Manchester Programme Specification Explained

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The University of Manchester
Programme Specification Guidance
All new programmes should work to these new guidelines for producing
programme specifications.
1. What is a Programme Specification?
The QAA defines a programme specification as a “concise description of the intended outcomes
of learning from a higher education programme, and the means by which these outcomes are
achieved and demonstrated. Programme specifications should make explicit the intended
outcomes in terms of knowledge, understanding, skills and other attributes. They should help
students to understand the teaching and learning methods that enable the outcomes to be
achieved; the assessment methods that enable the outcomes to be demonstrated; and the
relationship of the programme and its study elements to the qualifications framework and to any
subsequent professional qualification and career path.”
The QAA’s new guidance on programme specifications stresses flexibility and the needs of the
students (see http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/Programme-
specifications.aspx)
Programme specifications should then be written with current students as the target audience.
They should help the student to understand:-
• the aims and structure of the programme;
• how different units contribute to the overall aims
• and what makes the programme as offered at the University of Manchester distinctive.
They should also provide information on:-

• how a student will progress through the programme;
• how they can expect to develop from year to year
• and what knowledge, understanding and skills they can expect to have acquired by the
time they graduate.
The expectation is that programme specifications are drafted by groups of staff including a
number of colleagues involved in the delivery of the programme. The process should also
involve student input.
A programme specification is required for all programmes and programme teams are required to
check them annually and to keep them up to date.
2. What format should a Programme Specification take?
The QAA guidelines emphasise that the format of a Programme Specification document should
be that which best fits the target audience. They also state that ‘Programme specifications
provide essential information for QAA's review activities, but these activities do not require
specifications to be provided in a particular format.’ The view taken here is that the Programme
Specification document should take the form of a dialogue between staff involved in the delivery
of the programme and their students. The judgment on which format is most suitable for this
purpose is then best decided by these groups. The language used should be that naturally used
in a conversation about the programme between staff and students. It is, however, important
that the programme specification does indeed explicitly specify the programme and its
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components and does not just discuss in general terms. Claims about learning outcomes must
be supported by evidence of how they are developed and, where appropriate, assessed. The
information in the programme specification should then help graduates to talk about what they
have learned and how.
It should be recognised that programme specifications form one part of a set of different types of
documents about a programme and its components, which involves prospectus, programme
handbook, unit specifications and information on websites. Information for students is presented
through different media; printed documents, websites and virtual learning environments. The
relationship between the documents must be considered carefully and consistency must be
ensured. It is suggested that if programme specifications are written according to these
guidelines, they would form a natural part of a handbook, rather than be viewed as a separate
document.
Even if the programme specification is made available to students through a printed document, it
is recommended that it is also made available in electronic format. Whenever the information is
communicated in different ways, it is essential that the documents are consistent and date
marked to ensure version control.
3. How do I write a Programme Specification?
The purpose of this guidance is to provide advice on the writing of programme specifications, not
to be prescriptive. The guidance centres around the minimum core content required in all the
University’s programme specifications: working through the list of contents and producing text for
each section will lead to the completion of a programme specification. The programme
specification should address each section in the list of contents but the University does not
prescribe any particular format for the presentation of the resulting information; there is no
specific template to be completed. The QAA guidelines, Annex 1, also provide useful advice on
drafting Programme Specifications in the form of a set of questions which it might be useful to
ask as part of the drafting process.
This guidance should be used for all new undergraduate and postgraduate taught programmes
and for research degrees that involve a significant taught component which is formally assessed,
e.g. professional doctorates. Existing programme specifications should be reviewed by
programme teams during periodic review and consideration must be given to re-presenting them
according to this guidance. However Schools may decide to continue with their current
programme specification format if they prefer, as long as it can be shown that this is the best
way of communicating the content to their students. Programme specifications can also be
reviewed when programme handbooks are updated or as part of annual monitoring.
Please note that any substantial changes to learning outcomes, teaching, learning or
assessment methods or programme delivery during such reviews will require School and/or
Faculty approval. Faculty Quality Administrators will be able to provide advice on what types of
change require formal approval. Schools are requested to inform their Faculties when they
replace existing programme specifications with a new format.
It should be noted that this University review of and guidance on programme specifications is
part of a larger exercise including also a review of the guidance the institution provides on
programme handbooks and unit descriptors.
4. List of contents
A programme specification document MUST contain information on the following topics:
a. Summary
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• Awarding body/institution
o This is the University of Manchester or, in the case of collaborative programmes
where the degree is awarded jointly, the University of Manchester and XXX institution
or organisation
• Teaching institution (if different)

o For programmes that are taught wholly (e.g. validated programmes) or partly (e.g.
joint programmes) at a site other than the University of Manchester, please give the
name of the institution/s or organisation/s where this teaching will take place.
• Details of accreditation by a professional/statutory body (if any)

o Where applicable, please give the name of the professional/statutory body and a
summary of the accreditation provided.
• Name of the final award
o e.g. BA or BSc
o (include details of any exit awards, if relevant)
• Programme title
o e.g. Mechanical Engineering or, French and German
• UCAS code
o For undergraduate programmes only
• Subject benchmark (not applicable for research degrees)

o The name of the QAA subject benchmark statement(s) to which the programme is
linked should be given here. Benchmark statements mainly apply to undergraduate
programmes but there are also a small number of statements for Masters
programmes. It may also be helpful to provide the following link to the QAA website
where further information on subject benchmark statements can be found:
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-
benchmark-statements.aspx
Staff will find the benchmark statements of use as a reference document when
developing aims, learning outcomes and content.
• Framework for Higher Education Qualifications

o The level of the programme within the Framework for Higher Education
Qualifications (FHEQ) should be given here. It may also be helpful to provide the
following link to the QAA website where further information on the FHEQ can be
found:
http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.asp
x
Staff will find the FHEQ of use as a reference document when developing aims,
learning outcomes and content.
• The role of the programme specification

o Generic statement aimed at the students on the role and purpose of a programme
specification http://documents.manchester.ac.uk/display.aspx?DocID=10052
• Date at which the programme specification was written or revised

o This aids version control
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• Further links to other relevant information such as programme handbooks, School
homepage,
o University central support services
 Student handbook for undergraduate students -
http://documents.manchester.ac.uk/display.aspx?DocID=6612
 Student handbook for postgraduate students -
http://documents.manchester.ac.uk/display.aspx?DocID=6614
b. Aims and intended learning outcomes
It may be helpful in terms of both aims and intended learning outcomes to refer to the
development of discipline-specific skills, knowledge and understanding, intellectual and practical
skills, and personal qualities, though this need not be done under separate headings.
Aims of the programme

o This section should act as a “mission statement” for the programme and should be
written to enthuse students about studying this particular programme. What is the
programme’s overall purpose? What makes it distinctive? Why have these aims
been settled on?
o The aims are for the programme as a whole. It may be helpful to refer to links with
current research and scholarship, and the employability of graduates.
o Items mentioned in the ‘Aims of the programme’ should be able to be demonstrated
through a combination of learning outcomes in the next section.
o It is accepted that aims may be quite general and may not cover all aspects of the
programme. It is not advisable to state too many aims.
o A useful guide to writing aims and intended learning outcomes can be found here
(http://documents.manchester.ac.uk/display.aspx?DocID=4713)
• Intended learning outcomes

The learning outcomes should set out what students should be able to do on successful
completion of the programme. They should be determined by considering what the
typical student might reasonably be expected to achieve if full advantage is taken of the
learning opportunities.
o Programme learning outcomes will often be different from unit learning outcomes;
they will be more than the sum of the unit learning outcomes. It should however be
possible to evidence the programme learning outcomes through a combination of unit
learning outcomes.
o It is not expected that the programme specification will list every learning outcome
associated with the programme. The specification is a concise summary rather than
an exhaustive description. However, students may find it helpful if this section of the
programme specification includes a cross-reference (a web link if possible) to unit
specifications. It may also be helpful to specify some learning outcomes relating to
the choice of optional units, e.g. “You will have the opportunity to acquire skills in
XXX based on the selection of appropriate optional units”.
o A useful guide to writing aims and intended learning outcomes can be found here
(http://documents.manchester.ac.uk/display.aspx?DocID=4713)
o A list of useful phrases for use in writing intended learning outcomes can be found
here http://www.tlso.manchester.ac.uk/quality-framework/programme-
specs/programmespecifications-listofcontents/contents-
aimsandintendedlearningoutcomes/usefulphrases)
o The University’s Employability Toolkit can be found here
(http://www.staffnet.manchester.ac.uk/employabilitytoolkit/)
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o For undergraduate programmes, intended learning outcomes should be listed for
each year of the programme as markers for student progression. Outcomes for the
programme as a whole should also be provided.
o For postgraduate taught and research programmes, aims and intended learning
outcomes should be provided for the complete programme. Separate outcomes for
exit awards at postgraduate level are not required.
o Staff setting up a new programme or revising an existing programme may wish to
discuss with potential employers, the Careers Service or accreditation bodies the
intended learning outcomes that employers are particularly looking for. Where the
Manchester Leadership Programme may be taken as credits contributing to the
general programme, learning outcomes associated with the MLP can be referred to.
[Career Service may be able to provide specific wording or phrases which could be
added to lexicon]
o For undergraduate programmes it may be useful to provide a link to relevant
benchmark documents and for UG and PGT/R alike, there may be other similar
statements which are of relevance.
c. Teaching, learning and assessment methods
• A summary of teaching, learning and assessment methods for the programme

o The particular approaches to teaching, learning and assessment for the programme
as a whole should be noted, including any distinctive or innovative features such as
major independent work or unique project work. Students should also be made
aware of the breadth of types of assessment involved in the programme.
Statements could be added such as “You will have the opportunity, based on your
selection of units, to be able to…..” followed by a list of any particular areas of
teaching, learning and assessment methods distinctive to the programme.
o Programme specifications are not required to contain lists of every teaching, learning
and assessment method for every unit; the exact assessment will depend on the
students’ selection of units. Students may therefore find it helpful if this section of
the programme specification includes a cross-reference (a web link if possible) to
unit specifications.
o A cross-reference to the University’s degree regulations should be included
(http://www.tlso.manchester.ac.uk/map/teachinglearningassessment/teaching/degre
eregulations)
• Support for student learning and development

o Provide an overview of sources of support for students on the programme.
o Detail any School specific support including support for part-time, disabled, overseas
students, skills support, PDP, English Language, supervision for research degrees and
generic and subject skills training.
o Link to the Student Handbook regarding disability, etc. for University-wide support.
d. Programme structure
• A summary of the programme structure and requirements

o For each year or component of study, a list of the mandatory units and the credit
rating for each of these units should be noted. Also the total amount of credit that
can be taken as optional units should be listed and cross-referenced (by a web link if
possible) to the appropriate unit specifications.
o Requirements for exit awards and any specified pathways should also be made clear.
o A curriculum (or skills) map of units and learning outcomes is not required but it may
be included if the Programme staff believe that students will find it useful. If a skills
map is not included then particular care should be taken to ensure that a narrative is
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provided that explains how the programme fits together. The QAA website provides
examples of how partial skills maps can be used.
e. Mechanisms for programme revision
• A summary of what the procedures are for revising the programme and in particular how
feedback from students feeds into this process. This might involve reference to annual
monitoring, the procedures for dealing with the outcome of unit questionnaires and what use
is made of other methods for gaining student feedback.
5. Useful Resources
• HEA information on employability (http://www.heacademy.ac.uk/employability)

• QAA Subject Benchmark Statements
(http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-
benchmark-statements.aspx)
• QAA Frameworks for Higher Education Qualifications
(http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx)
• QAA Guidance on programme specifications
(http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/Programme-
specifications.aspx)
Document control box

Policy / Procedure title: Programme Specification Guidance
Date approved: September 2007

Approving body: TLSO
Implementation date: September 2007
Version: v 1.2 (July 2011 – links updated)
Supersedes:
Previous review dates:
Next review date: tbc

Equality impact outcome tbc
Related procedures and Manual of Academic Procedures -

guidance: http://www.tlso.manchester.ac.uk/map/
Policy owner: Louise Walmsley, Head of Teaching and Learning Support

Office
Lead contact: Miriam Graham, Teaching and Learning Adviser (Policies
and Procedures)
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Programme Specifications
[PROGRAMME TITLE]
1 Awarding body University of Cambridge

2 Teaching institution University of Cambridge
3 Accreditation details [If relevant, otherwise ‘None’]
4 Name of final award Bachelor of Arts, Master of Engineering etc
5 Programme title [As above]
6 UCAS code [For undergraduate programmes only]
7 JACS code(s) [All associated with the programme]
8 Relevant QAA benchmark statement(s) [If relevant, otherwise ‘None’]
9 Qualifications framework level [Normally either 6 (Honours) or 7 (Masters)]
10 Date specification produced/ [Month and year]
last revised
11 Date specification last reviewed [Month and year regardless of whether the
specification was changed]
<<A brief introduction to the faculty or department offering the programme or other contextual
information can be included>>
<<Required information>>
<<Information should demonstrate that, in designing the programme, account has been
taken of relevant subject benchmark statements, requirements of PSRB’s, and that learning
outcomes are aligned with the qualification descriptors (FHEQ) >>
Programme structure
Educational aims
Learning outcomes
Knowledge and understanding
Skills and other attributes
Teaching methods
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Assessment methods
<<Optional information>>
Entry and/or progression requirements
Student support
Graduate employability and career destinations
Management of teaching quality and standards
Quality indicators
Links to further information
Every effort has been made to ensure the accuracy of the information in this programme specification.
At the time of publication, the programme specification has been approved by the relevant Faculty
Board (or equivalent). Programme specifications are reviewed annually, however, during the course of
the academical year, any approved changes to the programme will be communicated to enrolled
students through email notification or publication in the Reporter. The relevant faculty or department
will endeavour to update the programme specification accordingly, and prior to the start of the next
academical year.
Further information about specifications and an archive of programme specifications for all awards of
the University is available online at: www.admin.cam.ac.uk/univ/camdata/archive.html
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1 Programme Title
Programme Title: NQF
Level:
2 Description of the Programme (as in the Business Approval Form)

This should be written to the student giving a description of the distinctive features of the programme and any unique activities
or opportunities. Why should a student choose this programme at Exeter?
3 Educational Aims of the Programme

Describe the broad educational intentions of programme providers, to include: academic scope, learning & teaching
methods, learning environment, and distinctive intentions
4 Programme Structure
Provide details of the structure, timescale, composition, , interim awards/ exit points.
Standard entry – College to amend for specific programme
Your (title of programme) programme is a (?) year programme of study at National Qualification
Framework (NQF) level (?) (as confirmed against the FHEQ). This programme is divided into (?)
‘Stages’. Each Stage is normally equivalent to an academic year. The programme is also divided into
units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module
is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
Interim Awards
College to provide details for this specific programme
Programme and Module Structure (OPTIONAL Graphic Representation)

CODE CODE CODE CODE
(?? credits) Stage 1
(?? credits) (?? credits) (?? credits)
Core Core Core Core
CODE CODE CODE CODE

(?? credits) (?? credits) (?? credits) (?? credits) Stage 2
Core Core Core Core
CODE CODE CODE CODE

(?? credits) (?? credits) (?? credits) (?? credits) Stage 3
Core
OR Core Core Core/ optional
Award of ? Degree (??? credits)

5 Programme Modules
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Provide the list of modules and composition of stages.
The following tables describe the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme.
Details of the modules currently offered may be obtained from the College web site:
(College to provide link).
You may take Option Modules as long as any necessary prerequisites have been satisfied, where the
timetable allows and if you have not already taken the module in question or an equivalent module.
Descriptions of the individual modules are given in full on the College web site: (College –provide link).
You may take Elective Modules up to (?) credits outside of the programme in (?) stage of the
programme as long as any necessary prerequisites have been satisfied, where the timetable allows and
if you have not already taken the module in question or an equivalent module.
Please note – Colleges are required to clearly outline how a student can expect to achieve the required number
of credits at each stage of the programme by identifying the core option and elective module structure. Colleges
are also required to list by name and code all core modules and any optional modules which are recommended
or required for a particular pathway. All other optional modules can be referenced through the hyperlink you
have provided in the section above.
Stage 1:
CODE TITLE CREDITS COMPULSORY NONCONDONABLE
Stage 2:
Stage 3:
Stage 4:
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6 Programme Outcomes Linked to Teaching, Learning & Assessment Methods
On successfully completing the Intended Learning Outcomes (ILOs) will be

programme you will be able to: accommodated & facilitated by the following
learning & teaching and evidenced by the
following assessment methods:
A Specialised Subject Skills & Knowledge Learning &Teaching activities (in/out of class)
1
3
Assessment Methods Specify which ILO is to be
assessed by each method
4
1
2
3
4
B Academic Discipline Core skills & Learning &Teaching activities (in/out of class)
Knowledge
(refer to benchmarks / PSRB)
5
7
Assessment Methods Specify which ILO is to be
8
5
6
7
8
C Personal/ Transferable/ Employment Learning &Teaching activities (in/out of class)

Skills & Knowledge
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11 Assessment Methods Specify which ILO is to be

12
9
10
11
12
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7 Programme Regulations
Credit
Undergraduate (UG) Programmes: The programme consists of (?) credits with (?) credits taken at
each stage. Normally not more than (?) credits would be allowed in any one term. In total, students
normally take no more than (?) credits at level 4, and must take at least (?) credits at level 6.
Postgraduate (PG) Programmes: The programme consists of (?) credits with (?) credits taken at
each stage where the programme is offered part time.
The pass mark for award of credit in an individual UG/ PG module is (?)%.
Progression
You can progress to the next stage (or in the final year, to proceed to the award of an honours
degree) once at least (?) credits have been passed in a stage, and provided that an average of at
least (?)% has been achieved over the (?) credits of assessment for that stage.
Condonement is the process that allows you to pass a ‘stage’ should you fail to achieve the required
number of credits for that stage.
UG Programmes: You are required to achieve 120 credits in each stage of the programme. You
must have achieved an average mark of at least 40% across the 120 credits of assessment including
the marks for any failed and condoned modules. You will not be allowed reassessment in the
condoned credit. Up to 30credits of failure can be condoned in a stage. However, you must pass the
modules marked with a 'Yes' in the 'non-condonable' column in the tables above. The pass mark for
these modules is 40%.
PG Programmes: You are required to achieve 180 credits in each stage of the programme. You
must have achieved an average mark of at least 50% across the 180 credits of assessment including
the marks for any failed and condoned modules. You will not be allowed reassessment in the
condoned credit. Up to 30 credits of failure can be condoned in a stage. However, you must pass the
modules marked with a 'Yes' in the 'non-condonable' column in the tables above. The pass mark for
these modules is 50%.
Assessment and Awards

UG Programmes: Assessment at stage one does not contribute to the summative classification of the
award. The award will normally be based on the degree mark formed from the credit weighted
average marks for stages 2 and 3 combined in the ratio 1:2 respectively. Colleges should provide the
appropriate ratio for 4 year programmes here. Colleges will need to amend this section for PGT and
PGR programmes
Classification
The marking of modules and the classification of awards broadly corresponds to the following
percentage marks:
Undergraduate Degrees Postgraduate Degrees
Class I 70% + Distinction 70%+
Class II Division I 60-69% Merit 60-69%
Class II Division II 50-59% Pass 50-59%
Class III 40-49%
Full details of assessment regulations for UG programmes and PGT programmes assessment
regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter
website. Generic marking criteria are also published here.
Please see the Teaching and Quality Assurance Manual for further guidance.
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8 College Support for Students and Students’ Learning
Describe the infrastructure and learning environment offered to students. Provide information about: Programme handbooks,
Personal tutors; Recording of Achievement; Library and other resources to support the programme
Personal and Academic tutoring: It is University policy that all Colleges should have in place a
system of academic and personal tutors. The role of academic tutors is to support you on individual
modules; the role of personal tutors is to provide you with advice and support for the duration of the
programme and extends to providing you with details of how to obtain support and guidance on
personal difficulties such as accommodation, financial difficulties and sickness. You can also make an
appointment to see individual teaching staff.
College entry – Give details of College academic and of personal tutor provision here:
Describe library, ELE and other resources provided to support this programme here:
Provide details of local access to computers and printers here:
Student/Staff Liaison Committee enables students & staff to jointly participate in the management
and review of the teaching and learning provision.
9 University Support for Students and Students’ Learning

Learning Resources The University Library maintains its principal collections in the main library
buildings on the Streatham and St Luke's campuses, together with a number of specialist collections
in certain Colleges. The total Library collection comprises over a million volumes and 3000 current
periodical subscriptions. An alternative entry for the Cornwall Campus should be provided here.
IT Services provide a wide range of services throughout the Exeter campuses including open access
computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on
the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the
University's campus network.
• University Wellbeing Service - available free of charge, to provide confidential help and support.
• Student Health Centre
• Study Skills Service - can provide one-to-one guidance and information on all aspects of academic
study and skills.
• Family Centre (Streatham campus) provides high quality care and education for early-years children
of students and staff.
• Student Advice Centre (the Forum) is your first port of call for free, impartial and confidential advice on
a range of issues: housing, finance, and academic matters.
• Students’ Guild is the students' union of the University of Exeter.
• Student complaints procedure.
• Chaplaincy supports and encourages students all students.
• The International Student Support Office supports non UK students across all University of Exeter
campuses.
• INTO University of Exeter partnership provides English Language and other preparatory courses for
international students.
• AccessAbility (Previously called the Disability Resource Centre [DRC]) aims to provide advice,
guidance, signposting to other services and, in some cases, face-to-face assistance for those in need.
The University is committed to supporting disabled students, staff and visitors on all its campuses.
• Employability and Graduate Development has over 40 staff working to help you improve your
chances of getting a great job after you graduate. They provide expert advice to enable you to plan your
future through: guidance interviews, psychometric testing, employer presentations, skills events,
practice job interviews and CV preparation.
10 Admission Criteria
(Standard entry) All applications are considered individually on merit. The University is committed to
an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability
when dealing with applications. It is also committed to widening access to higher education to
students from a diverse range of backgrounds and experience.
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Candidates must satisfy the general admissions requirements of the University of Exeter.
College entry – Give details of any specific requirements required to enrol on this programme e.g.
submission of assignment, attendance at interview and non-standard admission to the programme
here:
11 Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking
strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of
External Examiners for each programme. External Examiners have access to draft papers, course
work and examination scripts. They are required to attend the Board of Examiners and to provide an
annual report. Annual External Examiner reports are monitored at both College and University level.
Their responsibilities are described in the University's code of practice. See the University's TQA
Manual for details.
College entry – include AP(C)L and APEL procedures here:
12 Indicators of Quality and Standards

College entry - Provide summary of the outcomes of recent accreditation by PSRBs or others.
Certain programmes are subject to accreditation and/or review by professional and statutory
regulatory bodies (PSRBs).
This standard entry can be amended by the College to take account of features special to the College.
13 Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of
educational provision. The College documents the performance in each of its taught programmes,
against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:
 Admissions, progression and completion data

• In Year Analysis data
• Previous monitoring report
• Monitoring of core (and optional) modules
• External examiner’s reports and University and College responses (reported to SSLC)
• Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
• Consultation with employers and former students
• Staff evaluation
•Student evaluation
•Programme aims
Subject areas are reviewed every five years through a periodic subject review scheme that includes
external contributions.
14 Awarding Institution e.g. University of Exeter
15 Lead College/Teaching Institution Full title

16 Partner College(s)/ institution 15
17 Programme accredited/validated by External bodies (PSRB) that have endorsed this programme
18 Final Award(s) Full title of highest award possible
19 UCAS Code (UG programmes)
20 NQF Level of Final Award(s): (see TQA ‘Levels and Awards’ in section 3)
21 Credit (CATS and ECTS)
22 QAA Subject Benchmarking Group

(UG and PGT programmes)
23 Origin Date: Last Date of Revision:
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Quality Assurance
<Programme Title>
Programme Specification Template: Undergraduate
Information for students: the programme specification is the definitive document summarising the structure and
content of your degree programme. It is reviewed and updated every year as part of Keele’s Curriculum Annual
Review and Development process. The document aims to clarify to potential and current students what you can
expect from the study of the subject over the course of your programme.
[Note for authors of programme specifications: the intended audience for this document is potential students, and
therefore you should avoid the use of subject jargon and technical language as far as possible. Do not include the
sub-questions in your programme specification – just set out the information as requested.] Delete this paragraph
from the completed Specification.
Names of programme(s):
Mode of study: Full time / part time
Single Honours/Dual Honours/Major-minor:
Framework of Higher Education Qualification

(FHEQ) level of final award:
Duration:
Details of professional, statutory and regulatory body (PSRB) (If appropriate):

http://www.keele.ac.uk/qa/courseaccreditedbyprofessionalbodies/
External Examiner(s) names: add here and/or link to http://www.keele.ac.uk/qa/externalexaminers/
1. What is the Philosophy of the Programme?
a. What are the broad educational aims of the programme? What makes the programme distinctive?
b. What are the intended learning outcomes of the programme - i.e. what students should know, understand or be
able to do by the end of the programme of study in terms of subject specific knowledge, subject specific and key skills
and attitudes.
c. Keele Graduate attributes
Engagement with this programme will enable you to develop your intellectual, personal and professional capabilities.
At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information,
creative problem solving, communicating clearly, and appreciating the social, environmental and global implications
of your studies and activities. Our educational programme and learning environment is designed to help you to
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become a well-rounded graduate who is capable of making a positive and valued contribution in a complex and
rapidly changing world, whichever spheres of life you engage in after your studies are completed.
Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes
through full engagement in the programme and other educational opportunities at Keele.
2. How is the Programme taught?
a. List the principal learning and teaching methods used in the programme.
b. Explain how these methods enable learners to achieve the stated outcomes.
c. List the number of teaching staff and their academic qualifications, the number of staff who are associates or
fellows of the Higher Education Academy and/or who have relevant professional qualifications.
3. What is the Structure of the Programme?
a. Give an outline module structure for the programme, including compulsory core, optional core, programme
electives and approved electives, and an indicative list of other choices which are likely to be available to students
through electives elsewhere in the university.
b. State in a table as below the learning outcomes (i.e. level descriptors) for each level of study of the programme,
alongside the modules that fulfil them and the forms of assessment used to demonstrate achievement of the learning
outcomes.
Learning Outcome Module in which this is delivered Principal forms of assessment (of
the Level Outcome) used
c. List the exit routes from the award (e.g. Cert HE, Dip HE) and specify the numbers of credits needed for these.
4. How is the Programme assessed?
a. Explain the function of the methods of assessment listed in the table above in testing the achievement of stated
programme learning outcomes.
18
b. Briefly explain how students in the programme are supported through formative (i.e. non-mark-bearing)
assessment.
5. What are the typical admission requirements for the programme?
Include levels and subjects required, as well as any other relevant factors such as arrangements for accreditation of
prior experience or learning where these exist (n.b. this section should be consistent with the relevant prospectus
entry).
6. How are students supported on the programme?
What arrangements are made for the academic support of students? Include information on academic support in
relation to the choice of modules and other academic decisions, feedback on formative assessment, feedback on
summative assessment. The emphasis should be primarily on support that is available at the level of programme,
School and Faculty, as students will be separately informed about central generic student support provision.
7. Learning Resources
Give information about the physical facilities and learning resources that are typically used in the programme.
8. Other learning opportunities
a. Give details of study abroad opportunities, field trips, placements and other learning experiences which may be
available during the programme, and indicate those in which there may be a time/cost commitment required from
the student. Please also supply details of where students can obtain further information about these.
9. Quality management and enhancement
a. Describe how the programme is managed (e.g. programme management committee, programme director, year
leaders, etc.).
b. Describe how the programme is monitored and reviewed. Include details of opportunities for students to express
their views and how student views are taken into account.
c. Describe how students are represented in the management of the programme.
10. The principles of programme design
Where necessary, explain how the programme relates to the guidelines to be found in the following:
a. University's Learning and Teaching and Assessment Strategies and other relevant policies
b. UK Quality Code for Higher Education, Quality Assurance Agency

19
c. Subject benchmark statement (where available)
d. Requirements of professional and statutory bodies PSRB (where appropriate)
e. Feedback from employers and other stakeholders
f. Other relevant standards (as applicable)
11. Version history
Date of original:
Date of this version:
For use from (academic year):
Date approved by School:
Date approved by Faculty
Learning & Teaching Committee:
20
PROGRAMME SPECIFICATION TEMPLATE
Name of programme
Academic Year:
This specification provides a concise summary of the main features of the programme and
the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if full advantage is taken of the learning opportunities that are provided.
This specification should be read in conjunction with:
• Regulation XX for Undergraduate Awards

(http://www.lboro.ac.uk/governance/regulations/20/current/) or Regulation XI for
Postgraduate Awards (http://www.lboro.ac.uk/governance/regulations/21/current/)
• Module specifications (http://cisinfo.lboro.ac.uk/epublic/wp5015.main)
• The teaching, learning and assessment strategies used at Loughborough (URL to

follow )
• What makes Loughborough University programmes and its graduates distinctive (URL
to follow)
Awarding body/institution Loughborough University
School/Department
Teaching institution (if different)
Details of accreditation by a
professional/statutory body
Award
(e.g .BA, MSc etc)
Programme title
Programme Code
UCAS code
Admissions Criteria
Date at which the programme
specification was written or
revised
21
1. Programme Aims:
2. Relevant subject benchmark statements and other external and internal

reference points used to inform programme outcomes:
3. Programme Learning Outcomes
3.1 Knowledge and understanding

e.g. On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of…
K1 ...
K2
etc
3.2 Skills and other attributes:
a. Subject-specific cognitive skills

e.g. On successful completion of this programme, students should be able
to…
C1 ...
C2
etc
b. Subject-specific practical skills

to…
P1 ...
P2
etc
c. Generic skills
to…
T1 ...
T2
etc
4. Programme structure
List compulsory and optional modules in each Part semester (Code, title, modular
weight).
22
5. Criteria for Progression and Degree Award
In order to progress from Part A to Part B, from Part B to C, from C to D (if applicable)
and to be eligible for the award of an Honours degree, candidates must not only
satisfy the minimum credit requirements set out in Regulation XX or Regulation XI
[delete as appropriate] but also obtain ………
6. Relative Weighting of Parts of the Programme for the purposes of Final Degree
Classification
Candidates' final degree classification will be determined on the basis of their

performance in degree level Module Assessments in Parts B and C (and D if
applicable). The percentage mark for each Part will be combined in the ratio
[complete as appropriate] to determine the final percentage mark.
23
Please note that from January 2005

• Where a programme is delivered in more than one mode:
o a full Programme Specification is completed for what is deemed to be the main mode
o details of other modes (part-time, franchise deliveries etc.) are entered onto a Delivery Supplement which is attached to the main document
o one or more delivery supplements may be included at the time of validation, or added when an additional mode of delivery is subsequently
approved.
• Any changes made to an approved Programme Specification are indicated on a Log of Changes sheet, and appended.
Sections 1-10 below indicate all modes of delivery and attendance, with the main mode highlighted by the use of bold type; sections 11-20 refer to the main
mode of delivery.
1. Programme Title and Award

2. UCAS or other Admissions Code
3. Northumbria Programme Code
ie SITS route code
4. Mode(s) of Delivery please indicate the main mode Classroom- Distance Learning Blended
of delivery in bold based
5. Mode(s) of Attendance please indicate the main Full-time Sandwich Part-time
delivery in bold
Other please specify
6. Location(s) of Delivery if other than Northumbria
7. Collaborative Provision if applicable Franchised Validated Joint Dual
Partner Institution(s)
8. Date(s) of Approval/Review
9. QAA Subject Benchmark Group
10. PSRB accreditation if applicable
24
Sections 11 – 20 relate to the main delivery as indicated in bold above.
11. Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
12. How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements,
fieldwork, practical projects.
13. Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify
numerically to correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding

25
b) Intellectual Skills
c) Practical Skills
d) Transferable/Key Skills
14. Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
26
15. Programme Structure This section should be completed with reference to the Modular Framework for Northumbria Awards.2. Diagrams can also be used to
demonstrate the structure.
Programme Structure Refer if necessary to appended diagrams

Level 4
Level 5
Level 6
2
The Modular Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
27
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
16.
3
Please delete or add rows as appropriate, with reference to the Assessment Regulations for Northumbria Awards Learning outcomes should be specified for each
4
lower level award in accordance with the QAA Framework for Higher Education Qualifications which also provides generic qualification descriptors for each level. The
2
standard credit structure for each award is given below. The ModularFramework for Northumbria Awards indicates permitted variations and allows programmes to be
validated with some lower or higher level credit (e.g. the Certificate of Higher Education (120 credits at Level 4) can be validated with up to 30 Level 3 credits).
Award Programme Learning Outcomes may be completed with reference to section 13.
Certificate of Higher Education
120 credits at Level 4
Higher National Certificate

(Higher National Diploma
programmes only)
150 credits:
120 credits at Level 4;
30 credits at Level 5.
Diploma of Higher Education
240 credits:
120 credits at Level 4;
120 credits at Level 5.
2
3
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
4
There is a link to the QAA Framework for Higher Education Qualifications at http://Northumbria.ac.uk/sd/central/ar/lts/approval/
28
17. Variation from Assessment Regulations or the Modular Framework Provide details of any approved variations from the Assessment Regulations for
3 2
Northumbria Awards (ARNA) or the Modular Framework for Northumbria Awards .
18. Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes
to a programme learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome addressed in the module. See
guidance notes for discussion of alternative practices.
The following matrix is for a programme structure with 6 learning outcomes in each of the categories of section 13, with rows for 6 modules in each of levels 4 and 5,
and 9 modules including some options in level 6. See guidance notes for a discussion of the treatment of option modules. The matrix should be extended as required.
The matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.
2
3
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
29
MODULE Core/ a) Knowledge & b) Intellectual Skills c) Practical Skills d) Transferable Key Skills
CODE option Understanding
C/0 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Level 4
Level 5
Level 6
30
19. Admission Requirements including approved arrangements for admission with advanced standing, where appropriate.
The ability to benefit from Northumbria University programmes is assessed on a combination of academic and personal qualities which can be
demonstrated in a number of ways. Successful completion of a GCE or VCE Advanced level course of study (or some other equivalent qualification) is
just one way. Students who can in other ways demonstrate their ability to benefit from a Northumbria University programme, in particular mature
students without formal qualifications, will always be considered and are invited to contact the admissions tutor to discuss their application.
Applicants should use the personal statement on their application to illustrate their abilities, aptitudes, skills, qualifications and experiences which might
be taken into account as well as or instead of any of the formal qualifications listed below. It is University policy to recognise a wide variety of evidence,
and potential applicants may wish to discuss this aspect of their application with the admission tutor.
The following standard entry requirements are shown for guidance. A student’s particular combination of qualifications (including key skills) will
always be taken into account in making an offer.
Please amend as appropriate (and delete this instruction).
GCSE grade C or above in Mathematics and English Language, plus one of the following:
GCE and VCE Advanced Level 220 UCAS tariff points, with (subject) at A2 minimum grade C.
Scottish Highers BCCC
Irish Highers CCCCC
HEFC Access One credit and two merits
Other EB 64%; IB 24 points.
Interviews
Interviews will be held where
• the suitability of a candidate is in doubt and further evidence is sought
• candidates present an unusual set of qualifications taken or pending, and an appropriate conditional offer needs to be determined
• candidates may need advice on the appropriateness of a programme, or on the appropriateness of a proposed preparatory course of study
Applicants invited for an interview will always be told its purpose.
20. Application Procedure Amend as appropriate

Applications are processed by the Universities and Colleges Admissions Service (UCAS).
31
Programme Specification Guidance / Regulation
Introduction
A programme specification is required for any programme on which a student

may be registered (including Ordinary Degree programmes). Separate
programme specifications are therefore not required for awards which are made
solely as a result of a student not completing the programme satisfactorily on
which they are registered.
In the case of Postgraduate Certificate and Postgraduate Diploma qualifications, it

is only necessary to supply a separate programme specification for these
qualifications if it is possible to apply directly to them. Where the Certificate or
Diploma is only awarded to students not completing a Masters programme, the
qualifications are encompassed by the programme specification for the
corresponding Masters qualification.
It is also not necessary to provide a programme specification for a Bachelors

degree that is only awarded to students not completing an Undergraduate
Masters programme, where the student is registered on the Masters programme
for the entire three years prior to the award of the Bachelors degree. If, however,
students transfer to a Bachelors degree programme at an earlier point, and are
registered on the Bachelors programme for a period of time before receiving their
degree, then a separate programme specification should be provided for the
Bachelors degree programme.
Please note that University policies and procedures as set out in University
Regulations and the Quality Manual will automatically apply to all programmes,
therefore please do not reproduce or summarise the content of any
University regulation or any part of the Quality Manual in a programme
specification.
For any help in interpreting this document, or any other queries, please contact
programme-specifications@nottingham.ac.uk
A. Basic Information
1. Title
Please state the qualification that will be gained (e.g. BA, BSc, MA etc) and the
subject title (e.g. Dentistry). These will appear on students’ degree certificates
and transcripts in this form. In the case of Bachelors degrees, please specify
whether the qualification is with Honours or Ordinary. For details of each type of
qualification, please see the University of Nottingham Qualifications Framework
(http://www.nottingham.ac.uk/quality-manual/QAstructures/UNQF.htm).
2. Course code
32
Please leave blank. A UCAS or course code will be obtained by Professional
Services, once a new programme has been approved in principle at the relevant
Dean or PVC.
3. School managing the programme
Please state the one School which will have overall responsibility for the
management, administration, and quality assurance of the programme. If
operational responsibility for any of these matters is being delegated to any other
Schools, please state these Contributing Schools and their role.
4. Type of course
The types of course are defined as:
Single subject (with title naming a subject or related subjects)

Joint (with title naming two distinct subjects as ‘x and y')
Major/Minor (with title naming two distinct subjects as ‘x with y' or similar)
Multidisciplinary (with title listing three distinct subjects)
Please refer to section 7 of the University of Nottingham Qualifications Framework

for definitions of these programmes types.
5. Mode of delivery
Please indicate the various ways in which the programme will be delivered and
the locations where it will be available by selecting all the relevant options from
the list below:
Full-time
Part-time
Distance learning
UK campus
International campus (please state whether Malaysia or China or both)
Off-campus (please state location(s) where teaching takes place)
Collaborative (please state name(s) of partners – also please refer to
http://www.nottingham.ac.uk/academicservices/qualitymanual/collaborati
veprovision/procedure.aspx
If the information in B, C, or D below varies significantly depending upon the

mode of delivery, Schools are advised to consider submitting separate
programme specifications for each version of the programme.
6. Accrediting body
Please state the name of any professional body which will, or is expected to,
recognise or accredit the programme and the level and type of that accreditation.
Please state the manner in which accreditation or recognition is necessary to
practise a profession. Please give the status of any application for accreditation or
recognition and the timescale involved, including dates of professional body visits
for accreditation or re-accreditation.
7. Relevant QAA subject benchmark(s)

33
Please state the QAA subject benchmarks which are most relevant to the
programme. A list of benchmarks is given at
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-
guidance/Pages/Subject-benchmark-statements.aspx
As there are few benchmarks for postgraduate study, it may not be possible to
identify a relevant benchmark for postgraduate programmes – though it could
still be helpful to list a benchmark for a corresponding undergraduate programme
which would normally provide entry to the postgraduate programme.
B. General Information
Please provide any information you think would be of interest to applicants for
this programme. As a minimum, this should be an outline of the programme and
details on duration.
Educational Aims
Where the educational aims of the programme are not specifically stated in the
Prospectus entry, these should be given here.
Information for students once they are at Nottingham - and not covered in
Sections C, D, and E below - should appear in the School’s own Student
Handbook rather than being included in this section.
C. Supplementary Regulations
1. Admission Requirements
Please provide a summary of the minimum qualifications necessary to be

considered for entry to the programme (including English language
requirements), along with other skills or experience applicants must have.
University policy on admissions requirements is given at
http://www.nottingham.ac.uk/academicservices/qualitymanual/admissionsandrecruitm
ent/universityofnottinghamadmissionspolicy.aspx . English Language requirements
should be set at one of the five levels designated by the University, details of
which are available from the same webpage.
Please indicate if the programme is only available by internal transfer from

another University of Nottingham programme and is therefore not open to
external applicants.
2. Course Structure
For each stage of the programme, please state:
• The compulsory modules a student must take.

34
• Where students are choosing modules from a list, how many modules they
must choose and which modules are on the list. Each list should not contain
active modules totalling over a maximum of 150 credits.
• Whether students have any unrestricted choices of modules.
In all cases, please state the credit value and level of modules and semester in
which they are being delivered. Where a programme specification is being written
as part of a new programme, or significant revision, approval please also state
whether the modules already exist or are new modules being submitted for
approval.
Please identify any modules which cannot be compensated under the University’s
regulations for the compensation of fail marks (see Study Regulations at
http://www.nottingham.ac.uk/academicservices/qualitymanual/studyregulations/i
ndex.aspx). A non-compensatable module is one which must to be passed at the
relevant level (40% for Honours degrees, 50% for Masters, PGCerts and PGDips).
A student does have the opportunity to resit the module for progression purposes
(unless they are in their final year of study as an undergraduate), but they must
achieve over the minimum level in one of their attempts to be awarded the
credits associated with that module. In contrast, for compensatable modules a
fail mark can be compensated by a better performance in other modules if you
meet the requirements set out in the relevant study regulations. For example a
poor performance of 35% in a compensatable module can be balanced out by a
good performance of 60% in another module.
As part of the annual update and review of programme specifications Schools

should consider whether the non-compensatable status of a module associated
with a programme continues to be necessary for the achievement of either later
study (i.e. a non-compensated pass acts as a pre-requisite to a later compulsory
module) or achievement of the programme learning outcomes or accreditation
requirements.
Please also identify any additional components i.e. programme components which
students must take in addition to the above modules, stating the length of the
time of this component and the stage within the programme when it must be
taken.
The programme structure should be in line with the requirements of the

University of Nottingham Qualifications Framework (see
http://www.nottingham.ac.uk/academicservices/qualitymanual/qastructures/unqf
index.aspx).
3. Assessment
This programme will comply with the University Undergraduate/Postgraduate

taught assessment regulations which can be found at
http://www.nottingham.ac.uk/regulations.
Standard University progression regulations will apply unless this is an Integrated

Masters, an honours degree with a compulsory year out, or between a foundation
year and qualifying year. This and other regulations may be non-standard if there
is a demonstrable requirement from a professional or accrediting body. Students
who fail to satisfy the more stringent requirements in programme specifications
associated with a professional or accrediting body but who satisfy University
regulations should normally have the opportunity of transferring to a named ‘fall
back’ non-accredited degree. The only exceptions to this will be where PSRB or
35
local government requirements prohibit the award of a ‘fallback’ degree or where
no suitable ‘fallback’ can be made available. Where such a circumstance exists
this must be clearly stated in the programme specification.
Postgraduate - Where Schools require students to pass or to perform at a

particular minimum level in the taught stage of a programme before progressing
to the research stage (ie the dissertation or research project) this will be explicitly
stated in the programme specification.
Please state the marking criteria used by the lead School, or provide here a
reference to a Student Handbook or other publications containing this
information. These criteria should provide students with clear guidance on the
performance required to obtain marks at various levels (e.g. 70%+, 60-70, 50-
60, 40-50). If the programme includes any additional components (see 2 above),
please state here how these will be assessed (if they are being assessed).
Postgraduate Masters, Diploma and Certificates will be awarded with Merit to

students who achieve a final credit-weighted mark of at least 60% and with
Distinction to students who achieve a final credit-weighted mark of at least 70%.
Any or all of the following may be stated:
(a) a mark of at least 70% must be gained in the dissertation/project stage for a
Distinction to be awarded,
and/or
(b) a credit-weighted mark of at least 70% must be gained in the taught stage
for a Distinction to be awarded,
and if applicable
(c) a mark of at least 60% must be gained in the dissertation/project stage for a
Merit to be awarded;
(d) a mark of at least 60% must be gained in the taught stage for a Merit to be
awarded;
The borderline threshold for a First/Distinction must be specified as at either 68%

or 69%. Please state which borderline range applies and the metric used to
decide the degree classification of borderline candidates. In accordance with the
regulations on marking and grading, viva voce examinations should not be used
to decide whether or not a borderline candidate should have their degree class
raised.
If unsuccessful candidates may be eligible for a ‘drop-out’ award, other than that
stated under the University Regulations, please name it here (e.g. it may be
unaccredited and therefore carry a different title or it may not be appropriate to
award the title to someone getting a lower credit value award).
For undergraduate programmes, please state here the weightings attributed to

Parts I, II and (for Undergraduate Masters) III for the purpose of degree
classification. For students registering on programmes from the 2009/10
academic year onwards, approved weightings are as follows:
Part I Part II Part III

1 20 80
2 30 70
3 33 67
4 40 60
36
5 50 50
6 20 40 40
7 25 25 50
8 20 30 50
Unless stated otherwise, it will be assumed that undergraduate programmes will

use Model 1 of the degree class algorithms listed at
http://www.nottingham.ac.uk/academicservices/qualitymanual/assessment/marki
ngclassificationindex.aspx .
It is an established principle of the University, endorsed by University Executive Board and

Teaching and Learning Board, that when registered for a University of Nottingham
qualification all teaching and assessment must be in English. The only exception is where
the subject of study is a language or literature other than English.
4. Other Regulations
Please state any other requirements on students which are in addition to those
stated in the University’s study regulations (see
http://www.nottingham.ac.uk/regulations) and the University of Nottingham
Qualifications Framework (see
http://www.nottingham.ac.uk/academicservices/qualitymanual/qualityassurancestruct
ures/unqfindex.aspx ).
D. Learning Outcomes
Please see the guidance on Learning Outcomes at:
For examples please refer to other published examples here.
1. Definition
Learning outcomes are relatively general statements of what a student is

expected to know, understand and/or be able to demonstrate at the end of a
period of learning. They are phrases which complete a sentence of the form "A
student who completes this programme successfully should be expected to …", or
".. should be able to …."
It is good practice for learning outcomes to comprise a verb, object and context.
An example (from Human development) would be "Critically examine (verb)
theoretical frameworks (object) relevant to neonatal development and adaption
(context). All three parts are needed to make the learning outcome workable.
Learning outcomes are an essential part of programme and module design and
should be clearly related to the content/aims of a programme/module.
Programme learning outcomes should address in an appropriate manner the QAA

Subject Benchmark Statement, the level descriptors in the University of
Nottingham Qualifications Framework and any professional or statutory body
requirements.
37
2. Categories of Learning Outcomes
Learning outcomes for both programmes and modules should be written

under one or both of the following two categories:
1. Knowledge and understanding
These are outcomes which describe broadly the subject matter of the
programme/module.
2. Skills
These are outcomes which can come under one or more of the following
three sub-headings:
1. Intellectual skills
- the abilities required to process the subject matter
2. Professional / practical skills
- those skills specific to a particular subject area, such as lab or field work,
or the requirements of a specific professional or regulatory body
3. Transferable / key skills
- more specific skills which will commonly comprise most of the following:
• Oral and Written Communication
• Team Work
• Self Management
• Problem Solving
• Critical Thinking
• Professionalism
• Information Technology Literacy
• Numeracy
3. Assessing and Attaining Learning Outcomes within Modules
To attain a learning outcome within a module it is a minimum expectation that a

student will have been taught the learning outcome and passed the module
overall.
4. Attaining Learning Outcomes within Programmes

38
The learning outcomes listed for a programme should be reflective of the modules
on which a student can expect to enrol as part of that programme.
In some cases, for example due to PSRB requirements, a student will be required
to attain all the learning outcomes listed for a programme.
Please also give a brief summary of the teaching, learning and assessment
methods used to enable these learning outcomes to be achieved and
demonstrated, (e.g. 'Teaching & learning: Lectures; tutor-led tutorials; student
and tutor led seminars; on-line tutorials; problem-based learning scenarios.
Assessment: coursework; written seen/unseen examinations; poster
presentation’). The reoccurrence of the same learning outcome in a large number
of modules should be avoided. This is with a view to minimising the number of
learning outcomes in each module and thus restricting the amount of assessment
that needs to take place to test those learning outcomes.
E. Curriculum Map
Please map the learning outcomes of the programme against the modules
comprising the programme.
The curriculum map should show that a student cannot successfully complete the
programme without having acquired all the learning outcomes listed in Section D.
This can be demonstrated by ensuring that for each learning outcome there is at
least one compulsory, non-compensatable module which delivers that outcome;
or that the outcome features in a range of modules, such that it would not be
possible for the student to complete the programme without passing at least one
of those modules.
39
NOTE TO PROGRAMME LEADS: Please refer to APQO guidance note (G2) on completing the
PS template.
Programme Specification
<AWARD> <Programme Title>
Valid from:
Faculty of…./Partner organisation…
40
41
SECTION 1: GENERAL INFORMATION
Awarding body:
Teaching institution and location:
Final award:
Programme title:
Interim exit awards and award titles:
Brookes course code:
UCAS/UKPASS code:
JACS code:
Mode of delivery:
Mode/s and duration of study:
Language of study:
Relevant QAA subject benchmark

statement/s:
External accreditation/recognition: Name of professional body/ies

(applicable to programmes with URL of PSRB website/s
professional body approval)
Faculty managing the programme:
Date of production (or most recent

revision) of specification:
SECTION 2: OVERVIEW AND PROGRAMME AIMS
2.1 Rationale for/distinctiveness of the programme
2.2 Aim/s of the programme

42
SECTION 3: PROGRAMME LEARNING OUTCOMES
Knowledge, understanding and skills:
3.1 Academic literacy
3.2 Research literacy
3.3 Critical self-awareness and personal literacy
3.4 Digital and information literacy
3.5 Global citizenship
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM
4.1 Programme structure and requirements:

Provide a list of modules at each level, showing their credit value and status (core/optional/etc). Indicate
the requirements for progression and awards (refer to guidance notes)
Insert table
4.2 Professional requirements

For programmes with professional accreditation, indicate which modules are required in order to achieve
accreditation.
SECTION 5: PROGRAMME DELIVERY
5.1 Teaching, Learning and Assessment

Describe the approaches to teaching and learning that will be employed to promote learning and enable
students to meet the programme learning outcomes, how the Post/Graduate Attributes are addressed,
and how the intended learning outcomes will be assessed.
Also include:
• typical contact/independent study mix – how student time is divided between different teaching and
learning methods;
• how the assessment strategy is informed by the Brookes Assessment Compact;
• an indication of the typical mix of coursework/exams students will experience across the
programme.
5.2 Assessment regulations

The programme conforms to the University Regulations [insert specific framework]
or
Insert programme regulations (refer to guidance notes)
43
and/or
Is at variance with the Regulations [insert framework] as follows:
SECTION 6: ADMISSIONS
6.1 Entry criteria
6.2 CRBDBS checks

If applicable
SECTION 7: STUDENT SUPPORT AND GUIDANCE
Sources of help and advice, for example:

• Induction
• Handbooks
• SSCs, Field ChairsSubject Co-ordinators, Academic Advisors, placement officers
• Central support services
• Study skills development/support
• Careers Centre
• etc.
SECTION 8: GRADUATE EMPLOYABILITY

Potential careers the programme leads to/what previous graduates have gone on to do.
SECTION 9: LINKS WITH EMPLOYERS

For example:
• Visiting speakers from relevant industries/professions
• Work placements/opportunities for work-based learning
• etc.
SECTION 10: QUALITY MANAGEMENT
Indicators of quality/methods for evaluating the quality of provision

(e.g. PSRB accreditation; Brookes QA system: external examiners’ reports, annual and periodic
programme review; student surveys; employer/other stakeholder engagement, student representation
system, etc.)
44
Guidelines on the design of undergraduate and taught postgraduate programmes
Undergraduate Programme Specification Template

The numbered items below correspond to the list of instructions on the accompanying
Guidelines to producing Undergraduate Programme Specifications document, as a guide to
filling in each part correctly.
1 Programme Title 2 UCAS code:
For students entering Part 1 in 200x
3 Awarding Institution: University of Reading
3 Teaching Institution:
4 Relevant QAA subject benchmarking group(s):
Faculty of x
5 Programme length:
x years
Date of specification:
6 Programme Director:
6 Programme Adviser:
Board of Studies:
7 Optional Placement Year:
8 Accreditation:
9 Summary of programme aims
10 Transferable skills
During the course of their studies at Reading, all students will be expected to enhance their
academic and personal transferable skills. In following this programme, students will have
had the opportunity to develop such skills, in particular relating to [communication,
interpersonal skills, learning skills, numeracy, self management, use of IT and problem-
solving], and will have been encouraged to further develop and enhance the full set of skills
through a variety of opportunities available outside their curriculum.
11 Programme content
00
00
00
©University of Reading 2013 Tuesday, 19 March 2013 Page 18

45
Part 1 (three terms) Credits Level

Compulsory modules
Mod Code Module Title x x

Compulsory modules
Optional modules:

Compulsory modules
Optional modules:
12 Progression requirements
00
00 To gain a threshold performance at Part 2, a student shall normally be required to:
0 ‘(i) obtain a weighted average of 40% over 120 credits taken at Part 2;
(ii)marks of at least 40% in individual modules amounting to not less than 80

credits; and
(iii) marks of at least 30% in individual modules amounting to not less than 120
credits.
In order to progress from Part 2 to Part 3, a student must achieve a threshold

performance [AND…. state prog-specific rules if applicable].’
13 Assessment and Classification

00
00
0
14 Admission requirements
00 Entrants to this programme are normally required to have obtained:
00 Grade C or better in English, Maths, Science (subject(s) as appropriate) GCSE (or equivalent
0 qualification); and achieved
A minimum UCAS Tariff score of:
Three Higher Level International Baccalaureate scores of :
(or an equivalent score in an equivalent qualification)
Whether two AS grades would be accepted in place of a third A-Level:
Admissions Tutor:

46
15 Support for students and their learning

00 University support for students and their learning falls into two categories.
00 Learning support is provided by a wide array of services across the University, including: the
0 University Library, the Careers, Placement and
Experience Centre (CPEC), In-sessional English Support Programme, the Study Advice and
Mathematics Support Centre teams, IT Services and the Student Access to Independent
Learning (S@il) computer-based teaching and learning facilities.There are language
laboratory facilities both for those students studying on a language degree and for those
taking modules offered by the Institution-wide Language Programme.
Student guidance and welfare support is provided by Personal Tutors, School Senior Tutors,
the Students' Union, the Medical Practice and advisers in the Student Services Centre. The
Student Services Centre is housed in the Carrington Building and offers advice on
accommodation, careers, disability, finance, and wellbeing, academic issues (eg problems
with module selection) and exam related queries. Students can get key information and
guidance from the team of Helpdesk Advisers, or make an appointment with a specialist
adviser; Student Services also offer drop-in sessions and runs workshops and seminars on a
range of topics. For more information see www.reading.ac.uk/student
[School/programme-specific information should follow this standard statement.]
16 Career learning
00
00
17
0 Career prospects
00
00
0
18 Opportunities for study abroad
00 As part of the degree programme students have the opportunity to study abroad at an
00 institution with which the University has a valid agreement.
0
[School/programme-specific information should follow this standard statement, which can
be edited by Schools]
19 Placement opportunities
00
00
0
20 Programme Outcomes
00
00
0 Knowledge and Understanding
A. Knowledge and understanding of: Teaching/learning methods and

strategies

47
Assessment
Skills
B. Intellectual skills – able to: Teaching/learning methods and
strategies
Assessment
C. Practical skills – able to: Teaching/learning methods and

strategies

48
Assessment
D. Transferable skills – able to: Teaching/learning methods and

strategies
Assessment
21 Please note - This specification provides a concise summary of the main features
00 of the programme and the learning outcomes that a typical student might
00 reasonably be expected to achieve and demonstrate if he/she takes full advantage
0 of the learning opportunities that are provided. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of
each module can be found in the module description and in the programme
handbook. The University reserves the right to modify this specification in
unforeseen circumstances, or where the process of academic development and
feedback from students, quality assurance processes or external sources, such as
professional bodies, requires a change to be made. In such circumstances, a
revised specification will be issued.

49
Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1 Programme Title
2 Programme Code
3 JACS Code (if applicable)
4 Level of Study Undergraduate/Postgraduate (Delete as applicable)
5a Final Qualification
5b QAA FHEQ Level
6a Intermediate Qualification(s)
6b QAA FHEQ Level
7 Teaching Institution (if not Sheffield)
8 Faculty
9 Department
Other Departments involved in
10
teaching the programme
11 Mode(s) of Attendance
12 Duration of the Programme
Accrediting Professional or Statutory
13
Body
14 Date of production/revision
15. Background to the programme and subject area
16. Programme aims
17. Programme learning outcomes

Knowledge and understanding:
K1
K2
K3
K4
K5
50
Skills and other attributes:
S1
S2
S3
S4
S5
18. Teaching, learning and assessment

Development of the learning outcomes is promoted through the following teaching and learning
methods:
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
19. Reference points

The learning outcomes have been developed to reflect the following points of reference:
20. Programme structure and regulations
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
22. Criteria for admission to the programme

Detailed information regarding admission to programmes is available from the University’s On-Line Prospectus
at http://www.shef.ac.uk/courses/.
51
NB: The above statement should be deleted and replaced with either full details of the admissions
criteria or a URL for where the relevant information can be found on the department’s web site.
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
For internal use only:
Programme specification approved by:
Date of approval:
52
Programme Specification – Undergraduate Courses
A Programme Specification should provide the key information about a programme in a format
that is clear and accessible. The audience ranges from peers in the approval process, reviewers
/ inspectors from national bodies, to potential students selecting their courses.
Programme Specifications are stored electronically on the AQU website, which is available for
potential students to compare information about courses at different universities. This gives it an
important marketing/information function as well as its academic one.
Programme Specifications must be updated annually to reflect any changes which have been
made to the course (either routine updating, or validated changes). It is helpful if the date in box
11 is altered with a note to indicate what section/or validated update has taken place. IQCs are
asked to ensure that this occurs.
The award map is a fundamental and integral part of the Programme Specification and must be
included (and published) either as part of section 15 (where the listing of modules, etc, is
relatively succinct) or as an appendix (where the programme has greater choice of modules,
etc). It is the award map that is mostly likely to be updated in the period between periodic
reviews, e.g. through the addition or removal of modules.
The Programme Specification should be written as a concise statement of key information about
the course that will be accessible to potential students. Where further detail is needed for the
purpose of approval (e.g. as suggested in the form of grids mapping module outcomes, key
skills and assessments) this should be part of the student handbook document.
Advice on completing the template is available from AQU Officers.
For the purposes of new course approval the following supplementary documents should be
provided as part of the course handbook:
• Course schedule: start/end dates for terms/semesters/modules/ showing requirements

for full and part-time study as appropriate, and detailing any half-terms in partner
organisations if applicable or other key activities focussed in specific weeks
• Assessment map: summative assessments and weightings mapped to modules for each
level, indicating mandatory and optional modules
• Assessment calendar/schedule: showing submission deadlines (e.g. date or week
number) for each assessment
In addition, it is helpful to include:
Grid showing how course level learning outcomes are mapped to modules
Grid showing how transferable skills are taught, practised and assessed in modules.
Updated: September 2013

(2012/13 changes shown in red, 2013/14 in green)
Amended April 2014 for JH courses – See hyperlink to Award Map in Section 15
53
PROGRAMME SPECIFICATION – Undergraduate Courses
Guidance on completing the Programme Specification template is provided below in italics.
Standard text (which should be modified where appropriate) is provided in grey text.
Replace the above statements with the course award title e.g.:
Programme Specification for BSc (Hons) Zoology
1. Awarding institution/body University of Worcester

2. Teaching institution (where joint teaching, list both institutions)
3. Programme accredited by (state if accredited by PSRB, otherwise N/A )
4. Final award (e.g. BA Hons or BSc Hons) give generic
award title only, not course/programme title)
5. Programme title (as formally approved by UE, e.g. Zoology;
where a course offers descriptors in brackets,
put the generic award here and also include
the list of descriptors)
6. Pathways available (e.g. single, major, joint, minor)
7. Mode and/or site of delivery (e.g. standard taught programme, block
delivery, distance learning, on-line learning;
state where programme delivered if not on the
University of Worcester site)
8. Mode of attendance (is the course approved for full time, part time
or both? If both, ensure that section 15 below
details delivery arrangements.
State if attendance is in evenings, weekends
etc – be as specific as possible)
9. UCAS Code See UCAS website
10. Subject Benchmark statement (e.g. QAA subject benchmark statement. Give
and/or professional body statement full title and date of publication, and/or relevant
professional statement – include all external
required subject/professional reference points,
such as PSRB or occupational standards)
11. Date of Programme Specification (For new courses, state month and year of first
preparation/ revision approval. For existing courses, include dates
of any approved changes with reference to
section and change made)
12. Educational aims of the programme

Use this section to set out who the course is for, its basic philosophy/rationale and any
distinctive features of the course. List the aims of the programme (what the course is
designed to do) – normally between 6 and 10 specific aims. The University’s Curriculum
Design Policy is a useful reference point. Aims may not just be subject related but might
relate to regional/professional/skills/employment or other objectives as well.
13. Intended learning outcomes and learning, teaching and assessment methods
List the learning outcomes for the award and the teaching, learning and assessment
methods used to enable students to achieve and demonstrate these outcomes. Learning
outcomes must be set at threshold level for the award, be distinct to the award and
should include those relating to generic and transferable/key skills as well as subject
related skills, knowledge and understanding. Transferable/key skills should include
information and digital literacy competencies, such as retrieving, evaluating and
communicating information. The alignment of learning, teaching and assessment
54
methods to the development and achievement of the learning outcomes should be made
clear.
This section should take account of the University’s Curriculum Design Policy, and the
University’s Guidance on writing learning outcomes and developing assessment criteria,
as well as the QAA’s UK Quality Code for Higher Education (for FHEQ and
subject/qualification benchmarks) and any professional body requirements.
In the case of awards that are available with single, joint, major and minor pathways, it
must be made clear which learning outcomes relate to the different pathways, and
similarly for awards with different descriptors.
Courses developed using largely existing modules need to ensure that the course aims
and learning outcomes are different from any pre-existing courses.
It is recommended that a grid showing how the programme learning outcomes are
mapped to modules, and a grid showing how key/transferable skills are taught/practiced
and assessed within modules, be included in the student handbook developed for the
course approval process.
This section should also make clear how the course makes use of learning technologies,
particularly the VLE (Blackboard/Moodle) and e-portfolio (Pebblepad). If the module is
delivered wholly or predominantly through use of learning technologies, this should be
made clear.
There is no prescribed way of setting out learning outcomes and there should normally
be no more than 12 to 16 in total. The following is one suggested format.
Knowledge and understanding:

(Use stem, ‘On successful completion of the course, students will be able to:’ and list
learning outcomes)
Cognitive and intellectual skills:

learning outcomes)
Practical skills relevant to employment:

learning outcomes)
Transferable/key skills:
learning outcomes)
Examples of learning, teaching and assessment methods used:

•
14. Assessment Strategy

This section should set out the overall approach of the course to assessment,
(relationship of assessment to learning; range of assessment methods and tasks;
55
balance of formative/summative assessment and feedback; use of diagnostic
assessment; setting of assignment briefs; use of assessment and grade criteria, e.g. are
assessment criteria/grade descriptors provided for each item of assessment, for different
types of assessment, or has the team developed subject specific criteria and descriptors
benchmarked to the University generic descriptors; any particular innovations etc)
demonstrating that the approach to assessment for the course has been considered
holistically.
The University’s Assessment Policy is an important point of reference and provides

specific guidance on course assessment strategies.
A grid showing assessment methods and weightings mapped to modules at each level,
together with an assessment calendar of submission dates must be included in the
course handbook.
15. Programme structures and requirements

This section should include or append (if particularly long/detailed) an award map using
the standard award map format, and showing for each level of the course:
- module/unit code,
- module/unit title,
- credit value,
- module/unit status (mandatory or optional),
- requirements for specific pathways (single, major, joint, minor) and for awards with
specialist descriptors.
Award map templates are available here for single and joint honours courses. (Joint
honours award map updated April 2014)
This section must also include, where necessary a statement of any requirements, e.g.
attendance requirements, or completion of periods of placement etc. that may be
additional to completion of the modules/units. To ensure Registry Services can record
this information, these should be included as zero-credit rated professional or practice
modules – guidance should be obtained from AQU.
Where the course can be either full time or part time or is non-standard in delivery – e.g.
delivered in blocks or through blended learning, a statement explaining how this works
should be included. The detailed schedule for the course showing how modules are
delivered over the academic year and any detailed information about full and part-time
study should be set out in the course handbook.
16. QAA and Professional Academic Standards and Quality

Statement on the academic level of the course with reference to how the relevant FHEQ
qualification descriptor, subject and/or qualification benchmark has been applied, with
reference to section A of the UK Quality Code for Higher Education. This section can
also include reference to PSRB requirements and/or other professional or national
reference points where applicable; provide full title and date of any relevant benchmarks
in each case.
This section must include an explicit statement:

This award is located at level X (i.e. 4, 5, 6 or 7) of the FHEQ.
17. Support for students

This section should set out the course arrangements for academic tutoring, together with
any course specific support arrangements, e.g. mentors for work-based learning,
specialist tutors or workshops, induction etc.
56
It should NOT include general University wide support, but the following hyperlinks to
Student Services and the Disability and Dyslexia Service should be included.
http://www.worcester.ac.uk/student-services/index.htm
http://www.worcester.ac.uk/student-services/disability-and-dyslexia.htm
18. Admissions
Please use the following headings
Admissions Policy
Please state the policy on admissions (who the course seeks to recruit, for example
young people leaving school/college, adults in work, international students; whether you
interview or have other processes for selecting applicants), together with any
commitments to widening participation, equality and diversity, and inclusion.
Entry requirements
Specify the entry requirements for the course in terms of the minimum standard entry
qualifications (e.g. GCSE and A level requirements) and any professional or other
requirements (e.g. being in relevant work and having employer support).
The University’s minimum requirements are stated below – modify/add to these as
appropriate. Do not include the current UCAS tariff point offer – note reference to
publication in prospectus
The University’s standard minimum entry requirements apply: 4 GCSEs (Grade C or

above) plus 120 Tariff points from minimum of 2 and maximum of 3½ A Levels or
equivalent Level 3 qualifications. See UW Admissions Policy for other acceptable
qualifications.
The current UCAS Tariff requirements for entry to this course are published in the
prospectus.
Modify the above, if you require English/Maths GCSE and/or specific subjects at A level,
and add any further requirements. If the course is mainly aimed at people in work with
few formal qualifications, say this.
Accreditation of Prior Learning

Details of acceptable level 3 qualifications, policy in relation to mature students or
applicants with few or no formal qualifications can be found in the prospectus or on the
University webpages. Information on eligibility for accreditation of prior learning for the
purposes of entry or advanced standing is also available from the University webpages
or from the Registry Admissions Office (01905 855111).
Admissions procedures
State the arrangements for making applications and considering applications – i.e. are
student invited for selection interviews, information visits, are they required to undertake
selection/admissions tasks etc.
Full-time applicants apply through UCAS (course code)

Part-time applicants apply directly to University of Worcester (UW)
Admissions/selection criteria
Set out here the process and criteria for making an offer of a place to students. There is
no need to repeat the entry requirements; this section is about the criteria used to
determine whether or not a place on the course is to be offered. Criteria must be clear,
specific and transparent.
57
19. Methods for evaluating and improving the quality and standards of
teaching and learning
A brief statement outlining, for example: annual evaluation report, external examiner
report, student evaluation of modules, course management committees, StARs, staff
scholarly activity, staff review and development, feedback from schools, employers,
hospitals or graduates.
20. Regulation of assessment
This section must include the standard text below. Please highlight for course approval
any different or additional regulations or requirements which specifically apply to the
course. Variations to these standard regulations must be agreed with the Head of
Registry Services and Director of QED and approved by ASQEC.
The course operates under the University’s Undergraduate Regulatory Framework
Requirements to pass modules

• Modules are assessed using a variety of assessment activities which are detailed in
the module specifications.
• The minimum pass mark is D- for each module.
• Students are required to submit all items of assessment in order to pass a module,
and in some modules, a pass mark in each item of assessment may be required.
• Some modules have attendance requirements (delete if this does not apply).
• Full details of the assessment requirements for a module, including the assessment
criteria, are published in the module outline.
Submission of assessment items

• Students who submit course work late but within 5 days of the due date will have
work marked, but the grade will be capped at D- unless an application for mitigating
circumstances is accepted.
• Students who submit work later than 5 days but within 14 days of the due date will
not have work marked unless they have submitted a valid claim of mitigating
circumstances.
• Students who fail to submit an item of assessment lose their right to reassessment
in that module, and will be required to retake the module.
• For full details of submission regulations see Undergraduate Regulatory Framework.
Retrieval of failure
• Students are entitled to resit failed assessment items for any module that is awarded
a fail grade, unless the failure was due to non-attendance or non-submission.
• Reassessment items that are passed are graded at D-.
• If a student is unsuccessful in the reassessment, they have the right to retake the
module (or, in some circumstances, take an alternative module).
Requirements for Progression
Amend as applicable for Top Up courses where Level 6 only
• Students at Level 4 may be permitted to progress to Level 5 when they have passed
at least 90 credits at Level 4.
• Students at Level 5 may be permitted to progress to Level 6 when they have passed
at least 90 credits at Level 5.
• A student who fails 90 credits or more due to non-submission will be required to
withdraw from the University.
58
• Students who pass less that 90 credits but have submitted all items of assessment
will be required to retake modules.
Requirements for Awards
Award Requirement
CertHE Passed 120 credits at Level 4 or higher
DipHE Passed a minimum of 240 credits with at least 90
credits at Level 5 or higher
Degree Passed a minimum of 300 credits with at least 90
(non-honours) credits at Level 5 or higher and a minimum of 60
credits at Level 6
Degree with honours Passed a minimum of 360 credits with at least 90
credits at Level 5 or higher and a minimum of 120
credits at Level 6
Classification
Amend as applicable for Top Up courses where Level 6 only
The honours classification will be determined by whichever of the following two methods
results in the higher classification (awaiting confirmation for courses starting in 2013/14):
Classification determined on the profile of the best grades from 45 credits attained at
Level 5 and the best grades from 120 credits at Level 6. Level 5 and Level 6 grades
count equally in the profile.
Classification determined on the profile of the best grades from 120 credits attained at
Level 6 only.
For further information on honours degree classification, see the Undergraduate

Regulatory Framework.
21. Indicators of quality and standards

This section should provide specific information about the quality and standards of the
course (or related courses, if the course is new). For example, the following indicators
may be used:
• NSS scores
• % students in employment/in graduate jobs/progressing to further study
• % students progressing from year 1, completing course, graduating with good
degree
• Staff achievements of note (e.g. RAE, awards, publications)
• Summary statements from external or periodic review and /or external examiners
• Summary statement of feedback from students
The following standard statement may also be included:
The University underwent a QAA Institutional Audit in March 2011. The audit confirmed
that confidence can be placed in the soundness of the institution’s current and likely
future management of the academic standards of its awards and the quality of the
learning opportunities available to students. The audit team highlighted several aspects
of good practice, including the student academic representative (StARs) initiative, the
proactive approach which supports the student experience for disabled students, the
comprehensiveness of the student online environment (SOLE), the wide range of
opportunities afforded to students to enhance their employability, the institution’s
59
commitment to enhancement, and the inclusive approach to working with its
collaborative partners.
22. Graduate destinations, employability and links with employers
This section should provide clear information about the kinds of employment and/or
further study graduates take up, how the course prepares students for graduate
employment (in line with the University strategy on student employability), and the links
with employers/professional bodies, etc, that assure the relevance of the course.
Please use the following headings:
Graduate destinations
Provide brief information about the career openings/progression routes/ further study
opportunities for students who successfully complete the course, with actual statistics if
appropriate. Include information about the employment market if appropriate. If the
course is designed to have a progression route, give full details.
Student employability
State how the course prepares students for employment, through the development of
employability skills and attributes, opportunities for work-related learning (including WBL,
placements, work experience), careers education, workshops, support for preparing
applications, for interviews etc.
Links with employers

Describe links with employers or professional bodies and how they have informed the
design and development of the course, and /or are involved in the delivery or review of
the course.
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if s/he takes full advantage of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching, learning
and assessment methods of each module can be found in the module outlines and the course
handbook provided to all students at the start of the course. The accuracy of the information
contained in this document is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.

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The University of Manchester

Programme Specification Guidance

1. What is a Programme Specification?

They should also provide information on:-

2. What format should a Programme Specification take?

3. How do I write a Programme Specification?

A programme specification document MUST contain information on the following topics:

• Teaching institution (if different)

• Details of accreditation by a professional/statutory body (if any)

• Subject benchmark (not applicable for research degrees)

• Framework for Higher Education Qualifications

• The role of the programme specification

• Date at which the programme specification was written or revised

b. Aims and intended learning outcomes

Aims of the programme

• Intended learning outcomes

c. Teaching, learning and assessment methods

• A summary of teaching, learning and assessment methods for the programme

• Support for student learning and development

• A summary of the programme structure and requirements

• HEA information on employability (http://www.heacademy.ac.uk/employability)

Document control box

Date approved: September 2007

Next review date: tbc

Related procedures and Manual of Academic Procedures -

Policy owner: Louise Walmsley, Head of Teaching and Learning Support

1 Awarding body University of Cambridge

Knowledge and understanding

Skills and other attributes

Entry and/or progression requirements

Graduate employability and career destinations

Management of teaching quality and standards

Links to further information

2 Description of the Programme (as in the Business Approval Form)

3 Educational Aims of the Programme

Programme and Module Structure (OPTIONAL Graphic Representation)

CODE CODE CODE CODE

CODE CODE CODE CODE

Award of ? Degree (??? credits)

On successfully completing the Intended Learning Outcomes (ILOs) will be

C Personal/ Transferable/ Employment Learning &Teaching activities (in/out of class)

11 Assessment Methods Specify which ILO is to be

Assessment and Awards

9 University Support for Students and Students’ Learning

11 Regulation of Assessment and Academic Standards

College entry – include AP(C)L and APEL procedures here:

12 Indicators of Quality and Standards

13 Methods for Evaluating and Improving Quality and Standards

 Admissions, progression and completion data

14 Awarding Institution e.g. University of Exeter

15 Lead College/Teaching Institution Full title

18 Final Award(s) Full title of highest award possible

19 UCAS Code (UG programmes)

21 Credit (CATS and ECTS)

22 QAA Subject Benchmarking Group

Programme Specification Template: Undergraduate

Mode of study: Full time / part time

Single Honours/Dual Honours/Major-minor:

Framework of Higher Education Qualification

Details of professional, statutory and regulatory body (PSRB) (If appropriate):

External Examiner(s) names: add here and/or link to http://www.keele.ac.uk/qa/externalexaminers/

1. What is the Philosophy of the Programme?

c. Keele Graduate attributes