CREDIT ACCUMULATION MODULAR SCHEME FRAMEWORK handbook/C… · Web viewThe word length of the AIW should be commensurate with the number of credits allocated and with Level 8 outcomes,

Student Learning & Experience Committee

Credit Accumulation andModular Scheme

Owner: Academic Registry Version number: 6.0Effective date: May 2019 (Academic Year 2018-19)Date of next review: July 2019

This document is part of the University Quality Handbook, which governs the University’s academic provision.

C O N T E N T S

1. THE HISTORY OF THE SCHEME...................................................................12. PRINCIPLES OF THE SCHEME.....................................................................23. KEY FEATURES OF THE SCHEME...............................................................34. THE CREDIT ACCUMULATION MODULAR SCHEME (CAMS)

FRAMEWORK.................................................................................................44.1 Framework for Higher Education Qualifications, England, Wales &

Northern Ireland (FHEQ), Framework for the Qualifications of the European Higher Education Area (FQEHEA) and Level of Credit. . .4

4.2 European Credit Transfer & Accumulation Scheme (ECTS)............64.3 Credit................................................................................................64.3.1 Credits for Awards - Undergraduate.................................................74.3.2 Credits for Awards - Postgraduate....................................................94.3.3 "Zero Credit" Modules.....................................................................104.3.4 Certificate of Credit.........................................................................104.3.5 Pro Rata Credit...............................................................................104.4 Modules..........................................................................................104.4.1 General Description........................................................................104.4.2 Standard Module.............................................................................114.4.3 Other Module Sizes........................................................................114.4.4 Module Types.................................................................................124.4.5 Module Specification.......................................................................124.4.6 Module Approval (New Modules and Changes to Existing

Modules)........................................................................................134.4.7 Project/Dissertation Modules..........................................................134.5 Frameworks....................................................................................144.6 Named Awards...............................................................................144.6.1 Courses..........................................................................................144.6.2 Pathways........................................................................................144.6.3 Course Structure.............................................................................154.6.4 Placements (Work-Based Learning)...............................................154.7 Course Types - Undergraduate Awards..........................................154.7.1 Honours Degree Awards.................................................................154.7.2 Non-Honours Degree Awards.........................................................164.7.3 Ordinary Degree Awards................................................................164.7.4 Top-Up Awards...............................................................................164.7.5 Joint Honours Degree Awards........................................................16

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4.7.6 Major/Minor Degree Awards...........................................................174.7.7 Foundation Degree Awards............................................................184.7.8 Higher National Awards..................................................................184.7.9 Professional Graduate Certificate...................................................184.7.10 Professional Graduate Certificate in Education..............................194.8 Course Types - Taught Postgraduate Awards................................194.8.1 Professional Doctorate Awards.......................................................194.8.2 Taught Masters Awards..................................................................194.8.3 Integrated Masters Awards.............................................................194.8.4 Master in Research.........................................................................204.8.5 Postgraduate Diploma Awards.......................................................204.8.6 Postgraduate Certificate Awards....................................................204.8.7 Postgraduate Certificate in Education (PgCE/PGCE).....................204.8.8 Postgraduate Certificate in Education International (PGCEi)..........204.9 Dual Awards and Joint Awards.......................................................204.10 Higher and Degree Apprenticeships...............................................214.11 Short Awards..................................................................................224.12 Intermediate Awards.......................................................................22

5. RECOGNITION OF PRIOR LEARNING (RPL).............................................246. ASSESSMENT..............................................................................................25

6.1 Assessment & Feedback Policy......................................................256.2 Assessment Regulations................................................................25

7. STRUCTURE OF THE ACADEMIC YEAR....................................................268. MODE OF ATTENDANCE AND METHOD OF DELIVERY...........................27SCHEDULE OF AWARDS OF THE UNIVERSITY..................................................28GENERIC MRES FRAMEWORK.............................................................................34PRO RATA CREDIT.................................................................................................36APPLICATION TO SCHOOL STUDENT LEARNING & EXPERIENCE SUB-COMMITTEE FOR PRO RATA CREDIT..................................................................37Application to the Student Learning & Experience Committee for a Variance from the Assessment & Feedback Policy, CAMS Framework and/or RPL Policy...................39

GLOSSARY OF ABBREVIATIONS

iiCredit Accumulation and Modular Scheme

AIW Advanced Independent Work

AR (QS) Academic Registry (Quality & Standards)

BA Bachelor of Arts

BEng Bachelor of Engineering

BEngTech Bachelor of Engineering Technology

BPS British Psychological Society

BSc Bachelor of Science

CAMS Credit Accumulation & Modular Scheme

Cert Certificate of Credit

CertEd Certificate in Education

CertHE Certificate of Higher Education

DA Doctor of Arts (Honorary Degree only)

DBA Doctor of Business Administration

DCL Doctor of Civil Laws (Honorary Degree only)

DClinPsy Doctor of Clinical Psychology

DCounPsy Doctor of Counselling Psychology

DEng Doctor of Engineering (Honoary Degree only)

DHealthPsy Doctor of Health Psychology

DHSC Doctor of Health & Social Care

DipHE Diploma of Higher Education

DLitt Doctor of Letters (Honorary Degree only)

DProf Doctor in Professional Studies (Research Degree)

DrPH Doctor of Public Health

DrPP Doctor of Professional Practice

DSc Doctor of Science

ECTS European Credit Transfer & Accumulation System

EdD Doctor of Education

EHEA European Higher Education Area (Bologna Process)

EHEIs European Higher Education Institutions

EPA End Part Assessment

ESG European Standards & Guidelines

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FCD Finance & Commercial Development

FdA Foundation Degree Arts

FdSc Foundation Degree Science

FHEQ Framework for Higher Education Qualifications in England, Wales & Northern Ireland

FQEHEA Framework for Qualifications of the European Higher Education Area/EHEA Framework

HDAs Higher Degree Apprenticeships

HE Higher Education

HN Higher National

HNC Higher National Certificate

HND Higher National Diploma

LLB Bachelor of Laws

LLD Doctor of Laws (Honorary Degree only)

LLM Master of Laws

MA Master of Arts

MBA Master of Business Administration

MBiol Master of Biology [Integrated Masters Award]

MCh Master of Surgery

MChem Master of Chemistry [Integrated Masters Award]

MComp Master of Computing [Integrated Masters Award]

MEd Master of Education

MEng Master of Engineering [Integrated Masters Award]

MLitt Master of Letters (Honorary Degree only)

MPhil Master of Philosophy (Research Degree)

MPH Master of Public Health

MProf Master in Professional Studies (Research Degree)

MRes Master in Research

MSc Master of Science

MSci Master of Science Integrated [Integrated Masters Award]

NCTJ National Council for the Training of Journalists

NVQ National Vocational Qualification

PDP Personal Development Planning

ivCredit Accumulation and Modular Scheme

PgCE/PGCE Postgraduate Certificate in Education

PGCEi Postgraduate Certificate in Education International

PgCert Postgraduate Certificate

PgDip Postgraduate Diploma

PhD Doctor of Philosophy (Research Degree)

PPQ Professional Practitioner Qualifications

ProfGradCert Professional Graduate CertificateProfGradCertEd Professional Graduate Certificate in Education

PSRB Professional, Statutory & Regulatory Body

PsyD Doctor of Psychology

QAA Quality Assurance Agency for Higher Education

RPL Recognition of Prior Learning

RPCL Recognition of Prior Certifcated Learning

RPEL Recognition of Prior Experiential Learning

SITS Teesside University Student Records System

SLEC Student Learning & Experience Committee

SSLESC School Student Learning & Experience Sub-Committee

UAB University Academic Board

UCACE University Certificate in Advanced Continuing Education

UCAPD University Certificate in Advanced Professional Development

UCCE University Certificate in Continuing Education

UCPCE University Certificate in Postgraduate Continuing Education

UCPD University Certificate in Professional Development

UCPPD University Certificate in Postgraduate Professional Development

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Note: Reference to "Level" within this Section is the Framework for Higher Education Qualifications Level (FHEQ). The CAMS Framework applies to Taught courses only. This includes Professional Doctorate courses and the MRes.

1. THE HISTORY OF THE SCHEME

The University’s first Credit Accumulation Modular Scheme (CAMS) was validated in July 1990. In the 2003/04 academic session, the University undertook a major academic restructuring exercise which included a change in the standard size of a module from 12 credits to 20 credits; and revisions to the Assessment & Progression Regulations for all awards of the University.

A further review took place in 2010/11 resulting in a number of minor amendments. During 2013/14, major revisions were agreed to the Assessment & Progression Regulations for Undergraduate, Foundation and Integrated Masters awards, which were implemented from September 2014. Subsequently, revised Regulations for Masters and Professional Doctorate awards were approved for introduction from 2017/18 and for Higher National Awards from 2018/19.

A semester-based system was introduced in September 2016.

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2. PRINCIPLES OF THE SCHEME

CAMS is designed to:

Function as an enabling structure for a plurity of academic delivery models rather than a "template" for a single form of delivery.

Enable the university to respond rapidly to new business opportunities and requirements whilst maintaining academic standards (e.g. Multiple entry and exit points for different markets, mixed modules of delivery, professional, statutory and regulatory bodies (PSRBs).

Recognise achievement and award credit wherever possible.

Promote progression of students through academic levels.

Align clearly to external reference points (e.g. The quality assurance agency for higher education (QAA) uk quality code; the framework for higher education qualifications in england, wales & northern ireland (FHEQ); the framework for qualifications of the european higher education area (FQEHEA); the european credit transfer & accumulation system (ECTS); and the european standards and guidelines (ESG).

Help facilitate effective resource allocation (physical and human).

Ensure that awards are structured to enable a coherent student learning experience with appropriate ladders of progression.


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3. KEY FEATURES OF THE SCHEME

The University CAMS is characterised by the following features:

A modular framework for taught courses based around:

o The use of “standard” 20 credit modules (or multiples thereof) where each standard module equates to 200 notional hours of student work for all courses except hn awards.

o For HN awards, the use of a "standard" module size of 15 credits (equivalent to 150 notional hours of student work) where there is no overlap with undergraduate provision.

A university-wide framework of assessment & progression regulations for higher national, foundation degree, undergraduate and taught postgraduate awards, with all deviations from these standard regulations having to be formally approved by the student learning & experience committee (SLEC).

An extensive portfolio of university awards which are detailed in the schedule of awards.

The availability of “intermediate awards” for students who have achieved the necessary volume, level of credit and learning outcomes for the intermediate award, either:

o To certify the achievements of students who, for valid reasons, wish to terminate their studies at a particular level prior to completion of the full course for which they are registered.

oro To recognise the achievement of students who do not meet the full

requirements of the higher award for which they were registered.

Mechanisms whereby students who can demonstrate that they have already met, either through prior study or through learning gained from practical experience, the learning outcomes associated with a module(s) within a course can be given full credit for those modules, up to a specified maximum credit limit, where that learning is deemed to be current as detailed in the Recognition of Prior Learning (RPL) Policy.


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4. THE CREDIT ACCUMULATION MODULAR SCHEME (CAMS) FRAMEWORK

The University CAMS Framework has been designed to align clearly with external reference points (FHEQ, FQEHEA, ESG, etc.).

4.1 Framework for Higher Education Qualifications, England, Wales & Northern Ireland (FHEQ), Framework for the Qualifications of the European Higher Education Area (FQEHEA) and Level of Credit

The relative academic demand of learning is reflected by the "level" of the credit attached to a module. Assigning a "level" to each module within a course enables the achievement of Level outcomes to be demonstrated, and also facilitates the demonstration of progression of learning development and achievement within a course. Further information can be found within the Undergraduate Level Descriptors and Postgraduate Level Descriptors.

The FHEQ was introduced by the QAA in 2001 (updated in 2008 and 2014) and provides a level against each qualification and against the FQEHEA cycle. Further details can be found here.

Within the FQEHEA, the term "cycle" is used to describe the three sequential levels identified by the Bologna Process (first cycle – which can include short cycle qualifications, second cycle and third cycle) within which all European higher education qualifications are located. In broad terms, the first cycle corresponds to undergraduate awards (typically bachelors' degrees), the second cycle and third cycles to postgraduate awards (typically Masters degrees and Doctoral degrees respectively).

Similar to the FHEQ, the FQEHEA has generic qualifications descriptors for each cycle. These offer generic statements of the typical expectations of achievements associated with awards that represent the completion of each Bologna cycle/level.

In many other European countries, as in England, Wales and Northern Ireland, a range of HE qualifications are available to students who have undertaken a course of study within the FQEHEA first cycle, but which do not represent the full extent of achievement for this cycle. These qualifications are referred to as higher education short cycle (within the first cycle) awards. Such awards may prepare students for employment whilst also providing preparation for and access to studies, in order to achieve completion of the first cycle.

Table 1 (below) indicates the relationship between the levels of the FHEQ and the cycles of the FQEHEA.

Table 1: Examples of the typical higher education qualifications at each level of the FHEQ and the corresponding cycle of the FQEHEA


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Within each level, the various qualifications involve different volumes of learning and hence differences in the range of intended learning outcomes.

Table 1: FHEQ Levels of StudyTypical HE qualifications

within each levelFHEQ Level1

Corresponding FQEHEA Cycle

Doctoral degrees [PhD, DBA, DClinPsy, etc.] 8 Third cycle (end of cycle)

qualificationsMasters degrees [MPhil, MA, MSc, MRes, etc.]

7

Second cycle (end of cycle) qualificationsIntegrated Masters degrees [MEng,

MChem, MBiol, MSci, etc.]Postgraduate Diploma [PgDip]Postgraduate Certificate [PgCert]Bachelors degrees with honours [BA (Hons), BSc (Hons), BEng (Hons), etc.] 6 First cycle (end of cycle

qualifications)Bachelors degrees [BA, BSc, etc.]Foundation degrees [FdA, FdSc, etc.]

5Short cycle (within or linked to the first cycle) qualifications

Diploma of Higher Education [DipHE]Higher National Diplomas [HND]Certification of Higher Education [CertHE] 4Higher National Certificates [HNC]

Depending upon the role and contribution of a module within the overall structure of a course, it is permissible for either:

A version of the same module to be included within two courses at different but adjacent "levels" of learning (most notably at Levels 5 and 6).

or Different modules at adjacent levels of learning to be delivered jointly.

For example, a specialist module in Financial Reporting could be offered at both Level 5 within a specialist BA (Hons) Accounting and Finance degree course and at Level 6, within a more broad-based BA (Hons) Business Studies course.

Similarly, a module taught as a "core" module at Level 5 within a specialist course may be offered as a Level 6 "option" module for non-specialist students.

In proposing modules for dual designation (i.e. for delivery at two different levels), it will be necessary to complete separate Module Specification

1 The University also permits the use of Level 3 modules for pre-higher education "foundation level" study undertaken specifically to facilitate access to recognised HE awards. In exceptional circumstances, the University may also permit the use of Level 3 modules for an externally commissioned course.


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Forms for each of the levels at which the module will be offered, on each of the courses of which it forms a part.All modules approved for delivery at two different levels will need to be separately coded for each level and Finance & Commercial Development (FCD) will need to be notified accordingly. The students involved in each module will be separately assessed using criteria appropriate to learning outcomes at the level at which they are studying.

Other situations exist, however, where two different modules at adjacent levels, or two different modules at Levels 6 and 7, share sufficient common knowledge and/or skills content that is appropriate for the teaching and learning strategies utilised to deliver both modules to be the same, to the point where the students involved may even share common learning materials and joint teaching but, the students involved in each module will be separately assessed using criteria appropriate to learning outcomes at the level at which they are studying. In such cases, the modules will be separately coded and each module will be separately approved, with a full module description.

With the exception of Integrated Masters Awards, the inclusion of Level 6 credit within a postgraduate course is NOT permitted unless the credits are additional to the credits required for the individual postgraduate award.

4.2 European Credit Transfer & Accumulation Scheme (ECTS)

The ECTS is used across Europe for Credit Transfer and assists EHEI’s to translate academic credits between institutions. The system was developed as a result of the Bologna process, an inter-governmental series of agreements, with the objective of creating a single European Higher Education Area (EHEA). The Scheme is based on the principle that one academic year of study equates to 60 ECTS credits (http://ec.europa.eu/education/policy/higher-education/bologna-process_en).

The University has adopted the principle that 1200 notional learning hours is equivalent to 60 ECTS credits and 1800 notional learning hours is equivalent to 90 ECTS credits. The ECTS credit equivalents are detailed in Table 2 (Undergraduate) and Table 3 (Postgraduate). It is not possible to allocate ECTS credits to University Professional Doctorate Awards at present.

4.3 Credit

Credit Rating is the process of assigning a credit value to elements of learning. Credit is an educational currency that provides a means of recognising learning achievement. Credits are measures of the amount and level of learning achievement arising from any training or educational course. Credit Rating involves assigning credit points to learning and normally also concerns attaching points to one of five FHEQ levels detailed in Table 1. The process of credit rating provides recognition of learning


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achieved on courses which will normally also be acceptable to other institutions operating credit based systems.General Credit is a numerical value representing the credit points attached to individual modules removed from the context of a particular course of study. Each single unit of credit will be equivalent to 10 notional learning hours.

Specific Credit is a value representing the credits allocated to a module in the context of a particular course of study. The value of specific credit will normally be equal to, or less than, that of general credit.

It is permitted to utilise credit at a higher level to meet a deficit at a lower level but not permissible to use credit at a lower level to meet a deficit at a higher level. Relevant learning outcomes may also need to be achieved.

There are processes for the Recognition of Prior Learning for both general and specific credit.

4.3.1 Credits for Awards - UndergraduateThe requirements of University undergraduate awards, in terms of the amount of credits to be studied, are as shown in Table 2:

Table 22: Minimum Credits to be Studied for Undergraduate Awards

AwardMinimum Credits

Required

Minimum Credits Required

to be Studied and Minimum

Level

Minimum Notional Learning

Hours

ECTS Credits

UCCE 20 20 at L4 200 10UCPDUCACE or UCAPD 60 60 at L4 600 30

CertHE 120 120 at L4 1200 60HNC 120 120 at L4 1200 60

HND 240 120 at L4 & 120 at L5 2400 120

DipHE240 120 at L4 & 120

at L5 2400 120Foundation Degree

2 Awards may be developed which exceed the minimum credit and level requirements but there may be subsequent implications for the operation of the Assessment Regulations which should be discussed at course approval/review, and may require a variance.


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Honours Degree(a non-honours degree may be awarded where a student enrolled on an honours degree course achieves at least 120 L4 and 120 L5 and 60 L6 credits)

360 120 at L4 & 120 at L5 & 120 at L6 3600 180

AwardMinimum Credits

Required

Minimum Credits Required

to be Studied and Minimum

Level

Minimum Notional Learning

Hours

ECTS Credits

Ordinary Degree(an Ordinary Degree may not be awarded as an intermediate award)

300 120 at L4 & 120 at L5 & 60 at L6 3000 150

CertEd 120 100 at L4 & 20 at L5 1200 60

Graduate Conversion Diploma in Psychology

120 60 at L5 & 60 at L6 1200 60

Professional Graduate Certificate

120 120 at L6 1200 60

Professional Graduate Certificate in Education3

120

120 credits from a combination of L5 & L6 credits with a minimum of 60

at L6

1200 60

NOTE: Courses which include periods of supervised (and in some cases accredited) work-based learning may necessitate the achievement of in excess of 360 credits in order to qualify for the award of an honours degree, or in excess of 480 credits in order to qualify for the award of an Integrated Masters degree.

3 Leading to a recognised teaching qualification.


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4.3.2 Credits for Awards - PostgraduateThe requirements of University Postgraduate awards, in terms of the amount of credits to be studied, are shown in Table 3 below:

Table 3: Minimum Credits to be Studied and Minimum Level for Taught Postgraduate Awards

Award Minimum Total Credits Required

Minimum Notional

Learning HoursECTS

Credits

Professional Doctorate

540 of which no more than 120 may be at L7 and the remainder at

L8

5400 n/a

Masters Degree 180 at L7 1800 90

Integrated Masters Degree

480 consisting of120 at L4, 120 at L5,120 at L6 plus 120 at

L7

4800 240

Postgraduate Diploma 120 at L7 1200 60

Postgraduate Certificate4

60 at L7 600 30Postgraduate Certificate in Education (PgCE/PGCE)5

Postgraduate Certificate in Education International6(PGCEi)

60 at L7 600 30

University Certificate in Postgraduate Professional Development (UCPPD)7 20 at L7 200 10University Certificate in Postgraduate Continuing Education (UCPCE)6

4 Any 60 credits at Level 7 can lead to the award of a generic PgCert.5 Leading to a recognised teaching qualification. See also Schedule of Awards.6 The PgCEi/PGCEi does NOT lead to a recognised teaching qualification7 UCPPD and UCPCE are normally flexible courses of part-time modules. UCPPD awards are

designed to reflect a clear focus of professional development whereas UCPCE awards are used to describe more diverse courses.


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4.3.3 "Zero Credit" ModulesNormally, all modules are credit rated. However, where it is necessary to meet specific course requirements which are not at FHEQ level or not at the appropriate level within the course, then modules can be attached to a course which need to be successfully completed but to which no credits are attached (e.g. shorthand speeds for some media courses in order to obtain the National Council for the Training of Journalists (NCTJ) accreditation).

4.3.4 Certificate of CreditThe University is able to offer a number of taster modules which are tailored to the needs of employers and other external agencies. Such modules may be credit rated and in such cases the awards should be a minimum of 10 credits, with students being required to successfully complete an assessment in order to achieve a Certificate of Credit.

If students choose not to undertake the assessment, they will not be entitled to receive any credits, but would be eligible for a Certificate of Attendance (see Section B of the Quality Handbook for the process that must be completed in order for Schools to issue a Certificate).

4.3.5 Pro Rata CreditThere may be circumstances in which students are not able to study with the University for a whole academic session/semester and where they do not need the full number of credits that would be gained by completion of the module, e.g. exchange students leaving before the semester/academic year is complete and transferring back to their home institution requiring credits to be allocated.

In individual cases this may be achieved by the use of a learning contract. However, in the case of a group of students, Schools may make provision for those students to leave the University part-way through the delivery of a module(s), having taken summative assessment(s) designed to allow them to acquire the requisite number of credits. In such cases, students must be provided with an opportunity for reassessment if appropriate.

Further details of the procedure for the allocation of pro rata credit can be found in CAMS01.

4.4 Modules

4.4.1 General DescriptionThe module is the basic building block for all academic awards and resourcing within the University, and is the term which is used to describe a discrete unit of learning which is separately assessed.

All modules are clearly specified in terms of their aims, learning outcomes, learning, teaching and assessment strategy, and resource requirements, utilising the Module Specification proforma.




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All modules at Levels 5, 6, 7 and 8 must be assigned to appropriate External Examiners to ensure the maintenance of appropriate academic standards.

External Examiners are required for all Level 4 awards of more than 60 credits, Foundation Degrees and Higher National Awards (HNC/D). Level 4 Module External Examiners are not required for degree courses unless there is a Professional, Statutory & Regulatory Body (PSRB) requirement. Module External Examiners are not required for Level 3 modules, unless there is a PSRB requirement (refer to the External Examiner Handbook for further details).

Modules are normally delivered over a semester, but may be delivered over a longer period, as appropriate to the nature and content of the module and the learning and teaching strategies proposed (see Structure of the Academic Year). Module delivery will be discussed at course approval/review.

Consideration of all assessment results will normally be scheduled to coincide with the course progression point (e.g. end of year for full-time undergraduate courses). However, greater flexibility may be required for part-time courses where year-to-year progression may be more appropriate. (See the University Assessment Regulations)

For all organisational, administrative and resourcing purposes (including ongoing quality assurance), modules are "owned" by the subject area within the University that designed and delivers them, and have Module Leaders who are members of the relevant subject areas.

4.4.2 Standard ModuleA "standard module" at both undergraduate and postgraduate level will be worth 20 credits and will represent 200 notional hours of learning activity by a student (broken down according to the amount of time a student will be expected to spend in direct contact with academic staff and undertaking directed study, independent learning and assessed work). For HN awards, a standard 15 credit module size is used.

4.4.3 Other Module SizesLarger modules (i.e. greater than 20 credits) may be included within a course, but all modules greater than 20 credits should normally be multiples of 10.

The use of half modules (i.e. 10 credits) is not encouraged but will be permitted in order to create flexibility. No more than two half modules may be used in any level of a course. Careful consideration should be taken to ensure that the student workload and assessment load associated with half modules accurately reflects the reduced module size, and that the half module has sufficient rigour and coherence to constitute a meaningful learning experience.

Wherever a course of study is developed which includes either half modules or modules of greater than 40 credits in size, a clear rationale for the size of those


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modules must be included within the course approval/review documentation, and this rationale will be carefully explored as part of the course approval/review process.

4.4.4 Module Types

Table 4: Module Types

Compulsory (Core) Modules

Modules which all students within a course must take (referred to simply as "core"), to qualify for that particular award. (See Section 4.6 for definition of a "course".)

Pathway Compulsory (Core) Modules

Modules which must be taken by all students following a particular "named" pathway within a course.

Options(Designated Options)

Non-compulsory (optional) modules undertaken through choice (subject to availability), by students following a particular course (or pathway), which are of direct relevance to their chosen area of study. The range of Options will be defined at course approval/review. These may also be referred to as "Designated Options".

Pre-Requisite Module(s)8

A module which a student is required to have either: Successfully completed.or Studied and is awaiting confirmation of results,

or has been credited with prior to commencing a given module.

Co-Requisite(s)(see footnote 7)

Modules which are specified as co-requisites must be taken together, but will be considered separately for the purpose of awarding credit for achievement.

4.4.5 Module SpecificationAll modules within the CAMS are fully defined (in terms of their level, aims, learning outcomes, size, learning and teaching strategy, assessment strategy, associated reading, and other resource needs, etc.) using a standard descriptor known as a "Module Specification". There is an online

8 The use of Pre-Requisites or Co-Requisites may be detrimental to students when it comes to considering their progression profile. It can also have unforeseen consequences for students studying courses on a part-time basis. As such, Requisites should only be used in limited and specific circumstances. Intelligent curriculum design will usually define module sequencing without the requirement for either form of Requisite.


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submission system for Module Specification Proforma for use by all module authors (see Section 4.4.1).

4.4.6 Module Approval (New Modules and Changes to Existing Modules)All new modules and all changes to existing modules must be approved by the School Student Learning & Experience Sub-Committee (SSLESC), to whom the module belongs (or through a course approval/review event, or a module approval event).

All Course Leaders whose courses may be affected by any changes to a module must be consulted and must indicate their support for the change(s) proposed. See Section C: Course Approval and Periodic Review of Teesside University Provision of the Quality Handbook (Section 8, Changes Between Scheduled Review (Module/Course Modifications).

4.4.7 Project/Dissertation Modules (revised and approved by UAB 15-05-13)

In order to demonstrate the achievement of the level of learning associated with an "honours" degree as detailed in the FHEQ, the inclusion of a project/dissertation module (or equivalent) is normally required.

Project/dissertation modules within an undergraduate course will normally be of 40 credits in size but 30 credit and 60 credit projects/dissertations are also permitted.

Course Teams must include a clear rationale for the size of the project/dissertation within the course documentation (which will be considered in detail at the course approval/review event). The Team must also make explicit how the learning outcomes, student activities and assessment methods associated with the module justify the credits awarded.

Research methods training should not form part of the overall credits for any project/dissertation module, but should be addressed through a separate module.All Integrated Masters courses must contain a core element of Advanced Independent Work (AIW) in the form of a project or dissertation module (or equivalent), which must be at least 30 credits in Level 6 and 30 credits in Level 7.

All Masters level courses must contain a core element of AIW in the form of a project or dissertation module (or equivalent) which must be at least 60 credits in size. Course Teams may decide to recommend inclusion of a project or dissertation which is greater than 60 credits in size, but in all such cases, a clear rationale must be presented for the size of the project/dissertation proposed, and this should be clearly reflected in all aspects of the learning outcomes, learning strategy, and assessment of the module.

All Professional Doctorate courses must contain a core element of AIW in the form of a project or dissertation of not less than 180 credits and not more than 300 credits. The AIW element of the Professional Doctorate award forms a separate assessment element. A mark is not allocated for the AIW element, but the student



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is required to successfully complete the AIW element in order to be eligible for the Professional Doctorate award.

4.5 Frameworks

Schools may designate a number of courses as belonging to a particular framework, e.g. Undergraduate Computing Framework, for administrative purposes. As such, the title of a framework is not formally approved and does not have any purpose within the University Assessment Regulations.Within a framework, each individual course title must be approved through standard University course title approval processes, as must any additions to the framework. Each individual course must also be approved through the course approval/review process.

The approval of an additional course within a framework will be discussed with the Academic Registry (Quality & Standards) (AR (QS) in relation to the appropriate mechanisms to be followed for approval.

4.6 Named Awards

4.6.1 CoursesA course is the term used to describe the package of modules which lead to a named "award".

Named awards are the titles used to describe the qualifications awarded to students for successful completion of an approved course of learning and will appear in that form on the graduation certificate.

Award titles will seek to reflect as accurately and simply as possible the nature and content of the course.

All proposed new award titles must be approved by the SLEC (see Section B: Portfolio Development of the Quality Handbook). Course Teams are encouraged to submit titles for approval as soon as possible within the development cycle, and certainly before progressing to course approval/review.

4.6.2 PathwaysAcademic courses may include within them a number of "pathways" which provide students with the opportunity to focus their studies more directly towards one particular aspect/area of the academic discipline being studied.

If appropriate, the name of a particular pathway may be reflected in the award title as either the full title of the award or as a "bracketed extension" to the overall award title. In either case, the use of the pathway title in the title of the award will need to be approved as part of the approval/review process for the award (via SLEC).



http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/B%20-%20Portfolio%20Development.doc

http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/B%20-%20Portfolio%20Development.doc

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4.6.3 Course StructureAll courses at undergraduate degree level (with the exception of HN awards) will compromise of modules organised into levels Aims, objectives and learning outcomes should be defined for each level within a course, and care should be taken to demonstrate, through an appropriate mapping exercise, that these objectives and learning outcomes will be met by all students successfully completing the modules within the level (irrespective of their individual pathway or option choice(s)). This should also be clearly demonstrated in the programme specification.

Each stage of a course may contain a mixture of "compulsory" (core), "pathway compulsory" and "option" (designated option) modules.

All courses must demonstrate clear progression in learning outcomes between levels. For undergraduate degree level, the learning outcomes to be achieved by the end of Levels 4, 5 and 6 are indicative of the level of knowledge and skills that will be attained by a successful full-time undergraduate at the end of their first, second and final year of undergraduate study respectively.

Similarly, courses which have more than one level must provide clear evidence of progression between Levels (e.g. DipHE and Foundation Degrees should evidence progression between Levels 4 and 5).

The definitive documentation for all courses must include a comprehensive programme specification.

4.6.4 Placements (Work-Based Learning)If assessment in the workplace forms a substantial integrated element within a course, where possible, this should be embedded in a module carrying credits which are incorporated into the overall credit requirements for the course. The size of such modules will be determined by the notional learning hours associated with them and should not exceed 60 credits.

The CAMS Framework allows for the allocation of placement credits, which are additional to the normal credit requirements for an award. These are normally associated with "sandwich" awards, which include supervised work experience. Placement credits cannot be substituted for module credits.

4.7 Course Types - Undergraduate Awards

4.7.1 Honours Degree AwardsIn order to obtain an honours degree award, a student must normally obtain a minimum of 120 credits at Level 4, 120 credits at Level 5 and 120 credits at Level 6 in the modules specified at course approval and satisfy the requirements of the relevant Assessment Regulations for Teesside University Undergraduate Degree Awards.


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4.7.2 Non-Honours Degree AwardsNon-Honours Degrees are awarded where a student who studies for an honours degree achieves a minimum of 300 credits (at least 60 of which are at Level 6), but does not achieve the 360 credits required for an honours degree award.

It is not permissible for students to register directly for a Non-Honours Degree.

Note: the University also has an award of an Ordinary Degree. Please see Section 4.7.3 below.

4.7.3 Ordinary Degree AwardsAn Ordinary Degree is awarded for a defined course of study involving completion of a minimum of 300 credits (at least 60 of which are at Level 6 and at least 120 at Level 5), rather than the 360 credits normally required for an honours degree award.

Students will register directly for an Ordinary Degree and an appropriate programme specification will be prepared for such an award.

A “top-up” Ordinary Degree is also permitted for specified awards requiring a minimum of 60 credits at Level 6.

An Ordinary Degree may not be awarded as an intermediate award.

The Ordinary Degree is distinct from a Non-Honours Degree which is defined in Section 4.7.2.

4.7.4 Top-Up AwardsTop-up awards are courses which are specifically designed to allow students who have obtained a previous qualification equivalent to 120 credits at both FHEQ Levels 4 and 5 to extend their studies to a full honours degree.

Such awards require the completion of a designated course of study, normally 120 credits at Level 6, although some additional study may also be required in order for a student to access the Top-up award.

Top-up awards require the underpinning Level 4 and 5 credits to be mapped to generic learning outcomes at those levels. Top-up awards must go through the standard procedures for title approval and for course approval.

Top-up awards are not normally permitted at Level 7 (Masters) or Level 8 (Doctorate).

Courses which permit entry into the final level through Advanced Standing are not classified as Top-up awards.

4.7.5 Joint Honours Degree AwardsThis involves the study, in approximately equal depth, of two subject areas. Joint honours courses will normally involve the study of two related


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academic subjects where emphasis can be appropriately applied to the integration between the two disciplines and, normally, there is an established body of literature at the interface between the two disciplines involved.

An honours degree course which involves the joint study, in approximately equal depth, of subject "A" and subject "B" will be referred to as an honours degree in "A" and B".

A joint honours degree course will be composed of either 180 credits in both subject areas, or not less than 140 credits from one subject area and the remaining 220 credits from the other. In each subject area, at least 40 credits must be studied at each level.

4.7.6 Major/Minor Degree AwardsThis involves the in-depth study of one discipline (the "major") and a less comprehensive study of a second discipline (the "minor"). A major/minor degree is composed of a minimum of 240 credits from the major subject and a maximum of 120 credits from the minor subject, normally distributed as detailed in Table 5 below.

An honours degree course which involves the study of subject "A" as a "major" and subject "B" as a "minor" will be referred to as an honours degree in "A with B".

Other than in exceptional cases, major/minor awards will involve two disciplines drawn from the same School and are, therefore, the responsibility of that School. Where the major and minor are drawn from different Schools, the School delivering the major component will act as the "home" School for the course and will be responsible for the organisation, administration, and management of the course.

Table 5: Structure of a Major/Minor Honours Degree Award9

Level Major Credits Minor Credits Total Credits

4 80 40 120

5 80 40 120

6 80-100 20-40 120

Total credits: 240-260 (max) 100-120 (max) 360

The dissertation may be based on the major subject area only or build on both areas of study, subject to confirmation that:

There is no Professional, Statutory & Regulatory Body (PSRB) requirement which would preclude such an approach.

9 Variance of structure across the three years of the course are permissible within the total minimum and maximum credits stated above, subject to approval and approval/review.


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The areas of study are clearly related and can be supported. In the case of a cross-School course, primary support should be from the home School and a formal agreement reached between the Schools about further support arrangements from the "minor" School. The formal agreement must designate the responsibilities of each School and this must be communicated clearly to the student.

4.7.7 Foundation Degree AwardsFoundation Degree awards involve in-depth academic study with a distinctive Work-Based/Work-Related Learning element to the course. (See: Foundation Degree Characteristics Statement.)

In order to obtain a foundation degree award, a student must normally obtain a minimum of 120 credits at Level 4 and 120 credits at Level 5 in the modules specified at course approval and satisfy the requirements of the Assessment Regulations for Teesside University Foundation Degree Awards.

The amount of "specific credit" that a foundation degree holder will be awarded when progressing to an honours degree will depend upon the extent to which the foundation degree completed satisfies, in general terms, the learning outcomes of modules within the honours degree. Students progressing to closely related honours degree courses will normally be awarded between 120 and 240 (120 Level 4 and 120 Level 5) credits of "specific credit" on entry to the course. In some circumstances, the level of specific credit awarded may also be constrained by the requirements of the PSRBs associated with the degree courses concerned.

Foundation degree awards will specify, at approval, possible progression routes from those awards. It may be necessary for students to complete specific preparatory/bridging courses or modules in order to access such progression routes (see Section 4.7.4).

4.7.8 Higher National AwardsThe Higher National Certificate and Higher National Diploma awards normally involve vocationally oriented study, focusing upon development in one particular subject area, and are awarded by the University under licence from Pearson.

In order to obtain a HNC award, a student must normally obtain a minimum of 120 credits at Level 4 and for a HND award, a student must successfully complete a minimum of 120 credits at Level 4 and 120 credits at Level 5 in the modules specified at approval/review. Students are also required to satisfy the requirements of the Assessment Regulations for Higher National Awards.

4.7.9 Professional Graduate CertificateThis title is for an award where the student must hold a graduate or equivalent qualification to enrol on the award, but the level of the modules studied is at undergraduate level (a minimum of 120 credits at Level 6).





https://www.qaa.ac.uk/search-results?indexCatalogue=global&searchQuery=Foundation%20Degree%20Characteristics&wordsMode=AllWords

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4.7.10 Professional Graduate Certificate in EducationThe Professional Graduate Certificate in Education award is linked to a recognised teaching qualification. The award requires the student to achieve a minimum of 120 credits from a combination of Level 5 and Level 6 credits, with a minimum of 60 of those credits at Level 6.

4.8 Course Types - Taught Postgraduate Awards

The University offers a number of Taught Postgraduate Courses (as opposed to Research Degrees which come under the General Regulatory Framework for the Award of Higher Degrees by Research.

The main awards are detailed here, but a number of other awards are offered within the Schedule of Awards of the University.

4.8.1 Professional Doctorate AwardsThese awards (e.g. Doctor of Clinical Psychology (DClinPsy), Doctor of Health & Social Care (DHSC), Doctor of Business Administration (DBA)) are awarded for successful completion of a specified course of study comprising of 540 credits normally at Level 8, although no more than 120 credits at Level 7 may be included within that total, subject to the Level 7 credits being relevant to the course as a whole.

All Professional Doctorate courses must contain a core element of AIW of not less than 180 credits and not more than 300 credits. The word length of the AIW should be commensurate with the number of credits allocated and with Level 8 outcomes, normally between 25,000 (180 credits) and 60,000 (300 credits).

All Professional Doctorate courses must include an element of research methods, defined as specific techniques required to conduct research in a particular discipline, minimally to the value of 60 credits (600 hours of notional learning time). The course document must state clearly how and where in the course this is achieved.

4.8.2 Taught Masters AwardsThese awards (MA, MSc, etc.) are awarded for the successful completion of a specified course of study comprising a minimum of 180 Level 7 credits.

All Masters level courses must contain a core element of AIW in the form of a project or dissertation module, which must be at least 60 credits in size.

Research methods training should not form part of the overall credits for a project/dissertation module, but should be addressed through a separate module.

4.8.3 Integrated Masters AwardsThese awards normally involve four years of full-time study (or equivalent part-time study) and are awarded for the successful completion of a specified course of study comprising of 480 credits, of which at least 120 credits must be at Level 7. There is


http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations&name=Research%20Regulations

http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations&name=Research%20Regulations

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a separate set of Assessment Regulations for such awards and these can be found here.

4.8.4 Master in ResearchThe MRes is a taught course which is specifically designed to prepare students for progression onto a Research Degree programme. A framework has been produced for MRes awards.

4.8.5 Postgraduate Diploma AwardsThese are awarded for successful completion of a coherent course of study comprising of 120 Level 7 credits.

In addition to awards which have been designed for delivery as PgDip courses, the University may also confer the award of PgDip on a student who, having achieved 120 Level 7 credits, decides to either terminate their studies or who fails to fully satisfy the requirements for the full Masters award.

4.8.6 Postgraduate Certificate AwardsThese are awarded for successful completion of a coherent course of study comprising of 60 Level 7 credits.

In addition to awards which have been designed for delivery as PgCert courses, the University may also confer the award of PgCert on a student who, having achieved 60 Level 7 credits, decides to terminate their studies or who fails to fully satisfy the requirements for the Postgraduate Diploma award.

4.8.7 Postgraduate Certificate in Education (PgCE/PGCE)(see Table 3: Minimum Credits to be Studied for Taught Postgraduate Awards)

This is awarded for successful completion of a course comprising a minimum of 60 Level 7 credits which leads to a recognised teaching qualification.

4.8.8 Postgraduate Certificate in Education International (PGCEi)(see Table 3: Minimum Credits to be Studied for Taught Postgraduate Awards)

This is an academic qualification for those wishing to teach and work within a range of international settings and schools. It is awarded for successful completion of a course comprising a minimum of 60 Level 7 credits. The award DOES NOT lead to a recognised teaching qualification.

4.9 Dual Awards and Joint Awards

The term Dual Award is used to describe a qualification given as two awards, each from a different organisation with degree-awarding powers, for the same course of study.



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Joint Awards are used to describe a qualification given as a single award made jointly by two or more institutions, for the same course of study. Each participating institution must have degree-awarding powers in its own country and the award must meet all the UK Higher Education descriptors and benchmarks. To successfully complete the course, students must fulfil the requirements of all degree-awarding bodies involved and will gain a single certificate bearing the signatures of institutions involved in the arrangement.

Further information on Dual Awards and Joint Awards can be found in Section E of the Quality Handbook.

4.10 Higher and Degree Apprenticeships

Apprenticeships are defined in "Apprenticeships, Higher Apprenticeships and Degree Apprenticeships – a Guide for HEIs" as:

Higher Apprenticeships: "National work-based programmes based on employer need that enable individuals in employment to develop the technical knowledge and competence to perform a defined job role. As such, a higher apprenticeship is not just a learning programme, but an approach to workforce development and enhancing business performance".

Degree Apprenticeships: "A model bringing together the best of higher and vocational education, and see apprentices achieving a full bachelors or masters degree as part of their apprenticeship. These involve employers, universities, and professional bodies working in partnerships. Apprentices are employed throughout, spend part of their time at university and part with their employer."

Apprenticeship courses may either:

Co-design a fully integrated degree course which delivers and tests both academic learning and on-the-job training.

or Use existing undergraduate course(s) (e.g. HN or existing named

degree) to deliver the academic knowledge requirements of a profession, combined with additional training to meet the full apprenticeship training requirements, and have a separate test at the end to assess occupational competence.

The Higher Degree Apprenticeships' (HDAs) design will integrate an Occupational Apprenticeship Standard(s). Key elements of the standard(s) include distinctive competences of knowledge, skills and behaviour and an End Point Assessment (EPA). In co-designing a degree apprenticeship(s), the EPA will be intergrated within, and be coterminous with the completion of the degree.

Further detail can be found in the "Guidance for Course Teams on Designing Higher and Degree Apprenticeships" (see C-Annex 7 –


http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/C-Annex%207%20-%20Guidance%20for%20Course%20Teams%20Approval%20of%20New%20and%20Existing%20Uni%20Progs.doc


http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/E%20-%20Institutional%20Approval%20&%20Review.doc

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Guidance for Course Teams for the Approval of New and Periodic Review of Courses, Section C: Course Approval and Periodic Review of Teesside University Provision of the Quality Handbook).

4.11 Short Awards

The University offers a range of Short awards at undergraduate levels (≤60 credits) and postgraduate level (<60) which are detailed in the Schedule of Awards (UCCE, UCPD, UCACE, UCAPD, UCPCE, UCPPD). The minimum credit requirements at each level are specified in Table 2: Minimum Credits to be Studied for Undergraduate Awards and Table 3: Minimum Credits to be Studied for Taught Postgraduate Awards.

Courses can be developed in response to employer requirements and/or to meet professional development or continuing education needs. Such awards may consist of an individual module or a combination of modules. Specific approval processes have been identified for such awards and these are detailed in Section C: Course Approval and Periodic Review of Teesside University Provision of the Quality Handbook.

4.12 Intermediate Awards

Where students have not achieved the necessary volume and level of credit for the award on which they are registered, it is possible for an Award Board to make:

Intermediate awards to certify the achievements of students who wish to terminate their studies at a particular level prior to completion of the full course for which they are registered.

or Certificated recognition of the achievements of students who do not meet

the full requirements of the higher award for which they were registered.

Any student who qualifies, on academic grounds, to progress to the next level of the award for which they were originally registered, will not normally be offered an intermediate award unless they withdraw or are withdrawn from a course, holding sufficient credits for conferment of the intermediate award. Students who accept awards in these circumstances will not be permitted to use these credits towards completion of the higher level award within the same cohort.

The requirements for conferment of an award are set out in the relevant Assessment Regulations.

Please note: Intermediate awards are not normally named unless a "generic" course

title has been approved by the University. Schools wishing to introduce named CertHE or DipHE awards within

courses which are already in approval may do so by gaining approval of









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the titles of these awards by SLEC, via their SSLESC, and will be required to produce a programme specification.

University Certificates may be named awards, subject to the name of the award being approved at the time of approval of the award and appropriate documentation completed.


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5. RECOGNITION OF PRIOR LEARNING (RPL)

The University recognises that many students acquire learning and skills, in employment or other working/voluntary contexts, which may be directly relevant to their planned higher education course. The Recognition of Prior Learning (RPL) process enables recognition of that learning for academic purposes. The recognition process may give the learning an academic credit value which can be counted towards the completion of a higher education course.

Academic credit awarded may be for:

Certificated Learning: learning which has previously been assessed and for which an award has been made by another education provider. This is Recognition of Prior Certificated Learning (RPCL).

and/or

Experiential Learning: the identification, assessment and formal acknowledgement of learning and achievement outside formal education or training systems. This may include work experience, voluntary activity, or other occupational learning which is not usually certificated but is considered and recognised for academic purposes. This is Recognition of Prior Experiential Learning (RPEL).

Successful applications for RPL result in the award of academic credit. This may be General Credit or Specific Credit (see Section 4.3). However, marks or grades will not be awarded.


https://www.tees.ac.uk/sections/admissions/rpl.cfm

https://www.tees.ac.uk/sections/admissions/rpl.cfm

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6. ASSESSMENT

6.1 Assessment & Feedback Policy

Assessment is the process through which learning is confirmed. Credit cannot be awarded unless the student has demonstrated they have met the module learning outcomes through assessment. Consequently, the assessment methods used within a module should:

Be appropriate to the learning outcomes being assessed. Include clear and appropriate assessment criteria.

The potential for over-assessment increases with the flexibility of courses and Module Tutors must guard against over-assessment, either within a module (particularly where more than one mode of assessment is being considered) or across a course.

Reference should be made to the University Assessment & Feedback Policy.

6.2 Assessment Regulations

Standard Assessment Regulations exist for Higher National, Foundation, Undergraduate, Integrated Masters, Taught Postgraduate and Professional Doctorate awards. (see http://www.tees.ac.uk/docs/index.cfm?folder=student%20regulations&name=Assessment%20Regulations10)

All deviations from these Regulations must be formally approved through University Variance processes.

10 From 2014-15 entry, revised Assessment Regulations were introduced for Undergraduate, Foundation Degree and Integrated Masters awards, commencing with students on Level 3 and Level 4. Revised Regulations for Taught Postgraduate and Professional Doctorate awards were introduced in 2017-18 and for Higher National awards in 2018-19. Implementation plans have been developed for each set of assessment regulations. Further information is available at: http://www.tees.ac.uk/docs/index.cfm?folder=student%20regulations&name=Assessment%20Regulations.


https://unity3.tees.ac.uk/departments/058/AS2017/SitePages/Variance%20Procedure%20for%20Assessment%20Regulations.aspx





http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/Assessment%20&%20Feedback%20Policy.doc

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7. STRUCTURE OF THE ACADEMIC YEAR(Amended and approved by UAB 06-07-16)

The Vice-Chancellor sets the Semester Dates of the University following discussion with the Academic Board. Whilst the University publishes standard Semester Dates, these are intended as a guide only and may not necessarily be applicable to an individual course.

A standard undergraduate academic year11 consists of 1200 notional learning hours, whilst a standard postgraduate year consists of 1800 notional learning hours. Modules are normally delivered over a semester, and subject to agreement at approval, may be delivered over a longer period as appropriate to the learning outcomes to be achieved and the optimal learning, teaching and assessment strategies identified for each of the modules concerned. The structure of the academic year for a specific course will be agreed at course approval/review.

Where modules are shared across Schools, careful consideration needs to be given to ensure a cohesive student learning experience.

11 Students on Integrated Masters Awards will study 1200 notional learning hours each academic year.


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8. MODE OF ATTENDANCE AND METHOD OF DELIVERY (revised and approved by UAB 27-02-13)

The University offers a range of modes of attendance (e.g. full-time, part-time, block, distance learning) and wide range of methods of delivery (e.g. standard, flexible, distributed, e-learning, distance, block, blended), which enables it to meet the needs of flexible course design.

The mode of attendance and method of delivery of a course will be agreed at the time of title approval by SLEC. Any subsequent change must be submitted to SLEC for approval, using the procedures detailed in the Quality Handbook.The normal length of the course will also be agreed via the SLEC proposal and at the Approval Event the normal course structure for part-time students will be approved. This will stipulate the modules and number of credits that will normally be studied in each academic year. Students will be expected to enrol in every subsequent academic year and study and complete the expected number of credits. Where students, for exceptional reasons, are unable to meet this timeframe, they must attempt at least 30 credits per year. Where students do not enrol and study the required number of credits, and have not formally suspended their studies or do not have deferred assessments, they will be withdrawn from the course and considered for the appropriate intermediate award, subject to meeting the learning outcomes for that award.


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SCHEDULE OF AWARDS OF THE UNIVERSITY

Teesside University confers the following Awards (as determined by the University Academic Board (UAB)):

Certificates and Diplomas

Award Abbreviation Minimum CAMS Requirements Notes

Certificate of Credit Cert 10 credits at any FHEQ Level

University Certificate in Professional Development

UCPD 20 credits at any of Levels 4, 5, 6

University Certificate in Advanced Professional Development

UCAPD 60 credits at any of Levels 4, 5, 6

University Certificate in Postgraduate Professional Development

UCPPD 20 credits at Levels7 and/or 8

University Certificate in Postgraduate Continuing Education

UCPCE 20 credits at Levels7 and/or 8

University Certificate in Continuing Education

UCCE 20 credits at any of Levels 4, 5, 6

University Certificate in Advanced Continuing Education

UCACE 60 credits at any of Levels 4, 5, 6

Certificate of Higher Education CertHE 120 credits at Level

4

Certificate in Education CertEd

100 credits at Level 4


Of 120 credits required, at least 20 should be level 5 or above

Professional Graduate Certificate ProfGradCert 120 credits at Level

6

Must hold graduate or equivalent qualification to enrol on the award, but level of modules studied is at undergraduate

Professional Graduate Certificate in Education

ProfGradCertEd 120 credits from a combination of

Level 5 and Level 6 credits, with a minimum of 60

credits at Level 6

Must hold graduate or equivalent qualification to enrol on the award, but level of modules studied is at undergraduate. Leads


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to a recognised teaching qualification

Diploma of Higher Education DipHE 120 Level 4

120 Level 5

Graduate Conversion Diploma in Psychology n/a 60 Level 5

60 Level 6

Conversion course for graduates in a degree subject other than Psychology who wish to become members of the British Psychological Society (BPS)

Pearson Awards (Notes: these awards are conferred by the University under Licence from Pearson)


Higher National Certificate HNC 120 at Level 4

Conferred by the University under Licence from Pearson

Higher National Diploma HND 120 at Level 4

120 at Level 5

Conferred by the University under Licence from Pearson

National Vocational Qualifications [NVQ] NVQs At least Level 4

[see Notes]

UAB policy is that normally, all NVQ Awards will be at least Level 4. However, exceptionally, this may be at a lower level, the discretionary powers residing with SLEC


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Undergraduate Awards


Foundation Degree: 120 credits at Level 4


Courses also need to meet the QAA Foundation Degree Characteristics Statement12

Foundation Degree Arts FdA

Foundation Degree Science FdSc

Bachelor Degree:Also known as a Non-Honours Degree and only available as an intermediate award [see Section 4.7.2]. The Degrees of BA and BSc are also available as Ordinary Degrees [see Section 4.7.3]

Bachelor of Arts BA 120 credits at Level 4 Bachelor of

ScienceBSc

Bachelor of Laws LLB 120 credits at Level 5

Bachelor of Engineering BEng

60 credits at Level 6 Bachelor of

Engineering Technology

BEngTech


Bachelor Degree with Honours: Bachelor of Arts

(Honours) BA (Hons) 120 credits at Level 4

Bachelor of Science (Honours) BSc (Hons) 120 credits at Level

5 Bachelor of Laws

(Honours) LLB (Hons) 120 credits at Level 6

Bachelor of Engineering (Honours)

BEng (Hons)

Bachelor of Engineering Technology (Honours)

BEng Tech (Hons)

12 The Foundation Degree Characteristics Statement (September 2015) to become the reference point for reviews from 1 August 2016: http://www.qaa.ac.uk/en/Publications/Documents/Foundation-Degree-Characteristics-15.pdf


http://www.qaa.ac.uk/en/Publications/Documents/Foundation-Degree-Characteristics-15.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Foundation-Degree-Characteristics-15.pdf

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Taught Postgraduate Awards


Integrated Masters Awards: Master of

Biology Master of

Chemistry Master of

Computing Master of

Engineering Master of

Science Integrated

MBiol (Hons)MChem (Hons)MComp (Hons)

MEng (Hons)MSci (Hons)

120 Level 4120 Level 5120 Level 6120 Level 7

These Masters degree awards comprise an integrated course of study. While the final outcomes of the qualifications meet the expectations for Level M in full, these integrated qualifications have an additional period of study at lower levels. There is a separate set of Assessment Regulations for Integrated Masters Awards

Postgraduate Certificate in Education PgCE/PGCE13 60 credits at Level

7Leads to a recognised teaching qualification

Postgradaute Certificate in Education International

PGCEi 60 credits at Level 7

DOES NOT lead to a recongised teaching qualification

Postgraduate Certificate PgCert 60 credits at Level

7

Postgraduate Diploma PgDip 120 credits at Level 7

Masters Degree: Master of Arts Master of Science Master of Business

Administration Master of

Education Master of Laws Master of Public

Health Master of Surgery

MAMScMBA

MEdLLMMPH

MCh


Must contain a piece of Advanced Independent Work (AIW) of at least 60 credits

13 For the Postgraduate Certificate in Education, either the acronym PgCE or PGCE may be used, as agreed by SLEC. However, PGCE should only be used where there is TA approval for the course.


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Award AbbreviationMinimum

CAMS Requirements

Notes

Master in Research MRes 180 credits at Level 7

MRes courses must meet the requirements of the MRes

Framework (see General MRes Framework – Appendix 1)

Professional Doctorates: Doctor of

Clinical Psychology

Doctor of Counselling Psychology

Doctor of Education

Doctor of Business Administration

Doctor of Health Psychology

Doctor of Health & Social Care

Doctor of Public Health*

Doctor of Professional Practice

DClinPsy

DCounPsy

EdD

DBA

DHealthPsy

DHSC

DrPH

DrPP

540 credits of which no more than 120 may be at Level 7

and the remainder at

Level 8

Requires piece of AIW minimum size 180 credits, maximum 300 credits (see

Doctoral Degree Characteristic Statement)

Doctor of Psychology PsyD

300 credits at level 8 for students

enrolled from September

2016

Only available to experienced psychologists who are already qualified and registered in an area of applied psychology.

Students are required to complete a Research Methods Module (60 credits) and AIW

(240 credits)**

Professional Practitioner Qualification

PPQ 240 credits at Level 8

Only available as an intermediate award within

specified Doctoral Psychology courses

* Established by UAB 06-07-16.** Students enrolled on the PsyD award prior to the 2016/17 academic session

were required to complete 220 credits at L8, a Research Methods Module (40 credits) and an AIW (180 credits). From September 2016, the PsyD award will be required to complete a minimum of 300 credits at Level 8. Students will be required to complete a Research Methods Module (60 credits) and an AIW (240) credits. (Approved by UAB 09-03-16)


https://www.qaa.ac.uk/search-results?indexCatalogue=global&searchQuery=Doctoral%20Degree%20Characteristics&wordsMode=AllWords

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The University offers the additional awards listed below which are located outside the CAMS Framework (i.e. not credit rated):

Postgraduate Degrees by Research1. Master of Philosophy (MPhil)2. Master in Professional Studies (MProf)3. Doctor of Philosophy (PhD)4. Doctor in Professional Studies (DProf)

Higher Doctorates1. Doctor of Letters (DLitt)2. Doctor of Science (DSc)

Honorary Doctorates1. Master of Letters (Hon MLitt)2. Master of Laws (Hon LLM)3. Master of Science (Hon MSc)4. Master of Arts (Hon MA)5. Doctor of Letters (Hon DLitt)6. Doctor of Laws (Hon LLD)7. Doctor of Civil Laws (Hon DCL)8. Doctor of Science (Hon DSc)9. Doctor of Arts (Hon DA)10. Doctor of Business Administration (Hon DBA)11. Doctor of Engineering (Hon Deng)


CAMS 2018-19

Appendix 1

GENERIC MRES FRAMEWORK

1. STRUCTURE

All newly proposed Master in Research (MRes) degrees would be expected to follow the basic structure depicted in the table below. The initial 60 credits will form a taught induction period. At least 60 of the remaining 120 credits must be devoted to a research project, with the remaining credits being research-focused training. Modules may be delivered concurrently. The taught modules may be drawn from existing Masters' provision, including generic and discipline-focused training. The discipline-focused training and research project topic should reflect the subject area named in the MRes degree, e.g. Environmental Sciences. New proposals should consider how the MRes course meets the requirements of the Researcher Development Statement.

Applicants should, normally, have an Honours degree (at least 2.1) in an appropriate related discipline, or an equivalent relevant qualification/experience.

University MRes FrameworkInduction: Generic

and Discipline-Specific Taught

Modules

Research Training/Research

Project Set UpResearch

Project

Minimum Number of Credits at Level 7

60 60 60 (minimum)

Stage PgDip MRes

2. ASSESSMENT

For taught modules, it is expected that assessment will be linked to the students' Personal Development Planning (PDP), including forms of assessment linked to approved modules. The research project will be assessed via dissertation (and other means as appropriate to the type of project). Students can exit upon successful completion of PgDip modules. All elements of the course will be overseen by an appropriate Masters Progression & Award Board.

3. PROGRESSION TO PhD

The MRes is designed to prepare students for progression onto a PhD. The MRes can ensure that prospective students are well prepared to move


https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-statement-rds-vitae.pdf

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efficiently and effectively onto a Research degree, but students will be expected to satisfy normal requirements for entry onto a PhD.


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Appendix 2

PRO RATA CREDIT

(approved by UAB 27-02-13)

1. BACKGROUND

There may be circumstances in which students are not able to study with the University for a whole academic session and where they do not need to achieve the full number of credits that would be gained by completion of the module, e.g. exchange students leaving before the semester/academic year is complete and transferring back to their home institution but requiring credits to be allocated.

In individual cases, this may be achieved by the use of a learning contract. However, in the case of a group of students, Schools may make provision for those students to leave the University part-way through the delivery of a module(s), having taken summative assessment(s) designed to allow them to acquire the requisite number of credits. In such cases, students must be provided with an opportunity for reassessment if appropriate.

2. PROCESS

Any proposals for Pro Rata Credit should be approved at a School Student Learning & Experience Sub-Committee (SSLESC), normally in advance of the academic year concerned, using the form CAMS01. The SSLESC will need to agree the reasons for the proposal, the number of credits allocated, the nature and timing of any proposed summative assessment(s), the process for moderation of the proposed assessments and results (including External Examiner scrutiny), and the process for reporting results to Module Boards. The proposal must be agreed by the appropriate Associate Dean (or nominee).

Following approval at SSLESC, the Secretary should notify Finance & Commercial Development (FCD) of the SSLEC's decision, so that appropriate SITS action may be taken. This will be confirmed to Schools by FCD.

Any approved proposal will be valid for one academic year only and will lapse at the end of that academic year unless re-approved.


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Appendix 3CAMS01

(approved by UAB 27-02-13)

APPLICATION TO SCHOOL STUDENT LEARNING & EXPERIENCE SUB-COMMITTEE FOR PRO RATA CREDIT

(to be forwarded to the Chair of the SSLESC for submission to SSLESC)

School:

Module:Title:Code:

Academic Year:

1 Proposed number of credits to be awarded:

2 Students to which pro rata credit will be applied (name(s) and student number(s)):

3 Reasons for the proposal:

4 Proposed summative assessment mechanism:

5 Timing of assessment:6 Reassessment

arrangements:7 Process for moderation and

External Examiner scrutiny:8 Process for confirming

achievement of the credits:9 I confirm my support for the

modules outlined above:Signed:(Associate Dean)Date:Name:(please print)


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Approved by SSLESC: YES NO

Date of SSLESC meeting:

SSLESC Minute Ref:Signed:(Chair/Secretary of SSLESC) Date:

For Finance & Commercial Development use only:

APPROVED REJECTED

Date of SSLESC: Minute Ref:

Date received by FCD:

FCD response toSchool, including date:


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Appendix 4SLECV2

Student Learning & Experience Committee

School:Partner (if applicable):

Varied requested from:(tick as applicable)

Assessment & Feedback PolicyCAMS FrameworkRPL Policy

Please specify the section(s) you wish to vary (each Variance should be submitted on a separate sheet and continued on a separate sheet, or attach an accompanying memo if necessary).

Section(s) No. Variance(Inc. any alternative proposal) Reason

Is the variance to be applied to the whole School?If NO, please specify which programme(s) variance is to apply to:

Professional Body requirement? PSRB Name:

Date of introductionof Variance:

Cohort(s) Variance to apply to:

External Examiner(s) consulted? Students consulted?

Date approved by School Student Learning & Experience Sub-Committee (SSLESC):Minute Reference:

Signed:

(Chair of SSLESC)

Date:


APPLICATION TO THE STUDENT LEARNING & EXPERIENCE COMMITTEE FOR A VARIANCE FROM THE ASSESSMENT & FEEDBACK POLICY, CAMS

FRAMEWORK AND/OR RPL POLICY

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For Academic Registry use only

APPROVED REJECTED

Date of SLEC: Minute Ref:

Copied to:FCD

School Senior Administrator

School to lodge with the Definitive Programme Documentation (DPD)
