Programme Specification Template
Guidance notes for authors:
Limit the programme specification to no more than 6 sides of A4 (including the
map)
For awards of <120 CATS points, programme specification content should reflect
the size of the award.
The language in the programme specification should be clear, succinct, jargon
free and grammatically correct.
Always include the date of any revision.
All sections must be completed, please put N.A. in any section that is Not
Applicable.
Section headings should not be changed.
Ideally present sections 1 to 11 of the programme specification in table format.
If you have any questions or queries about the Template please contact your
FASQC chair or in the case of Collaborative Partners your Link tutor.
Collaborative Partners and non modular scheme provision may need to tailor
certain sections to meet their own needs e.g. 12b, 16 and 17b.
Always make sure you have removed all guidance notes – everything that
is in highlight mode - once the programme specification has been
completed.
1. Awarding Institution/Body
2. Teaching Institution
3. Recognition by Professional
Body.
4. Final award and level of
qualification
5. Modular Scheme or other
6. Programme title (name on
certificate)
7. UCAS code
8. JACS code
9. QAA subject benchmark
statement(s) where relevant
10. Date of initial validation
11. Date of revision
Use the language of the Professional
Body such as accredited, validated,
endorsed, right to practice and specify
exactly what this recognition means
e.g. gives students the right to use
post-nominals etc.
e.g. BSc Hons: Level H
No need to mention CertHE and
DipHE in degree programme
specification unless offered as a
named staged award.
e.g. UMS, ITE, Collaborative provision
e.g. Geography Single Honours
To indicate the most recent version
12. External and Internal reference points
Guidance notes
A standard text for this section is provided please delete any element that is not
applicable.
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As a minimum there should be reference to FHEQ and one other reference point,
normally the Benchmark statement. Indicate the qualification level of the
programme e.g. H for Honours, M for Masters. Programmes may make specific
reference to sections of the QAA Code of Practice and a professional statement.
Give a clear indication of how any referencing is to be demonstrated within the
rest of the programme specification text e.g. through a letter tag.
The educational aims and outcomes of the programme have been written with
reference to the following reference points.
12a) EXTERNAL
the Framework for Higher Education Qualifications (FHEQ);
the QAA Benchmark statement(s)(X);
Other external reference point (Y).
Further details for the above are available at the relevant website(s).
12b) INTERNAL
University of Gloucestershire UMS/PMS regulations;
University of Gloucestershire LTA strategic framework;
Other specified policies e.g. PDP.
Further details for the above are available at the University website
13. Main educational aims of the programme
The main educational aims of xxx are to provide you, the student, with
opportunities to:
Guidance notes
Normally this section should consist of a brief introduction and 6 to 8 aims.
Ensure these are expressed as Aims and not Learning Outcomes.
The distinctive difference between Single Hons. and Joint Hons., awards which
have separate programme specifications, should be obvious.
Remember to cross-reference Aims against a Benchmark statement or other
external reference point(s). Do not quote a Benchmark statement verbatim.
Also, a programme specification is not simply an aggregation of module
outcomes.
Give clear, succinct, jargon free statements.
If providing aims by level ensure that these are set at the right level and
demonstrate progression.
14. Programme outcomes – the programme provides opportunities for you, the
student, to achieve and demonstrate the following learning outcomes:
14a) Knowledge and understanding of:
Guidance notes
What are the learning outcomes for the student by the end of the programme?
Are they set at the right level? Check against the FHEQ and University generic
level descriptors – confirm statement made in section 12b.
Cross-reference these against a Benchmark statement or other external
reference point(s).
Number the learning outcomes and then link them to section 15: teaching and
learning and assessment .
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14b) Intellectual/ thinking skills – able to:
Guidance notes
Here are just some of the cognitive/thinking skills you may wish to refer to:
analytical, critical & creative thought; synthesis & judgement; understanding &
examining the logic of argument; understanding relevant conceptual paradigms,
frameworks & theories, relating evidence to conclusions.
Apply the same questions and cross-checks mentioned for knowledge and
understanding learning outcomes.
14c) Subject specific /Practical and professional skills – able to:
Guidance notes
When writing these you may wish to refer to: practical/professional & vocational
skills.
Apply the same questions and cross-checks mentioned for knowledge and
understanding learning outcomes.
14d) Transferable/key skills – able to:
Guidance notes
Here are key/transferable skills you may refer to: communication & literacy;
application of numerical techniques; problem solving; independent learning &
working; working with others; use of information & communications technology.
Apply the same questions and cross-checks mentioned for knowledge and
understanding learning outcomes.
15. Teaching, learning and assessment – the teaching, learning and
assessment strategies and methods used in the programme to enable learning
outcomes to be achieved and demonstrated by you, the student.
15a) Teaching and learning methods
Guidance notes
What teaching and learning methods and activities are used to help students
achieve all of the above learning outcomes for this programme?
You may wish to direct the reader to an Appendix where the teaching and
learning methods are mapped to demonstrate the overall strategy and
progression to explain how learning outcomes are met.
15b) Assessment
What are the assessment methods? How do you assess whether a student has
achieved all of the above learning outcomes for this programme?
You may wish to direct the reader to an Appendix where assessment across the
programme is mapped to demonstrate the overall strategy and progression.
16. Current Programme Map
Guidance notes
Insert current map (this includes award requirements and a list of modules, see
Course map template for further details)
Once the programme specification has been placed onto the University website
students should be able to use this map to link to module descriptors. A
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standard text will be provided by the University to inform students that access
can be gained through clicking on each module name.
17. Programme Overview
Guidance notes
A standard text for this section is provided please delete any element that is not
applicable.
The programme is offered in the following modes of study: Full-time, Part-Time,
Distance Learning, Sandwich, Work-based learning.
Staged awards are available within this programme of study, see section 4.
Students may enter, interrupt or leave a programme at the end of each Level.
The language of study is English.
17a) Structure, key features and modules
This section of the programme specification should be read with reference to
section 16, the programme map. Modules may be compulsory, core or optional
and may have specific pre-requisites.
Guidance notes
Indicate what are the distinctive element(s) of the programme;
Explain what it would be like to study the programme;
Are there opportunities for: work-based learning/placements, fieldwork, practical
activity etc.? Where will such activities be located?
What are the themes/pathways through the programme (give examples);
How is PDP delivered in the programme?
What are the career paths for graduates?
Sections 16 and 17a of the programme specification could be inserted in a Field
guide.
17b) Credit and award requirements
Guidance notes
Standard details to be inserted, for the UMS see below. Award requirements for
PMS can be found in the PMS student handbook, only give award requirements
for the terminal award.
From 2009/10 onwards award requirements are expressed in terms of CAT
points only.
For Single Honours Degree
Overall award requirements:
Take 360 CATS with 120 CATS at each Level
Pass 300 CATS with 210 CATS at Levels II and III
Achieve 30% in the remaining 60 CATS for them to be condoned
For the named Course:
Take at least 270 CATS from the Course map
Pass at least 240 CATS from the Course map with at least 75 CATS at each Level
Pass compulsory and core modules from Course map
For Single Honours Degree (with placement)
As for Single Honours Degree plus take and pass 120 CATS placement.
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For Single Honours (120 credit) Top-up Degree
Overall award requirements:
Take and pass 120 CATS at Level III
For the named Course:
Take and pass 120 CATS from the Course map
Pass compulsory and core modules from Course map
For Joint Honours Degree
Overall award requirements:
Take 360 CATS with 120 CATS at each Level
Pass 300 CATS with 210 CATS at Levels II and III
Achieve 30% in the remaining 60 CATS for them to be condoned
For the named Course:
Take at least 135 CATS from the Course map
Pass at least 120 CATS from the Course map with at least 30 CATS at each Level
Pass compulsory and core modules from each Course map
For Foundation Degree
Take 240 CATS with 120 CATS at each Level
Pass 195 CATS of which 105 CATS must be at Level II
Achieve 30% in the remaining 45 CATS for them to be condoned.
Pass compulsory and core modules from the Foundation Degree Course map
18. Additional information
Guidance notes
A standard text for this section is provided please delete any element that is not
applicable.
Departments may wish to place any other additional material here, for example
reference to a default award.
Further information on Assessment; Quality Assurance including Evaluation;
Disability and Learning support provision; Criteria for Admission/Recruitment and
Careers can be found at the University website.
The National Recognition Information Centre (NARIC) provides details of
comparative information on all Higher Education programmes.
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