Quality Handbook
AQH-B7 Combined Subjects Programme (CSP) Subject
Specification Template
Version 8.0 August 2013
Faculty of ……………
Department of …………….
COMBINED SUBJECTS:
………………..
SUBJECT SPECIFICATION
Date of Validation Event:
Date Approved by Quality
Management Sub-Committee
(QMSC):
Version History
Please complete each time a new version is drafted e.g.
Version
Occasion of Change
Change Author
Last Modified
1.0
Version presented for approval
Created 10/02/08
2.0
Amendments following institutional
approval
Revisions at annual review after first
year of operation
Version presented for approval
Arthur Smith
(Programme
leader)
Arthur Smith
Arthur Smith
17/07/09
Arthur Smith
(Programme
leader)
Created 10/02/08
3.0
4.0
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22/04/08
Page 1 of 15
Proposed guidance notes are in italics and are to be deleted from any completed subject
specification.
1
SUBJECT INFORMATION
Subject title:
CS
Combined Subjects Programme (CSP)
Target award:
BA/BSc Honours
Interim or exit awards:
Certificate in Higher Education
Diploma in Higher Education
Modes of delivery and duration:
Tick all
that
apply
Min
number of
years
Max
number of
years
Intake dates
(months)
Any other
features
Full-time
Part-time
Sandwich
2
AIMS OF SUBJECT
The objectives of this subject within Combined Studies are:
a)
b)
3.
LEARNING OUTCOMES
3.1
Graduate Academic Learning Outcomes
These are intellectual and academic learning skills that are common to all subject areas. All of these must
be addressed by all subjects within the programme. These are:
KNOWLEDGE
Demonstrate a comprehensive knowledge of one subject including areas of specialism (Major) and a
knowledge of the scope of one subject and of one area of specialism (Minor); demonstrate a sound
knowledge of a subject including some areas of specialism within it (Dual); demonstrate an
understanding of the methodology and techniques of a subject (Major/Minor/Dual)
Level 4 - demonstrate the factual base for further study of a subject; demonstrate the
GK1
conceptual and methodological base for the further study of a subject.
Level 5 - demonstrate knowledge of a range of specialisms within a subject (Major) OR of
GK2
one specialism within a subject (Minor); demonstrate knowledge of some specialisms within
a subject (Dual); demonstrate a detailed/limited/partial knowledge of the range of concepts
and methods within a subject (Major/Minor/Dual).
Level 6 - demonstrate a knowledge in depth of a representative range of specialisms within
GK3
one subject (Major) OR of one specialism within a subject (Minor); demonstrate a knowledge
in depth of some specialisms within a subject (Dual); undertake an independent study of one
area within a subject; generate new data and information; demonstrate an awareness of the
impermanence and fluidity of knowledge.
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SKILLS
Analysis – demonstrate the ability to analyse data and situations using appropriate methods;
critically review evidence and arguments; evaluate competing and/or contrasting ideas.
Level 4 – analyse a limited range of data under guidance; evaluate a limited range of
GA1
evidence and argument under guidance.
Level 5 - analyse data with limited guidance; compare evidence and arguments; apply
GA2
theories/concepts to evidence.
Level 6 - analyse new and unfamiliar data and information; evaluate evidence and
GA3
arguments against self-generated criteria; evaluate competing ideas and theories
Synthesis - demonstrate the ability to synthesise different elements of knowledge; and devise
solutions to problems.
GS1
GS2
GS3
Level 4 - group/collate ideas and information under guidance
Level 5 - reformulate a range of information for a given purpose.
Level 6 - use information and ideas to solve problems; generate original reformations of
information
Combined Subjects Transferable Skills
These skills will be achieved through either/both subjects or via CSP core progress modules at level 4 and
level 5 within the programme.
KS1
Communication: be able to present complex issues in a variety of ways including oral, written
and visual means of communication either individually or as a member of a group.
KS2
Numeracy: be able to apply a basic level of numeracy, though many will achieve a much
higher level depending upon the subjects being studied.
KS3
IT: including use of word processing and other IT packages appropriate to the subjects being
studied, students should also be able to communicate using email, and should be familiar
with internet usage.
KS4
Team working: and be able to participate effectively in joint discussion, decision making,
planning, allocation of and production of work, setting objectives, providing peer feedback and
responding to peer feedback.
KS5
Manage and develop own self: should have demonstrated a commitment to learning and selfmotivation, and should be able to identify and meet objectives and deadlines.
KS6
Problem solving: should be able to identify and use appropriate methods to explore, plan,
implement, and justify solutions to problems.
Complete the matrix in Appendix 1, mapping the modules against all CSP Generic Learning Outcomes
listed above.
A Matrix mapping the Modules against Generic Learning Outcomes of Graduate Learning Skills and
Combined Subjects Transferable Skills is attached as Appendix 1.
3.2
Subject Learning Outcomes (Major/Dual/Minor)
These will be similar to those for single honours degrees depending on whether the route is major, minor or
dual. Also include indication of whether available in Major/Minor/Dual for each Learning Outcome
(M/Mi/D)
On completion of the CS……………. Subject, students will be able to demonstrate the following
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Knowledge
Level 4
K1 – demonstrated knowledge of basic basket weaving theory (M/Mi/D)
Level 5
Level 6
Skills
Level 4
S1 – Can weave rudimentary basket (M/Mi/D)
Level 5
S2 – Can do decorative tassels (M/D)
S3 – Ca do fancy handles ( M)
Level 6
4.
SUBJECT STRUCTURE AND CONTENT AND REQUIREMENTS
4.1
Distinctiveness
Describe what it is that gives this subject its distinctiveness and contributes to a Combined Subjects
Qualification Award.
4.2 Subject requirements:
If the subject requirements differ from the models below then please adapt to suit.
MAJOR:
CORE
20 credits
…………
CORE
20 credits
…………
CORE
20 credits
…………
CORE
20 credits
…………
or
…………
or
…………
CORE
20 credits
…………
CORE
20 credits
…………
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OPTION
20 credits
OPTION
20 credits
OPTION
20 credits
Page 4 of 15
DUAL Without Dissertation
CORE
OPTION
20credits
20 credits
…………
…………
or
…………
or
…………
CORE
CORE
OPTION
20 credits 20 credits 20 credits
…………
*
OPTION
OPTION
20 credits 20 credits
DUAL With Dissertation
CORE
OPTION
20 credits 20 credits
…………
…………
or
…………
or
…………
CORE
CORE
20 credits 20 credits
SOC201
*
CORE
OPTION
OPTION
20 credits 20 credits 20 credits
…………*
*
*One of …………or ………… must be taken
**Note Dual students must take a Dissertation/Project in one of their 2 subjects. For …………
students, this means ………….
MINOR:
CORE
20credits
…………
or
…………
or
…………
OPTION
20 credits
OPTION
20 credits
OPTION
20 credits
OPTION
20 credits
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Complete the two matrices in Appendix 2, listing all modules at level in the Module List.
A complete list of subject modules is attached in Appendix 2 including any pre or co-requisites.
5. TEACHING AND LEARNING AND ASSESSMENT
Complete the matrix in Appendix 3 which summarises the modes of teaching, learning and assessment
throughout the Subject as well as Specific Subject Learning Outcomes covered in each module. This
enables the Subject team to check that all the learning outcomes claimed are assessed in core
modules (or in so many optional modules that they cannot be avoided) and provides the background for
the more general explanation of the teaching /learning and assessment strategies.
Summarise the teaching and learning strategy. Outline in general terms the modes of teaching and
learning used, the type of learning for which it is appropriate, the level(s) at which is it used (if
applicable) and the sort of learning outcomes which it supports. Imagine that you are answering the
question: ‘why have you decided to teach this in that way?’
The intention here is to provide a gloss which complements the matrix. For example, lectures may be
used to impart factual knowledge or provide a basic grounding in different theories. They may be used
more at level 4 than later on. Tutorials, however, might be used to explore the issues raised by those
theories. Group work may be used to encourage students to explore different approaches and develop
their team-working skills. This might be used at a higher level, or may be used right from the start
depending on the aims of the Subject. Project work may be more appropriate at level 6 to encourage
students to engage with theoretical issues and research-based problems, develop independent
learning and more advanced time-management skills. Remember that ‘student learning’ includes
private study. Show how student learning progresses throughout the levels of the Subject – in breadth
or depth or both and in terms of skills.
Draw attention to the use of any innovative approaches. You may wish to seek advice from the Head of
Academic Development in Academic Services to identify enhancement opportunities, including any
innovative uses of teaching and learning, when developing the Subject.
Outline how your teaching and learning styles take account of the diverse nature of our students, and
encourage inclusion. This might include how sessions are designed to draw from the experience of all
students in a supportive and inclusive way. Try to encourage a positive culture which encourages
discussion between students from all backgrounds with the tutor, and between themselves. Mention
any ways in which the Subject encompasses the university values of celebrating diversity, including the
use of case studies and examples to represent the global and diverse nature of our society, business
and industry. Think about how any ethical and sustainability issues can be addressed by your Subject
and discussed with, and between, students.
Mention the use made of the Virtual Learning Environment (VLE), either generally or in specific
modules.
For Assessment, as above, use the matrix to show exactly how each module is assessed and to crosscheck that all learning outcomes are assessed. Here, discuss in more general terms which modes of
assessment are used and for what purposes. If there are differences between the levels, explain the
rationale behind this. So for example, Multiple Choice Questions (MCQs) can be used to test factual
knowledge; exams test the ability to recall information and present a coherent argument under
pressure; course work tests a deeper understanding of issues and the ability to present evidence in a
structured way as well as the ability to plan work over a period of time. Explain any progression in the
type of assessment used from one level to another as students become more advanced. Bloom’s
taxonomy, quoted above under learning outcomes, can be useful.
Draw attention to the use of any innovative approaches. You may wish to seek advice from the Head of
Academic Development in Academic Services to identify enhancement opportunities, including any
innovative uses of assessment, when developing the Subject.
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Attach assessment criteria for the subject, aligned to the single honours where appropriate, as
Appendix 4.
A matrix of modes of teaching learning and assessment as well as specific Subject Learning Outcomes for
each module is attached as Appendix 3.
6. ACCREDITING BODY/IES INFORMATION (If applicable)
7. STUDENT SUPPORT AND GUIDANCE
Outline any support and guidance especially relevant to the subject which students will receive from
the Subject team/leader. This should include arrangements for advising students on module choice,
informing students of practical arrangements such as deadlines and changes to arrangements such as
room changes. This should take into account the fact that CS students divide their time between two
or more subject areas.
8. LEARNING RESOURCES
Outline availability of the following resources, relevant to the subject, drawing attention to anything
which is particularly noteworthy or innovative:







Staff resources: summarise the range of expertise provided by University staff. You may wish to
make reference to the list of module leaders in Appendix 1. Indicate use of external specialists – eg
sessions led by employers, use of Visiting Lecturers (VLs).
Describe the areas of research / consultancy / outreach / scholarship which inform the Subject.
Library resources – broad coverage including physical and electronic resources both in libraries and
remotely, and the information skills provision / support required for students to exploit these
effectively. Advice should be sought from library staff when developing a new Subject to ensure that
provision will be available.
Use of Sunspace (NB ensure that this reflects actual provision – availability of lecture notes,
background information, discussion boards, formative assessment. Advice should be sought from
the Head of Academic Development in Academic Services and from Student and Learning Support
SLS, especially Learning Technologies (LDS)
Other IT resources – eg specialist software provided by the School
Other specialist resources – eg for practical work
If applicable, describe any other opportunities available to students, such as participation in
research seminar.
9. SUBJECT MANAGEMENT AND QUALITY ASSURANCE
The faculty of …………. has a Module Studies Board covering the subject of…………………, answerable
to the Faculty Quality Management Sub-Committee (FQMSC) which covers the Single Honours and
Combined Subjects provision for this subject area. This ensures that comparable quality and standards are
required of both programmes. A designated Subject Leader for the Combined Subjects provision is
responsible for ….. and represents the subject area at the Combined Subjects Programme Assessment
and Studies Boards. This ensures that issues arising across a number of subjects can be identified and a
common approach adopted, also that good practice in managing Combined Subjects provision can be
shared.
Each year the Subject Leader makes an annual report to Faculty QMSC and thence to the CS Programme
Board, as part of the CSP annual monitoring report, examining the achievements and other aspects of
students’ experiences, and reporting difficulties and successes. This ensures consistency and
communication between subject areas and the Combined Subjects programme overall in managing quality
issues.
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……………is overseen at module level by a subject external examiner – (this is normally the external
examiner who oversees the single Honours subject area). The subject is overseen at programme level by
the CSP programme external examiners who are responsible for ensuring equity of experience in both
subjects at programme level.
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QUICK REFERENCE
Panel:
External 
Internal 
Programme: New  Review  Title Change 
Replacement for existing 
SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS
(Form to be completed electronically by the Faculty and forwarded to the Quality Assurance and
Enhancement (QAE) Quality Officer supporting the Approval event, or sent to MISD for faculty devolved
processes before sending to QAE)
PROGRAMME/SUBJECT/SHORT COURSE DETAILS
Exit Award: Title of programme/award
If replacement for existing, specify title of old
Faculty(ies):
Department:
SITS Programme/Short Course code1
Programme Studies Board2
UCAS code3 (if applicable). If other please state method.
JACS code4
Qualification Level / Qualification Aim
Modes of delivery and duration:
(delete yes/no as necessary)
Full time
yes/no …….. years
Sandwich yes/no …….. years
Part time
yes/no …….. years
Work Based Learning yes/no
On-campus yes/no
Off-campus yes/no
CSP Only. Other subject combinations not allowed with
this subject:
Programme/Subject/Short Course Leader:
Date of Approval /Modification/Review
Date of next review (QAE to complete)
Start date of programme/Short Course
Number of intakes per annum and likely month(s) intake(s)
starts.
FUNDING DETAILS
Confirm funding arrangements for programme e.g.
HEFCE/TDA/NHS/Other5
If it is TDA, is it primary/secondary/F.E./Other (please
state)
Is the programme Open or Closed6:
1
To be allocated in consultation with MISD team in Planning and Finance
Programme Studies/Assessment Board that will have management responsibilities for the programme.
3 Please contact Admissions Manager for code
4 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant Faculty Associate Dean (See QAA Website
http://www.qaa.ac.uk/WorkWithUs/Documents/jacs_codes.pdf)
5 Please confer with Amanda Watson for funding status for programme
6 An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please
consult Academic Services or Planning and Finance.
2
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Yes/No
If yes please attach completed form AQH-Ciii2
ACCREDITING BODY
PROGRAMME SPECIFIC REGULATIONS
Are there to be programme specific regulations?
Yes/No
If yes, please attach completed form AQH-B3 Appendix 2
or AQH-B8.
COLLABORATIVE:
UK
Please complete details
Overseas
Collaborative model7
Institution
yes/no
yes/no
Funding arrangements8
…………………………………………..
………………………………
….……………………..
…………………………………………..
………………………………
………………………..
…………………………………………..
………………………………
…………………………
INTERIM AWARD SCHEDULE
Interim award title
Credits
required
Interim structure
Please show mandatory
requirements if applicable e.g. core
module codes
DETAILS SUPPLIED BY:
………………………………………
DATE:
………………………..
For QAE use only: Circulation list: Quality Assurance & Enhancement (files), MISD (J Ruffell, L Warner),
Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Planning (Laura
Anderson), Learning Development Services (Malcolm Creen) Central Timetabling (Alison McMahon) + for
collaborative programmes: Partnership Office Carole Green, Marketing and Recruitment (Judith Green)
7
As per QAE guidelines
Please contact Amanda Watson for confirmation of funding details
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Modules mapped against Graduate Learning (GL) Skills and Combined Subjects (CS) transferable Skills
Appendix 1
Module Title
Key:
GK1
(for GL Skills)
(for CS Transferable Skills)
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GK2
GK3
GA1
GA2
GA3
GS1
GS2
GS3
X – Covered
T – if skill is taught
D – if skill is developed
A – if the skill is assessed.
Page 11 of 15
KS1
KS2
KS3
KS4
KS5
KS6
Module list
Award,
Route (if
applicabl
e) and
Level
Module
Code
Appendix 2
Module Title
New/Exist
ing/
Modified
Module
(N/E/MM)
Module
Credit
Value
Core or option
for Major/Dual/
Minor(M/D/Mi)
M
D
Must choose
(ie
designated
option):
Pre
requisites
Mi
Core (Compulsory) Modules
Major
Dual
Minor
level 4
level 5
level 6
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Corequisites
Module
leader
Other
comment
(if
required)
JACS code
Matrix of modes of teaching, learning and assessment and specific Subject Learning Outcomes
Appendix 3
NB Text in the table below is an example. You will need some means of cross-referring to each of the learning outcomes specified for the Subject. Here they
are labelled Skills (S) / 1, 2 etc; Knowledge (K) / 1,2 etc but you need to ensure your nomenclature matches the one used in Section 3.2. *.
Module
Code
Introduction to
basket-weaving
CODE /
level 4
Theoretical
approaches to
basket-weaving
CODE /
level 4
Core /
optional
Core
Core
Modes of
T&L
Lectures,
private
study,
seminars
* L,PS,
GW
Modes of
Assessment
Coursework
(case study);
2 hr exam
S1
K1
S2
K2
Developed
Taught
Assessed
Taught,
assessed
* P, SE
D,A
T,A
T, A
K3
K4
S3
*A key for all types of Teaching, Learning and Assessment may simplify the matrix. Eg L – Lectures, PS – Private study, GW- Group Work, P-Presentation,
SE-Self Evaluation, D-Developed, T-taught, A-Assessed etc.
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Appendix 4
Assessment Criteria at the level of the target award
Please use generic assessment criteria where there are no subject specific criteria, see
AQH-F6-15. Relevant subject specific assessment criteria can only be used where they
have been approved at QMSC.
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Version History
Version
Occasion of Change
Change author
Date of
modification
September
2008
Modifications made
1.0
Original placed in
Academic Quality
Handbook
Correction to wording
and inclusion of
section 9.
S Sutcliffe
B. Ollerenshaw
J. Johnson & S
Lumsden
13/10/08
Updated SITS form
S Lumsden
9/12/2008
4.0
Graduate Academic
Learning Outcomes
A Roberts
20/10/09
5.0
Review
S Sutcliffe
10/9/2010
6.0
A Roberts
7.0
Annual review of
Quality Handbook
Annual review
8.0
Annual review
A Roberts
August
2011
August
2012
August
2013
1. table shortened,2,wording
change, 3.1, Clarification of how
CSTS can be achieved,3.2 & 4.1
clarification of wording, 4.2 table
update,7. amplified.9.added.
Combined CSP and Programme
SITS form. JACS code included
on Appendix 2
Section 3.1 Graduate Academic
Learning Outcomes updated
following review
Contact names changed to
reflect staff changes
Amended to refer to job titles,
rather than individuals
Conversion to new level
terminology
Clarification of acronyms
3.0
2.0
A Roberts
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