· Web viewPS4.Exceptions to Plymouth University Regulations4. PS5.Programme Aims4. PS6.Programme Intended Learning Outcomes (ILO)5. PS7.Distinctive Features5. PS8.Student Numbers6

PROGRAMME SPECIFICATION1

Programme Title: Delete and enter programme title

(Note: a separate programme specification is required for embedded programmes, i.e. HNC etc)

Partner Delivering Institution: Delete and enter name of partner institution

Start Date: Delete and enter academic year for when the programme will first run (i.e. 2015-16)

First Award Date: Delete and enter the academic year when this programme will first complete (i.e. 2017-18)

Date(s) of Revision(s) to this Document: Delete and enter date when/if changes are proposed post approval (worth highlighting/colour coding those changes)23This programme specification template aligns with recommendations within the UK Quality Code for Higher Education. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes.

Contents4

PS1. Programme Details........................................................................................................3

PS2. Brief Description of the Programme..............................................................................3

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)....................4

PS4. Exceptions to Plymouth University Regulations............................................................4

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2015, Chapter B1: programme Design, development and Approval: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-b, last accessed 11th May 2015.3 If required please contact Academic Partnerships Programme Administration for assistance.4 To update the contents list: left-click on table left-click on ‘Update Table’ choose ‘Update Entire Table’ and click ‘OK’

Page 1Delete and insert institution title Delete and insert programme title

Date of approval or most recent subsequent amendment: Delete and insertAcademic Partnerships Programme Specification Version 1.2 (2015-16)

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-b

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-b

PS5. Programme Aims...........................................................................................................4

PS6. Programme Intended Learning Outcomes (ILO)...........................................................5

PS7. Distinctive Features.......................................................................................................5

PS8. Student Numbers..........................................................................................................6

PS9. Progression Route(s)....................................................................................................6

PS10. Admissions Criteria....................................................................................................7

PS11. Academic Standards and Quality Enhancement.......................................................8

PS12. Programme Structure................................................................................................9

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment............................................................................................................................12

PS14. Work Based/Related Learning.................................................................................16

Appendix: Click here to enter text..........................................................................................17



PS1. Programme Details

Awarding Institution: University of Plymouth

Partner Institution and delivery site (s):

Delete and replace with partner delivering institution’s name and site of delivery (as agreed at ADPC)

Accrediting Body: Delete and replace with details of any accrediting professional/statutory body or “N/A”

Language of Study: English5

Mode of Study: Delete and replace with the appropriate entry, such as: “Full Time” / “Part Time” / “Distance Learning” etc, or combination

Final Award: Delete and replace with: “HNC”, “FdA / FdSc”, “BA / BSc (Hons)”, “MA” etc

Intermediate Award: Delete and replace with: “CertHE”, “DipHE”, “Ordinary degree” etc

Programme Title: Delete and enter programme title

UCAS Code: Delete and enter UCAS Code

JACS Code: Delete and enter JACS Code

Benchmarks: Delete and replace with reference to the benchmarks employed. Generically these are likely to be the Framework for Higher Education Qualifications (FHEQ), and for Foundation Degrees the Foundation Degree Qualification Benchmark (FDQB). Specifically, most subject areas have a Bachelor or Masters level QAA Subject Benchmark. For sub-level-6 these should still be employed for guidance, and referenced here, and for level-6 or above these should be more closely followed.

Date of Programme Approval: Delete and enter month and year

PS2. Brief Description of the Programme

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx.. 200-250 words):

Delete and replace with approx.. 200-250 words. As information suitable for marketing it is of key importance that this text is in the present tense and describes the programme in a way that satisfies your institution as the delivering institution. This may then be checked in terms of the University’s interests as well as the sector more generally at approval, and hence any recommendation or conditions for amendment may be specifically targeted.

5 Unless otherwise approved through Plymouth University’s Academic Development and Partnerships CommitteePage 3

Delete and insert institution title Delete and insert programme title Date of approval or most recent subsequent amendment: Delete and insert

Academic Partnerships Programme Specification Version 1.2 (2015-16)

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

Delete and replace with either specific information pertaining to accreditation or “N/A” if this programme is not accredited by a professional/statutory body

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available on the extranet: https://www.plymouth.ac.uk/student-life/academic-regulations)

Delete and replace with either specific identification of exceptions (e.g any proposed 10 credit modules), with concise rationale, or “None”

PS5. Programme Aims

The programme will deliver:

Delete and replace with a number-bulleted list of between 5 and 7 aims at programme level. An option for presenting these aims, which has the benefit of ensuring they are distinct from each other, is to align them with the list of graduate skills and attributes in section PS13, i.e:

A1: focused on knowledge and understanding

A2: focused on cognitive and intellectual

A3: focused on key transferable skills

A4: focused on employability and CPD/lifelong learning

A5: focused on practical skills

N.B. this should be written as ‘what the programme aims to do’, not what the students should aim to achieve.



https://www.plymouth.ac.uk/student-life/academic-regulations

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

Delete and replace with a number-bulleted list of between 5 and 7 ILOs at programme level. These must be focused on what the students should be able to do from their studying on core modules, and should be specifically measurable (i.e. easily apparent how a percentage mark could be given to an assessment of each … unless a pass/fail better suits a threshold pass for specific areas of practice). These should also employ the types of descriptors common to programmes of this level (use of subject benchmarks, as well as FHEQ and/or FDQB will provide a level of clarity).

Programme ILOs should be distinct from each other in order to provide useful clarity when seeking to understand TL&A in more detail. As such, one option for presenting these may follow a similar pattern to the programme aims as suggested in the following. It is important, though, to note that this suits arriving at these from a focus on graduate attributes and skills and other approaches may well be appropriate:

ILO1: knowledge and understanding – i.e. evidence that they have this to expected levels relating to ….

ILO2: cognitive and intellectual skills – i.e. apply, analyse, evaluate, create (as appropriate) ……. to …….

ILO3: transferable skills – i.e. be able to communicate, time manage , project manage, work in teams etc …..

ILO4: employment – i.e. reflect, evaluate own experiences, plan, position, identify own development …. Investigate, analyse industry etc

ILO5: practical – employ, apply specific practical skills to .......

N.B. additional ILOs (recommended 7 max.) may be employed to cover areas not comprehensively covered by taking the approach of aligning ILOs with programme aims.

Additionally, the examples above are very generic and align with cognitive taxonomies etc. Specific subject areas may be used to variations in terms of descriptors.

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:



Delete and replace with a list of distinctive features. These should express the ‘distinctive’ nature of the programme some that they may be used for promotional purposes in a way that satisfies the partner institution. Therefore these may be checked in terms of the University’ and broader sector’s interests at approval and thus arrive at specific recommendations or conditions.

An approach that is effective is to categorise parts of the list. This can be useful to enable any marketing departments to seek the information they may require more directly (i.e. if looking for what is distinctive regarding teaching and learning, location, facilities, student experience, engagement with industry, fieldwork, etc).

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = Delete and replace

Target student numbers per stage = Delete and replace

Maximum student numbers per stage = Delete and replace

PS9. Progression Route(s)

Approved ‘progression route(s)’ are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to ‘top-up’ to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3-years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or



appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Delete and replace with the title, institution and level of entry for the agreed progression route(s). If any bridging modules or other entry requirements are required these should be clearly stipulated

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2: Delete and enter information regarding the number, levels and specific areas of qualification. Clarity should be given if key skills are to be allowed in replacement of GCSEs

- Key Skills requirement / Higher Level Diploma:

and/or- GCSEs required at Grade C or above:Level 3: at least one of the following:- AS/A Levels

Delete and enter UCAS points and any specifics regarding subjects, levels in specific qualifications that make up the UCAS points and any equivalency considerations.

- Advanced Level Diploma:- BTEC National Certificate/Diploma:- VDA: AGNVQ, AVCE, AVS:- Access to HE or Year 0 provision:- International Baccalaureate:- Irish / Scottish Highers / Advanced

Highers:

Work Experience:Delete and either enter any specific requirements or a comment such as ‘considered on individual merit’

Other HE qualifications / non-standard awards or experiences:

Delete and either enter any specific requirements or a comment such as ‘considered on individual merit’.This could also include comment regarding such as other HE awards that would be considered for entry into level 4 of this programme.

APEL / APCL6 possibilities: Delete and if APL is appropriate detail any complex issues, such as certain modules that cannot be APL’d against etc. If APL is

6 Accredited Prior Experiential Learning and Accredited Prior Certificated LearningPage 7

Delete and insert institution title Delete and insert programme title Date of approval or most recent subsequent amendment: Delete and insert

Academic Partnerships Programme Specification Version 1.2 (2015-16)

appropriate then this needs to include the citation that APL will be considered as per Plymouth University Regulations

Interview / Portfolio requirements:

Delete and replace with whether interviews are to be employed. Include any information for specifics required to meet programme and/or module level Learning Outcomes, i.e. assessments requiring activities out with the classroom. If appropriate, define any more specific details.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Delete and replace with ‘Yes or No’, and if ‘Yes’ then detail how this will be funded.

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or other descriptor) leads the Programme Committee in the following of Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed change to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s): Delete and replace with a statement that defines whether all of this programme’s modules are covered by a single EE, or a list of modules that are overseen by an EE for another programme.

Additional stakeholders specific to this programme: Delete and replace with information regarding any specific stakeholders that are engaged with, in relation to the standards and quality of the programme. Examples are: students and how they are engaged with, such as involvement in Programme Committee Meetings, student liaison meetings etc; employers if they are involved in any of the programme delivery or possibly through employer forums; graduates if engaged with as alumni; academic communities engaged with; accrediting bodies etc.



PS12. 7Programme Structure

For programmes containing more than one FHEQ level of study: copy and paste the table below as required (hover the mouse over the table then left-click on the box in the top left corner to highlight the table right-click copy select a line at least one further than the bottom of this table right-click and select ‘paste – keep formatting’

For users employing pre-2010 versions of MS Word the text entry box guidance will not be visible. Please see footnotes for guidance.

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: Delete and insert level (n.b. a separate structure is needed for each level) For: Delete and insert programme title Full Time

F/T Route YearWhen in Year? (i.e. Autumn, Spring etc)

Core or Option Module Credits Module

Delete and enter year of

delivery or “No Full Time

Route”

Delete and enter when in

year, i.e. which term or

semester, or All Year or

whether bunched over

a shorter period

Delete and indicate. If optional, indicate

whether this is “Any Mix” or whether

choices are linked in some way

Delete and replace with the

number of credits. Indicate whether the module is All Year or delivered

in Autumn or Spring etc

Delete and insert module code

Delete and insert module title

7 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.



FHEQ level: Delete and insert level (n.b. a separate structure is needed for each level) For: Delete and insert programme title Part Time

P/T Route YearWhen in Year? (i.e. Autumn, Spring etc)

Core or Option Module Credits Module

Delete and enter year of

delivery or “No Part Time

Route”

Delete and enter when in

year, i.e. which term or

semester, or All Year or

whether bunched over

a shorter period

Delete and indicate. If optional, indicate

whether this is “Any Mix” or whether

choices are linked in some way

Delete and replace with the

number of credits. Indicate whether the modules is all year or delivered

in autumn or spring etc

Delete and insert module code

Delete and insert module title



The previous table is a mandatory requirement of the approval process. An additional structure diagram may be added here, to further clarify the design and operation of the awards proposed. A suggested simplified diagram has been inserted below; this should be deleted if not used.

Stage 1 Stage 2Module Code

Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional



PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment8

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Delete and replace with level of study (i.e. 4, 5, 6, 7)

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding:

Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or

8 For programmes containing more than one FHEQ level of study, i.e. a bachelor programme with levels 4, 5 & 6, a separate map must be provided for each level. The table should be copied and pasted to enable this.



Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of knowledge and understanding at this level of the programme.

Primary:Delete and replace with a list of the primary teaching and learning methods appropriate to knowledge and understandingSecondary/Supplementary:Delete and replace, if appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to knowledge and understanding.

Delete and replace with the relevant numbered programme level aims.

Delete and replace with the relevant numbered programme level intended learning outcomes.

Delete and replace with a list of the assessments considered most relevant to test knowledge and skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to knowledge and understanding.

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Cognitive and Intellectual Skills:

Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of cognitive skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to cognitive and intellectual skills.Secondary/Supplementary:


Delete and replace with the relevant numbered programme level intended

Delete and replace with a list of the assessments considered most relevant to test cognitive and intellectual skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes



Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to cognitive and intellectual skills.

learning outcomes.

related to cognitive and intellectual skills.

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Key Transferable Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of key transferable skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to key transferable skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to key transferable skills.



Delete and replace with a list of the assessments considered most relevant to test key transferable skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to key transferable skills.

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically key transferable skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Employment Related Skills:




By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of employment related skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to employment related skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to employment related skills.



Delete and replace with a list of the assessments considered most relevant to test employment related skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to employment related skills.

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically employment related skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Practical Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to practical skills.

Delete and replace with the relevant numbered programme

Delete and replace with the relevant numbered programme

Delete and replace with a list of the assessments considered most relevant to test practical skills in the context of

Delete and replace with a list of the core modules that have



threshold pass in terms of practical skills at this level of the programme.

Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to practical skills.

level aims. level intended learning outcomes.

this programme. learning outcomes related to practical skills.

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically practical skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.

PS14. Work Based/Related Learning9

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: Delete and replace with the level of study (n.b. a separate table should be provided for each level)

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments

Related Core Module(s)

Delete and replace with a title for the specific WBL / WRL activity (i.e. particular placement / visits / guest talks / use of trade shows as assessments etc)

Delete and replace with the ‘where, when, how’ parameters for this activity.

Delete and replace with the numbered programme level aim appropriate to this activity.

Delete and replace with the numbered programme level intended learning outcome appropriate to this activity.

Delete and replace with a list of the assessments considered most relevant to test this activity.

Delete and replace with a list of the core modules that have learning outcomes related to this actvity.

An explanation of this map:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically WBL and/or

9 The provided table includes only a single line. This will need replicating for each WBL/WRL activity (I,e, placements / real-world industry provided problems to solve / visits / trade shows etc). Additionally, the table should be replicated for each stage of the programme for clarity.



WRL (ass appropriate) in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.



PLYMOUTH UNIVERSITY MODULE RECORD

Appendix: Click here to enter text.

(To create additional appendices simply copy and paste the above heading.)



Documents

· Web viewPS4.Exceptions to Plymouth University Regulations4. PS5.Programme Aims4. PS6.Programme Intended Learning Outcomes (ILO)5. PS7.Distinctive Features5. PS8.Student Numbers6