Revising Programme Specifications: A Guidance Booklet

P. Parker Feb 12 PREDICT Programme Specification Guidance 1
Revising Programme
Specifications:
A Guidance Booklet
This guide was created by Dr Pam Parker,
Associate Director,
Learning Development Centre,
City University London

Introduction
Thishas beenwrittentoprovide youwithsome guidance whenyouare revisingyourprogramme
specifications. The programme specificationshouldbe writtentothe studentsoitmust be easyfor
themto understand,clearandfocusedandprovide essentialdetailaboutthe programme aswell as
promote the student’senthusiasmandinterestinthe programme.
Rememberthe programme specificationswillbe publishedonthe webandread bythose who
cannot askquestionsaboutthe content.
The guidance has beenwrittenusinganundergraduatetemplate butthere isanindicationof any
differencesbetweenundergraduate andpostgraduate programmespecificationsandthenan
example programme specificationisgiven inappendix1usingthe MA AcademicPractice
Programme whichisforpostgraduate students.
PROGRAMME SPECIFICATION WORD TEMPLATE – UNDERGRADUATE PROGRAMMES
KEY FACTS
Programme name
Award
School
Departmentorequivalent
UCAS Code Thisis notneededforPostgraduate programmes
Programme code
Type of study
Total UK credits
Total ECTS
PROGRAMME SUMMARY
You needtoprovide informationforthe studentonwhatthe programme isabout andwhya
studentwouldwanttodo thisprogramme.Whatareas will be coveredinthe programme and
whatare the main modules.Thisisagoodopportunitytomentioncore modulesandany
opportunitytochoose elective modules.Whatisthe structure of the programme full time or
part time andhow manymodulesdostudentsdoat a time.
Involvingmarketingisuseful sothatany otherinformationsuchasthe prospectusmatchesthe
programme specification.
Aims
You needtosay whatthe mainaimsof the programme are relatedtowhat the studentwill gain
on completionsotryto keeptosix – ten.

WHAT WILL I BE EXPECTED TO ACHIEVE?
The studentneedstoknowwhattheywill achieve fromthisprogramme andmake clearthese
are bythe endof the whole programme notinthe firstfew modules.Whatshouldthe student
be able to do bythe endof the programme rememberingtoincludesomethingonthe student
personal developmentthroughoutthe programme.Theyshouldbe measurable andspecificand
linktothe assessmentsforthe programme andthe modulesyouwill outline.Youshould
therefore onlyhave ten –twentylearningoutcomesdependentuponthe creditforthe
programme andany professionalrequirements.Rememberthe level yourstudentneedsto
achieve bythe endof the programme (furtherguidance onlevel andverbsthatcanusedto
write these are available inappendix2& 3).
Writinglearningoutcomescansometimesbe difficultbutforthemto be meaningful the
followingpointsshouldbe takenintoaccount:
 Specific– provide detailaboutparticularaspectsof expectation
 Meaningful –writteninalanguage thatis clearto studentsandstaff
 Appropriate – to the learnersabilitiesandexperience
 Realisticintermsof achievement,time andresources
 Testable – some measure of achievementcanbe made
(Butcher,Davies&Highton2006)
There are three headingsthatoutcomesare writtenforandtheymustall relate tothe sentence
below.
On successful completionofthis programme, you will be expectedto be able to:
Knowledgeandunderstanding:
What knowledge willthe studenthave atthe endof thisprogramme?What will the studentbe
able to dowiththisknowledge atthe end?How will theyuse it?
 etc
Skills:
What skillswill theydevelopthatcan be transferredbeyondthe programme andtotheir
future?Whatskillsthatare specifictothe discipline orprofessionwill theydevelop?
 etc
Valuesandattitudes:
What valuesandattitudeswill the studentdevelopfromthisprogramme?Considerareas
relatedtoequality,diversity,ethical issuesandprofessional values.
 etc
Thisprogramme has beendevelopedinaccordance withthe QAA SubjectBenchmarkforXXX.
These are available formostprogrammesatundergraduate level andnow atpostgraduate level.

HOW WILL I LEARN?
Here you needtodescribe howthe studentwilllearn.The learningandteachingstrategiesused
are importantandthisis a chance to review whatyouuse and why.Whyare youusinga lecture
or group workand whatshouldthe studentbe doinginpreparationforthese andduringthese
hours?How will thisrange be usedacrossthe programme?
If you are usingonline learningtosupportthe programme tell themwhyandhow this
complimentsthe face toface contact.Make clear the contact theymightstill getthroughdoing
thissuch as discussionboards.
For the independent studyhourstell studentswhythese are providedand whattheyshouldbe
doingsuchas reading,participatinginonline activitiesandpreparingfortheirsummative
assessmentsandanyformative assessmentactivityused.
Thiswill helpstudentsunderstandwhattheyhave todoas well aswhatface to face time they
will have butalsothat the online activityandself directedisstill linkedtoyourcontactwith
them.
You alsoneedtooutline the contacthourspatternso what sortsof hours studentsmight
undertake eachyear.Whatwouldbe the normal amount of hoursthat studentsmighthave as
scheduled contactandwhatwouldbe the normal expectationof themintermsof face to face
and online learning.If there isindependentlearningwhatwilltheydoandif there are
placementhourshowmany? Thisdoes notneedtobe givenforeachmodule butan overall
sense of yearlycommitment.
WHAT TYPES OF ASSESSMENT AND FEEDBACK CANI EXPECT?
AssessmentandAssessmentCriteria
Studentswanttoknowhow youwill be assessingthem throughoutthe programme.Tellthem
whyyou use a range of assessmentsandhow thislinkstothe aimsor outcomes.Make clear
howthe range of assessmentsisneededandrememberthisshouldhelpstudentsunderstand
whya range isusedand howthisis relevanttotheirdegree.Alsoinclude some guidance on
weightingsof assessments. The HEFEClistof assessmenttypesincludeswritten,coursework,
practical and varies.
NB formative assessmentisnowtobe outlinedinthe how Ilearnsection.
General informationonassessmentand grade-relatedcriteria e.g.
Belowthere issome informationthatyoucan use as a defaultparagraphor youcan amendthis.
AssessmentCriteriaare descriptions,basedonthe intendedlearningoutcomes,of the skills,
knowledge orattitudesthatyouneedtodemonstrate inordertocomplete anassessment
successfully,providingamechanismbywhichthe qualityof anassessmentcanbe measured.
Grade- RelatedCriteriaare descriptionsof the levelof skills,knowledge orattributesthatyou
needtodemonstrate inorderachieve acertaingrade or mark inan assessment,providinga
mechanismbywhichthe qualityof anassessmentcanbe measuredandplacedwithinthe
overall setof marks.AssessmentCriteriaandGrade-RelatedCriteriawill be made availableto
youto supportyou incompletingassessments.These maybe providedinprogramme
handbooks,module specifications,onthe virtual learningenvironmentorattachedto a specific
assessmenttask.

You can alsoprovide anyfurtherinformationhere aboutany othersupportwithassessmentsso
personal tutorrole,specialisttutorialsorrevisionsessions.
Feedbackonassessment
Belowthere issome informationthatyoucan use as a defaultparagraphor youcan amendthis.
Rememberastudent needstounderstandwhyfeedbackmaybe givenindifferentwaysandthe
range of approachesyouuse to provide this.
Feedbackwill be providedinlinewithourAssessmentandFeedbackPolicy. Inparticular,you
will normallybe providedwithfeedbackwithinthree weeksof the submissiondeadlineor
assessmentdate.Thiswouldnormallyinclude aprovisional grade ormark.For endof module
examinationsoran equivalentsignificanttask(e.g.anendof module project),feedbackwill
normallybe providedwithinfourweeks. The timescale forfeedbackonfinal yearprojectsor
dissertationsmaybe longer. The full policycanbe foundat:
https://www.city.ac.uk/__data/assets/pdf_file/0008/68921/assessment_and_feedback_policy.p
df
AssessmentRegulations
Thissectioncontainsthe requiredinformationthata studentneedsandyoucanuse thisand
amendor delete asrequired.
In orderto pass yourProgramme,youshouldcomplete successfullyorbe exemptedfromthe
relevantmodulesandassessmentsandwill therefore acquire the requirednumberof credits.
You alsoneedtopass each Partof your Programme inorderto progresstothe followingPart.
Please inserta statementon howPartswill be weighted.
The Pass mark foreach module is40%. Pleaseinsert a statementsaying whethersomeorall
modulesrequirestudentsto achieve a minimummarkin the differentassessmentcomponents
within thosemodulesand,if so,whatthe rule is/whetherthedetails will be found in the module
specification.
If you fail an assessmentcomponentoramodule,the followingwill apply:
1. Compensation:where youfail uptoa total of 20 creditsof a Part at firstor resitattempt,you
may be allowedcompensationif:
 Compensationispermittedforthe moduleinvolved(seethe modulespecification),and
 It can be demonstratedthatyouhave satisfiedall the LearningOutcomesof the modulesinthe
Part, and
 A minimumoverallmarkof 30% has beenachievedinthe module tobe compensated,and
 An aggregate markof 40% has beenachievedforthe Part.
If you receive acompensatedpassinamodule youshall be awardedthe creditforthat module.
The original componentmarksshall be retainedinthe recordof marksand the greaterof the
original module markandthe minimumpassmarkforthe module shall be usedforthe purpose
of calculationtowardsthe Award.
2. Resit:youwill normallybe offeredone resitattempt. However,if youdid notparticipate inthe
firstassessmentandhave noextenuatingcircumstances,youmaynotbe offeredaresit.
3.
If you are successful inthe resit,youshall be awardedthe creditforthatmodule. The mark

usedforthe purpose of calculationtowardsyour Awardshall be calculatedfromthe original
marks forthe component(s) thatyoupassedatfirstattemptand the minimumpassmarkfor the
component(s) forwhichyoutookaresit.
If you do notsatisfyyourresitby the date specifiedyouwill notprogresstothe nextPartand
the AssessmentBoardshall requirethatyouwithdraw fromthe Programme.
If you fail tomeetthe requirementsfora particularPart,but satisfythe requirementsforthe
previousPart,thena lowerqualificationmaybe awardedasperthe table below.If youfail to
meetthe requirementsforaparticularPart and are not eligibleforthe awardof a lowerlevel
qualification,the AssessmentBoardshall requirethatyouwithdraw fromthe Programme.
If you wouldlike toknowmore about the wayin whichassessmentworksatCity,please seethe
full versionof the AssessmentRegulationsat:
http://www.city.ac.uk/__data/assets/word_doc/0003/69249/s19.doc
WHAT AWARD CAN I GET?
In eachof these awardsyoucan indicate the classificationrequirementsandnumberof credits
requiredforeachpart of the programme andthe weightingforthe classification
Bachelor’s Degree withHonours:
Part HE
Level
Credits Weighting(%) Class % required
1 4 120 I 70
2 5 120 II upperdivision 60
3 6 120 II lowerdivision 50
III 40
OrdinaryDegree:
Part HE
Level
1 4 120 WithDistinction 70
2 5 120 WithMerit 60
3 6 60 WithPass 40
Diplomaof HigherEducation:
Part HE
Level
2 5 120 WithMerit 60
WithPass 40
Certificate of HigherEducation:
Part HE
Level
WithMerit 60
WithPass 40
NB these awards differfor postgraduate programmes

WHAT WILL I STUDY?
For each part ofthe programme you needtoprovide detail of the structure of eachwiththe
numberof modulesastudentneedstocomplete anytimingissuesandanyinformationthatis
essential tothe students’choice of elective. Youalsoneedtoinclude the module dietsowhat
core modulesandelective modulesare needed.Includeif there are anypre/co-requisite
modules.
Part 1
Module Title SITS Code Module
Credits
Core/
Elective
Compensation
Yes/No
Level
Part 2
Credits
Core/
Elective
Compensation
Yes/No
Level
Part 3
NB postgraduate programmes do not usually have three parts
Credits
Core/
Elective
Compensation
Yes/No
Level
TO WHAT KIND OF CAREER MIGHT I GOON?
Studentsoften like tosee whatcareerstheybe able tofollow oncompletionof the programme.
You can outline these orprovide some case studiesof careersstudents have followed. Forsome
disciplinesthisismore obviousthanforothers.
You couldalsoprovide alinkto the careerssupportat CityUniversity:
http://www.city.ac.uk/careers/for-students-and-recent-graduates.
WHAT STUDY ABROAD OPTIONS ARE AVAILABLE?
Studentsneedinformationif thereare anyoptionsforstudyabroad.Theyneedto have
informationaboutthe rulesforundertakingthissuchaslengthof time,assessmentsandif only
available inone partof the programme.You alsoneedtotell studentshow togetfurther
informationaboutthis.
If there is nooptionto studyabroadthis shouldbe removedorstate clearlythisisnot
appropriate tothe programme.
NB if you have no study abroad in your programme you can remove this box

WHAT PLACEMENT OPPORTUNITIES ARE AVAILABLE?
Studentsneedinformationif thereare anyplacementsopportunities.Theyneedtohave
informationaboutthe rulesforundertakingthissuchaslengthof time,assessmentsandif only
available inone partof the programme.You alsoneedtotell studentshow togetfurther
informationaboutthis.
If there is noplacementopportunitythisshouldbe removedorstate clearlythisisnot
appropriate tothe programme.
NB if you have no placementsinyour programme you can remove this box
WILL I GET ANY PROFESSIONALRECOGNITION?
Where professional recognitionisafeature of the programme the studentwantstoknow about
thisand whatit wouldmeantothem.You needtoprovide detailsof the professional
accreditationandwhatit mightmeanforfuture careerprospects.Informationshouldalsobe
providedonanyexemptionsthe professional recognitionmightprovide.Youneedtotell the
studentof any specificrulesrelatedtothisandwhere anyfurtherinformationcanbe gained.
NB if you have no professional recognitioninyour programme you can remove this box
HOW DO I ENTER THE PROGRAMME?
Studentswantinformationonwhattheyneedtoapplyforthisprogramme egqualifications
neededincludinganylanguage requirementsandexperience.Youalsoneedtoprovide any
APL/AP(E)Linformationrelatedtopartsof the programme.
The studentalsoneedstobe giveninformationonanyscholarshipopportunitiesthatexist.
Detailsof the currentUniversityscheme are here andshouldbe deletedif thesedonotapplyto
your programme.
CityUniversityLondonisofferingaScholarshipof upto £3,000 peryear to UK and EU
undergraduate studentsachievinggradesAABorabove at A-level (orequivalent)startingan
undergraduate course atCityinSeptember2012. Furtherdetailscanbe foundonthe
University’swebsite at http://www.city.ac.uk/study/why-study-at-city/fees-and-
finance/scholarships.
Version:Whichversionof the programme isthis?
Versiondate:
Further GuidanceandSupport
Guidance andsupportcan alsobe providedbyyourLDC School Liaisonpersonandthe AS School
link.

APPENDIX 1
EXAMPLE PROGRAMME SPECIFICATION – POSTGRADUATE PROGRAMMES
KEY FACTS
Programme name AcademicPractice
Award MA
School
Departmentorequivalent LearningDevelopmentCentre
Programme code EDPDACP01
Type of study Part Time
Total UK credits 180
Total ECTS 90
PROGRAMME SUMMARY
The programme is designedtofacilitate yourdevelopmentinyourrole of teaching,assessing
and supportingstudentslearninganddevelopment. Itwill provideanopportunitytoexplore
newtechniques,share experiencesandlearnfromotherspractice.
The programme providesarange of moduleswhichinclude15,30 and 60 creditmodulesat
Masters level.The programme providesyouwithachoice of exitroutesbutmodulescanalsobe
takenas stand alone modules.
INTRODUCTORY CERTIFICATE IN ACADEMICPRACTICE The firstexitroute isfor the Introductory
Certificate inAcademicPractice whichyouare entitledtoif you successfullycompletethe
'Learning,TeachingandAssessment'module EDM120.
POSTGRADUATE CERTIFICATE IN ACADEMICPRACTICE/ACADEMICPRACTICE(TECHNOLOGY
ENABLED) The secondexitpointisthe Postgraduate CertificateinAcademicPractice whichyou
are able toachieve throughsuccessful completionof EDM120, EDM118, EDM106 and EDM112.
The Postgraduate Certificate inAcademicPractice (TechnologyEnabled)isachievedthrough
successful completionof EDM120, EDM112 andEDM116.
POSTGRADUATE DIPLOMA IN ACADEMIC PRACTICE/ACADEMICPRACTICE(TECHNOLOGY
ENABLED) A Postgraduate DiplomainAcademicPractice maybe achievedif youhave
successfullymetthe requirementsof eitherof the Postgraduate Certificate awardsandhave
successfullycompletedmodules thatprovide atotal of 60 masterslevel credits.Alternatively,if
youhave met the requirementsforthe Postgraduate Certificate inAcademicPractice andthen
successfullycomplete EDM107, EDM116 and one 15 creditelectivemodule youwillbe eligible
for the Postgraduate DiplomainAcademicPractice (TechnologyEnabled).
MA ACADEMICPRACTICE For the MA, youmustin additiontoachievingthe requirementsfor
one of the Postgraduate Diploma awards- complete successfullythe Dissertationmodule
EDM114. It wouldnormallybe expectedthatif youwishtocomplete the MA youwould
undertake the ResearchMethodsmodule EDM109.
Aims
The programme aimsto:
 Develop youasa reflective practitionerwhoengageswithappropriate andrelevant
researchand literature

 Promote evidence-ledinnovationandchange inacademicpractice
 Demonstrate arange of skillsrelatedtoacademicpractice thatcan be enhancedand
appliedinbotha specificandgeneral educationcontext
 Criticallyevaluate currentpractice andidentifyopportunitiesforinnovation,change or
sharinggoodpractice
WHAT WILL I BE EXPECTED TO ACHIEVE?
On successful completionofthis programme, you will be expectedto be able to:
Knowledgeandunderstanding:
 Discussthe impactof internationalisationonlearning,teachingandassessment
 Evaluate the aimsof highereducationforstudentsandhow these mightbe realised
withinindividual disciplinecontexts
 Examine the role andapproachesusedtoensure qualityenhancementisaccountedfor
ineducation
 Criticallyevaluate andapplyrelevanttheorytoacademicpractice inHigherEducation
 Discussthe importance of evidence asarationale forinnovationandchange in
academicpractice
Skills:
 Evaluate the methodsbywhichstudentscanbe supportedintheirlearningin boththe
disciplinecontextandinstitutional practice andapplythese appropriately
 Demonstrate enhancedandconfidentoral presentationskills,bothindividuallyandasa
memberof a group withdemonstrationof goodacademicpractice
 Collaborate withothersinthe workingenvironmenttoshare goodpractice,gainpeer
feedbackanddeveloppersonal practice
 Demonstrate goodacademicpractice withwrittenskillsthatproduce clearandconcise
reports,feedbackandpublishablescholarlymaterials
 Criticallyevaluate the impactof social,economic,political andcultural influenceson
institutional managementandleadership
 Continue todevelopskillsasa reflective,independent,lifelonglearnerable toplanfor
personal andpeerdevelopment
 Integrate the use of learningtechnologiesthatenhance studentengagementinlearning
communitiesandlearningactivities
 Applyprinciplesof goodpractice indesigninginnovativeandinclusive assessment
approachesandin methodsof feedbacktostudents
 Conducta detailedanalysisof aresearchproblemrelevanttoacademicpractice,
applyingappropriate researchmethodsandproducingacomprehensivereport
Valuesandattitudes:
 Examine the importance of co-operationandtolerance inpromotinganeffective and
justlearningenvironment
 Explore the importance of respondingtothe needsof adiverse learningcommunity
 Criticallyanalyse anddemonstrate the needtotake account of ethical issueswhen
conductingresearchusinghumansubjects
Thisprogramme has beendevelopedinaccordance withthe QAA SubjectBenchmarkfor generic
materslevel programmes.

HOW WILL I LEARN?
The rationale forlearning,teachingandassessmentstrategiesispredicatedonthe modellingof an
active approachto learningineducation.Thus,the learningandteachingstrategiesforeach
module will encompassa range of methodswhichsupportthisobjective,includinglectures,
workshops,groupwork,case studies,problem-basedlearning,roleplays,presentations,
technology-supportedandenhancedlearning,self-reflection, peerreview andcollaboration,
evidence-basedpractice,peerreviewandsupervision.
An emphasiswill be placedonyouractive engagementduringclasscontacttime.The strategywill
be guidedby the educational aimtodevelopyouas reflective practitionerswhoengage with
appropriate andrelevantresearchand literature.Thisisinterpretedbroadlyasincludingthe
takingof a critical stance on yourownwork ina professional context,independentreading,and
debatingissuesrelatedtoacademicpractice withpeers.Itwill,therefore, necessarilyinclude
acquiringinformationaboutsuchpractice aswell ascritical reflection.
The learningandteachingapproacheswill require independentlearningthroughyourown
readingwhichwill be guidedtowardsbothgreaterunderstandingandcritical evaluationof generic
issuesandto the waysin which those issuesapplyinthe contextof yourspecificdiscipline. This
will enable youtoactivelyengageinface toface activities bysharingyourcurrentpractice and
evaluatingwhere throughan evidence basedapproachyoucan identifywhere innovationand
change to your academicpractice can be undertaken.
You will be encouragedtolearnthroughworkingcollaborativelywithamentorfromyour
departmental/disciplinary contextduringmodulesandthe programme of studychosen.The
'ProfessionalandPersonal Development PlanningandAssessment'moduleparticularly
encouragesreflectiononpractice.
There isa significantamountof independentstudywithineachmodule andthistime isforyouto
readliterature relatedtothe modulesyouare studying,toobservethe practice of others,plan
and developyourassessmentsas well asreflectonyourpractice.Attimeswe will alsorequire you
to participate inonline activitiesduringthistime asindicatedwithinindividual modules.
In additiontoactivitieswiththe modulesall of youwhoare intendingandare eligible torecord
your qualification withthe NursingandMidwiferyCouncil (NMC) mustdemonstrate aminimumof
12 weeks(360 hours) teaching practice.Thiswill be recordedinyourteachinglogandsubmitted
on completionof the 'Professional and Personal DevelopmentPlanningandassessment'module.
All whoundertake eitheramodule orparts of the programme shouldidentifyamentorinyour
specificdiscipline tosupportyouthroughoutthe programme.Thisisimportanttogainsupport
and feedbackonprogressduringthe programme.Inadditionif youare undertakingthe
'ProfessionalandPersonal DevelopmentPlanning andassessmentmodule thereisarequirement
to gaina minimumof twopeerreviewsof yourteachingactivity.
Each module usesformative assessmentopportunitiestohelpyouprepare yoursummative
assessment.Thisrange fromamicro teachingsessiontopostingonadiscussionboardsyour
proposedassessmentfocustogainpeerfeedbacktosharingshortreportsonyour workto date in
the face to face sessions.The moduletutorsalsoencourage youtosubmitaplan or draftof your
summative assessmenttogainfeedbackaboutyourprogress.
Each module normallyhas20 – 24 hoursface to face contact withsome online activitiesandself

directedstudytosupportthis.
Thisprogramme isundertakenparttime sothat you can undertake some facilitationof learning
and teachingduringthe programme tosupportyourgrowth onthe programme.
WHAT TYPES OF ASSESSMENT AND FEEDBACK CANI EXPECT?
AssessmentandAssessmentCriteria
Assessmentwill drawonarange of approacheswhich include verbal presentations,essays,a
research proposal,online activitiesandaresearchprojector publicationactivities.The rationale
for thisisto assessa range of differentskillsaswell asexpose youtodifferentapproaches. The
assessmentslinkascloselyaspossibletorelevantactivitiesyouwouldundertake inpractice.
Most moduleshave onlyone summativeassessmentwith100% weightingbutthere are some
moduleswhere thereismore thanone assessmentandthe weightingforeachassessment
componentisoutlinedclearlywithinthe module specification.
AssessmentCriteriaare providedforeachmodule and are descriptions,basedonthe intended
learningoutcomes,of the skills,knowledgeorattitudesthatyouneedtodemonstrate inorderto
complete anassessmentsuccessfully,providingamechanismbywhichthe qualityof an
assessmentcanbe measured.
Grade- RelatedCriteriaare alsoprovidedforeachmodule andthe programme andare
descriptionsof the level of skills,knowledgeorattributesthatyouneedtodemonstrate inorder
achieve acertaingrade or mark inan assessment,providingamechanismbywhichthe qualityof
an assessmentcanbe measuredandplacedwithinthe overallsetof marks.
AssessmentCriteriaandGrade-RelatedCriteriawill be made availabletoyouto supportyouin
completingassessments.Thesemaybe providedinprogramme handbooks,module specifications,
on the virtual learningenvironmentorattachedtoa specificassessmenttask.Module leaderswill
informyou at the beginningof eachmodule where these be provided.
Feedbackonassessment
Feedbackisusuallyprovidedinverbal orwrittenformatforeachmodule.All writtenfeedbackis
postedontomoodle toenable youtoaccessthiseasily.
Feedbackwill be providedinlinewithourAssessmentandFeedbackPolicy. Inparticular,youwill
normallybe providedwithfeedbackwithinthree weeksof the submissiondeadlineorassessment
date.Thiswouldnormallyincludeaprovisionalmark thatrequiresratification atthe assessment
board bythe external examiners.The timescaleforfeedbackonfinal yearprojectsordissertations
may be longer. The full policycanbe foundat:
https://www.city.ac.uk/__data/assets/pdf_file/0008/68921/assessment_and_feedback_policy.pdf
AssessmentRegulations
In orderto pass yourProgramme,youshouldcomplete successfullyorbe exemptedfromthe
relevantmodulesandassessmentsandwill therefore acquire the requirednumberof credits. You
alsoneedto passeach Part of your Programme inorderto progresstothe followingPart.
Each module of thisprogramme isweightedinrelationtothe module creditforthe purpose of
providingyourfinal classification.

The Pass mark foreach module is50%. Where more thanassessmentcomponentisrequiredto
pass howthiscontributestoyourfinal module markisoutlinedinthe modulespecification.
If you fail an assessmentcomponentor amodule,the followingwill apply:
4. Resit:youwill normallybe offeredone resitattempt. However,if youdidnotparticipate inthe
firstassessmentandhave noextenuatingcircumstances,youmaynotbe offeredaresit.
If you are successful inthe resit,youshall be awardedthe creditforthatmodule. The markused
for the purpose of calculationtowardsyourAwardshall be calculatedfromthe original marksfor
the component(s) thatyoupassedatfirstattemptand the minimumpassmarkforthe
component(s) forwhichyoutookaresit.
If you do notsatisfyyourresitby the date specifiedyouwill notprogressandthe Assessment
Board shall require thatyouwithdrawfromthe Programme.
If you fail tomeetthe requirementsforthe Programme,butsatisfythe requirementsforalower-
level Award,thenalowerqualificationmaybe awardedasperthe table below.If youfail tomeet
the requirementsforthe Programme andare noteligibleforthe awardof a lowerlevel
qualification,the AssessmentBoardshall requirethatyouwithdraw fromthe Programme.
If you wouldlike toknowmore aboutthe wayin whichassessmentworksatCity,please seethe
full versionof the AssessmentRegulationsat:
http://www.city.ac.uk/__data/assets/word_doc/0003/69249/s19.doc
WHAT AWARD CAN I GET?
Master’sDegree:
Part HE
Level
Credits Weighting
(%)
Class % required
Taught 7 120 67% WithDistinction 70
Dissertation 7 60 33% WithMerit 60
WithPass 50
Postgraduate Diploma:
Part HE
Level
Credits Weighting
(%)
Class % required
Taught 7 120 100 WithDistinction 70
WithMerit 60
WithPass 40
Postgraduate Certificate:
Part HE
Level
Credits Weighting
(%)
Class % required
Taught 7 60 100 WithDistinction 70
WithMerit 60
WithPass 40

WHAT WILL I STUDY?
Taught component
There are twocore modulesandeightelectivemodulesavailableinthe taughtcomponentof
the programme.The numberandcreditsrequiredtogainan award are identifiedinthe,what
award can I getsection.The programme summaryprovidesspecificinformationaboutthe
modulesrequiredforeachpathwayandany pre/corequisite modules.
You will be advisedtoundertake the researchmethodsmodule EDM109 if you planto proceed
to the dissertationmodule.
Credits
Core/
Elective
Compensation
Yes/No
Level
Learning,Teachingand
Assessment
EDM120 15 Core No 7
ProfessionalandPersonal
DevelopmentPlanning
and Assessment
EDM112 15 Core No 7
Technologyenabled
academicpractice
EDM116 30 Elective No 7
CurriculumDevelopment
and Evaluation
Informationand
Communication
TechnologyinHigher
Education
ResearchMethods EDM109 15 Elective No 7
AcademicLeadership EDM113 15 Elective No 7
Mentoring EDM107 15 Elective No 7
Studentsupportand
personal tutoring
ResearchSupervision EDM119 15 Elective No 7
Dissertationcomponent
There isone module whichiscore for the dissertationcomponent.
Credits
Core/
Elective
Compensation
Yes/No
Level
Dissertation EDM114 60 Core No 7
TO WHAT KIND OF CAREER MIGHT I GOON?
Thisprogramme isaimedat studentswhoalready workwithinteachingora role facilitating
learningwhichincludesasalearningtechnologistora PhDstudentwhoundertakessome
teaching.Thisprogramme will howeverprovide youwithanopportunitytoenhance yourcareer
prospectsinthisfieldthrough gainingbothanacademicqualificationandaprofessional
qualificationwiththe NursingandMidwiferyCouncil whereappropriateand/orthe Higher
EducationAcademy.

WILL I GET ANY PROFESSIONALRECOGNITION?
There are twoprofessionalbodieswhere recognitioncanbe gained.
Nursingand MidwiferyCouncil (NMC)
The award of a Post-Graduate Certificate entitlesthe holder,if aregisterednurse,midwife or
healthvisitorwiththe NursingandMidwiferyCouncil(NMC) toapplyfora recordable
qualification asa lecturerwiththe NMC
Date of lastreviewSeptember2008
Date of nextreviewJune 2012
Higher Education Academy(HEA)
The award of an IntroductoryCertificateinAcademicPractice entitlesthe holdertoapplyfor
Associate Memberstatus.The award of a Postgraduate Certificate inAcademic
Practice/AcademicPractice (TechnologyEnabled) entitlesthe holdertoFellowMemberstatus.
Date of lastreviewAugust2010
Date of nextreviewAugust2015
If you require furtherinformationabouteitherof these please doaska memberof the
programme team.
HOW DO I ENTER THE PROGRAMME?
Entrance Requirements
APPLICANTSFROMNURSING,MIDWIFERY ANDHEALTH VISITING:
You mustbe onan appropriate part of the NursingandMidwiferyCouncil (NMC) register,and
have completedaminimumof three yearsfull-time (orequivalent) inrelevantprofessional
practice.Thisshould have beeninareaswhere studentswere gainingpractice experience.You
shouldalsohave extended yourprofessional knowledgetoat leastfirstdegree level priorto
undertakingthe programme.
ALL OTHER APPLICANTS:
For any elementof the programme youmustnormallyholdarecognisedfirstdegreeor
equivalent. If youwishtoregisterforthe Learning,TeachingandAssessmentmodule only,
leadingtothe Introductory Certificate inAcademicPractice,youwillnotbe requiredtohave
currentresponsibilitiesasaneducation practitionerbutshouldhave some opportunityto
facilitate studentlearning.If youwishtoregisterforfurthermodulesyoumust have acurrent,
broadlydefinedteaching/studentsupportrole ineducation.
APL/AP(E)L Requirements
If you possessanappropriate Postgraduate Certificate levelteachingqualificationineducation
youmay enterthe programme at Postgraduate Diplomalevel throughadvancedstudy.
However,youmayneedto complete some modulesfromYear1 as part of the Postgraduate
Diploma.
If you possessatleastthree yearsexperience of teachingineducationyoumayalsoseekthe

accreditationof yourprior(experiential)learning,of uptoa maximumof 30 creditsforthe
Postgraduate Certificate,and60 creditsforthe Postgraduate DiplomaorMA, on productionof a
satisfactorypersonal portfolio.The portfoliowillnormallyconsistof areflectivecommentary
basedon priorexperience, evidenceof previouseducationanddevelopmentrelevantto
academicpractice and evaluationdata.The personal reflectionshouldincorporate an
appropriate bodyof evidence of professionalpractice in educationincludingengagementwith
reflectiveprocesses.
-
Version:1.8
Versiondate:February2012

APPENDIX 2
Levelsof learningoutcome
QAA’s Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern
Ireland (August 2008) provides guidance about overall expectations for programmes at different
levels. Some brief guidance is included in the table below.
Qualification Students who have demonstrated
Certificate of
HE
4
knowledge of the underlyingconceptsandprinciplesassociatedwiththeirarea(s)
of study,andan abilitytoevaluate andinterpretthesewithinthe contextof that
area of study.
an abilitytopresent,evaluate andinterpretqualitativeandquantitative data,in
orderto developlinesof argumentandmake soundjudgementsinaccordance
withbasictheoriesandconceptsof theirsubject(s) of study.
Diploma of HE
or Foundation
Degree
5
knowledge andcritical understandingof the well-establishedprinciplesof their
area(s) of study,andof the way inwhichthose principleshave developed
abilitytoapplyunderlyingconceptsandprinciplesoutside the contextinwhich
theywere firststudied,including,where appropriate,the applicationof those
principlesinanemploymentcontext
knowledge of the mainmethodsof enquiryinthe subject(s) relevanttothe named
award,and abilitytoevaluate criticallythe appropriatenessof different
approachesto solvingproblemsinthe fieldof study
an understandingof the limitsof theirknowledge,andhow thisinfluences
analysesandinterpretationsbasedonthatknowledge.
Degree
6
a systematicunderstandingof keyaspectsof theirfieldof study,including
acquisitionof coherentanddetailedknowledge,atleastsome of whichisat,or
informedby,the forefrontof definedaspectsof adiscipline
an abilitytodeployaccuratelyestablishedtechniquesof analysisandenquiry
withinadiscipline
conceptual understandingthatenablesthe student:
 to devise andsustainarguments,and/ortosolve problems,usingideas
and techniques,some of whichare at the forefrontof a discipline
 to describe andcommentuponparticularaspectsof currentresearch,or
equivalentadvancedscholarship,inthe discipline
an appreciationof the uncertainty,ambiguityandlimitsof knowledge
the abilitytomanage theirownlearning,andtomake use of scholarlyreviewsand
primarysources(forexample,refereedresearcharticlesand/ororiginal materials
appropriate tothe discipline).

Masters
7
a systematicunderstandingof knowledge,anda critical awarenessof current
problemsand/ornew insights,muchof whichisat, or informedby,the forefront
of theiracademicdiscipline,fieldof studyorarea of professional practice
a comprehensive understandingof techniquesapplicable totheir ownresearchor
advancedscholarship
originalityinthe applicationof knowledge,togetherwithapractical
understandingof how establishedtechniquesof researchandenquiryare usedto
create and interpretknowledgeinthe discipline
conceptual understandingthatenablesthe student:
 to evaluate criticallycurrentresearchandadvancedscholarshipinthe
discipline
 to evaluate methodologiesanddevelopcritiquesof themand,where
appropriate,topropose new hypotheses.
Doctoral
8
the creation and interpretationof new knowledge,throughoriginal researchor
otheradvancedscholarship,of aqualitytosatisfypeerreview,extendthe
forefrontof the discipline,andmeritpublication
a systematicacquisitionandunderstandingof asubstantial bodyof knowledge
whichisat the forefrontof anacademicdisciplineorareaof professional practice
the general abilitytoconceptualise,designandimplementaprojectforthe
generationof newknowledge,applicationsorunderstandingatthe forefrontof
the discipline,andtoadjustthe projectdesigninthe lightof unforeseenproblems
a detailedunderstandingof applicable techniquesforresearchandadvanced
academicenquiry.

APPENDIX 3
Qualification descriptors (QAA 2008)
Using the information in the table below key words can be taken for each level to guide lecturers
about the focus of the outcomes and the language that could be used. The key words match those
from Bloom’s taxonomy (1956) which is a classification of levels of intellectual behaviour. In this
taxonomy synthesis and evaluation are in a different order with evaluation being placed as the
highest level however it is generally accepted that synthesis is a higher level skill. Using Bloom’s
taxonomy(1956) the table provides some guidance of examples of verbs that can be used for each
level when developing learning outcomes.
Qualification Key Word Helpful language for learning outcomes
Certificate of
HE 4
Knowledge
&
Comprehension
Knowledge: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall, repeat, reproduce state
Comprehension: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate, review,
select, translate
Diploma of HE
or Foundation
Degree 5
Application
and Analysis
Application: apply, choose, demonstrate, dramatize, employ,
illustrate,interpret, operate, practice, schedule, sketch, solve,
use, write.
Analysis: analyse, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test
Degree 6 Evaluation Evaluation:appraise,argue,assess,attach,choose compare,
defendestimate,judge,predict,rate,core,select,support,
value,evaluate.
Masters 7 Synthesis Synthesis:arrange,assemble,collect,compose,construct,
create,design,develop,formulate,manage,organize,plan,
prepare,propose,setup,write.
Doctoral 8 Synthesis Synthesis:arrange,assemble,collect,compose,construct,
create,design,develop,formulate,manage,organize,plan,
prepare,propose,setup,write.
Usingthis table it is possible to write a learning outcome about an aspect of learning that could be
appliedatdifferentlevels.Forexampleif one of the aims of a programme is that students can learn
aboutthe supportservicesavailable at the university for students then learning outcomes may be:
Level 4 - The student will be able to list the range of support services available at the University.
Level 5 - The student will be able to analyse the role of each of the support services.
Level 6 - The student will be able to compare the support services and evaluate which is the most
appropriate to use for different problems and issues.
Level 7 - The student will be able to propose a list of which support service to use for different
problems/issues synthesising the knowledge of their roles.
Level 8 - The student will be able to develop a new support service or approach to providing this
support.

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