ProgrammeSpecification
UndergraduateProgrammes
AwardingBody/InstitutionTeachingInstitution / Goldsmiths, University of London
NameofFinalAwardandProgrammeTitle[AO1]
NameofInterimAward(s)[AO2]
DurationofStudy/PeriodofRegistration
UCASCode(s)
QAABenchmarkGroup[AO3]
FHEQLevelofAward[AO4]
ProgrammeAccreditedby[AO5]
DateProgrammeSpecificationLast Updated/Approved
PrimaryDepartment/Institute
Departmentswhichwillalsobeinvolvedinteachingpartoftheprogramme:
Programmeoverview[AO6]
Programme entry requirements [AO7]
Aimsoftheprogramme[AO8]
Whatyouwill beexpectedtoachieve[AO9]
Knowledge and Understanding[AO10] / Taught by the following modules[AO11]A1
A2
A3
Cognitive and Thinking Skills / Taught by the following modules
B1
B2
B3
Subject Specific Skills and Professional Behaviours and Attitudes / Taught by the following modules
C1
C2
C3
Transferable Skills / Taught by the following modules
D1
D2
D3
Howyouwilllearn[AO12]
How you will be assessed[AO13]
MarkingCriteria
Mark / Descriptor / SpecificMarkingCriteria[AO14]80-100% / I:First
(Exceptional)
70-79% / I:First
(Excellent)
60-69% / IIi:UpperSecond
(Verygood)
50-59% / IIii:LowerSecond
(Good)
40-49% / III:Third
(Pass)
25-39% / Fail
10-24% / Badfail
1-9% / Verybadfail
0% / Nonsubmissionor plagiarised
Howtheprogramme isstructured[AO15]
AcademicYearofStudy1/2/3 ADD THE NAME OF THE PROGRAMME PATHWAY HERE IF APPLICABLE
Module Title / Module Code / Credits[AO16] / Level[AO17] / Module Status[AO18] / Term[AO19]Academicsupport
Support for learning and wellbeing is provided in number of ways by departments and College support services who work collaboratively to ensure students get the right help to reach their best potential both academically and personally.
Students are allocated a personal tutor and a Senior Tutor in each department has overall responsibility for student progress and welfare. Departments arrange regular communication to students in the form of mailings and meetings as well as regular progress reports and feedback on coursework and assignments. This is in addition to scheduled seminars, tutorials and lectures/workshops.
Personal tutors will invite students to meet in the first two weeks of a new term and regularly throughout the duration of a progrmme of study. These meetings aim to discuss progress on modules, discussion of the academic discipline and reports from previous years if available (for continuing students). This way progress, attendance, essay/coursework/assessment marks can be reviewed and an informed discussion can be about how to strengthen learning and success.
Students are sent information about learning resources in the Library and on the VLE so that they have access to programme handbooks, programme information and support related information and guidance. Timetables are sent in advance of the start of term so that students can begin to manage their preparation and planning.
Taught sessions and lectures provide overviews of coursework themes, which students are encouraged to complement with intensive reading for presentation and discussion with peers at seminars. Coursework essays build on lectures and seminars so students are encouraged to attend all taught sessions to build knowledge and their own understanding of their chosen discipline.
In depth feedback is provided for written assignments and essays via written feedback forms and formative feedback with module tutors/leads is provided to endure that students’ work is on the right track. Feedback comes in many forms and not only as a result of written comments on a marked essay. Students are given feedback on developing projects and practice as they attend workshops and placements.
A peer assisted learning (PAL) scheme is in place so that first year students have the opportunity to link with a second year student who can offer support and their experience on a range of academic related issues. This support is department based so students have a common understanding of subject based knowledge.
Students may be referred to specialist student services by department staff or they may access support services independently. Information about support services is clearly provided on the College Website and as new students join Goldsmiths through new starter information and induction/Welcome Week. Any support recommendations that are made are agreed with the student and communicated to the department so that adjustments to learning & teaching are able to be implemented at a department level and students can be reassured that arrangements are in place. Opportunities are provided for students to review their support arrangements should their circumstances change. The Inclusion & Learning Support and Wellbeing Teams maintain case loads of students and provide on-going support.
The Careers Service and the Academic Success Centre provide central support for skills enhancement and run the Gold Award Scheme and other co-curricular activities that can be accredited via the higher education achievement award (HEAR)
Linkswithemployers,placementopportunitiesandcareerprospects[AO20]
The requirements of a Goldsmiths degree
Undergraduate degrees have a total value of 360 credits. They are composed of individual modules, each of which has its own credit value. Full-time students take modules to the value of 120 credits each year and part-time students not less than 45 credits and not more than 90 credits each year. Each full–time year corresponds to a level of the Framework for Higher Education Qualifications.
Year 1 = Level 4
Year 2 = Level 5
Year 3 = Level 6
Modules:
Modules are defined as:
“Optional” – which can be chosen from a group of modules “Compulsory” – which must be taken as part of the degree
“Core” – which must be taken as part of the degree and passed with a mark of at least 40%. Progression:
Full-time students are required to have passed modules to a minimum of 90 credits before proceeding to the next year. Part-time students normally must pass new modules to a minimum value of 45 credits before proceeding to the next year.
In addition, some programmes may specify particular modules which must be passed, irrespective of the minimum requirements, before proceeding to the next year.
Award of the degree:
In order to graduate with a classified degree, students must successfully complete modules to the value of 360 credits. However if a module which has not be defined as “core” has been failed with a mark of 35-39% and all three permitted attempts have been used, this module may be compensated (treated as if it has been passed) so long as the average mean mark for all 120 credits at that level is 45% or above. No more than 60 credits may be compensated this way across a programme and no more than 30 at any one level.
Classification:
Final degree classification will be calculated on the basis of a student's best marks for modules equivalent to 90 credits at Level 4, 105 credits at level 5 and 105 credits at level 6, applyin a relative weighting of 1:3:5 to modules at level 4, 5 and 6 respectively
Degrees are awarded with the following classifications:
First Class – 70%+
Upper Second – 60-69%
Lower Second – 50-59%
Third – 40-49%
Students who, following the application of compensation and having used all their permitted resit attempts, have passed modules to the value of 300-345 credits, at least 60 of which are at level 6 may be awarded a pass degree
Intermediate Exit Points:
Some programmes incorporate intermediate exit points of Certificate of Higher Education and Diploma of Higher Education, which may be awarded on the successful completion of modules to the value of 120 credits at level 4 or 240 (120 of which at level 5) credits respectively. The awards are made without classification.
The above information is intended as a guide. For further information, please refer to the Regulations for Undergraduate Students, which may be found here:
Programme[AO21]-specificrulesandfacts
Howteaching quality will be monitored
Goldsmiths employs a number of methods to ensure and enhance the quality of learning and teaching on its programmes.
Programmes and modules must be formally approved against national standards and are monitored throughout the year in departmental staff / student forums and through the completion of module evaluation questionnaires. Every programme also has at least one External Examiner who produces an annual report which comments on the standards of awards and student achievement.
This output is considered with other relevant data in the process of Annual Programme Review, to which all programmes are subject, and which aims to identify both good practice and issues which require resolution.
Every six years all programmes within a department are also subject to a broader periodic review. This aims to ensure that they remain current, that the procedures to maintain the standards of the awards are working effectively and the quality of the learning opportunities and information provided to students and applicants is appropriate.
Detailed information on all of these procedures are published on the webpages of the Quality Office (
[AO1]Approved Awards:
Certificate of Higher Education (Cert HE)
Diploma of Higher Education (Dip HE)
Bachelor of Arts (BA)
Bachelor of Science (BSc)
Master in Science (MSc)
Graduate Certificate (Grad Cert)
Graduate Diploma (Grad Dip)
International Foundation Certificate
Postgraduate Certificate (PG Cert)
Postgraduate Diploma (PG Dip)
Master of Arts (MA)
Master of Research (MRes)
Master of Science (MSc)
[AO2]Approved Awards:
Certificate of Higher Education (Cert HE)
Diploma of Higher Education (Dip HE)
Bachelor of Arts (BA)
Bachelor of Science (BSc)
Master in Science (MSci)
Graduate Certificate (Grad Cert)
Graduate Diploma (Grad Dip)
International Foundation Certificate
Postgraduate Certificate (PG Cert)
Postgraduate Diploma (PG Dip)
Master of Arts (MA)
Master of Research (MRes)
Master of Science (MSc)
[AO3]State which relevant Subject Benchmark Statement this programme comes under (see for more details). If there is no relevant Subject Benchmark Statement for this programme state 'not applicable'.
[AO4]level 4:Certificate of Higher Education
level 5: Foundation Degree
level 6: Bachelor's Degree with Honours
level 7: Master's Degree
level 8: Doctoral Degree
[AO5]If accredited by a professional/statutory body, please give the name, date of last accreditation visit, approximate date of next visit and details of exemptions that will be given to Goldsmiths graduates. State N/A if not applicable.
[AO6]Please provide a brief description of the programme, summarising the programme content and the distinctive features it offers students. This should be consistent with the programme descriptions in handbooks and the prospectus. This section will inform the Higher Education Achievement Report (HEAR).
[AO7]Provide the entry requirements for the proposed programme, including the level of English Language proficiency (IELTS / TOEFL) required for International applicants.
Indicate the knowledge and skills required by new entrants in order to complete the programme, e.g A-levels or other relevant qualification, first degree etc.
[AO8]Educational Aims:
The aims of a programme should express the broad purpose for offering the programme. Aims are commonly expressed in terms of goals to work towards. They are usually stated following the introductory words ‘This programme aims to…’. There can be a multiplicity and diversity of aims:
• the meeting of local, regional or national need;
• preparation for the prosecution of research;
• preparation for employment;
• widening access to higher education;
• encouraging the pursuit of independent study in the area.
Aims should be justified by their link to the overall academic content of the programme.
The aims should also indicate the type of students it is expected that the programme will attract and the type of graduates it will produce.
The writing of aims and learning outcomes should:
• make students aware of what is expected of them;
• specify the end result of a programme and therefore enable the proposer to select the appropriate content, teaching, learning and assessment methods;
• help to ensure that the overall programme of study does not become overloaded. Aims and learning outcomes can provide a better measure of the work expected of a student than lists of syllabus topics.
• enable staff to test the effectiveness of a programme in relation to its goals.
[AO9]The programme should provide opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the four areas specified. The programme outcomes should be referenced to the relevant QAA benchmark statement(s) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors for Higher Education 2010 and Goldsmiths Graduate Attributes should be used as a guiding framework for curriculum design.
A learning outcome describes an intended result of teaching and learning, rather than the process of teaching and learning itself. Programmes will usually have learning outcomes under one or all of the following: knowledge and understanding, cognitive and thinking skills, subject specific skills and transferable skills.
Learning outcomes should be very clear. They should convey to students precisely what it is they are expected to achieve. It is recommended that phrases such as; know, understand, appreciate, should be avoided, as they are open to different interpretations. They can be replaced by, for example; to identify, sort, solve, construct, compare, demonstrate, which are open to fewer interpretations. Learning Outcomes should begin with a verb.
* An introductory statement to the Learning Outcomes may be provided here, for example:
Students who successfully complete the programme will be able to...
[AO10]Learning outcomes should begin with a verb
[AO11]Please enter the names of the module(s) which deliver this learning outcome.
[AO12]Learning and Teaching Strategies:
Specify the learning and teaching strategies employed on the programme in order for the programme learning outcomes to be met. Each learning outcome (or group of outcomes) should have an associated learning and teaching method. For instance, acquisition of knowledge and understanding, and development of skills, can be achieved through a range of methods (lectures, small group tutorials, projects, coursework, laboratory work, case studies, problem-solving classes, fieldwork, work-related learning, group work, drop-in centres, independent study, etc).
Consideration should be given to the use of learning and teaching methods that contribute to the Goldsmiths Graduate Attributes, such as collaborative learning, influencing and negotiating skills and use of information and technology.
Learning Opportunities and Notional Study Time:
Explain the learning opportunities that will be available to students on the programme and any particular characteristics or distinctive features. For example, group work through engagement in online discussions and exercises, the size of small group teaching sessions, expert lectures etc. Include information on any programme specific learning spaces and resources that will be available, such as laboratories or design studios, and how ICT and the VLE are utilised.
Include a statement on the expectations for students to use independent/self-directed study time to achieve the learning outcomes, such as preparing for scheduled sessions, follow-up work, wider reading/research, revision etc. Describe any support mechanisms that will be made available to assist students, such as study skills sessions, language skills training etc.
This section might include an indication of the typical number of hours that students should expect to spend studying overall on the programme.
[AO13]Assessment Strategies and Methods:
Specify the assessment strategies employed on the programme in order for the programme learning outcomes to be met. Each learning outcome (or group of outcomes) should have a corresponding means of assessment.
For instance, assessment of knowledge, understanding and skills can be through a combination of methods (unseen examinations, open-book examinations, in-module assessments, laboratory reports, essay assignments, design exercises, portfolios, project reports, verbal presentations, group presentations, case studies, interview, etc.).
This may include a statement about how assessment strategies support student progression.
Information on the arrangements for providing timely feedback on assessed work can be included here.
[AO14]All departments have produced specific grading criteria, based on the College’s generic grading criteria, which describe the expected characteristics of student achievement in relation to each marking band. You should include this here. Please remember that there may be one or more sets of criteria depending on the range of the programme and the different types of submission, for example, essay, thesis, practical work, seen and unseen examination etc.
[AO15]The structure of programme should be described in detail, including the identification of all potential pathways / routes and modules available. Precise details of the modules can be given in the table below. This may be necessary particularly where students are required to select a module from a specific grouping of modules (e.g. take 15 credits from xx, xx, and xx). The structure of the programme should comply with the Goldsmiths Credit Framework.
[AO16]The number of credits of which the module comprises. Academic credit is awarded in multiples of 15.
[AO17]Academic Level refers to the relative complexity, depth of study and learner autonomy required in relation to a module in the context of its discipline: each module will be ascribed a level on the following scale:
[AO18]Compulsory module refers to a module that must be taken in order to meet requirements for progression and/or award.
Core module refers to a module that must be passed in order to meet award regulations.
Optional module refers to a module that is optional for students to choose.
Study only module refers to a module that has no credit associated with it i.e. it is 0 credit-weighted.
[AO19]Term in which the module will be taken (1, 2, 3)
[AO20]Employers Links:
Please provide details of any links with employers e.g.
- Details of advisory panels that include current or potential employers;
- Organisations that regularly employ graduates from this programme and the roles that graduates undertake.
- Student prizes donated by organisations that may offer employment to graduates from this programme.
If there are no links with employers consider the learning outcomes and transferable skills and explain how these might be used to inform employers about the qualities and skills a graduate from this programme might be expected to have.
If there will be placement opportunities for students on the programme such as industrial/business work placements or internships these should be explicitly referred to in this section. Where there will not be specific formal placement arrangements consider including other opportunities such as study abroad.