PROGRAMME
SPECIFICATION1
Programme Title: Delete and enter programme title
(Note: a separate programme specification is required for embedded programmes, i.e. HNC etc)
Partner Delivering Institution: Delete and enter name of partner
institution
Start Date: Delete and enter academic year for when the
programme will first run (i.e. 2015-16)
First Award Date: Delete and enter the academic year when this
programme will first complete (i.e. 2017-18)
Date(s) of Revision(s) to this Document: Delete and enter date
when/if changes are proposed post approval (worth
highlighting/colour coding those changes)
This programme specification template aligns with recommendations within the UK Quality
Code for Higher Education2. The information provided, by the programme proposer, in each
section is definitively agreed between the delivering institution and Plymouth University at
approval. Therefore any requests for changes to content (post the conditions set at approval)
must follow Plymouth University’s procedures for making changes to partnership
programmes3.
Contents4
PS1. Programme Details ..................................................................................................... 3
PS2. Brief Description of the Programme ............................................................................ 3
PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate) ................... 4
PS4. Exceptions to Plymouth University Regulations .......................................................... 4
PS5. Programme Aims........................................................................................................ 4
1
This Programme Specification contains no information pertaining and/or referring to any individual and is
therefore appropriate for dissemination as a public document.
2QAA, 2015, Chapter B1: programme Design, development and Approval: http://www.qaa.ac.uk/assuringstandards-and-quality/the-quality-code/quality-code-part-b, last accessed 11th May 2015.
3 If required please contact Academic Partnerships Programme Administration for assistance.
4 To update the contents list: left-click on table  left-click on ‘Update Table’  choose ‘Update Entire Table’ and
click ‘OK’
Page 1
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PS6. Programme Intended Learning Outcomes (ILO) ......................................................... 5
PS7. Distinctive Features .................................................................................................... 5
PS8. Student Numbers ....................................................................................................... 6
PS9. Progression Route(s).................................................................................................. 6
PS10.
Admissions Criteria ................................................................................................. 7
PS11.
Academic Standards and Quality Enhancement ..................................................... 8
PS12.
Programme Structure.............................................................................................. 9
PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and
Assessment ........................................................................................................................ 12
PS14.
Work Based/Related Learning .............................................................................. 16
Appendix: Click here to enter text........................................................................................ 17
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PS1.
Programme Details
Awarding Institution:
University of Plymouth
Partner Institution and
delivery site (s):
Delete and replace with partner delivering institution’s
name and site of delivery (as agreed at ADPC)
Accrediting Body:
Delete and replace with details of any accrediting
professional/statutory body or “N/A”
English5
Language of Study:
Mode of Study:
Programme Title:
Delete and replace with the appropriate entry, such as:
“Full Time” / “Part Time” / “Distance Learning” etc, or
combination
Delete and replace with: “HNC”, “FdA / FdSc”, “BA / BSc
(Hons)”, “MA” etc
Delete and replace with: “CertHE”, “DipHE”, “Ordinary
degree” etc
Delete and enter programme title
UCAS Code:
Delete and enter UCAS Code
JACS Code:
Delete and enter JACS Code
Benchmarks:
Delete and replace with reference to the benchmarks
employed. Generically these are likely to be the
Framework for Higher Education Qualifications (FHEQ),
and for Foundation Degrees the Foundation Degree
Qualification Benchmark (FDQB). Specifically, most
subject areas have a Bachelor or Masters level QAA
Subject Benchmark. For sub-level-6 these should still be
employed for guidance, and referenced here, and for
level-6 or above these should be more closely followed.
Delete and enter month and year
Final Award:
Intermediate Award:
Date of Programme Approval:
PS2.
Brief Description of the Programme
This text is definitively approved at programme approval and therefore may be directly used
for promotion of the programme without the need for further confirmation (approx.. 200-250
words):
Delete and replace with approx.. 200-250 words. As information suitable for marketing it is of
key importance that this text is in the present tense and describes the programme in a way
that satisfies your institution as the delivering institution. This may then be checked in terms
of the University’s interests as well as the sector more generally at approval, and hence any
recommendation or conditions for amendment may be specifically targeted.
5
Unless otherwise approved through Plymouth University’s Academic Development and Partnerships Committee
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PS3.
Details of Accreditation by a Professional/Statutory
Body (if appropriate)
Delete and replace with either specific information pertaining to accreditation or “N/A” if this
programme is not accredited by a professional/statutory body
PS4.
Exceptions to Plymouth University Regulations
(Note: Plymouth University’s Academic Regulations are available on the extranet:
https://www.plymouth.ac.uk/student-life/academic-regulations)
Delete and replace with either specific identification of exceptions (e.g any proposed 10
credit modules), with concise rationale, or “None”
PS5.
Programme Aims
The programme will deliver:
Delete and replace with a number-bulleted list of between 5 and 7 aims at programme level.
An option for presenting these aims, which has the benefit of ensuring they are distinct from
each other, is to align them with the list of graduate skills and attributes in section PS13, i.e:
A1: focused on knowledge and understanding
A2: focused on cognitive and intellectual
A3: focused on key transferable skills
A4: focused on employability and CPD/lifelong learning
A5: focused on practical skills
N.B. this should be written as ‘what the programme aims to do’, not what the students should
aim to achieve.
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PS6.
Programme Intended Learning Outcomes (ILO)
By the end of this programme the student will be able to:
Delete and replace with a number-bulleted list of between 5 and 7 ILOs at programme level.
These must be focused on what the students should be able to do from their studying on
core modules, and should be specifically measurable (i.e. easily apparent how a percentage
mark could be given to an assessment of each … unless a pass/fail better suits a threshold
pass for specific areas of practice). These should also employ the types of descriptors
common to programmes of this level (use of subject benchmarks, as well as FHEQ and/or
FDQB will provide a level of clarity).
Programme ILOs should be distinct from each other in order to provide useful clarity when
seeking to understand TL&A in more detail. As such, one option for presenting these may
follow a similar pattern to the programme aims as suggested in the following. It is important,
though, to note that this suits arriving at these from a focus on graduate attributes and skills
and other approaches may well be appropriate:
ILO1: knowledge and understanding – i.e. evidence that they have this to expected levels
relating to ….
ILO2: cognitive and intellectual skills – i.e. apply, analyse, evaluate, create (as
appropriate) ……. to …….
ILO3: transferable skills – i.e. be able to communicate, time manage , project manage, work
in teams etc …..
ILO4: employment – i.e. reflect, evaluate own experiences, plan, position, identify own
development …. Investigate, analyse industry etc
ILO5: practical – employ, apply specific practical skills to .......
N.B. additional ILOs (recommended 7 max.) may be employed to cover areas not
comprehensively covered by taking the approach of aligning ILOs with programme aims.
Additionally, the examples above are very generic and align with cognitive taxonomies etc.
Specific subject areas may be used to variations in terms of descriptors.
PS7.
Distinctive Features
This text is definitively approved at programme approval and therefore may be directly used
for promotion of the programme without the need for further confirmation:
Page 5
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
Delete and replace with a list of distinctive features. These should express the ‘distinctive’
nature of the programme some that they may be used for promotional purposes in a way
that satisfies the partner institution. Therefore these may be checked in terms of the
University’ and broader sector’s interests at approval and thus arrive at specific
recommendations or conditions.
An approach that is effective is to categorise parts of the list. This can be useful to enable
any marketing departments to seek the information they may require more directly (i.e. if
looking for what is distinctive regarding teaching and learning, location, facilities, student
experience, engagement with industry, fieldwork, etc).
PS8.
Student Numbers
The following provides information that should be considered nominal, and therefore not
absolutely rigid, but is of value to guide assurance of the quality of the student experience,
functional issues around enabling progression opportunities to occur and staffing and
resource planning:
Minimum student numbers per stage = Delete and replace
Target student numbers per stage = Delete and replace
Maximum student numbers per stage = Delete and replace
PS9.
Progression Route(s)
Approved ‘progression route(s)’ are those where successful achievement in this programme
enables direct alignment to join a stage of another programme. This is an approach
employed primarily for Foundation Degree students to ‘top-up’ to complete a Bachelor
degree, but may be employed for other award types.
This is in part an automated admissions criterion and therefore progression may be
impacted on by availability of a position on the progression award; however progression
opportunity, if not available in the first year of application, is guaranteed within 3-years.
Progression arrangements with institutions other than Plymouth University carry an
increased element of risk. It is necessary for the delivering partner institution to obtain formal
agreement from that institution to guarantee progression for existing students on the
programme. For progression to Plymouth University, should there be the need to withdraw
the progression route programme(s) then either this will be delayed to provide progression or
Page 6
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
appropriate solutions will be found. This arrangement is guaranteed for existing students that
complete their programme of study with no suspensions or repeat years and who wish to
progress immediately to the University.
Delete and replace with the title, institution and level of entry for the agreed progression
route(s). If any bridging modules or other entry requirements are required these should be
clearly stipulated
The contribution of marks from prior levels of study to the progression award is governed by
University regulations.
PS10.
Admissions Criteria
Qualification(s) Required for Entry to this
Programme:
Level 2:
-
Key Skills requirement / Higher Level
Diploma:
and/or
-
GCSEs required at Grade C or above:
Details:
Delete and enter information regarding the
number, levels and specific areas of
qualification. Clarity should be given if key
skills are to be allowed in replacement of
GCSEs
Level 3: at least one of the following:
-
AS/A Levels
-
Advanced Level Diploma:
-
BTEC National Certificate/Diploma:
-
VDA: AGNVQ, AVCE, AVS:
-
Access to HE or Year 0 provision:
-
International Baccalaureate:
-
Irish / Scottish Highers / Advanced
Highers:
Work Experience:
Other HE qualifications / non-standard
awards or experiences:
APEL / APCL6 possibilities:
6
Delete and enter UCAS points and any
specifics regarding subjects, levels in
specific qualifications that make up the
UCAS points and any equivalency
considerations.
Delete and either enter any specific
requirements or a comment such as
‘considered on individual merit’
Delete and either enter any specific
requirements or a comment such as
‘considered on individual merit’.
This could also include comment regarding
such as other HE awards that would be
considered for entry into level 4 of this
programme.
Delete and if APL is appropriate detail any
complex issues, such as certain modules
that cannot be APL’d against etc. If APL is
Accredited Prior Experiential Learning and Accredited Prior Certificated Learning
Page 7
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
Interview / Portfolio requirements:
Independent Safeguarding Agency (ISA) /
Disclosure and Barring Service (DBS)
clearance required:
PS11.
appropriate then this needs to include the
citation that APL will be considered as per
Plymouth University Regulations
Delete and replace with whether interviews
are to be employed. Include any information
for specifics required to meet programme
and/or module level Learning Outcomes, i.e.
assessments requiring activities out with the
classroom. If appropriate, define any more
specific details.
Delete and replace with ‘Yes or No’, and if
‘Yes’ then detail how this will be funded.
Academic Standards and Quality Enhancement
The Programme Leader/Manager (or other descriptor) leads the Programme Committee in
the following of Plymouth University’s annual programme monitoring process (APM), as titled
at the time of approval. APM culminates in the production, maintenance and employment of
a programme level Action Plan, which evidences appropriate management of the
programme in terms of quality and standards. Any formally agreed change to this process
will continue to be followed by the Programme Leader/Manager (or other descriptor) and
their Programme Committee.
Elements of this process include engaging with stakeholders. For this definitive document it
is important to define:
Subject External Examiner(s): Delete and replace with a statement that defines whether all
of this programme’s modules are covered by a single EE, or a list of modules that are
overseen by an EE for another programme.
Additional stakeholders specific to this programme: Delete and replace with information
regarding any specific stakeholders that are engaged with, in relation to the standards and
quality of the programme. Examples are: students and how they are engaged with, such as
involvement in Programme Committee Meetings, student liaison meetings etc; employers if
they are involved in any of the programme delivery or possibly through employer forums;
graduates if engaged with as alumni; academic communities engaged with; accrediting
bodies etc.
Page 8
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PS12.
Programme Structure7
For programmes containing more than one FHEQ level of study: copy and paste the table below as required (hover the mouse over the table
then left-click on the box in the top left corner to highlight the table  right-click  copy  select a line at least one further than the bottom of
this table  right-click and select ‘paste – keep formatting’
For users employing pre-2010 versions of MS Word the text entry box guidance will not be visible. Please see footnotes for guidance.
The following structure diagram(s) provides the current structure for this programme:
FHEQ level: Delete and insert level (n.b. a separate structure is needed for each level) For: Delete and insert programme title Full Time
F/T Route Year
When in Year?
(i.e. Autumn,
Spring etc)
Core or Option Module
Credits
Delete and
enter year of
delivery or “No
Full Time
Route”
Delete and
enter when in
year, i.e. which
term or
semester, or
All Year or
whether
bunched over
a shorter
period
Delete and indicate. If
optional, indicate
whether this is “Any
Mix” or whether
choices are linked in
some way
Delete and
replace with the
number of credits.
Indicate whether
the module is All
Year or delivered
in Autumn or
Spring etc
Module
Delete and insert module code
Delete and insert module title
7
The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the
programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/
shading may be used to differentiate between new modules and existing approved modules shared with other programmes.
Page 9
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
FHEQ level: Delete and insert level (n.b. a separate structure is needed for each level) For: Delete and insert programme title Part Time
P/T Route Year
When in Year?
(i.e. Autumn,
Spring etc)
Delete and
enter year of
delivery or “No
Part Time
Route”
Delete and
enter when in
year, i.e. which
term or
semester, or
All Year or
whether
bunched over
a shorter
period
Core or Option Module
Credits
Delete and indicate. If
optional, indicate
whether this is “Any
Mix” or whether
choices are linked in
some way
Delete and
replace with the
number of credits.
Indicate whether
the modules is all
year or delivered
in autumn or
spring etc
Module
Delete and insert module code
Delete and insert module title
Page 10
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
The previous table is a mandatory requirement of the approval process. An additional structure diagram may be added here, to further clarify
the design and operation of the awards proposed. A suggested simplified diagram has been inserted below; this should be deleted if not used.
Stage 1
Module
Code
Module Title
Stage 2
No. of
Credits
Core /
Optional
Module
Code
Module Title
No. of
Credits
Page 11
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
Core /
Optional
PS13.
Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment8
Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes
and skills relevant to the programme and where and how these are operationalized. The interrelated factors of Teaching, Learning and
Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these
are specifically distributed within the programme.
Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas
and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure
changes occur is also important:
FHEQ level: Delete and replace with level of study (i.e. 4, 5, 6, 7)
Prog
Definitions of Graduate Attributes and
Teaching and Learning
intended
Range of
Prog Aims
Skills Relevant to this Programme
Strategy / Methods
Learning
Assessments
Outcomes
Knowledge / Understanding:
Related
Core
Modules
Delete and replace with a citation for the
benchmarks referred to when writing the
following (QAA Subject Benchmark and/or
Framework for HE Quals (FHEQ) and/or
Foundation Degree Qualifications Benchmark
8
For programmes containing more than one FHEQ level of study, i.e. a bachelor programme with levels 4, 5 & 6, a separate map must be provided for each level. The table
should be copied and pasted to enable this.
Page 12
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
(FDQB) as appropriate)
Primary:
Delete and
Delete and replace with a list
replace with a
of the primary teaching and
Delete and
list of the
learning methods appropriate
By the end of this level of this programme the
replace with
Delete and replace with
Delete and
core modules
to knowledge and
students will be able to demonstrate for a
the relevant
a list of the assessments
replace with
that have
understanding
threshold pass:
numbered
considered most
the relevant
learning
Secondary/Supplementary:
Delete and enter descriptive text relating to
programme
relevant to test
numbered
outcomes
Delete and replace, if
broad yet comprehensive expectations for a
level
knowledge and skills in
programme
related to
appropriate (or enter “None”),
threshold pass in terms of knowledge and
intended
the context of this
level aims.
knowledge
with a list of supplementary
understanding at this level of the programme.
learning
programme.
and
teaching and learning methods
outcomes.
understandin
that may be considered
g.
appropriate to knowledge and
understanding.
An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge
and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
Cognitive and Intellectual Skills:
Delete and replace with a citation for the
benchmarks referred to when writing the
following (QAA Subject Benchmark and/or
Framework for HE Quals (FHEQ) and/or
Foundation Degree Qualifications Benchmark
(FDQB) as appropriate)
By the end of this level of this programme the
students will be able to demonstrate for a
threshold pass:
Delete and enter descriptive text relating to
broad yet comprehensive expectations for a
threshold pass in terms of cognitive skills at this
level of the programme.
Primary:
Delete and replace with a list
of the primary teaching and
learning methods appropriate
to cognitive and intellectual
skills.
Secondary/Supplementary:
Delete and replace, If
appropriate (or enter “None”),
Delete and
replace with
the relevant
numbered
programme
level aims.
Delete and
replace with
the relevant
numbered
programme
level
intended
learning
outcomes.
Delete and replace with
a list of the assessments
considered most
relevant to test cognitive
and intellectual skills in
the context of this
programme.
Page 13
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
Delete and
replace with a
list of the
core modules
that have
learning
outcomes
related to
cognitive and
with a list of supplementary
intellectual
teaching and learning methods
skills.
that may be considered
appropriate to cognitive and
intellectual skills.
An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and
intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
Key Transferable Skills:
Delete and replace with a citation for the
benchmarks referred to when writing the
following (QAA Subject Benchmark and/or
Framework for HE Quals (FHEQ) and/or
Foundation Degree Qualifications Benchmark
(FDQB) as appropriate)
By the end of this level of this programme the
students will be able to demonstrate for a
threshold pass:
Delete and enter descriptive text relating to
broad yet comprehensive expectations for a
threshold pass in terms of key transferable skills
at this level of the programme.
Primary:
Delete and
Delete and
Delete and replace with
Delete and
Delete and replace with a list
replace with
replace with
a list of the assessments replace with a
of the primary teaching and
the relevant
the relevant
considered most
list of the
learning methods appropriate
numbered
numbered
relevant to test key
core modules
to key transferable skills.
programme
programme
transferable skills in the
that have
Secondary/Supplementary:
level aims.
level
context of this
learning
Delete and replace, If
intended
programme.
outcomes
appropriate (or enter “None”),
learning
related to key
with a list of supplementary
outcomes.
transferable
teaching and learning methods
skills.
that may be considered
appropriate to key transferable
skills.
An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically key
transferable skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
Employment Related Skills:
Delete and replace with a citation for the
benchmarks referred to when writing the
Page 14
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
following (QAA Subject Benchmark and/or
Framework for HE Quals (FHEQ) and/or
Foundation Degree Qualifications Benchmark
(FDQB) as appropriate)
By the end of this level of this programme the
students will be able to demonstrate for a
threshold pass:
Delete and enter descriptive text relating to
broad yet comprehensive expectations for a
threshold pass in terms of employment related
skills at this level of the programme.
Primary:
Delete and
Delete and
Delete and replace with
Delete and
Delete and replace with a list
replace with
replace with
a list of the assessments replace with a
of the primary teaching and
the relevant
the relevant
considered most
list of the
learning methods appropriate
numbered
numbered
relevant to test
core modules
to employment related skills.
programme
programme
employment related
that have
Secondary/Supplementary:
level aims.
level
skills in the context of
learning
Delete and replace, If
intended
this programme.
outcomes
appropriate (or enter “None”),
learning
related to
with a list of supplementary
outcomes.
employment
teaching and learning methods
related skills.
that may be considered
appropriate to employment
related skills.
An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically employment
related skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
Practical Skills:
Delete and replace with a citation for the
benchmarks referred to when writing the
following (QAA Subject Benchmark and/or
Framework for HE Quals (FHEQ) and/or
Foundation Degree Qualifications Benchmark
(FDQB) as appropriate)
By the end of this level of this programme the
students will be able to demonstrate for a
threshold pass:
Delete and enter descriptive text relating to
broad yet comprehensive expectations for a
threshold pass in terms of practical skills at this
level of the programme.
Primary:
Delete and replace with a list
of the primary teaching and
learning methods appropriate
to practical skills.
Secondary/Supplementary:
Delete and replace, If
Delete and
replace with
the relevant
numbered
programme
level aims.
Delete and
replace with
the relevant
numbered
programme
level
intended
Delete and replace with
a list of the assessments
considered most
relevant to test practical
skills in the context of
this programme.
Page 15
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
Delete and
replace with a
list of the
core modules
that have
learning
outcomes
appropriate (or enter “None”),
learning
related to
with a list of supplementary
outcomes.
practical
teaching and learning methods
skills.
that may be considered
appropriate to practical skills.
An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically practical skills
in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
PS14.
Work Based/Related Learning9
WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE programmes there
should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:
FHEQ level: Delete and replace with the level of study (n.b. a separate table should be provided for each level)
Range of
Related Core
WBL/WRL Activity:
Logistics
Prog Aim
Prog Intended LO
Assessments
Module(s)
Delete and replace
with a title for the
Delete and replace
Delete and replace with
Delete and replace
Delete and replace
Delete and replace with
specific WBL / WRL
with the numbered
a list of the
with the ‘where,
with the numbered
a list of the core
activity (i.e. particular
programme level
assessments
modules that have
when, how’
programme level aim
considered most
placement / visits /
intended learning
learning outcomes
parameters for this
appropriate to this
relevant to test this
guest talks / use of
outcome appropriate
related to this actvity.
activity.
activity.
activity.
trade shows as
to this activity.
assessments etc)
An explanation of this map:
Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically WBL and/or
WRL (ass appropriate) in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.
9
The provided table includes only a single line. This will need replicating for each WBL/WRL activity (I,e, placements / real-world industry provided problems to solve / visits /
trade shows etc). Additionally, the table should be replicated for each stage of the programme for clarity.
Page 16
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Date of approval or most recent subsequent amendment: Delete and insert
Academic Partnerships Programme Specification Version 1.2 (2015-16)
PLYMOUTH UNIVERSITY MODULE RECORD
Appendix: Click here to enter text.
(To create additional appendices simply copy and paste the above heading.)
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Academic Partnerships Programme Specification Version 1.2 (2015-16)