NEW PROGRAMME AND MAJOR MODIFICATIONS …...degree e.g BA (Hons), LLB (Hons), although for many...

Programme Approval Process 2011-12 Guidance Notes for FAQSC

TQSD New Programme and Major Modifications Approval – Faculty Guidance 2011-12/FNL

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NEW PROGRAMME AND

MAJOR MODIFICATIONS APPROVAL

FACULTY GUIDANCE NOTES



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CONTENTS

SECTION: (and link) Page

NEW PROGRAMME PROPOSAL FORMS: UG AND PGT 5

PART A: PROGRAMME FRAMEWORK 5

Sections 1 and 2: Title of Programme and Entry Awards 5

Section 3: Framework under which this programme operates 5

Section 3a: Framework exemption required 6

Sections 4 and 4a: Applicable Ordinance; New/revised Ordinance 6

Sections 5 and 5a: Applicable Regulations; New/revised Regulations 6

Sections 6 and 7: Board of Studies and Board of Examiners 6

PART B: .RECRUITMENT 6

Section 8: Proposed Recruitment Strategy 6

PART C: RESOURCES 7

Sections 9 to 15: Library and computing services; Staffing; Non-pay;

Equipment; Accommodation; Other services; Other resources

7

PART D: OTHER CONTEXTUAL INFORMATION 7

Section 16: Other Contextual Information 7

Section 16a: Rationale for Delivery as CPD 7

PART E: HEAD OF LEVEL 2 ENDORSEMENT 7

Section 17: Head(s) of Level 2 School(s) 7

PART F: EXTERNAL SCRUTINY 8

Section 18: External Review 8

PART G: BOARD OF STUDIES ENDORSEMENT 8

Section 19: Board of Studies (Chair) 9

MAJOR PROGRAMME MODIFICATIONS PROPOSAL FORM 10

PROPOSAL DETAILS 10

Sections 1, 1a and 1b: Programme Title and Change to Programme

Title

10

Section 2: Applicable Framework 10

Section 2a: Framework Exemption 10

Sections 3 and 3a: Applicable Ordinance 10

Sections 4 and 4a: Applicable Regulations; New/revised Regulations 10

Section 5: Context 11

Section 6: Nature of modification 11

Section 7: Date for proposed modifications to come into effect 11

Section 8: Cohort(s) affected by the modifications 11

Section 9: Consultation with/consent from affected students (if 11



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applicable)

Section 10: Rationale for proposed modifications 11

Section 11: Diversity & Equality of Opportunity / Widening

Participation

11

Section 12: Programme Specification 12

PROPOSAL ENDORSEMENTS 12

Section 13: Programme Director 12

Section 14: Head of Level 2 School(s) / Institute(s) that contribute a

module or modules that are essential to the programme

12

Section 15: External reviewers‟ reports 12

Section 16: Board of Studies (Chair) 13

PROGRAMME SPECIFICATION 14

PART A: PROGRAMME SUMMARY INFORMATION 14

Section 1: Title of programme 14

Section 2: Programme Code 14

Section 3: Entry Award(s) 14

Section 4: Exit Awards 15

Section 5: Date of first intake 17

Section 6: Frequency of intake 15

Section 7: Duration and mode of study 17

Sections 8 and 8a: Applicable framework and framework exemption 17

Sections 9 and 9a: Applicable Ordinance and new/revise Ordinance 18

Sections 10 and 10a: Applicable Regulations and new/revised

Regulations

18

Section 11: Level 2 School/Institute 19

Section 12: Faculty 19

Section 13: Other contributors from UoL 19

Section 14: Teaching other than at UoL 19

Section 15: Director of Studies 19

Section 16: Board of Studies 20

Section 17: Board of Examiners 20

Section 18: External Examiner(s) 20

Section 19: Professional, Statutory or Regulatory Body 20

Section 20: QAA Subject benchmark statement(s) 20

Section 21: Other reference points 20

Section 22: Fees 20

Section 23: Additional costs to students 21

Section 24: AQSC approval 21

PART B: AIMS OF THE PROGRAMME 21

Section 25: Aims of the programme 21

Section 26: Subject-based Learning Outcomes 22

Section 26a: Mapping of subject-based learning outcomes 22

Section 27: Skills and other attributes 23

Section 27a: Mapping of skills and other attributes 23



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Section 28: Career opportunities 23

PART C: ENTRANCE REQUIREMENTS 24

Section 29: Academic requirements 24

Section 30: Work experience 25

Section 31: other requirements 25

PART D: PROGRAMME STRUCTURE 25

Section 32: Programme structure 25

Section 33: Industrial placement/work placement/year abroad 26

Section 34: Liaison between the level 2 schools/institutes involved 26

Section 35: Learning, Teaching and Assessment Strategies 26

Section 35a: Learning, Teaching and Assessment Methods 27

Section 36: Assessment Information for Students 27

Section 37: Student Representation and Feedback 29

Section 38: Status of Professional, Statutory or Regulatory Body

Accreditation

30

Section 39: Diversity & Equality of Opportunity and Widening

Participation

30

Annex 1: Annex of Modifications Made to the Programme 30

NOTES 30

Definition of CPD 30

The Strategic Plan 31

The Code of Practice on Assessment 31

Useful documents for reference 32



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These notes are intended to offer guidance and advice to members of Faculty

Academic Quality and Standards Committees (FAQSC) when considering new

programme proposals or major modifications to existing programmes for approval.

Faculty committees are encouraged to develop their own additional Faculty-specific

criteria. It is recommended that these notes for guidance are circulated to members

of the relevant committees alongside the programme documentation being

considered.

Please refer to the Process for New Programme Approval and Major/Minor

Programme Modifications – Guidance Notes, available on the TQSD website for

more detailed guidance on approval processes, documentary requirements,

responsibilities of different players, etc.

http://www.liv.ac.uk/tqsd/qualityframework/new_programme_and_mods_guidance

_notes.pdf

NEW PROGRAMME PROPOSAL FORMS: UG AND PGT

NB there are different New Programme Proposal Forms for undergraduate

and taught postgraduate programmes. The form for undergraduate

programmes covers all undergraduate provision, including integrated

master’s.

PART A: PROGRAMME FRAMEWORK

Sections 1 and 2: Title of Programme and Entry Awards

Section 1 should show the name of the programme and section 2 should indicate the

entry awards, i.e. the awards that students can register onto to commence the

programme. At undergraduate level this will generally be a bachelors honours

degree e.g BA (Hons), LLB (Hons), although for many integrated master‟s

programmes students can register either onto the bachelors or the master‟s level

award, in which case this section will show, for example, BEng and MEng as the

entry awards. For PGT programmes most programmes will have only the master‟s

award as the entry award, but in some cases programmes are designed where

students can register to do the PGCert or the PGDip, and therefore these will be

listed as entry awards.

Committee members should be satisfied that the information contained in this

section is consistent with the programme specification. It should be noted that this

section is not intended for exit awards information. RETURN TO CONTENTS

Section 3: Framework under which this programme operates

This section should include one of the following statements:

Model for Non-Clinical First Degree Programmes

University Framework for Full-time and Part-time Postgraduate Programmes

University Framework for the Diploma/Certificate in Professional Studies &

Postgraduate Continuing Professional/Personal Development (CPD)*

Or if the programme is a clinical programme that will operate under one of the

ordinances for such programmes, „Not applicable‟ should be entered in this section.

In sections 4 and 5 below there will be details of the relevant ordinance and

regulations.

http://www.liv.ac.uk/tqsd/qualityframework/new_programme_and_mods_guidance_notes.pdf

http://www.liv.ac.uk/tqsd/qualityframework/new_programme_and_mods_guidance_notes.pdf



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The information entered here should be consistent with the information entered in

the corresponding section (s.8) of the Programme Specification (see below).

* Please see Notes at the end of this document for the University‟s definition of CPD. RETURN TO CONTENTS

Section 3a: Framework exemption required

This section will need to be completed if the programme needs to be delivered in a

way that is not consistent with University requirements for the type of award. If the

form indicates that exemption from the relevant framework is required the

Committee must satisfy itself that the rationale for this is sound and that the

Committee is prepared to endorse the rationale and recommend to the University

AQSC that the exemption be granted. RETURN TO CONTENTS

Sections 4 and 4a: Applicable Ordinance; New/revised Ordinance

If the programme is to run under an existing Ordinance, the title of the relevant

ordinance should be inserted. If a new Ordinance or a change to an existing

Ordinance is required, the Director of the Student Administration and Support

Division should have been consulted and arrangements made for the new/revised

ordinance to be approved by Senate. If the form does not contain the date of

approval by Senate, the statement in the preceding box summarising the

new/revised ordinance should indicate where it is in the approval process. In such

cases, any recommendation by the Committee to approve the programme will need

to be subject to Senate approval of the new/revised ordinance and the minutes of

the Committee meeting will need to record this. RETURN TO CONTENTS

Sections 5 and 5a: Applicable Regulations; New/revised Regulations

If the programme is to run under existing Regulations, the title of the relevant

Regulations should be inserted. If new Regulations or a change to the existing

Regulations are required, the Director of the Student Administration and Support

Division should have been consulted and arrangements made for the new/revised

Regulations to be approved by Senate. If the form does not contain the date of

approval by Senate, the statement in the preceding box summarising the

new/revised Regulations should indicate where it is in the approval process. In such


to be subject to Senate approval of the new/revised Regulations and the minutes of

the Committee meeting will need to record this. Please note that as from 2011-12

the regulations for PGT programmes have been incorporated into the Framework

for Full-time and Part-time Modular Postgraduate Programmes and therefore there

are no separate regulations; therefore section 5 should show „not applicable‟ entered

in the box. RETURN TO CONTENTS

Sections 6 and 7: Board of Studies and Board of Examiners

These sections should simply show the relevant boards that the programme will

come under. RETURN TO CONTENTS

PART B: .RECRUITMENT

Section 8: Proposed Recruitment Strategy

Committee members should check that the proposed strategy is in line with the

aims of the programme and the entrance requirements as stated in the draft

Programme Specification. Where necessary, the Committee should seek advice



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from the Student Recruitment and Admissions Office (SRAO), as to the

appropriateness of the proposed strategy. RETURN TO CONTENTS

PART C: RESOURCES

Sections 9 to 15: Library and computing services; Staffing; Non-pay;

Equipment; Accommodation; Other services; Other resources

There should be no student numbers or resource implications beyond the Faculty‟s

existing agreed plan and budget and this should have been confirmed through the

Outline Approval process. Where there are student numbers and/or resource

implications associated with the proposal, these should have been agreed through

the annual Planning, Performance and Budgetary Cycle and the Outline Approval

request authorised by the Faculty SMT for the Faculty. This section therefore should

summarise the resources agreed under Outline Approval process. It should also

include a summary of any changes to student numbers or additional resources that

have been approved by the Faculty. This information is needed for FAQSC because

Outline Approval is considered and recommended for approval by the Faculty SMT

and will not necessarily have been viewed by the FAQSC. RETURN TO CONTENTS

PART D: OTHER CONTEXTUAL INFORMATION

Section 16: Other Contextual Information

This section gives the programme proposers the opportunity to provide additional

information that is relevant to the proposal, but is not covered elsewhere. The

applicability and/or relevance of this section will vary between proposals. If it has

been completed, the Committee should be satisfied that the information provided is

sufficient and/or appropriate. RETURN TO CONTENTS

Section 16a: Rationale for Delivery as CPD

This section is only on the form for PGT programmes and only needs to be

completed if the programme is to run as CPD provision*. If applicable this section

needs to explain and justify why the programme is to be provided as CPD provision

and why it cannot or should not be delivered as a „standard‟ PGT programme under

the Framework for Full-time and Part-time Modular Postgraduate Programmes. CPD

programmes come under a different framework: the University Framework for the

Diploma/Certificate in Professional Studies & Postgraduate Continuing

Professional/Personal Development (CPD) which is available from the link below.

There are some differences in programmes delivered as CPD, for example

compensation for narrowly failed modules is not always available and the merit and

distinction classifications are not available. Committee members should ensure that

the rationale provided in this section takes into account and justifies these

differences.

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/Code_of_Practice_on_Assessm

ent1.htm

* See the Notes at the end of these Guidance Notes for the University definition of

CPD. RETURN TO CONTENTS

PART E: HEAD OF LEVEL 2 ENDORSEMENT

Section 17: Head(s) of Level 2 School(s)

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/Code_of_Practice_on_Assessment1.htm




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This should be signed by the Head of every level 2 school/institute that will

contribute a module or modules that will be essential to the programme or which

will have a significant impact on the programme or its management. This includes

school/institutes that are contributing mandatory and/or required modules, because

these are essential to a programme.

Committee members should check the correct signatures have been provided by

cross-checking against the programme specification; i.e. there should be the

signature of the Head of School/Institute(s) indicated in s.11 of the programme

specification and the Level 2 head(s) of the areas listed in s.13 of the programme

specification should also sign.

Proxy signatures should not normally be used, if they have been used the

Committee will need to be satisfied as to why. RETURN TO CONTENTS

PART F: EXTERNAL REVIEW

Section 18: External Review

The New Programme Proposal process requires External Reviewers to scrutinise the

proposal. The minimum requirement is for written comments from two External

Reviewers to be attached to the proposal, using the report template available from

the TQSD website, together with a response from the Department/School detailing

how these comments have been taken into consideration (or rejected with reasons)

in the design of the programme. The Faculty AQSC should check that appropriate

reviewers have been selected, namely that at least one of the External Reviewers

should be a senior academic from another UK HE institution with relevant expertise

in the subject area. If an academic from an overseas HE institution is used, or an

expert from industry, there should be a good reason for this. Current external

examiners should not act as External Reviewers for new programme proposals that

will be delivered by the Department or School for which they act as external

examiner.

The reviewers‟ comments should be more than just an indication that the proposal is

"interesting" or "useful" and must therefore include some form of analysis of the

academic content and structure of the programme. Where QAA benchmarking

statements for the subject area(s) of the programme have been published,

reviewers are asked to make reference to the appropriateness of the programme

aims, learning outcomes and content in the light of these statements and to the

appropriateness of the proposed programme in relation to the QAA Framework for

Higher Education Qualifications. To this end, it is therefore expected that at least

one of these External Reviewers shall be a senior academic at another higher

education institution.

The Faculty Academic Quality and Standards Committee has the right to request

additional external advice on the proposal. This may be either in the form of further

written comment, or could take the form of a formal or meeting. This is particularly

important where a completely new area of teaching is involved.

The documentation provided should also include the nomination form for each

external reviewer, which indicates the rationale for selecting them to comment on

the proposed programme. RETURN TO CONTENTS

PART G: BOARD OF STUDIES ENDORSEMENT



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Section 19: Board of Studies (Chair)

This should be signed by the Chair of the most appropriate existing Board of Studies

(or similar body). Minutes showing what discussion of the proposal took place and

details of any action taken on them should be attached to the proposal or copied

into the box provided in the form. RETURN TO CONTENTS



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MAJOR PROGRAMME MODIFICATIONS PROPOSAL FORM

PROPOSAL DETAILS

Sections 1, 1a and 1b: Programme Title and Change to Programme Title

The first box (1) should state the current programme title and then section 1a

should be completed to indicate whether or not this programme title will change as

part of modifications. If there is to be a change to the programme title, this should

be entered in the box provided at section 1b. RETURN TO CONTENTS

Section 2: Applicable Framework

This section should include one of the following statements:





Or if the programme is a clinical programme that operates under one of the

ordinances for such programmes, „Not applicable‟ should be entered in this section.

In sections 3 and 4 below there will be details of the relevant ordinance and

regulations.

The information entered here should be consistent with the information entered in

the corresponding section (s.8) of the Programme Specification (see below).

* Please see Notes at the end of this document for the University‟s definition of

CPD.This should state which framework applies to the programme. RETURN TO CONTENTS

Section 2a: Framework Exemption

This section should be completed if the modifications mean that the programme

needs to be delivered in a way that is not consistent with University requirements

for the type of award. If the form indicates that exemption from the relevant

framework is required the Committee must satisfy itself that the rationale for this is

sound and that the Committee is prepared to endorse the rationale and recommend

to the University AQSC that the exemption be granted. RETURN TO CONTENTS

Sections 3 and 3a: Applicable Ordinance

Section 3 should contain the title of the Ordinance which governs the current

programme. If a new Ordinance or a change to an existing Ordinance is required

because of the proposed modifications, the Director of the Student Administration

and Support Division should have been consulted and arrangements made for the

new/revised ordinance to be approved by Senate. If the form does not contain the

date of approval by Senate, the statement in the preceding box summarising the

new/revised ordinance should indicate where it is in the approval process. In such


to be subject to Senate approval of the new/revised ordinance and the minutes of

the Committee meeting will need to record this. RETURN TO CONTENTS

Sections 4 and 4a: Applicable Regulations; New/revised Regulations

The title of the relevant Regulations should be inserted. If new Regulations or a

change to the existing Regulations are required, the Director of the Student



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Administration and Support Division should have been consulted and arrangements

made for the new/revised Regulations to be approved by Senate. If the form does

not contain the date of approval by Senate, the statement in the preceding box

summarising the new/revised regulations should indicate where it is in the approval

process. In such cases, any recommendation by the Committee to approve the

programme will need to be subject to Senate approval of the new/revised

regulations and the minutes of the Committee meeting will need to record this.

Please note that as from 2011-12 the regulations for PGT programmes have been

incorporated into the Framework for Full-time and Part-time Modular Postgraduate

Programmes and therefore there are no separate regulations; section 4 should

therefore be completed with „not applicable‟ entered in the box.

Section 5: Context

This should explain some of the history of the programme, including details of when

it was originally approved and how the programme has changed and developed

since its initial approval. RETURN TO CONTENTS

Section 6: Nature of modification

This should describe each of the proposed modifications and show how they differ

from the current arrangements. It should also include any changes in fees and/or

additional costs to students. RETURN TO CONTENTS

Section 7: Date for proposed modifications to come into effect:

This will be date the modifications will come into effect e.g. September 20XX. For

programmes that have a number of intakes each year such as online programmes

delivered in partnership with Laureate, it should be quite clear as to the date from

which the modified programme will run. RETURN TO CONTENTS

Section 8: Cohort(s) affected by the modifications

This will need to explain whether any current students will be affected by the

modifications or whether the changes will apply to new cohorts only, from the date

of effect as stated in section 7. If the proposed modifications are to affect students

currently on the programme, section 9 should be completed. See below. RETURN TO CONTENTS

Section 9: Consultation with/consent from affected students (if applicable)

If section 8 has indicated that current students will be affected by the proposed

changes, this section should contain a statement that the requirements of the

„Changes to Programmes of Study: Policy on Consulting and Informing Students‟

have been complied with. If this Policy is applicable, the proposers should describe

the process followed, i.e. consultation or obtaining assent, with details of how this

was undertaken and the provision of supporting document if appropriate. RETURN TO CONTENTS

Section 10: Rationale for proposed modifications

This section should explain the reasons for the changes and if there is a proposed

name change to the programme, the reason for this should be explained here. RETURN TO CONTENTS

Section 11: Diversity & Equality of Opportunity / Widening Participation



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This section should confirm that the modifications will maintain the programme‟s

consistency and compliance with the University‟s Diversity and Equality of

Opportunity Policy.

If applicable, it may contain an explanation of how the modifications will strengthen

or improve the programme in respect of Diversity & Equality / Widening

Participation. For example, the modifications may make the programme more

appealing to a more diverse market of students; the modifications might be planned

to achieve Faculty/School/Department WP targets.

Matters which could be covered in this section are: the management of integrating

students from different cultural backgrounds, meeting the English language needs of

students whose first language is not English, the personal and academic support

available to students, the teaching, learning and assessment policies that support a

diverse range of academic aptitudes and backgrounds.

The University‟s Diversity and Equality team and the Educational Opportunities team

can advice Committee members about diversity and equality matters in relation to

academic programmes. RETURN TO CONTENTS

Section 12: Programme Specification

The programme specification should be provided with the proposal form (see below

for Guidance Notes). RETURN TO CONTENTS

PROPOSAL ENDORSEMENTS

Section 13: Programme Director

This section should be signed by the programme director (as named in the

programme specification), with his/her school/institute indicated and the date of

signature. RETURN TO CONTENTS

Section 14: Head of Level 2 School(s) / Institute(s) that contribute a

module or modules that are essential to the programme

This should be signed by the Head of every level 2 school/institute that contributes a

module or modules that are essential to the programme or have a significant impact

on the programme or its management. This includes school/institutes that are

contributing mandatory and/or required modules, because these are essential to a

programme.

Committee members should check the correct signatures have been provided by

cross-checking against the programme specification; i.e. there should be the

signature of the Head of School/Institute indicated in s.13 of the programme

specification.

Proxy signatures should not normally be used, if they have been used the

Committee will need to be satisfied as to why. RETURN TO CONTENTS

Section 15: External reviewers’ reports

The Major Programme Modifications Proposal process requires External Reviewers to

scrutinise the proposal. The minimum requirement is for written comments from

two External Reviewers to be attached to the proposal, using the report template

available from the TQSD website, together with a response from the



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Department/School detailing how these comments have been taken into

consideration (or rejected with reasons) in the design of the programme. The

Faculty AQSC should check that appropriate reviewers have been selected, namely

that at least one of the External Reviewers should be a senior academic from

another UK HE institution with relevant expertise in the subject area. If an

academic from an overseas HE institution is used, or an expert from industry, there

should be good reason for this. For major programme modifications proposals, one

of the External Reviewers may be an external examiner for the programme.

The reviewers‟ comments should be more than just an indication that the proposal is

“interesting” or “useful” and must therefore include some form of analysis of the

academic content and structure of the programme. Where QAA benchmarking

statements for the academic area(s) of the programme have been published,

reviewers are asked to make reference to the appropriateness of the programme

aims, learning outcomes and content in the light of these statements and to the

appropriateness of the proposed programme in relation to the QAA Framework for

Higher Education Qualifications. To this end, it is therefore expected that at least

one of these External Reviewers shall be a senior academic at another higher

education institution.

The Faculty AQSC has the right to request additional external advice on the

proposal. This may be either in the form of further written comment, or could take

the form of a formal meeting. This is particularly important where a completely new

area of teaching is involved.

The documentation provided should also include the nomination form for each

external reviewer, which indicates the rationale for selecting them to comment on

the proposed programme. RETURN TO CONTENTS

Section 16: Board of Studies (Chair)

This should be signed by the Chair of the Board of Studies (or similar body)

responsible for the programme. Minutes showing what discussion of the proposal

took place and details of any action taken on them should be attached to the

proposal or copied into the box provided in the form. RETURN TO CONTENTS



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PROGRAMME SPECIFICATION

NB: there are different programme specification templates according to the

type of provision i.e.

a programme specification template for UNDERGRADUATE

PROGRAMMES

a programme specification template for INTEGRATED MASTER’S

PROGRAMMES

a programme specification template for TAUGHT POSTGRADUATE

PROGRAMMES

Please ensure that the correct programme specification has been

completed.

PART A: PROGRAMME SUMMARY INFORMATION

Section 1: Title of programme

This should contain the name of the programme. The programme title should also

include any pathways where it intended that these should be shown as part of the

programme name on the qualification certificate, these should be shown in brackets

( ); e.g. MSc Science (Biology). RETURN TO CONTENTS

Section 2: Programme Code

If this is an undergraduate programme, a JACS code or codes will have obtained

from SRAO by the programme team. PGT programmes will have a code that was

generated for the SPIDER system. RETURN TO CONTENTS

Section 3: Entry Award(s) In the boxes in this section a or X should be entered to indicate the entry

award(s) that can be gained through the programme.

For undergraduate programmes (i.e 3-year programmes and 4-year

programmes with a year in industry or a year abroad) it should show whether

students will register onto a BA (Hons) or BSc (Hons) award. If neither of these

awards is applicable, the „Other‟ box should be marked and the relevant entry award

specified in the box provided. An example of an alternative award is the LLB.

For integrated master’s programmes this section should indicate if students are

able to register onto the BSc, BEng or „other‟ Bachelor‟s level award and then the

relevant box below these should be marked to show which integrated master‟s

qualification students can register onto. If the integrated master‟s qualification for

the programme is not listed, the „Other‟ box should be marked and the qualification

detailed in the box below this.

For postgraduate programmes in this section the boxes should be marked to

show whether students will register onto the following awards: MA, MSc, PG

Diploma, PG Certificate, Diploma in Professional Studies (DPS) and Certificate in

Professional Studies (CPS). For example:

If the MA box (or the MSc box) only is marked, this means that students will

only be able to register onto the Master‟s degree, this means the PGDip and

PGCert will only be available as exit awards.

If the MSc box, and the PGDip box and the PGCert box it means that students

will be able to register onto the PGCert, or the PGDip or the Master‟s degree.



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If none of the awards listed are applicable to the programme, the „Other(s)‟ box

should be marked and details of the relevant entry award(s) should be entered in

the box provided; an example would be the MBA award.

For all the entry award(s) that are indicated in the programme specification, the

„Credit‟ box should show the minimum credit required for the award and the level of

the credit should be shown in the „Level‟ box. The following are examples:

Example 1 – undergraduate (the UG model requires that “in years 1 and 2 of all

undergraduate programmes ... the majority of modules in a year of study of a full-

time degree should be at the same level as the year of study”):

3. Entry Award:

Credit: Level:

BA (Hons) 360 At least 90 credits at

level 3.

Year 1: the majority

of credit at level 1.



Example 2 – integrated master‟s:

Integrated Master‟s award,

as indicated from the list

below.

480 At least 120 credits

at level M.

At least 90 credits at

level 3.





Please indicate the relevant Integrated Master‟s qualification listed below:

MBiol

MChem

MEng

MESci

MMath

MPhys

MPlan

Other (please

indicate

below):

Example 3 – taught postgraduate:

3. Entry Award(s):

Credit: Level:

MA 180 M level of which up

to 30 credits may be

at level 3. RETURN TO CONTENTS

Section 4: Exit Awards

These are the awards that students will receive if they fail to achieve or complete

sufficient credit for the entry award on which they registered, provided they have

passed at least the amount of credit required for the exit qualification. A or X

should be used to show the exit award(s) that can be gained through the

programme; the credit and level of credit required for each exit award should also

be shown. The following are some examples

Example 1 – undergraduate:



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4.

Exit Awards: Credit: Level:

Diploma in

Higher Education

(Dip HE)

240 Year 1: the majority

of credit at level 1;



Certificate in

Higher Education

(Cert HE)

120 The majority of

credit at level 1

Example 2– integrated master‟s:

4.


BSc (Hons) 360 At least 90 credits at

level 3.





BEng (Hons)

Diploma in Higher

Education

240 Year 1: the majority




Certificate in

Higher Education

120 The majority of

credit at level 1

Example 3 – postgraduate taught:

4.


PGDip 120 M level of which up


at level 3.

PGCert 60 M level of which up


at level 3

CPS

For PGT programmes only, an exit awards may be unnamed; UG exit awards are

automatically unnamed, whereas PGT exit awards may or may not carry the name

of the programme. Generally, exit awards will bear the name of the programme

and this will be the default position, i.e. students will exit with a qualification that

shows the programme title, unless the programme specification indicates

otherwise. Unnamed exit awards may be needed because the programme

director/team do not want to have students exiting with a named qualification that

might not accurately reflect what they have studied (possibly because of optional

modules that they have taken), or there may be professional issues with having a

named exit qualification. In such cases all exit awards could be unnamed, or the

programme director/team may choose to allow named exit awards where students



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have passed certain specified modules, and give unnamed awards to students who

do not pass the specified modules but gain the requisite credit through passing

other modules, or the programme director/team may wish to offer named exit

awards that are different to the name of the entry qualification.

If there are to be unnamed exit awards or the exit awards are to bear a different

name from the entry award this should be explained in the box provided at this

section. The Committee will need to be satisfied that this is a reasonable rationale

for not providing students with a named award or with an award that bears a

different name from their entry award. RETURN TO CONTENTS

Section 5: Date of first intake

This should show when the first students will start the programme, e.g. September

20XX. RETURN TO CONTENTS

Section 6: Frequency of intake

This should show the frequency of intake and the normal intake date:

e.g. Every two years in September

Annually in January

Each semester RETURN TO CONTENTS

Section 7: Duration and mode of study

This should show the normal duration and mode of study

e.g. Full-time, 3 years

Full-time, 1 year; part-time, 2 years*

Part-time, 3 years, on-line distance learning*

* Committee members may wish to refer to the frameworks for PGT and CPD

programmes for requirements regarding part-time programmes; these are

Appendices C and C(i) of the Code of Practice on Assessment and can be access via

the following link:


ent1.htm RETURN TO CONTENTS

Sections 8 and 8a: Applicable framework and framework exemption

One of the following statements should be inserted in section 8:





If the programme is a clinical programme that will operate under one of the

ordinances for such programmes, „Not applicable‟ will be entered in this section.

Details of the relevant ordinance and regulations will be entered in sections 10 and

11 below.

The information entered here should be consistent with the information provided in

the corresponding section (s.3) of the New Programme Proposal form or section 2 of

the Major Programme Modifications Proposal Form (whichever form is applicable).

* Please see Notes at the end of this document for the University‟s definition of CPD.





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If an exemption is required from a University framework, information about this will

have been included with the New Programme Proposal form or Major Programme

Modifications Proposal form, as applicable, and the request will be considered for

approval by the University Academic Quality and Standards Committee. This section

should only be completed once AQSC approval has been given and should consist of

a very brief summary of the exemption and the date it was approved by AQSC.

If an exemption is not required, N/A should have been entered. RETURN TO CONTENTS

Sections 9 and 9a: Applicable ordinance and new/revise ordinance

This section should show the applicable ordinance. This should be consistent with

the information entered in the corresponding section of the New Programme

Proposal form or Major Programme Modifications Proposal form.

The Ordinances which apply to taught programmes are normally the following:

Ordinance 35 General Ordinance for Undergraduate Degrees

Ordinance 36 General Ordinance for Part-time Non-Clinical Undergraduate

Degrees

Ordinance 37 Diploma in Higher Education

Ordinance 38 Certificate in Higher Education

Ordinance 39 Certificate/Diploma in Professional Studies

Ordinance 40 General Ordinance for Modular Master‟s Degrees, Postgraduate

Diplomas and Postgraduate Certificates.

If a new/revised ordinance is required, information about this will have been

included with the New Programme Proposal form/Major Programme Modifications

Proposal form and will require approval from Senate. This section should only be

completed once Senate approval has been given and should include a very brief

summary of the new/revised ordinance and the date it was approved by Senate. If

the form does not contain the date of approval by Senate, the New Programme

Proposal form/Major Programme Modifications Proposal form (as applicable) should

indicate when approval is expected. In such cases, any recommendation by the

Committee to approve the programme will need to be subject to Senate approval of

the new/revised ordinance and the minutes of the Committee meeting will need to

record this.

If an exemption is not required, N/A should have been entered. RETURN TO CONTENTS

Sections 10 and 10a: Applicable Regulations and new/revised Regulations

This section should show the applicable Regulations. This should be consistent with

the information entered in the corresponding section of the New Programme

Proposal form or Major Programme Modifications Proposal form. If new Regulations

or a change to the existing Regulations are required this will have been included

with the New Programme Proposal form/Major Programme Modifications Proposal

form and will require approval from Senate. This section should only be completed

once Senate approval has been given and should include a very brief summary of

the new/revised Regulations and the date it was approved by Senate, If the form

does not contain the date of approval by Senate, the New Programme Proposal

form/Major Programme Modifications Proposal form (as applicable) should indicate

when approval is expected. In such cases, any recommendation by the Committee

to approve the programme will need to be subject to Senate approval of the

new/revised Regulations and the minutes of the Committee meeting will need to

record this.



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Please note that as from 2011-12 the regulations for PGT programmes have been

incorporated into the Framework for Full-time and Part-time Modular Postgraduate

Programmes and therefore there are no separate regulations; section 10 should

therefore be completed with „not applicable‟ entered in the box. RETURN TO CONTENTS

Section 11: Level 2 School/Institute

This should show the name of the „owning‟ level 2 school; this is the school which

will be responsible for the recruitment, admissions, monitoring and review of the

programme. The Director of Studies and the Board of Studies will be within this

school. Depending on the structure of the Faculty within which the programme sits,

it may be more appropriate to name a level 1 department or school if this more

accurately reflects the academic ownership of the programme. RETURN TO CONTENTS

Section 12: Faculty

This should show the name of the Faculty in which the programmes runs; this is the

Faculty in which the owning level 2 school is located. RETURN TO CONTENTS

Section 13: Other contributors from UoL

This should list all other level 1 or 2 units contributing to the programme and

indicate those that are providing a module or modules that are essential to the

programme or which have a significant impact on the programme or its

management.

This should include schools/departments that are contributing mandatory and/or

required modules, because these are essential to a programme.

It could also include schools/departments that are contributing modules that are

significant in other ways. One example is that an optional module provided by

another school/department might have restrictions on the number of students it can

accommodate and this could be relevant to its availability as an optional module.

Committee members should cross-check this list with the Head of School

endorsements section in the New Programme Proposal form/Major Programme

Modifications Proposal form (as applicable) to ensure all the requisite Heads have

signed to endorse the programme. RETURN TO CONTENTS

Section 14: Teaching other than at UoL

If any part of the programme is formally taught at a location other than within the

University of Liverpool (excluding work placements and field trips etc.) and/or by

any other institution, details need to be inserted here. If a programme is to be

delivered on-line by Laureate, it should be stated here. If any of the locations

outside the University where delivery of the programme takes place is not accessible

to disabled students this should be stated. However, department/schools have a

duty to discuss alternatives to non-accessible locations with potential students and a

statement or willingness to do so should be detailed here. RETURN TO CONTENTS

Section 15: Director of Studies

The name of the Director of Studies should be entered here and if this is not known

at the time of the proposal, this should be indicated and the name of the initial point

of contact should be entered.



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RETURN TO CONTENTS

Section 16: Board of Studies

This should show the name of the Board of Studies that will govern the programme. RETURN TO CONTENTS

Section 17: Board of Examiners

This should show the name of the Board of Examiners that will oversee the

programme. RETURN TO CONTENTS

Section 18: External Examiner(s)

This should show the names and institutions of the External Examiners (where these

have been appointed). Where a moderating or chief examiner is also appointed, this

should be clearly indicated.

If new External Examiners are required, the process for approving them is managed

separately from the approval process for the programme and is managed by the

Student Administration and Support Division. If approved External Examiners are

pending, the Committee‟s recommendation for approval must be conditional upon

their appointment. RETURN TO CONTENTS

Section 19: Professional, Statutory or Regulatory Body

If the programme is subject to professional, statutory or regulatory body

accreditation, details need to be inserted. These should include the name of the

professional, regulatory or statutory body, details of the nature of the accreditation,

frequency of review etc. RETURN TO CONTENTS

Section 20: QAA Subject benchmark statement(s)

This is the set of published Benchmark Statements which applies to this programme.

Some programmes (e.g. Joint Honours) may be subject to more than one set. The

names of the benchmark statements which apply should be inserted. Up-to-date

information is available on the QAA website at

http://www.qaa.ac.uk/assuringstandardsandquality/academicinfrastructure/Pages/d

efault.aspx

or from the Teaching Quality Support Division.

e.g. For BA French and Mathematics:

Languages and Related Studies

Mathematics, Statistics and Operational Research

Subject Benchmark Statements are available for undergraduate provision in most

subject areas and for a limited number of areas at postgraduate level. If there is no

Subject Benchmark Statement for the subject area or level of your programme, „Not

applicable‟ should have been entered in this section. RETURN TO CONTENTS

Section 21: Other reference points

This section should give details of any other guidelines which govern the nature or

content of the programme. RETURN TO CONTENTS

Section 22: Fees

The fee level for a new programme should have been identified and agreed at the

outline proposal stage. If the fee is to be changed as part of major modifications to

http://www.qaa.ac.uk/assuringstandardsandquality/academicinfrastructure/Pages/default.aspx




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the programme this should be explained in section 6 of the Major Programme

Modifications Proposal form. RETURN TO CONTENTS

Section 23: Additional costs to students

This should include details of any additional costs to students (excluding books and

minor equipment). Students must be advised of the additional costs before

registering for the programme, e.g. bench fees. If there are to be changes to these

costs as part of major modifications to the programme this should be explained in

section 6 of the Major Programme Modifications Proposal form. RETURN TO CONTENTS

Section 24: AQSC approval

This should to show the date that the programme proposal receives final approval

from the University Academic Quality and Standards Committee, therefore it should

be blank at the point when FAQSC members are reviewing the proposal. RETURN TO CONTENTS

PART B: AIMS OF THE PROGRAMME

Section 25: Aims of the programme

This should include a statement about what the programme sets out to do. The

aims should describe what the programme is seeking to achieve (and should be

consistent with the intended learning outcomes) and how it meets the expectations

of subject benchmark statements (where applicable), professional body

requirements, employer expectations etc.

Programme aims will primarily concern the students themselves, but wider aims

may also be relevant, in particular the University‟s Strategic Plan and/or the

strategic objectives of the Faculty or School or Department. Examples of different

types of aims are shown in the table below:

Type of aim Examples of aims

Student-based To explore the central features of the discipline; to

attract students who will benefit from studying in a

research-enriched environment; to open access to

the study of a range of specialist areas within the

discipline; to focus on the contested nature of

knowledge within the discipline.

Department- or

Subject-based

To provide a seed-bed for ideas that can be

exploited in research programmes within the

department; to provide the disciplinary community

with new members; to constitute an example of best

practice to other departments in how to teach the

discipline.

Employer-based To meet the requirements of potential employers in

a specific sector.

Society-based To positively impact on the social fabric of the local

community; to widen participation within the body of

students studying the discipline; to contribute to

society through the development of a sense of civic



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responsibility in the students on the programme.1

The guidelines provided for those writing programme specifications refer to more

comprehensive advice on programme aims and related aspects of programme

design which are available via the following link:

http://www.liv.ac.uk/tqsd/qualityframework/programme_aims_and_learning_outco

mes.doc

Committee members may also wish to refer to these guidelines for information.

The template form also enables aims to be entered in a numbered list format. This

can be in addition to or instead of a general statement of aims entered in the first

box in this section and so it is not a requirement that a numbered list be provided.

However, if a list is not provided and the Committee thinks the programme

specification would be improved with one, it should consider requesting this revision

to the programme specification. RETURN TO CONTENTS

Section 26: Subject-based Learning Outcomes

This should include statements of what students should be able to do, understand,

put into practice etc. These should include knowledge and understanding of the

subject, cognitive skills and, where appropriate, professional and practical skills.

The intended learning outcomes should be consistent with

the aims of the programme (as stated in section 25 above);

the relevant Subject Benchmark Statement where these are applicable;

the QAA Framework for Higher Education Qualifications (FHEQ) (the qualification

descriptors in particular);

relevant professional where there are applicable;

the intended learning outcomes of the modules that make up the programme;

the learning, teaching and assessment strategy for the programme.

Given that the University operates compensation/condonement rules, any learning

outcome for the programme as a whole should not depend upon the successful

completion of a single module unless that module is mandatory.

For ease of reference throughout the programme specification, each learning

outcome should be numbered. RETURN TO CONTENTS

Section 26a: Mapping of subject-based learning outcomes

It is important that each of the learning outcomes is assessed; therefore the

Commitee should check that the table in this section has been completed as follows:

in the first column there should be a list or summary of each of the subject-

based learning outcomes; or the number allocated in section 26 above to each

subject-based outcome should be used;

the second column should list each of the modules that will deliver and assess

the learning outcome shown in the first column;

the third column should show against each module listed in column 2 the

mode(s) of assessment used to assess achievement of the learning outcome,

e.g. oral presentation; or extended essay plus formal examination; etc.

the last column will not be needed for all programmes. It is to show how/where

the learning outcomes are consistent with subject benchmark statements or

professional, statutory or regulatory body requirements (PSRB), where these 1 Extract from: „Guidance on writing aims and intended learning outcomes‟; Dr P Khan, CLL, November 2010.

http://www.liv.ac.uk/tqsd/qualityframework/programme_aims_and_learning_outcomes.doc

http://www.liv.ac.uk/tqsd/qualityframework/programme_aims_and_learning_outcomes.doc



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apply. If both of these are applicable, the programme director/team may have

inserted another column or depending on the amount of detail that may be

required this information might be produced on a separate page or appendix to

the programme specification. RETURN TO CONTENTS

Section 27: Skills and other attributes

This section should contain a list of the key skills and other attributes that students

will be given the opportunity to develop through the programme. Skills may include

learning skills, research skills and employability skills; „other attributes‟ may be

relevant if the concept of the „Liverpool Graduate is relevant to the subject area of

the programme. The skills should be capable of being achieved by all students who

are eligible to be admitted to the programme.

The guidelines provided for those writing programme specifications include the links

below to guidance on incorporating learning and study skills and employability into

programmes; FAQSC members may wish to refer to these also, for information.

Guidelines on learning and study skills are available through the following link:

http://www.liv.ac.uk/staff/strategies_policies/strategy-for-learning-and-study-skills-

final.doc

Guidelines on integrating employability into curricula are available through the

following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_integrating_empl

oyability.htm RETURN TO CONTENTS

Section 27a: Mapping of skills and other attributes

As with the subject-based learning outcomes it should be clear how students will be

assessed to show they have developed these skills and attributes and therefore the

table in this section should be completed as follows:

in the first column there should be a list each of the skills/attributes (or a

summary of them);

in the second column, there should be a list each of the modules that will deliver

and assess the skill/attribute shown in the first column;

the third column needs to indicate how and to what extent the skill/attribute

developed in each module relates to learning skills, research skills and/or

employability skills. The reason for this is that it is important for students to be

able to see how and where these types of skills are developed in their

programme of study;

the last column needs to show against each module listed in column 2 the

mode(s) of assessment used to assess achievement of the skill/attribute.

If there is a Subject Benchmark Statement which applies to the programme, this

section should show how the skills/attributes in the programme map against the

generic skills identified in the statement. There should be similar mapping against

skills requirements identified by a relevant PSRB where this is applicable. There

may be additional columns inserted to show the mapping for these, or a table might

be inserted a separate page used. RETURN TO CONTENTS

Section 28: Career opportunities

http://www.liv.ac.uk/staff/strategies_policies/strategy-for-learning-and-study-skills-final.doc

http://www.liv.ac.uk/staff/strategies_policies/strategy-for-learning-and-study-skills-final.doc

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_integrating_employability.htm

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_integrating_employability.htm



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Career opportunities will obviously vary for each programme and discipline; however

with rising competition for graduate jobs it is important that employability issues

arising from the programme are fully addressed.

Improved career prospects are a key motivation for students therefore, for most

programmes, prior to enrolment prospective students will require:

An understanding of how the programme is consistent with the University‟s

Employability & Skills Strategy available

at:http://www.liv.ac.uk/staff/strategies_policies/University%20of%20Liverpool%

20Employability%20Strategy%20-%20Final.doc.

An understanding of how the programme provides students with opportunities to

develop a range of employability skills (for reference,

see:http://ww2.prospects.ac.uk/cms/ShowPage/Home_page/What_do_graduate

s_do__2008/What_do_employers_want_/p!ebfpppd).

This information may be reflected in sections 27 and 27a above.

Information on the employers and / or professional organisations that have been

consulted in the programme‟s design and development phase. Included in this

section could be a discussion on how employers‟ feedback has shaped the

subject content or impacted on the assessment strategy. Prospective students

should also be informed whether the programme will involve the input of

employers or professional organisations.

Information on opportunities for work placements, work shadowing, information

interviewing, networking and other forms of employer engagement.

A detailed overview on the range of career options that might reasonably be

available to students on completion of the programme. This section should

include labour market intelligence and, if available, relevant graduate destination

data.

An overview of the career-related support services available to students, both

centrally (via the Careers & Employability Service0 and locally (via the academic

department).

The guidelines for those writing programme specifications advise contacting the

Careers & Employability Services for further information, advice and assistance. On

some occasions the FAQSC may wish to consider consulting the Service on a

programme proposal that has been received in which case please contact Dr Paul

Redmond, Head of the Careers & Employability Service. Email:

[email protected] RETURN TO CONTENTS

PART C: ENTRANCE REQUIREMENTS

Section 29: Academic requirements

There should be a statement of the academic entry requirements. This should

include the „normal‟ requirements (e.g. A-levels for UG programmes (tariff points

should be specified), good Honours degree for PGT etc) and also a statement of

other acceptable qualifications (BTEC, GNVQ, International Baccalaureate) and how

qualifications such as overseas qualifications will be considered. Any additional

academic requirements (e.g. GCSE in Mathematics or a language) should also be

included, together with any qualifications in English Language requires for

candidates from non-English speaking countries.

http://www.liv.ac.uk/staff/strategies_policies/University%20of%20Liverpool%20Employability%20Strategy%20-%20Final.doc

http://www.liv.ac.uk/staff/strategies_policies/University%20of%20Liverpool%20Employability%20Strategy%20-%20Final.doc

http://ww2.prospects.ac.uk/cms/ShowPage/Home_page/What_do_graduates_do__2008/What_do_employers_want_/p!ebfpppd

http://ww2.prospects.ac.uk/cms/ShowPage/Home_page/What_do_graduates_do__2008/What_do_employers_want_/p!ebfpppd

mailto:[email protected]



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For information and reference, details of the University general IELTS requirements

are available at:

http://www.liv.ac.uk/study/international/countries/english-language.htm#ug

Any arrangements for advanced standing should also be included. This should be in

accordance with the University‟s Policy on Accredited Prior Learning, which can be

accessed at:

http://dbweb.liv.ac.uk/cll/cepd_docs/Policy10.2003.pdf RETURN TO CONTENTS

Section 30: Work experience

This section, if relevant, could contain statements of two varieties:

(i) If specific work experience prior to entry is a formal entry requirement, this

should be stated.

(ii) If work experience may be taken into account in lieu of some or all of the

required academic entry requirements or if it may give advanced standing for

some part of a programme, this should be stated. RETURN TO CONTENTS

Section 31: other requirements

This statement, if relevant, could contain details of any additional requirements such

as submission of a portfolio of work or access to any particular personal resources

required (e.g. computer hardware and software for programmes by distance

learning). RETURN TO CONTENTS

PART D: PROGRAMME STRUCTURE

Section 32: Programme structure

The Committee should ensure that the programme structure is academically

coherent and that, for undergraduate programmes, there is appropriate progression

through the levels of the programme. For all programmes, the qualifications

descriptors set out in the QAA‟s Framework for Higher Education Qualifications

should be used as reference points:

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.as

px 2

Details of the programme structure should be provided preferably in the form of

tables and/or diagrams, with explanatory text where necessary. The programme

structure should show each year of study and the semesters in each year, and

where applicable, pathways through a programme must be clearly shown. If the

programme is part-time, it should show the structure for each year of study. The

information provided must include the modules (codes and titles) that make up the

programme and identify mandatory/required/optional modules, levels and credit

rating, modules that have or are pre-requisites or co-requisites, and linked modules.

There should also be an explanation as to the credit requirements for exit awards

and, if it is a PGT programme which includes named and unnamed exit awards, the

structure should clearly show which modules must be passed in order to get a

named exit award. This information should be consistent with entry and exit awards

detailed in Part A of the programme specification.

2 This link was correct at the time of publication. If it does not work please go to www.qaa.ac.uk and

search for HE qualification descriptors, or contact TQSD.

http://www.liv.ac.uk/study/international/countries/english-language.htm#ug

http://dbweb.liv.ac.uk/cll/cepd_docs/Policy10.2003.pdf

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

http://www.qaa.ac.uk/



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RETURN TO CONTENTS

Section 33: Industrial placement/work placement/year abroad

This section should include details of any substantial aspect of the programme

undertaken outside the teaching institution. This could include industrial or other

placements, Year Abroad arrangement or extra-mural clinical work or rotations.

These details should contain information relating to:

Where the placement will take place, either in broad terms (e.g. “a placement in

a relevant industrial company, approved by the Director of Studies”) or more

specifically (“an approved programme of instruction at the University of ...”).

Where the structure of the placement or Year Abroad is prescribed, rather than

open to individual negotiation on the part of each student (e.g. where the

students will be attending a specific programme of instruction at another

institution), details of this structure should be provided.

Who will be responsible for supervising the student whilst on the placement both

in terms of immediate supervision on the placement and in terms of their link

back into the University/Department?

How the placement fits into the overall assessment of the Year/programme

(cross-reference to section 36 on assessment).

How placements will be arranged at venues which are accessible to the individual

student and will be appropriate to their needs.

The guidelines available for those who are writing programme specifications includes

the links below that provide information about developing placements and exchange

opportunities; Committee members may also find these links useful for reference.

Guidelines on developing placements in curricula are available via the following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_developing_place

ments_in_the_curriculum_.htm

Guidelines on building exchange opportunities into curricula are available via the

following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_developing_place

ments_in_the_curriculum_.htm RETURN TO CONTENTS

Section 34: Liaison between the level 2 schools/institutes involved

This section is normally relevant to joint honours and combined honours

programmes; but it will also apply to programmes that include modules (whether

optional, required or mandatory) from another school or department. It should

explain how the contributing school(s)/department(s) will liaise to manage the

programme effectively, and explain what each department‟s/school‟s responsibility

is with regard to such issues as personal tutoring, timetabling, feedback from

students and provision of information to students.

For some programmes it may be necessary to explain the liaison and management

arrangements between level 1 schools/departments involved in delivering the

programme.

The information contained in this section should cover and be consistent with the

„Other contributors from UoL‟ listed in Part A of the programme specification. RETURN TO CONTENTS

Section 35: Learning, Teaching and Assessment Strategies

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This section is intended to summarise the strategy and rationale for how the

programme will be taught and assessed. If diagrams are used in the section on

programme structure (s.32), it may include details of the learning, teaching and

assessment strategies may have been included in those diagrams. Reference should

be made to the programme‟s relationship with the parent school‟s learning and

teaching strategy and to any other relevant learning and teaching strategies

(contributing schools/departments, Faculty and/or University strategies etc.) and

details of the assessment strategy for the programme should be given.

Committee members should check whether this section includes a statement about

the extent to which e-learning is used as part of the learning, teaching and

assessment strategy; programme directors are asked to include this and are

provided with the following guidelines.

Guidelines for building e-learning into curricula are available via the following link:

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_for_building_e-

Learning_into_the_curriculu.htm. RETURN TO CONTENTS

Section 35a: Learning, Teaching and Assessment Methods

In this section programme directors are asked to list the methods that will be used

on the programme, together with any explanatory notes and contextual information

you feel is necessary. Examples of learning, teaching and assessment methods that

could be listed in this section include:

Lectures;

Large group seminars/tutorials;

Small group seminars/tutorials;

One-to-one tutorials;

Laboratory work;

Fieldwork;

Placements (clinical/non-clinical);

Group work

Project work (individual/group);

On-line discussion, wiki etc.;

Workshops;

Skills development;

Private study. RETURN TO CONTENTS

Section 36: Assessment Information for Students

This section should include:

information about the pass mark for modules;

details of the progression requirements, including provision for compensation;

details of the marking descriptors which are to be used;

information on how the final degree/award classification will be arrived at (if

appropriate);

the criteria for the award of a different qualification in the event that the student

fails to meet the requirements for the qualification for which s/he is registered.

If there are to be unnamed exit awards in a PGT programme, or both named and

unnamed exit awards it should be clearly stated in this section;

information about the role of the Board of Examiners and the External Examiner.

Reference should also be made to the publications e.g. student handbooks in which

full details of the following can be found:

purpose, method and schedule of assessments

http://www.liv.ac.uk/eddev/curriculum_review/curriculum_review_for_building_e-Learning_into_the_curriculu.htm

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timescales for the submission of assessments

the penalties for late submission of assessments

rules relating to the re-sitting of assessments

information about any alternative examination arrangements that are available

student progress procedures

the rules relating to plagiarism, collusion and fabrication of data

the procedure for mitigating circumstances.

NB – there is standard text for inserting in this section available via the links below

which programme directors are asked to refer to in order to complete this section.

http://www.liv.ac.uk/tqsd/qualityframework/3year_programme_assess_info_10-

11.doc

This is the assessment information for 3-year non-clinical undergraduate

programmes commencing in 2010-11 and 2011-12 onwards.

http://www.liv.ac.uk/tqsd/qualityframework/3year_programme_assess_info_04-

05.doc

This is the assessment information for 3-year non-clinical undergraduate

programmes commencing in 2004-05, 2005-06, 2006-07, 2007-08, 2008-09,

2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/4year_integrated_programme_assess_i

nfo_10-11.doc

This is the assessment information for 4-year integrated master’s programme

commencing in 2010-11 and 2011-12 onwards.


nfo_08-09.doc

This is the assessment information for 4-year integrated master’s programmes

that commencing in 2008-09 and 2009-10.


nfo_04-05.doc


commencing in 2004-05, 2005-06, 2006-07 and 2007-08.


nfo_10-11.doc


with a year in industry or abroad commencing in 2010-11 and 2011-12 onwards.


nfo_08-09.doc


with a year in industry or abroad commencing in 2008-09 and 2009-10.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_11-

12.doc

This is the assessment information for full-time and part-time taught

postgraduate programmes commencing in 2011-12 onwards.


11.doc

This is the assessment information for full-time and part-time taught

postgraduate programmes commencing in 2010-11.

http://www.liv.ac.uk/tqsd/qualityframework/3year_programme_assess_info_10-11.doc




http://www.liv.ac.uk/tqsd/qualityframework/4year_integrated_programme_assess_info_10-11.doc










http://www.liv.ac.uk/tqsd/qualityframework/pgt_programme_assess_info_11-12.doc






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08.doc

This is the assessment information for taught postgraduate programmes

commencing in 2007-08, 2008-09 and 2009-10.


07.doc


commencing in 2006-07.

http://www.liv.ac.uk/tqsd/qualityframework/pgt_cpd_programme_assess_info_10-

11.doc


commencing in 2010-11 and 2011-12 onwards that are delivered as CPD.

http://www.liv.ac.uk/tqsd/qualityframework/dip_cert_programme_assess_info_10-

11.doc

This is the assessment information for cohorts on Diploma or Certificate in

Professional Studies programmes commencing in 2010-11 and 2011-12

onwards. RETURN TO CONTENTS

Section 37: Student Representation and Feedback:

This section should include details of the mechanism by which students have the

opportunity for formal and informal representation and input into the programme

and by which they receive feedback about that input. Reference should be made to

the Code of Practice on Student Representation which is available at:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc

This section should include the following statement:

“A [Staff-Student Liaison Committee/insert name of relevant school/departmental

committee] will be established in accordance with the University Code of Practice on

Student Representation (a copy of which can be accessed at:

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc)

The [Staff-Student Liaison Committee/insert committee name] will normally meet at

least three times a year. The membership of the [Staff-Student Liaison

Committee/insert committee name], its terms of reference, and the manner in

which it conducts its business will conform to the requirements of the Annex to the

Code of Practice on Student Representation. Elections to the [Staff-Student Liaison

Committee/insert committee name] will be carried out within the structure

determined by the University Student Representation Steering Group, and

Programme Representatives will be encouraged to attend the training provided for

them by the Guild of Students.”

There should also be statements about:

Student representation on the Board of Studies or, if not such representation is

available, the formal mechanisms by which student views should reach the

Board of Studies and the Board of Studies‟ deliberations on those views be fed

back to the students.

Module and Programme evaluation methods such as questionnaires, open

forums, etc.

Less formal mechanisms for feedback.





http://www.liv.ac.uk/tqsd/qualityframework/pgt_cpd_programme_assess_info_10-11.doc

http://www.liv.ac.uk/tqsd/qualityframework/pgt_cpd_programme_assess_info_10-11.doc

http://www.liv.ac.uk/tqsd/qualityframework/dip_cert_programme_assess_info_10-11.doc

http://www.liv.ac.uk/tqsd/qualityframework/dip_cert_programme_assess_info_10-11.doc





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RETURN TO CONTENTS

Section 38: Status of Professional, Statutory or Regulatory Body

Accreditation

This section should contain details of any Professional or Statutory Body

accreditation which applies or may apply to this programme or any part of it. These

should include the name of the body, the type of accreditation or exemption

involved, the date to which that accreditation or exemption currently runs or for

which it is sought. RETURN TO CONTENTS

Section 39: Diversity & Equality of Opportunity and Widening Participation

This section requires a statement about how the programme‟s design, structure and

content are consistent and compliant with the University‟s Diversity and Equality of

Opportunity Policy.

It should explain what will be done to promote the programme to a diverse range of

students and how the needs of diverse students will be met and managed. For

example, in subject areas that usually attract a small sub-set of the student range it

should explain what efforts will be made to attract a more diverse range of students

and whether there are any targets to be achieved. If the programme is in an area

that already attracts a wide range of different students, it should explain how this

diversity will be maintained and managed.

If there are particular aspects or elements of the programme that are relevant to

the Policy, these should be highlighted e.g. Skills and Other Attributes could include

communication skills that enable students to communicate using a wide range of

methods to diverse audiences and raising awareness of equality and diversity

issues.

Matters which could be covered in this section are: the management of integrating

students from different cultural backgrounds, meeting the English language needs of

students whose first language is not English, the personal and academic support

available to students, the teaching, learning and assessment policies that support a

diverse range of academic aptitudes and backgrounds.

This section should also be use this section to outline how or whether the

programme will contribute to widening participation activity and the achievement of

University, Faculty or School targets for widening participation.

The University‟s Diversity and Equality team and the Educational Opportunities team

should be contacted for advice on completing this section. RETURN TO CONTENTS

Annex 1: Annex of Modifications Made to the Programme

This should be completed after the any modifications to a programme have been

approved. RETURN TO CONTENTS

NOTES

Committee members should note the following.

Definition of CPD:



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There are many points of similarity between CPD programmes that lead to a PGCert,

PGDip or Master‟s degree award and non-CPD full-time or part-time programmes,

but some of the key differences are: the flexibility of delivery of CPD programmes;

the ability for CPD students to register for single modules within an award and

accumulate credit; the fact that CPD programmes do not have a merit or distinction

classification, there is only a pass or a fail. CPD programmes are defined by the

University as:

designed to develop employment-related skills and/or knowledge, where

employment-related includes, but is wider than, professional or vocational

education;

designed to meet the needs of employers and their workforce and/or individuals

who share a work-related interest;

may have been designed in response to demand from employers or individuals;

can be profession-specific or develop generic professional skills;

can be non-credit bearing (NCB), accredited by the University and/or accredited

by an external body;

is organised by University staff;

is designed specifically to facilitate learning by participants;

may or may not generate a profit. RETURN TO CONTENTS

The Strategic Plan

The five priorities of the Strategic Plan are:

1. Improving our research performance

2. Positioning ourselves as a global university

3. Driving knowledge exchange and innovation

4. Enhancing the student experience

5. Extending widening participation

The University‟s programmes should be research-driven and globally aware and

should be relevant to employers and attractive to international students as well as

to students from within the UK who come from educational backgrounds where

university education is not the norm. As much as possible and feasible,

programmes should be developed and curricula designed with the following aims

and objectives in mind:

To provide research-led teaching.

To promote and support the internationalisation strategy of the University.

To promote and support e-learning.

To provide a wide range and variety of learning, teaching and assessment

modes.

To provide students with learning, teaching and employability skills.

To provide work placements/international placements.

To meet the requirements of the market and take into account competitor

activity. RETURN TO CONTENTS

The Code of Practice on Assessment

In determining the programme structure FAQSC should be satisfied that the Code of

Practice on Assessment has been complied with:


ent1.htm





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The Committee should also satisfy itself that the programme complies with the

relevant degree framework and degree classifications systems:

1. Appendix B covers non-clinical undergraduate degrees and there are two

versions. All new programmes and major modifications affecting new cohorts

should come under the latest and current version which applies to all cohorts

commencing in 2010-11, 2011-12 and onwards:

Appendix B: Model for Non-Clinical First Degree Programmes - model for

the 2010-11 and 2011-12 cohorts (and subsequent cohorts).

If the proposal is for major modifications to a programme that will affect

current students, the TQSD representative on the Committee can provide

advice about Code of Practice on Assessment compliance.

2. Appendix C covers modular taught postgraduate programmes; and there are

four versions. All new programmes and major modifications affecting new

cohorts should come under the latest and current version which applies to all

cohorts commencing in 2011-12 and onwards:

Appendix C: University Framework for Full-time and Part-time Modular -

framework for the 2011-12 cohort (and subsequent cohorts)

If the proposal is for major modifications to a programme that will affect

current students, the TQSD representative on the Committee can provide

advice about Code of Practice on Assessment compliance.

3. Appendix I covers the degree classification system for undergraduate degrees;

all new programmes and major modifications affecting new cohorts should

contain the assessment information relevant to the latest classification system

(see the assessment information links in the notes for s.36 of the programme

specification above). For information and reference, the links below are to the

latest classification systems for 3-year undergraduate degrees (Appendix I)

and 4- and 5-year undergraduate degrees (Appendix J):

Appendix I: System for the Classification of Three-year Non-Clinical

Undergraduate Degrees - applicable to the 2010-11 and 2011-12 cohorts

Appendix J: Classification of Four-Year and Five-Year Non-Clinical

Undergraduate Degrees - applicable to the 2010-11 and 2011-12 cohorts

4. Information about the classification of postgraduate taught programmes is

contained in the PGT Framework in Appendix C (see above for the link to this

appendix). RETURN TO CONTENTS

Useful documents for reference

Curriculum Review

https://www.liv.ac.uk/intranet/tqsd/curriculum-review/index.htm

Policy on English Language Requirements

http://www.liv.ac.uk/study/international/countries/english-language.htm

Diversity and Equality of Opportunity Policy

http://www.liv.ac.uk/hr/diversity_equality/

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_B_2010-11_cop_assess.pdf

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_C_2011-12_cop_assess.pdf

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_I_2010-11.pdf

http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/appendix_J_2010-11_cop_assess.pdf

https://www.liv.ac.uk/intranet/tqsd/curriculum-review/index.htm

http://www.liv.ac.uk/study/international/countries/english-language.htm

http://www.liv.ac.uk/hr/diversity_equality/



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Changes to Programmes of Study: Policy on Consulting and Informing Students:

http://www.liv.ac.uk/tqsd/pol_strat_cop/programme_changes_consulting_students_

policy.pdf

Quality Assurance Agency Benchmark Statements:


efault.aspx

Quality Assurance Agency Framework for Higher Education Qualifications in England,

Wales and Northern Ireland, January 2001:


efault.aspx

NICATS (Northern Ireland Credit Accumulation and Transfer System) Principles and

Guidance:

http://nicats.ac.uk/doc/scr_prnc_guide.pdf

Credit Guidelines for HE Qualifications in England, Wales and Northern Ireland:

http://nicats.ac.uk/doc/prop_guidelines.pdf RETURN TO CONTENTS

http://www.liv.ac.uk/tqsd/pol_strat_cop/programme_changes_consulting_students_policy.pdf

http://www.liv.ac.uk/tqsd/pol_strat_cop/programme_changes_consulting_students_policy.pdf





http://nicats.ac.uk/doc/scr_prnc_guide.pdf

http://nicats.ac.uk/doc/prop_guidelines.pdf

NEW PROGRAMME AND MAJOR MODIFICATIONS …...degree e.g BA (Hons), LLB (Hons), although for many...

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