SCHOOL OF ?

Validation Document

Programme and Award Title

Field

NOTE: The text provided in red is for guidance and should be removed. The guidance for each chapter represents the minimum required information and you should feel free to add to this wherever you feel necessary.

Please remember that the documentation will be sent to external advisers for comment. It is therefore important that arrangements/processes are described in detail in the validation document even where considered by the author to be standard School/UEL processes.

CONTENTS

1 THE CONTEXT OF THE PROPOSED PROGRAMME2 THE PROFESSIONAL CONTEXT OF THE PROPOSED PROGRAMME

(IF RELEVANT)

3 THE RATIONALE FOR THE PROPOSAL

4 PROGRAMME STRUCTURE

5 PLACEMENT LEARNING (IF RELEVANT)

6 TEACHING AND LEARNING / ASSESSMENT

7 SCHOOL BASED ACADEMIC AND OTHER COUNSELLING/STUDENT SUPPORT ARRANGEMENTS

8 STATEMENT OF RESOURCES

9 SUBJECT BENCHMARK STATEMENTS

10 TRANSITIONAL ARRANGEMENTS (IF RELEVANT)

APPENDIX 1: MODULE SPECIFICATIONS

APPENDIX 2: MAPPING OF MODULES TO QAA BENCHMARKS

APPENDIX 3: STAFF CVS

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1 THE CONTEXT OF THE PROPOSED PROGRAMME

To include how the proposal meets the objectives of UEL's strategic plan and the

School plan; the academic profile of the School and an assessment of the impact of

the proposal on that profile; any relationship of the proposal to programmes run by other Schools

within UEL.

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2 THE PROFESSIONAL CONTEXT OF THE PROPOSED PROGRAMME (IF RELEVANT)

To include the influence of professional body requirements on the design of the

programme (if necessary, the relevant guidelines of the professional body should be provided as an appendix).

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3 THE RATIONALE FOR THE PROPOSAL

To include evidence of the regional and national demand for the proposal; details of consultation with relevant employers and relevant

professional bodies; the relationship of the proposal to similar provision offered elsewhere; the target student group/expected student profile and projected student

intake including any upper limit; expected career destinations for graduates; if the programme replaces one currently offered by the School, an

explanation of why this is and details of consultation with students on the existing programme.

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4 PROGRAMME STRUCTURE

To include commentary on restructuring of programme (if re-approval) programme structure table; a statement / table clarifying whether new modules to be validated as

part of the validation process or whether modules already exist on other programmes where applicable;

if the programme includes modules from another School, confirmation that the matter has been discussed with the other School and that adequate arrangements have been made and agreed to the satisfaction of the other School;

how skills curriculum learning outcomes are embedded within the programme (for undergraduate programmes only);

the mode of study i.e. available as part-time/full-time programme and expected lengths of study;

standard intake points (if February intake); a statement clarifying progression routes for Foundation Degrees (if

applicable).

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5 PLACEMENT LEARNING (IF RELEVANT)

To include arrangements for the supervision and assessment of any placement

element including reference to the UEL Policy on Placement Management;

explanation of how placements are managed at a school level.

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6 TEACHING AND LEARNING / ASSESSMENT

To include teaching and learning strategy; assessment strategy, including formative assessment (but please note

that all learning outcomes must be assessed by summative assessment);

information on how the entitlements of disabled students have been addressed within the curriculum design;

external examiner arrangements; i.e. same external examiner to be used as on another programme or new external examiner to be appointed;

confirmation that assessment will be conducted in accordance with UEL’s Assessment & Feedback Policy.

a summary table of assessment by module for the entire programme

Module Code

Module Name Component of Assessment

Percentage Weighting

Word count / Duration

For distance learning proposals: Learning materials for 2 modules on the programme for

undergraduate programmes, or learning materials for 1 module on the programme for postgraduate programmes.

A detailed schedule for completion of all distance or blended leaning materials for the programme.

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7 SCHOOL BASED ACADEMIC AND OTHER COUNSELLING/STUDENT SUPPORT ARRANGEMENTS

To include induction; information on where students can go to for academic support

including clarification on who to see for what matter e.g. programme leader, module leader, personal tutor, student enquiries desk;

confirmation that students will be given a student handbook at the start of their programme of study;

online information and support; support offered by central UEL services i.e. counselling and advisory

support, support for students with disabilities/dyslexia, English language support.

The academic and administrative staff support infrastructure for distance learning students (where appropriate).

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8 STATEMENT OF RESOURCES

To include the physical resources available to support the programme (e.g. library,

computer hardware and software, virtual learning environment, specialist accommodation and other specialist equipment); and how distance learning students will access the resources (where applicable);

brief statement on teaching team with reference to CVs in appendix.

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9 SUBJECT BENCHMARK STATEMENTS

A statement detailing the programme team's evaluation of their proposal (i.e.: how have they been used in the development of the programme) with regard to:

the Framework for Higher Education Qualifications; relevant QAA Subject Benchmark Statement(s) (for Undergraduate

programmes and MBAs only); the QAA Quality Code; and any professional accreditation requirements.

The Framework for Higher Education Qualifications, QAA Subject Benchmark Statements and the UK Quality Code are part of the Academic Infrastructure and can be found on the Quality Assurance Agency (QAA) website at http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

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10 TRANSITIONAL ARRANGEMENTS (IF RELEVANT)

In the case of a programme re-approval to include confirmation of student consultation to the proposed changes and

evidence of such consultation; transitional arrangements i.e. are current students transferring to new

programme or is the previous version of the programme running out. If the previous version is running out give the final date when the relevant modules will cease to be available.

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APPENDIX 1: MODULE SPECIFICATIONSModule Specification

Module Title: Module Code:

Level:

Credit:

ECTS credit:

Module Leader:

Pre-requisite:

Pre-cursor:

Co-requisite:

Excluded combinations :

Location of delivery: UEL/Other/By distance learning (please delete as appropriate)If ‘Other’ please insert location here:

Main aim(s) of the module:

Main topics of study:

Learning Outcomes for the modulePlease use the appropriate headings to group the Learning Outcomes. While it is expected that a module will have LOs covering a range of knowledge and skills, it is not necessary that all four headings are covered in every module. Please delete any headings that are not relevant. You should number the LOs sequentially to enable mapping of assessment tasks.

At the end of this module, students will be able to:

Knowledge

Thinking skills

Subject-based practical skills

Skills for life and work (general skills)

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:For on campus students:

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For distance learning students, learning will be supported through a study guide accompanying a core textbook.The main purpose of the study guide is to help learners to make the most effective use of the core textbook and other resources. It provides clear structuring, routeing and signposting, to establish a context for learning. It highlights key concepts, models and frameworks and it clearly indicates to the student the sections of the textbook that they must study. In some areas, the study guide adds extra content, or integrates additional resources (such as journal articles) to support those topics not covered by the core textbook. The study guide encourages deep learning through the use of activities, self-assessment questions and other formative assessments. The activities help learners to understand or master a new topic or skill. They generally require students to engage with the topic in some way. Some examples of types of activities are those, which require students to:• apply concepts or frameworks to their own situations• apply concepts in solving problems or evaluating scenarios,• reflect on or analyse topics,• carry out further research related to topics of study.

Feedback will be provided for all activities. This may take the form of:• identifying a right or wrong answer• enabling students to compare their responses with the responses from other students• giving examples, alerting students to key points.Self-assessment questions enable students to check their progress – by comparing their answers with sample answers; they can assess for themselves how well they have met the learning outcomes for a particular section of the study guide.

Assessment methods which enable students to demonstrate the learning outcomes for the module; please define as necessary:

For distance learning students

Weighting: Learning Outcomes demonstrated:

Reading and resources for the module:These must be up to date and presented in correct Harvard format unless a Professional Body specifically requires a different formatCore

Recommended

Indicative learning and teaching time(10 hrs per credit):

Activity

1. Student/tutor Activity and hours (Defined as lectures, seminars, tutorials, project supervision,

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interaction: demonstrations, practical classes and workshops, supervised time in studio/workshop, fieldwork, external visits, work based learning (not placements), formative assessment) See further descriptions in guidance http://www.uel.ac.uk/qa/Moduleindicativelearningandteachingtime.docx

2. Student learning time:

Activity (e.g. seminar reading and preparation/assignment preparation/ background reading/ on-line activities/group work/portfolio/diary preparation, unsupervised studio work etc):

For distance learning students, the module will be taught through the use of study materials developed specifically for distance learning. Students will have access to dedicated support staff and academic tutors as well as an Online Student Community throughout their studies. Preparation for and undertaking assessments are included in the teaching and learning time. Because of the direction and support in the study guide, student/ tutor interaction time should be minimal. However, dedicated support staff and academic tutors will be available through the Online Student Community and will address all queries in line with our student charter for distance learning.

Total hours (1 and 2):

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APPENDIX 2: MAPPING OF MODULES TO QAA BENCHMARKS

To include: all benchmark statements and the module in which they can be found.

Benchmark Statement Modules

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APPENDIX 3: STAFF CVS

UNIVERSITY OF EAST LONDON

CURRICULUM VITAE FORM

SCHOOL -

PERSONAL DETAILS

Name and Title:

Current Position:

Qualifications: (please list all of your academic and/or professional qualifications together with where and when they were obtained)

Previous Posts Held:

TEACHING ACTIVITIES

Current teaching responsibilities:

Previous teaching responsibilities:

ADMINISTRATIVE ACTIVITIES

Current administrative responsibilities: (e.g. programme leader, module leader, admissions tutor)

Previous administrative responsibilities: (please list in date order starting with the most recent)

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PROFESSIONAL ACTIVITIES

Current professional activities: (e.g. consultancy work, professional practice, professional body activities and membership, commissioned work as an artist, work on exhibition etc)

Previous professional activities: (please list in date order starting with the most recent)

STAFF DEVELOPMENT ACTIVITIES

Relevant staff development activities: (please list in date order starting with the most recent - focus on those which help you to be more effective in your post as a teacher/administrator)

RESEARCH ACTIVITIES

Current Research Related Activities:

Total Number of Research Publications:

Most Recent and Relevant Research Publications: (please enter a maximum of six properly referenced research publications)

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