Academic Partnerships

COLLEGE: ……….

PROGRAMMEINCORPORATING MODULE ACTION PLANFOR: ………..

PROGRAMME LEADER / MANAGER (ownership): ……..…….

THE DATETHE PREVIOUS ITERATION OF THIS PLAN WAS LAST SUBMITTEDTO ACADEMIC PARTNERSHIPS:……..…….

Archiving a previous iteration ‘snap shot’ of the Action Plan is essential as actions completed BEFORE that archive submission date may then be deleted; thus ‘refreshing’ this Action Plan.

DATE OF THIS ITERATION’S SUBMISSION TO ACADEMIC PARTNERSHIPS: ..(to be completed only at point of submission) ..

Area Of Consideration, Context and How it Has Been Informed:
(Please do NOT add to or remove any of the shaded rows) / Action(s) planned initiatives and enhancements for 14/15):
(these should be worded as clearly manageable actions) / Who is Responsible: / Date Action Added: / Date To Be Completed By: / Comment(s):
This is a continuous Action Plan. Any issue or aspect of the programme management that requires action should fall within one or more of the sections defined below, i.e. an issue may require a number of actions relating to one or more of the sections below.
  1. THE STUDENT LEARNING EXPERIENCE(INCLUDING SUPPORT SERVICES & ENHANCEMENT):

1.1College and/or University Support Services: actions related to formalised support services, i.e. NSS,SPQ, careers, finance, placements, complaints procedures etc. Only to include library and IT support if the action is not related directly to teaching and learning within the programme and its modules.
1.2Enhancing the Wider Student Experience: actions related to the student experience beyond the realms of formalised services.
  1. TEACHING AND LEARNING:

2.1Learning Resources (library, IT), Facilities and Locations (INCLUDING NSS/SPQ)
2.2Programme/Module Content and Teaching and Learning: including structure and purpose, aims and LOs, scheduled contact styles, indicative content, knowledge and skills. Additionally Work Based Learning, Work Related Learning, Placements and Employability.
  1. ASSESSMENT and FEEDBACK (INCLUDING NSS/SPQ)

3.1Managing Assessment Holistically Across the Programme: in relation to: formative/summative assessment distribution; quantity and distribution of assessment across the programme; consistency and standards of assignment briefs, marking criteria and second marking/moderation across the programme. The outcome of these actions may well result in actions to address specific assessments (4.3 below)
3.2Specific Assessments: moduleactions in relation to content, quality and appropriate standards in line with specific module learning outcomes of specific assessments. These should be grouped under types: examinations, tests, coursework/continuously assessed work, dissertation/projects, practice, performance or studio-based work (thus aligning with the EE report, which is the primary feedback on assessment standards)
3.3Feedback on Assessments:in relation to timeliness and quality of feedback by module
  1. PROGRAMME AND MODULE MANAGEMENT AND ADMINISTRATION:

4.1Making the most of Good Practice, enhancement and Innovation:
4.2Engaging and Communicating with Students and the Student Voice:
4.3Engaging and Communication with External Examiner or external bodies such as QAA:
4.4Engaging and Communicating with Programme Team:
5.5 Engaging and Communicating with Academic Liaison Person:
4.5Engaging with College and Plymouth University Policies, Processes and Procedures:i.e. communicating with College HE Management/Administration over student surveys, promotion and marketing, subject assessment panels, timetabling etc.
4.6Engaging and Communicating with Employers / Industry etc.:
4.7Engaging and Communicating with Professional Bodies (if applicable):
4.8Matters Arising relating to Approval or Review Panels: i.e. conditions to meet, upcoming events, re-approval etc.:To enable these to be easily auditable the conditions and/or recommendations should be detailed here and cross-referenced to the relevant actions above

2015-16 Version