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PROGRAMME-SPECIFICATION-TEMPLATE

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					PROGRAMME SPECIFICATION TEMPLATE
Following is a list of headings to be used on all new programme specifications and all existing programme specifications when they come up for reapproval using either the University‟s or a School‟s QA systems (eg a School Accreditation and Validation Panel). 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.

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AWARDING INSTITUTION Normally the University of Huddersfield TEACHING INSTITUTION This will usually be the University of Huddersfield but may be a collaborating/ franchise partner. SCHOOL AND DEPARTMENT PROGRAMME ACCREDITED BY: Give details of any professional or statutory body which accredits the programme. MODE OF DELIVERY State whether the programme is full-time, part-time or sandwich and the extent to which it is distance-learning, work-based, practice-based etc FINAL AWARD BA, BSc, MA, MSc, HND etc. PROGRAMME TITLE Provide the full title of the validated programme. UCAS CODE Provide the relevant Code (UCAS, NMAS etc). SUBJECT BENCHMARK STATEMENT Provide the titles of relevant benchmark statements. For example whilst the „Chemistry‟ benchmark statement would be appropriate for BSc (Hons) Chemistry, the benchmarks statements for both Psychology and Sociology would be appropriate for BSc (Hons) Behavioural Sciences.
For further information on subject benchmark statements, refer to:  ‘Designing Programme Specifications’ section 1.2 (pages 3 and 4).  ‘Designing Module Specifications’ section 1.6 (page 9).

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10 DATE OF PROGRAMME SPECIFICATION APPROVAL Provide the date when the programme specification was validated.

11 EDUCATIONAL AIMS OF PROGRAMME Provide brief educational aims. These focus more on the nature of the intended student experience (in contrast with the „Intended Learning Outcomes‟ which focus on the nature of student achievement). The vocabulary used to express the aims should reflect the level of the programme in the National Qualifications Framework. 12 INTENDED LEARNING OUTCOMES Programme learning outcomes should give an accurate „portrait‟ of a graduates knowledge abilities and skills after successful completion of the programme. Remember that, in QAA Discipline Audit, you should be able to demonstrate how all the programme outcomes are assessed.
For information on writing learning outcomes, refer to:  ‘Designing Programme Specifications’ sections 2.1 and 2.2 (Stages 3 and 4 on pages 7 to 9).  ‘Designing Module Specifications’ section 1.1 to 1.3 (pages 3 to 5).

Learning outcomes in programme specifications may be categorised as follows:  Knowledge and Understanding Outcomes including:  Intellectual Abilities  Ability Outcomes including:  Professional/practical Skills  Transferable/Key Skills
For an example of how learning outcomes might be included in a programme specification, refer to page 9 of ‘Designing Programme Specifications’.

13 PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS Include information on the above in an abbreviated and accessible format. Make clear the extent to which delivery of the programme is flexible.
For two contrasting examples of how this section might be represented, refer to Section 2.2 of ‘Designing Programme Specifications’ (Stage 5 on pages 10 to 12).

14 TEACHING, LEARNING AND ASSESSMENT Teaching & Learning Strategies and Assessment Strategies for the programme should be aligned to the programme learning outcomes and should represent a distillation of the Teaching & Learning and Assessment Strategies used on the programme‟s modules.
For an example of how Teaching & Learning and Assessment Strategies might be aligned to Learning Outcomes in a programme specification, refer to Section 2.2 of ‘Designing Programme Specifications’ (Stage 7 on pages 12 to 16).

15 SUPPORT FOR STUDENTS AND THEIR LEARNING Provide a brief statement of student support both at University level and at the level of the School and/or Programme.  University level: You might include references as follows:  “The Library (library and computing facilities) provides induction and ongoing support for all students”.  “A distributed network of learning support units is available to all students.”

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“Student Services provides specialist advice in the areas of careers advice, pastoral care and chaplaincy, day care nursery, counselling, accommodation and welfare, financial support, disability support, a shop for part-time work, sports facilities etc.”  “The International Office provides help and support for all overseas students.” School level: You might include school-based induction, learning support units, and personal tutor systems Programme level: You might refer to Student Handbooks, Module Guides, year tutors and personal tutors.

16 CRITERIA FOR ADMISSION  Briefly state the University‟s (and where appropriate the professional/statutory body‟s) requirements for admissions governing the programme. You will find these in Section D2 of the University‟s „Regulations for Awards‟.  Give a brief account of additional admission requirements such as interviews.  State any opportunities for mature students to apply for admission with credit (see Section D3 of the University‟s „Regulations for Awards‟) and, where relevant outline any opportunities for the accreditation of prior and experiential learning. 17 METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND LEARNING Using accessible language and avoiding University jargon (including acronyms), briefly refer to the processes for quality enhancement at both University and School level:  University level: Include references to:  Outcomes of periodic reviews  The University‟s effective external examiner system.  Mechanisms for student feedback (including independent student satisfaction survey).  School level: You might mention programme evaluation questionnaires, Student Panels, student representation on committees etc. 18 REGULATION OF ASSESSMENT Using accessible language and avoiding University jargon (including acronyms), briefly outline those assessment regulations applying to the programme which would be of interest to prospective students – for example:  An overview of assessment details is provided in the Student Handbook and a full assessment brief provided within module guides.  The minimum pass mark is 40% for each module.  Normally full-time students must achieve 120 credits in each stage in order to progress. Exceptionally, in the light of good overall performance elsewhere, students may be allowed to trail one 20-credit module into the following year.  To qualify for the award of honours degree, students must complete all programme requirements.  In calculating the numerical average for the Bachelor‟s degree with honours, all „Honours‟ level credits in the programme will carry a weighting of two and all graded „Intermediate‟ level credits carry a weighting of one. 19. INDICATORS OF QUALITY AND STANDARDS Using accessible language and avoiding University jargon (including acronyms), provide brief details of (a) the outcomes of recent QAA Subject Reviews and/or Discipline Audits and (b) recent professional body reviews.

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OTHER REQUIRED OR RECOMMENDED INFORMATION Required information relating to Personal Development Planning All higher educations institutions are required to have in place by September 2005 arrangements for Higher Education Progress Files (HEPF). An HEPF must include, in addition to an academic transcript, “a fully operational and auditable Personal Development Planning (PDP) process”. PDP is described as “a structured and supported process undertaken by students to reflect upon their learning, performance and/or achievement and to plan for their personal, educational and career development.” PDP must feature in all student‟s programmes at every stage and this must be reflected in the Programme Specification. There is no separate heading on the programme specification for PDP, but designers of specifications should ensure that the students‟ opportunities for PDP (whether as part of programme delivery and/or assessment or as part of the personal tutor arrangements) are described in appropriate detail under relevant headings of the specification. Recommended headings for inclusion of PDP opportunities are:  Heading 14: „Teaching, Learning and Assessment‟.  Heading 15: „Support for Students and their Learning‟. Recommended information relating to the Special Educational Needs and Disabilities Act (SENDA) 2001 The terms of SENDA are based on the principle that disabled students should receive full access to education and should have the same opportunities as nondisabled people to benefit from whatever provision is available. The legislation requires that „reasonable adjustments‟ should be applied to prevent disabled students being placed at a substantial disadvantage in comparison to students who are not disabled. Precept 8 of the QAA Code of Practice for Students with Disabilities recommends that “Programme specifications should include no unnecessary barriers to access by disabled people. Institutions should consider establishing procedures which ensure that programme specifications give sufficient information to enable students with disabilities and staff to make informed decisions about their ability to complete the programme.” There is no separate heading on the programme specification for SENDA requirements, but designers of specifications are recommended to ensure that the extent to which the design, delivery and assessment of the programme SENDAcompliant are described in appropriate detail under relevant headings of the specification. Recommended headings for inclusion of SENDA compliance are:  Heading 13: Programme Structures And Requirements, Levels, Modules, Credits and Awards (in relation to flexibility of attendance requirements).  Heading 14: „Teaching, Learning and Assessment‟.  Heading 15: „Support for Students and their Learning‟.
For further information on SENDA and its implications for curriculum design, refer to :  ‘Designing Programme Specifications’ section 2.2 (Stage 7 on page 9).  ‘Designing Module Specifications’ section 2.4 (pages 16 to 17) and section 3 (pages 19 to 20).

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