Template V9May 2018

MODULE DESCRIPTOR TEMPLATE AND GUIDANCE NOTES

Please delete the Guidance Notes before submitting the descriptor

Guidance Notes

Each section of the template should be completed, indicating N/A where appropriate. All modules must be approved through the University’s quality assurance processes. Module descriptors provide a formal statement of the key features of a unit of study within a programme and are vital sources of information and advice for students before and during their studies. Module descriptors should be addressed to ‘you’ the students.

  1. Module Code

This is the unique identifier for the module; giving information on subject field, level of study and number of credits.

  1. Module Title

The full title of the module.

  1. Subject

This is the home subject of study for the module and demonstrates programme ownership of the module.

  1. Core, Required or Required* for

List all pathways within programmes for which this module is a requirement. This should include all combined pathways, for example joint, major, minor.

  1. Level

Undergraduate modules are credited at levels 4, 5, or 6. Postgraduate taught modules are credited at level 7.See Frameworks for Higher Education Qualifications.

  1. UK Credits

On attainment of the learning outcomes for the module, students are awarded credits. One UK credit (at level 4, 5, 6 or 7) represents ten hours of student study time (including class contact), e.g. 200 hours of successful study leads to the award of 20 credits.

  1. ECTS: European Credit and Transfer System

Under the Framework for Qualifications in the European Higher Education Area, two UK credits (representing 20 hours of student study time) are normally regarded as equivalent to one ECTS credit.

  1. Optional for

List any other pathways for which the module has been approved as being optional. For example a module may be owned by Psychology, but it can also be taken by students registered for some Biology pathways as though it were a Biology module. For Open Modules this field should read ‘open to all undergraduate students’

  1. Excluded Combinations

List any modules that cannot be taken with this module, for example due to overlap of content.

  1. Pre-requisite or co-requisite

List any modules that have to be taken prior to this module, or must be taken at the same time as this module.

  1. Class Contact Time

The total time (given in hours) that each student can normally expect to be in direct contact with lecturers during the module. This should include all scheduled face-to-face teaching/learning sessions (e.g. lectures, seminars, workshops, directed laboratory/studio work, field/study trips, tutorials etc.) and, where appropriate, equivalent online/e-learning contact time (e.g. through webinars, individual Skype tutorials). See Guide to the Undergraduate Modular Scheme (section on Planning your Study Time) and the Taught Postgraduate Framework (section on Awards, levels, credits and hours of study).

  1. Independent study time

This is the time that students are expected to spend in studying outside their class contact hours: e.g. 160 hours for a 20 UK credit (200 hours) module that has 40 hours of class contact time.

  1. Semester(s) of delivery

Expressed as the time-span for delivery of the module: e.g. 15 weeks throughout semester 2 (for UG) or 30 weeks throughout terms 1, 2 and 3 (for PGT).

  1. Main campus location

The main campus for attendance at scheduled classes.

  1. Module co-ordinator

The member of academic staff who is formally designated with responsibility for the quality of the module: its delivery, management, evaluation, and the marks awarded. In cases where the designated co-ordinator is unable/unavailable to fulfil this role (e.g. due to research leave), a deputy co-ordinator may be appointed subject to approval by the appropriate Dean of School.

  1. Additional costs involved

Costs that students may incur if they take this module.

  1. Description of the module

Provide an outline of the module for students and how it relates to the overall goals of the programme.

  1. Outline syllabus

Provide an outline of the syllabus covered in the module such as the main contexts, theories and ideas, controversies and issues, case studies and questions to be explored.

  1. Teaching and learning activities

Introduce students to the range of scheduled teaching sessions in the module, for example workshops, seminars, tutorials, study-trips, webinars etc., and how these relate to the work that they will do in their independent study time, for example in preparing for and reflecting on classes, presentations and projects, undertaking reading/studio/lab/group work, formative tasks and summative assessments, revision for examinations etc. Providing students with guidance on how best to use and distribute their independent study time will help them to work more efficiently and effectively, and thus enhance the quality of their learning outcomes.

  1. Intended learning outcomes

Programme and level intended learning outcomes should be articulated as a short list of the key learning that students will be able to demonstrate on completion of the programme and at each level. Students’ attainment of intended learning outcomes must be tested through summative assessments. Intended learning outcomes and assessment items should be cross-referenced to identify the assessment item that tests attainment of each of the intended learning outcomes.

  1. Assessment and feedback

Formative exercises and tasks (should be listed as F1, F2 etc.):

Provide a short account of the types of formative exercises and tasks in which students will be engaged. Formative exercises are designed to enable students to develop aspects of their learning, prior to summative assessments. As well as enabling students, individually and/or collectively, to chart their progress, formative exercises should be designed to help students use feedback and self-reflection to manage and develop their learning so that they can see how to improve their work. Feedback can be from tutors, peers, mentors or a wide range of external audiences. Formative exercises may take many forms, in and out of class, and they are not formally assessed and therefore are not weighted. Tutors can use formative exercises to monitor the pace and progress of students’ learning throughout the module, and to adjust the pace and focus of teaching activities accordingly.

Summative assessments (should be listed as S1, S2 etc.):

Provide a brief description for students of the summative assessments for the module, and their relative weighting, for example 30-minute group seminar presentation (20%), 3,000-word review of research topic (60%), one-hour, multiple-choice knowledge-test examination (20%). Summative assessments are formally marked/graded pieces of work that must be collectively designed to test the standard of students’ attainment of all of the intended learning outcomes for the module. The marks awarded will count towards each student’s record of achievement at assessment boards. Summative assessments need to be valid, reliable, and fair to all students. The number, variety, nature, timing and sequencing of assessments, and the quality of feedback on them, will exercise a powerful influence on all aspects of students’ learning.

  1. Learning resources

University Library print and electronic resources, and Minerva:

Key texts:

These are the works that all students would normally be expected to study or consult during the module. Full reading lists should be included in the module handbook, available on Minerva. Wherever possible, key texts should be available electronically, for example e-books, e-journals, CLA scans on Minerva. Referencing guidance is provided at this link:

Key web-based and electronic resources:

List the titles of, and links to, recommended websites, software, videos and other electronic resources that will support student learning on the module.

Specialist resources:

Any other specialist resources that might be required, for example sprung floor, minibus.

  1. Preparatory work

Prospective and continuing students often like to know how best to prepare for their studies before the start of the module.Consider whether you can provide advice on one or two things that students might like to read or do on their own in preparation for the module.

Module Descriptor Template

(table will expand as necessary)

1 / Module code
2 / Module title
3 / Subject
4 / Core, Required or Required* for
5 / Level / 4 / 5 / 6 / 7
6 / UK credits
7 / ECTS credits
8 / Optional for
9 / Excluded combinations
10 / Pre-requisite or co-requisite
11 / Class contact time: total hours / Total Hours:
12 / Independent study time: total hours / Total Hours:
13 / Semester(s) of delivery
14 / Main campus location
15 / Module co-ordinator
16 / Additional costs involved
17 / Brief description and aimsof module
18 / Outline syllabus
19 / Teaching and learning activities
20 / Intended learning outcomes
By successful completion of the module, you will be able to demonstrate:
1.
2.
3. / How assessed
S1
21 / Assessment and feedback
Formative exercises and tasks:
F1.
F2.
22 / Summative assessments:
Illustrative example, which should be deleted:
S1. Evaluation of project and critical reflection (2000 words)
S2. / Weighting%
20%
23 / Learning resources
University Library print, electronic resources and Minerva:
  • Key texts
  • Key web-based and electronic resources
Specialist resources:
24 / Preparatory work

1