CH0AS1: Academic and Scientific skills: Foundations for Tackling Global Challenges 1

Module code: CH0AS1

Module provider: Chemistry; School of Chemistry, Food and Pharmacy

Credits: 20

Level: F

When you’ll be taught: Semester 1

Module convenor: Dr Candyce Clark, email: c.r.clark@reading.ac.uk

Module co-convenor: Dr Katrina Bicknell, email: k.bicknell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2026/7

Available to visiting students: No

Talis reading list: No

Last updated: 23 April 2026

Overview

Module aims and purpose

This module supports Science Foundation students in developing the core academic, scientific, and transferable skills required for successful transition into university-level study. Using the United Nations Sustainable Development Goals (SDGs) as real-world contexts, students are introduced to numeracy, data handling, communication, teamwork, and reflective learning skills essential for scientific study and informed engagement with global challenges.

The module aims to:

• Support students’ transition to university-level scientific study
• Develop foundational numeracy and data-handling skills relevant to science disciplines
• Introduce students to scientific communication for both specialist and non-specialist audiences
• Build confidence in the use of digital tools and scientific resources, including responsible use of AI
• Encourage reflective, independent, and collaborative learning through engagement with global challenges

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Apply foundational numeracy and data-handling skills to analyse, interpret, and present scientific and public health data relevant to global challenges.
2. Use appropriate digital tools and scientific resources to access, analyse, and communicate information effectively, demonstrating academic integrity and responsible use of AI.
3. Communicate scientific ideas clearly and appropriately in written, oral, and visual formats for both specialist and non-specialist audiences.
4. Demonstrate reflective and collaborative learning skills, identifying personal strengths and areas for development while working effectively as part of a team.

Module content

This module is designed to develop the core academic and scientific skills required for successful progression in your chosen science discipline. The content is contextualised through the lens of the United Nations Sustainable Development Goals (UN SDGs), enabling you to explore global challenges while building discipline-specific understanding.

In this module, you will develop skills in:

• Numeracy
• Data handling and interpretation
• Locating, evaluating, and using scientific literature
• Effective note-taking strategies
• Understanding academic integrity and the responsible use of artificial intelligence
• Teamwork and collaboration
• Written and oral communication
• Presentation skills
• Reflective practice
• Responding to feedback and developing academic resilience

Structure

Teaching and learning methods

This module will be delivered by a mixture of different methods. In each week you will have:

• 1-hour academic lecture: Introduction to interdisciplinary scientific skills, contextualised through the United Nations Sustainable Development Goals (SDGs), delivered to all disciplines collectively.
• 1-hour study skills session: Smaller, discipline-specific group sessions led by a Study Advisor or other staff, focusing on the development of core academic skills.
• 2-hour workshop: Interactive, group-based workshops where students apply academic and scientific skills within their specific disciplinary context.
• 1-hour flipped/digital learning activity: Independent or guided online learning designed to reinforce and extend key concepts introduced in taught sessions or other skills as needed.

Study hours

At least 55 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Throughout this module there will be opportunities to obtain feedback from formative assessments. These include:

• Formative numeracy quizzes on Blackboard
• Formative leaflet on data obtained from a scientific paper
• Presentations to the group where peer feedback is delivered
• Formative preparation for Excel report
• Formative reflective writing

Reassessment

Additional costs