Programme Specification
[award, e.g. MSc] [title of course]
For prospectus details about the programme, please see [Prospectus URL for the programme]
AWARD DETAILS
Title and name of final award(s)
Master of Science (MSc) [title of course]
Certificates awarded for the degree will state the following:
{Name}, having completed the approved course of study and passed the examinations has this day been
admitted by The London School of Hygiene and Tropical Medicine to the University of London Degree of MSc
{style and title of programme}.
Level of the programme
All modules and awards offered under the programme are at Level 7 (also known as ‘M’ Masters level)
of the Framework for Higher Education Qualifications in England, Wales & Northern Ireland (FHEQ).
For further information, please see
www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Relevant QAA subject benchmark
Not applicable
For more information on subject benchmarking, please see
www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx
Awarding body:
University of London

Registering body: The London School of Hygiene & Tropical Medicine (LSHTM)

Examination body: The London School of Hygiene & Tropical Medicine (LSHTM)
For more information on LSHTM and the University of London, please see www.lshtm.ac.uk and www.lon.ac.uk
Accreditation by professional or statutory body (if applicable)
Not accredited by any other body
Language of study and assessment
English
Please see ‘English language requirements’ further below regarding the standard required for entry.
ADMISSIONS INFORMATION
General entrance requirements
Applicants must normally satisfy LSHTM’s general entrance requirements and additional programmespecific entrance requirements to be considered for admission. Applications must be submitted in
accordance with the procedures and deadlines given in the web-based or printed prospectus.

The normal minimum entrance qualification for registration is at least a second-class Honours
degree of a UK university, or an overseas qualification of an equivalent standard, or a registerable
qualification in medicine, dentistry or veterinary studies appropriate to the programme. Applications
with an appropriate technical qualification, or equivalent qualification and experience from
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overseas, are also welcomed.

Any prospective student who does not meet the above minimum entry requirement, but who has
relevant professional experience, may still be eligible for admission. The Registry can advise on
eligibility to apply in such cases.
For further information, please see www.lshtm.ac.uk/study/howto/applforstudy.html
English language requirements
It is essential to have an excellent command of the English language to benefit from studying for the
programme. All students will be required to obtain an acceptable score in an approved English
language test if their first language is not English or if their studies at university have not been
conducted wholly in the medium of English. Any English language tests must have been taken no
more than two years before the date a student commences the programme. LSHTM may also request
that an applicant take a test even if the above conditions have been met.
Acceptable tests and scores are as follows:
Test
IELTS General/Academic *
Minimum overall score
7.0
Minimum in written component
7.0
Pearson Test of English (PTE Academic)
68
68
TOEFL Computer
250
5.0
TOEFL Internet
TOEFL Written
100
600
24
5.0
* Regarding IELTS: in addition to a minimum 7.0 in the written component of the test, students must achieve a
minimum score of 5.5 in each of the other three components (listening, reading and speaking).
For further information, please see www.lshtm.ac.uk/study/english.html
Financial requirements
All students are required to have sufficient funds to cover programme tuition fees, living expenses and
any travel and project costs for the duration of their studies. Tuition fees are payable in full on
registration. The School is not able to provide financial assistance to any student whose funds prove
to be inadequate at any stage during the programme. Students offered admission will be required to
sign a financial declaration form confirming that they understand this situation and will have sufficient
financial support for the duration of their studies. Evidence of available funds may be required.
For up-to-date information on fees and costs, please see www.lshtm.ac.uk/study/funding/index.html and click on
‘Tuition Fees and Expenses’.
Students with disabilities (including dyslexia and mental health issues)
LSHTM welcomes applications from students with disabilities – which may include sensory impairment
(visual/hearing), mobility or dexterity impairment, chronic medical conditions (e.g. diabetes, HIV,
epilepsy, asthma) or chronic pain/fatigue, mental health difficulties, specific learning difficulties (e.g.
dyslexia or dyspraxia), Aspergers Syndrome and other autism spectrum disorders, or any other
condition which has a long-term and adverse effect on studying.
The School aims to offer as much appropriate assistance as possible to accommodate individual
needs, and will take all reasonable steps to ensure that both the application procedure and the
programme itself are organised and delivered to offer all students the opportunity to participate fully.
Applicants are encouraged to disclose any specific disability at the time of application (via the ‘Equal
Opportunities’ and ‘Investigating Access’ forms), and let the Registry know if anything further can be
done to make the application and selection process as accessible as possible. This helps the School
to ensure that applicants’ specialist needs can be understood, and any obstacles minimised,
throughout the application and admission process.
Once registered, the School can provide specific support to students with disabilities throughout their
studies. Students are encouraged to disclose any disability from as early as possible; the Student
Adviser can answer queries and provide confidential advice at any point. Any special arrangements,
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for example regarding examinations, may be made via the Student Adviser.
Please see further information at www.lshtm.ac.uk/study/usefulinfo/disability/index.html. Applicants should e-mail
registry@lshtm.ac.uk with any specific queries. Registered students should contact disability@lshtm.ac.uk
Intake quota
There is no specific intake quota for the programme, but numbers admitted each year are limited.
Applications for places are reviewed and any offer letters are issued in the order in which they arrive.
Prospective students are therefore encouraged to apply as early as possible, as admittance to the
programme may close up to several months ahead of the start of each new academic year. Applicants
wishing to be considered for School scholarships are advised to apply by no later than the 1st of March
for studies starting in September.
For information about sources of funding and scholarships, please see www.lshtm.ac.uk/study/funding/
PROGRAMME AIMS AND OBJECTIVES
Educational aims of the programme
The aim of the programme – consistent with LSHTM’s mission to improve health worldwide – is
[overall aim(s) of the programme to be set out, as a short line or paragraph]
For further information, please see [Prospectus URL for the programme]
Learning, teaching and assessment methods
The programme is taught through a variety of teaching methods including: lectures, small group
seminars, practicals, and groupwork with peers. All elements of the programme have specific learning
objectives, with content designed to help students achieve these outcomes. Students are expected to
learn through both directed and self-directed study.
The programme is assessed through individual module assessments (which may include essays,
other written coursework, short written exams, practical exams, groupwork, presentations or other
methods), formal summer exams, and a project report. Such tasks are designed to assess, via the
most appropriate method, whether learning objectives have been met.
For further information, please see www.lshtm.ac.uk/edu/qualityassurance/qualitymanagement.html
Intended learning outcomes
By the end of the programme, students will be expected to achieve the following learning outcomes –
drawing on material taught across different elements and assessed in a variety of ways.
Learning outcome
Programme element
Assessment methods
Other points to note
(i) [learning outcome]
[programme element, e.g.
specific module, exams
or project]
[assessment method(s),
e.g. written essay, practical
test, groupwork etc.]
[comment where
relevant]
(ii) [learning outcome]
[programme element]
[assessment method(s)]
[comment where
relevant]
(iii) [learning outcome]
[programme element]
[assessment method(s)]
[comment where
relevant]
(iv) [learning outcome]
[programme element]
[assessment method(s)]
[comment where
relevant]
(v) [learning outcome]
[programme element]
[assessment method(s)]
[comment where
relevant]
For further information, please see the programme handbook.
Distinctive features of the programme
[‘Unique selling points’, or aspects of the programme that are worth mentioning but might not
otherwise be highlighted by the programme specification template, should be described here]
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For further information, please see [Prospectus URL for the programme]
LEARNING TIME
Modes of study and duration of study
The main part of the programme is taught ‘face-to-face’ at LSHTM in London. There is also a limited
opportunity to take some LSHTM modules via distance learning, as ‘blended learning’ options.
After the end of formal teaching in May, the final part of the programme is a period of up to three
months intensive project work. If appropriate, part or the whole of the project period may be spent
away from the School, whether in the UK or abroad.
The programme may be taken on a full-time, part-time or split-study basis, as follows:
Mode
Standard period of registration
Maximum period of
registration
Full-time (involves attending the School five days
each week during term-time)
49 weeks
2 academic years
Part-time (involves attending the School at least
two days each week during term-time)
1 year 49 weeks
3 academic years
Split study* (involves attending the School five
days each week during term-time, with a one-year
gap part-way through the programme)
1 year 49 weeks
3 academic years
The standard period of registration is also the minimum. Any exemptions from this must be agreed on
an individual basis.
* Students taking the programme by split study over two years attend full-time for part of Year 1, then take a oneyear break, and undertake the remainder of the programme in Year 2. The split can occur at any module or slot
end-point between the end of Term 1 and the end of formal teaching in May, by prior arrangement with the
Course Director. With split study, Paper 1 of the formal exams will normally be taken at the end of Year 2, but
may be taken at the end of Year 1 after discussion and agreement with the relevant Course Director. Paper
2 must normally be taken at the end of Year 2, and the project report must normally be undertaken in Year 2.
Mode of study information is also given at www.lshtm.ac.uk/study/usefulinfo/modeofstudy/index.html
Estimated number of study hours
The programme comprises a total of 1,800 notional learning hours (180 UK credits at Masters level),
based on a mix of contact teaching time, directed study, and self-directed study time plus assessment.

It is generally expected that full-time students will spend on average 35-40 hours a week on study,
including face-to-face sessions and private study. During term-time, each week will typically
include 30 hours of contact time within the School and 10 hours of self-directed study.

Part-time students usually study approx. 18-20 hours per week over two years, including face-toface sessions and private study. During term-time, each week will typically include 15 hours of
contact time within the School and 5 hours of self-directed study.

Split study is expected to require the same amount of study time as full-time study during periods
of active registration at the School, but there is no required time commitment during the one-year
break.
For further guidance on study patterns, please see the programme handbook.
CREDIT AND ASSESSMENT REQUIREMENTS
Credit scheme
The programme operates a credit system which is consistent with the Higher Education Credit
Framework for England, and compatible with the European Credit Transfer and Accumulation System
(ECTS). LSHTM credits are awarded for successful completion of modules and the project – all of
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which are at Level 7, Masters level, of the Framework for Higher Education Qualifications in England
(FHEQ).
Award of the MSc degree is based on successfully obtaining 180 credits in total, equivalent to 90
ECTS credits. It is normally required that all credits be obtained from approved LSHTM modules.
Further information about the credit systems used by universities in the UK and Europe is available in:
 The Higher Education Credit Framework for England,
www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/creditframework.pdf
 The Framework for Higher Education Qualifications in England,
www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
 The European Credit Transfer and Accumulation System, http://ec.europa.eu/education/lifelong-learningpolicy/doc48_en.htm
Assessment
Assessment at LSHTM uses a Grade Point Average (GPA) scheme, running from 5 (excellent) to 0
(very poor fail) and with a pass threshold of 2 (satisfactory).
For students who have obtained sufficient credit and are hence due an award, degree classifications
of Pass or Distinction are determined by combining grades from modules, exams and the project to
calculate a degree GPA.
Details of how degree GPA is calculated, and the GPA required to obtain a Distinction, are given in the detailed
award scheme for the programme at intra.lshtm.ac.uk/registry/regulations/taught_regulations/
Programme components and requirements
The programme is split into 3 major assessed components:
When
What
Credits
Assessment
Grades to be
awarded credits
Term 1 (Oct-Dec) plus
summer exams
Terms 2 & 3 (Jan-May)
Term 3
(June-Sept)
A range of taught modules of
different sizes
5 individual taught modules
Research
project
60 credits (awarded as a block)
75 credits (15 credits per module)
45 credits (a
single piece of
work)
Unseen written exams in the
summer (Papers 1 & 2)
In-course assessment for each
module
Project report
(max.10,000
words)
Marks required:
A minimum mark of 2 is required for
each module; one module with a mark
of 1 to 1.99 can be compensated
provided the combined GPA for the 5
modules is ≥ 2
A minimum
mark of 2 is
required.
Papers combined = ≥ 2, with
Paper 1 = ≥ 1 and
Paper 2 = ≥ 1
Further general information about MSc programme structures is given at
www.lshtm.ac.uk/study/masters/masters.html
CALENDAR AND CURRICULUM
Study calendar
The academic year is broken up into three terms. Students are also expected to continue their studies
(through reading, revision etc.) during the breaks between terms.
Term 1 (Autumn) runs from September to December (12 weeks total).

There is a compulsory orientation and induction week for new students at the very beginning of the
term.

Formal module teaching then runs for 5 weeks, followed by a Reading Week in early November
(which may include some specific programme-level sessions), then a further 5 weeks of module
teaching.
5 of 28
Term 2 (Spring) runs from January to March (11 weeks total).

In the first 5 weeks, two modules are taken; one in the ‘C1’ slot running from Monday through to
Wednesday morning, and one in the ‘C2’ slot running from Wednesday afternoon through to
Friday.

This is followed by a Reading Week in early February, which may include programme-level
sessions.

In the next 5 weeks, two more modules are taken; in the ‘D1’ slot running from Monday through to
Wednesday morning, and in the ‘D2’ slot running from Wednesday afternoon through to Friday.
Term 3 (Summer) runs from April to September (5 weeks teaching, 2 weeks run-up to examinations,
plus approximately 11 further weeks intensive project work).

In the first 5 weeks, a final module is taken in the ‘E1’ slot running from Monday through to
Wednesday morning; the rest of each week is set aside for revision, programme-level sessions
and project work.

After teaching finishes, there is a short gap for final revision ahead of exams in late May or early
June.

After the exams, project work should take place in earnest over the period from June to August,
with a project report hand-in date at approximately the beginning of September.
Specific term dates are available at www.lshtm.ac.uk/aboutus/termdates ; more detailed guidance and deadlines
are given in the programme handbook.
Modules
Modules are taken over all three terms. Those available through the programme are categorised as
either compulsory (core modules), recommended (obvious choices highly relevant to the programme)
or optional (alternative modules which may be more relevant to individual students’ interests).
Term
Compulsory modules
Recommended modules
Optional modules
Term 1
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
Term 2,
C1 slot
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
Term 2,
C2 slot
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
Term 2,
D1 slot
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
Term 2,
D2 slot
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
Term 3,
[list of compulsory modules]
[list of ‘closed-blob’ modules]
[list of ‘open-blob’ modules]
E-slot
In addition:

Training sessions covering areas like introduction to computing, basic maths skills, English for
academic purposes, using library resources, study skills and more are offered during the
programme of the year (most being available from early in Term 1).

Students are encouraged to attend the Global Health Lecture Series which runs weekly during
term-time in Terms 1 and 2.
Further details about modules are given in the programme handbook and in the LSHTM-wide module handbook
available at www.lshtm.ac.uk/study/msc_module_handbook/
Formal summer examinations
The formal examinations held in Term 3 consist of two unseen written examinations, known as Papers
6 of 28
1 and 2. Each exam lasts three hours. Paper 1 primarily examines specific content from Term 1
teaching, while Paper 2 tests the ability to integrate knowledge acquired from across the whole of the
programme.
Further details about summer exams are given in the programme handbook.
Project report
As the last major component of the programme, students undertake a research project on a relevant
topic – assessed through a written-up report. The project should be an independent piece of work,
appropriately guided and supported by a supervisor and other relevant staff. The topic should be
selected and a project proposal drawn up by the end of Term 2, for approval by the supervisor or
personal tutor. Substantive work, including any travel or fieldwork, should start after the exams in the
summer. The final report, to be submitted at the beginning of September, should be between 7,000
and 10,000 words long.
Criteria and further details about projects are given in the project handbook for the programme.
STUDENT SUPPORT, GUIDANCE AND RESOURCES
Student charter
LSHTM has a student charter which summarises the standards of service the School expects and
aspires to offer students, as well as the standards of conduct which students should expect and aspire
to follow in turn. Students and prospective students are encouraged to read this.
The LSHTM student charter is available at www.lshtm.ac.uk/edu/qualityassurance/student_charter.pdf. A
general summary of support and services offered to students is given at
www.lshtm.ac.uk/study/usefulinfo/services-support/index.html
The student community
All students on the programme are members of the LSHTM Student Representative Council (SRC).
The SRC provides a focus for student opinion and identity across LSHTM, through representation on
committees and by acting as a link between staff and students. In addition, the SRC organises
LSHTM-wide social and sporting events. Students are also able to use the facilities of the University of
London Union (ULU).
Students on the programme elect representatives to liaise with staff and help communicate student
views, as well as to help arrange social activities.
For further information, please see www.lshtm.ac.uk/src and www.ulu.co.uk
Personal tutors
Students on the programme are allocated a personal tutor who can provide both academic guidance
and more general support or pastoral care. The personal tutor relationship is not about direct teaching
– although tutors can recommend or arrange for their tutee to see other specific members of staff
regarding specific academic matters. Personal tutors mainly act as a point of contact to discuss
practical issues or questions regarding the programme, such as module choices or project selection,
or as a first-line sympathetic ear for personal problems.
Further details about personal tutoring arrangements are given in the programme handbook.
Student advice and counselling
The Student Advice & Counselling Service offers advice and support for any practical or emotional
issues students may experience during their time at LSHTM. The Student Adviser can offer impartial
advice on a range of issues including accommodation, financial concerns and immigration. The
Counsellor is available to talk to any student who is experiencing anxiety or stress, study-related or
otherwise.
All appointments with the Student Adviser or Counsellor are strictly confidential, and no information
volunteered by a student will be passed on to anyone else without permission.
For further information, please see http://intra.lshtm.ac.uk/studentadvice
7 of 28
Healthcare
LSHTM students can usually register with the Bedford Square Medical Centre at 60 Bloomsbury
Street, which offers an NHS GP (general practitioner) medical service. Alternatively, students can
also register with a local NHS GP near their home address.
For further information about the postcodes covered by the Bedford Square Medical Centre, please see
intra.lshtm.ac.uk/studentadvice/healthcare/index.html. For further information about finding a GP near your home
address, please see www.nhs.uk
Learning resources and facilities
Students on the programme have access to comprehensive library and IT (computing) resources and
facilities, as well as many other standard facilities such as the Refectory, common rooms, etc.
For further information, please see www.lshtm.ac.uk/library (Library) and www.lshtm.ac.uk/its (IT Services)
English language support
While all students are required to demonstrate English language proficiency in line with the School’s
minimum requirements in order to be accepted on the programme, LSHTM provides free 'English for
Academic Purposes' classes aimed at students whose first language is not English and who would like
further support in adjusting to the demanding standards of postgraduate university study in Britain.
For further information, please see www.lshtm.ac.uk/edu/english.html
Further learning support
In addition to programme-level activities and academic support from personal tutors and teaching
staff, LSHTM offers specific training sessions in areas such as basic maths skills and introductorylevel computing. A series of study skills workshops are held throughout the year on topics such as
effective reading and coping with exams. Students with disabilities such as dyslexia should contact the
Student Adviser for appropriate guidance and support.
For further information, please see www.lshtm.ac.uk/edu/studyskills.html . Please also see earlier sub-section on
‘Students with disabilities’ regarding disability support.
Careers advice and resources
The School’s Careers Service can provide confidential advice and guidance appropriate to the diverse
needs of students at the School, from those with established careers who wish to change direction to
those who have come from their first degree and are looking to establish a career. Advisers can assist
on an individual basis (including help with career planning, CV writing and interview technique), in
small groups, or through School-wide events (arranging regular careers fairs and forums, talks by
speakers from relevant organisations, and workshops on essential career skills).
The on-site Careers Centre offers a central reference point for job vacancies, careers information and
literature and employer information. The LSHTM Careers Service is also part of the Specialist
Institutions' Careers Service (SICS) of the University of London Careers Group, and students can
access their even more extensive resources.
For further information, please see www.lshtm.ac.uk/careers and www.careers.lon.ac.uk
PROGRAMME QUALITY
Quality evaluation and enhancement
The programme is subject to LSHTM’s rigorous quality assurance processes, including both standard
annual monitoring and an extensive special review every five years.
As students reach the end of the programme, they are asked to give specific feedback both via class
discussion sessions and an end-of-programme survey. Feedback on other topics, including the
content of specific modules as well as more general issues like Library facilities, will also be sought at
intervals throughout the period of study. Such feedback is anonymised, analysed, discussed and
followed up by appropriate committees and functions within the School.
Operation of the programme itself is overseen by a dedicated committee. A range of further LSHTM
8 of 28
committees and functions are responsible for identifying and resolving any problems, improving
programme quality and enhancing the student experience on an ongoing basis.
For further information, please see www.lshtm.ac.uk/edu/qualityassurance
External Examiner
{Name of External Examiner} – [Name of Institution]
Repeat as necessary
The standard of awards is scrutinised by the above External Examiner(s), according to LSHTM policies and
procedures consistent with UK national best practice. External Examiners are senior academics from other
institutions or subject experts, who provide independent scrutiny of both the setting and marking of
assessments. They provide annual reports which are scrutinised both at course level and centrally, and are
publicly available via www.lshtm.ac.uk/edu/qualityassurance/annualmonitoring.html.
AFTER GRADUATION
Possible routes to further study
Successful completion of the programme may serve as excellent preparation for students who wish to
go on to take a higher degree, such as a PhD, DrPH or MPhil – whether to be undertaken at LSHTM
or elsewhere.
For further information on research degrees at LSHTM, please see www.lshtm.ac.uk/study/research/index.html
Possible graduate employment routes
The programme is suitable for those aiming to work as [list of broad roles to be set out, referencing
specific sectors or discipline areas as appropriate]
It may be noted that LSHTM has links with the World Health Organisation (WHO Collaborating
Centre), UK Department of Health, UK National Health Service and NHS Graduate Scheme, UN High
Commission on Refugees, International Committee of the Red Cross, Médecins Sans Frontières,
Oxfam, GOAL, Merlin, International SOS, Save the Children, Malaria Consortium, Action Against
Hunger, International Medical Corps, DOCS International, Emergency, Medair, Médecins Du Monde,
the Bill & Melinda Gates Foundation, the Clinton Foundation HIV/Aids Initiative, the UK Health
Protection Agency, UK National Institute for Health & Clinical Excellence, UK Office for National
Statistics, Public Health Resource Unit, UK Civil Service Fast Stream, and amongst many other
organisations.
For further information, please see www.lshtm.ac.uk/careers/resources/graduate_destinations.doc
The Alumni Association
Membership of the LSHTM Alumni Association is free and open to all former students of LSHTM. This
is a diverse community of over 15,000 alumni in more than 180 countries, including local chapters,
and with regular events, communications and opportunities to meet fellow alumni in many different
parts of the world. The Association aims to provide past students with lifelong links to the School and
each other, and is keen to foster a vibrant and active alumni community. All alumni are encouraged to
register their details and participate further.
For further information, please see www.lshtm.ac.uk/alumni or email alumni@lshtm.ac.uk
ABOUT THIS DOCUMENT
This programme specification applies for the academic year [Year]
Last revised [Date / Month / Year], by [Name]
This Programme Specification has been developed in line with the nationally agreed reference points for
assuring the quality and standards of higher education in the United Kingdom, known as the Academic
Infrastructure. For further information, please see www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx
9 of 28
Annex 2: Guidance on completing Programme Specifications
Introduction
The following notes provide guidance for Course Directors in completing or updating Programme
Specifications.
 These notes relate to the blank/generic template given at Annex 1, which is specifically
intended for face-to-face course. A slightly different template applies for distance learning
courses, but covers broadly similar areas and much of the guidance below will remain valid.
 Items [in yellow] on the module specification template will need to be specifically written or
adjusted for each course (courses are also referred to as ‘programmes’ in this). Course
Directors should also adjust any other generic text that is not correct.
 Otherwise, the focus of the notes below is on areas where more substantial variations may
need to be made for specific courses.
 Please refer back to the main body of the Course and Module Design Code of Practice for
further guidance on topics such as learning outcomes, qualification levels, learning time, credit,
teaching, learning and assessment methods, etc. QAA’s Quality Code chapter A3 has further
good-practice guidance on preparing programme specifications – see
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A3.aspx
Start of specification
 URL: All courses will have specific prospectus webpages set up by the Registry, accessible via
www.lshtm.ac.uk/study . Please specify the URL for this.
Award details
Title and name of final award(s)
 This should be amended further for non-MSc programmes or those which offer several levels of
award, e.g. PGCert and PGDip, or have stream options spelt out in the degree award.
Awarding, Registering and Examination bodies
 For joint or collaborative courses, amend details as appropriate – e.g. to indicate a ‘Primary’
registering body, or a ‘Lead’ examination body other than LSHTM.
 Note that for distance learning courses: the primary registering body is the University of London
International Programmes, and students are also dual-registered with the London School of
Hygiene & Tropical Medicine; the examination body is the University of London International
Programmes, through which the London School of Hygiene & Tropical Medicine operates as a
Lead College.
Accreditation
 Where a programme is accredited, please state the name of the accrediting body or bodies and
type/title of accreditation given, as well as giving a web URL for the relevant body or bodies.
Admissions information
General entrance requirements
 The template gives standard text indicating the School’s normal minimum requirement of a
second-class Honours degree or equivalent. However, many courses will need to amend this to
reflect further or higher specific requirements where these have been approved, e.g. requiring
the equivalent of a 2.1 minimum, or specific work experience.
Intake quota
 Details about recommended timing of applications, and when admissions are likely to close
may need to be adjusted for certain individual courses – particularly non-MSc courses.
10 of 28

The standard scholarships application date (March 1st) may need to be adjusted for courses
which do not have access to scholarships or where this date would not be appropriate.
Programme aims and objectives
Learning, teaching and assessment methods
 First paragraph to be adjusted as appropriate for individual courses, e.g. to spell out use of
laboratory practicals or computing practicals.
 Second paragraph to be adjusted where necessary, particularly to add a mention of
“programme-specific practical exams” where relevant (insert this before “formal summer
exams”).
Intended learning outcomes
 Intended learning outcomes for the course should be matched up with the programme
elements and assessments which cover and examine the relevant knowledge and skills. This
table is also know as a ‘Course Map’. There should be one row for each learning outcome;
some of these may match up to the same programme elements or assessment methods, but
the key point is that no intended learning outcome should not be matched up.
Learning time
Modes of study and duration of study
 The first line, about programmes being taught face-to-face in London, should be changed
where appropriate to reflect any substantial teaching conducted elsewhere, e.g. for joint
courses or distance learning. The second line of this paragraph, about available blended
learning options, should be deleted if not appropriate.
 In the second paragraph, the second line (about projects being undertaken away from the
School) may be changed where appropriate – e.g. to disallow project work overseas or require
specific Course Director approval for it, if this is the approach agreed for a particular course.
 In the second part of this section, describing available modes of study (full-time, part-time, split
study), any options which do not apply should be deleted or changed as appropriate. Distance
learning courses would need to describe how they operate instead.
Estimated number of study hours
 The bullet-points on part-time and split-study should be deleted where not applicable.
Credit and assessment requirements
Programme components and requirements
 The table of ‘3 major assessed components’ is applicable for F2F MSc courses, but will need to
be removed entirely for non-MSc courses and replaced with specific details.
 Otherwise, against ‘Assessment’, in the box under Term 1 about “Unseen written exams in the
summer (Papers 1 and 2)”, certain courses will need to add “plus a practical exam in Term 1”.
 Against ‘Assessment’, in the box under Term 3 about project reports, certain courses will need
to replace the limit ‘max.10,000 words’ with a page limit instead, where this has been approved.
Calendar and curriculum
Study calendar
 This section may need to be amended to add details of field trips or other relevant activities, or
changed more substantively for non-MSc courses.
Modules
 This section may need to be substantively amended for non-MSc courses.
 Where a course offers either formal or informal streams (or themed pathways of module
choices), this should be described either before or after the list of modules.
11 of 28
Formal summer examinations
 This section should be adjusted where necessary – particularly to mention any Term 1 practical
which may be counted along with the summer exams towards credits for the ‘super-module’.
Project report
 This section should be adjusted where necessary – particularly for courses which offer an
‘extended project’ option.
 Recommended word limits should be replaced with a maximum page limit instead, where this
has been approved (e.g. for MSc Medical Statistics).
Student support, guidance and resources; programme quality

These sections consist of generic wording or descriptions of provision which are expected to
apply broadly across the School. However, these may be appropriate to amend or adjust in
places for non-MSc courses or distance learning courses – e.g. where personal tutors are not a
feature of the course, or to remove references to services only available to face-to-face
students.
Programme quality
External Examiner
 The name of the External Examiner(s) for the course should be added here, along with the
institution to which they belong or are affiliated to.
After graduation
Possible graduate employment routes
 The generic list of common organisational links should be added to, edited, amended or
adapted as appropriate to make it more relevant for each individual course.
12 of 28
Annex 3: Module Specification template
Module Specification
An online version of this specification is available to prospective students at [web URL for module details]
GENERAL INFORMATION
Module name
[name of module]
Module code
[4-digit code for module]
Module Organiser(s)
[name(s) of Module Organiser(s)]
Contact email
[contact email address]
Home Faculty
[name of Home Faculty]
Level
This module is at Level 7 (postgraduate Masters ‘M’ level) of the QAA
Framework for Higher Education Qualifications in England, Wales & Northern
Ireland (FHEQ)
Credit
LSHTM award 15 credits on successful completion of this module
Accreditation
Not currently accredited by any other body
Keywords
[Key words to assist web searches]
AIMS, OBJECTIVES AND AUDIENCE
Overall aim
[Overall aim of module]
Intended learning
outcomes
By the end of this module, students should be able to:
Target audience
[Who the module is aimed at]

[bullet-point list of objectives]
CONTENT
Session content
The module is expected to include sessions addressing the following topics
(though please note that these may be subject to change):

[bullet-point list of session titles]
TEACHING, LEARNING AND ASSESSMENT
Study resources
provided or required
[Outline materials, handbooks, readers etc. provided to students, and anything
else required by students]
Teaching and learning
methods
[Outline key teaching and student learning activities]
Assessment details
[How the module is assessed – for each distinct assessment task, give a brief
paragraph describing what it involves (e.g. exam, essay, groupwork, with word
limit or time allowance); and where there are multiple tasks, indicate what
proportion each contributes towards the overall module grade]
For students who are required to re-sit, or granted a deferral or new attempt,
13 of 28
the tasks(s) will be [details of re-sit task]
Assessment dates
Assessment(s) will take place or be due on [date(s)/deadline(s)]
For students who are required to re-sit, or granted a deferral or new attempt,
the next assessment date(s)/deadline(s) will be [later date(s)/deadline(s) –
usually a standard School-recommended date in mid/late September; also
mention when any questions/essay titles will be released for coursework-type
re-sits]
Language of study and
assessment
English (please see ‘English language requirements’ below regarding the
standard required for entry).
TIMING AND MODE OF STUDY
Duration
The module runs for [5] weeks at [2.5] days per week; this module runs
between [Monday morning and Wednesday lunchtime or Wednesday
lunchtime and Friday afternoon]
Dates
For [year], the module will start on [date] and finish on [date]
Timetable slot
The module runs in LSHTM timetable slot [slot]
Mode of Study
The module is taught face-to-face in London. Both full-time and part-time
students follow the same schedule. For full-time students, other LSHTM
modules are available in the other half of the week for the C and D slots.
Learning time
The notional learning time for the module totals [150] hours, consisting of:

Contact time ≈ [N1] hours

Directed self-study ≈ [N2] hours

Self-directed learning ≈ [N3] hours

Assessment, review and revision ≈ [N4] hours
APPLICATION, ADMISSION AND FEES
Pre-requisites
[Any prior modules, prior academic qualifications or relevant work experience
required to register for the module]
English language
requirements
A strong command of the English language is necessary to benefit from
studying the module. Applicants whose first language is not English or whose
prior university studies have not been conducted wholly in English must fulfil
LSHTM’s English language requirements, with an acceptable score in an
approved test taken in the two years prior to entry. Applicants may be asked to
take a test even if the standard conditions have been met.
Student numbers
Student numbers are typically [X] per year; numbers may be capped due to
limitations in facilities or staffing.
Student selection
Preference will be given to LSHTM MSc students [particularly those registered
for specific courses or who have taken specific prior modules, where
applicable] and LSHTM research degree students. Other applicants meeting the
entry criteria will usually be offered a place in the order applications are
received, until any cap on numbers is reached. Applicants may be placed on a
waiting list and given priority the next time the module is run.
Fees
For registered LSHTM MSc students, fees for the module are included within
MSc fees (given on individual course prospectus pages).
If registering specifically for this module, as a stand-alone short course,
individual module fees will apply.
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Tuition fees must be paid in full before commencing the module, or by any fee
deadline set by the Registry.
Scholarships
Scholarships are not available for individual modules. Some potential sources
of funding are detailed on the LSHTM website.
Admission deadlines
For [year]:

For registered LSHTM MSc students, the module choice deadline is [either
the end of Term 1 Orientation Week (for Term 1 modules), in approx. late
September; or the end of Term 1 Reading Week (for Term 2 and 3
modules), in approx. early November]

If registering specifically for this module, applications may be made at any
time; [but as places are limited, applications ahead of the MSc deadline are
strongly advised]. All applications should be submitted by at latest [8
weeks] prior to the start of the module. Formal registration will take place
on the morning of the first day of the module.
ABOUT THIS DOCUMENT
This module specification applies for the academic year [Year]
Last revised [Date / Month / Year], by [Name]
London School of Hygiene & Tropical Medicine, Keppel St., London WC1E 7HT.
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www.lshtm.ac.uk
Annex 4: Guidance on completing Module Specifications
Introduction
The following notes provide guidance for Module Organisers in completing or updating Module
Specifications.
 These notes relate to the blank/generic template given at Annex 3, which is specifically
intended for face-to-face modules. A slightly differently-presented template applies for distance
learning modules, but covers broadly the same areas and most of the guidance below will
remain valid.
 Items [in yellow] on the module specification template will need to be specifically written or
adjusted for each module. Module Organisers should also adjust any other generic text that is
not correct for their module.
 Otherwise, the focus of the notes below is on areas where more substantial variations may
need to be made for specific modules.
 Please refer back to the main body of the Course and Module Design Code of Practice for
further guidance on topics such as learning outcomes, qualification levels, learning time, credit,
teaching, learning and assessment methods, etc.
Start of specification
 URL: All F2F modules which are being offered as standalone CPD options should have a
specific web URL, accessible via www.lshtm.ac.uk/study/cpd/shortcourseunits.html. Please
specify where this is the case.
General information
 Contact email: Please give an email address for the Module Organiser(s), to be made publicly
available. This does not have to be a personal email address, and can be a generic mailbox
provided it is checked regularly.

Credit: For F2F Term 1 modules, substitute entire suggested text with “Completion of this
module may count towards credit for an MSc degree, as assessed through separate MSc
exams”.

Accreditation: If the module is specifically accredited, please state the name of the
accrediting/professional/statutory body body, with URL, and indicate the type or title of
accreditation given. For example, a number of the School’s modules are accredited by TropEd
– as listed on their website at www.troped.org (click ‘TropEd institutions’ in left menu, scroll to
LSHTM, and click ‘Display all tropEd courses of this institute’).

Keywords: Please list up to 5 key words associated with the module. These will help to make
the module webpage more visible to prospective students carrying out relevant web searches.
Annex 5 of this Code of Practice provides a list of typical keywords associated with major
public health topics.
Aims, objectives and audience
 Overall aim: This should be a single statement of what the module is intended to achieve – e.g.
“To provide an advanced understanding of the public health significance of mental illness in
low- and middle-income countries, enabling students to evaluate different models of treatment
and care”.

Intended learning outcomes: These should be bullet-points (typically four or five) describing
academic objectives that students who complete the module will have achieved.
 Outcomes should break the overall aim into more specific skills and knowledge, related to
different strands of the module, that students will be able to demonstrate.
 Each outcome should be clearly linked to the assessment task(s) used for the module, and
draw on the session content and teaching & learning methods specified.
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 Outcomes should be self-evidently at Master’s level, ‘Level 7’ of the UK national Framework
for Higher Education Qualifications (FHEQ – please read this to better-understand how
Master’s level should differ from other levels). Annex 6 of this Code of Practice gives
examples of typical verbs to use in specifying outcomes – these should typically go beyond
simply knowledge and comprehension, and cover application, analysis, synthesis and
evaluation.

Target audience: Make clear who the module is intended for, and who it is specifically open to;
e.g. LSHTM MSc students only, or also module students, TropEd students etc. It may be
helpful to indicate whether content is broadly more relevant to work in the developing or
developed worlds. If the module is a prerequisite for taking other modules later on, this should
be clearly stated.
Content
 Session content: It is recommended that a list of session/topic titles be provided – recognising
that this may always be subject to change by the time the module is run. A typical 15-credit
module might have 10-20 distinct-topic teaching sessions. It should be possible to take the list
of sessions direct from the module schedule, although where there are a great many individual
sessions, it may be better simply to give titles for different clusters of sessions. For modules not
broken into defined sessions, an alternative explanation of the breakdown of content should be
given – e.g. a summary of key matters to be covered week by week.
Teaching, learning and assessment
 Study resources: Specify materials that will/may be provided, such as module
handbooks/readers, textbooks, laptops for work on School premises, etc. Also outline anything
else that students will need to supply or buy themselves, e.g. textbooks, statistical software, a
scientific calculator.

Teaching and learning methods: Outline how the module is delivered and taught, e.g. the
mix of lectures, seminars, lab practicals, computing practicals, field trips or site visits (clearly
indicating any activities away from LSHTM premises) etc.; and the main further avenues of
student learning (e.g. groupwork exercises, peer assessment, private study of material in
readers or on reading list, research and reading beyond provided material, preparation of
coursework, revision for tests/exams, etc.). Where working with a partner organisation, please
make their role very clear.
 It may be helpful to specify approximate proportions of time to be spent on different
activities – this should be consistent with details about learning time (in the next section).
 It may also be helpful to specify room and facilities requirements (e.g. lecture theatre size,
number of computers, laboratory facilities) when putting forward a draft proposal for
approval purposes – although this may not need to be retained in published specifications.

Assessment details: Specify and briefly describe each distinct assessment task, giving details
like word limits or time allowance – e.g. “2,000-word essay chosen from a list of topics”, “90minute multiple-choice question exam”, “2-hour short-answer exam”, “1 hour lab practical”,
“Groupwork leading to 15-minute presentation”.
 Please ensure every learning outcome is specifically assessed. A single assessment may
address multiple learning outcomes; but in all cases, the wording of the task(s) should
make an obvious link back to the learning outcomes (even if this means a little repetition).
For example, a module might have:
Example learning outcome
Example assessment
“Critically assess practical applications of
epidemiological methods in the control of
particular infectious diseases”
“A 2,000-word essay on the practical application of
epidemiological methods to the control of a specific
disease covered during the module”
“Design, carry out, analyse and report an
outbreak investigation”
“A group presentation, supplemented by a short
written report on findings, on a simulated outbreak
investigation task”
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 Where there are multiple tasks, specify what proportion each contributes towards the
overall module GPA.
 Also describe how any re-sit tasks would operate, including how they may differ from the
original. Re-sits need not be the same task type as originals, and cannot be for groupwork.

Assessment dates: Specify date for any module exam(s); or for coursework tasks, when
questions/essay titles will be released and when the submission deadline will be. Likewise for
re-sits, for which there will be a standard School-recommended date/deadline in mid-to-late
September.
Timing
 Learning time: Total learning time should be 150 ‘notional learning hours’ (NLHs) for a 15credit module, or otherwise 10 NLHs for every LSHTM credit.
Application and admission
 Pre-requisites: Detail any necessary background required in order to take the module, e.g.
specific LSHTM modules to have been taken previously, prior academic qualifications such as
a medical degree, relevant work experience, etc.

Student numbers: If a strict cap on numbers applies, replace suggested text with ‘Student
numbers are strictly capped at [X] per year due to constraints on facilities and staffing’.

Student selection: If applicable, specify MSc courses whose students will be prioritised
(typically those for whom the module is required or strongly recommended).

Admission deadlines: Specify when students must apply by, and when they must register by.
 LSHTM MSc students will have a module choice deadline at either the end of Orientation
Week (for Term 1 choices), or the end of Term 1 reading week (for Term 2 and 3 choices).
 For module students, make clear if early applications are advisable to secure a place; and
given a latest deadline for applications, usually at least 8 weeks prior to the module start
date. Please also advise if you expect registration of module students to be handled other
than by Registry on the morning of the first day of the module.
Queries
If you have any queries about completing your module specification, please contact the relevant
TSO Team Manager or DL Office Course Manager for your Faculty or course.
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Annex 5: Keywords to associate with modules
Module specifications should include keywords associated with each individual modules, drawn
wherever possible from the list below. When published, these keywords will be included as
metadata on the relevant web-page – to help the module rank more highly in web searches by
prospective students.
Health problems (10)
Diseases (16)











Vulnerable groups (in
general)
Sexual & reproductive
health
Child health
Health of the elderly
Disabilities
Health in emergencies
Outbreaks
Health indicators
Burden of Disease
Measuring health
status















Communicable diseases
(in general)
Viral
HIV/AIDS
Bacterial
TB
Parasitic
Malaria
Worm infections
Zoonotic diseases
Non-communicable
diseases (in general)
Cardio-vascular diseases
Chronic respiratory
diseases
Mental health problems
Diabetes
Cancer
Accidents / injury
Health care organisation &
management (22)
Individual factors
(10)














 Behavioral aspects
(in gen.)
 Access to health
information
 Medicalization of life
 Nutrition
 Smoking
 Sexuality
 Physical activity
 Biological factors (in
gen.)
 Psychosomatics &
stress
 Genetic endowment








Social & political
environment (16)
Physical environment &
environmental health (8)

















Globalisation
Liberalisation
Democracy
Values / Human rights /
(bio)Ethics
Equity
Gender & health
Sociology (incl.. sociocultural aspects)
Human development
Health legislation
Mobility / migration
Violence / war
Poverty
Governance
Trade
Health economics
Economic development







Toxic agents /
environmental hazards
Pathogens (incl. ecology)
Biomedical
sciences/disciplines
Disease vectors
Food
Water
Sanitation
Climate
Organisation
Quality (incl. accessibility)
Health facilities (hospitals)
Health systems
Disease prevention & control
Health Policy (incl. advocacy)
Primary Health Care
Public health history
Health reform
Aid paradigms
Actors / steakholders
Goals / MDGs
Public-private
Resource management (in
general)
Drugs
Human Resources
Technology
Financing
Health infrastructure
Health information
Medical & Clinical sciences
(EBM incl.)
Tropical medicine
Methods & transferable
skills (16)
 Research (in general)
 Epidemiology (incl..
surveillance)
 Statistics (incl.. risk
assessment)
 Quantitative methods
 Qualitative methods
 Demography
 Anthropology
 Planning and programming
(incl.. budgeting and
evaluation)
 Laboratory science (incl..
quality assurance)
 Teaching
 Learning
 Communication (oral, written)
 Informatics (incl.. software
use), e-Health
 Team-work (incl.
interdisciplinary, interprofessional)
 Self-reflexion
 Management/leadership
Geographic focus
(4)




Local / regional
International / global
Rural
Urban
This list has been taken from the TropEd handbook for course accreditation (March 2012). LSHTM modules
accredited by TropEd should always use these keywords. Other modules may wish to adapt them and/or
add more relevant individual keywords.
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Annex 6: Understanding learning outcomes
Context
1. The School has a clear policy that all distinct programmes of study – MSc courses, modules, or
short courses – ought to have clearly-defined intended learning outcomes. This is in line with
nationally and internationally-accepted educational best practice.

The use of a learning outcomes -based approach is a cornerstone of the Bologna process
for harmonisation of higher education practices in Europe. One of the reasons England has
been able to continue offering 1-year Master’s courses, rather than the 2-year European
norm is because English courses can be shown to lead to the same outcomes as European
equivalents.

An absolutely crucial point is that learning outcomes, taken together, should reflect the
qualification ‘level’ of the programme (e.g. undergraduate, Master’s, doctoral).

The QAA, HEFCE and many other sector bodies in the UK strongly support the use of an
approach based on learning outcomes – as a vital criterion in evaluating how standards are
managed and good-quality information is provided for students and prospective students.
This will be specifically looked at when QAA or other accrediting bodies review the School
or our courses.
Definition and LSHTM policy
2. The European Credit Transfer and Accumulation System (ECTS) defines learning outcomes as
follows (see user-guide at http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm):
“Learning outcomes are verifiable statements of what learners who have obtained a
particular qualification, or completed a programme or its components, are expected
to know, understand and be able to do. As such they emphasise the link between
teaching, learning and assessment.
Learning outcomes statements are typically characterised by the use of active verbs
expressing knowledge, comprehension, application, analysis, synthesis and
evaluation, etc.
The use of learning outcomes makes the objectives of learning programmes clearer
and more easily understood for students, employers and other stakeholders. They
also make it easier to compare qualifications and facilitate the recognition of
achievements.”
3. Each course or module at LSHTM is expected to have an overall aim describing what it is
intended to do, supported by (typically) around 6 to 8 specific intended learning outcomes. The
outcomes will break this aim down in relation to different strands of the course or module,
describing more specific skills and knowledge (academic objectives) that students will be able
to demonstrate after completing the course or module.

Each outcome should be clearly linked to a specific assessment task or tasks, and draw on
the specific content covered and teaching & learning methods used by the course or
module. Learning outcomes may relate to the curriculum as a whole; and elements of the
curriculum may support several different learning outcomes.

These are known as intended learning outcomes because they are what students should
be able to achieve. This is a keystone of setting pass thresholds and upholding standards –
students who cannot demonstrate the required learning (through assessment) by the end of
the course or module should not be eligible to pass. The assessment of each course or
module, and award of any qualifications and/or credit, should always be based on the
achievement of (all) the intended learning outcomes.
4. Outcomes should be self-evidently at the appropriate qualification level – usually Level 7,
Master’s level – of the Framework for Higher Education Qualifications in England (FHEQ). The
FHEQ is described further in the next section of this document, Annex 7.
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5. ‘Learning outcomes’ may also be presented as ‘learning objectives’; the difference is mainly
semantic. The key point is that outcomes should be prefixed by a phrase like “By the end of
this course/module, students should be able to...” For LSHTM, use of ‘outcomes’ rather
than ‘objectives’ is felt to be preferable because this places the main focus on student learning
and achievement rather than on what staff will do or provide.
Setting learning outcomes
6. Table 1 below gives examples of typical verbs to use in specifying learning outcomes. These
are based on Bloom’s Taxonomy1 (revised version2), the cornerstone of educational theory in
this area. The idea is that learnt ‘cognitive domain’ skills can be defined in a hierarchy –
running from basic knowledge, comprehension and application, through to more advanced
analysis, evaluation and synthesis – and that learning at the higher levels is dependent on
earlier learning at the more basic levels.
Table 1
Advanced
level
Synthesis
Evaluation
Analysis
Application
Comprehension
Basis
Knowledge
(remembering)
Repeat
Record
List
Recall
Name
Relate
Underline
(understanding)
Translate
Restate
Discuss
Describe
Recognise
Explain
Express
Identify
Locate
Report
Review
Tell
(applying)
Interpret
Apply
Employ
Use
Demonstrate
Dramatise
Practice
Illustrate
Operate
Schedule
Sketch
(analysing)
Distinguish
Analyse
Differentiate
Appraise
Calculate
Experiment
Test
Compare
Contrast
Criticise
Graph
Inspect
Debate
Question
Relate
Solve
Examine
Categorise
(evaluating)
Judge
Appraise
Evaluate
Rate
Compare
Revise
Assess
Estimate
(creating)
Compose
Plan
Propose
Design
Formulate
Arrange
Assemble
Collect
Construct
Create
Set up
Organise
Manage
Prepare
7. To be clearly identifiable as at Masters’ level, the overall balance of learning outcomes for a
course or module should tend towards the advanced level – though they are likely to still
include some outcomes at lower levels. The key point is that students should have an
opportunity to demonstrate genuine ‘mastery’ in the subject.

For MSc courses, lower-level outcomes around knowledge and comprehension may
typically draw on core/foundational modules, while higher-level outcomes may be more
likely to correspond to activities in more advanced modules, research projects etc.
1
Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of educational objectives: The classification of
educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York,
Longmans.
2
Anderson, Lorin W. et al. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloomʼs Taxonomy
of Educational Objectives. Boston, Allyn & Bacon.
21 of 28

Likewise, core or very specialist modules whose main purpose is to transmit specific
knowledge may have fewer high-level learning outcomes, whilst advanced general modules
or activities like research projects will usually have more high-level outcomes.
8. Outcomes may reflect both academic achievement and skills development. For example,
“By the end of the module, students should be able to
1) Comprehend key principles in [topic];
2) Apply theoretical concepts from [topic] to their own experiences in practice;
3) Analyse ideas and issues in [topic] critically and in a global context;
4) Evaluate the strengths and weaknesses of specific interventions in [topic];
5) Design a proposal for trialling an intervention in [topic]; and
6) Develop groupwork skills as part of a joint exercise with other students.”
9. It is very important to get the wording right when formulating learning outcomes, particularly by
using verbs that indicate higher-level learning and skills.

This can make all the difference in demonstrating that a particular course or module is at
(say) Master’s level, without changing the content or delivery in any way. For example,
taking outcomes that read “Understand X, Describe Y and Recognise Z” and turning them
into “(by the end of the course, students will be able to) Evaluate A, Design B and
Distinguish C” can help more clearly position material at Master’s level in a way that may
not have been apparent before.

As part of programme specifications, intended learning outcomes should be written in a
way that makes very clear to students (from even before they start) as to what they need to
achieve in a particular course or module.
10. Chapter A6 of the QAA Quality Code give further guidance relating to learning outcomes. See
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A6.aspx
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Annex 7: Understanding qualification descriptors
Overview
1. The Framework for Higher Education Qualifications in England, Wales and Northern Ireland
(FHEQ) was first published in 2001, further to recommendations in the 1997 Dearing report.
The current version was revised in 2008 and now forms chapter A1 of QAA’s Quality Code, at
www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-ChapterA1.pdf . It is a national reference point, recognised by all key Higher Education sector bodies
including HEFCE and UUK, that helps define different levels of qualification – for example,
what constitutes Master’s-level learning, as opposed to undergraduate or doctoral learning.
2. Key purposes of the FHEQ include:

To provide a reference point for institutions and external examiners in setting and
assessing academic standards.

To facilitate and promote consistent use of qualification titles across the HE sector – i.e.
defining the differences between generic awards like BA, MA, BSc, MSc, MPhil, PhD, etc.
The FHEQ also aligns with the Framework for Qualifications of the European Higher Education
Area (FQ-EHEA, published at www.ehea.info/Uploads/Documents/QF-EHEA-May2005.pdf)
developed under the Bologna Process – thus allowing English Master’s degrees to be betterrecognised internationally.
3. The FHEQ defines national expectations for what should be included in awards at different
levels of academic study. There are eight levels, five of which are relevant to higher education:

Levels 4, 5 and 6 relate to undergraduate awards (e.g. Level 6 covers Bachelor’s degrees,
Graduate Diplomas and Graduate Certificates).

Level 7 (‘M-level’ in earlier versions of the FHEQ) covers Master’s degrees, as well as
Postgraduate Diplomas and Postgraduate Certificates.

Level 8 covers doctoral degrees, e.g. PhD and DrPH. Note that MPhil is a Level 7 award.
4. These levels are defined through ‘qualification descriptors’, setting out generic learning
outcomes and attributes for different types of award. Key principles include:

That qualifications should relate to coherently-designed programmes of study, offering
learning experiences that develop graduate skills and competences.

That qualifications should be awarded based on student achievement and attainment
rather than years of study. Learning outcomes for individual qualifications must be specified
clearly, and achievement of those outcomes demonstrated for any award to be made.
Qualification descriptor for Master’s level
5. The FHEQ’s qualification descriptors indicate both (i) the kind of generic learning outcomes
that should be specifically assessed by awards at that level, and (ii) the kind of the wider
abilities that a typical student could be expected to have developed. The descriptor for Level 7
is the key section of which School staff should be aware. It is reproduced in full as follows:
Descriptor for a higher education qualification at level 7: Master's degree
From pages 12-13 of the FHEQ, at
www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-Chapter-A1.pdf
The descriptor provided for this level of the framework is for any master's degree which
should meet the descriptor in full. This qualification descriptor can also be used as a reference
point for other level 7 qualifications, including postgraduate certificates and postgraduate
diplomas.
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Master's degrees are awarded to students who have demonstrated:
(i)
a systematic understanding of knowledge, and a critical awareness of current problems
and/or new insights, much of which is at, or informed by, the forefront of their
academic discipline, field of study or area of professional practice
(ii)
a comprehensive understanding of techniques applicable to their own research or
advanced scholarship
(iii) originality in the application of knowledge, together with a practical understanding of
how established techniques of research and enquiry are used to create and interpret
knowledge in the discipline
(iv) conceptual understanding that enables the student:
- to evaluate critically current research and advanced scholarship in the discipline
- to evaluate methodologies and develop critiques of them and, where appropriate,
to propose new hypotheses.
Typically, holders of the qualification will be able to:
(i)
deal with complex issues both systematically and creatively, make sound judgements
in the absence of complete data, and communicate their conclusions clearly to
specialist and non-specialist audiences
(ii)
demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level
(iii) continue to advance their knowledge and understanding, and to develop new skills to a
high level.
And holders will have:
(iv) the qualities and transferable skills necessary for employment requiring:
- the exercise of initiative and personal responsibility
- decision-making in complex and unpredictable situations
- the independent learning ability required for continuing professional development.
Much of the study undertaken for master's degrees will have been at, or informed by, the
forefront of an academic or professional discipline. Students will have shown originality in the
application of knowledge, and they will understand how the boundaries of knowledge are
advanced through research. They will be able to deal with complex issues both systematically
and creatively, and they will show originality in tackling and solving problems. They will have
the qualities needed for employment in circumstances requiring sound judgement, personal
responsibility, and initiative in complex and unpredictable professional environments.
Master's degrees are awarded after completion of taught courses, programmes of research or
a mixture of both. Longer, research-based programmes may lead to the degree of MPhil. The
learning outcomes of most master's degree courses are achieved on the basis of study
equivalent to at least one full-time calendar year and are taken by graduates with a bachelor's
degree with honours (or equivalent achievement).
Master's degrees are often distinguished from other qualifications at this level (for example,
advanced short courses, which often form parts of continuing professional development
programmes and lead to postgraduate certificates and/or postgraduate diplomas) by an
increased intensity, complexity and density of study. Master's degrees - in comparison to
postgraduate certificates and postgraduate diplomas - typically include planned intellectual
progression that often includes a synoptic/research or scholarly activity.
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Checking a course’s alignment with the FHEQ
6. To match a particular award to the correct level of the FHEQ, the following should be
checked (and ought to be evident from the programme specification for each individual award):
(i) Whether the learning outcomes for the programme, taken together, reflect the relevant
qualification descriptor.



Awards at a particular level can include a certain proportion (up to a set limit) at a lower level –
e.g. professional doctorates at level 8 may include taught modules at level 7, but only up to a
maximum of one-third of the overall degree.
Level descriptors are for full ‘degrees’, and smaller awards may not meet these criteria in full.
For example, an MSc should meet every expectation under the ‘Level 7’ descriptor; but a PGDip
may only meet a sub-set, and a PGCert a smaller sub-set, while still being at Level 7.
The full FHEQ document contains further guidance on the naming of specific qualifications.
(ii) Whether there is a sufficient volume of assessed study to demonstrate that the learning
outcomes have been achieved (e.g. whether the learning outcomes for an MSc can
realistically be achieved in one year).


Within a specific level of the FHEQ, qualifications may be differentiated by the volume of
learning. The FHEQ indicates that a Master’s degree should have learning outcomes implying
study equivalent to at least one full-time academic year, with a PGDip being two-thirds of a fulltime academic year and a PGCert at least one-third of a full-time academic year.
The national credit framework for England provides guidance on the credit volumes associated
with the typical qualifications at each level – 180 English credits for a Master’s, 120 for a PGDip,
and 60 for a PGCert.
(iii) Whether the design of the curriculum and assessments ensure that all students on the
programme have the opportunity to achieve and demonstrate the intended outcomes (e.g. if
an MSc outcome is “to design and undertake data collection and high-level analysis on a
research question” in the discipline, then the MSc should probably have a compulsory
project element or some other required route to achieving this outcome).



The design of curricula should demonstrably facilitate academic and intellectual progression
through various stages of a programme of study leading up to a qualification. This may be
achieved by mechanisms such as a credit framework.
Assessment procedures that permit compensation or condonation must not be applied in a way
that might allow a qualification to be awarded without achievement of the full outcomes being
demonstrated.
The achievements of an individual student on a given programme should be recorded in a
transcript or Diploma Supplement on completion of their programme of study.
Scrutiny of how the School uses the FHEQ
7. Use of the FHEQ is a crucial component of how QAA evaluates standards, and will be
considered in their regular six-yearly reviews of LSHTM. It may also be considered by other
bodies, e.g. as part of accreditation of specific programmes.
8. QAA institutional reviews will look for evidence that the School:

Consistently and accurately designates all qualifications as being at a specific level of the
FHEQ (e.g. that MSc courses are set up to explicitly meet the criteria for Level 7).

Continues to check that standards of achievement meet FHEQ criteria, in respect of
students who are granted the relevant award. This should be fulfilled through Exam Board
and External Examining processes.

Conducts regular reviews of courses’ alignment with the FHEQ (e.g. via annual updates
to programme specifications, annual monitoring and periodic review), making updates
where relevant.
9. Key types of evidence for this purpose will include:
(i) Programme specifications and (to a lesser extent) module specifications – particularly the
learning outcomes they specify.
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(ii) Reports from External Examiners – c.f. first question on the External Examiner report form,
“Do you believe the standards set for the awards are appropriate for qualifications at this
level, in this subject?”
(iii) Staff annual reports on provision, i.e. MSc ‘Comments and Action Plan’ forms, Annual
Module Review and Action Plan (AMRAP) forms, and short course evaluations.
(iv) Periodic Review reports – which are explicitly asked to consider how courses under review
align with the FHEQ.
(v) Documentation from the approval of new courses and modules, or approval of amendments
to existing courses or modules, showing that “fit to FHEQ” has been considered.
(vi) Other evidence about the existence of rigorous quality processes – including written-down
procedures, committee reports and minutes showing that those procedures are
implemented consistently, how student feedback is used to aid the ongoing development of
programmes, etc.
Further information
10. Further information supplementing the FHEQ, which may be helpful for those reviewing
programmes’ alignment to the FHEQ, or putting forward new or amended programme
specifications, includes:

The European standard criteria for Master’s and doctoral degrees, known as ‘secondcycle’ and ‘third-cycle’ qualifications respectively, as set out in the ‘Dublin descriptors’
developed through the Bologna process and published in Appendix 1 of the FHEQ (see
pages 22-23).

Guidance documents on standard characteristics of Master’s and doctoral degrees,
intended to reflect current sector practice and highlight best practice. These go into much
greater detail on matters like the typical purposes, content, structure, delivery, and
teaching/learning/assessment methods of such degrees, and are available at:
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Masters-degreecharacteristics.aspx
and www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Doctoral_characteristics.aspx

Guidance on preparing programme specifications, forming part of QAA’s Quality Code,
at: www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-Chapter-A3.pdf
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Annex 8: Required and optional learning opportunities (for distance learning)
Introduction
1. Courses and modules may provide both required and optional learning opportunities for
students. For distance learning, it is particularly important to design and operate provision in a
way that makes clear what is expected of students – taking account, for example, of potential
variability in different students’ ability to regularly participate in online activities.

All DL students are required to have computer and internet access to help support their
studies – e.g. to make use of online library resources, make use of Virtual Learning
Environment resources and online discussion forums for each course and modules, and
participate in online activities such as Elluminate sessions.

This differs from more traditional distance learning models whereby students might be sent
a 'box' of textbooks, readers and other material (for a module), and could expect to be
assessed solely on the content of the 'box'.

However, it is recognised that not all students may be able to access online or optional
learning opportunities equally regularly or with the same connection quality, and this may
lead to variability in the learning opportunities to which each student has easy access.
2. The guidance below sets out principles to ensure that variability in access to learning
opportunities does not create unreasonable inequity between students. This is intended to be
applied by Module Organisers, Course Directors and both assessment-setters and markers of
DL modules and courses. Aspects of these principles may also be applicable for F2F provision.
Policy on required and optional content
3. Each module should clearly distinguish between 'essential', ‘recommended’ and 'further
optional' learning material and activities.

Essential material or activities must be directly provided to students; e.g. via physical
textbooks, readers etc.; or in electronic format such as CD-ROMs; or online. Certain
activities, such as online groupwork assignments/interactions, may also be compulsory.
Where modules are broken up into distinct learning sessions, guidance should make clear
what must be read or done for each (e.g. to read two articles and/or a book chapter).
 It is good practice to provide all essential material in electronic format, including as
back-up for anything provided physically.

Recommended material or activities should be actively provided to students or available
via the Library, and again may be included in textbooks, readers, CD-ROMs etc., or
delivered online (e.g. Elluminate sessions). It should supplement and help to build on
essential material. Session guidance should make this clear – e.g. recommending perhaps
two to five further articles/readings, or perhaps more, in addition to the essential readings
for a session; or recommending that students view recordings of Elluminate sessions if they
were unable to participate at the time.
 It is good practice to provide as much recommended material as possible, preferably in
electronic format. However in some cases, copyright or permissions issues may mean
that it is not possible for the School to directly provide certain recommended items, and
students may need to purchase books or journal article access etc. Such items should
ideally comprise no more than 10-15% of recommended material.

Further optional material and activities should be described in extended reading lists or
session references, or in module/course handbooks. It does not need to be actively
provided by the School, though material may often be available via the Library, and
activities such as VLE discussion boards may be supported by the School. Session
guidance should make clear that this is optional, and intended to help strengthen or extend
essential and recommended learning – e.g. to aid revision, or guide research for an
(optional) assignment on the topic.
 Students are expected to seek out any further optional material independently.
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4. Note that both ‘recommended’ and ‘further’ learning may be seen as optional (with essential
learning being required); but there is a distinct difference between ‘recommended’ options
which students should try not miss out unless unavoidable, and ‘further’ options which students
only need to take up if they desire.
5. Essential and recommended material or activities should be open to all students registered for
the module or course concerned. If delivered online, such material or activities should not
demand computing power or internet access beyond the level set in registration requirements.

There are always likely to be some students with intermittent or lower-quality access to the
internet or computing facilities, who will find it more difficult to access the learning
opportunities provided and may therefore need to work harder. This is an inevitable feature
of the diversity of the student body, and is the responsibility of each student to manage
rather than the responsibility of the School. It can be seen as no different from the
additional challenge encountered by students whose first language is not English.
Grading breadth and depth of learning
6. Assessments should be designed so that students can pass based on learning from the
essential material and activities alone. However, higher grades will typically require going
beyond this, to use learning gained from recommended and optional study.

Generally and as good practice, course material and assessments should be designed so
that it is possible to achieve a top grade based on essential and recommended material
only – if applied in an engaged, insightful, well-argued and evaluative way, typically
synthesising multiple ideas and concepts from across the module.

Further optional learning opportunities may provide an even wider base of learning from
which to create answers of the highest standard, deserving of top grades.

Thus, marking need not be based solely on the assessment of essential and recommended
material, but rather on how well students have achieved the learning outcomes associated
with a particular task. It should be noted that breadth of reading will not in itself be
deserving of higher marks; rather, students decisions about what wider reading to apply
(and when, and how – including referencing this appropriately) should help improve work to
be worthy of a higher grade.
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