Programme Document

NOTE: Text highlighted in blue is guidance text and should be deleted. Text highlighted in yellow should be amended as appropriate.

PROGRAMME DOCUMENT

PROGRAMME TITLES

Use this template if wish to present more than one cognate undergraduate or taught postgraduate programme within a single document (providing that the overall document remains accessible and coherent). For single programmes, use the single programme template. Undergraduate and postgraduate programmes (with the exception of Integrated Master’s programmes) may not be presented in the same document.

School of X

Faculty of X

Document for First/Second Stage Validation (delete as appropriate for version control)

Month Year

CONTENTS

SECTION A - The Main Programme 2

1. Introduction 2

1.1 Overview of the proposal 2

2. Programme Details 7

Portfolio Overview 7

2.1 Programme Summary 8

2.2.1 Programme Overview (Programme 1) 10

2.3.1 Programme Structure (Programme 1) 10

2.4.1 Programme Aims (Programme 1) 10

2.5.1 Programme Learning Outcomes (Programme 1) 10

2.2.2 Programme Overview (Programme 2) 17

2.3.2 Programme Structure (Programme 2) 17

2.4.2 Programme Aims (Programme 2) 17

2.5.2 Programme Learning Outcomes (Programme 2) 17

2.2.3 Programme Overview (Programme 3) 17

2.3.3 Programme Structure (Programme 3) 17

2.4.3 Programme Aims (Programme 3) 17

2.5.3 Programme Learning Outcomes (Programme 3) 17

SECTION B 18

3.1 Placements 18

3.2 Work-based Learning 18

3.3 Sustainability Statement and the Well-being of Future Generations (Wales) Act 2015 18

SECTION C - All Programmes 20

4. Module Details 20

SECTION A - The Main Programme

1. Introduction

1.1 Overview of the proposal

Awarding Institution/Body: / University of Wales Trinity Saint David / University of Wales Trinity Saint David / University of Wales Trinity Saint David
PSRB(s) associated with final award:
Other accreditation:
Teaching Institution: / University of Wales Trinity Saint David (and/or name of collaborative partner institution where applicable) / University of Wales Trinity Saint David (and/or name of collaborative partner institution where applicable) / University of Wales Trinity Saint David (and/or name of collaborative partner institution where applicable)
Award Title: / From list of award titles in AQH 6.1.4.6 (or AQH 6.1.4.1) e.g. BA (Hons), MArts (Hons), MA, HNC / From list of award titles in AQH 6.1.4.6 (or AQH 6.1.4.1) e.g. BA (Hons), MArts (Hons), MA, HNC / From list of award titles in AQH 6.1.4.6 (or AQH 6.1.4.1) e.g. BA (Hons), MArts (Hons), MA, HNC
Degree name: / Name of degree. e.g. Philosophy, Business and Finance, Early years Education & care (Early Years Practitioner) / Name of degree. e.g. Philosophy, Business and Finance, Early years Education & care (Early Years Practitioner) / Name of degree. e.g. Philosophy, Business and Finance, Early years Education & care (Early Years Practitioner)
Intermediate Awards: / Intermediate awards are those on which a student can register at the outset of study. For example, an Integrated Master’s degree will normally include a Bachelor’s degree as an intermediate award (and thr intermediate award should be presented in its own column). However, a CertHE is an intermediate award only if it is advertised as a separate award on which students can enrol. / Intermediate awards are those on which a student can register at the outset of study. For example, an Integrated Master’s degree will normally include a Bachelor’s degree as an intermediate award (and thr intermediate award should be presented in its own column). However, a CertHE is an intermediate award only if it is advertised as a separate award on which students can enrol. / Intermediate awards are those on which a student can register at the outset of study. For example, an Integrated Master’s degree will normally include a Bachelor’s degree as an intermediate award (and thr intermediate award should be presented in its own column). However, a CertHE is an intermediate award only if it is advertised as a separate award on which students can enrol.
Exit Awards: / Exit awards are those which may be awarded on completion of an intermediate stage of studies in a longer programme (when a student leaves) but for which a student cannot register at the outset. For example, for the BA (Hons), the CertHE and DipHE will normally be exit awards and for an Integrated Master’s Degree, the relevant Bachelor’s and PgCert are additional exit awards.
Note: Foundation Degrees and Higher National awards cannot be exit awards for Bachelor’s degrees. / Exit awards are those which may be awarded on completion of an intermediate stage of studies in a longer programme (when a student leaves) but for which a student cannot register at the outset. For example, for the BA (Hons), the CertHE and DipHE will normally be exit awards and for an Integrated Master’s Degree, the relevant Bachelor’s and PgCert are additional exit awards.
Note: Foundation Degrees and Higher National awards cannot be exit awards for Bachelor’s degrees. / Exit awards are those which may be awarded on completion of an intermediate stage of studies in a longer programme (when a student leaves) but for which a student cannot register at the outset. For example, for the BA (Hons), the CertHE and DipHE will normally be exit awards and for an Integrated Master’s Degree, the relevant Bachelor’s and PgCert are additional exit awards.
Note: Foundation Degrees and Higher National awards cannot be exit awards for Bachelor’s degrees.
Programme JACS Code:
UCAS code: / UCAS code for a new programme will be added after validation / UCAS code for a new programme will be added after validation / UCAS code for a new programme will be added after validation
Mode of attendance:
(tick all that apply) / ☐ / Full-time / ☐ / Full-time / ☐ / Full-time
☐ / Part-time / ☐ / Part-time / ☐ / Part-time
☐ / Distance Learning / ☐ / Distance Learning / ☐ / Distance Learning
☐ / Other (specify)
………………….. / ☐ / Other (specify)
………………….. / ☐ / Other (specify)
…………………..
Duration: / ☐ / Standard (AQH 6.2) / ☐ / Standard (AQH 6.2) / ☐ / Standard (AQH 6.2)
☐ / Non-standard (specify)
…………………… / ☐ / Non-standard (specify)
…………………… / ☐ / Non-standard (specify)
……………………
Location(s) of delivery:
Language of delivery:
(tick all that apply) / ☐ / English / ☐ / English / ☐ / English
☐ / Welsh / ☐ / Welsh / ☐ / Welsh
☐ / English and Welsh (bilingually) / ☐ / English and Welsh (bilingually) / ☐ / English and Welsh (bilingually)
☐ / Other (specify)
……………………. / ☐ / Other (specify)
……………………. / ☐ / Other (specify)
…………………….
QAA Subject Benchmarking Statement(s): / All programmes must be developed with reference to the appropriate QAA subject benchmark statement, where applicable, which sets out UK-wide expectations of what a student will know/be able to do when s/he graduates. Where there is no specific statement for the discipline area, reference should be made to statements for cognate areas.
See: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements / All programmes must be developed with reference to the appropriate QAA subject benchmark statement, where applicable, which sets out UK-wide expectations of what a student will know/be able to do when s/he graduates. Where there is no specific statement for the discipline area, reference should be made to statements for cognate areas.
See: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements / All programmes must be developed with reference to the appropriate QAA subject benchmark statement, where applicable, which sets out UK-wide expectations of what a student will know/be able to do when s/he graduates. Where there is no specific statement for the discipline area, reference should be made to statements for cognate areas.
See: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
Other external benchmarks: / Add or delete as appropriate:
· QAA The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies November 2014
· QAA Education for Sustainable Development: Guidance for UK Higher Education Providers June 2014
· QAA Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers September 2012
· Well-being of Future Generations (Wales) Act 2015
· QAA Foundation Degree Characteristics Statement September 2015
· QAA Master’s Degree Characteristics Statement September 2015
· QAA Qualifications Involving More Than One Degree-Awarding Body Characteristics Statement October 2015 / Add or delete as appropriate:
· QAA The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies November 2014
· QAA Education for Sustainable Development: Guidance for UK Higher Education Providers June 2014
· QAA Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers September 2012
· Well-being of Future Generations (Wales) Act 2015
· QAA Foundation Degree Characteristics Statement September 2015
· QAA Master’s Degree Characteristics Statement September 2015
· QAA Qualifications Involving More Than One Degree-Awarding Body Characteristics Statement October 2015 / Add or delete as appropriate:
· QAA The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies November 2014
· QAA Education for Sustainable Development: Guidance for UK Higher Education Providers June 2014
· QAA Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers September 2012
· Well-being of Future Generations (Wales) Act 2015
· QAA Foundation Degree Characteristics Statement September 2015
· QAA Master’s Degree Characteristics Statement September 2015
· QAA Qualifications Involving More Than One Degree-Awarding Body Characteristics Statement October 2015

2. Programme Details

Portfolio Overview

This section should briefly detail the main themes of the group of programmes presented in the document, noting similarities and differences between the individual programmes and explaining why it is appropriate for all the programmes to be presented in a single document.

2.1 Programme Summary

EXAMPLE OF TABLE FOR PORTFOLIO DOCUMENT
PROGRAMMES/PORTFOLIO SUMMARY
Module Details, usage of shared modules, module status (CR = Core / CM = Compulsory / O = Optional) / Programme 1 / Programme 2 / Programme 3 / Shared with other programmes not included in this document
YES/NO
Module
Code / Module Title / New or Existing / Credits / Level / Assessment summary
Module Code e.g. ABCD1234 / Module Title
e.g. Introduction to Welsh / N or E / e.g. 20 / e.g. 4 / Component 1 – % weighting
Written exam / Coursework / Practical (delete as appropriate): mode of assessment, e.g. essay, report, presentation, (x words, minutes or equivalent– see PV4 Assessment Equivalence Policy)
Component 2 – % weighting
Written exam / Coursework / Practical (delete as appropriate): mode of assessment, e.g. essay, report, presentation, (x words, minutes or equivalent– see PV4 Assessment Equivalence Policy) / CR/CM/
O
(delete as applicable) / O / YES/NO
PEWE4001 / Introduction to Welsh / N / 20 / 4 / Component 1 – 50%
Coursework: Essay (1500 words)
Component 2 – 50%
Practical: Individual presentation (10minutes) / CR / O / YES

Separate version of the following sections should be produced for each programme (except where the programme is an intermediate award of another programme – in such a case, the intermediate award may be included in the main programme – e.g. if a DipHE is offered as a stand-alone award (intermediate award to BA (Hons), then details of the DipHE will be included under the BA (Hons) and need not be presented separately).

2.2.1 Programme Overview (Programme 1)

This section should briefly detail the main themes, unique selling point (USP) and defining characteristics of the programme (normally in approximately 500 words). It is not necessary to provide a description of each module within the programme, but the overview should provide some indication of how modules contribute to the programme (and note the rationale for optional modules).

2.3.1 Programme Structure (Programme 1)

This section should provide a clear description of the how the programme is structured, including entry points, when modules are taken and the compulsory/optional balance as well as which options are available when (this may be presented in the form of a table showing delivery across Semesters /Terms/Blocks if appropriate).

If the programme is expected to be made available part-time on an occasional basis, or where the part-time version is directly related to the full-time structure (and part-time students will study alongside full-time students), this should be indicated by noting any additional restrictions on the order that modules should be studied or will be available and a statement on the minimum and maximum number of credits to be studied in each academic year.

Where the programme will be delivered part-time using a more complex structure (when part-time modules will be delivered separately and/or where more than one level may be studied during an academic year), full details of the part-time structure must also be provided (this may be presented in the form of a table showing delivery across Semesters /Terms/Blocks if appropriate).

2.4.1 Programme Aims (Programme 1)

The programme has the following general educational and specific aims:

· xxxxx

Normally there should be between 2 and 5 aims

2.5.1 Programme Learning Outcomes (Programme 1)

These vary for different disciplines and are informed by the relevant QAA Subject Benchmarking Statements (see http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements). The following four headings should be used unless there are professional body requirements to use alternative headings:

Knowledge and understanding (KU)

KU1: xxxxxx

KU2: xxxxxx

KU3: xxxxxx

Each of the above PLOs is covered by at least 2 modules at the appropriate level (taking into account individual patterns of study)

Cognitive (thinking) skills (CS)

CS1: xxxxxx

CS2: xxxxxx

CS3: xxxxxx

Each of the above PLOs is covered by at least 2 modules at the appropriate level (taking into account individual patterns of study)

Practical skills (PS)

PS1: xxxxxx

PS2: xxxxxx

PS3: xxxxxx

Each of the above PLOs is covered by at least 2 modules at the appropriate level (taking into account individual patterns of study)

Key skills (KS)

KS1: xxxxxx

KS2: xxxxxx

KS3: xxxxxx

Each of the above PLOs is covered by at least 2 modules at the appropriate level (taking into account individual patterns of study)

Normally there should be between 12 and 24 PLOs in total.

After each heading there must be a statement confirming that each PLO in the heading is covered by at least two modules at the level which a student will study (taking into account optional modules available).