Guidelines for completing the New Course Approval Form
September 2015
Course Leaders are responsible for completion of this form in consultation with the relevant Course
Group Leader and Heads of Department.
NB The numbered sections below correspond to those on the New Course Approval Form
1a
Final award(s)
Insert the nomenclature for the intended award(s) for which a
student can register directly (e.g. Cert. HE, Dip. HE, BSc
(Hons), MBA etc. (do not include intermediate awards here))
1b
Course title
Insert full course title (maximum of 50 characters including
spaces). Prior approval through Anglia Ruskin’s planning
process is required for new course titles
2
Start date
Enter the month and year in which the course will first be
delivered.
3a
Location(s) of delivery
Either Anglia Ruskin and/or the title(s) of the relevant
Associate Colleges
3b
Mode(s) of delivery
Campus-based, Work-based or Distance
3c
Mode(s) of attendance
Full-time, Part-time
4a
Awarding institution
Always Anglia Ruskin University
4b
Course accredited by
Insert full title of professional, statutory or regulatory body
(PSRB), if the course is recognised/accredited (or is intended
to be) by such a body
5a
Faculty
Insert the title of the responsible Faculty
5b
Managing Department
Insert the managing Department
6a
Course Group
Insert the title of the Course Group in which the course is
located
6b
Course Group Leader
Will be marked on the CSF as Not Applicable
6c
Course Leader
Insert the name of the Anglia Ruskin staff member responsible
for the operation of the course
6d
Associate
Leader(s)
7
UCAS code
(Undergraduate only)
Only required if:

admission to course is via UCAS

the course is discrete and has a UCAS number
8
Relevant QAA subject
benchmark statement(s) and
any PSRB reference point(s)
Insert the title of QAA's subject benchmark statement which
most closely relates to the course
Full details are available at:
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subje
ct-guidance/Pages/Subject-benchmark-statements.aspx
College
Course
Insert the name(s) of staff responsible for co-ordinating the
course delivery at the Associate Colleges specified in box 3a
1
Updated 18-11-15
9
Aims
The "aims" should express the broad purpose in offering the
course. They should be succinct, and may, for example, be
expressed in terms of a combination of:

meeting local, national or international needs

preparation for employment, including the fulfilment of
PSRB requirements

preparation for further research and personal
development activity
In cases where the CSF refers to the same course title
leading to more than one award (e.g. Cert. HE Music, Dip. HE
Music, BA (Hons) Music), the aims for each award should be
distinctive. However, they may be shown cumulatively where
certain aims are common to each award (e.g. Aims 1-3 apply
to the Cert. HE, Dip. HE and BA (Hons) awards; Aims 4-5
apply to the Dip. HE and BA (Hons) awards; Aims 6-8 apply to
the BA (Hons) award only).
10a
Intended learning outcomes
and the means by which they
are achieved and
demonstrated – knowledge
and understanding
The “intended learning outcomes” in section 10a should be
expressed in terms of the knowledge and understanding (and,
at certain levels, the application of such knowledge) that a
student will be expected to be able to demonstrate on
successful completion. NB a maximum of 20 intended learning
outcomes can be defined in this section.
When drafting intended learning outcomes it will be helpful to
consult:

the relevant QAA subject benchmark statement(s)

Anglia Ruskin’s Staff Guide to QAA’s Qualification
Descriptors and Anglia Ruskin’s Generic Learning
Outcomes and Level Descriptors

any PSRB requirements

Gosling, D & Moon, J, How to use learning outcomes and
assessment criteria, SEEC, 2001
In cases where the CSF refers to the same course title
leading to more than one award (e.g. Cert. HE Music, Dip.
HE Music, BA (Hons) Music), the intended learning outcomes
for each award should be distinctive. However, they may be
shown cumulatively where certain outcomes are common to
each award (e.g. LOs A01-A04 apply to the Cert. HE, Dip. HE
and BA (Hons) awards; LOs A05-A07 apply to the Dip. HE
and BA (Hons) awards; LOs A08-A09 apply to the BA (Hons)
award only).
10b
Intended learning outcomes
and the means by which they
are achieved and
demonstrated – intellectual
(thinking), practical, affective
and transferable skills
The “intended learning outcomes” in section 10b should be
expressed in terms of the acquisition of a range of intellectual
(thinking), practical, affective and transferable skills and their
application in a range of contexts, including the workplace. NB
a maximum of 20 intended learning outcomes can be defined
in this section.
When drafting intended learning outcomes it will be helpful to
consult:

the relevant QAA subject benchmark statement(s)

Anglia Ruskin’s Staff Guide to QAA’s Qualification
Descriptors and Anglia Ruskin’s Generic Learning
Outcomes and Level Descriptors

any PSRB requirements

Gosling, D & Moon, J, How to use learning outcomes and
assessment criteria, SEEC, 2001
2
Updated 18-11-15
In cases where the CSF refers to the same course title
leading to more than one award (e.g. Cert. HE Music, Dip.
HE Music, BA (Hons) Music), the intended learning outcomes
for each award should be distinctive.
11a
Learning/teaching
methods
and strategies - Knowledge
and understanding
Enter a statement of the learning and teaching
methods/strategies used to facilitate student achievement of
the outcomes related to knowledge and understanding.
11b
Learning/teaching
methods
and strategies - Intellectual
(thinking), practical, affective
and transferable skills
Enter a statement of the learning and teaching
methods/strategies used to facilitate student achievement of
the outcomes related to the acquisition of intellectual
(thinking), practical, affective and transferable skills.
12a
Assessment methods and
strategies - Knowledge and
understanding
Enter a statement of the assessment methods/strategies used
to facilitate student achievement of the learning outcomes
related to knowledge and understanding.
12b
Assessment methods and
strategies
Intellectual
(thinking), practical, affective
and transferrable skills
Enter a statement of the assessment methods/strategies used
to facilitate student achievement of the learning outcomes
related to the acquisition of intellectual (thinking), practical,
affective and transferable skills.
13
Employability
As part of our work to achieve Goal Two* of the Corporate
Plan 2012-14, and as articulated in the Employability Strategy
2011-14, the Senate has required that all courses provide
information regarding employability for publication via the CSF.
*’ensure that when we design our curriculum, thought is given
to how we maximise the employability of students following it
– recognising that academic staff have the greatest influence
over student career choice’
Employability Statements are short summaries of what our
courses offer to students to develop their employability and
their transition into employment and beyond, regardless of
experience at the point of entry.
The purpose of the
statements is to improve information available to our students
and to help them navigate existing information. Statements
should therefore be written in an accessible way and be
primarily aimed at a student audience.
Course Leaders are asked to provide this information through
300-500 words prose outlining how their course addresses
some (or all if appropriate) of the following:






Generic skills development
Use of employer/guest lecturers
Employer involvement in curriculum/assessment design
Employer mentoring
Work placements/internships
Opportunities
to
explore
self-employment
and/or
entrepreneurship
 Key skills training
 Enterprise/training modules
 Opportunities for PDP and recording personal achievement
14
Entry requirements

draw a distinction between those qualifications which are
required (e.g. A level mathematics for certain courses)
and those which are preferred
3
Updated 18-11-15

an appropriate reference should be made to the level of
English language proficiency for students whose first
language is not English
[NB Check requirements meet Anglia Ruskin General and
Specific Entry requirements as detailed in Section 4(C )and
4(D), Academic Regulations, July 2015]
15
Exceptional variation from
Academic Regulations and/or
design principles
Details of any proposed exceptional variation from Anglia
Ruskin’s Academic Regulations and/or the design principles
should be provided here. Such variation occurs normally in
circumstances where the expectations of a PSRB, recognised
by Anglia Ruskin, require further compulsory study, or Anglia
Ruskin has sought collaboration with another institution
(normally overseas) for a joint award or credit exemption, or
where the Senate considers it essential to maintain the
integrity of the subject discipline.
16
Curriculum details
Enter the details of compulsory and optional modules to be
undertaken in each year and level of study. Duplicate the
sections provided to reflect the structure of the course. The
delivery period e.g. Semester 1; Semester 1-2; Trimester 1;
Trimester 1-2 must be specified.
Add in additional headings and duplicate the sections to
clearly identify any differences in the module delivery structure
for part-time study modes and deliveries at other locations.
Remember to check that the total credit requirements
correspond with the level requirements and that the total of
level requirements corresponds with the course requirement.
Insert module codes for existing modules only. Module codes
for new modules will be added after the course approval
process.
17
Award classification
List any modules that must be included in the final degree
calculation.
[NB This is a proposed, award-specific, variation to Anglia
Ruskin's Academic Regulations and is subject to approval by
the Senate’s Quality, Enhancement and Standards
Committee]
18
Intermediate Award Details
Indicate the compulsory and optional modules which must be
completed successfully for each intermediate award.
(The Academic Regulations specify the default intermediate
awards that are available – e.g. for an Honours Degree, the
intermediate awards are ordinary degree, Dip HE and Cert HE.
4
Updated 18-11-15