Paper SCAP 11/33

Short Course Course Information Form (CIF) CIF1011

The fields highlighted are those required for completion for NON-CREDIT BEARING,1 UNIT CREDIT BEARING AND CREDIT BEARING (MORE THAN 1 UNIT) SHORT COURSES- YOU NEED TO COMPLETE THE USUALCIF ON THE SYSTEM BUT ONLY COMPLETE THOSE FIELDS SHOWN BELOW. ALL FIELDS NOT REQUIRED TO BE COMPLETED SHOULD BE MARKED WITH AN ‘X’

In the Qualification field please state whether UG/PG and credit or non credit bearing

The CIF provides essential information to students, staff teams and others on a particular course of study and is designed to meet the University’s own expectations and those of external bodies such as the Quality Assurance Agency (QAA) in respect of programme specifications.

Please refer to the University’s Guidance notes on completing Course Information Forms before completing the details below

SECTION 1 - General Course Information

Qualification (award type) / This section should indicate the type of award in the left hand column: BSc(Hons), BA(Hons), FdA, FdSc, MA, MSc etc. The University has a range of awards; further details can be found in the regulations at . Only award types approved by Academic Board should be used.
Course Title / This should be the proposed title for the award and should accurately reflect the main area of study. It will be the title of the student’s award as reflected on their certificate. If there are a series of closely related pathways associated with the award which share the same learning outcomes, then all of the titles should be listed here and the different structures indicated in the curriculum structure section (Section 3).
Intermediate Qualification(s) / You should indicate which intermediate qualifications (award type) are applicable.
Awarding Institution / University of Bedfordshire
Location of Delivery / This will indicate the main teaching location
Duration of Course / This will indicate the standard amount of time a student will take to complete their course e.g. two, three or four years.
Level 4,5,6,7
FHEQ Level /
Professional, Statutory and Regulatory Body accreditation
OPTIONAL / Here you should indicate any professional bodies who recognise the course if applicable. In many cases, accreditation may lead to a right to practise a profession, achieve exemption from professional examinations and/or membership of a professional body. For non-accredited courses put ‘not applicable’.
Accreditation Renewal Date
(Month and Year) / Indicate here the date (Month and Year) when the course is due for re-accreditation by the professional/ statutory body.
Route Code (SITS)
PLANNING DEPT / This should be left blank if a new course. (If a new course, the route code will be advised following academic approval of the course).
UCAS Course Code / This is only applicable to full-time undergraduate courses. Write ‘not applicable’ otherwise. If a new course, Admissions will be applying for the UCAS code.
Relevant External Benchmarking / All courses should use the University’s own curriculum descriptors as a relevant reference point. These can be found at and (Masters). This section should indicate the relevant external reference points such as subject benchmarks; professional, statutory and regulatory body requirements, National Occupational Standards etc. used as the basis for compiling the CIF.
If the course is a foundation degree you should indicate the Sector Skills Council(s) to have endorsed the course. If recognition or endorsement is still being sought then this should be acknowledged.
QAA subject benchmarks can be found at .
Published Course Summary

SECTION 2 – Entry Requirements, Student Support and Further Opportunities

Entry requirements
Standard:
Standard entry requirements for UK students –
Students from the European Union -
International students -
Additional:
You only need to add further information here if non-standard and/or specific requirements apply to your course.
Student Support during the course
This section should clarify the support arrangements within departments and any particular referral arrangements made with various support areas for specialist advice and assistance. You should also give details of any personal support, including the personal tutor scheme.
Note: this section should be amended where appropriate by partner institutions to reflect local practice.
Students may be required, at the discretion of the Course Leader, to undergo diagnostic testing for academic English language abilities, and may further be required, at the Course Leader’s discretion, to participate in academic English support workshops or classes laid on by the University
Students with disabilities
In order to conform to disability discrimination legislation, you should indicate if there are any elements of the course which, in the case of disabled students, may require special consideration and further discussion, in order that they may participate fully e.g. practice based work, lab work, field trips.
Advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability Advice Team - see
Distinctive Features of the course
OPTIONAL
Career/further study opportunities
In this section on the CIF, you should indicate: ‘On completing this course students are likely to progress into the following areas: …….. ‘ .
OPTIONAL
Career:
Further study:

SECTION 3 – Teaching, Learning and Assessment

Educational Aims
OPTIONAL
This section should provide a descriptive overview around 100 – 200 words of overarching educational aims of the course.
Course Learning Outcomes
Upon successful completion of this course, you should be able to:-
Teaching Strategy
This section should explain the approaches to be used throughout the course and give the students a feel for the sort of learning activities they will be engaged in. You should ensure that you include a mixture of different approaches (lectures, seminars, practicals, case studies etc.).
Assessment Strategy
This section should clearly explain the overall approach to assessment embodied in the course, explain the type of assessment methods to be used throughout the course, and indicate that a range of activities are used to develop skills and demonstrate outcomes.

Paper SCAP 11/33

Unit Code / Level / Unit Name / Credit / Core (C) Option (O) / Assessment Methods* / Contributing towards the Learning Outcomes
(Taught (T), Practised (P) and/or Assessed (A))
1 / 2 / 3 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10

Curriculum Structure, Assessment Methods and Learning Outcomes

*The following codes for assessments methods apply:-
AR / Artefact / PC / practical
CB / computer-based / PF / performance
CS / case study / PL / placement
DI / dissertation or project / PO / portfolio
EX / Exam / PR / presentation
GR / group report / RE / individual report
IT / in-unit test / OR / oral
LR / literature review / OT / other

Paper SCAP 11/33

SECTION 4 – Learning and Employability

Skills Development Strategies
Communication
To help with the development of this you will
Information Literacy
To help with the development of this you will:-
Research and Evaluation
To help with the development of this you will:-
Creativity and Critical Thinking
To help with the development of this you will:-
Team Working
Team working is also key within CRe8. You should describe the strategy for developing team working skills across the course and the opportunities provided for its development and assessment.
Improving Learning and Performance
In student-friendly language, this section should describe the course team’s strategy for engaging students in their own learning and development and for making them more aware of how they learn, and how their learning can be improved.
Career Management Skills
This section should demonstrate how all students develop career management skills, which may be integrated within the processes of personalised learning for employability and the professional student:
Progress Files
It is important to ensure that students are aware of Progress Files (part of the QAA’s infrastructure) and the range of opportunities open to them for enhancing their academic development and employability.
Further guidance and support on Progress Files is available on the CETL web site (see ).
Professional Standards
The term ‘professional’ is being used in a loose sense here, the intention being to send a clear message to students that attitudes are important to enable engagement in the world beyond the University. Thus, this section should specify the ‘professional standards’ which will be expected of students. The need to emphasise these attributes and behaviours has arisen from a growing concern that students need to be more aware of how to behave appropriately in different contexts. There is no University provided set of standards since they need to be appropriate to the subject and the nature of the student body, thus they are left to course teams to define.
Strategy for Developing and Embedding the Professional Standards
This section should indicate how the professional standards will be introduced to students and any role that the students have in developing and evolving them. It should also indicate how adherence to the standards will be monitored and any issues addressed.

SECTION 5 – Administrative Information

Faculty
Field
Department/School/Division
Course Leader
Version Number
Body approving this version
Date of University approval of this version (dd/mm/yyyy)

Form completed by:

Name: ……………………………………………………….. Date: …………………………………………

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: …………………………………………………………Date: …..…………………………………….

Course Updates
Date
(dd/mm/yyyy) / Nature of Update / FTQSC Minute Ref: