APPENDIX PV3a
USING THE MODULE TEMPLATE
Layout
The correct layout for the module template can be seen in Appendix PV3 of the Academic Quality
Handbook. An electronic version is available on the website.
Module Code
Module codes must be unique. For example, if two 10 credit modules are modified to form one
20 credit module, neither of the existing codes can be used for the new module, or if a module is
substantially revised, given a new title, or the assessment is revised it must also be given a new
module code.
Title
In order to avoid possible errors, it is advisable to ensure that module titles are unique. There is, for
example, more than one module carrying the title ‘Research Methods’. This can be confusing.
Date
Staff should use the current date when preparing a module for validation or re-validation. This date
will then be amended by the Faculty Office or Academic Office to the date on which the module is
validated.
Level
An indicator of the relative demand, complexity and depth of learning and of learner autonomy. For
full details, refer to the Credit and Qualifications Framework for Wales.
Credits
Each year of study of a full time undergraduate Programme of Study normally consists of modules
with a total credit value of 120. Credits represent a quantified means of expressing equivalence of
learning. Credit is awarded to a learner in recognition of the verified achievement of designated
learning outcomes at a specific level.
JACS Code
In allocating a JACS code for a module, appropriate use should be made of the full 4-digit JACS
coding in all subject areas (JACS 3 available at: http://www.hesa.ac.uk/content/view/1787/281/).
Aims
The module aims are statements of the teaching intentions and are within the tutor’s control. Tutors
decide upon the material to be covered and teach it. Learning outcomes (see below) are less within
their control because they cannot force the learner to learn regardless of the teaching environment
that has been set up.
Learning outcomes
Learning outcomes are statements of what a learner is expected to know, understand and / or be
able to demonstrate at the end of a period of learning.
Learning outcomes are statements of essential learning.
Learning outcomes must be assessable by some reasonable and manageable form of assessment
within the time frame allowed by the programme of study regulations.
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APPENDIX PV3a
It is unlikely that there will be more than 5 learning outcomes per module – more usually between 3
and 5. If there are more than 5, they are probably specifying too much curricular detail and will be
unmanageable in terms of assessment. There is also a tendency to treat large numbers of learning
outcomes in a tick-box manner.
Learning outcomes should be developed with reference to the learning expected at one identified
higher education level, as defined in the Credit and Qualifications Framework for Wales and QAA’s
Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies. The qualifications
descriptors in the latter document provide the language that should be used to describe outcomes
at the appropriate level.
In principle, all learning outcomes should be assessed. Since learning outcomes specify essential
learning, they should all be assessed, but, in practice, assessment methods sample student
achievement and cannot always test every outcome fully. It is important that students know that
they are intended to learn the material specified in each learning outcome, so they should usually
expect to be tested on any learning outcome.
Indicative Content
This may consist of some narrative description or a brief list of bullet points, as appropriate for the
module. Bullet points should be detailed enough to inform a reader who is not familiar with the
module content and should therefore not be limited to a list of acronyms. Some tutors create one
bullet point to correspond to each individual learning outcome – this is acceptable but not a
requirement.
Learning and Teaching Strategy
For allocation of teaching to deliver the module, the following activities correspond to the activity
types as listed:
Activity description
Activity Type
Lecture
Seminar
Tutorial
Project supervision
Demonstration
Practical classes and workshops
Supervised time in studio/workshop
Fieldwork
Scheduled
Scheduled
Scheduled
Scheduled
Scheduled
Scheduled
Scheduled
Scheduled
External visits
Guided independent study
Work based learning
Placement
Year abroad
Scheduled
Independent
Placement
Placement
Placement
More detailed information on the activities is available by request from the Academic Office.
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APPENDIX PV3a
Assessment
Assessment (showing example assignments for each method of assessment employed on the
module; the assessment must be related to the learning outcomes and must be evaluated at the
level of the module). The relative weighting of the separate components of the assessment must be
specified, together with an indication of the volume of assessment in terms of, for example, the
number of words for an essay or the duration of an examination. Examples of the amount of
assessment currently required for modules of varying credit value at different levels across the
institution is available in Appendix PV4 which can be found on the website.
For assessment, the following activities correspond to the activity types as listed:
Activity description
Activity type
Written exam
Written assignment, including essay
Report
Dissertation
Portfolio
Project output (other than dissertation)
Oral assessment and presentation
Practical skills assessment
Set exercise
Written exam
Coursework
Coursework
Coursework
Coursework
Coursework
Practical
Practical
Varies*
* The categorisation of set exercises will depend on the nature of the exercise being set. Typically,
set exercises will not be conducted under exam conditions and will therefore normally be
coursework. Where the set exercise is performed under exam conditions and does not involve the
use of practical skills it should be treated as a written exam. Otherwise it should be a practical
exam. More detailed information on the activities is available by request from the Academic Office.
Education for Sustainable Development (ESD)
An indication of whether or not the module contributes to ESD, and if so, brief details to be provided
(no more than 100 words). See guidelines on ESD in Appendix PV3b.
Bibliography
All bibliographies are exempli gratia and should include essential and recommended texts.
Students will need to be clearly informed at the start of a module of the books upon which they
should focus. These can include books not identified in the exempli gratia e.g. new publications.
Bibliographies should also include Journals and Websites where applicable.
Note: The Library categorises books according to the PERB system, namely:
 P = Purchase by student
 E = Essential reading
 R = Recommended reading
 B = Background reading.
More information regarding PERB can be obtained from the Library.
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