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Programme Specification – purpose and guidance for completion

Guidance for creating a Programme Specification

1. SCOPE AND PURPOSE

1.1 The Programme Specification is the defining document of a programme, and as such provides a summary of key information. It may be used by academic staff, external examiners, evaluation panel members and by prospective and current students when choosing their programme. Programme Specifications are integral to ensuring the University meets the requirements of the UK Quality Code for Higher Education.

1.2 The Programme Specification document defines a programme leading to awards of the University. It defines the aims, intended learning outcomes (ILOs), structure, credits, regulations, institutions participating, and awards which may be conferred. The development team, in collaboration with Academic Quality (AQ), will be responsible for ensuring the document is updated after evaluation to reflect any conditions of approval.

1.3 A Programme Specification template is included within this document. Links to further helpful guidance on drafting specifications can be found in 4A – Programme Approval, Review and Closure: Policy and Procedure.

2. COMPILING A SPECIFICATION

2.1 This Programme Specification template should be completed to create a final document. The headings within the template should be used as the section headings in the specification and should be presented in this order. Specifications have been designed to be concise documents and should therefore normally only include the requested information. Any further explanatory or illustrative information should be included in the Briefing and Resources document and/or the Student Handbook (see 5A – Welcome Guide and Programme/Level Handbooks: Procedure).

2.2 The blue guidance notes within the template should be deleted as the document is completed. The text highlighted in yellow should be completed, changed and/or deleted as appropriate.

2.3 The Programme Specification is composed of two sections. Section 1 contains key information on the programme and its structure that students, prospective students and staff would be most likely to require quick access to. Section 2 contains more detail on the purpose of the document, the aims and content of the programme, and on admissions, progression routes, assessment regulations and work placements.

2.4 Under some circumstances, it may be necessary to create more than one Programme Specification for a single programme in order to ensure that a clear record of the curriculum studied by each cohort of students is available. Examples of where this might apply would be where a modification results in changes to the curricula for more than one cohort already studying differing versions of an existing programme, or where a review involves existing students signing up to a new version of the curriculum mid-way through their studies. In such cases, it is important to ensure that each version of the Programme Specification is assigned a unique version number and that it is clear which cohort(s) the document applies to. A separate version numbering guidance note providing details on when it is necessary to create more than one version of the Programme Specification and how to number these is available. Please contact your Faculty Education Service Manager or AQ for details.

3. CHANGES TO PROGRAMME SPECIFICATIONS

3.1 Programme Specifications are approved by an external panel and can only be amended through formal procedures for review, modification or changes in regulations which are reported to Academic Standards Committee. The Faculty, in collaboration with AQ, is responsible for ensuring that the final version of the Programme Specification following an approval, review or modification is fully completed and reflects the most current and up to

https://intranetsp.bournemouth.ac.uk/pandptest/5a-welcome-guide-and-programme-level-handbooks-procedure.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/5a-welcome-guide-and-programme-level-handbooks-procedure.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/4a-programme-approval-review-and-closure-policy-and-procedure.pdf


http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

Programme Specification – purpose and guidance for completion

date information for the programme. The process for programme reviews and approvals is managed by AQ. More minor changes can be made through the process of modification managed by a Faculty through the Faculty Academic Standards Committee (FASC). Please see 4A – Programme Approval, Review and Closure: Policy and Procedure and 4B – Programme and Unit Modifications: Policy and Procedure for more details of reviews and modifications respectively.

4. VERSIONING AND SAVING OF PROGRAMME SPECIFICATIONS

4.1 Programme Specifications should provide a version number in the appropriate box on the Key Programme Information sheet. The system for versioning of Programme Specifications is detailed in a separate guidance note. Please contact your Faculty Education Service Manager (ESM) or AQ for details.

4.2 Where Programme Specifications are not subject to any amendments during a given academic year, AQ will (in liaison with faculties) ensure that new Programme Specification version numbers are created for all new cohorts of students.

4.3 Definitive master copies of Programme Specifications are saved centrally at I:\Academic Services\Collaborative\EDQ\Framework Specifications.

4.4 Programme Specifications are draft until approved (i.e. after all conditions have been met following approval/review) and should be marked as such on the front page.

https://intranetsp.bournemouth.ac.uk/pandptest/4b-programme-and-unit-modifications-policy-and-procedure.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/4b-programme-and-unit-modifications-policy-and-procedure.pdf


Programme Specification – Section 1

KEY PROGRAMME INFORMATIONPlease ensure that all boxes are fully completed with accurate information as this will be used to set the curriculum up in SITS, the Student Records System, for studentsOriginating institution(s)Click here to enter text.Bournemouth University or Partner or both

Faculty responsible for the programmeChoose an item.

Final award(s), title(s) and creditsClick here to enter text.List the final award(s) available and the credits required at each level for each award. ECTS credit values should also be specified (see worked example). Programme titles should be specified.Intermediate award(s), title(s) and creditsClick here to enter text.List the interim award(s) available and the credits required at each level for each award. ECTS credit values should also be specified (see worked example). Programme titles should be specified.UCAS Programme Code(s) (where applicable and if known)Click here to enter text.

HESA JACS (Joint Academic Coding System) Code(s) and percentage split per programme/pathwayClick here to enter text.Select all appropriate JACS Codes from list available at HESA - Higher Education Statistics Agency - Full JACS3 Listing. Up to three JACS codes may be included and the percentage split of each code must be specified, e.g.:‘F400 (34%), F751 (33%), L600 (33%)’.Link to list of HESA JACS codes.Why we need to collect HESA JACS codes.

External reference pointsClick here to enter text.List (e.g.):

The UK Quality Code for Higher Education; Part A: Setting and maintaining academic standards; Chapter A1: UK and European reference points for academic standards (October 2013) -

incorporates the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (Qualification Frameworks), Foundation Degree qualification benchmark, Master’s Degree Characteristics and Subject Benchmark Statements;

Professional, Statutory and Regulatory Body (PSRB) standards or guidelines. National occupational standards, Sector Skills Councils standards.

Professional, Statutory and Regulatory Body (PSRB) linksClick here to enter text.State the full name of any formal PSRBs that are linked to the programme and the nature of these links (i.e. accreditation/exemptions). Details should only be added here where PSRB relationships have been approved/are already in place.Places of deliveryClick here to enter text.Name of institution(s) and site of delivery where programme is delivered.Mode(s) of deliveryClick here to enter text.Modes of delivery should be entered here. Separate entries per programme may be necessary if they vary by programme. Multiple modes of delivery may apply to a single programme. Click here for a list of possible modes of delivery.

Language of deliveryClick here to enter text.State language of delivery (usually English).

Typical durationClick here to enter text.

Programme titleVersion XXX© Bournemouth University YEAR 3

Blue guidance notes should be read and then deleted before the document is completed. ALL SECTIONS MUST BE COMPLETED OR STATE NOT APPLICABLE.Yellow highlighted text should be completed/amended/deleted as appropriate.

PLEASE DELETE THIS TEXT BOX WHEN DOCUMENT COMPLETED

https://www.hesa.ac.uk/support/documentation/jacs/jacs3-detailed


Typical duration period for the programme, followed by typical duration per level/stage. For PG programmes, typical duration should be specified in months. Maximum periods are covered in the regulations).Date of first intakeClick here to enter a date (date will be formatted to include only month and year).Enter date of first intake for this version of the curriculum (not the date when the programme first started if a review).

Expected start datesClick here to enter text.Enter months of new intakes, i.e. September, January, September and January etc.

Maximum student numbersClick here to enter text.Enter maximum student number permitted if stipulated by PSRB. State not applicable if max student numbers not stipulated by PSRB.

PlacementsClick here to enter text.Number of weeks/days required (if applicable) and whether placement(s) are compulsory or optional, if there is more than one placement etc., then the level(s) at which the placement(s) will be completed. Location/placement provider details if known, e.g. NHS Trust. If not known, how and when these will be determined (if students have to find their own placements, please state that).

Partner(s)Click here to select Partner or choose not applicable.

Partnership modelClick here to select partnership model or choose not applicable.

Date of this Programme SpecificationClick here to enter text.Date of this Programme Specification. State which intake(s)/cohort(s) will be following this version.Version numberClick here to enter text.Insert version number. See section 6 of the procedure for details of versioning convention.Approval, review or modification reference numbersClick here to enter text.All unique reference numbers allocated by AQ when the programme is approved or reviewed, or when a modification is approved should be listed here, along with the date of the AQ approval memo associated with each reference number and the previous version of the programme specification (e.g. ‘previously version 1.1-0913’). All modifications made for the lifetime of the programme, i.e. between periodic reviews, should be included.AuthorClick here to enter text.Please enter the name of the author of the document.



PROGRAMME STRUCTURETemplates for full-time UG and full-time PG with PG Dip progression board are provided. Please adapt as necessary and delete the version that is not required.

Programme Award and Title: BA (Hons)/BSc (Hons) Title

Year 1/Level 4The number of core and optional units, and any restrictions governing possible option unit choices (including any important dependencies or limitations), should be detailed here, e.g.Students are required to complete 4 core units and choose 2 optional unitsOR Students are required to complete 5 core units and choose 1 optional unitOR Students are required to complete all 6 core unitsOR XXX is compulsory if IELTS is below 7.0. XXX is excluded if IELTS is 7.0 or above. Students are required to complete 4 or 5 core units and choose 1 or 2 optional units depending on whether XXX is taken etc…

Unit xxx may have limitations on numbers because of lab availabilityUnit xxx will only run if a minimum number of students take it because of xxx (where there is a specific requirement for a minimum number)Unit xx cannot be selected if unit yyy is taken etc…Unit NameUnit titles should be listed in this column. Any formal pre- or co-requisites for specific units should be detailed in brackets in italics.

Core/ Option

No of creditsInclude level in brackets if different from the overall level.

Assessment Element Weightings1

Insert additional columns if required.

Assessment weightings here refer to summative elements of assessment (click for further guidance).

Expected contact hours per unitInsert expected number of hours of scheduled contact time per unit.

Click for guidance and definition

Unit version no.Unit version numbers should be prefixed with the lead Faculty in the case of cross-Faculty provision

HESA JACS code(s)2

These are a national requirement and must be completed.

Exam 1

Cwk 1

Cwk 2

HESA JACS Subject Code and %


Unit 1 (successful completion of XXX is a pre-requisite for students undertaking this unit)

FMC V2.0

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8 etc…

Progression requirements: Requires 120 credits at Level 4 and successful completion of (any additional requirements)

1 These assessment element weightings should correspond to summative elements of assessment as defined in the unit specification. Where the element pass mark is higher than normal for PSRB purposes, this should be reflected as a pass/fail within the programme structure or Student Administration should be asked to adjust the Student Record System so that no inflation of marks appears on the Assessment Board Report.

2 The HESA JACS subject code denotes the core content of the unit https://www.hesa.ac.uk/support/documentation/jacs/jacs3-detailed (up to three can be selected). Add additional column if necessary.



Exit qualification: Cert HE Title (requires 120 credits at Level 4 and successful completion of any additional requirements)CLICK HERE for guidance and examples of additional progression requirements.

Year 2/Level 5The number of core and optional units, and any restrictions governing possible option unit choices (including any important dependencies or limitations), should be detailed here. Please see examples provided for Level 4.Unit NameUnit titles should be listed in this column. Any formal pre- or co-requisites for specific units should be detailed in brackets in italics.

Core/ Option


Assessment Element WeightingsAssessment weightings here refer to summative elements of assessment (click for further guidance).

Expected contact hours per unitInsert expected number of hours of scheduled contact time per unit

Unit version no.Unit version numbers should be prefixed with the lead Faculty in the case of cross-Faculty provision

HESA JACS code(s)These are a national requirement and must be completed.

Exam 1

Cwk 1

Cwk 2




FMC V2.0

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8 etc…

Progression requirements: Requires 120 credits at Level 5 and successful completion of any additional requirementsExit qualification: Dip HE Title (requires 120 credits at Level 4 and 120 credits at Level 5 and successful completion of any additional requirements

CLICK HERE for guidance and examples of additional progression requirements.Year 3/Level P - Compulsory/Optional placement year in industry/businessFor programmes with a compulsory placement - exemption is possible for those who have worked in industry/business at a relevant levelSome programmes may have other placement requirements. These should be clearly articulated here, but may also link to other parts of the structure, e.g. programme award requirements.

Progression requirements: Satisfactory completion of a minimum 30-week placement in industry/business and successful completion of any additional requirements. Students who do not choose to undertake the optional sandwich placement may progress directly from Level 5 to Level 6.CLICK HERE for guidance and examples of additional progression requirements.



Year 3/4/Level 6The number of core and optional units, and any restrictions governing possible option unit choices (including any important dependencies or limitations), should be detailed here. Please see examples provided for Level 4.Unit NameUnit titles should be listed in this column. Any formal pre- or co-requisites for specific units should be detailed in brackets in italics.

Core/ Option




Unit version no.Unit version numbers should be prefixed with the lead Faculty in the case of cross-Faculty provision.

HESA JACS code(s)These are a national requirement and must be completed.

Exam 1

Cwk 1

Cwk 2




FMC V2.0

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8 etc…

Exit qualification: BA (Hons)/BSc (Hons) TitleSandwich UG award: Requires 120 credits at Level 4, 120 credits at Level 5, 120 credits at Level 6 and successful completion of a placement year and successful completion of any additional requirements.Full-time UG award: Requires 120 credits at Level 4, 120 credits at Level 5 and 120 credits at Level 6 and successful completion of any additional requirements.

CLICK HERE for guidance and examples of additional progression requirements.Programme Award and Title: MA/MSc Title

Stage 1/Level 7The number of core and optional units, and any restrictions governing possible option unit choices (including any important dependencies or limitations, should be detailed here, e.g.Students are required to complete 4 core units and choose 2 optional unitsOR Students are required to complete 5 core units and choose 1 optional unitOR Students are required to complete all 6 core unitsOR XXX is compulsory if IELTS is below 7.0. XXX is excluded if IELTS is 7.0 or above. Students are required to complete 4 or 5 core units and choose 1 or 2 optional units depending on whether XXX is taken etc…

Unit xxx may have limitations on numbers because of lab availabilityUnit xxx will only run if a minimum number of students take it because of xxx (where there is a specific requirement for a minimum number)Unit xx cannot be selected if unit yyy is taken etc…Unit NameUnit titles should be listed

Core/ Option

No of credits

Assessment Element Weightings3

Expected

Unit version

HESA JACS code(s)4



in this column. Any formal pre- or co-requisites for specific units should be detailed in brackets in italics.

Include level in brackets if different from the overall level.

Insert additional columns if required.

Assessment weightings here refer to summative elements of assessment (click for further guidance).

contact hours per unitInsert expected number of hours of scheduled contact time per unit

no.Unit version numbers should be prefixed with the lead Faculty in the case of cross-Faculty provision.


Exam 1

Cwk1

Cwk 2




FMC V2.0

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8 etc…Progression requirements: Requires 120 credits at Level 7 and successful completion of any additional requirements.Additional information re: placements etc. may be included here if appropriate.

CLICK HERE for guidance and examples of additional progression requirements.

In the case of PG programmes where progression from one stage to the next is not conditional upon the student passing all units in the previous stage, this section should state that there are no progression requirements. This table may be amended to remove a staged structure and progression requirements if the programme is designed with a ‘flat’ structure.

Exit qualification: PG Cert Title requires 60 credits at Level 7 and successful completion of any additional requirements.PG Dip Title requires 120 credits at Level 7 and successful completion of any additional requirements.Placement: (remove this row if the programme does not include a placement).Details of any placement should be clearly articulated here (e.g. whether the placement is optional/compulsory, credit bearing/non-credit bearing, the duration and timing of the placement). Placements may also link to other parts of the programme structure such as programme award requirements or progression requirements, and where this is the case any requirements relating to the placement should be detailed in the appropriate box.

Stage 2/Level 7The number of core and optional units, and any restrictions governing possible option unit choices (including any

3 These assessment element weightings should correspond to summative elements of assessment as defined in the unit specification. Where the element pass mark is higher than normal for PSRB purposes, this should be reflected as a pass/fail within the programme structure or Student Administration should be asked to adjust the Student Record System so that no inflation of marks appears on the Assessment Board Report.

4 The HESA JACS subject code denotes the core content of the unit HESA - Higher Education Statistics Agency - Full JACS3 Listing (up to three can be selected). Add additional column if necessary.



important dependencies or limitations, should be detailed here, e.g.Students are required to complete the DissertationOR Students are required to complete all core unitsOR Students are required to complete the Dissertation and choose one option etc…

Unit xxx may have limitations on numbers because of lab availabilityUnit xxx will only run if a minimum number of students take it because of xxx (where there is a specific requirement for a minimum number)Unit xx cannot be selected if unit yyy is taken etc…Unit NameUnit titles should be listed in this column. Any formal pre- or co-requisites for specific units should be detailed in brackets in italics.

Core/ Option




Unit version no.Unit version numbers should be prefixed with the lead Faculty in the case of cross-Faculty provision.

HESA JACS code(s)5


Exam 1

Cwk 1

Cwk 2



Unit 1 FMC V2.0

Unit 2

Unit 3 etc…

Exit qualification: MA/MSc Title requires 180 credits at Level 7 and successful completion of any additional requirements.Additional information re: placements etc may be included here if appropriate.

CLICK HERE for guidance and examples of additional progression requirements.

The aims of this document are to:

define the structure of the programme; specify the programme award titles; identify programme and level learning outcomes; articulate the regulations governing the awards defined within the document.

AIMS OF THE PROGRAMME

This section should concisely present the overall aims of the programme, focusing on key knowledge, understanding and skills. The ‘overview’ section of the Briefing and Resources document should contain some text outlining the rationale, aims and outcomes of the programme, and teams may wish to use or adapt this for use in this section of the Programme Specification, in order to avoid duplication of effort.

The introductory wording should follow the format: 'This programme aims to develop X, Y and Z graduates, who:’

Example:

5 The HESA JACS subject code denotes the core content of the unit HESA - Higher Education Statistics Agency - Full JACS3 Listing (up to three can be selected). Add additional column if necessary.


https://www.hesa.ac.uk/support/documentation/jacs/jacs3-detailed


This programme aims to develop critically informed, agile and resourceful graduates, who:

have the versatility and personal qualities to manage a range of business activities in a global context; are critically aware of the wider impact of business decisions on organisational stakeholders and society; have highly-developed interpersonal skills; are able to manage their own personal development and lifelong learning.

Additional text should demonstrate that the programme of study has currency within the academic, professional and employer communities, and that appropriate key internal and external points of reference have been considered.

ALIGNMENT WITH THE UNIVERSITY’S STRATEGIC PLAN

This section must be completed and should demonstrate how the programme is informed by and aligned with the BU 2012-18 strategic plan and the University’s fusion agenda. Further information, including links to the strategic plan and a summary of the University’s ‘Creating, Sharing, Inspiring’ Vision and Values are available from https://www1.bournemouth.ac.uk/about/vision-values.

LEARNING HOURS AND ASSESSMENT

The following text must be included in all Programme Specifications:

Bournemouth University taught programmes are composed of units of study, which are assigned a credit value indicating the amount of learning undertaken. The minimum credit value of a unit is normally 20 credits, above which credit values normally increase at 20-point intervals. 20 credits is the equivalent of 200 study hours required of the student, including lectures, seminars, assessment and independent study. 20 University credits are equivalent to 10 European Credit Transfer System (ECTS) credits.

As a general rule, time devoted to assessment should normally represent approximately 25% of the student learning time for a unit (i.e. 50 hours for a 20-credit unit), leaving the rest for specific programme-related activities, including lectures, seminars, preparatory work, practical activities, reading, critical reflection and independent learning.

Of the time devoted to assessment, every 10 hours of student effort is equivalent to approximately 1,000 words of coursework or 1 hour of examination. Therefore, as a guideline, a 20-credit unit would normally require the equivalent of approximately 5,000 words in total (e.g. a 2,000-word written coursework and a 3-hour unseen examination).

Please provide details of any additional requirements or more detail about learning hours for this programme. Please highlight any units where the learning hours are expected to be different from the standard described above.

STAFF DELIVERING THE PROGRAMME

Students will usually be taught by a combination of senior academic staff with others who have relevant expertise including – where appropriate according to the content of the unit – academic staff, qualified professional practitioners, demonstrators/technicians and research students.Where the delivery of specific units will be weighted towards non-academic staff, e.g. where research students or demonstrators will be used, where units or significant parts of units may be taught by those in professional practice rather than BU staff etc., this should be explicitly stated.

INTENDED LEARNING OUTCOMES – AND HOW THE PROGRAMME ENABLES STUDENTS TO ACHIEVE AND DEMONSTRATE THE INTENDED LEARNING OUTCOMES

This section specifies Intended Programme Outcomes and Intended Level/Stage Outcomes (intermediate awards) and answers the questions:


https://www1.bournemouth.ac.uk/about/vision-values


'What can someone who has successfully completed the programme do?' 'What can someone who has successfully completed a specific Level/Stage of the programme do?'

This section also specifies the learning and teaching strategies and methods and assessment strategies and methods for the programme and stages/levels/intermediate awards. These show how students will be enabled to achieve and demonstrate the ILOs. Learning and teaching strategies and methods and assessment strategies and methods should be mapped to specific ILOs.

ILOs for programmes and terminal awards, and for intermediate levels and awards, are specified in terms of four categories: ‘subject knowledge and understanding’, ‘intellectual skills’, ‘practical skills’ and ‘transferable skills’.

Programme outcomes should be specified first, followed by outcomes for intermediate levels/awards. Programme outcomes for an honours degree will normally also serve as the Level 6 outcomes (and similarly, the Level 5 outcomes may be the programme outcomes for a Foundation degree). However, programme teams may wish to differentiate between programme and final level outcomes in order to better capture the cumulative outcomes achieved over an entire programme.

In the case of postgraduate programmes, the outcomes relating to specific stages (e.g. PG Cert, PG Dip) should also be clearly identifiable for programmes with built-in progression requirements.

All ILOs should be presented in alpha-numeric format (rather than bullets), to facilitate referencing. Each sub-section should typically include 5-8 outcomes, although there is no prescription on the number.

Learning and teaching strategies and methods employed might include lectures, seminars, individual or group tutorials, fieldwork, laboratory experiments, support sessions, independent study, virtual learning environments, etc. The information given should demonstrate progression between levels/stages.

Assessment strategies and methods should provide an indication of the balance between coursework and examinations, the range of assessment tools, the use of online assessment, self and peer assessment, assessment of artefacts etc. Any changes in the assessment strategy between levels should also be apparent. Assessment methods are specified in more detail in unit specifications (see the Unit Specifications template for more detail). The information given should demonstrate progression between levels/stages.

Any relevant additional information may be added as text underneath the table showing ILOs, assessment strategies and methods and learning and teaching strategies and methods for each level/stage.

PROGRAMME AND LEVEL 6 OR LEVEL 7 INTENDED PROGRAMME OUTCOMES

A: Subject knowledge and understanding

Indicates the subject area(s) which are focused upon and developed within the programme or level.

This programme/level/stage provides opportunities for students to develop and demonstrate knowledge and understanding of:

The following learning and teaching and assessment strategies and methods enable students to achieve and to demonstrate the programme/level learning outcomes:

A1 organisations, the environments in which they operate and how they are managed;

A2 business functions and processes;

A3 the limitations of current knowledge and practices;

A4 pervasive, contemporary and emerging issues;

A5 etc.

Learning and teaching strategies and methods (referring to numbered Intended Learning Outcomes):

lectures (A1 – A4);

seminars (A1 – A4);

directed reading (A1, A3);

use of the VLE (A4, A5);



independent research (for dissertation) (A5).

Assessment strategies and methods (referring to numbered Intended Learning Outcomes):

open book examinations (A3, A2);

coursework essays (A2 – A4);

dissertation (A5).

B: Intellectual skills

Intellectual skills indicate the important cognitive skills (such as analysis, synthesis, evaluation, problem solving etc.) that the learner is expected to be able to demonstrate.

This programme/level/stage provides opportunities for students to:

The following learning and teaching and assessment strategies and methods enable students to achieve and to demonstrate the programme/level outcomes:

B1 critically evaluate theory and practice;

B2 analyse and synthesise information, identifying implicit values, detecting false logic or reasoning and ensuring that conclusions are supported by evidence;

B3 integrate and synthesise evidence from a range of sources to support findings, proposed solutions and hypotheses;

B4 manage complexity, uncertainty and ambiguity;

B5 etc.


lectures (B1 - B4);

seminars (B1 – B4);

directed reading (B1 – B5);

use of the VLE (B2 – B5);

independent research (for dissertation) (B1 - B5).


open book examinations (B1- B4);

coursework essays (B1 - B5);

dissertation (B1 - B5).

C: Practical skills

Practical skills indicate the practical skills specific to this subject domain, or to an industry/profession, which the learner is expected to be able to acquire and demonstrate.



C1 demonstrate confidence and competence in the use of information technologies, including working effectively in

Learning and teaching strategies and methods (referring to numbered



an online environment;

C2 conduct research into business and management issues, either individually or as part of a team;

C3 use appropriate skills to communicate effectively in business situations;

C4 prepare and present business reports;

C5 etc.

Intended Learning Outcomes):

lectures (C1 - C3);

coursework essays (C1 - C3, C5);

independent research for empiricaldissertation (C1 – C2);

group exercises (C3 – C5).


open book examinations (C1, C4);

coursework essays (C1, C2, C3, C5);

dissertation (C1, C2, C5).

D: Transferable skills

Transferable skills indicate the important key skills that are readily transferable to employment and other contexts, such as communication, teamwork etc., that the learner is expected to be able to carry out.



D1 perform effectively when working in collaboration with others;

D2 deploy a range of interpersonal skills including effective listening, negotiating, persuasion and presentation;

D3 demonstrate openness and sensitivity to diversity in terms of other people, cultures and business and management issues;

D4 manage their own motivation, tasks and behaviour in enterprising, innovative and professionally appropriate ways;

D5 etc.


lectures (D1 - D5);

seminars (D1- D5);

use of the VLE (D1 - D5);

directed reading (D1- D5).


coursework essays (D1 - D5);

open book examinations (D1 - D5);

dissertation (D1- D5).

Add any relevant additional information here.




LEVEL 5/DipHE OR LEVEL 7/PG Dip INTENDED LEVEL OR STAGE OUTCOMES

A: Knowledge and understanding


The following learning and teaching and assessment strategies and methods enable students to achieve and to demonstrate the level/stage learning outcomes:

A1

A2

A3

A4

A5


lectures (A1- A4);




independent research (for dissertation) (A1).




dissertation (A5).




B1

B2

B3

B4

B5


lectures (B1 - B4);











C: Practical skills



C1

C2

C3

C4

C5


lectures (C1 - C3);



group exercises (C4, C5).


open book examinations (C1, C3, C5);

coursework essays (C1, C3, C5);

empirical dissertation (C1- C5).




D1

D2

D3

D4

D5


lectures (D1 - D5);

seminars (D1- D5);


directed reading (D1- D5).








LEVEL 4/Cert HE OR LEVEL 7/PG Cert INTENDED LEVEL OR STAGE OUTCOMES

A: Knowledge and understanding



A1

A2

A3

A4

A5


lectures (A1- A4);




Independent research (for dissertation) (A1).




dissertation (A5).




B1

B2

B3

B4

B5


lectures (B1 - B4);











C: Practical skills



C1

C2

C3

C4

C5


lectures (C1 - C3);



group exercises (C4, C5).


open book examinations (C1, C3, C5);

coursework essays (C1, C3, C5);

empirical dissertation (C1- C5).




D1

D2

D3

D4


lectures (D1 - D5);

seminars (D1- D5);




D5 directed reading (D1- D5).






Programme Specification - Section 2

ADMISSION REGULATIONS

Where possible, University Standard Admission Regulations should be used. This section should read ‘The regulations for this programme are the University’s Standard Undergraduate/Postgraduate/ Graduate Diploma/Graduate Certificate Admission Regulations’. The full regulations should not be included in the Programme Specification.

Where additional information to the regulations is required (for example, for PSRB reasons; due to exceptional IELTS requirements) this should follow the statement above ‘The regulations for this programme are the University’s Standard Undergraduate/Postgraduate/Graduate Diploma/Graduate Certificate Admission Regulations with the following exceptions…’. For instance:

‘The regulations for this programme are the University’s Standard Undergraduate Admission Regulations with the following exceptions: Applicants whose mother tongue is not English must offer evidence of qualifications in written and spoken English. Acceptable qualifications are:IELTS (academic) 6.5 (with a minimum of 6 in each of four categories) or direct equivalent.

Reference to formally agreed articulation and internal/external progression arrangements for receiving BU programmes should be included in the Admissions Regulations section of the receiving programme, including any performance requirements, e.g. Merit classification, from the underpinning programme. For example:

‘The regulations for this programme are the University’s Standard Undergraduate Admission Regulations with the following exceptions: applicants may be allowed to enter Level 6 of this programme with advanced standing, on the basis of the successful completion of the FdA in XXX at YYY College via a formal internal Progression arrangement. The applicant should normally have achieved a minimum classification of Merit’.

The University’s standard Admission Regulations are available within section 3.1 of the ARPP on the BU website and the appropriate link should be included.

For UG programmes include: https://intranetsp.bournemouth.ac.uk/pandptest/3a-undergraduate-admissions-regulations.pdf

For PG and Grad Cert/Diploma programmes include:https://intranetsp.bournemouth.ac.uk/pandptest/3a-postgraduate-admissions-regulations.pdf

PROGRESSION ROUTES

This section should indicate any approved internal progression or articulation arrangements for progression for the underpinning programmes. These should include all formally agreed Articulation and internal/external progression agreements6.

Reference to formally agreed articulation and internal/external progression arrangements for receiving BU programmes should be included in the Admissions Regulations section of the receiving programme, including any performance requirements, e.g. Merit classification, from the underpinning programme.

For example, in the case of Foundation degrees, the title and delivery location of the Level 6 programme approved for progression should be specified. Any performance requirements for progression should be clearly stated. In the case of the receiving Level 6 programme, the title and delivery location of the underpinning Foundation degree should be specified in the Admissions Regulations section (see guidance for this section above) along with any performance requirements for entry.

6 These definitions were agreed by Senate in June 2010. See 7A - Partnership Definitions and Models: Policy for details.Programme titleVersion XXX© Bournemouth University YEAR

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https://intranetsp.bournemouth.ac.uk/pandptest/3a-postgraduate-admissions-regulations.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/3a-undergraduate-admissions-regulations.pdf


The typical wording for articulation and internal progression arrangements should be:

Articulation'Students who have successfully completed [add name of underpinning/receiving programme] with [delete or add any performance requirements if relevant] will be automatically accepted for entry with advanced standing to the [add programme] and credited with [number] credits at Level [4, 5, 6, 7].

Internal Progression'Students who have successfully completed [add name of underpinning/receiving programme] with [delete or add any performance requirements if relevant] will be eligible to apply for entry with advanced standing to the [add programme] and credited with [number] credits at Level [4, 5, 6, 7]'7.

Details of approved recognition arrangements – which confer eligibility for students to apply to specific named BU awards but do not guarantee entry – are available on a central recognition register. Specific recognition arrangements do not need to be listed in the Programme Specification, however the following cross-reference to the recognition register should be included in all programme specifications:

Recognition arrangements provide formally approved entry or progression routes through which students are eligible to apply for a place on a programme leading to a BU award. Recognition does not guarantee entry onto the BU receiving programme only eligibility to apply. In some cases, additional entry criteria such as a Merit classification from the feeder programme may also apply. Please see the Recognition Register (https://intranetsp.bournemouth.ac.uk/pandptest/7J_Recognition_Register_Public.xlsx) for a full list of approved Recognition arrangements and agreed entry criteria.

Development teams are encouraged to add a disclaimer underneath the approved routes outlining that progression arrangements may be subject to change. The typical wording could be:

‘In order to take advantage of exciting new approaches to learning and teaching, as well as developments in industry, the current, approved Articulation/Recognition/Progression route(s) for this programme may be subject to change. Where this happens students will be informed and supported by the Faculty as early as possible.’

However, changing existing Progression routes during the academic year is strongly discouraged and could have a serious knock-on effect to the student experience which would need to be managed by the Faculty very carefully, particularly where this involves changing information already provided to current students, especially those at Level l/5 of the underpinning programme. In cases of uncertainty, please refer to AQ for advice.

ASSESSMENT REGULATIONS

Standard assessment regulations are applicable, without modification, to all programmes across the University, except where PSRB requirements, or other exceptional circumstances (such as credit structure), dictate otherwise. Where standard assessment regulations are used, this section should read ‘The regulations for this programme are the University’s Standard Undergraduate / Postgraduate / Foundation degree / Higher National / Graduate Diploma / Graduate Certificate Assessment Regulations.’ The full regulations should not be included in the Programme Specification.

Where exceptions to the Standard Assessment Regulations are required, a written explanation and justification must be submitted for approval by AQ in advance of the internal Faculty consideration. Where exceptions are approved, this section should read ‘The regulations for this programme are the University’s Standard Undergraduate / Postgraduate / Higher National / Foundation degree / Graduate Certificate / Graduate Diploma) Assessment Regulations with the following approved exceptions…’

7 See footnote 7.Programme titleVersion XXX© Bournemouth University YEAR

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https://intranetsp.bournemouth.ac.uk/pandptest/7J_Recognition_Register_Public.xlsx


Exceptions to the regulations should then be specified. The full regulations should not be included in the Programme Specification, unless the exceptions are so extensive that it would be easier to include the regulations in full for clarity.

The University’s Standard Assessment Regulations are available within section 6.1 of the ARPP on the BU website and a link should be included. Student accessible links to specific policies and procedures should be included.

For standard UG programmes include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-undergraduate.pdf

For Foundation degrees include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-foundation.pdf

For PG taught programmes include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-postgraduate.pdf

For HNDs include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-higher-national.pdf

For Graduate Certificate/Diploma programmes include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-gradcert-graddip.pdf

For Integrated Masters programmes include: https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-integrated-masters.pdf

WORK BASED LEARNING (WBL) AND PLACEMENT ELEMENTS

This section should include a statement on the nature of work-based learning elements within the programme (if relevant). It is a requirement for all standard undergraduate degree programmes to incorporate a one-year (minimum 30 week) placement either as an optional or compulsory element. Those students who successfully complete a one-year placement will be eligible for the award of full-time sandwich degree. Those students who do not opt for the one-year placement may still undertake some form of placement during their three year programme. If work-based learning or placements are defined as a unit, this should be clearly stated. Where placements are not defined as a unit, it should be clearly stated when they occur, whether they are required for progression, whether they are optional or mandatory, and if the latter, whether they are required for the award of intermediate qualifications. This information should also be reflected on the programme structure table in part 1. Refer to 4K – Placements: Policy and Procedure for more details.

Programme titleVersion XXX© Bournemouth University YEAR

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http://intranetsp.bournemouth.ac.uk/ARPParchive/4k-placements-policy-and-procedure.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-integrated-masters.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-integrated-masters.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-gradcert-graddip.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-gradcert-graddip.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-higher-national.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-higher-national.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-postgraduate.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-postgraduate.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-foundation.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-foundation.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-undergraduate.pdf

https://intranetsp.bournemouth.ac.uk/pandptest/6a-standard-assessment-regulations-undergraduate.pdf


Programme Skills Matrix

The relationship between ILOs specified at programme and unit levels should be ‘mapped’ in a Programme Skills Matrix. This provides a key mechanism to ensure that there is coherence and balance between the ILOs developed in the units and the overarching ILOs of the level/programme (programme outcomes for UG programmes may be the same as the Level 6 outcomes and for PG programmes the outcomes for Level 7 and the programme may be the same). A worked example is available on request.

Units Programme Intended Learning OutcomesA1

A2

A3

A4

A5

A6

B1

B2

B3

B4

B5

B6

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

LEVEL

6

LEVEL

5

LEVEL

4

A – Subject Knowledge and UnderstandingThis programme provides opportunities for students to develop and demonstrate knowledge and understanding of:

1.

2.

C – Subject-specific/Practical SkillsThis programme provides opportunities for students to:

1.

2.

3.



3.

4.

5.

6.

4.

5.

6.

B – Intellectual SkillsThis programme provides opportunities for students to:

1.

2.

3.

4.

5.

6.

D – Transferable SkillsThis programme provides opportunities for students to:

1.

2.

3.

4.


Additional Guidance Notes – delete when document is completed.

Why do we need to include JACS codes?

JACS (Joint Academic Coding of Subjects) is the system owned and maintained by HESA and UCAS to identify the subject matter of programmes and units.

All Higher Education Institutions are required to report on the subject area of the higher education programmes and the individual units within them at Undergraduate, Postgraduate Taught and Postgraduate Research level.

This information is used by government agencies, National Student Survey (NSS), Unistats, newspaper league tables and for HEFCE reporting.

Codes are formed from a letter and three digits. The letter indicates the subject group, and the numbers represent more detail of the topics with the subject group. For example, L represents Social Studies, L700 is Human & Social Geography and L726 is Cultural Geography.

We can record up to three subject codes plus the percentage of time allocated to each subject, for example, Research Skills (ENV1221M) has JACS codes V400 (70%) and L620 (30%).The JACS coding system is reviewed on a regular basis to ensure that the range and depth of subjects remains current. It is therefore important to use the most up-to-date version on the HESA website only. The current full lists can be found at: https://www.hesa.ac.uk/support/documentation/jacs/jacs3-detailed

Go back to Key Programme Information

Modes of delivery

Possible modes of delivery are:

full-time; full-time sandwich; part-time; part-time sandwich; full-time e-learning; part-time e-learning; accelerated; CPD.

Please contact AQ for guidance if none of the above apply.


Guidance on expected contact hours

The publicly available information available to prospective students, applicants and students must include detail of expected contact hours for each unit. Contact hours may take the form of timetabled/schedule sessions such as lectures, seminars, demonstrations, lab sessions, field trips, one to one tutorials or assessment feedback sessions and so on, but may also take the form of virtual contact e.g. via email, the VLE and other forms of technology, or may take place in a work-based setting.

An indicative list of learning and teaching methods that typically involve contact with institutional staff or affiliates is available on page 6 of ‘Explaining Contact Hours’ (Quality Assurance Agency, August 2011).This indicative list should be used to as a basis to determine contact hours within programme and unit specifications. Please contact Academic Quality for advice in cases not covered by this indicative list.


Programme Specification – additional guidance notes

http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwj31LD8s73UAhWKCMAKHVsFAkMQFggoMAA&url=http%3A%2F%2Fwww.qaa.ac.uk%2Fen%2FPublications%2FDocuments%2Fcontact-hours.pdf&usg=AFQjCNEWG2IKc7mBlYKZ6FhW1z7DelDUeA&sig2=n9HLTLjSNktUmsFxeIUCPw

Additional Guidance Notes – delete when document is completed.

Additional progression requirements/award requirements

Some programmes require students to successfully complete additional assessments or demonstrate specific competencies before they are permitted to progress to the next level and/or be conferred a specific award. These ‘additional requirements’ are often associated with a professional competency and/or Professional, Statutory and Regulatory Body (PSRB) requirement, and are not usually assessed within specific units. Where these additional progression requirements/award requirements exist, the programme will usually require non-standard assessment regulations to be written and approved by AQ. Programme teams are required to provide a rationale for anything that does not conform to the BU standard assessment regulations.

Some examples from BU’s portfolio of academic provision are as follows:

BA (Hons) Multimedia Journalism students are required to reach a minimum standard of 80 words per minute in Shorthand and complete a minimum of 6 weeks industrial placement (if not undertaking a sandwich placement) in addition to the standard 360 credits (120 credits at Levels 4, 5 and 6) in order to graduate.

BA (Hons) Social Work students must successfully completed 170 days of practice learning and 30 skills days in addition to the standard 360 credits (120 credits at Levels 4, 5 and 6) to be awarded the BA (Hons) Social Work and to be eligible to register with the Health and Care Professions Council. Students who have not completed these additional requirements but who have the full 360 credits are eligible for the award of BA (Hons) Social Studies, but are not eligible to apply for professional registration.

BSc (Hons) Paramedic Science students must normally achieve 750 hours of practice in addition to the standard 120 Level 4 credits in order to proceed to Level 5. They must normally achieve a further 750 hours of practice (1500 total) in addition to the standard 120 Level 4 and 120 Level 5 credits in order to proceed to Level 6. To be eligible for the award of BSc (Hons) Paramedic Science, students must have achieved 120 Level 4 credits, 120 Level 5 credits and 120 Level 6 credits and have completed a minimum of 2250 hours of practice during the whole programme (750 hours at each level). The award of BSc (Hons) Paramedic Science leads to eligibility to apply for registration with the Health and Care Professions Council. BSc, DipHE, CertHE and Aegrotat awards will not confer eligibility to register and will be titled ‘Emergency Care’.

Go back to Programme Structure

Assessment weightings

The assessment weightings on the programme structure table refer to the summative assessment weightings specified in the relevant Unit Specification. Indicative assessment weightings are only specified in the Unit Specification and must not appear in the Programme Specification.

Programme Specification – additional guidance notes