Chemistry with Industrial Placement MChem
AAA at A level, Chemistry and one of the following: Mathematics, Further Mathematics, Physics, Biology, Geology, Statistics, Electronics or Computer Science; graduates earn a median £29,500 three years on.
Typical A level offer
AAA
Chemistry and one of the following: Mathematics, Further Mathematics, Physics, Biology, Geology, Statistics, Electronics or Computer Science · 95% of entrants came with A levels · 95% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAAtypical A level offer; aaa to include chemistry and one of the following: mathematics, further mathematics, physics, biology, geology, statistics, electronics or computer science.
Typical offer — the grades most applicants are asked for. Contextual offer: ABB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1Chemistry and one of the following: Mathematics, Further Mathematics, Physics, Biology, Geology, Statistics, Electronics or Computer Science
Who actually got in: 95% with A levels, 5% with the IB. 10% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 35 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 36 points36 to include 6 in Higher Level Chemistry and 5 in a second science subject at Higher Level (either Biology, Physics, Mathematics ‘Analysis and Approaches’, Mathematics ‘Applications and Interpretatio | 6 in Higher Level Chemistry and 5 in a second science subject at Higher Level |
| BTEC | —We welcome applications from students taking BTECs and/or CTECs alongside A level Chemistry. These would ideally be in science related subjects. | — |
| Advanced Highers | AAAA in two Advanced Highers including Chemistry and either Mathematics, Physics or Biology and AAB in three further Highers subjects. | Chemistry and either Mathematics, Physics or Biology and AAB in three further Highers subjects |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–4
What do you study?
5compulsory modules in year 1, 3 optional
Compulsory modules this year: natural sciences 73% · health & safety 8% · mathematics & statistics 6% · digital & ict skills 5%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 5 core, 3 optional · 90 credits ≈ 900 hours
- Practical and Professional Chemistry Skills I
What you learn (13)
- relate experimental observations to chemical theory
- perform core practical techniques across chemistry disciplines
- explain the theoretical basis of standard laboratory techniques
- produce professional scientific documents using chemistry software
- retrieve chemical information from specialist databases
- apply basic research methods to investigate chemistry problems
- write clear scientific reports on experimental work
- present chemistry findings orally to an audience
- gather experimental data using appropriate methods
- analyse experimental data to draw conclusions
- conduct laboratory work safely and collaboratively
- identify hazards associated with laboratory procedures
- devise risk control measures for practical chemistry work
- Atoms and Molecules
What you learn (7)
- describe models used to explain molecular and material structure
- explain how bonding models account for physical and chemical properties
- explain how quantum mechanics accounts for atomic orbital structure
- explain how molecular orbitals arise from quantum mechanical principles
- describe the quantization of energy levels in atoms and molecules
- evaluate the limitations of different chemical bonding models
- select an appropriate bonding model to analyse a given chemical problem
- Chemical Change
What you learn (12)
- explain the relationship between reaction coordinate and energy profile
- relate energetic feasibility of a reaction to its rate
- describe methods for measuring a thermodynamic quantity
- describe methods for measuring a reaction rate
- calculate quantities related to chemical change reactions
- apply correct units and magnitudes in chemical calculations
- apply principles of chemical change to gases, liquids and solutions
- illustrate the significance of chemical change in industrial and real-world contexts
- distinguish between equilibrium constants and rate constants
- explain the energetics of electrochemical systems
- describe real-world applications of electrochemical systems
- describe fundamental solution properties such as pH and activity
- Molecules and Materials across the Periodic Table
What you learn (17)
- explain the chemistry of an element based on its periodic table position
- describe periodic trends across periods and down groups
- use periodic trends to justify compound composition and structure
- calculate atom-atom distances from unit cell geometry
- describe crystal structures of metals, alloys and ionic solids
- apply lattice enthalpy values to predict decomposition and solubility
- explain how crystal structure determines bulk solid properties
- describe sigma interactions between d-orbitals and ligands in complexes
- determine the number of unpaired electrons in a transition-metal complex
- explain geometric distortions of complexes based on electronic configuration
- explain the role of metal complexes in catalysing polymer synthesis
- describe the synthesis, structure and bonding of synthetic polymers
- compare properties of synthetic polymers with solid-state materials
- describe experimental techniques for analysing polymer and soft-material structure
- discuss the impact of the chemical industry on everyday materials
- explain how bonding, packing and crystallisation determine macroscopic material properties
- relate properties of natural substances to fundamental structure and bonding principles
- Carbon and the Chemistry of Life
What you learn (11)
- explain why and how common organic reactions occur
- describe the structure and shape of organic molecules
- relate molecular properties to acidity and reactivity
- describe mechanisms underlying organic reactions
- describe mechanisms of nucleophilic substitution and elimination reactions
- describe mechanisms of electrophilic addition and substitution reactions
- explain stereochemical outcomes of oxidation and reduction reactions
- draw curly arrow mechanisms to predict organic reaction pathways
- design short synthetic routes for organic molecules
- relate structure and reactivity of biological molecules to organic chemistry concepts
- interpret spectroscopic data to assess reaction outcomes
3 optional modules
- Beyond Science: Collaborative Student-Led Challenges (CSLC)
What you learn (16)
- explain mindsets, techniques and tools for managing a research project
- apply theoretical knowledge to achieve impact in project challenges
- evaluate theory and practice relevant to external project contexts
- use networking and outreach methods to gather insights
- apply interviewing techniques to collect research data
- collaborate within interdisciplinary teams to achieve shared goals
- use feedback to improve team dynamics and progress
- lead project teams through problem-solving processes
- generate novel perspectives on familiar problems and environments
- deconstruct arguments to identify underlying assumptions and bias
- construct well-reasoned arguments based on evidence analysis
- create persuasive narratives to motivate audience action
- design compelling presentations to communicate ideas
- engage empathetically with target audiences to gather user insights
- solve problems through interdisciplinary and innovative decision making
- generate innovative ideas focused on audience impact
- Plastics: the good, the bad, and the future
What you learn (12)
- explain fundamental concepts of polymer science
- relate polymer science concepts to chemistry, engineering and manufacturing fields
- describe the environmental and socio-economic impact of polymers
- evaluate differing perspectives on scientific and technological issues
- assess societal and environmental implications of polymer-related topics
- analyse how trends and timing affect perceptions of polymer issues
- investigate scientific principles through independent inquiry
- communicate scientific principles clearly to an audience
- evaluate the impact of scientific principles on real-world contexts
- apply module concepts during interactive group discussion
- present ideas clearly through verbal communication
- evaluate the rationale behind polymer use in modern society
- Introduction to Chemical Biology
What you learn (11)
- identify key structural components of cells
- compare cell structure variation across different species
- explain why cells require internal compartmentalisation
- identify molecules used to construct cellular compartments
- describe the stages of transcription and translation
- identify the cellular destinations of synthesised proteins
- describe chemical properties of amino acids and nucleic acids
- describe structural features of carbohydrates, proteins and dna
- explain the biochemical stages of digestion and glycolysis
- explain the citric acid cycle and atp synthesis
- relate metabolic pathways to biosynthesis processes
Year 2 · 5 core, 3 optional · 90 credits ≈ 900 hours
- Practical and Professional Chemistry Skills II
What you learn (16)
- collaborate with peers to resolve chemistry problems
- identify hazards associated with laboratory procedures
- plan procedures to minimise laboratory risks
- perform laboratory techniques safely and competently
- synthesise chemical compounds using standard laboratory methods
- purify and isolate reaction products using appropriate techniques
- select suitable analytical or computational methods for data collection
- apply chosen analytical techniques to gather experimental data
- process experimental data using spreadsheet software
- evaluate experimental findings to draw justified conclusions
- design experiments to test a given hypothesis
- critically appraise experimental results against the hypothesis
- interpret spectroscopic data to determine molecular structure
- evaluate spectroscopic results to confirm experimental findings
- present experimental progress and results in written reports
- present experimental progress and results through oral communication
- Molecular Structure and Spectroscopy
What you learn (10)
- explain how energy quantisation forms the basis of spectroscopic analytical methods
- relate quantised energy levels to the study of molecular structure and dynamics
- describe the mechanisms by which molecules absorb electromagnetic radiation
- explain why absorption occurs in specific regions of the electromagnetic spectrum
- analyse how molecular symmetry affects chemical bonding
- evaluate the influence of symmetry on vibrational and electronic properties of molecules
- identify the possible relaxation pathways of photo-excited molecules
- explain the theoretical principles underlying nuclear magnetic resonance spectroscopy
- evaluate the use of nuclear magnetic resonance as an analytical tool in chemistry
- apply python programming to analyse spectroscopic data
- Organic Synthesis and Reactivity
What you learn (16)
- apply retrosynthetic disconnection to previously studied organic reactions
- describe reaction mechanisms of aromatic and heteroaromatic rings
- predict regiochemical outcomes of aromatic substitution reactions
- explain mechanisms of palladium-catalysed coupling reactions
- apply palladium-catalysed coupling reactions to synthetic problems
- select methods for selective synthesis of cis- and trans-alkenes
- determine oxidation levels of carbonyl compounds
- select reagents to interconvert carbonyl compounds selectively
- predict oxidation and reduction reactions of functional groups such as alkenes
- explain factors controlling relative conformational energies of molecules
- predict relative reactivity of carbonyl compounds under different conditions
- predict stereoselective outcomes of alkylation and aldol reactions
- distinguish mechanistic differences between e1, e2 and e1cb elimination reactions
- predict regio- and stereochemical outcomes of elimination reactions
- use kinetic experiment results to determine reaction mechanisms
- devise synthetic strategies for organic molecules using retrosynthetic disconnection
- Inorganic Materials from Complexes to Solids
What you learn (12)
- select an appropriate bonding model for a given material
- explain limitations of bonding models in accounting for material properties
- predict stability trends of transition-metal complexes using bonding models
- predict preferred cation site occupancy in transition-metal oxides
- distinguish labile and inert complexes based on substitution kinetics
- explain kinetic trends using energetics of reaction pathways
- interpret spectroscopic data to determine molecular bonding structure
- determine solid-state structures from x-ray diffraction data
- describe the structures of rock salt, spinel and perovskite oxides
- explain electrical conductivity differences between metals, semiconductors and insulators
- collaborate in a team to produce an educational video
- communicate chemistry concepts to an audience via video
- Macromolecules
What you learn (8)
- explain fundamental principles used to synthesise macromolecules
- describe methods used to characterise macromolecules
- explain the properties and reactivity of biological macromolecules
- describe how biological databases represent macromolecule data
- use biological databases to search for macromolecule information
- identify suitable analytical methods for biological and synthetic macromolecules
- develop a business plan on a macromolecule-related topic
- design a scientific presentation to communicate findings to peers
3 optional modules
- Chemistry for Drug Discovery
What you learn (16)
- describe the sequential stages involved in discovering new drugs
- explain how metabolic rate of drug candidates affects toxicity
- apply metabolism principles to design prodrug structures
- describe enzyme catalysis mechanisms relevant to protease drug targets
- explain the mode of action of beta-lactam antibiotics
- describe catalytic mechanisms of NAD- and PLP-dependent enzymes
- predict inactivation mechanisms caused by mechanism-based enzyme inhibitors
- explain receptors as targets for drug action
- identify major classes of receptor agonists and antagonists used therapeutically
- describe computational methods applied to drug development
- explain the mechanism of action of antibody-based therapeutics
- describe the use of antibodies in medical diagnostic testing
- evaluate structure-activity relationship data for candidate drugs
- propose new chemical structures for further pharmaceutical testing
- research the discovery and development history of a chosen pharmaceutical drug
- present findings on drug development using creative presentation techniques
- Chemistry for Sustainability
What you learn (6)
- identify the 17 united nations sustainability goals
- explain how chemistry addresses resource scarcity and climate change
- describe the contribution of chemistry to tackling pollution challenges
- describe green chemical methods for producing fertilisers sustainably
- explain chemical approaches to removing pollutants and desalinating water
- evaluate chemistry-based solutions for affordable and clean energy
- Chemical Reaction Engineering and Data Analysis
What you learn (9)
- explain fundamental concepts of isothermal chemical reactor design
- describe catalysis and catalytic reaction mechanisms
- apply non-linear least squares regression to experimental data
- integrate reaction engineering concepts through interactive problem-solving activities
- explain scientific principles underlying chemical reaction engineering
- evaluate the broader impact of scientific and engineering principles
- present technical ideas orally in group discussions
- communicate technical solutions in written problem sets
- evaluate ethical implications of chemical reaction engineering applications
Year 3 · 2 core · 120 credits ≈ 1,200 hours
- MChem Industrial Placement Project
What you learn (3)
- explain the scientific principles underpinning the placement project work
- present research and development findings in a spoken presentation
- demonstrate professional conduct within an industrial or business workplace
- Advanced Chemistry for Industrial Placement
What you learn (10)
- describe a range of instrumental analytical techniques
- evaluate the suitability of analytical methods for given applications
- analyse data generated from analytical instrumentation
- analyse synthetic routes used to prepare complex molecules
- justify the selection of commercial synthetic routes over alternatives
- propose appropriate catalysts for a specified chemical transformation
- predict the effect of catalyst modification on reaction yield and selectivity
- apply chemistry concepts to solve practical problems in an industrial setting
- review scientific literature within a chosen chemistry field
- formulate an original research question to extend existing knowledge
Year 4 · 0 core, 1 optional
1 optional module
- Research Project & Methodology
What you learn (11)
- complete coshh risk assessments for varied laboratory experiments
- describe current research developments in the chosen project area
- identify unresolved problems relevant to the research topic
- evaluate published literature critically to assess its quality
- identify the most significant body of work within a research field
- plan practical and computational experiments for a research project
- perform suitable analyses of experimental data
- present a critical evaluation of own research findings to peers
- defend research conclusions in response to peer questioning
- write a research-level report integrating literature review and methods
- discuss experimental results and draw conclusions in written form
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£29,500median pay three years after graduating
Lower quarter£25k
Median£30k
Upper quarter£39k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 105 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 14, 23
Half of graduates earned between £24,500 and £39,000. Five years on, the median is £37,000. 86% were in work or further study 15 months after finishing; 85% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 40 |
| In work or study, 15 months on16% studying | 86% | 65 |
| Professional or managerial job | 85% | 35 |
| Pay 15 months on, median | £33,500 | 25 |
| Pay 3 years on, median | £29,500 | 105 |
| Pay 5 years on, median | £37,000 | 120 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £40,200 in fees over 4 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
100%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 71% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 10 students answered
Highest: 100% agreed on question 3; lowest: 50% on question 14.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 80% |
| Question 2 | 80% |
| Question 3 | 100% |
| Question 4 | 100% |
| Question 5 | 90% |
| Question 6 | 90% |
| Question 7 | 80% |
| Question 8 | 100% |
| Question 9 | 90% |
| Question 10 | 50% |
| Question 11 | 70% |
| Question 12 | 100% |
| Question 13 | 100% |
| Question 14 | 50% |
| Question 15 | 90% |
| Question 16 | 90% |
| Question 17 | 90% |
| Question 18 | 100% |
| Question 19 | 100% |
| Question 20 | 100% |
| Question 21 | 90% |
| Question 22 | 100% |
| Question 23 | 100% |
| Question 24 | 80% |
| Question 25 | 63% |
| Question 26 | 100% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.