Learning and Teaching Board
Restructuring the Academic
Year
Undergraduate Curriculum
Structure Guidelines
March 2007
Restructuring the Academic Year: Undergraduate Curriculum Structure Guidelines: FINAL VERSION
1
Restructuring the Academic Year:
Undergraduate Curriculum Structure Guidelines
CONTENTS
Preface
Part 1
A.
B.
C.
Part 2
A.
B.
C.
D.
Part 3
3
Framework of the Restructured Academic Year
4
Structure and Session Dates
Curriculum Structure: Requirements for Honours and Integrated
Masters Courses (diagram)
Curriculum Structure: Requirements for Stand-Alone 3-Year
Bachelors Courses (diagram)
5
6
Core Curriculum Requirements and Guidance
8
7
Curriculum Structure: Stage-by-Stage
Learning, Teaching and Assessment
Acquisition and Development of HWU Core Skills
Approved Learning Partners: Optional, Additional Components
9-12
13-16
17-19
20
HWU Core Skills Matrix
21-23
Draft 1:
Individual sections circulated to Learning and Teaching Board Curriculum Structure Group,
12/10/06, 17/10/06 and 14/12/06
Draft 2:
circulated to Deputy Principal (Learning & Teaching), 19/12/06; circulated to Curriculum Structure
Group, 20/12/06
Draft 3:
Circulated to Learning and Teaching Board on 3/01/07 and endorsed by Learning and Teaching
Board on 11/01/07; circulated to Schools, Students Association and other Board members for
University-wide consultation on 12/01/07
Draft 4:
Amended by Learning and Teaching Board on 15/02/07 and subsequently endorsed by
correspondence
All enquiries and comments on the Guidelines and academic aspects of RAY in general should be directed to:
Dr Maggie King
Assistant Registrar (Learning Strategies)
Academic Registry
Tel: 0131 451 3728
Email: m.king@hw.ac.uk
Members of the RAY Programme Team will gladly assist Schools with any aspects of
curriculum re-design. Contact details as above.
Restructuring the Academic Year: Undergraduate Curriculum Structure Guidelines: FINAL VERSION
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Restructuring the Academic Year: Undergraduate Curriculum Structure
Guidelines
Preface
Restructuring the Academic Year: Enhancing Student Learning
The Undergraduate Curriculum Structure Guidelines have been produced as part of Heriot-Watt University’s
Restructuring the Academic Year (RAY) programme, whereby the institution will move to a two-block
teaching and assessment structure from September 2008. The principal driver for moving to a semesterised
structure, with fewer, longer modules, has been, from the outset, to enhance student learning. The major,
direct academic benefits are seen as deriving from increased time for deeper learning, less dependence on
summative assessment (particularly exam-based), and feedback for improving learning. Other, related
benefits could be increased retention and student motivation.
Curriculum design is at the core of realising these objectives, and to that end, these Guidelines are designed
to Schools in re-designing existing curricula to incorporate the key requirements of RAY. In addition, they
are intended to cultivate the introduction of a diversity of teaching, learning and assessment approaches,
albeit within a coherent, University-wide academic framework. The Guidelines also provide a number of
options which Schools may wish to implement as part of the overall course re-design for RAY.
Using the Guidelines
These Guidelines should be used for undergraduate courses (separate guidelines are available for graduate
and taught postgraduate courses). The Guidelines highlight mandatory components, most of which Schools
have the flexibility to determine their own approaches to implementation, and also offer aspects which are
optional or for guidance; differentiation is made between course level and module level provision, as
appropriate.
The summary table, RAY Curriculum Structure: Mandatory Requirements, Options and Guidance,
provides a concise and accessible overview of the various RAY course and module components.
The Guidelines should be used in conjunction with two accompanying documents:
1. Curriculum Design Toolkits
The Undergraduate Curriculum Structure Guidelines provide a summary of the core academic principles of
RAY: skills development (introduction to scholarship, employability and professional career readiness,
research-informed learning); variety of assessment methods; informative feedback; internationalisation;
induction and transition. Advice on how to develop and integrate these principles into courses is provided
in the accompanying Learning, Teaching and Assessment Toolkits, which have been produced by the
Educational Development Unit.
2. Guidelines for Programme, Course and Module Approval
These Guidelines should be used in conjunction with the Guidelines for Programme, Course and Module
Approval. The Approval Guidelines consist of a series of templates and supporting guidelines, and are
designed to assist in the process of: preparing and submitting RAY-modified courses for consideration by
Undergraduate Studies Committees; completing the various programme, course and module templates;
clarifying proposals which require approval of the Undergraduate Studies Committee and those which
have been devolved to Schools for approval.
Development of the Guidelines
The first version of the guidelines was produced by the Curriculum Structure Group of the Learning and
Teaching Board during autumn 2006, using the key points of RAY which had been agreed both by the Board
and by the Planning and Management Executive during 2004/2005 and 2005/2006. The revised and
published version takes account of comments made by Schools, Support Services and the Students
Association during the University-wide consultation conducted in January-February 2007.
These Guidelines are very much a working document, and it is intended that they will be revised in
response to any difficulties or issues identified by Schools during the process of curriculum re-design.
Restructuring the Academic Year: Undergraduate Curriculum Structure Guidelines: FINAL VERSION
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Part 1: Framework of the Restructured Academic Year
This section provides an overview of the framework of the Restructured Academic Year, and incorporates
the following:
A. The Restructured Academic Year: Structure and Session Dates
B. Curriculum Structure: Requirements for Honours and Integrated Masters Courses (diagram)
C. Curriculum Structure: Requirements for Stand-Alone 3-Year Bachelors Courses (diagram)
NOTE: Mandatory Requirements, Options and Aspects for Guidance: Applicability and
Implementation
As part of the move to RAY, several aspects of curriculum structure and re-design will be mandatory
(these are outlined in subsequent sections), although in most cases Schools will have the flexibility to
determine how they implement such requirements. The same structural framework will apply to all forms
of undergraduate provision, irrespective of mode or location of delivery (including Dubai, ALPs,
independent DL, collaborative provision). See diagrams on subsequent pages for the structure of (a)
Honours and Integrated Masters degrees, and (b) Stand-Alone 3-Years Bachelors degree (ie courses
where the final award is an Ordinary degree).
If a School is experiencing difficulty in incorporating the mandatory requirements within its course
provision, these should be highlighted on the course submission form for consideration by the
Undergraduate Studies Committee.
Restructuring the Academic Year: Undergraduate Curriculum Structure Guidelines: FINAL VERSION
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A. The Restructured Academic Year: Structure and Session Dates
The following structure applies to all of the University’s credit-rated provision, both at undergraduate and
postgraduate taught provision (with the exception of the Edinburgh Business School). Schools have the
option of offering, in conjunction with Approved Learning Partners, a third semester between May-August
(see Part 2, Section D: Approved Learning Partners, p.20).
1. Structure
Undergraduate, Graduate and Postgraduate Certificate/Diploma
Block 1
Block 2
12 T
2A
12 T
Dec/Jan - 3 wks
4A
April - 3 wks
T = no. of teaching weeks; A = no. of assessment weeks. If Schools wish to offer a summer teaching programme, they may use a
third teaching/assessment block during May-August (see p.20 for details).
Postgraduate Masters (Taught)
Block 1
Block 2
12 T
2A
Dec/Jan - 3 wks
Block 3
12 T
15 R
4A
April - 3 wks
Break?
T = no. of teaching weeks; A = no. of assessment weeks; R = typical no. of weeks for dissertation (it is recognised that Masters
dissertations will often commence during, or at the conclusion of, Block 2)
Structural Details
Core Information
Notes

Block 1: 12 Teaching + 2 Assessment Weeks

Block 2: 12 Teaching + 4 Assessment Weeks

Basic module size: 15 credits

Basic structure per stage: 8 x 15 credit modules
(4 modules per block)
-
Assessment
Christmas
to
be
completed
before
-
Assessment: Weeks 1+2 for Graduating
Students; Weeks 3+4 for Continuing
Students
-
Scope for year-long modules
2. Session Dates
Session dates for 2008/09 are as follows (a similar calendar will be adopted for subsequent academic
years)
Session Dates for 2008/09
Block 1
Teaching: 15 Sept - 5 Dec 08
Assessment: 8 - 19 Dec 08
Vacation: 22 Dec 08 - 9 Jan 09
Block 2
Teaching: 12 Jan - 3 April 09
Vacation: 6 April - 24 April 09
Assessment: 27 April - 22 May 09
Other Dates:
Graduations 1: 17 June (SBC); 22-25 June 09
Resits: 6 - 14 August 09 (7 working days)
Graduations 2: 19 - 20 Nov 09 (Dubai, Moscow, KL dates - tbc)
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B. Curriculum Structure: Requirements for Honours and Integrated Masters Courses
The diagram below outlines the mandatory structural requirements for a four-year Honours degree and a five-year integrated Masters degree. A structure for each
module (either 15 or 30 credits) is also shown.
Block 1
Block 2
Block 1
Block 2
Stage 3, 4 or Stage 5: Core Components of all Curricula
Block 1
Stage 1
-
Block 1
Project/Dissertation
30 credits
Direct Entry Routes: Stage 3
 HND or HNC, as per each course requirements
 Other HN entry criteria, eg bridging module/Summer
School – as per each course
Block 2
Direct Entry Routes: Stage 2
 HND or HNC, as per each course requirements
 Other HN entry criteria, eg bridging module/Summer
School – as per each course
 Study Group Foundation
Block 2
Stage 1: Core Components of all Curricula



Stage 2
Balance between examinations and other forms
of assessment,
Learning support in assessment periods,
Diversity of learning and teaching methods,
Long Modules (optional, but if used): no entire
end-of-year exam/assessment
Stage 3

Stage 4
Skills Development, incl. Employability/PCR;
Research-Informed Learning, Scholarship and PDP
Stage 5
Block 1
Block 2
-
Use of exams, but other forms of assessment to dominate
-
Introduction to Scholarship (focus in Stage 1)
Block 1: use of summative assessment (for credit/grades);
Transition, incl. Induction and Academic Socialisation Activities within the
curriculum
Structure of each Module (15 credits or 30 credits)
- Formative assessment
- Minimum VLE presence
- Minimum contact of 20% (taught modules only)
Strongly encouraged, where practicable
- Informative feedback to promote learning
- Interim feedback (during module)
Not Mandatory, but Strongly Encouraged: Flexible Options
Flexibility for students, at some point in the course, to undertake work
placement or period of study abroad
-
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C. Curriculum Structure: Mandatory Requirements for Stand-Alone Three Years Bachelors Courses
The diagram below outlines the mandatory structural requirements for a stand-alone three-year Bachelors course (ie courses where the final award is an Ordinary
Degree). A structure for each module (either 15 or 30 credits) is also shown.
Stage 3
Stage 1
Direct Entry Routes: Stage 3
 HND or HNC, as per each course requirements
 Other HN entry criteria, eg bridging module/Summer
School – as per each course
Block 2
Direct Entry Routes: Stage 2
 HND or HNC, as per each course requirements
 Other HN entry criteria, eg bridging module/Summer
School – as per each course
 Study Group Foundation
Block 1
Block 2
Stage 1: Core Components of all Curricula



Balance between examinations and other forms
of assessment,
Learning support in assessment periods,
Diversity of learning and teaching methods,
Long Modules (optional, but if used): no entire
end-of-year exam/assessment

Skills, incl. Employability/PCR; Research-Informed
Learning, Scholarship and PDP
Stage 2
Block 1
Block 1
Block 2
-
Use of exams, but other forms of assessment to dominate
-
Introduction to Scholarship (focus in Stage 1)
Block 1: use of summative assessment (for credit/grades);
Transition, incl. Induction and Academic Socialisation Activities within the
curriculum
Structure of each Module (15 credits or 30 credits)
- Formative assessment
- Minimum VLE presence
- Minimum contact of 20% (taught modules only)
Strongly encouraged, where practicable
- Informative feedback to promote learning
- Interim feedback (during module)
Not Mandatory, but Strongly Encouraged: Flexible Options
Flexibility for students, at some point in the course, to undertake work
placement or period of study abroad
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Part 2: Core Curriculum Requirements and Guidance
The Core Curriculum Requirements and Guidance for all taught courses within the Restructured Academic
Year are outlined on the following pages and have been grouped according to the following categories:
A. Curriculum Structure
B. Learning, Teaching and Assessment
C. Skills Development: Research-Informed Learning; Employability and Professional Career Readiness
D. Approved Learning Partners: Optional, Additional Components
Requirements which are mandatory are highlighted, although in most cases Schools have the flexibility to
determine their own approaches to implementation; other aspects which are optional or for guidance have
also been included.
Differentiation is made between principles which apply across the course as whole and those which apply
to each module within the course.
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A. Curriculum Structure: Stage-by-Stage
This section summarises the structure to be adopted (or considered, if guidance) by all undergraduate
courses.
1. Structure for All Undergraduate Courses (Stages 1- 5)
a) Transition to the New Structure (Provision of Support during Transition – Mandatory;
form/implementation - Guidance)


Students, currently part-way through their course, will need support in making the transition
from one structure to another – the form of this support and the means of providing it will be a
matter for Schools, but some generic guidelines will be produced to assist Schools in this
process.
Particular support may need to be given to students who are repeating/re-sitting 10 credit
modules, either as ‘carrying’ modules or taking a year-out (a term-based and semester-based
structure will be supported through the new student system); it will be a matter for Schools to
determine the form of learning, teaching and assessment in such cases.
b) ‘Reading Week’ (Guidance)


There is no mandatory, University-wide ‘Reading Week’ within the restructured academic year.
Schools can incorporate such activities as might occur in a ‘Reading Week’ (field trips, site
visits…) within their courses, as appropriate
c) Flexible Options (Guidance)




All Schools are encouraged to incorporate into all courses, where practicable, flexible options;
such options would be offered at whichever point in the course that the School considered
appropriate.
Options could include:
- Work-placement
- Employability-related activity (eg work-place simulations/projects)
- Period of study abroad (eg at Dubai Campus, ALP’s)
- Generic projects (but related to the syllabus), involving both students and academics
A number of courses currently incorporate a mandatory or optional period of study abroad or
industrial placement – these could provide models for expansion of such provision into other
courses. Options for relevant employment during summer vacation periods could also be
considered.
In courses where a period of study abroad is negotiated between the School and the student
on a case-by-case basis, Schools should give consideration to formalising such opportunities
as well as making them more accessible and more widely known to all students (eg via the
Prospectus or Course Handbook)
d) Year-Long Modules (Guidance. If used: not to
exam/assessment at the end of the year-long module)




be
assessed
entirely
by
100%
A basic module size of 15 credits applies to all taught courses; Schools have the option of
offering 30 credit year-long modules, but should allow for 15-credit exit points (and associated
assessment) at the end of block 1 for students who choose to withdraw or change
course/module.
Schools can determine the extent of use of year-long modules in courses.
The primary reasons for using year-long modules would be where a prolonged period of study
would benefit student learning, rather than combining two separate modules for logistical and
practical purposes alone.
Where year-long modules are used, these should not be assessed entirely by end-of-year
summative exam/assessment; intra-module assessment (which may include end-of-block 1
exams) should be provided so that students are aware of their level of performance throughout
the year.
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
On- and off-campus courses comprising entirely of year-long modules or making use of yearlong modules which rely entirely on 100% end-of-year exam/assessment alone will require
explicit approval by the Undergraduate Studies Committee. Such provision should be
highlighted on the Course Proposal Proforma submitted to the Undergraduate Studies
Committee.
e) Provision of Electives (Guidance)


f)
While it is not mandatory to incorporate elective provision within courses1, Schools are strongly
encouraged to continue to offer elective slots where appropriate and practicable in order to
provide students with the opportunity to broaden their educational experience beyond their
chosen discipline.
Schools may wish to consider making available a broader range of electives than at present (ie
opening up existing modules not currently offered as electives to suitably qualified students, eg
SCQF Level 8 modules to students enrolled in Stage 1).
Discretionary Credits (Use: Guidance, within requirements of University policy)

Due to the move to fewer, larger modules of 15 credits, the current policy on discretionary
credits has been amended as follows:



Non-Combined Studies courses: up to 2 modules (or 30 credits)
Combined Studies courses: up to 3 modules (or 45 credits)
Discretionary credits can continue to be given for award and/or progression, as the Progression
Board determines.
g) Minimum Requirement for all Modules on VISION (Minimum Presence - Mandatory. Use of
the VLE for Learning: Guidance)

As Schools make increasing use of the University’s VLE, all modules should have the following
mandatory minimum presence on VISION to ensure equity of provision for all students 2:
-




Syllabus
Assignment and assessment details (eg questions, submission dates)
Subject support materials (eg notes, PowerPoint slides)
Core information (eg generic Course or School Handbook)
References, eg websites
Past exam papers and other examples
Module evaluation questionnaire
Calendar of dates
Discussion Board (to be present by default; to be de-activated on request)
The ‘discussion board’ feature is part of the default setting and, if used, it must be mediated by
module co-ordinators or other teaching staff, as appropriate. The ‘discussion board’ feature
can be switched off, if specifically requested.
As agreed by the Learning and Teaching Board at its meetings on 14 September and 12
October 2006, as a matter of principle, students should be provided with materials in printed
form; materials should not be posted on VISION which would, in other circumstances, have
been copied (in bulk via Graphics and Printing) and distributed to students either free of charge
or at a cost.
Schools have the discretion to incorporate additional materials (eg online assessments) as
appropriate.
The use of the VLE for learning will develop organically across the University, as both staff and
students become more familiar with, and discover the benefits of, VISION. As Schools plan for
the minimum VLE presence for all modules, they should also consider re-designing some
1 Optional module: one of an identified set of modules relevant to the discipline(s) from which students must select a prescribed
number within a given stage.
Elective module: one of a generally available, University-wide group of modules, usually from outside the subject discipline(s), from
which students may freely choose up to a defined number within a given stage.
2
At present, the default ‘display all modules’ setting on VISION is not active; it was agreed to activate this feature so that all modules
(ie those currently active in ISS) would be visible through VISION.
Restructuring the Academic Year: Undergraduate Curriculum Structure Guidelines: FINAL VERSION
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existing learning and teaching methods in order to use VISION as an aid to enhancing student
learning (so that it is not used solely as a file repository).
h) Contact Hours in Taught Modules and Use of VISION (Minimum Contact Hours - Mandatory;
Form/Extent - Guidance)




Face-to-face staff/student contact time should normally be retained at the current levels of
c.30-40% of the module effort hours (c. 3-4 hours per week), although a minimum of 20%
contact will apply to all taught modules (ie excluding dissertation, project, and placement
modules, and distance learning courses). It is recognised that some modules may exceed the
standard current levels of c.3-4 hours per week, eg practical modules may have 5-6 contact
hours per week.
Schools have discretion to manage use of VISION vis-à-vis face-to-face teaching, but should
consider re-balancing, rather than reducing, existing contact time.
Use of VISION should not in general be rolled out in conjunction with a planned, structured
reduction of face-to-face contact, although it is recognised that several Schools are already
adopting such a policy; rather, Schools should focus on the range of different opportunities
afforded by the VLE for contact (eg tutor-mediated discussions) and for different forms of
teaching and learning activities.
The University will monitor the need for policies on different forms of contact and different types
of space usage in response to more extensive use of VISION.

The Educational Development Unit will develop a case study around use of VISION and will
support a number of pilot projects for using the VLE to enhance learning (where relevant, these
pilot projects will also identify where staff have been able to use teaching time efficiently and, if
face-to-face contact time has been reduced, the means by which it has been managed).


See VLE user manuals for staff at http://www.hw.ac.uk/edu/vle/staff-user-manuals.htm
See toolkit on Flexible Learning/using VISION (to follow)
The remaining paragraphs in Section A: Curriculum Structure: Stage-by-Stage provide stage-specific
details to be incorporated into the appropriate stages of all undergraduate courses.
2. Stage 1: Transition to HE
a) Academic Socialisation Activities (Provision of socialisation activities - Mandatory;
form/implementation - Guidance)




Academic socialisation activities (such as field trips, site visits, group work and
collaborative projects) should be incorporated into the curriculum within Stage 1,
particularly early in Block 1, in order to help new undergraduate students to adjust
academically to studying at University and to establish links within their cohort.
Schools have the discretion to determine the form and extent of academic socialisation
activities to be integrated into the curriculum, but it is recommended that such activities
should develop subject knowledge and understanding so that students are aware of the
relevance and applicability to their course.
In the development of academic socialisation activities, Schools may wish to be mindful of
the circumstances/requirements of international, mature and live-at-home students, as
appropriate.
Where practicable, Schools may wish to give consideration to cross-discipline academic
socialisation to enable students to interact with their wider peer group.
b) Induction and Transition3 (Provision
form/implementation - Guidance)

of
induction
activities
-
Mandatory;
While the University and the Students Association will continue to provide an valuable
programme of induction activities, particularly during Freshers Week, Schools should
3
Transition is used by HE Academy and Scottish Enhancement themes to refer to the entire period between pre-entry and
progression into next year of study.
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

integrate subject-specific induction and transition into the curriculum and extend them
across Stage 1 (as opposed to being wholly concentrated in the first few weeks) in a
planned, systematic manner. It is recognised that many Schools already provide
professional and personal development activities throughout the course, which in effect
incorporate year-long ‘induction and transition’ activities in Stage 1.
Schools have the discretion to determine the form and extent of induction and transition
activities to be embedded within the curriculum, but should ensure that such activities and
related information are: offered at appropriate points in the year; address academic, social
and cultural requirements; are inclusive and student-focused.
See toolkit on first year experience (academic socialisation and induction) (briefing paper
and planning tool)
See Sections B and C for requirements and guidelines regarding learning, teaching and
assessment and skills development for Stage 1 curricula.
3. Stage 2 and Stage 3
a) Direct Entry Routes (Availability
form/implementation - Guidance)





of
Direct
Entry
Routes
-
Mandatory;
All courses should offer the opportunity for direct entry.
Schools can specify their own direct entry requirements, eg in terms of HN qualifications
and any additional criteria such as bridging modules, as per each course and per each
articulation agreement.
There is no University-wide policy requiring all HNC’s to be given direct entry to Stage 2,
nor that all HND’s will lead to direct entry to Stage 3.
Schools should consider, in conjunction with the Wider Access Unit as appropriate, the
provision of academic support and socialisation activities for direct entrants to ensure that
such students make an effective transition into already-established cohorts.
All students who satisfy the minimum requirements should be provided with information
and advice on direct entry options.
See Sections B and C for Stage 2 and Stage 3 requirements and guidelines regarding learning,
teaching and assessment and skills development.
4. Stage 3, 4 or Stage 5
a) Research Project/Dissertation/Other Piece of Assessed Research or Practical Work
(Mandatory; form/implementation: Guidance)




A dissertation, project or other piece of assessed research/practical work 4 (of at least 30
credits) is mandatory for all Honours/Integrated Masters courses, and should be provided
in any one of Stage 3, Stage 4 or Stage 5
Schools have discretion to determine the form of such provision, eg it may be offered as a
year-long module in the final stage or over one semester.
Students should have the opportunity to develop research methodology techniques in
preparation for the dissertation/project. Specific research methodology techniques may be
provided in the previous or same stage as the dissertation/project or as part of the overall
dissertation/project module.
Details on the development of research-informed learning skills throughout the entire
course are provided in Section C2.
See Sections B and C for Stage 3, Stage 4 & Stage 5 requirements and guidelines regarding
learning, teaching and assessment and skills development.
4
Dissertation/Project: describes independent, albeit supervised, research or practical work culminating in the submission of a
dissertation, project report or practical work for assessment (existing definition in University regulations).
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B. Learning, Teaching and Assessment
This section summarises the learning, teaching and assessment features to be adopted (or considered,
if guidance) by undergraduate courses as part of the restructuring process.
Differentiation is made between mandatory requirements (in all case of which Schools have
discretion to determine the form of implementation) and guidance aspects. Further distinction is
made between course level and module level provision, as appropriate.
B.1 Assessment
1. Assessment in Block 1, Stage 1 (Guidance)




It is recommended that Stage 1, Block 1 assessment does not consist entirely of exams,
but incorporates other forms of assessment; it is suggested, however, that courses provide
some form of unseen exam in order to provide students with experience of such.
Stage 1, Block 1 need not be assessed entirely by summative assessment at the end of
the block (ie assessment which is credit-rated and provides an overall grade), but some
summative assessment should be provided so that students have an early indication of
their level of performance.
Assessment results reporting in Stage 1, Block 1 will continue to be provided in the form of
the current system of credits/grades (CAPS scheme).
See toolkit on assessment design for guidelines on Stage 1, Block 1 assessment.
2. Balance of Exams and Other Forms of Assessment across a Course (Balance –
Mandatory; form/implementation - Guidance)




There is no mandatory, University-wide metric regarding maximum number of exams visà-vis other forms of assessment across a course.
All courses should incorporate an appropriate balance between exams and other forms of
assessment, although the extent of that balance across the course is a matter for Schools
to determine, and assessment re-design should be undertaken as befits the discipline
concerned (see the toolkit on assessment design for advice on achieving a balanced
approach to assessment)
Schools should re-consider current assessment patterns, with a view to reducing unseen
examinations and introducing a greater variety of other forms of assessment.
Off-campus and on-campus courses which propose assessment by 100% exams will
require explicit approval of such by the Undergraduate Studies Committee. Such provision
should be highlighted on the Course Proposal Proforma submitted to the Undergraduate
Studies Committee.
3. Form and Extent of Formative Assessment in Modules (Provision of Formative
Assessment – Mandatory; form/extent - Guidance)



Every module should feature some form of formative assessment, ie assessment for
learning. While formative assessment is not conventionally considered to be graded/creditbearing, Schools have the option to attach a proportion of the overall credit/final mark and
grade to formative assessment5.
Schools have discretion to determine the form and extent of formative assessment in each
module.
See toolkit on assessment design for guidelines on formative assessment.
Schools may find that as they use the toolkits and any associated pedagogical guidelines, the term ‘summative assessment’ is used to
describe all forms of credit-bearing assessment, no matter how marginal the proportion it contributes to the overall mark/grade, while the
term ‘formative assessment’ is reserved exclusively for non-credit rated assessment.
5
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4. Form and Extent of Informative Feedback in Modules (Guidance)
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The Higher Education Academy’s definition of feedback is: "Advice and commentary given
by a teacher on examinations, coursework, or classroom activity. Can be oral or written
and helps learners to understand their progress."
Provision of informative feedback on assessment, ie feedback which promotes learning
and improvement, is strongly encouraged. If it is practicable, such feedback should be
personalised, ie tailored to the performance of individual students. If it is not practicable to
give informative feedback on all assessments for every student nor for every module,
Schools may choose to adopt a specific focus to the provision of feedback (eg particular
assignments, particular modules, at the course or programme level, or using tutorial
sessions as a means of providing interim feedback).
In the case of end-of-year or resit exams, where individual feedback is not traditionally
provided, Schools may wish to consider alternative forms of generic feedback, eg posting
model answers or identifying common errors on VISION.
Schools are strongly encouraged to provide interim feedback in all modules (both single
and year-long modules). ‘Interim feedback’ refers to feedback provided during the course
of a module, so that students can improve their performance as the module progresses. It
may be individual or generic, as the School determines.
Instances where it may not be practical to provide interim feedback may include distance
learning courses relying on end-of-module exam as the sole means of assessment.
Whatever School-level approach is adopted on the provision of informative feedback and
on interim feedback, Schools should specify their approach in Course Handbooks and
other sources of information as appropriate (eg VISION).
See toolkit on effective feedback for guidelines on informative feedback.
5. Use of the Assessment Periods in Blocks 1 and 2 (Provision of learning support:
mandatory; form of learning support: Guidance)
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The current pattern of final stage assessments preceding those of other stages in order to
provide sufficient time for the processing of award decisions (by exam boards in Schools
and by Academic Registry for graduation) will be retained in the four-week assessment
period in block 2.
Learning support (for example, in the form of revision classes, directed self-study, quizzes
on VISION, etc) should be provided for all students prior to the block 1 and block 2
assessment periods, although it is recognised that the scheduling of examinations close to
teaching in block 1 may determine the form and extent of such learning support as
Schools are able to provide. Likewise, the lengthy break between end of teaching, Easter
vacation and start of examinations in the latter part of 4-week assessment period (eg 3
April 2009-11 May 2009) for non-final year students in block 2 will require a different form
of learning support.
The form of learning support during the assessment periods is a matter for Schools to
determine, but no lectures/teaching of new material should be provided.
It is
recommended that learning support is integrated into the module, and specified as part of
the module descriptor. Schools may wish to consider using VISION for provision of selfstudy material.
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Non-final year students are expected to be on-campus during the earlier part of the fourweek assessment period in block 2.
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See the toolkit on assessment design for examples of forms of learning support as
appropriate to exams and non-exams for use during assessment periods.
6. Duration of Examinations (Guidance)

The recent amendments to paragraph 3, Regulation 9: Assessment and Examination,
regarding examination duration should be retained for the most part, with one modification
proposed to the minimum duration of any examination:
- Stand-alone module, assessment by 100% exam: exam duration - normally 2hrs
- Stand-alone module, assessment by exam + other forms: exam duration – normally
2hrs (currently in the Regulations as ‘normally 1 hr’)
- Year-long module, assessment by 100% exam: exam duration – normally 3hrs
- Year-long module, assessment by exam + other forms: exam duration – normally 2hrs
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B.2 Learning and Teaching Approaches across a Course
With the exception of the need to provide a balanced approach to learning and teaching
methods across the course (the form and implementation of which is at the discretion of
Schools), all of section B.2 on Learning and Teaching is offered for guidance.
1. Deeper Learning across a Course (Guidance)
Schools may wish to use the opportunity of fewer, longer modules to provide a structural
framework for incorporating activities which promote deeper learning. Some of the benefits of
such a structure may include:
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more time for more complex activities which develop skills related to understanding,
analysis and application, and independent learning styles (See Section C).
students have time to gain an understanding of what they are learning before they begin
assignments.
more scope for providing informative, timely feedback which is effective in helping
students to improve their learning (See Section B.1).
a more cohesive, less fragmented learning experience for students.
more time for learner-centred approaches and less need to rely on knowledge
transmission type of teaching (eg traditional delivery-style lectures), where students are
passive participants.
opportunities for deliberate and conscious reflection on, and critical appraisal of, learning
experiences, where the role of the teacher is to structure the experience and facilitate the
learning eg practical, planned work within the institution (labs, projects, problem-based
learning, videoing presentations, case studies etc) and work outside the institution (field
trips, site visits, placements, work-based learning projects).
2. Independent Learners, Student-Centred Learning across a Course (Guidance)
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Assessment of student learning by such techniques as project work, rather than unseen
written exam, helps to produce independent learners.
Teaching and learning in small groups provides a participative experience in which
students are encouraged to take responsibility, along with tutors, for their own learning
(contrast the traditional, delivery-based lecture approach).
Expanding student numbers in HE has made small group teaching difficult to manage, but
there are means of achieving the same outcomes, through, for example, peer tutoring,
peer assessment, peer learning or peer support.
Students need to be trained to work in groups and to undertake the peer functions listed
above; this can be achieved through embedding the progressive development of such
skills into the curriculum.
See toolkit on student engagement for guidelines on student-centred learning.
3. Balanced Approach to Learning and Teaching Methods across a Course (Balance Mandatory; Implementation/form - Guidance)
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There is no University-wide specification regarding use of learning and teaching methods.
All on-campus courses and distributed learning courses should incorporate an appropriate
balance between teacher-led forms of delivery (such as lectures) and other methods of
learning and teaching which are student-centred (such as group projects, student-led
seminars), with a view to ensuring that the balance is weighted towards the latter as the
course progresses. It is a matter for Schools to determine the extent of this balance and of
the diversity of learning and teaching approaches adopted across their courses
See toolkit on student engagement for guidelines on learning and teaching methodologies.
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4. Blended Learning – Use of VISION across a Course (Guidance. If used: balanced and
incremental approach to be adopted)
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Schools using VISION as a tool to aid student learning are advised to ensure that there is
an appropriate balance between online and face-to-face approaches (see section on
VISION on p.11).
If Schools are using VISION for learning, an incremental approach should be adopted, so
that students have the opportunity to acquire and develop the requisite skills to learn
effectively using e-techniques.
The use of the VLE for learning will develop organically across the University, as both staff
and students become more familiar with, and discover the benefits of, VISION. As
Schools plan for the minimum VLE presence for all modules, they should also consider redesigning some existing learning and teaching methods in order to use VISION as an aid
to enhancing student learning (so that it is not used solely as a file repository).
See VLE user manuals for staff at http://www.hw.ac.uk/edu/vle/staff-user-manuals.htm
See toolkit on Flexible Learning/using VISION (to follow)
5. Internationalisation across a Course (Guidance)
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Schools may wish to incorporate an ‘international’ dimension to their courses, so that one
of the key distinctive features of Heriot-Watt University becomes much more than a
business driver for growth in student numbers and income, and is a feature of the HWU
student experience.
‘Internationalisation of the Curriculum’ may incorporate, for example, content and skills
development related to global issues/employment, rather than being restricted to a
narrower UK focus. It is intended that such internationalisation should enrich student
learning and provide a more diverse experience in general for students by enabling them
to become part of a ‘global’ environment.
Further information and advice on internationalisation of in terms of the curriculum, student
learning, student support and the student experience in general is provided in the
accompanying toolkit.
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C. Integration of HWU Core Skills into Courses
The acquisition and progressive development of HWU core skills, categorised by the term
“Employability & Professional Career Readiness”, should be embedded within and integrated into
each stage of all undergraduate courses.
See the various toolkits for guidelines on integrating the acquisition and progressive development of
skills6 into the curriculum. The Educational Development Unit (in conjunction with the Careers Advisory
Service in the case of ‘industrial, commercial and professional practice’ skills) will, on request, provide
assistance to Schools in embedding skills across courses.
C.1 Development of Skills
1. Integration of HWU Core Skills into Courses (Core Skills Development - Mandatory;
implementation/form - Guidance)
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All students will have the opportunity to acquire and develop HWU Core Skills (categorised
by the term EPCR or “Employability & Professional Career Readiness” 6), including
research-informed learning and industrial, commercial and professional practice.
The acquisition and development of HWU Core Skills (EPCR) should be integrated and
embedded into all courses.
Progression of skills needs to be clear and explicit across all stages/levels and modules to
ensure that skills acquisition and development is coherent and progressive across the
course as a whole. There is a risk that, if specified only at the module level, some core
skills could be omitted or others duplicated.
Schools have the discretion to determine the form of skills acquisition and development,
but should ensure that this covers a spectrum of activities which enable skills to be
progressively enhanced.
As part of the process of approving restructured courses, Directors of Learning and
Teaching will be invited to confirm to the Undergraduate Studies Committee that the
mapping of skills across the curriculum as a whole has been undertaken and also to
outline the School’s approaches to skills development to the Undergraduate Studies
Committee.
2. HWU Skills Planning Tool (Guidance)
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Schools may use the HWU Skills Planning Tool (see various toolkits on skills, such as
Research-Informed Learning, Scholarship Skills and Employability & Professional Career
Readiness) as a basis for integrating skills development within subject-specific contexts
into their courses.
The HWU Skills Planning Tool incorporates the core set of HWU key skills and provides
guidance on how to integrate the acquisition and development of such skills across all
levels of courses (SCQF 7 to SCQF 11).
3. HWU Core Skills Matrix (Provision of Skills Matrix to Students: Mandatory;
implementation/form of Matrix - Guidance)
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Schools should use the HWU Core Skills Matrix (see Part 3) as a means of summarising
(on a single page) skills development across the course.
Course Teams might wish to use the Skills Matrix to map out, in summary form, the
acquisition and development of skills across the entire course, prior to the more detailed
activity of embedding such skills into the curriculum.
The Skills Matrix should be accessible to, and transparent for, students: for example, it
may be provided on course websites or in student handbooks.
‘Employability and Professional Career Readiness’ (EPCR) is the HWU term for transferable/key skills and, in the HWU context,
refers to all the skills, competencies, knowledge and attitudes which students develop over their course of study and take, after
graduation, into professional life. EPCR comprises 5 categories: (1) Knowledge, Understanding and Cognitive Skills; (2) Scholarship,
Enquiry and Research (Research-Informed Learning); (3) Industrial, Commercial and Professional Practice; (4) Autonomy,
Accountability, and Working with Others; (5) Communication, Numeracy and ICT.
6
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Opportunities for the acquisition, development and assessment of all HWU Core Skills (EPCR)
should be integrated into the curriculum.
However, two skill categories in particular have been highlighted as key to the implementation of the
University’s strategic objectives for learning and teaching: Research-Informed Learning, and
Industrial, Commercial and Professional Practice. Further information on each is given below.
C.2 Research-Informed Learning (Scholarship, Enquiry and Research Skills)
1. Introduction to Scholarship: Stage 1 (Provision – Mandatory; Form and Implementation
– Guidance)
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All Schools should incorporate ‘introduction to scholarship’ (critical writing, analysis, library
search skills etc) activities and associated assessment within Stage 1 of their course
structures.
‘Introduction to scholarship’ (ITS) should normally be discipline-based, and should be
embedded and integrated into courses.
It is recommended that ITS be extended across a series of modules in Stage 1. Schools
may wish, however, to offer a generic, stand-alone ITS module, provided that it is similarly
embedded and integrated into courses.
ITS should be assessed, and so needs to be specified explicitly in terms of learning
outcomes. Assessment may be undertaken through a series of activities (unseen exam is
not, however, a particularly effective means of evaluating the ITS capabilities of students)
and could be competency-based, rather than grade-based.
While the focus of ITS will be in Stage 1, ’scholarship’ skills should be developed
throughout the course (see ‘research-informed learning’ below).
A core set of generic criteria for ITS is provided in the HWU Skills Matrix (see Part 3) and,
in more detail, in the appropriate section of the ‘Research-Informed Learning’ toolkit – both
are recommended to Schools for use in integrating such skills into their curricula
See the toolkits on Scholarship Skills and Research-Informed Learning for guidance on
integrating and assessing ITS skills development in the curriculum.
2. Research-Informed Learning: Stages 2 to 5 (Provision – Mandatory; Form and
Implementation – Guidance)
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All Schools should incorporate within each stage of their course structures opportunities
for the ongoing development, acquisition and assessment of ‘research-informed learning’
(scholarship, enquiry and research) skills, which build upon ‘Introduction to Scholarship’ in
Stage 1.
Students should have the opportunity to develop research methodology techniques in
preparation for the dissertation/project. Specific research methodology techniques may be
provided in the previous or same stage as the dissertation/project or as part of the overall
dissertation/project module.
A core set of generic criteria for ‘research-informed learning’ is provided in the HWU Skills
Matrix (see Part 3) and, in more detail, throughout the ‘Research-Informed Learning’ toolkit
– both are recommended to Schools for use in integrating such skills into their curricula
See the toolkit on Research-Informed Learning for guidance on integrating and assessing
scholarship, enquiry and research skills development in the curriculum.
C.3 Industrial, Commercial and Professional Practice
1. Industrial, Commercial and Professional Practice Skills: Stages 1-5 (Provision –
Mandatory; Form and Implementation – Guidance)
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The University has set itself the strategic objective of improving the employability of HWU
graduates across all subject disciplines (see Employability and Professional Career
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Readiness Strategic Theme within the Learning and Teaching Strategy), and has identified
two core factors in meeting this objective: (1) curriculum re-design and (2) strategic
support from the Careers Advisory Service.
All Schools should incorporate the acquisition and progressive development of ‘industrial,
commercial and professional practice’ skills, competencies and attitudes, and related
activities and assessment, within each stage of their course.
Schools have the discretion to determine their own approaches to ‘industrial, commercial
and professional practice’ skills acquisition and development, but should ensure that these
cover a spectrum of activities which enable skills to be progressively enhanced.
A core set of generic criteria for ‘industrial, commercial and professional practice’ is
provided in the HWU Skills Matrix (see Part 3) and, in more detail, in the appropriate
section of the ‘Employability and Professional Career Readiness’ toolkit – both are
recommended to Schools for use in integrating such skills into their curricula.
See EPCR toolkit for guidance on learning, teaching and assessment activities related to
‘industrial, commercial and professional practice’ and to other HWU Core Skills.
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D. Approved Learning Partners: Optional, Additional Components
Schools should ensure that courses offered in independent distance learning formats or in distributed
learning formats through Approved Learning Partners meet the structural and curriculum requirements
specified above.
In addition, the following options are available to courses offered through Approved Learning Partners.
Schools have the opportunity to determine, in conjunction with their Approved Learning Partners, whether or
not to offer these additional options.
1. Trimester System: Approved Learning Partners Only (Guidance)
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Schools and ALPs, where courses are offered with several start dates during the academic year,
should have the option of offering a third 15-week block in the summer period to enable continuous
teaching for off-campus courses.
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A third block, which would not be mandatory and would be used for off-campus courses only, could
afford opportunities for increased flexibility and for maximising student numbers. Proposed
Trimester Structure for ALPs:
Block 1
Block 2
12 T
2A
12 T
Dec/Jan - 3 wks
Block 1
Teaching: 15 Sept - 5 Dec 08
Assessment: 8 - 19 Dec 08
Vacation: 22 Dec 08 - 9 Jan 09
Block 3 (ALPs)*
12 T
4A
April - 3 wks
Dates for 2008/09
Block 2
Teaching: 12 Jan - 3 April 09
Vacation: 6 April - 24 April 09
Assessment: 27 April - 22 May 09
May - 1 wk
2A
Sept - 1 wk till start of
on-campus session
Block 3 (ALPs)
Teaching: 1 June - 21 August 09*
Assessment: 24 Aug - 4 Sept 09
Other Dates:
Graduations 1: 17 June (SBC); 22-25 June 09
Resits: 6 - 14 August 09 (7 working days)
Graduations 2: 19 - 20 Nov 09 (Dubai, Moscow, KL dates - tbc)
* since this structure would apply to ALPs only, there would be scope for bringing forward Block 3 into the Block 2
assessment period, as appropriate. Schools may wish to adopt an earlier start date to Block 3 in order to, for example,
co-ordinate Block 3 assessment diet with that of the resit diet at the Edinburgh Campus.
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Further consideration is required of the proposal that a similar trimester structure should be offered
at the Dubai Campus, in cases where courses are supported primarily by staff on teaching-only
contracts.
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If Schools wish to offer a summer programme or a year-long taught programme (eg Foundation
English programme), they may use the third block, as outlined above.
2. Multiple Registration Points: Approved Learning Partners Only (Guidance)
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With the opportunity of introducing a third semester, Schools and Approved Learning Partners
should have the option to provide a range of registration points per session (eg September, January,
April/May) for undergraduate off-campus courses.
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Multiple registration points, which would not be mandatory and would be used for off-campus
undergraduate courses only, could afford opportunities for increased flexibility and for maximising
student numbers. Fixed assessment points (eg standard exam diets) would provide a structured
framework.
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Part 3: HWU Core Skills Matrix
‘Employability and Professional Career Readiness’ (EPCR) is the HWU term for ‘transferable skills’ and, in
the HWU context, refers to all the skills, competencies, knowledge and attitudes which students develop over
their course and take, after graduation, into professional life.
EPCR comprises 5 categories:
(1)
(2)
(3)
(4)
(5)
Knowledge, Understanding and Cognitive Skills
Scholarship, Enquiry and Research (Research-Informed Learning)
Industrial, Commercial and Professional Practice
Autonomy, Accountability, and Working with Others
Communication, Numeracy and ICT
See Section C and the HWU Skills Planning Tool (RAY Toolkits produced by the Educational Development
Unit) for guidance on embedding EPCR skills within and integrating it into courses.
A HWU Core Skills Matrix has been developed in order to provide a concise, yet accessible, summary
of EPCR skills acquisition and development across each stage of a course.
The Skills Matrix should be accessible to, and transparent for, students: for example, it may be provided
on course websites or in student handbooks.
Schools may wish to use the Skills Matrix to map out, in summary form, the acquisition and development of
skills across the entire course, prior to the more detailed activity of embedding such skills into the curriculum.
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Restructuring the Academic Year: HWU Core Skills Matrix (Undergraduate Courses): Employability and Professional Career Readiness
Programme/Course: Title
Provision within Restructured Courses
Employability and Professional Career Readiness
Knowledge,
Understanding and
Cognitive Skills
Scholarship,
Enquiry and
Research
Industrial,
Commercial and
Professional Practice
Autonomy,
Accountability and
Working with Others
Communication,
Numeracy and ICT
Stage 1
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
Stage 2
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
Stage 3
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
Stage 4
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
Stage 5
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
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Definition of EPCR Skills Categories*
1. Knowledge, Understanding and Cognitive Skills
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integration and transfer of knowledge
critical understanding of key theories, concepts and principles
making judgements where data/information is limited or comes from range of sources
setting objectives; identifying, defining and analysing problems; synthesising different information; investigating and considering options; developing, applying and
testing hypotheses; decision making; devising and applying solutions; overcoming obstacles; lateral and creative thinking; logical thinking.
2. Scholarship, Enquiry and Research (Research-Informed Learning)
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learning to learn/introduction to HE scholarship
an awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledge
the ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence-based solutions and arguments
an ability to apply a systematic and critical assessment of complex problems and issues
an ability to deploy techniques of analysis and enquiry
3. Industrial, Commercial and Professional Practice
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the set of skills, competencies, knowledge and attitudes that make graduates likely to gain professional employment and be successful in their chosen occupation
and contribute to the economy and to society as well as to their profession and their own personal development
offer professional level insights, interpretations and solutions to problems and issues; deal with ethical and professional issues in accordance with current practice
4. Autonomy, Accountability and Working with Others
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participating in lectures, labs, seminars and tutorials; undertaking private study
organisation and planning; time management; reflecting on experiences; exercising initiative; responsibility for own work; awareness of own and others’ roles and
responsibilities
establishing effective working relationships; contributing constructively to a team; setting and agreeing group goals, task allocation and time frames; contributing at
meetings; providing leadership and motivating others.
5. Communication, Numeracy and ICT
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-
Communication: listening and checking; understanding; summarising; explaining; questioning; negotiating and persuading, being assertive; giving and receiving
feedback; arguing a case; awareness of body language; effective telephone communication; making formal presentations; communicating with peers, colleagues
and specialists at a range of levels.
Numeracy: understanding and processing numerical information (inc. graphs, charts etc); use and interpretation of statistics, financial mathematics and numerical
analysis; understanding costings/budgets.
ICT: use of word processing packages, email and presentation software; use of database and spreadsheet packages; ability to use file management effectively;
ability to produce appropriate diagrams and charts; understanding and use of networked systems; use of WWW.
*Such definitions are provided for illustrative purposes only – it is recognised that programmes/courses will have their own discipline-specific definitions of these skills categories. Full
specification of each category (from SCQF Level 7 to SCQF Level 11) is provided in the EPCR Toolkit.
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