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Guidance notes for writing unit and course aims and learning outcomes Department for Curriculum and Quality Enhancement (DCQE) Version 2, June 2010

Guidance notes for writing unit and course aims and learning outcomes Page 1 of 16 Version 2, June 2010

Document title

Guidance notes for writing unit and course aims and learning outcomes

Document author and department Responsible person and department

Dr Valda Bunker, Department for Curriculum and Quality Enhancement

Rebecca Bunting, Deputy Vice-Chancellor, Directorate

Approving body Date of approval

Academic Quality and Policy Group July 2010

Review date Edition no. ID code

June 2012 2 N / A

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Document history

Major Release Date: June 2010 Minor Release Date: N / A Last Change Date: June 2010 Review Date: June 2012 Effective Session: 2010/12 History: Version 2 has been prepared to support Curriculum 2012 development. It replaces the previous version of these guidance notes that were included as an appendix in the Unit Management Handbook.


Introduction The use of aims and learning outcomes to describe what a lecturer wishes to achieve in his or her course / unit, and what students can be expected to know or do after studying it, are now well embedded in all educational sectors both in the UK and internationally. Used correctly they do not constrain teaching and assessment, rather they provide a valuable signpost for teaching staff, students and external stakeholders. Writing unit aims Aims and learning outcomes are different. Unit aims can be considered to be teaching intentions – they are what you intend to teach or facilitate the learning of. They do not have to be measurable and you can use phrases that would not be acceptable as learning outcomes, such as: • To instil an appreciation of … • To develop an integrated understanding of … • To develop a critical awareness of … • To provide an understanding of … • To provide an introduction to … However, the unit aims should combine and map reasonably well to the aims as given in the programme specification.

Writing unit learning outcomes Learning outcomes are what you expect the student to be able to do and therefore they must be measurable through the assessment. There are a number of ways learning outcomes in higher education might be expressed. At the University of Portsmouth the topic has been discussed at length and the guidelines that are given below represent our interpretation of the most important features of learning outcomes and the style to be adopted. The guidelines draw heavily on the original work of Jenny Moon1.

Step-by-step guide to writing unit learning outcomes 1. Learning outcomes are what a student who has been successful in the unit and who has

taken advantage of the learning opportunities might be expected to have achieved. However, in these days of litigation it is safer to start the list with the phrase ‘On successful completion of this unit students will be expected, at threshold level, to be able to:’.

2. Number each learning outcome – this makes it easier to cross reference to the outcomes

when explaining the assessment strategy.

1 Gosling, D., & Moon, J. (2001). How to use learning outcomes and assessment criteria. London: SEEC.


3. Make sure (through programme mapping) that the programme learning outcomes are achieved through the unit learning outcomes but, of course, not all of the programme learning outcomes have to be included in each unit. Consider the balance of intended outcomes in terms of:

• Knowledge and understanding • Cognitive skills • Transferable (graduate and employability) skills • Subject specific skills (practical / professional)

4. The learning outcomes for a unit may focus on one particular domain or may contain a mix

of two or more. There is no requirement for the actual learning outcomes to include outcomes from each domain.

5. Write each learning outcome with:

• An active (doing) verb that lends itself to being demonstrated – do not use verbs such as ‘appreciate’, ‘understand’, ‘know’. Instead think about what assessment you will use to try and measure the outcome. So to measure understanding you would want the students to (maybe) ‘compare and contrast’, ‘critically evaluate’ and so on; therefore use these verbs instead. To measure appreciation, you might want students to ‘outline’, ‘contextualise’ and so on. Avoid using ‘demonstrate an understanding or appreciation of’ as this is too non-specific.

• Words that indicate on what, or with what, the student is acting – this indicates what the student is comparing and contrasting, discussing, and so on.

6. Knowledge, understanding and cognitive skills domains – use verbs appropriate to the

level of study. There should be an obvious progression in learning outcomes and assessment criteria as students move from Level 4 (previous HE study level 1) to Level 8 (previous HE study level D)2. It is useful to refer to Bloom’s taxonomy of educational objectives when writing outcomes for knowledge, understanding and cognitive skills. Bloom suggested a hierarchy of cognitive processes, each building on the other, as shown in Figure 1. Recently the original taxonomy has been reviewed by Anderson (a former student of Bloom) and it has been revised very slightly with a juxtapositioning of evaluation and synthesis.

2 Note – the University has now adopted the use of the QAA Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland which describes five levels of qualifications: 4–8 (with 8 being the highest).


Figure 1 Bloom’s taxonomy of educational objectives Two sites worth visiting regarding Bloom’s 1956 original and Anderson’s revised taxonomy are:

• www.learningandteaching.info/learning/bloomtax.htm

• http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_

Bloom.27s_Taxonomy_.28RBT.29

The former is particularly useful as it attempts to present a hierarchy of affective and psychomotor domains as well as cognitive.

As students progress through their course(s) from Level 4, through Level 5 to Level 6 (Honours level) and beyond, the expectations of learning outcomes will change. This should be reflected in the students’ knowledge, skills, abilities and the context in which they are applied.

Knowledge is a prerequisite at each level. The key feature as students move from one level to another is how they use that knowledge, the independence they show and the responsibility taken for this learning. As a simplification a good rule is that: • Level 4 – would predominately contain basic verbs with some intermediate ones (limited

use of multiple verbs per learning outcome, e.g. describe …). • Level 5 – might include basic verbs but would predominately contain intermediate level

verbs with some higher level ones (some use of two or more verbs per outcome, e.g. compare and contrast …).

• Level 6 – might contain intermediate verbs but would predominately contain higher level verbs (significant uses of multiple verbs per learning outcome commonplace, e.g. compare, contrast and critically appraise …).

• Levels 7 and 8 – mainly higher level multiple verbs, also acknowledging the context in which the learner is operating.


The following example attempts to demonstrate this progression:

On successful completion of this unit, students should be able, at threshold level, to: Level 4 • Describe the role of the level descriptors in phrasing learning outcomes appropriate to

the level of study. • Collect information from a variety of sources and communicate their findings in a format

appropriate to their discipline.

Level 5 • Compare and contrast the role of level descriptors and QAA qualification descriptors in

phrasing learning outcomes appropriate to the level of study. • Justify the use of various research strategies and communicate their findings in a variety

of formats.

Level 6 • Critically evaluate the role of the QAA Codes of Practice in the maintenance of academic

standards in higher education. • Evaluate various research strategies and communicate findings in a professional manner

appropriate to their discipline.

Levels 7 and 8 • Critically evaluate the role of the QAA in higher education and hypothesise as to its

future structure, roles and responsibilities. • Communicate research findings in a format suitable for publication in a named journal.

Table 1 provides guidelines as to which verb(s) to use at which level. Table 2 reproduces the SEEC (Southern England Consortium for Credit Accumulation and Transfer) level descriptors which, in addition to knowledge, understanding and cognitive skills, also include expectations for the student with respect to key / transferable and practical skills.

The Framework for Higher Education Qualifications qualification descriptors are given in Table 3. These are useful in phrasing the learning outcomes for courses as described in the programme specification. The level descriptors are more appropriate to phrasing unit learning outcomes.

7. Transferable (graduate and employability) and practical skills domains – refer to Table

2 for the SEEC level descriptors. Also bear in mind that many benchmark statements use slightly different transferable skills terminology.


8. Group work

If learning outcomes are to be achieved as a group exercise, make sure that all the individuals can achieve them. For example, suppose that a Level 4 learning outcome is: • Give an oral presentation on career opportunities in philosophy.

If the students work as a group to divide the tasks so that some research the topic, others prepare the overheads and others give the oral presentation, then this is not a valid learning outcome for all students. Instead it might be better to say: • Work as a member of a group to enable the researching, preparation and delivery of an

oral presentation on career opportunities in philosophy. •

9. Student negotiated units Learning outcomes for student negotiated units can be written by focusing on the processes involved rather than the knowledge aspect. For example, some outcomes might be to:

• Prepare an appropriate and agreed learning contract with correctly structured learning

outcomes. • Fulfil the learning outcomes, demonstrating efficiency and autonomy in the management

of the required research, learning and reporting. 10. Learning outcomes should be written at threshold level. They are not a wish list, so avoid

being too ambitious – they are what the student, who just passes the unit, will be able to do. It is the marking criteria that distinguish the level of achievement (see Figure 2).

Figure 2 Writing learning outcomes at threshold level and distinguishing levels of achievement using marking criteria

Learning outcomes are not a description of the syllabus. They do not have to be a detailed list. Therefore avoid learning outcome overload – six outcomes per 20- or 30-credit unit would be the maximum with three or four quite acceptable. This should enable the key elements to be described. This does not mean that you cannot elaborate on learning objectives for individual teaching sessions. You can summarise Professional Statutory and Regulatory Bodies (PSRB) outcomes within broader University unit learning outcomes. This can have advantages in terms of ‘longevity’ of the University unit as you will probably be


expected to regularly ‘map’ (long) lists of PSRB learning outcomes separately from the University units. There is ongoing debate in higher education as to whether all learning outcomes should be assessed and whether students should have to pass them all to gain the credit for a unit. The most important thing is that we are clear about what we do at the University of Portsmouth. We have debated and agreed that the following is appropriate: • Every learning outcome must be capable of being demonstrated in the assessment

strategy. • Students must expect to be assessed on all of the learning outcomes. • From year to year the nature of the assessment tasks / questions will change and not all

learning outcomes will necessarily be assessed every year. • All assessed learning outcomes do not have to be passed for students to pass the unit.

The only requirement is that the unit pass mark is achieved.

It is of course preferable that all learning outcomes will have to be passed for the student to pass the assessment. This is more likely to be possible when exam papers are carefully structured or coursework carefully specified. A pass / fail assessment artefact can be required in cases where it is essential that one or more learning outcomes are unequivocally achieved. This type of assessment is usually used for competence-type judgements.

Constructive alignment Learning outcomes, learning and teaching approaches, assessment methods and assessment criteria should be aligned, i.e. relate to each other. The constructive element comes from students constructing meaning through the learning, teaching and assessment approaches. As Biggs3 states:

Meaning is not something imparted or transmitted from teacher to learner, but is something learners have to create for themselves. Teaching is simply a catalyst for learning. If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.

This emphasises the importance of assessment for learning and should encourage innovation in selecting assessment tasks appropriate to the learning outcome.

3Biggs, J. (n.d.). Aligning teaching for constructing learning. Retrieved 2 June 2010, from:www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf


Table 1 Suggestions for verbs to express knowledge, understanding and cognitive skills

Skill: Demonstrated by: Applicable to: Task and question clues: Knowledge

• Observation and recall of

previously learned information • Knowledge of dates, events,

places • Knowledge of major ideas • Mastery of subject matter

Knowledge is a prerequisite for all levels, but at Level 4 the expectation is predominately of a familiarity with key facts and theories with limited evaluation applied to the subject area.

collect, define, describe, elaborate, enumerate, examine, identify, label, list, match, name, order, outline, quote, recall, recognise, record, select, show, state, tabulate, tell

Comprehension

• Understanding information • Grasping the meaning of

information • Translate knowledge into new

context • Interpret facts, compare,

contrast • Order, group, infer causes

predict consequences

At Level 4 there would be some expectation of students using their knowledge to demonstrate subject understanding and interrelationships. This would be a requirement at Level 5.

associate, classify, contrast, describe, differentiate, discuss, distinguish, estimate, explain, express, extend, identify, indicate, interpret, locate, predict, recognise, reflect, report, restate, review, select, summarise, translate, theorise

Application

• Use previously learned

information in new situations to solve problems

• Use methods, concepts, theories in new situations

• Solve problems using required skills or knowledge

Essential at Levels 5 and 6. Students would be expected to evaluate and apply their knowledge to new situations.

apply, assess, articulate, calculate, choose, classify, complete, construct, demonstrate, develop, employ, extend, examine, implement, illustrate, interpret, instruct, operate, predict, prepare, relate

Analysis

• Breaking down of information

into its counterparts • Examining and trying to

understand such information to develop conclusions

• Seeing patterns • Organisation of parts • Recognition of hidden

meanings • Identification of components

Essential at Levels 5 and 6. At Level 6 students would be expected to analyse and evaluate information from a variety of sources. They will be able to develop arguments whilst being aware of the limits of knowledge.

analyse, appraise, calculate, categorise, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, experiment, question, test

Synthesis

• Creatively or divergently

applying prior knowledge and skills to produce a new or original whole

• Use old ideas to create new ones

• Generalise from given facts • Relate knowledge from several

areas • Predict, draw conclusions

At Levels 6, 7 and 8, the expectation is that students will apply their knowledge and understanding to new situations, some of which (particularly at 7 and 8) are at the limits of current understanding.

arrange, assemble, collect, compose, conceptualise, construct, create, design, develop, formulate, generalise, hypothesise, integrate, invent, manage, organise, plan, propose, rearrange

Evaluation

• Compare and discriminate

between ideas • Assess value of theories,

presentations • Make choices based on

reasoned argument • Verify value of evidence • Recognise subjectivity

At Levels 6, 7 and 8, the expectation is that students will apply their knowledge and understanding to new situations, some of which (particularly at 7 and 8) are at the limits of current understanding.

appraise, argue, assess, conclude, convince, criticise, critique, defend, discriminate, estimate, evaluate, judge, justify, predict, rate, recommend, summarise, support, test


Table 2 SEEC level descriptors (Gosling, D., & Moon, J. (2001). Learning outcomes and assessment criteria. London: SEEC.)

Level 4 – The Student: Level 5 – The Student: Level 6 – The Student: Knowledge base:

Has a given factual and / or conceptual knowledge base with emphasis on the nature of the field of study and appropriate terminology.

Has a detailed knowledge of major theories of the discipline(s) and an awareness of a variety of ideas, contexts and frameworks.

Has a comprehensive / detailed knowledge of a major discipline(s) with areas of specialisation in depth and an awareness of the provisional nature of knowledge. Knowledge and

understanding Ethical issues:

Can demonstrate awareness of ethical issues in current areas of study and is able to discuss these in relation to personal beliefs and values.

Is aware of the wider social and environmental implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives.

Is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work.

Analysis:

Can analyse with guidance using given classifications / principles.

Can analyse a range of information with minimum guidance using given classifications / principles and can compare alternative methods and techniques for obtaining data.

Can analyse new and / or abstract data and situations without guidance, using a range of techniques appropriate to the subject.

Synthesis:

Can collect and categorise ideas and information in a predictable and standard format.

Can reformat a range of ideas and information towards a given purpose.

With minimum guidance can transform abstract data and concepts towards a given purpose and can design novel solutions.

Evaluation:

Can evaluate the reliability of data using defined techniques and / or tutor guidance.

Can select appropriate techniques of evaluation and can evaluate the relevance and significance of the data collected.

Can critically evaluate evidence to support conclusions / recommendations, reviewing its reliability, validity and significance. Can investigate contradictory information / identify reasons for contradictions.

Cognitive / intellectual skills

Application:

Can apply given tools / methods accurately and carefully to a well defined problem and begin to appreciate the complexity of the issues.

Can identify key elements of problems and choose appropriate methods for their resolution in a considered manner.

Is confident and flexible in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution.


Level 4 – The Student: Level 5 – The Student: Level 6 – The Student:

Group working:

Can work effectively with others as a member of a group and meet obligations to others (for example, tutors, peers, and colleagues).

Can interact effectively within a team / learning group, giving and receiving information and ideas and modifying responses where appropriate.

Can interact effectively within a team / learning / professional group, recognise, support or be proactive in leadership, negotiate in a professional context and manage conflict.

Learning resources:

Can work within an appropriate ethos and can use and access a range of learning resources.

Can manage learning using resources for the discipline and develop working relationships of a professional nature within the disciplines.

With minimum guidance can manage own learning using full range of resources for the disciplines. Can work professionally within the discipline.

Self-evaluation:

Can evaluate own strengths and weaknesses within criteria largely set by others.

Can evaluate own strengths and weaknesses, challenge received opinion and develop own criteria and judgement.

Is confident in application of own criteria of judgement and can challenge received opinion and reflect on action. Can seek and make use of feedback.

Management of information:

Can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance.

Can manage information and select appropriate data from a range of sources and develop appropriate research strategies.

Can select and manage information, competently undertake reasonably straightforward research tasks with minimum guidance.

Autonomy:

Can take responsibility for own learning with appropriate support.

Can take responsibility for own learning with minimum direction.

Can take responsibility for own work and can criticise it.

Communications:

Can communicate effectively in a format appropriate to the discipline(s) and report practical procedures in a clear and concise manner.

Can communicate effectively in a manner appropriate to the discipline(s) and report practical procedures in a clear and concise manner in a variety of formats.

Can engage effectively in debate in a professional manner and produce detailed and coherent project reports.

Key / transferable skills

Problem solving:

Can apply given tools / methods accurately and carefully to a well defined problem and begin to appreciate the complexity of the issues in the discipline.

Can identify key areas of problems and choose appropriate tools / methods for their resolution in a considered manner.

Is confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools / methods to their solution.



Application:

Can operate in predictable, defined contexts that require use of a specified range of standard techniques.

Can operate in situations of varying complexity and predictability requiring application of a wide range of techniques.

Can operate in complex and unpredictable contexts, requiring selection and application from a wide range of innovative or standard techniques.

Practical skills (subject specific)

Autonomy in skill use:

Is able to act with limited autonomy, under direction or supervision, within defined guidelines.

Is able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines.

Is able to act autonomously, with minimal supervision or direction, within agreed guidelines.



Knowledge base:

Has a comprehensive / detailed knowledge of a major discipline(s) with areas of specialisation in depth and an awareness of the provisional nature of knowledge.

Has depth and systematic understanding of knowledge in specialised / applied areas and / across areas and can work with theoretical / research-based knowledge at the forefront of their academic discipline.

Has great depth and systematic understanding of a substantial body of knowledge and can work with theoretical / research knowledge at the forefront of the discipline at publication quality peer reviewed standards.

Ethical issues:

Is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work.

Has the awareness and ability to manage the implications of ethical dilemmas and work proactively with others to formulate solutions.

Can analyse and manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions.

Knowledge and understanding

Disciplinary methodologies:

Has a comprehensive understanding of techniques / methodologies applicable to their own work (theory or research-based).

Has a comprehensive understanding of techniques / methodologies applicable to the discipline (theory or research-based).

Analysis:

Can analyse new and / or abstract data and situations without guidance, using a range of techniques appropriate to the subject.

With critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge, communicating the outcome effectively.

With critical awareness, can undertake analysis, managing complexity, incompleteness of data or contradiction in the areas of knowledge.

Synthesis:

With minimum guidance can transform abstract data and concepts towards a given purpose and can design novel solutions.

With critical awareness, can synthesise information in a manner that may be innovative, utilising knowledge or processes from the forefront of their discipline / practice.

Can undertake synthesis of new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice.

Evaluation:

Can critically evaluate evidence to support conclusions / recommendations, reviewing its reliability, validity and significance. Can investigate contradictory information / identify reasons for contradictions.

Has a level of conceptual understanding that will allow him / her to critically evaluate research, advanced scholarship and methodologies and argue alternative approaches.

Has a level of conceptual understanding and critical capacities that will allow independent evaluation of research, advanced scholarship and methodologies and can argue alternative approaches.

Cognitive / intellectual skills

Application:

Is confident and flexible in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution.

Can demonstrate self-direction and originality in problem solving and act autonomously in planning and implementing tasks at a professional or equivalent level.

Can act independently and with originality in problem solving and is able to lead in planning and implementing tasks at a professional or equivalent level.



Group working:

Can interact effectively within a team / learning / professional group, recognise, support or be proactive in leadership, negotiate in a professional context and manage conflict.

Can work effectively with a group as leader or member. Can clarify task and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence.

Can lead / work effectively with group. Can clarify task, managing the capacities of group members, negotiating and handling conflict with confidence.

Learning resources:

With minimum guidance can manage own learning using full range of resources for the disciplines. Can work professionally within the discipline.

Is able to use full range of learning resources.

Is able to use full range of learning resources.

Self-evaluation:

Is confident in application of own criteria of judgement and can challenge received opinion and reflect on action. Can seek and make use of feedback.

Is reflective on own and others’ functioning in order to improve practice.

Is reflective on own and others’ functioning in order to improve practice.

Management of information:

Can select and manage information, competently undertake reasonably straight-forward research tasks with minimum guidance.

Can competently undertake research tasks with minimum guidance.

Can competently and independently undertake innovative research tasks.

Autonomy:

Can take responsibility for own work and can criticise it.

Is independent and self-critical learner, guiding the learning of others.

Is independent and self-critical as learner, supports the learning of others.

Communications:

Can engage effectively in debate in a professional manner and produce detailed and coherent project reports.

Can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently.

Can communicate complex or contentious information clearly and effectively to specialists / non-specialists, understands lack of understanding in others. Can act as a recognised and effective consultant.

Key / transferable skills

Problem solving:

Is confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools / methods to their solution.

Has independent learning ability required for continuing professional study, making professional use of others where appropriate.

Can independently continue own professional study, professionally can make use of others within / outside the discipline.



Application:

Can operate in complex and unpredictable contexts, requiring selection and application from a wide range of innovative or standard techniques.

Can operate in complex and unpredictable, possibly specialised contexts, and has an overview of the issues governing good practice.

Can operate in complex and unpredictable / specialised contexts that may be at the forefront of knowledge. Has overview of the issues governing good practice.

Autonomy in skill use:

Is able to act autonomously, with minimal supervision or direction, within agreed guidelines.

Is able to exercise initiative and personal responsibility in professional practice.

Can act in a professional capacity for self / others, with responsibility and largely autonomous initiative in complex and unpredictable situations.

Practical skills (subject specific)

Technical expertise:

Has technical expertise, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills or procedures for new situations.

Has technical mastery, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills / procedures for new situations.


Table 3 Framework for higher education qualifications – qualification descriptors Qualification level

Qualifications at this level are awarded to students who have demonstrated:

Typically, holders of the qualification will be able to: Typically, holders of the qualification will have:

Level 4

• Knowledge of the underlying concepts and principles associated

with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.

• An ability to present, evaluate, and interpret qualitative and

quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

• Evaluate the appropriateness of different

approaches to solving problems related to their area(s) of study and / or work.

• Communicate the results of their study / work

accurately and reliably, and with structured and coherent arguments.

• Undertake further training and develop new skills

within a structured and managed environment.

• Qualities and transferable skills necessary

for employment requiring the exercise of some personal responsibility.

Level 5

• Knowledge and critical understanding of the well-established

principles of their area(s) of study, and of the way in which those principles have developed.

• Ability to apply underlying concepts and principles outside the

context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

• Knowledge of the main methods of enquiry in their subject(s), and

ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

• An understanding of the limits of their knowledge, and how this

influences analyses and interpretations based on that knowledge.

• Use a range of established techniques to initiate

and undertake critical analysis of information, and to propose solutions to problems arising from that analysis.

• Effectively communicate information, arguments,

and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.

• Undertake further training, develop existing skills,

and acquire new competences that will enable them to assume significant responsibility within organisations.


for employment requiring the exercise of personal responsibility and decision-making.

Level 6

• A systematic understanding of key aspects of their field of study,

including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline.

• An ability to deploy accurately established techniques of analysis

and enquiry within a discipline.

• Conceptual understanding that enables the student:

• to devise and sustain arguments, and / or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and

• to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline.

• An appreciation of the uncertainty, ambiguity and limits of

knowledge.

• The ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and / or original materials appropriate to the discipline).

• Apply the methods and techniques that they have

learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects.

• Critically evaluate arguments, assumptions, abstract

concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem.

• Communicate information, ideas, problems, and

solutions to both specialist and non-specialist audiences.


for employment requiring:

• the exercise of initiative and personal responsibility;

• decision-making in complex and unpredictable contexts; and

• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.


Level 7

• Systematic understanding of knowledge, and a critical awareness of

current problems and / or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.

• A comprehensive understanding of techniques applicable to their own

research or advanced scholarship. • Originality in the application of knowledge, together with a practical

understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

• Conceptual understanding that enables the student:

• to evaluate critically current research and advanced scholarship

in the discipline; and • to evaluate methodologies and develop critiques of them and,

where appropriate, to propose new hypotheses.

• Deal with complex issues both systematically and

creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

• Demonstrate self-direction and originality in tackling

and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

• Continue to advance their knowledge and

understanding, and to develop new skills to a high level.

• The qualities and transferable skills

necessary for employment requiring:

• the exercise of initiative and personal responsibility;

• decision-making in complex and unpredictable situations; and

• the independent learning ability required for continuing professional development.

Level 8

• The creation and interpretation of new knowledge, through original

research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication.

• A systematic acquisition and understanding of a substantial body of

knowledge which is at the forefront of an academic discipline or area of professional practice.

• The general ability to conceptualise, design and implement a project

for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems.

• A detailed understanding of applicable techniques for research and

advanced academic enquiry.

• Make informed judgements on complex issues in

specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences.

• Continue to undertake pure and / or applied research

and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches.

• The qualities and transferable skills

necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

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