PERIODIC REVIEW DOCUMENTATION AND CHECKLIST
Provided by Quality and Academic Development
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An agenda for the review event
A list of panel members
Guidance notes for panel members
Travel information, campus maps and expenses forms for the external and student
panel members
Documentation to be provided by the Department/School
The following information should be provided to QUAD electronically 4 weeks
before the Review date. Statistics are provided by Strategic Planning and Change
on the Planning Information Portal and Reporting Services:
https://edrm.essex.ac.uk/reporting/Pages/Default.aspx
Contents page
List of courses, indicating their current status1 and request for ongoing status
Reflective document (provided by Head of Department or nominee) (see next
page)
Previous Periodic Review report and follow-up
A summary of any approved major modifications to the course(s) under review
since the last validation or review event (if not included in the reflective document).
Any supporting information from student consultation or external academics who
may have been consulted for review purposes
Annual Review of Course reports 2 from the last 3 years
External Examiner Reports and responses from the last 3 years
Programme Specifications (and HEAR summaries where available)
Module Maps – (mapping exercise showing the relationship between the course
and the module learning outcomes)
Up-to-date reading lists which clearly define required reading and recommended
reading
Assessment information including: Strategy; Criteria; Schedule
If the course operates in a non-standard format such as through online provision or
is offered part-time, details should be provided
Equality and diversity information (including evidence of how the needs of disabled
students are addressed)
Information regarding the use of GTAs
Current student handbook(s)
Employability information
Any relevant work-based learning, work placement or study abroad
guidance/handbooks
The existing subject related resources (eg equipment lists, specialist spaces)
Progression and retention statistics with commentary
Student survey results and department response
Current relevant QAA benchmark statements
Professional, Statutory or Regulatory Body reports and responses, and any other
specific requirements
PG Research documentation, including criteria for confirmation of PhD status,
information on research training, copy of Training Needs Analysis forms and
examples of anonymised forms, copy of supervisory board / progress committee
forms and examples of anonymised forms.
Status of the course to indicate if the course is active and admitting, suspended or in a teach-out phase
following discontinuation for new admissions.
2 For UGT and PGT this refers to Annual Monitoring Reports before the reports changes to Annual Review of
Courses. The equivalent should be provided for PGR.
The Reflective document
1.
A brief introduction to the department
2.
Overview of the scope and context for the review
a. Details of the department’s courses and modules3 including:
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
b.
c.
new courses which have not yet run for one academic year 4
suspended courses and discontinued courses where students are still completing awards
started before the courses were withdrawn5
Significant changes to course content or organisation since the last Periodic Review
Response to institutional strategic developments, including:
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PSRB accreditation, Research Council reports
Education Strategy and Research Strategy
Curriculum Review
3.
A summary of the key themes for consideration at the Periodic Review
4.
Departmental structures
a. Departmental committees and groups that support academic standards and quality
b. How structures in the department feed in to wider University committees
5.
Evaluation of the courses covered by the review
An evaluation of the courses under review, reflecting on the quality of the provision and an
indication of future development plans (with rationale). Draw upon the range of evidence available
including statistical data, student engagement and feedback, External Examiner reports, PSRB
requirements and reports, employer engagement and Annual Review of Courses.
Sections should include:
a. Distinctive features of the courses
b. Maintenance and enhancement of standards and quality, including:
 Mechanisms and evidence of systematic monitoring, review and enhancement
 How good practice is shared
 Information on how the courses and modules align with relevant internal and external
reference points
c.
d.
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f.
g.
h.
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j.
Rationale and market demand
Course design
Curriculum
Assessment
Learning and Teaching
Work-based learning
Learning resources
Staffing, including information on the use of GTAs (number; roles and workload; support for
professional development, arrangements for training, mentoring and monitoring; compliance
with the Code of Practice on GTAs)
k.
l.
Student recruitment, progression and support
The research environment (PG Research provision)
 Supervisory arrangements, experience of supervisors, allocation of supervisors and the
number of students per supervisor
 Arrangements for monitoring progress, Supervisory Boards / Progress Committees, and
information on progress guidelines and milestones
 Facilities available to research students (e.g. office space, equipment, common room)
 How a research culture is created for PGR students
 Research methods and skills training
 Transferable skills training (e.g. communication, IT, employability)
 Financial support for research students
6.
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Any other relevant issues
Please refer to Section B of the template Periodic Review report for the information to be provided
Full feedback and data will not be available for new courses, but information about the rationale for new courses, how
they enhance the department’s provision and highlighting areas for review or monitoring specific to these courses are
useful to include.
5 The Panel will want to ensure that the quality of the learning, teaching, assessment and support for students remains
high until completion of the course, and that students are informed at all stages of changes made and of any impact of
discontinuation of the course.
4