FACULTY OF XXXXX
DEPARTMENT OF XXXX
DOCUMENT ONE: COURSE INFORMATION
Re-approval of
courses:
Mode of study:
List titles of courses to be re-approved here
(include titles of staged awards if appropriate, and titles of an
intermediate awards if different from end award)
Full-time and/or part-time
Face-to-face or distance learning or combination
Minimum and
maximum cohort
numbers:
Number and timing of
intakes in an academic
year:
Delivery site(s):
Month and year of next
intake of re-approved
course:
Guidance on the course re-approval documentation content is included in this colour
font. The guidance should be deleted once each section has been fully completed –
please do not leave any sections blank.
Insert paginated contents page here
Introduction
Statement outlining the purpose of the course re-approval event – eg This document
supports the Faculty’s proposal to seek re-approval of a BSc (Hons) XXXX.
Section 1: Evaluation of the course to date
A brief paragraph which provides contextual background to the proposed revisions and
updates to the course(s), highlighting key features and any innovations in the curriculum or
teaching, learning and assessment strategies to be utilised. a brief outline of the rationale
for the development of the course and the market demand. This should also detail evidence
of continued market demand and who the course continues to be aimed at, what they will be
expected to achieve through completion of the course and how this may contribute to their
future employability and career plans.
(NB state if the course is likely to prove of interest to students wishing to progress to ARU
from the Cambridge Ruskin International College)
A brief paragraph summarising how engagement with the student body has been achieved
during the development of the re-approval proposals.
Section 2: Curriculum Design, Content and Delivery
(i)
Rationale for the design and content of the curriculum
Commentary on how the intended learning outcomes for the course(s) were developed
including reference to:
the use made of national and internal reference points eg the relevant
qualification descriptor within QAA’s Framework for Higher Education
Qualifications (England) and Anglia Ruskin University’s level descriptors and
Academic Regulations section 2
the students’ acquisition and development of skills and competencies and
development of the independent learner
the incorporation of professional competencies and/or PSRB requirements
any input from employers or professional associations.
NB: The Intended Learning Outcomes are an important aspect of a proposal. They are
an explicit statement of the academic standards set by the Proposal Team for the
course(s) and are carefully drafted in the knowledge that they are closely scrutinised
by the Approval Panel.
Commentary on the academic features of the curriculum as demonstrated through the
MDFs including reference to:
the coverage of key academic areas for the subject
the use made of the relevant QAA Subject Benchmark statement(s)
the extent to which the constituent modules contribute to the course learning
outcomes (cross referenced to Appendix 1 of Document 1, the module to
course learning outcomes mapping exercise)
the relevance of the course to the development of students’ awareness of
education for sustainability (for further guidance, please see:
http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainabledevelopment-Guidance-June-14.pdf
-
the relevance of the curriculum to students’ subsequent employment
the relevance of the course to UK and international students
innovation or development within the curriculum
staff research interests and how these inform the curriculum
incorporation of the course and any new modules within the Faculty’s
Framework Award(s) (where approved).
Specific reference should be made to any other national or PSRB requirements not
mentioned above (e.g. there may be specific requirements regarding admission to the
course) and whether PSRB accreditation will be sought for the proposal.
(ii)
Delivery of the Curriculum
Commentary on the learning and teaching methods and strategies used within the
course making reference to:
innovative learning and teaching methods and strategies
the methods used to develop students’ transferable skills including those
related to employability and entrepreneurship (where relevant)
the operation of practice placements, laboratory work, field work, work
experience, visits etc.
any features regarding the delivery, structure or sequencing of the course
(e.g. to satisfy PSRB requirements)
the use made of the VLE
Commentary on the operation of delivery methods and/or delivery patterns including:
contingency arrangements (e.g. in the event of technology failure, delivery
arrangements, problems with communication etc.)
the student experience.
For proposals including a substantial proportion of distance learning delivery, Section
1(ii) Delivery of the Curriculum should also provide the following:
A rationale for the selection of the proposed delivery system including an evaluation of
its fitness for purpose in relation to the subject matter, its reliability and details of
contingency plans in the event of failure
Commentary on how the learning and teaching methods and strategies outlined in the
CSF will be put into practice for DL students making reference to the following where
appropriate:
the key functionality and/or technical features which will be employed within
the delivery system (e.g. the use of videos, expert hotseats, forums,
message boards, additional software outside the VLE)
innovative learning and teaching methods and strategies
mechanisms for online communications between the student and tutor and
student to student
the operation of any proposed practice placements, laboratory work, field
work, work experience, visits etc.
Commentary on the student experience (reflecting on experience to date) including
specific reference to:
the proposed pattern of delivery and pace of study
-
the expectations in relation to student managed learning i.e. how much time
students must dedicate to study each week, how often they will be expected
to interact with the learning materials etc. (NB: this could be incorporated into a
learning agreement – examples are available from the Quality Assurance Unit. These details
should be made explicit in the Student Handbook and on the VLE)
-
the guidance which will be given to students on autonomous
learning (NB: this could be incorporated into a learning agreement –
examples are available from the Quality Assurance Unit. These details
should be made explicit in the Student Handbook and on the VLE)
-
any specific technical requirements for the student
the consideration the Team has given to the student
experience in the design of the learning materials/delivery
system (i.e. from the perspective of a student studying alone at
a distance)
A schedule for the uploading, testing and availability to students of learning materials
for all modules within the course. Upload and testing for the ‘student ready’ modules
within the initial period of delivery must be completed at least one month prior to the
first delivery of the course.
Mechanisms the Course Team will employ to evaluate and monitor the continuing
fitness for purpose of the delivery system, reflecting on its operation to date.
iii)
Course structure diagrams
Insert course structure diagrams – the sample table below may be adapted as
required. A diagram for each mode of delivery (eg full-time, part-time, distance
learning) and cohort entry point (eg September and January starts etc) must be
included.
BSc (Hons) ????? – full-time, September recruitment
YEAR ONE
Level
4
Credit
Value
15
Comp/
Option
C
Semester One
Module Code
Module title
Level
MODXXXXXX
4
Introduction to ????
Credit
Value
30
Comp/
Option
C
Credit
Value
30
Comp/
Option
C
Credit
Value
30
Comp/
Option
C
Semester Two
Module Code
Module title
MODXXXXXX
YEAR TWO
Level
5
Credit
Value
15
Comp/
Option
C
Semester One
Module Code
Module title
Level
MODXXXXXX
5
Intermediate ????
Semester Two
Module Code
Module title
MODXXXXXX
YEAR THREE
Level
6
Credit
Value
15
Comp/
Option
C
Semester One
Module Code
Module title
Level
MODXXXXXX
6
Advanced ????
Semester Two
Module Code
Module title
MODXXXXXX
Section 3: Assessment Strategy
Commentary on the assessment strategy used to evaluate student achievement making
reference to:
-
a rationale for the selection of the overall assessment approach for the course
which includes an overview of the intended knowledge and skills outcomes for
students, eg development of transferable or employability skills
-
the variety of assessment methods, both for formative and summative purposes,
used within the modules (cross referenced to Appendix 2 of Document 1, the
Assessment mapping exercise)
-
any features in the pattern and loading of assessment, for example staggering of
submission dates (cross referenced to Appendix 2 of Document 1, the
Assessment mapping exercise)
-
the strategy and methods used to assess students in practice, on placement, in
the workplace etc (Proposal Teams are advised to consult the Senate Code of
Practice on Work-Based and Placement Learning).
-
the use of any formative assessment methods
-
any innovative approaches to assessment.
Section 4: Staffing, Learning Resources and Student Support
Commentary on the learning resources available to students and staff including:
detail of library stock (or web link to electronic library catalogue) to enable the
External Panel Members to make an assessment of the available resource
-
details of physical resources (e.g. laboratories, workshops, IT provision) to support
the course
detail of any specialist learning resources (cross referenced to the relevant MDFs)
the personal tutorial system, local learning support available to students and any
support for students undertaking practice placements or practice learning etc
(Course Teams are advised to consult the Senate Code of Practice on WorkBased and Placement Learning).
Commentary on the human resources linked to the course including:
details regarding the levels of staff to support the course
provision made for placement learning/student exchange etc (Course Teams are
advised to consult the Senate Code of Practice on Work-Based and Placement
Learning).
the strategy in place to ensure effective communication with staff or other
stakeholders in other locations e.g. module tutors at Associate Colleges or staff in
practice/work placements etc.
opportunities for ongoing professional staff development related to the course(s)
and the linkages to the Faculty/Departmental staff development policy.
For proposals including a substantial proportion of distance learning delivery, Section 4
Staffing, Learning Resources and Student Support should also provide the following:
- details regarding student induction and registration
- any additional academic and pastoral support
- student representation systems
- an evaluation of the additional workload for staff (e.g. the development and
updating of learning materials, online facilitation etc.)
- the expectations and commitments regarding staff involvement (e.g. expected
response times to posts or emails, how/when staff will be contactable, how often
staff will interact with the delivery system (NB: these details should be made explicit
in the Student Handbook and on the VLE)
- the strategy in place to ensure effective communication with students
- the staff development strategy including plans for training staff in the uploading and
maintenance of learning materials and in the tutor interventions during delivery,
performance tracking, formative assessment and informal feedback etc.
Distance Learning Proposers should give consideration to drafting an online learning
agreement. This should be attached as an Appendix to Document 1.
Section 5: Transition arrangements for current students
Details to be included of any transitional arrangements that will be required for current
students if appropriate or state if this is not applicable (ie the new curricula will only be
implemented for new applicants to the course(s).
(g) Appendices
(i) Appendix 1: Module to course learning outcome mapping exercise
A completed mapping exercise demonstrating how the individual modules collectively contribute to achievement of the intended learning outcomes for
the pathway as a whole i.e. whether there is academic coherence within the course. The mapping exercise identifies those modules (normally
compulsory modules) which contribute to student achievement of the intended learning outcomes of the course as a whole [NB The template for this
mapping exercise is also available at: www.anglia.ac.uk/qau].
For Foundation Degrees only a mapping exercise linking the course to its proposed progression route(s) and detailing how the learning outcomes of
the foundation degree map against the learning outcomes of the level 4 and 5 modules of the proposed progression route [NB The template for this
mapping exercise is also available at: www.anglia.ac.uk/qau].
Insert Module 1
Level 4
Insert Module 2
Insert Module 3
Insert Module 4
Insert Module 5
Level 5
Insert Module 6
Insert Module 1
Insert Module 2
Insert Module 3
Insert Course
Learning Outcome
10
Insert Course
Learning Outcome
9
Insert Course
Learning Outcome
8
Insert Course
Learning Outcome
7
Insert Course
Learning Outcome
6
Insert Course
Learning Outcome
5
Insert Course
Learning Outcome
4
Insert Course
Learning Outcome
3
Insert Course
Learning Outcome
2
Insert Course
Learning Outcome
1
Course Title:
Module Type
(Compulsory (C) or
Option (O)
This table identifies those modules that contribute to student achievement of each of the learning outcomes for the course as a whole. In this example, the ‘Y’
indicates to which learning outcomes for the course as a whole each module contributes.
Insert Module 4
Insert Module 5
Insert Module 6
Insert Module 1
Level 6
Insert Module 2
Insert Module 3
Insert Module 4
Insert Module 5
Insert Module 6
(ii)
Appendix 2: Assessment mapping exercise [Mapping exercise based on trimester delivery is available at: www.anglia.ac.uk/qau].
Module 1
Level 4
Module 2
Module 3
Module 4
Module 5
Module 6
Module 1
Level 5
Module 2
Module 3
Module 4
Module 5
Module 6
Module 1
Level 6
Module 2
Module 3
Module 4
Module 5
Module 6
Summative assessment activities are included in red type
Formative assessment activities which do not contribute to the mark achieved for the module are shown in blue type
Wks 14/15 (exams)
Week 13 (revision)
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Semester 2
Wks 14\15 (exams)
Week 13 (revision)
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Semester 1
Course Title:
Module Type
(Compulsory
or optional)
This table details the scheduling of summative assessment tasks. Abbreviations from the key are used to show how/ when the module is assessed (add other key terms as required)
Key: ex: examination; es: essay; pr: presentation; pj: project; pf: portfolio; rp: report; lab: laboratory assessment; mc: multiple-choice test
GUIDANCE ON DOCUMENTS 2 – 4
Please use the front cover provided with this template
Document 2: CSF(s) and MDFs
The CSF for each course under consideration is provided [NB The CSF template and
guidance on completion of the CSF can be accessed at: www.anglia.ac.uk/qau].
MDFs for all modules contributing to all courses under consideration are provided in a
paginated document. MDFs are sorted by new modules, amended modules and existing
modules. Written permission from the relevant Head of Department accompanies any
proposed amendments to modules which are from the portfolio of a Department other than
the managing Department for the proposed course(s).
New modules must be presented on a New Module Approval form (available at
www.anglia.ac.uk/qau).
Existing MDFs must be printed from Manage My Curriculum via e-vision.
Modules where amendments are proposed must be printed from Manage My Curriculum via
e-vision and accompanied by a Cover Paper - Module Amendments available at
www.anglia.ac.uk/qau.
Document 3: Abbreviated Staff CVs, including a Staffing Allocation Table
An abbreviated CV for the Anglia Ruskin Module Leader for each of the constituent modules
within the course(s) submitted for approval is provided in alphabetical order [see the Senate
Code of Practice on Curriculum Approval and Review: Appendix 5 Guidance Notes on
Content of Abbreviated CVs of Academic Staff.
This is available at
www.anglia.ac.uk/codes]. A paginated cover sheet is included.
Please use the table below to identify members of staff with primary responsibility for the
delivery of each module. If an appointment is still to be made, please indicate below which
module(s) this applies to.
Name of staff member
Module Code
Module Level
Module Title
Document 4: Draft Course Handbook
A draft of the Course Handbook is provided, written with reference to Faculty guidelines as
appropriate. The course handbook can be presented electronically, or in an alternative
format eg on the VLE, but to which the Panel must have access
Document 5: Practice/Placement Information (where applicable)
An additional document is required for some events (usually for proposals from the Faculty
of Health, Social Care and Education) detailing practice/placement information. The
Executive Officer provides advice as appropriate.