end of the semester.
One of the primary clinical roles of the biomedical engineer is the assessment and remediation of physical impairment. Prosthetics and orthotics are key technologies and clinical practices of assisting patients to restore appropriate body functions in the modern healthcare industry. Similarly, human movement analysis offers ways to carry out an assessment to the clinical rehabilitation of the lower limb amputee. This module provides a comprehensive overview of the assessment of functional impairments and understanding the role that prosthetics and orthotics play in rehabilitation.
Students must have a qualitative understanding of the importance of biomedical signal processing. Furthermore, students should be able to apply fundamental signal processing concepts quantitatively to biomedical engineering problems. This module builds a basic understanding of signal processing concepts relevant to biomedical engineering.
This module addresses engineering management in terms of informed decision making, based on technical, quality, commercial and legal requirements. Engineering activities are considered in the context of complex projects, organisational structures and economic/societal/legal/ethical constraints. Modern approaches for efficient and informed decision making are introduced, including the use of advanced project management, systems engineering, uncertainty management, quality management, systems security, company accounting, project evaluation and the management of intellectual property. Legal requirements, associated with managing risk and safety, are considered. The module hence provides key insights and knowledge in preparation for working in a professional engineering environment.
Expected prior learning: Mathematics equivalent to Year 2 of EEE Programmes. Module purpose: Using lectures and examples, this module will provide the fundamental concepts needed to understand the operation of modern media processing and transmission systems delivering high quality audio-visual content. Module EEE3042 contributes to the development of student’s knowledge in audio and video processing and coding, which may be useful for their taking of other modules such as: EEEM030 Speech & Audio Processing and Recognition EEE3032 Computer Vision and Pattern Recognition EEE3008 Digital Signal Processing EEEM071 Advanced Topics in Computer Vision and Deep Learning Module EEE3042 has components on audio processing which provides useful knowledge for the EEEM030 module. The EEE3042 module discuss the applications of digital signal processing and thus the knowledge learned in this module can help reinforce student’s understanding of the fundamental concepts and theories learned from the module EEE3008. The video processing knowledge gained in EEE3042 will be useful for student to learn computer vision modules such as EEE3032 and EEEM071. Module EEE3042 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C The modules EEE1033 and EEE1035 provide students with useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. EEE3008 discuss fundamental concepts and methods in digital signal processing which will enable students to use such knowledge to audio and video data.
The course will follow the historical development of the main medical imaging techniques. The first part will consider, from a theoretical perspective, the fundamentals of X-ray image formation both in the planar modality and in the Computed Tomography modality. Elements of image processing and image reconstruction will be addressed. The second will look at the physical principles and methods of Nuclear Medicine. The third will look at the principles underlying the application of diagnostic ultrasound in medicine. The fourth will consider Magnetic Resonance Imaging (MRI), one of the most important techniques of medical imaging used in hospitals today. In parallel to the related theoretical classes, laboratory experiments will be carried out on X-ray imaging and ultrasound.
A lecture and tutorial based module, which build on ENG1063 (Materials and Statics), and is complementary to ENG3164 (Engineering Materials). It provide a deeper and broader appreciation of methods for selecting materials as part of mechanical design. Materials property charts are used throughout as a means to rapid appropriation of solutions from a wide range of engineering materials. The module includes the selection of materials processes in addition to selection of materials. Approaches that enable multiple constraints and conflicting objectives to be handled are explored. Materials selection and component shape is addressed as a pointer to more sophisticated contemporary approaches such as topological optimisation. The module concludes with an overview of designing hybrid materials.
The module provides an opportunity to work on a group based project, allowing students to extend and broaden their subject knowledge and to further develop technical, team working and management skills, all of which they then apply in order to design a customer specified product or system. Module staff act as project customers and provide an initial project definition, often through consultation with industry. Students are allocated to groups and assigned a project which is suitable. Students can gain experience of working on a realistic, complex engineering project, which mimics the integrated team effort of a real workplace as closely as possible. Over the lifecycle of the project, there will be changing priorities and responsibilities, so a group will need to adapt their team organisation, their choice of sub-groups and their allocation of individual roles, for each phase of the project. Technical quality, integration, comprehension, creativity, team working, communication and project management are all part of the experience.
All students undertake this project module at level 6. The module focuses on the application of theoretical knowledge and practical techniques to address a complex engineering issue or problem related to the student’s degree discipline. The issue is explored by means of guided independent study which produces (i) an interim plan and presentation examined orally, (ii) a body of practical work and (iii) a final report. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering topic being addressed. Project allocation is based on projects proposed by academic staff (often in liaison with industrial partners) being allocated according to students’ stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
Module purpose: This module was conceived to answer the SARTOR 3 requirement that each MEng student participates in a multi-disciplinary design activity. It involves students from Aerospace, Civil, Chemical, Electronic, Mechanical and Medical Engineering working in groups which contain at least 3, and often 4, disciplines. The projects are conceived by Royal Academy of Engineering (RAE) Visiting Professors from Industry (who enjoy the active support of their sponsoring organisation). It aims to emulate an intensive Industrial Design Project.
Expected prior learning: Module EEE3008–Fundamentals of Digital Signal Processing or equivalent learning about signal processing. Module purpose: The module discusses basic concepts, signal processing methods and human computer interaction applications of speech processing and recognition including auditory perception and psychoacoustics. You will be taught how to extract salient features from speech signals, how to design a model of spoken language, how to perform recognition and training, and given an insight into current research on spontaneous speech recognition, such as speaker adaptation and solutions for robustness to noise. Demonstrations, interesting illustrations and working examples will be given. Successful students can either proceed to do PhDs or get jobs in the R & D departments of industry, i.e. jobs that are at a higher level than mere software package operators. The presented techniques have many other applications beyond speech, including expert systems and financial modelling. Module EEEM030 contributes to the development of student’s knowledge in audio and speech processing and recognition, which may be useful for their taking of other modules such as: EEEM071 Advanced Topics in Computer Vision and Deep Learning EEEM004 60 Credit Standard Project EEEM005 AI and AI Programming EEEM066 Fundamentals of Machine Learning EEEM067 AR, VR and Metaverse EEEM068 Applied Machine Learning Module EEEM030 contributes to student knowledge in audio and speech processing and thus useful for students taking 60 credit project (EEEM004) related to audio and speech processing and recognition. EEEM030 is related to EEEM005, EEEM066 and EEEM068 due to the fact that machine learning/AI techniques are used for speech and speaker recognition, therefore, EEEM030 contributes to the development of student knowledge in machine learning/AI, which is beneficial for their taking of machine learning and AI related modules such as EEEM005, EEEM066 and EEEM068. One of the applications of audio and speech processing is to apply it to AR, VR and Metaverse for spatial sound production and reproduction which is a key enabling technology for AR, VR, and Metaverse, for virtual sound reproduction. Therefore, knowledge gained from EEEM030 would be useful for the taking of the module EEEM067. Module EEE030 also benefits from knowledge gained from other modules such as: EEE3008 Digital Signal Processing EEE1033 Computer and Digital Logic EEE1035 Programming in C EEE3042 Audio and Video Processing EEE3032 Computer Vision and Pattern Recognition The modules EEE1033 and EEE1035 provide students with some useful skills in programming, which will be beneficial for them to complete the computer programming based coursework components, by turning the signal processing theories and methods into working program codes. The module EEE3008 provides students with knowledge and skills on fundamental digital signal processing skills which are essential in understanding the application of these skills to audio and speech data. EEE3042 covers both audio and video processing and coding, and the audio related materials are highly relevant and thus useful for the EEEM030 module. The pattern recognition skills gained from EEE3032 would be useful for understanding the use of pattern recognition algorithms to speech data for achieving speech and speaker recognition.
Medical robotics is a rapidly developing industry that is vital to healthcare systems seeking better outcomes at reduced overall cost. This module introduces students to the workings of robots and how this is applied in solving both surgical and broader healthcare challenges. Students learn through lectures, practical sessions and tutorial sessions requiring interaction with scientific literature. Two units of assessment require students to develop an understanding of the general theory behind robotics and identify the particularities applying to medical robots. Case studies are a critical part of the module. These are industrially or research based and require students to think about clinical conditions, ethical considerations and different attitudes to healthcare across the world. Practical sessions enable students to work with each other to solve problems and demonstrate the theoretical components of the module. An overarching series of lectures delivers critical technical information and links students’ learning with case-studies to illustrate mechanical and medical issues. Tutorial sessions complement lectures and are designed for students to critically analyse, discuss and focus on particular aspects of medical robotic research in the scientific literature.
Engineering activity can have a significant societal impact and engineers must operate in a responsible and ethical manner, recognise the importance of diversity, and help ensure that the benefits of innovation and progress are shared equitably and do not compromise the natural environment or deplete natural resources to the detriment of future generations.
Through this module, students will develop an advanced understanding of human movement, biomechanics and their real-world significance. Students will focus on aspects not previously covered on the programme and develop important practical skills. Students will broaden and deepen their knowledge of movement analysis in lectures and tutorial sessions that focus on the state-of-the-art. Practical data acquisition in the laboratory will require students to take ownership of the whole workflow in collecting/analysing biomechanics data that will feed into a single coursework assignment. Students will work together to collect movement data using a clinically derived approach. Using industrially relevant software, students have the opportunity to process and analyse captured data and link this to the concepts that have been delivered in lectures and tutorial sessions. State-of-the art equipment will also be used to allow students to explore approaches that are more common for research and developing applications of biomechanics.
This module covers the principles of the design and use of medical implants, orthopaedic implants in particular, related prosthetic technology and biomaterials such as metals, ceramics and polymers and composites with specific reference to biomedical applications.
This module describes the use of equipment (such as electroencephalography and electrocardiography among others) and technology to measure important information about the physiological state of a patient that may be used in diagnosis or patient monitoring. The module also provides the student with an up-to-date knowledge base on the theory and professional practice of engineering applied to the rehabilitation of people with sensory and neurological disability.
Ionising radiation is widely used for diagnostic purposes, and multi-modality imaging is now becoming ubiquitous. The majority of hospital physicists work with ionising radiation and hence the topic is fundamental for anyone entering the profession. In this module, an introduction is given to imaging systems and image perception. Detailed lectures then cover X-radiography, X-ray computed tomography, radiopharmaceuticals, nuclear medicine. The lectures will be supported by an assessed nuclear medicine practical and by tutorials in image processing and image registration.
Module purpose: This course offers an introduction to image processing and computer vision for those interested in the science and technology of machine vision. It provides background and the theory for building artificial systems that manipulate videos and images and alter or analyse their information content. This is done by various computer algorithms that are discussed, implemented and demonstrated.
This is an optional module for MEng students interested in furthering their research skills. Students would apply theoretical knowledge and practical techniques to address a complex engineering issue or problem related to their degree discipline. The issue is explored by means of guided independent study which produces (i) a poster describing the literature review, (ii) a body of practical work, (iii) a report of their findings in the form of a journal paper, and (iv) a presentation which is examined orally. The projects include experimental work, design, analysis, synthesis, computing and information processing in varying proportions consistent with the engineering research topic being addressed. Projects proposed by academic staff are allocated according to students' stated preferences regarding both the project type and subject area. Each project has a designated Principal Supervisor.
We recognise each student is an individual with a unique academic background.
We try to accommodate these differences with a blend of teaching methods ranging from lectures, through group tutorials, to working in small groups in laboratories.
Your communication skills, vital to professional biomedical engineers, are developed in communications and information technology modules. Our innovative group design spaces enable you to work with other engineers on several design projects during your course.
Assessment
We use a variety of methods to assess you, including:
Coursework
Essays
Examinations
Practical sessions
Presentations.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
Over the last decade, our employment figures have been among the best in the UK, with 93 per cent of our undergraduate mechanical engineering sciences students going on to employment or further study (Graduate Outcomes survey 2023).
Most of our biomedical engineering graduates proceed directly to employment in the biomedical engineering profession. Biomedical engineers can work in a number of areas, including as clinical scientists in the NHS, in rehabilitation, as designers of medical equipment, or even in sports science or biomechanics.
A significant number of students go on to further their studies with postgraduate qualifications in biomedical engineering and related disciplines.
Recent graduates have entered employment in roles such as:
Assistant Medical Auditor/Project Handler, TUV SUD Product Service
Learn more about the qualifications we typically accept to study this course at Surrey.
Overall:
BEng (Hons):
ABB.
Required subjects: Mathematics and physics. Alternatively, two other science subjects can be accepted in place of physics. Suitable science subjects include further maths; biology; chemistry; environmental science; geology; geography; computing; computer science; design and technology; economics; statistics; product design; psychology and electronics.
Please note: A-level General Studies and A-level Critical Thinking are not accepted.
MEng:
AAB.
Required subjects: Mathematics at grade A and physics. Alternatively, two other science subjects can be accepted in place of physics. Suitable science subjects include further maths; biology; chemistry; environmental science; geology; geography; computer science; design and technology; economics; statistics; product design; psychology and electronics.
Please note: A-level General Studies and A-level Critical Thinking are not accepted.
BEng (Hons) with foundation year:
CCC including mathematics C and either physics or chemistry, or equivalent.
Applicants taking the Science Practical Endorsement are required to pass.
GCSE or equivalent: English Language and Mathematics at Grade C(4) (or equivalent).
Overall:
BEng (Hons):
DDD and A-level Mathematics at grade B.
MEng:
DDD and A-level Mathematics at grade A.
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
Required subjects
BTEC must be in a relevant subject.
GCSE or equivalent
English Language and Mathematics at Grade C(4) (or equivalent).
Overall:
BEng (Hons):
33.
MEng:
34.
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
Required subjects:
BEng (Hons):
HL5/SL6 in Mathematics (Analysis and approaches at HL/SL or Applications and interpretation at HL) and Physics.
MEng:
HL6/SL7 in Mathematics (Analysis and approaches at HL/SL or Applications and interpretation at HL) and HL5/SL6 in Physics.
GCSE or equivalent: English HL4/SL4 and Mathematics or Mathematics studies HL4/SL4.
Overall:
BEng (Hons):
78%.
MEng:
82%.
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
Required subjects:
BEng (Hons): Grade 7.5 in Mathematics (5 Period) and 7.5 in Physics.
MEng: Grade 7.5 in Mathematics (5 Period) and 7.5 in Physics.
GCSE or equivalent: English Language (1/2) - 6 English Language (3) - 7.
BEng (Hons):
QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 30 at Distinction and 15 at Merit.Also A-level Mathematics grade B.
Required subjects: Modules must be in relevant subjects.
GCSE or equivalent: English Language at Grade C(4) and Mathematics at Grade C(4) (or equivalent).
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
MEng:
QAA-recognised Access to Higher Education Diploma, 39 Level 3 Credits at Distinction and 6 Level 3 Credits at Merit. Also A-level Mathematics grade A.
Overall:
BEng (Hons):
AABBB.
Required subjects: Mathematics and Physics.
MEng:
AAABB.
Required subjects: Mathematics at grade A and Physics.
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
Required subjects:
Mathematics at grade A and Physics.
GCSE or equivalent: English Language Scottish National 5 - C Mathematics Scottish National 5 - C.
Overall
BEng (Hons):
Pass overall with ABB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Required subjects: A-level Mathematics and Physics.
MEng:
Pass overall with AAB from a combination of the Advanced Skills Challenge Certificate and two A-levels.
Required subjects: A-level Mathematics at grade A and Physics.
BEng (Hons) with foundation year:
For foundation year equivalencies please contact Admissions +44 (0)1483 682222 / admissions@surrey.ac.uk.
GCSE or equivalent: English Language and Mathematics – Numeracy as part of the Welsh Baccalaureate. Please check the A-level drop down for the required GCSE levels.
Please note: A-level General Studies and A-level Critical Thinking are not accepted.
This route is only applicable to the MEng course.
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
Select your country
If you are studying for Australian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Australia.
UK requirement (A-level)
Australian Tertiary Admission Rank(ATAR) equivalent
Overall Position (OP) score
AAA
96
3
AAB
94
4
ABB
92
5
BBB
90
6
BBC
88
7
BCC
86
8
CCC
84
9
Subject requirements
For courses that have specific-subject requirements at A-level:
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Year 10 Certificate, English C.
Mathematics: Year 10 Certificate, Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Austrian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Austria.
UK requirement (A-level)
Matura (Reifeprüfung) equivalent
A*AA
1 in two subjects and 2 in all other subjects
AAA
1 in one subject and 2 in all other subjects
AAB
1 in one subject and 2 in all other subjects
ABB
1 in one subject and 2 in all other subjects
BBB
2 overall
BBC
2.2 overall
BCC
2.4 overall
CCC
2.6 overall
CCD
2.8 overall
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Matura (Reifeprüfung) equivalent
Grade A
1
Grade B
2
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Azerbaijan.
If you are studying for a Bangladeshi Higher Secondary Certificate qualification, you must obtain a GPA of 5 out of 5 or 80% to apply for our undergraduate courses.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Higher Secondary Certificate equivalent
Grade A
80%
Grade B
80%
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Belgian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Belgium.
UK requirement (A-level)
Certificat d'Enseignement Secondaire Supérieur (CESS)/ Diploma van Secundair Onderwijs / Diploma van de hogere Secudaire Technische School / Abschlusszeugnis der Oberstufe des Sekundar unterrichts equivalent
A*AA
16/20 or 8/10 or 80%
AAA
15.5/20 or 7.8/10 or 78%
AAB
15/20 or 7.5/10 or 75%
ABB
14.5/20 or 7.3/10 or 73%
BBB
14/20, 7/10 or 70%
BBC
14/20 or 6.5/10 or 68%
BCC
13.5/20 or 6.5/10 or 65%
CCC
13/20, 6.5/10 or 65%
CCD
12/20, 6/10 or 60%
Subject requirements
For courses that have specific subject requirements at A-level:
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C GCSE equivalent
Getuigschrift van hoger secundair onderwijs: 12/20 or 6/10 or 60% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 10/20 or 5/10 or 50%
Grade B GCSE equivalent
Getuigschrift van hoger secundair onderwijs: 14/20 or 7/10 or 70% Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 11/20 or 6/10 or 55%
Grade A GCSE equivalent
Getuigschrift van hoger secundair onderwijs: 16/20 or 8/10 or 80%
Certificat d'enseignement secondaire supérieur / Abschlusszeugnis der Oberstufe des Sekundarunterrichts / Dipoloma van Secundair onderwijs: 12/20 or 6/10 or 60%
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Botswana.
The Certificado de Conclusão de Ensino Médio/Certificado de Conclusão de Segundo Grau is considered for entry onto our Foundation Years at Surrey. On the course page on our website, please check to see if there is an option for a Foundation Year before making a UCAS application.
Cambridge O-levels
Accepted with the same requirements as UK GCSEs.
Cambridge A-levels
Accepted with the same requirements as UK A-levels.
If you are studying for Bulgarian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Bulgaria.
UK requirement (A-level)
Diploma za Sredno Obrazovanie equivalent
A*AA
5.8
AAA
5.7
AAB
5.6
ABB
5.5
BBB
5.3
BBC
5.1
BCC
4.9
CCC
4.7
CCD
4.5
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Diploma za Sredno Obrazovanie equivalent
Grade A
5.7
Grade B
5.3
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C GCSE equivalent
Diploma za Sredno Obrazovanie*, Pass/3
Grade B GCSE equivalent
Diploma za Sredno Obrazovanie*, Good/4
Grade A GCSE equivalent
Diploma za Sredno Obrazovanie*, Good/4
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Canadian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Canada. Please contact the admissions team if you are studying in Quebec, or an institution delivering the Quebec curriculum.
UK requirement (A-level)
Ontario
British Columbia
Other provinces and territories (excluding Quebec)
Grade 12 Secondary School Diploma equivalent
A*AA
80% in six courses
Two As and three Bs
80% in five courses
AAA
80% in six courses
80% / One A and four Bs
80% in five courses
AAB
75% in six courses
75% / Five Bs
75% in five courses
ABB
70% in six courses
70% / Four Bs and one C
70% in five courses
BBB
65% in six courses
65% / Three Bs and two Cs
65% in five courses
BBC
60% in six courses
60% / One B and four Cs
60% in five courses
BCC
55% in six courses
55% / Five Cs
55% in five courses
CCC
50% in six courses
50% / Four Cs and one D
50% in five courses
When a specific subject is required, that subject should be taken in grade 12 of the High School Diploma.
Single Subject Grade
Ontario
British Columbia
Other provinces (excluding Quebec)
A
80%
A
80%
B
75%
B
75%
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Applicants who have completed Grade 12 Canadian High School/Secondary School qualifications should achieve grade B or 75% in a grade 12 English module. Applicants who were not required to take grade 12 English, or did not reach the required grade, will be required to take a recognised English language test.
Mathematics: Grade 11 Secondary School Diploma, Mathematics Pass.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the Chinese National University Entrance Examination (Gaokao) for direct entry to Year 1 UG programmes. Please see the table below for our grade equivalencies:
UK requirement (A-level)
Chinese National University Entrance Examination (Gaokao)
AAA
80%
AAB
78%
ABB
73%
BBB
70%
BBC
68%
BCC
65%
CCC
63%
Where there is a subject-specific requirement, students should achieve the same % in that subject (e.g. if Maths is a requirement of a BBB subject, the student should achieve 74% in Maths). Senior Secondary School Graduation Certificate and IELTS required.
For further information on these entry requirements, please explore our dedicated China site (中文网站).
If you are studying for Croatian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Croatia.
UK requirement (A-level)
Svjedodžba o Drzavnoj Maturi equivalent
A*AA
5
AAA
4.8
AAB
4.5
ABB
4.3
BBB
4
BBC
3.8
BCC
3.6
CCC
3.4
CCD
3.2
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Svjedodžba o Dravnoj Maturi equivalent
Grade A
5
Grade B
4
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Svjedodžba o Drzavnoj Maturi, Mathematics 2
GCSE B Grade equivalent
Svjedodžba o Drzavnoj Maturi, Mathematics 2.5
GCSE A Grade equivalent
Svjedodžba o Drzavnoj Maturi, Mathematics 3
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Cypriot qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Cyprus.
Please note: If you are studying in Northern Cyprus and are looking for our Lise Diplomasi equivalents please visit our Turkey page.
UK requirement (A-level)
Apolytirion equivalent
Apolytirion equivalent (private school, out of 100)
A*AA
19.5 and one A at A-level
AAA
19.5
93
AAB
19
91
ABB
18.5
88
BBB
18
86
BBC
17.5
83
BCC
17
81
CCC
16.5
78
CCD
16
76
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Apolytirion equivalent
Grade A
19
Grade B
18
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Apolytirion or Lykeion, 14 in a mathematics-based subject (inc Accounting)
GCSE B Grade equivalent
Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting)
GCSE A Grade equivalent
Apolytirion or Lykeion, 15 in a mathematics-based subject (inc Accounting)
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Czech qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Czech Republic.
UK requirement (A-level)
Maturitní zkoušce/Maturita equivalent
A*AA
1 overall with no less than 2 in any subject and at least two scores of 1
AAA
1.3 overall with no less than 2 in any subject and at least one score of 1
AAB
1.5 overall with no less than 2 in any subject
ABB
1.7 overall with no less than 2.5 in any subject
BBB
2 overall
BBC
2.5 overall
BCC
2.7 overall
CCC
3 overall
CCD
3.5 overall
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Maturitní zkoušce/Maturita equivalent
Grade A
1
Grade B
2
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C
*Maturitní zkoušce*/*Maturita*, 4 (*Dostatecny*).
Grade B
*Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*).
Grade A
*Maturitní zkoušce*/*Maturita*, 3 (*Dobrý*).
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Danish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Denmark.
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 7. If you have taken the Folkeskolens 10 Klasseprove then we will require IELTs.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Egypt.
If you are studying for Estonian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Estonia.
UK requirement (A-level)
Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent with the Riigieksamitunnistus
A*AA
95% overall and scores of 5.0 in at least three individual subjects
AAA
90% overall and scores of 5.0 in at least three individual subjects
AAB
85% overall and scores of 4.5 in at least three individual subjects
ABB
80% overall and scores of 4.5 in at least three individual subjects
BBB
75% overall and scores of 4.0 in at least three individual subjects
BBC
70% overall and scores of 4.0 in at least three individual subjects
BCC
65% overall and scores of 4.0 in at least three individual subjects
CCC
60% overall and scores of 3.5 in at least three individual subjects
CCD
60% overall and scores of 3.5 in at least three individual subjects
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Gümnaasiumi lõputunnistus (Secondary School Certificate) equivalent
Grade A
90% (state exam) or 5.0 (school exam)
Grade B
85% (state exam) or 4.5 (school exam)
*If maths is required A-Level subject then the student must have studied "Extensive mathematics" (not Narrow Mathematics)*
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English
IELTS Academic required.
Mathematics:
Grade C
Gümnaasiumi lõputunnistus - 3
Grade B
Gümnaasiumi lõputunnistus - 4
Grade A
Gümnaasiumi lõputunnistus - 4
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Finnish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Finland.
UK requirement (A-level)
Ylioppilastutkinto/Studentexamen equivalent
A*AA
L E E M
AAA
E E M M
AAB
E M M M
ABB
E M M M
BBB
M M M M
BBC
M M M C
BCC
M M M C
CCC
C C C C
CCD
C C C B
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Ylioppilastutkinto/Studentexamen equivalent
Grade A
E
Grade B
M
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
Ylioppilastukintotodistus / Studentexamensbetyg - M / 5
Mathematics:
Grade C
*Ylioppilastutkinto*/*Studentexamen*, A / 2
Grade B
*Ylioppilastutkinto*/*Studentexamen*, B / 3
Grade A
*Ylioppilastutkinto*/*Studentexamen*, C / 4
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for French qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for France.
UK requirement (A-level)
Baccalauréat equivalent
AAA
14
AAB
13.5
ABB
13
BBB
12.5
BBC
12
BCC
11.5
CCC
11
CCD
10.5
UK requirement (A-level)
Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent
AAA
14
AAB
13
ABB
13
BBB
12
BBC
11.5
BCC
11
CCC
11
CCD
10.5
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Baccalauréat equivalent
Grade A
14
Grade B
13
UK subject requirement (A-level)
Option Internationale du Baccalauréat (OIB) / French International Baccalauréat (BFI) equivalent
Grade A
Same as overall requirement
Grade B
Same as overall requirement
Where Mathematics is a required A-level subject, we expect you to study Spécialité Maths (Advanced Maths) in Terminale; however, where Mathematics is required as a second Science subject, we will accept Maths Complémentaires (General Maths) in Terminale. For Engineering courses that ask for Physics as a required subject, we will accept Engineering Sciences.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English:
Baccalauréat, English, 12.
OIB, English, 10.
Mathematics:
GCSE C Grade equivalent
Baccalauréat, Mathematics 10
GCSE B Grade equivalent
Baccalauréat, Mathematics 11
GCSE A Grade equivalent
Baccalauréat, Mathematics 11
Alternatively, where Mathematics is not studied as part of the Baccalauréat, we will accept Mathematics studies until the end of Seconde, where evidence can be provided of 10/20 in school assessments.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for German qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Germany.
UK requirement (A-level)
Abitur equivalent
AAA
1.6
AAB
1.8
ABB
2.0
BBB
2.2
BBC
2.4
BCC
2.6
CCC
2.8
CCD
3.0
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Abitur equivalent
Grade A
13/15
Grade B
12/15
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Ghanaian Senior Secondary School Certificate.
If you are studying for Greek qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Greece.
UK requirement (A-level)
Apolytirion equivalent
A*AA
19.5 and one A at A-level
AAA
19.5
AAB
19
ABB
18.5
BBB
18
BBC
17.5
BCC
17
CCC
16.5
CCD
16
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Apolytirion equivalent
Grade A
19
Grade B
18
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Apolytirion or Lykeion, 14 in a mathematics-based subject
GCSE B Grade equivalent
Apolytirion or Lykeion, 15 in a mathematics-based subject
GCSE A Grade equivalent
Apolytirion or Lykeion, 15 in a mathematics-based subject
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We welcome applicants with Pan-Hellenic qualifications, although these will not form part of any offer made.
If you are studying for a qualification in Hong Kong, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hong Kong.
UK requirement (A-level)
Hong Kong Diploma of Secondary Education (HKDSE) equivalent
Associate Degree, Higher Certificate or Higher Diploma - 1st year entry
Associate Degree, Higher Certificate or Higher Diploma - 2nd year entry
AAA
554 to include two electives
3.1 overall
3.3 overall
AAB
544 to include two electives
3.0 overall
3.2 overall
ABB
444 to include two electives
2.9 overall
3.1 overall
BBB
443 to include two electives
2.8 overall
3.0 overall
BBC
433 to include two electives
2.7 overall
3.0 overall
BCC
333 to include two electives
2.6 overall
3.0 overall
CCC
332 to include two electives
2.5 overall
3.0 overall
Associate degrees
If you have an associate degree, you can apply for first or second year entry.
For 1st year entrants:
You must meet the subject requirements, either through the secondary or post-secondary studies
For 2nd year entrants:
You must have covered the modules and content included in the first year of the Surrey degree course (as assessed by the appropriate admissions tutor). Your secondary qualifications (e.g. HKDSE) will also be taken into account during your application.
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Hong Kong Diploma of Secondary Education (HKDSE) equivalent
Grade A
5 (elective)
Grade B
4 (elective)
When A-level Maths is a required subject, the extended part of HKDSE Maths is required.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Hong Kong Diploma of Secondary Education (HKDSE), English 4.
Mathematics: Hong Kong Diploma of Secondary Education (HKDSE), Mathematics 3.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Hungarian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hungary.
UK requirement (A-level)
Érettségi/Matura equivalent
AAA
5, 5 in two advanced level subjects and 5, 5, 5 in three intermediate level subjects
AAB
5, 5 in two advanced level subjects and 5, 5, 4 in three intermediate level subjects
ABB
5, 5 in two advanced level subjects and 5, 4, 4 in three intermediate level subjects
BBB
5, 5 in two advanced level subjects and 4, 4, 4 in three intermediate level subjects
BBC
5, 4 in two Advanced Level subjects and 5, 4, 4 in three Intermediate Level subjects
BCC
5, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects
CCC
4, 4 in two Advanced Level subjects and 4, 4, 4 in three Intermediate Level subjects
CCD
4, 4 in two Advanced Level subjects and 4, 4, 3 in three Intermediate Level subjects
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Érettségi/Matura equivalent
Grade A
5 at Advanced level at 75% or above
Grade B
5 Advanced level at 70% or above
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Érettségi/Matura, pass (2).
GCSE B Grade equivalent
Érettségi/Matura, average (3).
GCSE A Grade equivalent
Érettségi/Matura, average (3).
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Indian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for India.
UK requirement (A-level) to Standard XII equivalent:
A-levels
ICSE/CBSE/ISC boards
West Bengal board
Other boards
A*AA
90%
80%
92%
AAA
85%
75%
90%
AAB
80%
70%
85%
ABB
75%
65%
80%
BBB
70%
60%
75%
BBC
65%
55%
70%
BCC
60%
50%
65%
CCC
55%
45%
60%
Subject requirements
UK subject requirement (A-level)
ICSE/CBSE/ISC boards
West Bengal board
Other boards
Standard XII equivalent
Grade A
80%
75%
85%
Grade B
70%
65%
75%
Grade C
60%
55%
65%
Grade D
50%
45%
55%
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English:
Higher Secondary Certificate (HSC) / Standard XII , English 70% from CBSE or ISC exam boards
Higher Secondary Certificate (HSC) / Standard XII, English 80% from the majority of Indian state boards (excluding Haryana, Andhra Pradesh/Telangana/U.P./Bihar/Gujrat/Punjab).
Mathematics:
40% in either of the following All India Standard X qualifications:
All India Secondary School Examination (Exam board = Central Board of Secondary Education)
Indian Certificate of Secondary Education Examination (Exam board = Council for the Indian School Certificate Examinations, New Delhi)
Alternatively, 50%in Standard X from a state board.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Indonesia.
If you are studying for an Iranian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Iran.
UK requirement (A-level)
Peeshdaneshgahe (Pre-University Certificate) (up until 2019), National University Entrance Examination (Kunkur)
AAA - AAB
16/20 overall
ABB - BBB
14/20 overall
BBC
13/20 overall
BCC
12/20 overall
CCC
11/20 overall
Award of the High School Diploma (Theoretical Stream, post-2019) studied between 4-5 years, with an overall grade of 14*. The Technical and Vocational stream and Work and Knowledge stream will not be acceptable for direct entry.
*dependent on subject requirements
We do not accept school leaving qualifications from Iraq.
If you are studying for an Irish qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Ireland.
We will look at the QQI Level 5 Certificate on a case by case basis depending on module relevance to chosen degree programme. Please contact Admissions for more information.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English and mathematics:
GCSE C Grade equivalent
Irish Leaving Certificate - O4
GCSE B Grade equivalent
Irish Leaving Certificate - O3
GCSE A Grade equivalent
Irish Leaving Certificate - O3
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for an Italian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Italy.
UK requirement (A-level)
Diploma conseguito con l’Esame di Stato equivalent
A*AA
96
AAA
95
AAB
90
ABB
85
BBB
80
BBC
75
BCC
70
CCC
65
CCD
60
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Individual subject mark
Grade A
9/10
Grade B
8/10
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Diploma di Esame di Stato, Pass (6)
GCSE B Grade equivalent
Diploma di Esame di Stato, Pass (6)
GCSE A Grade equivalent
Diploma di Esame di Stato, Pass (7)
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Certificate.
We do not accept school leaving qualifications from Jordan.
We do not accept school leaving qualifications from Kazakhstan.
Accepted qualifications
Kenyan Certificate of Secondary Education (KCSE)
Accepted with the same requirements as UK GCSEs.
Cambridge Overseas Higher School Certificate (COHSC)
East African Advanced Certificate of Education (EAACE)
Kenya Advanced Certificate of Education (KACE)
Accepted with the same requirements as UK A-levels.
We do not accept school leaving qualifications from Kuwait.
If you are studying for a Latvian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Latvia.
UK requirement (A-level)
Atestāts par vispārējo vidējo izglītību equivalent
AAA
9.5 overall with at least 80% in three state exams
AAB
9.0 overall with at least 80% in three state exams
ABB
8.5 with at least 80% in three state exams
BBB
8.0 – with at least 80% in one state exam and 75% in 2 state exams
BBC
7.5 - with at least 75% in three state exams
BCC
7.5 - with at least 75% in two state exams and 70% in one state exam
CCC
7.0 - with at least 75% in one state exams and 70% in two state exams
CCD
6.5 - with at least 70% in three state exams
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Atestāts par vispārējo vidējo izglītību equivalent
Grade A
90%
Grade B
90%
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Atestāts par vispārējo vidējo izglītību - Pass (4)
GCSE B Grade equivalent
Atestāts par vispārējo vidējo izglītību - Pass (5)
GCSE A Grade equivalent
Atestāts par vispārējo vidējo izglītību - Pass (6)
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the General Secondary Education Certificate.
If you are studying for a Lithuanian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Lithuania.
UK requirement (A-level)
Brandos Atestatas equivalent
A*AA
9.5 – with at least 95% in three state exams, including relevant subjects
AAA
9.0 – with at least 90% in three state exams, including relevant subjects
AAB
9.0 – with at least 87% in three state exams, including relevant subjects
ABB
8.5 – with at least 85% in three state exams, including relevant subjects
BBB
8.0 – with at least 80% in three state exams, including relevant subjects
BBC
7.5 - with at least 75% in three state exams, including relevant subjects
BCC
7.0 - with at least 75% in three state exams, including relevant subjects
CCC
7.0 - with at least 70% in three state exams, including relevant subjects
CCD
6.5 with at least 70% in three state exams
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Brandos Atestatas equivalent
Grade A
90%
Grade B
80%
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
GCSE C Grade equivalent
Brandos Atestatas, 6
GCSE B Grade equivalent
Brandos Atestatas, 7
GCSE A Grade equivalent
Brandos Atestatas, 7
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for qualifications from Luxembourg, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Luxembourg.
UK requirement (A-level)
Diplôme de Fin d'Études Secondaires equivalent
A*AA
51
AAA
48
AAB
46
ABB
44
BBB
42
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Diplôme de Fin d'Études Secondaires equivalent
Grade A
48
Grade B
39
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: *Certificat de Fin d'études Moyennes*, Maths 40-47.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for a Malaysian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses.
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
The table below shows grade equivalencies for Malaysia.
UK requirement (A-level)
Sijil Tinggi Persekolahan Malaysia (STPM) equivalent
A*AA
A, A-, A-
AAA
A-, A-, A-
AAB
A-, A-, B+
ABB
A-, B+, B+
BBB
B+, B+, B+
BBC
B-, B-, C+
BCC
B-, B-, C+
CCC
B-, C+, C+
UK requirement (A-level)
Matrikulasi equivalent
Diploma equivalent (considered on a case-by-case basis)
AAA
CGPA 3.4
CGPA 3.20
AAB
CGPA 3.3
CGPA 3.10
ABB
CGPA 3.2
CGPA 3.00
BBB
CGPA 3.1
CGPA 2.90
BBC
CGPA 3.0
CGPA 2.90
BCC
CGPA 2.9
CGPA 2.80
CCC
CGPA 2.8
CGPA 2.70
UK requirement (A-level)
Unified Examination Certificate
AAB
B3 in five subjects (excluding Chinese and Malay)
ABB
B3 in five subjects (excluding Chinese and Malay)
BBB
B4 in five subjects (excluding Chinese and Malay)
BBC
B4 in five subjects (excluding Chinese and Malay)
BCC
B5 in five subjects (excluding Chinese and Malay)
CCC
B5 in five subjects (excluding Chinese and Malay)
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Sijil Tinggi Persekolahan Malaysia (STPM) equivalent
Grade A
A-
Grade B
B+
UK subject requirement (A-level)
Matrikulasi equivalent
Grade A
3.67
Grade B
3.33
UK subject requirement (A-level)
Unified Examination Certificate (UEC)
Grade A
A2
Grade B
B4
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Sijil Pelajaran Malaysia (SPM) English with CEFR grade B2 in all components OR Pre-2021, Sijil Pelajaran Malaysia (SPM), 1119 Advanced English C.
Mathematics: Sijil Pelajaran Malaysia (SPM), Mathematics C.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Maltese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Malta.
UK requirement (A-level)
MEC Advanced
MEC Intermediate
AAA
AA
AAA
AAB
AB
AAB
ABB
AB
ABB
BBB
BBB
BB
BBC
BC
BBC
BCC
BC
BCC
CCC
CC
CCC
CCD
CD
CCD
Please note: you will need the Advanced and Intermediate, so for BBB in the UK A-levels we would ask for BB MEC Advanced and BBB MEC Intermediate.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Advanced Matriculation Certificate equivalent
Grade A
A
Grade B
B
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We accept the following qualifications:
GCE O-levels
Accepted with the same requirements as UK GCSEs.
Cambridge Overseas Higher School Certificate/GCE Advanced Level
Accepted with the same requirements as UK A-levels.
We do not accept the Diplomă de Bacalaureat from Moldova for year 1 entry. However, a foundation course or evidence of further study will be considered.
If you are studying for qualifications in the Netherlands, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for the Netherlands.
UK requirement (A-level)
Voorbereidend Wetenschappelijk Onderwijs (VWO)
AAA
8
AAB
7.8
ABB
7.4
BBB
7.2
BBC
7
BCC
6.8
CCC
6.6
CCD
6.4
Subject requirements
For courses that have specific subject requirements at A-level:
UK requirement (A-level)
Voorbereidend Wetenschappelijk Onderwijs (VWO)
Grade A
8.0
Grade B
7.5
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for New Zealand qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for New Zealand.
UK requirement (A-level)
Grade equivalence
AAA
NCEA Level 3 with Excellence endorsement
AAB
NCEA Level 3 with Merit endorsement including 30 level 3 credits at Excellence
ABB
NCEA Level 3 with Merit endorsement including 27 level 3 credits at Excellence
BBB
NCEA Level 3 with Merit endorsement including 24 Level 3 credits at Excellence
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
National Certificate of Educational Achievement (NCEA), Level 3 equivalent
Grade A
20 Level 3 credits in the required subject, with Excellence (E) in 15 credits.
Grade B
20 Level 3 credits in the required subject, with Excellence (E) in 12 credits.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: National Certificate of Educational Achievement (NCEA), English, Achieved.
Mathematics: National Certificate of Educational Achievement (NCEA), Mathematics, Achieved.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the West African Senior School Certificate Examination (WASSCE) from Nigeria.
If you are studying for Norwegian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Norway.
UK requirement (A-level)
Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent
A*AA
VVO (with generell studiekompetanse) with 5.0 overall
AAA
VVO (with generell studiekompetanse) with 4.5 overall
AAB
VVO (with generell studiekompetanse) with 4.5 overall
ABB
VVO (with generell studiekompetanse) with 4.0 overall
BBB
VVO (with generell studiekompetanse) with 4.0 overall
BBC
VVO (with generell studiekompetanse) with 3.5 overall
BCC
VVO (with generell studiekompetanse) with 3.0 overall
CCC
VVO (with generell studiekompetanse) with 2.5 overall
CCD
VVO (with generell studiekompetanse) with 2.0 overall
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole equivalent
Grade A
4.5
Grade B
4.0
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole, English 4.
Mathematics:
GCSE C Grade equivalent
Vitnemal for Videregående Oppleaering (VVO) /Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2 (Pass)
GCSE B Grade equivalent
Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass)
GCSE A Grade equivalent
Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole/ Vitnemal for Grunnskolen 2.5 (Pass)
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept school leaving qualifications from Oman.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We consider a range of high school qualifications for entry onto our undergraduate courses.
We do not accept the Intermediate/Higher Secondary Certificate from Pakistan.
If you are studying for Polish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Poland.
UK requirement (A-level)
Świadectwo Dojrzałości equivalent
A*AA
90 per cent in all written standard level subjects including three extended level subjects, each at 90 per cent.
AAA
90 per cent in all written standard level subjects including three extended level subjects, each at 85 per cent.
AAB
85 per cent in all written standard level subjects, including three extended level subjects, each at 80 per cent.
ABB
80 per cent in all written standard level subjects, including three extended level subjects, each at 75 per cent.
BBB
75 per cent in all written standard level subjects, including three extended level subjects, each at 70 per cent.
BBC
70 per cent in all written standard level subjects, including three extended level subjects, each at 65 per cent.
BCC
70 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent.
CCC
60 per cent in all written standard level subjects, including three extended level subjects, each at 60 per cent.
CCD
60 per cent in all written standard level subjects, including three extended level subjects, each at 55 per cent.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Świadectwo Dojrzałości/Matura equivalent
Grade A
80 per cent at extended level.
Grade B
70 per cent at extended level.
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics:
Grade C
*Świadectwo Dojrzałości*/*Matura*, 30%
Grade B
*Świadectwo Dojrzałości /*Matura*, 30%
Grade A
*Świadectwo Dojrzałości*/*Matura*, 40%
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Portuguese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Portugal.
UK requirement (A-level)
Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent
AAA
17<
AAB
16.5
ABB
16
BBB
15.5
BBC
15
BCC
14.5
CCC
14
CCD
13.5
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Certificado de fim de Estudos Secundários / Diploma Nivel Secundaro de Educacao / Certificado Nivel Secundaro de Educacao / Diploma de Ensino Secundario / Certidao do Decimo Segundo Ano / Certificado de Habilitacoes do Ensino Secundario equivalent
Grade A
17
Grade B
16
Where maths is a required subject at A-level, applicants will be required to achieve Certifcado de fim de Estudos Secundarios maths at 17 for A-level Grade A, 16 for Grade B and 15 for Grade C.
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C
*Certificado de fim de Estudos Secundários* 10
Grade B
*Certificado de fim de Estudos Secundários* 11
Grade A
*Certificado de fim de Estudos Secundários* 12
If maths does not appear in the final Certifcado de fim de Estudos Secundarios (or other named qualifications above) or if the above grades were not met, we can accept maths in the Y9 high school transcript at the following grades:
GCSE C
3/5
GCSE B
4/5
GCSE A
5/5
We do not accept Qatar school leaving qualifications.
If you are studying for Romanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Romania.
UK requirement (A-level)
Diplomă de Bacalaureat equivalent
A*AA
9.3 overall
AAA
9.0 overall
AAB
8.5 overall
ABB
8.0 overall
BBB
8.0 overall
BBC
7.5 overall
BCC
6.0 overall
CCC
6.5 overall
CCD
6.0 overall
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Diplomă de Bacalaureat equivalent
Grade A
9.0
Grade B
8.0
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C
*Certificat de Absolvire a Ciclului Inferior al Liceului* 7
*Certificat de Absolvire a Liceului* 6
*Diplomă/Certificat de Absolvire a Invăţământului Obligatoriu de 10 ani* (Compulsory Education Graduation Diploma/Certificate at grade 10) 6
Grade B
*Certificat de Absolvire a Ciclului Inferior al Liceului* 7
*Certificat de Absolvire a Liceului* 6
*Diplomă/Certificat de Absolvire a Invăţământului Obligatoriu de 10 ani* (Compulsory Education Graduation Diploma/Certificate at grade 10) 6
Grade A
*Certificat de Absolvire a Ciclului Inferior al Liceului* 7
*Certificat de Absolvire a Liceului* 6
*Diplomă/Certificat de Absolvire a Invăţământului Obligatoriu de 10 ani* (Compulsory Education Graduation Diploma/Certificate at grade 10) 7
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Certificate of Secondary (Complete) General Education.
We do not accept the Tawjihiyah (General Secondary Education Certificate).
If you are studying for Singaporean qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Singapore.
UK requirement (A-level)
Singapore/Cambridge A-levels (H2) equivalent
AAA
AAB
AAB
ABB
ABB
BBB
BBB
BBC
BBC
BCC
BCC
CCC
CCC
CCD
UK requirement (A-level)
Singapore Polytechnic Diploma equivalent
A*AA
GPA of 3.2
AAA
GPA of 3.1
AAB
GPA of 3.0
ABB
GPA of 2.9
BBB
GPA of 2.8
BBC
GPA of 2.7
BCC
GPA of 2.6
CCC
GPA of 2.5
Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to international@surrey.ac.uk.
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Singapore/Cambridge A-levels (H2) equivalent
Grade A
A
Grade B
B
Minimum standard in English and Mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and Mathematics.
English: Singapore/Cambridge O-level English at grade C. The Singapore Integrated Programme satisfies the English requirement.
Mathematics: Singapore/Cambridge O-level mathematics at grade C. The Singapore Integrated Programme satisfies the mathematics requirement.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovakian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovakia.
UK requirement (A-level)
Maturitná skúška equivalent
A*AA
1.0
AAA
1.5
AAB
1.5
ABB
2.0
BBB
2.0
BBC
2.2
BCC
2.4
CCC
2.6
CCD
2.8
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Maturitná skúška equivalent
Grade A
1.5
Grade B
2.0
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
GCSE C Grade equivalent
Maturitná skúška 4 (Dostatocny)
GCSE B Grade equivalent
Maturitná skúška 3 (Dobry)
GCSE A Grade equivalent
Maturitná skúška 3 (Dobry)
Alternatively, where mathematics is not studied as part of the Maturitná skúška, we will accept mathematics in the Y11 or Y12 high school transcript at the same grades outlined above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Slovenian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovenia.
UK requirement (A-level)
Matura Spricevalo equivalent
AAA
25 points overall
AAB
24 points overall
ABB
23 points overall
BBB
22 points overall
BBC
21 points overall
BCC
20 points overall
CCC
19 points overall
CCD
18 points overall
Subject requirements
For courses that have specific subject requirements at A-level.
Subjects that ask specifically for mathematics or require English A-Level (English Literature BA or English Literature with Creative Writing BA):
UK subject requirement (A-level)
Matura equivalent
Grade A
7 at higher level
Grade B
6 at higher level
For all other required subjects and where mathematics is a second science:
UK subject requirement (A-level)
Matura equivalent
Grade A
5 at standard level
Grade B
4 at standard level
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS Academic required
Mathematics:
Grade C
Matura Spricevalo 2.0
Grade B
Matura Spricevalo 2.0
Grade A
Matura Spricevalo 3.0
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for South African qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for South Africa.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the High School Diploma.
If you are studying for Spanish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Spain.
UK requirement (A-level)
Título de Bachillerato equivalent
A*AA
9.0 overall
AAA
8.5 overall
AAB
8.0 overall
ABB
7.8 overall
BBB
7.5 overall
BBC
7.3 overall
BCC
7.0 overall
CCC
6.5 overall
CCD
6.0 overall
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Título de Bachillerato equivalent
Grade A
9.0
Grade B
8.0
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: IELTS required
Mathematics:
GCSE C Grade equivalent
Graduado en Educacion Secundaria (GES) 5 / Titulo de Bachillerato 5
GCSE B Grade equivalent
Graduado en Educacion Secundaria (GES) 6 / Titulo de Bachillerato 5
GCSE A Grade equivalent
Graduado en Educacion Secundaria (GES) 7/ Titulo de Bachillerato 6
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Sri Lankan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sri Lanka:
UK requirement (A-level)
Sri Lankan General Certificate of Education(Advanced level) equivalent
A*AA
AAA
AAA
AAA
AAB
AAB
ABB
ABB
BBB
BBB
BBC
BBC
BCC
BCC
CCC
CCC
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Sri Lankan General Certificate of Education(Advanced level) equivalent
Grade A
A
Grade B
B
Minimum standard in English and mathematics
All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.
English: Cambridge O-level, English at grade C
Mathematics: Cambridge/Sri Lankan O-level, mathematics at grade C
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Swedish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sweden.
UK requirement (A-level)
Avgångsbetyg/Slutbetyg från Gymnasieskola/Högskoleförberedande examen equivalent
AAA
A grades in the majority of subjects (18.5 points)
AAB
A and B grades in the majority of subjects (18 points)
ABB
B grades in the majority of subjects (17.5 points)
BBB
B grades in the majority of subjects (17 points)
BBC
B grades in the majority of subjects (16.5 points)
BCC
B and C grades in the majority of subjects (15.5 points)
CCC
B and C grades in the majority of subjects (14.5 points)
CCD
C grades in the majority of subjects (13.5 points)
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Avgångsbetyg / Slutbetyg från Gymnasieskola examen equivalent
Grade A
A
Grade B
B
Grade C
C
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
GCSE English:
Courses requiring GCSE English Language C (4) or B (5) - English 6 grade C or English 5 grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE English Language Grade A / 7 – English 6 at Grade B in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
GCSE Mathematics
Courses requiring GCSE Mathematics Grade C (4) or B (5) – Maths at Grade E in one of the following qualifications:
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
Courses requiring GCSE Mathematics Grade A / 7 – Maths at Grade D in one of the following qualifications
Avgångsbetyg
Slutbetyg från Gymnasieskola
Slutbetyg fran Grundskola
If you are studying for Swiss qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Switzerland.
UK requirement (A-level)
French speaking - Certificat de Maturite / Certificat de Maturie Catonal reconnu par la Confederatio
German speaking - Katonales Maturitatszeugnis / Maturitat
Italian speaking - Attestato di Maturita / Attestato di Maturita Cantonale Riconosciuto dalla Confederzione
AAA
Any of the above Matura qualifications with 5.0 overall
AAB
Any of the above Matura qualifications with 5.0 overall
ABB
Any of the above Matura qualifications with 4.8 overall
BBB
Any of the above Matura qualifications with 4.5 overall
BBC
Any of the above Matura qualifications with 4.4 overall
BCC
Any of the above Matura qualifications with 4.3 overall
CCC
Any of the above Matura qualifications with 4.2 overall
CCD
Any of the above Matura qualifications with 4.1 overall
Subject equivalent
Grade A: Matura 5.0
Grade B: Matura 4.5
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English and Mathematics:
GCSE C Grade equivalent
Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.0
GCSE B Grade equivalent
Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.1
GCSE A Grade equivalent
Certificat de Maturité / Kantonales Maturitätszeugnis / Maturität - 4.2
For the minimum standard for GCSE Mathematics only we can also accept:
GCSE C Grade equivalent Certificat de Culture Generale - 4.0
GCSE B Grade equivalent Certificat de Culture Generale - 4.1
GCSE A Grade equivalent Certificat de Culture Generale - 4.2
If you studied the Certificat de Culture Generale then we may need an IELTS or equivalent to meet our minimum standards for English Language.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Tanzanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Tanzania.
UK requirement (A-level)
Advanced Certificate of Secondary Education (ACSE)
AAA
AAA
ABB
ABB
BBB
BBB
CCC
CCC
Minimum standard in English and mathematics
English Language: Certificate of Secondary Education (CSE) at grade C.
Mathematics: Certificate of Secondary Education (CSE) at grade C.
We do not accept the Senior High School Leaving Certificate.
If you are studying for Turkish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Turkiye.
UK requirement (A-level)
Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent
A*AA
85%
AAA
80%
AAB
75%
ABB
70%
BBB
70%
BBC
Lise Diplomasi with 65% in the final year
BCC
Lise Diplomasi with 60% in the final year
CCC
Lise Diplomasi with 55% in the final year
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Devlet Lise Diplomasi/Lise Bitirme Diplomasi equivalent
Grade A
80%
Grade B
70%
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: IELTS Academic required.
Mathematics: Lise Bitirme Diplomasi Mathematics, 3, or 55% in Grade 10 or above.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
If you are studying for Ugandan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Uganda.
UK requirement (A-level)
Advanced Certificate of Secondary Education (UACE)
AAA
AAA
ABB
ABB
BBB
BBB
BBC
BBC
CCC
CCC
CCD
CCD
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Ugandan Advanced Certificate of Education (UACE) equivalent
Grade A
A
Grade B
B
Minimum standard in English and mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.
English: Uganda Certificate of Education (UCE), 6.
Mathematics: East African Certificate of Education (EACE), Mathematics 6, or, Uganda Certificate of Education (UCE), 6.
Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept Ukrainian school leaving qualifications.
We do not accept school leaving qualifications.
If you are studying for American qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. We are able to consider a combination of any three test scores at the appropriate level (e.g. 2 APs and 1 SAT Subject Test). Honours and College level class content can also be reviewed on case-by-case basis by our Admissions Team.
The table below shows grade equivalencies for the United States of America.
UK requirement (A-level)
Advanced Placement (AP) equivalent
A*AA
555
AAA
555
AAB
554
ABB
544
BBB
444
BBC
443
BCC
433
CCC
333
UK requirement (A-level)
SAT equivalent
A*AA
1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each)
AAA
1350 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each)
AAB
1320 in SAT Reasoning (combined) and 700 in three SAT Subject Tests* (each)
ABB
1290 in SAT Reasoning (combined) and 650 in three SAT Subject Tests* (each)
BBB
1290 in the SAT Evidence-based Reading and Writing, and Mathematics Tests (combined) and 650 in three SAT Subject Tests* (each)
BBC
1290 in SAT Reasoning (combined) and 600 in three SAT Subject Tests* (each)
BCC
1290 in SAT Reasoning (combined) and 550 in three SAT Subject Tests* (each)
CCC
1290 in SAT Reasoning (combined) and 500 in three SAT Subject Tests* (each)
*Please see the latest update from the College Board regarding SAT Subject Tests.
UK requirement (A-level)
American College Testing (ACT) equivalent
A*AA
29 (from a single exam sitting)
AAA
29 (from a single exam sitting)
AAB
29 (from a single exam sitting)
ABB
28 (from a single exam sitting)
BBB
28 (from a single exam sitting)
BBC
28 (from a single exam sitting)
BCC
28 (from a single exam sitting)
CCC
27 (from a single exam sitting)
UK requirement (A-level)
Associate degree equivalent
A*AA
3.3
AAA
3.3
AAB
3.3
ABB
3.2
BBB
3.2
BBC
3.2
BCC
3.2
CCC
3.1
Subject requirements
For courses that have specific subject requirements at A-level:
UK subject requirement (A-level)
Advanced Placement (AP) equivalent
SAT Subject Test
Grade A
5
700
Grade B
4
650
Minimum standard in English and Mathematics
If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.
English: Grade 12 High School Diploma, English C.
Mathematics: Grade 12 High School Diploma, Mathematics C.
Alternatively, an overall SAT score of 1290/1600 (critical reading, writing and mathematics) with a minimum of 600 in each component.
Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.
We do not accept the Upper Secondary School Graduation Diploma.
Please refer to the entry requirements for the country where your High School qualifications originate from, or the relevant UK qualifications on the course page. For information on entry requirements based on an International Foundation Year, please contact the admissions team with details about where you are taking your International Foundation Year, and the content you are studying.
We do not accept school leaving qualifications from Algeria.
We do not accept the Zimbabwe General Certificate of Education at Ordinary level.
We do not accept school leaving qualifications from Morocco.
International students in the United Kingdom
English language requirements
IELTS Academic: 6.0 overall with 5.5 in each element.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
If you are a suitable candidate you will be invited to an offer holder event. During your visit to the University you can find out more about the course and meet staff and students.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
The annual tuition fees for courses starting in September 2024
Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
50% payable 10 days after the invoice date (expected to be early October of each academic year)
50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Additional costs
Books/stationery/admin: £10 – laboratory book purchase for Year 1 and Year 2
Safety equipment and/or uniform: £20 – PPE equipment.
Grand total: £30.
Scholarships and bursaries
We're committed to making sure that we offer support for students who might need it.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Biomedical engineering placements
As well as giving you a real taste of the biomedical engineering industry, our award-winning Professional Training placements will enhance your study outcomes and future career prospects.
While on placement, you’re paid by your employer but you’ll remain a member of the University. Our students tell us the time they spend in a real engineering context transforms them into the professional engineers they want to be.
The year enables you to get practical experience that can’t be gained in a lecture theatre or laboratory class. Placement will boost your understanding of your studies in the later stages of your course, too.
It also allows you to try out a specialised engineering sector, improve your CV and build up a network of contacts.
The experience gained on placement is the underlying reason our graduates are so employable. As one company put it: “University of Surrey engineers come with batteries included.”
Surrey has long-established links with major biomedical-engineering-related companies. Our students have completed Professional Training placements at organisations such as:
3M
Abbott Diabetes Care
DePuy Synthes
Elekta
Eli Lilly
GE Healthcare
GlaxoSmithKline
National Health Service
Renishaw
Siemens
Smith & Nephew
Transport Research Laboratory.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Find out how students at Surrey developed their skills in industry by undertaking a placement year.
Student
"One of my biggest achievements was producing training material for surgeons who use Renishaw’s medical devices. It was particularly rewarding to see work I had produced being put into practice in industry."
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone.
Partner institutions
In your second year, you’ll have the option of spending time abroad at one of our partner universities. Students have gone to study in:
In addition, or alternatively, you may wish to spend your Professional Training placement working in another country. Students have worked at Siemens in Germany or Verb Surgical Inc in the US.
Apply for your chosen course online through UCAS, with the following course and institution codes.
We provide these terms and conditions in two stages:
First when we make an offer.
Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).
This online prospectus has been published in advance of the academic year to which it applies.
Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.
It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer.
