Course Specification
Undergraduate
Please complete this template for each course to be validated
Faculty (For integrated joints this should be
the managing faculty)
For Integrated Joint Courses only (State
the subject areas and faculties involved.)
Course Code
Name of Final Award / Course
List Interim Awards (or note None)
Previous Course Title (For course title
changes only)
Mode of study (Tick  all that apply)
Full-time
Part-time
Sandwich
Distance Learning
Closed course (Tick )
Yes
No
Intakes
Standard delivery - (Tick  all that apply)
Semester 1
Semester 2
Semester 3
Tick  here if there will be custom (non-standard) delivery of this
course. Please note a calendar should be submitted for approval
which includes all intakes for the first year of delivery. (calendar
template)
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Location of delivery Tick  all that apply
Burton
Telford
City
University Centre Telford
Stafford
Walsall
Collaborative (see below)
Name of Collaborative
Institution
Type
Category of Partnership
Academic Regulations
Where it is proposed that the course be exempt from any University Academic Regulations,
include the details here using the Clause Number and the change proposed. (Please note: If
the proposed course regulations deviate in any way from current University Academic
Regulations then a rationale must be presented to the Academic Registrar for approval by
Academic Frameworks and Regulations Sub-Committee before validation proceeds and this
section should be updated if the exemption is not approved.)
Educational aims of the course *
This section is to be written for students and potential students as it will be used in marketing
materials and course guides. This section should incorporate employment and further
training opportunities for graduates and any distinctive features of the course.
Reference points
To include consideration of professional body requirements and QAA Subject Benchmarks.
This section is to inform students of the national reference points for their course and will be
made available through the Course Guide.
Quality Code - Part A: Setting and Maintaining Academic Standards. Including :
Qualifications Frameworks
Characteristics Statements
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Credit Frameworks
Subject Benchmark Statements - list
Quality Code - Part B: Assuring and Enhancing Academic Quality
University Policies and Regulations
Equality Act (2010)
Professional, Statutory and Regulatory Bodies (PSRB) *
This section is to be written for information of the student and should be made available
through the Course Guide. Give name of PSRB and outline the level of accreditation and
relationship with the PSRB and any specific details relating to the implications of Professional
requirements that students need to be informed of, such as requirements for attendance and
professional practice; or state NOT APPLICABLE.
Entry requirements *
To include any provision for RPL and English competency standards.
Course Learning Outcomes (Maximum of six) – Complete the sections below as
appropriate. If the course also has interim awards either accept the generic learning
outcomes listed or delete them and write course specific learning outcomes. If this course
does not include some or all of the interim awards listed, they should be noted as N/A.
Certificate in Higher Education
For the award of CertHE you, the student, will be able to:
1. Demonstrate knowledge of the underlying concepts and principles associated with your
area(s) of study, and an ability to evaluate and interpret these within the context of that
area of study
2. Demonstrate an ability to present, evaluate and interpret qualitative and quantitative
data, in order to develop lines of argument and make sound judgements in accordance
with basic theories and concepts of your subject(s) of study.
3. Evaluate the appropriateness of different approaches to solving problems related to your
area(s) of study and/or work
4. Communicate the results of your study/work accurately and reliably, and with structured
and coherent arguments
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5. Demonstrate the qualities and transferable skills necessary for employment requiring the
exercise of some personal responsibility
Diploma in Higher Education
For the award of DipHE you, the student, will be able to:
1. Demonstrate knowledge and critical understanding of the well-established principles of
your area(s) of study, and of the way in which those principles have developed with an
understanding of the limits of your knowledge, and how this influences analyses and
interpretations based on that knowledge.
2. Demonstrate the ability to apply underlying concepts and principles outside the context
in which they were first studied, including, where appropriate, the application of those
principles in an employment context
3. Demonstrate knowledge of the main methods of enquiry in the subject(s) relevant to the
named award, and ability to evaluate critically the appropriateness of different
approaches to solving problems in the field of study
4. Use a range of established techniques to initiate and undertake critical analysis of
information, and to propose solutions to problems arising from that analysis
5. Effectively communicate information, arguments and analysis in a variety of forms to
specialist and non-specialist audiences, and deploy key techniques of the discipline
effectively
6. Demonstrate the qualities and transferable skills necessary for employment, requiring
the exercise of personal responsibility and decision-making and undertake further
training, developing existing skills and acquire new competences that will enable them
to assume significant responsibility within organisations.
BA or BSc Non-Honours Degree
For the award of a non-honours degree, you, the student, will be able to:
1.
2.
3.
4.
5.
6.
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BA or BSc Honours Degree
For the award of an honours degree, you, the student, will be able to:
1.
2.
3.
4.
5.
6.
Teaching, Learning and Assessment Strategy (linked to Constructive Alignment)
Include here the learning activities, assessment methods (formative and summative) and
support for learning which will support the achievement of the learning outcomes listed
above.
Course Structure
Within each row include the module code, module title and credit value of each module. Add
an additional row for each option module and note any grouped options.
Undergraduate Level 4
Semester 1
Semester 2
Core /
Option1
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core / Tab to add rows
Option
20
Undergraduate Level 5
1
Please delete as applicable for each module
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Semester 1
Semester 2
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core / Tab to add rows
Option
20
Undergraduate Level 6
Semester 1
Semester 2
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core /
Option
20
Core / Tab to add rows
Option
20
Overview of Assessment of Course Learning Outcomes in core and option modules
In column 1 note the module codes listed above. The purpose is to demonstrate that all the
course outcomes are assessed in the course. Use the table below to identify:


which core or option modules will assess which learning outcomes. Please tick as
appropriate
which assessment methods are being used.
Level 4 Module
Codes
CertHE
CLO 1
CertHE
CLO 2
CertHE
CLO 3
CertHE
CLO 4
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CertHE
CLO 5
CertHE
CLO 6
Summative assessment
methods employed
Level 5 Module
Codes
DipHE
CLO 1
DipHE
CLO 2
DipHE
CLO 3
DipHE
CLO 4
DipHE
CLO 5
DipHE
CLO 6
Summative assessment
methods employed
Level 6 Module
Codes
BA/BS
c(H)
CLO 1
BA/BS
c(H)
CLO 2
BA/BS
c(H)
CLO 3
BA/BS
c(H)
CLO 4
BA/BS
c(H)
CLO 5
BA/BS
c(H)
CLO 6
Summative assessment
methods employed
* Accurate at the point of validation, updated annually through Course Guide.
HESA codes for type of Collaborative Institutions
Large private company
1000
NHS
6000
Small or medium enterprise (SME)
2000
Other public sector organisation
7000
Overseas education provider
3000
Charity
8000
Other UK education provider - private
4000
Other
9000
Other UK education provider – public
sector
5000
Multiple collaborators of different types
9900
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Post validation changes – Officer to complete
Date
Amendment
Officer
Comment
Version
4
Author
ASQ
Approved date
January 2016
Approved by
ASQ
Review date
July 2016
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