| INTRODUCTION
Each Programme Specification should be accompanied by a
Curriculum map (PSMAP)., a course catalogue (see course specification
– attached) , CVs for all staff teaching on the programme
(CV template attached) and a draft student course handbook
(specification attached).
Guidance on completion of the form is shown in blue text,
which should be deleted from the final version.
NB
- Programme teams are expected to review the programme
specification as part of the annual monitoring process.
Programme Specification Pro-forma
1
. GENERAL INFORMATION
- Programme Title:
- Final Award:
- Exit Awards:
- Awarding Body :
- Approval Date:
- Faculty:
- HostDepartment
1.1 Rationale |
What are
the reasons for proposing this programme? |
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- What evidence is there of potential student
demand for the programme and employer demand
for students completing the programme?
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- How does the programme contribute to the
achievement of the aims and objectives of the
Faculty and KIST? How does the programme fit
with the Faculty’s portfolio of programmes?
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1.2 Philosophy |
What kind
of learning experience will the programme provide
for students? |
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- What would be the key characteristics of
a student completing the programme?
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- What are the distinguishing features of this
programme?
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1.3 Student
Profile
This should indicate target groups,
intended access and the kinds of students best
suited to the programme. Clear statements should
be made on entry requirements and APL/APEL arrangements.
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- How many students (full and part-time) will
study on the programme?
- What are the entry requirements?
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- What is the anticipated student profile in
terms of age and gender and how has this been
taken into consideration in the programme design
and delivery?
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- EDUCATIONAL AIMS OF THE PROGRAMME
An introduction should be included here which
describes the overall aim of the programme together
with the educational aims of the programme at the exit
points |
3. INTENDED LEARNING
OUTCOMES – the programme provides
opportunities for students to develop and demonstrate
knowledge and understanding, skills, qualities and other
attributes in the following areas: [
Programme outcomes must clearly indicate what the
student will be expected to know and be able to do on
completion of the programme. Outcomes must also be identified
for each level or stage of the programme to indicate
the progression of students through the programme and
the responsibility of each level or stage in supporting
the overall programme outcomes.
3A Knowledge and Understanding: *
A1
A2
A3
A4
A5
A6
3B Intellectual Skills: *
B1
B2
B3
B4
B5
B6
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3C Professional/
Practical Skills:
C1
C2
C3
C4
C5
C6
3D Transferable/Key Skills:
D1
D2
D3
D4
D5
D6
N.B. All KIST Graduates must pass the Institute
Certificate in ICT skills, all full time undergraduates
must pass the language requirements, community placement
and work placement.
Insert the Learning, Teaching and Assessment Strategy
for the programme and provide details on how the above
programmes will be developed, demonstrated and assessed,
including how transferable skills are incorporated.
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PROGRAMME STRUCTURES
AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS
Programme Structure
The programme team must explain the way in which different
elements of the programme are linked and sequenced to
provide students with a learning experience, which will
satisfy the programme aims and objectives.
- Provide a clear structure diagram for the
programme
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- Is the programme available on both full and
part-time bases and, if so, have issues of balance,
coherence and progression been fully considered?
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Module Code Module Title Credit RHE Level
Content must be justified with reference
to the core programme outcomes. The knowledge and skills
required by students to satisfy programme outcomes must
be identified and their development clearly planned
in an organised way throughout the programme.
Attention must also be paid to the relevance
and currency of module outcomes and content. You will
need to demonstrate that modules are at an appropriate
level of study.
How will students be exposed to a research
dimension within their field(s) of study?
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5. SUPPORT FOR STUDENTS AND
THEIR LEARNING
Teaching and Learning
Teaching and learning strategies must be appropriate
to the learning outcomes of the programme. The programme
team must demonstrate a clear understanding of the relationships
between outcomes and learning which should underpin
a coherent learning approach across the programme.
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6. CRITERIA FOR
ADMISSION
Candidates must be able to satisfy the
general admissions requirements of KIST University
Programme Admission Requirements:
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7. METHODS FOR
EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF
TEACHING AND LEARNING
Mechanisms for review and evaluation of teaching,
learning, assessment, the curriculum and outcome standards:
Mechanisms for gaining student feedback on the quality
of teaching and their learning experience:
Staff development priorities include:
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8. ASSESSMENT REGULATIONS
Assessment methods must be appropriate to the learning
outcomes being assessed and teaching methods used. Assessment
constitutes a large part of the student experience of
the programme and inappropriate assessment can seriously
distort the way in which students learn. Programme teams
should demonstrate a clear and shared understanding
of the role of assessment in the programme and how students
will experience a balanced variety of assessment methods
appropriate to different levels of the programme.
- There are clear criteria for the marking
and grading of assessments based on the generic
criteria in the KIST LTAS
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- ‘the scheduling and amount of assessment
are consistent with an effective and appropriate
measurement of the achievement by students of
the intended learning outcomes and that they
effectively support learning’. Programme
teams will therefore need to consider:
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- how assessment supports student learning;
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- ensuring students have adequate time
to reflect on learning before being assessed.’
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- ‘that appropriate feedback is provided
to students on assessed work in a way that promotes
learning and facilitates improvement’
and that ‘in’ meeting the needs
of the students for feedback on their progress
and attainment, (programme teams) will need
to consider:
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- The timelines of feedback
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- Specifying the nature and extent of
feedback that students can expect in relation
to particular types and units of assessment
criteria, in order to help students identify
areas for improvement as well as commending
them for evident achievement;
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- The role of oral feedback, either on
a group or individual basis as a means of
supplementing written feedback;
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- Are programme specific assessment criteria
established for all assessed work?
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- Do the assessment criteria reflect intended
learning outcomes?
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- Do the assessment criteria enable internal
and external examiners to distinguish the different
categories of achievement? (See Appendix 6 for
the University’s Draft Assessment Marking
Criteria Framework).
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- Are there a suitable variety of assessment
methods? Does this include self and peer assessment?
How do the balance and variety of assessment
methods change between the different programme
levels?
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- Does the assessment strategy have an adequate
formative function in developing student abilities?
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- How will feedback to students be managed?
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- Is the assessment workload realistic for
both students and staff?
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- Does the programme comply with the KIST current
and assessment and progression regulations?
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9. INDICATORS OF
QUALITY AND STANDARDS |
10. INFORMATION ABOUT THE PROGRAMME
This specification provides
a concise summary of the main features of the programme
and the learning outcomes that a typical student might
reasonably be expected to achieve and demonstrate if
he/she takes full advantage of the learning opportunities
that are provided. More detailed information on the
learning outcomes, content and teaching, learning assessment
methods of each module can be found in the Module catalogue.
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A curriculum map is attached showing how the outcomes are
being developed and assessed within the programme. This relates
the modules from Section 4 to the outcomes in Section 3.
Curriculum Map for ……………………….
PSMAP
The curriculum map links the modules (Section 4) to the
Outcomes listed in Section 3
This map provides both a design aid to help academic staff
identify where the programme outcomes are being developed
and assessed within the course. It also provides a checklist
for quality assurance purposes and could be used in approval,
accreditation and external examining processes. This also
helps students monitor their own learning, and their personal
and professional development as the course progresses. The
map shows only the main measurable learning outcomes which
are assessed. There are additional learning outcomes (eg attitudes
and behaviour) detailed in the module specifications which
are developed but do not lend themselves to direct measurement
LEVEL 6 cCrt |
Code Title A1 A2 A3 A4
A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4
D5 D6 D7 D8 D9 D10 D11 D12 D13 D14 |
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LEVEL 6 Dip |
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LEVEL 6 Masters |
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LEVEL 4 |
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