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Following is a list of headings to be used on all new module specifications and all existing module specifications when they come up for reapproval using a School’s QA systems (eg a School Accreditation and Validation Panel). Note that the numbers used to indicate the headings in this document are for reference purposes only and should not be replicated in module specifications. Under some of the headings, cross-references are made to specific sections and pages of two related university curriculum development handbooks entitled respectively:  ‘Designing Programme Specifications’  ‘Designing Module Specifications’.
Cross-references to the handbooks are given in bold italics.


MODULE CODE Insert the seven digit code number for the module. If a number has not been allocated to the module, consult the School Office. MODULE TITLE The title should not be long and should carry a clear meaning. SCHOOL/S INVOLVED IN DELIVERY In addition to your own School, list (where appropriate) any other school/s which contribute to the delivery of the module. NAME OF PATHWAY(S) List the pathways on which the module is delivered. MODULE LEADER Enter the name and Department of the current module leader. LOCATION Name the site(s)/campus(es) where the module is delivered (eg Queensgate, HTC, Calderdale etc) MODULE TYPE Modules can be ‘core’ (in which case students enrolled on the pathway must undertake the module) – or ‘optional’ (in which case the student may choose the module from a pool of alternatives). A module may of course be ‘core’ on one pathway and ‘optional’ on another – in which case complete the information under this heading as follows:  Core on BA (Hons) XXX.  Optional on BSc (Hons) YYY.








CREDIT RATING Insert the credit value. Section C2.1 of the University’s Regulations for Awards stipulates the following:  The University’s standard credit undergraduate module has a credit rating of 20 points which are awarded for evidence of the learning outcomes that might be achieved by undertaking one sixth of the total curriculum of a fulltime student during one academic year  A module on an undergraduate programme may not be greater than 40 credits.  The University’s standard postgraduate module has a credit rating of 30 points  A module on a postgraduate programme may not be greater than 60 credits.
For further information on credit rating, refer to the table in ‘Designing Programme Specifications’ section 1.1 (page 3).


LEVEL Insert the module level The University allows the following six levels: Level P F I S H M Description Pre-Foundation Foundation Intermediate Supervised work experience Honours Postgraduate Equivalent to ‘Access’ level First year full-time degree Post-Foundation study Post-intermediate study at honours level Post honours-degree level

For further information on level, refer to:  ‘Designing Programme Specifications’ section 1.1 (pages 2 and 3).  ‘Designing Module Specifications’ section 1.5 (page 8).

10 LEARNING METHODS Section C2.1 of the University’s Regulations for Awards stipulates the following:  The standard 20-credit module for the award of credit at undergraduate level corresponds to 200 hours of learning experience.  The standard 30-credit module for the award of credit at postgraduate level corresponds to 300 hours of learning experience. The hours of learning experience should be reflected in both time spent on delivery (lectures, seminars, workshops, etc) and also in directed or undirected unsupervised student learning/study time. For example:  Lectures:48 hours  Seminars: 48 hours  Unsupervised learning: 104 hours 11 PRE-REQUISITE/S These are module/s which must be successfully completed before students may enrol on this module. Details of pre-requisite modules should include the code number and title. 12 RECOMMENDED PRIOR STUDY This refers to module/s where successful completion is not an absolute requirement for enrolment on this module, but nonetheless prior study of this module is advisable.


13 CO-REQUISITE/S This refers to module/s which must be taken simultaneously with this module. Say Module A and Module B are taught simultaneously, then:  If Module B can only be taken with Module A, then Module A is a co-requisite of Module B.  If Module A can be taken without Module B, then Module A has no corequisite.  If Module A cannot be taken without Module B and, then both A and B are corequisites of each other and cannot be taken individually. In this case they are therefore really one module and would be better described as such. Details of co-requisite modules should include the code number and title. 14 PROFESSIONAL BODY REQUIREMENTS State any professional body regulations which require the module to be delivered or assessed in a way which does not conform to University regulations (eg a requirement for a pass mark of 50%) 15 BARRED COMBINATIONS These are modules which should not be studied alongside this module. Such modules would include those which include a high proportion of similar material. Details of barred modules should include the code number and title. 16 SYNOPSIS This should comprise a brief summary of the module to be used on the University module database on the Intranet. It should be written in accessible language for the benefit of stakeholders such as students (who may wish to use the information when exercising option choices) and employers. 17 OUTLINE SYLLABUS This should be an outline of the curriculum content delivered on the module. 18 LEARNING OUTCOMES Learning outcomes the focal point of the module and are statements of what students will be able to do, either intellectually or practically, at the end the learning experience provided by the module. The two categories of learning outcome used by the university are:   Knowledge and Understanding Abilities

For further information on writing learning outcomes, refer to ‘Designing Module Specifications’ section 1 (pages 3 to 11).

19 ASSESSMENT STRATEGY 19.1 Formative Assessment At least one formative assessment opportunity is recommended for all Foundation level modules.


19.2 Summative Assessment The module assessment strategy indicates how a valid measurement will be made of the extent to which a student has achieved the learning outcomes.  Assessment Tasks (including assessment weightings) Include details of each component of assessment (eg examination, project, report, essay, presentation, group work assignment etc) along with the percentage weighting each task contributes to the final percentage mark/grade. Assessment criteria Include the criteria you will use to provide clear indications of how achievement of learning outcomes may be demonstrated, thereby promoting reliability of assessment.


For further information on writing assessment strategies, refer to ‘Designing Module Specifications’ section 2 (pages 11 to 19). In particular, refer to :  Section 2.1 (pages 11 to 13) when considering which type of assessment to use  Section 2.2 (pages 13 to 15) when considering assessment criteria.  Section 2.3 (pages 15 to 16) when considering resource implications.  Section 2.4 (pages 16 to 19) when considering making ‘reasonable adjustments’ for the benefit of students with disabilities.

20 LEARNING STRATEGY Include here how you will provide a learning experience which will stimulate the learner to produce high quality evidence to demonstrate achievement of learning outcomes. You might also consider describing briefly what ‘reasonable adjustments’ you may consider making in delivering an inclusive curriculum for the benefit of students with disabilities.
For further information on designing an inclusive module learning strategy, refer to ‘Designing Module Specifications’ section 3 (pages 19 to 20).

21 INDICATIVE REFERENCES List the key texts which students are expected to read when undertaking the module.


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