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Name and logo of Partner

IN COLLABORATION WITH

SCHOOL OF ?

Programme and Award Title

Validation Document

NOTE: The text provided in red is for guidance and should be removed. The guidance for each chapter represents the minimum required information and you should feel free to add to this wherever you feel necessary.

CONTENTS

1THE CONTEXT OF THE PROPOSED PROGRAMME

2THE RATIONALE FOR THE PROPOSAL

3PROGRAMME STRUCTURE

4ADMISSIONS, ENROLMENT AND REGISTRATION ARRANGEMENTS

5TEACHING, LEARNING AND ASSESSMENT ARRANGEMENTS

6STATEMENT OF RESOURCES

7SUBJECT BENCHMARK STATEMENTS

(FOR VALIDATED PROGRAMMES ONLY)

APPENDIX 1: STAFF CVS

APPENDIX 2: MAPPING OF MODULES TO QAA BENCHMARKS

(FOR VALIDATED PROGRAMMES ONLY)

1THE CONTEXT OF THE PROPOSED PROGRAMME

To include

  • howthe proposal meets the objectives of UEL's strategic plan and theSchool plan;
  • the academic profile of the School and anassessment of the impact of the proposal on that profile;
  • any relationship the partner already has with the School or UEL and information on how the programmes already being run with UEL are performing;
  • anyrelationship of the proposal to programmes run by other Schoolswithin UEL;
  • general information regarding the partner;
  • the partner’s area(s) of experience / expertise;
  • the reasons for the partner choosing to collaborate with UEL.

2THE RATIONALE FOR THE PROPOSAL

To include

  • evidence of the regional demand for the proposal;
  • details of consultation with relevant employers and relevant professional bodies;
  • the relationship of the proposal to similar provision offered elsewhere;
  • the target student group/expected student profile and projected student intake including any upper limit;
  • expected career destinations for graduates;
  • if the programme replaces one currently offered by the partner, an explanation of why this is and details of consultation with students on the existing programme.

3PROGRAMME STRUCTURE

To include

  • programme structure table including combined honours routes for Undergraduate programmes where applicable;
  • a statement / table clarifying whether new modules to be validated as part of the validation process or whether modules already exist on other programmes where applicable;
  • identification of skills modules if Undergraduate programme where applicable;
  • clarification on whether UEL or partner is teaching each module if teaching is split;
  • a statement clarifying whether there are any changes to the programme regarding local situations for delivery, options not being taught etc. (for franchise programmes only)
  • the mode of study i.e. available as part-time/full-time programme and expected lengths of study;
  • standard intake points;
  • a statement clarifying progression routes for Foundation Degrees (if applicable).

4ADMISSIONS, ENROLMENT AND REGISTRATION ARRANGEMENTS

To include

  • entry requirements (ensuring this is consistent with the entry requirements given on the programme specification, that all qualifications accepted are consistent with UEL entry requirements (see International, EU and English Language Qualifications Guide - Blue book) and includes IELTs requirements, any advanced standing arrangements or AEL arrangements);
  • information on how the admissions process will be handled and the level of involvement of the UEL link person;
  • arrangements for student enrolment;
  • arrangements for student registration on modules (if applicable).

5TEACHING, LEARNING AND ASSESSMENT

TEACHING AND LEARNING

To include

  • local teaching and learning strategy;
  • peer observation procedures;
  • use of Moodle (or the partner’s own VLE) in teaching and learning;
  • information on how the entitlements of disabled students have been addressed within curriculum design.

ASSESSMENT

To include

  • a summary table of assessment by module for the entire programme

Module Code / Module Name / Component of Assessment / Percentage Weighting / Word count / Duration
  • identification of responsibilities and procedures for designing, approving and moderating assessment tasks by UEL staff and external examiners;
  • identification of responsibilities and procedures for marking and moderating assessments by the partner and UEL;
  • use of formative assessment;
  • use of Moodle (or the partner’s own VLE) in the assessment process;
  • information regarding external examiner arrangements i.e. same external examiner to be used as on another programme or new external examiner to be appointed;
  • mapping of assessment schedule to UEL boards;
  • arrangements for consideration of extenuating circumstances claims;
  • process of providing feedback to students;
  • confirmation that assessment will be conducted in accordance with UEL’s Assessment Feedback Policy.

6STATEMENT OF RESOURCES

PHYSICAL RESOURCES

To include

  • the physical resources available to support the programme (e.g. library, computer hardware and software, virtual learning environment, specialist accommodation and other specialist equipment)

HUMAN RESOURCES

  • programme management and administrative resources (list UEL link tutor, programme leader at partner, admin at both partner and UEL and any other relevant staff – specific role and responsibility of each staff member to be identified;
  • procedure for School to receive new staff CVs from the partner;
  • staff development plan for partner including partner induction for new partners – induction to cover a) national and institutional framework for QA and the enhancement of learning and teaching, effective teaching and learning strategies, UEL policies e.g. Assessment Feedback Policy, Skills Curriculum, academic framework, alignment of learning outcomes, assessment methods, assessment criteria and feedback to students, marking and grading criteria, standards and level, peer observation process;
  • staff development plan for UEL link tutor – statement confirming whether proposed UEL link tutor has attended ‘Supporting Collaborative Partners’ training and if not a commitment to attend at the next opportunity;
  • research activity;
  • personal tutor system;
  • for franchise programmes only, a table indicating who the module tutor is at the partner and who the module leader is at UEL along the lines of the following:

Module Code / Name / Module Tutor at the partner institution / Module Leader at UEL (including contact details)

7SUBJECT BENCHMARK STATEMENTS (FOR VALIDATED PROGRAMMES ONLY)

A statement detailing the programme team's evaluation of theirproposal (i.e.: how have they been used in the development of the programme) with regard to:

  • the Framework for Higher EducationQualifications;
  • relevant QAA Subject Benchmark Statement(s)(for Undergraduate programmes and MBAs only);
  • the UK Quality Code for Higher Education; and
  • any professionalaccreditation requirements.

The Framework for Higher Education Qualifications, QAA Subject Benchmark Statements and other QAA guidance are part of the QAA UK Quality Code for Higher Educationand can be found on the Quality Assurance Agency (QAA) website at

APPENDIX 1: STAFF CVS

UNIVERSITY OF EAST LONDON

CURRICULUM VITAE FORM

SCHOOL -

PERSONAL DETAILS

Name and Title:

Current Position:

Qualifications: (please list all of your academic and/or professional qualifications together with where and when they were obtained)

Previous Posts Held:

TEACHING ACTIVITIES

Current teaching responsibilities:

Previous teaching responsibilities:

ADMINISTRATIVE ACTIVITIES

Current administrative responsibilities: (e.g. programme leader, module leader, admissions tutor)

Previous administrative responsibilities: (please list in date order starting with the most recent)

PROFESSIONAL ACTIVITIES

Current professional activities: (e.g. consultancy work, professional practice, professional body activities and membership, commissioned work as an artist, work on exhibition etc)

Previous professional activities: (please list in date order starting with the most recent)

STAFF DEVELOPMENT ACTIVITIES

Relevant staff development activities: (please list in date order starting with the most recent - focus on those which help you to be more effective in your post as a teacher/administrator)

RESEARCH ACTIVITIES

Current Research Related Activities:

Total Number of Research Publications:

Most Recent and Relevant Research Publications: (please enter a maximum of six properly referenced research publications)

APPENDIX 2: MAPPING OF MODULES TO QAA BENCHMARKS

(FOR VALIDATED PROGRAMMES ONLY)

To include: all benchmark statements and the module in which they can be found.

Benchmark Statement /

Modules

1