Module Code
UWE Credit Rating
Owning Faculty
Guidance is given in the template below in red. Please write the specification for your module over the guidance notes.
Part 1: Basic Data
Module Title
Available from Quality Account
Manager
ECTS Credit
Rating
Level Version
WBL module? Yes / No*
Department
Field
Module Type Standard, Project, or
Professional Practice
Contributes towards
Pre-requisites
Excluded
Combinations
First CAP Approval
Date
Date of first CAP approval (this date will be linked to review date and will only change on full review)
Revision CAP
Approval Date
CAP date of revisions
( 1.1, 1.2, 1.3, 2,
2.1,2.2, etc)
( 1.1, 1.2, 1.3, 2, 2.1,2.2, etc)
Co- requisites
Module Entry requirements
Valid from
Revised with effect from
If offered as CPD or stand alone
Academic session when proposed module is due to start. Actual date to be inserted on approval.
Academic session when revised programme is due to start. Actual date to be inserted on approval.
Review Date
(6 years from full
CAP approval date
Please leave blank until approval is
(not revisions) obtained.
*a WBL (Work-based Learning module) is one where learners can negotiate learning opportunities in the workplace via a learning contract and where their learning can be evidenced through assessment at appropriate levels in order to gain academic credit. WBL must form a substantial part of, or all of, the learning opportunities of a module to be defined as a WBL module. So this would include practice/placement modules (including competency assessments), WBL project modules (projects not contrived for academia only but meaningful to work and the learning is in real work time, eg. Change projects, auditing, situational analysis), volunteering modules and sandwich experiences which are captured in shell (open) modules, such as Evidencing Work-based Learning.
Part 2: Learning and Teaching
Learning
Outcomes
On successful completion of this module students will be able to:

Indicate the anticipated learning outcomes of the module bearing in mind that

Syllabus Outline
Contact Hours
Teaching and
Learning
Methods summative learning will be formally assessed. The University only gives credit for learning outcomes that have been assessed and the expectation is that
ALL indicated outcomes are assessed in the summative assessment. There may be occasions where students can avoid being assessed on a particular outcome, for example by selecting a particular question in an examination, but normally students should be prepared to be assessed on all identified outcomes.

List approximately 4-8 assessable outcomes which are appropriate for the relevant level of the module. They should reflect the difficulty of the cognitive demands made on the student, the complexity of the material/subject and the context. Outcomes are usually concerned with: knowledge and understanding, cognitive skills, subject specific skills, generic key transferable skills etc. These should inform the writing of Learning Outcomes but should not be placed under separate headings.

Indicate which learning outcomes are targeted by which elements of assessment (e.g. component A, element 2 etc)

Brief indication of topics/issues covered (eg this can be in chronological or developmental order or by topic headings. You may find it helpful to outline the syllabus by session).

Describe the contact time with staff that a student can expect in the context of other learning and teaching activities, to include all forms of scheduled contact, i.e. lectures, seminars or tutorials, laboratory sessions, site visits, studio-based sessions, field work, work-based learning or project supervision.

Contact time may also take a synchronous virtual form rather than face-toface, through the use of email discussion groups, virtual learning environments (VLEs) and other technology-aided means. It can also take place in a work-based setting.
(Remember that there is a minimum average requirement of 12 hours per week contact time over the course of a full undergraduate programme. Therefore it would normally be expected that there is a minimum average requirement for an undergraduate programme of 36 hours scheduled contact time per 15 credit module and 72 hours per 30 credit module .)
QAA guidance is available here http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/contact-hours.aspx

Indicate the Teaching and Learning Strategy of the module. How student experience is organised including broad indication of how study time, associated with the module, will be spent on different learning activities e.g. hours engaged with essential reading, case study preparation, assignment preparation and completion etc.

Identify any variations in teaching and learning strategy for different programmes, collaborations, and modes of attendance.

Indicate how the student experience is organised including how the study time associated with the module (based on 10:1 ratio of notional student study hours: credit value) will be spent on different learning activities for full time students.
Delete any part of the following learning activities not appropriate to this module.
Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration, practical classes and workshops; fieldwork; external visits; work based learning; supervised time in studio/workshop.
Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. These sessions constitute

Key Information
Sets Information an average time per level as indicated in the table below. Scheduled sessions may vary slightly depending on the module choices you make.
Placement learning : may include a practice placement, other placement, year abroad.
Key Information Sets (KIS) are produced at programme level for all programmes that this module contributes to, which is a requirement set by HESA/HEFCE. KIS are comparable sets of standardised information about undergraduate courses allowing prospective students to compare and contrast between programmes they are interested in applying for.
Further detail on Key Information Sets and how the University is implementing its requirements can be found at https://share.uwe.ac.uk/sites/ar/kis/KIS%20Background%20Information/Forms/AllItem s.aspx
This also contains further guidance on how to complete the information requested below.
A KIS is required for every undergraduate programme (including integrated Masters and foundation degrees) so please fill this section if this module will contribute to an undergraduate programme.
Double click in the table and type over the number of hours – the table will total automatically. Please ensure that it totals correctly.
Key Information Set - Module data
Numb er of credits for this module 15
Hours to be allocated
Scheduled learning and study hours teaching
Independent study hours
Placement study hours
Allocated
Hours
150 36 114 0 150
The table below indicates as a percentage the total assessment of the module which constitutes a -
Written Exam : Unseen written exam, open book written exam, In-class test
Coursework : Written assignment or essay, report, dissertation, portfolio, project
Practical Exam : Oral Assessment and/or presentation, practical skills assessment, practical exam
Please note that this is the total of various types of assessment and will not necessarily reflect the component and module weightings in the Assessment section of this module description:
Double click in the table and type over the percentages – the table will total automatically.
Please ensure that it amounts to 100%
Total assessment of the module:
Written exam assessment percentage
Coursework assessment percentage
Practical exam assessment percentage
70%
15%
15%
100%

Reading
Strategy
Indicative
Reading List
Assessment Strategy
Give a general overview of the approach that will be taken to ensure that each student has: o Access to the essential reading recommended to them o Training in how to retrieve/evaluate further readings to support their studies
For further information and guidance on the concept and practicalities of adopting
Reading Strategies please consult the following web page :
This includes examples of the approach that might be taken to complete this section of the module specification. Please note that these are purely suggestions and are designed to provide information about the strategy rather than the detail. The module leader’s interpretation will reflect the unique circumstances of the module and should be considered in the context of the possible programme paths that a student may experience, to ensure a streamlined and complementary approach.
Detailed reading lists should be made available through relevant channels, e.g. module handbooks, Blackboard, etc, and by using the reading list template which is also available from the above web page.
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification.
However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
Indicative reading list – Provide a list of examples for validation purposes only.
Current advice on reading should be provided in annual module handbook and other more frequently updated sources.
Please use the UWE Harvard format, where applicable:
Author, initial. (date) Title in italics. Place of publication: Publisher.
And list in author alphabetical order.
See the following web sites for further details of this format: http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing/uweharvard.aspx http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx
Part 3: Assessment
Strategy:

Clearly set out how the assessment will enable demonstration of the learning outcomes. Use an ‘assessment for learning’ approach, linking with the learning and teaching strategy to facilitate the process of reaching the outcomes rather than being merely after the event management

Assessment strategies should o Take account of the diversity of the student body o ‘design out’ plagiarism o Take a programme level holistic view of the assessment experience of students (including a range of assessment types and opportunities for formative feedback)

If applicable comment on the allocation of marks in group assessment.

Assessment criteria used for each component and if appropriate each element in assessment strategy. This should be aligned with learning outcomes.

Implications, if any, of assessment vehicle for collaborations or

different modes of attendance.

Assessments of Education for Sustainable Development (ESD) attributes should be made clear.

It might be useful/relevant to refer students to the university word count policy
The Assessment:

Identify duration of controlled conditions assessment and whether presentations held in-class or during the exam period.

Indicate the word length of assessment.

The assessment must enable students to achieve the learning outcomes BUT not through passing only part of module, eg if one component only and two pieces of assessment, students might be able to pass the module by only doing some of the assessment
(dependent on weighting). One component, two elements, 50/50 means high mark in half and students can achieve module but get a low overall mark (and do not achieve the learning outcomes).
 are there are any PSRB requirements which might limit reasonable adjustments?
Identify final assessment component and element i.e. Component A1, or Component B2
A: B :
% weighting between components A and B (Standard modules only)
First Sit
Component A (controlled conditions)
Description of each element
Element weighting
(as % of component)
1.
2.(etc)
Component B
Description of each element
1.
Element weighting
(as % of component)
2.(etc)
Resit (further attendance at taught classes is not required)
Component A (controlled conditions)
Description of each element
1.
2.(etc)
Component B
Description of each element
1.
Element weighting
(as % of component)
Element weighting
(as % of component)
2.(etc)
If a student is permitted a retake of the module under the University Regulations and Procedures, the assessment will be that indicated by the Module Description at the time that retake commences.