Learning and Teaching Board
Restructuring the Academic
Year
Graduate and Postgraduate
Taught Curriculum Structure
Guidelines
March 2007
Restructuring the Academic Year: Graduate & Postgraduate Taught Curriculum Structure Guidelines: FINAL VERSION
1
Restructuring the Academic Year:
Graduate and Postgraduate Taught Curriculum Structure Guidelines
CONTENTS
Preface
Part 1
A.
B.
Part 2
A.
B.
C.
D.
Part 3
3
Framework of the Restructured Academic Year
Structure and Session Dates
Curriculum Structure: Requirements
Postgraduate Taught Courses (diagram)
for
4
Graduate
and
Core Curriculum Requirements and Guidance
5
6
7
Curriculum Structure
Learning, Teaching and Assessment
Integration of HWU Core Skills into Courses
Approved Learning Partners: Optional, Additional Components
8-10
11-13
14-15
16
HWU Core Skills Matrix
17-19
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: Graduate & Postgraduate Taught Curriculum Structure Guidelines: FINAL VERSION
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Restructuring the Academic Year: Graduate and Postgraduate Taught
Curriculum Structure Guidelines
Preface
Restructuring the Academic Year: Enhancing Student Learning
The Graduate and Postgraduate Taught 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 assist 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 can be used for both graduate courses and taught postgraduate courses (separate
guidelines are available for undergraduate 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 Graduate and Postgraduate Taught 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 Postgraduate Studies Committees; completing the various programme, course and
module templates; clarifying proposals which require approval of the Postgraduate 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 a Curriculum Structure Group of the Learning and
Teaching Board during autumn 2006, using the key points of RAY 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.
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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 Graduate and Postgraduate Taught 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 graduate and postgraduate taught provision (with the exception of the EBS courses), irrespective of
mode or location of delivery (including Dubai, ALPs, independent DL, collaborative provision). See
diagram on subsequent pages for the structure of graduate and postgraduate taught courses.
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
Postgraduate Studies Committee.
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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.17).
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.17 for details).
Postgraduate Masters (Taught)
Block 1
Block 2
12 T
2A
Block 3
12 T
Dec/Jan - 3 wks
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
-
Assessment
Christmas

Block 2: 12 Teaching + 4 Assessment Weeks
-
Assessment: as School determines, but
typically weeks 1+2 for students graduating
in June

Block 3 (MSc): c.15 Research Weeks
-
Period for production of MSc dissertation

Basic module size: 15 credits

Basic structure for taught component: 8 x 15
credit modules (4 modules per block)
-
Scope for year-long modules

Basic structure for dissertation: 60 credits (= 4
modules)
to
be
completed
before
2. Session Dates
Session dates for 2008/09 are as follows (the calendar for subsequent academic years will be similar)
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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Curriculum Structure: Requirements for Graduate and Postgraduate Taught Courses*
The diagram below outlines the mandatory structural requirements for graduate and postgraduate taught* courses. A structure for each module (either 15 or 30
credits) is also shown.
Block 3 (Masters): Core Components of all Curricula
Balance between exams 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
- Dissertation
- Skills Development
60 credits
Block 2
Taught Component: Core Components of all Curricula
- Balance between examination and other forms of assessment
- Academic Socialisation Activities integrated into the curriculum
- Skills Development
- Exit route from at PG Cert or Graduate Cert level (normally from all MSc, PG
Dip & Graduate Dip courses): where year-long modules are used, an end-of-block 1
assessment must be provided if a student chooses to exit at the certificate level
- Exit route at PG Dip level (normally from all MSc courses)



Structure of each Module (15 credits or 30 credits)

Skills Development, incl. Employability/PCR; Research-Informed
Learning, and PDP
Block 3
Block 1
- 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)
-
* ‘graduate and postgraduate taught’ applies to: graduate certificates/diplomas; postgraduate certificates/diplomas; higher degree of Masters (taught)
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Part 2: Core Curriculum Requirements and Guidance
The Core Curriculum Requirements and Guidance for all graduate and postgraduate 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
This section summarises the structure to be adopted (or considered, if guidance) by all taught graduate
and postgraduate courses.
1. Transition to the New Structure (Provision of Support during Transition – Mandatory;
form/implementation - Guidance)


Students, currently part-way through their course (eg part-time DL students), 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 12 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.
2. Credit-Rating of Modules (Credit Structure – Mandatory; Implementation - Guidance)


All taught modules will be credit-rated at either 15 or 30 credits,
PGT courses may wish to retain their current structure of 8 taught modules (providing 4 modules
per block), but should ensure that the learning, teaching and assessment activities (and
associated learning outcomes) of the ‘semesterised’ modules appropriately reflect the increase
in effort hours/credits per module (ie from 12 to 15 credits per module).
3. SCQF Compliance – Exit Awards at Cert and Dip Levels (Mandatory; Exemption requires
PGSC approval)



In accordance with SCQF requirements, all MSc courses should normally provide exit points at
PG Cert and PG Dip level: these awards would be given to students who choose to leave after
completing a minimum of 60 and 120 credits respectively. It is recommended that PG Cert and
PG Dip qualifications are restricted to being offered only as ‘compensation awards’ for students
who did not meet the Masters criteria.
Similarly, Graduate Dip courses should provide Graduate Cert awards as exit qualifications for
students who choose to leave after completing a minimum of 60 credits.
Masters courses which do not offer exit awards at both certificate and diploma levels (and
Graduate Diploma courses which do not offer Graduate Cert awards) will require approval from
the Postgraduate Studies Committee. Such requests for exemption should be highlighted on the
Course Proposal Proforma submitted to the Postgraduate Studies Committee.
4. ‘Reading Week’ (Guidance)


There is no mandatory, University-wide ‘Reading Week’ within the restructured academic year.
Schools to incorporate such activities as might occur in a ‘Reading Week’ (field trips, site
visits…) within their courses, as appropriate
5. Research Project/Dissertation for Masters courses (Mandatory)



A dissertation, project or other assessed piece of research/practical work (of at least 60 credits
at SCQF Level 11) is mandatory for all postgraduate Masters courses.
Students should have the opportunity to develop research methodology techniques in
preparation for, or as part of, the dissertation/project.
Schools have the discretion to incorporate or not a short research project within PG Dip courses.
6. 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.
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



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.
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 Postgraduate Studies Committee. Such requests for exemption should
be highlighted on the Course Proposal Proforma submitted to the Postgraduate Studies
Committee.
7. Discretionary Credits (Use: Guidance, within requirements of University policy)

The postgraduate taught policy on discretionary credits will remain as at present:



Discretionary credits can be awarded for normally one taught module (15 credits) over
an entire course
Discretionary credits cannot be applied in the case of a dissertation, project or any
other component of supervised research/practical work
As per the current policy, discretionary credits can continue to be given for award, as the
Progression Board determines, but cannot be given to facilitate the progression of a student
through the course.
8. 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, since all students, even at graduates, need
time to adjust academically to studying at postgraduate level 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.
See toolkit on first year experience (academic socialisation) (briefing paper and planning tool).
9. 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 1:
-
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)
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.
1
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



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
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).
10. 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.3040% 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)
See Sections B and C for requirements and guidelines regarding learning, teaching and assessment
and skills development.
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B. Learning, Teaching and Assessment
This section summarises the learning, teaching and assessment features to be adopted or considered by
postgraduate taught and graduate 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. 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 Postgraduate Studies Committee. Such provision
should be highlighted on the Course Proposal Proforma submitted to the Postgraduate
Studies Committee.
2. 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 assessment2.
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.
3. Form and Extent of Informative Feedback in Modules (Guidance)




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
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.
2
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


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.
4. Use of the Assessment Periods in Blocks 1 and 2 (Provision of learning support:
mandatory; form of learning support: Guidance)




The current pattern of final stage assessments (including, as appropriate, postgraduate
taught and graduate) 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.
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.
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.
5. 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
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:


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.
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



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)





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 and Diversity of Learning and Teaching Methods across a
Course (Balance - Mandatory; Implementation/form - Guidance)


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.
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 See toolkit on Flexible Learning/using VISION (to follow)
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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 all
postgraduate taught and graduate courses.
See the various toolkits for guidelines on integrating the acquisition and progressive development of
skills3 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.
Graduate and postgraduate taught students must have the opportunity to develop similar
skills, albeit at SCQF Level 11 in the case of postgraduate courses and typically at SCQF
Levels 9 and 10 in the case of graduate courses.
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 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 Postgraduate Studies
Committee.
2. Skills Planning Tool (Guidance)


Schools may use the HWU Skills Planning Tool (see various toolkits on skills, such as
Research-Informed Learning, 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 at SCQF
Level 11, as well as at graduate levels (typically SCQF Levels 9 and 10).
3. HWU Core Skills Matrix (Provision of Skills Matrix to Students: Mandatory;
implementation/form of Matrix - Guidance)

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.
‘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.
3
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

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.
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) (Provision
– Mandatory; Form and Implementation – Guidance)
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All Schools should incorporate within each of their postgraduate taught and graduate courses
opportunities for the development, acquisition and assessment of ‘research-informed learning’
(scholarship, enquiry and research) skills
For Masters courses in particular, students should have the opportunity to develop research
methodology techniques in preparation for the dissertation. Specific research methodology
techniques may be provided in the previous modules or as part of the overall dissertation
modules.
A core set of generic criteria for ‘research-informed learning’ at SCQF Level 11 (as well as at
graduate levels, typically Levels 9 and 10) 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 (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 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)

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.

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.

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.

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)

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 graduate and postgraduate taught off-campus courses.

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 (Postgraduate and Graduate 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
Modules in which these skills and attributes are
developed
Learning, Teaching and Assessment Activities
which help to develop these skills and attributes
* Schools may wish to adapt the matrix for use in two-year Masters course to categorise more specifically the skills acquisition and development by each year.
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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)
-
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
-
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
-
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 IT
-
-
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 (SCQF Level 11 will apply to postgraduate taught courses, while SCQF Levels 9 & 10
typically apply to graduate courses).
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