Programme Specification Template
Each programme and module must be governed by a completed Programme Specification or Module Descriptor that is readily available to students and other stakeholders. Provision of information in this form is expected by the Quality Assurance Agency. These documents also serve a host of functions, which are important both within and beyond the University.
Guidance for completion of the Current Programme Specification Template.
Purpose:
To indicate in broad terms programme scope and content. This will be used in official publications including the Calendar, the prospectus and on student awards and transcripts.
Format:
Award + Title
Examples:
BSc Psychological Research Methods
MA Staging Shakespeare
The List of University of Exeter awards and credit requirements can be found here.
Purpose:
To provide an outline of the programme which describes the distinctive features and unique activities or opportunities. Why should a student choose to study this programme at the University of Exeter?
Free text written to the student (i.e. writing in the second person “you”) in language that is student friendly as well as enticing, in order to attract students to the programme. Include details about how the programme will deliver key aspects of the Education Strategy, such as: graduate attributes, employability, research-inspired, inquiry-led learning and discovery and technology enhanced learning.
Format:
Free text written to the student in language that is student friendly as well as enticing, to attract students to the programme.
Example:
The BA/BSc (Hons) Human Sciences with Professional Placement is a truly interdisciplinary programme that examines humans and human societies from the perspectives of both the natural and the social sciences. It sets out to address fundamental questions: Who and what are human beings? Why are individuals and society the way they are? What problems do human societies face now and tomorrow and how can we address them? The Human Sciences programme will help you make connections between biological processes, society, and political and environmental issues. The programme will help train the next generation of critical thinkers who can address problems that lie at the interface of the natural and social sciences, and will appeal to people interested in human biology, the environment, policy, politics, economics and society as well as those going on to professional programmes in sustainable development and conservation biology.
At our Penryn campus we offer a welcoming atmosphere, where you are encouraged to make the most of Cornwall’s unique environment, both in your studies and in your free time. CLES programmes treat Cornwall as a ‘natural laboratory’, taking learning into the field to explore the incredible diversity of natural and social landscapes in the region.
You will be taught by internationally recognised research-active staff using a range of methods including lectures, seminars, tutorials, fieldwork, and laboratory sessions. Throughout the programme emphasis is placed on developing practical hands-on expertise, grounded by sound theoretical knowledge. Important natural and social science skills are embedded within modules, including practical data analysis. Fieldwork will be undertaken in a diverse range of local, regional, national and international venues.
Novel methods of interactive teaching will be applied in the BA/BSc Human Sciences with Professional Placement degree. From the first year you will engage with hands-on enquiries using databases, maps and GIS tools to facilitate understanding of the past and present human environments. Lecture material will be global in scope but practical work will build from a local focus in year 1 to a global perspective by the final year. By the end of the degree you will be able to evaluate critically and answer human social, and biological questions important to the future of our environment and society.
On the work placement, you will gain valuable experience by spending a year working within an organisation appropriate to your degree. You will apply for positions with relevant organisations, with the support of the module convenor. You are encouraged to consider a range of organisations, including consultancies, charities, NGOs, research institutes and universities. The Centre for Geography, Environment and Society (CGES) has established collaborations with local, national and international organisations that you can consider when applying for placement positions. You will gain valuable experience from the professional placement: you will learn to apply the skills learnt during the first and second years, improve personal and transferable skills, make new contacts and enhance employability. Professional placements allow you to develop your career focus and are extremely valued by employers.
Purpose:
To clarify what the programme will offer to students in terms of academic scope and learning and teaching in order to meet the needs of students, professional bodies and potential employers.
Format:
Prose that may contain a bullet-point list. Unlike learning outcomes, which refer to students, the educational aims should articulate the intentions of the programme providers. To describe what the programme offers, it is therefore appropriate to consider the preface ‘the Programme will …’ and to use terms such as: provide, develop, enable, assist etc. The aims should be clearly linked directly to the programme intended learning outcomes. Reference to additional information on the Faculty or institution’s website would be appropriate.
Example:
We aim to promote the values described by McGovern et al (2010), providing an intellectual environment that allows you to develop into, ‘critical scientific thinkers and ethical and socially responsible participants in their communities’ (p.10).
Specifically, the aims of the undergraduate Psychology programme are:
- To provide an education of high quality in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline;
- To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination;
- To provide a range of academic and key skills that will prepare you confidently for employment, future study, or training for professional practice;
Additional aims specific to this programme are:
- To provide a thorough grounding in a range of skills, including statistical analysis and research design and methodology, necessary to satisfy the criteria for accreditation as conferring eligibility for the Graduate Basis for Registration under the scheme administered by the British Psychological Society
- To promote specialist capabilities in specific areas of psychology congruent with the research focus of the Faculty.
In doing so, we aim to encourage you to develop into individuals who, on graduation, will:
- Have a well-defined vocabulary and basic knowledge of the critical subject matter of Psychology
- Value the intellectual challenges required to use scientific thinking and the disciplined analysis of information to evaluate alternative courses of action
- Take a creative and amiable sceptic approach to problem solving
- Apply psychological principles to personal, social and organisational issues in work, relationships and the broader community
- Act ethically
- Be competent in using and evaluating information technology
- Communicate effectively in different modes and with many different audiences
- Recognise, understand and foster respect for diversity
- Be insightful and reflective about your own and other’s behaviour and mental processes
Purpose:
To provide a description of the structure, timescale, composition, interim awards and distinctive structural features of the programme with details that may be helpful to current or prospective students and to academic reviewers.
Format:
Address the following key points:
- Credit target
- Number of stages
- Normal timescale
- Site of study
- Assessment weighting across stages
Example:
Your MA History programme is a 12 month programme when studied full time and a 24 month programme when studied part time, at National Qualification Framework (NQF) level 6 (as confirmed against the FHEQ) which is divided into ‘Stages’. Each Stage is normally equivalent to an academic year. You will be located at the Streatham Campus of the University of Exeter for the duration of your studies.
Your programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
Interim Awards
You may exit this award with a Postgraduate Certificate History where you have achieved 60 credits or a Postgraduate Diploma History where you have achieved 120 credits. In both cases you must have achieved at least 2/3 credit from History modules.
Purpose:
To provide a clear description of the modules that a student is required to take and pass in order to complete the programme successfully. Faculties are required to clearly outline how a student can expect to achieve the required number of credits at each stage of the programme by identifying the core option and elective module structure. Faculties are also required to list by name and code all core modules and any optional modules which are recommended or required for a particular pathway. All other optional modules can be referenced through a hyperlink.
Format:
Address the following key points:
- Explanation of modularity (and reference to online module portfolio)
- Notes on the availability of modules
- Detailed composition of stages (list modules identified by codes and title)
- Identify modules that are non-condonable, core and optional
- In particular, there will be reference to any ‘stopping off’ points (interim awards), or entry points
- Details of the classification of the award
Example:
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced in future years as a consequence of normal programme development. Details at any time may be obtained from the Faculty website (see https://student- harrison.emps.ex.ac.uk/).“
You may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the Faculty website (see https://student-harrison.emps.ex.ac.uk/).
You may take elective Modules up to 30 credits outside of the programme in stages 2 and 3 of the programme as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
Stage 1:
| CODE | TITLE | CREDITS | COMPULSORY | NONCONDONABLE |
| ECM1101 | Professional Studies and Skills Development 1 | 15 | Y | N |
| ECM1102 | Core Engineering 1 | 30 | Y | N |
| ECM1106 | Electronics for Engineers: Core Engineering 2 | 15 | Y | Y * |
| ECM1107 | Materials and Manufacturing: Core Engineering 2 | 15 | Y | Y * |
| ECM1108 | Engineering Mechanics: Core Engineering 2 | 15 | Y | Y * |
| Depending on Entry Qualifications, 30 credits to be taken from: | ||||
| ECM1103 | Engineering Mathematics A | 30 | Y | N |
| ECM1104 | Engineering Mathematics B | 30 | Y | N |
*Note: One module out of ECM1106, ECM1107 and ECM1108 may be condoned, subject to the rules specified above and detailed in the programme assessment and progression regulations.
Part 1: Programme's Intended Learning Outcomes
Part 2: Learning Activities, Teaching and Assessment Methods
Part 1: Programme's Intended Learning Outcomes
Purpose:
To make explicit the learning that should be achieved by a typical student, whatever combination of modules is studied for the award, and to indicate to students the link between their learning and the mode of assessment. To promote consistency in meeting the University’s academic standards by providing a means for demonstrating that programme learning outcomes articulate with the University’s Credit and Qualifications Framework.
Format:
These should be written in the form of statements of what a successful, typical student will have achieved by the end of the programme, i.e. in the form of intended learning outcomes (ILOs) for the programme. Programme outcomes will be identified alphanumerically to enable them to be conveniently cross-referenced to teaching and assessment methods.
ILOs should be written to follow on from the precursor “By the end of the programme the students should be able to…” and followed by a verb. The verbs used will be measurable. It is therefore appropriate to use such verbs as ‘define’, ‘analyse’, ‘assess’, ‘demonstrate’, ‘evaluate’, ‘classify’, ‘explain’, describe’. Normally, no more than three or four ILOs are required under each heading.
Assessment provides the evidence that the students have achieved the specified learning outcomes.
Where relevant Subject Benchmark Statements exist, these should be used to inform the programme’s intended learning outcomes. These should be named at the end of this section.
The ILOs are normally categorised under three headings, as follows:
(a) Specialised subject skills and knowledge: the knowledge and skills that students will have gained by the end of the programme that make the programme distinct to the University of Exeter and are specialised within a subject area or discipline.
(b) Academic discipline core skills and knowledge: the skills and knowledge that students will have gained by the end of a programme that are shared by all graduates in a discipline (as defined by the national benchmarks where available).
(c) Personal, transferable/employment skills and knowledge: skills and knowledge that students will have gained from across all modules in the programme and that are readily transferable to employment and other contexts outside of academic activity; for example communication, teamwork, professional standards. These are the most broad-based and generic skills, which will benefit the student. This section should include any skills that may be gained from work placements and/or study abroad. This section should not suggest that these skills are restricted in any way to the programme being described. Advice on the expectations for this section may be sought from staff in the Educational Enhancement Unit or a partner institution’s central learning and teaching unit.
Examples:
By the end of the programme, the students should be able to:
- apply concepts and theories used in the study of politics to the analysis of political ideas, institutions and practices
- apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems
- identify and evaluate educational concepts and issues related to their specific field of study and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
Part 2: Learning Activities, Teaching and Assessment Methods
Purpose:
To outline the learning, teaching, study and assessment methods used to promote learning.
Format:
Learning activities, teaching and assessment methods should be written in free text. These methods should be constructively aligned with the Programme’s Intended Learning Outcomes. Both in-class learning and teaching and independent study methods and assessment should be outlined. Due consideration should be given to the weighting of contact versus non-contact time and the associated learning requirements linked to ILOs.
This section requires the articulation for alignment of ILOs with teaching, learning and assessment in a diagrammatic form.
Some methods of learning, teaching and assessment are more appropriate than others for developing particular types of learning outcome; each programme should include a variety and range of methods in order to meet the learning needs and abilities of students and to provide variety of experience.
Examples:
Knowledge and detailed information are often developed though lectures and seminars, supported by directed research of texts and journals, achievement of the ILOs could be assessed through vivas, presentations, assignments, project work or exam or a combination of these.
Intellectual skills such as analysis, synthesis evaluation and problem solving can be practiced and demonstrated through more active student-centred learning methods such as project work, group activities, seminars, workshops or field-based activity. Independent project work or dissertations are commonly used to assess students’ intellectual skills and abilities.
Personal and transferable skills such as communication can be developed through written work, presentations, seminars, open question and answer sessions, discussion and group work: team- working can be developed through group projects and research, or through work experience. Assessment of ILOs can be through written work, peer assessment, standardised observations by the lecturer against stated performance criteria etc.
Purpose:
To outline the key regulations related to the programme of structure and to provide links to the TQA for further details. This section should be amended to comply with the regulations of the particular award in terms of whether it is UG or PG. The following points should be addressed:
- Credit
- Progression
- Assessment and Award
- Classification
Format:
This section should be written as free text. Standard text has been provided which requires editing to comply with the regulations of the particular award in terms of whether it is UG or PG.
Purpose:
To describe the infrastructure and learning environment offered to participants in the programme by the Faculty. This should include reference to personal tutor arrangements and recording of achievement.
Format:
Some of this section could be extended with standard Faculty listings, e.g. Library, IT Services, study skills advice, SSLCs, welfare and counselling support, etc.
Partner institutions should consult their central learning and teaching units.
Programmes which include study abroad or placements should also include detail on the support available during these activities. Please refer to the relevant Study Abroad Code of Practice.
Purpose:
To describe the infrastructure and learning environment offered to participants in the programme by the University.
Format:
The standard entry is for the Exeter campuses. This section needs to be amended for programmes delivered at the Cornwall Campus and any off-campus provision.
Purpose:
To specify the qualifications or procedures required for enrolment in the programme. This should include details of non-standard admissions and the member of staff appointed to consider these.
Format:
Faculty specific criteria should be written as free form text and prepared from current admissions data.
Example:
General admissions requirements of the University of Exeter are published in full at http://www.exeter.ac.uk/undergraduate/applications/ and in the University of Exeter undergraduate prospectus. Candidates offering GCE AS and A2, the International Baccalaureate and equivalent non-UK qualifications will be considered, as well as mature candidates with evidence of appropriate alternative qualifications.
Offers and entrance requirements for individual applicants will vary depending upon the subject areas chosen, but are likely to fall in the range AAA to ABB for A-levels and 32 to 30 for International Baccalaureate. Please refer to the latest Entry Data tables at http://www.exeter.ac.uk/undergraduate/.
These can be found under Entry Requirements within the relevant subject entries.
Non-standard applications will be considered where the applicants can demonstrate existing knowledge experience and skills developed in the workplace, relevant to this degree. All non- standard applications should be referred to the Programme Director for consideration.”
The standard entry on the University’s procedures for security of assessment and academic standards is provided, with reference to procedures for acting on external examiners reports – making use of precepts in the relevant sections of the QAA Code of Practice (with opportunities for amendment by the Faculty).
A standard entry on other indicators, such as progression data and completion rates that are included in the internal monitoring and review process is provided.
Colleges should add a summary of the outcomes of recent accreditation by PSRBs and outcomes of TQA assessments.
A standard entry on the University’s procedures for module and programme monitoring and periodic review is provided. This can be amended by the College to take account of features special to the College or discipline, such as the role of accrediting bodies.
Purpose:
To identify the University of Exeter or other higher education institution empowered to award the qualification to be received by those successfully completing the programme.
Format:
The institutional title will normally be the University of Exeter. In the case of programmes that involve academic partnerships, the ‘awarding institution’ should not be confused with the partner organisation, which will normally not have degree awarding powers.
Examples:
University of Exeter
Purpose:
To identify the Faculty (or Faculties) and discipline(s) responsible for coordinating the programme.
Format:
Name of the Faculty/Teaching Institution and discipline in full.
Examples:
The Faculty of Humanities, Arts, and Social Sciences
University of Exeter Business School, Economics
Purpose:
To identify the partner Faculty (or Faculties)/Institution and discipline responsible for co-delivery of part of the programme.
Format:
List of one or more Faculty/Institution and discipline in full.
Examples:
The Faculty of Environment, Science and Economy, Geography
The University of Bristol, Geography
Purpose:
To identify where external bodies have endorsed the contents and standards of the programme.
Format:
List of one or more professional societies or statutory bodies or N/A for ‘not applicable’.
Examples:
Institute of Physics
Royal Society of Chemistry
Purpose:
To identify the degree, diploma, certificate or other similar formal mark of recognition for successful completion of the programme of study. (Please note that it is not necessary to create a programme specification for the PhD, M.Phil or MByRes)
For the full list of University of Exeter awards, please refer to the Teaching Quality Assurance Manual (TQA) Credit and Qualifications Framework here.
Format:
The full title of the highest qualification available on completion followed by the abbreviated qualification title in brackets.
Examples:
Bachelor of Arts with Honours (BA Hons)
Bachelor of Science with Honours (BSc Hons)
Master of Arts (MA)
Master of Science (MSc)
Purpose:
For undergraduate programmes only (to include for example: MChem, MPhys and MEng where entry is through UCAS). This ensures that the programme articulates with UCAS mechanisms for advertisement and recruitment and with the University Calendar and prospectus. Not relevant for postgraduate programmes.
Format:
Alphanumeric code or N/A for ‘not applicable’
Examples:
M103
Purpose:
To indicate how the award level compares with national standards.
Format:
For the full list of University of Exeter awards and their corresponding RQF level, please refer to the Teaching Quality Assurance Manual (TQA) Credit and Qualifications Framework here.
Purpose:
To indicate the total credit value of the programme
Format:
Provide the UK credit total first under the Credit Accumulation and Transfer System (CATS), followed by the EU credit total under the European Credit Transfer System (ECTS). The ECTS rating is always half that of the CATS rating system
Examples:
180 credits (90 ECTS)
360 credits (180 ECTS)
Purpose:
To indicate how the programme articulates with the QAA Subject Benchmark Statements that make explicit the general academic characteristics and standards of honours degrees in the UK.
Format:
Subject area(s) drawn from those covered by QAA benchmark statements or N/A for ‘not applicable’ if no benchmark statements are relevant. ISSH and CH programmes might refer to several subject areas.
Examples:
N/A
Accounting
Music/Languages and Related Studies
Purpose:
To indicate when the programme specification was completed and submitted for approval and when it was revised and may have been re-submitted for approval.
Format:
DD/MM/YYYY
Examples:
13/12/2016
Revised 31/01/2016