Programme Specifications UG and PGT

Guidance notes

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GUIDANCE NOTES FOR COMPLETING PROGRAMME SPECIFCIATIONS

NB – THERE ARE DIFFERENT NEW PROGRAMME PROPOSAL FORMS FOR

UNDERGRADUATE, INTEGRATED MASTER‟S AND TAUGHT POSTGRADUATE

PROGRAMMES, PLEASE ENSURE YOU USE THE CORRECT FORM.

Format of the Programme Specification Template

The programme specification template consists of tables produced in Microsoft Word.

You should complete the forms by entering text in the white, outlined boxes. In certain

sections of the form there are table breaks that enable you to insert additional rows of

boxes for completion and/or to insert your own table; more detailed information on this

is in the following guidance notes.

PART A: PROGRAMME FRAMEWORK

1. Title of programme:

The name you enter here will be the programme name shown on the qualification

certificate upon successful completion.

The programme title should also include any pathways where it intended that these

should be shown as part of the programme name on the qualification certificate, these

should be shown in brackets ( ); e.g. MSc Science (Biology).

2.

Programme Code:

For undergraduate programmes, insert the prospective JACS code(s) for all entry awards

under the programme, if known. These may be obtained from the Student Recruitment

and Admissions Office (SRAO) or the Student Administration and Support Division (SAS)

and must be confirmed through those offices once the programme is approved. For

postgraduate programmes, insert the prospective SPIDER code(s) for all entry awards

under the programme, if known.

3. Entry Award(s):

Credit: Level:

In the boxes in this section please enter a or X to show the entry award(s) that can be

gained through the programme.

For undergraduate programmes (i.e 3-year programmes and 4-year programmes

with a year in industry or a year abroad) you can indicate in the boxes whether students

will register onto a BA (Hons) or BSc (Hons) award. If neither of these awards is

applicable, please mark the „Other‟ box and specify the relevant entry award in the box

provided. An example of an alternative award is the LLB.

For integrated master’s programmes you should indicate if students are able to

register onto the BSc or BEng award and then mark the relevant box to show which

integrated master‟s qualification students can register onto. If the integrated master‟s

qualification for your programme is not listed, please mark the „Other‟ box and enter the

qualification in the box below this.

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For postgraduate programmes you can indicate in the boxes whether students will

register onto the following awards: MA, MSc, PG Diploma, PG Certificate, Diploma in

Professional Studies (DPS) and Certificate in Professional Studies (CPS). For example:

If you indicate the MA box or the MSc box only, this means that students will only

be able to register onto the Master‟s degree, this means the PGDip and PGCert will

only be available as exit awards.

If you indicate the MSc box, and the PGDip box and the PGCert box it means that

students will be able to register onto the PGCert, or the PGDip or the Master‟s

degree.

If none of the awards listed are applicable to your programme, please mark the

„Other(s)‟ box and specify the relevant entry award(s) in the box provided; an example

would be the MBA award.

For all the entry award(s) that you indicate in the programme specification, you should

enter in the „Credit‟ box the minimum credit required for the award and the level of the

credit should be shown in the „Level‟ box. The following are examples:

Example 1 – undergraduate (the UG model requires that “in years 1 and 2 of all

undergraduate programmes ... the majority of modules in a year of study of a full-time

degree should be at the same level as the year of study”):

3. Entry Award:

Credit: Level:

BA (Hons) 360 At least 90 credits at

level 3.

Year 1: the majority

of credit at level 1.

Year 2: the majority

of credit at level 2.

Example 2 – integrated master‟s:

Integrated Master‟s award,

as indicated from the list

below.

480 At least 120 credits

at level M.

At least 90 credits at

level 3.

Year 1: the majority

of credit at level 1.

Year 2: the majority

of credit at level 2.

Please indicate the relevant Integrated Master‟s qualification listed below:

MBiol

MChem

MEng

MESci

MMath

MPhys

MPlan

Other (please

indicate

below):

Example 3 – taught postgraduate:

3. Entry Award(s):

Credit: Level:

MA 180 M level of which up

to 30 credits may be

at level 3.

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4.

Exit Awards: Credit: Level:

Award

These are the awards that students will receive if they fail to achieve or complete

sufficient credit for the entry award on which they registered, provided they have passed at least the amount of credit required for the exit qualification. Please enter a or X to

show the exit award(s) that can be gained through the programme; you should also

show the credit and level of credit required for each exit award. The following are some

examples.

Example 1 – undergraduate:

4.

Exit Awards: Credit: Level:

Diploma in

Higher Education

(Dip HE)

240 Year 1: the majority

of credit at level 1;

Year 2: the majority

of credit at level 2.

Certificate in

Higher Education

(Cert HE)

120 The majority of

credit at level 1

Example 2– integrated master‟s:

4.

Exit Awards: Credit: Level:

BSc (Hons) 360 At least 90 credits at

level 3.

Year 1: the majority

of credit at level 1;

Year 2: the majority

of credit at level 2.

BEng (Hons)

Diploma in Higher

Education

240 Year 1: the majority

of credit at level 1;

Year 2: the majority

of credit at level 2.

Certificate in

Higher Education

120 The majority of

credit at level 1

Example 3 – postgraduate taught:

4.

Exit Awards: Credit: Level:

PGDip 120 M level of which up

to 30 credits may be

at level 3.

PGCert 60 M level of which up

to 15 credits may be

at level 3

CPS

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For PGT programmes only, you may also wish to consider if any exit awards are to be

unnamed; UG exit awards are automatically unnamed, whereas PGT exit awards may or

may not carry the name of the programme. Generally, exit awards will bear the name of

the programme and this will be the default position, i.e. students will exit with a

qualification that shows the programme title, unless you indicate otherwise.

Unnamed exit awards may be needed because you do not want to have students exiting

with a named qualification that might not accurately reflect what they have studied

(possibly because of optional modules that they have taken), or there may be

professional issues with having a named exit qualification. In such cases you may want

to have all exit awards unnamed, or you may choose to allow named exit awards where

students have passed certain specified modules, and give unnamed awards to students

who do not pass the specified modules but gain the requisite credit through passing

other modules, or you may wish to offer named exit awards that are different to the

name of the entry qualification.

If there are to be unnamed exit awards or if you want the exit awards to bear a different

name from the entry award you should explain this in the box provided at this section.

5. Date of first intake:

Insert the date of the first intake, e.g. September 20XX.

6. Frequency of intake:

Insert the frequency of intake and the normal intake date:

e.g. Every two years in September

Annually in January

Each semester

7. Duration and mode of

study:

Insert the normal duration and mode of study

e.g. Full-time, 3 years

Full-time, 1 year; part-time, 2 years*

Part-time, 3 years, on-line distance learning*

* Please see the frameworks for PGT and CPD programmes for requirements regarding

part-time programmes; these are Appendices C and C(i) of the Code of Practice on

Assessment and can be access via the following link:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/Code_of_Practice_on_Assessment1.

htm

NB if you are preparing/updating a programme specification for an existing programme,

please ensure you refer to the framework that relates to the cohort to which your

programme specification relates.

8. Applicable framework:

Insert one of the following statements:

Model for Non-Clinical First Degree Programmes

University Framework for Full-time and Part-time Postgraduate Programmes

University Framework for the Diploma/Certificate in Professional Studies &

Postgraduate Continuing Professional/Personal Development (CPD)*

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If the programme is a clinical programme that will operate under one of the ordinances

for such programmes, please enter „Not applicable‟ in this section. In sections 10 and 11

below you will enter details of the relevant ordinance and regulations.

The information you enter here should be consistent with the information you have

entered in the corresponding section (s.3) of the New Programme Proposal form and

section 2 of the Major Programme Modifications Proposal Form (whichever form is

applicable).

* Please see Notes at the end of this document for the University‟s definition of CPD.

8a. Framework exemption

required:

Please indicate the

applicable boxes:

No (please go to section 9)

Yes (please provide a brief summary

below)

Date exemption

approved by AQSC:

If an exemption is required from a University framework, information about this will have

been included with the New Programme Proposal form or Major Programme Modifications

Proposal form, as applicable, and the request will be considered for approval by the

University Academic Quality and Standards Committee. This section should only be

completed once AQSC approval has been given and should consist of a very brief

summary of the exemption and the date it was approved by AQSC.

If an exemption is not required, please enter N/A.

9. Applicable Ordinance:

Please indicate the applicable ordinance. This should be consistent with the information

you have entered in the corresponding section (s.4) of the New Programme Proposal

form or Major Programme Modifications Proposal form. You should also direct students

to where they can view the Ordinance, e.g. in the Student Handbook or a web link.

The Ordinances which apply to taught programmes are normally the following:

Ordinance 35 General Ordinance for Undergraduate Degrees

Ordinance 36 General Ordinance for Part-time Non-Clinical Undergraduate Degrees

Ordinance 37 Diploma in Higher Education

Ordinance 38 Certificate in Higher Education

Ordinance 39 Certificate/Diploma in Professional Studies

Ordinance 40 General Ordinance for Modular Master‟s Degrees, Postgraduate

Diplomas and Postgraduate Certificates.

9a. New/revised Ordinance

required:

No (please go to section 10)

Please indicate the applicable boxes:

Yes (please provide a brief summary

below)

Date new/revised

Ordinance approved by

Senate:

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If a new/revised ordinance is required, information about this will have been included

with the New Programme Proposal form/Major Programme Modifications Proposal form

and will require approval from Senate. This section should only be completed once

Senate approval has been given and should include a very brief summary of the

new/revised ordinance and the date it was approved by Senate. Please contact the

Director of Student Administration and Support for further information about new or

revised ordinances.

If a new/revised ordinance was not required, please enter N/A.

10. Applicable Regulations:

Please indicate the applicable regulations. This should be consistent with the information

you have entered in the corresponding section (s.5) of the New Programme Proposal

form of Major Programme Modifications Proposal form. You should also direct students

to where they can view the Regulations, e.g. in the Student Handbook or a web link.

Please note that as from 2011-12 the regulations for PGT programmes have been

incorporated into the Framework for Full-time and Part-time Modular Postgraduate

Programmes and therefore there are no separate regulations; therefore section 5 should

show „not applicable‟ entered in the box.

10a. New/revised

Regulations required:

No (please go to section 11).

Please indicate the applicable boxes:

Yes (please provide a brief summary

below):

Date new/revised

Regulations approved

by Senate:

If new/revised regulations are required, information about this will have been included

with the New Programme Proposal form or Major Programme Modifications Proposal form

and will require approval from Senate. This section should only be completed once

Senate approval has been given and should include a very brief summary the

new/revised regulations and the date they were approved by Senate. Please contact the

Director of Student Administration and Support for further information about new or

revised regulations.

If new/revised regulations were not required, please enter N/A.

11. Level 2

School/Institute:

Insert the name of the „owning‟ level 2 school; this is the school which will be

responsible for the recruitment, admissions, monitoring and review of the programme.

The Director of Studies and the Board of Studies will be within this school. Depending on

the structure of your Faculty, it may be more appropriate to name a level 1 department

or school if this more accurately reflects the academic ownership of the programme.

12: Faculty:

Insert the name of the Faculty in which the programmes runs; this is the Faculty in

which the owning level 2 school is located.

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13. Other contributors from

UoL:

List all other level 1 or 2 units contributing to the programme and indicate those that are

providing a module or modules that are essential to the programme or which have a

significant impact on the programme or its management.

This includes schools/departments that are contributing mandatory and/or required

modules, because these are essential to a programme.

It could also include schools/departments that are contributing modules that are

significant in other ways. One example is that an optional module provided by another

school/department might have restrictions on the number of students it can

accommodate and this could be relevant to its availability as an optional module.

14: Teaching other than at

UoL:

If any part of the programme is formally taught at a location other than within the

University of Liverpool (excluding work placements and field trips etc.) and/or by any

other institution, please insert details. If a programme is to be delivered on-line by

Laureate, it should be stated here. If any of the locations outside the University where

delivery of the programme takes place is not accessible to disabled students this should

be stated. However, department/schools have a duty to discuss alternatives to non-

accessible locations with potential students and a statement or willingness to do so

should be detailed here.

15: Director of Studies:

Insert the name of the Director of Studies or, if not yet decided, the initial point of

contact.

16. Board of Studies:

Please state which Board of Studies will govern this programme.

17. Board of Examiners:

Please state which Board of Examiners will govern this programme.

18. External Examiner(s):

Please insert the names and institutions of the External Examiners (where these have

been appointed). Where a moderating or chief examiner is also appointed, make sure

this is clearly indicated.

If new External Examiners are required, a formal request for their establishment must be

made to the Director of Student Administration and Support Division separately from

seeking approval for the programme.

19. Professional, Statutory

or Regulatory body:

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If the programme is subject to professional, statutory or regulatory body accreditation,

insert details. These should include the name of the professional, regulatory or statutory

body, details of the nature of the accreditation, frequency of review etc.

20: QAA Subject benchmark

Statements(s):

This is the set of published Benchmark Statements which applies to this programme.

Some programmes (e.g. Joint Honours) may be subject to more than one set. Please

insert the names of those which apply. Up-to-date information is available on the QAA

website at

http://www.qaa.ac.uk/assuringstandardsandquality/academicinfrastructure/Pages/defaul

t.aspx

or from the Teaching Quality Support Division.

e.g. For BA French and Mathematics:

Languages and Related Studies

Mathematics, Statistics and Operational Research

Subject Benchmark Statements are available for undergraduate provision in most

subject areas and for a limited number of areas at postgraduate level. If there is no

Subject Benchmark Statement for the subject area or level of your programme, please

enter „Not applicable‟ in this section.

21. Other reference points:

Insert details of any other guidelines which govern the nature or content of the

programme.

22. Fees:

Insert the type of fees applicable to this programme. See the Schedule of Fees in the

University calendar for information. Please contact the Director of the Student

Administration and Support Division for advice on non-standard fees.

23. Additional costs to the

student:

Insert details of any additional costs to students (excluding books and minor

equipment). Students must be advised of the additional costs before registering for the

programme, e.g. bench fees.

24: AQSC approval:

Insert the date of approval by the University Academic Quality and Standards Committee

when this is known.

PART B: PROGRAMME AIMS & OBJECTIVES

25. AIMS OF THE PROGRAMME

No. Aim:

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Insert a statement about what the programme sets out to do. The aims should describe

what the programme is seeking to achieve (and should be consistent with the intended

learning outcomes) and how it meets the expectations of subject benchmark statements

(where applicable), professional body requirements, employer expectations etc.

Programme aims will primarily concern the students themselves, but wider aims may

also be relevant, in particular the University‟s Strategic Plan and/or the strategic

objectives of your Faculty or School or Department. Examples of different types of aims

are shown in the table below:

Type of aim Examples of aims

Student-based To explore the central features of the discipline; to

attract students who will benefit from studying in a

research-enriched environment; to open access to

the study of a range of specialist areas within the

discipline; to focus on the contested nature of

knowledge within the discipline.

Department- or

Subject-based

To provide a seed-bed for ideas that can be

exploited in research programmes within the

department; to provide the disciplinary community

with new members; to constitute an example of best

practice to other departments in how to teach the

discipline.

Employer-based To meet the requirements of potential employers in

a specific sector.

Society-based To positively impact on the social fabric of the local

community; to widen participation within the body of

students studying the discipline; to contribute to

society through the development of a sense of civic

responsibility in the students on the programme.1

More comprehensive advice on writing programme aims and related aspects of

programme design are available via the following link:

http://www.liv.ac.uk/tqsd/qualityframework/programme_aims_and_learning_outcomes.

doc

The template form also enables you to enter the aims in a numbered list format. This

can be in addition to or instead of a general statement of aims entered in the first box in

this section. Using a numbered list to show the programme aims or to summarise the

statement of aims can be useful when referencing the aims in other parts of the

programme specification; for example you may want to reference the programme aims

when explaining the learning, teaching and assessment strategies for the programme.

There is a break in the form at this point so that you can use the tab key to insert

additional rows for each of the listed aims.

26. SUBJECT-BASED LEARNING OUTCOMES

No. Subject-based learning outcomes:

1 Extract from: „Guidance on writing aims and intended learning outcomes‟; Dr P Khan, CLL, November 2010.

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Insert statements of what students should be able to do, understand, put into practice

etc. These should include knowledge and understanding of the subject, cognitive skills

and, where appropriate, professional and practical skills. The intended learning

outcomes should be consistent with

the aims of the programme (as stated in section 25 above);

the relevant Subject Benchmark Statement where these are applicable;

the QAA Framework for Higher Education Qualifications (FHEQ) (the qualification

descriptors in particular);

relevant professional where there are applicable;

the intended learning outcomes of the modules that make up the programme;

the learning, teaching and assessment strategy for the programme.

Given that the University operates compensation/condonement rules, any learning

outcome for the programme as a whole should not depend upon the successful

completion of a single module unless that module is mandatory.

For ease of reference throughout the programme specification, please ensure you

number each learning outcome. There is a break in the form at this point so that you

can use the tab key to insert additional rows for each of the listed learning outcomes.

26a. Mapping of subject-based learning outcomes:

Learning outcome

No.

Module(s) in which

this will be delivered

Mode of

assessing

achievement of

learning

outcome

PSRB/Subject

benchmark

statement (if

applicable)

It is important that each of the learning outcomes is assessed; therefore you should

complete the table in this section as follows:

in the first column list or summarise each of the subject-based learning outcomes;

or use the number you have allocated in section 26 above to each subject-based

outcome;

in the second column, list each of the modules that will deliver and assess the

learning outcome shown in the first column;

in the third column, show against each module listed in column 2 the mode(s) of

assessment used to assess achievement of the learning outcome, e.g. oral

presentation; or extended essay plus formal examination; etc.

the last column will not be needed for all programmes. It is to show how/where

the learning outcomes are consistent with subject benchmark statements or

professional, statutory or regulatory body requirements (PSRB), where these apply.

If both of these are applicable, you may wish to insert another column or

depending on the amount of detail that may be required you may wish to produce

this information on a separate page or appendix to the programme specification.

There is a break in the form at this point so that you can use the tab key to insert

additional rows for each of the listed learning outcomes.

27. SKILLS AND OTHER ATTRIBUTES

No. Skills and attributes:

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Please list the key skills and other attributes that students will be given the opportunity

to develop through the programme. Skills may include learning skills, research skills and

employability skills; „other attributes‟ may be relevant if you have developed the concept

of the „Liverpool Graduate in your area, e.g. „The Liverpool Engineer‟. The skills should

be capable of being achieved by all students who are eligible to be admitted to the

programme.

There is a break in the form at this point so that you can use the tab key to insert

additional rows for each of the listed skills and attributes.

Guidelines on learning and study skills are available through the following link:

http://www.liv.ac.uk/staff/strategies_policies/strategy-for-learning-and-study-skills-

final.doc

Guidelines on integrating employability into curricula are available through the following

link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_integrating_employab

ility.htm

27a. Mapping of skills and other attributes:

Skills and other

attributes No.

Module(s) in which

this will be delivered

and assessed

Learning skills,

research skills,

employability

skills

Mode of assessing

achievement of

the skill or other

attribute

As with the subject-based learning outcomes it should be clear how students will be

assessed to show they have developed these skills and attributes and therefore the table

in this section should be completed as follows:

in the first column list each of the skills/attributes (or summarise each of them as

detailed above);

in the second column, list each of the modules that will deliver and assess the

skill/attribute shown in the first column;

in the third column you need to indicate how and to what extent the skill/attribute

developed in each module relates to learning skills, research skills and/or

employability skills. The reason for this is that it is important for students to be

able to see how and where these types of skills are developed in their programme

of study;

in the last column, show against each module listed in column 2 the mode(s) of

assessment used to assess achievement of the skill/attribute.

If there is a Subject Benchmark Statement which applies to the programme, you should

show how the skills/attributes in the programme map against the generic skills identified

in the statement. There should be similar mapping against skills requirements identified

by a relevant PSRB where this is applicable. You may insert additional columns to show

the mapping for these, or insert an additional table, or use a separate page. There is a

break in the form at this point so that you can use the tab key to insert additional rows

for each of the listed skills and attributes.

28. Career opportunities:

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Career opportunities will obviously vary for each programme and discipline; however

with rising competition for graduate jobs it is important that employability issues arising

from the programme are fully addressed.

Improved career prospects are a key motivation for students therefore, for most

programmes, prior to enrolment prospective students will require:

An understanding of how the programme is consistent with the University‟s

Employability & Skills Strategy available at:

http://www.liv.ac.uk/staff/strategies_policies/University%20of%20Liverpool%20E

mployability%20Strategy%20-%20Final.doc.

An understanding of how the programme provides students with opportunities to

develop a range of employability skills (for reference, see:

http://ww2.prospects.ac.uk/cms/ShowPage/Home_page/What_do_graduates_do__

2008/What_do_employers_want_/p!ebfpppd).

This information may be reflected in sections 27 and 27a above.

Information on the employers and / or professional organisations that have been

consulted in the programme‟s design and development phase. Included in this

section could be a discussion on how employers‟ feedback has shaped the subject

content or impacted on the assessment strategy. Prospective students should also

be informed whether the programme will involve the input of employers or

professional organisations.

Information on opportunities for work placements, work shadowing, information

interviewing, networking and other forms of employer engagement.

A detailed overview on the range of career options that might reasonably be

available to students on completion of the programme. This section should include

labour market intelligence and, if available, relevant graduate destination data.

An overview of the career-related support services available to students, both

centrally (via the Careers & Employability Service0 and locally (via the academic

department).

The Careers & Employability Service can assist programme developers in all of the above

areas, e.g. information on graduate employability, graduate career options, recruitment

trends, key skills that are required by employers, plus recent graduate destination data.

Programme designers are encouraged to make use of these services as widely as

possible.

For further information on how the Careers & Employability Service can assist with

programme development, please contact Dr Paul Redmond, Head of the Careers &

Employability Service. Email: Paul.Redmond@liverpool.ac.uk

PART C: ENTRANCE REQUIREMENTS

29. Academic Requirements:

Insert a statement of the academic entry requirements. This should include the „normal‟

requirements (e.g. A-levels for UG programmes (tariff points should be specified), good

Honours degree for PGT etc) and also a statement of other acceptable qualifications

(BTEC, GNVQ, International Baccalaureate) and how qualifications such as overseas

qualifications will be considered. Any additional academic requirements (e.g. GCSE in

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Mathematics or a language) should also be included, together with any qualifications in

English Language requires for candidates from non-English speaking countries. Details

of the University general IELTS requirements are available at:

http://www.liv.ac.uk/study/international/countries/english-language.htm#ug

Any arrangements for advanced standing should also be included. This should be in

accordance with the University‟s Policy on Accredited Prior Learning, which can be

accessed at:

http://dbweb.liv.ac.uk/cll/cepd_docs/Policy10.2003.pdf

30. Work experience:

This section, if relevant, could contain statements of two varieties:

(i) If specific work experience prior to entry is a formal entry requirement, this should

be stated.

(ii) If work experience may be taken into account in lieu of some or all of the required

academic entry requirements or if it may give advanced standing for some part of

a programme, this should be stated.

31. Other requirements:

This statement, if relevant, could contain details of any additional requirements such as

submission of a portfolio of work or access to any particular personal resources required

(e.g. computer hardware and software for programmes by distance learning).

PART D: PROGRAMME STRUCTURE

32. Programme Structure:

When developing the programme structure, you should ensure that it is academically

coherent and that, for undergraduate programmes, there is appropriate progression

through the levels of the programme. For all programmes, you should use as reference

points the qualifications descriptors set out in the QAA‟s Framework for Higher Education

Qualifications:

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx 2

Details of the programme structure should be provided preferably in the form of tables

and/or diagrams, with explanatory text where necessary. For this reason there is a

break in the form so that you can insert your own style of table, diagrams, text etc to

explain the structure. The programme structure should show each year of study and the

semesters in each year, and where applicable, pathways through a programme must be

clearly shown. If the programme is part-time, you should show the structure for each

year of study. The information you provide must include the modules (codes and titles)

that make up the programme and identify mandatory/required/optional modules, levels

and credit rating, modules that have or are pre-requisites or co-requisites, and linked

modules. You should also explain the credit requirements for exit awards and, if it is a

2 This link was correct at the time of publication. If it does not work please go to www.qaa.ac.uk and search

for HE qualification descriptors, or contact TQSD.

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PGT programme which includes named and unnamed exit awards you should clearly

show which modules must be passed in order to get a named exit award.

33. Industrial placement/work placement/year abroad:

This section should include details of any substantial aspect of the programme

undertaken outside the teaching institution. This could include industrial or other

placements, Year Abroad arrangement or extra-mural clinical work or rotations. These

details should contain information relating to:

Where the placement will take place, either in broad terms (e.g. “a placement in a

relevant industrial company, approved by the Director of Studies”) or more

specifically (“an approved programme of instruction at the University of ...”).

Where the structure of the placement or Year Abroad is prescribed, rather than

open to individual negotiation on the part of each student (e.g. where the students

will be attending a specific programme of instruction at another institution), details

of this structure should be provided.

Who will be responsible for supervising the student whilst on the placement both in

terms of immediate supervision on the placement and in terms of their link back

into the University/Department?

How the placement fits into the overall assessment of the Year/programme (cross-

reference to section 36 on assessment).

How placements will be arranged at venues which are accessible to the individual

student and will be appropriate to their needs.

Guidelines on developing placements in curricula are available via the following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_developing_placemen

ts_in_the_curriculum_.htm

Guidelines on building exchange opportunities into curricula are available via the

following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_developing_placemen

ts_in_the_curriculum_.htm

34. Liaison between the Level 2 Schools/Institutes involved:

This section is normally relevant to joint honours and combined honours programmes;

but it will also apply to programmes that include modules (whether optional, required or

mandatory) from another school or department. You should explain how the

contributing school(s)/department(s) will liaise to manage the programme effectively,

and explain what each department‟s/school‟s responsibility is with regard to such issues

as personal tutoring, timetabling, feedback from students and provision of information to

students.

For some programmes it may be necessary to explain the liaison and management

arrangements between level 1 schools/departments involved in delivering the

programme.

PART E: LEARNING, TEACHING AND ASSESSMENT STRATEGIES

35. Learning, Teaching and Assessment Strategies:

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

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This section is intended to summarise the strategy and rationale for how the programme

will be taught and assessed. If diagrams are used in the section on programme

structure (s.32), it may be helpful to include details of the learning, teaching and

assessment strategies in those diagrams. Reference should be made to the

programme‟s relationship with the parent school‟s learning and teaching strategy and to

any other relevant learning and teaching strategies (contributing schools/departments,

Faculty and/or University strategies etc.) and details of the assessment strategy for the

programme should be given. You should highlight any practices that you consider to be

innovative. You should ensure that the strategies which are chosen reflect the diversity

of the student population and do not discriminate against any student.

You should include within this section a statement about the extent to which e-learning

is used as part of the learning, teaching and assessment strategy.

Guidelines for building e-learning into curricula are available via the following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_for_building_e-

Learning_into_the_curriculu.htm

35a. Learning, Teaching and Assessment methods:

Following from the statement about learning, teaching and assessment strategies, in this

section you should list the methods that will be used on the programme, together with

any explanatory notes and contextual information you feel is necessary. Examples of

learning, teaching and assessment methods that could be listed in this section include:

Lectures;

Large group seminars/tutorials;

Small group seminars/tutorials;

One-to-one tutorials;

Laboratory work;

Fieldwork;

Placements (clinical/non-clinical);

Group work

Project work (individual/group);

On-line discussion, wiki etc.;

Workshops;

Skills development;

Private study.

36. Assessment information for students:

This section should include:

information about the pass mark for modules;

details of the progression requirements, including provision for compensation;

details of the marking descriptors which are to be used;

information on how the final degree/award classification will be arrived at (if

appropriate);

the criteria for the award of a different qualification in the event that the student

fails to meet the requirements for the qualification for which s/he is registered. If

there are to be unnamed exit awards in a PGT programme, or both named and

unnamed exit awards it should be clearly stated in this section;

information about the role of the Board of Examiners and the External Examiner.

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

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Reference should also be made to the publications e.g. student handbooks in which full

details of the following can be found:

purpose, method and schedule of assessments

timescales for the submission of assessments

the penalties for late submission of assessments

rules relating to the re-sitting of assessments

information about any alternative examination arrangements that are available

student progress procedures

the rules relating to plagiarism, collusion and fabrication of data

the procedure for mitigating circumstances.

NB – there is standard text for inserting in this section available via the links below

which you should refer to in order to complete this section.

http://www.liv.ac.uk/tqsd/qualityframework/3year_programme_assess_info_10-11.doc

This is the assessment information for 3-year non-clinical undergraduate

programmes commencing in 2010-11 and 2011-12 onwards.

http://www.liv.ac.uk/tqsd/qualityframework/3year_programme_assess_info_04-05.doc

This is the assessment information for 3-year non-clinical undergraduate

programmes commencing in 2004-05, 2005-06, 2006-07, 2007-08, 2008-09,

2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/4year_integrated_programme_assess_info_

10-11.doc

This is the assessment information for 4-year integrated master’s programme

commencing in 2010-11 and 2011-12 onwards.

http://www.liv.ac.uk/tqsd/qualityframework/4year_integrated_programme_assess_info_

08-09.doc

This is the assessment information for 4-year integrated master’s programmes that

commencing in 2008-09 and 2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/4year_integrated_programme_assess_info_

04-05.doc

This is the assessment information for 4-year integrated master’s programmes

commencing in 2004-05, 2005-06, 2006-07 and 2007-08.

http://www.liv.ac.uk/tqsd/qualityframework/5year_integrated_programme_assess_info

_10-11.doc

This is the assessment information for 5-year integrated master’s programmes with a

year in industry or abroad commencing in 2010-11 and 2011-12 onwards.

http://www.liv.ac.uk/tqsd/qualityframework/5year_integrated_programme_assess_info

_08-09.doc

This is the assessment information for 5-year integrated master’s programmes with a

year in industry or abroad commencing in 2008-09 and 2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_11-12.doc

This is the assessment information for full-time and part-time taught postgraduate

programmes commencing in 2011-12 onwards.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_10-11.doc

This is the assessment information for full-time and part-time taught postgraduate

programmes commencing in 2010-11.

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

17 of 21

http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_07-08.doc

This is the assessment information for taught postgraduate programmes commencing

in 2007-08, 2008-09 and 2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_06-07.doc

This is the assessment information for taught postgraduate programmes commencing

in 2006-07.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_cpd_programme_assess_info_10-

11.doc

This is the assessment information for taught postgraduate programmes commencing

in 2010-11 and 2011-12 onwards that are delivered as CPD.

http://www.liv.ac.uk/tqsd/qualityframework/dip_cert_programme_assess_info_10-

11.doc

This is the assessment information for cohorts on Diploma or Certificate in

Professional Studies programmes commencing in 2010-11 and 2011-12 onwards.

37. Student representation and feedback:

Give details of the mechanism by which students have the opportunity for formal and

informal representation and input into the programme and by which they receive

feedback about that input. Reference should be made to the Code of Practice on Student

Representation which is available at:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc

This section should include the following statement:

“A [Staff-Student Liaison Committee/insert name of relevant school/departmental

committee] will be established in accordance with the University Code of Practice on

Student Representation (a copy of which can be accessed at:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc)

The [Staff-Student Liaison Committee/insert committee name] will normally meet at

least three times a year. The membership of the [Staff-Student Liaison

Committee/insert committee name], its terms of reference, and the manner in which it

conducts its business will conform to the requirements of the Annex to the Code of

Practice on Student Representation. Elections to the [Staff-Student Liaison

Committee/insert committee name] will be carried out within the structure determined

by the University Student Representation Steering Group, and Programme

Representatives will be encouraged to attend the training provided for them by the Guild

of Students.”

There should also be statements about:

Student representation on the Board of Studies or, if not such representation is

available, the formal mechanisms by which student views should reach the Board

of Studies and the Board of Studies‟ deliberations on those views be fed back to

the students.

Module and Programme evaluation methods such as questionnaires, open forums,

etc.

Less formal mechanisms for feedback.

PART F: STATUS OF PROFESSIONAL, STATUTORY OR REGULATORY BODY

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

18 of 21

ACCREDITATION

38. Status of Professional, Statutory or Regulatory body Accreditation:

Give details of any Professional or Statutory Body accreditation which applies or may

apply to this programme or any part of it. These should include the name of the body,

the type of accreditation or exemption involved, the date to which that accreditation or

exemption currently runs or for which it is sought.

PART G: DIVERSITY & EQUALITY OF OPPORTUNITY AND WIDENING

PARTICIPATION

39. Diversity & Equality of Opportunity and Widening Participation:

Insert a statement about how the programme‟s design, structure and content are

consistent and compliant with the University‟s Diversity and Equality of Opportunity

Policy.

You should explain what will be done to promote the programme to a diverse range of

students and how the needs of diverse students will be met and managed. For example,

in subject areas that usually attract a small sub-set of the student range you should

explain what efforts will be made to attract a more diverse range of students and

whether there are any targets to be achieved. If the programme is in an area that

already attracts a wide range of different students, you should explain how this diversity

will be maintained and managed.

If there are particular aspects or elements of the programme that are relevant to the

Policy, these should be highlighted e.g. Skills and Other Attributes could include

communication skills that enable students to communicate using a wide range of

methods to diverse audiences and raising awareness of equality and diversity issues.

Matters which could be covered in this section are: the management of integrating

students from different cultural backgrounds, meeting the English language needs of

students whose first language is not English, the personal and academic support

available to students, the teaching, learning and assessment policies that support a

diverse range of academic aptitudes and backgrounds.

You should also use this section to outline how or whether the programme will contribute

to widening participation activity and the achievement of University, Faculty or School

targets for widening participation.

The University‟s Diversity and Equality team and the Educational Opportunities team

should be contacted for advice on completing this section.

ANNEX 1

ANNEX OF MODIFICATIONS MADE TO THE PROGRAMME

Please complete the table below to record modifications made to the programme.

Description of

modification (please

Minor or

major

Date

approved

Date

approved

Cohort

affected

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

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include details of any

student consultation

undertaken or confirm that

students‟ consent was

obtained where this was

required)

modifications by FAQSC by AQSC (if

applicable)

This section is not applicable for new programmes, but should be completed for all

modifications, minor and major, that are made to a programme. The table should be

completed to record all changes made to the programme.

NOTES

Definition of CPD:

There are many points of similarity between CPD programmes that lead to a PGCert,

PGDip or Master‟s degree award and non-CPD full-time or part-time programmes, but

some of the key differences are: the flexibility of delivery of CPD programmes; the ability

for CPD students to register for single modules within an award and accumulate credit;

the fact that CPD programmes do not have a merit or distinction classification, there is

only a pass or a fail. CPD programmes are defined by the University as:

designed to develop employment-related skills and/or knowledge, where

employment-related includes, but is wider than, professional or vocational

education;

designed to meet the needs of employers and their workforce and/or individuals

who share a work-related interest;

may have been designed in response to demand from employers or individuals;

can be profession-specific or develop generic professional skills;

can be non-credit bearing (NCB), accredited by the University and/or accredited by

an external body;

is organised by University staff;

is designed specifically to facilitate learning by participants;

may or may not generate a profit.

The Strategic Plan

The five priorities of the Strategic Plan are:

1. Improving our research performance

2. Positioning ourselves as a global university

3. Driving knowledge exchange and innovation

4. Enhancing the student experience

5. Extending widening participation

The University‟s programmes should be research-driven and globally aware and should

be relevant to employers and attractive to international students as well as to students

from within the UK who come from educational backgrounds where university education

is not the norm. As much as possible and feasible, programmes should be developed

and curricula designed with the following aims and objectives in mind:

To provide research-led teaching.

To promote and support the internationalisation strategy of the University.

To promote and support e-learning.

To provide a wide range and variety of learning, teaching and assessment modes.

To provide students with learning, teaching and employability skills.

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

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To provide work placements/international placements.

To meet the requirements of the market and take into account competitor activity.

The Code of Practice on Assessment

YOU ARE STRONGLY ADVISED TO CONTACT TQSD FOR ADVICE ABOUT COMPLIANCE

WITH THE CODE OF PRACTICE ON ASSESSMENT. TQSD contact details.

In determining the programme structure you should ensure that it complies with the

Code of Practice on Assessment:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/Code_of_Practice_on_Assessment1.

htm

You also need to ensure that the programme complies with the relevant degree

framework and degree classifications systems:

1. Appendix B covers non-clinical undergraduate degrees and there are two versions.

All new programmes and major modifications affecting new cohorts should come

under the latest and current version which applies to all cohorts commencing in

2010-11, 2011-12 and onwards:

Appendix B: Model for Non-Clinical First Degree Programmes - model for the 2010-

11 and 2011-12 cohorts (and subsequent cohorts).

If you are making major modifications to a programme that will affect current

students, please contact TQSD for advice about Code of Practice on Assessment

compliance.

2. Appendix C covers modular taught postgraduate programmes; and there are four

versions. All new programmes and major modifications affecting new cohorts

should come under the latest and current version which applies to all cohorts

commencing in 2011-12 and onwards:

Appendix C: University Framework for Full-time and Part-time Modular - framework

for the 2011-12 cohort (and subsequent cohorts)

If you are making major modifications to a programme that will affect current

students, please contact TQSD for advice about Code of Practice on Assessment

compliance.

3. Appendix I covers the degree classification system for undergraduate degrees; all

new programmes and major modifications affecting new cohorts should contain the

assessment information relevant to the latest classification system (see the

assessment information links in the notes for s.36 of the programme specification

above). For information and reference, the links below are to the latest

classification systems for 3-year undergraduate degrees (Appendix I) and 4- and

5-year undergraduate degrees (Appendix J):

Appendix I: System for the Classification of Three-year Non-Clinical Undergraduate

Degrees - applicable to the 2010-11 and 2011-12 cohorts

Appendix J: Classification of Four-Year and Five-Year Non-Clinical Undergraduate

Degrees - applicable to the 2010-11 and 2011-12 cohorts

If you are making major modifications to a programme that will affect current

students, please contact TQSD for advice about Code of Practice on Assessment

compliance.

Programme Specifications UG and PGT

Guidance notes

2011-12

TQSD/2011-12

21 of 21

4. Information about the classification of postgraduate taught programmes is

contained in the PGT Framework in Appendix C (see above for the link to this

appendix).

Useful documents for reference

Curriculum Review

https://www.liv.ac.uk/intranet/tqsd/curriculum-review/index.htm

Policy on English Language Requirements

http://www.liv.ac.uk/study/international/countries/english-language.htm

Diversity and Equality of Opportunity Policy

http://www.liv.ac.uk/hr/diversity_equality/

Changes to Programmes of Study: Policy on Consulting and Informing Students:

http://www.liv.ac.uk/tqsd/pol_strat_cop/programme_changes_consulting_students_polic

y.pdf

Quality Assurance Agency Benchmark Statements:

http://www.qaa.ac.uk/assuringstandardsandquality/academicinfrastructure/Pages/defaul

t.aspx

Quality Assurance Agency Framework for Higher Education Qualifications in England,

Wales and Northern Ireland, January 2001:

http://www.qaa.ac.uk/assuringstandardsandquality/academicinfrastructure/Pages/defaul

t.aspx

NICATS (Northern Ireland Credit Accumulation and Transfer System) Principles and

Guidance:

http://nicats.ac.uk/doc/scr_prnc_guide.pdf

Credit Guidelines for HE Qualifications in England, Wales and Northern Ireland:

http://nicats.ac.uk/doc/prop_guidelines.pdf