This is a short cycle qualification of two years that is linked to (or within) first cycle qualifications, intended to equip learners with the skills and knowledge relevant to employment. Also at its core is the notion that they should support widening participation by providing an unequivocal progression route to a bachelor’s degree. This programme is designed in collaboration with QUB and the content of a foundation degree can accurately reflect the early content of BSc in Biomedical Science and Human
Biomedical Sciences highlights
Professional Accreditations
This foundation degree, has a compulsory work based learning element which will allow successful students to apply to become registered Science Technicians
World Class Facilities
Belfast Metropolitan College has excellent teaching facilities along with strong links with industry and Higher Education Institutions
Further Study Opportunities
Graduates of the Foundation Degree in Biomedical Sciences are eligible to progress to the BSc Biomedical Science and BSc Human Biology, normally entering at Stage 2 https://www.qub.ac.uk/schools/mdbs/
Further modules provide a sound background to other fundamental areas of Sciences that will provide the foundations of general scientific knowledge moving forward.
Year 1 (Level 4) Modules
Students must complete six compulsory modules:
• Fundamentals of Science (Biomedical)
• Mathematics and study Skills for Biomedical Science
• Fundamentals of Chemistry
• Biochemistry and Metabolic Disorders
• Human Biology and Homeostatic Regulation
• Introduction to Work Based Learning
Year 2 (Level 5) Modules
Students must complete six compulsory modules:
• Anatomy, Physiology and Disease 1
• Microbiology
• Genetics and Molecular Biology
• Immunology and Medical Microbiology.
• Anatomy, Physiology and Disease 2
• Work Based Learning
The Biomedical Sciences foundation Degree Programme aims to provide students with the qualities of critical independent thought and decision making in complex and unpredictable circumstances, knowledge and understanding of scientific methods of enquiry and theoretical principles of biomedical sciences, including, where appropriate, the application of those principles in an employment context.
Adviser of Studies
Acts as a first point of contact for students with academic or personal issues that they may require guidance and/or support with.
E-Learning Technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE).
A range of learning experiences are also embedded in the degree programme through the use of, for example, interactive support materials and web-based learning activities.
Inducttion
A formalised induction for all students.
Lectures
These introduce foundation information about new topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. Lectures, which are normally in delivered groups to all also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments.
Practical laboratory
Practical classes contribute to a number of modules, and the hands-on experience is essential and hugely popular.
Self-directed study
This is an essential part of life as a student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out. Through this, students become independent learners.
Assessment
Details of assessments associated with this course are outlined below:
The programme is assessed through both formative and summative assessment tools. These
assessment tools will reflect the balance of theory and practice, and taught modules will have two
assessment components: continuous assessment and written examination.
Feedback
As you progress through your course you will receive general and specific feedback about your work from a variety of sources including lecturers, module co-ordinators, personal tutors, Advisers of Study and your peers. As a university student, you will be expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of your work. Feedback may be provided to you in a variety of forms.
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
The information below is intended as an example only, featuring module details for the current year of study (2025/26). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Water:
▪ Intermolecular and intramolecular forces involved in water, states of water, density of water, thermal properties of water.
Evolution of Biochemical Systems:
▪ The Urey-Miller experiment and prebiotic synthesis; selective pressure and self-replicating RNA; RNA as catalysts; amino acid polymers and catalysis; evolution of the DNA and the genetic code.
Key Concepts in Biochemistry:
▪ Enzymes: classification of enzymes; interactions between substrate and active site; cofactors; Michaelis-Menten kinetics; inhibition; practical methods (UV-Vis absorbance; activity and inhibition assays).
▪ Proteins: amino acids (zwitterions and isomerism); levels of protein structure; the Ramachandran plot; investigating protein structure (chromatography and electrophoresis); .
▪ Carbohydrates: mono- and polysaccharides; acquisition, storage and utilisation in mammals.
▪ Lipids: fatty acids and triglycerides; acquisition, storage and utilisation in mammals.
▪ Nucleic acids: purines and pyrimidines; nucleotides; Structure of DNA and RNA.
▪ Disorders associated with macromolecules and macronutrients; sickle cell anaemia, deficiency disorders
Energy changes in Biochemistry:
▪ Metabolic pathways: glycolysis, electron transport, fatty acid oxidation, gluconeogenesis.
▪ Control of cellular respiration: factors affecting metabolic pathways, feedback inhibition
▪ Controlling metabolism: free energy change. Relationship between metabolism and free energy.
▪ Energy transformations; the requirement for a membrane; importance of electron transfer and proton gradients; oxidation and reduction; electron/hydrogen carriers.
▪ Disorders associated with biochemical pathways: Diabetes, Liver disease.
Practical Work may include.
• Qualitative tests of primary metabolites
• Estimation of Serum Urea by colorimetry
• Determination of Blood Glucose by the GOD-PAP Method
• Isoelectric point of Amino Acid by titration
• Protein content by Bradford Assay
Learning Outcomes
On completion of this module a learner should be able to:
1. Relate key aspects of basic chemistry to biological systems, especially the concepts of oxidation, reduction and proton transfer
2. Analyse the structure and function of enzymes using theoretical models and equations
3. Describe the metabolism of the key macromolecules for mammals, emphasising interrelationships where appropriate
4. Explain the links between the major metabolic pathways
5. Recall that malfunctions involving biomolecules and biochemical pathways can result in a variety of disorders.
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ An ability to summarise complex information into an accessible format for non-specialists
▪ Improved team working and presentation skills
▪ Increased facility with ICT including use of virtual learning environments, online database searches and dedicated teaching & learning software
In addition, learners should demonstrate the following specific skills
▪ An ability to apply module content to new and unfamiliar topics
▪ Analysis of kinetic data using Microsoft Excel including non-linear curve fitting
▪ Practical skills in biochemistry including centrifugation, UV-Vis spectroscopy and SDS-PAGE
This module will revise and extend the content covered in Fundamentals of Science and introduce the study of medicinal chemistry. The module content will include the following themes:
The Atom
▪ The Atom: Evidence for wave-particle duality; s; s-, p- and-orbitals; the aufbau principle; the Pauli exclusion principles; Hund’s rules; penetration, shielding and effective nuclear charge.
▪ The periodic table: structure of the periodic table, ionisation energies, atomic and ionic radii, trend across period 3 and down groups.
Bonding
▪ Ionic bonding: Formations of ionic bonds, polarisation and covalency.
▪ Covalent bonding: Bond length, bond enthalpy, bond polarity, polar molecules, dative covalent bonding, VSEPR theory
▪ Metallic bonding: the sea of delocalised electrons, electrical and thermal conductivity, variable oxidation states and Ligands
▪ Intermolecular Forces: hydrogen bonding; van der Waals force; permanent dipoles; explanation for physical properties in chemistry and biology.
Organic Chemistry
▪ Representation of Molecules: molecular, structural and skeletal formulae; isomerism.
▪ Functional Groups: survey of common functional groups (alkane, alkene, alkyne, alkyl halides, aldehydes, ketones, esters, ethers, carboxylic acids, amines, amides and nitriles); basic properties and reactivity; role as organic reagents, importance in medicine/medications.
▪ Reactions in Organic Chemistry; Lewis vs. Brønsted-Lowry acids and bases; identification of nucleophiles and electrophiles; simple substitution, addition and elimination mechanisms; curly arrows and reaction intermediate.
Energy Changes
▪ Enthalpy and Hess cycles, Heat capacity, Entropy.
Practical Work may include
• Determining the empirical formula of magnesium oxide
• Determining the Strength of a Hydrogen Bond
• Assay of Ibproufen
• Identification of Common Organic Functional Groups
• Synthesis of API from Oil of Wintergreen
Learning Outcomes
On completion of this module a learner should be able to:
1. Describe the structure of the atom in terms of the factors governing stability and its electronic structure
2. Explain the localised and delocalised models of chemical bonding
3. Relate the properties of functional groups to their chemical reactivity and roles in organic synthesis
4. Represent simple mechanisms using curly arrows and intermediates (where appropriate)
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Improved communication through participation in tutorials and completion of continuous assessment
▪ Increased facility with ICT including use of virtual learning environments, online database searches and dedicated teaching & learning software.
▪ An ability to link module content to cognate disciplines (e.g., biology and physics)
In addition, learners should demonstrate the following specific skills.
▪ Experience of working with sealed radioactive sources, Geiger counters and the associated risk assessment
▪ Practical experience of multi-step organic synthesis
An ability to represent simple organic reaction mechanisms using curly arrows
Learners will gain a knowledge of basic anatomical and physiological terminology as well as an understanding of the hierarchical nature of the body. In addition, learners will have acquired a knowledge of the importance of maintenance of the internal environment and of monitoring norms within the body (homeostasis), how deviation from these levels provide clues as to enable conditions to be diagnosed and treated. These concepts will be examined through the regulatory functions of homeostasis, feedback mechanisms and endocrine and nervous system control. The indicative module content is:
Anatomical and physiological terminology & Hierarchical nature of the human body
• Directional terms
• Regional terms
• Planes of the Body
• Cell differentiation and tissue specialisation (muscle cells; nerve cells; stem cells; differentiation of blood cells). Overview of tissue classification, organs and organ systems
Homeostasis
• Principles of homeostasis, feedback systems components and functions
• Negative feedback systems e.g. C02, blood glucose, temperature, pH water
• Positive feedback systems e.g. parturition, blood clotting
Role of Nervous system
• Nervous system structure. Central Nervous System, Peripheral Nervous System. Autonomic Nervous system
• Nervous system function. Synapse, nervous impulse, role in homeostasis
• Nervous system disorders; Method of diagnosis and impact of homeostatic imbalances in nervous system e.g. multiple sclerosis
Role of Endocrine system
• Structure of endocrine system
• Mechanism of action of hormones; transport into target cells, surface receptors, intracellular receptors, second messenger systems, endpoint activity
• Endocrine system disorders Method of diagnosis and impact of homeostatic imbalances in endocrine system e.g. diabetes
Practical Work
The anatomical component is augmented and supported by a range of practical laboratory sessions where there are opportunities to examine anatomical models. Physiology practical classes encourage students to collect data about the functioning of their own bodies in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes specifically reflex physiology and homeostatic mechanisms.
Learning Outcomes
On completion of this module a learner should be able to:
1. Use anatomical and physiological terminology correctly and in a professional context.
2. Display an integrated knowledge and understanding of the fundamental principles of homeostasis.
3. Demonstrate appropriate laboratory health and safety procedures.
4. Demonstrate observational skills with regards to the selection of relevant physiological data
5. Analyse the role of the biomedical scientist in screening and disease diagnosis.
6. Discuss the implications of screening and disease diagnosis for the individual and for the health service and society.
7. Analyse and interpret scientific data relating to homeostatic disorders to evaluate the implications of disease diagnosis for the individual, the health service and society.
8. Demonstrate an ability to explain scientific concepts in a concise and coherent manner.
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Interpersonal communication and team work.
▪ Demonstrate an ability to complete tasks and meet deadlines within set timeframes.
▪ Demonstrate the ability to work as a cohesive team to achieve set goals.
▪ Document and present data appropriately and in a variety of forms
In addition, learners should demonstrate the following specific skills
▪ Observation and interpretation of anatomical and histological specimens.
▪ Competence in the use of laboratory instruments, ensuring accuracy and reliability.
▪ Apply numerical skills and techniques to interpret data
Fundamentals of Biomedical Sciences
▪ Biomedical sciences: The study of human biology, and health, diagnosis, and treatment of disease. Definition of immunological, microbiological, and haematological diseases and disorders.
▪ The predominant diseases that give rise to much of the work in diagnostic pathology laboratories. Implications of disease diagnosis to individuals, the health service and society.
▪ Role of informatics and record keeping, to include consideration of how information regarding diagnostic tests is recorded, stored, and disseminated.
Fundamentals of Biology:
▪ The hierarchical nature of biological systems
▪ Techniques used to investigate cell structure including microscopy (light, SEM, TEM, phase contrast)
▪ Eukaryotic cellular ultrastructure; structure and function of organelles (nucleus, nucleolus, Chromosomes, ribosomes, the endomembrane
system, mitochondria, lysosomes, peroxisome, the cytoskeleton)
▪ Membrane structure; transport across membranes (osmosis, facilitated diffusion and active transport, endocytosis and exocytosis).
Fundamentals of Chemistry:
▪ Modern electronic structure; the shapes of s- and p-orbitals; the aufbau rule and the order of orbital filling (up to krypton).
▪ Intramolecular and intermolecular forces; Lewis structures, filled shells, the octet rule, valance bond theory: ionic and covalent contributions, Van der Waals forces, strength of forces, the role of electronegativity difference.
▪ The amount of substance (Avogadro’s number and the mole); stoichiometry.
▪ Energy changes; exothermic and endothermic reactions, bond making and bond breaking, reaction profile, standard enthalpy changes.
▪ Organic chemistry; introduction to organic chemistry, common function groups, nomenclature.
Fundamentals of Physics:
▪ The importance of units and dimensional analysis in physics. Common examples of SI and SI-derived units and their applications.
▪ Quantum physics: the Planck-Einstein relation; the electromagnetic spectrum in terms of wave-particle duality; use of the de Broglie relation;
measurement of wavelength using a diffraction grating and laser.
▪ Medical applications- The principles of ionising of non-ionising instrumentation techniques used in medical applications.
Practical Work may include.
▪ Temperature Dependence of Membrane Permeability.
▪ Include microscopy section etc scale drawings etc
▪ Determination of Iron in Iron tablets by redox titration
▪ Determination of Iron in Iron tablets by colorimetry
▪ Measurement of Wavelength Using a Diffraction Grating
Learning Outcomes
On completion of this module a learner should be able to:
1. Explain the role of the biomedical scientist in screening and disease diagnosis.
2. Understand the implications of screening and disease diagnosis for the individual and for the health service and society.
3. Demonstrate an understanding of the key aspects of cellular biology.
4. Explain the structure of atoms and molecules using appropriate theories.
5. Relate the principles of classical physics to biology and chemistry.
6. Apply biological, chemical and physical principles to unfamiliar contexts
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Improved oral communication through participation in tutorials.
▪ Improved written communication through continuous assessment and completion of examinations.
▪ Enhanced problem-solving skills through tutorials and practical work.
In addition, learners should demonstrate the following specific skills:
▪ Practical skills including microscopy, centrifugation, analytical weighing, recrystallization, titration, use of oscilloscopes, low-output lasers and diffraction gratings.
▪ Risk assessment strategies for routine laboratory work and selection of appropriate personal protective equipment.
▪ Use of Microsoft Excel for non-linear curve fitting, statistical analysis and presentation of experimental data.
This module is central to the Foundation Degree in Biomedical Sciences and will form the basis of the 10-week work placement between Year 1 and Year 2.
Personal and Professional Skills:
▪ Professional/career planning; identifying skill sets and interests; qualifications from earlier employment; opportunities for skill/knowledge development (e.g. online courses); jobs vs. career; principles of career planning.
▪ The application process: CVs; types of CV; features of a good CV; developing a personal statement; selecting referees; paper-based and online application forms; supporting statements; cover letters; letters of application.
▪ Interviews; planning for an interview; pre-interview research; appearance; controlling your body language; coping with ‘nerves’; after the interview; obtaining feedback.
The Workplace:
▪ Types of industry in Northern Ireland, Republic of Ireland, the UK and Europe; the role of government research (NI Skills Barometer); government funding/subsidy and the emergence of higher level apprenticeships; advantages/disadvantages of public sector vs. private sector employment; voluntary and paid work experience.
▪ Health & safety at work (e.g. COSHH); first aid at work; quality assurance and quality control; manual handling; mental health first aid; specific requirements (e.g. Hepatitis B vaccination); fitness to practise regulations.
▪ The principles of good laboratory practice in Health Service Laboratories in relation to Quality Control and Health and Safety.
Continuing Professional Development:
▪ Professional and statutory bodies; the Institute of Biomedical Science; the Science Council; Health and Care Professionals Council; the Royal Society of Biology; Royal Society of Chemistry.
▪ The role of the IBMS and HCPC in maintaining professional standards and the criteria needed for registration as a Biomedical Scientist.
▪ Importance of maintaining a CPD record; options after the FdSc; articulation to degree pathways; student funding/finance; long-term career options (postgraduate training).
Negotiating a Work Placement:
▪ Taking responsibility for securing a work placement; identifying expectations (College and workplace); undertaking the work placement; completion of appropriate evidence.
Learning Outcomes
1. Identify own skills and preferences in terms of future career/employment.
2. Understand the nature (and restrictions) of a work placement.
3. Demonstrate an awareness of emergency first aid at work.
4. Define the principles of good laboratory practice in Health Service Laboratories in relation to Quality Control and Health and Safety
5. Describe the role of the IBMS and HCPC in maintaining professional standards and understand the criteria for professional registration with these bodies
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Improved communication through participation in tutorials and communication with potential work placement providers/employers
▪ A sustained improvement in independent learning and time management.
▪ Improved ICT including formatting of documents, completing online application forms and using search engines.
In addition, learners should demonstrate the following specific skills
▪ An ability to use the STAR interview response method
▪ Be able to act as a first responder through an awareness of basic life support
▪ Be able to undertake industry-standard risk assessments
Mathematical Skills:
The role of the biomedical scientist is underpinned by the understanding and application of mathematics and statistics:
▪ Numerical procedures; standard form; laws of indices; rules of arithmetic; logarithms (log10, natural logs, rules of logarithms); correct use of an electronic calculator; making estimations using mental arithmetic/pen and paper.
▪ Basic algebra; transposing equations; algebraic fractions; binomial expansion; quadratic equations; simultaneous equations
▪ Introduction to differential and integral calculus; simple differentiation/integration by rule; applications to physics, chemistry and biology (radioactive decay, rates of reaction and area under the curve analysis).
Statistical Skills:
▪ Classification of error; handling error; accuracy, precision and repeatability; calculating cumulative error in a series of laboratory measurements.
▪ Descriptive statistics; mean, mode, median; standard deviation; standard error; variance and coefficient of variation; confidence intervals; representing measures of dispersion on graphical data (error bars, box-and whisker plots).
▪ The normal distribution; mean; standard error of the mean; confidence limits; the Poisson distribution and its application to the stochastic nature of radioactive decay.
▪ Statistical tests; parametric vs. non-parametric; t-tests, chi-squared, Mann-Whitney U-test, F-test, Z-test; one-tailed vs. two-tailed; significant levels; power of the test.
▪ Regression analysis; linear regression; simple non-linear regression; logarithmic regression.
▪ Laboratory statistics; Grubb’s test; delta charts.
Study Skills:
▪ The academic environment; effective note taking; preparing for seminars/tutorials; dealing with peers and members of academic staff; prioritising workload; Peer Review in the scientific community – critical review of published research paper
▪ Written communication; scientific reports vs. essays; dissertations; academic referencing; use of referencing software; finding academic papers/use of search engines (Google Scholar, Science Direct, PubMed, Scifinder etc.).
▪ Oral communication; planning a presentation; use of PowerPoint and other presentation software; handling questions; participating in a tutorial/seminar; communication with peers.
▪ Other presentation media; poster design; screen casting; podcasts; vodcasts; YouTube.
▪ Team working; ability to communicate effectively at all levels; initiative; self-discipline; reliability; creativity; problem solving; leadership in a team; other roles in a team.
▪ Scientific Method - definition and explanation of each stage. The role of inductive and deductive reasoning in the scientific method. Experimental models in biomedical research (in vitro, ex vivo and in vivo). The 3R Principle.
Learning Outcomes
On completion of this module a learner should be able to:
1. Perform routine operations in the manipulation of data and equations.
2. Discuss the use of statistics to support/refute scientific data.
3. Use a wide range of sources to research a scientific topic.
4. Apply an academic referencing style.
5. Explain Scientific method and its application to biomedical research
6. Demonstrate the ability to work as part of a team, and reflect on contribution to team
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Improved oral communication through participation in tutorials.
▪ Improved written communication through continuous assessment and completion of examinations.
▪ Improved resilience and self-awareness of self through reflection and mindfulness
In addition, learners should demonstrate the following specific skills.
▪ An increase in numerical ability to the standard of AS Mathematics
▪ An ability to undertake comprehensive literature surveys using a variety of paper-based and online sources.
▪ An ability to presentation complex scientific information through academic writing, oral presentation and poster presentation with due regard to academic referencing styles
By providing learners with a knowledge of the gross and histological anatomy and physiology of the organs and components of the respiratory, digestive, renal and reproductive body systems alongside an insight into analytical and diagnostic testing for these systems, this module will examine the role of biomedical science in relation to the human body. Learners will gain an understanding of how the biomedical scientists support other health professionals in screening, diagnosing, and monitoring disease progression
and treatment. The study of anatomy is augmented and supported by a range of practical classes where there are opportunities to examine prosected human cadaveric specimens, preserved potted human specimens and microscopic anatomy via virtual slides. Physiology practical classes and case studies encourage students to collect data about the functioning the human body in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes. The indicative module content is:
Respiratory system
• Gross and histological structure of human respiratory system
• The physiology of pulmonary gas exchange involving ventilation, diffusion, blood gas barrier, transport of respiratory gases, perfusion.
• Diagnostic techniques for respiratory diseases and disorders
Alimentary system
• Gross and histological structure of human alimentary canal and associated organs
• Physiology of digestion, absorption and assimilation
• Gastro intestinal diseases and disordersRenal system
• Gross and histological structure of human urinary system to include the nephron.
• The physiology of the nephron as the functional unit of the kidney.
• Control and regulation of urine formation
Reproductive system
• Gross and histological structure of male and female reproductive systems
• Male and female reproductive endocrine control
• Meiosis; gametogenesis ; Process of fertilisation?
• Demonstrate basic knowledge of early embryogenesis
Practical Work
The study of anatomy is augmented and supported by a range of practical classes where there are opportunities to examine prosected human cadaveric specimens, preserved potted human specimens and microscopic anatomy via virtual slides. Physiology practical classes encourage students to collect data about the functioning of their own bodies in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes
specifically spirometry and nephron function.
Learning Outcomes
On completion of this module a learner will be able to:
1. Describe the structure and function of the following systems:Respiratory, Alimentary, Renal, and Reproductive.
2. An understanding of the interrelationship between body systems within the human body
3. Explain the way key body systems relate to each other under normal conditions and how disease can disrupt this relationship.
4. Discuss the practical and ethical aspects of handling specimens of human tissue, cells, blood, and body fluids for diagnostic laboratory analysis.
5. Using physiology data generate hypotheses and analyse data to reach an evidence-based conclusion.
6. Demonstrate appropriate laboratory health and safety procedures.
7. Demonstrate strong observational skills with regards histological identification and the selection of relevant physiological data
8. Evaluate and interpret scientific data appropriately.
9. Demonstrate an ability to explain scientific concepts in a concise and coherent manner.
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
• Information technology skills, including word processing, spreadsheet use, database use, and internet use.
• Evaluation of qualitative and quantitative data including acquisition, interpretation and critical evaluation of data.
• Interpersonal skills; the ability to interact professionally with peers, staff and others, including appropriate written and oral skills.
• Time management and organization; ability to plan and implement efficient and effective modes of working.
• Creative skills developed through work such as projects, academic posters.
In addition, learners should demonstrate the following specific skills:
• Demonstrate competence in observation and dissection skills relevant to Biomedical Sciences
• Demonstrate well developed strategies for updating , maintaining and enhancing their knowledge of body systems listed
• Demonstrate the ability to communicate scientific ideas in a formal laboratory report, poster presentation
Review the nature of nucleic acids
Nucleic acids structure and chemical properties of DNA and RNA molecules.
Extraction, purification and quantification of Nucleic acids.
Chromosomal structure (nuclear and organelle) to include cytogenetics
The cell cycle (mitosis, cytokinesis, G0, G1, S, G2); the processes of DNA replication (prokaryotic and eukaryotic) the link between cell cycle checkpoints and the development of cancer.
The mechanisms of Meiosis and its role in variation.
Protein synthesis and control
Transcription and translation to include control of gene expression in eukaryotic organisms.
The underlying causes of disease phenotypes by:
• Mutations of the genetic code; substitution, addition, deletion and amplified repeat sequences. Examples will focus on the links between the sequence changes, protein structure and disease phenotype.
• chromosomal abnormalities; Aneuploidy, polyploidy and cytoplasmic inheritance.
• Epigenetic modifications; mechanisms, environmental influences, inheritance, and links to disease e.g. cancers, neurological disorders and developmental problems.
Disease phenotype examples will be relevant to disorders important on both a global scale as well as those of a higher prevalence in Northern Ireland.
Evolutionary genetics and Inheritance patterns.
Introductory population genetics to include the factors that affect allele frequencies in a population; Hardy-Weinberg equilibrium prediction, its calculation, interpretation and use.
Mendellian and non-mendellian inheritance patterns of important disease phenotypes.
The use of inheritance patterns and family pedigrees to calculate probability of recurrence by genetic counsellors.
Genetic technologies, testing, and Bioinformatics
The uses of molecular biology techniques in the detection of disease phenotypes. An introduction to the use of gene therapy in the treatment of disease.
Use of bioinformatics software to interpret data and probe databases. Analysis of the importance, and ethical implications of bioinformatics in personalised medicine .
Practical Work
The theoretical component is augmented and supported by a range of practical laboratory sessions. The theory and practice of biotechnology such as, isolation of DNA, amplification through PCR and visualisation through gel electrophoresis. The study of variation and inheritance through breeding of drosophila and use of bioinformatics.
Learning Outcomes
Upon completion of the module the student will have:
1. A knowledge and understanding of how the genetic code, and variations in its structure, have an influence on the molecular basis of disease.
2. Explained how cell division occurs though mitosis and how errors in its regulation can play a part in the development of cancer.
3. Be able to carry out experimental techniques involved in manipulating DNA, RNA and protein, and be able to discuss how these techniques can be used in the detection and treatment of genetic disorders.
4. The ability to make predictions of disease outcomes based on chromosomal inheritance patterns, gene interactions and family histories.
5. Understand how changes in gene frequencies result in changes in populations, and how sequencing and bioinformatics can help study variation.
Skills
Learners are expected to demonstrate the following on completion of the module:
• Subject specific skills will have been acquired by the students.
• Demonstrated competence in a broad range of appropriate practical techniques and skills relevant to the Biosciences
• Acquired skills genetic techniques and computational analysis of genome data
• Demonstrate knowledge and understanding of the molecular basis of genetics and gene expression and be able to give detailed examples
• Demonstrate knowledge and understanding of the molecular aspects of Biology including biochemistry and experimental techniques
• Development of laboratory skills related to molecular biology, biochemistry and genetics as evidenced through Practical Skills Portfolio; Transferrable skills acquired :
• Information technology skills, including word processing, spreadsheet use, database use, and internet use. Critical and logical analysis of data
• Computational analyses of genome/transcriptome data
• Interpersonal skills; the ability to interact professionally with peers, staff and others, including appropriate written and oral skills through group project work; Report writing;; Peer and self assessment;
Introduction to microorganisms
• The history of microbiology: Germ theory, development of microscopes and epidemiology
• Taxonomic classification of microorganisms, developments in classification techniques and their importance in medicine for identification and characterisation of novel microorganisms.
Aseptic Isolation and cultivation of microorganisms.
• Microbial nutrition- Strategies e.g. Photolithoautotrophs, requirements, media (including identification), cultivation of microorganisms.
• Influence of environmental factors on growth; Extremophiles and their adaptations.
• Aseptic technique, Biosafety,and Control of microbial growth; physical and chemical methods of preventing growth.
• Microbial growth: Cell division, growth curves, Enumeration of microbial cell populations, calculation of growth rates.
Introduction to main microbial groups
• Viruses; Virion morphologies (capsid symmetry, nucleic acid, and envelope) the influence of structure on infectious cycle.
• Bacteria and archaea; Prokaryotic cell ultrastructure Structure and function of; capsule, cell wall, cell membrane, nucleoid, plasmids, ribosomes, pilus, fimbriae, ribosomes, and flagella. Structural similarities and differences between bacteria and archaea
• Eukaryotic organisms;
• Fungi; structure, reproduction, metabolism, and relationships i.e. symbiotic, pathogenic etc.
• Protists; diversity in structure, movement, and lifecycle
• Microbial genetics, control of gene expression in prokaryotic organisms and horizontal gene transfer
• Applications in biotechnology; Genetic transformation of microbes in medicine and their use in the discovery of novel therapeutics.
Practical Work
The theoretical component is augmented and supported by a range of practical laboratory sessions. The focus in the initial sessions is the development of skills
necessary for proficient aseptic technique and growth of microorganisms. This is expanded on to an introduction to basic identification techniques, the genetic modification of microbes and methods of enumeration such as dilution plating and direct count to investigate factors effecting growth and produce a growth curve for data analysis.
Learning Outcomes
Upon completion of the module the student should have:
1. A knowledge and understanding of the structure and function of microorganisms.
2. An ability to explain the relationships between microorganisms and the role they play in the environment, to include their biotechnological potential.
3. Evaluated the factors (physical and chemical) that influence the growth of microorganisms.
4. Demonstrate a knowledge of laboratory safety when handling microorganisms aseptically(Good Microbiological Practice), to include an understanding of the differences between Biosafety levels 1-4.
5. Undertaken a range of practical techniques to identify, culture and enumerate microorganisms.
Skills
Learners are expected to demonstrate the following on completion of the module:
Subject specific and cognitive skills will have been acquired by the students.
• Demonstrate the ability to place practical work in context and to suggest lines of further investigation within post lab questions and lab report.
• Demonstrate competence in a broad range of appropriate microbiological techniques and skills relevant industrial and medical microbiology throughout practical work
• Explain critically how the properties or a range of cells (prokaryotic and eukaryotic) suit them for their biological function.
• Describe the structure, diversity and reproduction of organisms studied
• Apply numerical skills and techniques to interpret data during tutorial, lab and post lab questions.
Transferrable skills
• Information technology skills, including word processing, spreadsheet use, database use, and internet use in research and data handling from practical work
• Evaluation of qualitative and quantitative data including acquisition, interpretation and critical evaluation of data
Innate immunity
• Barriers, physical, chemical and biological
• Cells of the innate immune system: monocytes, macrophages, dendritic cells, neutrophils eosinophils, basophils, mast cells. Phagocytosis
• Inflammation and the Compliment system
Adaptive immunity
• Antigens and Antibodies; antibody classes and functions, antigen processing and presentation.
• Cells of the immune system: Lymphocytes
• Vaccination; classes of vaccine: e.g. live attenuated, inactivated and recombinant vaccines and conjugate vaccines. Their mechanism of action, advantages and
disadvantages. Advances in vaccine development.
Transmission, testing and treatment.
• Transmission of disease and reservoirs of infection; epidemiology on a local and global level
• Microbial identification and Clinical immunology; develop on knowledge of standard culture and microscopy based methods developed in the microbiology unit. To include immunological diagnoses, methods of infection control screening, the role of automation and molecular technologies in a modern biomedical laboratory.
• Chemotherapy, and resistance mechanisms; drug targets, modes of action, and development and discovery of novel antimicrobials. Common mechanisms of resistance and the importance of monitoring their prevalence in a clinical setting
Clinically important human pathogens
In order to provide a rounded approach to the study of infectious disease, case studies will be chosen to ensure a range of body systems e.g. neurological, espiratory, genital, and gastrointestinal. Examples will reflect important themes such as ; Zoonoses, endogenous infections, childhood infections, infections dangerous for Pregnant or immunocompromised individuals. The examples chosen will be relevant to current public health concerns on a local and global scale.
They will include examples of;
• Viruses and Prions
• Bacteria
• Fungi
• Protozoans, helminths and other medically important parasites
• Normal microbiota and opportunistic infections
• Pathogenicity and Virulence factors, biofilms and their role in microbial infections
Practical Work
The theoretical component is augmented and supported by a range of practical laboratory sessions. The focus of the practical work in this module is the development of the skills in the first microbiology unit and progress to more advanced clinical techniques. This will include more sophisticated identification of microorganisms using advanced biochemical techniques, analysis and identification of microbes using microscopy, assessment of antibiotic resistance and MIC.
Learning Outcomes
On completion of this module a learner will have:
1. Evaluated the differences between the non-specific defences provided by the innate immune system, and the adaptive immune response.
2. Knowledge and understanding of the mechanisms of microbial pathogenesis, the outcomes of infections, and understanding of the modes of transmission of pathogenic microorganisms.
3. Shown understanding of how differences in causative agents of disease determines the approaches to the prevention of human microbial diseases.
4. Demonstrated knowledge of a range of advanced laboratory techniques, including the isolation and characterisation of microbes in clinical specimens.
Skills
Learners are expected to demonstrate the following on completion of the module:
Subject specific and cognitive skills will have been acquired by the students.
• Demonstrate the ability to place practical work in context and to suggest lines of further investigation within post lab questions and lab report e.g. The importance of
monitoring antibiotic resistance and the impact of its proliferation.
• Demonstrate competence in a broad range of appropriate microbiological techniques and skills relevant to medical microbiology throughout practical work.
• Explain critically how the properties or a range of cells (prokaryotic and eukaryotic) suit them for their biological function.
• Describe the structure, diversity and reproduction of pathogenic organisms studied and the impact of these on clinical cases.
• Apply numerical skills and techniques to interpret data during tutorial, lab and post lab questions.
Transferrable skills
• Information technology skills, including word processing, spreadsheet use, database use, and internet use in research and data handling from practical work
• Evaluation of qualitative and quantitative data including acquisition, interpretation and critical evaluation of data
By providing learners with a knowledge of structure and function of the main body tissues along with the gross and histological anatomy and physiology of the organs and components of the cardiovascular and lymphatic body systems alongside an insight into analytical and diagnostic testing, this module will examine the role of biomedical science in relation to the human body. Learners will gain an understanding of how the biomedical scientists support other health professionals in screening, diagnosing, and monitoring disease progression and treatment. The study of anatomy is augmented and supported by a range of practical classes where there are opportunities to
examine prosected human cadaveric specimens, preserved potted human specimens and microscopic anatomy via virtual slides. Physiology practical classes and case studies encourage students to collect data about the functioning the human body in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes. The indicative module content is:
Tissues and Organs
• Epithelial tissue: simple, stratified, and glandular epithelia
• Connective tissue: Variations and morphology of main types of connective tissue to include functions and key features of cells, extracellular matrix, and extracellular fibres.
• Muscle tissue; skeletal, smooth, and cardiac. Sliding filament theory of skeletal muscle contraction
• Nervous tissue
Organs: The integration of structure and function in organs, to include: the eye, the ear and the skin
The use of histology and cytology in medicine
• Types and methods of sample removal, preservation and examination, including consideration of appearance of normal and abnormal results,
• Methods of recording these and the implications of the results on patients, their families, the health service and society in general
• Cell and tissue specimen analysis: ethical aspects of handling specimens of human tissue, cells, blood and body fluids for diagnostic laboratory analysis
Cardiovascular system and Lymphatic system
• Blood - formed elements, physiological parameters, haemopoiesis. the use of diagnostic testing of blood in relation to the detection of diseases
• Heart - structural relationships of heart and circulation. Physiology of the heart; cardiac cycle, regulation of the heart cycle ECG
• Lymphatic system- overall structure of system; histological detail of lymph, lymph nodes, tissue capillary exchange and interrelatedness to Cardiovascular system
• Analyse and interpret scientific data relating to cardiovascular disorders to evaluate the implications of disease diagnosis for the individual, the health service and society.
Practical Work
The anatomical component is augmented and supported by a range of practical laboratory sessions where there are opportunities to examine anatomical models and through dissection of a non-human heart and eye. Physiology practical classes involve collecting data about the functioning of their own bodies in various situations, learning to analyse and interpret that data and thereby providing further explanation behind many of the principles explained in theory and tutorial classes specifically cardiac cycle.
Learning Outcomes
On completion of this module a learner should be able to :
1. Describe the structure and function of the basic tissues of the body including epithelium, connective, muscle and nerve and outline how organs are comprised of different proportions of these tissues.
2. Describe the structure of the formed elements of blood and give an account of its physiological parameters. Give an overview of the process of haemopoiesis.
3. Evaluate the use of diagnostic testing of blood in relation to the detection of diseases.
4. Describe the structure and function of the following systems: Cardiovascular and Lymphatic
5. Explain the way key body systems relate to each other under normal conditions and how disease can disrupt this relationship.
6. Using physiology data generate hypotheses and analyse data to reach an evidence based conclusion.
7. Analyse how the interpretation and informatics of diagnostic test results are used as a tool for planning appropriate treatment.
8. Demonstrate appropriate laboratory health and safety procedures.
9. Demonstrate strong observational skills with regards histological identification and the selection of relevant physiological data
10. Evaluate and interpret scientific data appropriately.
11. Demonstrate an ability to explain scientific concepts in a concise and coherent manner.
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
• Information technology skills, including word processing, spreadsheet use, database use, and internet use.
• Evaluation of qualitative and quantitative data including acquisition, interpretation, and critical evaluation of data.
• Interpersonal skills: the ability to interact professionally with peers, staff and others, including appropriate written and oral skills.
• Time management and organization; ability to plan and implement efficient and effective modes of working.
• Creative skills developed through work such as projects, academic posters.
In addition, learners should demonstrate the following specific skills:
• Demonstrate competence in observation and dissection skills relevant to Biomedical Sciences
• Demonstrate well developed strategies for updating, maintaining and enhancing their knowledge of body systems listed
• Demonstrate the ability to communicate scientific ideas in a formal laboratory report
Work Placement
▪ Completion of a work placement between Year 1 and Year 2 to a total of ten weeks
▪ Relating academic theory to work placement; recording activities and reflections in a log book including themes such as: acting on own initiative, relationships with colleagues,
challenging situations, self-recognition of potential and limitations, future opportunities within organisation after graduation.
▪ Summarising key information relating to placement provider with due regard to intellectual property, data protection legislation and non-disclosure agreements.
Post Placement
▪ Reflection of work placement against pre-defined criteria, including acquisition of work related skills (cognitive, transferable and subject-specific).
▪ Critical evaluation of work placement, demonstrating its value to future career goals
Participation in post-placement appraisal interview, preparation of a placement report and oral presentation summarising placement.
Learning Outcomes
On completion of this module a learner should be able to:
1. Reflect on own skills and preferences in terms of future career/employment
2. Evaluate own performance and compare this to work place evaluations by employer
3. Undertake a formal appraisal and respond to the employer’s report
4. Prepare a substantial report which links work placement with module content across the Foundation Degree
Skills
Learners are expected to demonstrate the following transferable skills on completion of the module:
▪ Improved communication through: written report, appraisal, working with colleagues and oral presentation
▪ A sustained improvement in independent learning and time management.
▪ An ability to continually self-evaluate performance and identify important areas of improvement
▪ Skills required in the development of career action plans and in the management of the students own responsibilities
In addition, learners should demonstrate the following specific skills
▪ Be able to link theory from modules across Foundation Degree to work placement, with a particular emphasis on practical skills and underpinning knowledge
▪ Be able to apply own knowledge to assess potential for improvements in business operations
CC at A-level including Biology and Chemistry + GCSE Mathematics grade C/4
OR
BC at A-level to include Biology or Chemistry at grade B and a further science subject from the list below + GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
A-level Science subjects accepted: Biology, Chemistry, Computer Science, ICT (not Applied), Environmental Science, Environmental Technology, Geography, Geology, Mathematics, Physics, Technology & Design. Other subjects will be considered on an individual basis and you should contact the Admissions and Access Service for guidance (admissions@qub.ac.uk).
Note: It would be an advantage to have studied both Biology and Chemistry beyond GCSE level.
Irish Leaving Certificate
A minimum of five subjects will be required in the Irish Leaving Certificate, at least four of which should be at Higher Level.
H3H4H4H4H4/H3H3H4H4 including grade H3 and H4 in any order in Biology and Chemistry + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
OR
H3H3H4H4H4/H3H3H3H4 including grade H3 in Biology and H4 in a second science subject (see list under A-level requirements) + O4 in Chemistry + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
OR
H3H3H4H4H4/H3H3H3H4 including grade H3 in Chemistry and H4 in a second science subject (see list under A-level requirements) + O4 in Biology + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
Access Course
Successful completion of Access Course with an average of 65%. Must be a relevant Access Course normally including two Biology modules (Level 3) and normally two Chemistry modules (Level 3) + GCSE Mathematics grade C/4 or equivalent in Access Course. NB Applicants who have one Chemistry module (Level 3) will be considered on an individual basis provided they have another Science module (Level 3).
BTEC Level 3 Extended/National Extended Diploma
BTEC Level 3 Extended Diploma (QCF) (180 credits at Level 3) in a relevant science discipline, with grades MMM.
This will include achieving a minimum of a Merit grade in four to six stipulated units. GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
BTEC Level 3 National Extended Diploma (RQF) (1080 Guided Learning Hours (GLH) at Level 3) in a relevant science discipline, with grades MMM.
This should include a minimum of a Merit in four of the following units:
- Scientific Investigation skills
- Physiology of Human Body Systems
- Human Regulation and Reproduction
- Biological Molecules and Metabolic pathways
- Biomedical Sciences
- Diseases and Infections
- Principles and Applications of Science II
- Microbiology & Microbiological Techniques
In addition, applicants must have GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
BTEC Level 3 Diploma (QCF) (120 credits at Level 3) in a relevant science discipline, with grades DM.
This will include achieving a minimum of a Merit grade in four to six stipulated units. GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4.
BTEC Level 3 National Diploma (RQF) (720 Guided Learning Hours (GLH) at Level 3) in a relevant science discipline, with grades DM.
This should include a minimum of a Merit in four of the units listed above under BTEC Level 3 National Extended Diploma requirements. GCSE Biology and Chemistry grade C/4 or GCSE Double Award Science grades CC/4,4 + GCSE Mathematics grade C/4
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by School of Medicine, Dentistry and Biomedical Sciences. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
A minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics) would be required, though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of two A-levels. The offer for repeat applicants is the same standard as for first time applicants. Grades may be held from the previous year.
Applicants offering other qualifications will also be considered. The same GCSE profile is usually expected of those applicants offering other qualifications.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of the Foundation Degree in Biomedical Science, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered. However, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
The FdSc in Biomedical Sciences at Belfast Metropolitan College is aimed to equip learners with the skills and knowledge relevant to employment. Also at their core is the notion that they should support widening participation by providing an unequivocal progression route to a bachelor’s degree in Biomedical Science accredited by the Institute of Biomedical Sciences or provide a route to a bachelor’s degree in Human Biology. www.prospects.ac.uk
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/applying.
When to Apply
UCAS will start processing applications for entry in autumn 2026 from early September 2025.
The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
